The BEST Way to Break Down the Argument Prompt!
Summary
TLDRIn this engaging video, Tim Freitas, the host of 'Garden of English', addresses the challenges of writing an argumentative essay under the pressure of an AP exam. He emphasizes the importance of understanding the prompt thoroughly by identifying positions, perspectives, and assumptions within it. Freitas introduces a systematic approach to breaking down the argument prompt, starting with a 'springboard step' that helps to build thoughts around the essay's subject. He then guides viewers through marking their agreement or disagreement with the identified elements and finding the command element in the prompt to generate a 'conquer question'. This question, starting with 'what' or 'to what extent', will shape the thesis and guide the essay. Freitas encourages practice with multiple AP prompts to internalize these steps and prepare for the exam efficiently.
Takeaways
- 📚 Start by identifying the positions, perspectives, and assumptions within the argument prompt. This forms the foundation for your essay.
- 🔍 A position is the argument being made, while a perspective is the relationship of the person arguing to the subject.
- 🤔 Consider the assumptions by looking for implications within the prompt that suggest something is true without explicitly stating it.
- 📝 Use an organizer to mark and record the positions and perspectives, and if chosen, the assumptions.
- ✅ Mark your agreement or disagreement with the positions and assumptions with plus or minus signs to guide your argument.
- 🔑 Find the command element in the prompt, which usually starts with the word 'argue', and use it to generate a question for your thesis.
- 🧐 Create a 'conquer question' beginning with 'what' or 'to what extent' to clarify your stance on the prompt's command.
- 📈 Reflect on your initial reaction to the conquer question, noting your gut position even if it's not fully reasoned yet.
- ⏱️ Practice these steps with multiple prompts to internalize the process and complete it efficiently within the exam time limit.
- 📈 Develop a sophisticated thesis statement that clearly answers the conquer question, setting you up for a strong essay.
- 📉 Remember that neglecting the assumptions is not fatal to your essay; focus on positions and perspectives for a solid foundation.
- 📚 The AMSC/AP Language Composition book provides accessible prompts and is a valuable resource for practice.
Q & A
What is the main focus of the video?
-The main focus of the video is to guide viewers on how to approach and write an argumentative essay, specifically for AP English Language exams, by breaking down the argument prompt.
Who is the intended audience for this video?
-The intended audience for this video is AP English Language students, particularly those in Ms. Hudic's class at Holy Cross High School and Ms. Gazette's class at Mount Saint Mary's.
What is the 'springboard step' in the context of the video?
-The 'springboard step' is the first step in analyzing an argument prompt, where one identifies the positions, perspectives, and assumptions within the prompt to build a foundation for their argument.
What is the difference between a 'position' and a 'perspective' as explained in the video?
-A 'position' is what is actually being argued, while a 'perspective' is the relationship of the person arguing to the subject they are arguing about. For example, both a teacher and a parent might share the same position on a student's success, but their perspectives as an educator and a guardian, respectively, would differ.
Why is identifying assumptions in the prompt important?
-Identifying assumptions is important because it allows for a more nuanced and critical understanding of the prompt, which can help generate deeper insights and a stronger argument in the essay.
What is the purpose of marking positions and perspectives in the organizer?
-Marking positions and perspectives in the organizer helps to organize thoughts and develop different ways to engage with the prompt, making it easier to construct a well-structured argumentative essay.
How does the command element of the prompt help in writing the essay?
-The command element, which starts with the word 'argue', guides the writer on what they need to address in their essay. It helps in generating a question that the thesis must answer, which simplifies the process of thesis generation and ensures the essay addresses the prompt's requirements.
What should one do after identifying the command element of the prompt?
-After identifying the command element, one should generate a question or questions that their thesis will need to answer. This is done by creating a 'conquer question' that starts with 'what' or 'to what extent' to clarify the position on the topic.
Why is it recommended to use 'to what extent' when formulating the conquer question?
-Using 'to what extent' in the conquer question encourages a more nuanced exploration of the topic, allowing for a deeper analysis and a clearer delineation of the writer's position in the thesis.
What is the final step in the planning process before writing the essay?
-The final step in the planning process is to jot down the initial reaction to the conquer question generated in step four, which helps in formulating the thesis and setting the writer's position on the topic.
How can students practice the steps outlined in the video?
-Students can practice the steps by working with multiple AP exam prompts, both to internalize the process and to refine their ability to turn planning thoughts into sophisticated thesis statements and essays.
Outlines
📚 Introduction to Argumentative Essay Writing
Tim Freitas, the host, warmly welcomes viewers to the 'Garden of English' and acknowledges the AP students from Ms. Hudic's class at Holy Cross High School and Ms. Gazette's students at Mount Saint Mary's. He commends the dedication of their teachers and expresses enthusiasm for their success in the upcoming AP exams. The focus of the video is on tackling argumentative essays, which can be deceptively tricky. Tim reassures viewers that he will guide them through the process, emphasizing the importance of understanding the argument prompt thoroughly. He introduces the concept of the 'springboard step,' which involves identifying positions, perspectives, and assumptions within the prompt. This step is crucial for building a structured response. Tim uses an argument prompt from the AMSC AP Language Composition book to illustrate the process, highlighting the need to differentiate between positions and perspectives and to recognize the implications or assumptions within the prompt. He stresses that while identifying assumptions is beneficial, focusing on positions and perspectives is essential.
📋 Organizing Thoughts for Effective Argumentation
The video continues with step two, which involves creating a chart to organize the positions, perspectives, and assumptions identified from the prompt. Tim instructs viewers to note their agreement or disagreement with each element using plus and minus signs, which helps in formulating a complex argument. He then moves to step three, identifying the command element in the prompt, which begins with the word 'argue' and extends to the end of the sentence. This command is pivotal for generating a question that the thesis must answer. Step four involves transforming the command into a 'conquer question' starting with 'what' or 'to what extent,' which aids in creating a clear and focused thesis. Tim demonstrates how answering this question directly in the thesis ensures a strong setup for the essay. He concludes the explanation of the steps with a reminder to practice them to internalize the process and to master the creation of sophisticated thesis statements and essays. He also encourages viewers to engage with the video's description for additional resources, including a link to an ultimate review packet for AP English Language and a guide on writing rhetorical analysis essays.
🔗 Further Resources and Next Steps
The final paragraph serves as a transition, indicating that there is more to the discussion which will be covered in a subsequent video. Tim encourages viewers to continue learning about how to convert their planning thoughts into advanced thesis statements and essays by joining him in the next part of the video series. This paragraph acts as a teaser for the upcoming content and an invitation for viewers to continue their learning journey.
Mindmap
Keywords
💡Argument Essay
💡Springboard Step
💡Position
💡Perspective
💡Assumptions
💡AMSCo AP Language Composition Book
💡Command Element
💡Conquer Question
💡Thesis Generation
💡AP Exam
💡Organizer
Highlights
Introduction to the Garden of English by Tim Freitas, addressing AP students and acknowledging their dedicated teachers.
Emphasis on the deceptive nature of the argument essay, which may seem easy but can be tricky.
The importance of breaking down the argument prompt effectively to manage time and pressure during the AP exam.
Differentiation between a 'position' and a 'perspective' in the context of an argument.
Explanation of 'assumptions' in a prompt and their role in critical thinking.
The significance of identifying positions, perspectives, and assumptions as a springboard for building thoughts and engaging with the prompt.
Use of an argument prompt from the AMSC/AP Language Composition book to demonstrate the process.
Guidance on marking positions and perspectives in an organizer for structured essay planning.
The concept of searching for implied truths within the prompt to uncover assumptions.
Advice on the non-negotiable nature of identifying positions and perspectives in the prompt.
Illustration of how to fill in an organizer with positions, perspectives, and marked agreement or disagreement.
Instruction on identifying the command element of the argument prompt to guide thesis generation.
Technique of turning the command element into a question to simplify thesis creation.
Recommendation to practice the outlined steps to internalize the process for efficient essay writing.
Mention of additional resources, including a link to an ultimate review packet for AP English Language.
Encouragement to join further videos to learn how to convert planning thoughts into sophisticated thesis statements and essays.
Transcripts
first things first folks welcome to the
garden of english i'm tim freitas i want
to give a huge shout out to the ap
students in ms hudic's class at holy
cross high school and ms gazette's
students at mount saint mary's i've been
chatting with your teachers as of late
and you are super fortunate to have such
dedicated folks guiding your classroom i
look forward to hearing of your success
after the exam in may all right let's
get into what we're taking care of today
it's time for argument and this essay
can be quite deceitful it may seem nice
and easy but let me tell you sometimes
it's tricky
but i've got you covered you just gotta
stand by me now this particular essay
test can be especially sticky if you've
already written two other essays and
only have a little less than an hour to
write the final essay on your ap exam
talk about anxiety and pressure
or agony and pain
whether or not you save your argument
until the end write it first or sandwich
it between the other essays i'm going to
reveal the secrets of how to break down
the argument prompt so that no matter
how much pressure you feel you'll be
able to own this essay so let's get to
it for this video i'm going to rely on
an argument prompt taken from the amsco
ap lingan composition book did you know
i heard that book has some pretty
amazing authors
all right all fun and kidding aside this
prompt is extremely accessible and
you'll see it on the screen right about
now
all right so you've read the prompt but
you haven't actually read the prompt so
let's look at what you need to do
starting with well step one this step is
called the springboard step because it's
going to give you a springboard to build
your thoughts about what you need to
write about
when you get a prompt while you read it
you first need to search for the
positions perspectives and assumptions
that are contained within it this may
sound super simple and oftentimes it can
be but there is a little bit of nuance i
want to explain so that you can do this
like a champ on test day to do this
right you need to know the difference
between a position and a perspective a
position is what is actually being
argued a perspective is the relationship
of the person arguing to the subject
that he or she is arguing about for
example i can want to help prepare one
of my students to grow up and be
incredibly successful and so can that
child's parents or guardians so we share
the same position but why i care about
that student's success is different than
the guardian's reason for curing because
i'm coming from the perspective of an
educator and the guardian is coming from
the perspective of well exactly that
when you look for assumptions in the
prompt you need to consider what's
implied by different parts of the prompt
and then just record those implications
if you're going to neglect one of these
three elements in your initial search
ignore the assumptions part though you
might not need to do the assumption part
i'm still going to show you what finding
these assumptions looks like because if
you can do it it'll help you think more
critically about the prompt but remember
you'll make it out alive if you don't
find that last element
i'm alive yeah
the positions and perspectives though
now those parts are non-negotiable you
gotta make sure you pinpoint those when
you read through the prompt the first
time the reason why you want to find as
much of what i just mentioned as
possible is because this step will be
the springboard for your thoughts it'll
also help you develop different ways to
engage with the prompt besides just
sitting there wishing you didn't have
one more essay to write so let's
actually try step one out with this
particular prompt if i go back to it i
want to recognize that there are two
positions clearly articulated within the
text these would be warning labels allow
individuals not to encounter troubling
material and this is an appropriate
action and the other position is that
tolerating offense is an integral part
of a society that is free in regard to
the perspectives for these positions
you'll notice that the first position is
attributed to general advocates and the
second position is attributed to a
lecturer at the yale child study center
now is one position more important than
the other because of whose perspective
it comes from not necessarily but there
may be one you gravitate toward more and
you just want to consider this you
should also know that sometimes prompts
only offer just one position in
perspective that's okay too if you'd
like an example of a prompt like this
check out the 2018 publicly released ap
lane question 3 about exploring the
unknown anyway once you find these
positions and perspectives all you need
to do is just mark them in the organizer
that's linked in the description down
below this video i'll show you what it
actually looks like in just a few
moments before i do though i want to
draw your attention towards searching
for the assumptions in the prompt as
well all i'm asking you to do is mine
the prompt for areas that imply
something is true without necessarily
articulating that position in the case
of this prompt it implies that the media
is filled with offensive and troubling
content troubling content is
consistently definable and applying
warning labels may negatively affect an
individual's ability to tolerate a
defense if you were to go check out that
2018 prompt i mentioned a little while
ago you'll notice that one of the
assumptions in that prompt would be that
there is actually value in exploring the
unknown all you're doing to find these
assumptions is searching for snippets of
language that suggests something is true
without making the absolute truth claim
about it seriously complex reading skill
here so that's why you need to practice
it a bit and if you really struggle with
it like i said no big deal don't do the
assumptions part the point of this
particular part of searching for
assumptions will only just allow you to
generate more nuanced thoughts about the
topic but you could totally do just that
when finding the positions and the
perspectives that are mentioned so now
once you consider the positions and the
perspectives and the assumptions if you
so choose you're going to want to put
them in the chart and this is what it
will look like
on test day you can just make quick
notes about these things on the white
space underneath your argument prompt
but if you're just trying this out you
should really have a nice organizer to
fill in and of course you guessed it you
can find that blank organizer in the
description right below you know what
else you can find right below this video
things like this the like button and the
subscribe button and the super thanks
button and the channel membership button
and if you even look further in the
description for what else is there
you'll find a link to my ultimate review
packet this is a complete study guide
for ap english language that walks you
through everything you need to know
about the course so you can get an a in
your class and a five on your exam it
provides you with tons of multiple
choice practice practice tests student
samples and scoring commentary you can
sign up to access it for free and get
all of unit one without even paying a
penny but let's get back to the
organizer that we're talking about in
this video if you search in the
description and you look at that
organizer after you fill in step one
you're gonna notice there's a step two
so let's take that step step two super
easy once you identify the positions
perspectives and assumptions i need you
to look at them and just mark whether or
not you agree with what's presented
there if you agree with a particular
position put a plus sign next to it if
you disagree with a particular position
just toss a minus sign next to it you
could do the same with the assumptions
if you chose to mark those and if you
partly agree or disagree just put a
little plus and minus sign next to it
based on my thoughts here's what step
two would look like if i were to fill in
the organizer
i'm not asking you to think of examples
or anything yet i'm just looking for you
to think about what you do and don't
agree with because doing this will help
generate the complexity of your argument
when you begin to produce your thesis
and your paper after you mark your
initial thoughts it's time to search for
the command element of your prompt this
will be step three in the argument
prompt finding the command will always
start with the word argue and then
you're gonna wanna go to the end of the
sentence just underline this language on
test day but for the sake of our
organizer i want you to copy from the
word argue to the end of the sentence
into the box it's gonna look like this
you may remember that i made a video
about how to break down the rhetorical
analysis prompt to really help you
prepare to write the essay when i did i
told you to find the command and then
use it to generate a question that will
allow you to conquer writing that
rhetorical analysis essay well the same
is true for the argument prompt we're
going to use this command to generate a
question or questions that we will have
to answer in our thesis in order to
actually ap which of course stands for
answer the prompt in this case what
you're going to do is you're going to
look at the language in the command and
you're going to ask a question about
what you need to clarify when you
actually respond to the prompt with your
thesis generating this conquer question
is step four when you make this question
you absolutely must start it with either
the word what or the phrase to what
extent and i encourage you to use the
latter so you'll notice that if i were
looking at the command of this prompt i
would need to clearly answer either of
the following questions what is my
position on the use of warning labels or
warning messages to signal potentially
troubling content or to what extent
should warning labels be used to signal
potentially troubling content they are
essentially the same question but one
does bring us to a little bit more
nuance and that's the second one and
notice if i were to answer either of
those questions it would delineate my
position clearly about the use of
warning labels turning the command
element of the prompt into a question
makes thesis generation significantly
easier because you can know if you are
not clearly answering this question in
your sentence and if you're not you're
not setting yourself up for success but
if you do answer that question clearly
you know you've nailed it filling in
this step on my organizer would look
like this
once we've generated a question or
questions that our thesis will have to
answer we're going to finish the job by
quickly jotting down our initial
reaction to the question we generated in
step four no need for extreme nuance
here but you need to have a position
about what the prompt is asking you so
think about all that you've covered in
the prior steps to make the claim that
you're about to for right now go with
your gut even if it's emotionally
charged and it might be unreasonable we
could change things up later you're
going to want to record your position in
the table and it would look something
like this
good you've broken down the prompt
you've gotten your feet wet with the
topic but now just because your initial
reaction is the final step of your
planning don't think you're home free
first you need to practice what i went
over here today so that you can
internalize these steps and complete
them in under five minutes on test day
so go practice with a bunch of ap exam
prompts you can access them online
you'll also need to learn how to turn
all of your planning thoughts into
sophisticated thesis statements and
essays and that's why you're gonna need
to join me in this video right over here
where you can learn how to do exactly
that
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