1. Informational Texts Evaluating Arguments: Pro and Con
Feature Menu
Informational Texts
Connecting to the Literature
Introducing the Informational Texts
Vocabulary
Informational Reading Focus: Evaluating Pro and Con Arguments
Evaluating Pro and Con Arguments
Evaluating the Credibility
Assignment

2. Connecting to the Literature
“A Sound of Thunder” and the Jurassic Park excerpt depict a future in which humans tamper with their environment, with disastrous results. The following articles take different positions on the impact humans have on the environment today.
[End of Section]

3. Introducing the Informational Texts
“Rising Tides”
“An Arctic Floe of Climate Questions”

4. Introducing the Informational Texts
“Rising Tides”
Many scientists believe that global warming has increased the earth’s temperatures. How do you think rising temperatures could affect the Earth and people?
For one opinion, read “Rising Tides.”

5. Introducing the Informational Texts
“An Arctic Floe of Questions”
Others believe that there is not enough information to know whether global warming is actually happening.
Read “An Arctic Floe of Climate Questions” for an opposing argument.
[End of Section]

6. Vocabulary Vocabulary Development
receding v.: moving back; becoming less.
catastrophic adj.: disastrous.
implications n.: possible connections or consequences.
indiscriminate adj.: careless.
deficient adj.: lacking.

7. Vocabulary Vocabulary Development equitable adj.: fair; just.
demise n.: death; end.
ominous adj.: threatening.
impending v. used as adj.: about to happen.
ignorance n.: lack of knowledge.

8. Vocabulary Vocabulary Practice
receding
impending
deficient
ominous
implications
Vocabulary Practice
Fill in the blanks with Word Bank words.
1. Weather satellites gathered information about the __________ storm.
2. The dark clouds were an _________ sign.
impending
ominous
3. Small boats were __________ in the equipment needed to weather hurricanes.
4. The __________ waters revealed a scene of destruction.
5. Damage along the shore will have negative __________ for tourism.
deficient
receding
implications
[End of Section]

9. Evaluating Pro and Con Arguments
When you encounter two opposing views on an issue, you have to
evaluate the credibility of each point of view
evaluate the arguments and decide which is stronger
decide which side you believe

10. Evaluating Pro and Con Arguments
Understand the Arguments
Make sure you understand the issue and the opinion, or claim, presented in each argument.
Check your understanding by paraphrasing the arguments in your own words.

11. Evaluating Pro and Con Arguments
Identify the Support
Look for logical appeals and evidence. Types of evidence can include
facts (statements that can be verified objectively)
statistics (numerical facts)
examples
comments from experts

12. Evaluating Pro and Con Arguments
Identify the Support
Also, take into account any emotional appeals the writer uses. Emotional appeals can include
loaded words
anecdotes (colorful or emotional stories)

13. Evaluating Pro and Con Arguments
Quick Check
The reason it’s so hard to find answers is, in part, a matter of ignorance. Only in the past half-century have instruments begun to be set out at sea and on land to monitor what’s actually happening. And only since about 1972 have orbiting satellites been able to even roughly track what’s happening to ice at the poles. Because there is no long-term history of climate variability, we can’t know whether what seems unusual now is actually unusual in global climate.
from “An Arctic Floe of Climate Questions” by Robert Cooke (from Newsday, April 18, 2001)
What is the author’s claim?
What evidence is provided to support the claim?
From “An Arctic Floe of Climate Questions” by Robert Cooke from Newsday, April 18, Copyright © 2001 by Newsday, Inc. Reproduced by permission of Tribune Media Services.
[End of Section]

14. Evaluating Pro and Con Arguments
Quick Check
The reason it’s so hard to find answers is, in part, a matter of ignorance. Only in the past half-century have instruments begun to be set out at sea and on land to monitor what’s actually happening. And only since about 1972 have orbiting satellites been able to even roughly track what’s happening to ice at the poles. Because there is no long-term history of climate variability, we can’t know whether what seems unusual now is actually unusual in global climate.
from “An Arctic Floe of Climate Questions” by Robert Cooke (from Newsday, April 18, 2001)
What is the author’s claim?
From “An Arctic Floe of Climate Questions” by Robert Cooke from Newsday, April 18, Copyright © 2001 by Newsday, Inc. Reproduced by permission of Tribune Media Services.

15. Evaluating Pro and Con Arguments
Quick Check
The reason it’s so hard to find answers is, in part, a matter of ignorance. Only in the past half-century have instruments begun to be set out at sea and on land to monitor what’s actually happening. And only since about 1972 have orbiting satellites been able to even roughly track what’s happening to ice at the poles. Because there is no long-term history of climate variability, we can’t know whether what seems unusual now is actually unusual in global climate.
from “An Arctic Floe of Climate Questions” by Robert Cooke (from Newsday, April 18, 2001)
What evidence is provided to support the claim?
We’ve only been able to monitor data for a short time.
From “An Arctic Floe of Climate Questions” by Robert Cooke from Newsday, April 18, Copyright © 2001 by Newsday, Inc. Reproduced by permission of Tribune Media Services.

16. Evaluating the Credibility
To decided which argument is stronger and why, consider these questions:
Is the argument logical?
Do the reasons the author presents make sense? Are they relevant to the issue?
Watch out for common fallacies, or errors in logical thinking.

17. Evaluating the Credibility
Fallacies
Circular Reasoning—presenting restatements of the author’s opinion as reasons or conclusions
All students in the ninth grade need to get a laptop computer because it’s essential for all ninth-grade students to have one.
False Cause and Effect—suggesting that one event caused another just because the two events happened in sequence
Spelling scores for ninth-grade students went up after all students got laptop computers.

18. Evaluating the Credibility
Fallacies
Hasty Generalizations— making a broad, general statement or conclusion without sufficient evidence. Hasty generalizations are usually based on only one or two cases
I should get a laptop computer because two of my friends have them, and their grades went up.
Attacking the person—making a personal attack against someone with an opposing viewpoint rather than focusing on the issue
Principal Smith says ninth graders don’t need computers because he is anti-computer and doesn’t like students.

19. Evaluating the Credibility
How comprehensive is the support?
Is there evidence to support every generalization or argument the author makes?
Unsupported generalizations weaken an argument.

20. Evaluating the Credibility
Does the author deal with opposing evidence?
Does the writer discuss opposing evidence to anticipate objections?
Addressing an opponent’s viewpoint is important when an issue is controversial and many people have clear pro (for) and con (against) views.

21. Evaluating the Credibility
Quick Check
The reason it’s so hard to find answers is, in part, a matter of ignorance. Only in the past half-century have instruments begun to be set out at sea and on land to monitor what’s actually happening. And only since about 1972 have orbiting satellites been able to even roughly track what’s happening to ice at the poles. Because there is no long-term history of climate variability, we can’t know whether what seems unusual now is actually unusual in global climate.
from “An Arctic Floe of Climate Questions” by Robert Cooke (from Newsday, April 18, 2001)
What might an opposing argument be?
From “An Arctic Floe of Climate Questions” by Robert Cooke from Newsday, April 18, Copyright © 2001 by Newsday, Inc. Reproduced by permission of Tribune Media Services.

22. Evaluating the Credibility
Quick Check
The reason it’s so hard to find answers is, in part, a matter of ignorance. Only in the past half-century have instruments begun to be set out at sea and on land to monitor what’s actually happening. And only since about 1972 have orbiting satellites been able to even roughly track what’s happening to ice at the poles. Because there is no long-term history of climate variability, we can’t know whether what seems unusual now is actually unusual in global climate.
from “An Arctic Floe of Climate Questions” by Robert Cooke (from Newsday, April 18, 2001)
What might an opposing argument be?
Lack of long-term evidence doesn’t mean that global warming isn’t happening.
From “An Arctic Floe of Climate Questions” by Robert Cooke from Newsday, April 18, Copyright © 2001 by Newsday, Inc. Reproduced by permission of Tribune Media Services.

23. Evaluating the Credibility
Is the structure effective?
Does the structure help the writer’s strongest reasons stand out? (Readers generally remember the beginning or ending of a piece most clearly.)
Writers commonly use cause and effect and compare and contrast writing structures to make their arguments.

24. Evaluating the Credibility
What is the author’s intent?
Is the author trying to persuade you or to issue a call to action?
Do there seem to be hidden agendas in the writer’s arguments?

25. Evaluating the Credibility
Quick Check
The reason it’s so hard to find answers is, in part, a matter of ignorance. Only in the past half-century have instruments begun to be set out at sea and on land to monitor what’s actually happening. And only since about 1972 have orbiting satellites been able to even roughly track what’s happening to ice at the poles. Because there is no long-term history of climate variability, we can’t know whether what seems unusual now is actually unusual in global climate.
from “An Arctic Floe of Climate Questions” by Robert Cooke (from Newsday, April 18, 2001)
What is the author’s intent?
From “An Arctic Floe of Climate Questions” by Robert Cooke from Newsday, April 18, Copyright © 2001 by Newsday, Inc. Reproduced by permission of Tribune Media Services.

26. Evaluating the Credibility
Quick Check
The reason it’s so hard to find answers is, in part, a matter of ignorance. Only in the past half-century have instruments begun to be set out at sea and on land to monitor what’s actually happening. And only since about 1972 have orbiting satellites been able to even roughly track what’s happening to ice at the poles. Because there is no long-term history of climate variability, we can’t know whether what seems unusual now is actually unusual in global climate.
from “An Arctic Floe of Climate Questions” by Robert Cooke (from Newsday, April 18, 2001)
What is the author’s intent?
To convince readers that not enough evidence exists to prove global warming is a problem.
From “An Arctic Floe of Climate Questions” by Robert Cooke from Newsday, April 18, Copyright © 2001 by Newsday, Inc. Reproduced by permission of Tribune Media Services.

27. Evaluating the Credibility
What is the tone?
The tone of a persuasive argument should be serious, calm, and reasonable.
You should question the credibility of the argument if the tone is humorous, angry, or highly emotional.
Also, be wary of authors who exaggerate unimportant issues or make light of serious issues.

28. Evaluating the Credibility
Quick Check
The reason it’s so hard to find answers is, in part, a matter of ignorance. Only in the past half-century have instruments begun to be set out at sea and on land to monitor what’s actually happening. And only since about 1972 have orbiting satellites been able to even roughly track what’s happening to ice at the poles. Because there is no long-term history of climate variability, we can’t know whether what seems unusual now is actually unusual in global climate.
from “An Arctic Floe of Climate Questions” by Robert Cooke (from Newsday, April 18, 2001)
What is the author’s tone?
How does the tone affect the author’s argument?
From “An Arctic Floe of Climate Questions” by Robert Cooke from Newsday, April 18, Copyright © 2001 by Newsday, Inc. Reproduced by permission of Tribune Media Services.
[End of Section]

29. Evaluating the Credibility
Quick Check
The reason it’s so hard to find answers is, in part, a matter of ignorance. Only in the past half-century have instruments begun to be set out at sea and on land to monitor what’s actually happening. And only since about 1972 have orbiting satellites been able to even roughly track what’s happening to ice at the poles. Because there is no long-term history of climate variability, we can’t know whether what seems unusual now is actually unusual in global climate.
from “An Arctic Floe of Climate Questions” by Robert Cooke (from Newsday, April 18, 2001)
What is the author’s tone?
Calm and reasonable
From “An Arctic Floe of Climate Questions” by Robert Cooke from Newsday, April 18, Copyright © 2001 by Newsday, Inc. Reproduced by permission of Tribune Media Services.

30. Evaluating the Credibility
Quick Check
The reason it’s so hard to find answers is, in part, a matter of ignorance. Only in the past half-century have instruments begun to be set out at sea and on land to monitor what’s actually happening. And only since about 1972 have orbiting satellites been able to even roughly track what’s happening to ice at the poles. Because there is no long-term history of climate variability, we can’t know whether what seems unusual now is actually unusual in global climate.
from “An Arctic Floe of Climate Questions” by Robert Cooke (from Newsday, April 18, 2001)
How does the tone affect the author’s argument?
It makes the argument sound credible.
From “An Arctic Floe of Climate Questions” by Robert Cooke from Newsday, April 18, Copyright © 2001 by Newsday, Inc. Reproduced by permission of Tribune Media Services.

31. Assignment
As you read “Rising Tides” and “An Arctic Floe of Climate Questions,” evaluate the credibility of each argument and decide which is more convincing.
Piece 1 Pro
Piece 2 Con
Claim
Logical Appeals
Emotional Appeals
Tone
Author’s Intent
Credibility
[End of Section]

32. The End

33. Evaluating Pro and Con Arguments
Logical appeals are the reasons the writer holds an opinion.

34. Evaluating the Credibility
Call to Action
A call to action is a request to do something. Writers may ask you to
write a letter
change your behavior
offer to help

35. Evaluating the Credibility
Hidden Agendas
Some writers may conceal their true motives for writing.
For example, they may phrase opinions as facts in an attempt to persuade readers to take their side.

36. Evaluating the Credibility
Tone
Tone is the attitude a writer takes toward his or her subject or audience.