Introducing COMPLEX Argument (AP Lang Question 3)

Summary

In this engaging video, Tim Freitas from 'The Garden of English' dives into the art of argumentation in the classroom. He emphasizes the importance of developing well-structured arguments supported by claims, evidence, and commentary. Tim introduces the concept using a visual analogy of a bridge, explaining that a strong argument requires multiple supporting columns. He also highlights the necessity of defining terms to avoid misunderstandings and to ensure that both parties in a debate are discussing the same concepts. The video uses humorous yet thought-provoking questions about everyday life, such as whether a hot dog is a sandwich or how a cat should wear pants, to illustrate the complexities of argumentation and to encourage critical thinking. Tim shares personal anecdotes about changing his mind when presented with compelling evidence, reinforcing the idea that arguments should be open to revision based on logical reasoning and sound evidence. The video concludes with a call to action for viewers to like, subscribe, and support 'The Garden of English' for more insightful content on argumentation and language.

Takeaways

• 📚 Start with a strong foundation for argument by understanding its structure: claims, supporting claims, evidence, and commentary.
• 🔗 Recognize the importance of warrants, which are the implied connections between evidence and the argument itself.
• 🚫 Avoid getting stuck in a loop of mere claims without engaging with the substance of the argument.
• 🤔 Encourage critical thinking by discussing life's most important questions, which can lead to defining terms and understanding complexity.
• 🧩 Show students how to build a crumble-proof argument by ensuring that evidence and reasoning support the claims.
• 📉 Understand that by dismantling one part of the argument structure, the entire argument can become weaker.
• 🔑 Emphasize the necessity of defining terms in an argument to ensure that all parties are discussing the same concept.
• 🤝 Teach the value of agreeing to disagree when definitions or perspectives significantly differ.
• 💡 Use thought-provoking questions to lead students into deeper analysis and the recognition of complexities in arguments.
• 📈 Encourage students to consider both their own and others' perspectives when providing evidence for their arguments.
• 🌟 Highlight the significance of changing one's mind in the face of better evidence or reasoning as a sign of intellectual growth.
• 🏛 Use everyday topics (e.g., whether a hot dog is a sandwich) to practice building complex and engaging arguments.
• 👍 Reinforce the idea that arguments should be complex, well-supported, and sensitive to the audience's needs.

Q & A

What is the primary focus of the video series?

The primary focus of the video series is to lay the foundations for engaging with argument in the classroom, aiming to build well-developed arguments and to think critically about producing arguments that are both intellectual and sensitive to the audience's needs.

What are the three main components of an argument as discussed in the video?

The three main components of an argument are the claim, supporting claims, and evidence and commentary. Some people also refer to the connection between evidence and the claim as a 'warrant', but this is more of a concept to understand how evidence supports the argument rather than a structural component.

Why is it important to define terms when engaging in an argument?

Defining terms is crucial because it ensures that all parties are discussing the same concept. Misunderstandings often arise from differing definitions of terms, which can lead to arguments that do not address the same issues.

What does the instructor do to help students understand the importance of defining terms in an argument?

The instructor uses life's most important questions, such as how a cat should wear pants or whether a hot dog is a sandwich, to engage students in discussions that require defining terms. This helps students realize the necessity of clear definitions for effective argumentation.

How does the instructor encourage students to think critically about their own beliefs and arguments?

The instructor encourages students to think critically by asking them to justify their initial claims with evidence and examples. This process often leads to self-reflection and the possibility of changing one's mind when presented with more reasonable evidence or commentary.

What is the significance of discussing 'life's most important questions' in the context of argumentation?

Discussing 'life's most important questions' serves as a fun and engaging way to introduce complex elements of argumentation. It helps students to see that arguments can be more nuanced and that understanding different perspectives is key to having a less contentious and more productive discussion.

Why does the instructor ask students to write a paragraph proving their love for justice or their parents?

The instructor asks students to write a paragraph to help them recognize the elements of complexity in their arguments. By asking for proof, students are encouraged to think beyond their initial gut responses and consider the full spectrum of their actions and beliefs.

What is the role of evidence in supporting an argument?

Evidence plays a critical role in supporting an argument by providing concrete examples or data that correlate with the claim. Strong evidence can make an argument more compelling and credible, while weak or irrelevant evidence can undermine it.

How does the instructor use the concept of 'crumble proof arguments' in the video?

The instructor uses the concept of 'crumble proof arguments' to illustrate the importance of having multiple supporting columns of evidence and commentary. Even if one piece of evidence is weakened or disproven, the argument can still stand if it is well-supported by other strong pieces.

What is the conclusion the instructor reaches regarding the questions about cats wearing pants, cereal being soup, and hot dogs being sandwiches?

The instructor concludes that a cat should wear pants as option B (covering the back part of the legs), cereal is not soup because removing the broth changes its classification, and a hot dog is indeed a sandwich, based on the evidence and reasoning provided by students and a custodian.

How does the instructor plan to further develop the students' argumentation skills?

The instructor plans to further develop students' argumentation skills by discussing how to produce crumble proof arguments, correlating evidence with claims, and providing commentary. They also plan to break down argument prompts and engage with complex issues, with the help of guests in future videos.

Outlines

00:00

📚 Engaging with Argument in the Classroom

Tim Freitas introduces the topic of argument in the classroom, emphasizing the importance of developing well-structured arguments. He discusses the foundational elements of an argument, which include claims supported by evidence and commentary. Tim also touches on the concept of 'warrants' as a way to understand how evidence connects to an argument. He stresses the need to move beyond mere claims and to critically engage with the evidence and reasoning that support arguments. The goal is to create 'crumble proof' arguments that can withstand scrutiny and are sensitive to the audience's needs. Tim uses light-hearted questions about cats wearing pants and hot dogs being sandwiches to illustrate the importance of defining terms and understanding the nuances of argumentation.

05:01

🤔 The Importance of Defining Terms in Argumentation

The paragraph delves into the necessity of defining terms when engaging in arguments. Tim explains that disagreements often stem from differing definitions of key terms. He uses examples from his classroom to show how discussions about simple concepts can reveal the need for precise definitions. Tim argues that understanding and agreeing on definitions can lead to more productive and less contentious debates. He also highlights the human tendency to resist changing one's mind, even in the face of compelling evidence, and encourages the acceptance of change as a sign of growth and critical thinking. The paragraph concludes with the idea that arguments should be complex, reflecting the multifaceted nature of the issues being discussed.

10:02

🧐 Exploring Complexity in Arguments through Simple Questions

Tim uses straightforward questions about loving justice and one's parents to demonstrate how arguments can become complex. He points out that students often provide evidence related to others when discussing justice but fail to consider their own experiences. This leads to a deeper conversation about the difference between justice and mercy and the need to understand both to form a complete perspective. Similarly, when asked about loving their parents, students tend to focus on positive actions while ignoring negative behaviors. Tim encourages students to consider these complexities and to develop more nuanced theses that reflect a fuller understanding of the subject. He concludes with the revelation that he was convinced by a student's evidence to change his stance on whether cereal is soup, highlighting the power of compelling arguments.

15:02

🌟 Embracing Complexity in Argument Construction

In the final paragraph, Tim reflects on the value of using seemingly trivial questions to explore the complexity of arguments. He emphasizes the importance of creating engaging and complex arguments, which are a key focus for his students. Tim also shares his agreement with a custodian's argument that a hot dog is indeed a sandwich, based on the logical comparison with other types of sandwiches. He thanks viewers for their time, encourages them to engage with the content by liking, subscribing, and supporting the channel, and looks forward to future discussions on breaking down argument prompts with the help of guests.

Keywords

💡Argument

An argument, in the context of the video, is a set of statements intended to establish a proposition. It is supported by claims, evidence, and commentary. The video emphasizes the importance of constructing well-developed arguments that are not only intellectual but also sensitive to the audience's needs. An example from the script is the discussion on how to engage with argument in the classroom to produce well-supported claims.

💡Supporting Claims

Supporting claims are statements that help to back up the main argument. They are integral to building a strong argument structure. In the video, the host discusses how supporting claims work in conjunction with evidence to reinforce the argument, using the analogy of a bridge to illustrate their importance.

💡Evidence

Evidence refers to the factual information or data that supports or refutes an argument's claims. The video stresses the need for strong evidence to either bolster one's argument or to challenge someone else's argument effectively. An example provided is the student's argument that cereal is not soup because removing the broth from soup changes its identity, whereas removing milk from cereal does not change its classification.

💡Commentary

Commentary is the analysis or interpretation of the evidence that connects it to the argument. It is crucial for explaining why the evidence supports the argument. The video uses the term in the context of how to critically think about the connection between evidence and claims, emphasizing that commentary can make or break the persuasiveness of an argument.

💡Warrant

A warrant is an implied understanding of how the evidence connects to the argument. While not directly part of the argument structure, the concept of a warrant helps to articulate the reasoning behind the argument. The video briefly mentions Tolman's language of warrants as a way to break down an argument but chooses to focus on the more straightforward structure for educational purposes.

💡Definition of Terms

Defining terms is a critical step in constructing an argument, as it ensures that all parties are discussing the same concept. The video illustrates how disagreements often stem from differing definitions of key terms. An example is the debate over whether a hot dog is a sandwich, which hinges on the definition of both 'hot dog' and 'sandwich'.

💡Complexity

Complexity in arguments refers to the multifaceted nature of issues and the need to consider various aspects and perspectives. The video encourages students to explore the complexities of an argument to reach a more nuanced understanding. For instance, the discussion about loving justice and mercy shows how personal biases can complicate seemingly straightforward questions.

💡Life's Most Important Questions

This phrase refers to the thought-provoking questions that the host uses to introduce argumentation in the classroom. These questions, such as 'Is a hot dog a sandwich?', may seem trivial but serve as a gateway to teaching students about the structure and importance of defining terms and providing evidence in an argument. They are used as a fun and engaging way to delve into more serious argumentation skills.

💡Changing Minds

Changing minds is presented as a positive aspect of argumentation, indicating a willingness to accept more reasonable evidence or commentary. The video discusses how pride can sometimes prevent individuals from changing their stance, even when their argument is weak. An example from the script is the host's admission of changing his view on cereal being considered soup due to compelling student evidence.

💡AP Lang

AP Lang refers to the Advanced Placement Language course, which focuses on the study of rhetoric and language. The video mentions AP Lang in the context of preparing students to write complex arguments as part of the course curriculum. The host's discussion on argumentation is tailored to help students succeed in this academic setting.

💡Argument Production

Argument production is the process of creating and developing an argument. The video is centered around teaching techniques to produce strong, well-supported arguments. It covers the importance of evidence, claims, and commentary, and how they interrelate to form a compelling argument. The host guides viewers on how to move from simple claims to complex, well-reasoned arguments.

Highlights

The importance of engaging with argument in the classroom to develop well-structured and critical thinking.

The foundational structure of an argument, supported by claims, evidence, and commentary.

The concept of a 'warrant' as an implied understanding connecting evidence to an argument.

The necessity of strong evidence and reasoning to counter or support an argument effectively.

The use of life's most important questions, such as 'Is a hot dog a sandwich?', to introduce argumentation.

The significance of defining terms in an argument to reach a consensus.

The common issue of not agreeing on definitions leading to contentious debates.

The value of changing one's mind when presented with better evidence or reasoning.

Encouraging students to justify their definitions and provide examples to support their arguments.

The role of pride in preventing individuals from changing their minds, even when their stance is unreasonable.

The introduction of complexity in arguments by asking students to write paragraphs proving their love for justice or their parents.

The realization that understanding one concept often requires understanding its counterpart, such as justice and mercy.

Using simple questions to lead to complex discussions and deeper understanding of the subject matter.

The anecdote of a student changing the teacher's mind about cereal not being soup based on compelling evidence.

Accepting the complexity of arguments and the idea that sometimes we need to agree to disagree.

The conclusion that a hot dog is indeed a sandwich, based on logical reasoning and evidence provided by a custodian.

The encouragement for students to create complex and engaging arguments through classroom exercises.

The importance of understanding that arguments should be based on a balance of evidence, reasoning, and sensitivity to the audience's needs.

Transcripts

this is the garden of english i'm tim

freitas and today we are going to engage

with argument in the classroom trying to

lay the foundations for something more

as we build this particular video series

so

stick around

[Applause]

[Music]

okay we are back after a bit of a hiatus

where i was

doing a lot of other work for a lot of

other people but it's good to be back

it's good to be talking about argument

and what we're going to do today is we

are going to talk about once again how

to engage with argument in the classroom

so that we can have well-developed

arguments

uh and really think critically about how

we can

produce arguments that allow us to come

off as being intellectual but also

sensitive towards the needs of our

audience and this is just an

introductory

type of unit for that and so what i want

to do here is this i want to just

give you this visual quickly for the

foundation of an argument it's a popular

visual it's been seen a lot

uh there are different uh ways to um

to depict this right but basically you

have an argument and arguments are

supported by supporting claims

and they're supported by evidence and

commentary uh

some people like to use tolman language

uh which would be uh warrants so

the way that the evidence connects to

the argument itself is this kind of

implied understanding which is known as

a warrant

but that type of language it doesn't

really matter tolman is a way to break

down an argument it's not actually an

argument structure

um where you actually see an argument

presented that way so we're just going

to kind of leave that

out of there i just put a little warrant

there just in case you're familiar with

that type of language

it's here now the only reason why i have

this visual up here for just a minute is

because

uh we need to realize that if we just

argue claims

in arguments then we're really not doing

the right thing

uh because we're not gonna get anywhere

if somebody says hey you're a jerk and

the other person responds no i'm not a

jerk and that's really all they keep

saying to each other yes you are no

you're not

we're gonna have a typical you know

schoolyard

fight or what we would call typical

politics

in our country and the reason why is

because

very often people do not engage with

where argument has to go

and you'll notice that on the screen

here i do have some columns

that support the argument itself the

truth is is that in order to

fight a strong argument or to produce a

strong argument or

produce a strong argument in response to

somebody else you really need to make

sure that you have strong evidence

and commentary that relates it to your

argument or

that if you're actually arguing against

somebody else's claims you can

destroy their evidence and or their

reasoning that correlates their evidence

with their claim

and the reason why is because even if

you can't defeat the entire argument if

you take out one of these columns you'll

notice that this black line on the top

here that is the argument and the claim

as a whole

will not be able to stand without one of

these columns so now imagine an argument

that's well supported with 15 columns

even if one of them will crumble then if

this were actually kind of like a bridge

then at least that section of the bridge

would crumble and it would become weaker

and therefore less effective

so uh over the next few weeks we're

going to talk about how do we produce

these kind of

crumble proof arguments as we correlate

our evidence

with our claims and provide commentary

to do so but

what i want to do is this when i

introduce

uh argument in my classroom one of the

places that i begin is with life's most

important

questions and life's most important

questions can be found

in my cat picture my serial picture

and my is my hot dog a sandwich picture

now you might say these things are

ridiculous however these conversations

are great to have

and i encourage you to think about where

you fit on these

as well and i will actually give you the

answers to these questions

uh before our time is done here today

but the first one up here on the left is

you know how should a cat wear pants

is cereal soup is a hot dog a sandwich

and the reason why i introduce things

here

is because in order to actually answer

these questions right very

i'll ask my students right what's your

initial response yes or no

and so the kids will have a claim but

then i let them kind of argue it out in

my classroom and it's really nice

because

right away they go right into defining

the character

the characteristics of soup or the

characteristics of what a hot dog

is or what a sandwich is or the

characteristics of what pants need to do

in order to be called pants

and that helps kids notice that a lot of

times in argument we need to define our

terms

in fact most of the time when we are

arguing with somebody and we can't come

to a consensus it's because we're not

talking about the same thing

if someone says you don't care about me

and the other person says yes i do

you might be defining care in different

ways

so if you provide evidence that supports

your definition but that does not

support the definition of the other

person that you're arguing with

then you're not actually talking about

the same thing even though you're both

using the word care

so this is a great way to exercise

knowing that uh

in argument the first thing that needs

to be done is that

terms need to be defined because then at

least even if i disagree with the

definition of somebody else's term let's

say

it's an argument about caring for

another person and i'm like no care

isn't when you blank

it's blank if that other person can at

least articulate for me what

his or her definition of care is i can

at least say okay

from your perspective and your

definition of what care is

it is reasonable that you feel the way

that you do

however now i'm going to try to convince

you that my definition for care

is the more appropriate definition and

you can do this with anything

a lot of hotly contentious issues um

that we talk about even in politics

nowaday

do come down to just not defining the

same terms right

what is a human right what is a right to

life

what is the definition of marriage all

of these things need to

be agreed upon in order for people to

figure it out or

we have to at least agree that we have

different definitions

and then say okay we're going to have to

agree to disagree because we don't

define the same terms

the same way and at that point you can

actually have

a less contentious argument because you

could say okay because you define your

terms this way

i can understand your point of view

because i define it this way you can

understand my point of view

and we can realize that we're just not

going to agree on that and that's okay

the problem is is that when we try to

force somebody to agree with our

definition

and then that person does not agree and

cannot or will not agree

we then allow that to then continue our

argument that we're still right and

they're still wrong

we don't want that we want to be able to

say okay let's agree to disagree

and once again we don't really have the

best public models to do that

unfortunately so that's why we have ap

link last to fix that and

these questions right here will help and

like i said i will give you the right

answers

at the end of the day or at the end of

our time here

so what do i do after i deal with life's

most important questions in my classroom

we talk about this i show kids how they

straight

they go straight to defining the

parameters they then offer excellent

evidence

um and at no point did the kids actually

typically then

say after their first claim of yes it's

super no it's not

or cats wear pants as b instead of a or

no the hot dog is not a sandwich

almost never do they fight that with

their peers

what they do is they justify their

definitions and they have examples and

they explain how their examples

relate to the qualities of what a

sandwich actually entails

and that's where the arguments need to

lie and that's why we want to

show these to kids and this is a really

fun way to do this right

define your terms find your examples

that match with your terms

and then move into supporting your

argument even more interestingly enough

a lot of times

in these debates kids also choose not to

change their mind even when they

recognize that their evidence or

commentary is unreasonable

and that's another great moment that's

extremely teachable in class because as

human beings we care so much about our

pride

sometimes even when we notice things are

unreasonable in terms of the evidence or

the commentary

we still don't change why folks change

is a good thing

change means that you're human it's okay

to do so right so if you have this kind

of argument even with yourself or in

your classroom

right um or with your peers please know

it's okay to change your mind if

something is indeed more reasonable with

better evidence and a better correlation

of the evidence with the claim um

so i will even talk to you about how i

changed my mind even this year when a

student gave me

really good evidence so that's that so

that's something

that's one way to engage with audience

to begin your kind of unit here it's

really fun

it sets the parameters and it gets kids

thinking critically

now because we talk about definitions

and because we talk about

evidence and commentary we do want kids

to start thinking about complexity here

and it's interesting because those

questions might seem pretty simple but

as kids start thinking about what makes

a sandwich a sandwich or what makes soup

soup or not soup not soup or how cats

should wear pants

they actually start getting into complex

elements

but i want them to also learn to get

serious with this so that brings me to

the next step of what

i typically do although i did not do

this this year just for the sake of time

but what i'll typically do is i'll go

into then asking these questions here

and i'll just say just write about this

now i have not taught about picking

evidence yet

i've not talked about how to organize

full essays and whatnot

but i will ask for a paragraph that

answers either option one or

option two and the first option is

do you love justice option two is do you

love your

adult right that be your parent or your

guardian right

but the part that's not optional is the

proving it

and the reason why is because i want

kids to start recognizing elements of

complexity

now if you look at question one

typically i tell kids go with your gut

on this one and the answer is typically

yes

and then for option two go with your gut

on this one and the answer is typically

yes

but when i get to the part that's not

optional which is prove it

that's when things get dicey so i let

the kids write this out

and then all of a sudden when we talk

about do you love justice for the kids

that did

i'll say good what's your evidence and

almost always

kids provide evidence that relates to

other people

when my brother got in trouble for blank

or when this kid got in trouble for

blank or when that person was punished

with prison time for blank

and then i typically have to point out

why didn't you talk about yourself

if you love justice when justice is

executed on you

when you have consequence for your

uh misdemeanor and a lot of times

we write i can get kids to recognize

that

they kind of love justice for other

people when they see it

but for themselves they want mercy and

then i ask the question well then why

don't you treat other people that way

if you know that you prefer mercy in

those circumstances

why don't we treat other people more

mercifully but instead we say we love

justice when we see it executed upon

them

and now notice how things become

incredibly complex just with a quick

conversation

because the thesis then turns into

although i as a person

love justice it seems as though it only

happens when i notice

that it works out on other people but

for me

i love mercy more wow that becomes

incredibly complex

and all we had to do was just ask this

quick little question

and i tell kids we need to get arguments

to be complex like this where we realize

that this isn't just about justice that

in order to fully understand justice we

have to understand mercy or in order to

fully understand mercy we have to

understand justice and they kind of are

paired together

if we look at this one about loving your

parent and guardian

the same type of thing shows up because

kids typically talk about the things

that they do for their parents i do my

chores i try to

you know say hi and greet them and be

respectful

but then they don't list out all those

times when they're defiant when they're

consistently defiant or when they're

selfish or when they just expect things

and i'm like guys why didn't you waste

any of that and then i say how much of

that is actually what you do

or talk behind your parents by talk

about your parents behind their back how

much of that is more about what you do

in your life

and yet you only focused on those good

parts to say that you do love them

and now let's look at the complexity

here the kids can produce a new thesis

although not all of my actions

suggest that i love my parents and i'm

fully sacrificial in relation

to how i view them i do love them

uh because the most important elements

of my life dictate that

what a much stronger more complex thesis

but i'm using these quick questions here

and how kids typically quickly

emotionally respond to them to then say

wait a second can we look for more

evidence and then

identify the complexities here and this

allows us to then springboard into the

kind of arguments that we're going to

write in class where we try to say

all right what's our initial response

and then

how are we going to use our evidence and

our want to prove this and define things

to make this a bit more complex because

we do want to have complex arguments in

ap

lang now i did say that i would give you

the answers to those ridiculous

questions that we began with and i'd

like to point out that

a is how a cat should wear pants now uh

i once asked the student

i said you know because the student was

like no that's ridiculous

we cannot um have a cat wear pants

as bee because you know pants are meant

to cover legs

and i was like whoa whoa whoa pants are

a human

a human thing so why can't we say it's b

because we're

putting our human characteristics onto

the cat and if we say covering legs then

b

does that right and uh it's not just the

back

part of those legs and that student

looked at me and said you're absolutely

right

pants are a human thing so we're going

to take all human characteristics with

it

and it's going to be a now i've never

once thought the way cat should wear

pants is b

i was just trying to play devil's

advocate here and that student torched

me

now the student did not change my mind

however i did have a student change my

mind about the soup

i used to argue that cereal was soup it

is no longer the case

particularly because this year i had a

student right as we were arguing in

class and really getting to it

she said i need to make a point with

some evidence if i had a bowl of soup

and i took out the broth

it would no longer be soup it would

actually be

a mix of noodles vegetables and meat and

that's what everybody would call it

however if you took out the milk from a

bowl of cereal

you would still call it cereal and

therefore cereal can't be sued

right the evidence blew my mind away the

commentary was perfect and i was like

yes from now on i am a not super

and a hot dog of course is a sandwich

and the best evidence that i got from

this was from a custodian in my

school and she said it has to be a

sandwich because the only reason why it

wouldn't be considered one is because

the bun

is connected as if it's some sort of

modified taco but it's not

right because when you go to subway and

the bread is connected because they

don't cut all the way through

you still call that a sandwich so if

you're willing to call that a sandwich

because the bread is connected

then why wouldn't you actually also call

a hot dog a sandwich because the bread

is connected

and i was like completely reasonable

although i already agreed with her

and sure enough a hot dog is indeed a

sandwich so

i hope that these ridiculous ways of

accessing argument

um actually come off as a little bit fun

but what i also care is that they can

help you springboard into understanding

that arguments need to be complex and

these are quick fun ways to do so

as we then move into creating those

engaging complex arguments that we want

kids to actually write

or if you're a student that you want to

actually write so

i do thank you for your time as always

if this was helpful for you i'm going to

ask that you click like

and subscribe please remember you can

support the garden of english in many

ways

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as well so uh please continue to support

the garden of english i really

appreciate your time tuning in

and we'll be back probably by the end of

the week and we'll start talking about

breaking down argument prompts and um

we've got a couple um excellent guests

coming in to actually help with this

over the next few weeks as we deal with

this kind of argument production so

i hope you all have a great day and

we'll see you next time

[Music]

you