keywords:
"to argue"= to present reasons for or against a thing; to dispute; to debate.
"to persuade" = to convince; to induce somebody to believe.
communicative purpose:
- to present, explain, clarify, and illustrate a viewpoint (the author's) (so far, the goals are identical with those of the expository essay) + to persuade the reader that personal views are more valid than another person's viewpoints
move pattern:
Move I: Introducing the issue in contention.
Step 1: introductory remarks to identify work + artist + issue in contention
Step 2: acknowledging counterthesis and counterpoints (the other person's viewpoints)
Step 3: providing specific details (who, what, when, where)
Step 4: stating the thesis (personal viewpoints - in one complete, unified statement about the issue in contention, precise enough to limit the issue, but general enough to ask for support, not too obvious, and showing the changes proposed to the counterthesis)
Move II: Presenting counterthesis and counterpoints
Step 1: Restating the counterthesis and enlarging upon it (in the introductory move, we have just formulated it; now we have to show the reader that we bothered to understand what the other person's thesis really claims; therefore, we use our own words to explain what we understood and to convince our reader that we know exactly what the other opinion is)
Step 2: Presenting/restating counterpoint 1 (using our own words to show what the first point of proof used by the other person was)
Step 3: Presenting/restating counterpoint 2
Step 4: Presenting/restating counterpoint 3
Move III: Arguing thesis and providing evidence/proof
Step 1: Restating our own thesis and enlarging upon it (we have to make sure the reader fully understands what we claim)
Step 2: Providing constructive argument 1 and evidence/proof to support it (the weakest) to fight against counterpoint 1
Step 3: Providing constructive argument 2 and evidence to support it (stronger) to fight against counterpoint 2
Step 4: Providing constructive argument 3 and evidence to support it (the strongest) to fight against counterpoint 3
Step 5: Disagreeing with counterpoint 1 (refutation 1)
Step 6: Disagreeing with counterpoint 2 (refutation2)
Step 7: Disagreeing with counterpoint 3 (refutation 3)
Note: We can place side by side (mirror) our constructive argument and our disagreement with the other person's counterpoint in the same step by convincing the reader that our argument and evidence to support it are correct and are better than the other's.
Tasks:
DEADLINE March 17
"to argue"= to present reasons for or against a thing; to dispute; to debate.
"to persuade" = to convince; to induce somebody to believe.
communicative purpose:
- to present, explain, clarify, and illustrate a viewpoint (the author's) (so far, the goals are identical with those of the expository essay) + to persuade the reader that personal views are more valid than another person's viewpoints
move pattern:
Move I: Introducing the issue in contention.
Step 1: introductory remarks to identify work + artist + issue in contention
Step 2: acknowledging counterthesis and counterpoints (the other person's viewpoints)
Step 3: providing specific details (who, what, when, where)
Step 4: stating the thesis (personal viewpoints - in one complete, unified statement about the issue in contention, precise enough to limit the issue, but general enough to ask for support, not too obvious, and showing the changes proposed to the counterthesis)
Move II: Presenting counterthesis and counterpoints
Step 1: Restating the counterthesis and enlarging upon it (in the introductory move, we have just formulated it; now we have to show the reader that we bothered to understand what the other person's thesis really claims; therefore, we use our own words to explain what we understood and to convince our reader that we know exactly what the other opinion is)
Step 2: Presenting/restating counterpoint 1 (using our own words to show what the first point of proof used by the other person was)
Step 3: Presenting/restating counterpoint 2
Step 4: Presenting/restating counterpoint 3
Move III: Arguing thesis and providing evidence/proof
Step 1: Restating our own thesis and enlarging upon it (we have to make sure the reader fully understands what we claim)
Step 2: Providing constructive argument 1 and evidence/proof to support it (the weakest) to fight against counterpoint 1
Step 3: Providing constructive argument 2 and evidence to support it (stronger) to fight against counterpoint 2
Step 4: Providing constructive argument 3 and evidence to support it (the strongest) to fight against counterpoint 3
Step 5: Disagreeing with counterpoint 1 (refutation 1)
Step 6: Disagreeing with counterpoint 2 (refutation2)
Step 7: Disagreeing with counterpoint 3 (refutation 3)
Note: We can place side by side (mirror) our constructive argument and our disagreement with the other person's counterpoint in the same step by convincing the reader that our argument and evidence to support it are correct and are better than the other's.
Move IV: Concluding by enhancing the validity of the thesis
We conclude by reminding our reader (in other words) what we claimed and by suggesting that our arguments were (far) more convincing than the other person's. We must always remember to be polite! We must always remember that our simple claim of truth (our truth) is not convincing without providing proper arguments and evidence. After all, it is the reader who decides who is more effective!
Move V: (optional) Works cited.
Task 1: Read the text Fashion Art: To BE or Not to Be, by Maria Hritcu. Pay attention to the thesis, to the counterpoints and constructive arguments; which of them convinces you most? Which side do you tend to take? Why? Express your own viewpoints on these matters (provide your own thesis, arguments, and evidence).
DEADLINE March 17
