argumentative essay sample ppt

The Argumentative Essay

AP Language & Composition Exam

What does the argumentative essay require of you?

• Basically, you must do three things:
• understand the nature of the position taken in the prompt;
• take a specific stand—argue, qualify, or disagree—with the assertion in the prompt; and
• clearly and logically support your claim.

Agree, Disagree, Qualify

• Do I think about this subject in the same way as the writer/speaker? (Agree)
• Do I think the writer/speaker is totally wrong? (Disagree)
• Do I think some of what is said is correct and some incorrect and do I feel lucky? (Qualify)

Plan before you write!

• Brainstorm a list of ideas, construct a chart, or create an outline…whatever it is, give yourself time to THINK about your position!
• The kinds of support you need:
• Facts/statistics - Details - Dialogue
• Quotations - Definitions - Anecdotes
• Contrast and comparison - Cause and Effect
• Appeal to authority - Examples

Does it matter what tone is taken in your argumentative essay?

• You can choose to be informal and personal, formal and objective, or even humorous and irreverent—just be certain your choice is appropriate for your purpose.

Will I be penalized for taking an unpopular, unexpected, irreverent, or bizarre position on the given issue?

• As long as you are addressing the PROMPT and appropriately supporting your position, there is no danger of losing points on your essay.
• Your essay is graded for process and mastery and manipulation of language, not for how close you come to the viewpoint of your reader.

Suggested time distribution for the argumentative essay:

• 1-3 minutes reading and working the PROMPT
• 3 minutes deciding on a position
• 10-12 minutes planning the support of your position
• 20 minutes writing the essay
• 3 minutes proofreading!

The argumentative essay prompt

In his famous “Vast Wasteland” address to the National Association of Broadcaster in May of 1961, Newton Minow, the Chairman of the Federal Communications Commission, spoke about the power of television to influence the taste, knowledge, and opinions of its viewers around the world. Carefully read the following, paying close attention to how timely it is today, especially in light of the worldwide Internet.

Minow ended his speech warning that “The power of instantaneous sight and sound is without precedent in mankind’s history. This is an awesome power. It has limitless capabilities for good—and for evil. And it carries with it awesome responsibilities—responsibilities which you and [the government] cannot escape…”

Using your own knowledge and your own experiences or reading, write a carefully constructed essay that defends, challenges, or qualifies Minow’s ideas.

Mark your copy of the prompt…take about 3 minutes.

In his famous “Vast Wasteland” address to the National Association of Broadcasters in May of 1961 , Newton Minow , the Chairman of the Federal Communications Commission , spoke about the power of television to influence the taste, knowledge, and opinions of its viewers around the world . Carefully read the following, paying close attention to how timely it is today, especially in light of the worldwide Internet.

Minow ended his speech warning that “The power of instantaneous sight and sound is without precedent in mankind’s history . This is an awesome power . It has limitless capabilities for good—and for evil . And it carries with it awesome responsibilities —responsibilities which you and [the government] cannot escape …”

Using your own knowledge and your own experiences or reading , write a carefully constructed essay that defends, challenges, or qualifies Minow’s ideas.

Developing the opening paragraph

• Refer specifically to the prompt
• Clearly state your position on the given issue

Newton Minow’s assertion to the national Association of Broadcasters that “The power of instantaneous sight and sound is . . . An awesome power . . . With capabilities for good—and for evil” is valid and true. However, placing the responsibility for this power squarely in the hands of the broadcasters and the government is in error.

Qualifies the assertion

The writer agrees with the potential of the power, but disagrees about who should take responsibility.

Imagine being gifted the limitless capability for good and evil—the ability to control the world with one’s super powers. And, what are these powers? X-ray vision? Morphability? Immortality? NO, it is the most awesome power ever devised—the instantaneous influence over the taste, knowledge and opinions of mankind around the world. Even Superman would get a headache from this kind of power! This is not a great gift, it is an “awesome responsibility” according to the Newton Minow’s 1961 warning to the National Association of Broadcasters.

Agrees with the assertion

The writer agrees with Minow’s position but treats the assertion in a lighthearted fashion. The reader can expect a humorous and possibly irreverent tone in the essay.

Nowhere is the awesome power for good and evil of modern technology more clearly seen than in the Internet’s pervasiveness and influence. Newton Minow was right on target in 1961 when he warned the National Association of Broadcasters that the power of TV has “limitless capabilities for good—and for evil.”

The writer agrees with Minow’s position, BUT has LIMITED the area of the argument to that of the Internet.

Developing the body of the essay

• After carefully reading and deconstructing the prompt, choose a way to organize your argument
• One way (for this prompt) would be to use Minow’s own three-part warning and brainstorm ideas based on those categories

Planning the essay (focus on Internet)

• Warning of dangers
• Recognition of heroes
• Involvement in humankind’s achievements
• Instant communications with family & friends
• Medical care
• Links to the world
• Entertainment
• Promote hate
• Distort reality
• Help terrorists
• Invasion of privacy
• Threats to nat’l security
• Create mass hysteria
• Exploit children
• Subvert elections
• Brainwashing
• Responsibility
• Self-censorship
• Prior restraint
• 1 st Amendment
• Financial gain
• Parental control
• Personal checks and balances

Choose those specific items you will best be able to support and develop

A sample body paragraph based on the first list:

One of the most rewarding applications of the Internet is its ability to provide instant communication between friends and family. A grandmother-to-be in New York is able to share in the moment by moment experience of her daughter’s pregnancy and her granddaughter’s birth in California through e-mail, scanned photos and quick videos . Likewise, the ability to instantly communicate with others may have saved the life of a doctor stranded at the South Pole. Her contact with medical resources and experts via the Internet enabled her to undergo surgery and treatment for breast cancer. Research and innovations in medical treatment are now available to those around the world via the “net.” Similarly, the ability for instance communication enables millions to enjoy concerts, sports events, theatrical presentations and other cultural activities without every having to leave home. These wonderful benefits are all because of the fabulous and awesome technological creation—the Internet.

Remember IDEAL ?

Analysis (explain)

One of the most rewarding applications of the Internet is its ability to provide instant communication between friends and family. A grandmother-to-be in New York is able to share in the moment by moment experience of her daughter’s pregnancy and her granddaughter’s birth in California through e-mail, scanned photos and quick videos. Likewise, the ability to instantly communicate with others may have saved the life of a doctor stranded at the South Pole. Her contact with medical resources and experts via the Internet enabled her to undergo surgery and treatment for breast cancer . Research and innovations in medical treatment are now available to those around the world via the “net.” Similarly, the ability for instance communication enables millions to enjoy concerts, sports events, theatrical presentations and other cultural activities without every having to leave home. These wonderful benefits are all because of the fabulous and awesome technological creation—the Internet.

A sample body paragraph based on the second list:

The other side of the mass communication coin has the face of evil on it. The Internet offers hate mongers unlimited access to anyone with a connection to the World Wide Web. Groups like the Neo-Nazis can spread their hate messages to susceptible minds via bright, entertaining and engaging websites. What looks like a simple, fun game can easily reinforce the group’s hate-filled philosophy to unsuspecting browsers. With the potential for millions of “hits” each week, it does not take a rocket scientist to perceive the danger here. This danger is also present with the minds and bodies of curious and vulnerable

young people. Because of its easy access and easy production, “kiddie porn” is both possible and available via the Internet and the films any number of porn sites offer for downloading with the mere click of a keyboard key. Through contacts made through e-mail and/or chat rooms on the Net, children can be easily fooled and led to contact those who would abuse their bodies and minds for a quick profit or cheap thrill. With instantaneous messaging, whether real or imagined, positive or negative, a single person or group can set into motion mass hysteria just by warning of an impending disaster, such as a flood, fire, bomb, poison, and son on. There are obviously many more possibilities floating out there in the ethernet. These are just three of the evil ones.

A sample body paragraph based on the THIRD list:

Just as there is the potential for both good and evil with regard to mass communication, so too is there the potential for both beneficial and destructive strategies related to reponsibilities. The most powerful regulator of our responsibility as individuals is our finger and its power to press a button or double click on a key and to “just say no.” With this slight pressure, we are able to exert monumental pressure on those who produce programs, websites, photos, documents, etc., which we find unacceptable. Who better to tell us what to watch, what to do, and what to think? All too

Often many people prefer to abdicate their personal responsibility and give that power to either the government or the communication industry. We must never forget that dictators target the control and censorship of mass media as the first step in the total control of the minds and hearts of the populace. The laws, which we as citizens of a democracy look to, must never impinge upon our First and Fourth Amendment rights. Each of us has the right of free speech, and each of us has the right to privacy. None of us has the right to harm others or to limit the rights of others; why, then, would we give that right to the communication industry or to the government?

The concluding paragraph

• Spend your time in planning and writing the body of your essay
• In a brief essay, you can be certain your reader can remember what you’ve already said, so there is no need to summarize your major points or to repeat the prompt.
• If you feel you MUST have a concluding statement/remark, make certain it is a FINAL remark that is of interest and is appropriate to your purpose
• You may use the last sentence of your last body paragraph as your concluding comment.

Yes, this concluding sentence IS a little on the giddy side…

Argumentative Practice Essay

• Refer to your notes
• Don’t take shortcuts
• I’ll put times up on the board
• You’ll get the whole 40 minutes to go through the entire process

The Argumentative Essay:

Apr 03, 2019

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The Argumentative Essay:. Persuade Your Audience— Don’t Fight With Them! . Goals. Understand what an argumentative essay is Learn argument strategies: Summary Quoting Agree or Disagree Gray Areas Make use of counterarguments Some mistakes to avoid Practice creating argument statements.

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Presentation Transcript

The Argumentative Essay: Persuade Your Audience—Don’t Fight With Them!

Goals • Understand what an argumentative essay is • Learn argument strategies: • Summary • Quoting • Agree or Disagree • Gray Areas • Make use of counterarguments • Some mistakes to avoid • Practice creating argument statements

What is an Argumentative Essay? The purpose of an argumentative essay is to organize and present your well-reasoned conclusions in order to persuade the audience to accept—or at least seriously consider—your point of view.

Begin at the End! A “well-reasoned conclusion” isone that is arrived at step by step,guiding the reader through your logic with illustrations and explanations, until your conclusion seems inevitable.

Think Before You Write • Make your reasoning clear to yourself BEFORE you write your final draft. • State your ideas step by step before trying to draw the conclusion. • There has to be evidence for each premise (step) and an explanation of how you arrived at your conclusion.

Strategy Depends on Audience Which steps you take toward the conclusion of your argument depends on your audience and the goals you have for your writing.

Profile Your Audience This is not “profiling” with intent to discriminate against anyone. Instead, you are making sure you reach your audience without offending them!

Five Key Questions • Do you have a specific intended audience? • Who is your intended audience? What are their personal characteristics? • What is their job, profession, or field of expertise? • What does your audience know about your topic? What could they NOT know about your topic, considering their personal characteristics? • What is their level of need/interest regarding your writing? How will your audience use your writing?

The Audience Is Skeptical Your audience has thoughts, beliefs, assumptions, and values. Anticipate them. Did they use different premises to come to a different logical conclusion? Did they use intuition or emotion in developing their beliefs or assumptions? Take care to consider their opposition to your argument and be sure to address possible criticism while you support your claims.

An Argument = A Conversation! The act of arguing in academic writing is the act of entering a conversation (Graff and Birkenstein ix). In any conversation, you need to know what others have said before you can respond. The same is true in academic writing. You have to establish for your readers what has been said about your topic before asserting your own claims about it.

Strategies The book They Say/I Say: The Moves That Matter in Academic Writing by Gerald Graff and Cathy Birkenstein features numerous phrases and examples of “templates,” or models of expressions and strategies for exploring your academic arguments. Here are just a handful of strategies to put forth an argument . . .

Summary First What has been said may be • other written works • a bill being debated in the legislature • your audience’s preconceptions • or a film you just watched —whatever it is, you must first summarize it so that your readers know why you will be arguing about it. This summary may be a few sentences of your introduction, or it may be part of the step-by-step logic of your reasoning toward your conclusion.

Example of Summary and Response Dr. Martin Luther King, Jr.’s “Letter from Birmingham Jail” In 1963, eight religious leaders issued a public statement against the protests King was leading. King responded to their statements and the kinds of notions their sympathizers might have been thinking, arguing against each one as he built his case for the justness of his actions and his cause. In one passage, King writes, “You deplore the demonstrations taking place in Birmingham. But your statement, I am sorry to say, fails to express a similar concern for the conditions that brought about the demonstrations” (King qtd. in Graff and Birkenstein 5). While King uses the word “you,” because he was directly addressing his audience, he might just as well have used “they”—they say such-and-such, but I say this. This is the essence of academic argument.

Summarizing Setting up a challenge to common beliefs: • Americans today tend to believe that _________. • The standard way of thinking about topic X has it that ______. • It is often said that ________. • My whole life I have heard it said that ________ (22).

Summarizing Challenging a belief of your own: • Although I should know better by now, I cannot help thinking that ______. • At the same time that I believe _____, I also believe ______ (23).

Summarizing Go beyond what was literally said and summarize an implication: • Although none of them have actually said so directly, my teachers have often given me the impression that ________. • [While] X does not say so directly, she apparently assumes that ______ (23). Unless satirizing, suspend your own opinions as you summarize what “They” believe in order to represent it accurately. At the same time, focus your summaries on what pertains to your arguments. Avoid lists: e.g., “First the author says . . . Then he says . . . Next, . . . etc.”

Summarizing Discussing an issue with many sides in a debate: • In discussions of X, one controversial issue has been _____. On the one hand, [Author A] argues [position statement]. On the other hand, [Author B] contends ____. Other [authors] even maintain _____. My own view is _____ (24). Note: the contents following “My own view is” are all that is necessary in a third-person argument statement.

Examples Click “Writing Exercises, “cancel” the registration option, then select “Model papers”: http://bcs.bedfordstmartins.com/writersref6e/Player/Pages/Main.aspx

Practice: Work Backward Make up summaries of what “They Say” that would lead to these “I Say” argument statements: • My research indicates that there are dangerous levels of Chemical X in the Columbia River. • The novel by Author W has critical flaws. • Female students get shut out of class discussions by male students. (Graff and Birkenstein 26-27)

Quoting Besides summary, use a more direct approach: • Choose quotes that support your argument—not necessarily agreeing, but about what you are saying. • Introduce each quote with who said it and how it was said. (Dr. Whiplash contends . . .) • Follow EVERY quote with explanation of the meaning of the quote and how it relates to your argument. • Make sure the quote is really about what you are discussing—wanting their words to mean as you wish doesn’t make it so! (Graff and Birkenstein 40-41)

Quoting Use vivid “signal verbs” Rather than simple, dull verbs like “says,” “states,” and “talks about”—which are required in journalistic reporting—characterize the nature of the author’s purpose for writing (35). Making a claim: claim, argue, insist, observe Expressing agreement: support, recognize, do not deny, Questioning or disagreeing: contradict, deny, refute, reject Recommending: advocate for, demand, urge, warn (37).

Avoid Quoting Mistakes • Don’t underquote, misquote, or overquote. • Underquoting is leaving out too much of the text of a passage to understand it. Overquoting usually results from not understanding a text well enough to explain it (Graff and Birkenstein 40). • If you’re stumped by what you’re reading, try using your social networks—ask what other readers are making of a text to gauge your gut reaction.

Introductions to Quotes • Writing in the journal Commentary, X complains that “_________.” • In X’s view, “__________.” • X agrees when he writes, “__________.” • X disagrees when she writes, “________.” • X is alarmed when she finds “__________” (43). (MLA, APA, and CMS use different tenses in their signal phrases.)

Explaining Quotes • Basically, X is saying ________. • In making this comment/remark, X argues that _________. • X’s point is that ________ (44). While every quotation situation is not the same, it is better to risk “overexplaining” than to do too little. Even an audience that knows the full context of the material you are quoting needs to be told what you make of the text (44).

I agree/disagree/a little of both/neither Go ahead and say “I agree,” or “I disagree” or “I agree that ____, but I cannot agree that ____.” Then you can launch into however complex your argument (Graff and Birkenstein 52). If agreeing or disagreeing cannot apply, you still need a strong, driving idea to motivate your choices of summary and quotation in your argument (53).

Disagreeing—Explain Why • X’s argument fails to take relevant factors into account • " " is based on faulty or incomplete evidence • " " rests on questionable assumptions • " " misses the real problem altogether! You can even argue that what one person thinks is new and revelatory is actually old news (54).

Agreeing—Then Adding to It • I agree that ______ because my experience [of] ________ confirms it (57). • Though her remark was a humorous aside, her comedic intuition is supported by research that states “_________.”

Nuanced Approach • Yes, but . . . • Although I agree up to a point, I still insist . . . (59). • X is right that ______, but she seems on more dubious ground when she claims that ____ (60).

Go For the Gray Areas! An argument may be disagreeing or agreeing. You just have to say to what and why. That is not being wishy-washy orflip-flopping. Rather, it is engaging in a nuanced, thoughtful argument. You can also both agree and disagreewith aspects of the same thing.

Two Minds? When genuinely ambivalent—feeling two ways about something—it is intellectually honest to say so. • I do support X’s position that ______, but I find Y’s argument about _____ and Z’s research on _____ to be equally persuasive (61). If something is complex, don’t oversimplify it just to make it easy for you or your audience to choose sides.

Clarify Theirs From Yours Signal idea ownership: • X overlooks what I consider an important point about ____. • I wholeheartedly endorse what X calls _____. • These conclusions, which X discusses in ______, add weight to the argument that ______ (70-71).

Strengthen Your Argument by Inviting Your Enemies Discuss the objections your harshest critics might level against your claims. Although some readers might object, saying ______, in fact, it is the case that _____ (75). By entering into a serious dialogue with your opponents, you will come across as an open-minded, more confident critical thinker. If you can’t imagine any opposition, either you’re not trying, or your thesis is not an argument.

Point Your Finger • (Group identity label) would probably argue that ______. However, they are failing to realize that _______. “Group identity label” refers to names given to or adopted by groups of a common point of view, for example, conservatives, liberals, skeptics, true believers, sociologists, lexicographers, men, women, Americans, Asians, oenophiles (wine-lovers), technorati, apologists, or researchers.

But Don’t Be Rude! Employing a label can drift into the territory of slurs, but it more often helps the reader know who you see specifically as your opponents. To avoid stereotyping, use qualifiers like “most” or“not all” to recognize the realistic variation within groups (79-80). Likewise, if you skip over details to make a quick joke about your opponents, then those who don’t already agree with you will likely resist your ideas (83).

Respond to Counter-Arguments You can overcome fair representations of your opponents’ views by giving a well-developed “yes, but . . .” response. • Yes, criminals who threaten the community should be punished, but not all who break the letter of the law are violent or dangerous. People who steal cable TV are breaking laws, but it causes far more harm to society to pillage retirement accounts or foreclose on homes. However, if “their” opposing argument is more persuasive than yours, you should revise your argument and your thinking. Grasping onto beliefs that don’t stand up to the light of reality aren’t worth holding on to.

Your Argument Matters Show why your argument matters—answer the “Who cares?” and “So what?” questions (88-91). • Who your claims pertain to • The real-world effects of your claims

Who Cares? Who your argument pertains to may not be your literal audience. Rather, it may be another group they are interested in learning about. What do geneticists think is new and exciting research these days? What do teenagers really think of fast food? Your audience probably isn’t geneticists or teenagers, but readers would want to know they are to whom your argument matters.

Indicate Who Cares • X used to think _____. But recently _____ suggests that _____. • This interpretation challenges the work of those critics who have long assumed that _____. • But who really cares? At the very least [______] who assumed [______] should care. (91) You can be as specific as you see fit.

So What? So what if one group thinks A and another thinks Z? Appeal to something your audience does care about! You can move from what may seem like a petty dispute or an obscure object of fascination for a few to the broader implications of the matter: • In a world increasingly ______, this is ______. (94) • While______ may seem silly, it is important to realize ____. • These conclusions/This discovery will have significant applications in ____ as well as in ____. (95)

What if Audience Already Cares? You still need to answer the “So what?” Remind readers who may be experts why what you are presenting matters. It will support your argument and engage your readers better. Remember, if you don’t care about your argument, your audience won’t, either.

Practice Invent an argument statement for an audience • Topic: pet ownership • Audiences: • Middle-class elementary school-age kids • 25-y.o. Indian women in Seattle • Dog show enthusiasts What might each group care about? Already know? Need to know? What points could you make about owning a pet?

Mistakes to Avoid • “Only idiots believe . . .” Those believers may be your audience! Analyze and criticize ideas, not people. • Failure to reread leads to self-contradiction. Revise with a critical eye on content before all else. • “They Say/I Say” conversation-type structure is not the same as conversational tone or style. Be conscious of the purpose of your argument and your audience’s expectations then choose appropriate words.

In Conclusion • Have a point to your argument—make your own decisions about your topic • Identify your audience • Explain what “They” say about your topic • Respond to what “They” say with your argument • Address potential objections with respect • Show why your audience should care

Suggested Reading Graff, Gerald and Cathy Birkenstein. They Say/I Say: The Moves That Matter in Academic Writing. New York: W. W. Norton, 2006. Purdue OWL (Online Writing Lab). “Logic in Argumentative Writing.” 22 May 2009. Purdue University. 26 May 2009 <http://owl.english.purdue.edu/owl/resource/659/01/>. ---. “Using Appropriate Language.” 29 Apr 2009. Purdue University. 26 May 2009 <http://owl.english.purdue.edu/owl/resource/608/01/>. Weida, Stacy. “Establishing Arguments.” 20 Feb 2009. Purdue University. 26 May 2009 <http://owl.english.purdue.edu/owl/resource/588/01/>.

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