keywords:
"to argue"= to present reasons for or against a thing; to dispute; to debate
"to persuade" = to convince; to induce somebody to believe
communicative purpose:
- to present, explain, clarify, illustrate a viewpoint (the author's) (so far the goals are identical with those of the expository essay) + to persuade the reader that personal viewpoints are more valid than another person's viewpoints
move pattern:
Move I: Introducing the issue in contention
Step 1: introductory remarks to identify work + artist + issue in contention
Step 2: acknowledging counterthesis and counterpoints (the other person's viewpoints)
Step 3: providing specific details (who, what, when, where)
Step 4: stating the thesis (personal viewpoints - in one complete, unified statement about the issue in contention, precise enough to limit the issue, but general enough to ask for support, not too obvious, and showing the changes proposed to the counterthesis)
Move II: Presenting counterthesis and counterpoints
Step 1: Restating the counterthesis and enlarging upon it (in the introductory move we have just formulated it; now we have to show the reader that we bothered to understand what the other person's thesis really claims; therefore, we use our own words to explain what we understood and to convince our reader that we know exactly what the other opinion is)
Step 2: Presenting/restating counterpoint 1 (using our own words to show what the first point of proof used by the other person was)
Step 3: Presenting/restating counterpoint 2
Step 4: Presenting/restating counterpoint 3
Move III: Arguing thesis and providing evidence/proof
Step 1: Restating our own thesis and enlarging upon it (we have to make sure the reader fully understands what we claim)
Step 2: Providing constructive argument 1 and evidence/proof to support it (the weakest) to fight against counterpoint 1
Step 3: Providing constructive argument 2 and evidence to support it (stronger) to fight against counterpoint 2
Step 4: Providing constructive argument 3 and evidence to support it (the strongest) to fight against counterpoint 3
Step 5: Disagreeing with counterpoint 1 (refutation 1)
Step 6: Disagreeing with counterpoint 2 (refutation2)
Step 7: Disagreeing with counterpoint 3 (refutation 3)
Note: We can place side by side (mirror) our constructive argument and our disagreement with the other person's counterpoint in the same step, by convincing the reader that our argument and evidence to support it are correct and are better than the other's.
DEADLINE Tasks 1 + 2: March 1, 2020
"to argue"= to present reasons for or against a thing; to dispute; to debate
"to persuade" = to convince; to induce somebody to believe
communicative purpose:
- to present, explain, clarify, illustrate a viewpoint (the author's) (so far the goals are identical with those of the expository essay) + to persuade the reader that personal viewpoints are more valid than another person's viewpoints
move pattern:
Move I: Introducing the issue in contention
Step 1: introductory remarks to identify work + artist + issue in contention
Step 2: acknowledging counterthesis and counterpoints (the other person's viewpoints)
Step 3: providing specific details (who, what, when, where)
Step 4: stating the thesis (personal viewpoints - in one complete, unified statement about the issue in contention, precise enough to limit the issue, but general enough to ask for support, not too obvious, and showing the changes proposed to the counterthesis)
Move II: Presenting counterthesis and counterpoints
Step 1: Restating the counterthesis and enlarging upon it (in the introductory move we have just formulated it; now we have to show the reader that we bothered to understand what the other person's thesis really claims; therefore, we use our own words to explain what we understood and to convince our reader that we know exactly what the other opinion is)
Step 2: Presenting/restating counterpoint 1 (using our own words to show what the first point of proof used by the other person was)
Step 3: Presenting/restating counterpoint 2
Step 4: Presenting/restating counterpoint 3
Move III: Arguing thesis and providing evidence/proof
Step 1: Restating our own thesis and enlarging upon it (we have to make sure the reader fully understands what we claim)
Step 2: Providing constructive argument 1 and evidence/proof to support it (the weakest) to fight against counterpoint 1
Step 3: Providing constructive argument 2 and evidence to support it (stronger) to fight against counterpoint 2
Step 4: Providing constructive argument 3 and evidence to support it (the strongest) to fight against counterpoint 3
Step 5: Disagreeing with counterpoint 1 (refutation 1)
Step 6: Disagreeing with counterpoint 2 (refutation2)
Step 7: Disagreeing with counterpoint 3 (refutation 3)
Note: We can place side by side (mirror) our constructive argument and our disagreement with the other person's counterpoint in the same step, by convincing the reader that our argument and evidence to support it are correct and are better than the other's.
Move IV: Concluding by enhancing the validity of the thesis
We conclude by reminding our reader (in other words) what we claimed and by suggesting that our arguments were (far) more convincing that the other person's. We must never forget to be polite! We must never forget that our simple claim of a truth (our truth) is not convincing without providing proper arguments and evidence. After all, it is the reader to decide who was more convincing!
Move V: (optional) Works cited
Tasks:
Task 1: Read the texts Fashion Art: To BE or Not to Be, by Maria Hritcu and Damien Hirst--Between Art and Money, by Daniela Codrea; pay attention to the thesis in each of them, to the counterpoints and constructive arguments; which of them convinces you most? whose side do you tend to take? why?
Task 2: Express your own viewpoints on these matters (provide your own thesis, arguments, evidence). (orally)
DEADLINE Tasks 1 + 2: March 1, 2020
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