Analyzing an Argument from “The Argument” Podcast: “What Should High Schoolers Read?”

QUESTION

In a writing class, it is important to build a community of writers and learners who feel safe exchanging their ideas with one another, in order to foster a sense of growth and development from sharing ideas about a particular text, topic, or issue. In an online writing class, building a sense of community is even more important since we are separated by time and space, and the busyness of our personal and professional lives. These discussion boards help us to meet our third and fourth learning outcomes for the course:

Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of evidence.

Write in a style that clearly communicates meaning, builds credibility, and inspires belief or action.

The Process

For each community discussion post (CDP), you are expected to:

Read the prompt(s).

Post your response by the first due date.

Post a reply to at least one person by the second due date.

There is no word count minimum, but you must answer the prompt in full to receive points.

The Scoring

For full points, the writer will have:

Submitted on time (1 point).

Answered the prompt question in full (1 point).

Posted a reply on time (1 point).

Responded thoughtfully to a peer (point).

A grade of half points (2) is awarded when the writer is making an earnest attempt to answer the prompt in a thoughtful or timely manner, but there may be a few oversights or errors present that significantly detract from the quality of the post and/ or reply. No points (0) will be given if parts of the post are substantially lacking in terms of quality, readability, or simply weren’t submitted at all.

The Prompt!

Ready to dive in? Here’s the prompt for our first community discussion post:

Part I: This week, you will have started reading about “Argumentation” in Chapter 4 of our textbook. You will also have listened to The Argument podcast episode titled, “What Should High Schoolers Read?” The podcast episode is about 36 minutes long. As you listen to the episode, you will hear the speakers make several claims throughout the duration of the episode. You may follow along with the podcast episode by reading the transcript here. For your Part I post, please do the following:

Identify at least one claim mentioned in the podcast. You may quote directly from the podcast transcript.

Provide at least one reason the podcast uses to support this claim. You may quote directly from the podcast transcript.

Cite at least one piece of evidence the podcast uses to support this reason. You may quote directly from the podcast

After you have identified one argument made in this podcast (by answering steps 1-3), briefly explain whether you agree or disagree with the claim made and why.

Part II: For your reply, please look at a post made by a classmate and provide quality evidence (via at least one citation -OR- a very well-explained, thorough description of a lived experience) to do one of the following:
Support.

ANSWER

Analyzing an Argument from “The Argument” Podcast: “What Should High Schoolers Read?”

Introduction

In this essay, we will delve into an argument presented in “The Argument” podcast episode titled “What Should High Schoolers Read?” The episode discusses the question of what literature should be included in high school curricula. By identifying a claim made in the podcast, exploring the supporting reason and evidence provided, and sharing personal agreement or disagreement, we can engage with the argumentation presented.

Claim: “The works of literature that are taught in high school should be representative of diverse perspectives and experiences.”
(Source: The Argument podcast episode, transcript)

Reason: “Because it helps broaden students’ understanding of the world, fosters empathy, and equips them with critical thinking skills.”
(Source: The Argument podcast episode, transcript)

Evidence: “Research has shown that exposure to diverse perspectives in literature leads to greater cultural awareness, empathy, and the ability to analyze complex social issues critically.”
(Source: The Argument podcast episode, transcript)

Analysis and Opinion

I wholeheartedly agree with the claim made in the podcast that the works of literature taught in high school should be representative of diverse perspectives and experiences. Literature has the power to shape our worldview, expand our understanding of different cultures, and cultivate empathy within us. By exposing students to a wide range of voices and narratives, we can foster a more inclusive and tolerant society.

The reason provided in the podcast to support this claim resonates with me. By engaging with literature that presents diverse perspectives and experiences, students are exposed to different worldviews and are encouraged to think critically. This exposure helps students develop empathy, as they gain insights into the lives of others and learn to understand and appreciate their struggles, joys, and aspirations.

The evidence cited in the podcast, highlighting research on the benefits of diverse literature, further strengthens the argument. Research has consistently shown that exposure to diverse perspectives in literature enhances cultural awareness, empathy, and critical thinking skills among students. This evidence supports the claim that including a range of voices in high school curricula has a positive impact on students’ personal growth and intellectual development.

In conclusion, the argument presented in “The Argument” podcast episode regarding the inclusion of diverse literature in high school curricula is compelling. By exposing students to a wide array of perspectives and experiences, we can foster empathy, critical thinking, and a greater understanding of the world. As an advocate for inclusivity and cultural appreciation, I firmly support the claim that high school literature should be representative of diverse voices and narratives.