1. How To Write An Argument Claim Counter Claim DataWarrantImpact

2. Claim The main argument you are making. The main argument you are making. A claim is a raw, unsupported statement, in which you specify your stance in one sentence. A claim is a raw, unsupported statement, in which you specify your stance in one sentence. Be assertive and make a claim sound like a forceful statement of fact. Be assertive and make a claim sound like a forceful statement of fact. NEVER start off a claim with an “I think/feel/believe” statement. NEVER start off a claim with an “I think/feel/believe” statement. It is juvenile argumentation, weakens your ethos (credibility) and kills the impact of your argument. It is juvenile argumentation, weakens your ethos (credibility) and kills the impact of your argument.

3. Claim Ineffective Claims  I don’t think school should start so early in the morning. I don’t think school should start so early in the morning. I feel that early school start times should be discussed by the school board. I feel that early school start times should be discussed by the school board. I believe that we should start school after 9:00 am. I believe that we should start school after 9:00 am. EFFECTIVE CLAIMS EFFECTIVE CLAIMS Starting school before 9:00 am is harmful to students. Starting school before 9:00 am is harmful to students. Starting school before 9:00 am is detrimental to the learning environment for high school students. Starting school before 9:00 am is detrimental to the learning environment for high school students.

4. Evidence aka TEXTUAL SUPPORT Evidence aka TEXTUAL SUPPORT Data is a quotation, statistic or story from a published author, who supports what you have stated in your claim. Data is a quotation, statistic or story from a published author, who supports what you have stated in your claim. A citation of name, qualifications, publication and date are necessary for each piece of data… DON’T PLAGIARIZE. A citation of name, qualifications, publication and date are necessary for each piece of data… DON’T PLAGIARIZE. - Who - Qualifications –Where – What – When - Who - Qualifications –Where – What – When Data

5. Dr. Sarah Marie Felice, a leading educational researcher and neurosurgeon at Harvard University recently wrote in a 2014 article titled, Are You For Real: an in depth look at chronemics in education, that, “Teenage brains are not fully functional and ready receptors of information until 9:00 am. Early morning classes equate to physical and mental torture for this age range.” Dr. Sarah Marie Felice, a leading educational researcher and neurosurgeon at Harvard University recently wrote in a 2014 article titled, Are You For Real: an in depth look at chronemics in education, that, “Teenage brains are not fully functional and ready receptors of information until 9:00 am. Early morning classes equate to physical and mental torture for this age range.” Data

6. Dr. Sarah Marie Felice, a leading educational researcher and neurosurgeon at Harvard University recently wrote in a 2014 article titled, Are You For Real: an in depth look at chronemics in education, that, “Teenage brains are not fully functional and ready receptors of information until 9:00 am. Early morning classes equate to physical and mental torture for this age range.” Dr. Sarah Marie Felice, a leading educational researcher and neurosurgeon at Harvard University recently wrote in a 2014 article titled, Are You For Real: an in depth look at chronemics in education, that, “Teenage brains are not fully functional and ready receptors of information until 9:00 am. Early morning classes equate to physical and mental torture for this age range.” Data WHO

7. Dr. Sarah Marie Felice, a leading educational researcher and neurosurgeon at Harvard University recently wrote in a 2014 article titled, Are You For Real: an in depth look at chronemics in education, that, “Teenage brains are not fully functional and ready receptors of information until 9:00 am. Early morning classes equate to physical and mental torture for this age range.” Dr. Sarah Marie Felice, a leading educational researcher and neurosurgeon at Harvard University recently wrote in a 2014 article titled, Are You For Real: an in depth look at chronemics in education, that, “Teenage brains are not fully functional and ready receptors of information until 9:00 am. Early morning classes equate to physical and mental torture for this age range.” Data WHO QUALIFICATIONS

8. Dr. Sarah Marie Felice, a leading educational researcher and neurosurgeon at Harvard University recently wrote in a 2014 article titled, Are You For Real: an in depth look at chronemics in education, that, “Teenage brains are not fully functional and ready receptors of information until 9:00 am. Early morning classes equate to physical and mental torture for this age range.” Dr. Sarah Marie Felice, a leading educational researcher and neurosurgeon at Harvard University recently wrote in a 2014 article titled, Are You For Real: an in depth look at chronemics in education, that, “Teenage brains are not fully functional and ready receptors of information until 9:00 am. Early morning classes equate to physical and mental torture for this age range.” Data WHO QUALIFICATIONS WHERE

9. Dr. Sarah Marie Felice, a leading educational researcher and neurosurgeon at Harvard University recently wrote in a 2014 article titled, Are You For Real: an in depth look at chronemics in education, that, “Teenage brains are not fully functional and ready receptors of information until 9:00 am. Early morning classes equate to physical and mental torture for this age range.” Dr. Sarah Marie Felice, a leading educational researcher and neurosurgeon at Harvard University recently wrote in a 2014 article titled, Are You For Real: an in depth look at chronemics in education, that, “Teenage brains are not fully functional and ready receptors of information until 9:00 am. Early morning classes equate to physical and mental torture for this age range.” Data WHO QUALIFICATIONS WHERE WHEN

10. Dr. Sarah Marie Felice, a leading educational researcher and neurosurgeon at Harvard University recently wrote in a 2014 article titled, Are You For Real: an in depth look at chronemics in education, that, “Teenage brains are not fully functional and ready receptors of information until 9:00 am. Early morning classes equate to physical and mental torture for this age range.” Dr. Sarah Marie Felice, a leading educational researcher and neurosurgeon at Harvard University recently wrote in a 2014 article titled, Are You For Real: an in depth look at chronemics in education, that, “Teenage brains are not fully functional and ready receptors of information until 9:00 am. Early morning classes equate to physical and mental torture for this age range.” Data WHO QUALIFICATIONS WHERE WHEN WHAT

11. Analysis or COMMENTARY (as your other Wildcat teachers will call it) Analysis or COMMENTARY (as your other Wildcat teachers will call it) A warrant/commentary is YOUR OWN specific reasoning, which combines the data and the claim to show why the argument is true. A warrant/commentary is YOUR OWN specific reasoning, which combines the data and the claim to show why the argument is true. Each argument needs to have the “why” answered. Bring all of the analysis components together and state your argument for your audience. Don’t make them infer your meaning. Each argument needs to have the “why” answered. Bring all of the analysis components together and state your argument for your audience. Don’t make them infer your meaning. Discuss HOW and WHY your data proves your claim. Discuss HOW and WHY your data proves your claim. Warrant

12. Leading researchers in education and neuroscience agree that the science of the brain makes it near impossible for early start times to be successful and such times are harmful and physically painful for teenagers. The teenage brain is most effective and most receptive to learning after the 9:00 am hour. If the goal is to have the best learning environment that is most effective, both education and neuroscience research warnings must be heeded and we must end the madness of starting school at 7:15 am. Leading researchers in education and neuroscience agree that the science of the brain makes it near impossible for early start times to be successful and such times are harmful and physically painful for teenagers. The teenage brain is most effective and most receptive to learning after the 9:00 am hour. If the goal is to have the best learning environment that is most effective, both education and neuroscience research warnings must be heeded and we must end the madness of starting school at 7:15 am. Warrant

13. So What? So What? The impact of an argument tells your audience why the argument is important. The impact of an argument tells your audience why the argument is important. Why do we care? Why do we care? Ex: Continued early start times for high school students will result in a population of students who can’t learn or function in society after graduation; the school board will be to blame while the students will be the ones to suffer the harmful consequences. Ex: Continued early start times for high school students will result in a population of students who can’t learn or function in society after graduation; the school board will be to blame while the students will be the ones to suffer the harmful consequences. Impact

14. All Together Now… Claim: Nuclear weapons are terrible and should all be destroyed. Claim: Nuclear weapons are terrible and should all be destroyed. Data: Dr. Juefeng Ge, author of Padded Hands, Sticky Situation, and a world renowned political science expert explains the horrible effects of nuclear war when he states, “Nuclear explosions will ultimately pull the skin from your body, the teeth from your head and melt your bones into a puddle of goo. They also destroy entire cities, regions and environments.” Data: Dr. Juefeng Ge, author of Padded Hands, Sticky Situation, and a world renowned political science expert explains the horrible effects of nuclear war when he states, “Nuclear explosions will ultimately pull the skin from your body, the teeth from your head and melt your bones into a puddle of goo. They also destroy entire cities, regions and environments.” Warrant/Commentary: The detonation of nuclear weapons causes mass death, destruction and horrific pain and suffering; no reasonable person could possibly be in favor of such devastating consequences of nuclear detonations. Warrant/Commentary: The detonation of nuclear weapons causes mass death, destruction and horrific pain and suffering; no reasonable person could possibly be in favor of such devastating consequences of nuclear detonations. Impact: Nuclear weapons cause shredded skin, melted bones, death and destruction, and everybody, including your loved ones could die as a result of it. Impact: Nuclear weapons cause shredded skin, melted bones, death and destruction, and everybody, including your loved ones could die as a result of it.

15. Argument form at a glance Claim: Your main argument/thesis. Claim: Your main argument/thesis. Data: Any evidence/proof (not your opinion) that backs up your claim. Textual support, research, example from film. Data: Any evidence/proof (not your opinion) that backs up your claim. Textual support, research, example from film. Warrant/Commentary: Your own analysis explaining how and why your data proves or supports your claim. Warrant/Commentary: Your own analysis explaining how and why your data proves or supports your claim. Impact: Why do we care? Why is this important? Connect the argument to your reader. Impact: Why do we care? Why is this important? Connect the argument to your reader.

16. Check Your Organization Make sure you understand the relationships between claims, reasons, and evidence Make sure you understand the relationships between claims, reasons, and evidence THIS THIS BECAUSE BECAUSE BASED ON BASED ON Maps are FANtastic because physically drawing arrows between ideas helps the writing flow Maps are FANtastic because physically drawing arrows between ideas helps the writing flow

17. Be Prepared The truth: no argument is perfect The truth: no argument is perfect Anticipate the flaws in your side of the issue Anticipate the flaws in your side of the issue Counterclaims Counterclaims These are the arguments against your side These are the arguments against your side “Well, what about this?” “Well, what about this?” “Yes, that’s true. However, here is the flaw in that thought and that is why my idea is better.” “Yes, that’s true. However, here is the flaw in that thought and that is why my idea is better.” It’s O.K. to point out the strengths and limitations of both claims and counterclaims It’s O.K. to point out the strengths and limitations of both claims and counterclaims Addressing weaknesses in your own claim makes you sound credible and “objective” Addressing weaknesses in your own claim makes you sound credible and “objective” you’re not just sugar coating it for your reader you’re not just sugar coating it for your reader