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AP ENGLISH LANG

DON STOLL

ROWAN UNIVERSITY

STOLL@ROWAN.EDU

CLASSICAL ARGUMENT STRUCTURE

I. Introduction

II. Presentation of writer’s position

III. Summary of opposing views

IV. Response to opposing views

V. Conclusion

CLASSICAL ARGUMENT STRUCTURE

Introduction

• Attention grabber

• Explanation of issue and needed background

• Writer’s position on the defined issue (thesis)

• Forecasting passage

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CLASSICAL ARGUMENT STRUCTURE

Support of writer’s position

• Main body of essay

• Presents and supports each reason in turn

• Each reason is tied to a value or belief held by

the audience

CLASSICAL ARGUMENT STRUCTURE

Summary of opposing views

• Summary of views differing from

writer’s (should be fair and complete)

CLASSICAL ARGUMENT STRUCTURE

Response to opposing views

• Refutes or concedes to opposing views

• Show’s weaknesses in opposing views

• May concede to some strengths

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CLASSICAL ARGUMENT STRUCTURE

Conclusion

• Brings essay to closure

• Often sums up argument

• Leaves strong last impression

• Often calls for action or relates topic to a larger

context of issues

ARGUMENT CLASS ACTIVITIES

• Discussions of a pro/con argument focusing on understanding and critiquing the reasoning and evidence of each side -Intelligence Squared

• Teacher models a reading and explanation of each side

• Identify the claim of each side• Identify the types of evidence offered carefully distinguishing

between testimony, examples, reasoned thought and facts/statistics

• Discuss the aptness of the evidence for the designated audience

• Identify the methods the writer uses to relate the proffered evidence to the claim

ARGUMENT CLASS ACTIVITIES

• Teacher Model pro/con argument #2• Select a second set of pro/con arguments on a separate issue• Have students read the passages aloud straight through

• Using Socratic dialogue • Identify the claim of each side• Identify the types of evidence offered carefully distinguishing

between testimony, examples, reasoned thought and facts/statistics

• Discuss the aptness of the evidence for the designated audience

• Identify the methods the writer uses to relate the proffered evidence to the claim

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ARGUMENT STUDENT ASSIGNMENT

• Follow-up Assignment• Select a passage from a past AP English Language and Composition

exam and have students read and write an argument essay on the passage limiting the time to 50 minutes

• Have class score the essays and make suggestions about how they could be improved

• Repeat this assignment as necessary….

ARGUMENT CLASS ACTIVITIES

• Model pro/con argument #3

• Select a third set of pro/con arguments on a separate issue

• Have students read the passages aloud straight through

• Move the class into 5-6-member teams, tasking them to

• Identify the claim of each side

• Identify the types of evidence offered carefully distinguishing between testimony, examples, reasoned thought and facts/statistics

• Discuss the aptness of the evidence for the designated audience

• Identify the methods the writer uses to relate the proffered evidence to the claim

• Each team reports to the class

ARGUMENT CLASS ACTIVITIES

• Model Writing an Argumentative Essay• Using the topic treated in the first pro/con articles, teacher composes an

argumentative essay defending the claim “The pro (or con) argument is stronger.”

• Model an introductory paragraph which contextualizes the task in an holistic fashion and outlines the approach the essay will take

• Model using the most effective evidence to support the claim seeking to use at least three supporting elements and a counter-argument which is effectively refuted

• Model a concluding paragraph which draws together the evidence into a unified whole

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ARGUMENT CLASS ACTIVITIES

• Task teams to compose an argumentative essay focusing on the second issue discussed following the process outlined

in the modeling work

• Have teams present their efforts using a document camera

• Lead a class discussion of what the teams did

ARGUMENT STUDENT ASSIGNMENT

• Using either one of the passages previously discussed or another issue selected by the student…

• Assign an at-home essay as a written argument defending one side of a pro/con argument

• Peer edit the essay and ask for revisions

• Grade the essay offering one more opportunity for revision and include this written essay in the class portfolio