Monday, February 22, 2016

Argument Types

The Argumentative Type

What is the difference between Persuasive Writing and Argumentative Writing? In persuasive writing, the writer chooses just which data, facts, and evidence she or he intends to use to persuade readers to agree. In argumentative writing, writers strive to give a much fuller picture of the debate around a particular argument or claim, providing discussion about both (or all) sides of a debate, addressing data and evidence which would seem to disprove her or his claim. In this sense, argumentative writing attempts to provide a less biased presentation of its claim(s). When we read, it helps to know which of these two broad types of writing we are reading.

The Compromise Approach (Rogerian)

This is a model of argument developed by the psychologist Carl Rogers, who believed that people could only resolve an issue or solve a problem once they found the "common ground." A group of rhetoricians, Young, Becker, and Pike, then developed a model of argument named the Rogerian argument, which advocates a way of argument that is less confrontational, less one-sided, and more compromising and deliberately consensus-building. The following are the usual elements of the Rogerian approach:
  • An introduction that briefly and objectively defines the issue or problem, especially by finding and describing common ground between the two sides, and maybe showing sympathy for the other side.
  • A neutral, non-judgmental statement of the opponent's position, presented within valid contexts, that demonstrates the writer clearly understands it and is treating the opposing side with respect and fairness
  • A neutral statement and explanation of your position and the contexts in which it is valid and shows how they are different from the opposition’s viewpoint
  • An analysis of what the two positions have in common and what goals and values they share
  • A proposal for resolving the issue in a way that recognizes the interests of both parties, or a statement of how the opponent's position would benefit if he were to adopt elements of the writer's position

The Logical Approach (Toulminian)

This model of argument was developed by the British philosopher Stephen Toulmin. The Logical Approach is especially helpful when you try to make a case on controversial issues that do not have an absolute truth as the Toulmin Model seeks to establish probabilities rather than truth.
The following is a typical organization for the Toulmin Model:
  • Claims--There're several different types of claims: claims of fact, claims of definition, claims of cause, claims of value, and claims of policy. You can use any one or more of these claims to introduce your issue and to establish your case.
  • Data — Information you use to support your claims.
  • Warrant —How does the data act as proof? The warrant is the assumption on which the claim and the evidence depend. Warrants can be implied (unstated) or explicit (directly stated).
Backing — Credentials designed to certify the statement expressed in the warrant.
Backing must be introduced when the warrant itself is not convincing enough to the readers or the listeners. Backing defends the warrant, or the assumption.
  • Rebuttal — This is where you consider the opposing viewpoint and refute it.
  • Qualifer — Words or phrases expressing the speaker’s degree of force or certainty concerning the claim. They express how strong you judge your claim to be. Such words or phrases include probably, possible, certainly, some, always, never, usually, as far as the evidence goes, etc

The Classical Approach (Aristotelian)

The classical approach to argument is a model of argumentation invented by the famous Greek philosopher Aristotle. It is best used when the purpose of your argument is to persuade your audience to agree with your point of view, take your side on an issue, or make a decision in your favor. The classical approach/Aristotelian model relies heavily on the use of ethos, pathos, and logos appeals.
The following is the typical organization pattern for this approach:
  • Introduction — Attract the interest of your audience, especially by highlighting common ground or experience.
  • State your case — Clarify your issue. Give any necessary background for understanding the issues. Define any important terms of conditions here.
  • Propostion — State your central proposition or thesis. Present the subtopics or supportive points to forecast your argument for your reader.
  • Confirmation — What arguments is my audience most likely to respond to? Least likely? How can I demonstrate that my arguments are good ones? Where can I find facts to support my claims? All of these must be answered here.
  • Concession — Concede any points over which you would agree with the opposition. Here, you can use both ethos and pathos, by showing yourself as reasonable and demonstrating that you understand the opposition’s feelings around the issue.
  • Refutation — Analyze the opposition's argument and summarize it; refute or address the points; point out faulty reasoning and inappropriate appeals.
  • Substantiation and Proof — Develop your own case. Use ethos, pathos, and logos appeals to make your case. Use good evidence such as examples.
·       Ethos means to persuade by showing that you are someone worth listening to
·       Pathos  means to persuade based on their emotions
·       Logos  means to persuade with reasoning and logic
  • Conclusion — Summarize the most important elements of your case and restate your proposition, casting the information in a larger context.




Outline Template

Outline template

Complete this form to create your outline for your essay

Tentative title for your essay: ________________________________

I. Introduction
Thesis statement: ______________________________________________________________


Your thesis statement should be a complete sentence that provides direction for the essay. Note: The thesis statement need not be the first sentence of your essay, but it should be part of your introductory paragraph.

II. Supporting point 1: _____________________________________________________

Try to express your point in a complete sentence that can serve as a topic sentence for the paragraph.
List specifics and details that you plan to use to develop your point.
A.    _______________________________________________________
B.    _______________________________________________________
C.   _______________________________________________________
D.   _______________________________________________________

III. Supporting point 2: _____________________________________________________

A.    _______________________________________________________
B.    _______________________________________________________
C.   _______________________________________________________
D.   _______________________________________________________

IV. Supporting point 3: _____________________________________________________

A.    _______________________________________________________
B.    _______________________________________________________
C.   _______________________________________________________
D.   _______________________________________________________


(Add more supporting points if necessary.)

Our gas guzzlers, their lives

Photo
Water levels have dropped at Lake Tanganyika in Bujumbura, Burundi. CreditWill Okun 
BUJUMBURA, Burundi
If we need any more proof that life is unfair, it is that subsistence villagers here in Africa will pay with their lives for our refusal to curb greenhouse gas emissions.
When we think of climate change, we tend to focus on Alaskan villages or New Orleans hurricanes. But the people who will suffer the worst will be those living in countries like this, even though they don’t contribute at all to global warming.
My win-a-trip journey with a student and a teacher has taken us to Burundi, which the World Bank’s latest report shows to be the poorest country in the world. People in Burundi have an annual average income of $100, nearly one child in five dies before the age of five, and life expectancy is 45.
Against that grim backdrop, changing weather patterns in recent years have already caused crop failures — and when the crops fail here, people starve. In short, our greenhouse gases are killing people here.
“If the harvest fails in the West, then you have stocks and can get by,” said Gerard Rusuku, an agriculture scientist here who has been studying the impact of global warming in Africa. “Here, we’re much more vulnerable. If climate change causes a crop failure here, there’s famine.”
Guillaume Foliot of the World Food Program notes that farmers here overwhelmingly agree that the weather has already become more erratic, leading to lost crops. And any visitor can see that something is amiss: Africa’s “great lakes” are shrinking.
Burundi is on Lake Tanganyika, which is still a vast expanse of water. But the shoreline has retreated 50 feet in the last four years, and ships can no longer reach the port.
“Even the hippos are unhappy,” said Alexander Mbarubukeye, a fisherman on the lake, referring to the hippos that occasionally waddled into town before the lake retreated.
The biggest of Africa’s great lakes, Lake Victoria, was dropping by a vertical half-inch a day for much of last year. And far to the north, once enormous Lake Chad has nearly vanished. The reasons for the dipping lake levels seem to include climate change.
Greenhouse gases actually have the greatest impact at high latitudes — the Arctic and Antarctica. But the impact there isn’t all bad (Canada will gain a northwest passage), and the countries there are rich enough to absorb the shocks.
In contrast, the Intergovernmental Panel on Climate Change warned this year that the consequences for Africa will be particularly harsh because of the region’s poverty and vulnerability. It foresees water shortages and crop failures in much of Africa.
“Projected reductions in yield in some countries could be as much as 50 percent by 2020, and crop net revenues could fall as much as 90 percent,” the panel warned. It also cautioned that warming temperatures could lead malaria to spread to highland areas. Another concern is that scarcities of food and water will trigger wars. More than five million lives have already been lost since 1994 in wars in Rwanda, Burundi and Congo, and one factor was competition for scarce resources.
“It seems to me rather like pouring petrol onto a burning fire,” Jock Stirrup, the chief of the British defense staff, told a meeting in London this month. He noted that climate change could cause weak states to collapse.
Yoweri Museveni, Uganda’s president, describes climate change as “the latest form of aggression” by rich countries against Africa. He has a point. Charles Ehrhart, a Care staff member in Kenya who works full time on climate-change issues, says that the negative impact of the West’s carbon emissions will overwhelm the positive effects of aid.
“It’s at the least disastrous and quite possibly catastrophic,” Mr. Ehrhart said of the climate effects on Africa. “Life was difficult, but with climate change it turns deadly.”
“That’s what hits the alarm bells for an organization like Care,” he added. “How can we ever achieve our mission in this situation?”
All this makes it utterly reckless that we fail to institute a carbon tax or at least a cap-and-trade system for emissions. The cost of our environmental irresponsibility will be measured in thousands of children dying of hunger, malaria and war.

Why the Supreme Court should rule that violent video games...

Why the Supreme Court should rule that violent video games are free speech

By Daniel GreenbergSunday, October 31, 2010; 12:00 AM
On Election Day, everyone in Washington will be focused on the polls. Everyone except the Supreme Court justices. They'll be busy with video games.
Tuesday is the day that the court has agreed to hear Schwarzenegger v. EMA, a case in which the state of California says it has the power to regulate the sale of violent video games to minors - in essence, to strip First Amendment free speech protection from video games that "lack serious literary, artistic, political, or scientific value for minors."
Since I express myself through the creation of video games, including violent ones, I'd like to know how government bureaucrats are supposed to divine the artistic value that a video game has for a 17-year-old. The man who spearheaded California's law, state Sen. Leland Yee, has not explained that. We've had no more clarity from Gov. Arnold Schwarzenegger, who signed the bill into law.
Yee argues in his friend-of-the-court brief that since the government can "prohibit the sale of alcohol, tobacco, firearms, driver's licenses and pornography to minors," then "that same reasoning applies in the foundation and enactment" of his law restricting video games.
As a game developer, I am disheartened and a little perplexed to see my art and passion lumped in with cigarettes and booze.
The U.S. Court of Appeals struck down the law as unconstitutional, just as other U.S. courts have struck down similar anti-video-game measures. California appealed to the Supreme Court, which surprisingly agreed to reconsider the lower court's rejection of the law.
So while everyone else is celebrating their constitutional right to vote, the Supreme Court will ask: Does the First Amendment bar a state from restricting the sale of violent video games to minors?
It seems clear to me that violent video games deserve at least as much constitutional protection as other forms of media that would not be restricted under this law, such as violent books and violent movies. Books and movies enable free expression principally for their authors and makers. But video games do more than enable the free speech rights of video game developers. Games - even those incorporating violence - enable a whole new medium of expression for players.
Gameplay is a dialogue between a player and a game. Reading a book or watching a film can also be considered a dialogue, but the ability of the audience to respond is far more limited. Books and movies rarely alter their course based on the emotional reaction of the audience. (One exception would be those old Choose Your Own Adventure-type books, some of which I wrote before I started working on video games.)
The exploration and self-discovery available through books and movies is magnified in video games by the power of interactivity.
A new generation of games features real changes in the story based on the morality of a player's decisions. Mature-rated games such as "BioShock," "Fable 2" and "Fallout 3" go far beyond allowing players to engage in imaginary violent acts; they also give players meaningful consequences for the choices that they make. In "BioShock," the player meets genetically modified people who have been victimized by a mad ideology. The player can help the unfortunates or exploit them for genetic resources. The game's ending changes radically depending on the player's actions. In "Fallout 3," players can be kind to people or mistreat them, and the people will respond in kind. In "Fable 2," the player must make a painful choice to save his family from death or save thousands of innocent people - but not both.
In games such as these, gameplay becomes a powerful meditation on the nature of violence and the context in which it occurs. Some of the most thought-provoking game design is currently in Mature-rated games (similar to R-rated movies). This is because, in order to have a truly meaningful moral choice, the player must be allowed to make an immoral choice and live with the consequences.
And that's just in single-player mode.
The expressive potential of video games jumps exponentially when players take interactivity online. Players can cooperate with or compete against friends, acquaintances or strangers. They can create unique characters, build original worlds and tell their own stories in multiplayer online universes with a few or a few thousand of their friends.
Video games, even the violent ones, enable players' free expression, just like musical instruments enable musicians' free expression. No one in the government is qualified to decide which games don't enable free speech, even when that speech comes from a 15-year-old. The courts settled the question of the First Amendment rights of minors long ago. Those rights are so strong that, for example, the Supreme Court ruled that school boards do not have the power to ban books from school libraries, even if students can obtain those books outside of school (Board of Education v. Pico in 1982). In that case, the justices said that "the right to receive ideas is a necessary predicate to the recipient's meaningful exercise of his own rights of speech, press, and political freedom," even when the recipient is a minor.
The people allowed to limit a minor's free speech rights are his parents or guardians. And maybe his grandparents and aunts and uncles. But not Sen. Yee and Gov. Schwarzenegger.
Most developers of video games will admit that we have barely begun to tap their vast potential to enable player creativity and free speech. In this early stage in the history of video games, the range of expression that we provide to players is too limited. We've done a good job of creating imaginative ways to attack our imaginary enemies, but we have not done nearly as thorough a job exploring all the other forms of human (and nonhuman) interaction.
Fortunately, many of the best developers are tackling new ways to increase players' in-game actions. I've seen some amazing early work in this field, from the biggest video game companies right down to one-person indie developers.
For example, the seemingly simple but emotionally complex online game "Darfur Is Dying" lets the player try to survive in a refugee camp without being killed by militias. "Infamous 2" promises a much richer, open-ended world to help or harm. In "Epic Mickey," Mickey Mouse will have the ability to misbehave.
One of my current projects is a game system that lets players shape and reshape the moral and spiritual development of the game world and the people in it by their actions and alliances.
If California's law is upheld, it is likely that far more onerous measures will appear all over the country. Some stores may stop carrying Mature-rated games. Game publishers might be afraid to finance them. Developers would not know how to avoid triggering censorship because even the creators of such laws don't seem to know. The lawmakers won't tell us their criteria, and their lawyers have refused to reveal which existing games would be covered, even when asked in court.
Such censorship is not only dangerous, it's completely unnecessary. More than 80 scholars and researchers from schools such as George Mason University and Harvard Medical School have written an extensive friend-of-the-court brief in opposition to the law, noting that California failed to produce any real evidence showing that video games cause psychological harm to minors. And even if there was harm, the law's supporters have not shown that the statute could alleviate it.
The game development community has worked hard on creating a rating system that clearly discloses games' content. Even our critics, such as the Federal Trade Commission, have praised our efforts. The FTC's own survey shows that 87 percent of parents are satisfied with the rating system.
Parents have good reason to be concerned about their children's media diet and to ask what possible good can come from blowing out the brains of a character in a game. Make-believe violence appears to have many benefits for minors, such as relieving stress, releasing anger and helping children cope with difficult feelings such as powerlessness and fear of real violence. A recent Texas A&M International study shows that violent games could actually reduce violent tendencies and could be used as a therapy tool for teens and young adults.
There is no small irony that the man helping to spearhead the charge against violent video games is Schwarzenegger, the Terminator himself. He, more than anyone, should understand the thrill of a good fake explosion.
Even when video games contain graphic violence, and even when the players are minors whose parents let them play games with violence, picking up that game controller is a form of expression, and it should be free.


Sunday, February 21, 2016

Sample Reading Analysis

SAMPLE ANALYSIS of “The Myth of ‘Practice Makes Perfect’” by Annie Murphy Paul
Central claim: Mastery of a skill demands deliberate practice, focusing on improving weak areas, rather than just spending time repeating the activity (Explicit).
Reason: Improvement at a skill only occurs when the practitioner works to notice and eliminate errors through practice.
Evidence:
  • Authoritative opinion from cognitive psychologist Gary Marcus argues that deliberate practice is much more effective than unfocused just-for-pleasure practice.
  • Marcus cites studies that show that working to improve weaknesses is more likely to result in improvement than just spending more time practicing.
  • Authoritative opinion from a 1993 Anders Ericsson paper suggests that although practice focusing on fixing errors may not be the most enjoyable, it is probably the most effective.
  • Research on practice sessions of pianists published in the Journal of Research in Music Education indicates that the best pianists put a stronger focus on immediately fixing errors so they do not occur again.  
Comment: The argument is fairly persuasive because, as presented, it makes good logical sense (logos = logical appeal) and basically validates my personal experiences. The results of the studies on the musicians’ practices made the argument much more credible (ethos = ethical appeal) and convincing to me. In fact, I would have liked hearing about the studies in more detail. I liked the author’s use of the example of learning to play an instrument because I could relate to it (pathos = emotional appeal) and it made the argument more “real” for me. Perhaps, for the same reason, the article might be less interesting and compelling to someone without any formal musical experience.
Discussion questions:

  • Have you found focusing on correcting errors to be a more effective learning strategy than practicing for fun?
  • When you’re learning something new, do you find yourself putting effort into correcting mistakes or practicing what you’re already good at?