 To provide clarity and simplicity to writing an Argumentation Essay.  To provide a template for writing an Argumentation Essay.  At the conclusion, you will be able to effectively write an Argumentation essay.

main point  Is the main point to writing a synthesis essay easiest essay to write  Is usually the easiest essay to write confusing  Can sometimes be confusing if your ideas are organized.

 Making connections  Making connections to readers  Understanding lines  Understanding lines of arguments claim  Making a claim  Shaping  Shaping an Argument style  Giving an argument style  Managing conventions  Managing conventions of an argument

do not write in a cultural vacuum  Writers do not write in a cultural vacuum influenced by who they are  Writers’ works are influenced by who they are  Race  Religion  Gender  Ethnicity  Class  Intelligence

IS  Perception IS reality! connection  Establish some connection with the reader  Familiarity  Presenting yourself as authority

 Based on Emotion  Based on Values  Based on Character  Based on Fact and Reason

think more carefully  Cause readers to think more carefully about a subject  Persuading readers not to drink and drive by tell9ing about a teen who was killed in DUI accident. emotions can lead to unwise or impulsive judgments  We have to be wary because emotions can lead to unwise or impulsive judgments.  Driving a certain car or wearing certain clothing will make you feel superior to others

related to emotion  Closely related to emotion live up to higher principles, respected traditions, or new values  Writer asks readers to live up to higher principles, respected traditions, or new values ties with ceremonial arguments  Closely ties with ceremonial arguments  Be aware of values/ideals  Be aware of values/ideals of the community

honest and sincere  Writer must come across honest and sincere evidence of character  Where to look for evidence of character in arguments  Who is the author  Is the writer an authority on or knowledgeable about the topic  Is evidence presented in full/complete, not slanted to writer’s agenda  Does the writer acknowledge the counterargument  Are sources documented  As author you must consider:  Language  Organization & Structure  Sense of Authority

enough evidence to support argument  Writer must provide enough evidence to support argument  Writer must test  Writer must test all assumptions and claims question every source and authority  Writer must question every source and authority cited

 Claim: Statement of belief or truth  Where to look for evidence of character in arguments  Can simply be stated  Can be inferred attached to reasons that support it and premises that uphold it to be an argument  Claims must be attached to reasons that support it and premises that uphold it to be an argument several claims in one essay  Can have several claims in one essay

think the way the evidence is presented  Have to think the way the evidence is presented tailor your argument to the topic  Have to tailor your argument to the topic (pg. 40)

establish credibility  Ways to establish credibility  Demonstrate that you are knowledgeable (facts/statistics)  Highlight shared values  Refer to common experiences  Use language to build common ground  Respect the reader

 Always ANNOTATE  Circle  Circle words you don’t know  [Main claim]  Supporting details to main claim  Acknowledgement  Acknowledgement of counterargument  Make notes in the margins

INTRODUCTION  Needs to be detailed, but brief  Will ALWAYS begin with one of the following  Question, Statement, or Anecdote  Will state if you AGREE OR DISAGREE  Will state your thesis: 3 details

INTRODUCTION  Format [Hook, question, or statement] [A filler statement hinting at your position…Agree or disagree] in his/her proposes that [Writer’s credentials], [writer’s first and last name], in his/her [type of text], “[title of text],” proposes that [relate that authors main claim to your hook, questions, or statement].

INTRODUCTION  Format idea/proposition/theory mainly because This idea/proposition/theory is [statement of agreeing or disagreeing] mainly because [state your three reasons or details].

BODY  3 paragraphs; each will highlight one of your reasons  You will need to be specific in your evidence to back up your reason for agreeing or disagreeing

BODY  Format most specifically believes that [Author’s last name] most specifically believes that [paraphrase one of the author’s support details to his/her main claim]. He/she points out, He/she points out, “[direct quote from text to prove your previous sentence]”. I with this because I [disagree/agree] with this [idea/way of thinking/ theory] because [state the 1 st detail –reason].

BODY  Format More distinctively, More distinctively, [give support for your detail or reason….an example]. Although might have objections to the I maintain that Although [author’s last name] might have objections to the [idea/theory], I maintain that [statement of disagreeing].OR Although might have objections to the I maintain that Although [classification of people] might have objections to the [idea/theory], I maintain that [statement of agreeing].

BODY 2  Format also contends that Not only is it suggested that [restate support to author’s main claim from body paragraph #1], but [Author’s last name] also contends that [paraphrase another of the author’s support details to his/her main claim]. He/she points out, He/she points out, “[direct quote from text to prove your previous sentence]”.

BODY 2  Format This premise [has/does not have] great merit because This premise [has/does not have] great merit because [state the 2 nd detail –reason]. In particular consider, In particular consider, [give support for your detail or reason….an example]. Understanding that might have objections to the I will continue to remain adamant that Understanding that [author’s last name] might have objections to the [idea/theory], I will continue to remain adamant that [statement of disagreeing].

BODY 2  FormatOR Understanding that might have objections to the I will continue to remain adamant that Understanding that [classification of people] might have objections to the [idea/theory], I will continue to remain adamant that [statement of agreeing].

BODY 3  Format goes even further to support his/her claim that Along with his/her assertions that [restate support to author’s main claim from body paragraph #1 and #2], [Author’s last name] goes even further to support his/her claim that [restate the author’s overall claim]; [paraphrase another of the author’s support details to his/her main claim].

BODY 3  Format He/she calls attention to the fact that, He/she calls attention to the fact that, “[direct quote from text to prove your previous sentence]”. I with statement because I [agree/disagree] with [author’s last name]’s statement because [state the 3 rd detail –reason]. Studies show that Studies show that [give support for your detail or reason….an example].

BODY 3  Format Taking into consideration that will categorically oppose this from my perspective isnot a worthwhile presumption. Taking into consideration that [author’s last name] will categorically oppose this [idea/theory], from my perspective [author’s main claim paraphrased] is not a worthwhile presumption.

BODY 3  FormatOR Taking into consideration that will categorically oppose this isa worthwhile presumption. Taking into consideration that [classification of people] will categorically oppose this [idea/theory], from my perspective [author’s main claim paraphrased] is a worthwhile presumption.

Conclusion  Simply restate your 3 main details  State if you AGREE OR DISAGREE

CONCLUSION  Format Even though proposes that Even though [author’s first and last name] proposes that [authors overall claim], this presumption is hardly acceptable. Due to Due to [restate your 3 main details – paraphrase] [state your agreed or disagreed position].