COMP 2: Can You Change Someone’s Mind With the Six?

Week 3: Analyzing and Evaluating other Author’s Arguments

Can you Change Someone’s Mind with the Six? Assignment Sheet and Grading Rubric

Instructions: For this exercise, students will practice the six claims from Part Four Writing Arguments: A Rhetoric with Readings 11e including Definition, Resemblance, Causal, Evaluation, Ethical, and Proposal Arguments. For this assignment, you will need to 1) define each claim type and 2) using a topic of your choice, come up with an original example that models the argument claim type and 3) reflect upon the process of moving an audience using each claim type. You can choose any topic you would like but need to do this exercise based on a writer who agrees and disagrees with the topic following the below outline.

You are not required to conduct outside research for this exercise, instead draw upon a topic that interests you or one which you know about. If you do have to use outside research to generate a claim example, be sure to simply attribute those sources but you are not required to make a formal works cited page or use MLA in-texts citations.

Requirements:

• Answers and exercises will meet a minimum of 750-1000 words total

• See E-cigarette argument example on page 215-217 of Writing Arguments: A Rhetoric with Readings 11e for further support on how to complete this assignment.

Criteria Below Expectation (0-30)

Meeting Expectations (31-43)

Outstanding (44-50)

Total Points

Nuts and Bolts Did student fully complete all three parts of the journal activity meeting the minimum length requirement? Did students submit in an acceptable word .doc or .docx format?

__/ 10

Style Did students follow formatting instructions for journal reflection as divided by section headings?

__/ 10

Development Did students adequately developed and explain ideas? Are claim types originally developed and supported?

__/ 10

Focus Does the student establish context for the original text? Does the student clearly identify the components of the rhetorical situation and explicitly name rhetorical appeals? Does the student explicitly consider the relationship between audience and purpose?

__/ 10

MLA Citation and Formatting

Times New Roman 12-point font, 1-inch margins, double-spaced, MLA heading, header (last name and page numbers in upper right corner)

__/ 10

Name Instructor: ENGL 101 DD Month YYYY

Can you Change Someone’s Mind with the Six?

Part 1: Definition and Identification

Define Each Claim Type Definition Argument:

Resemblance Argument:

Causal Argument:

Evaluation Argument:

Ethical Argument:

Proposal Argument:

Part 2: Practice Topic:

Affirmative Claim:

Definition Argument: Resemblance Argument: Causal Argument: Evaluation Argument: Ethical Argument: Proposal Argument:

Negative Claim:

Definition Argument: Resemblance Argument: Causal Argument: Evaluation Argument: Ethical Argument: Proposal Argument:

Part 3: Reflection

1. Based on what you have read and practiced, which claim/argument type do you believe is most effective when moving a resistant audience?

2. Based on what you have read and practiced, which claim/argument type do you believe is least effective when moving a resistant audience?

3. If you were to practice this argument in real life, who would your audience member be? What mode (i.e. email, poster, speech, 1:1 conversation, letter to the editor, activist rally, etc) would you deliver this hybrid argument? How long would it be? How would your envisioned audience member receive it?

4. If you are writing to an audience who is likely to agree with you versus an audience who is likely to disagree with you, what steps would you take to prepare for each audience? How would strategies differ or be the same?