DC - Pearson Good Reasons - Chapters 1-3

Of these choices which best aligns with the text's definition of argument

• An opinion

• An opinion that's persuasive

• A contested opinion that relies primarily on gut-level emotional reactions.

• A controversial claim supported with evidence, reasoning, and analysis.

Arguing in the interest of the audience, being honest about one's argumentative goals, and open about your sources are characteristics of...

• Rogerian argument.

• traditional argument.

• ethical and responsible argument

• inverted argument

Inquiry in the context of argumentation often serves which of the following purposes?

• Creating journals that help authors record their thoughts and feelings about topics for both expository and persuasive writing?

• Generating lines of questions that can lead to constructing strong claims/thesis statements, guiding research, and helping to formulate strong supporting details.

• It has little use in guiding thesis writing or support, but can be used to respond too counterarguments.

• Trick question: Inquiry can serve no substantial purpose in formulating arguments.

Tags

CCSS.RI.1.4

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

"How does my audience feel about this issue?" "What experiences have they had that may make them react a particular way on an issue?" are questions that can...

• help a writer evaluate audience value warrants.

• help a writer evaluate his or her own value warrants.

• help a writer decide on how much expository material to include before making his or her argument.

• help a writer evaluate his or her own logical warrants.

Tags

CCSS.RI.8.1

CCSS.RI.8.8

CCSS.RL.11-12.1

CCSS.RL.8.1

CCSS.RL.9-10.1

Which of the following lines of questions are best suited to guiding research to directly support an argument's claim?

• What level of formality will be most appropriate for my venue/publication? Will my audience be impressed or confused by advanced diction?

• What are the major discourse communities that compose my audience? What background experiences may stand between me and my audience?

• What ordering will best communicate my ideas to the audience? Should I lead with my thesis in the introduction or build to it and state it in the conclusion?

• "What do I need to learn about this issue? Who are well-known experts on this issue? What information might need to be corroborated by experts and trusted authorities?

Tags

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.1.1

CCSS.RL.2.1

CCSS.RL.3.1

Showing regard for your opposition's position and thinking of argument as winning allies instead of defeating foes...

• help one argue respectfully but generate a unassertive tone.

• create a tone of disrespect

• do not affect argumentative tone.

• help one argue respectfully and generate a moderate tone.

"Who wrote this argument and why? Are the sources biased? Do the claim, support and warrants align? Are there fallacies?" Are best described as...

• questions related to the expository writing process.

• questions related to identifying audience value warrants.

• Questions to help focus and identify authorial value warrants.

• Questions related to critically reading.

To attempt to confuse the reader on the applicability of ethos and logos, to misrepresent the emotional reaction appropriate to a situation, and to provide the appearance of logic when presenting illogical evidence are the functions of...

• Rogerian argument.

• audience value warrants.

• authorial value warrants.

• fallacies.

Tags

CCSS.RI.8.1

CCSS.RI.8.8

CCSS.RL.11-12.1

CCSS.RL.8.1

CCSS.RL.9-10.1

Universally shared values, beliefs, ideals, and etc. between author and audience helps define which term?

• Authorial warrants

• Common ground

• Audience analysis

• Fallacies

Tags

CCSS.RI. 9-10.8

CCSS.RI.11-12.5

CCSS.RI.11-12.8

CCSS.RI.8.8

CCSS.RI.9-10.5

If we allow the use of suppressors on firearms, then we will allow for other deregulation of firearms, and soon everyone will have fully automatic weapons and the country will be a war-zone.

• Begging the question

• Post hoc

• False dichotomy

• Slippery slope.

Tags

CCSS.RI.8.1

CCSS.RI.8.8

CCSS.RL.11-12.1

CCSS.RL.8.1

CCSS.RL.9-10.1