Argumentation and Persuasion “Most of us know someone who enjoys a good argument” John Langan
Argumentative Writing Reading and Writing I Ivan Vasquez - Bryan Marín University of Quíndio
Argumentative Writing Porpuse! Most of us know someone who enjoys a good
In this section, you will be asked to argue a
Argument. Such a person usually challenges any
position and defend it with a series of reasons. You
sweeping statement we might make. “Why do you say
are in a general way doing the same thing-making a
that?” he or she will ask. “GIVE YOUR REASONS” our
point and then supporting it-with al the essays in the
questioner then listens carefully as we state our case,
book. The difference here is that, in a more direct
waiting to see if we really do have solid evidence to
and formal manner, you will advance a point about
support our point of view. Such questioner may make us
which you feel strongly and seek TO PERSUADE
feel uncomfortable, but we may also fell grateful to him or her for helping us clarify our opinions.”
Your ability to advance sound and compelling arguments is an important skill for everyday life. You can use persuasion to make a point in a class discussion, persuade a friend to lend you money, an talk an employer into giving you a day off from work. Learning about persuasion based on clear, logical reasoning can sometimes
faulty
also help you see through the arguments
in
advertisements,
newspapers articles, political speeches, and the other persuasive appeals you see and hear every day.
John Langan
Structure of an Argurmentative Essay
According to John Legan in his book College Writning Skills, third edition, thiese are the following steps to write an argumentative paper: 1. Take several minutes to think about the comments. Which one in partiular are you for or againstand why? 2. On a sheet of paper , make up a brief outline of support for your position on one of the comments. 3. This initial thinking and outlining that you do is the key to preparing a solid paper. Your goal should be to decide on a position for which you can provide the most convincing evidence.
The writer of the next model essay on computers was originally asked to take a position For or against the use of computers in the classroom. After a good deal of thinking, he came up with the following brief outline:
I am against the use of computers. Don´t help me plan a paper Are complicated to use Ÿ Take up teacher´s time While he had not yet written his first drafft, he had alreay done the most important work on paper. 4. Next, decide how you will develped each of your three supporting points. Make up brief outlines of the three points. Here, for example, is what the author the computers essay did: Don’t help me plan a paper:
Are complicated to use:
Like to scribble.
Sign out software.
Use margins.
Get machine started.
Circle details on different pars of paper.
Wait for help.
See whole thing at once.
Type Slowly. Take up teacher’s time: Helps students use computers. Has less time for writing feedback.
Structure of an Argurmentative Essay
Such preliminary work is vital: to do a good paper. You must think and plan and prewrite. In addition to preparing brief outlines, you may also find that other prewriting techniques are useful. You may, variously, want to freewrite, brainstorm, and make up lists .
5. Decide in what order you want to present your paragraphs. Often, emphatic order (in which you end with the most important reason) is an effective way to organize an argument, for the final reasonis the one your reader is most likely to remember.
6. Provide as mant convincing details as possible.
7.
As you write, imagine that your audience is a jury that will ultimately believe or disbelieve your argument. Have you presented a convincing case? Do you need more details? If you were on the jury, would you be favorably impressed with this Argument?
8.
As you are working on the drafts of your paper, keep the four bases of unity, support and, coherence, and sentence skills in mind.
9. Finally proofread the next-to-final draft of your paper for sentence-skills mistakes, including spelling.
CITING
Essay to consider Teenagers and Jobs
“The pressure for a teenager to work is great, and not just because of the economic plight in the word today. Much of it is peer pressure to have a little bit of freedom and independence, and to have their own spending money. The concern we have is when the part-time work becomes the primary focus,” says Rozanne Bradshaw, educator and officer of the National Education Association. Many people argue that working can be a valuable experience for the young. However, working more than about fifteen hours a week is harmful to adolescents because it reduces their involvement with school, encourages a materialistic and expensive lifestyle, and increases the chance of having problems with drugs and alcohol. Schoolwork and the benefits of extracurricular activities tend to go by the wayside when adolescents work long hours. As more and more teens have filled the numerous part-time jobs offered by fast-food restaurants and mall stores, teachers have faced increasing difficulties. They must both keep the attention of tired pupils and give homework to students who simply do not have time to do it. In addition, educators have noticed less involvement in the extracurricular events many consider healthy influences on young people. School bands and athletic teams are losing players to work, and sport events are poorly attended by working students. Those teenagers who try to do it all - homework, extracurricular activities, and work - - may find themselves exhausted and prone to illness. A recent newspaper story, for example, described a girl in Pennsylvania who came down with mononucleosis as a result of aiming for good grades, playing on two athletic teams, and working thirty hours a week.
Refutation
Another drawback of too much work is that it may promote materialism and an unrealistic lifestyle. Some parents say that work teaches adolescents the value of dollar. Undoubtedly, it can, and it’s true that some teenagers work to help out with the family budge or save for college. However, surveys have shown that the majority of working teens use their earnings to buy luxuries - - stereos, tape decks, clothing, even cars. These young people, some of whom earn $300 and more a month, don’t worry about spending wisely - - they can just about have it all. In many cases, experts point out, they are becoming accustomed to a lifestyle they won’t be able to afford several years down the road, when the will no longer have parents to pay for car insurance, food and lodging, and so on. At that point, they’ll be hard pressed to pay necessities as well as luxuries. Finally, teenagers who work a lot are more likely than others to get involved with alcohol and drugs. Teens that put in long hours may seek a quick release from stress, just like the adults who need to drink a couple of martinis after a hard day of work. Stress is probably greater in our society today than it has been at any time in the past. Also, teens who have money are more likely, for various obvious reasons, to get involved with drugs. Teenagers can enjoy the benefits of work while avoiding its drawbacks simply by limiting their work hours during the school year. As is often the case, a moderate approach will be the most healthy and rewarding.
Punctuation
Quotation Marks (“ “) The two main uses of quotation marks are: 1. To set off the exact words of a speaker or writer 2. To set off the titles of short words QUOTATION MARKS TO SET OFF THE EXACT WORDS OF A SPEAKER OR WRITER. Use quotation marks when you want to show the exact words of a writer or speaker. Ben Franklin wrote, “Keep your eyes wide open before marriage, half shut afterward.” Hint: Commas and periods at the end of a quote always go inside quotation marks. QUOTATIO MARKS TO SET OFF THE TITLES OF SHORT WORKS Title of short works is usually set off by quotation marks, while titles of long works are underlined. Use quotation marks to set off the titles of such short works as articles in books, newspaper, or magazine; chapter in a book; short stories, poems and songs. Quotation marks: The article “The toxic tragedy” Underline: In the book who is Poisoning America? OTHER USES OF QUITATION MARKS 1. To set off the special words or phrases from the rest of the sentence. I have trouble telling the difference between “principal” and “principle” 2. To mark off a quotation between a quotation. For this purpose, single quotes are used (‘’) Ben Franklin said, “The noblest question in the world is, ‘what may I do in it?’”
Punctuation COLON ( : ) The colon is a mark of introduction use. Use the colon at the end of a complete statement to do the following: 1. Introduce a list. My little brother has three hobbies: playing computer games, racing his Hot Wheels cars all over the floor, and driving me crazy. 2. Introduce a long quotation. 3. Introduce an explanation
HYPHEN ( - ) Use hyphen in the following ways: 1. With the two or more words that act as single unit describing a noun. A white-gloved waiter then put some snails on their table. 2. To divide a word at the end of a line of writing or typing. Al though it had begun to drizzle, the teams decided to play the champion-
There are two ways to do this job: the easy way and the right way.
SEMICOLON ( ; ) The semicolon signals more of a pause than the comma alone but not quite the full pause of a period. Use semicolon to do the following: 1. Join two complete thoughts that are not already connected by joining a word such as and, but, for or so The chemistry la blew up; professor Thomas was fired. 2. Join two complete thoughts that include a transitional word such as however, otherwise, moreover, furthermore, therefore or consequently. I cut and raked the grass; moreover, I weeded the lawn Sally finished typing the paper; however, she forgot bring it to class 3. Mark off items in a series when the items themselves contain commas. This fall I won’t have to work on Labor Day. September 7; Veteran´s Day, November 11; or Thanksgiving Day, November 26.
ship game that day.
PARENTHESIS ( ) Use
parenthesis to do the following:
1. Set off extra or incidental information from the rest of sentence. The chapter on drugs in our textbook (pages 142178) contains some frightening. 2. Enclose letters or numbers that signal items in series. Three steps to follows in previewing a textbook are (1) study the title, (2) read the first and last paragraphs, and (3) study the headings and subheadings.
DASH ( -- ) A dash signals a degree of pause longer than a comma but not a complete as a period. Use the dash to set off words for dramatic effect. I suggest – no, I insist -- that you stay for dinner.
CITING
REFERRING
The main purpose of documentation (of citing sources used in a research paper) is to give credit for ideas, information and actual phrasing that you borrow from other writers. You cite sources in order to be honest and to lend authority to your own writing. You also include citations to enable your readers to find more extensive information than your paper furnishes, in case they become engrossed in your subject and want to read some of your sources in full.
When referring to a case for the first time, give its full name exactly as it appears in the report.
We are all troubled occasionally about when a citation is necessary. I can say with authority that you must include a citation for:
Subsequent references a case can be referred to by a shortened name, E.G. Murphy v brentwood district council and can be referred to as the murphy case. If you give full details of the case in the text, you do not need to repeat the references Examples:
1. All direct quotations 2. All indirect quotations
1. Campbell v Mirror Group Newspapers Ltd [2004] 2 all ER 995
3. All major ideas that are not your own 4. All essential facts, information, and statistics that are not general knowledge especially anything controversial.
2. Rees v United Kingdom (1987) 9 EHRR 56
Bibliography 1. 2. 3. 4.
1A Crash Course in composition – Mcmahan Elizabeth (1989,119) The Complete Guide to Referencing and Avoiding Plagiarism – Neville Colin (2010,132) Sentence Skills – Langan John (1998, 167-168, 189, 190) College writning skiills - Langan, John ( 203- 216)
Ivan darioVasquez Feijo Bryan Marin Universidad del Quindio 2015-1