Introduction
Developing an Argument
An important part of devloping an argumentative essay is knowing how to develop an argument. In developing an argument, there are a few attributes that must be involved including; the claim, the reason, the evidence, and the counterclaim.
You and your group members have been choosen to join a prestigous law firm, and you will all help one of the best lawyers in the business win a case. Her name is Jennifer Retner and she needs your help, you and your team cannot let her down!
Task
You and your team have been chosen to lay down the law in court. In order to do this, you will have to develop an understanding of each argumentative device, and then you will have to learn how to apply it. Each member will be responsible for a different element and you will all work together to win this case.
You will use these websites as resources:
https://owl.english.purdue.edu/owl/resource/588/03/
https://www.kibin.com/essay-writing-blog/argumentative-essay-outline/
http://study.com/academy/lesson/parts-of-an-argument-claims-counterclai…
https://owl.english.purdue.edu/owl/resource/588/01/
https://depts.washington.edu/owrc/Handouts/Claims%20Claims%20Claims.pdf
http://tipsforresearchpapersandessays.blogspot.com/2009/01/how-to-write…
https://valenciacollege.edu/wp/cssc/documents/TypesofEvidenceinPersuasi…
http://betterlesson.com/lesson/594786/crafting-claims-and-counterclaims…
https://www.mesacc.edu/~paoih30491/ArgumentSampleEssays.html
Process
Putting the Argument Together
Lawyer Jennifer Retner has come to you for help, she is defending a woman named Marina Shaw. Shaw thinks her cat, Foofie, has been stolen by her neighbor, Kenny Latimer. You and your group have to develop an argument to persuade the jury that Latimer stole Shaw's cat. Shaw says that she seen Latimer creeping into his backdoor with something under his jacket around 10 p.m. the same night that Foofie went missing. She had not seen the cat since 9 p.m. that night. She says that Latimer has always been fascinated with Foofie, asking to pet him every chance he could. Shaw says that Foofie was the prettiest cat in the neighborhood and that anyone would love to have her.
Consider the main elements of an argument; the claim, counterclaim, evidence, and rebuttal.
1. Claim
The person who is writing the claim must write an opening statement in one paragraph. This statement needs to be strong, and persuasive so that reader (jury) becomes interested.
2. Counterclaim
The person developing the counterclaim must consider all of the things that the other side might say to win the argument. They have to develop a counterclaim that trumps the other teams. This should be done in one thought out paragraph that details all of the reasons that Latimer's team is wrong.
3. Evidence
The person in charge of writing the evidence section should develop a paragraph that lists all pieces of evidence in a clear, concise manner. Make sure that the reader (jury) can understand what is being presented so that they can make an easy decision in your favor.
4. Rebuttal
The counterclaim and the rebuttal are very similar. The person in charge of the rebuttal should develop a paragraph to help slam the other side, in case the counterclaim does not win the reader (jury) over.
Use the resources listed on the task page to help in your development of these paragraphs. Be creative, have fun, but remember to be clear and concise!
Evaluation
|
|
Below Expectations |
Near Expectations |
Meets Expectations |
Above Expectations |
Score: |
|
Claim |
Student does not write a complete, clear paragraph. Argumentative Element is unclear. |
Student writes incomplete paragraph, but argumentative element is clear. |
Paragraph and argumentative element are both clear and concise. |
Student writes clear paragraph, argumentative element is clear. Student writes in detail with enthusiasm. |
|
|
Counterclaim |
Student does not write a complete, clear paragraph. Argumentative Element is unclear. |
Student writes incomplete paragraph, but argumentative element is clear. |
Paragraph and argumentative element are both clear and concise. |
Student writes clear paragraph, argumentative element is clear. Student writes in detail with enthusiasm. |
|
|
Evidence |
Student does not write a complete, clear paragraph. Argumentative Element is unclear. |
Student writes incomplete paragraph, but argumentative element is clear. |
Paragraph and argumentative element are both clear and concise. |
Student writes clear paragraph, argumentative element is clear. Student writes in detail with enthusiasm. |
|
|
Rebuttal |
Student does not write a complete, clear paragraph. Argumentative Element is unclear. |
Student writes incomplete paragraph, but argumentative element is clear. |
Paragraph and argumentative element are both clear and concise. |
SStudent writes clear paragraph, argumentative element is clear. Student writes in detail with enthusiasm. |
|
Conclusion
I hope you won the case! Now that you have completed this assignment, you should be able to develop an argumentative essay that can win any reader over. Before you leave, answer the following questions:
Which element did you like the most?
Were any of the elements difficult to understand?
Teacher Page
This webquest is to help students develop an understanding of the elements used to create an argumentative essay. Some pre-activities for this webquest can include defining the terms of each argumentative element. The weblinks provided will help students to develop an understanding of each element.
Standards:
CCSS.ELA-LITERACY.WHST.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.WHST.11-12.1.B
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.