The Argument Essay English Learners’ Fridays Workshop October 9, 2015

Know the prompt The most important parts of an Argument Essay:

As a reminder, the PROMPT is the name of the question that you have been asked to answer.

For an argument essay, the prompt will ask you to take a side on an issue.

Make sure your topic is arguable The most important parts of an Argument Essay:

Professor Barker of Palomar College ESL calls the recommendation or position an “assertion.”

To have an assertion, you must have a topic that can be argued suitably on both sides of the issue

Some examples of topics that are suitable include: Legal drinking age Abortion and legality Marijuana and legality Genetically modified foods

Some examples of topics that are suitable include: Affordability of college Necessity of college Death penalty Euthanasia

Find credible information about the subject. The most important parts of an Argument Essay:

Credible information means facts and figures from academic journals, newspapers or official documents

Newspaper Book Scholarly JournalHistorical Document

Decide your position The most important parts of an Argument Essay:

Once you have the sources, decide which side you will argue.

The reason why you decide after the sources is because your position might change after reading.

Know the other side’s key arguments The most important parts of an Argument Essay:

A big part of the argument essay is to counter-argue against the side opposing your ideas.

The better this is done, the better your essay will be.

ACTIVITY 1: Group discussion and topic picking

In your groups, discuss what arguable issue is important to you and decide what topic your group will argue. You can only have one topic.

ACTIVITY 2: Finding and reading a source

Individually, find a source about the topic, read it, and briefly share the main ideas with your group.

ACTIVITY 3: Deciding a position

In your groups, decide what position your group will take. Your group can only have one.

Sometimes, in an argument essay, you have to argue a side that is not your personal view.

Writing for a U.S. Academic Audience

Important Words: believable– adjective to describe that which most people find to be an existing truth (may or may not be an actual or real truth) generalize—to group different people or things in a common category (that may or may not fit)

Important Words: unique– an adjective meaning different or original source—someone or something with information solid—full of support (in this case of facts)

Important Words: convincing– something that can help someone to believe something objective—backed by fact, not opinion linear– straight and directly forward to the point, like a line

Important Words: vagueness– very unclear ambiguous—could have multiple meanings; unclear prominent– qualified, visible

Common Rules to live by: 1. Do not generalize: using “all” or “every” will frustrate many professors…

Common Rules to live by: …since many Americans believe that people are unique, person to person.

2. American academic audiences like solid facts.

“Prove it!” is a common phrase by American academic audiences.

Proof needs to be sources, facts, and/or figures…

What you think or feel is not convincing in American writing unless others agree who are more prominent.

American academic audiences do not necessarily utilize wisdom from respected elders or religious traditions.

If they do appeal to these, it is because their facts, not their emotions, are important.

3. American audiences like examples of objective truths.

For example, it would be acceptable to explain that it is common for language tutors to find math difficult… (point)

…if I can find other believable sources (in this case, tutors) who have experienced this situation (data, support)

…with me, myself, as an example of that truth. (survey results[data])

4. Americans like point-by- point order with support per point.

In other words, if I have a topic, I must prove each part by….

…telling the reader what I mean to say, why I am saying it and how I can support it…

I cannot go to my next point until I have fully and successfully supported the point that I am currently on.

This “topic, point 1, explain, support, point 2, explain, support, point 3, explain, support, conclude” pattern…

…is typical “linear” thinking for the American reader (and therefore, your professor).

According to Gary Althen, who was an advisor to foreign students at the University of Iowa, in his book American Ways…

Some cultures “have a tradition of eloquent emotion-filled speech…

They seek to move their audiences…because of the human feelings they share.”(32)

He also explains that other cultures “are likely to attach more weight to ideas or theories”(32)

Some cultures use stories to convey the thoughts they have in mind. (Althen 32)

Other cultures “are characterized by vagueness and ambiguity.” (Althen 32)

BUT…

WARNING

American academic language is different!

“It is not enough to make a point, according to the typical American notion…

…a responsible speaker or writer is also expected to prove…

…that the point is true, accurate, or valid” (Althen 32)

Therefore,

Do not generalize

Prove your point with facts and figures

Appeal to emotion only if your professor wants it

Make your point, explain your point, support your point

Try to be as specific as possible without wandering.

Use believable sources…

In other words, on an essay about MLDA (drinking age)…

…which is common in ESL 103, you will want to cite…

…someone who has researched the topic in depth…

…rather than someone like Macklemore or Jay-Z.

Realize that incomplete points frustrate US academic readers.

Finally, BE DIRECT. American audiences LOVE direct points.

Now, it’s your turn…

Please compose a short essay in your group about the position of the argument you have chosen. Be sure to quote your source, as well.