cell phone in the classroom

ARGUMENT AND PERSUASION
DUE DATES: 25 June Rough Draft
27 June Final Draft
Length: 950 words minimum (no maximum)
Format/Font: MLA, Arial or Times New Roman, 12pt
Sources: At least three (3). Any evidence you use must be from a reputable source (no
Wikipedia, Huffington (Huff) Post, Mother Earth, blogs—with exceptions, movies). HCC has
plenty of databases and resources that you can use to support your argument.
Include: Works Cited
Read: http://writingcommons.org/classical-argument
Cellphones in classrooms is a highly contentious subject for teachers and students.
Some schools limit or ban cellphones while others embrace its use. Although most
educators believe technology in the classroom is beneficial, some find it difficult to
balance the potential disruptive quality of cellphones with the learning environment.
Your assignment is to persuade an audience of educators to adapt and allow
cellphones into classrooms, or to convince educators to ban cellphones from the
classroom.
Do not focus exclusively on what you want to see, but look at the entire picture. Failing to
consider alternative viewpoints will only make your argument weak. Support your
argument with evidence. Keep in mind that this is a very divisive issue and you must state
your case to an audience that ranges from accepting to hostile.
Organization
I. Introduction to topic or overview of situation and thesis
II. Background information and history of the topic (discuss the need for concern/what is
at risk)
III. Support for argument
A. Reasoning—why (avoid logical fallacies)
B. Evidence supporting your reasoning – statistics, laws, authoritative texts,
etcetera
IV. Support for argument
A. Reasoning—why (avoid logical fallacies)
B. Evidence that supports your reasoning – statistics, laws, authoritative texts,
etcetera
Argument & Persuasion 2
V. Support for argument
A. Reasoning—why (avoid logical fallacies)
B. Evidence that supports your reasoning – statistics, laws, authoritative texts,
etcetera
VI. Counterargument/Concession—acknowledge opposing arguments and concede
(agree) to certain aspects where needed—this is an argument, so someone will
disagree with you and some of what they say may be accurate (cite sources)
VII. Refutation—refute by showing that the opposition’s evidence, though compelling,
has an error in logic, is somehow flawed, or does not offer the same advantages of your
argument—often included during presentation of argument
VIII. Conclusion –this is where you make sure that your audience understands the
significance of your claim, why your solution is the best, and the impact of no action—if
there is a call to action, make it here
This outline includes many of the elements of a classical argument. Although I am
providing this outline, you do not have to follow it rigidly, but you must include all of the
elements. Some models place the opposing viewpoint first. You may have more than
three supporting arguments, and your arguments may require more than one
paragraph to allow full development of your point. Make sure that you use all three
rhetorical appeals to ensure a stronger essay.
Arrange from strongest to weakest or weakest to strongest. Many people save the
strongest support of their argument for the last. This has the most impact, and coupled
with your conclusion, provides a strong finish.
Additional Information:
No contractions
No second person (you, your, yours); sparing use of first person
Do not call authors or experts by their first name
Include a “Works Cited” page (See the Learning Web, HCC Library, textbook)
Check Purdue Owl or HCC’s Library Style Guides for proper documentation procedures
Spell out words such as:
etc. – etcetera – and so forth (Latin et cetera)
e.g. – for example (Latin exempli gratia)
i.e. – that is [in other w

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