The Argument Essay: Developing and Proving a Thesis

1. The Argument Essay:Developing and Proving a Thesis

2. Everything is an Argument.

3. Goals for students • deliberate issues carefully and avoid hasty writing on a visceral level • analyze an assertion and determine its validity • prepare an appropriate response to examined assertions • communicate that spoken or written response with clarity

4. Argument in Action • Dr. King’s “Letter from a Birmingham Jail” responds to a letter written by eight Alabama clergymen and published in the Birmingham Post-Herald • King’s “Letter” is an example of argument in action • What is his purpose? • How does he achieve his purpose?

5. Claims • A claim (proposition, thesis) is a statement of a position. • A claim is an arguable statement, not a statement of the obvious. • Example: Dr. King asserts that his actions in Birmingham are both just and timely.

6. Qualifiers • Limit the claim and protect the credibility of the writer • In the real world, there are few absolutes. Words such as everyone, all, never and always are problematic because the audience can typically find exceptions • Qualifiers are usually adverbs that modify the verb in the claim or adjectives that modify a key noun; some common ones are typically, usually, for the most part, some, several, few, and sometimes. • Example – Dr. King’s conciliatory tone throughout the letter “But since I feel that you are men of genuine good will and that your criticisms are sincerely set forth, I want to try to answer your statement in what I hope will be patient and reasonable terms.”

7. Warrants • Underlying the claims in arguments are warrants, the inferences or assumptions that are taken for granted by the writer (and sometimes by the argument). • Warrants connect (conspicuously or inconspicuously) the claim and the support; they derive from our cultural experiences and personal observations. • The audience must accept the warrant to find the argument persuasive. • Warrants are often the most vulnerable part of an argument because they appeal to the values and beliefs of an audience, which can be difficult to determine. • Examples: • Civil disobedience is a productive way to bring about change. • Racial injustice must be stopped.

8. Support, Evidence, Backing • The examples, facts, and data that aid in proving the claim's validity • Depending on who your audience is, this evidence could also include emotional appeals, quotations from famous people or recognized experts, or statements based on the writer’s personal credibility. • Examples: • Biblical and historical allusions • Logical progression of events in Birmingham

9. Concessions • Bring differing opinions together by acknowledging a part of the opposing argument that cannot be refuted • Conceding that an opposing point is valid and then building upon it to further one's own claim allows a writer to make the audience feel appreciated without giving up her or his own position. • Examples: • “You are quite right in calling for negotiation. Indeed this is the very purpose of direct action.” • “You express a great deal of anxiety over our willingness to break laws. This is certainly a legitimate concern.”

10. Templates for Making Concessions • Although I grant that ______________, I still maintain that ___________________. • Proponents of X are right to argue that ____________. But they exaggerate when they claim that __________. • While it is true that ___________________, it does not necessarily follow that ______________. • On the one hand, I agree with X that ___________. But on the other hand, I still insist that ______________.

11. Rebuttal • If the writer can discredit the opposition’s counter-arguments by proving their logic is faulty, their support is weak or their warrants are invalid, he or she has created a rebuttal that supports his or her own original position and furthers his or her claim. • Examples: • “Never again can we afford to live within the narrow, provincial ‘outside agitator’ idea.” • “It is unfortunate that demonstrations are taking place in Birmingham, but it is even more unfortunate that the city’s white power structure left the Negro community with no alternative.” • “I submit that an individual who breaks a law that conscience tells him is unjust, and who willingly accepts the penalty of imprisonment in order to arouse the conscience of the community over its injustice, is in reality expressing the highest respect for the law.”

12. The AP Argument Essay

13. The Format of the Prompt Agree, Disagree, Qualify (Defend, Challenge, Qualify) The first chapter of Ecclesiastes, a book in the Bible, concludes with these words: “For in much wisdom is much grief, and increase of knowledge is increase of sorrow.” Write a carefully reasoned, persuasive essay that defends, challenges, or qualifies this assertion. Use evidence from your observation, experience, or reading to develop your position.

14. The Format of the Prompt Formulate a position Read the following excerpt from a news story. Then, using appropriate support, write an editorial for your school or local newspaper in which you develop a position on the issues raised in this news story.

15. The Format of the Prompt Evaluate the pros and cons and determine which side is more persuasive Write an essay in which you evaluate the pros and cons of the writer’s argument. Use appropriate evidence as you examine each side, and indicate which position you find more persuasive.

16. Breaking apart the prompt • Identify the issue first, then define it in your terms • Establish your position on the issue • Thesis statement should be a claim you make in regard to the issue • Support the idea / issue, not the quote / text • Bring in your own information to support your thesis

17. Sample Prompt – 2005 AP Exam In “The Singer Solution to World Poverty,” an article that appeared in the New York Times Magazine, Peter Singer, a professor of bioethics, calls attention to the urgent need for food and medicine in many parts of the world. Singer argues that prosperous people should donate to overseas aid organizations such as UNICEF or Oxfam America all money not needed for the basic requirements of life. “The formula is simple: any money you’re spending on luxuries, not necessities, should be given away.” Write an essay in which you evaluate the pros and cons of Singer’s argument. Use appropriate evidence as you examine each side, and indicate which position you find more persuasive.

18. The Issue in Your Words • Define the issue in your own words. You are not yet making a judgment on his claim. • Is Peter Singer’s argument that people should donate surplus money to overseas organizations persuasive? • What are the pros and cons of the issue? • Think beyond the immediate individual – think nationally and globally (Citizen Scholar time)

19. Thesis Statement • Your position or claim in reaction to Singer’s argument • Word the thesis so that your position is understood without parroting the prompt

20. Student Sample- 3A • Read the student sample. • Color mark / label the following components of the student’s argument: • Claim • Qualifier • Warrant • Evidence / Support • Concession • Rebuttal

21. Introductory Paragraph – Step 1 • Broad, general statement on the issue – exigence; rhetorical context • Student Sample: • To give or not to give? That is the universal question which Peter Singer, a professor of bioethics, has addressed in his piece, “The Singer Solution to World Poverty,” published in the New York Times Magazine.

22. Introductory Paragraph – Step 2 • The occasion which is prompting you to write • Mention the author / quotation / idea you are reacting to • Student sample: • Singer says, “The formula is simple: whatever money you’re spending on luxuries, not necessities, should be given away.”

23. Introductory Paragraph – Step 3 • Thesis statement • Student sample: • Singer’s argument rests on a delicate balance of human morals, natural impulses and decisions, not all of which are plausible or realistic to declare in this day and age (warrant); Singer’s “solution,” though idealistic and noble (concession), is conclusively not bounded closely enough to the world of realism (reason) to be a viable choice in the fight against world poverty (claim).

24. Argument Essay Specifics • Remember that you are supporting or refuting the ideaonly • This essay is not a literary or passage analysis essay • While it is perfectly acceptable to do so, you do not have to quote from the passage itself. • All support or examples that you bring forward to prove your position should come from you,not from the passage or the text.

25. Examples / Evidence • Try to use references to contemporary events or history whenever applicable – they boost your quotient as a citizen scholar • Personal, anecdotal examples should be limited • Literary, fictional sources are “iffy” • Student Sample: • In a practical sense, we must look at the consequences of this action and where they would fall – the first road block lies in the murky division between luxury and necessity. How necessary is toilet paper?

26. Examples MUST be Specific!! • If you discuss an historical event, be sure to get the facts correct • Names always help (better than using “a person” or “someone”) • Avoid stretching an example to fit or making up a personal experience • Brainstorm to find the BEST examples on the given topic • Use your “file cabinet” of history and culture

27. Concessions • Remember to answer your opposition • Student sample: • The pros of Singer’s argument, although few, are powerful and immediately obvious to all who view his argument. Yes, human nature is generous, it feels good to give and no one should be selfish.

28. Rebuttal • Student sample: • However, while the supporters of Singer’s method have righteousness, justice, and logical reasoning on their side, those who oppose Singer may draw on the resources of realism and their own logical reasoning to support their position.

29. The Conclusion • Restate your position on the topic • Leave the reader with a satisfying statement of closure • Student Sample: • In the end, “Singer’s Solution” is not only not a viable answer but also a misconstrued plan in which the efforts outweigh the benefits.

30. AP Rubric: 1 – 9 • Rough Draft • Holistic • Rewards, not Penalties • QOEGV