Slip or Trip? Forming an Argument

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1 Slip or Trip? Forming an Argument

2 What do you think this means: Good readers approach a text the same way a good detective approaches a crime scene. It s all about gathering the evidence and then using it all to make informed connections, judgments, and claims. (Hand out Slip or Trip sheet)

3 Table Discussion Each group member must pick a piece of evidence from chapter 5 (a quote/passage from the book) that either proves that Brent is changing from how he was acting at the start of the text OR that proves he s still acting the same way he was at the start of the text. You must point it out to your group members (everyone turns to the page and you read it to them) and then explain how this is the same as or different from the Brent at the beginning. After a member has shared, then group members may add that quote to their evidence journal.

4 We are the investigators at the crime scene. Is what you see in the picture consistent with Queenie s statement? Don t get stuck on speculations. Focus only on verifiable evidence.

5 Evidence General Rule

6 Evidence General Rule As a rule, when someone falls, he or she tries to grab on to something to stop that from happening.

7 Evidence General Rule

8 Homework: Complete the Slip or Trip grid on the back of the handout. Identify three more pieces of evidence and three general rules to accompany them. Avoid speculation. Evidence includes concrete, observable information; personal testimony; written documents; and material objects and their condition or appearance.

9 Report Back 1. Review each member s evidence. Make sure it is free of opinions and only includes concrete, observable information. 2. Explain the connection to each with your general rules. Be sure the rules are free of speculation and are general statements of truth. 3. Pick your group s three best POLISHED evidence/rule combos.

10 Creating Conclusions Once we ve solidified our evidence and signified its importance by stating the general rules, we can now make some informed conclusions. Be careful, be sure the conclusions match specifically with the evidence to which it is tied.

11 Evidence Rule Conclusion

12 Evidence Rule Conclusion Arthur has a glass in his hand. As a rule, when someone falls, he or she drops what they are carrying to catch themselves. Arthur probably did not fall with the glass in his hand. The items along the wall are undisturbed. As a rule, when someone falls, he or she tries to grab on to something to stop the fall from happening. Arthur probably did not fall while coming down the stairs.

13 Create a conclusion for your three group evidence/rule focuses. Don t get stuck speculating.

14 Review of the columns: Evidence (cataloguing visual evidence only what s in the picture qualifies) Rule ( As a rule statement) Keep it general with no opinions. Conclusion (What specific conclusion can you make based on this bit of evidence)

15 Group Work (Handout) Do you think Queenie is telling the truth? Find all the evidence you can that supports this claim. Make a list. Be sure it is concrete, observable evidence not speculation or opinion. Explain how each piece of evidence supports your claim that Queenie is or is not telling the truth. Each explanation will be a generally accepted rule, which may begin with a phrase such as As a rule If other members of your team disagree with you, find evidence that will convince them.

16 Writing a Report You and your co-workers have finished assembling evidence and taking statements. Your job now is to write an official report to the chief of police. Include: Formal language (you re writing to your boss) Highlight the main points of Queenie s statement and the autopsy. Lay out three significant pieces of evidence and the general rules that make each one noteworthy. Inform the chief of the conclusions you ve reached based on the evidence. Make recommendations for further investigation.

17 What does this CSI stuff have to do with English? Analyze literature like a detective analyzes a crime scene. Authors are like the criminals who leave evidence. Significant details must be separated from the unimportant ones. Readers assemble the evidence in the text and use it to make claims. This is often the opposite of our instinct and sometimes the opposite of the way we ve been taught. Many people learn persuasive and argument writing by learning to first formulate a thesis and then assemble evidence. Really, claims should come from questions that arise from data and evidence.

18 Evidence We called this evidence in Slip or Trip. Claim We called this conclusion in Slip or Trip. But what is missing?

19 Evidence Claim Warrant We called this general rules in Slip or Trip.

20 Evidence Data you cite to support your claim. Facts, expert opinion, research, or detail from the text. Warrant Interpretation of the data and its significance. Explains why and how the evidence supports the claim. Claim States your position on the issue on question.

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