Notes: Take a Stance—Argument, Rhetorical Situation, and Reading Strategies (13.01)

Assignment Context and Schedule

• Instructor: Classroom discussion focused on upcoming writing tasks (likely for 13.01 course).
• Current plan: Wait for class to begin; student asks questions about assignment; teacher mentions starting a small amount of grading work.
• Four-minute window to ask questions before proceeding.
• Mention of an assignment due Sunday (September 9) related to a reading/article task.
• Specific assignment discussed: Take a Stance (Take a Stance) – described as a research-like task with a topic, evidence gathering, and a short essay.
• Essay length: approximately 350 words.
• Due date clarification: September 9 mentioned; possible confusion about whether due today or Sunday at one point.
• The class will email the instructor to confirm details and obtain the assignment shell/template.

The Writing Task: Argument vs Persuasive

• The assignment focuses on a topic that involves an argument or persuasive angle.
• The instructor indicates the topic can be any topic that can be argued, with an emphasis on forming a strong stance.
• A sample topic given: "Should colleges and universities pay their student athletes?" – used to illustrate an argumentative/persuasive approach.
• Core goal: Present a clear position and support it with evidence from sources.
• Two related writing modes discussed:
  • Persuasive writing
  • Argumentative writing
• Both aim to persuade the reader, entertain, and inform; the writer must demonstrate the validity of their side.

Key Concepts: Rhetoric, Arguments, and Reading

• Rhetorical devices and concepts covered:
  • Rhetorical devices (Ethos, Pathos, Logos)
  • Rhetorical situation
  • Appeals (ethos, pathos, logos) and how they function to persuade
  • Bandwagon and other rhetorical strategies (mentioned as examples to be explored)
• Rhetorical situation components:
  • The writer/speaker
  • The text/message
  • The readers/reviewers/listeners
  • The occasion and context (audience demographics, setting, medium)
  • The purpose (what you want to accomplish)
  • Publication venue (newspaper, books, social media, etc.)
• The three appeals explained:
  • Ethos: credibility, trustworthiness, authority
  • Pathos: emotional appeal
  • Logos: logic, facts, evidence
• Audience and purpose in argument:
  • Consider age, class, education level, race, culture, gender, sexual orientation, religion among audience subgroups
  • Purpose can include persuading, informing, defining, evaluating, proposing solutions, etc.
• Occasions for argument:
  • Forensic (courts/justice-related), deliberative (future actions), and epideictic (praise/blame) – contextual frameworks for arguments
• Practical use of rhetorical situation:
  • Tailor argument to audience and context
  • Decide how to present claims and evidence to achieve the intended effect
• Evaluation and argument structure:
  • Two main forms: persuasive writing and argumentative writing
  • Both aim to persuade and to inform/entertain, but with different emphases on audience and evidence

Reading, Annotation, and Critical Thinking

• Critical close reading and active reading strategies:
  • Read with questions in mind: Why is the writer making this argument? What is the perspective?
  • Annotate and take notes while reading
  • Question the writer’s perspective and what social/economic/political factors may have influenced the piece
  • Compare the reading to other texts or prior knowledge
• Reading goals and questions:
  • What is the writer trying to accomplish? What is the writer’s stance?
  • What questions arise while reading? Why is the author asserting these points?
  • How does the writer support their claims? What evidence is used?
• Strategies for active reading:
  • Take notes on key points, evidence, and counterarguments
  • Reflect on credibility, bias, and potential audiences
  • Consider how the material relates to larger contexts (economic, political, cultural)
• Additional content example from class material:
  • Claims about how certain everyday factors (e.g., which foods or scents wake us up) are supported by research; illustrates how authors use evidence to support claims
• Annotating and quoting:
  • Learn how to annotate sources and quote from journals or articles to support your argument
  • Ensure quotes are integrated with your own analysis and reasoning

Building and Understanding an Argument

• Central idea: How to construct an argument using rhetorical concepts
  • Start with a clear claim or thesis
  • Gather and present evidence to support the claim
  • Address opposing viewpoints and counterarguments
  • Use logical structure to connect evidence to the claim
• The structure of an argument sometimes includes:
  • A clear claim
  • Supporting evidence (facts, data, examples)
  • Consideration of opposing reasons or objections
  • A synthesis that reinforces the original position
• The writer’s purpose and audience perception:
  • Decide whether to emphasize persuasion, information, or both
  • Use appeals (ethos, pathos, logos) to connect with the intended audience
• The role of introduction, thesis, and body paragraphs:
  • Introduction should frame the topic and present a strong thesis
  • Body paragraphs should develop claims with evidence and analysis
  • Transitions and coherence are important for readability

Sources, Research, and Evidence

• Outside sources are required for the assignment:
  • Use at least one article; the instructor has provided an article titled "Take a Stance" as a possible submission option
  • You may also choose to research your own sources in addition to or instead of the provided article
• Source options discussed:
  • The article provided by the instructor
  • External sources found via independent research (Google, library databases, etc.)
  • There is some ambiguity about whether sources must come from a library/database or can be from broader sources; instructor hints at possible flexibility but emphasizes the need for credible sources
• The role of the library and databases:
  • The instructor notes that she may or may not require sources from a specific database; this was not fully clarified in class
  • Emphasis on finding credible sources to support your argument
• Plagiarism concerns:
  • A question was raised about whether plagiarism was covered; no definitive answer provided in the transcript
• How to choose sources:
  • Look for articles or books that are relevant to your topic and support your stance
  • If using the instructor’s article, ensure your topic aligns with it
  • If researching independently, select multiple sources to provide a well-rounded view
• Practical sourcing guidance:
  • Gather at least two articles/resources to support the introduction and body
  • Integrate sources through quotes and paraphrasing with proper analysis and citation

Topic and Thesis Development

• Topic selection guidance:
  • Pick a topic you can find sufficient information on; not just a single article
  • Prefer topics related to current or relevant debates to ensure credible sources exist
• Thesis statement guidance:
  • A strong thesis is essential for a compelling argument
  • The thesis should be clear, arguable, and provide a roadmap of the argument
• Drafting focus areas:
  • Introduction: establish topic, stakes, and thesis
  • Body: develop claims with evidence and analysis
  • Conclusion: summarize and reinforce the stance
• Specific example used in class:
  • Should colleges and universities pay their student athletes? (as a potential topic)
• Coordination with instructor expectations:
  • The instructor will provide or confirm the shell/template for the assignment via email
  • Students should await the shell before finalizing structure and requirements

Practical Guidance and Next Steps

• Immediate actions for students:
  • Email the instructor to obtain the assignment shell/template and confirm expectations
  • Begin drafting introduction and thesis on a chosen topic related to the provided article or a chosen topic with credible sources
  • Identify a topic you can locate at least two credible sources for
  • Plan to use 350 words for the essay and ensure you have evidence-based support for your stance
• Writing process reminders:
  • Focus on strong sentences and a strong thesis
  • Build the argument with a clear claim and supporting evidence
  • Consider the rhetorical situation and audience to tailor your approach
  • Use critical reading to analyze sources and identify writer's perspective and biases
• Classroom dynamics to watch for:
  • The instructor’s emphasis on rhetorical situation and appeals as central to the assignment
  • The need to incorporate outside sources and citations
  • The requirement to develop and present a well-structured thesis and argument within the word limit
• Suggested workflow:
  • Step 1: Confirm shell/template and exact requirements with instructor
  • Step 2: Choose a topic compatible with the provided article or your own research
  • Step 3: Locate 2+ credible sources (articles, books) to support your argument
  • Step 4: Draft introduction with a strong thesis
  • Step 5: Outline body paragraphs with claims, evidence, and counterarguments
  • Step 6: Integrate ethos, logos, and pathos appropriately
  • Step 7: Revise for clarity, coherence, and conciseness within ~350 words

Topic Example and Connection to Broader Concepts

• Topic example discussed in class: Should colleges pay their athletes?
  • Provides a concrete context for applying rhetorical situation and appeals
• Broader connections:
  • How social/political/economic factors influence argument topics
  • How to read and evaluate arguments critically
  • The interplay between ethics (ethos) and evidence (logos) in persuasive writing
• Final takeaway:
  • Everything discussed centers on constructing a persuasive and well-supported argument through careful topic selection, strong thesis, credible sources, and a clear understanding of rhetorical principles