1. Topic: Persuasion v. Argument
Standard: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

2. Three Text Types 1. Argument 2. Informational/Explanatory 3. Narrative
Correlation to what you already do?

3. Persuasion vs. Argument
Ethos (author credibility)
Pathos (emotional appeals)
Persuasion
Logos (logical appeals)
Reason
Argument
Read box insert—what is difference?

4. Argument

5. Common Core: What is the Purpose of Argument?
To change reader’s point of view
To bring about some action on the reader’s part
To ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem
Read appendix A—last part. What are the distinguishing characteristics they note? How is this final portion of this section an argument? Does it include the elements mentioned? (For instance, that a formal tone is always to be privileged.) What others? In addition, what do the standards SUGGEST? For example, the ordering of statements might suggest that acknowledging opposing claims comes early in the argument. Is that necessary or just a by-product of way this is written?

6. Is it argument or persuasion?

7. Is it argument or persuasion?

8. Is it argument or persuasion?

9. Is it argument or persuasion?

10. Is it argument or persuasion?

11. Is it argument or persuasion?

12. Is it argument or persuasion?
Now, in groups at tables: look at 3 in packet—Don’t Sugarcoat Cupcake Menace, Riding the Waves with Whales, Tonight At. .. Decide if they are argument or persuasion and why.

13. 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
Toulmin—these are parts of argument (discuss)

14. What is claim. (zombies make cool parents) Evidence. The reasons
What is claim? (zombies make cool parents) Evidence? The reasons. Warrant? (what we know of zombies) Are there any counter-arguments?

15. Arguing Both Sides What can students learn?
For 10 minutes or so in groups of 8. How might an oral exercise like this help students consider elements of argument?

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

17. Narrowing a topic
Preventing Bullying
Name calling
Texting bad names

18. What about your class/grade?
Genre
Topic
PSA
Recycling in our school
Preventing bullying
In groups, come up with your own possibilities. Plan to share.

19. Common Core: What is Argument?
To change reader’s point of view
To bring about some action on the reader’s part
To ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem

20. Is this an argument. Why or why not
Is this an argument? Why or why not? How does it differ from academic arguments?

21. Creating an argument Claim Evidence Explanation
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.
Discuss: What would have to have happened in class prior to writing this? In your notes, write a short argument for a new mascot for your school. Share at tables.

22. Create your own argument. Choose 1 of the following:
Cell phone use in class
Home school versus public school
Dress code

23. Does this make a claim. What is evidence. What is explanation
Does this make a claim? What is evidence? What is explanation? What does this tell us about shaping an argument?

24. Four corners
The Supreme Court was right this week to reverse the ban on the sale of violent video games to children.
Strongly Agree? Agree? Disagree? Strongly Disagree? Write for 3 minutes on your opinion.
Go to corner of room matching your response. In your groups, you have several minutes to create an argument: claim, convincing evidence (yes, you can use your laptops), and explanation to present a two-minute argument to the rest of the groups.