PPT-Academic Argument

English 1301 Getting started Arguments attempts to influence our thought or behavior Choose and refine a topic that is clear and arguable Provide a context for the topic Come up with good reasons . Hook . Claim. Concessions . Refutations. Support. Summary/Call to action. HOOK & CLAIM. Hook . = opening that grabs the reader’s attention and establishes a connection between the reader and writer. Understanding the Differences. Pre-Writing. Writing . Prompt. . The use of technology, especially among teenagers, has increased substantially and mobile access to the internet is pervasive. Do you think that people are too reliant on technology? Why or why not? . Kevin Rogers. Arthur Schopenhauer (1788 – 1860). German Philosopher. View of OA:. Sleight of hand trick. Charming joke. Bertrand Russell (1872 – 1970). “It is much easier to be persuaded that ontological arguments are no good than it is to say exactly what is wrong with them”. Audra Williams. Absent Professor Program. High. . School. v. . Collegiate. . Writing at the collegiate level demands more. Sophistication of argument. Varied structure. Ready for “publication” (use of citation methods). Phil/RS 335. Why be good?. Like the design argument, the moral argument for . God. '. s . existence seems more directly rooted in our everyday experience than the more abstract considerations which generate the ontological and cosmological arguments.. Session . 3:. Using Evidence to Build . Arguements. Argument writers…. …give compelling evidence to prove their point. . …pour over research, finding the evidence will really support their claim. missing in thefollowing argument? Second, if there aresuppressed assumptions, what Spring ‘15. Essential Question. What elements of an argument make it different from other types of writing?. Learning Targets. I can identify the argument and specific claims.. Parts of an Argument. “Not . an inch to the west! Not an inch to the east! . I’ll stay here, not budging! I can and I will . If it makes you and me and the whole . world. . stand still!” . Position/Claim . . AS. Background to the Argument. A classical theistic proof for the existence of God. Supports the concept of the God of classical theism (. omni. -words). Accepts that the cosmos is contingent upon a prior being to bring it into existence. Louise . Livesey. Academic Skills Adviser. This workshop . will:. Revist. what an argument is. Suggest ‘types’ of argument that an assignment can be built around. Offer strategies to apply evidence and theory into your written work. Louise . Livesey. Academic Skills Adviser. This workshop will: . Identify the components of an ‘argument’. Suggest ‘types’ of argument that an assignment can be built around. Offer strategies to apply evidence and theory . If that’s so, what is the argument here?. Every argument starts with a question.. So – what questions does this text inspire? . SOAPS is one way to start thinking about how to argue.. S = What is the subject?. Causal arguments are inductive arguments in which the conclusion is a claim that one thing causes another.. For example:. Clogged arteries cause heart attacks. A rough surface produces friction. Exercise during heat causes sweating.