GENERATING
ARGUMENTS
How to Create and Execute a Strong Thesis
11th/12th Grade English
Ms. Olivia Hyatt
Lecture Objectives
Identify the fundamental elements present in an effective argument
Explore the process of creating an original thesis
Survey how to fulfill (outline) an argument
Content Standards
From CA Department of Education:
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
b.Develop claim(s) and counterclaims fairly and rthorogouhly, supplying the most relevant evidence for each while
pointing out the strength and limitations of both in a manner that anticipates the audience's knowledte level, conerns,
values, and possible biases.
f. Use specific rhetorical devices to support assertions (e.g., appeal to logical through reasoning; appeal to emotion or
ethical belief; relate a personal anecdote, case study, or analogy).
Let's Get Started!
Recall your experience with creating arguments and executing
them within a well developed essay. In a minimum of four
sentences, consider the following about essay writing:
Is it easy? Hard? What do you like about it? Dislike?
What would you like to learn more about within the
discipline of rhetoric?
Is your response reminiscent of this?
How Do We
Organize
Arguments?
Claims Support Warrants Conclusion
CLAIMS are ASSERTIONS; Statements that
Claims announce, introduce, and declare your
argument.
Types of Claims
Thesis
"The" argument; the main concept or idea you aim to prove
Must demonstrate a purpose or significance; Why does your argument matter?
Topic Sentence
"Mini Claims" that support your thesis
Introduce and declare the argument of a specific paragraph
Generating Claims—The Easy Way
Assess what interests you most about the content in which in you aim to argue; in the
classroom setting, this is evalutating which themes of the prompt you care for strongest.
Brainstorm OBSERVATIONS AND CONCLUSIONS made from your experiences with the
theme chosen for your argument; "experiences" in the classroom setting generally refer to
readings or research.
Identify what EVIDENCES have allowed you to reach the observations and conclusions
of your chosen theme. Why are your observations and conclusions true?
Consider what is SIGNIFICANT about your observations and conclusions. Why is it important
that each claim be argued?
Of the observations and conclusions considered, determine which you would be the most
PASSIONATE to argue about. This should inspire your thesis.
Let's Make Some Claims!
Below is a copy of the writing prompt for your final literary
analysis paper. Using the chart on your notes, follow the steps
presented in the previous slide to invent an orignial thesis.
Over the last seven weeks we have read a wide range of titles concerned with
different perspectives of World War II as developed by contemporaries of the
era living in the United States. Your task is to consider these pieces to
generate and support an original thesis about either the social, political, or
economic impact of the war in the United States.
SUPPORT is EVIDENCE that affirms,
Support advances, clarifies, or contextualizes
your claim.
Types of Support
Exterior Evidence
Credible information that demonstrates the validity of your claim.
Anecdotal, testimonial, statistical, textual, analogical, hypothetical, experiential
Scientific data, primary sources, peer-reviewed secondary sources
Analysis
Self-generated support that describes how exterior evidence is related to a
claim
Let's Reveal Some Evidence!
Jot down two textual evidences from our readings that
support the working thesis you generated earlier. Then,
provide two analysis based sentences that illustrate how this
evidence helps prove your claim.
(Consider the below texts covered in class for asserting your evidence)
“World War II” article as provided by the editors Catch-22 by Joseph Heller
of History.com Excerpts from Slaughterhouse Five by Kurt
“Address to Congress Requesting a Declaration of Vonnegut
War” speech by FDR “The Forgotten Soldier” by E. L. Mayo
“First Peacetime Draft Enacted by Congress Just “Leave of Absence” by James E. Schevill
Before World War II” by David Vergun “Liberty” by Archibald Macleish
"Defender of the Faith" by Phillip Roth
WARRANTS are ASSUMPTIONS or
Warrants underlying connections inherent in a
claim; All warrants must be satisfied
for a claim to be validated.
Example: The medication is safe for consumption because it has been approved by
the FDA.
Claim: The medication is safe for consumption
Evidence: It has been approved by the FDA.
Warrant: The FDA is the nation's chief evaluator of the health and safety of food
and drugs, therefore, they would not authorize medication that was unsafe.
Warrants should only be addressed if the intended audience does not share or is unfamiliar with
the same implicit beliefs as the writer/speaker
CONCLUSIONS occur when
Conclusion AGREEMENT is reached between
the arguer and audience.
Is an argument successful if the audience does not agree at the close of the
discourse? NO!
Rebuttal
Devotion to obvious contradictions that exist within the audience or opposing
party
Acknowledges BUT refutes the difference in opinion with evidence
Let's Test our Understanding!
With a partner, organize the terms below as they would appear in an 6
paragraph argument; a fill in the blank outline for this activity is located
on your lecture notes handout.
Warrants Body Paragraph 2 (Minor Claim)
Thesis (Major Claim) Restate Thesis (Major Claim)
Support Body Paragraph 1 (Minor Claim)
Argument Summary
Rebuttal/Argument Conclusion
Body Paragraph 3 (Minor Claim)
Analysis External Evidence
How did You Do?
Introductory Paragraph Body Paragraph 3 (Minor Claim)
Context Information Support
Thesis (Major Claim) External Evidence
Body Paragraph 1 (Minor Claim) Analysis
Support Rebuttal/Argument Conclusion (Minor Claim)
External Evidence Support
Analysis External Evidence
Body Paragraph 2 (Minor Claim) Analysis
Support Concluding Paragraph
External Evidence Argument Summary
Analysis Restate Thesis (Major Claim)
Refer back to the key of terms for the outline activity.
What is the only term not used?
WARRANTS
In a minimum of two sentences, record why this term is not
used in a "blanket" outline of an essay. In other words, why is it
necessary in some arguments and not others?
Let's Wrap it Up!
Given that we have explored the fundamental elements present in an
effective argument, practiced generating original theses, and outlined an
argument, consider the following in a minimum of four sentences:
Are you more confident in your ability to execute strong
original arguments? What did you take away from this
lecture? Do you feel more prepared for your final
literary analysis paper?
