Assessing and Developing Argument ©

Assessing and Developing Argument Lesson Objectives 1)To understand the structure of an argument. 2)To be able to recognise 1)Argument Indicators 2)Reason Indicators 3)Conclusion Indicators 4)Intermediate Conclusions

Assessing and Developing Argument Starter: Answer the following question: (OCR May 2006 Paper 2 Question 1)

Assessing and Developing Argument Four million new born babies die around the world each year, 99% of them in poor countries. A major barrier to progress in helping these babies has been the widespread belief that expensive ‘high tech’ solutions are needed to bring down death rates. But this belief is wrong. Recent research shows that just $1 per baby would save 90% of the babies who die at birth in poor countries. The solutions needed have been shown to be as simple as keeping babies warm after birth and providing common antibiotics. Which of the following is the best statement of the main conclusion of the above argument? A)The solution to the problem of new born deaths in poor countries is far less expensive than previously believed. B)There are major barriers to reducing the numbers of new born babies who die in poor countries. C)The solutions to reducing the number of deaths amongst new born babies in poor countries are simple. D)We can easily afford the solutions to the problems of high death rates amongst new born babies in poor countries.

What is an Argument? Argument = Reason(s) + Conclusion An argument contains a reason or reasons and a conclusion. The conclusion often comes before the reason(s). A Conclusion tries to persuade you.

Arguments = Reason(s) + Conclusion  Sweets are bad for your health therefore you should not eat sweets.  What is the reason in the argument above?  What is the conclusion?

Arguments – identify the reason and the conclusion  Don’t trust David Cameron, he’s a politician.  We must trust David Cameron, he’s the Prime Minister.  It is raining outside so if you go out you will get wet.  Because today is Tuesday tomorrow will be Wednesday.

More complicated arguments  Swine flu can be passed from human to human. Swine flu is passed more efficiently in crowds. Football matches have crowds of people. Therefore we should not attend football matches.  How many reasons are there?  What is the conclusion?

Reasons & Conclusions  Conclusions try to persuade you.  Write down 5 conclusions. –e.g. ‘You should watch East Enders’.  Now write down a reason to go with each conclusion. –e.g. ‘Watching soap operas makes you feel better about yourself’.  Tie each pair of sentences together with a conclusion indicator word. –You now have 5 arguments

Claims  A claim is a statement or judgement that can be challenged.  Claims can be:  Facts  Opinions  A statement of principle  Reasons and conclusions are claims

Claims  Claims are NOT arguments!!!  “Everton are the best team in the land” –this is not an argument. –If you include a reason it becomes an argument:  Everton play in blue, therefore they are the best team in the land. –This is not a good argument because playing in blue does not affect performance but it is still an argument. –Can you write a better argument?

Argument indicators Argument indicators show you that an argument is taking place. BecauseSo

Reason Indicators (1)  Since  Because  For  The reason is that  Seeing that  As is implied by  Firstly…, secondly …

Reason Indicators (2)  Owing to  Given that  May be inferred from  In that  As indicated by  Inasmuch as  For this reason

Reasons and Evidence  Separate the reason(s) from the evidence.  Evidence provides support for the reason.  An argument can be strengthened by providing credible evidence for reasons.

Standard Argument Form Simple Arguments R1 = Reason C = Conclusion

Standard Argument Form More complex arguments R1 = Reason 1 R2 = Reason 2 R3 = Reason 3 C = Conclusion

Standard Argument Form R1 + R2 + R3 C In this case the three reasons go together to lead to the conclusion.

Standard Argument Form R1 + R2 + R3 C Conclusion: ‘You should mentor younger students.’ Write three reasons to support this conclusion.

Standard Argument Form R1 + R2 + R3 C Conclusion: ‘We should reduce our C02 emissions.’ Write three reasons to support this conclusion.

Conclusion Indicators (1)  Therefore  Thus  So  Hence  Consequently  In conclusion  We conclude  As a result

Conclusion Indicators (2)  It follows that  Shows  Proves  Indicates  Demonstrates  For these reasons  Must, need to, ought to, should

Intermediate Conclusion An intermediate conclusion leads onto the main conclusion. An intermediate conclusion is also a reason for the main conclusion.

Standard Argument Form Intermediate Conclusions R1 = Reason 1 R2 = Reason 2 IC = Intermediate conclusion R3 = Reason 3 C = Main Conclusion

Standard Argument Form Intermediate Conclusions R1 + R2 IC + R3 C

Homework Constructing an Argument Write 5 simple arguments. –3 x simple with one reason –1 each with 2 & 3 reasons. Homework review next lesson:  For your partner’s 5 arguments identify the reason(s) and the conclusion.

Assessing and Developing Argument Lesson Objectives – How did we do? 1)To understand the structure of an argument. 2)To be able to recognise 1)Argument Indicators 2)Reason Indicators 3)Conclusion Indicators. 4)Intermediate conclusions

Exit Ticket The conclusion is: “I should be allowed to leave the lesson now” What is the reason? Everyone needs to think of a different reason!