Grade 10 · Public Texts and Argument · Landmark Arguments
Analysing a Landmark Argument
Analyse how a historically significant argument builds its case, and evaluate whether its reasoning holds today.
Learning objectives
- Map the structure of an extended argument
- Evaluate premises for hidden assumptions
- Judge how well the argument transfers to a new context
Common Core ELA alignment
RI.9-10.8
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and relevant evidence from claims that are not. Grades 9–10 emphasis: sustain a line of analysis across complex texts, using precise evidence and a formal academic register.
RI.9-10.9
Analyse how two or more authors writing about the same topic shape their presentations of key information by emphasising different evidence or interpretations. Grades 9–10 emphasis: sustain a line of analysis across complex texts, using precise evidence and a formal academic register.
RI.9-10.5
Analyse the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. Grades 9–10 emphasis: sustain a line of analysis across complex texts, using precise evidence and a formal academic register.
MYP criteria
- Criterion A — Analysing
- Criterion C — Producing text
- Criterion D — Using language
ENGAGE
The hidden step
Every argument contains a step nobody states. Public libraries pay for themselves, because every pound spent returns three in local trade, assumes that returns to trade are the point of a library.
Think about it
- What is the unstated assumption?
- Who might reject it, and why?
EXPLAIN
Structure and warrant
| Layer | Definition | How to test it |
|---|---|---|
| Claim | What is to be accepted | Is it clear and bounded? |
| Premise | A stated supporting statement | Is it true and evidenced? |
| Warrant | The unstated principle linking premise to claim | Would a reasonable opponent grant it? |
| Qualifier | Limits on the claim | Does the writer overreach? |
Evaluating an extended argument
- Map the claim and the two or three load-bearing premises first.
- Name the warrant for each premise in one sentence.
- Identify which premise, if false, collapses the whole case.
- Then judge transfer: does the warrant still hold in a different era or place?
Careful
An argument can be historically important and still contain a premise we now reject. Say so precisely rather than either excusing or dismissing it.
EXPLORE
Map and test
Argument: Compulsory schooling to sixteen is justified because an educated population is a precondition of democratic self-government, and because children cannot yet judge their own long-term interests. Critics who cite individual liberty mistake the freedom of the adult for the freedom of the child.
Think about it
- Identify the claim, the two premises and the warrant of each.
- Which premise carries the most weight, and what would weaken it?
MYP_PRACTICE
Criterion A, C and D task
Choose a landmark speech, essay or judgment. Write 350 words mapping claim, premises and warrants, identifying the load-bearing premise, and evaluating whether the argument transfers to a present-day debate.
EXIT_TICKET
Check yourself
Think about it
- State one warrant you uncovered today.
- Which premise of your chosen text is load-bearing?
Interactive practice · argument map
Map claim, premise, warrant
For your chosen text, complete a row for each premise and name its warrant.
Columns
Your answer
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Key vocabulary
- Premise
- A stated reason offered in support of a claim.
- Warrant
- The unstated principle that makes a premise relevant to the claim.
- Qualifier
- A limit placed on a claim to keep it defensible.
- Load-bearing premise
- The premise whose failure would collapse the argument.
Practice questions
0/2 correct
Level 1 · Criterion A
What is the warrant behind children cannot judge their own long-term interests?
Level 2 · Criterion D
How does the argument handle the liberty objection?
MYP criterion tasks
Level 3 · Criterion C
Evaluate whether this argument transfers to a debate about compulsory digital literacy.
Reflect & track
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