Have you ever had to PLEA your case to mom & dad before? What makes for a SUCCESSFUL argument? What makes for an UNsuccessful argument?

Everything is an Argument.

 Understand successful ways to argue a point ◦ Establish your own ETHOS as a credible authority ◦ Evaluate all sides of an issue before determining one’s own position on that issue. ◦ Consider the impact of audience. ◦ Utilize effectively the appeal(s) for a given audience.  Identify the characteristics of an argument essay ◦ Examine sample excerpts and a student model for writing ◦ Formulate a central claim. ◦ Utilize concessions and rebuttals. ◦ Select and use relevant examples from history, contemporary life, and one’s own life to support one’s claims.  Prepare an organized response supporting one’s own claims ◦ Practice brainstorming and breaking down a prompt. ◦ Participate in class notes and discussions. ◦ Prepare your brainstorming packet.

Read the sample prompt on the handout. Highlight the assertion with which you will need to either agree or disagree.

 A claim is a statement of a position.  A claim is an arguable statement, not a statement of verifiable fact. Someone could disagree with another’s claims.  Task: Highlight the claim in the sample paragraphs.

 Limit your position (the claim) to specific contexts or situations only  Protect the credibility of the writer (ETHOS)  AVOID ABSOLUTES: Words such as everyone, all, never and always are to be avoided because the audience can typically find exceptions  Qualifiers are usually adverbs that modify the verb in the claim or adjectives that modify a key noun; some common ones are typically, usually, for the most part, some, several, few, and sometimes.  EXAMPLE: Many soft drinks, even diet ones, contain poor nutritional ingredients.  EXAMPLE: Organized athletics in school are sometimes biased against females, not offering a variety options to young girls as boys.  EXAMPLE: For the most part, teenagers rely heavy on texting.  Task: Circle the qualifiers in the sample paragraphs.

 The examples, facts, and data that aid in proving the claim's validity  Depending on the audience, this evidence could also include emotional appeals (PATHOS), quotations from famous people or recognized experts (LOGOS), or statements based on the writer’s personal credibility (ETHOS).  Task: Put [brackets] around specific examples found in the sample paragraphs.

 You must explain WHY your examples help you prove your claim.  Do not expect your reader to read your mind or assume the answer is obvious.  The same way that you analyze examples in analysis essays applies to examples in argument essays.  Connect your evidence to your claim/thesis.

 Bring differing opinions together by acknowledging a part of the opposing argument that cannot be refuted  Conceding that an opposing point is valid and then building upon it to further one's own claim allows a writer to make the audience feel appreciated without giving up her or his own position.  Use the following TEMPLATES to help identify or write a concession statement….

 Although I grant that ______________, I still maintain that ___________________.  Proponents of X are right to argue that ____________. But they exaggerate when they claim that __________.  While it is true that ___________________, it does not necessarily follow that ______________.  On the one hand, I agree with X that ___________. But on the other hand, I still insist that ______________.  Task: Underline any concessions you see in the sample paragraphs.

 If the writer can discredit the opposition’s claims by showing that the opposition’s logic is faulty or its support is weak, he or she has created a rebuttal that supports his or her own original position and furthers his or her claim.  Rebuttal statements can and often do coincide with concessions.  Task: *Star* any rebuttal statements in the sample paragraphs.

 Identify the issue first, then define it in your terms.  Identify both sides and reasons.  Establish your position on the issue FIRST. Then, read any relevant passages or material given.  Thesis statement should be a claim you make in regard to the issue (not the article/text/quote…)  Support the idea/issue (again, not the quote/text).  Bring in your own information to support your thesis.

In Chapter 12 of The Giver, the Giver tells Jonas that the people in the community decided it was worth giving up positive things such as color, music, and even love in order to gain a society free from pain or conflict. Jonas replies that this decision was the wrong one. In a well-organized essay, discuss whether you believe it would be worth giving up such positives in order to avoid pain and suffering. Use evidence from your reading and experiences to justify your claims.

 What is the ISSUE?  Is Jonas correct in saying that the community’s decision was the wrong one?  What are the two sides of the ISSUE? Reasoning? (pros and cons of such a decision?)  Think beyond the immediate individual – think nationally and globally whenever possible.

 Formulate your position or claim in reaction to the ISSUE  Word the thesis so that your position is understood without parroting the prompt  Do not use first person “I think…”. Use 3 rd person. Ex. “Most people would do anything to avoid pain.”  Highlight the CLAIM in the student model.

 Continue to read the student model.  Consider: What makes this model an effective argument?  Color mark / label the following components of the student’s argument: ◦ Claim - highlight ◦ Qualifier - (circle) ◦ Evidence / Support – [bracket] ◦ Analysis of Evidence ◦ Concession - underline ◦ Rebuttal - *star*

Reminders for an effective essay

 Broad, general statement on the issue.  Catchy “hook” to grab interest in the topic.  Student Sample: ◦ How many people have found themselves wishing that life could be just a little bit less painful?

 The occasion which is prompting you to write  Mention the author / quotation / idea you are reacting to  Student sample: ◦ When one is sick or suffering from a recent break up, it makes sense to wish for a world without pain and suffering. However, in The Giver where such a world exists, readers can see that a life without pain is also a life without pleasure.

 Thesis statement/Claim – What you will prove  Student Sample ◦ While people do not want to be hurt or to suffer through conflict, some pain is necessary for humans to survive and thrive.

 Remember support or refute the idea only (not the person, not the text).  You do not need to make references to the text or passage (The Giver) in your body paragraphs ◦ (but it is okay to do so)  All support or examples that you bring forward to prove your position should come from your knowledge, not from the passage or the text.

 Three body paragraphs = three examples (minimum)  References to contemporary events or history give your essay a more worldly, scholarly feel.  Choose details that have a more broad, universal appeal to a diverse audience STUDENT SAMPLE: ◦ As the old song goes, “All you need is love.” ◦ A study done in a foreign orphanage… ◦ Many people devote their lives to creating beautiful music or other art for people to appreciate.

 Personal examples are totally acceptable ◦ You may use 1 st person for these examples only. ◦ Return to third person for all other examples. STUDENT SAMPLE ◦ On a more personal level, I appreciate my position on the cheerleading squad much more because I did not make it in seventh grade. ….If there had been no suffering, I do not think my pleasure would be as great. In this case, maybe the conflict of not making the squad has made the joy in being on the squad more real.

 If you discuss an historical event, get the facts correct  Names always help (better than using “a person” or “someone”)  Avoid stretching an example to fit or making up a personal experience  Carefully use fictional characters/fictional text to prove your point.  Brainstorm to find the BEST examples on the given topic  Use your “file cabinet” of knowledge  DO NOT MAKE UP “STUFF.”  Remember credibility is essential in a good argument.

 Remember to answer your opposition  Student sample: ◦ Some may say that beauty in art or music or even finding beauty in other people is not essential to life. That argument is true.

 Come back with a response that strengthens your logic and position  Student sample: ◦ However, if giving up the arts, music, and love is needed to gain this life without pain, the answer is not that simple. No one wants to suffer or to see others suffer, but to live without those things that make life worthwhile is not a good alternative either.

 Restate your position on the topic  Leave the reader with a satisfying statement of closure ◦ TIP: connect to the human condition  Student Sample: ◦ Accepting pain and suffering as necessary evils of humanity alongside the positive human traits of love and compassion for others is a price most people are willing to pay.

Apply what you have learned… Your IN CLASS Essay will take place on Friday, January 24th