Informational TextsConnecting to the LiteratureIntroducing the Informational TextsVocabulary

Informational Reading Focus: Evaluating Pro and Con Arguments

Evaluating Pro and Con ArgumentsEvaluating the CredibilityAssignment

Informational TextsEvaluating Arguments: Pro and Con

Feature Menu

“A Sound of Thunder” and the Jurassic Park excerpt depict a future in which humans tamper with their environment, with disastrous results. The following articles take different positions on the impact humans have on the environment today.

[End of Section]

Connecting to the Literature

“Rising Tides” “An Arctic Floe of Climate Questions”

Introducing the Informational Texts

“Rising Tides”

Many scientists believe that global warming has increased the earth’s temperatures. How do you think rising temperatures could affect the Earth and people?

For one opinion, read “Rising Tides.”

Introducing the Informational Texts

“An Arctic Floe of Questions”

Others believe that there is not enough information to know whether global warming is actually happening.

Read “An Arctic Floe of Climate Questions” for an opposing argument.

Introducing the Informational Texts

[End of Section]

Vocabulary Development

receding v.: moving back; becoming less.

catastrophic adj.: disastrous.

implications n.: possible connections or consequences.

indiscriminate adj.: careless.

deficient adj.: lacking.

Vocabulary

Vocabulary Development

equitable adj.: fair; just.

demise n.: death; end.

ominous adj.: threatening.

impending v. used as adj.: about to happen.

ignorance n.: lack of knowledge.

Vocabulary

3. Small boats were __________ in the equipment needed to weather hurricanes.

4. The __________ waters revealed a scene of destruction.

5. Damage along the shore will have negative __________ for tourism.

receding

impending

deficient

ominous

implications

1. Weather satellites gathered information about the __________ storm.

2. The dark clouds were an _________ sign.

receding

impending

deficient

ominous

implications

Vocabulary Practice

Fill in the blanks with Word Bank words.

[End of Section]

Vocabulary

When you encounter two opposing views on an issue, you have to

• evaluate the credibility of each point of view

Evaluating Pro and Con Arguments

• evaluate the arguments and decide which is stronger

• decide which side you believe

Understand the Arguments

Make sure you understand the issue and the opinion, or claim, presented in each argument.

Evaluating Pro and Con Arguments

• Check your understanding by paraphrasing the arguments in your own words.

Identify the Support

Look for logical appeals and evidence. Types of evidence can include

• facts (statements that can be verified objectively)

Evaluating Pro and Con Arguments

• statistics (numerical facts)

• examples

• comments from experts

Identify the Support

Also, take into account any emotional appeals the writer uses. Emotional appeals can include

Evaluating Pro and Con Arguments

• loaded words

• anecdotes (colorful or emotional stories)

What is the author’s claim?

What evidence is provided to support the claim?

Quick CheckThe reason it’s so hard to find answers is, in part, a matter of ignorance. Only in the past half-century have instruments begun to be set out at sea and on land to monitor what’s actually happening. And only since about 1972 have orbiting satellites been able to even roughly track what’s happening to ice at the poles. Because there is no long-term history of climate variability, we can’t know whether what seems unusual now is actually unusual in global climate.

from “An Arctic Floe of Climate Questions” by Robert Cooke (from Newsday, April 18, 2001)

Evaluating Pro and Con Arguments

[End of Section]From “An Arctic Floe of Climate Questions” by Robert Cooke from Newsday, April 18, 2001. Copyright © 2001 by Newsday, Inc. Reproduced by permission of Tribune Media Services.

To decided which argument is stronger and why, consider these questions:

Is the argument logical?

• Watch out for common fallacies, or errors in logical thinking.

Evaluating the Credibility

• Do the reasons the author presents make sense? Are they relevant to the issue?

Fallacies

Circular Reasoning—presenting restatements of the author’s opinion as reasons or conclusions

All students in the ninth grade need to get a laptop computer because it’s essential for all ninth-grade students to have one.

False Cause and Effect—suggesting that one event caused another just because the two events happened in sequence

Spelling scores for ninth-grade students went up after all students got laptop computers.

Evaluating the Credibility

Fallacies

Hasty Generalizations— making a broad, general statement or conclusion without sufficient evidence. Hasty generalizations are usually based on only one or two cases

I should get a laptop computer because two of my friends have them, and their grades went up.

Attacking the person—making a personal attack against someone with an opposing viewpoint rather than focusing on the issue

Principal Smith says ninth graders don’t need computers because he is anti-computer and doesn’t like students.

Evaluating the Credibility

How comprehensive is the support?

Evaluating the Credibility

• Is there evidence to support every generalization or argument the author makes?

• Unsupported generalizations weaken an argument.

Evaluating the Credibility

Does the author deal with opposing evidence?

• Does the writer discuss opposing evidence to anticipate objections?

• Addressing an opponent’s viewpoint is important when an issue is controversial and many people have clear pro (for) and con (against) views.

What might an opposing argument be?

Quick Check

Evaluating the Credibility

The reason it’s so hard to find answers is, in part, a matter of ignorance. Only in the past half-century have instruments begun to be set out at sea and on land to monitor what’s actually happening. And only since about 1972 have orbiting satellites been able to even roughly track what’s happening to ice at the poles. Because there is no long-term history of climate variability, we can’t know whether what seems unusual now is actually unusual in global climate.

from “An Arctic Floe of Climate Questions” by Robert Cooke (from Newsday, April 18, 2001)From “An Arctic Floe of Climate Questions” by Robert Cooke from Newsday, April 18, 2001. Copyright © 2001 by Newsday, Inc. Reproduced by permission of Tribune Media Services.

Is the structure effective?

Evaluating the Credibility

• Does the structure help the writer’s strongest reasons stand out? (Readers generally remember the beginning or ending of a piece most clearly.)

• Writers commonly use cause and effect and compare and contrast writing structures to make their arguments.

What is the author’s intent?

Evaluating the Credibility

• Is the author trying to persuade you or to issue a call to action?

• Do there seem to be hidden agendas in the writer’s arguments?

What is the author’s intent?

Quick Check

Evaluating the Credibility

The reason it’s so hard to find answers is, in part, a matter of ignorance. Only in the past half-century have instruments begun to be set out at sea and on land to monitor what’s actually happening. And only since about 1972 have orbiting satellites been able to even roughly track what’s happening to ice at the poles. Because there is no long-term history of climate variability, we can’t know whether what seems unusual now is actually unusual in global climate.

from “An Arctic Floe of Climate Questions” by Robert Cooke (from Newsday, April 18, 2001)From “An Arctic Floe of Climate Questions” by Robert Cooke from Newsday, April 18, 2001. Copyright © 2001 by Newsday, Inc. Reproduced by permission of Tribune Media Services.

What is the tone?

Evaluating the Credibility

• The tone of a persuasive argument should be serious, calm, and reasonable.

• You should question the credibility of the argument if the tone is humorous, angry, or highly emotional.

• Also, be wary of authors who exaggerate unimportant issues or make light of serious issues.

What is the author’s tone?

Quick Check

How does the tone affect the author’s argument?

Evaluating the Credibility

The reason it’s so hard to find answers is, in part, a matter of ignorance. Only in the past half-century have instruments begun to be set out at sea and on land to monitor what’s actually happening. And only since about 1972 have orbiting satellites been able to even roughly track what’s happening to ice at the poles. Because there is no long-term history of climate variability, we can’t know whether what seems unusual now is actually unusual in global climate.

from “An Arctic Floe of Climate Questions” by Robert Cooke (from Newsday, April 18, 2001)

[End of Section]From “An Arctic Floe of Climate Questions” by Robert Cooke from Newsday, April 18, 2001. Copyright © 2001 by Newsday, Inc. Reproduced by permission of Tribune Media Services.

As you read “Rising Tides” and “An Arctic Floe of Climate Questions,” evaluate the credibility of each argument and decide which is more convincing.

Assignment

Piece 1 Pro

Piece 2 Con

Claim

Logical Appeals

Emotional Appeals

Tone

Author’s Intent

Credibility[End of Section]

The End