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Arguments Day 01

Arguments Day 01. Warm-Up. Today is Day 26, 3/17 Monday (2 sheets of loose-leaf paper) Are you skilled at arguing and persuading people? Why or why not? Describe a recent success and a recent failure of yours related to arguments.

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Arguments Day 01

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  1. Arguments Day 01

  2. Warm-Up • Today is Day 26, 3/17 Monday (2 sheets of loose-leaf paper) • Are you skilled at arguing and persuading people? Why or why not? Describe a recent success and a recent failure of yours related to arguments. • Turn in Things Fall Apart essays and novels to basket, if you are one of the many with excused absences last week.

  3. Objective Check • We will be able to delineate and evaluate the specific arguments and counterarguments an author uses to support a claim. (RI.8) • delineate (dɪˈlɪnɪˌeɪt) • 1. to trace the shape or outline of; sketch • 2. to represent pictorially, as by making a chart or diagram; depict • 3. to portray in words, esp with detail and precision; describe • [C16: from Latin dēlīneāre to sketch out, from līnea line 1 ]

  4. “Argument and Persuasion” • Today we are officially beginning our unit, “Argument and Persuasion.” Over the several weeks, we will analyze arguments, identify and practice types of persuasion, and write a persuasive essay. • This process will be interrupted by mid-terms, but completed by spring break

  5. Week 8 “Packet” • Due Friday 3/21! • Carl Sagan: 1934-1996 • Famous American astronomer • “On Nuclear Disarmament” 1988at Gettysburg during “Cold War” • Read article on pp 653-659, answer side red/blue letter questions, and questions #1-10 on pp. 660.

  6. Note Time: Arguments • “Like a pair of shoes, an argument may be constructed of high-quality parts, or it might be poorly made.” • Today, we will analyze the parts of an argument.

  7. Arguments • A CLAIM, which is the writer’s position on an issue • SUPPORT which include …that justify the claim • REASONS • EVIDENCE • COUNTERARGUMENT – a brief argument that negates objections to the claim that “the other side” is likely to raise.

  8. CLAIM REASONEVIDENCE REASON EVIDENCE REASON EVIDENCE

  9. Class Reading • Read “Doing Nothing is Something” on pp640-642 as a class.

  10. Pairwork With your assigned partner, complete a graphic organizer using the template on the ppt. BOTH partners should write a table for later personal use. For Quindlen’s claim, identify at least three supporting reasons and three supporting examples, with proper citations (10 min)

  11. Objective Check • We will be able to delineate and evaluate the specific arguments and counterarguments an author uses to support a claim. (RI.8)

  12. Counterargument • Now we are going to focus on the COUNTERARGUMENT – a brief argument that negates objections to the claim that “the other side” is likely to raise.

  13. Class Reading • Read “Abolishing the Penny Makes Good Sense” on pp648-650 as a class.

  14. Pairwork • In this article, Blinder presents and answers numerous counterarguments. Use the graphic organizer to identify three counterarguments presented by Blinder, and then explain how he refutes each counterargument. Use textual citations.

  15. Pairwork • In this article, Blinder presents and answers numerous counterarguments. Use the graphic organizer to identify three counterarguments presented by Blinder, and then explain how he refutes each counterargument. Use textual citations.

  16. Individual Response • Part 1) Complete questions #6,7,9 on pp643 regarding “Doing Nothing is Something.” Question #9 should be answered with at least one complete paragraph and at least three textual citations. • Part 2) Complete questions #5,6,9,10 on pp 651 in regards to “Abolishing the Penny.” Question #10 should be answered with at least one complete paragraph and at least three textual citations.

  17. Objective Check • We will be able to delineate and evaluate the specific arguments and counterarguments an author uses to support a claim. (RI.8)

  18. Jane Goodall – A retrospective • http://www.youtube.com/watch?v=LKyrLFyOi04

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