Lesson 4: Analyzing an Argument
We continue our study of academic argument.
So far, we have learned about argument and persuasion, claim and counterclaim and how to determine if information can pass the CRAAP test.
Pretty good stuff!
Lesson 4 has 13 SLIDES--holy moly!!
Sharpen your pencils, get comfortable and turn on your thinking caps...here we go!!
So far, we have learned about argument and persuasion, claim and counterclaim and how to determine if information can pass the CRAAP test.
Pretty good stuff!
Lesson 4 has 13 SLIDES--holy moly!!
Sharpen your pencils, get comfortable and turn on your thinking caps...here we go!!
Understand the terms used in this lesson
Before you read this lesson, I want to coach you a bit about some of the words you will encounter.
ARGUMENT and PURSUASION
In lesson 2, a big deal was made about the difference between argument and persuasion.
Argument was described as logos and was described as using only facts.
Persuasion was described as ethos and pathos and was described as using emotion to sway people's to your 'side.'
You even had to answer questions on a quiz demonstrating that you knew the difference. (P.S. the President Obama speech was BOTH argument and persuasion, the WWII poster is what is called propaganda. Propaganda employs persuasion very effectively).
Well, get ready, I'm about to shock you...guess what?
There really isn't a difference between the terms argument and persuasion.
YES, there are different techniques (we'll get to that in a minute), but from here on out, you need to know that when you read the word 'argument' you should understand that to be BOTH argument (facts) AND persuasion (emotional appeal).
Can you imagine a purely factual argument? Snore.
The best arguers know and understand that persuasive techniques NEED to be used IN PARTNERSHIP with facts to be most effective.
Please continue through these lessons with this higher-level understanding of the term argument.
As you read this lesson and future lessons, the term 'argument' will mean collectively BOTH the use of facts and persuasion.
CLAIM (AKA THESIS) AND PURPOSE
As you read slide 2, understand that claim communicates the purpose of the argument.
The example on slide 2 is pretty good for explaining how the purpose of the argument is given through the claim.
A speaker or writer's purpose is usually to convince their audience of something.
RHETORICAL DEVICES
Rhetorical is a form of the word rhetoric (ret-or-ic). You've heard the word device before--like, 'cellular device.' Device means a type of machine.
Rhetoric is the art of arguing (remember, I also mean persuasion too). Device doesn't LITERALLY mean machine here, but means something that performs an action.
So, rhetorical device means an argument tactic. A rhetorical device is used to have an affect on the audience. Effects on the audience are desirable, because you generally want to make a lasting impression so that they will remember your message.
There are actually many different types of ways to have an effect on an audience. Collectively (all together) they are called rhetorical devices.
View this 4 minute video for a fun explanation and some examples. You may be surprised at how much you already know about rhetorical devices.
ARGUMENT and PURSUASION
In lesson 2, a big deal was made about the difference between argument and persuasion.
Argument was described as logos and was described as using only facts.
Persuasion was described as ethos and pathos and was described as using emotion to sway people's to your 'side.'
You even had to answer questions on a quiz demonstrating that you knew the difference. (P.S. the President Obama speech was BOTH argument and persuasion, the WWII poster is what is called propaganda. Propaganda employs persuasion very effectively).
Well, get ready, I'm about to shock you...guess what?
There really isn't a difference between the terms argument and persuasion.
YES, there are different techniques (we'll get to that in a minute), but from here on out, you need to know that when you read the word 'argument' you should understand that to be BOTH argument (facts) AND persuasion (emotional appeal).
Can you imagine a purely factual argument? Snore.
The best arguers know and understand that persuasive techniques NEED to be used IN PARTNERSHIP with facts to be most effective.
Please continue through these lessons with this higher-level understanding of the term argument.
As you read this lesson and future lessons, the term 'argument' will mean collectively BOTH the use of facts and persuasion.
CLAIM (AKA THESIS) AND PURPOSE
As you read slide 2, understand that claim communicates the purpose of the argument.
The example on slide 2 is pretty good for explaining how the purpose of the argument is given through the claim.
A speaker or writer's purpose is usually to convince their audience of something.
RHETORICAL DEVICES
Rhetorical is a form of the word rhetoric (ret-or-ic). You've heard the word device before--like, 'cellular device.' Device means a type of machine.
Rhetoric is the art of arguing (remember, I also mean persuasion too). Device doesn't LITERALLY mean machine here, but means something that performs an action.
So, rhetorical device means an argument tactic. A rhetorical device is used to have an affect on the audience. Effects on the audience are desirable, because you generally want to make a lasting impression so that they will remember your message.
There are actually many different types of ways to have an effect on an audience. Collectively (all together) they are called rhetorical devices.
View this 4 minute video for a fun explanation and some examples. You may be surprised at how much you already know about rhetorical devices.
POINT OF VIEW
Remember that there are people that have not had the same life experiences as you. Point-of-view means how a person sees the world. This may be based on many factors:where they grew up, their level of education and how their mental and emotional selves have been formed by their life experiences. Even people that look the same may have different points-of-view from each other. Keep this in mind when listening to an argument or presenting one to an audience.
There, now you are ready to view the lesson! Whew!!
analyzing an argument
As a fully formed citizen of the world, you will be subjected to all types of arguments/persuasive techniques on a daily basis.
We need skills to be able to analyze (take a close look at and judge) when an argument is valid and/or identify when rhetorical devices are being used to elicit a response from us.
As a fully formed citizen of the world, you will also, from time to time, find it helpful to be able to form your OWN academic arguments and/or use rhetoric devices to your advantage.
This lesson attempts to start you on that path.
Take a minute to ponder the quote at the top of slide one. I have no idea who Christopher Buckley is, but I like what he said.
So every argument has:
1) Purpose
2) Rhetorical Devices
3) Point of View (of the speaker AND the audience--the two are not always the same, either)
As you move through slides 2-5 learn what you can about each of those parts of an argument.
When you get to slide 6, you'll be given the opportunity to practice you analyzing skills.
You get analyze the speeches from three presidents: Abraham Lincoln, Franklin D. Roosevelt and Barak Obama.
Be sure to click the drop downs!
Slide 10 offers a good explanation of how political messages have been communicated differently over time. I recommend reading it.
We need skills to be able to analyze (take a close look at and judge) when an argument is valid and/or identify when rhetorical devices are being used to elicit a response from us.
As a fully formed citizen of the world, you will also, from time to time, find it helpful to be able to form your OWN academic arguments and/or use rhetoric devices to your advantage.
This lesson attempts to start you on that path.
Take a minute to ponder the quote at the top of slide one. I have no idea who Christopher Buckley is, but I like what he said.
So every argument has:
1) Purpose
2) Rhetorical Devices
3) Point of View (of the speaker AND the audience--the two are not always the same, either)
As you move through slides 2-5 learn what you can about each of those parts of an argument.
When you get to slide 6, you'll be given the opportunity to practice you analyzing skills.
You get analyze the speeches from three presidents: Abraham Lincoln, Franklin D. Roosevelt and Barak Obama.
Be sure to click the drop downs!
Slide 10 offers a good explanation of how political messages have been communicated differently over time. I recommend reading it.
ASSESSMENT: Portfolio and discussion post
There are two assignments for this lesson. Are you surprised? I didn't think so.
ASSIGNMENT ONE: PORTFOLIO
There are TWO choices (options) for this portfolio. In both options, you are being asked to analyze an argument. Each option asks you to visit a website and fill out a worksheet.
CHOICE 1: View a debate (you chose the topic from those listed) between two different 'experts' (you chose the experts from those listed) and fill out the worksheet provided in the lesson based off of reading the two experts arguments.
Pay particular attention to the last question on the worksheet asking you to explain which debater was more effective. That question will be worth the most points.
CHOICE 2: Watch the Kennedy-Nixon debate and take notes on the provided worksheet.
ASSIGNMENT TWO: DISCUSSION BOARD POST
Click on the discussion board icon in the bottom tool bar of the lesson (4th one from the right--looks like a dialogue bubble)
Type out your response to the 4 questions found under the drop down of 'Assessment Two'
ASSIGNMENT ONE: PORTFOLIO
There are TWO choices (options) for this portfolio. In both options, you are being asked to analyze an argument. Each option asks you to visit a website and fill out a worksheet.
CHOICE 1: View a debate (you chose the topic from those listed) between two different 'experts' (you chose the experts from those listed) and fill out the worksheet provided in the lesson based off of reading the two experts arguments.
Pay particular attention to the last question on the worksheet asking you to explain which debater was more effective. That question will be worth the most points.
CHOICE 2: Watch the Kennedy-Nixon debate and take notes on the provided worksheet.
ASSIGNMENT TWO: DISCUSSION BOARD POST
Click on the discussion board icon in the bottom tool bar of the lesson (4th one from the right--looks like a dialogue bubble)
Type out your response to the 4 questions found under the drop down of 'Assessment Two'
ALTERNATE ASSESSMENT: ONE PAGE WRITE UP
Instead of (NOT IN ADDITION TO) doing the assigned tasks, you may chose to instead write a one page (double spaced, 12 point font, Calibri or Times New Roman) essay arguing the following:
If you argue correctly, you're never wrong.
You may either write to agree or disagree.
Create paragraphs (don't give me one whole page with no breaks between thoughts)
Use the rhetorical devices you've studied in this lesson to try to convince me that your argument is valid.
Full points may be earned for an honest effort to persuade me to agree with you, and an honest effort to present your writing demonstrating the fact that you know that writing has rules (capitalization, punctuation, forming correct sentences, etc.)
I look forward to reading your arguments!
If you argue correctly, you're never wrong.
You may either write to agree or disagree.
Create paragraphs (don't give me one whole page with no breaks between thoughts)
Use the rhetorical devices you've studied in this lesson to try to convince me that your argument is valid.
Full points may be earned for an honest effort to persuade me to agree with you, and an honest effort to present your writing demonstrating the fact that you know that writing has rules (capitalization, punctuation, forming correct sentences, etc.)
I look forward to reading your arguments!