Comprehensive Review—Argument ❮ 159
Let’s Use the Argument Checklist on This Editorial
- The thesis is that Mr. King and Mr. Prince are incorrect about their position to end
tenure and create charter schools. These two are wrong when they say “our area needs
to revitalize education.”
- Facts are distinguished from opinion. Facts include the number of Intel scholar-
ships in paragraph 3; the comparison of the writer’s area with other school districts
in paragraph 3, and the number of awards, etc. associated with the writer’s school.
Opinion is obvious in the analogy established between Mr. King and Mr. Prince
and snakes.
- Some opinions are supported and others are not. In some cases, numbers are cited, and
in other cases, generalizations are used.
- The editorial avoids fallacies in most instances. However, the emotional appeal and
arguing from analogy is present.
- The editorial is developed using induction. A possible fallacy here revolves around
whether or not what is true about one school district may be true about all other school
areas or for all teachers and students.
- The facts used come from current newspapers. The writer cites statistics and gives the
source. The comparison between New High School and other schools and school dis-
tricts is based on statistics and facts.
- The author uses both logic and emotion. The facts and statistics are given in separate
paragraphs. Emotional and analogical aspects of the argument are in opinionated sec-
tions of the editorial.
- The opposing views of King and Prince are presented to illustrate the position of the
columnists factually.
- The audience is obviously teachers and those involved in education.
- The point of view of the writer is clearly negative toward King and Prince and positive
toward the condition of education in the writer’s school district and state.
- The editorial reflects a writer who is sincere, angry, confident, and willing to find sup-
port for the assertion.
Note: Each of these statements about the given editorial could also be turned into a
multiple-choice question. Keep in mind that the writers of the AP English Language and
Composition exam are aware of all of the preceding information and will base their ques-
tions on the assumption that you are also familiar with it and can recognize the elements
of argument when you read them.
Writing the Argument
While the multiple-choice section of the exam will present you with specific questions
about specific texts, the argumentative essay in the second section of the test requires
that you compose your own argument based on a given excerpt, quotation, statement, or
anecdote.
You will have to plan and write your argument knowing that the AP reader will be
evaluating your presentation based on the major points we have just reviewed.
KEY IDEA
STRATEGY
