© 2021 College Board. All rights reserved. © 2021 College Board. All rights reserved. As YouRead on anissue. emotional, logical,andethicalappealstothosewhohavethepowertakeaction persuasive languagetomaketheircases.Apowerfulargumentiscraftedusing When presentingtheirsupportforaparticularpointofview,writersuse research. least reliablebecauseitmaybebasedonapersonalaccountratherthanfactor Of thetypesofevidence—empirical,logical,andanecdotal—anecdotalis When presentinganargument,writersuseevidencetosupporttheirpositions. andAppeals issue ofyourownchoice. how tocraftyourown.Youwillexplorethetopicofjusticebeforeresearchingan section, youwillcontinuetoreadargumentativetextsacrossgenres,andlearn In thefirstpartofunit,youanalyzedavarietyargumentativetexts.this Making Connections Joining theConversation • • connections that are drawn between them. between drawn are that connections the and developed, and introduced are they how made, are points the which in order the including events, or ideas of series or analysis rhetoric to advance that point of view or purpose. or view of point that to advance rhetoric uses author an how analyze and atext in purpose RI.9-10.6  RI.9-10.3  Focus Standards: Standards College Readiness Career and by usingcontextclues,wordparts,oradictionary. Circle unknownwordsandphrases.Trytodeterminethemeaningof specific marks,suchasunderliningorcircling,toidentifyeachtypeofevidence. Look forevidencepresentedtosupportthearguments.Markeachtextwith improvement toensuresuccessontheEmbeddedAssessment. following activities,revisittheScoringGuidetoidentifypotentialareasof the tasklistandoutlineintoyourReader/WriterNotebook.Aftereachof create apreliminaryoutlineofyouressay’sorganizationalstructure.Copy the promptandoutlinetasksneededtocompleteyourargument.Then Using theassignmentandScoringGuide,workwithyourclasstoanalyze Read theassignmentforEmbeddedAssessment1:CreatinganArgument. Unpacking theEmbeddedAssessment evidence theauthorusestosupportherargument. In thisactivity,youwillreadatextaboutcommunicationandanalyzethe Preview Learning Targets • • Explain howanauthorbuildsargument. Analyze detailsandfallaciesinanargument. . argumentative essayshouldusethegenrecharacteristicsandcraftofan research togatherevidencethatsupportsyourclaim.Yourfinal strongly about.Youwillneedtodevelopaclearclaim,andconduct Write anargumentativeessayonissueofyourchoicethatyoufeel Determine an author’s point of view or or of view point author’s an Determine Analyze how the author unfolds an an unfolds author the how Analyze statements and fallacious reasoning. reasoning. fallacious and statements false identify sufficient; and relevant is evidence the and valid is reasoning the whether assessing atext, in claims specific and L.9-10.2b, L.9-10.6 W.9-10.2b, W.9-10.2c, L.9-10.1b, L.9-10.2a, RI.9-10.1, RI.9-10.2, RI.9-10.5, W.9-10.2a, Addressed: Standards Additional RI.9-10.8  Delineate and evaluate the argument argument the evaluate and Delineate Unit 1

• Think-Pair-Share Note-taking Marking theText Graphic Organizer Close Reading respectively. pathos, ethosandlogos their audience,knownas logic inordertopersuade emotions, ethics,and appeals totheirreaders’ Strong authorsoftenmake incidents. personal accountsof evidence isbasedon clear rationale.Anecdotal is basedonfactsanda research. Logicalevidence observation through experiences anddirect evidence isbasedon in anargument.Empirical that supportsaposition Evidence isinformation ACADEMIC The PowerofArgument Learning Strategies My Notes 1.6 ACTIVITY

37 VOCABULARY Unit 1 away their word maps for later. for word maps their away put them have to work, minutes afew had have students After tone, understand, debate, dialogue, speech, chat, include discussion, sharing talking, conversation word the for maps word create them have Reader/Writertheir Notebook, in Then students. your with Preview 3 2 1 TEACH periods Pacing: Suggested (optional) organizer Materials: PLAN 1.6 ACTIVITY 5 4 credibility of an argument. the evaluating when considered be should provides awriter evidence of type the that out Point type. each of reliability the and tosupport used evidence of success on Embedded Assessment 1. Assessment Embedded on success for needed skills and knowledge organizer agraphic post and create discussion, collaborative awhole-class conduct you As prompt. the in highlighted or underlined have they knowledge or skills the to paraphrase partners Instruct Assessment. Embedded this on tosucceed necessary knowledge or skills mention that places or highlighting underlining by text the tomark students instruct and assignment the Read students. with Assessment Connections section with students. with section Connections persuasive language. used carefully and claims supported of well- on a combination relies argument astrong that out Point Appeals. and Evidence on instruction Read the Learning Targets and and Targets Learning the Read Discuss with students the types types the students with Discuss • Unpack the Embedded Embedded the Unpack Read and discuss the Making Making the discuss and Read Review with students the the students with Review The Power ofArgument that identifies the the identifies that unpacking graphic graphic unpacking . (Possible synonyms synonyms . (Possible and argument and 2 50-minute class class 250-minute .) .) 37 fellow human beings. human fellow her toward aresponsibility shows share to think-pair- pairs ask and Author 38  Task: Qualitative:   Lexile:  Overall: 7 6 1.6ACTIVITY reading. the with continuing before responses afew Elicit miscommunicated. been have might what and shared, they information the pilots, the between communication the discuss them Have 90. Flight Florida Air surrounding events the todescribe students ask 5and paragraph of end the at Pause Matter.” That Conversations Have to How toTalk: Need “We of reading FIRST READ: FIRST Have students read About the the About read students Have TEXT COMPLEXITY TEXT SpringBoard the ways in which Headlee Headlee which in ways the Challenging (Evaluate) Challenging 1270L Complex Moderate Difficulty Moderate Conduct a shared ashared Conduct ® English LanguageArts continued

English II 38 My Notes 1.6 SpringBoard ® EnglishLanguageArts officer tried to warn officer tried to the warn captain that something was wrong. was de-iced. He chose to off. take passengers back on schedule. It forty-nine had minutes been since plane the plane one de-iced more time, or he couldimmediately depart to get his and try about or whether not to off. take He could wait alittle longer and havethe severely90 had already been delayed captain the when had to make achoice forwas closed most of morning the and reopened at noon. Air Florida Flight More than sixinches of snow fell at Ronald Reagan International. The airport That Matter That How Have to Conversations From Argument Headlee Celeste by 3 2 1 About theAuthor CAPTAIN: Yes, it is, there’s 80.[Referring to airspeed] the [3-second pause] that’s Ah, not right. Well— FIRST OFFICER: at look God, that that thing, don’t it? right, does seem [Some minutes goby] things; it gives you feeling afalse of security, that’s it all does. FIRST OFFICER: Boy, is this alosing battle here to de-icethose on trying CAPTAIN: Yeah. icicles on those back there the all that? and See everything? FIRST OFFICER: how Look iceis the just hanging on his back there, see We know from plane’s the voice recorder that after soon takeoff, the first On January just 13,1982,atragedy occurred outside Washington, DC. English II We Need to Talk: his illustriouscareer. African Americancomposers,andeditedabookabout William GrantStill,whoisconsideredthe“dean”of the country.Shealsolecturesabouthergrandfather opera singer,performingwithcompaniesacross day jobasajournalist,Headleeisprofessional broadcast forPBSWorldin2012.Inadditiontoher Headlee alsoanchoredthepresidentialelection NPR, CNN, and BBC, as both a host and correspondent. a varietyofradioandtelevisionnetworks,including journalist, speaker,andauthorwhohasappearedon Celeste Headlee(b.1969)isanaward-winning

© 2021 College Board. All rights reserved. © 2021 College Board. All rights reserved. © 2021 College Board. All rights reserved. © 2021 College Board. All rights reserved. affected the by words sayto we choose or leave unspoken. day.on radioevery the But important, life-changing events are influenced and make it that vital exchange the clear be and comprehensive. confusion, anger) that could derail such aconversation and an number equal listening. There are any number of emotional factors (physicalpain, stress, right. exactly The forneed brevity and confused. patients and family their members, often who arrive the at hospital anxious apatient’sreviewing chart. It includes also breakdowns incommunication with to nurse the working next the shift to adoctor prescribingtreatment without from anight everything nurse to failing describe used to relay information vital malpractice suit was filed. “Communication failures” is afairly broad term 2009 and 2013,and that includes only that cases the were tracked a because Communication failures to led 1,744deaths inAmerican hospitals between havethis: you admitted ever been to ahospital? Oftentimes, lives are lives never hang will balance of inthe our conversations. But letme ask you skill. asurvival could be better. I’d never before considered that improving conversational techniques thought Iread when transcript the copilots should trained more to be be direct with captains. their But my first communication listened who to black the experts box recording concluded that andstory it made me rethink my entire on conversation. Most exchange cockpit, inthe captured by black the box. affected by cold temperatures. also spent alot Experts time of studyingthat create longer-lasting de-icing chemicals, and how airplane instruments are Administration (FAA) to study how often a plane shouldbe de-iced, how to developmentthe of airline safety standards; it prompted Federal the Aviation The crashsurvived. of Air Florida Flight as apivotalseen 90 is moment in into Potomac the River. Seventy-eight only people died; fiveultimately planeground,the left we havethis exchange from the cockpit: turned on heater the plane’s inthe engines. Aboutseconds thirty-five after the reliable instruments the because were clogged with ice. Also, captain the never

support her claim? claim? her support copilot and pilot the between conversation the does How communication? their about saying author the is What copilot. and pilot the between place took that conversation conclusion? to this come  she 90? does How Flight Florida Air of tragedy 1. Scaffoldingthe Text-DependentQuestions 10 9 8 7 6 5 4

What does the author suggest caused the the caused suggest author the does What Personally, I’m grateful lives don’t hang Iconverse balance when inthe Imagine for amoment how important it is to conversations get these It may that that never be for seem stakes high the will most of us—that Twenty years later, Iread about incident this researching while a The plane slammed intothe Fourteenth Street Bridge thenand plunged CAPTAIN: Iknow it. FIRST OFFICER: Larry, we’re going down, Larry. What neither pilot was realized that readings the cockpit inthe weren’t maybe it is… Idon’t know. FIRST OFFICER: Naw, Idon’t that’s think right. [7-second pause] Ah, RI.9-10.3 andbalanced efficiency be must with careful was that we to need train pilots to listen Reread the the Reread RI.9-10.2 idea? this tosupport provide author the does anecdote What idea? this to support provide author the does facts What listening? and speaking communication—both regarding point it?  support Headlee does how 2. What is the key idea of this passage, and and passage, this of key idea the is What at stake. Unit 1

• brevity: version transcript: written or printed pivotal: important crucially The PowerofArgument being brief being and concise My Notes What is Headlee’s Headlee’s is What 1.6 39 Unit 1 ACTIVITY 1.6ACTIVITY Developing Beginning the types of evidence. of types the between distinguish further help to evidence anecdotal and logical, of empirical, definitions the clarify to organizer graphic the and dictionaries use students Have organizer. graphic Association Word Visual and Verbal the section. Resources the in glossary Spanish/English in the activity this from terms Vocabulary Academic the up look them have English development, language of stage early an at students argument. an in include and for to look what understand they sure tobe activity this for Vocabulary Academic the on focus extra from benefit may students Some INSTRUCTION LEVELED DIFFERENTIATED • The Power ofArgument Spanish-speaking Spanish-speaking includes class your If with copies of copies with students Provide continued 39 listening have changed the outcome? the changed have listening better might How conversation? a during of listening importance the of example an situation this is How godchild. young her about Mallery informs France when reacts author the how to describe students Ask text. the in evidence supporting and claim author’s the out point 40 9 8 1.6ACTIVITY borrowed from the French. the from borrowed have speakers English terms other tosuggest students Ask box. Connections Word the 13 toreview paragraph read they after students Have students work together to together work students Have Vocabulary Development:Vocabulary SpringBoard ® English LanguageArts continued Stop Stop

godchild? the about reading after feel you did How learn? author the did lesson What conversation? the during learn did Mallery information What Haiti. in earthquake the and Neptune, France Thurlow, make?she  does appeal of kind in listening? What lessons 3. Scaffoldingthe Text-DependentQuestions English II What was one of Headlee’s most valuable valuable Headlee’s of most one was What WORD CONNECTIONS 40 meaning “promiseortrust.” into OldFrenchasfiancier, Later, thewordwasadapted verb fidare,meaning“totrust.” word comesfromtheLatin to bemarried.”Originally,the and means“amanengaged term thatfirstappearedin1844 The wordfiancéisaFrench Etymology audible: My Notes 1.6 SpringBoard RI.9-10.3 Reread the section about Mallery Mallery about section the Reread able heard to be ® EnglishLanguageArts a well-planned segment and really listened to where discussion the was headed. conversation,a powerful but Ishould have stopped congratulating myself over syllable. Itevery was moving for of all us. Up to that point, we were listening to I listened as couple the spoke with each other, relief and gratitude audible each other’s voices for first the timeearthquakethe since and my cohost and Neptune, and we brought onto both them air. the and France Mallery heard loved ones were alive or dead. was desperate to reach himor anyone might who able else be to tell her ifher two days to reach her fiancé in Port-au-Prince unsuccessful.been and had She with awoman inMichigan Thurlow. named Mallery for trying been She had listen. Two days afterthe massiveearthquake in Haiti in2010,I spoke on air And one of my most valuable lessons inlistening resulted from my failure to misunderstood. wefrom benefit can So all better learning a way. universal We’ve experience. lost something all of because what we heard and to tell me. I’ve that realized also saying wrong the thing inaconversation is a conversation and how often I’ve misunderstoodwhat someone trying was else reflectingtime on how manytimes I’ve failed to get pointmy across ina didn’t storm away from table the (and won’t still return your text messages)? hand; was there adifferent way to defend your principlesthatso your cousin What about that conversation political at Thanksgivingthat dinner got out of Savedinterview? arelationship ifyou’d more been open about issues? certain communication.poor you Could have landed that dream jobifyou’d nailed the missed, how many outcomes inyour life may have altered been of because friendships to Ifailed when dieinsilence say what was really on my mind. my own to story pay attention to theirs. and France privacy. their Ididn’t, and it bothers me. still Iwas caught too up in turn conversation. inthe Icould have segment the ended and allowed Mallery or to time doso. If listening Ihad been more carefully, Iwould have heard the wantThey me,the host, to consolethe guest and often I don’t have the words powerful. Most people, understandably, want to console person and the can’t. make for broadcast. agood Hearing on someone radiois the not painful, cry of death the of aloved one thousands while of people listened in,her tears don’t conversation. station Our later received anumber of complaints. listeners felt who were they intruding on and personal ahighly agonizing moment for me and Ican only imagine it for was painful thousands the of surprisingly, beganto cry. Iwasn’t sure what to say. It was an uncomfortable young collapse inthe godchild had died of aschool building. Mallery, not

14 13 12 11 17 16 15 Our productionOur staff workedtirelessly trackto down fiancé,her France Some of my greatest insights have come about as result the of failures. After I the cockpit read transcripts from Flight 90,I spent alot of Take amoment to consider how many opportunities you may have In my private life, I’ve lost contact with family members and I’ve seen Even ifyou aside humanity the involved, that aperson has just learned We weren’t France expecting on to inform live Mallery radiothat her English II support the author’s claim? claim? author’s the support admission this does communication? How reflection?”  this including for purpose author’s the is mind.” my on really was What what to say Ifailed die in silence when friendships seen I’ve and members family with contact lost 4. The author writes, “In my private life, I’ve I’ve life, private my “In writes, author The What is the author’s claim about about claim author’s the is What RI.9-10.5 in

© 2021 College Board. All rights reserved. © 2021 College Board. All rights reserved. © 2021 College Board. All rights reserved. © 2021 College Board. All rights reserved. to people we disagree with, you because can’t inreal life. everyone unfriend to one another and, more important, listen to one other. We must to learn talk do has implications for world wider the around you. We must how learn to talk flutter Edwardof Lorenz’s butterfly that eventually acauses hurricane, what you your actions affectthose around you in tangible real, lunchrooms and and airports restaurants. that authentic conversations can’t happen online but only inliving rooms and stage at but all, rather inoffice cubicles store or grocery aisles. Itmight be less at same the time.” portion of public the about talking important both and frivolous stuff more or culture enmasse was. Anational experienced conversation involved alarge and people would listen… People gathered still for evening the Mass news. a challenge. As Wesley Morris wrote New York inthe Times thattechnology having conversation ameaningful about anything has become other sideis saying. That’s not aconversation! and we then proceed to shout out our own opinions with no regard to what the education, or immigration? and Over over we say about we to need talk issues, United States for a“national conversation” on race, law drugs, enforcement, talk about conversationwhen wrong goes or doesn’t happen at And all. irony the is, we be equally damaging, equally harmful. conversation is apotent much about gaps the it can bridge and wounds the it can At heal. its best, chats.trivial weskills can and learn improve upon. much So hinges on what may like seem understood during important conversations with recruiters or managers. I’ve suffered in careermy becauseas Icouldn’t well seem to make myself 23 22 21 20 19 18 Making Observations No matter how much you of like to think yourself as aprivate person, It may that be conversations that matter most won’t held on be anational world Our has fractured by become so politics and by distracted What I’ve inmy seen own and country around is what globe the happens It’s hard to overestimate power the of conversation. It’s hard to say too I now that believe conversation may one be of most the fundamental • • What detailsinthetextcaughtyourattention? listening? What argumentistheauthormakingabouttalking—and conversation time. the How all many have calls inthe there been suggest about communication, specifically listening? specifically communication, about suggest view of points varying these do What transcript? the interpreted others have How  text? the throughout argument her with work story the 90? does How Flight Florida Air 5. Scaffoldingthe Text-DependentQuestions force for But good. it when wrong, goes that force can What do you think was Headlee’s purpose in the beginning with the story of of story the with beginning in the Headlee’s purpose think was do you What Review the transcript. How does the author interpret this transcript? transcript? this interpret author the does How transcript. the Review ... ways. famous the Like , “We to talk, used Unit 1

• potent: tangible: frivolous: unimportant The PowerofArgument L.9-10.6 powerful or powerful influential identifiable My Notes 1.6 41 Unit 1 phrases. phrases. and words unfamiliar to understand needed as resources digital and print and context touse them Remind phrases. and words unfamiliar and evidence of types annotating and text the with engaged are they sure Be . their monitor needed. if questions, follow-up asking observations, their on based text the of comprehension general students’ Check questions. Observations Making the asking by discussion in a class the guide time, first 11 11 10 1.6ACTIVITY • After reading the text for the the for text the reading After As students are reading, reading, are students As The Power ofArgument continued 41 suggestions. for boxes Questions Text-Dependent the Scaffolding the See parts. smaller into down them breaking or them by rephrasing questions the scaffold difficulty, have If they questions. text-dependent the answer students as in listen about the topic. the about have they that questions any list also should why? They and important most are words now? Which add they might ideas or words key What conversation word the for maps word totheir toreturn them ask questions, text-dependent to the responding and passage the reading responses. their in evidence text to use Remind them questions. the answer and text the toreread groups small in towork them Invite questions. text-dependent tothe to respond text to the toreturn students Guide 42 14 13 12 1.6ACTIVITY Move from group to group and and togroup group from Move RETURNING TO THE TEXT: Once students have finished finished have students Once SpringBoard ® English LanguageArts continued . English II 42 1.6 SpringBoard ® EnglishLanguageArts Returning totheText • • 5. 4. 3. 2. 1. Write anyadditionalquestionsyouhaveaboutthetextinyourReader/WriterNotebook. Reread theargumenttoanswerthesetext-dependentquestions. How doesthestoryworkwithherargumentthroughouttext? What doyouthinkwasHeadlee’spurposeinbeginningwiththestoryofAirFloridaFlight90? author’s purposeforincludingthisreflection? friendships dieinsilencewhenIfailedtosaywhatwasreallyonmymind.”Whatisthe The authorwrites,“Inmyprivatelife,I’velostcontactwithfamilymembersandseen she make? What wasoneofHeadlee’smostvaluablelessonsinlistening?kindappealdoes What isthekeyideaofthispassage,andhowdoesHeadleesupportit? to thisconclusion? What doestheauthorsuggestcausedtragedyofAirFloridaFlight90?Howshecome skill, becauseconflictisinevitable. in directcommunication,theauthorismakingpointthatlisteningeffectively isasurvival While somebelievethatde-icingstandardsweretoblameortheco-pilotsneedtraining The authorbeginswiththetranscripttoillustratehowreadersinterpreteventdifferently. but thatsheisabletoseetheproblem. of theoffenseshedescribesinothers.Here,Headleeisacknowledgingthatnotperfect, The authorprovidesthisreflectiontoconnectthereaderbyshowingthatshe,too,isguilty reader’s emotions. had diedintheearthquake.Thestoryismeanttobeheartbreakingandappeals She thendescribeshowFranceNeptunetoldhisfiancée,MalleryThurlow,thathergodchild The authorclaimsthatoneofthemostvaluablelessonswasaresultfromherfailuretolisten. communicated better.Shealsoprovidesapersonalanecdote. of AirFloridaFlight90,whichHeadleeclaimsmayhavebeenpreventedifthepilotshad includes bothspeakingandlistening.Theauthorprovidesfactualdetailsregardingthecrash The keyideaofthispassageisthatsocietyneedstobecomebetteratcommunicating,which officers. between thepilotandcopilotthatshowslackofcommunicationtwo the planewasbeingde-icedduringstorm.Asevidence,authorprovidestranscript The authorsuggeststhatthetragedyoccurredbecausepilotsdidnotcommunicatewellas English II

© 2021 College Board. All rights reserved. © 2021 College Board. All rights reserved. © 2021 College Board. All rights reserved. © 2021 College Board. All rights reserved. given inthefollowingchart. because theylackevidencetosupporttheirclaim.Somecommonfallaciesare argument. Fallaciesmaybebasedonirrelevantpointsandareoftenidentified A logicalfallacyisacommonerrorinreasoningthatunderminesthelogicofan are notfullysupportedbylogicorevidence. examining theauthor’sreasoning.Sometimes,writersmaymakestatementsthat When youreadanargumentativetext,it’simportanttomakesureare Logical Working fromtheText Even thoughwetalkaboutconversation,peopleareoftenverybadatlistening. Even though/talkaboutconversation Mallery Thurlowreceivedtraumaticnewsonliveradio. Since CelesteHeadleewasn’tpayingattentiontoashiftintheconversation, since/Mallery Thurlow that welearnhowtohaveaconversation. Because ourworldhasbecomefracturedbypolitics,itismoreimportantthanever Example: because/fractured provided, asillustratedintheexample. Use informationfromWeNeedtoTalkwritesentencesusingthewords 6. FocusontheSentence from thetexttosupportyouranswers. discuss theimpactofevidenceontextandreader,usingexamples identify whethertheyareempirical,logical,oranecdotal.Withyourgroup, Return tothetextandlocateexamplesofevidencethatyoumarked Unit 1 My • a . illogical becauseitrelieson Fallacious reasoningis based onunsoundevidence. or misleadingstatement mistaken belieforafalse A logicalfallacyisa LITERARY The PowerofArgument Notes 1.6

43 VOCABULARY Unit 1 explanations, and the and examples. explanations, their fallacies, of types aloud read to volunteers student inviting chart, Fallacies Logical the review class, a As in reasoning. or errors fallacies, recognizing is process this of aspect important One credible. is evidence argument is whether evaluating an creating and understanding 15 15 1.6ACTIVITY 18 18 17 16 the text. the from on information draw responses students’ sure make Also loud. out responses their share students afew Have sentence. second the complete students have Then class. the with together loud out sentence first the completing by task the Model sentences. cause-and-effect writing by text the from ideas key to process opportunity an students available online. available of information amount the given important especially is fallacies torecognize able being why about influential and why? and influential most find they do evidence of types Which reader. the and text the on evidence the of impact the to discuss students Ask reading. while identified they evidence of types the todiscuss groups small with work students have Text, argument in her speech. speech. her in argument her presents she how versus writing in argument her presents Headlee that way the compare to them asking and class the to video the Consider showing online. available is video the and topic, same this on Talk aTED gave Headlee Celeste • TEACHER TO TEACHER Focus on the Sentence gives gives Sentence the on Focus Explain that part of of part that Explain To respond to Working from the the from toWorking To respond Ask students to offer ideas ideas to offer students Ask The Power ofArgument continued 43 pairs of students. students. of pairs to sections assign and text the divide text, Headlee Celeste the in fallacies 44 19 1.6ACTIVITY Extend Support Expanding Developing Beginning INSTRUCTION LEVELED DIFFERENTIATED information it gives a reader. gives it information what and designed, is organizer graphic Evaluator Argument of each. characteristics toexplain sure Be evidence. the on based not or persuasive is argument this think they whether them ask ideas, supporting three and argument author’s why. and strongest the is think they appeal of type which students Ask appeals. of types both evaluate students Have to emotion. appeals evaluating when touse one and and to logic appeals evaluating when touse one organizer, graphic Evaluator Argument and Idea the why. and strongest the are think they appeals which them Ask findings. their share them have and groups opposite from students pair Afterward, assignment. their for organizer graphic Evaluator Argument and Idea the complete groups Have afallacy. is appeal the if identify case, each In to emotion. appeals tofind other the and logic to appeals tofind group one Ask it. support that text the from ideas three and argument author’s the toidentify students with organizer. Work graphic Evaluator reader. tothe appeals evaluating and in locating support from benefit may Students To support students in finding finding in students To support SpringBoard how the Idea and and Idea the how students evaluate Have students to identify the the toidentify students with work you As and Argument Argument and Idea the Distribute with two copies of of copies two with students Provide into two groups. groups. two into students Divide ® English LanguageArts continued English II 44 Moral Equivalence Ad Populum Either/Or Hasty Generalization Examples ofCommonFallacies 1.6 SpringBoard ® EnglishLanguageArts 7. other optionstofixtheissueathand. with theircaptains,orpilotslearntolistenbetter.Thewritershouldhaveincludedseveral author alsocreatesaneither/orfallacybyclaimingthateithercopilotslearntobemoredirect a differentandmoreconcreteexampleofhowpoorcommunicationledtoproblem.The the pilotswouldhavepreventedcrashofAirFloridaFlight90.Thewritershouldused The authormakesahastygeneralizationthatimprovingconversationaltechniquesbetween writer couldhavechangedhertexttoavoidtheseproblems. reasoning. Provideevidenceforwhyyouthinkthereasoningisfallaciousanddiscusshow With apartner,rereadtheexcerptfromWeNeedtoTalkandlookforevidenceoffallacious arguments ratherthanaddressingthem. key issues,oftenbyavoidingopposing A diversionarytacticthatavoidsthe atrocities. A comparisonofminormisdeedswithmajor because manypeoplebelieveinit. position, orpropositionmustbetrue An argumentthatconcludesafact, choices. argument byreducingittoonlytwosidesor A conclusionthatoversimplifiesthe available. to aconclusionbeforeallrelevantfactsare or biasedevidence;inotherwords,rushing A conclusionthatisbasedoninsufficient English II my lasttest. I knowI’mlatetoschool,butdidwellon Example: Hitler. Anyone whoharmsananimalisworsethan Example: therefore, itisabadidea. Most peopledisagreewiththisnewlaw; Example: You’re eitheracatpersonordogperson. Example: all peoplelikeicecream. asked likeicecream,thenIcanassumethat they bothsaidyes.If100%ofthepeopleI I askedtwopeopleiftheylikeicecreamand Example:

© 2021 College Board. All rights reserved. © 2021 College Board. All rights reserved. © 2021 College Board. All rights reserved. © 2021 College Board. All rights reserved. anecdotal evidencecouldbeanexampleoffalseorfallaciousreasoning. What otherfallaciesarecommonlyusedinarguments?Withapartner,discussthewayswhich LANGUAGE WRITER’SCRAFT: ColonsandSemicolons reasoning sheusesinherargument.Besureto: assess theevidenceshecitestosupportclaimandidentifyanylogicalfallaciesorfaulty Evaluate theclaimCelesteHeadleemakesaboutimportanceofcommunication.Then independent clausesandonethatusesasemicolonbeforetheword PRACTICE phrase. Similar tothewordbut,semicolonscanbeusedwithhoweverasatransitional The semicolonisusedtojointwocloselyrelatedindependentclauses. to introduceaquotation. PRACTICE The colonisusedtointroducealistorquotation. Colons andsemicolonsareusedtohelporganizeinformationinsentences. • • • • • • • • • CheckYourUnderstanding Use semicolonsandcolonscorrectlyeffectively. reasoning. Identify anylogicalfallaciesorfaultyreasoning,suchashastygeneralization oreither-or counterarguments, concessions,andrebuttals. Evaluate thevarioustypesofevidenceauthorprovidestosupportclaim,including Identify theauthor’smainclaim. Jaime’s favoritefoodisspaghetti;however,hisfathercan’tstandit. Jaime’s favoritefoodisspaghetti;hisfather’sajuicyburger. On wentheroldbrownjacket;onhat. The welcomemattoldhereverythingsheneededtoknow:“BewareofDog.” guide. Students canbringfouritemstotakethetest:calculator,protractor,pencil,andstudy Explain HowanAuthorBuildsArgument Write twosentences,onethatusesasemicolontolinkcloselyrelated Write twosentences,onethatusesacolonbeforelistand & • • prompt: writing the in addressed are standards following The W.9-10.2b W.9-10.2a EXPLAIN HOW AN AUTHOR BUILDS AN ARGUMENT AN HOW BUILDS AUTHOR AN EXPLAIN however. • • L.9-10.2a, L.9-10.2b W.9-10.2b Unit 1 • The PowerofArgument 1.6 45 Unit 1 individually to the writing prompt. writing tothe individually respond students Have Prompt. Writing Argument an Builds Author 22 22 21 20 1.6ACTIVITY tasting only broccoli. tasting after vegetables dislikes one that deciding be might generalization ahasty example, For fallacy. of type each of examples everyday additional, students Offer detail. in more example and definition each discuss and chart Fallacies Common of Examples tothe return reasoning, fallacious and fallacies in identifying To students support ADAPT fallacies? logical identify tosuccessfully able also they Are claim. that tosupport uses she evidence of types the and claim author’s the identified have students that Check argument. Headlee’s evidence. anecdotal of element an as potential toidentify able are they that ensure to discussions Your Understanding Check students’ during Circulate evidence. anecdotal the and argument the identify to correctly able are students that sure Make evidence. anecdotal uses that argument an of example an Provide ASSESS semicolons with students. with semicolons about instruction Craft & Writer’s individually or with partners. or with individually either question, Understanding Your Check to the respond students have Then writing. their into fallacies incorporate purposely SAT Review students’ of evaluations persuade an audience. audience. an persuade to argument an builds author an how explaining SAT skill: important following the with provides practice This activity • Read and discuss the Language Language the discuss and Read Discuss why writers might might writers why Discuss Review the Explaining How an an How Explaining the Review The Power ofArgument ® CONNECTIONS continued 45