ARGUMENT ESSENTIALS 2017 Objectives - WordPress.com

Beth Priem: Argument Essentials 2017

ARGUMENT ESSENTIALS 2017

Objectives

To summarize a writer’s position accurately in order to respond to it appropriately

To read argument prompts accurately

To generate appropriate, specific evidence from your reading, observation, and experience

To organize a convincing argument in response to a prompt

To foster “equitable preparation and access” for students enrolled in AP courses

Contents

Using the “They Say/I Say” Move in Argumentation 2 Show Me the Evidence 6 Choosing the Most Appropriate Evidence 6 Generating Specific Evidence: Technique # 1 10 Generating Specific Evidence: Technique # 2 12 Identifying Specific Evidence in a Mentor Text 15 Prescription for Pushing Up Your Score on the Argument Question 17 Scoring Guidelines 20

Following the Prescription to Push Your Score from a 4 to a 6 21 Additional Materials Available Online: Peer Evaluation of an Argument Response Argument Timed writing tip sheet (w/ Jessica Mitford on muckraking – 2007 Form B, 2 Certainty and Doubt (2012, # 3) Timed Writing Tips (rhetorical analysis, argument, and synthesis)


Using the “They Say/I Say” Move in Argumentation

A. PROMPT DECONSTRUCTION: Argument 1. As you read the prompt, label the TAG (Title, Author, Genre). 2. Underline introductory or background information provided in order to help you better

understand the passage or the task. Underline this information, which may include exigence*, definition of terms, historical framework, opposing positions on the issue, examples, or other hints.

*exigence = Why has the issue arisen at this time? (not applicable to every argument prompt) 3. Bracket your task. Like the Little question in a rhetorical analysis passage, this task (and your

bracketing) should begin with a command verb. Most argument prompts will begin with “Write an essay in which . . .” Therefore, look for the command verb that specifies the task for this particular prompt.

4. Draw a squiggly line under the claim to which you are asked to respond. 5. Circle key terms or phrases which must be understood or defined in order to respond

appropriately. Steven Jolliffe describes these as “terms that you will confront, repeat, and reuse in your own response.”

Jolliffe, Steven. AP® English Language and Composition to accompany Writing America: Language and Composition in Context.

Pearson Education AP Test Prep Series. Boston: Pearson Education, Inc., 2014.

PROMPT

In the following passage, the contemporary social critic Neil Postman contrasts George Orwell’s vision of the future, as expressed in the novel 1984 (written in 1948) with that of Aldous Huxley in the novel Brave New World (1936). Read the passage, considering Postman’s assertion that Huxley’s vision is more relevant today than is Orwell’s. Then, using your own critical understanding of contemporary society as evidence, write a carefully argued essay that agrees or disagrees with Postman’s assertion. (1997, # 3). B. PASSAGE 1. Highlight Orwell’s claims in one color and Huxley’s in another. 2. Enter definitions of footnoted vocabulary on the chart on the next page.

We were keeping our eye on 1984. When the year came and the prophecy didn’t, thoughtful Americans sang softly in praise of themselves. The roots of liberal democracy had held. Wherever else the terror had happened, we, at least, had not been visited by Orwellian1 nightmares. But we had forgotten that alongside Orwell’s dark vision, there was another – slightly older, slightly less well-known, equally chilling: Aldous Huxley’s Brave New World. Contrary to common belief even among the educated, Huxley and Orwell did not prophesy the same thing. Orwell warns that we will be overcome by an externally imposed oppression. But in Huxley’s vision, no Big Brother2 is required to deprive people of their autonomy3, maturity and history. As he saw it, people will come to love their oppression, to adore the technologies that undo their capacities to think. What Orwell feared were those who would ban books. What Huxley feared was that there be no reason to ban a book, for there would be no one who wanted to read one. Orwell feared those who would deprive us of information. Huxley feared those who would give us so much that we would be


reduced to passivity4 and egoism5. Orwell feared that the truth would be concealed from us. Huxley feared we would become a trivial culture preoccupied with some equivalent of the feelies6, the orgy porgy7, and the centrifugal bumblepuppy8. As Huxley remarked in Brave New World Revisited, the civil libertarians and rationalists who are ever on the alert to oppose tyranny “failed to take into account man’s almost infinite appetite for distractions.” In 1984, Huxley added, people are controlled by inflicting pain. In Brave New World, they are controlled by inflicting pleasure. In short, Orwell feared that what we hate will ruin us. Huxley feared that what we love will ruin us. From the preface to Amusing Ourselves to Death Postman, Neil. Amusing Ourselves to Death: Public Discourse in the Age of Show Business. Penguin Publishing Group, 1985.

Footnoted Word Definition

1. Orwellian Of or like the society portrayed by George Orwell in 1984, in which a totalitarian state exercises almost complete control over the public and private activities of the citizens

2. Big Brother Fictional character in Orwell’s 1984; dictator of the totalitarian state in which the citizens are under constant surveillance by the authorities mainly through telescreens and are constantly reminded of this by the phrase “Big Brother is watching you.” Since the publication of Nineteen Eighty-Four, the term "Big Brother" has entered the lexicon as a synonym for abuse of government power, particularly in respect to civil liberties, often specifically related to mass surveillance (Thank you, Wikipedia.)

3. autonomy

4. passivity

5. egoism

6. feelies Films that allow the audience to experience the same physical sensations as the characters on the screen

7. orgy porgy An orgy is a wild party or celebration often characterized by unrestrained sexual activity

8. centrifugal bumblepuppy Futuristic children’s game resembling today’s tetherball

C. IDENTIFYING AND SUPPORTING, REFUTING, OR QUALIFYING POSTMAN’S ASSERTIONS. Use the

Graff template below as a systematic method for articulating your response to Postman’s argument.

First, complete the template for what Postman says . . . Then, complete the template for We say . . .

You will work with a partner. One of you should write the Postman says responses and be prepared to

read them aloud to the group. The other partner should write the We say responses and be prepared to

read them.

http://en.wikipedia.org/wiki/Lexicon

http://en.wikipedia.org/wiki/Civil_liberties

http://en.wikipedia.org/wiki/Civil_liberties

http://en.wikipedia.org/wiki/Mass_surveillance


Postman says . . .

The general argument made by _____________________ in his/her work ________________________ (author’s name) (title)

is that _______________________________________________________________________________ ____________________________________________________________________________________. More specifically, he/she argues that ______________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________. He/she writes ________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________. In this passage, Postman is suggesting that _______________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________. In conclusion, ____________________’s belief is that _______________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________. You may use paraphrase, summary, or direct quotation. If a direct quotation is used, it may not exceed 6 words in length.

The above is a “Graff Template” adapted from Gerald Graff, Clueless in Academe (New Haven: Yale UP, 2003), pp. 169-170.

Reprinted in Teaching Nonfiction in AP English (A Guide to Accompany 50 Essays) by Renee H. Shea and Lawrence Scanlon

(Bedford/St. Martin’s: Boston, 2005).


We say . . .

In our view, __________________ is wrong/right because ___________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________. More specifically, we believe that _______________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________. For example, ________________________________________________________________________ Although ______________________________________ might respond or counter that ___________ (Postman or an opponent of Postman’s) ____________________________________________________________________________________________

____________________________________________________________________________________________, We maintain that ______________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________.

DEBRIEF

Partner Presentations

CLASSROOM APPLICATIONS

Another appropriate passage for They Say/I say is Barbara Ehrenreich’s views on television – 2009 B, # 3.


The AP Language argument question is “intended to give students an opportunity to demonstrate their abilities to produce sound and convincing arguments in support of clearly articulated positions.” One important component of a “sound and convincing argument” is EVIDENCE. And, that evidence must be appropriate and specific. Remember that you are trying to persuade a skeptical academic audience (the “readers” of the exam). These readers “do not automatically accept every assertion they read.” You must convince them to recognize your argument as reasonable and rational by presenting suitable evidence and explanation of that evidence.

Choosing the Most Appropriate Evidence for the Prompt

According to the Chief Reader, “Too often AP English Language and Composition students think that they are duty bound to find evidence in texts from American and British literature . . . even when the material in those texts has relatively little to do with the issue at hand.” Work with a partner to annotate your assigned prompt and present it to the group.

Directions for Notation 1. As you read the prompt, label the TAG (Title, Author, Genre). 2. Underline introductory or background information provided in order to help you better

understand the passage or the task. For example, you may be provided with a “springboard” of examples to spur your thinking. Remember that the Test Development Committee is your friend.

3. Place (parentheses) around the claim to which you are asked to respond. Then, paraphrase the claim. Use your own paper for the paraphrase.

4. [Bracket] your task. Like the Little question in a rhetorical analysis passage, this task (and your bracketing) should begin with a command verb. Most argument prompts will begin with “Write an essay in which . . .” Therefore, look for the command verb that specifies the task for this particular prompt.

5. Mark with an asterisk * key terms or phrases which must be understood or defined in order to respond appropriately. Steven Jolliffe describes these as “terms that you will confront, repeat, and reuse in your own response.”

6. After you have notated the prompt, circle the most appropriate and convincing type(s) of evidence to use in response.

7. Be ready to share your notation of the prompt (steps 1 – 6) “Repeat back of directions”

Student Performance Q&A: 2009 AP® English Language and Composition Free-Response Questions ©2014 The College Board

Jolliffe, Steven. AP® English Language and Composition to accompany Writing America: Language and Composition in Context.

Pearson Education AP Test Prep Series. Boston: Pearson Education, Inc., 2014.

EXAMPLE:

T A 2010, # 3 In his 2004 book, Status Anxiety, Alain de Botton argues that (the

chief aim* of humorists is not merely* to entertain* but “to convey*

with impunity messages that might be dangerous* or impossible* to

state directly*.” Because society allows humorists to say things that

other people cannot or will not say, de Botton sees humorists as

serving a vital* function* in society.) Think about the implications of


YOUR TURN:

2011 # 3 The following passage is from The Rights of Man, a book written by the pamphleteer

Thomas Paine in 1781. Born in England, Paine was an intellectual, a revolutionary, and

a supporter of American independence from England. Read the passage carefully. Then

write an essay that supports the extent to which Paine’s characterization of America

holds true today. Use appropriate evidence to support your argument.

If there is a country in the world, where concord, according to common calculation, would be least expected, it is America. Made up, as it is, of

people from different nations, accustomed to different forms and habits of government, speaking different languages, and more different in their modes of worship, it would appear that the union of such a people was impracticable; but by the simple operation of constructing government on the principles of society and the rights of man, every difficulty retires, and all the parts are brought into cordial unison. There, the poor are not oppressed, the rich are not privileged . . . Their taxes are few, because their government is just; and as there is nothing to render them wretched, there is nothing to engender riots and tumults.

Circle the most appropriate type (s) of evidence to use in response to this prompt:


Current Events Historical Experience (personal) Literary Pop Culture

Sports Science

2012 # 3 Consider the distinct perspectives expressed in the following statements:

If you develop the absolute sense of certainty that powerful beliefs provide, then you can get yourself to accomplish virtually anything, including those things that other people are certain are impossible. William Lyon Phelps, American educator, journalist, and professor (1865-1943)

I think we ought always to entertain our opinions, with some measure of doubt. I shouldn’t wish people dogmatically to believe any philosophy, not even mine. Bertrand Russell, British author, mathematician, and philosopher (1872-1970) In a well-organized essay, take a position on the relationship between certainty and doubt. Support

your argument with appropriate evidence and examples. {mean score = 4.43}



Sports Science

2013 # 3 For centuries, prominent thinkers have pondered the relationship between ownership and the development of self-identity, ultimately asking the question, “What does it mean to own something?” {mean score = 4.35}

Plato argues that owning objects is detrimental to a person’s character. Aristotle claims

that ownership of tangible goods helps to develop moral character. Twentieth-century

philosopher Jean-Paul Sartre proposes that ownership extends beyond objects to

include intangible things as well. In Sartre’s view, becoming proficient in some skill and

knowing something thoroughly means that we “own” it.

Think about the differing views of ownership. Then write an essay in which you explain

your position on the relationship between ownership and sense of self. Use appropriate

evidence from your reading, experience, or observations to support your argument.



Sports Science


2014 # 3 Authors Po Bronson and Ashley Merryman published “The Creativity Crisis” in

Newsweek.com in July 2010. They reported that the Torrance Test, a test of creativity that has been

administered to millions of people worldwide in 50 languages, indicates that the public’s “creativity

quotient” has steadily crept downward since 1990. In their article, Bronson and Merryman cite the

claim of Professor Kyung Hee Kim at the College of William and Mary: “It’s very clear, and the decrease

is very significant.” Kim reports that it is the scores of younger children in America – from kindergarten

through sixth grade – for whom the decline is “most serious.”

Bronson and Merryman state that “[t]he potential consequences are sweeping. The

necessity of human ingenuity is indisputable. A recent IBM poll of 1,500 CEOs identified

creativity as the No. 1 ‘leadership competency’ of the future. Yet it’s not just about

sustaining our country’s our nation’s economic growth. All around us are matters of

national and international importance that are crying out for creative solutions, from

saving the Gulf of Mexico to bringing peace to Afghanistan to delivering health care.

Such solutions emerge from a healthy marketplace of ideas, sustained by a populace

constantly contributing original ideas and receptive to the ideas of others.”

One possible approach to this reputed decline in creativity is to explicitly teach creative thinking in school. Write to your school board explaining what you mean by creativity and arguing for or against the creation of a class in creativity. {mean score = 4.59} Circle the most appropriate type (s) of evidence to use in response to this prompt:


Sports Science

DEBRIEF

Partner Presentations

Turn and Talk: Identify patterns in the argument prompt. Consider topics (debatable issues),

tasks, and scores. Suggest classroom applications. {5 minutes}

Review Turn and Talk patterns and classroom applications.


GENERATING SPECIFIC EVIDENCE: Technique # 1


The evidence must be specific as well as appropriate to the issue raised in the prompt. There are several methods techniques you may use to generate evidence. Acronym Technique : An acronym is an abbreviation used as a word and formed from the initial consonants of words or phrases. In the previous activity, you were asked to identify the most appropriate or convincing type of evidence to use in response to particular prompts. You chose among the following: Current Events

Historical Experience (personal)

Literary Pop Culture

Sports Science

These choices spell out CHELPSS. Acronyms such as CHELPSS help you remember possible categories of evidence when you are under the stress of time constraints during the exam. Read the 2009 argument prompt. Then, use CHELPSS to generate specific evidence. 2009 PROMPT:

Adversity has the effect of eliciting talents which in prosperous circumstances would have lain dormant.

–Horace

Consider this quotation about adversity from the Roman poet Horace. Then write an essay that defends, challenges, or qualifies Horace’s assertion about the role that adversity (political hardship, danger, misfortune, etc.) plays in developing a person’s character. Support your argument with appropriate evidence from your reading, observation, or experience. {mean score = 4.40 }

YOUR TURN Group responsibility:

Generate an example for each letter of CHELPSS.

Don’t worry about taking a position. At this point, you’re just searching for evidence in various categories.

Individual responsibilities:

Record all examples generated by the group on your own chart.

Contribute and initial one or more ideas.

SPECIFIC EXAMPLE EVIDENCE OF ADVERSITY ROLE PLAYED IN ELICITING OTHERWISE UNKNOWN TALENT

Elicit = cause, produce, bring out, prompt, stimulate Talent = aptitude, ability, quality Prosperity = success, wealth, good fortune Lain dormant = inactive, unexpressed undeveloped Character = nature, make-up, qualities of mind and feeling


C

H

E

L

P Luke Skywalker Discovers his family has been killed;seeks revenge

Learns of his powers as a Jedi

S

S

DEBRIEF

Walk and Talk with someone from another group, comparing CHELPS examples and suggesting

classroom applications.


GENERATING SPECIFIC EVIDENCE: Technique # 2


Another technique for generating specific evidence requires you to think about the “stakeholders” or interested parties who have concerns related to the topic under discussion. Kelly Gallagher, author of Teaching Adolescent Writers, advises his students to consider the “stakeholders” with regard to an issue when building an argument. He cites the example of a local debate over building a new airport in Orange County, California where he lives and teaches. He asked students to “consider the issue from various points of view (e.g., a land developer, a homeowner, or the mayor).”

In other words, as you are trying to generate specific evidence, ask these questions: Who Cares? Why? So what?

You can answer these questions and brainstorm stakeholders by moving through layers of reflection from self –interest to global interest: 1. self (innermost circle) 2. family/friends 3. places of gathering/institutions (large organizations that are influential in the community – e.g.,

a college, hospital, or bank) 4. community ( a group of people who live in the same area OR a group with a common

background or with shared interests – e.g., the financial community) 5. city 6. state 7. national 8. foreign countries (international) 9. around the globe (outermost circle)

Gallagher, Kelley. Teaching Adolescent Writers. Portland, Maine: Stenhouse Publishers, 2006. Technique # 2 is adapted from a lesson developed by AP Consultant Jennifer Troy.

PROMPT:

2015 # 3 An anthropologist studying first-year students at a university in the United States writes

that friendly phrases like “How are you?,” “Nice to meet you,” and “Let’s get in touch” communicate

politeness rather than literal intent. What, if anything, is the value or function of such polite speech? In a

well-written essay, develop your position on the value or function of polite speech in a culture or

community with which you are familiar. (mean score = 4.06)

EXAMPLE:


Polite speech is essential at the international level. Diplomats such as U. S. Secretary of State John Kerry and United States ambassadors abroad must conduct themselves in a tactful, sensitive manner as they interact with foreign leaders. Courteous language in negotiating agreements lays the groundwork for compromise.

YOUR TURN Group responsibility:

Explain the value (worth) or function (use) of polite speech in the layer(s) of reflection assigned by your teacher. You may also choose to explain the lack of value or function of polite speech at a certain layer.

Don’t worry about taking a position. At this point, you’re just searching for evidence among the various layers or reflection.

Individual responsibilities:

Record examples generated by the group on your own paper.

Contribute and initial one or more ideas.

Take notes during debriefing.

self (innermost circle) ____________________________________________________________________________________ ____________________________________________________________________________________

family/friends ____________________________________________________________________________________ ____________________________________________________________________________________

places of gathering/institutions ____________________________________________________________________________________ ____________________________________________________________________________________

community

____________________________________________________________________________________ ____________________________________________________________________________________

city

____________________________________________________________________________________ ____________________________________________________________________________________


state ____________________________________________________________________________________ ____________________________________________________________________________________

nation

____________________________________________________________________________________ ____________________________________________________________________________________

foreign countries

____________________________________________________________________________________ ____________________________________________________________________________________

around the globe (outermost circle)

____________________________________________________________________________________ ____________________________________________________________________________________

DEBRIEF

Take notes as groups present layers of reflection.


Another prompt that might work well with the layers of reflection strategy can be found on the

2004 Form B exam (# 3):

Michael Ignatieff, Professor of the Practice of Human Rights Policy at Harvard University, made

the following observation.

To belong is to understand the tacit codes of the people you live with.

Blood and Belongings

Consider how unspoken rules help to define the group identity. Then write a carefully reasoned

essay that examines the relationship between unspoken rules and belonging. Use specific

examples to define your position.

IENTIFYING SPECIFIC EVIDENCE IN A MENTOR TEXT


Identifying appropriate, specific, convincing evidence in the arguments of others is yet another way to

develop your own skill at generating evidence.

YOUR TURN

Read carefully, highlighting specific evidence in the editorial.

Consider the many categories of evidence writers may use: examples, reasons, causes, effects, details, facts, figures, expert opinion, quotations, precedents, parallels.

World War II memorials—who notices them anymore? They blend into the background like telephone poles. Chances are your community has a tribute to local men and women who served, but it’s likely you’ve never stopped to visit. Those who fought the Axis powers are out of mind now. “In three words I can sum up everything I have learned about life,” said Robert Frost. “It goes on.” Still, it’s unbefitting that as we pass their chiseled names we fail to acknowledge these patriots for even an instant—especially on Memorial Day 2015, the 70th year after the end of World War II. From high-school history, we’re all familiar with the vast numbers. More than 400,000 Americans were killed during the war. Another 670,000 were maimed or wounded. They came from nearly every city and town. And they fell by the tens of thousands at Luzon, Normandy, Anzio, Guadalcanal and Okinawa. “Deeply regret to inform you that your son Sgt. John S— lost his life on March 5th 1943, as the result of an aircraft accident. Letter follows. Please accept my profound sympathy.” Mothers and fathers receiving a telegram like that felt they couldn’t go on—but they did. The remains of many loved ones were never returned home. Instead they were laid to rest at cemeteries in Manila, Normandy, Luxembourg and elsewhere. It wasn’t long after V-E and V-J days in 1945 that thousands of tributes sprang up—in bronze plaques, streaming fountains and granite obelisks. But seven decades have passed since the commemoration of these memorials and to most of us now they’re simply the flag-festooned backdrop for parades and political speeches in late May and early July. When the occasion calls for it, we solemnly remove our hats and pay homage to the “ultimate sacrifice” these countrymen made. But that’s a hollow abstraction until put in everyday terms. Many young combatants who, as the English poet Laurence Binyon wrote, “fell with their faces to the foe” never set foot on campus. They never straightened a tie and headed to a first real job. They never slipped a ring on a sweetheart’s finger. They never swelled with hope turning the key to a starter home. They never nestled an infant against a bare chest. They never roughhoused in the living room with an exasperated wife looking on. They never tiptoed to lay out Santa’s toys. They never dabbed a tear while walking their princess down the aisle. They never toasted their son’s promotion. They never rekindled their love as empty nesters. They never heard a new generation cry out, “I love you, grandpa!” A lifetime of big and little moments never happened because of a bullet to the body one day in a far-off land. For those who crumpled to the ground, the tapestry of life was left unknit. Early on after the war we bowed our heads at Thanksgiving and Christmas. Their loss was raw then. But as years have passed all that’s left are memorials no one notices—rolling credits we ignore as we go about our lives.


But on Memorial Day, we can make a different choice. A moment’s reflection is all it takes to realize that every name on your town’s monument was a real person. One who bicycled the same streets as you, who sleepily delivered the morning Gazette, who was kept after school for cutting up, who sneaked a smoke out back, who cannon-balled into the local pond in the dog days of summer. With just a little imagination, it’s easy to picture yourself as one of those fresh-faced youngsters—only you’ve been blessed with an additional 15,000 or 20,000 mornings, afternoons and evenings of life, and a warehouse of experiences they were denied. It’s some consolation that a majestic memorial to those who fought the good fight now stands in Washington. But most of us don’t visit the capital often. There’s a simpler, more personal way we can show our gratitude to those whose lives were cut short. On Memorial Day—with your smartphone turned off—pay a visit to your local monument. Quietly stand before the honor roll of the dead, whisper a word of thanks, and gently rub your finger across their names. The touch will be comforting.

Cianciola, Jerry. “Touch the Names of Those Who Never Came Home.” Wall Street Journal 23-24 May 2015: A9.

DEBRIEF

Complete these tasks:

(1) In the left margin, note the types of evidence used by the writer: Current Events Historical Experience (personal) Literary Pop Culture Sports Science (2) In the right margin, note the layers of reflection used by the writer: self family/friends places of gathering/institutions community city state national foreign countries around the globe


Use the CHELPS/Layers of Reflection notation strategy with any argumentative mentor text.

Prescription for Pushing Up Your Score on the Argument Question


Do’s and Don’ts

# 1 Make sure your evidence is specific. “Specific” evidence often takes the form of proper nouns and adjectives. Check your essay for capitalized words in order to assess the specificity of your evidence. According to Westwood High School AP teacher Jennifer Cullen, specificity of evidence may be defined as follows:

Evidence from current events or history should be focused on a particular moment or narrowed event (rather than, for example, World War II in general).

Evidence from personal experience should be focused on a particular moment that will be taken seriously by your audience. Consider congruity of examples – Going from world war to personal heartache requires a meaningful transition (sometimes several sentences of “buffer”); otherwise, one of your examples may come across as trivial.

Evidence from literature should “zoom in” on one moment with 1-2 character(s) as the focus. The evidence should be so specific that we could point to the page in the work on which the evidence could be found.

Evidence from pop culture must be thoughtful. Movie and book examples should be “weighty” enough that they will be taken seriously by your reader. Cartoon and TV examples are often ineffective unless the prompt leads you to talk about pop culture. Otherwise, they may be perceived as silly in an essay that is supposed to be discussing serious philosophical concerns.

Evidence from sports, like evidence from pop culture, must be thoughtful. Austin teacher Erik Dillaman advises his students to think like an “academic.” What kind of evidence would a scholarly, well-educated person present?

Evidence from science, like evidence from history and literature should be narrow and focused.

# 2 Hypothetical evidence is often ineffective. Readers are generally not persuaded by something that has not actually happened.

# 3 Explain how your evidence supports the position you are taking in response to the prompt. Think “evidence sandwich.” The top slice introduces the evidence. The filling is the specific evidence. The bottom slice explains how the evidence supports your position. 3-4 sentences will be required in order to present and explain examples.

TOP SLICE: author’s assertion and your reaction/response to it

FILLING: specific evidence

BOTTOM SLICE: explanation of how the evidence supports your position (perhaps incorporating

concession and/or anticipation and refutation of counterargument)

# 4 Avoid generalizations and absolutes. Use “qualifiers” such as often, in many


cases, frequently, and sometimes.

# 5 Avoid moralizing . Refrain from using could, would, should.

# 6 Make concessions. Anticipate and refute counterarguments.

Consider these four steps drawn from the Purdue Owl online writing center and the University of

Pittsburgh.

STEP EXAMPLE

Identify (or anticipate) theopponent’s argument. Do not assume that your audience grasps the argument you are about to refute.

Advocates of capital punishment claim that the death penalty deters crime.

Pinpoint the weak points in your opponent’s argument (bias, misleading or false information, irrelevance, faulty logic).

In fact, the death penalty increases crime.

Refute your opponent’s argument depending upon the nature of your disagreement. If you challenge the writer’s evidence, then you must present more accurate or more recent evidence. If you challenge assumptions, then you must explain why they do not hold up.

According to a nationwide study conducted by Professor Wiggins in 2002, violent crime has actually increased in states with the death penalty while crime has decreased in states without the death penalty.

Explain the importance and validity of your refuation.

If this study is true, and the methodology is certainly sound, then the central justification for the death penalty has no merit.

Purdue Owl: https://owl.english.purdue.edu/owl/resource/724/03/

Revised 8/21/08 | Copyright 2007 | Site by UMC Web Team: http://www.speaking.pitt.edu/student/argument/argumentfourstep.htm

Consider the minimize/emphasize move from icivics.org.

http://www.umc.pitt.edu/web


# 7 Take time to plan and organize your response. According to the Chief Reader, “Some of the weakest essays consisted of random, disorganized assertions without any sense of a central claim.” The “basics” of organization are listed below.

Introduction Establish context (exigence). Enter the conversation. Formulate a thesis (overall claim).

Body Paragraphs

Develop your argument with claims that support the thesis. Begin with topic sentences that flow from the thesis. Remember to use “echo words” to guide the

reader. Provide and explain evidence (Remember the evidence and explanation sandwich). Anticipate and refute counterargument* (See # 5). End with a concluding sentence that reiterates your claim or builds a bridge to the next paragraph *Anticipation and refuatation of counterargument may also be handled in a separate paragraph.

Conclusion

The “so what?” part of your essay. You may include new points (evidence, information, quotations),

but avoid asserting new claims.

Scoring Guidelines (with my italics)

Move Grammatical Construction Example

Minimize Introductory dependent (subordinate) clause

While the idea of striving to only eat locally grown food in order to help the environment may at first seem appealing,

Emphasize Independent (main) clause the reality is that locavores do not strongly reduce the harmful environmental effects of food production, and there are other more effective ways of contributing to the reduction of these negative effects for those who are committed to this cause.


The score should reflect a judgment of the essay’s quality as a whole. Remember that students had only 40 minutes to read and write; the essay, therefore, is not a finished product and should not be judged by standards appropriate for an out-of-class assignment. Evaluate the essay as a draft, making certain to reward students for what they do well. All essays, even those scored 8 or 9, may contain occasional lapses in analysis, prose style, or mechanics. Such features should enter into the holistic evaluation of an essay’s overall quality. In no case may an essay with many distracting errors in grammar and mechanics be scored higher than a 2.

9 Papers earning a score of 9 meet the criteria for a score of 8 and, in addition, are especially sophisticated in their argument, thorough in their development, or impressive in their control of language.

8 Effective Papers earning a score of 8 effectively defend, challenge or qualify de Botton’s claim about the vital role of humorists. The evidence and and explanations used are appropriate and convincing, and the argument is especially coherent and well-developed. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless.

7 Papers earning a score of 7 meet the criteria for a score of 6 but provide more complete explanation, more thorough development, or a more mature prose style.

6 Adequate Papers earning a score of 6 adequately defend, challenge, or qualify de Botton’s claim about the vital role of humorists. The evidence and explanations used are appropriate and sufficient, and the argument is coherent and adequately developed. The writing may contain lapses in diction or syntax, but generally the prose is clear.

5 Papers earning a score of 5 defend, challenge, or qualify de Botton’s claim about the vital role of humorists. The evidence or explanations used may be uneven, inconsistent, or limited. The writing may contain lapses in diction and syntax, but it usually conveys the student’s ideas.

4 Inadequate Papers earning a score of 4 inadequately defend, challenge, or qualify de Botton’s claim about the vital role of humorists. The evidence or explanations used may be inappropriate, insufficient, or less convincing. The argument may be inadequately developed or have lapses in coherence. The prose generally conveys the student’s ideas but may be less consistent in controlling the elements of effective writing.

3 Papers earning a score of 3 meet the criteria for a score of 4 but demonstrate less success in defending, challenging, or qualifying de Botton’s claim about the vital role of humorists. The essays may show less maturity in the control of writing.

2 Little Success

Papers earning a score of 2 demonstrate little success in defending, challenging, or qualifying de Botton’s claim about the vital role of humorists. These essays may misunderstand the prompt or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. The prose often demonstrates consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of coherence and control. 1 Papers earning a score of 1 meet the criteria for a score of 2 but are undeveloped, especially simplistic in their

explanation and argument, weak in their control of language, or especially lacking in coherence and development.

0 Indicates an on-topic response that receives no credit, such as one that merely repeats the prompt. __ Indicates a blank response or one that is completely off the topic.

*For the purposes of scoring, argument means asserting a claim justified by evidence and/or reasoning.

Following the Prescription to Push Your Score from a 4 to a 6


Sample KKK (Score 4) Read the response below which earned a 4. “Prescribe” a remedy to push it up to

a 5 or 6.

Alain de Botton’s view of humorist’s role in society is an insightful and appropriate one. It seems as though, throughout history, the public is very often too timid or dull to say what must be said. Time after time, humorists have snuck those vital commentaries into satirical books, comedic films, poems, or just in speech. People have a way of taking news much easier in the form of a joke. Change and important opinions are often unsettling to hear, so it is rational to want to hear such things in a light-hearted way. There is no way to change human nature, so the humorists of the world have found ways to say what must be said. From Mark Twain to George Carlin, to any stand up comic on Comedy Central, the humorists of the world are much more important to the flow of society than most people believe.As far back in time as Voltaire’ “Candide”, people have found interesting ways to say what would be “impossible to state directly”. Humorists are more than simple clowns or entertainers: they are the true informer of society, and often the most truthful critics. #

_______________________________________________________________________________ _____________________________________________________________________________________ Read the“Healthy” Writing below which earned the writer a score of 6. Identify the “Do’s and Don’ts” the writer observed. Sample R (Score 6)

Alain de Botton is completely accurate in his claim that humorists have the ability and the responsibility to say or comment on things which others cannot/ Comedians and other proffessionals who deal with humor in their work, are not faced with the same scrutiny that the rest of the world is. History shows that so long as there have been societal issues, there have been commentators there to take a satirical jab at those in charge. Jonathan Swift’s A Modest Proposal is a prime example of humor (in this case, sarcasm) being used to address the problems of the time. Swift’s proposed solution to Ireland’s poverty issue was to sell the children of beggars as food. Though this was clearly an absurd idea, it nonetheless succeeded in sparking conversation and change within his society. A more contemporary example of this phenomenon would be a television program such as Saturday Night Live, The Colbert Report, or The Daily Show. These programs are all able to comment on all current events, be they positive or negative, due to the fact that there commentary is presented in a humorous fashion. Instead of directly critiquing of the current Presidential Administration, shows such as the ones listed above mask their criticism with witty jokes and entertaining skits. The public would be far less inclined to spend its time watching these programs if they stated their views outright. Satire allows writers and comedians to make their opinions heard without doing so in an offensive or blunt manner. Yet still, despite some societies’ leniency with humorists, there exist other societies where such tolerance is not displayed toward those who offer up social commentary. Many nations still persecute anyone who dares to speak out against its policies, even if done for the sake of entertainment. It is because of this that, now more than ever, we must


encourage those with a joke to tell or a clever remark to make to stand up and let it be heard. Laughter can help heal the wounds of out torn societies, so why not give it a chance? Humorists are here to remind us all to stop taking everything so seriously and to just relax. Alain de Botton understands that humorists are just as vital to our society as the policy makers they satirize. Whether they are taking a swing at some controversial piece of legislation or just poking some fun at the recent Toyota recalls, humorists serve to inform us on topics in a manner we can all agree is acceptable. Isn’t it about time we all learned to laugh at ourselves?

#

_________________________________________________________________________

_________________________________________________________________________

YOUR TURN

Step One: Deconstruct the 2016 prompt. See p. 6 in this section (ARGUMENT ESSENTIALS)for

directions for notating the prompt.

Step Two: Read Sample DD (which earned a 4) and the score descriptor which follows it.

An irish author once mentioned that “through disobedience progress is made” in the sense that it is

human nature and is noted throughout history. I agree with the thought that disobedience is a valuable

trait and promotes social progress in the sense that when laws and customs are found to be unjust, it is

in their will and right to not bide by such customs. Thus such disobedience would stimulate change and

awareness to the harsh realities of such laws. Disobedience used for change is even seen today with a

series of strikes for work benefits and a change for budget cuts. The trait of disobedience uprises within

people when they sense that following by standards will only do more harm than good.

However disobedience is only justified to an extent of defending a cause known to evoke pain or harm

against another. It is not justified when selfish intention is presented or if it is used to negatively effect

In 1891, Irish author Oscar Wilde (1854-1900) observed, “Disobedience, in the eyes of anyone who

has read history, is man’s original virtue. It is through disobedience that progress has been made,

through disobedience and through rebellion.”

Wilde claims that disobedience is a valuable human trait and that it promotes social progress.

Write an essay that argues your position on the extent to which Wilde’s claims are valid. Use

appropriate examples from your reading, experience, or observations to support your argument.


Current Events Historical Experience (personal) Literary

Pop Culture Sports Science


another. Disobedience influences change as seen in the past through uprisings and strikes that have

stimulated awareness in the fault of things such as workers rights. Such acts of defiance are specialized

to grand scale issues. However if a person is defiant on the means of simply not wanting to go to school

or to even abid by traffic laws, can put them in harms way for not being at the right place at the right

time, or can put others in harms way.

It is observed that when an act of disobedience occurs at a grand scale due to something effecting a

large group of people then there is cause to see what progress is not being made. However if one’s

actions does not catalyze other’s like a chain reaction, then there is reason to question the person’s

motatives. (300 words)

Step Three: Revise DD, turning it into a 6. Be prepared to share your revision with the class.

Hints:

Review Prescription for Pushing Up Your Score on the Argument Question (p. 17)

Consider layers of reflection as well as CHELPS.

Take control of the elements of writing (grammatical problems, a lack of development or

organization, or a lack of coherence and control.)

DEBRIEF


Essays earning a score of 4 inadequately argue a position on the extent to which Wilde’s claims are valid. The evidence

or explanations used may be inappropriate, insufficient, or unconvincing. The argument may have lapses in coherence

or be inadequately developed. The prose generally conveys the writer’s ideas but may be inconsistent in controlling

the elements of effective writing.

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