TEN STEPS to IMPROVING COLLEGE READING SKILLS This presentation should be viewed in “Slide Show” view to display properly. [Mac: Go to “Slide Show” pulldown menu and click on “Play from Start.”] [PC: Go to “Slide Show” tab and click on “From beginning.”] Use the tab key, space bar, arrow keys, or page up/down to move through the slides. These slides are optimized for PowerPoint versions 12 (2007/2008) and 14 (2010/2011). If viewed in earlier versions of PowerPoint, some slides may not display properly.

TEN STEPS to IMPROVING COLLEGE READING SKILLS SIXTH EDITION TEN STEPS to IMPROVING COLLEGE READING SKILLS John Langan © 2014 Townsend Press

9 Argument

CHAPTER 9 Argument ©The New Yorker Collection 1986 Bernard Schoenbaum from cartoonbank.com. All Rights Reserved. See page 363 in textbook. In a good argument (such as the one that appears to be going on in the above cartoon), the other person listens carefully as we state our case, waiting to see if we really have solid evidence to support our point of view.

Argumentation is a part of our everyday dealings with other people. CHAPTER 9 Argument Argumentation is a part of our everyday dealings with other people. It is also an important part of much of what we read. Authors often try to convince us of their opinions and interpretations. See page 364 in textbook.

CHAPTER 9 Argument Very often the most important things we must do as critical readers are 1 Recognize the point the author is making. 2 Decide if the author’s support is relevant. See page 364 in textbook. 3 Decide if the author’s support is adequate.

The Basics of Argument: Point and Support CHAPTER 9 Argument The Basics of Argument: Point and Support A good argument is one in which you make a point Point and then provide persuasive and logical evidence to back it up. Evidence Evidence Evidence See page 364 in textbook. A Good Argument

Point: The Beef and Burger Shop is a poor fast-food restaurant. CHAPTER 9 Argument The Basics of Argument: Point and Support Here is a point. Point: The Beef and Burger Shop is a poor fast-food restaurant. This statement hardly discourages us from visiting the Beef and Burger Shop. But suppose the it is followed by these reasons: See page 364 in textbook.

1 2 3 Point: The Beef and Burger Shop is a poor fast-food restaurant. CHAPTER 9 Argument The Basics of Argument: Point and Support Point: The Beef and Burger Shop is a poor fast-food restaurant. 1 The burgers are full of gristle. 2 The roast beef sandwiches have a chemical taste. 3 The fries are lukewarm and soggy. See page 364 in textbook. Clearly, these details provide solid support for the point. In light of these details, our mouths are not watering for lunch at the Beef and Burger Shop.

CHAPTER 9 Argument The Basics of Argument: Point and Support Clear thinking in an argument means: making a point and providing support that truly backs up that point. A valid argument may also be described as a conclusion supported by logical reasons, facts, examples, and other evidence. See page 364 in textbook.

1 2 3 Here is another example. CHAPTER 9 Argument The Basics of Argument: Point and Support Here is another example. Point: There are certain creatures in particular that you would never want to bite you. 1 A bite from the venomous king cobra can cause muscle paralysis and lead to respiratory failure in a matter of minutes. 2 A lion’s bite is powerful enough to rip off your arm or take large chunks out of your body. 3 A crocodile’s jaws will snap closed like a steel trap, and if the crocodile then decides to roll, you can usually say goodbye to your arm, leg, or whatever is in its mouth. See pages 364–365 in textbook. With such solid support, you’re likely to agree that the king cobra, lion, and crocodile are especially scary biters and that a logical point has been made.

The Point and Support of an Argument CHAPTER 9 Argument The Basics of Argument: Point and Support The Point and Support of an Argument To evaluate an argument . . . Point . . . you need to recognize its point and support. Support: Facts Support: Examples Support: Reasons See page 365 in textbook. Valid Argument

CHAPTER 9 Argument The Basics of Argument: Point and Support / The Point and Supprt of an Argument To see if a sentence is a statement of support, try inserting the word because in front of it. If the statement sounds right, it is probably a statement of support. For example, we could say, “Because the burgers are full of gristle, because the roast beef sandwiches have a chemical taste, and because the fries are lukewarm and soggy, I’ve come to the conclusion that the Beef and Burger Shop is a poor fast-food restaurant.” See page 365 in textbook.

CHAPTER 9 Argument The Basics of Argument: Point and Support / The Point and Supprt of an Argument Support For example, we could say, “Because the burgers are full of gristle, because the roast beef sandwiches have a chemical taste, and because the fries are lukewarm and soggy, I’ve come to the conclusion that the Beef and Burger Shop is a poor fast-food restaurant.” See page 365 in textbook. Point

A. You have constant headaches and blurred vision. CHAPTER 9 Argument The Basics of Argument: Point and Support / The Point and Supprt of an Argument In the pair of statements below, one statement is the point, and the other is support for that point. Which is the point? Which is the support? A. You have constant headaches and blurred vision. B. You should see a doctor. See page 365 in textbook. Answer: B is the point. The next slides show and explain the answer.

A. You have constant headaches and blurred vision. CHAPTER 9 Argument The Basics of Argument: Point and Support / The Point and Supprt of an Argument Support A. You have constant headaches and blurred vision. B. You should see a doctor. Point See page 365 in textbook. You should see a doctor because you have constant headaches and blurred vision.

A. A television is always blaring in one corner of the lounge. CHAPTER 9 Argument The Basics of Argument: Point and Support / The Point and Supprt of an Argument In the three statements below, one statement is the point, and the other two are support for that point. Which is which? A. A television is always blaring in one corner of the lounge. B. The student lounge is not a place for quiet study. C. There are always people there talking loudly to each other. See page 365 in textbook. Answer: B is the point. The next slides show and explain the answer.

A. A television is always blaring in one corner of the lounge. CHAPTER 9 Argument The Basics of Argument: Point and Support / The Point and Supprt of an Argument A. A television is always blaring in one corner of the lounge. Support Point B. The student lounge is not a place for quiet study. C. There are always people there talking loudly to each other. Support See page 365 in textbook. Statements A and C give reasons the lounge is not a place for quiet study.

A. The people upstairs make a lot of noise. CHAPTER 9 Argument The Basics of Argument: Point and Support / The Point and Supprt of an Argument In the four statements below, one statement is the point, and the other three are support for that point. Which is which? A. The people upstairs make a lot of noise. B. We’d better look for another apartment. C. Roaches seem to be taking over this apartment. D. The landlord does nothing but promise to fix the leaky faucets. See page 366 in textbook. Answer: B is the point. The next slides show and explain the answer.

A. The people upstairs make a lot of noise. CHAPTER 9 Argument The Basics of Argument: Point and Support / The Point and Supprt of an Argument In the four statements below, one statement is the point, and the other three are support for that point. Which is which? Support A. The people upstairs make a lot of noise. Point B. We’d better look for another apartment. Support C. Roaches seem to be taking over this apartment. Support D. The landlord does nothing but promise to fix the leaky faucets. See page 366 in textbook. Noise, roaches, and an unresponsive landlord are three reasons that support the point—that it’s time to look for another apartment.

Support that really applies to the point CHAPTER 9 Argument Relevant Support Once you identify the point and support of an argument, you need to decide if each piece of evidence is relevant—in other words, if it really applies to the point. Relevant Support Support that really applies to the point See page 367 in textbook. is

CHAPTER 9 Argument Relevant Support In their enthusiasm for making an argument, people often bring up irrelevant support. For example, trying to persuade you to lend him some money this week, a friend might say, “You didn’t lend me money last week when I needed it.” Point: You should lend me money this week. Support: You didn’t lend me money last week when I needed it. Not Relevant See page 367 in textbook. Problem: Last week is beside the point; the question is whether or not you should lend him money this week.

Point: My dog Otis is not very bright. CHAPTER 9 Argument Relevant Support Which of the statements below is relevant support for this point about Otis not being very bright? Point: My dog Otis is not very bright. A. He cries when I leave for work every day. B. He’s five years old and doesn’t respond to his name yet. See page 367 in textbook. Answer: B The next slides show and explain the answer.

Point: My dog Otis is not very bright. CHAPTER 9 Argument Relevant Support Point: My dog Otis is not very bright. A. He cries when I leave for work every day. B. He’s five years old and doesn’t respond to his name yet. See page 367 in textbook. Most dogs know their names, so Otis’s unfamiliarity with his own name reveals a weak memory, and memory is one aspect of intelligence.

Not Relevant Point: My dog Otis is not very bright. CHAPTER 9 Argument Relevant Support Point: My dog Otis is not very bright. A. He cries when I leave for work every day. Not Relevant Even an intelligent dog might be sad when its companions leave the house. B. He’s five years old and doesn’t respond to his name yet. See page 367 in textbook.

Point: My dog Otis is not very bright. CHAPTER 9 Argument Relevant Support Which of the statements below is relevant support for this point about Otis not being very bright? Point: My dog Otis is not very bright. C. He often attacks the backyard hedge as if it’s a hostile animal. See pages 367–368 in textbook. Answer: C The next slides show and explain the answer. D. He always gets excited when visitors arrive.

Point: My dog Otis is not very bright. CHAPTER 9 Argument Relevant Support Point: My dog Otis is not very bright. C. He often attacks the backyard hedge as if it’s a hostile animal. The inability to distinguish between a bush and an animal—friendly or hostile—suggests a lack of analytical skills. See pages 367–368 in textbook. D. He always gets excited when visitors arrive.

Not Relevant Point: My dog Otis is not very bright. CHAPTER 9 Argument Relevant Support Point: My dog Otis is not very bright. C. He often attacks the backyard hedge as if it’s a hostile animal. See pages 367–368 in textbook. D. He always gets excited when visitors arrive. Not Relevant Both bright and not-so-bright dogs are happy to see old and new human friends.

Relevant Support The statements CHAPTER 9 Argument Relevant Support The statements about Otis not knowing his name and attacking the hedge… Otis is not very bright. …offer support that really applies to the point that Otis is not very bright. know his name Otis doesn’t Otis attacks the hedge See pages 367–368 in textbook. Relevant Support

Support That Is Not Relevant CHAPTER 9 Argument Otis is not very bright. Relevant Support The statements that Otis is sad when people leave and excited when visitors arrive… …do not support the point that Otis is not very bright. Otis excited when visitors arrive Otis sad when people leave Otis is not very bright. See pages 367–368 in textbook. Support That Is Not Relevant

Relevant Support in Paragraphs CHAPTER 9 Argument Relevant Support Relevant Support in Paragraphs In the paragraph below, the main idea is stated in the first sentence. One of the other sentences is not relevant support for that point. (1)Every high-school student should be required to take a class in parenting skills. (2)The absence of such classes shows how little our schools do for young people. (3)Numerous young people today are bearing children without having the least idea of how to be a good parent. (4)Many of them have grown up in families where poor parenting was the norm, and so they have no good parenting models. (5)Well-planned parenting classes could give future parents at least an idea of what responsible parenting is all about. (6)The classes might then reduce future problems, including child abuse. See pages 369–370 in textbook.

CHAPTER 9 Argument Relevant Support (1)Every high-school student should be required to take a class in parenting skills. (2)The absence of such classes shows how little our schools do for young people. (3)Numerous young people today are bearing children without having the least idea of how to be a good parent. (4)Many of them have grown up in families where poor parenting was the norm, and so they have no good parenting models. (5)Well-planned parenting classes could give future parents at least an idea of what responsible parenting is all about. (6)The classes might then reduce future problems, including child abuse. See page 370 in textbook.

CHAPTER 9 Argument Relevant Support Read the paragraph and see if you can find the statement that does not support the point of the argument. (1)Every high-school student should be required to take a class in parenting skills. (2)The absence of such classes shows how little our schools do for young people. (3)Numerous young people today are bearing children without having the least idea of how to be a good parent. (4)Many of them have grown up in families where poor parenting was the norm, and so they have no good parenting models. (5)Well-planned parenting classes could give future parents at least an idea of what responsible parenting is all about. (6)The classes might then reduce future problems, including child abuse. See page 370 in textbook. Answer: Sentence 2 The next slides show and explain the answer.

The point of this argument is stated in the first sentence. CHAPTER 9 Argument Relevant Support (1)Every high-school student should be required to take a class in parenting skills. (2)The absence of such classes shows how little our schools do for young people. (3)Numerous young people today are bearing children without having the least idea of how to be a good parent. (4)Many of them have grown up in families where poor parenting was the norm, and so they have no good parenting models. (5)Well-planned parenting classes could give future parents at least an idea of what responsible parenting is all about. (6)The classes might then reduce future problems, including child abuse. Point See page 370 in textbook. The point of this argument is stated in the first sentence.

CHAPTER 9 Argument Relevant Support (1)Every high-school student should be required to take a class in parenting skills. (2)The absence of such classes shows how little our schools do for young people. (3)Numerous young people today are bearing children without having the least idea of how to be a good parent. (4)Many of them have grown up in families where poor parenting was the norm, and so they have no good parenting models. (5)Well-planned parenting classes could give future parents at least an idea of what responsible parenting is all about. (6)The classes might then reduce future problems, including child abuse. Point Relevant support See page 370 in textbook. Sentences 3–6 support that argument: Sentences 5–6 tell the benefits of parenting classes. Sentences 3–4 explain why students need those benefits.

CHAPTER 9 Argument Relevant Support (1)Every high-school student should be required to take a class in parenting skills. (2)The absence of such classes shows how little our schools do for young people. (3)Numerous young people today are bearing children without having the least idea of how to be a good parent. (4)Many of them have grown up in families where poor parenting was the norm, and so they have no good parenting models. (5)Well-planned parenting classes could give future parents at least an idea of what responsible parenting is all about. (6)The classes might then reduce future problems, including child abuse. Point Not relevant Relevant support See page 370 in textbook. Sentence 2, however, is about something else altogether—it complains about how little is being done for young people by schools. Whether that is true or not doesn’t change the point and support of the argument.

Support substantial enough to prove the point CHAPTER 9 Argument Adequate Support A valid argument must include not only relevant support but also an adequate amount of support—enough to prove the point Adequate Support Support substantial enough to prove the point See page 372 in textbook. is

Point: Abortion is wrong. CHAPTER 9 Argument Adequate Support Point: Abortion is wrong. Support: My sister had an abortion and has regretted it ever since. Not Adequate See page 372 in textbook. It would not be valid to argue “Abortion is wrong” if this were one’s only support. Such an important issue would require more support than the attitude and experience of a single relative.

Read these three supporting reasons. Support: CHAPTER 9 Argument Adequate Support Read these three supporting reasons. Support: The first time I went to that beach, I got a bad case of sunburn. The second time I went to that beach, I couldn’t go in the water because of the pollution. The third time I went to that beach, I stepped on a starfish and had to go to the emergency room to have the spikes removed from my foot. See pages 372–373 in textbook.

Which point do the above reasons adequately support? CHAPTER 9 Argument Adequate Support Support: The first time I went to that beach, I got a bad case of sunburn. The second time I went to that beach, I couldn’t go in the water because of the pollution. The third time I went to that beach, I stepped on a starfish and had to go to the emergency room to have the spikes removed from my foot. Which point do the above reasons adequately support? A. That beach is unsafe and should be closed. B. I’ve had a string of bad experiences at that beach. See pages 372–373 in textbook. Answer: B The next slides show and explain the answer. C. Beaches are not safe places. D. We’re never going to get this planet cleaned up.

Not Adequately Supported CHAPTER 9 Argument Adequate Support Support: The first time I went to that beach, I got a bad case of sunburn. The second time I went to that beach, I couldn’t go in the water because of the pollution. The third time I went to that beach, I stepped on a starfish and had to go to the emergency room to have the spikes removed from my foot. Which point do the above reasons adequately support? Not Adequately Supported A. That beach is unsafe and should be closed. B. I’ve had a string of bad experiences at that beach. See pages 372–373 in textbook. C. Beaches are not safe places. D. We’re never going to get this planet cleaned up. Answer A is not adequately supported by three isolated instances; we’d need many more reports of dangerous conditions before considering having the beach closed.

Not Adequately Supported Not Adequately Supported CHAPTER 9 Argument Adequate Support Support: The first time I went to that beach, I got a bad case of sunburn. The second time I went to that beach, I couldn’t go in the water because of the pollution. The third time I went to that beach, I stepped on a starfish and had to go to the emergency room to have the spikes removed from my foot. Which point do the above reasons adequately support? Not Adequately Supported A. That beach is unsafe and should be closed. B. I’ve had a string of bad experiences at that beach. See pages 372–373 in textbook. Not Adequately Supported C. Beaches are not safe places. D. We’re never going to get this planet cleaned up. Answer C is even more poorly supported. We’d need many, many reports of dangerous conditions at beaches worldwide to come to this conclusion.

Which point do the above reasons adequately support? CHAPTER 9 Argument Adequate Support Support: The first time I went to that beach, I got a bad case of sunburn. The second time I went to that beach, I couldn’t go in the water because of the pollution. The third time I went to that beach, I stepped on a starfish and had to go to the emergency room to have the spikes removed from my foot. Which point do the above reasons adequately support? Not Adequately Supported A. That beach is unsafe and should be closed. B. I’ve had a string of bad experiences at that beach. See pages 372–373 in textbook. Not Adequately Supported C. Beaches are not safe places. Not Adequately Supported D. We’re never going to get this planet cleaned up. Answer D is supported in part by the reference to pollution in the second statement of support, but the statements about sunburn and the starfish are not examples of pollution.

Which point do the above reasons adequately support? CHAPTER 9 Argument Adequate Support Support: The first time I went to that beach, I got a bad case of sunburn. The second time I went to that beach, I couldn’t go in the water because of the pollution. The third time I went to that beach, I stepped on a starfish and had to go to the emergency room to have the spikes removed from my foot. Which point do the above reasons adequately support? B. I’ve had a string of bad experiences at that beach. See pages 372–373 in textbook. Answer B is adequately supported by the three statements. They describe three bad experiences the speaker had at a particular beach.

I’ve had a string of bad experiences at that beach. CHAPTER 9 Argument Adequate Support A valid argument… I’ve had a string of bad experiences at that beach. …must have support that is substantial enough to prove the point. Injured by starfish spikes Bad case of sunburn Water polluted See pages 372–373 in textbook. Adequate Support

Support That Is Not Adequate CHAPTER 9 Argument Adequate Support Beaches are not safe places. If the evidence… …is insufficient to support the argument… Bad case of sunburn Water polluted Injured by starfish spikes See pages 372–373 in textbook. Support That Is Not Adequate

Support That Is Not Adequate CHAPTER 9 Argument Adequate Support …the point will not stand. Beaches are not safe places. Bad case of sunburn Water polluted Injured by starfish spikes See pages 372–373 in textbook. Support That Is Not Adequate

Support That Is Not Adequate CHAPTER 9 Argument Adequate Support …the point will not stand. Beaches are not Beaches are not safe places. safe places. The argument is not valid. Water polluted See pages 372–373 in textbook. Support That Is Not Adequate

Argument in Textbook Writing CHAPTER 9 Argument Argument in Textbook Writing In most textbook writing, argument takes the form of well-developed ideas or theories. See page 375 in textbook.

Well-developed ideas or theories CHAPTER 9 Argument Argument in Textbook Writing Well-developed ideas or theories Argument: See page 375 in textbook.

Well-developed ideas or theories CHAPTER 9 Argument Argument in Textbook Writing Well-developed ideas or theories Argument: Support for the argument takes the form of… Experiments Surveys Studies Expert Testimony Reasons Examples Other Evidence See page 375 in textbook.

Well-developed ideas or theories CHAPTER 9 Argument Argument in Textbook Writing Well-developed ideas or theories Argument: Experiments Surveys Studies Support: Expert Testimony Reasons Examples Other Evidence See page 375 in textbook. Relevant? Adequate? Recognizing the author’s points and asking yourself whether the support is relevant and adequate will help you be an involved and critical reader.

CHAPTER 9 Argument See page 376 in textbook.