All About Writing An Argument So You Think You Can ARGUE All About Writing An Argument

Today is August 14, 2017 Journal quickwrite: When you disagree with someone, how do you get your point across? Do you back it up with proof or just say what comes to mind? Write a paragraph or two on what you do.

During this hour You will complete the journal quick write. You will complete vocabulary choice board activities. You will quietly. I will be contacting parents for those people breaking the rules. (being loud and out of seat)

Social Studies Work book page 3 You have 17 minutes

Students who need to write sentences I will walk in the hall way quietly without running, playing, dancing, and talking loudly. (100x) Terell Armarien Chris Demarcus Ja’quan Faulks Tyrone

August 17, 2017 Today for the Do Now: Quad Cluster—goes inside of your Do Now/ Journal Section of your notebook. Cornell Notes on What is an Argument Practice on writing arguments and counterarguments worksheet.

Today you will: August 17, 2017 Circle the word that is different from the other 3 words. In 2-3 sentences, explain how that word is different. Next, in 2-3 sentences explain how the other 3 words are similar. Feeble, lethargy, irate, stoop Next, have your neighbor read and sign their name at the bottom.

FYI Inside of your folder it should be set up like this: Journal/Do Now Classwork/Notes Homework

Topic: What is an argument?

No one can start restroom breaks until the class is quiet. Hello No one can start restroom breaks until the class is quiet.

Essential Question What makes a good argumentative paper?

Kids should be in school Monday through Saturday! What is an argument? An argument is a claim that someone believes should or should not be true. Kids should be in school Monday through Saturday! For the next three slides, have students fill in the missing words in the “notes” at the top of the guided worksheet.

WRONG!! Persuasive writing is based on an emotional appeal and the credibility of the writer. Argument writing is based on logic and reasoning.

A claim by itself is not enough A claim by itself is not enough. You have to convince people why your claim is true. You do this by using warrants and backing.

Answer the essential Question What makes a good argument? Write a summary at the bottom of the Cornell notes. Some of you owe me your folders. Worksheet with the boxes is due. Claims and Counterclaims.

“I need backup!” What is a claim? A main argument—an opposing view A counterclaim: is a statement that goes against your opposing view. (the disagreement) What are warrants? Warrants explain how the evidence supports the claim. What is backing: Backing supports the warrants.

Claim: Kids should not have to go to school on Saturdays. Warrants (reasons): Most working parents have weekends off, and students need to be with their families. Backing (supporting details): Students spend 36 hours a week at school. Students spend 12 hours a week with their parents. Some students have jobs. Backing (supporting details): 86% of 11th and 12th graders work on the weekends. Students need time for other activities. Backing (supporting details): Only 12% of students aren’t involved in extracurricular activities. On average, students spend 22 hours a week on extracurricular activities.

What is a rebuttal? Arguments should also include rebuttals or reasons why the counter arguments are wrong What is a counter argument? An argument that goes against your argument. Kids should not have to go to school on Saturdays.

Social Studies You will color the worksheet. Label the rivers We will review You have to be able to label the 5 regions in the map.

Qualification Evidence Claim Warrant Backing Rebuttals

Claim Counterclaim Warrant Argument Synthesis Warrant Backing 8/10/2011 Synthesis Counterclaim Warrant Rebuttal Rebutatl

Making a Claim 8/10/2011 Think about how a teenage driver might convince his/her parents to loan the family car. Some tactics might include: Present examples of trustworthiness from the past Instill feelings of guilt Whine Present statistics on teen driving to demonstrate a sense of responsibility.  Based on an example from: http://www.unc.edu/depts/wcweb/handouts/argument.html

Evidence Information that supports a claim or counterclaim (ex. facts, figures, examples) 8/10/2011 I should be allowed to drive the car! I probably should not be allowed to drive the car! Concluding Statement I passed the driving test the first time. (I know the rules.) Driving record at MVA I have never gotten a ticket. (I follow the rules.) I have not lost my cell phone, wallet, or debit card. (I am responsible.) Personal communication Traffic accidents are a leading cause of death for teenagers. (They don’t pay attention as well) NHTSA No previous experience with being responsible for something this potentially dangerous or expensive. Synthesis

Synthesis Concluding Statement Clarify relationships between claim and reasons, reasons and evidence, and claim and counterclaim. I should be allowed to drive the family car as I have demonstrated responsibility, fulfilled the legal requirements, and have maintained control of my driving. Even though it is true that traffic accidents are a leading killer of teenagers, it is obvious since not all teenagers have accidents that there are many safe teenage drivers. In previous circumstances, when I have been given the opportunity to be responsible, I have demonstrated this attribute so a lack of experience is not a strong counterclaim. 8/10/2011 Claim Warrant Backing Synthesis Synthesis Point out strengths and limitations of both claim and counterclaim

For You to Do! 8/10/2011 Within content-alike groups, identify two opportunities you have to highlight scientific argument with your students during the first quarter. Consider how you will encourage students to: Use scientific evidence, Use scientific language, Consider counterclaims. Share examples with your department.