...Argumentative Essay The function of an argumentative essay is to show that your assertion (opinion, theory, and hypothesis) about some phenomenon or phenomena is correct or more truthful than others'. The art of argumentation is not an easy skill to acquire. Many people might think that if one simply has an opinion, one can argue it successfully, and these folks are always surprised when others don't agree with them because their logic seems so correct. Argumentative writing is the act of forming reasons, making inductions, drawing conclusions, and applying them to the case in discussion; the operation of inferring propositions, not known or admitted as true, from facts or principles known, admitted, or proved to be true. It clearly explains the process of your reasoning from the known or assumed to the unknown. Without doing this you does not have an argument, you have only an assertion, an essay that is just your unsubstantiated opinion. Argumentative essays are often organized in the following manner: 1. They begin with a statement of your assertion, its timeliness, significance, and relevance in relation to some phenomenon. 2. They review critically the literature about that phenomenon. 3. They illustrate how your assertion is "better" (simpler or more explanatory) than others, including improved (i.e., more reliable or valid) methods that you used to accumulate the data (case) to be explained. Finally revise and edit, and be sure to apply the critical process to your...
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...Rafat Sawaged ENG 090 04/21/2014 Argumentative Essay First Draft Capital Punishment “Death Penalty” For the worst crimes, life without parole is better, for many reasons. I’m against the death penalty not because of sympathy for criminals but because it isn’t effective in reducing crime, prolongs the anguish of families of murder victims, costs a whole lot more than life in prison, and, worst of all, risks executions of innocent people. The death penalty keeps the population safe by providing a deterrent for crime. Without the death penalty, the consequences for committing murder are not as feared. According to an essay by Professor Jeffrey A. Fagan, “executions [do] not only deter murders” (Fagan 1) with the death penalty in use, many criminals would think twice about committing a crime. Without the fear of capital punishment, many would-be criminals become actual criminals. “The death penalty diverts resources from genuine crime control measures. Spending money on the death penalty system means: * Reducing the resources available for crime prevention, mental health treatment, education and rehabilitation, meaningful victims' services, and drug treatment programs. * Diverting it from existing components of the criminal justice system, such as prosecutions of drug crimes, domestic violence, and child abuse. * Emergency services, creating jobs, and police & crime prevention were the three highest rated priorities for use of fiscal resources. ...
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...The authors find that recent empirical studies suggest a general favourability for the death penalty, while also suggesting a preference for meaningful alternative sentences. Due to the incongruence evident between these two sentiments, the authors question whether this favourability is upheld in cases where the offender is either juvenile or mentally retarded. The authors posit that much current research is misinterpreted and that most reports neglect to make these important distinctions between the abstract notion of capital punishment and the particular circumstances in which it is enforced. Sandys and McGarrell attempt to mitigate this, using Indiana (a state where the death penalty is imposed) as the context of study, the authors aim to analyse and interpret support for capital punishment with accuracy. A goal of extreme importance in the current death penalty...
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...Stanie Albert Jennifer Seru ENG 99 _6 Argumentative Essay 1st draft School Attendance Policies Should students be penalized from school by missing class more often? This kind of question is not as new as we all know but most people never agree with it, these following reasons might show why students should be penalized for missing classes more often. The first reason allowing students to be penalized for the sake best opportunity for other students to take their places and continue on with their studies. Most people disagree that their students can’t be penalized but just to let them go to school and for those who seriously don’t want to come to school should be penalized and learn to discipline themselves. The penalizing of students will depend on what the student will be participating in and outside of school. The most severe form of penalizing can ends student’s goal. It looks reasonable that this sever penalizing be reserved for those who misses class more often. The second reason to preserved and there should be a warning for the one who miss class every day. Some teachers threaten to move a student’s grade down a whole letter after 3 unexcused absences, we disagree whit these teachers. A grade should reflect how much a students to knows about the class, Test, Quizzes, papers, and projects and in class participation; are fair ways to determine a grade. The school policies should not have wasted space and give to the people who did want to come to school at but...
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...5/17/2016 WEEK 3 The Essay An Overview of Essay Development The INTRODUCTION The BODY PARAGRAPHS What it contains? Background information, which attracts or ‘hooks’ the reader. What it contains? Topic sentences which follow the thesis statement. Transitions introducing each sub topic. Relevant and generous convincing support (unity) and coherence. A closing remark (concluding sentence) showing the relevance of the support. A thesis statement, which limits the topic and states a precise opinion. The CONCLUSION What it contains? A paraphrase of the thesis statement. INTRODUCTION A summary of the main points. A closing remark (final remark). 1 5/17/2016 Introduction dna noitnetta s’redaer eht teg ot koo H ::::kooH koo H koo H .1 .1 .1 .1 eht ni ecnetnes tsrif( .cipot eht secudortni )hpargarap .2 tnempoleveD .3 .3 .3 .3 neme a S s sehT neme a S s sehT :::: ttttnemettttattttS siiiisehT neme a S s sehT secnetnes lareneg 4 ot 2 : fo sucof eht ecudortni ot )hpargarap eht fo ecnetnes tsal( )hpargarap eht fo ecnetnes tsal( )hpargarap eht fo ecnetnes tsal( )hpargarap eht fo ecnetnes tsal( .yasse eht 1. Start with a general statement (funnel approach) HOW DO YOU CREATE A HOOK? 2.Start with an idea/situation that is the opposite of the one you intend to develop We live in an era where television is the national pastime. Since the invention of the television set, people have...
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...Persuasive Paper For your second major assignment, you will be writing a persuasive paper. In a persuasive paper, you convince your reader to take your side on an issue by using several influential techniques, including appealing to your reader’s emotions and establishing credibility and authority. A good persuasive essay will sway your reader to agree with your views. For this particular persuasive paper, you will write about an ethical issue of your choice. Some example issues include: * Euthanasia * The use of social media by employers to screen prospective employees * Vaccination * Abortion * Animal rights * Capital punishment You do not have to choose one of these example issues, but for whatever issue you choose, you must take a stance regarding it and convince your reader that your point of view on the issue is correct. Use persuasive techniques like pathos, ethos and logos to sway your reader to your side. Remember that you can use the same topic in this paper for your future argumentative and research papers, but those papers will be discipline-specific – they’ll ask you to write about an argument and topic within your discipline. If you want to write about the same issue for all three of these papers, you’ll want to take a stance on an issue within your discipline for this paper, too. The grade breakdown for this paper is as follows: Assignment | Point Worth | Rough draft | 40 | Peer review | 10 | Final draft | 100 | Total | 150 | ...
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...statements (or premises) Using connectives and paragraphs in a larger argumentative text The main thesis, supporting arguments and conclusion. Adding information to relevant arguments Connectives for listing arguments. Concluding connectives In fact / Indeed More practice on using In fact and Indeed Paragraphs Showing you are aware of both sides of the issue - a model Showing you are aware of both sides of the issue - examining the model The main premise Paragraph topics Opposing arguments and supporting arguments Problematising the opposing arguments Shifting from opposing arguments to supporting arguments. More work on showing you are aware of both sides of the issue Language Summary: ways of showing that you are aware of the opposing opinion Working out the main premise from a paragraph Using connectives and problematising phrases in a paragraph Putting together a paragraph for an argumentative text Choosing your own premise and writing a paragraph Converting an informal text into a formal text Sorting arguments into topics and paragraphs A longer model argumentative essay Getting an overview of the model essay Identifying the main premise, paragraph structure and paragraph topics The internal organisation of the paragraphs - revision Including a paragraph that only presents supporting arguments Writing introductions to argumentative essays Writing conclusions to argumentative essays Writing your own argumentative essay - 13 steps to take from start to finish Appendix 1. Language summary:...
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...Writing to Convince Argumentative and Persuasive Essays Sometimes we write to defend an opinion, to argue against somebody’s point of view, or to convince readers why and how we think a certain problem should be settled. The argument we develop should be a logical, properly thought-out presentation of ideas that makes a claim about an issue and supports that claim with evidence. Within this general frame, our argument consists of four basic components: (1) an issue, (2) a claim, (3) support, and (4) a recognition and refutation of the opposing view. A. The Issue. An argument is concerned with an issue – a case (like war, smoking, cloning, etc.) on which people hold opposite or different opinions. To build a convincing argument about an issue, it is essential that we be aware of the audience we are addressing: • Agreeing audience: When you write to people who already agree with your claim, the focus is usually to urge them to take a specific action and build emotional ties with them. • Neutral audience: In writing to a neutral audience, try to emphasize the importance of the issue and offer explanations that clear up your readers’ questions or misunderstandings about, or lack of interest in it. • Disagreeing audience: The most challenging audience combines people whose viewpoints contrast with yours; they may be hostile to your claim and have strong feelings about the issue. In writing to a disagreeing audience, your goal is to convince readers to consider...
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...The Unreal World – Jennifer L. Pozner Pozner's thesis: Reality TV tends to create a stereotype that desperate, beautiful, white women symbolize the average American woman who needs to be promiscuous and compliant or else she will never attract a man. I. Emotional Appeals A. Technique One—Diction a. Use of the word "hunky lunkhead"—implies capital punishment is a crime and more personal than we usually think (murder suggests a one-on-one kind of relationship). Evidence on pages 196–197—frequency (10 references) adds emphasis. b. Use of "masquerading" and "perfect 10s" when describing women on reality TV shows like The Bachelor has negative connotations. “Masquerading” refers to when women prance around trying to be something they are not in order to get a man. “Perfect 10s” relate to the idea that women have to have an amazing body and good looks in order to even be considered on a reality TV show. Evidence on pages 445-446. c. Use of the word “schadenfreude” uses whimsical and ridiculing language to express how the pleasure of other’s misfortune is a theme for reality TV shows. Evidence on pages 442-443. B. Technique Two—Tone d. Use of the description "hunky lunkhead"—utilizes a sardonic tone about how The Bachelor is a show where a large number of crazy women chase after a conceited, athletic, handsome man. Evidence on pages 443-445. e. Part of the sentence, “…Women of color are used to stroke classical racial...
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...Comp 1 Mr. Croomer Argumentative Essay April 26, 2013 Death Penalty Should the death penalty be used to punish violent criminals? No one should ever take another humans life no matter what. Killing people who kill just makes us the killers. Some people have been proven innocent after they have been executed. Criminals should expect to be killed if they killed someone else. The death penalty helps prevent future murders. It also gives closer to the victims family. It cost less money to kill someone than to keep them alive in jail. Tax payers should not have to pay for a criminal to live. Every year a prisoner gets older so their health care goes up. If you are proven guilty in a court of law of a crime that is so horrible, like murder with no reason, then you should be put to death. Killers should expect to be killed. With the death penalty in place less people die. If we go ahead and kill them now after they have killed some one then it prevents them from killing again. They cant kill the wittiness. They wont have the chance to plot any other killings. It gives closer to the victims family. The family gets to watch him die like he watched their family member die. Either way it cost a lot of money for someone to live in prison or be put to death. It cost more money to keep someone alive instead of killing them. Tax payers should not have to pay for a criminals life in jail. They have to pay for everything their clothes, shelter, and food. They also pay for their chance...
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...what controversial (has more than one side / answer / opinion / etc) issues exist in your discipline / major and which are most interesting to you and/or relevant in your field today. To help you with that, you may want to move through the brainstorm / freewrite below to see if you can develop some of those ideas. You should use this to help you come up with ideas that you could discuss and develop on the DB. You may even want to post portions of what you came up with here on the DB. Thoughtful interaction could earn you some BONUS in the CE column and allow you to SPIN some ideas and nail down some solid topics. With that in mind, each student’s essay is to be unique with regards to its TOPIC / ISSUE / STANCE / ETC; therefore, the Board is meant to be a place to help shape ideas, not see one and “steal” it for your own essay. Topics will be reserved for those individuals who first bring them up and if similarities exist it will be the responsibility of the students to determine what different aspects of the issue will be explored by each (first poster gets first choice). I will NOT allow the “casual” student (one who is hanging around on the roster but not really submitting assignments and/or participating on the previous Boards) tell me at the last minute that “X” is his/her project when a conscientious student already articulated this on the Board. What you want to do is complicate the issue. Look at the issue from multiple perspectives and see what collaborations and...
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...UNIT 1 Special Note: The argumentative essay is a very useful test of a student’s ability to think logically. Argue: v. 1. to persuade someone to do or not do something. 2. to give the reasons for your opinion, idea, belief, etc. Argumentative: adj. someone who is argumentative often argues or like arguing. Argument: n. a set of reasons that show that something is true or untrue, right or wrong etc. When you have an opinion and try to convince your listener or reader to accept your opinion, you are agreeing with or disagreeing with something. For example: In an everyday situation, you may try to convince a friend to go somewhere or in a composition or speech class, the instructor may make an assignment in which you must support or oppose the use of nuclear energy to produce electricity. If you agree or disagree on an issue, you will want your reader or listener to accept your point of view. There are a few types of argumentative compositions such as: 1. Advantages and disadvantages 2. Expressing opinions/providing solutions to problems 3. Expressing arguments for and against a topic 4. Compare and contrast something or somebody PURPOSE of ARGUMENTATIVE ESSAYS * An argument follows when two groups disagree about something. * People can have different opinions and can offer reasons in support...
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...RESEARCH and WRITING CUSTOM EDITION Taken from: Writing Research Papers: A Complete Guide, Eleventh Edition by James D. Lester and James D. Lester, Jr. To the Point: Reading and Writing Short Arguments by Gilbert H. Muller and Harvey S. Wiener ISBN 0-558-55519-5 Research and Writing, Custom Edition. Published by Pearson Custom Publishing. Copyright © 2006 by Pearson Custom Publishing. Taken from: Writing Research Papers: A Complete Guide, Eleventh Edition by James D. Lester and James D. Lester, Jr. Copyright © 2005 by Pearson Education, Inc. Published by Pearson Longman, Inc. New York, New York 10036 To the Point: Reading and Writing Short Arguments by Gilbert H. Muller and Harvey S. Wiener Copyright © 2005 by Pearson Education, Inc. Published by Pearson Longman, Inc. Copyright © 2006 by Pearson Custom Publishing All rights reserved. Permission in writing must be obtained from the publisher before any part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system. All trademarks, service marks, registered trademarks, and registered service marks are the property of their respective owners and are used herein for identification purposes only. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 ISBN 0-536-97722-4 2005240359 AP Please visit our web site at www.pearsoncustom.com ISBN 0-558-55519-5 PEARSON CUSTOM PUBLISHING ...
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...fourth EDItION fourth EDItION This clear, learner-friendly text helps today’s students bridge the gap between Its comprehensiveness allows instructors to tailor the material to their individual teaching styles, resulting in an exceptionally versatile text. Highlights of the Fourth Edition: Additional readings and essays in a new Appendix as well as in Chapters 7 and 8 nearly double the number of readings available for critical analysis and classroom discussion. An online chapter, available on the instructor portion of the book’s Web site, addresses critical reading, a vital skill for success in college and beyond. Visit www.mhhe.com/bassham4e for a wealth of additional student and instructor resources. Bassham I Irwin Nardone I Wallace New and updated exercises and examples throughout the text allow students to practice and apply what they learn. MD DALIM #1062017 12/13/09 CYAN MAG YELO BLK Chapter 12 features an expanded and reorganized discussion of evaluating Internet sources. Critical Thinking thinking, using real-world examples and a proven step-by-step approach. A student ' s Introduction A student's Introduction everyday culture and critical thinking. It covers all the basics of critical Critical Thinking Ba ssha m I Irwin I Nardone I Wall ace CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM bas07437_fm_i-xvi.indd i 11/24/09 9:53:56 AM TM Published by McGraw-Hill...
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