ARGUMENTATIVE WRITING PRACTICE PAPER- Class Copy
ARGUMENTATIVE WALK-THROUGH INSTRUCTIONS
PLEASE DO NOT WRITE ON + CLASSROOM COPY + PLEASE DO NOT WRITE ON
1. Read the Articles on Resource A and Resource B.
2. Complete the instructions (see the boxes at the base of pages and accompanying info at top) on the following pages to do the following:
a. Marking Resource A
b. Producing a guided argumentative essay based upon Resource B (for or against).
i. You will need to have both page B-1 and B-2 filled out to get credit for this.
3. Turn in your packet at the close of class.
As is protocol, be on your best behavior today. Any missteps will result in an automatic U.
PLEASE BRING YOUR NOTEBOOKS FOR THURSDAY’S AND FRIDAY’S CLASSES AS WE WILL DO MIDTERM NOTEBOOK CHECKS THEN. THANKS AND HAVE A GOOD ONE.
} Central Claim/ Thesis:
The most general statement in the argument that you are asking people to accept.
eg “Michelle may carry too much debt.”
} A thesis is the central idea of the essay.
} In an argumentative essay, the thesis is a definitive stance on the controversial matter being debated.
} It is important to note that in an argumentative essay, the thesis must be debate-able.
◦ If there is not an opposing side to the thesis, you are not writing an argumentative essay.
RESOURCE A / RESOURCE BFind the central claim or thesis of the argument presented in the article. Circle the sentence(s) that you identify as the thesis. / On Page B-1, write a thesis for your argument. Essentially choose the side of the argument you believe.
} Claim:
A general statement in the argument that you are asking people to accept that supports your thesis.
eg “Michelle has too many credit cards.”
} Claims are smaller positions that support the thesis by showing the thesis to be true.
} Once again, a claim is a statement that can be argued against.
} Claims function as topic sentences for your body paragraphs.
◦ That is to say, the rest of the information in the same paragraph should show the claim to be true
RESOURCE A / RESOURCE BFind the supporting claims for the thesis in the article. Underline these claims. / On Page B-1, write at least three claims to support the thesis of your paper.
} Evidence/Data:
The support for the claim.
eg “Michelle has 3 credit cards in her purse.”
} Evidence shows the claim to be true.
} Evidence must be factual. It must be true. Because the evidence is true it supports the truthfulness of the claim.
} Evidence can take the form of many things:
◦ Statistical Evidence-
Numbers, research, etc.
◦ Testimonial Evidence-
expert opinion
◦ Anecdotal Evidence-
stories
◦ Analogical Evidence-
a comparable example to better illustrate the argument.
RESOURCE A / RESOURCE BFor each claim, find at least one piece of evidence presented the argument presented in the article. [Bracket] these pieces of evidence. / On Page B-1, write at least one piece of evidence to support each of your claims.
} Reasoning/Warrant:
Explains why the evidence/data supports the claim (shows the relationship between the two)
eg “There is a relationship between the number of credit cards and personal debt. For example, Kim and Devaney (2001) cite a positive relationship between the number of credit cards a person has and a consumer’s debt.”
RESOURCE A / RESOURCE BFor each evidence, note the warranting or backing offered by the artist place (parentheses) around these warrants. / On Page B-1, write a warrant showing the connection between each of your claims and the thesis.
} Counter Claim:
Objectively reporting on opposing perspectives; both you and your opposition will make counter claims.
eg “Perhaps Michelle has chosen to open 3 credit accounts in order to establish a positive credit history.”
} At some point, we should acknowledge the opposition and their claims in our paper.
} We do this by carefully presenting the opposing claims (“The opposition may say..”) and then launching a counterclaim (“However..”) attacking the truthfulness of the opposition’s claim.
} A counterclaim is essentially a statement saying the opposite of the other side’s claim.
} Evidence should then be used to show the counterclaim is true.
} Finally, the author should warrant and show reasoning between
RESOURCE A / RESOURCE BLook for a place in the author’s argument where they entertain the opposing side. Place a star on each end of this. / On Page B-1, pick one of your opposition’s claims to refute. Write their claim, a counterclaim, evidence, and warrant to refute it.
} Introduction/Conclusion
• The introduction paragraph should include an attention getter (or hook), a bridge or connecting sentence that helps ease the reader toward the paper’s subject, and a thesis statement that clearly states the central idea about the subject of the paper.
• Hook (AGD)- This can take the form of a quote, statistic, anecdote, definition, or any other item that will grab the attention of the reader. This should be able to be related to the thesis of the paper. If you are hung up here, feel free to leave a blank and do this last.
• Transition/Bridge- This sentence should help bring the reader from the hook into the general topic explored in the paper. The subject of the paper should be health care.
• Thesis- A thesis is a specific statement about the subject that you will illustrate throughout the remainder of the paper. This specific statement is the one thing you want your reader to walk away from the paper knowing. The rest of your paper should prove this point true. It is your position on the topic.
BELOW ARE SOME POSSIBLE FORMATS FOR A GOOD INTRO/CONCLUSION:
Sample Argumentative Introduction/Conclusion Paragraph Format 1- They Say/I Say Style
When it comes the topic of ______(arguable topic)______a great deal of people believe ______(opposition thesis)______. While there is some merit to this idea I would argue that there is greater merit in ______(your thesis)______.
Sample Argumentative Introduction/Conclusion Paragraph Format 2- They Say/I Say Style
The idea of ______( arguable topic)______is a very controversial topic. One side of the argument feels that ______(one opinion/thesis in the argument)______. Whereas others believe ______(the opposing thesis in the argument)______. While both sides have valid points, I believe that______(thesis: Your opinion on the argument)______.
Sample Argumentative Introduction/Conclusion Paragraph Format 3- Generic
______(Hook: quote, story, definition, or other interesting piece of info tied to the subject of the paper)______. This topic of _____(arguable topic)______has become a hotly debated subject of late. To my point of view though, there is only one reasonable conclusion on the matter: ______(Thesis of Essay)______.
Sample Argumentative Introduction/Conclusion Paragraph Format 4- Generic
For ages man has asked ___(general and wide-arching philosophical question covered by your text)___. This question continues to be asked today about the matter of __(arguable topic)___. Despite the division in thought on the matter, I have concluded there is only on right answer for me to that question, and that answer is clearly ______(thesis)______.
ON PAGE B-2In the Intro space, write an introduction for your argument. Feel free to use the templates or create your own.
} Since, Therefore, Because
} The following is a good organizational structure for argument:
} Since______(EVIDENCE)______ therefore ______(CLAIM)______,
because ______(WARRANT)______.
On Page B-2In the space of at least one of the body paragraphs (and possibly in a second body paragraph spot if you so choose) use this format with the information on sheet B-1 to craft a body paragraph.
} THEY SAY/I SAY- Your Side
Writer and professor Gerald Graff and Cathy Bernkenstien have published a book called They Say/I say. Many of their ideas and the templates they have suggested are invaluable to helping create fluid and smooth writing. They have proposed the following templates for framing and delivering an argument:
Sample Argumentative Body Paragraph Format 1
The truth of the matter is ______(claim)______. For Example ______(evidence)______. Clearly, ______(warrant)______.
Sample Argumentative Body Paragraph Format 2
I believe ______(claim)______. This can be seen from the fact that ______(evidence)______. In general, ______(warrant)______.
Sample Argumentative Body Paragraph Format 3
At the core of this argument, ______(claim)______. For instance, ______(evidence)______. As a rule, ______(warrant)______.
On Page B-2In the space of at least one of the body paragraphs (and possibly in a second body paragraph spot if you so choose) use these templates and the information from page B-1 to craft a body paragraph.
} THEY SAY/I SAY- Their Side
Writer and professor Gerald Graff and Cathy Bernkenstien have published a book called They Say/I say. Many of their ideas and the templates they have suggested are invaluable to helping create fluid and smooth writing. They have proposed the following templates for framing and delivering an argument:
Sample Counter-Argument Body Paragraph Format 1- Disagree
The opposition to my point of view may say _____(opposition’s claim or opposition counterclaim)______. They may cite also ______(opposition’s evidence)______as the basis for their ideas. However, It is important to note that______(CounterClaim)______. This can be seen in the fact that ______(evidence supporting counterclaim)______. Thus, the oppositions claims fall short because ______(warrant)______.
Sample Counter-Argument Body Paragraph Format 2- Agree But Twist It
Others may believe that ______(opposition’s claim)______. They may even substantiate their claims with ______(opposistion’s evidence)______. I agree that this evidence/claim is true, but I believe my opponent’s logic, ______(opposition’s warrant)______is faulty. In fact, I believe the fact that ______(opposition’s claim and/or evidence)______actually confirms my idea that ______(thesis)______because ______(Your Warrant of the opponent’s claim and evidence supporting your thesis)______.
Sample Counter-Argument Body Paragraph Format 3- Secede Truthfulness; Argue Importance
Some may say ______(opposition’s claim)______citing the fact that _____(opposition’s evidence)______. And while they are, in fact, correct when they make this assertion, the more important issue at hand is that ______(claim)______. In fact, ______(evidence) ______supports this idea. Clearly ______(warrant supporting your claim and its importance as compared to your opposition’s claim)_____.
Sample Counter-Argument Body Paragraph Format 4- Agree & Disagree: Yes, but No
Many people may hold the assumption that ______(opponent’s claim)______. The fact that _____(opponent’s evidence)____ even supports that idea. But I’d say yes and no to the conclusions they draw from that piece of evidence: Yes to ______(the part of your opponent’s warrant you agree with)______; But no to the idea that _____(the part of your opposition’s warrant you don’t agree with)______. Actually, ___(counterclaim to the part of the argument you don’t agree with)____. This idea is bared out in the fact that _____(evidence supporting your counterclaim)______. Thus, _____(warrant supporting counterclaim and negating opposition’s warrant)______.
On Page B-2In the space of one of the body paragraphs, use these templates and the information from page B-1 to craft a counter-argument body paragraph.
• CONCLUSION
• The paper should wrap up soundly with a good conclusion.
• The conclusion should bring the reader back to the thesis (restated in different words), restate the key points, and bring the reader full circle by tying the back into the attention getter.
• Restate Thesis- Put your thesis in other words. This phrase should encapsulate the same central idea of your original thesis.
• Restate Key Points (claims)- Once again, using different wording, recap the key points that illustrated the truthfulness of your thesis.
• Reconnect to Hook/ AGD- This should bring the reader full-circle to your introductory hook thus giving the reader a sense of full closure.
On Page B-2In the space for the conclusion write a conclusion paragraph on page B-1 to adequately and eloquently wrap up your argument.
14