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Week 7 Lesson

This document outlines a lesson plan focused on formulating counterclaims and determining textual evidence. It emphasizes the importance of critical thinking in analyzing arguments and provides guidelines for identifying and using textual evidence effectively. The lesson also includes characteristics of good evidence and different methods for referencing, summarizing, paraphrasing, and quoting textual material.

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vmramirez199711
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7 views34 pages

Week 7 Lesson

This document outlines a lesson plan focused on formulating counterclaims and determining textual evidence. It emphasizes the importance of critical thinking in analyzing arguments and provides guidelines for identifying and using textual evidence effectively. The lesson also includes characteristics of good evidence and different methods for referencing, summarizing, paraphrasing, and quoting textual material.

Uploaded by

vmramirez199711
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 34

READI

NG
AND
WRITI
WEEK 7
NG
CONTENTS OF THIS TEMPLATE

1.FORMULATING 3. TYPES OF TEXTUAL


COUNTERCLAIMS EVIDENCE

2.DETERMINING
TEXTUAL EVIDENCE 4. CHARACTERISTICS OF
A GOOD EVIDENCE
2
LEARNING OBJECTIVES
At the end of the lesson, the student should be
able to:
◈ Formulate counterclaims
◈ Differentiate claims and counterclaims and;
◈ Determining textual evidence

4
LESSON 7:
FORMULATING
COUNTERCLAIMS
AND DETERMINING
TEXTUAL EVIDENCE
4
FORMULATING
COUNTERCLAIMS
To be an effective critical thinker, it is not
enough just to be able to identify claims
and assertions. The ability to analyze an
argument is essential to understanding the
text more deeply, but understanding the
claim is not the only facet of the argument.
You must also learn how to analyze the
counterclaims and evidence provided by 5
the text.
FORMULATING
COUNTERCLAIMS
By being able to locate and provide
counterclaims to an argument, you
show a deep competence and
familiarity with the writer’s topic. It
shows that you are examining
different perspectives and not just
passively accepting the writer’s claim. 6
The following questions will help you
formulate a counterclaim:

• What are the weaknesses or


shortcomings in their argument? Are
there any hidden assumptions?
• Which lines from the text best support
the counterclaim you have formulated?
7
Being able to recognize
and formulate
counterclaims in
reaction to an
argument is a Counterclaims are
critical reader.
characteristic
claims made to ofrebut
a good
a previous claim.
They provide a contrasting perspective
to the main argument. 8
DETERMINING TEXTUAL
EVIDENCE
To better evaluate the author’s
argument, you should be able to
determine the evidence from the
text. This will allow you to validate
the assertions of the author and
your own counterclaims as a
response to reading. 9
DETERMINING TEXTUAL
EVIDENCE
Evidence is defined as the details
given by the author to support
his/her claim. The evidence
provided by the writer
substantiates the text. It reveals
and builds on the position of the
writer and makes the reading more 10

interesting.
DETERMINING TEXTUAL
EVIDENCE
Evidence is crucial in swaying the
reader to your side. A jury or judge,
for example, relies on the evidence
presented by a lawyer before it
makes a decision regarding a case.

11
DETERMINING TEXTUAL
EVIDENCE

Textual evidence is evidence


from a text (fiction or
nonfiction) that you can use to
illustrate your ideas and
support your arguments.
12
DETERMINING TEXTUAL
EVIDENCE
All textual evidence should:
◈ Support a specific point
◈ Be cited with a page number at the end
of the sentence – He shouted “no more
stone soup” (14).
◈ Be followed by a “connection” that
explains the relationship of the evidence
to your main point. 13
DETERMINING TEXTUAL
EVIDENCE
◈ The following are some questions to
help you determine evidence from the
text:
 What questions can you ask about the
claims?
 Which details in the text answer your
questions?
14
 What are the most important details in
the paragraph?
DETERMINING TEXTUAL
EVIDENCE
◈ The following are the characteristics of
good evidence:
 unified;
 relevant to the central point;
 specific and concrete;
 accurate; and
 representative or typical. 15
OF
TEXTUA
L
EVIDEN
CE
16
1. Referencing – is
mentioning a
particular event or
action in the text.
you want to
It’s useful point to point something
when
out to support a point you’re tying to
make but don’t feel a summary,
paraphrase or direct quote is 17

necessary.
EXAMPLES:
1. This is clear when Meursault
attends his mother’s funeral. The
Stranger by Albert Camus
2. This is clear when he flies over
the sea. Song of Solomon by Toni
Morrison 18
2. Summarizing –
is putting someone
else’s words into
your own words.
It’s
youuseful when
want to point to a larger section of
text but do not need the details of the
original text. Summarizing literary
fiction usually occurs in the 19

introduction of a literary analysis essay.


It is rarely used in the
body of a literary
analysis essay other
than to provide some
context
Summaries when it is be written in your
should
needed.
own words, include a page number,
and be followed by a statement
explaining its importance and
20
connection to the topic sentence.
EXAMPLES:

1. When Meursault’s mother dies


he claims that it was inevitable,
explaining the absurdist idea that
life has no meaning (33). The
Stranger by Albert Camus
21
EXAMPLES:

2. He did not worry about falling


as he flew over the sea (298).
Song of Solomon by Toni Morrison

22
3. Paraphrasing –
is also putting
someone else’s
words into your
own
whenwords. It is more detail than a
you need
useful
summary but less than a direct quote.
A paraphrase focuses concisely on a
single main idea. 23
Paraphrasing should be written in
your own words, include a page
number, and be followed by a
statement explaining its
importance and connection to the
topic sentence.

24
EXAMPLES:
1. Original: “that it was one of those
things that was bound to happen sooner
or later” (33).
Paraphrase: As an absurdist, Meursault
doesn’t put meaning towards any object
or being. Therefore, he doesn’t mourn
over his mother’s death and acts
25
indifferently towards his loss(33).The
Stranger by Albert Camus
4. Quoting –
illuminates your
ideas and support
your argument
using the exact
the original text. It’s useful when you
words
want tofrom
capture the particular
language an author uses. It is the
most convincing evidence of the four 26
types as they add credibility to the
point
you are trying to
make. As with all the
textual evidence,
make sure you
explain
connectedhowtothe
your point — let the
quote
readerisknow the significance of the
quotations you use.
27
There are three levels of direct quoting:
a. Specific details

use words or phrases from the


text to support your argument.
Details should be short– a word
or phrase– and they should be
incorporated into your own
sentences.
28
Example:

Jack was “bent double” with his


“nose only a few inches from the
humid earth” tracking the trail of
the pig “dog-like…on all fours”
(Golding 48)
29
b. Brief quotations

are fewer than three lines and


should be carefully introduced
and integrated into your writing.
Put quotation marks around all
briefly quoted material.
30
Example:

On the wall of his room is a “large


tinted photograph of his dead
wife, who, if Masses willed and
paid for out of her own estate
could do it, was in Heaven” (99).
31
c. Lengthy quotations
(also called block quotes) are used
when you want to quote more than
three lines of text. Think carefully
before using this type of quotation and
make sure the entire section you want
to quote directly supports your
argument. Block quotes should be
single-spaced and indented four spaces 32
from the left margin, and should not
Example:
Steinbeck writes:
◈ When the servant come in bearing the
message that Juana and Kino have
arrived, the doctor sat up in his high
bed. He had on his dressing gown of
red watered silk that had come from
Paris, a little tight over the chest now if
it was buttoned. On his lap was a silver33
tray with a silver chocolate pot and a
REFERENCES:
Marella Therese A. Tiongson, et.al. Reading and
Writing Skills. REX Book Store, Inc. 84-86 P.
Florentino St., Sta. Mesa Heights, Quezon City. P. 24-
26
Types of Textual Evidence.
https://www.scribd.com/document/408650094/Reading
-and-Writing-Skills-Module-docx
. (Retrieved from June 29, 2020) 34

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