AP Language Mr. Stonesifer Argumentation Review AP Language Mr. Stonesifer

Inductive Reasoning Piles up specific examples and draws conclusions from them. Examples: I get hives after eating ice cream. My mouth swells up when I eat cheese. Yogurt triggers my asthma. Conclusion: Dairy products make me sick.

Deductive Reasoning Sets out a principle and applies it to a specific case to reach a conclusion. General Principle: Ice cream is a dairy product. Specific Case: Ice cream makes me sick. Conclusion: Dairy products make me sick.

The basic elements of Toulmin’s structure Claim: The argument you wish to prove Qualifier: Any limitations you place on your claim Reason(s)/Evidence: Support for your claim Warrants: Underlying assumptions that support your claim Backing: Evidence for warrant

Toulmin Argument Relationship between elements stated in a sentence: My claim is true, to a qualified degree, because of the following reasons, which make sense if you consider the warrant, backed by these additional reasons.

Toulmin Argument Claims: Debatable, controversial statements the writer attempts to prove. Simple example claims: Superior should make a strong financial effort to become a truly bike-friendly city. Due to high accident rates and underdeveloped brains, students shouldn’t be able to get driver’s license until they are eighteen years old.

Toulmin Argument Evidence supports a claim. Good reasons back up the point. Consider the following: Personal experience Anecdotes Facts Authorities

Toulmin Argument Warrants- Crucial to a Toulmin argument The logical, persuasive connections between the claim and the reasons/data Gives a writer authority to proceed with an argument “Since”

Toulmin Argument Warrants: Example- “that any practice that causes serious diseases should be banned by the government.”

Toulmin Argument Warrants Example: Reason: The Electoral college gives small states undue influence. Warrant: (Since) . . . ? Claim: So it should be abolished.

Toulmin Argument Qualifiers: Qualifying expressions make claims more precise and honest. Acknowledges limitations Examples: few, often, perhaps, possibly, typically, it may be, rarely, in general, in some cases

Toulmin Argument Unqualified Claim: Qualified Claim: People who smoke live shorter lives than those who do not. Qualified Claim: In most cases, people who smoke live shorter lives than those who do not.

5 important considerations in making a modern-day argument

selection of evidence Strength Amplitude- Quality and abundance of evidence

2. arrangement primacy (importance) or recency? antithesis/counterargument

3. rhetoric/prose

4. definition “justice” “life” “marriage” “cost effective”

5. consequences/benefits

Open-Ended Argument FRQ

Introductions to avoid Any “fluffy” opening sentences EPIC intros “Ever since the dawn of man . . . “ “For centuries and centuries . . . “ “The human race has always dealt with . . . “

Avoid summarizing the prompt for the reader “Plato argued that . . . and Aristotle stated . . . while Sartre pointed out . . . “

Abstract Thinking The open-ended argument FRQ usually requires abstract thinking with concrete examples and support. Example- “Ownership” FRQ focus on the idea of ownership and its relationship with the development of self (identity). If you focused on literally owning items the entire essay, you did not take that step from the concrete to the conceptual.

Broader Contexts Address ideas in relation to broader contexts. Think of the world outside of yourself. Let’s say the topic is on the importance of literacy. What are some broader contexts surrounding the importance of literacy? Consider the following prompt from 2001: “Write an essay in which you support, refute, or qualify Sontag’s claim that photography limits our understanding of the world.” What are some broader contexts surrounding photography as a limitation?

Thesis Statement Always include a thesis statement. Focused Tie to a larger context

Terms of Argument Define and defend the terms of your argument.

Avoid the following “You” “I think” “I feel” “I believe” Even though the prompt asks you to “write an essay in which you explain your position,” you still should avoid the above words/phrases. This will help you develop an argument rather than just state an opinion. Remember that an argument is carefully developed through evidence, reasoning, and support. Opinions are just your thoughts on a topic.

The Argument with Sources (Synthesis FRQ)

Starting Out Use your rhetorical analysis and open-ended argument skills here. Your argument, not the sources, should be central. Do not just respond to sources. Create a strong thesis statement.

Sources Consider each source from a rhetorical analysis point-of-view Analyze and critique the sources as you read Annotate, take notes as you read the sources Read for ideas, principles, and arguments, rather than statements and facts

Sources Use a minimum of 3 sources. However use more if you can. Always analyze and comment on each source you use. Quoting, paraphrasing, or briefly summarizing are all OK. Do not use extensive quotes. In at least one paragraph, cite multiple sources. Explain how they respond to each other or differ on the issue. Use sources as counterarguments as well.

Sources With the digital age upon us, we see more and more USPS customers “migrate to the internet” (O’Keefe). The ultimate business conundrum is currently confronting the USPS: less mail and more addresses (Source B). Cullen elaborates on an important consideration, pointing out that without actual letters, our society risks losing its historical record.

Sources Consider the sources as participants in a conversation about contested, unresolved questions. What is at stake for these various participants? How do participants’ interest in the issue conflict and overlap? Which groups are privileged by a part of the argument? Which parties are ignored? Why does the issue in question matter to the various groups weighing in?

General FRQ Tip Always write all three essays, even if time is short.