Argument/Persuasion Essay: Materials needed: Ms. Teref's handout, Writer's Survival Handbook

1. Argument/Persuasion Essay: Materials needed: Ms. Teref's handout, Writer's Survival Handbook

2. Critical thinking: Argument essay – PURPOSE + how does this apply to your life? • The most common essays required in college: definition, cause/effect, example, comparison/contrast, persuasion/argument. • How often do we argue our position? Think about a time: • you got a detention, • earned a bad grade  and had to explain it to your parents • wanted go to a party your parents didn’t allow you to go to.

4. NOTES: What will your essay look like? How is this critical thinking? • You'll be writing a research paper with 2 sources arguing your position about a school-related topic: OUR MANTRA: • make a claim/a pro  does this sound familiar? • support your claim with evidence: quotes, facts, examples, appeals to authority, predicting consequences • counterclaim/counterargument/ a con  what’s this? why? • refutation/ rebuttal what’s this? • analysis what’s the one strategy we use to analyze?

5. Cornell Notes Topic: Argument Essay Journal response: What does the word “argument” mean to you? List as many meanings as you can. Share with your group, share with the whole class + add to your notes. Handbook,p.39.: read the first paragraph and compare your answer to the one in the handbook. • General meaning

6. ANNOTATE: An example of argument/persuasive essay: • Handout: P.150-1 (Evergreen) • P. 150: Let’s read the intro! What’s the function of each paragraph? • Making predictions: what is the paragraph going to be about based on the topic sentence? • Have you ever been in the situation as described in the claim/topic sentence?

7. ANNOTATE FOR SHIFTS: Argument Paragraph: 1st reading • As I read the essay, put a slash every time the passage shifts from one part to another. - For example, when the introduction is finished, put a slash. - When a description of an event ends and another one begins, put a slash. • PURPOSE: Why are we doing this? (hint, hint: EXPLORE)

8. ANNOTATE: Argument Paragraph: 2nd reading • Annotate the essay for the following elements: 1. Claim/Argument: 2. Evidence: quotes, facts, examples, appeals to authority, predicting consequences 3. Counterclaim/counterargument: 4. Refutation/Rebuttal: 5. Analysis:

9. Outline the essay • According to your slashes, how many parts/ or chunks does the essay have? • How is this essay organized or structured? • Break the essay down into its parts and label each part. For example: 1) What’s the function of the 1st part?_______ 2) What’s the function of the 2nd part? ______ …

10. Review &Transitions • Can the essay be divided into the following parts? 1. Topic sentence 2. Reason 1: 3. Evidence: facts 4. Reason 2/Counterclaim/a con: 5. Evidence: Appeal to authority 6. Reason 3: 7. Evidence: example 8. Analyisis • NOW, in groups, highlight the transitions between each part of the essay.

11. NOTES:Subtitle: TRANSITIONS? Discuss and respond to the following: -Why do we need transitions? What is their PURPOSE? • - What function do they perform in reading and writing? How are they useful to us? • - Which transitions did you underline? • - What’s their function? • Refer to p. 152

12. Who is the intended audience of this paragraph? • Who was the text written for? • How do you know? Be specific. • NOTES: WHAT’S THE ROLE OF AN AUDIENCE IN WRITING AND SPEAKING? • HOW DOES YOUR AUDIENCE SHAPE THE WAY YOU SPEAK/WRITE OR COMMUNICATE?

13. What is the RHETORICAL TRIANGLE? What can you conclude so far? What is its purpose?

14. Rhetorical Triangle: answer the questions in your notes Why is the Rhetorical Triangle important? • Rhetoric= the art of speaking or writing effectively • How do you know you are communicating (speaking or writing) effectively? • What are your tools for communicating effectively?

15. NOTES:Example of how to use the Rhetorical Triangle • Author: Ms. Teref • Audience 1: Linguists Text: In order for a person to speak coherently in their L2, the affective filter must be lowered. • Audience 2: General audience Text: To learn speak to clearly in a second language, a person must feel comfortable to avoid nervousness. • Audience 3: 1st graders Text: It’s fun to speak another language. You’re doing great! How are these versions different? Inference?

16. NOTES:Your example of how to use the Rhetorical Triangle • Author: Your name • Audience 1: Address a specific audience/use technical lingo Text: • Audience 2: General audience Text: • Audience 3: 1st graders Text: How are your versions different? What did you have to do to adapt the topic to your audience?

17. NOTES:CAJ: Critical Analysis Journal on Argument paragraph p.151 • Refer to your handout, and let's analyze the essay by using the Elements of Thought (p.9 in handbook) 1. PURPOSE: The main purpose of the essay is to __________________ 2. QUESTION: The key question that the author is addressing is ____________ 3.POINT OF VIEW: The essay is told from _______ of view. This choice is appropriate because ____________

18. CAJ – Ms. Teref's example: “Fishcheeks” 1. PURPOSE: The main purpose of the essay is to convey the complexities of growing up in a bilingual and bicultural family. 2. QUESTION: The key question that the author is addressing is the importance of cultural identity. 3.POINT OF VIEW:The essay is told from the first person point of view of a grown up woman, Amy Tan.This choice is appropriate because through Tan's flashback It is clear that she has matured and accepted her culture.

19. CAJ: PARAGRAPH The main purpose of the essay “Fishcheeks”is to convey the complexities of growing up in a bilingual and bicultural family.The key question that the author is addressing is the importance of our cultural identity.The essay is told from the point of view of a grown up woman, Amy Tan.This choice is appropriate because through Tan's grown-up view of her childhood dilemma, it is clear that she has matured and accepted her culture. NOW, IN YOUR GROUPS, COMPOSE A CAJ FOR the essay on p. 151.

20. Finish your Cornell Notes • Add to the left side: key concepts, questions... • Summarize your Cornell Notes in paragraph form by using the following sentence stems: The purpose of our unit on the argument essay is to ______________________________. For example, _______________________. I can conclude that when composing a argument essay, _______________. Clearly, what I have learned is _______________.

21. Finish your annotations on p. 151 • Finish the questions on p. 151 • TURN IN THE FIRST PART OF YOUR PACKET • HOMEWORK: WRITE DOWN 3 TOPICS YOU’D LIKE TO ARGUE FOR OR AGAINST

22. NOTES: What will your essay look like? How is this critical thinking? • You'll be writing a research paper with 2 sources arguing your position about a school-related topic: OUR MANTRA: • make a claim/a pro  does this sound familiar? • support your claim with evidence: quotes, facts, examples, appeals to authority, predicting consequences • counterclaim/counterargument/ a con  what’s this? why? • refutation/ rebuttal what’s this? • analysis what’s the one strategy we use to analyze?

23. 3 ways to appeal or influence and inform a reader:LOGOS ETHOS PATHOS

24. ETHOScredibility/reliability of writer or speaker based on personal experience, knowledge and/or understanding and using reliable sources.e.g Ms. Teref's student and his uncle who's a gas station attendant

25. LOGOSreason with audience and show audience how reasonable you are; logical appeal; laying out an argument clearly and explicitly; compiling information into easy-to-follow patterns[ rational ]

26. PATHOSappealing to readers’ emotions, interests, and people/causes they care about – love, loyalty, a sense of justice and fairness, etc. [ irrational ]

27. Film The Great Debaters: Purpose and Activity As you watch the movie, take notes on the points below and discuss them in your groups: 1. How is the argument constructed? Which elements of argumentation (our mantra) did you notice? Write them down + subject/topic. 2. Describe the sense of urgency and passion: how is this evident? Example: body language: gesticulations, facial expressions. 3. Ethos, logos, pathos

28. Great Debaters Scenes 2, 3, 4 from 8-20 min Setting: 1935, President FDR, “Fireside chats”, segregation, African American college -What are the debate topics/subjects? -What debate-related vocabulary are you familiar with? - Vocab: faulty assumption-fallacy ; ” if... then...” or logic-syllogism, a legitimate source, rebut/refute, affirmative/negative

29. Great Debaters, Scenes:12, 20-end Oklahoma debate: Should African Americans attend the same schools as whites? Harvard debate: CIVIL DISOBEDIENCE Debate vocabulary - Ethos -Logos -Pathos

30. Inspired by the movie… • Team formation: 4 students per team, may share sources • Prep for library research

31. Homework: YOU WILL ADD THIS TO YOUR NOTES: From the debates we have seen in the Great Debaters, provide one example for the following: 1)ethos: An example of ethos from the movie is ____________. This is clearly an example of ethos because _________. 2) logos: An example of logos from the movie is ___________. This is evidently an example of logos because ______. 3) pathos: An example of pathos from the movie is ______. This is undoubtedly an example of pathos because _______________

32. Homework, Part 2: Cornell Notes Summary The purpose of watching the movie The Great Debaters is to ______________. For example, _________. This activity will help me in writing my argument paper because __________________.

33. Library/Writing Center Visit – 2 days • 1. Narrow down your topics • 2. Select 2 sources • 3. Exit slip: Student name, selected topic, sources cited in MLA . • 4. Homework: annotate the sources for claim, evidence, refutation/rebuttal, analysis. • http://www.procon.org/ • http://debates.juggle.com/education • http://debatepedia.idebate.org/en/index.php/Welcome_to_Debatepedia! • http://homeworktips.about.com/od/essaywriting/a/100-Persuasive-Essay-Topics.htm • http://www.idebate.org/teaching/glossary.phphttp://www.gpoaccess.gov/serialset/cdocuments/debatetopic.html 01/30/12

34. Post-library day: • -Team work: 4 students per team: 2 pros and • 2 cons • - Group work: annotating in assigned groups 01/30/12

35. Easybib. and iClaim- 2-day activity • -Review of easybib.com - HOMEWORK #1: have your works cited page ready for the next class • - iClaim: group discussion and note-taking HOMEWORK #2: Bring your persuasion/argument packet to the next class – test!!! :o 01/30/12

36. Another example of argument writing: 1-DAY ACTIVITY: On your own – you are being timed • NO Cornell notes this time: Parenting Classes • PURPOSE: Why another argument essay? Why on your own? Packet, p. 155: • Read the topic sentence and make a prediction. Write down your understanding at the top of page 155: • The passage is discussing _____________. This is evident because ______________.

37. PARENTING CLASSES: 1st reading • On your own: Read the essay, put a slash every time the passage shifts from one part to another. - For example, when the introduction is finished, put a slash. - When a description of an event ends and another one begins, put a slash. • PURPOSE: Why are we doing this?

38. PARENTING CLASSES: 2nd reading • On your own: Annotate the essay for the following elements: 1. Claim/Argument: 2. Evidence: quotes, facts, examples, appeals to authority, predicting consequences 3. Counterclaim/counterargument: 4. Refutation: 5. Analysis:

39. Transitions + Questions on p. 155 • Highlight all transitions • Finish the questions on p. 155 • P. 153: Read, and, in the margins, summarize in no more than 10 words the 4 methods of persuasion. • TURN IN YOUR 2ND PART OF YOUR PACKET

40. AT THE BOTTOM OF P. 155: • Who is the intended audience of this paragraph? • Who was the text written for? • How do you know? Be specific.

41. CAJ: Critical Analysis Journal • Refer to your handout, and let's analyze the essay by using the Elements of Thought (p.9 in handbook) 1. PURPOSE: The main purpose of the essay is to convey__________________ 2. ASSUMPTIONS (a belief whose truth the author takes for granted): The main assumptions underlying the author’s thinking are____________ 3.IMPLICATIONS: If we accept this line of reasoning, the implications or consequences are___________

42. Ms. Teref’s CAJ example based on essay on riding w/ a drunk driver 1. PURPOSE: The main purpose of the essay is todemonstrate the risks and danger of being pressured to ride with a drunk driver. 2. ASSUMPTIONS : The main assumption underlying the author’s thinking is that riding with a drinker is a life-threatening decision. 3.IMPLICATIONS: If we accept this line of reasoning, the implications are that riders must be cautious and stand up for themselves when riding with others.

43. Make sure you’ve done the following: 1) mark the shifts2) annotate the passage3) answer the questions on p. 1554) finish your CAJ5)TURN THE ABOVE TO MS. TEREF

44. Make your evidence stronger with ETHOS, LOGOS, & PATHOS:BEDFORD READER, P. 551: • Review of our mantra  1. Claim/Argument: 2. Evidence: quotes, facts, examples, appeals to authority, predicting consequences  strengthen evidence with 3 appeals: ethos, logos, pathos 3. Counterclaim/counterargument: 4. Refutation/Rebuttal: 5. Analysis: