April 24, 2002

MAKING ARGUMENTS

Level II

RATIONALE:  The ability to explain why one holds positions and to construct strong arguments in their support is critical both in developing one’s own voice and in becoming an effective advocate in community, political, and professional arenas.  A well-thought-out position on an issue requires understanding how stands on this particular issue are related to broader perspectives and commitments.  It also requires extensive research and reflection on the range of relevant reasons and evidence and the personal implications of taking a particular position on the issue.

Making Arguments builds on the skills developed in work on the Understanding Arguments competency.  It requires in-depth research into a complicated, controversial issue, formulation of one’s own point of view on the issue, and justification of that view.  It deepens students’ abilities to analyze and evaluate arguments.  It also asks students to consider their audience in developing a persuasive presentation of their position.

Competency:  Can develop and present an effective advocacy position on a controversial issue of social consequence.

CRITERIA:

1.     Identify a controversial issue of social consequence and the sources helpful for understanding different arguments/positions on the issue.

2.      Briefly summarize the arguments in sources which reflect a range of positions on the issue.

3.      Research the issue in depth and develop your own position.  Include identification and discussion of the most important reasons and evidence in support of the main claims of your argument.

4.      Identify at least two positions on the issue that differ from your own and explain how you would refute them.

5.      Explain why the position you are advocating is more convincing to you than the differing views.  Where relevant, indicate how your position on the issue is related to your more general values and beliefs.

6.      Reflect, where appropriate, on the personal implications and consequences for you of taking this stand.  Then, identify arenas in which you might act base on it.

7.      Identify an audience for the presentation of your stand and consider strategies for effective presentation of the stand to that audience.

8.      Make a persuasive advocacy presentation in support of your stand.

PORTFOLIO LINKS: You are expected to use the Writing Portfolio criteria and standards as guidelines for the written products required by this competency. Papers written for this competency may be considered for submission to the Writing Portfolio.

STANDARDS:

1.      The issue and sources you choose must be approved by the evaluator.

2.      For Criterion 2, at least three sources, each representing a different position, must be cited.  Summaries of the arguments made in these sources should include main points and supporting reasons and evidence.  You must present your summaries in one or two well developed paragraphs.

3.      For Criterion 3, you must identify a range (at least three beyond those used in Criterion 2) of relevant sources which support your position.  You must provide a detailed outline of your argument which summarizes the main points and presents a full listing of the reasons and evidence in support of your position.  Factual claims and value claims must be distinguished.  All evidence cited must be properly documented.

4.      For Criterion 4, you must develop the arguments for the opposing positions and identify individuals or groups that are likely to make these arguments.  You should devote two or three paragraphs for each of the opposing positions.

5.      Criteria 5 and 6 should be addressed together in a 2- to 3-page reflection paper which explains the process by which you arrived at your stand—e.g., which arguments you found most convincing and why; why you were not convinced by strong opposing arguments; how your position is consistent with important beliefs you hold.

6.      For Criterion 7, you should assume that your audience is not yet persuaded of your position.  In a 1- to 2-page paper, you should identify your audience, indicate the specific strategies you will use, and explain why you think those strategies will be effective with that audience.

7.      The final presentation of your stand (Criterion 8) must be in the form of a 10- to 15-minute advocacy speech:

a.       The speech must address the major points being contested and must include compelling reasons and evidence to support your position and lead to a suitable conclusion.

b.      The speech should be organized so that an audience can follow without strain, should develop coherently and purposefully, and should use language appropriate to the situation.

c.       You should speak from an outline, making consistent eye contact with your audience except for occasional glances at the outline, use gestures that support what you are saying without being distracting, talk so that you can easily be heard and understood, and utilize media, graphics, and/or handouts.

d.      The speech should be at least 10 and no more than 15 minutes long.  An outline must be presented to the evaluator at the time of the speech.

EXAMPLES OF DEMONSTRATION:

a.       Prior Learning. As evidence of her ability in Making Arguments, a student who has been active in the fight against over-development in her town presents a videotape of a speech she made at a town meeting.  In the speech, based on extensive research, she argues against a proposal to build condominiums and a shopping center on vacant land, claiming that the development—even if scaled back—would threaten an adjacent wetland, lead to overcrowding, and divert needed resources.  She also presents an outline of her speech indicating her main claims, reasons, and evidence and a brief statement of how she came to be an environmental activist.

b.      Independent Learning. Three students become interested in the controversy over the MCAS tests in a class addressing the Participation in Government competency.  Uncertain about their own views, they research the literature on standardized and “high-stakes” tests as well as views of education reformers in Massachusetts.  They arrive at differing views on the value of the MCAS test and decide to debate the issue.  They present their stands in a CPCS forum and get feedback on the effectiveness of their presentations.  They supplement their presentations with outlines of their arguments and papers reflecting on what led to their coming down where they did on the issue.

c.       Course. A student enrolls in a Making Arguments class.