English 8 Semester 2 Unit 2-3 Analyzing Arguments

English 8 Semester 2

Unit 2-3 Analyzing Arguments

2-1 Due Date 3/4

2-2 Due Date 3/11

2-3 Due Date 3/18

2.4.2 CST Due Date 3/25

​Objectives

• Identify the traits of argumentative writing, including claims, reasons, and evidence.

• Discuss the effectiveness of arguments in persuasive texts.​

​2.3.1 Read

​Read an Example Argumentative essay.....

"The Internet Should be Free"

Read this essay and take note of the mechanics of this essay.

Later, I will show it to you .... so you can see the different parts of it highlighted in colors.

Remember the READING GUIDE is your friend.

​2.3.2 page 1

​One purpose of argumentative texts is to convince readers who might not have made up their minds about an issue. However, another purpose is to convince readers who fully disagree. That means trying to imagine what an opponent might say in defense and responding to it.

In this activity, you will explore the ways writers build arguments and respond to counterarguments.

​Claim

​The central argument of a text. It was a thesis in your informational essay.

​

Must take a clear stand --- be firm, be direct, be assertive -- not balanced

or neutral.

Must be debatable​ --- has a serious argument against it. Not just a

statement of fact.

Must be provable --- there is real evidence out there to support it.​

​

2.3.2 Page 2

Multiple Choice

An effective claim is clear and specific and should not sound like an emotional or personal opinion.

Which of these is an effective claim?

• Video games are a ridiculous waste of time and should never be allowed.

• Video games should be played only when all schoolwork for the day has been completed.

Ineffective claim: Video games are a ridiculous waste of time and should never be allowed.

• Nonspecific and unclear

• “ridiculous waste of time” makes it sound like an opinion

Effective claim:

Video games should be played only when all schoolwork for the day has been completed.

• More formal and less judgmental

• Narrower claim is easier to argue

Multiple Choice

(1) The nonstop drilling, bulldozing, and hammering . . . aren't you tired of it? (2) Mayor McPhee calls this progress, but after a decade of construction, there are still half-finished buildings and higher taxes. (3) The election is coming, and the citizens of Arthur will get to choose what they want their city to look like. (4) On November 8, you should elect Holly Martinez as mayor, because she's the qualified candidate with the skills to return Arthur to the quiet community you were promised.

Which sentence in this passage contains the claim?

• Sentence 1

• Sentence 2

• Sentence 3

• Sentence 4

Multiple Choice

Which of the following statements is the MOST effective claim?

• Should students read The Diary of Anne Frank?

• The Diary of Anne Frank is the diary of a girl who is hiding from the Nazis during World War Two.

• Some students may enjoy reading The Diary of Anne Frank.

• The Diary of Anne Frank should be required reading for all students.

The Diary of Anne Frank should be required reading for all students.

Reason: The author presents a clear position.

Multiple Choice

Which of the following statements is an arguable claim?

• Nutritious food should be available to people throughout the world as a basic human necessity.

• Many studies show that the existence of the bald eagle has been threatened because of the use of pesticides.

• A species is considered endangered when too many members are lost or if the conditions in which they live make it difficult for them to survive.

• Smartphones make people smarter.

​Counterarguments

​An argument that the opposing side would likely use against your claim.

​

Anticipating the counterargument and shooting it down adds strength to any argument.​

An author doesn't have to respond to every possible counterargument. Instead, an effective author will predict the most likely counterargument that opposing readers are going to make and respond to that.

To do so, an author begins by stating the counterargument fairly. This shows that the author understands and cares about the opponent's concerns. Then, the author makes an argument against the counterargument, supporting the original claim.

2.3.2 pages 7-9​

Multiple Choice

Identify the counterclaim to this claim: Students should be able to eat snacks in class.

• Chewing gum raises test scores

• Studies show eating during class keeps students focused

• Teachers argue food distracts students

• Eating is during school hours is important

Multiple Choice

Identify the counterclaim to this argument: Students should wear uniforms to school.

• Having uniforms prepares students for professional careers

• Uniforms make everyone's lives easiers

• Students need to be able to express themselves

• Uniforms allow students to focus on their work not fashion

Multiple Choice

Identify the counterclaim to this argument: Students should be able to listen to music in class.

• Some may argue that music distracts students

• Some may argue that music is calming

• Teachers can choose the music for the students

​Evidence

Whether authors are backing up their supporting reasons or responding to a counterargument, they rely on evidence to be convincing. Here are some different types of evidence that appear in argumentative texts.​

Examples

Quotes

Statistics and facts​

Subject | Subject

2.3.2 ​ pages 11 - 12

​Logical Fallacies

An error in a writer's logic is called a logical fallacy.​

Circular reasoning -- ​also known as "begging the question," is supporting an argument with the argument itself — usually phrased in a different way. For example, arguing that "pit bulls are dangerous because of the danger they pose" is circular reasoning.

​

Bandwagon Appeal --​ A bandwagon appeal suggests that you should do something because other people are doing it. But an activity isn't right just because it's popular. A bandwagon appeal can look like evidence, but it's not real evidence.

​

Generalization and Stereotype -- broad statement that makes it seem like something is true all the time when, in fact, it may be true only some of the time. Here's an example: Texas is hot. True, Texas is often hot, but it is not always hot. A stereotype is a generalization about a group of people: Rich people are snobby. Some rich people may be snobby, but not all of them are.​

​

​

2.3.2 page​ 14

Multiple Choice

Which of the following is a bandwagon fallacy?

• McDonald's: Over 99 Billion Sold

• Nike: Just Do It

• Whataburger: Just Like You Like It

Multiple Choice

All women are bad drivers.

• circular reasoning

• bandwagon
• stereotype
• ad hominem

Multiple Select

Select the arguments that qualify as circular reasoning

• Go to sleep so you will be rested tomorrow.

• The proposed action is a bad idea because the results will be terrible.

• You should avoid unhealthy food because it's bad for you

​

The internet as we know it was invented around 40 years ago. Back then, few people used it. Now, many people access the internet multiple times a day and can find the answer there to just about any question. It's hard to imagine life without internet access because it is such a basic part of people's ability to get through the day. However, some people cannot get the benefits of the internet because they cannot afford it or because it is not available where they live. Since internet access is so important to the success of both children and adults, it should be free of charge to everyone. Yes, free internet will cost taxpayers, but the benefits outweigh the costs.

​red = claim

the rest is background or introductory information

​More and more, the internet is required for students to complete their schoolwork. Schools and teachers expect students to be able to search the internet to do research, access school materials, and communicate with them. According to a study by the National Assessment of Educational Progress, only 6 percent of students say they never use the internet at home for homework (Auxier and Anderson). That means 94 percent of students use the internet at least some of the time to complete assignments. This puts students without internet access at a disadvantage. They would have to access it at the library or at a friend's house, which would require them to find transportation as well. If teachers and schools expect students to use the internet to complete work, then it should be free for everyone.

​Blue = topic sentence

Rose = reason

Yellow = evidence

Green = explanation

Purple = restate topic/reason

The internet is just as important for adults as well. Even though employers usually provide internet access when it is needed to do a job, the internet is an important tool for getting a job in the first place. In 2019, online job boards were "the most popular for posting job openings," with 69 percent of job seekers using websites such as LinkedIn or company websites to find postings ("2019 Job Seeker"). Also, people often post jobs for their own companies on social media platforms such as Facebook and Instagram. If people do not have access to those platforms, they miss out on important information. The ability to find a job is important to all adults so they can provide for their families, which is another reason the internet should be free of charge.

​Blue = topic sentence

Rose = reason

Yellow = evidence

Green = explanation

Purple = restatement of

topic/reason

​One argument against providing free internet to everyone is the cost. People worry their taxes will increase and internet service will actually decline as more people get online. However, free internet does not need to use the latest technology. According to Merten Reglitz, a professor at the University of Birmingham in the United Kingdom, "Blogging, obtaining information, joining virtual groups, or sending and receiving emails does not require the latest information technology" (Nield). Even a slow, basic connection that does not use a lot of bandwidth opens up a world of opportunity, and the overall cost would be minimal.

​Blue = topic sentence

Rose = reason

Black = rebuttal

Yellow = evidence

Green = explanation

Purple = restatement of

topic/reason (not here)

​Counterclaim

​In summary, because internet access is important in people's daily lives, it should be a free service. Students who cannot access the internet do not have the same opportunities as their peers, and adults without internet access cannot easily find jobs. There is an expectation in our society that people have internet access, the same as there is an expectation that people have access to running water and electricity. Cost should not be a barrier.

​Conclusion

​red = restatement of claim.

rose = summary of reasons.

teal = closing statement, something to think about.

​Discuss 2.3.5

​Answer the four multi part questions thoroughly. Make sure you answer all parts of each question.

I highlighted the essay in different colors to help us do this Discussion activity.

Should we look back at those slides again?

​RESPOND TO ME IN THE CHAT

How can responding to a counterclaim affect our argument?