Saturday, May 30, 2015

Argument On -Blog Resources

—Quizlet for argument vocabulary: https://quizlet.com/_1mpfek

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argument

Should Ponyboy, Darrell, and Sodapop be allowed to stay together?

Deaths -- guilt?

murder -- cases  -- homework?

Claim -- Conclusion
Evidence - Proof
Warrant - Rule



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Elements of Argument
Claim
—Evidence: relevant and verifiable
—Warrant: explanation of how the evidence supports the claim; often common sense rules, laws, scientific principles or research, and well-considered definitions.
—Backing: support for the warrant (often extended definitions)

—Qualifications and Counter-arguments: acknowledgement of differing claims
Toulmin


See the argument and persuasion PowerPoint from Debbie Dean for Transitions
Slides 45+ 
For example, ask questions to clarify if the student is asserting a fact, a feeling or an argument. How do we know it is a fact? A fact is a specific detail based on an objective truth. A feeling or an opinion is a value judgement that can neither be proven nor disproven. An argument is a way to utilize facts to validate your opinions, it can be considered a fact-filled opinion.
. . . Although not included in the list would be this bonus tip: let your students and their parents know that you will be tackling these tough issues with as little bias as possible and the goal of increasing civic participation and argument skills.
http://www.edutopia.org/discussion/fact-feeling-and-argument-helping-students-tell-difference?utm_content=community&utm_campaign=fact-feeling-argument&utm_source=facebook&utm_medium=socialflow&utm_term=link

http://www.vanderbilt.edu/AnS/english/mwollaeger/cdw.htm
Claim - Data - Warrant: A Model for Analyzing Arguments

Monday, February 2, 2015

  Difference between argue and inform.
  See the chart for good, better, best claims.

Target:    Students will support a claim with relevant evidence and logical reasoning.
They will use words, phrases and clauses to clarify the relationship between evidence and reasons.  (As a rule. . . . , or Generally when. . . . )
Standard W71b-d

included an example of evidence and warrant


Counter Argument (Examples)





Funny:  

Argument



Argument 
a. arguing for something you want 
I want. . . . 
you should let me, give me, . .. .  
because reason 
(evidence)
so. . . . . . 

b.  prosecuting or defending the accused  (in class offenses)

c.  issues

d.  the essay? 

 Proving Your Point with Claim, Evidence, and Warrant -- examples from a case of vandalism -- spray painting/tagging AFJr

Who does not have a cell phone, but would like to convince your parents that you should get one?
Teams -- Come up with three pieces of evidence that could convince the parents.

(Set up alternate seating for pairs and teams)  Change every other day?)

Basic Argument
Evidence
(Proof)
Rule
(Warrant)
So What?
Conclusion
(Claim)

Major Details




Explanation of the details

Central Idea

Copy this chart into your composition book:
You will record there the evidence you find and the reasons (rules why) it supports (or does not support) your claim.

Basic Argument
Evidence
(Proof)
Rule
(Warrant)
So What?
Conclusion
(Claim)








Our Case for Today:  Case: Slip or Trip?
See 

Monday, February 24, 2014 See blue section. 

More argument -- Writing up a report on the case 

Write a paragraph as a police report on what you have observed and what you think is true.

1. Your central idea (claim) will be either
"Mrs. Volupides is not telling the truth."
or
"Mrs. Volupides is  telling the truth."
2.
   The first piece of evidence . . . is. . . .
(Explain the general rule why this piece of evidence shows that your claim/central idea is correct.)
    The second piece of evidence . . . is. . . .
(Explain the general rule why this piece of evidence shows that your claim/central idea is correct.)
    A third piece of evidence . . . is. . . .
(Explain the general rule why this piece of evidence shows that your claim/central idea is correct.)
Provide two more pieces of evidence and explain how each proves your claim.
3. Conclude by restating your claim.

Acknowledge and counter opposing claims:   
For example:  Even though a person may tumble down the stairs and end up facing upward, there are several other pieces of evidence that clearly show that Arthur did not fall from the top of the stairs.  

Even though some people may think that Arthur could have tumbled down the stairs and fallen face up, there are other aspects of the way he is lying that show that he did not fall from the top of the stairs.

Even though some people may think Arthur could have tumbled down the stairs (show and explain evidence about glass). . . .

Students traded composition books with their twelve o'clock appointment and marked each other's writing for claim, transitions, conclusion and acknowledging and countering an opposing claim. 

"Evidence includes concrete, observable information; personal testimony; written documents; and material objects and their condition or appearance."
-- George Hillocks, Jr.  in Teaching Argument Writing: Grades 6-12
A1 Discussed the evidence.  Next time, write an argument using at least three pieces of observable evidence. As a rule. . . . 

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Citing Sources

References and Citations
When referring to evidence and information from passages, students should use paraphrasing and short quotations. To credit sources, students should use informal, in-text citations (e.g., MLA author or title tags). 


2. Citing Sources -- Spelled  C-I-T-E
Read and comment on brief arguments.  Comment on the argument or on the comments.
Practice Citing the Sources.

Examples: 

Susan Fiske says, "By all means, hold the door open -- but for everyone!" 

The best idea is to "hold the door open -- but for everyone!" (Fiske)





Grading: Grading for Argument Essay.docx


Your grade will add your MYAccess Score to the points you earn for three correct underlined informal citations. Therefore, you could earn extra credit on this assignment!






Helps:


Review of Informal Citations  (3 or more in your essay)
Each needs
  • clear and relevant information, 
  • a signal phrase, 
  • and sufficient information about the source.
Example:   
According to Marc Jason Gilbert in the article about Vietnam he wrote for World Book Online,  the Vietnam War lasted from 1957 to 1975 and "was the longest war in which the United States took part."  

What is missing in each of the following?  (What is different from the informal citation above?) 

Not:   Marc Jason Gilbert in the article about Vietnam he wrote for World Book Online:  the Vietnam War lasted from 1957 to 1975 and "was the longest war in which the United States took part."  

Not:   According to Marc Jason Gilbert in the article about Vietnam he wrote for World Book Online,  the Vietnam War.  

Not:    According to somebody,  the Vietnam War lasted from 1957 to 1975 and "was the longest war in which the United States took part."  

If you need a brushup: 

Using Informal Citations


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Topics: 

#19 Broken Wheel -- Pete and Margaret 

If you were absent today, listen to #19,  Broken Wheel,  and write under the three columns dein your composition book what the claim, evidence, and warrant are in this case.
5 minute mystery  http://archive.org/details/Five_Minute_Mysteries
#6 Leg to Stand On
Intermediate Music to 3:35

B8 did "Command Performance"

#5 Diamond Row okay
#19 Broken Wheel

Ponyboy says it really bothers him that Sodapop dropped out of school. 
Sodapop explains part of why he did on pages 17-18.   Consider, too, the situation the Curtis boys are in. 
Write an argument paragraph in the NOTES AND QUICKWRITES section of your composition book, arguing either that

    Sodapop made the wrong decision when he decided to drop out of school.
 or
    Sodapop made a good, understandable decision when he decided to drop out of school.
  • Audience:  Your classmates and teacher 
  • Purpose: Using writing to think through something, and  to share your experience and observations.  
  • Task: Write a  paragraph (or more if you wish) with 
    • a topic sentence,   (underline)
    • supporting details,  (number) You should have three or more supporting details to support the topic sentence you chose. 
    • and a conclusion.    (double underline)
    •      circle transitions -- You need at least one. 
  • Write in third person -- using he, she, her, his, him.


Think about how Ponyboy has described the Socs and the Greasers.  (Page 3, first paragraph)
 Do you think
it is easier for someone who is rich or for someone who is poor to be a good person?  

Take one side of the issue. This is argument. 
You are trying to convince your audience.  You are arguing either that
         "It is easier for someone who is poor to be a good person."
                or
          "It is easier for someone who is rich to be a good person."

  • State your claim in a topic sentence.
  • Do not use second person in your writing (you).  
  • Support your claim with evidence in the form of reasoning, personal experience or observation,  facts, or examples.
  • Explain how your evidence supports the claim.
  • Use transitions to move among ideas.  
  • Do not forget a concluding sentence.



Repair A.F. Skate Park -- if still a problem


 Tattle-Tale or Good Citizen?




Information for the TV argument and 
a link to poems about television 

2. Argument
     Next time  you will go into the computer lab to type an essay about TV.  You will either claim that TV is helpful, or claim that TV is harmful. 


For fun (and to help you think of some reasons: 

Is TV Helpful or Harmful? TV vs Reading


     Using the three articles provided, collect evidence that TV is either helpful or harmful.  Do not write on the articles.  Take your notes on the chart provided.  Turn the chart in and collect the article packets when directed to by the teacher.  
(If you are absent, find links to the articles at the end of this post.) 
Read each article, then pick out the best evidence.
You may read them in any order.  Select the one you are most interested in to read first. If Mrs. Clausen allows it, you may work individually or in pairs -- if you are on task!






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Articles for Argument:

TV Viewing Good and Bad for Kids, Study Says; The Seattle Times (Seattle, WA), Stanton, Carina

The Effects of TV
http://www.limitv.org/health.htm

http://kidshealth.org/parent/positive/family/tv_affects_child.html#

http://www.cnn.com/HEALTH/9908/20/kids.tv.effects/

More information:  Educational T.V    Some TV is Good!

Collect your evidence on this document:  TV Argument Collecting Evidence.doc 
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Writing Argument --
If you were absent, here are some materials about the subjects  we discussed today.
Minnie Mouse: 

Skinny Minnie? 

See the online cartoon for Barneys athttp://www.barneys.com/on/demandware.store/Sites-BNY-Site/default/Page-Show?cid=disney-holiday-video-barneys


Video games:   http://money.cnn.com/2011/06/27/technology/violent_video_games_ruling/index.htm 

Homework:  Read the short article you have been given, and fill out the assignment sheet that goes with it.

Pros and Cons

To look ahead, here are materials for your argument writing assignment:

The Giver Argument Essay2.doc   Add Counterclaim

Persuasive Essay Graph Org.doc


2. iWrite:  Choose to write (in your composition book under Notes and QuickWrites), either an information piece or an argument piece about this question:
Should children -- twelve years old and up -- be allowed to vote -- for the President, Governor, Mayor, and in other elections?

If you select informational, write a cause and effect piece.
 Your central idea would be this: 
Giving the vote to adolescents would  have several  [you could select the word  helpful or the word harmful or use both]results.

If you select argument, your central idea would be either
Giving the vote to adolescents would be a bad idea because of at least three reasons.
or
Giving the vote to adolescents would be a good idea because of at least three reasons.

Write out your central idea [also called the topic sentence], then support it with effective ideas/facts/reasons. 

You may write one paragraph or more than one.


Causes of Good Grades MyAccess Assignment

Use jigsaw for reading  articles --
Here is the article that the students used today:  http://www.wikihow.com/Get-Good-Grades
Here is the citation: 
 351 Editors. "How to Get Good Grades." WikiHow. Jack Herrick, 14 Nov. 2014. Web. 14 Nov. 2014.

Argument :  Do Manners Matter? 

  1. In your composition book, write briefly about a couple of times you've experienced people being rude. 
  2. List three to five ways that you've seen people use good manners.
  3. Share with your book group.



  • Collect evidence (as a class) from an article.
  • Work (in book groups) on creating a thesis statement and hook.
"Evidence includes concrete, observable information; personal testimony; written documents; and material objects and their condition or appearance."
-- George Hillocks, Jr.  in Teaching Argument Writing: Grades 6-12
Evidence can include statistics and surveys and studies. 

Your thesis sentence (your claim)  needs to be broad enough to cover what you want to talk about, but narrow enough that it doesn't cover things beyond what you want to cover. 




Creating a Thesis Sentence for Manners Matter



http://www.scholastic.com/scopemagazine/PDFs/SCOPE-090312-Debate.pdf

http://www.scholastic.com/scopemagazine/PDFs/SCOPE-090312-Debate-EssayKit.pdf

http://www.scholastic.com/scopemagazine/PDFs/SCOPE-Library-ArgumentEssayChecklist.pdf

http://www.scholastic.com/scopemagazine/PDFs/SCOPE-Library-GreatTransitionsHandout.pdf

Just for fun:

Another Debate: Over or Under?



Picnic Pants 12/6 or 12/7
You might enjoy picnics, and probably wear pants often, but would you wear “Pic Nic Pants?”
What do you think? What would you do if your friends or family wore them to a barbecue or picnic with you?



Argument Topic: How Should Parents tell their children the bad news?

    

           January 15/16, 2013 Tuesday/Wednesday


  1. Watch the video at the end of this article:  http://www.huffingtonpost.com/2012/04/20/vegan-is-love-book_n_1441699.html
  2. Pick up the handout for the writing assignment that goes with it and complete that here or at home. 
  3. You could also watch the video and complete the writing assignment during cavetime.



 Self-Starter:
Step 1.   In your composition book, label this entry Positives and Negatives and add today's date.  Create a chart of two columns to list your ideas about what makes it either good or bad that October or Autumn is here:
Positives  (Pro)         Negatives (Con)  

Step 2.  When the teacher directs you to do so, move to your assigned group.  Working with two or three classmates, share your ideas, and decide whether you would like to argue pro or con.  Select the three best reasons from your list and create a paragraph that presents your argument.  


Do's and Don'ts 
Do use complete sentences.
Do use
1) a topic sentence that introduces the topic and makes a statement about it,
2) three supporting details (evidence) in the body of the paragraph,
3) and a conclusion that makes the paragraph feel complete.  

Do not start out using the words "I am going to tell you about. . . " or anything like that.
Do not end with "The End," or "That's all I have to say," or anything like that.
Avoid the word "you." 

Write a clean copy of it on a neat piece of lined paper.  Make sure all of your names are on THE BACK OF THE PAGE.  Turn it in to the wire basket.

Paragraphs -- Let's Make Sure You Understand




Death to Pennies:  

Pennies -- Argument?



The Set-Up:  Hot Seat 

There are four seats available.  

  • You must be in one of those seats to speak.  
  • Once someone has spoken, you may tap that person out and take his or her place. 
  • You will earn more points if you use one of the sentence starters provided. 
  • When you are not in a hot seat, you are taking notes on what is said by those who are.
  • To earn points, what you say must contribute something new and valuable to the conversation.  
  • Be Kind.

Counter Argument/Concession Words



Informational: 






Quality Standards for Work: Inquiry and book projects and final drafts of major assignments will not be accepted unless they meet the following criteria:

  1. The product should be neat and legible. 
  2. Use 8 1/2x 11" paper unless otherwise indicated.
  3. The paper should be smooth-edged (no spiro-bits).
  4. Type it, or write using standard blue or black ink.
  5. Use type fonts indicated by the teacher.
  6. Write on only one side of the paper.
  7.  Follow any additional requirements in the assignment. 
  • Any work that you hand in should be legible and neat.  If we can't read it, we can't give you points for it. 
  • If it is messy, wrinkled, or torn, it presents a bad impression of your effort, attitude, and degree of respect for the teacher and class,  and will most likely receive less points.  

  • Do not EVER rip pages from your composition book. You will be using those all year, and they should be kept neat.

Practically Perfect Paragraphs and Essays
For a successful paragraph you must have:
For a successful essay you must have:
An interesting central idea (topic sentence)



An interesting introductory paragraph with a topic sentence (central idea) for the whole essay
Supporting details sentences that all fit “into” the central idea 
Body paragraphs that all support the central idea -- Each will cover a major supporting detail about the central idea, and will include support for each of those major ideas.
An effective conclusion
An effective concluding paragraph
Transitions that guide the reader from one idea to the next, showing how the ideas are related.

Note:  You already know many of the transitions because you have learned the signal words for text structures!
Transitions that guide the reader from one idea to the next, showing how the ideas are related. Transitions are especially important between paragraphs.
Formal language  

Formal or Informal?


Formal Language

Formal or Informal?

A variety of sentence types and lengths
A variety of sentence types and lengths
Careful editing for conventions

Careful editing for conventions
Add: Cite sources used.                        Add:  Cite sources used.
When do I need to cite a source?  If you did not know the information before you read the source, cite the source! 

Citations



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