Arguments
What is an argument? A reason or set of reasons given with the aim of persuading others of some point.
For our purpose, arguments have three basic parts: claim, evidence, and counterclaim. The claim is a statement you're trying to prove. Evidence is your reasoning for why your claim is true. The Counterclaim is the section where you can summarize and then shoot down your opponent's ideas.
For our purpose, arguments have three basic parts: claim, evidence, and counterclaim. The claim is a statement you're trying to prove. Evidence is your reasoning for why your claim is true. The Counterclaim is the section where you can summarize and then shoot down your opponent's ideas.
EVIDENCE: The key to proving your argument
Textual evidence is any type of evidence you can find in a text. There are two types of textual evidence:
Not all evidence is created equal. Sometimes writers will commit fallacies. One of the most common fallacies is misrepresenting the other side's point of view. Example: Saying that a politician believes in taking away everyone's freedom, when he's really advocating increased surveillance for repeat offenders to stop criminal activity.
You also need to think about the TYPE of evidence you're seeing. Rank these on a scale of 1-5; 1 is least convincing and 5 is most convincing.
One final note about evidence: You have to know how to differentiate between fact and opinion. Your claim can be an opinion, because you're trying to provide it. But your evidence MUST be fact!
Try these examples:
- Implicit evidence - information found in a text that may require the reader to make an inference (educated guess)
- Explicit evidence - evidence found directly in a text (usually word for word or close to that)
Not all evidence is created equal. Sometimes writers will commit fallacies. One of the most common fallacies is misrepresenting the other side's point of view. Example: Saying that a politician believes in taking away everyone's freedom, when he's really advocating increased surveillance for repeat offenders to stop criminal activity.
You also need to think about the TYPE of evidence you're seeing. Rank these on a scale of 1-5; 1 is least convincing and 5 is most convincing.
- One normal person's story or experience
- A scientific study
- A licensed teacher
- An expert in a field
- A famous person's opinion
One final note about evidence: You have to know how to differentiate between fact and opinion. Your claim can be an opinion, because you're trying to provide it. But your evidence MUST be fact!
Try these examples:
fact_and_opinion.rtf |
Introductory Activity:
rihanna_-_stay.docx |
Rhetorical Strategies
Rhetorical strategies are used in arguments to advance the speaker's claim. Here are nine common examples:
Imagery - language that appeals to the five senses
- "Henry was a lion on the battlefield."
- “Could you be so kind as to pass me the milk?” Vs. “Give me that!”
- "I am so tired I cannot walk another inch."
- “Every day, every night, in every way, I am getting better and better.”
- “Our expertise in roofing contracting is evidenced not only by our 100 years in the business and our staff of qualified technicians, but in the decades of satisfied customers who have come to expect nothing but the best.”
- All men are mortal.
Socrates is a man.
Therefore, Socrates is mortal.
- Ads encouraging donations, show small children living in pathetic conditions to evoke pity in people to urge them to donate for the cause.
- "If practice makes perfect, and no one's perfect, then why practice?"
(Billy Corgan)
Activity 1: Daylight Savings article by Sen. Markey and Sen. Rubio (edited by Barringer)
The adoption of daylight saving time in the United States was first conceived as a way to conserve energy during wartime. It's time we update it. But we can't do it without making a new law. That's why we've introduced the Sunshine Protection Act, which would make brighter days a reality year-round. Here's why you should count yourself in:
Furthermore, extra sunshine in the evenings can give our economy a boost, with consumer spending up 3.5% when we have more daylight in the evenings, according to the same study in Denmark. And beyond the statistics, there's the simple truth that we all like more sunshine. Evening daylight hours mean more of the day to enjoy after work and allows our kids more time to play after school.
It's really straightforward: Cutting back on the sun during the fall and winter is a drain on the American people and does little to nothing to help them. It's time we retire Daylight Savings Time. Tell your senators to lighten up and back our Sunshine Protection Act.
1. What is the author's claim?
2. Identify two pieces of evidence he uses to back this up.
3. Where does he address the counterclaim?
4. Identify two rhetorical strategies the author uses.
5. Provide text evidence to support your answer to #4.
6. What is the author's overall purpose in this piece?
- The effects of darker afternoons on our mental and physical health can be serious. The biannual transition of "spring forward" and "fall back" disrupts circadian sleeping patterns, causing confusion, sleep disturbances and even an elevated risk to heart health.
- The rate of heart attacks spikes by 24% in the days following "spring forward" in March, according to a 2014 study from the University of Michigan. Another study, published in 2016, found stroke rates may also increase by eight percent.
- Year-round daylight saving time could also decrease the likelihood of fatal car accidents, which jump six percent in the days following the time change, according to a 2020 study from the University of Colorado.
- Stolen evening sunlight can also negatively impact mental health. A Danish study found hospitals see an 11% uptick in patients with symptoms of depression immediately following the switch from sunnier daylight saving time to the darker standard time in the fall. By making our days brighter year-round, we can also permanently speed up the clock on seasonal depression triggered by the dark days of winter.
Furthermore, extra sunshine in the evenings can give our economy a boost, with consumer spending up 3.5% when we have more daylight in the evenings, according to the same study in Denmark. And beyond the statistics, there's the simple truth that we all like more sunshine. Evening daylight hours mean more of the day to enjoy after work and allows our kids more time to play after school.
It's really straightforward: Cutting back on the sun during the fall and winter is a drain on the American people and does little to nothing to help them. It's time we retire Daylight Savings Time. Tell your senators to lighten up and back our Sunshine Protection Act.
1. What is the author's claim?
2. Identify two pieces of evidence he uses to back this up.
3. Where does he address the counterclaim?
4. Identify two rhetorical strategies the author uses.
5. Provide text evidence to support your answer to #4.
6. What is the author's overall purpose in this piece?
Activity 2: Abolishing the Penny Makes Good Sense
1. What’s Blinder’s claim?
2. What is his purpose?
3. Name three pieces of evidence he uses to support that claim. Are these pieces of evidence valid and persuasive?
4. Where does Blinder bring up the counter-claim?
5. How does he shoot the counter-claim down?
6. Name one unsupported claim (no evidence to back it up) that Blinder makes.
7. Name three rhetorical strategies Blinder uses in this piece. Paste an example of each.
2. What is his purpose?
3. Name three pieces of evidence he uses to support that claim. Are these pieces of evidence valid and persuasive?
4. Where does Blinder bring up the counter-claim?
5. How does he shoot the counter-claim down?
6. Name one unsupported claim (no evidence to back it up) that Blinder makes.
7. Name three rhetorical strategies Blinder uses in this piece. Paste an example of each.
abolishing_the_penny.pdf |