Evaluating Arguments

Evaluating Arguments

What is an argument?

In Language Arts, it's not a shouting match between people.

An argument is...

• speaking or writing that expresses a position, or makes a claim, and supports it with reasons and evidence.

• A claim helps readers determine an author’s point of view. An argument may include one or multiple claims.

• A claim may be stated directly in the text, but if it is stated indirectly, readers must figure it out on their own

Multiple Choice

What is a claim in argumentative writing?

• When a writer requests that a reader complete a specific action; a call-to-action

• A position that a writer takes; the point the author is trying to make

• When someone picks up something that belongs to them; i.e., to claim baggage at the airport

Every argument has...

• a series of statements (evidence) that leads to a conclusion.

• Evidence is any information that helps prove a claim. Facts, quotes, examples, and statistics.

Types of evidence

• Fact: "The capital of Ohio is Columbus."

• Quote: The Queen said, "Tea is imperative to our way of life."

• Example: Many animals thrive in different habitats. For example, the Southern Flying Squirrel lives in urban as well as rural areas.

• Statistic: Teens spend an average of nine hours online every day.

Multiple Choice

Which is not a type of evidence?

• quote

• fact

• example

• statistic

• song

All men are mortal.

Socrates is a man.

Therefore, Socrates is mortal.

These are all true facts leading to a conclusion.

How do writers create an argument?

Begin with a conclusion and work backwards

We should not cut down the rainforest.

• What’s that the conclusion of? What’s the argument leading up to that? What reasons lead to that conclusion?

Persuade me to save the rainforest!

• Trees and plants produce oxygen.

• If we cut down the rainforest, we're diminishing oxygen.

• Animals need oxygen.

• Therefore, we should not cut down the rainforest.

Arguments can be wrong!

There are two ways an argument can be wrong.

1. Evidence is wrong

2. Evidence is right, but it doesn't add up to the conclusion

Evidence is wrong:

All men are tall. Socrates is a man. Therefore Socrates is tall.

In this case one of the facts isn't true; not all men are tall.

Evidence doesn't add up:

All men are mortal, Mrs. Wahl is not a man, therefore Mrs. Wahl is not mortal.

To say that all men are mortal doesn’t mean that only men are mortal.

An argument is a series of statements that leads to a conclusion, and there are two ways we should evaluate that: are the statements correct or not, and do they add up or not?

Multiple Choice

What is relevant support?

• Support that really applies to the point that's being argued

• Support that doesn't have anything to do with the argument, but provides the reader with background information

So... how do we evaluate arguments?

• First, we trace the argument; or follow the reasoning of the argument. This is just finding and pointing out details.

• Next, we evaluate, or figure out if what we’ve found is valid and convincing.

Multiple Select

What are two steps to evaluating an argument?

• Trace the argument

• Test the thesis for the argument

• Create a call-to-action

• Evaluate if the argument is valid

Tracing an argument

• Identify the claims that the author states, directly or indirectly.

• Locate evidence that supports the claims.

• Identify counterarguments, statements that address opposing viewpoints. A good argument anticipates opposing views and provides counter arguments to disprove them

Multiple Choice

Which is not part of tracing an argument?

• Identifying counterarguments

• Identify the writer's claims

• Reading the argument out loud to ensure it makes sense

• Locate evidence related to the argument

Evaluate argument

• Decide whether the evidence is true and sufficient.

• Evaluate evidence to figure out if it is relevant. Evidence is relevant if it supports the claim in a logical way. It is irrelevant if it isn’t based on sound reasoning or isn’t clearly connected to the claim.

• Consider whether opposing viewpoints have been addressed.

• Identify persuasive techniques, such as exaggeration or appeals to a reader’s emotions, that might distort a reader’s views.

Practice!

Practice

  For years, this school has been wasteful. From the banners for the football games to the printer paper we toss when we mess up on an essay to the coke can we smash and toss in the garbage, we waste too much. If, for a year, we were to save and stack all the paper and aluminum cans we throw away, we could probably stand on a stack the size of a skyscraper. The school needs a recycling program.

     A recycling program would teach students the importance of recycling. Many students who would not normally recycle at home might start recycling at home if they were made to recycle at school. If people realized how they could benefit from recycling at home, they would be amazed. This could only further help the environment as people would be recycling at home and at school.

     People who are against a recycling program will say that it costs the school money. They are correct. It does cost money. What they fail to understand is that it brings in money as well. Look on the sides of most soft drink cans, and you'll see that recycling plants pay money for each can they receive. Think of the ways the school could use the money. The money the school makes from the program could pay for the costs it takes to start the program.

     Recycling also teaches students to be responsible. Many adults say that kids are selfish. They say kids don't think about their futures. Recycling could show these adults they are wrong. Students who recycle see how their actions affect their futures and the Earth's future. This means they are thinking about everyone's future. When people recycle they are helping the environment. They are thinking about more than themselves.

Multiple Choice

What is the claim in the example that we just read?

• To prompt both staff and students to be more conscious of their decisions

• To get the school to start a recycling program.

• To tell the reader how wasteful the school is

Multiple Choice

Which sentence should be added to strengthen the argument?

• Almost 80% of the Earth's surface is covered by water.

• Earth Day is April 22, and it is a day that promotes a better environment for Earth.

• Did you know that plants can be recycled?

• Recycling one soda can saves enough energy to run a television for three hours.

Multiple Choice

Why are the following sentences included in the argument?

"People who are against a recycling program will say that it costs the school money. They are correct. It does cost money."

• To persuade students to raise money with an auction

• To suggest that the school should not recycle

• To address the arguments of the opposing side

• To show that the students will have to pay for the program