Assignment: Argument Process Essay (80 points)

Due Date: ______

Assignment: Your assignment is to write an argumentative essay about a topic of national or international importance. An argument incorporates ethos, logos, pathos, and refutation/concession. You will also need to think about voice and style for this essay. First, use a strong, assertive voice. If your voice is that of a doubter (you're not really sure you're right but you'll toss in the information anyway) or a wimp (you'll back off when the argument gets hot), your opponents will recognize right away that they have an easy victory. In a physical battle, posture tells a lot about the combatants. Your posture, shown through your voice and diction, will tell a lot about how serious you are.

Topic: ______

Audience: Your audience is the general public.

Purpose: To convince your audience you are right while considering the other aspects of the debate.

Form: For this argumentative you will write a multi-paragraph, 3-5 page essay using the classical argument structure: 1) introduction, 2) narration, 3) confirmation, 4) refutation and concession, and 5) conclusion. Even though there are five components, that does not mean you will have only five paragraphs.

The introduction has three jobs: to capture your audience’s interest, establish their perception of you as a writer, and set out your point of view for the argument. These multiple roles require careful planning on your part. You might capture interest by using a focusing anecdote or quotation, a shocking statistic, or by restating a problem or controversy in a new way. You could also begin with an analogy or parallel case, a personal statement, or (if you genuinely believe your audience will agree with you) a bold statement of your thesis. The language choices you use will convey a great deal about your image to your audience.

In the narration you want to establish a context for your argument. This means that you need to explain the situation to which your argument is responding, as well as any relevant background information, history, statistics, and so on that affect it. Once again, the language with which you describe this background will give the audience a picture of you, so choose it carefully. By the end of this section, the readers should understand what’s at stake in this argument–the issues and alternatives the community faces–so that they can evaluate your claims fairly.

The confirmation section allows you to explain why you believe in your thesis. It takes up several supporting claims individually, so that you can develop each one by bringing in facts, examples, testimony, definitions, and so on. It’s important that you explain why the evidence for each claim supports it and the larger thesis; this builds a chain of reasoning in support of your argument.

The refutation and concession is sometimes a hard section for writers to develop–who wants to think of the reasons why an argument won’t work? But this can often be the strongest part of an argument, for when you show an audience that you have anticipated potential opposition and objections—and have an answer for them—you defuse the audience’s ability to oppose you and persuade them to accept your point of view. If there are places where you agree with your opposition, conceding their points creates goodwill and respect without weakening your thesis, but refuting them is key.

It’s tempting in the conclusion just to restate the claims and thesis, but this doesn’t give a sense of momentum or closure to your argument. Instead, try to harken back to the narration and the issues–remind your readers what’s at stake here, and try to show why your thesis provides the best solution to the issue being faced. This gives an impression of the rightness and importance of your argument, and suggests its larger significance or long-range impact. More importantly, it gives the readers a psychological sense of closure–the argument winds up instead of breaking off.

Topic and Research: You will be developing your topic in a group of 4-5 students, using the New York Times forum “Room for Debate” as an inspiration (www.nytimes.com/roomfordebate). The purpose of the forum is to “invite knowledgeable outside contributors to discuss news events and other timely issues.” Some topics include these: Has Facebook ruined love? How do we teach kids about consumerism? and Does our prison system really work? In your group, take some time to choose one you’re all interested in then undertake a rhetorical analysis. Then, choose a topic of national or international importance that you are truly interesting in learning about (you need not choose from this forum, but you can if you wish). Once you have decided, brainstorm for the different aspects of the topic your forum needs to cover. For example, if your question is “Should America change its gun laws because of the recent mass shootings?” you could approach the debate from these angles:
- No, we should have armed guards and tighter security in all public places (malls, theaters, schools).
- No, we should not stop there but should arm everyone (citizens, workers, teachers).
- Yes, we must take semiautomatic military-style weapons out of the hands of people who want to kill.
- Yes, more guns equals more homicides, so we must drastically reduce all types of guns in America.
- No, guns are not the problem -- people are -- and we must help those who are mentally ill.

To find information on your topic, use “Gale Learning” on the High School Online Resources page. Then choose “Opposing Viewpoints in Context.” There are many great articles here (that are already cited for you!) that will provide a wealth of information. Pick two and limit yourself to only these two. Your job is not to write a research paper but instead effectively cover an overview of one aspect of a complex argument.

FCAs (30 pts):

1. One correct use of each of the 4 Rhetorical Devices from List #3 (underline) (12 pts)

2. Correct use of parenthetical documentation and Works Cited page (9 pts)

3. Advanced Syntax Techniques (label one use of each technique) (9 pts)

No Excuses: Use paragraph hooks, semicolons, colons, and dashes correctly; no unnecessary passive voice

Rubric (50 pts):

FOCUS / CONTENT
and DEVELOPMENT / ORGANIZATION / STYLE / CONVENTIONS
10 / This essay tackles the topic in an innovative way--with a clear sense of audience and purpose--and has an insightful thesis. / Each section of the essay develops the thesis with logical arguments and specific, conclusive evidence which has been interpreted and clearly related to the writer's point. / There is appropriate and effective organization, and the structure is carefully planned. / The style is energetic and precise, the sentence structure is varied, and the words are carefully chosen. How the writer says things is as excellent as what the writer says. / There is evidence of careful editing since the essay contains few grammatical and/or mechanical errors and, if necessary, is correctly documented using MLA format.
8 / Like the "A" paper, it has a clear thesis and organizational strategy, but the thesis may not be as interesting or insightful. / Each paragraph provides unified, coherent, and developed support for its thesis, but the support may not be uniformly conclusive and convincing. / While the essay takes some "risks" and attempts complex strategies of development, there may be weaknesses in organizational strategy or its execution. / The style shows thought and promise, the sentence structure is somewhat varied, and the word choice is common to grade level. / The essay shows evidence of editing since there are relatively few grammatical and/or mechanical errors. If necessary, it properly documents sources.
7 / The essay has a thesis and organizational plan which demonstrates thought on the writer's part and awareness of audience, but the thesis may be too general. / Paragraphs contribute to unified and coherent support, but the evidence may be predictable, may not be thoroughly interpreted, or may not be clearly related to the writer's point. / Though there is an organizational plan which demonstrate thought on the writer's part, the paragraphs may be uneven in development and transition. / The style is basic and unsophisticated, the sentence structure is simple, and the word choice is limited. / Though the student has done some editing, grammatical and mechanical errors may still exist. If necessary, it adequately documents sources.
6 / The essay may have a general or implied thesis, but the idea may be too broad, vague, or obvious. Awareness of audience may not be evident. / Evidence may be too general, missing, not interpreted, irrelevant to the thesis, or inappropriately repetitive. / The organizational plan may be inappropriate or inconsistently carried out. / The style may be compromised by repetitive or flawed sentence patterns and/or inappropriate diction and confusing syntax. / Grammatical and mechanical errors may interfere with readability and indicate a less-than-adequate attempt at editing or unfamiliarity with some aspects of Standard Written English. The essay may fail to responsibly document borrowed material.
5 / The essay may be an attempt to meet the requirements of the assignment, but it may have no apparent thesis or a self-contradictory one, or the essay's point is so general or obvious as to suggest little thinking-through of the topic. / The essay may lack development; evidence may be inappropriate and/or off-topic or may consist of generalizations, faulty assumptions, or errors of fact. / The essay may display little or no apparent sense of organization. / The style suggests serious difficulties with fluency, which may be revealed in short, simple sentences and ineffective diction. / Grammatical/mechanical errors may interfere with reader comprehension or indicate problems with basic literacy or a lack of understanding of Standard English usage. The essay may fail to responsibly document borrowed material.