1. Agenda BW: Vocabulary Practice
Types of argument & rhetorical triangle notes
Read, Annotate, & Analyze “Ultimate Craigslist Missed Connection”
Homework: Read Didion’s “Why I Write” and “Ethical and Philosophical Considerations” (2 very different arguments). Then in your Weebly blog complete the following for both texts: 1) translate into Toulmin Thesis, 2) draw Rhetorical Triangles, 3) designate Argument Types, and 4) write a SPEC paragraph explaining which essay was a more convincing argument.
* Highlight 2-3 of your vocab words

2. Ms. Geiss’ AP English III Class
Affirmation –
positive assertion; confirmation
Ms. Geiss’ AP English III Class

3. Ms. Geiss’ AP English III Class
Affable –
Easily approachable; warmly friendly
Ms. Geiss’ AP English III Class

4. Ms. Geiss’ AP English III Class
Alleviate –
Relieve
Ms. Geiss’ AP English III Class

5. Ms. Geiss’ AP English III Class
Aesthetic –
artistic; dealing with or capable of appreciation of the beautiful
Ms. Geiss’ AP English III Class

6. Ms. Geiss’ AP English III Class
Altruistic –
unselfishly generous; concerned for others
Ms. Geiss’ AP English III Class

7. Ms. Geiss’ AP English III Class
Analogous –
comparable
Ms. Geiss’ AP English III Class

8. Ms. Geiss’ AP English III Class
Ambivalence –
the state of having contradictory or conflicting emotional attitudes
Ms. Geiss’ AP English III Class

9. Ms. Geiss’ AP English III Class
Ambiguous –
unclear or doubtful in meaning
Ms. Geiss’ AP English III Class

10. Ms. Geiss’ AP English III Class
Advocate –
urge; plead for
Ms. Geiss’ AP English III Class

11. Ms. Geiss’ AP English III Class
Aloof –
apart; reserved
Ms. Geiss’ AP English III Class

12. Ms. Geiss’ AP English III Class
Allegory –
A work that functions on a symbolic level.
Ms. Geiss’ AP English III Class

13. Ms. Geiss’ AP English III Class
Alliteration –
Beginning consecutive words with like sounds.
Ms. Geiss’ AP English III Class

14. Ms. Geiss’ AP English III Class
Allusion –
Reference to a famous person, place, or thing.
Ms. Geiss’ AP English III Class

15. Ms. Geiss’ AP English III Class
Ambiguity –
Uncertain or inexactness of language or meaning
Ms. Geiss’ AP English III Class

16. Ms. Geiss’ AP English III Class
Anaphora –
Type of repetition; same expression (word or words) is repeated at the beginning of two or more lines, clauses or sentences.
Ms. Geiss’ AP English III Class

17. How does this affect how you write?
The goal of your paper
The writing style of your paper
The readers of your paper
Rhetorical Triangle
How does this affect how you write?

18. “Not all girls are that weird
“Not all girls are that weird. And you hear girls also talking about why boys are so mean. No gender is weirder because everyone is so different. Girls aren’t weird they’re just complicated to guys. Just study them in a library.”

19. “Scientists are searching for the mechanisms that would make men’s and women’s brains function differently. It has been suggested that testosterone, which runs high in men and tends to spike in time of challenge, propels a quick aggressive response. In women, on the other hand, Oxytocin provides for lactation and it has been associated with bonding and nurturing behavior.”

20. “The question expresses a commonly held (by women) negative stereotypes about guys of the male gender, which is that they cannot find things around the house, especially things in the kitchen. Many women believe that if you want to hide something from a man, all you have to do is put it in plain sight in the refrigerator, and he will never, ever find it, as evidenced by the fact that a man can open a refrigerator containing 463 pounds of assorted meats, poultry, cold cuts, condiments, vegetables, frozen dinners, snack foods, desserts, etc., and ask, with no irony whatsoever, ‘Do we have anything to eat?’”

21. How does the Rhetorical Triangle relate to the Toulmin Model
How does the Rhetorical Triangle relate to the Toulmin Model? How will the two organizational strategies interact?

22. Argument Types Rogerian Toulmin Classical
How does this affect how you write?

23. How does this affect how you write?
Rogerian
Toulmin
Classical
Purpose:
Theoretical/ Philosophical Argument
Style:
Negotiating Strategy
Emphatic Position: Respect the audience (Listen to the position, understand the reasoning, acknowledge validity).
Avoid attacking language
Mutual understanding & respect
Tools:
Pathos
Ethos (Common Ground)
Practical Argument
Real people arguing
Satisfying truths
Discovering new ideas
Logos
Claim, data, Warrant
Qualifier, Backing, Rebuttal
Classic Argument
Oldest organization of argument
mixed audience (hostile or favorable)
5 parts of discourse
Intro: providing background
Conformation: stating their claims and evidence clearly and emphatically
Concession: taking account of opposing viewpoints and anticipating objections
Conclusion: concluding in a satisfying and effective way.
Types of Argument
How does this affect how you write?

24. Rogerian Argument
Introduction: Introduce your topic as a problem that has multiple possible solutions. Tip: Think about a way to frame the issue so that people with multiple points of view will keep reading. It might be useful to assume your reader disagrees with your position.
Summary of Opposing Views: As accurately and neutrally as possible, state the views of the people with whom you disagree. Tip: Pay attention to tone and word choice. Remain as neutral as possible, and use source material that accurately reflects this perspective.
Statement of Understand-ing: Show that you understand that there are situations in which this opposing view is valid. Under which conditions might you share these views? Tip: This is a place to demonstrate empathy; show your reader that you can put yourself in their position.
Statement of Your Position: Now that readers have seen that you’ve given full consideration to views other than your own, they should be prepared to listen fairly to your views. State your position. Tip: It’s still important to use value neutral language in this section. Don’t simply refute the points from the last 2 paragraphs; instead, present the strongest arguments in favor of your position.
Statement of Contexts: Describe situations in which you hope your views will be honored. Now, you have a chance to ask your reader to empathize with you as you did with them in the “Statement of Understanding.”
Statement of Benefits: Appeal to the self-interest of your opponents by showing how they would benefit from accepting your position; this concludes your essay on a hopeful, positive note.

26. Intro Confirmation Concession Refutation Conclusion
1) attract the interest of a specific audience and focus it on the subject of the argument. 2) provide enough background information to make sure that the audience is aware of both the general problem as well as the specific issue or issues the writer is addressing 3) It must clearly signal the writer’s specific position on the issue and/or the direction of her/his argument. Usually a classical argument has a written thesis statement early in the paper—usually in the first paragraph or two. 4) It must establish the writer’s role or any special relationship the writer may have to the subject or the audience (i.e. why do you care?) It should also establish the image of the writer (the ethos) that he/she wants to project in the argument: caring, aggressive, passionate, etc.
Confirmation
What are the arguments that support my thesis that my audience is most likely to respond to? What arguments that support my thesis is my audience least likely to respond to? How can I demonstrate that these are valid arguments? What kind of inartistic proofs does my audience respect and respond well to? Where can I find the facts and testimony that will support my arguments? What kinds of artistic proofs will help reinforce my position?
Concession
You want to concede any points that you would agree on or that will make your audience more willing to listen to you (as long as they don’t fatally weaken your own side).
Here is a place to use both pathos and ethos: by conceding those matters of feeling and values that you can agree on, while stressing the character issues, you can create the opportunity for listening and understanding.
Refutation
1) Show by the use of facts, reasons, and testimony that the opposing point is totally wrong. You must show that the opposing argument is based on incorrect evidence, questionable assumptions, bad reasoning, prejudice, superstition, or ill will. 2) Show that the opposition has some merit but is flawed in some way. For instance, the opposing viewpoint may be true only in some circumstances or within a limited sphere of application, or it may only apply to certain people, groups, or conditions. When you point out the exceptions to the opposition rule, you show that its position is not as valid as its proponents claim it is. 3) Show that the opposition has merits but is outweighed by other considerations. You are claiming, in essence, that truth is relative: when a difficult choice has to be made, we must put first things first. For instance, you may say that it’s undesirable for young girls to have abortions, but when girls as young as ten become pregnant, they’re too young to take on the burdens of motherhood and must not be forced to carry the pregnancy to term. Or you may say that yes, it’s true that my proposal to halt global warming, but consider the costs if we do not undertake it, or how much the price will go up if we wait to undertake it. 4) Show that the reasoning used by the opposition is flawed: in other words, that it contains logical fallacies.
Conclusion
Too many times classical arguments don’t close—they just stop, as if the last page is missing. And this sense of incompleteness leaves readers dissatisfied and sometimes less likely to accept your argument. So spending a little extra time to round the conclusion out is almost always worthwhile in making the argument more successful. How can I best leave a strong impression of the rightness and importance of my view? How can I best summarize or exemplify the most important elements of my argument? What is the larger significance of the argument? What long-range implications will have the most resonance with my readers? How can I bring the argument “full circle” and leave my readers satisfied with the ending of my argument?

27. What essay form do you believe best suits your Grapes of Wrath Essay?