Evaluate Argument Like A Lawyer

 Bumper Sticker Logic:


"Take America Back "
 
 

• What all is implied in this phrase?
• Where can we, besides our logic, find out just how bias and distorted this phrase is? 

Breaking down language/evaluating a quote:

1. Summarize the author/quote's major premise

2. Cite the language, its examples, that show where you got their premise

3. Then focus on the the following:

• Comment on the validity/soundness of overall logic of premise (or lack thereof)
• Indicate which phrases/words are most important, and comment on how the author has used them

**Use pages 278-284 as a good outline of strategies and focal points for evaluating a source and getting claims to discuss.

Use pages 290-296 for internet sources (such as your own primary source for the 5 to 7 page research essay). 

HW for 7/26:

1. Continue to write and revise Essay 2. Bring a digital copy (e-mail yourself, save to USB) to Tuesday's class. 

2. Read from Blackboard, Unit 2: Law Professor's Logical Analysis of BLM Shirt Complaint

3. Read pages 393-402; 436; 589-599; 627 of Practical Argument

Focus On Author's Reasons For Claims

1. You find their argumentative claims.

2. You find their logos by asking, Why does the author believe that claim?, and then look for their supporting reason sentences, where they explain themselves.

• Are they using deductive or inductive reasoning?
• Write down the essayist's assumptions (premises) and write down their conclusions together 
• Example:  If ...., then.....

• Do some low stakes writing (free-write; brainstorm a list) about the logical strength of the writing.
• What may somebody argue, in contrast? 
• What kind of bias is implied, and does that bias harm their validity?

3.  Practice your own logos in your essays:  Your topic sentence argues whether or not the author has sound logic. Now you must support it with your own logic! After writing your topic sentence claiming your position, you must lead in to our supporting evidence and explanation--your evaluation of that author's logic. 

• Start your supporting evidence sentences with an introductory phrase to author quote
• Quote one of their reasons (or paraphrase or summarize)...
• Rather than end on the quote, attach a DEP clause in which you sum-up the author's conclusions.
• Then, use a transitional phrase to your POV/analysis: if you agree, use a word or phrase that indicates this, and then explain why you find their conclusions valid.

• If you disagree, use a word or phrase that clarifies so, and then...explain why you find their conclusions valid.

• Ex.:  Author AEIOU assumes/argues "quoted reason," concluding RSTLNE.  However, author fails/ignores/overlooks/simplifies....

HW for 7/21:

We will be starting class at 12:30pm, a late start that enables you some time to work on your essays in the computer labs, library, or at home.

• Work on making rhetorical analysis claims in which your thesis and topic sentence focus on the Coates' quality.
• Example:   
• Coates' argument that ______________ fails/succeeds in __________.
• Coates' _________-laden prose _________
• Two __________ points that Coates' (verb) include ________ and __________.
• Make sure your introduction paragraph:
• Provides a summary context for the author and piece, including subject matter and his position on it.
• Includes your analysis of what his main points are and his main modes of persuasion
• Includes your position (level of effectiveness)
• Includes a claim about who is audience is, and why
• Other arguments for the quality of the essay...

1. Of course, type Essay 2's rough draft (make sure you have at least two complete, double-spaced pages).


2. We hope to do some in-class revision for the essay. Therefore, make sure you have a digital version (e-mail/USB) that allows you to work on your piece. You will submit the draft to Blackboard at the end of Thursday's class.

• I want to use this writing time to go around and give students advice. 

Avoiding Logical Fallacies

If you struggle with logic, then here are some places to read:

Logicalfallacies.info 

Or, The Nizkor Project,  remains a strong place to review logical appeals.

Starting Rhetorical Analysis

• As helpful advice homework, read the Texas A&M University Writing Center discussion of writing rhetorical analysis for a nice outline of the ideas we have and will discuss in here. 

• Let's read this sample rhetorical analysis essay from a student at St. Louis CC. Notice how the student use transitions phrases to help build, organize, and emphasize main argumentative points.

• Let's also read and discuss this one from the University of Michigan (Go Blue!).

• Note: our topic is more culturally hot button, but we want to enact a lot of the same kind of writing actions taken in this essay. 

• In class, let's look at and respond to some generic questions that need to be asked each time you do a rhetorical analysis. 

• After coming up with some answers, let's discuss, craft, and answer some questions based on Coates's essay.  Rephrasing generic questions into specific questions that address things in the source specifically is a key strategy to take essay to "next level" in thinking.

• Then, form a basic outline that you want to follow. Below is a very basic one that you can move around points:

                    Intro

• Purpose:
• Audience
• Effectiveness of author, with main reasons:

                   Body

• Author's Strong appeal:
• Author's Weak Appeal:
• Structure of Author's Argument:
• Author's Style and its impact:

                  Conclusion:

• Overall Impact of the argument: your own takeaway
• ...             

Strategy for Evaluating Articles: Outline the Author's Argument/Points

To evaluate an argument, these are five important stages of thought, which you can organize using a Column chart. I would suggest doing this after your first/second reading of text where you recorded quotes throughout (overlap and efficiency):

Column 1: Main point/subpoints (summarize/paraphrase, and cite page)

Column 2: Supporting Evidence (cite pages)

Column 3: Type of persuasion: ethos, logos, kairos

Column 4: Validity/merit:

Column 5: A Counterpoint to each point