1. Chapter Nine: Argument
See page 363 in textbook.
Cartoon © The New Yorker Collection 1986 Bernard Schoenbaum from cartoonbank.com. All rights reserved.
In a good argument (such as the one that appears to be going on in the above cartoon), the other person listens carefully as we state our case, waiting to see if we really have solid evidence to support our point of view.
© The New Yorker Collectiion Bernard Schoenbaum from cartoonbank.com. All rights reserved.

2. The Basics of Argument: Point and Support
A good argument is one in which you make a point and then provide persuasive and logical evidence to back it up.
Point: The Beef and Burger Shop is a poor fast-food restaurant.
By itself, this point would not be convincing. But suppose the point is followed by these three reasons:
1. The burgers are full of gristle.
2. The roast beef sandwiches have a chemical taste.
3. The fries are lukewarm and soggy.
Clearly, the details provide solid support for the point. We’re convinced that it would not be a good idea to have lunch at the Beef and Burger Shop.
See page 364 in textbook.

3. In the pair of statements below, one statement is the point, and the other is support for that point. Which is which?
A. You have constant headaches and blurred vision.
B. You should see a doctor.
Hint: If it sounds right to insert the word because in front of a sentence, you probably have a statement of support.
For example, we could say, “Because the burgers are full of gristle, because the roast beef sandwiches have a chemical taste, and because the fries are lukewarm and soggy, I’ve come to the conclusion that the Beef and Burger Shop is a poor fast-food restaurant.”
See page 365 in textbook.
ANSWERS:
A—support; B—point
(The next slide explains the answers.)

4. A. Support: You have constant headaches and blurred vision.
B. Point: You should see a doctor.
The point is that you should see a doctor.
You should do this because you have constant headaches and blurred vision.
See page 365 in textbook.

5. In the three statements below, one statement is the point, and the other two are support for that point. Which is which?
A. A television is always blaring in one corner of the lounge.
B. The student lounge is not a place for quiet study.
C. There are always people there talking loudly to each other.
Hint: If it sounds right to insert the word because in front of a sentence, you probably have a statement of support.
For example, we could say, “Because the burgers are full of gristle, because the roast beef sandwiches have a chemical taste, and because the fries are lukewarm and soggy, I’ve come to the conclusion that the Beef and Burger Shop is a poor fast-food restaurant.”
See page 365 in textbook.
ANSWERS: A—support; B—point; C—support
(The next slide explains the answers.)

6. A. Support: A television is always blaring in one corner of the lounge. B. Point: The student lounge is not a place for quiet study. C. Support: There are always people there talking loudly to each other.
See page 365 in textbook.
Answers A and C give two reasons to support the point, which is that the student lounge is not a place for quiet study.

7. In the four statements below, one statement is the point, and the other three are support for that point. Which is which?
A. The people upstairs make a lot of noise.
B. We’d better look for another apartment.
C. Roaches seem to be taking over this apartment.
D. The landlord does nothing but promise to fix the leaky faucets.
Hint: If it sounds right to insert the word because in front of a sentence, you probably have a statement of support.
See page 366 in textbook.
ANSWERS: A—support; B—point; C—support; D—support
(The next slide explains the answers.)

8. A. Support: The people upstairs make a lot of noise. B
A. Support: The people upstairs make a lot of noise. B. Point: We’d better look for another apartment. C. Support: Roaches seem to be taking over this apartment. D. Support: The landlord does nothing but promise to fix the leaky faucets.
See page 366 in textbook.
Noise, roaches, and an unresponsive landlord are three reasons that support the point, which is that we’d better look for another apartment.

9. Relevant and Adequate Support
After you identify the point and support of an argument, you need to do two things: 1. Decide if the support is relevant. Does it really apply to the point? 2. Decide if the support is adequate. Is there enough support to prove the point?
See pages 367 and 372 in textbook.

10. Relevant Support
The point below is followed by six “facts,” only three of which are relevant support for the point. Can you find the three relevant statements of support?
Point: My dog Otis is not very bright.
1. He’s five years old and doesn’t respond to his name yet.
2. He cries when I leave for work every day.
3. He always gets excited when visitors arrive.
4. He often attacks the backyard hedge as if it’s a hostile animal.
5. He gets along very well with my neighbor’s cat.
6. I often have to put food in front of him because he can’t find it by himself.
See page 367 in textbook.
ANSWER: 1, 4, and 6 are relevant. (The notes on the next slide explain the choices.)

11. The three items that support the point that Otis is not very bright are as follows:
1. He’s five years old and doesn’t respond to his name yet.
4. He often attacks the backyard hedge as if it’s a hostile animal.
6. I often have to put food in front of him because he can’t find it by himself.
See pages 367 and 368 in textbook.
Most dogs know their names, so Otis’s unfamiliarity with his own name reveals a weak memory, and memory is one aspect of intelligence.
4. The ability to distinguish between a bush and an animal—friendly or hostile—suggests a lack of analytical skills.
6. Since most dogs recognize food much more often than their owners would like them to, Otis’s inability to find food clearly indicates poor problem-solving skills.

12. Adequate Support
In the argument below, three supporting items are given, followed by four possible points. The evidence adequately supports only one of the points. Choose the one point you think is adequately supported.
Support
• The first time I went to that beach, I got a bad case of sunburn.
• The second time I went to that beach, I couldn’t go in the water because of the pollution.
• The third time I went to that beach, I stepped on a starfish and had to go to the emergency room to have the spikes removed from my foot.
Which point is adequately supported by the evidence above?
A. That beach is unsafe and should be closed.
B. I’ve had a string of bad experiences at that beach.
C. Beaches are not safe places.
D. We’re never going to get this planet cleaned up.
See pages 372 and 373 in textbook.
ANSWER: B (The next slide explains the answer.)

13. Which point is adequately supported by the evidence above. A
Which point is adequately supported by the evidence above? A. That beach is unsafe and should be closed. B. I’ve had a string of bad experiences at that beach. C. Beaches are not safe places. D. We’re never going to get this planet cleaned up.
The correct answer is B.
Answer A is not adequately supported by three isolated instances; we’d need many more reports of dangerous conditions before considering having the beach closed.
Answer C is even more poorly supported. We’d need many, many reports of dangerous conditions at beaches worldwide to come to the conclusion stated in C.
Answer D is supported in part by the reference to pollution in the second statement of support, but the other two statements (about sunburn and the starfish) are not examples of pollution.
See pages 372 and 373 in textbook.

14. Argument in Textbook Writing
In most textbook writing, argument takes the form of well-developed ideas or theories (in other words, points) that are supported with experiments, surveys, studies, expert testimony, reasons, examples, or other evidence.
Textbook arguments generally have solid support.
However, recognizing the author’s points and asking yourself whether the support is relevant and adequate will help you be an involved and critical reader.
See page 375 in textbook.

15. Chapter Review In this chapter, you learned the following:
A good argument is made up of a point, or a conclusion, and logical evidence to back it up.
To critically read an argument, you must recognize the point the author is making.
To think through an argument, you need to decide if each piece of evidence is relevant.
To think through an argument, you also need to decide if the author’s support is adequate.
Textbook arguments generally have solid support, but recognizing the author’s point and looking for for relevant and adequate support will help you become a more involved and critical reader.
The final chapter in Part One—Chapter 10—will explain other aspects of being a critical reader: separating fact from opinion, detecting propaganda, and recognizing errors in reasoning.
See page 376 in textbook.