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Elements of Argumentation

Elements of Argumentation. Violence and the Media. Warm-up: Identifying the Elements. Get out your article! Use the graphic organizer to independently identify the elements of argumentation. Use textual evidence for each aspect. Be prepared to discuss!. The Hook.

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Elements of Argumentation

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  1. Elements of Argumentation Violence and the Media

  2. Warm-up: Identifying the Elements • Get out your article! • Use the graphic organizer to independently identify the elements of argumentation. • Use textual evidence for each aspect. • Be prepared to discuss!

  3. The Hook • Entire 1st paragraph: “At 13 I was alone and afraid….Then the Incredible Hulk smashed through it.”

  4. The Claim • Pg 37: “…I kept seeing the same story: people pulling themselves out of emotional traps by immersing themselves in violent stories. People integrating the scariest, most fervently denied fragments of their psyches into fuller senses of selfhood through fantasies of superhuman combat and destruction.” • In other words, violence helps people live fuller lives; it allows them to deal with emotional turmoil.

  5. Concessions/Refutations CONCESSIONS (p. 37) REFUTATIONS • School shootings • Pop psychologists saying violent media is harmful • Teacher begging parents to avoid “junk culture” • Not saying it is harmless (para. 16) • Melanie Moore (PhD) consults about the importance of not suppressing emotions that may not be pleasant—helps children deal with these unpleasant, but natural emotions • Our fear of “youth violence” isn’t founded in facts, but fear

  6. Support • Paragraph 11 “We have found even the trashiest pop culture…” • Paragraph 12 Helps children deal with rage which is a natural emotion all kids will feel • Young girl who had parents divorcing—drawing and writing violent stories helped her cope • Older “middle-class” girl who listened to violent music—became a successful college student/activist

  7. Call to Action • Paragraph 17-We are hurting our children sending them the message that expressing themselves isn’t appropriate. “When we try to protect our children from their own feelings and fantasies, we shelter them not against violence but against power and selfhood.”

  8. Ethos, Pathos, Logos • How does the author establish ethos, pathos, and logos in his argument? ETHOS: he worked with Dr. Moore; wrote Power Play PATHOS: personal anecdote, story about his son, stories about the two children he helped LOGOS: not as easily established; mostly the connection between him and Dr. Moore; comparison between our culture now and the Victorians

  9. The Other Side… • Read “When Life Imitates Video” by John Leo • Identify the elements of argumentation while reading

  10. Warm-up: Get out article and complete the graphic organizer INDEPENDENTLY. You will have 5-7 minutes to do so. • Review of article “When Life Imitates Video” • Go over elements of argumentation • Ethos, pathos, and logos • Discussion of the topic so far • HW: Read “The C Word in the Hallways” and identify PURPOSE, AUDIENCE, TONE, OCCASION, and SOURCE (don’t worry about the chart or enthymemes!)

  11. “When Life Imitates Video” Argument Analysis

  12. The Hook • Entire 1st paragraph • “Marching through a large building using various bombs and guns to pick off victims is a conventional video-game scenario…in fact the only way to end it.”

  13. The Claim • Paragraph 2: • “Did the sensibilities created by the modern, video kill games play a role in the Littleton massacre? Apparently so.”

  14. Concessions and Refutations CONCESSIONS REFUTATIONS • No there is no direct connection between most murderous games and most murders • Primary responsibility for protecting children lies with the parents • 50% of kids surveyed play violent games • We are now a society where the chief form of entertainment is making large numbers of people hurt.

  15. Support • Paragraph 5: Dress rehearsal for the “real thing.” • Paragraph 5/6: Military training uses video games • Paragraph 8: Realistic video games blur the line between fantasy and reality • Paragraph 9: “The bottom line is that the young are being invited to enjoy the killing of vulnerable people picked at random.” • Paragraph 10: builds up resentments with law enforcements.

  16. Summary/Call to Action • Paragraph 11 • “ If we want to avoid more Littleton-style massacres, we will begin taking the social effects of the killing games more seriously.”

  17. ETHOS/PATHOS/LOGOS • How does the author establish these elements? • ETHOS: Appeared in US News and & World Report • PATHOS: References to Columbine; Michael Carneal shooting reference; quote from Sony about “getting in touch with your murdering side” • LOGOS: Statistic about 50% of 900 4th-8th graders play violent games; Dr. Grossman

  18. What do you think? If you agree, go to the side white board; if you disagree go to the bulletin board! AGREE or DISAGREE with the statement below: VIOLENT MEDIA CONTRIBUTES TO OUR GROWING CULTURE OF VIOLENCE

  19. One more article • We will read one more article on violence in our culture. • This article will take a different stance on the culprit behind the evolution of violence in youth. • Be prepared for a timed writing TUESDAY and an assessment on the elements of argumentation WEDNESDAY

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