Understanding Argument...

ISSUES AND MAIN CONTENTIONS An issue is the general topic of a persuasive piece. It can usually be expressed in a word or few words. For example:Penalties for leaving children in cars.Some texts are primarily intended to give information about an issue. For example, a newspaper article might report on a change to the law that introduces harsher penalties for adults who leave children in cars on hot days. Other texts are aimed at persuading the audience to think or feel a certain way about an issue. In such persuasive texts, the writer will present their opinion in the form of an argument, using persuasive language to position the audience to agree.In a persuasive text, a writer’s main contentionexpresses their point of view on an issue. The main contention is often expressed in a single sentence early in their written piece. For example:There should be tougher penalties for leaving children in cars on hot days.Consider the examples in the table below, which show the difference between the topic of a persuasive piece and the writer’s main contention. To demonstrate that you understand the main contention of a piece when analysing a persuasive text, aim to express it in a single sentence, as shown in the second column. TOPIC MAIN CONTENTION School Uniforms Uniforms should be banned in public schools. Climate Change Big corporations should be heavily fined, if they do not meet greenhouse gas emissions targets. Smacking Smacking children should be made illegal. Can you find the main contention in the example below? Is it clearly expressed? Do you understand what the writer is trying to say?Did you know that only around 1% of people die in circumstances allowing organ donation? But many more can, and should, become eye and tissue donors. One donor can transform the lives of many people. Eye and tissue donation can make the difference between seeing and being blind, mobility and never walking again, or a speedy rather than protracted recovery from trauma, cancer or disease.First, aim to express the contention in your own words.More people should consider tissue donation.Next, state how the writer is presenting it.Appealing to the reader's sympathy for people in need of transplants, the writer argues that more people should consider tissue donation. CHECK FOR UNDERSTANDING: MAIN CONTENTIONS Read the following blog entry then answer the questions below. Question 1: What is the issue addressed in the above text? Question 2: What is the main contention of the piece? Express this in your own words. Question 3: What emotion does this blog entry encourage the reader to feel? ARGUMENT A writer's main contention needs to be supported by argument. When you hear the word ‘argument’ you might immediately imagine two people shouting at each other or users trading insults on a social media site. However, presenting a strong argument is very different from ‘arguing’ in the common sense of the word. It involves a process of reasoning and presenting facts (the word ‘argument’ comes from the Latin word for proof). An argument is a set of connected reasons that support and justify a particular view. Good arguments are persuasive because they use strong reasoning and logic to show why a particular viewpoint or contention is valid.An effective argument consists of reasons logically connected to the writer's main contention, and evidence that supports those reasons. Writers will also use persuasive language to present their argument in order to position readers to agree with them. The diagram below shows the main components of an argument. Writer’s carefully select the main reasons they will present to support their opinion and the way in which they will present them. They might begin with the most important reason first or they may begin with some minor reasons and build to a strong conclusion. CHECK FOR UNDERSTANDING: ARGUMENT Question 1: Amal is giving a presentation at her school assembly, arguing that the school canteen should stop stocking products made with palm oil. Match the segment of the audience to the reason that is most likely going to appeal to them. Students Many animals, such as orangutans, tigers and monkeys, are losing their homes and their lives due to forest clearing. Teachers Our reputation as a 'sustainable school' is jeopardised by our support of the corrupt palm oil industry. The Canteen Manager Palm oil is high in saturated fat and not recommended for frequent consumption. Family Volunteers There are many affordable and healthy alternatives to palm oil. Question 2: There have been several accidents involving cars and bicycles on the main road that runs through the town of Strathcombe. Jack, who rides along the road to school every day, plans to contact the local council to argue that the road should have a bike lane. Suggest three reasons he might present to support his main contention and the most effective order in which to present these. Question 3: What kinds of evidence do you think Jack could present to support his argument? Question 4: Select three words from the following list that describe the sort of language you think Jack should use in his first letter to the council. Friendly Sophisticated Angry Aggressive Serious Humorous Reasonable Sarcastic Formal Casual Lighthearted Pleading Emotional Outraged Logical ARGUMENT VERSUS OPINION Having an opinion is part of presenting an argument, but it's not the same thing.Argument: A text or statement intended to persuade others by presenting facts or reasons in support of the view.Opinion: A personal point of view, attitude or belief.Of course, people present arguments with varying degrees of skill, sophistication and success. Consider the following two examples. Which one might be presenting an argument and which is simply presenting an opinion?“Salt and vinegar chips are disgusting.”“Don't eat salt and vinegar chips because eating a lot of salt is unhealthy.”The first example above is only giving an opinion – that the taste of salt and vinegar chips is unpleasant. There is no argument or logic, and no supporting reasons are given. If someone said this to you, the sentence would imply that you should think the chips are disgusting too. Yet to insist that, just because one person doesn't like something, no one else should like it either is not a good argument.However, the second example provides us with a supporting reason: “because eating a lot of salt is unhealthy”. This is an argument because it offers a justification or reason why we shouldn't eat the chips: because they have a lot of salt, and eating a lot of salt is unhealthy. BEWARE THE DISGUISED OPINION Some sentences are structured to look as if they are offering supporting evidence when they only contain opinion. For example, consider the sentence:"Salt and vinegar chips should be banned because they are disgusting."The opinion, "salt and vinegar chips...are disgusting", is being presented as a supporting point, but it's really just an opinion. The conjunction, "because", suggests that supporting information is coming next but actually the second part of the sentence is simply an opinion phrased as a fact.Other conjunctions that imply cause and effect, such as therefore and consequently, can also give the same impression.