1. AP Language and Composition
Using purposeful anecdotes to support a claim

2. Agenda: Bell ringer: review purpose of narrative
Notes on sentence leveling
Practice w/ sentence leveling
Intro to argument prompt and using anecdotes to support claims
Practice using anecdotes to support claims
I can use narratives from my personal experience to prove a point.

3. Bell ringer: https://www.youtube.com/watch?v=0JccudODwwY 0:00-6:00ish
Where does Ellen use NARRATIVE in her speech? What is the PURPOSE of her narrative?

4. Notes on sentence leveling:
Let’s discuss what you already know about HOW to write a paragraph: -What does a paragraph begin with? -What is the structure of a paragraph? -What makes a paragraph a paragraph? (How do you know when to switch paragraphs?)

5. Notes on sentence leveling:
Paragraphs should start general and get more and more specific as the paragraph progresses This is what we will focus on today. HOW do you know when to get more specific or what to get more specific about?

6. Notes on sentence leveling:
Learn how to find POINTERS in sentences. Pointers: words in a sentence that are the most general words that you could get more specific about or that lead the audience to ask more questions.

7. Notes on sentence leveling:
Pointers: words in a sentence that are the most general words that you could get more specific about or that lead the audience to ask more questions. Ex: “I have a friendly dog.” Which word in this sentence is just begging to be expanded on?

8. Notes on sentence leveling:
Pointers: words in a sentence that are the most general words that you could get more specific about or that lead the audience to ask more questions. Ex: “I have a friendly dog.” Leads the reader to ask: “Well, HOW friendly is this dog?” “What makes this dog so friendly?”

9. Notes on sentence leveling:
Pointers: words in a sentence that are the most general words that you could get more specific about or that lead the audience to ask more questions. Ex: “I have a friendly dog.” Leads the reader to ask: “Well, HOW friendly is this dog?” “What makes this dog so friendly?”

10. Notes on sentence leveling:
Ex: “I have a friendly dog.” Leads the reader to ask: “Well, HOW friendly is this dog?” “What makes this dog so friendly?” THEN! Once you have identified the pointer and figured out the questions it leads to, you have the basis for your next, more specific sentence of your paragraph: “I have a friendly dog. He greets every new person he meets.”

11. Notes on sentence leveling:
“I have a friendly dog. He greets every new person he meets.” What is the new pointer word/phrase in the 2nd sentence? What questions does it lead to?

12. Notes on sentence leveling:
“I have a friendly dog. He greets every new person he meets.” What is the new pointer word/phrase in the 2nd sentence? What questions does it lead to? Leads to questions like “HOW does he greet them in a friendly way?” Or “What was a specific time he greeted someone new in a friendly way?”

13. Notes on sentence leveling:
“I have a friendly dog. He greets every new person he meets.” Leads to questions like “HOW does he greet them in a friendly way?” Or “What was a specific time he greeted someone new in a friendly way?” “I have a friendly dog. He greets every new person he meets. For example, he had never met Uncle Jude before and jumped straight up into his lap.”

14. Notes on sentence leveling:
When you have found at least 2 pointers and written sentences to answer their questions, you are ready to conclude your paragraph. The concluding sentence should be another GENERAL sentence that somehow connects back to the topic sentence. “I have a friendly dog. He greets every new person he meets. For example, he had never met Uncle Jude before and jumped straight up into his lap. I can’t believe I got so lucky!”

15. Sentence Leveling:
Level 1: Most general (topic sentence) Level 2: Uses a pointer in level 1 to get more specific Level 3: Uses a pointer in level 2 to get more specific. Level 1: Concludes with another general statement, usually connected w/ topic sentence. Let’s practice with some paragraphs to see how writers use this!

16. Using Anecdotes to Support Claims:
Now that we have learned how to use pointers to get more specific, I want you to use this knowledge to compose anecdotes to support a claim. Anecdote: A brief story either personal or about someone/something you’re familiar with. Anecdotes CAN be effective as evidence to support an argument, but we need to be careful not to OVER-rely on it. If this happens, someone can accuse you of using anecdotal evidence (usually carries a negative connotation of not having enough FACTS to support the claim).

17. Using Anecdotes to Support Claims:
Where will you be able to use anecdotes to support arguments in AP? -In the argument essay What do we do in the argument essay? -You will see a statement. You will be asked to DEFEND, CHALLENGE, or QUALIFY the statement and use evidence to support your argument. -You will not be given ANY sources to use to support your argument—YOU have to generate them, so anecdotes can be useful!

18. Using Anecdotes to Support Claims:
Sample argument essay prompt: In his 2004 book, Status Anxiety, Alain de Botton argues that the chief aim of humorists is not merely to entertain but “to convey with impunity message that might be dangerous or impossible to state directly.” Because society allows humorists to say things that other people cannot or will not say, de Botton sees humorists as serving a vital function in society. Think about the implications of de Botton’s view of the role of humorists (cartoonists, stand-up comics, satirical writers, hosts of television programs, etc.). Then write an essay that defends, challenges, or qualifies de Botton’s claim about the vital role of humorists. Use specific, appropriate evidence to develop your position.
What would your position be if you chose to DEFEND this claim? CHALLENGE? QUALIFY?
What kind of ANECDOTES might you be able to use to support your position?

19. Practice:
You will see 3 argument prompts. For each, choose a position FIRST. Then, compose an anecdote for each that supports your position.

20. Does Not Meet
Not Yet
Approaches Expectations
Meets Expectations
Exceeds M
Does not complete or response is not an anecdote 1
May attempt an anecdote, but lacks significant narrative techniques and doesn’t do much to support the claim.
1.5 2
Writes an anecdote that uses narrative techniques on a basic level; may not do much to support the claim.
2.5 3
Writes an anecdote that uses narrative techniques adequately; supports the claim reasonably.
3.5 4
Writes an anecdote that uses narrative techniques masterfully. Not only supports the claim but intentionally uses rhetorical strategies to make claim MORE convincing.