1. Reading & Evaluating Arguments Be prepared to take Cornell Notes on your own sheet of paper. Each table also needs a TEAM ANSWER SHEET for group discussion questions. Be prepared to discuss answers to group discussion questions with the class. Notes and answers will be submitted for review at the end of the hour. DAY 1

2. Reading & Evaluating Arguments An ARGUMENT presents logical reasons and evidence to support a viewpoint or claim ISSUE - problem or controversy about which people disagree CLAIM - the position on the issue SUPPORT – explanation as to why the claim is reasonable and acceptable REFUTATION - opposing viewpoints or counterarguments DAY 1

3. Types of Support REASON – a general statement that supports a claim. EVIDENCE – facts, statistics, experiences, comparisons, and examples that show why the claim is valid. EMOTIONAL APPEALS – ideas that are targeted toward needs or values that readers are likely to care about. DAY 1

4. GROUP DISCUSSION What is the ISSUE(s) discussed in the reading selection? What CLAIM(s) does the author make? What reasons, evidence, and/or appeal does the author provide to SUPPORT the claim(s)? What REFUTATION(s) does the author make? Is the ARGUMENT convincing? Why or why not? Repeat for all three articles. DAY 1

5. Types of Claims Claim of FACT – statement that can be proven or verified by observation or research Example: Within ten years, destruction of rain forests will cause hundreds of plant and animal species to become extinct. GROUP DISCUSSION: What claims of fact do the authors make in our reading selections from yesterday? DAY 2

6. Types of Claims Claim of VALUE – states that one thing or idea is better or more desirable than another. Example: Requiring community service in high school will produce more community- aware graduates. GROUP DISCUSSION: What claims of value do the authors make in our reading selections from yesterday? DAY 2

7. Types of Claims Claim of POLICY – suggests what should or ought to be done to solve a problem. To reduce school violence, more gun and metal detectors should be installed in public schools. GROUP DISCUSSION: What claims of policy do the authors make in our reading selections from yesterday? DAY 2

8. Inductive and Deductive Arguments INDUCTIVE - reaches a general conclusion from observed specifics (specific  general). By observing the performance of a large number of athletes, you could conclude that athletes possess physical stamina. GROUP DISCUSSION: What inductive reasoning do the authors use in our reading selections from yesterday? DAY 2

9. Inductive and Deductive Arguments DEDUCTIVE - begins with a major premise and moves toward a more specific statement or minor premise (general  specific). Athletes possess physical stamina. Because Anthony is an athlete, he must possess physical stamina. GROUP DISCUSSION: What deductive reasoning do the authors use in our reading selections from yesterday? DAY 2

10. Next Week’s Annotation Focus Claims of FACT Claims of VALUE Claims of POLICY INDUCTIVE Reasoning DEDUCTIVE Reasoning DAY 2

11. Small Group Annotation Evidence – Identify types of evidence in your reading and note whether or not it is sufficient to support the claim and why. Personal Experience – Identify and explain how it reveals the author’s bias. Examples – Identify and note whether or not they are used alone or in conjunction with other examples. Explain how using examples in conjunction strengthens the argument. DAY 3

12. Small Group Annotation Statistics – Identify and note whether they are misused, manipulated, or misinterpreted and explain how so. Comparisons and Analogies – Identify and discuss how reliable they are (i.e., how closely they correspond to the situation). Relevancy and Sufficiency of Evidence – Note in the margin whether or not the kind of evidence used is relevant and/or sufficient. DAY 3

13. Small Group Annotation Definition of Terms – Identify new, technical, or special terms and note whether or not the author sufficiently defines and/or explains them. Cause-Effect Relationships – Identify and discuss effects on the intended audience. Implied or Stated Value System – Note when the author’s values seem to be consistent (or inconsistent) with yours. DAY 3

14. Small Group Annotation Recognizing and Refuting Opposing Viewpoints Feel free to question the accuracy, relevancy, or sufficiency of the author’s evidence. Note questions/challenges in the margins. Note whether or not the author addresses opposing viewpoints clearly and fairly. Note whether or not the author refutes opposing viewpoints with logic and relevant evidence. DAY 3

15. Strategies for Evaluating Arguments Unfair Emotional Appeals Emotionally Charged or Biased Language False Authority athletes endorsing underwear movie stars selling shampoo Association a car being named a Cougar to remind you of a sleek animal a cigarette advertisement featuring a scenic waterfall DAY 4

16. Strategies for Evaluating Arguments Unfair Emotional Appeals Appeal to “Common Folk” an ad showing a product being used in an average household a politician suggesting he is like everyone else Ad Hominem - attack on the person rather than his/her viewpoint “Join the Crowd” Appeal or Bandwagon DAY 4

17. What emotional appeal is being used? Come early so you won’t have to stand in line – because everyone knows you can make a deal with Dave and save. As a test pilot, Susan Gibbs knows performance. “That’s why I drive a Mustang,” she says. Olson’s pizzas are lower in fat and calories. Other pizza makers don’t care about your health. DAY 4

18. Emotional appeals continued… “We can work magic with your children,” says Eileen of Eileen’s Day Care. “Call upon us, and your children will be happy you did.” Liberty Bell Airlines flies anywhere in this great land, from sea to shining sea. As a young man, Candidate Alan Wilson learned what it means to work hard by spending long hours lifting boxes and sweeping floors working in a department store. DAY 4

19. Errors in Logical Reasoning commonly called logical fallacies invalidate the argument or render argument flawed Circular Reasoning/Begging the Question “Female police officers should not be sent to crime scenes because apprehending criminals is a man’s job.” Hasty Generalization - conclusion derived from insufficient evidence “Because one apple is sour, all of them in the bowl must be sour.” DAY 4

20. Errors in Logical Reasoning Non Sequitur (“It Does Not Follow”) “Because my doctor is young, I’m sure she’ll be a good doctor.” False Cause “Because I opened the umbrella when I tripped on the sidewalk, the umbrella must have caused me to trip.” Either-Or Fallacy “Because of the violence, TV must be either allowed or banned.” DAY 4

21. Read and Annotate “School Boards Doing Little to Close Gap Between Whites, Minorities” “School Vouchers: The Wrong Choice for Public Education” DAY 5

22. Argument Analysis For each of the articles on education: 1. Identify the claim. 2. Outline the reasons to support the claim. 3. What types of evidence are used? 4. Evaluate the adequacy and sufficiency of the evidence. 5. What emotional appeals are used? 6. Does the author recognize or refute counter arguments? DAY 5

23. Comparing the Arguments 1. Compare the types of evidence used. 2. Which argument did you find more convincing? Why? 3. What further information would be useful in assessing the issue? DAY 5