1. UNIT 5 ARGUMENT ESSAYS p. 112 Mrs. Elizabeth Coiman-Lopez, BAT., MS.
Houston Community College – Fall 2018

2. DEFINITION – ARGUING PRO or CON p. 114
The writer’s purpose is to persuade the audience to agree with his or her opinion about a controversial topic.
Sometimes is referred as PERSUAVISE ESSAY:
the writer states the claim (opinion),
gives reasons to support it, and
tries to convince the audience that he or she is correct.
ARGUING POR OR CON:
Choose the right topic to argue.
Some things cannot be argued:
Example:
You can’t argue that a tulip is more beautiful than a daisy, because it is an opinion NO supported by facts.
But you can argue that tulips are more popular than daisies because you can prove it with facts from a florist’s sales record.
DEFINITION – ARGUING PRO or CON p. 114

3. EFFECTIVE Topic AND THESIS p. 114
Marriage before the age of 18
Standardized testing
Fast-food restaurants
People under the age of 18 should not be allowed to marry.
Standardized testing should not be required as part of the application process for a university.
Fast-food restaurants ought to list the calories counts for all the food that they sell
You can argue for (PRO) or against (CON).
Topic needs to have 2 viewpoints to be effective to argue
Example: Jazz music Jazz music began with African-Americans
You cannot argue it because it is a fact.
EFFECTIVE Topic AND THESIS p. 114

4. CONVINCING THE READER p. 115
Writer needs to convince the reader that his opinion about a topic (thesis statement) is the most valid viewpoint.
Essay needs to be balanced.
It must include an opposing viewpoint or COUNTERARGUMENT:
What someone on the other side of the issue would argue.
Even though you are arguing one side of the issue.
As soon as it has the opponent’s point of view, it needs to have a REFUTATION:
You refute the other point of view or show how it is wrong.
If you give only your opinion, your essay will sound like propaganda, and your readers will NOT be convinced of your viewpoint.
PRACTICE Activity 1 p
CONVINCING THE READER p. 115

5. OUTLINING AND CHOOSING THE TOPIC p. 118
INTRODUCTION:
HOOK:
EXTRA INFORMATION
THESIS
BODY:
(Paragraph 2) First, (ARGUMENT #1, Pro or Con)
(Paragraph 3) Next, (ARGUMENT #2, Pro or Con)
(Paragraph 4) Finally, (ARGUMENT #3, Pro or Con)
(Paragraph 5) COUNTERARGUMENT and REFUTATION
CONCLUSION:
In conclusion,
Restate the thesis
PRACTICE Activity 2 & 4 p
OUTLINING AND CHOOSING THE TOPIC p. 118

6. CONTROLLING TONE with MODALS p. 123
Beware of the TONE: not too strong or not strong enough.
Use MODALS to change the tone of a sentence.
STRONG MODALS: must, had better make the verb stronger.
Help writers to assert or state the main points.
Readers will know where you stand on an issue.
Example: The fact clearly show that researchers must stop unethical animal testing.
- People who value their health had better stop smoking now.
SOFTER MODALS: may, might, should, can, could, soften the verb.
Help writers make an opposing opinion sound weak.
Statement can be refuted easily and can write a counterargument.
Example: - Some parents might disagree and claim that only academic subjects should be taught in school. They do not have the time or the resources to see to it that their children are getting enough exercise.
- Some citizens may be against military service, but those who do serve in the military often have a strong sense of pride and personal satisfaction.
PRACTICE Activity 5 p
CONTROLLING TONE with MODALS p. 123

7. Counterargument and refutation p. 126
Includes an opposing viewpoint.
It goes against the thesis.
Every counterargument needs a refutation.
REFUTATION
You refute the other point of view or show how it is wrong.
It is a response to the counterargument that disproves it.
COUNTERARGUMENT
EXAMPLE:
Opponents of mandatory uniforms say that students who wear school uniforms cannot express their individuality. This point has some merit on the surface. However, as stated previously school is a place to learn, not to flaunt wealth and fashion.
REFUTATION
PRACTICE Activity 6 p
Counterargument and refutation p. 126

8. AVOIDING FAULTY LOGIC p. 127
Writers want to convince readers to agree with their arguments, which include their reasons and conclusions.
Your writing needs to be logical in order to persuade the readers.
Logic is based on facts.
LOGICAL ERRORS:
My friend went to her college class, and then she had a car accident. Therefore, college classes cause car accidents. (Events related only by sequence) (first action is not responsible for the second one)
Beyoncé is a good singer. As a result, she would make a good judge of orchestra conductors. (appeal to authority) (no because she is a good singer she can be this judge for orchestra)
Everyone is interested in improving the quality of education. (generalizations, using all, always, never) (no everybody thinks the same way)
A woman is driving through a small town. She passes three cars, all o which are white pickup trucks. She then writes in her report describing the town that everyone in this town drives a white pickup truck. (insufficient statistics) (woman only saw 3 vehicles)
The blue-flag freedom fighters won the war against the green-flag guerrillas. (loaded words) (avoid positive and negative words, no emotional words)
The instructor must either return the tests or dismiss the class.(either/or argument) (only 2 choices for the instructor? Have more choices)
PRACTICE Activity 7 p. 128
AVOIDING FAULTY LOGIC p. 127

9. GRAMMAR: USING THE IF CLAUSE p. 129
Use the IF adverb clause to explain a condition that is necessary for a specific outcome.
PRACTICE Activity 8 p. 129
TIME
IF CLAUSE – Situation
OUTCOME
GENERAL
If it is too hot,
We turn on the air conditioning.
FUTURE
We will turn on the AC
We can turn on the AC
We may turn on the AC
We might turn on the AC
PRESENT
If the restaurant opened at noon,
We could eat lunch there
We would eat lunch there
We might eat lunch there
PAST
If the students had asked questions during the lecture
They would have understood the concepts better.
They might have understood the concepts better.
They could have understood the concepts better.
GRAMMAR: USING THE IF CLAUSE p. 129

10. SOURCES AND AVOIDING PLAGIARISM p. 130
Writing an Argument Essay, is helpful to find facts, figures, or quotes to help support the ideas.
We need to give credit to the source where it came from.
PLAGIARISM: is the act of taking other’s words without properly given credit to the source. This is a serious offense and the penalty can be very severe.
Add the information by using either of these two methods:
QUOTING: If the information is not too long, put in a quote
Use the phrase: ACCORDING TO (name of source), (use exact words from the source)
Do not use too many quotations because the reader wants to is looking for your voice, not someone else’s.
Example: According to “Children need between three and six servins of vegetables daily to maintain a healthy diet.”
NOTE: always start the quote with capital letters, unless it is the continuation of a sentence
PARAPHRASING: put the information in your own words.
Need to explain where the information came from even if you changed the words.
Do not need to use quotes.
Example: According to in order for a diet to be considered healthy kids should eat a fair number of vegetables every day.
SOURCES AND AVOIDING PLAGIARISM p. 130