Rhetorical Appeals: In Favor of Parental Notification

Now, it's time to use rhetorical appeals to create counterclaims. In the comments section below, write counterclaims for the arguments in favor of parental notification that use one of the classical rhetorical appeals.

At the top of your comment: write "Counterclaim - and whether you are using ethos, pathos, or logos."

Just a reminder: 

Counterclaim - a statement that is in opposition to the previous claim.  A counterclaim argues against the point being made.

Ethos -  this is based on credibility. If you respect the source of the argument, you might believe it. This appeal is based on being an authority, respected, and likeable.

Silly model - I am one of you.  I was raised in this neighborhood.  I live on your block.  I know, because I struggle with this issue too, that we need to start eating more cow’s liver in our diets.

Pathos - this is based on emotions. By getting the audience to engage with their feelings on the issue and using their emotions to convince them of your position.

Silly model - How can anyone imagine eating the bloody insides of something as cute and cuddly as a potbellied pig, or a little baby chick? Anyone who could think of killing an animal so precious and adorable must have no feelings at all.

Logos - this is based on logic and reasoning. By having strong facts (evidence) and explaining the facts in a reasonable way that can be understood and followed by the audience, you can convince them of your position.

Silly model - By switching to a diet in which we eat every part of the animals being consumed for food we will reap a number of benefits.  We will be able to lower our carbon footprint, decreasing pollution, by using the entire animal and avoiding waste.  Our grocery bills will also be greatly reduced because the cost of many of these parts of the animal are low.  

If you want to look back at the sources your class has accumulated to help make your brief arguments, click on this link:

Sources of evidence in favor of parental notification

Rhetorical Appeals: Against Parental Notification

Now, it's time to use rhetorical appeals to create counterclaims. In the comments section below, write counterclaims for the arguments against parental notification that use one of the classical rhetorical appeals.

At the top of your comment: write "Counterclaim - and whether you are using ethos, pathos, or logos."

Just a reminder: 

Counterclaim - a statement that is in opposition to the previous claim.  A counterclaim argues against the point being made.

Ethos -  this is based on credibility. If you respect the source of the argument, you might believe it. This appeal is based on being an authority, respected, and likeable.

Silly model - I am one of you.  I was raised in this neighborhood.  I live on your block.  I know, because I struggle with this issue too, that we need to start eating more cow’s liver in our diets.

Pathos - this is based on emotions. By getting the audience to engage with their feelings on the issue and using their emotions to convince them of your position.

Silly model - How can anyone imagine eating the bloody insides of something as cute and cuddly as a potbellied pig, or a little baby chick? Anyone who could think of killing an animal so precious and adorable must have no feelings at all.

Logos - this is based on logic and reasoning. By having strong facts (evidence) and explaining the facts in a reasonable way that can be understood and followed by the audience, you can convince them of your position.

Silly model - By switching to a diet in which we eat every part of the animals being consumed for food we will reap a number of benefits.  We will be able to lower our carbon footprint, decreasing pollution, by using the entire animal and avoiding waste.  Our grocery bills will also be greatly reduced because the cost of many of these parts of the animal are low.  

If you want to look back at the sources your class has accumulated to help make your brief arguments, click on this link:

Sources for evidence against parental notification

Arguments In Favor of Parental Notification.

We've discussed some of the features that a strong argument needs to have, taken a look at some articles that make arguments on both sides of the issue, and evaluated the quality of those arguments.

Now, it's time for you to do some research.

Using the links below, or your own internet research skills, find articles that argue the following:
Minors should need to notify their parents to access sexual health services.

Remember, that sexual health services include: birth control, prophylactics such as condoms, abortion, and sex education.

Your Task:

1. Locate an article that supports the pro-notification argument.
2. In the comments section, do the following:

• Paste the web address for the article.
• Explain what claim it is making.
• Write down the evidence that it uses.
• Explain the reasoning that it uses.

3. Submit your comment, and then start looking for more.

Some links to newspapers:

http://www.nytimes.com/ - The New York Times

http://www.latimes.com/ - The Los Angeles Times

http://www.washingtonpost.com/ - The Washington Post

http://www.bostonglobe.com/ - The Boston Globe

http://www.usatoday.com/ - USA Today

http://www.chicagotribune.com/ The Chicago Tribune

http://www.suntimes.com/ The Chicago Sun Times

Arguments Against Parental Notification

We've discussed some of the features that a strong argument needs to have, taken a look at some articles that make arguments on both sides of the issue, and evaluated the quality of those arguments.

Now, it's time for you to do some research.

Using the links below, or your own internet research skills, find articles that argue the following:
Minors should not need to notify their parents to access sexual health services.

Remember, that sexual health services include: birth control, prophylactics such as condoms, abortion, and sex education.

Your Task:

1. Locate an article that supports the pro-notification argument.
2. In the comments section, do the following:

• Paste the web address for the article.
• Explain what claim it is making.
• Write down the evidence that it uses.
• Explain the reasoning that it uses.

3. Submit your comment, and then start looking for more.

Some links to newspapers:

http://www.nytimes.com/ - The New York Times

http://www.latimes.com/ - The Los Angeles Times

http://www.washingtonpost.com/ - The Washington Post

http://www.bostonglobe.com/ - The Boston Globe

http://www.usatoday.com/ - USA Today

http://www.chicagotribune.com/ The Chicago Tribune

http://www.suntimes.com/ The Chicago Sun Times

Adolescents, Parents and Birth Control

So, you've read the article.  You've asked some questions to clarify the text, made some predictions about where it was headed, and summarized the most important parts. Now it's time to analyze the argument that it makes.

As a group, look back through the article and respond to the following prompts based on your reading:

1. What claim (or claims) is the article making about the subject?
2. What pieces of evidence does the article use to support this claim (or these claims)?
3. What reasoning does the article use to connect the evidence to the claims being made?
4. Evaluate this argument based on our current "qualities of a good argument."  If it is a strong argument based on those qualities, be specific and explain what it does well.  If it is a weak argument based on those qualities, explain what it doesn't do as well as it could.

Write your responses in the comments section below.  Be sure to write all of your group members' names at the top of your response.

Hint: it might be a good idea to compose your responses in a Google Document and then copy and paste them into the comments section, that way you won't have to worry about accidentally deleting your work by leaving the page.

Once you are finished:

Click on this link and follow the instructions to get a look at some of the other perspectives in this debate.

Underage Abortions: Parental notification makes sense for families

So, you've read the article.  You've asked some questions to clarify the text, made some predictions about where it was headed, and summarized the most important parts. Now it's time to analyze the argument that it makes.

As a group, look back through the article and respond to the following prompts based on your reading:

1. What claim (or claims) is the article making about the subject?
2. What pieces of evidence does the article use to support this claim (or these claims)?
3. What reasoning does the article use to connect the evidence to the claims being made?
4. Evaluate this argument based on our current "qualities of a good argument."  If it is a strong argument based on those qualities, be specific and explain what it does well.  If it is a weak argument based on those qualities, explain what it doesn't do as well as it could. This does not mean you are giving your opinion on the issue.  You are evaluating the quality of the argument, not if you agree with it.

Write your responses in the comments section below.  Be sure to write all of your group members' names at the top of your response.

Hint: it might be a good idea to compose your responses in a Google Document and then copy and paste them into the comments section, that way you won't have to worry about accidentally deleting your work by leaving the page.

Once you are finished:

Click on this link and follow the instructions to get a look at some of the other perspectives in this debate.

Dr. Coburn Introduces the "Parents Right to Know Act"

So, you've read the article.  You've asked some questions to clarify the text, made some predictions about where it was headed, and summarized the most important parts. Now it's time to analyze the argument that it makes.

As a group, look back through the article and respond to the following prompts based on your reading:

1. What claim (or claims) is the article making about the subject?
2. What pieces of evidence does the article use to support this claim (or these claims)?
3. What reasoning does the article use to connect the evidence to the claims being made?
4. Evaluate this argument based on our current "qualities of a good argument."  If it is a strong argument based on those qualities, be specific and explain what it does well.  If it is a weak argument based on those qualities, explain what it doesn't do as well as it could. This does not mean you are giving your opinion on the issue.  You are evaluating the quality of the argument, not if you agree with it.

Write your responses in the comments section below.  Be sure to write all of your group members' names at the top of your response.

Hint: it might be a good idea to compose your responses in a Google Document and then copy and paste them into the comments section, that way you won't have to worry about accidentally deleting your work by leaving the page.

Once you are finished:

Click on this link and follow the instructions to get a look at some of the other perspectives in this debate.

Teens Opt for Unsafe Sex, Not Parents' Consent

So, you've read the article.  You've asked some questions to clarify the text, made some predictions about where it was headed, and summarized the most important parts. Now it's time to analyze the argument that it makes.

As a group, look back through the article and respond to the following prompts based on your reading:

1. What claim (or claims) is the article making about the subject?
2. What pieces of evidence does the article use to support this claim (or these claims)?
3. What reasoning does the article use to connect the evidence to the claims being made?
4. Evaluate this argument based on our current "qualities of a good argument."  If it is a strong argument based on those qualities, be specific and explain what it does well.  If it is a weak argument based on those qualities, explain what it doesn't do as well as it could. This does not mean you are giving your opinion on the issue.  You are evaluating the quality of the argument, not if you agree with it.

Write your responses in the comments section below.  Be sure to write all of your group members' names at the top of your response.

Hint: it might be a good idea to compose your responses in a Google Document and then copy and paste them into the comments section, that way you won't have to worry about accidentally deleting your work by leaving the page.

Once you are finished:

Click on this link and follow the instructions to get a look at some of the other perspectives in this debate.

The "Parent's Right to Know Act" Threatens Adolescent Health

So, you've read the article.  You've asked some questions to clarify the text, made some predictions about where it was headed, and summarized the most important parts. Now it's time to analyze the argument that it makes.

As a group, look back through the article and respond to the following prompts based on your reading:

1. What claim (or claims) is the article making about the subject?
2. What pieces of evidence does the article use to support this claim (or these claims)?
3. What reasoning does the article use to connect the evidence to the claims being made?
4. Evaluate this argument based on our current "qualities of a good argument."  If it is a strong argument based on those qualities, be specific and explain what it does well.  If it is a weak argument based on those qualities, explain what it doesn't do as well as it could. This does not mean you are giving your opinion on the issue.  You are evaluating the quality of the argument, not if you agree with it.

Write your responses in the comments section below.  Be sure to write all of your group members' names at the top of your response.

Hint: it might be a good idea to compose your responses in a Google Document and then copy and paste them into the comments section, that way you won't have to worry about accidentally deleting your work by leaving the page.

Once you are finished:

Click on this link and follow the instructions to get a look at some of the other perspectives in this debate.

Parental Consent and Notice for Contraceptives Threatens Teen Health and Constitutional Rights

So, you've read the article.  You've asked some questions to clarify the text, made some predictions about where it was headed, and summarized the most important parts. Now it's time to analyze the argument that it makes.

As a group, look back through the article and respond to the following prompts based on your reading:

1. What claim (or claims) is the article making about the subject?
2. What pieces of evidence does the article use to support this claim (or these claims)?
3. What reasoning does the article use to connect the evidence to the claims being made?
4. Evaluate this argument based on our current "qualities of a good argument."  If it is a strong argument based on those qualities, be specific and explain what it does well.  If it is a weak argument based on those qualities, explain what it doesn't do as well as it could. This does not mean you are giving your opinion on the issue.  You are evaluating the quality of the argument, not if you agree with it.

Write your responses in the comments section below.  Be sure to write all of your group members' names at the top of your response.

Hint: it might be a good idea to compose your responses in a Google Document and then copy and paste them into the comments section, that way you won't have to worry about accidentally deleting your work by leaving the page.

Once you are finished:

Click on this link and follow the instructions to get a look at some of the other perspectives in this debate.

What about the other voices in this debate?

So, you've digested, analyzed, and evaluated on argument about access to sexual health services.  Now, let's see what arguments your classmates encountered.

As a group:

1. Click on each of the links below and read your classmates' comments about the structure and quality of their article's argument.
2. Decide, based on the information that they gave you about the claims, evidence, and reasoning in the argument, whether you agree with the group about whether it was a weak or strong argument.
3. Leave a comment saying if you agree or disagree and explain why it is that you think so.

"Dr. Coburn Introduces the 'Parents Right to Know Act'"

"The 'Parent's Right to Know Act' Threatens Adolescent Health"

"Adolescents, Parents and Birth Control"

"Teens Opt for Unsafe Sex, Not Parents' Consent"

"Underage Abortions: Parental notification makes sense for families"

"Parental Consent and Notice for Contraceptives Threatens Teen Health and Constitutional Rights"