Each Flipped Learning Module (FLM) is a set of short videos and online activities that can be used (in whole or in part) to free up class time from content delivery for greater student interaction. At the end of the module, students are asked to fill out a brief survey, in which we adopt the minute paper strategy. In this approach, students are asked to submit their response to two brief questions regarding their knowledge of the module.
In this FLM (Part 2 of a two-part series), students are asked to complete a fill-in-the-blank outline which accompanies all four videos, covering the topic of argumentation and its essential components. The completed outline will enhance the students’ note-taking skills and will serve as a summary of the FLM that they may refer to in the future.
Key Terms
Conceptual problem, claim, reasons, evidence, acknowledgment and response, counterargument, fact, opinion, logic, reasoning, logos, ethos, pathos, deduction, induction
Module Overview
- Introduction and Claim
- Reasons and Evidence
- Evidence (continued)
- Acknowledgment and Response
Download Video Transcripts
Worksheet: Writing Arguments Part 2 Outline
Please fill out the following outline while you are watching the videos, and bring a copy to class.
- The core of an academic argument consists of:
- __________________________________________________
- __________________________________________________
- __________________________________________________
- The typical move used in crafting an argument is:
___________________________________________________________________________
- A good claim is:
___________________________________________________________________________
- Three points to consider when evaluating a claim are:
- (Point 1): __________________________________________________
- (Point 2): __________________________________________________
- (Point 3): __________________________________________________
- A claim is supported by
___________________________________________________________________________
- The three motivational appeals are:
- (Appeal 1): __________________________________________________
- (Appeal 2): __________________________________________________
- (Appeal 3): __________________________________________________
- Logical arguments or______________ are divided in two types (provide a brief explanation for each):
- (Type 1): __________________________________________________
- (Type 2): __________________________________________________
- Good evidence needs to be________________ and _________________
- Types of Evidence:
- (Type 1): __________________________________________________
- (Type 2): __________________________________________________
- (Type 3): __________________________________________________
- A good rule of thumb for organizing the reasons for the claim is to _______________________.
- Concerns your readers may raise:
- (Concern 1): __________________________________________________
- (Concern 2): __________________________________________________
Download Outline
Video 1: Introduction and Claim
Writing Arguments Part 2 Online Activity 1
Revise the following poor claim by using templates from the
They Say, I Say book, and submit your response to your instructor:
Poor Claim: In contrast with Gleiser’s position, I don’t think humans are guided by tribal instincts.
Video 2: Reasons and Evidence
Writing Arguments Part 2 Online Activity 2
Examine critically the primary arguments made in James Angelos’ “Passing the Test.” Identify the appeals (logos/ethos/pathos) used in the essay (list page number for reference). Do you find those appeals effective or not? Why?
Submit your response to your instructor.
Video 3: Evidence (continued)
Video 4: Acknowledgment and Response
Writing Arguments Part 2 Survey
Please answer the following two questions, and submit the responses to your instructor.
- What was the one most important thing you learned from this module?
- Do you have any unanswered questions for me?
Writing Arguments Part 2 Elements of Argument Chart
Writing Arguments Part 2 In-Class Activity
References
Behrens, Laurence, Leonard Rosen, and Bonnie Beedles.
A Sequence for Academic Writing. Longman, 2002.
Lunsford, Andrea, John Ruszkiewicz, and Keith Walters. Everything’s an Argument with Readings. Bedford/St. Martin’s, 2007.
Schick, Kurt, and Laura Schubert. So What? The Writer’s Argument. Oxford University Press, 2014.
Turabian, Kate. Student’s Guide to Writing College Papers. 4th ed., University of Chicago Press, 2010.
