Introduction to College Writing ENC 1101 FIU Tue & Thu. 3:00 – 5: 00p.m. Week 7

March 9&11 Agendas O.O.C: Writing an Argument Exam #2 next week Collect 10 MORE Study Cards Jump Drives & Books: Research Process, Source Cards, & Library Passes The EW pp. 465 -475 Chaps.48 - 51 Research Writing: My Problem or Question/Your Solution/Questions Group Work for IWinF Presentations ------------------------------- The EW EX. 30.5 [p. 293] IWinF Presentations Classical Argumentations A&B [p. 213] Classical Argument Jumble ------------------------------- O.O.C: Writing an Argument Exam #2 next week Thursday Tuesday

See Research Writing Presentation Brainstorm your topic, write on a sheet of paper then pass to 2 partners, let them help you come up with questions to answer in your research. See Research Writing Presentation

Research Writing On a sheet of paper, decide on a topic of interest. Pass your page around to 2 others to have them give you possible angles, questions, or ways of approach for your topic.

Group Work for IWinF SEE YOU NEXT CLASS

March 11 Agenda O.O.C: Writing an Argument The EW EX. 30.5 [p. 293] IWinF Presentations Classical Argumentations A&B [p. 213] Classical Argument Jumble ------------------------------- O.O.C: Writing an Argument Thursday

The Everyday Writer Ex. 30.5 [p. 293] aDJECtives & AdVErbs The Everyday Writer Ex. 30.5 [p. 293]

Informational Writing in the Field Poise Knowledge of Process/Passion for Topic Accuracy of Data Elegance/Professionalism of Presentation IWinF Presentations

Classical Arguments The Greeks argued and created the dynamic for argumentation used in our Modern world today. Argumentation involves 2 components: (a) Truth seeking & (b) persuasion

Truth Seeking Plato A diligent, open-minded, and responsible search for the best course of action or solution to a problem, taking into account all the available information and alternative points of view.

Persuasion Socrates The art of making a claim on an issue and justifying it convincingly so that the audience’s initial resistance to your position is overcome and they are moved toward your position.

Stages of Development of an Arguer A&B (pp. 209 & 210) Stage 1: Argument as personal opinion Typically expressing strong personal opinion but have trouble justifying their opinions with reasons and evidence and often create short, undeveloped arguments that are circular, lacking in evidence, and insulting to those who disagree. Stage 2: Arguments structured as claim supported by one or more reason Drastic change in argumentative skill because the writer can now produce a rational plan containing point sentences (the reasons) and particulars (the evidence). Stage 3: Increased attention to truth seeking Increasingly engaged with the complexity of the issue as they listen to their classmates’ views, conduct research, and evaluate alternative perspectives and stances. They are often willing to change their positions when they see the power of other arguments.

Stages of Development of an Arguer A&B (pp. 209 & 210) Stage 4: Ability to articulate the unstated assumptions underlying their arguments Arguments must be persuasive and are based on an assumption, value, or belief (often unstated) that the audience must accept. Arguers usually identifies and analyzes their own assumptions and those of their intended audiences. They gain increased skill at accommodating alternative views through refutation or concession. Stage 5: Ability to link an argument to the values and beliefs of the intended audience. They are able to link arguments to their audiences’ beliefs and values and to adapt structure and tone to the resistance level of their audience. They appreciate how delayed-thesis arguments or other psychological strategies can be more effective than closed-form arguments when addressing hostile audiences.

Argument Model Writing an argument: Find an Arguable Issue State a Claim – your position on the issue Articulate the reasons – one view, another view, still another view State Opposing view Respond to Opposing Views, counterarguments, alternatives views Conclusion A&B [p. 228, fig. 8.1]

These are instances of murky reasoning that can cloud an argument and lead to unsound conclusions. Post Hoc, Ergo Propter Hoc (After this, Therefore Because of This) – mistaking sequence for cause. Assuming that because one event happened before another it caused the second. Hasty Generalization – refers to claims based on insufficient or unrepresentative data. Informal Fallacies Top 10 Fallacies

3. False Analogy – Irrational comparisons to prove a point. 4 3. False Analogy – Irrational comparisons to prove a point. 4. Either/Or Reasoning – Reducing a complex, multi-sided issue to only two positions without acknowledging other alternatives. 5. Ad Hominem (“Against the Person”) – When people cannot find fault with an argument, they sometimes attack the other arguer. Informal Fallacies Top 10 Fallacies

6. Appeals to False Authority and Bandwagon Appeals – fallacies that offer as support the fact that a famous person or “many people” already support it. 7. Non Sequitur (“It Does Not Follow”) – Fallacies that occur when there is no evident connection between a claim and its reason.  8. Circular Reasoning – Giving a claim, then, as your reason, you restate the claim (redundancy). Top 10 Fallacies Informal Fallacies

Top 10 Fallacies 9. Red Herring – Raising unrelated or irrelevant points deliberately to throw an audience off track (intentional digression). 10. Slippery Slope – Alluding to the fear that a step in one direction we don’t like will inevitably lead to another step without stopping (fear tactics) Informal Fallacies

Classical Argument Jumble Create a poster of the 10 fallacies and with your group, place the following scenarios in the right columns.

Write an argument based on a teacher-provided topic. o.o.c: SEE YOU NEXT CLASS Write an argument based on a teacher-provided topic.