Informational Texts Evaluating Arguments Pro and Con Feature

Informational Texts Evaluating Arguments: Pro and Con Feature Menu Informational Texts Connecting to the Literature Introducing the Informational Texts Vocabulary Informational Reading Focus: Evaluating Pro and Con Arguments Evaluating the Credibility Assignment

Connecting to the Literature “A Sound of Thunder” and the Jurassic Park excerpt depict a future in which humans tamper with their environment, with disastrous results. The following articles take different positions on the impact humans have on the environment today. [End of Section]

Introducing the Informational Texts “Rising Tides” “An Arctic Floe of Climate Questions”

Introducing the Informational Texts “Rising Tides” Many scientists believe that global warming has increased the earth’s temperatures. How do you think rising temperatures could affect the Earth and people? For one opinion, read “Rising Tides. ”

Introducing the Informational Texts “An Arctic Floe of Questions” Others believe that there is not enough information to know whether global warming is actually happening. Read “An Arctic Floe of Climate Questions” for an opposing argument. [End of Section]

Vocabulary Development receding v. : moving back; becoming less. catastrophic adj. : disastrous. implications n. : possible connections or consequences. indiscriminate adj. : careless. deficient adj. : lacking.

Vocabulary Development equitable adj. : fair; just. demise n. : death; end. ominous adj. : threatening. impending v. used as adj. : about to happen. ignorance n. : lack of knowledge.

Vocabulary Practice Fill in the blanks with Word Bank words. 1. Weather satellites gathered information impending storm. about the _____ receding impending deficient ominous implications ominous sign. 2. The dark clouds were an _____ deficient 3. Small boats were _____ in the equipment needed to weather hurricanes. receding 4. The _____ waters revealed a scene of destruction. implications 5. Damage along the shore will have negative _____ for tourism. [End of Section]

Evaluating Pro and Con Arguments When you encounter two opposing views on an issue, you have to • evaluate the credibility of each point of view • evaluate the arguments and decide which is stronger • decide which side you believe

Evaluating Pro and Con Arguments Understand the Arguments Make sure you understand the issue and the opinion, or claim, presented in each argument. • Check your understanding by paraphrasing the arguments in your own words.

Evaluating Pro and Con Arguments Identify the Support Look for logical appeals and evidence. Types of evidence can include • facts (statements that can be verified objectively) • statistics (numerical facts) • examples • comments from experts

Evaluating Pro and Con Arguments Identify the Support Also, take into account any emotional appeals the writer uses. Emotional appeals can include • loaded words • anecdotes (colorful or emotional stories)

Evaluating Pro and Con Arguments Quick Check The reason it’s so hard to find answers is, in part, a matter of ignorance. Only in the past half-century have instruments begun to be set out at sea and on land to monitor what’s actually happening. And only since about 1972 have orbiting satellites been able to even roughly track what’s happening to ice at the poles. Because there is no long-term history of climate variability, we can’t know whether what seems unusual now is actually unusual in global climate. What is the author’s claim? What evidence is provided to support the claim? from “An Arctic Floe of Climate Questions” by Robert Cooke (from Newsday, April 18, 2001) From “An Arctic Floe of Climate Questions” by Robert Cooke from Newsday, April 18, 2001. Copyright © 2001 by Newsday, Inc. Reproduced by permission of Tribune Media Services. [End of Section]

Evaluating the Credibility To decided which argument is stronger and why, consider these questions: Is the argument logical? • Do the reasons the author presents make sense? Are they relevant to the issue? • Watch out for common fallacies, or errors in logical thinking.

Evaluating the Credibility Fallacies Circular Reasoning— presenting restatements of the author’s opinion as reasons or conclusions All students in the ninth grade need to get a laptop computer because it’s essential for all ninth-grade students to have one. False Cause and Effect— suggesting that one event caused another just because the two events happened in sequence Spelling scores for ninthgrade students went up after all students got laptop computers.

Evaluating the Credibility Fallacies Hasty Generalizations— making a broad, general statement or conclusion without sufficient evidence. Hasty generalizations are usually based on only one or two cases I should get a laptop computer because two of my friends have them, and their grades went up. Attacking the person— making a personal attack against someone with an opposing viewpoint rather than focusing on the issue Principal Smith says ninth graders don’t need computers because he is anti -computer and doesn’t like students.

Evaluating the Credibility How comprehensive is the support? • Is there evidence to support every generalization or argument the author makes? • Unsupported generalizations weaken an argument.

Evaluating the Credibility Does the author deal with opposing evidence? • Does the writer discuss opposing evidence to anticipate objections? • Addressing an opponent’s viewpoint is important when an issue is controversial and many people have clear pro (for) and con (against) views.

Evaluating the Credibility Quick Check The reason it’s so hard to find answers is, in part, a matter of ignorance. Only in the past half-century have instruments begun to be set out at sea and on land to monitor what’s actually happening. And only since about 1972 have orbiting satellites been able to even roughly track what’s happening to ice at the poles. Because there is no long-term history of climate variability, we can’t know whether what seems unusual now is actually unusual in global climate. from “An Arctic Floe of Climate Questions” by Robert Cooke (from Newsday, April 18, 2001) From “An Arctic Floe of Climate Questions” by Robert Cooke from Newsday, April 18, 2001. Copyright © 2001 by Newsday, Inc. Reproduced by permission of Tribune Media Services. What might an opposing argument be?

Evaluating the Credibility Is the structure effective? • Does the structure help the writer’s strongest reasons stand out? (Readers generally remember the beginning or ending of a piece most clearly. ) • Writers commonly use cause and effect and compare and contrast writing structures to make their arguments.

Evaluating the Credibility What is the author’s intent? • Is the author trying to persuade you or to issue a call to action? • Do there seem to be hidden agendas in the writer’s arguments?

Evaluating the Credibility Quick Check The reason it’s so hard to find answers is, in part, a matter of ignorance. Only in the past half-century have instruments begun to be set out at sea and on land to monitor what’s actually happening. And only since about 1972 have orbiting satellites been able to even roughly track what’s happening to ice at the poles. Because there is no long-term history of climate variability, we can’t know whether what seems unusual now is actually unusual in global climate. from “An Arctic Floe of Climate Questions” by Robert Cooke (from Newsday, April 18, 2001) From “An Arctic Floe of Climate Questions” by Robert Cooke from Newsday, April 18, 2001. Copyright © 2001 by Newsday, Inc. Reproduced by permission of Tribune Media Services. What is the author’s intent?

Evaluating the Credibility What is the tone? • The tone of a persuasive argument should be serious, calm, and reasonable. • You should question the credibility of the argument if the tone is humorous, angry, or highly emotional. • Also, be wary of authors who exaggerate unimportant issues or make light of serious issues.

Evaluating the Credibility Quick Check The reason it’s so hard to find answers is, in part, a matter of ignorance. Only in the past half-century have instruments begun to be set out at sea and on land to monitor what’s actually happening. And only since about 1972 have orbiting satellites been able to even roughly track what’s happening to ice at the poles. Because there is no long-term history of climate variability, we can’t know whether what seems unusual now is actually unusual in global climate. What is the author’s tone? How does the tone affect the author’s argument? from “An Arctic Floe of Climate Questions” by Robert Cooke (from Newsday, April 18, 2001) From “An Arctic Floe of Climate Questions” by Robert Cooke from Newsday, April 18, 2001. Copyright © 2001 by Newsday, Inc. Reproduced by permission of Tribune Media Services. [End of Section]

Assignment As you read “Rising Tides” and “An Arctic Floe of Climate Questions, ” evaluate the credibility of each argument and decide which is more convincing. Piece 1 Pro Piece 2 Con Claim Logical Appeals Emotional Appeals Tone Author’s Intent Credibility [End of Section]

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