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These questions drive your knowledge of the BIG IDEA topic, THE RHETORICAL SITUATION. Use on any/all reading assignments to guide your understanding and assignments, especially Unit 3. There are additional questions in each unit. Most importantly, these KEY QUESTIONS should help you generate ideas about what to say in your commentary and discussion.
3.A Identify and explain claims and evidence within an argument.
3.A Identify and explain claims and evidence within an argument.
What claim does the writer attempt to defend, and how does that claim convey the writer’s position on the subject?
Where in the text does the writer establish a claim?
How does the writer use particular sentences and words to establish a claim?
What kind of evidence (e.g., facts, anecdotes, analogies, statistics, examples, details, illustrations, expert opinions, personal observations, personal experiences, testimony, or experiments) does the writer use to defend their claim?
How does the writer’s choice of evidence reflect the rhetorical situation and advance their purposes?
What is the function (e.g., to illustrate, to clarify, to set a mood, to provide an example, to associate, to amplify or qualify a point) of particular evidence in the writer’s argument, and how do they convey that function?
How does the writer’s commentary establish a logical relationship between evidence and the claim it supports?
How and why does the writer consider, explain, and integrate others’ arguments into their own argument?
How does the writer acknowledge others’ intellectual property in their argument?
How does a writer’s consideration of a source’s credibility or reliability and the use of that source in the writer’s argument affect both the writer’s credibility and their argument’s persuasiveness?
4.A. Develop a paragraph that includes a claim and evidence supporting the claim.
What claim are you attempting to defend, and how does that claim convey your position on the subject?
Where in your argument might you establish a claim?
How might you use particular sentences and words to establish a claim?
What kind of evidence (e.g., facts, anecdotes, analogies, statistics, examples, details, illustrations, expert opinions, personal observations, personal experiences, testimony, or experiments) might you use to defend your claim?
How does your choice of evidence reflect the rhetorical situation and advance your purposes?
What is the function (e.g., to illustrate, to clarify, to set a mood, to provide an example, to associate, to amplify or qualify a point) of particular evidence in your argument, and how do you convey that function?
How does your commentary establish a logical relationship between evidence and the claim it supports?
How and why might you consider, explain, and integrate others’ arguments into your own argument?
How might you acknowledge others’ intellectual property in your argument?
How might your consideration of a source’s credibility or reliability and the use of that source in your argument affect both your credibility and your argument’s persuasiveness?
5.A Describe the line of reasoning and explain whether it supports an argument’s overarching thesis.
What premise(s) does the writer explicitly communicate, and how does the premise fit into a logical progression of ideas that justifies the thesis?
Does the writer’s reasoning proceed from an established claim, or does the reasoning advance toward a claim?
How does the writer’s reasoning through commentary logically connect chosen evidence to a claim?
How does a particular body paragraph not only establish relationships among the claim, evidence, and commentary but also contribute to the reasoning of the writer’s argument?
How does the writer’s sequencing of paragraphs reveal the argument’s line of reasoning?
Does the writer demonstrate any flaws in their reasoning, and if so, how does this flawed reasoning affect the argument?
To what degree does the writer’s quantity and quality of evidence provide apt support for their line of reasoning?
6.A Develop a line of reasoning and commentary that explains it throughout an argument.
What premise(s) might you explicitly communicate, and how might the premise fit into a logical progression of ideas that justifies your thesis?
What premise(s) should you implicitly communicate or leave unsaid because you assume the audience knows are shares it?
How do you address the subject’s complexities in your reasoning and avoid oversimplifications and generalizations?
Does your reasoning proceed from an established claim, or does your reasoning advance toward a claim?
How does the reasoning in your commentary logically connect chosen evidence to a claim?
How does a particular body paragraph not only establish relationships among the claim, evidence, and commentary but also contribute to the reasoning of your argument?
How might you sequence the paragraphs of your argument to enhance your line of reasoning?
How might you evaluate your reasoning to avoid flaws that might negatively affect an audience’s acceptance of your argument?
To what degree do the quantity and quality of your evidence provide apt support for your line of reasoning?
5.C Recognize and explain the use of methods of development to accomplish a purpose.
Which method(s) of development does the writer select to develop their ideas?
How and why does the writer select and use a particular method of development to advance their purpose?
What is the relationship between the method of development a writer uses and their line of reasoning?
How does the writer organize ideas when using a particular method of Development?
6.C Use appropriate methods of development to advance an argument.
Considering your line of reasoning, which methods of development might you use to develop your ideas and advance your purposes?
How do you organize your ideas when using particular methods of development?
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