Argument: Review

Here is link to the sample papers for the Argument question for the practice test: http://goo.gl/kmH4fn

What qualities make the top paper effective?  TAKE NOTES on your AP personalized google doc.  Here is mine: http://goo.gl/rktUkU

My feedback:

• use CONCRETE evidence/examples to make your point evident
• use They Say I Say to show that you understand the counterarguments and can refute them
• Concede when you need to.
• do a brief outline of  your essay before you begin

Remember you have three options according to Gerald Graff,

1. Agree, but with a difference
2. Disagree with reasons
3. Agree and Disagree (this can look like a concession and rebuttal  or a qualified answer)

Also, rememeber the Toulmin frame for argument:

Because (evidence), therefore (your position) since (backing) unless (qualifiers).  

Because it is raining out, I should bring my umbrella since it wiill help keep me dry unless it has holes in it.

Let's try that with the 2012 argument!  see here: http://goo.gl/TYP7Xe

Argument Practice

Being a Man

Today we are reading an essay from 1985 by Paul Theroux titled "Being a Man." 

We will discuss specific lines that stand out to you in order to analyze closely how they "work" in the essay to further his main argument.  Then you will fill out the Graff template in order to set up his argument and your response to it. 

After watching the clip above, do you think Paul Theroux's ideas are aligned to the filmakers, based on what you have seen so far?

Wednesday's homework: Pre-writing for a practice AP argument question

Tonight I would like you to practice approaching a sample argument question from the 2013 AP exam (free response questions), in preparation for the in class argument question on Friday. [ In the linked file, it is the last essay question.]

Try to answer the following questions in note format, taking no more than 10 minutes (remember 40 minutes is the suggested amount of time to write this essay.).

1. HIGHLIGHT or UNDERLINE key words in the prompt.
2. PARAPHRASE the prompt.  What is the question/issue (in your own words)?
3. What is your stance or POINT OF VIEW?  (Agree/disagree/qualify)
4. What are your REASONS?
5. What SPECIFIC EVIDENCE will you use?
6. What COUNTERARGUMENTS will you address with CONCESSIONS and REFUTATIONS?

Tomorrow we will look at sample essays from this prompt, so you can see the score range and calibrate yourselves. Just to clarify: You do not need to write the entire essay, just the pre-writing.

Pre-reading Discussion for the Crucible (Thursday's class)

Today we checked out The Crucible and then did an prereading activity where we discussed the best course of action in a difficult scenario.

I also briefly explained the political context for Miller's writing of the play, but this video link seems to be an excellent introduction to the play.

I shared the homework for the break (see my post below).  Happy Reading!

The last few minutes were spent introducing the Toulmin Model of Argumentation.  This will help you analyze arguments and build your own.  We will practice using it when we return from break!

Induction vs Deduction: Follow Up

Tuesday and Wednesday we spent trying to understand and recognize how induction and deduction work together in an argument.  We saw how it worked in "The Declaration of Independence" by Thomas Jefferson and "The Declaration of Sentiments" by Elizabeth Cady Stanton.

Here is a link to a website that offers you some more explanation of the two and how they work in rhetoric: Induction and Deduction.

In the end, what I would like to you remember about these two forms of reasoning:

 Being aware of HOW a writer builds an argument using reasoning is one powerful tool you now have to analyze another's rhetoric (the "THEY SAY") and determine its strength or effectiveness.  And ultimately, they are essential strategies that I hope to see you utilize in your own writing (the "I SAY").  



Also, keep in mind the three ways to respond to what "They Say":

1. Disagree with Reasons
2. Agree, but with a Difference
3. Agree and Disagree simultaneously (concede and refute)

Here is a link to the sentence frames from Professor Graff's book They Say I Say: Responding to THEY SAY(page one) and Responding to THEY SAY (page two)

Graff template for "Too Much Pressure" and Weekend homework

Here is LINK to the template that you should fill out in class Thursday.  I will be at Napa High in the morning, but I hope you will still make good use of time and finish this.

In addition, I would like you to READ the essay "Destroyed" by Peter F. Martin by MONDAY. HERE is a link to a photocopy of the essay out of the Bedford Reader.

Your homework for Monday is to fill out the Argument Analysis Handout for that essay.  I do not have a shared copy of that available yet.  I will give it to you in class FRIDAY.

Also, make sure you get the words for Lesson 6 Vocabulary, if are absent Thursday.  I have also added the link to the quizlet cards on my quizlet page on the blog.

Claim statements and a "They Say I Say" thesis

Today we reviewed the editorial "Felons and the Right to Vote" and discussed the claims of fact, value and policy at play in that piece.  Where it gets complicated is where they overlap or work together in the same claim.

Then, I introduced the importance of composing thesis statements that include a counterargument.

Consider this example from The Language of Composition:

Although the Harry Potter series may have some literary merit, its popularity has less to do with storytelling than with merchandising (96).

As the text tells us, "doing so may make an argument seem both stronger and more reasonable. It may also create a seamless transition to a more thorough concession and refutation of the counterargument later in the argument" (96).

We practiced creating these kind of thesis statements with sample claims, as well.

We closed class by reading an essay in the Bedford Reader titled "Too Much Pressure." We will fill in the Graff template that I gave you to accompany this essay tomorrow.

Civil Arguments and Their Claims

The following political cartoon can be found at the beginning of the chapter on Analyzing Arguments from The Language of Composition:

"Toles argues that the country is in danger of being devoured by 'crazed rhetoric'."

This political cartoon helps demonstrate the danger of engaging in arguments that divide and alienate instead of enlighten or accomodate.

1. We discussed the article by Amy Domini at the front of your new photo-copied packet, looking specifically at where she might have given way to accusation or blame or dismissal.

2. We discussed the first building block of a solid argument: A claim.

              We studied page 2 of your packets and completed the activity together, being sure that we                knew the difference between a claim statement and a topic statement.

               There are three types of claims: claims of fact, claims of value, and claims of policy

Students were assigned the rest of the packet as reading for the weekend.  Notes should be taken on the New York Times Editorial "Felons and the Right to Vote," following the directions given at the beginning of the piece (page 92).  Bring your annotations to class TUESDAY.

Tomorrow is our first 4 square debate.  Be sure to bring your Conversational Roundtable to class to use.

Argument for the week: Hello Study Sync!

Your homework for the next few nights is to study a topic from multiple perspectives in order to be prepared to argue one particular viewpoint.

To see the question, you will need to be able to log in to Study Sync.  Do that here: Study Sync log in
Your username is NVUSD + 6 digit student ID and password is your "locker" number.  See me if you need those.

When you log on, click on the button that says "BLASTS" on the banner at the top of the page.
It should say that you have one assigned blast to work on.  The blast I have assigned you for the week is a "Listen Edition" blast, which means that you need to be able to listen to the NPR story linked on that page.  Also, scroll down and you will see the links for your research.  Click on each one and take notes on the Conversational Roundtable Handout that I will give you in class.  Be sure to clearly mark the sources in each square.

If you would like to participate in the "blast," you may do so at anytime, provided that you are prepared to contribute in a meaningful and serious way.  (the blast is only 140 characters, so the challenge is to condense your most salient points in that small space--it is really an exercise in being concise!)

On Friday, we will try to do our first "FOUR SQUARE" debate.  I expect you to come to class ready to argue any point of view, for I may assign you a stance to take, for the sake of a good argument.

Analyzing Visual Arguments

This video gives a good tutorial on all the elements that need to be considered when creating a rhetorically effective visual argument.

By the end of this unit on argument, my goals are to have you be able to

A)IDENTIFY fallacies correctly,
B) ANALYZE a visual and written argument and respond to it by applying it to an argument of your own, and
C) CREATE a visual and/or written argument that holds up and is designed to convince or even persuade.

Today in class we will begin by doing an SAT warm up and then discussing the Commercial Digs you conducted over the weekend and your analysis work from Friday.

Thursday and Friday's class

After correcting the Fallacy quiz from yesterday (in 6th we will take it and correct it in one period), we reviewed Persuasive Techniques in Advertising today and watched the videos posted on my blog yesterday.

Tomorrow, you will be Analyzing Ads in your Socratic groups, filling out the chart I just linked for you in this sentence.


For the weekend, I would like you to conduct a Commercial Dig.  (I think this will work if you watch a show on your computer too.  Usually there are commercials periodically spaced or even just at the beginning?)

On Monday we will be analyzing POLITICAL CARTOONS, so if you want to bring one that you have found yourself, please feel free.

Vocabulary Lesson 5 will finally be introduced tomorrow.  See my quizlet page for links to words online.

Persuasion and Fallacies in Advertising

Persuasive Techniques in Advertising

Below are a few videos that I hope we will be able to watch in class that demonstrate a few of the fallacies we have discussed in class on Wednesday.  

Your homework for FRIDAY is to find a print ad, a television commerical, or an internet-based ad to bring to class to share with your group and analyze together. 

This link can help you find suitable examples of internet advertisements: Web Resources

Here is an example of something you could post on edmodo for us to examine on Friday/Monday.

What appeals or fallacies can you spot in this advertisment for perfume? (In other words, what works...what doesn't?)

Monday: Intro to Argument

We started class by discussing the argument in this political cartoon, one of the types of visual texts we will be analyzing during this unit.

Then, we read the short introduction to Argument from Everything's an Argument and took notes on the graphic organizer I attached on Friday's post.

On the back side, I showed students a different definition of argument that refers to academic writing and draws a clear distinction between argument vs. persuasion.  Students took notes onto the four square. Here is the handout we took notes from:

Tonight the homework is to reflect on what you learned from reading the chapter and the difference between argument (which applied to the EA chapter is really the argument to convince) and persuasion.

Tomorrow---fallacies!

Monday and Tuesday: Heads up!

For Monday's class.  We are reading a chapter from Everything's an Argument.  
Graphic Organizer for Argument Intro

On Tuesday, we will be studying FALLACIES

Purdue Owl: Logical Fallacies
After we read about them, I would like you and your partner to take these Fallacy Quizzes.