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I can identify the side of an argument an author presents in a text.

RI. 8.8. I can delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. I can identify the side of an argument an author presents in a text.

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I can identify the side of an argument an author presents in a text.

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  1. RI. 8.8. I can delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced I can identify the side of an argument an author presents in a text. I can determine the credibility of the author and his/her purpose (who wrote it, when it was written, and why it was written) I can identify claims that are supported by fact(s) and those that are opinion(s) I can recognize when an author introduces irrelevant evidence (unrelated or unnecessary evidence) to his /her argument. I can delineate and evaluate an argument using the evidence an author provides and determine if the evidence provided is relevant and sufficient to support the claim.

  2. DELINEATE • The defense attorney delineated the event of the murder with a precise chronological timeline. • PREDICTION:

  3. DENOTATION &ASSociations • Delineate: trace; describe or portray something • Nonlinguistical, Analogy,Metaphor, Simile:

  4. EVALUATE • Suspecting that his documents were fraudulent, the Canadian customs officer evaluated the American’s passport, carefully judging whether it was real or fake. • PREDICTION:

  5. DENOTATION&ASSociations • Evaluate: to judge or assess by careful appraisal and study. • Nonlinguistical, Analogy, Metaphor, Simile:

  6. ARGUMENT: • She worked for weeks to build her argument to support her claim that the summer holiday should be reduced to two weeks, rather than the full three months, due to loss of brain cells. • PREDICTION:

  7. DENOTATION&ASSociations • ARGUMENT IS ABOUT MAKING A CASE IN SUPPORT OF A CLAIM. • 1. BEGINS WITH LOOKING AT THE DATA • 2. DATA LEADS TO THE DEVELOPMENT OF THESIS STATEMENT OR MAJOR CLAIM. • Nonlinguistical, Analogy, Metaphor, Simile:

  8. CLAIM • The student’s claimwas that the lack of nutritional lunch offerings and the lack of entertainment had caused the eighth grade to be academically and physical lethargic. • Prediction:

  9. DENOTATION&ASSociations • A CLAIM IS: • A PART OF THE MAIN ARGUMENT • BASED ON EVIDENCE OF SOME SORT • NOT AN AUTOMATICALLY ACCEPTED TRUTH • NOT TOO BROAD • DOES NOT INCLUDE EVIDENCE • CAN BE EXPLICIT OR IMPLICIT • Nonlinguistical, Analogy, Metaphor, Simile:

  10. COUNTERCLAIM • THE STUDENT PROVIDED AN ADEPT, A VERY THOUROUGH AND INSIGHTFUL, COUNTERCLAIM TO THE STUDENT’S CLAIM THAT THE GROUP, ONEDIRECTION, WAS INDEED THE BEST BAND OF THE 21ST CENTURY. • PREDICTION:

  11. Denotation & Associations • A solid and reasonable argument that opposes or disagrees with your claim. • Nonlinguistical, Analogy, Metaphor, • Simile:

  12. REASONING • The Stanford admission’s officer found the student’s reasoning to be incredulous; the student’s belief that he would be accepted to his dream school was based on his flawed reasoning that his dad thought his son was the smartest in Northeast Ohio. • PREDICTION:

  13. DENOTATION&ASSociations • REASONING: THE FOUNDATION OF YOUR ARGUMENT IS THE REASONING YOU USE TO EXPLAIN HOW YOUR EVIDENCE SUPPORTS YOUR CLAIM. • COMMENTARY • Nonlinguistical, Analogy, Metaphor, Simile:

  14. SOUND • Bill Clinton is taller than George W. Bush, and Jimmy Carter is shorter than George W. Bush. Therefore, Bill Clinton is taller than Jimmy Carter. This is a sound argument because the premise or basis and the conclusion are true. • PREDICTION:

  15. DENOTATION&ASSociations • SOUND: A SUCCESSFUL ARGUMENT OF ANY KIND; logical. • Nonlinguistical, Analogy, Metaphor, Simile:

  16. SUFFICIENT • The reporters knew that the prosecutors would win the case; they had presented a hefty body of evidence, sufficient to support the claim that teachers, especially English teachers, should be worshipped and idolized. • PREDICTION:

  17. DENOTATION&ASSociations • SUFFICIENT: HAVING ENOUGH EVIDENCE TO PROVE A • CLAIM. • AVOID: • 1. CLAIM NOT FOLLOWING LOGICALLY FROM THE EVIDENCE • PROVIDED. • 2. SPEAKING TOO BROADLY. • 3. IGNORING OR NOT ADDRESSING OTHER • POSSIBILITIES. • Nonlinguistical, Analogy, Metaphor, Simile

  18. RELEVANT • The students believed the 2015 report from the United Nations for a stronger education was relevant to Mrs. Golem’s claim that Finnish people have a stronger sense of well-being because they studied math for at least two decades. • PREDICTION

  19. DENOTATION&ASSociations • RELEVANT: Related to the argument, claim • Nonlinguistical, Analogy, Metaphor, Simile:

  20. IRRELEVANT • The student pleaded his case to the principal, but his pleas were not heard; the evidence he used was emotional and irrelevant and did nothing to help ease his punishment. • PREDICTION

  21. DENOTATION&ASSociations • IRRELEVANT: Unrelated to the argument/claim; does not support the viewpoint, must be excluded. • Nonlinguistical, Analogy, Metaphor, Simile:

  22. FRAMEWORK • http://learnzillion.com/lessons/2074-evaluate-an-argument-in-a-text • :58 seconds

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