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Quotation Mark Punctuation Argument Techniques

Eng101 Argument QuotationPunctuation

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Quotation Mark Punctuation

Argument Techniques

Punctuation & Quotation marks

Place periods inside

According to the online article written by Smith, “Textbooks are boring.”

In the online article, the author declares that “Textbooks are boring” (Smith).

Punctuation & Quotation marks

Place commas inside

According to the online article written by Smith, “Textbooks are boring,” and textbooks should be burned.

Punctuation & Quotation marks

Put question marks and exclamation points inside quotation marks unless they apply to the whole sentence

Bedtime at my house is marked by “Mommy, can I tell you a story now?” (Stanko 7).

Have you heard the old proverb “Do not climb the hill until you reach it”? (Stanko 7).

Punctuation & Quotation marks Put colons and semicolons outside Harold wrote, “I regret that I am unable to attend the fundraiser for AIDS research”; his letter, however, came with a substantial contribution (Stanko 7).

Do not use quotation marks to draw attention to familiar slang, to disown trite expressions, or to justify an attempt at humor

It was a “ballpark figure.” http://youtu.be/E-PIidaqCyU

WebMD lists “sleep-driving” as a side effect of prescription sleep aids.

The worker says to himself, “If I didn’t know better I think I have been pink washed”.

November has arrived and we are officially in the “Holidays”, that exciting time of the year when we get to spend time with family, friends and loved ones.

Someone once said that a “small group of determined individuals can change the world”.

Jerry Springer

Oprah

Purpose & Audience

Reasoning strategies (Organization)

The rational appeal

The emotional appeal

The ethical appeal

Fallacies

Ethical issues

Demonstrating facts

◦ Nursing is hard work, dorms are poor study places

Defend/oppose a policy, action, or project

◦ Company should drug-test employees

Assert the greater/lesser value of someone/something

◦ Ranking candidates for promotion

Think like a reader (oh wait, you are...)

Consider reader’s interests, expectations, and needs concerning this issue

Identify the evidence most likely to convince readers

Identify the objections readers will have

Identify the consequences of this argument

Decide how objections should be addressed

Induction ◦ General claim is supported by specific

evidence (direct observations, statistical data, scientific studies)

◦ Makes conclusion probable but doesn’t prove

◦ Must demonstrate credibility of evidence

College program effective because most students in it get jobs

Deduction

Analogy

Deduction ◦ Demonstrates how a specific conclusion

follows logically from initial premise

◦ Must make clear how conclusions do actually follow from agreed-upon premises

Politicians assert the benefit to future generations, then policies to favor that

Analogy

Analogy

◦Weakest form of rational appeal

◦Never prove anything, only show probability and sometimes offer explanations

Assumption that humans respond to chemicals as rats do

Present reasons and evidence in a way that readers will find as reasonable or plausible

Established truths

Opinions of authorities

Primary source information

Statistical findings

Personal experience

To Evaluate Evidence

How credible are the sources of information?

How reliable is the evidence?

How much confirming evidence is there?

How much contradictory evidence is there?

How well established is the evidence?

How well does the evidence actually support or fit the claim?

What does the evidence actually allow you to conclude?

Identify stories, scenes, or events of the topic that arouse the strongest emotions

Can lend powerful reinforcement

Tug heartstrings of readers to take actions

Write with genuine concern for topic, commitment to truth and sincere respect for others

◦ Tone is paramount

Offensive, arrogant, or mean-spirited is ineffective

Look for snide comments

◦ Pleasant, fair-minded, decent is effective

Lapses in logic that reflect upon ability to think clearly and weaken argument

Hasty generalization – someone bases a conclusion on too little evidence ◦ Student tries to reach instructor one time and

declares that the instructor is impossible to reach

Non sequitur – draws unwarranted conclusions from seemingly ample evidence ◦ Bill is out every night. I wonder who he is dating?

Stereotyping – attaches one or more supposed characteristics to a group or one of its members ◦ Teenagers are lousy drivers

Lapses in logic that reflect upon ability to think clearly and weaken argument

Card Stacking – only part of available evidence given while deliberately omitting essential info ◦ College students have it easy because they are only in

classes 12 hours per week.

Either/Or Fallacy – only two choices exist when several are available ◦ Either buy tires or get stuck inside this winter

Begging the Question – asserts truth of an unproven statement ◦ Vitamin A is harmful to your health, so all bottles

should have a warning label. If enough of us write to the FDA, this could change. But how do we know it’s harmful when evidence isn’t given?

Lapses in logic that reflect upon ability to think clearly and weaken argument

Circular Argument – supports position merely by restating it ◦ That person is overweight because he is fat.

Red Herring – argues off point ◦ American car is superior but abruptly shifts to the

plight of laid off workers

Ad Hominem – argument attacks an individual rather than opinion ◦ Sam doesn’t deserve a promotion. His divorce was

messy.

Lapses in logic that reflect upon ability to think clearly and weaken argument

Appeal to the Crowd– plays on irrational fears and prejudices of audience ◦ The Red Scare, Adolf Hitler

Guilt by Association – some similarity between one person to another ◦ Similar to poisoning the well

Post Hoc – assuming that because one event follows another, the first caused the second ◦ Coincidence that a black cat ran across the street

right before the car crashed into the telephone pole

Lapses in logic that reflect upon ability to think clearly and weaken argument

Faulty Analogy – error of assuming two circumstances are similar in all respects when they are not ◦ Football coach insists that if he emulates Lombardi’s

techniques that his team will win conference

Doesn’t take players into consideration, level of play, etc.

http://www.youtube.com/watch?v=fXLTQi7vVsI

http://www.youtube.com/watch?v=Dln3DJEcghY

http://www.youtube.com/watch?v=S8LydU2P7Yw

Argument is an attempt to alter attitudes or spark action

Responsibility for quality of argument and possible consequences

Carefully consider stance and argument ◦ Is it credible? Is it dependent on certain conditions?

Be fair to other positions

Legitimacy of reasons and evidence

Examine fallacies and other possible reader manipulations

Explore the consequences of readers adopting this position

Apply your assigned argumentative element to each of the following readings. Be prepared to extensively discuss your findings with the class.

Marissa Brown – “Teacher Natalie Munroe Has a Right to Call Kids Lazy and Rude”

Jonathan Zimmerman – “When Teachers Talk out of School”

Byron York – “A Carefully Crafted Immigration Law in Arizona”

Conor Friedersdorf – “Immigration Policy Gone Loco”

Purpose & Audience

Ty, Matt, Brittany, Ronaldo

The rational appeal

Mike B., A’Nesshea, Drew, Cody B., Rachel

The emotional appeal

De’Maun, Gene, Meagan, Sara, La’Tae

The ethical appeal & Ethical issues

Lori, Jenna, Chantel, Mike C., Cody W

Fallacies & Reasoning strategies

Mark, Bobby, Chaunte, Nancy, Max,

Purpose & Audience

Tyler, Billy, Arionna, Jake, Chris

The rational appeal

Brittany, Ryan C., Aaron, Sarah, Brian

The emotional appeal

Carina, Kayla, Chaymaa, Jesse

The ethical appeal & Ethical issues

Zach, Erin, Adrienne, Morgan

Fallacies & Reasoning strategies

Ryan M., Julian, Lauren, Ventrice, Lyndsey