Argumentative Writing

1. Argumentative Writing Prepping for the ACT Writing Test

2. Why Argue? • To make someone believe what you believe

3. DISCLAIMER! • For the next few weeks you will write many arguments. The focus will be on the structure and effectiveness of your argument. What you actually think or believe does not matter.

4. Effective Arguments . . . • Let the other side know what the argument at hand is before you get going. • Recognize both sides. • Have some type of organization. • Fully develop each point.

5. How NOT To Argue • Check out an argument between Piers Morgan and Alex Jones. • It starts because Alex Jones wants to deport Morgan back to England. • It becomes an argument about gun control. • Read along with the following video:

7. Did Alex Jones. . . • Let the other side know what the argument at hand is before you get going? • Recognize both sides? • Have some type of organization? • Fully develop each point?

8. The ACT and Writing Arguments Tips that will help on the test, in class, and in general

9. What We’ve Done Already • Ethos, Logos, Pathos, Bathos • Personal credibility, logic, emotion, jokes • Claim Structure • Point • Evidence • Explanation

10. The Prompt’s 4 Parts • Introduces the topic • Explains one side of the argument • Explains the other side of the argument • Gives you your task • Label the next prompt.

11. In some high schools, many teachers and parents have encouraged the administration to adopt a dress code that sets guidelines for what students can wear in the school building. Some teachers and parents support a dress code because they think it will improve the learning environment in the school. Other teachers and parents do not support a dress code; they think it restricts an individual student’s freedom of expression. In your opinion, should high schools adopt dress codes for students?

12. In some high schools, many teachers and parents have encouraged the administration to adopt a dress code that sets guidelines for what students can wear in the school building. Some teachers and parents support a dress code because they think it will improve the learning environment in the school. Other teachers and parents do not support a dress code; they think it restricts an individual student’s freedom of expression. In your opinion, should high schools adopt dress codes for students?

13. In some high schools, many teachers and parents have encouraged the administration to adopt a dress code that sets guidelines for what students can wear in the school building. Some teachers and parents support a dress code because they think it will improve the learning environment in the school. Other teachers and parents do not support a dress code; they think it restricts an individual student’s freedom of expression. In your opinion, should high schools adopt dress codes for students?

14. In some high schools, many teachers and parents have encouraged the administration to adopt a dress code that sets guidelines for what students can wear in the school building. Some teachers and parents support a dress code because they think it will improve the learning environment in the school. Other teachers and parents do not support a dress code; they think it restricts an individual student’s freedom of expression. In your opinion, should high schools adopt dress codes for students?

15. Three Options Agree Side One Supports dress code ---------------------- Agree Side Two Does not support dress code • 1. A dress code should be put in place because it improves the learning environment. 2. A dress code should not be enforced but distracting or offensive clothing should be restricted. 3. A dress code should be enforced as long as students can express themselves in other ways. 4. A dress code limits individuality and should not be enforced in high schools.

16. The ACT Writing Tips • At the beginning of your essay, make sure readers will see that you understand the issue. Explain your point of view in a clear and logical way. • Stay focused on the topic. • Discuss the issue in a broader context or evaluate the implications or complications of the issue. • Address what others might say to refute your point of view and present a counterargument. • Use specific examples. • Vary the structure of your sentences, and use varied and precise word choices. • Make logical relationships clear by using transitional words and phrases. • End with a strong conclusion that summarizes or reinforces your position.

17. Writing the Argument Steps to Be Successful

18. Step ONE Break Down the Two Sides

19. In some high schools, many teachers and parents have encouraged the administration to adopt a dress code that sets guidelines for what students can wear in the school building. Some teachers and parents support a dress code because they think it will improve the learning environment in the school. Other teachers and parents do not support a dress code; they think it restricts an individual student’s freedom of expression. In your opinion, should high schools adopt dress codes for students?

20. T-Chart the Possible Claims For Dress Code Against Dress Code • Point 1 • Evidence, evidence, evidence • Point 2 • Point 3 • Point 1 • Evidence, evidence • Point 2

21. Tips for T-Chart • Do one side of the argument at a time. • Start with the major claims and points (P) • When finished with POINTS, jot down possible evidence (E). • Keep an eye on the clock!

22. Assignment: Make your T-Chart in 5 Minutes

23. What We Came Up With For Dress Codes Against Dress Codes

24. Choose Your Points to PEE What do I do with my T-Chart?

25. Pick Two Points for PEE • Pick two simple points. • Make sure you have an easily explainable example. • Make sure you can explain it in a few sentences. • Think about your connection between the two points. • What transition words will you use to connect them. • Likewise . . . • Not only that but . . . • On a smaller / larger scale . . .

26. ASSIGNMENT: PEE • Write your name ON THE BACK of your paper. • Write one short paragraph in under 8 minutes. • Dress codes in schools . . . (Point) • This is seen . . . (Evidence) • The effect of this is . . . (Explain)

27. Stronger Claims PEE and Whole Argument Structure

28. Claims as Part of an Argument This is one way to structure an argumentative essay.  • MAJOR ARGUMENT • Small piece that builds to the argument • Small piece that builds to the argument • Address the other side and add one final counterpoint that builds to the argument • Return to Major Argument

29. Deductive Reasoning • I A and B are both true, then C MUST be true. • All men will die someday. • Mr. Cross is a man. • Mr. Cross will die someday.

30. Example Argument with Minor Claims • Argument: The Lakers are the best team in the NBA • The Lakers have a lot of experience • The Lakers have the best center in the NBA and two of the top guards. • You might say they’re old, but in their case, age means wisdom. • All of this adds together to make the Lakers the best team in the NBA.

31. Example Claim: PEE • Major Argument: Beyonce is the best overall performer in the world. • Beyonce is one of the most beautiful celebrities in the world. She has consistently been ranked in the top five most beautiful people in the world by multiple magazines. Beauty does not always make a good performer; however, it can give a good performer the star power and adoration that makes them a legend.

32. Assignment: Practice PEE one more time by writing small claims as part of a larger argument

33. Your Turn: Structured Claim • Major Argument: Schools should not do frequent, random searches of lockers. • Minor Claim: Searching lockers takes a lot of time. • Searching lockers is _______________ because _______________________________. • For example …/ Think about… ___________________ _____________________________________. • If this is the case then _______________________. • What is more important is ____________________ ; thus, _______________________________________.

34. Your Turn: Structured Claim • Major Argument: Schools should enforce a dress code. • Minor Claim: Clothes can sometimes cause major distractions.

35. The Introduction Beginning Your Argument

36. Effective Introductions . . . • Let the reader know what the argument at hand is before you get going. (Provide some background) • Provide a context for the argument. • Why are we arguing about this? • Are we arguing about one small piece or specific area? • Recognize that there is another side to the argument. • Clearly pick a side!

37. General Rule • General to Specific Broad Topic: Schools The Argument: Clothing and Dress Codes in Schools Specific: My viewpoint

38. They Say, I Say • Imagine two friends arguing. • A third friend walks up. • What conversation follows?

39. Assignment 1: With a group of three, arrange the four introductions in order from best to worst. They are from a 6, 5, 4, and 2 paper.

40. Assignment 2: Highlight and label the four parts of an effective introduction. If you can’t find one of the parts, identify what is missing.

41. One Easy Template • In discussions of X, one controversial issue has been _________. On the one hand, __________ argues ___________. On the other hand, ___________ contends ___________. My own view is ________ _______________.

42. Example • Theories of how the mind/brain works have been dominated for centuries by two opposing views. One, rationalism, sees the human mind as coming into this world more or less fully formed—preprogrammed, in modern terms. The other, empiricism, sees the mind of a newborn as largely unstructured, a blank slate. • Mark Aronoff, “Washington Sleeped Here”

43. Another Template • When it comes to the topic of ___________, most of us will readily agree that __________________. Where this agreement usually ends, however, is on the question of ____________________. Whereas some are convinced that __________, others maintain that _________________. I would agree with __________ that __________________.

44. The Thesis Statement

45. The Famous 3 Part Thesis • I believe __________ because __A_, _B__, and ____C_____. • _________ is the best option for three reasons: ______, _____________, and __________.

46. Thesis Statement • Say your main argument simply and be done with it. • No three part thesis needed! • Use one side of the prompt: • I agree with the first group of parents that __________________________________. • More advanced? Try to give some type of context: • I agree that _________________________, mainly for ____________ reasons.

47. Thesis Examples • My own view is that students should not be allowed to drive to school, primarily for safety reasons. • I would agree with the first group of parents that locker searches should not be done in schools because it adds neither learning nor safety. • Although most won't want to admit it, extending our high school career to five years would make an important and beneficial impact on our future.

48. Examples from ACT.org • 4 Paper: • I feel that extending high school one more year is a bad idea for three reasons: students really only have three years, there will be a loss of interest, and its just a "band aid" for bigger problems.

49. Examples from ACT.org • 5 Paper: • A fifth year of high school would give students more opportunity to take classes they would enjoy, take stress off of teenagers, and give the youth of our nation a chance to develop good priorities.

50. Examples from ACT.org • 6 Paper: • Although most won't want to admit it, extending our high school career to five years would make an important and beneficial impact on our future. With the four years that are currently provided, there is not enough time for motivated students to accomplish their goals before college. Merely being accepted by a selective college or university requires much pre-planned effort that is literally unavailable to students already concerned with grades and other activities.