From Teaching Argument Writing by George Hillocks Jr. English III

 Arguments of judgment attribute a quality or characteristic to a person, group, object, or concept. Examples may include speeches or writing that give praise or place blame.  Examples of possible topics:  Can education be separate and still be equal for all?  Does life begin at conception or only after birth?  Does our government have the right to intern a group of people because they are ethnically or religiously related to a perceived enemy outside the United States?

 “Whenever arguments of judgment or policy are likely to be challenged, it is nearly inevitable that the argument will include definition of terms that serve as part of the backing for warrants used in the arguments. The more serious the arguments, the more likely definitions will be invoked and defended.”

 Include criteria (with examples and contrasting examples) to help distinguish a term from similar terms

 How do you feel about our mascot? Do you like it? Why or why not?  What comes to mind when you think of it?  How was the mascot selected?  If you were to select a different mascot, what would it be?  Why would you select it?

 You’re about to see a selection of different mascots.  Evaluate the merits of each mascot: -Do you think it is a good one? -If you like it, what makes it a good mascot? - If you don’t like it, what makes it a bad mascot?

 Take a few moments to make a list of criteria a good mascot will meet…

 Group 1: Sarrah, Kendra, Brock, Stephen  Group 2: Auston D., Keegan, Kirsten, Emma  Group 3: Colton, Baylor, Cory, Jessica  Group 4: Gabby, Macie, Auston V., Noah  Group 5: Tristan P., Bianca, Tristan M., David, Gavin  Group 6: Selina, Sam, Stefanie, Brittany, Nicole, Blake

 Group 1: Sydney, Paige, Madison, Ethan  Group 2: Freddy, Emily U., Alexis H., Jake  Group 3: Autumn, Ashten, Payton, Chloe  Group 4: Taylor, Meagan, Alyssa, Emily W.  Group 5: Alexis L., Brook, Raven, Conner, Michael

 Your task is to propose four or five rules (warrants) that a school could use to guide their selection of a mascot. Take this assignment seriously, please!  Each group will send up one representative to report on the rules.  The class will then determine a common set of criteria for judging a good mascot.

 You are selecting a mascot for a new school. Before you make your argument of judgment, discuss the following questions: - What features or characteristics do you associate with a gorilla? A miner? A manatee? A lemur? - How do these characteristics match the rules or criteria you have selected for a good mascot?

 Each student (not a small group) will write a short essay (at least 3 paragraphs) making an argument of judgment for one of the mascots  Due beginning of class on Monday, Sept. 22  Must be MLA-formatted  May be typed (double-spaced) or handwritten neatly

 One reason the Canton Little Giant makes an acceptable mascot is because it represents the history of the town of Canton well. The Little Giant mascot calls to mind a very successful basketball team from the 1930s, which was small but mighty. The press dubbed the team “the Little Giants,” a nickname which reflected the team’s tenacity. The town hopes that our teams embody this tenacity even today. Ideally, a good mascot will reflect a town’s history and/or culture.