Analyzing Famous Speeches as Arguments Students are often asked to perform speeches, but rarely do we require students to analyze speeches as carefully as we study works of literature.
In this unit, students are required to identify the rhetorical strategies in a famous speech and the specific purpose for each chosen device.
You may also wish to clarify the distinction between persuasion and argument by pointing out that persuasive structure might be thought of as What do I want you to think?
and What reasons and opinions can I share to sway your opinion? Analyzing World War II Posters Students analyze World War II posters, as a group and then independently, to explore how argument, persuasion and propaganda differ.
As often as not, you’ll rewrite a student’s paragraph to say what you want to say, not what the student wants to say.
On the other hand, during office hours, you can often productively edit together with a student.Research Basis Strategy in Practice Related Resources This guide provides teachers with strategies for helping students understand the differences between persuasive writing and evidence-based argumentation.Students become familiar with the basic components of an argument and then develop their understanding by analyzing evidence-based arguments about texts.For Argument's Sake: Playing "Devil's Advocate" with Nonfiction Texts Students learn how to play "devil's advocate" by evaluating sports reforms, reading an engaging non-fiction article, and participating in a town hall meeting in which they represent the interests of various stakeholders to generate debate and develop critical thinking skills."Three Stones Back": Using Informational Text to Enhance Understanding of Ball Don't Lie Students engage in a close reading of a passage from Matt de la Pena's novel Ball Don't Lie before researching important background information to assess the accuracy of the claims made by a character.So be sure to spell out the problems in your end comments.Make sure you and your students have a common understanding of any terminology you’re using. Some small editing is ok, but resist the temptation to rewrite.Or if you did, you weren’t well-liked by your classmates.Mark representative errors, underline or circle some repeats of the same ones, and indicate in your end comments on a paper what the issues are.Hillocks (2010) contends that argument is at the heart of critical thinking and academic discourse, the kind of writing students need to know for success in college (p. He points out that many teachers begin to teach some version of argument with the writing of a thesis statement, [but] in reality, good argument begins with looking at the data that are likely to become the evidence in an argument and that give rise to a thesis statement or major claim (p. Students need an understanding of the components of argument and the process through which careful examination of textual evidence becomes the beginnings of a claim about text.Depending on the sophistication of students, you might also introduce them to the idea of warrants, which answer the question Why is the evidence presented relevant to the claim at hand?