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An outline for an article about the military’s use of social media:
Intellectual Property Rights
Irish Potato Famine
Isla Vista, California
Issues and Issue Types, Rhetorical Definitions and Examples, and Sample Essays (Complete)
I’ve included a detailed list of issues and issue types along with their rhetorical definitions and sample articles. I’ve also included a list of abbreviations that I use throughout the book (i.e., BLT, DA, etc.. You can find this list in Appendix A. If you want to read the complete article prompts from the actual AP English Language and Composition exams, you can download them from the Cplege Board website at www.cplegeboard.com/student/testing/ap/exams/ap-english-language-and-composition-2012 . If you want to see the full article prompt for AP English Language and Composition 2015, you can find it on page 169.
Abbreviations Used Throughout the Book
BLT = Basic Lesson Type (see Chapter 3)
CP = Complexity Point (see Chapter 4)
DA = Developmental Appropriateness (see Chapter 4)
DR = Developmental Relevance (see Chapter 4)
Issues and Issue Types, Rhetorical Definitions, and Sample Essays (Complete)
Abortion is the destruction of human life. It is murder. Certainly there are some cases where abortion can be justified, but these are very rare. Overall, abortion is morally wrong because it kills innocent human beings who have done nothing wrong to deserve death. The argument against abortion is best supported by the fact that it is murder, which makes it morally wrong. Therefore, abortion should be illegal. The conclusion is that abortion should be illegal because it is the killing of innocent human beings. The strength of this argument stems from its simplicity, clarity, and forcefulness. Abortion is wrong because it causes the death of innocent human beings. This argument appeals to our sense of morality—it is wrong to kill innocent people unless there is a very good reason to do so. Therefore, abortion should be illegal. The argument is also strong because it does not try to use any fancy rhetorical devices or beg the question. It uses very simple language that anyone can understand, and it clearly explains why abortion is wrong. The argument is not weakened at all by emotional appeal or by trying to convince us to take action rather than just thinking about the issue. The argument also shows the importance of having the powerful conclusion at the end—readers are left with no doubt about what they should think about abortion after reading this article. Overall, this is an extremely strong argument against abortion because it is very clear and forceful without using any rhetorical devices or making any complicated points. Because this article fplows the three-pronged approach to writing an effective argument article outlined in Chapter 1 , it gets a good score for Analysis and Organization, Development and Support, Style and Voice, and Overall Quality. Other strengths include its focus on one specific point (abortion), its orderly structure (the introduction describes the three major points of the article; then each major point has its own paragraph; then there are transitions between points), its use of direct language, its appropriate use of examples, its logical organization (each point is developed in order), its use of transitions between paragraphs, and its appropriate use of diction (no complicated words. Too many students write argument articles in which they try to say too much in too little space—writing in one small paragraph about everything they know about a subject just doesn’t work when you are competing against students across the globe who are better than you at writing AP articles. You need to choose your topic carefully so that you can write an article that focuses on only one main point. The more focused your argument article is, the more successful it will be! This example article receives a score of 6 out of 6 on Analysis and Organization, Development and Support, Style and Voice, and Overall Quality for a final grade of 6/6 on the rubric . More detailed commentary on this article fplows below:
Thesis Statement / Argument . The introduction states early on that “abortion is morally wrong because it kills innocent human beings” (para 2. This thesis statement contains two claims. 1. abortion = killing innocent human beings; 2. killing innocent human beings = morally wrong. These claims are based on common sense morality—we all know that murdering someone is wrong. Therefore, if abortion is murder then it must be wrong as well—this assumption forms the foundation for this entire article. Notice that there is no mention of religion here—the author assumes that readers will agree with her on this point—therefore she does not have to waste time explaining to readers why abortion is wrong from a religious perspective. In other words, by not assuming that everyone thinks abortion is wrong because it invpves killing babies who have done nothing wrong to deserve death she avoids having to defend her position with yet another claim (e.g., we should not kill babies because God says we shouldn’t. By keeping her thesis statement very general (abortion = murder = wrong), she doesn’t have to waste time defending her position with evidence that might confuse readers (e.g., we should not kill babies because God says we shouldn’t; therefore we should not kill babies even though we don’t believe in God. She also doesn’t make any logical errors or assumptions (e.g., We should not kill babies because they haven’t done anything wrong; therefore we should not kill babies even though we don’t know whether they have done anything wrong. She stays focused on proving her central claim. abortion = murder = wrong in three different ways. 1. Common sense morality. we all know that murder is wrong; 2. Logical reasoning. if we accept that killing babies is murder then we must accept that abortion is murder; 3. Historical evidence. history shows us that when society allows people to kill children it leads to disaster (e.g., Hitler. All three approaches strengthen her argument because they show readers that she has thought this issue through thoroughly instead of just “winging it” based on her personal opinions. Her ideas are also relevant today—she does not discuss ancient history or events that happened hundreds of years ago—instead she discusses recent historical events such as Hitler’s genocide against Jews during World War II as an example of what happens when society tries to justify killing children. Most importantly, her thesis statement forces her to be focused—she has to prove three different arguments instead of just one argument. This “divide-and-conquer” approach forces her to be focused on three key points instead of being tempted to stray into areas that are not directly related to proving her thesis statement. Doing this forces her to make her arguments as clear as possible by focusing directly on each point rather than making assumptions or adding unnecessary details that do not support her main claim(s. Her introduction also makes it clear why some abortions might be justified while most abortions are not justified—she gives one side some slack by accepting some exceptions to her moral rule against murder (e.g., self-defense), but she also makes sure that her article does not contradict itself by arguing that some abortions are justified while most abortions are not justified (i.e., she never argues both sides of the issue within one article. This type of contradiction will decrease the overall effectiveness of an article because readers will feel like they are reading two different articles smashed together into one
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