Transcript rising tides an arctic floe of climate questions page 598

“Rising Tides”
“An Arctic Floe of Climate Questions”
Page 598
2007 COS –
CCRS –
AHSGE –
Reading Skills – Evaluate the credibility of
opposing arguments
Connecting to the Literature
“A Sound of Thunder” depicts a future in which
humans tamper with their environment, with
disastrous results. The following articles take
different positions on the impact humans have on
the environment today.
Evaluating Pro and Con Arguments
When you encounter two opposing views on an
issue, you have to
• evaluate the credibility of each
point of view
• evaluate the arguments and
decide which is stronger
• decide which side you believe
Evaluating Pro and Con Arguments
Understand the Arguments
Make sure you understand the issue and the
opinion, or claim, presented in each argument.
• Check your understanding by paraphrasing the
arguments in your own words.
Evaluating Pro and Con Arguments
Identify the Support
Look for logical appeals -- the reasons the
writer holds an opinion -- and evidence. Types of
evidence can include
• facts (statements that can be verified
objectively)
• statistics (numerical facts)
• examples
• comments from experts
Evaluating Pro and Con Arguments
Identify the Support
Also, take into account any emotional appeals
the writer uses. Emotional appeals can include
• loaded words
• anecdotes (colorful or emotional stories)
Evaluating the Credibility
To decided which argument is stronger and why,
consider these questions:
Is the argument logical?
• Do the reasons the author presents make
sense? Are they relevant to the issue?
• Watch out for common fallacies, or errors in
logical thinking.
Evaluating the Credibility
Fallacies
Circular Reasoning—
presenting restatements of
the author’s opinion as
reasons or conclusions
All students in the ninth
grade need to get a laptop
computer because it’s
essential for all ninth-grade
students to have one.
False Cause and Effect—
suggesting that one event
caused another just because
the two events happened in
sequence
Spelling scores for ninthgrade students went up after
all students got laptop
computers.
Evaluating the Credibility
Fallacies
Hasty Generalizations—
making a broad, general
statement or conclusion
without sufficient evidence.
Hasty generalizations are
usually based on only one or
two cases
I should get a laptop
computer because two of my
friends have them, and their
grades went up.
Attacking the person—
making a personal attack
against someone with an
opposing viewpoint rather
than focusing on the issue
Principal Smith says ninth
graders don’t need computers
because he is anti-computer
and doesn’t like students.
Evaluating the Credibility
How comprehensive is the support?
• Is there evidence to support every
generalization or argument the author makes?
• Unsupported generalizations weaken an
argument.
Evaluating the Credibility
Does the author deal with opposing
evidence?
• Does the writer discuss opposing evidence to
anticipate objections?
• Addressing an opponent’s viewpoint is
important when an issue is controversial and
many people have clear pro (for) and con
(against) views.
Evaluating the Credibility
Is the structure effective?
• Does the structure help the writer’s strongest
reasons stand out? (Readers generally
remember the beginning or ending of a piece
most clearly.)
• Writers commonly use cause and effect and
compare and contrast writing structures to
make their arguments.
Evaluating the Credibility
What is the author’s intent?
• Is the author trying to persuade you or to issue
a call to action?
• Do there seem to be hidden agendas in the
writer’s arguments?
Evaluating the Credibility
Call to Action
A call to action is a request to do something.
Writers may ask you to
• write a letter
• change your behavior
• offer to help
Evaluating the Credibility
Hidden Agendas
Some writers may conceal their true motives for
writing.
• For example, they may phrase opinions as facts
in an attempt to persuade readers to take their
side.
Evaluating the Credibility
What is the tone?
• The tone of a persuasive argument should be
serious, calm, and reasonable.
• You should question the credibility of the
argument if the tone is humorous, angry, or
highly emotional.
• Also, be wary of authors who exaggerate
unimportant issues or make light of serious
issues.
Vocabulary
Vocabulary Development
receding v.: moving back; becoming less.
catastrophic adj.: disastrous.
implications n.: possible connections or
consequences.
indiscriminate adj.: careless.
deficient adj.: lacking.
Vocabulary
Vocabulary Development
equitable adj.: fair; just.
demise n.: death; end.
ominous adj.: threatening.
impending v. used as adj.: about to happen.
ignorance n.: lack of knowledge.
Vocabulary
Vocabulary Practice
Fill in the blanks with Word Bank words.
1. Weather satellites gathered information
impending storm.
about the __________
ominous sign.
2. The dark clouds were an _________
receding
impending
deficient
ominous
implications
deficient
3. Small boats were __________
in the equipment needed
to weather hurricanes.
receding
4. The __________
waters revealed a scene of destruction.
implications
5. Damage along the shore will have negative __________
for tourism.
Quickwrite
Many scientists believe that
global warming has increased
the earth’s temperatures. How
do you think rising
temperatures could affect the
Earth and people?
“Rising Tides”
While Reading
• “Rising Tides”
Answer questions 1-4 in the yellow boxes
throughout the selection.
• “An Arctic Floe of Climate Questions”
Answer questions 1- 5 in the yellow boxes
throughout the selection.
Activity
• Page 605 Questions 1-4 & 1-7