So You Think You Can ARGUE

So You Think You Can ARGUE
All About Writing Persuasively

Be ready to put it in your conference teacher’s folder.
Brain Stretch Choose one item that you would like to have in your Student Led Conference Portfolio from Social Studies. Be ready to put it in your conference teacher’s folder.

What is an Argument? An argument is just a statement that someone believes is or should be true. Kids should be in school Monday through Saturday! For the next three slides, have students fill in the missing words in the “notes” at the top of the guided worksheet.

Hey, wait a minute! A counterargument expresses the opposite point of view. Kids should not have to go to school on Saturdays.

I need backup! A main argument all by itself is not very strong. Supporting arguments explain why the main argument is true.

Kids should not have to go to school on Saturdays.
Main Argument Kids should not have to go to school on Saturdays. Supporting Arguments Before advancing the slide, you may want to ask the class to brainstorm some supporting arguments. Advancing the slides will make supporting arguments appear. This part of the presentation does not have a corresponding section on the guided worksheet.

Main Argument Kids should not have to go to school on Saturdays. Supporting Arguments Students need a rest.

Main Argument Kids should not have to go to school on Saturdays. Supporting Arguments Students need a rest. Most working parents have weekends off, and students need to be with their families.

Main Argument Kids should not have to go to school on Saturdays. Supporting Arguments Students need a rest. Most working parents have weekends off, and students need to be with their families. Some students have jobs.

Main Argument Kids should not have to go to school on Saturdays. Supporting Arguments Students need a rest. Most working parents have weekends off, and students need to be with their families. Some students have jobs. Students need time for other activities.

Are You Laboring Under a Misconception ? Common Myths about Arguing
An argument is just people yelling at each other. As you go through the myths and realities, have students fill in the chart on the first page of the guided worksheet.

An argument is just people yelling at each other. Reality Arguments can be very calm. An argument in writing is silent! As you go through the myths and realities, have students fill in the chart on the first page of the guided worksheet.

You have to totally believe in what you are arguing. As you go through the myths and realities, have students fill in the chart on the first page of the guided worksheet.

You have to totally believe in what you are arguing. Reality Making an argument has nothing to do with how you feel. (Bet you can think of one reason why school should be on Saturdays…) As you go through the myths and realities, have students fill in the chart on the first page of the guided worksheet.

Every argument has a right and wrong side. As you go through the myths and realities, have students fill in the chart on the first page of the guided worksheet.

Every argument has a right and wrong side. Reality Many times, the two sides of an argument are just different points of view. Neither side is really right or wrong. As you go through the myths and realities, have students fill in the chart on the first page of the guided worksheet.

You can’t be good at arguing unless you can think fast on your feet. As you go through the myths and realities, have students fill in the chart on the first page of the guided worksheet.

You can’t be good at arguing unless you can think fast on your feet. Reality A lot of great arguing takes place on paper, where you can take as much time as you need to think everything through. As you go through the myths and realities, have students fill in the chart on the first page of the guided worksheet.

Argue on paper? Why would I want to do that?
This slide and the next few scenarios do not have a corresponding section on the guided worksheet. Read through the scenarios with the class to help students understand how learning to argue effectively can be helpful in life.

Imagine this: Your state legislature is thinking about passing a law that says you can’t drive until age 18. You want to write a letter to convince your state senator to vote against the idea. What would you say? This slide and the next few scenarios do not have a corresponding section on the guided worksheet. Read through the scenarios with the class to help students understand how learning to argue effectively can be helpful in life.

Or this: Your city decided to close the park where you always hang out and play basketball. The city officials say there was too much trouble at the park and there was trash everywhere. Would you know what to write in a letter that would convince them to re-open the park? Uh-oh… This slide and the next few scenarios do not have a corresponding section on the guided worksheet. Read through the scenarios with the class to help students understand how learning to argue effectively can be helpful in life.

What about this: You bought a used truck from the car lot downtown, but the truck didn’t have a stereo. The salesman told you they would take a stereo from a different truck and install it in your truck. He said it would work great. You drove your truck home and discovered the stereo doesn’t work at all! What?! This slide and the next few scenarios do not have a corresponding section on the guided worksheet. Read through the scenarios with the class to help students understand how learning to argue effectively can be helpful in life. You called the car lot, but they refuse to fix the problem. You want to write a letter demanding they fix the stereo or else you will take them to court!

Or even this: The mall rules say people can’t do anything that interferes with business. You and four friends were standing outside a store window talking about what store to visit next. All of a sudden, mall security came over and asked you to leave. They said you were interfering with business! Someone had complained that a gang of frogs was blocking the entrance to the store. Now you aren’t allowed to return to the mall for 6 months! You want to convince the mall headquarters that you were not interfering with business and you should be allowed back to the mall immediately. Bet you can’t argue your way out of this one… Last one… Help!

You’re gonna need… Persuasive Writing
The next slide gives the answer: Persuade! Have students fill in the answer on their guided worksheets. (Hey—What word do you see inside the word “persuasive?”)

Answer: “Persuade” What does it mean to “persuade” someone?
To disturb someone about something To sweat on someone To convince someone that something is true To cause someone to be confused about something Have students answer the question on their guided worksheets. The next slide gives the answer (C).

Answer: “ Persuade” What does it mean to “persuade” someone? 
To disturb someone about something To sweat on someone To convince someone that something is true To cause someone to be confused about something  (Just for fun, all the rest of the answers start with “per.”) When you write persuasively, you use arguments to convince the reader that something is true.

Two Kinds of Arguments Should/Should Not Does/Does Not
Argue why something should or should not be true. As you advance through this chart, have students fill in the blanks in the chart at the top of page 2 of their guided worksheets.

Argue why something should or should not be true. Argue why something does or does not violate a rule. As you advance through this chart, have students fill in the blanks in the chart at the top of page 2 of their guided worksheets.

Argue why something should or should not be true. Argue why something does or does not violate a rule. Use this kind of argument when you are arguing your opinion about something. As you advance through this chart, have students fill in the blanks in the chart at the top of page 2 of their guided worksheets.

Argue why something should or should not be true. Argue why something does or does not violate a rule. Use this kind of argument when you are arguing your opinion about something. Use this kind of argument when there is already a rule in place. As you advance through this chart, have students fill in the blanks in the chart at the top of page 2 of their guided worksheets.

Argue why something should or should not be true. Argue why something does or does not violate a rule. Use this kind of argument when you are arguing your opinion about something. Use this kind of argument when there is already a rule in place. Example: Should school be held Monday through Saturday? As you advance through this chart, have students fill in the blanks in the chart at the top of page 2 of their guided worksheets.

Argue why something should or should not be true. Argue why something does or does not violate a rule. Use this kind of argument when you are arguing your opinion about something. Use this kind of argument when there is already a rule in place. Example: Should school be held Monday through Saturday? Example: The mall rule says no interfering with business. A group of kids was standing in front of a store. Were they interfering with business? As you advance through this chart, have students fill in the blanks in the chart at the top of page 2 of their guided worksheets.

Let’s Practice! The school rules say students are not allowed to wear hats inside the building. The rules say a hat is anything that covers and protects a person’s head. Susie wore a giant ribbon in her hair and got in trouble for violating the no-hat rule! Did Susie really violate the rule? This scenario is for class practice. It does not have a corresponding section on the guided worksheet.

There are two possible main arguments:
Susie did not violate the rule because her ribbon is not a hat, or This scenario is for class practice. It does not have a corresponding section on the guided worksheet.

There are two possible main arguments:
Susie did not violate the rule because her ribbon is not a hat, or Susie did violate the rule because her ribbon is a hat. This scenario is for class practice. It does not have a corresponding section on the guided worksheet. What do you think? (Wait—Don’t answer that yet…)

Ha! That was a trick question.
Making arguments is a skill that you learn. “What you think” doesn’t really matter at all. You should be able to argue for both sides no matter which side you think is right. Have students fill in the “Who Cares What You Think?” box on their guided worksheets. You may wish to discuss with students whether it would be easier to argue both sides of this issue than both sides of an issue they really care about. Point out that being able to argue both sides of an issue can help them see flaws in the other side’s argument, which will help their own argument be stronger.

Let’s try another: The park rules say “Don’t walk on the grass.” Misti avoided a neatly-mowed lawn but cut across another mowed area that was mostly weeds. Did Misti violate the rule? The two possible arguments are… Have students fill in the “Who Cares What You Think?” box on their guided worksheets. You may wish to discuss with students whether it would be easier to argue both sides of this issue than both sides of an issue they really care about. Point out that being able to argue both sides of an issue can help them see flaws in the other side’s argument, which will help their own argument be stronger. (You may have to think a little harder with this one…)

Two possible main arguments:
Misti did not violate the rule because she walked on a weedy area, not on the grass, or This scenario is for class practice. It does not have a corresponding section on the guided worksheet. In a subsequent lesson, students will need to understand the concept that there is a main argument for each side of an issue.

Misti did not violate the rule because she walked on a weedy area, not on the grass, or Misti did violate the rule because there was grass in the area where she walked. (You could also argue that the park rule meant for people to stay off any green, mowed area.) This scenario is for class practice. It does not have a corresponding section on the guided worksheet.

And another: The beach rules say “Don’t feed the ducks.” Jason ate all but the corner of his sandwich, then tossed the last bite to a goose standing nearby. Did Jason violate the rule? The two possible arguments are… Have students fill in the “Who Cares What You Think?” box on their guided worksheets. You may wish to discuss with students whether it would be easier to argue both sides of this issue than both sides of an issue they really care about. Point out that being able to argue both sides of an issue can help them see flaws in the other side’s argument, which will help their own argument be stronger.

Jason did not violate the rule because a goose is not a duck, or This scenario is for class practice. It does not have a corresponding section on the guided worksheet.

Jason did not violate the rule because a goose is not a duck, or Jason did violate the rule because the beach rule means any water bird and a goose is a water bird (in other words, a goose is like a duck). This scenario is for class practice. It does not have a corresponding section on the guided worksheet.

Hat or Not? Let’s look at some arguments about Susie’s ribbon. Remember, the school rule says a hat is anything that covers and protects a person’s head. For each argument, choose A or B. Argument #1: The ribbon is something on her head. This argument supports the idea that Susie did not violate the rule because her ribbon is not a hat. This argument supports the idea that Susie did violate the rule because her ribbon is a hat. Have students answer “A” or “B” as a chorus, then advance the slide to reveal the answer. This exercise is repeated on the guided worksheet. Therefore, you have several choices: Have students complete the exercise on their worksheets before going through the slides together (suggested) Have students fill in the answers on their worksheets as you go through the slides, or Skip that part of the worksheet.

Hat or Not? Let’s look at some arguments about Susie’s ribbon. Remember, the school rule says a hat is anything that covers and protects a person’s head. For each argument, choose A or B. Argument #1: The ribbon is something on her head. This argument supports the idea that Susie did not violate the rule because her ribbon is not a hat. This argument supports the idea that Susie did violate the rule because her ribbon is a hat. 

Hat or Not? Let’s look at some arguments about Susie’s ribbon. Remember, the school rule says a hat is anything that covers and protects a person’s head. For each argument, choose A or B. Argument #2: The ribbon is too flimsy to protect Susie’s head. This argument supports the idea that Susie did not violate the rule because her ribbon is not a hat. This argument supports the idea that Susie did violate the rule because her ribbon is a hat.

Hat or Not? Let’s look at some arguments about Susie’s ribbon. Remember, the school rule says a hat is anything that covers and protects a person’s head. For each argument, choose A or B. Argument #2: The ribbon is too flimsy to protect Susie’s head.  This argument supports the idea that Susie did not violate the rule because her ribbon is not a hat. This argument supports the idea that Susie did violate the rule because her ribbon is a hat.

Hat or Not? Let’s look at some arguments about Susie’s ribbon. Remember, the school rule says a hat is anything that covers and protects a person’s head. For each argument, choose A or B. Argument #3: The ribbon does not cover all of Susie’s head. This argument supports the idea that Susie did not violate the rule because her ribbon is not a hat. This argument supports the idea that Susie did violate the rule because her ribbon is a hat.

Hat or Not? Let’s look at some arguments about Susie’s ribbon. Remember, the school rule says a hat is anything that covers and protects a person’s head. For each argument, choose A or B. Argument #3: The ribbon does not cover all of Susie’s head.  This argument supports the idea that Susie did not violate the rule because her ribbon is not a hat. This argument supports the idea that Susie did violate the rule because her ribbon is a hat.

Hat or Not? Let’s look at some arguments about Susie’s ribbon. Remember, the school rule says a hat is anything that covers and protects a person’s head. For each argument, choose A or B. Argument #4: The ribbon could protect Susie’s head from rain or dust. This argument supports the idea that Susie did not violate the rule because her ribbon is not a hat. This argument supports the idea that Susie did violate the rule because her ribbon is a hat.

Hat or Not? Let’s look at some arguments about Susie’s ribbon. Remember, the school rule says a hat is anything that covers and protects a person’s head. For each argument, choose A or B. Argument #4: The ribbon could protect Susie’s head from rain or dust. This argument supports the idea that Susie did not violate the rule because her ribbon is not a hat. This argument supports the idea that Susie did violate the rule because her ribbon is a hat. 

Hat or Not? Let’s look at some arguments about Susie’s ribbon. Remember, the school rule says a hat is anything that covers and protects a person’s head. For each argument, choose A or B. Argument #5: The ribbon would not keep Susie’s head warm. This argument supports the idea that Susie did not violate the rule because her ribbon is not a hat. This argument supports the idea that Susie did violate the rule because her ribbon is a hat.

Hat or Not? Let’s look at some arguments about Susie’s ribbon. Remember, the school rule says a hat is anything that covers and protects a person’s head. For each argument, choose A or B. Argument #5: The ribbon would not keep Susie’s head warm.  This argument supports the idea that Susie did not violate the rule because her ribbon is not a hat. This argument supports the idea that Susie did violate the rule because her ribbon is a hat.

Hat or Not? Let’s look at some arguments about Susie’s ribbon. Remember, the school rule says a hat is anything that covers and protects a person’s head. For each argument, choose A or B. Argument #6: The ribbon covers most of Susie’s head. This argument supports the idea that Susie did not violate the rule because her ribbon is not a hat. This argument supports the idea that Susie did violate the rule because her ribbon is a hat.

Hat or Not? Let’s look at some arguments about Susie’s ribbon. Remember, the school rule says a hat is anything that covers and protects a person’s head. For each argument, choose A or B. Argument #6: The ribbon covers most of Susie’s head. This argument supports the idea that Susie did not violate the rule because her ribbon is not a hat. This argument supports the idea that Susie did violate the rule because her ribbon is a hat. 

Hat or Not? Let’s look at some arguments about Susie’s ribbon. Remember, the school rule says a hat is anything that covers and protects a person’s head. For each argument, choose A or B. Argument #7: The ribbon could protect Susie’s head from sunlight. This argument supports the idea that Susie did not violate the rule because her ribbon is not a hat. This argument supports the idea that Susie did violate the rule because her ribbon is a hat.

Hat or Not? Let’s look at some arguments about Susie’s ribbon. Remember, the school rule says a hat is anything that covers and protects a person’s head. For each argument, choose A or B. Argument #7: The ribbon could protect Susie’s head from sunlight. This argument supports the idea that Susie did not violate the rule because her ribbon is not a hat. This argument supports the idea that Susie did violate the rule because her ribbon is a hat. 

Hat or Not? Let’s look at some arguments about Susie’s ribbon. Remember, the school rule says a hat is anything that covers and protects a person’s head. For each argument, choose A or B. Argument #8: The ribbon is not fitted to Susie’s head. This argument supports the idea that Susie did not violate the rule because her ribbon is not a hat. This argument supports the idea that Susie did violate the rule because her ribbon is a hat.

Hat or Not? Let’s look at some arguments about Susie’s ribbon. Remember, the school rule says a hat is anything that covers and protects a person’s head. For each argument, choose A or B. Argument #8: The ribbon is not fitted to Susie’s head.  This argument supports the idea that Susie did not violate the rule because her ribbon is not a hat. This argument supports the idea that Susie did violate the rule because her ribbon is a hat.

If you’ve seen one argument…
… you have not seen them all! Some arguments are better than others. Look at the four arguments below. Which one is the strongest? Weakest? The ribbon is too flimsy to protect Susie’s head from anything. The ribbon does not cover all of Susie’s head. The ribbon would not keep Susie’s head warm. The ribbon is not fitted to Susie’s head. Discuss as a class. Explain to students that some answers are better than others, but there is not necessarily a “right” answer. This slide does not have a corresponding section on the guided worksheet.

Mini Quiz True or False? You can only make an argument about something if you feel very strongly about it. The Mini-Quiz on the guided worksheet is different from this quiz. Have the class complete both. Have students say “true” or “false” as a chorus, then advance the slide to reveal the answer.

Mini Quiz True or False? You can only make an argument about something if you feel very strongly about it. False

Mini Quiz True or False? 2. Persuasive writing is meant to convince someone that something is true or should be true. Have students say “true” or “false” as a chorus, then advance the slide to reveal the answer.

Mini Quiz True or False? 2. Persuasive writing is meant to convince someone that something is true or should be true. True

Mini Quiz True or False? 3. All arguments are equally strong.
Have students say “true” or “false” as a chorus, then advance the slide to reveal the answer.

Mini Quiz True or False? 3. All arguments are equally strong. False

Mini Quiz True or False? 4. If there is already a rule in place, you will use a should/should not argument Have students say “true” or “false” as a chorus, then advance the slide to reveal the answer.

Mini Quiz True or False? 4. If there is already a rule in place, you will use a should/should not argument False

Mini Quiz True or False? 5. An argument is a statement that someone believes is or should be true. Have students say “true” or “false” as a chorus, then advance the slide to reveal the answer.

Mini Quiz True or False? 5. An argument is a statement that someone believes is or should be true. True

Mini Quiz True or False? 6. An argument can take place without any yelling at all. Have students say “true” or “false” as a chorus, then advance the slide to reveal the answer.

Mini Quiz True or False? 6. An argument can take place without any yelling at all. True

Mini Quiz True or False? There is a right and wrong side to every argument. Have students say “true” or “false” as a chorus, then advance the slide to reveal the answer.

Mini Quiz True or False? 7. There is a right and wrong side to every argument. False

Mini Quiz True or False? 8. Susie looks very cool in her big ribbon.
Have students say “true” or “false” as a chorus, then advance the slide to reveal the answer.

Mini Quiz True or False? 8. Susie looks very cool in her big ribbon.
Hey, that isn’t fair!

Mini Quiz True or False? 9. People often use persuasive writing when writing letters about important issues. Have students say “true” or “false” as a chorus, then advance the slide to reveal the answer.

Mini Quiz True or False? 9. People often use persuasive writing when writing letters about important issues. True

Mini Quiz True or False? You use arguments to persuade someone that your viewpoint is correct. Have students say “true” or “false” as a chorus, then advance the slide to reveal the answer.

Mini Quiz True or False? You use arguments to persuade someone that your viewpoint is correct. True

and of Debating Don't 's Do's
DON’T let your emotions get the better of you. DO stay calm and speak in a clear, rational voice. Remember, debaters do not always choose what side they’re on. >Getting angry, flustered, nervous, upset, or breaking down in any way WILL affect how others see your position >Always remember that people rarely decide what side of a formal debate they will argue, so they may not be defending their own views: do not attack your opponent, attack their argument(s) 80

Important: The first speaker in a debate must make sure that the resolution being debated is clearly stated and defined. DON’T side track your opponents with irrelevant points, stay on topic. Make sure you speak clearly: the general rule for public speaking is to speak half as fast and twice as loud as you usually would 81

DON’T attack your opponents.
DO stick to your planned, researched arguments. TIPS: Cue cards can help a debater to stay focused, but DON’T read from them, use them as a guide. Speak to the audience or moderator. 82

IMPORTANT TIME IS A VERY IMPORTANT FACTOR IN A DEBATE………………. 83

DO be aware of what your partner(s) plans are.
Having a strategy worked out for your side ahead of time will definitely help you win your debate by being unified and prepared enough to stay collected DON’T work alone and risk being redundant, make the most of your team’s time. 84

Follow these tips and suggestions, and everything will come together for a successful debate!!!
85

Our Debate… Pro or Con— Should nanotechnology be used in video security cameras? Why or why not?

Debates/Discussions Conversation: Level “0” when someone else is talking. Help: You should use hand signals to get the attention of the teacher. If you have to wait, you should wait quietly and write down your point so you do not forget it. Activity: You should be engaged in listening or participating in the debate. Movement: Nobody is out of there seat unless given permission. Participation: You are listening or debating.

Next time: What would you do if your school suddenly changed the rules and banned something you like to wear? This sounds like trouble… In tomorrow’s lesson, students will begin examining evidence they will use to make arguments in their persuasive essays. They will look at a fictional situation in which Ben Brewer, a middle school student, gets suspended for wearing his favorite band t-shirt to school after the school changed its dress code policy to prohibit all band t-shirts. Does Ben have the right to wear his shirt?

So You Think You Can ARGUE

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