Argument Writing

Argument

What is Argument?  To change reader’s point of view  To ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem

An argument influences the reader by using evidence and reasoning to express a point of view and uncover a truth for the reader. Magazines and journal articles are arguments Persuasion aggressively seeks to change the readers’ opinion and stimulate an action based on the authors “truth.” Debate and advertising are forms of persuasion Argument Persuasion

Is it argument or persuasion?

Elements of Argument  Claim  Evidence: relevant and verifiable  Warrant: explanation of how the evidence supports the claim; often common sense rules, laws, scientific principles or research, and well- considered definitions.  Backing: support for the warrant (often extended definitions)  Qualifications and Counter-arguments: acknowledgement of differing claims

Creating an argument Claim A Miner would be a good mascot selection for our school. Evidence Mascots should be strong or tough and represent the area. They should be something people would be proud to be. Explanation Our area has mining as one of its primary industries, so the choice would represent our area. In addition, miners need to be tough because they do strenuous work—and dangerous work. They work hard to fill a need for people everywhere. That’s something to be proud of.

Zombie Argument  Claim: zombies make cool parents  Evidence: reasons zombies make good parents  Less need to be polite  Relaxed bedtimes(curfew)  Less need to dress neatly  Warrant: what we know of zombies (from research)  Are there any counter-arguments?

Identify the claims, evidence and warrants presented?

Choosing an arguable issue  Arguments need...  An issue  An arguer  An audience  Common ground  A forum  Audience outcomes  Arguments fail with…  No disagreement or reason to argue  Risky or trivial issues  Difficulty establishing common ground  Standoffs or fights that result in negative outcomes

Pointing words  EXAMPLES: this, these, that, those, their, such, her, it, etc.  “Children wanted their kiddy-cars to go faster. First, the animal design was done away with. Then off went a couple of the wheels. The two remaining wheels were greatly enlarged and then aligned down the center of the vehicle. Finally, handlebars and footrests were added. These primitive two-wheelers went much faster than the four-wheeled kiddy-cars.” ~ Toys! Wulffson  “Riders didn’t even have to leave the saddle to be badly hurt. Their hands and shins were smashed and their knee ligaments ripped when horses twisted beneath them or banged into the rails and walls. Their ankles were crushed when their feet became caught in the starter’s webbing.”  ~ Seabiscuit, Hillenbrand

Repetition of key words or phrases  “She sighed as she realized she was tired. Not tired from work but tired of putting white people first. Tired of stepping off sidewalks to let white people pass, tired of eating at separate lunch counters and learning at separate schools. She was tired of ‘Colored’ entrances, ‘Colored drinking fountains, and ‘Colored taxis. She was tired of getting somewhere first and being waited on last. Tired of ‘separate,’ and definitely tired of ‘not equal.’” ~ Rosa, Giovanni

Synonyms and pronouns  “Candy is almost pure sugar. It is empty of nutritional value. It is an extravagance. It dissolves in water. It melts in your mouth, not in your hands. It’s the icing on the cake. Candy is so impossibly sweet and good that eating it should be the simplest thing in the world. So how can there be anything of substance to say about it?” ~ Candy and Me, Liftin  “Religion was central to Egyptian life from the beginning, and the pharaoh played a key role in its rituals. In life, the ruler was thought to be the son of Ra, the all-powerful sun god.” ~ Secrets of the Sphinx, Giblin

Using others’ ideas appropriately  Quoting (using the exact words)  Summarizing (short, sweet and to the point)  Paraphrasing (restating in your own words)

Quoting  Quoting: using the exact words of another. Words must be placed in quotation marks and the author cited.  Why use quotations?  when the speaker’s name and reputation add credibility  when the phrasing of the quotation is interesting or revealing and cannot be stated another way as effectively  Hints: cut quotes to the core and use them like spice, sparingly

Summarizing  Summarizing: putting the ideas of another in your own words and condensing them. Author must be identified.  Summaries  Should be shorter than original text  Should include the main ideas of the original  Should reflect the structure of the original text somewhat  Should include important details

Paraphrasing  Paraphrasing: putting someone else’s ideas in your words but keeping approximately the same length as the original. Paraphrase must be original in both structure and wording, and accurate in representing author’s intent. It can not just be switching out synonyms in the original sentence. Author must be identified.

When introducing others’ ideas  Put source names either before the idea [Painter insists that the hula hoop can help fight diabetes] or after the idea in parentheses [Others find the idea ridiculous (Smith, Wilson)].  Use vivid and precise verb signals more than “says” or “believes” to show how an author feels or how an idea might relate to other ideas: agrees, recommends, insists, explains  Make sure the idea adds to the point you are making. Dropping in unrelated quotes or names diminishes your credibility. SHOW how the idea contributes to YOUR argument.

Now you are ready to write your argument