Arguments of Definition
Today, we are learning about “arguments of definition.” Let’s look at one example. Is “The Story of My Life” by Helen Keller LITERATURE? Yes or no, and why? Can the educational manga about Helen Keller be considered LITERATURE? Yes or no? Explain your personal opinion in a quickwrite (comment on this blog).
What you’ve just done is making an argument of DEFINITION. You defined what you considered literature, and gave plausible reasons for it. This “argument of definition” belongs to a special class, called “definition by example” -- which means that arguments of this sort may be included in a list defining a category, just like short stories, narratives, and prose make literature. The word “literature” is a “named class.” Therefore, these ARGUMENTS OF DEFINITIONS belong to the sub-group of “membership in a named class.” For clarification, look in your textbook on page 226-227.
HOMEWORK for MONDAY, Feb. 18th will be to read chapter 8, ARGUMENTS OF DEFINITION, in your light blue textbook.
Here is an overview of ARGUMENTS of DEFINITION:
1. Formal Definitions (what you find in dictionaries)
1.1 Questions related to genus (“Is tobacco a drug or a crop?”)
1.2 Questions related to species (“Is tobacco a harmless or dangerously
addictive drug?”)
2. Operational Definitions (identify an object/idea not by what it is, but by
what it does (“Sexual Abuse is any incident of sexual contact involving a
child that is inflicted by a caregiver of the child.”)
2.1 Questions related to conditions (“Must sexual imposition be unwanted AND
unsolicited to be considered harassment?”)
2.2 Questions related to fulfillment of conditions (“Was the act really sexual
harassment if the accused believed the interest was mutual?”) (see p. 226)
3. Definitions by Example (“Why aren’t asteroids considered to be planets?”)
3.1 Questions related to membership in a named class (“Are comic books
literature?)
TASK 1:
Group work: Pick 1-2 partner(s) and find other samples for all 3 points and their sub points, and fill in the handout I distributed.
TASK 2:
Read pp. 228-231 about how to develop a DEFINITIONAL ARGUMENT, how to FORMULATE a CLAIM, how to CRAFT a DEFINITION, and how to MATCH CLAIM AND DEFINITION.
Then, with the same partner(s), create your own DEFINITIONAL ARGUMENT, involving one visual (see p. 232; the example here is “torture.”) That means, you need to define a certain word (like “torture”). After defining it, you need to give evidence for every part of the argument, including the visual (see p. 233). You also need to consider alternative views, and counterarguments.
Your job as a group of 1-3 people is to write a DEFINITIONAL CLAIM, and post it on the blog as a new thread, together with your visual, for in-class discussion. It should be about 200 words. On page 235 of your textbook, you will find examples, such as:
“Assisting a gravely ill person to commit suicide should not be considered murder when the motive behind the act is to ease a person’s suffering, not to do harm or to benefit from the death.”
If you use this example, you have to give a definition of “suicide” as well as “murder” (and, ideally, “euthanasia”). Then, you have to write a short entry about your personal opinion about this issue, and anticipate your opponents views (“Other people might say that....”; “according to the Christian church, it is forbidden to take a person’s life even if s/he is gravely ill...; “in Holland, euthanasia is legalized...”; “according to the Oath of Hippocrates, physicians have to save humans’ lives, not take them...”). Your concluding sentence should state why you stay with your opinion. (The visual is on top of this blog, by the way.)
For further examples, see p. 240 (you can take those, too):
1. “Graphic novels are serious literature.”
2. “The Bushes have become America’s royal family.”
3. “Satanism is a religion properly protected by the First Amendment.”
4. “Committed gay and lesbian couples should have the legal privileges of
marriage.”
The other groups will evaluate your DEFINITIONAL CLAIM and visual according to the following rubric (see pp. 237-238):
a) Is the claim clearly an issue of definition?
b) Is the claim significant enough to interest readers?
c) Are clear criteria established for the concept being defined?
d) Is enough evidence furnished to explain or support the definition?
e) Are any objections by others adequately addressed?
f) What kind of visual sources are used? Do they support the claim?
g) Which sentences are particularly effective? Which are dull/unmemorable?
h) Are there errors in spelling, punctuation, grammar, etc.?
Other groups: give the presenting group a grade from A-F according to the fulfillment of the rubric.
