Transcript When you want to explain how the writer

The language of argument
• When writing about arguments use verbs
like: Argues that… asserts that, claims,
suggests, proposes, advances that claim
that…establishes…
• When you want to explain how the
writer introduces support or evidence
to support a claim – what verbs could we
use?
Examples
• Supports her claim with
• Justifies his claim by…
• Introduces evidence that…
• Substantiates this claim by presenting evidence
from X…
• Provides support
Assignment 1: writing an account of
Levitt and Dubner
• Your job is to construct an account of the
argument that Levitt and Dubner make
starting on page 89. An account is NOT
the same as a summary. Your goal is to
show how the authors’ use of specific
kinds of evidence supports the argument,
to explain how the argument is
constructed and why it is effective. Your
paper should respond, in order, to the
following specific issues:
Starting your paper
Part 1. Introduction (1 paragraph) should:
1.
Introduce Levitt and Dubner and their project in “Drug Dealers
Living With Their Moms” with Questions to consider:
a)
b)
c)
Who are they?
What is their project?[1] (What sort of work do they set out to do, how, and why?)
What issue or problem are they responding to, and why does it matter?
2. Describe their main argument - what are they trying to get us to
believe?
3. State the direction of your analysis and the steps you will take to get
us there. This is called metadiscourse. (For example, “In my
analysis of Levitt and Dubner’s text I will examine X and show Y.”)
The “project” describes what the author sets out to do, how she does it, and by what means (such as
research connections between X and Y, drawing from case studies or statistics, etc.) To articulate a project you
need a verb, such as “researches,” “investigates,” “studies,” “presents,” “connects A with B,” etc.
[1]
The Body
• Part 2. The Body, in which you present your central analysis
In this section, you will provide 3 or 4 major claims that support the
authors’ argument. For each claim, you will:






Identify the claim, in your own words, that you will discuss in this
section.
Use a quotation to illustrate this claim
Identify the evidence Levitt and Dubner present to support this claim
Use at least one verb to describe what the author is doing - what moves
the authors make to get their point across and make the claim
persuasive?
Interpret the authors’ moves in terms of the main claim. How does the
work Levitt and Dubner are doing in this particular section support their
claim/argument?
Comment upon how they organizes the text as they make their claim
and why they may have decided to place the material where they do.
Conclusion
• Part 3: Your conclusion, which tells us “So What?”
(1-2 paragraphs) In this section, you will discuss the
overall significance of the text. There are several things
you can choose to emphasize in this section.
– What is the significance of Levitt and Dubner’s
argument – why does it matter (at this moment/in
general/to you)?
– Consider the effectiveness of the argument – has the
argument impacted your thinking/views on this topic?
– Consider the significance of the assignment – of the
intellectual exercise you have carried out. Does
reading and analyzing a text this way provide you with
any interesting or novel insights?
Hints
• Some Key Suggestions:
1. Remember to focus on the text’s argument and
how it is constructed, not what it is about.
2. Write the paper as if you are addressing an
audience that has not read the text, and you
thus need to “spell things out.”
3. You are expected to use MLA format. See “The
Little Seagull” for assistance.
4. Proofread your work—you will be marked down
for grammatical/spelling errors!