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Transcript
Tab Labels
1. Structure of Argument
2. Claim
3. Grounds
4. Grounds -- Introducing Evidence
5. Grounds – Parenthetical References
6. Warrant
7. Warrant -- “What this shows…”
8. Warrant -- Not Stated, But Implied
9. Warrant – Restatement
10.Transitions
The Structure of Argument (adapted from Stephen Toulmin’s
The Uses of Argument)
The simplest form for a complete argument consists of:
•Claim
•Grounds
•Warrant
(No, not that kind of argument…)Sriracha says:Tab 1,
gangsta.
The Structure of Argument (adapted from Stephen Toulmin’s
The Uses of Argument)
Claim
Evidence1
How evidence1 proves the claim is correct
Transition to (“This is like” / “By Contrast”)
Evidence2
How evidence2 proves the claim is correct
Sum up argument in some way
StillTab 1.
Ya heard?
Claim
A claim is a statement that you are asking the other person to accept. This is the information you are asking an audience to accept as true.
These are the thesis statements of multi-part arguments and the topic sentences of individual arguments.
'Sup. Tab 2.
Example claim statements:
Claim
Thesis Statement: “The Three Bears” is the greatest piece of literature
ever written.
Topic Sentence: The story teaches a good lesson.Topic Sentence: The story is action packed.Topic Sentence: Anything to do with bears is awesome.
’S’up.
The Structure of Argument (adapted from Stephen Toulmin’s
The Uses of Argument)
Problem: Making irrelevant claims
Prompt: How does allowing the reader to understand the Three Bears’ point of view shift the sympathy away from Goldilocks?
First Body Paragraph: “Goldilocks is a badlittle girl. For example, she “lifted the latch” (1)when she saw that nobody was at home ...”
Huh? What does this have to do with point of view?
The Structure of Argument (adapted from Stephen Toulmin’s
The Uses of Argument)
Problem: Argument without a claim
The Structure of Argument (adapted from Stephen Toulmin’s
The Uses of Argument)
Problem: Argument without a claim
The Structure of Argument (adapted from Stephen Toulmin’s
The Uses of Argument)
Problem: Argument without a claim
Thesis: The Three Bears are more sympathetic than Goldilocks.
First Body Paragraph: “For example, ‘The bottom of the chair came out’ after Goldilocks sat down in it.”
Huh? What is the argument here?
The Structure of Argument (adapted from Stephen Toulmin’s
The Uses of Argument)
Problem: Argument without a claim
Thesis: The Three Bears are more sympathetic than Goldilocks.
First Body Paragraph: “By describing the damage that Goldilocks does, the reader understands the negative consequences of her actions. For example, ‘The bottom of the chair came out’ after Goldilocks sat down in it.”
The argument is now clear, and the reader knows what to expect.
The Structure of Argument (adapted from Stephen Toulmin’s
The Uses of Argument)
Problem: Argument without a claim
Plot summaries do not make an argument at all. Adding a claim usually alerts students that they are writing one.
The grounds are made up of data and facts. It is the “truth” on which the claim is based. Grounds may also include the basic premises on which the rest of the argument is built.
This is the textual evidence and textual paraphrase used to support claims.
Grounds
Believe me, this is Tab 3,
playa.Sriracha don’t
lie.
Example grounds statements:
Grounds
Thesis Statement: “The Three Bears” is the greatest piece of literature ever written.
Topic Sentence: The story teaches a good lesson.Grounds: Goldilocks is “an impudent, bad little Girl, [who] set about helping herself.”Topic Sentence: The story is action packed.Grounds: “Somebody has been at my porridge!” Topic Sentence: Anything to do with bears is awesome.Grounds: “They were good Bears-- a little rough or so, as the manner of Bears is, but for all that very good-natured and hospitable.”
How you gonna steal a grown
bear’s porridge and then try to act like it
ain’t no thing?
The Structure of Argument (adapted from Stephen Toulmin’s
The Uses of Argument)
Problem: Argument without grounds
No Evidence = Failing
The Structure of Argument (adapted from Stephen Toulmin’s
The Uses of Argument)
Problem: Argument with poorly contextualized grounds
“Somebody has been at my porridge!” Huh? Who said this and why?
The Structure of Argument (adapted from Stephen Toulmin’s
The Uses of Argument)
Problem: Argument with poorly contextualized grounds
“The Three Bears’ is an action-packed extravaganza. For example, after noticing the spoon in his food, the Huge Bear says, ‘Somebody has been at my porridge’ (2)!”
Context establishes the relevance of the evidence.
end punctuation: period, comma, quotation mark, etc.
If you are using just one source, you do not need this (as long as it is clear who said it).
If you establish the author in the introduction to the quote (even with multiple sources), you also do not need this.
Tab 5. Ya feel
me, dawg?
A warrant links data and other grounds to a claim, legitimizing the claim by showing the grounds to be relevant. It answers the question, “Why does those data mean your claim is true?”
This is usually where the argument breaks down in high school writing.
Warrant
Purple monkey
dishwasher: Tab 6.
Example warrant:
Warrant
Word.
Topic Sentence: Anything to do with bears is awesome.Grounds: “They were good Bears-- a little rough or so, as the manner of Bears is, but for all that very good- natured and hospitable.”Warrant: What this shows is just how cool bears really are. Even though they have their own place in the woods, the Bears are not standoffish or caught up in their own success. Instead, they are always willing to share a bowl of porridge or invite a friend over to sample the hospitality of their comfortable chairs.
The Structure of Argument (adapted from Stephen Toulmin’s
The Uses of Argument)
Problem: Argument without warrant
“By describing the damage that Goldilocks does, the reader understands the negative consequences of her actions. For example, ‘The bottom of the chair came out’ after Goldilocks sat down in it. Similarly, when…”
Huh? What’s the point of this evidence?
The Structure of Argument (adapted from Stephen Toulmin’s
The Uses of Argument)
Problem: Argument without warrant
“By describing the damage that Goldilocks does, the reader understands the negative consequences of her actions. For example, ‘The bottom of the chair came out’ after Goldilocks sat down in it. The image of the broken chair, then, allows the reader to empathize with the Bears who, through no fault of their, have been forced to endure property damage stemming from the actions of a very selfish little girl. Not only is the chair ruined, but Goldilocks shows no remorse, angering the reader at her apparent disregard for the feelings of the Bears. Similarly, when she…”
You have to explain.
The Structure of Argument (adapted from Stephen Toulmin’s
The Uses of Argument)
Problem: Argument without warrant(not developing explanation)
The Structure of Argument (adapted from Stephen Toulmin’s
The Uses of Argument)
Problem: Argument without warrant
“Contrary to expectation, it is the Bears who gain the reader’s sympathy, not the adorable little girl. For example, Goldilocks ‘looked in at the window, and then she peeped in at the keyhole; and seeing nobody in the house, she lifted the latch’ (1). This shows she is unsympathetic. By contrast...”
Over-simplifying is a hallmark of immature writing.
The Structure of Argument (adapted from Stephen Toulmin’s
The Uses of Argument)
Problem: Argument without warrant “Contrary to expectation, it is the Bears who gain the reader’s sympathy, not the adorable little girl. For example, Goldilocks ‘looked in at the window, and then she peeped in at the keyhole; and seeing nobody in the house, she lifted the latch’ (1). Rather than knock at the door or wait until someone comes home, Goldilocks helps herself to whatever she wants, a pattern that begins here. The reader is shocked by her brazen behavior, as it violates all expectations of common courtesy and respect, and this begins a shift of sympathy away from her, despite Goldilocks being the only human character in the story. By contrast...”
Focus on what the text actually establishes and explain your reasoning completely (do not skip steps).
Warrant – “What this shows…”
•[X] matters/is important because ______.
•Although [X] may seem unimportant/trivial, it is in fact crucial because it reveals/shows ______.
•[X] has important consequences for [Y] because ______.