Posts Tagged: argument

Posts Tagged ‘argument’

Oct 12 2005

Assignment Showcase: Argument Construction (Jessie Moore)

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For this assignment, you will create an argument map and construct a video argument.

Task: Video Argument
Audience: Your choice
Purpose: Your choice
Form: 30 sec – 1 min video
  • Make a claim
  • Support your claim with evidence
  • Include visual clues linking your evidence to your claim
  • Identify and respond to a rhetorical situation
  • Use the rhetorical appeals
  • Use a logical organization that supports your argument

Complete an argument map before you begin constructing your video argument. Use the form at the end of these guidelines.

To submit your argument, post it on Blackboard (as you would with any other assignment) or submit it on CD-Rom. Remember to include your argument map.

You should complete a draft of your argument for Monday, February 21st. A revised draft is due with your Argument Analysis Portfolio on Monday, February 28th.

Grading Criteria for Revised Arguments

Needs Improvement Fair Excellent
Thesis No clear thesis


Identifiable thesis, but could benefit from revision


Strong thesis guiding your argument


Support for Thesis Minimal support for your claim


Some support for your thesis, but some claims are unsubstantiated


Excellent support for your thesis, incorporating specific examples


Organization Minimal organization, potentially confusing readers; no clear paragraph structure


Clear organization makes it easy for readers to identify support for claims, but transitions, the introduction, or the conclusion would benefit from revision


Strong organization with clear transitions between supporting examples and a well-composed introduction and conclusion


Editing Errors interfere with  the reader’s understanding


Errors do not interfere with meaning, but the argument would benefit from additional editing


Polished argument with minimal errors


Argument Map Argument map is incomplete or not submitted


Argument map outlines the rhetorical situation or the writer’s response to the situation, but not both


Argument map includes a detailed analysis of the rhetorical situation and explains how the writer will respond to it to construct an effective argument


Note on technology:

If you have questions about using Windows Movie Maker, I encourage you to work with the Elite staff. The Elite program offers support for technology projects and can offer one-to-one instruction in using software programs that are available on campus.

Argument Map

Begin by answering the following questions. Use complete sentences to give detailed responses.

  • What is my purpose?
  • What is my relationship to my audience?
  • What voice is appropriate for this audience and purpose?
  • What is the social context for my argument?
  • What is my claim?
  • What evidence can I use to support my claim?
  • How does my evidence actually support my claim?
  • What are the larger implications for my main claim?
  • Is this an issue of substantiation, evaluation, or policy? Why?
  • What differing views can I anticipate?
  • How can I use each of the rhetorical appeals as I construct my argument?

Next, fill in an argument map. For each claim, identify four examples of evidence for your claim and articulate your enabling assumptions that allow you to use the evidence to support your claim. Identify two differing views and qualifiers that you could use to acknowledge the presence of these differing views.

My Claim My Enabling Assumptions My Evidence
My Qualifiers Differing Views


My Claim My Enabling Assumptions My Evidence
Mr. Claw’s traditional approach to teaching does not correspond with his students’ learning styles, so he should consider teaching with technology to appeal to a wider variety of learning styles. When students sleep in class, it sometimes indicates that they are bored with the material or with the presentation of the material. Mr. Claw’s students sleep in class.
Since his students don’t hear enthusiasm in Mr. Claw’s voice, they have a hard time differentiating what he thinks is most important from the rest of his lecture material. Mr. Claw’s lecture sounds monotonous (“squeak, squeak, squeak”).
The millennium generation is used to multimedia presentations, so they might respond better to high-tech activities than they do to traditional lectures. Mr. Claw’s students are members of the millennium generation.
Students who are active learners might be more engaged by teaching approaches that encourage their active participation in class discussions. Since OpenMind facilitates whole-class brainstorming activities, it encourages active participation. OpenMind software, an alternative to traditional lectures, encourages class participation.
My Qualifiers Differing Views
Although some students initially might be uncomfortable using OpenMind software in class, the Elite staff can provide them with extra support. Some students are uncomfortable using technology.
Although some students still might find the topic boring, appealing to different learning styles will help Mr. Claw engage more students. Some students just aren’t interested in the topic, so it doesn’t matter how you teach it.