BELL RINGER:

In your journals answer the following question and be prepared to discuss answers as a class:

What are the top 3 things needed to guarantee winning any verbal argument?

Also, please take out your imagery worksheet (HOMEWORK) – make sure name and period is on it as pass it forward.

SO YOU THINK YOU SO YOU THINK YOU CAN CAN

All About All About Writing Writing

An ArgumentAn Argument

ARGUEARGUE

WHAT IS AN WHAT IS AN ARGUMENT?ARGUMENT?

ItIt’’s just…s just…

PERSUASIVE PERSUASIVE WRITING, right?WRITING, right?

WRONG!!Persuasive writing is based on an emotional appeal and the credibility of the writer.

Argument writing is based on logic and reasoning.

An An argumentargument is a claim that someone is a claim that someone

believes should or should not be true.believes should or should not be true.

Kids should be in school Kids should be in school Monday through Saturday!Monday through Saturday!

What is a claim?An argument that is the main idea or thesis:

what you’re arguing about! Your claim should be an answer to the question:

“What is the theme of the poem?

Your claim should also include a few parts: The title of the poem Poet’s name The literary device most used What the theme actually is

A claim should not have the words “I think” or “my opinion” as part of the sentence.

CLAIMS

The structure of your claim is as follows: Through the use of _______(literary device)___________________, (insert poet’s name

here) creates the theme of_____ (theme)____ in his/her poem, ___(“Title of Poem)___.”

The first blank is where you put what literary device you will analyze and

how it was used. The second blank where you will list your theme.

Try to keep it to one or two words. Your reasoning section will expand upon this.

The last blank is for the title of your poem Remember that title are put in quotation marks.

CLAIMS

THE ROAD NOT TAKENBY ROBERT FROST (1874-1963)

Two roads diverged in a yellow wood,And sorry I could not travel bothAnd be one traveler, long I stood

And looked down one as far as I couldTo where it bent in the undergrowth;

Then took the other, as just as fair,And having perhaps the better claim,

Because it was grassy and wanted wear;Though as for that the passing there

Had worn them really about the same,

THE ROAD NOT TAKENBY ROBERT FROST (1874-1963)

And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I--

I took the one less traveled by,

And that has made all the difference.

Analysis of “Road Not Taken”

Analysis of “Road Not Taken”

Analysis of “Road Not Taken”

Analysis of “Road Not Taken”

Analysis of “Road Not Taken”

BREAKDOWN OF ANALYSIS

BREAKDOWN OF ANALYSIS

BREAKDOWN OF ANALYSIS

WHAT’S NEXT…

1. Read poem over again 2. Determine what literary device (metaphor,

simile, imagery, symbolism, repetition, etc.) is emphasized the most.

3. Determine theme: Remember it should be stated in 1-2 words.

4. Create your claim using the formula given: Through the use of _______(literary device)___________________, (insert

poet’s name here) creates the theme of_____ (theme)____ in his/her poem, ___(“Title of Poem)___.”

Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I--

I took the one less traveled by,

And that has made all the difference.

Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I--

I took the one less traveled by,

And that has made all the difference.

Now let’s write the claim:

Step 2: Find the literary or poetic device that poet emphasized the most Metaphor of two roads diverging

Step 3: Clarify theme Decision

Step 4: Put it all together using the formulaThrough the use of _______(literary

device)___________________, (insert poet’s name here) creates the theme of_____ (theme)____ in his/her poem, ___(“Title of Poem)___.”

Through the use of metaphor, Robert Frost creates the theme of decision in his poem, “The Road Not Taken.”

ELA Argument

Claim-An assertion or conclusion that answers the original question.

Evidence- Data from the text that support the claim. The data need to be appropriate & sufficient to support the claim.

Reasoning – A justification that links the claim & evidence. The reasoning shows why the data count as evidence to support the claim by applying an appropriate ELA framework or established criteria and clearly explaining how the evidence fits the framework or meets the criteria.

Scientific Argument

Claim-An assertion or conclusion that answers the original question.

Evidence- Scientific data that support the claim. The data need to be appropriate & sufficient to support the claim.

Reasoning – A justification that links the claim & evidence & shows why the data count as evidence to support the claim by using the appropriate scientific principles & theories of a conceptual framework.

ELEMENTS OF ARGUMENT

Claim Evidence: relevant and verifiable Warrant: explanation of how the evidence

supports the claim; often common sense rules, laws, scientific principles or research, and well-considered definitions.

Backing: support for the warrant (often extended definitions)

Qualifications and Counter-arguments: acknowledgement of differing claims

HOW CAN ARGUMENT WRITING SUPPORT THE USE OF T3C’S

1. TOPIC Sentence (debatable claim)

2. Concrete evidence (x3)statisticsdataexperimental resultstextual evidence

3. Commentary Unit of JustificationReasoning

4. Conclusion

THE CLAIM OR THESIS STATEMENT…is the most important sentence in your paper

…is an assertion

…answers the question: “What am I trying to prove?”

...brings focus to the entire essay

…lets the reader know the main idea of the paper

…is not a factual statement or an announcement of purpose, but a claim that has to be proven throughout the paper.

EXAMPLE: WHICH IS A THESIS STATEMENT?Parents, often too busy to watch

television shows with their families, can monitor their children’s viewing habits with the aid of the V-chip.

To help parents monitor their children’s viewing habits, the V-chip should be a required feature for television sets sold in the U.S.

This paper will describe a V-chip and examine the uses of the V-chip in American-made television sets.

TYPES OF CLAIMS

Claims of fact or definition: These claims argue about what the definition of something is or whether something is a settled fact.

Claims of cause and effect: These claims argue that one person, thing, or event caused another thing or event to occur.

TYPES OF CLAIMS

Claims about solutions or policies: These are claims that argue for or against a certain solution or policy approach to a problem

Claims about value: These are claims made of what something is worth, whether we value it or not, how we would rate or categorize something.

A STUDENT READ “DREAMS” AND “DREAM DEFERRED” BY LANGSTON HUGHES, AND HE GENERATED THIS CLAIM.

Langston Hughes uses metaphors to illustrate how having to postpone ones wishes or desires

can lead to destruction.

Is this a Claim?

MURDER MYSTERY

INSTRUCTIONSEach of the pieces of paper I am holding contain one clue that will help you solve a murder mystery.  If you put all the facts together, you will be able to solve the mystery. You must find the murderer, the weapon, the time of the murder, the place of the murder, and the motive.  Anytime you think you know the answers and the group agrees on the guess, you may tell me.  I will only tell you whether all five answers are right or wrong.  If part of your answers are incorrect, I will not tell you which answers are wrong.

QUESTIONS TO ANSWER 

Who was the murderer?What was the weapon used?When was the time of the murder?

Where was the place of the murder?

What was the motive?

Want to know

the solution?

SOLUTIONAfter receiving a superficial gunshot wound from Mr. Jones, Mr. Kelley went to Mr. Scott’s apartment where he was killed by Mr. Scott with a knife at 12:30 a.m. because Mr. Scott was in love with Mr. Kelley’s wife.

PROBLEM SOLVING

ANSWER THE FOLLOWING IN YOUR JOURNAL:

-How did you solve this problem?-What methods did your group use?-Did you have any one in your group that was the leader or anyone that took over?-Did you have people who did nothing?-What do you think you could have done better?-How does this relate to solving other problems you might have?

Concrete evidence from Reading…

Strong Evidence should be:UnifiedSpecificAccurateAdequateRelevantRepresentative

From a source…..

APPROPRIATE EVIDENCE Current events (local, municipal, state,

national, global) Historical events Literature (and other academic texts) Analogies and hypotheticals Personal anecdotes (if appropriate to the

prompt)

A claim by itself is not enough. You A claim by itself is not enough. You have to convince people why your have to convince people why your claim is true.claim is true.

You do this by using You do this by using warrants and backing.warrants and backing.

““I NEED BACKUI NEED BACKUP!P!””

A main argument--or A main argument--or claimclaim--all by --all by itself is not very strong. itself is not very strong.

Warrants explain how the evidence supports the claim.Backing supports the warrants.

Claim:Claim:

Kids should not have to go to school on Kids should not have to go to school on Saturdays.Saturdays.

Warrants:Warrants:

Most working parents have weekends off, and students need to Most working parents have weekends off, and students need to be with their families.be with their families.

BackingBacking: Students spend 36 hours a week at school.: Students spend 36 hours a week at school.

Students spend 12 hours a week with their parents.Students spend 12 hours a week with their parents.

Some students have jobs.Some students have jobs.

Backing: Backing: 86% of 1186% of 11thth and 12 and 12thth graders work on the weekends. graders work on the weekends.

Students need time for other activities.Students need time for other activities.

Backing: Backing: Only 12% of students arenOnly 12% of students aren’’t involved in extracurricular t involved in extracurricular activities. activities.

On average, students spend 22 hours a week on On average, students spend 22 hours a week on extracurricular activities.extracurricular activities.

Arguments should also include Arguments should also include rebuttals rebuttals

or reasons why the or reasons why the counter arguments counter arguments

are wrongare wrong

Kids should Kids should notnot have to go have to go to school on Saturdays.to school on Saturdays.

Question being answered

EvidenceClaim

Warrant

Backing Rebuttals

Argument

Reasoning

47

Claim

WarrantBacking

WarrantBacking

WarrantBacking

Counterclaim

WarrantRebuttal

WarrantRebutatl

WarrantRebuttal

MAKING A CLAIM Think about how a teenage driver might convince his/her parents to loan the family car. Some tactics might include:

• Present examples of trustworthiness from the past

• Instill feelings of guilt

• Whine

• Present statistics on teen driving to demonstrate a sense of responsibility.

 Based on an example from: http://www.unc.edu/depts/wcweb/handouts/argument.html

EVIDENCE

Information that supports a claim or counterclaim (ex. facts,

figures, examples)

I should be allowed to drive the

car!

I probably should not be allowed to drive the

car!

Concluding Statement

I have not lost my cell phone, wallet, or debit card.

(I am responsible.) Personal communication

Reasoning

8/10/2011

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CONCLUDING STATEMENT

ReasoningPoint out strengths and limitations of both claim and counterclaim

I should be allowed to drive the family car as I have

demonstrated responsibility, fulfilled the legal

requirements, and have maintained control of my driving. Even though it is true that traffic accidents

are a leading killer of teenagers, it is obvious since

not all teenagers have accidents that there are

many safe teenage drivers. In previous circumstances, when I have been given the

opportunity to be responsible, I have

demonstrated this attribute so a lack of experience is not a strong counterclaim.

Reasoning

Clarify relationships between claim and reasons, reasons and evidence, and claim and counterclaim.

Claim

WarrantBacking

WarrantBacking

WarrantBacking

FOR YOU TO DO! Within your groups, identify the two poetic

and/or literary devices your poet most uses to identify the theme.

Write, in your journals, your 2 claims using the format given today.One for each device

Find 2 pieces of evidence that support each claim (4 total)

Share examples with your partner.