AED 308/668, Fall 2015

Inquiry III
Argumentative Writing:

Critical Analysis of an Issue of Concern to You

This inquiry is an opportunity to write a sophisticated and publishable argumentative piece.

It is an opportunity to take up a political issue you care about, to collect multiple writers
arguments about that issue (at least 4), and to analyze and compare and contrast the
argumentative structures of each writer. The goal of this analysis is to be able to evaluate
the larger conversation taking place in regard to the discourses at play, the missing and
included perspectives, the obstacles to effective problem-solving, and the needed language
if progress towards socially just decisions is to be made.

In other words, you are not taking up a side, but you are providing a sophisticated and
nuanced analysis of the many different arguments specific people with particular interests
are making. You are using the different perspectives to illuminate the weaknesses and
strengths in the evidence, warrants, and claims of each writer. You will make your own
argument, but your argument will be centered in evaluating the larger conversation and
taking up a position about what is and is not happening in that larger conversation and
what would be needed for progress on this issue to occur.

In order to arrive at your position, we will walk through several important steps. You will
work in and out of class to chart the claims, warrants, evidence, targeted audiences, and
rhetorical devices, and specific situation of each writer. You will analyze each writers
choice of genre, order of ideas, use of evidence to frame the issue in particular ways
(discourses), and use of grammar (sentence structure and syntax) and rhetorical devices
(semantics) to frame the issue in particular ways. By the time you have completed your
analytic charts, you will have a clear sense of the larger conversation and the specific
stakeholders, discourses, narratives, valid types of evidence, warrants, and claims that are
needed in order to move towards socially just decisions regarding the issue.

Having completed your analysis, you will consider the audiences you would like to target,
the context you will engage in, the argument you will make, the genre of writing you will
undertake, and the rhetorical devices you will use to make your own case. Before you begin
writing, you will outline and present your argument to the class using a multimodal genre
such as power point, prezi, or iMovie.

Criteria for Genre of Articles

The writing you collect must include, but is not limited to, at least two newspaper articles
(these may be formal pieces; letters to the editor; op-ed pieces). The writing can also draw
from any other writing of your choosing: blogs, spoken word poems, formal or informal
essays, interviews, speeches, narratives, academic research, statistical reports, rants,
transcripts of radio or TV talk show conversations, etc. Please make sure to approve your
choice of articles with me ahead of time.

Criteria for Argumentative Articles You Choose

1.
Each article represents one or more stakeholders.
2.
In aggregate (in total articles), they cover a broad range of stakeholders.
3.
Each article makes a specific argument and backs it up with detailed evidence and
claims.
4.
Each article provides a range of discourses or ways of thinking about the issue.
5.
Each article preferably illuminates the interests of the writer and/or of the
stakeholders represented.
6.
The articles are written in sophisticated prose.
7.
The articles are not too short (1 page) or too long (+ 4 pages).

Standards Addressed

NCTE-CAEP 2012 Standards This Course Meets

II. Candidates demonstrate knowledge of English language arts subject matter
content that specifically includes language and writing as well as knowledge of
adolescents as language users.
Element 1: Candidates can compose a range of formal and informal texts taking into
consideration the interrelationships among form, audience, context, and purpose;
candidates understand that writing is a recursive process; candidates can use
contemporary technologies and/or digital media to compose multimodal discourse.
Element 2: Candidates know the conventions of English language as they relate to various
rhetorical situations (grammar, usage, and mechanics); they understand the concept of
dialect and are familiar with relevant grammar systems (e.g., descriptive and
prescriptive); they understand principles of language acquisition; they recognize the
influence of English language history on ELA content; and they understand the impact of
language on society.
Content Pedagogy: Planning Composition Instruction in ELA
IV. Candidates plan instruction and design assessments for composing texts (i.e.,
oral, written, and visual) to promote learning for all students.
Element 1: Candidates use their knowledge of theory, research, and practice in English
Language Arts to plan standards-based, coherent and relevant composing experiences
that utilize individual and collaborative approaches and contemporary technologies and
reflect an understanding of writing processes and strategies in different genres for a
variety of purposes and audiences.
Element 2: Candidates design a range of assessments for students that promote their
development as writers, are appropriate to the writing task, and are consistent with
current research and theory. Candidates are able to respond to student writing in process
and to finished texts in ways that engage students ideas and encourage their growth as
writers over time.
Element 3: Candidates design instruction related to the strategic use of language
conventions (grammar, usage, and mechanics) in the context of students writing for
different audiences, purposes, and modalities.
Element 4: Candidates design instruction that incorporates students home and
community languages to enable skillful control over their rhetorical choices and language
practices for a variety of audiences and purposes.