“Are Dogs Better than Cats?" Activities that Apply the Claim-Evidence-Reasoning (CER) Model in the Development of Persuasive Arguments. ‘This project is part of unit on persuasive public speaking and writng designed to prepare students to deliver a persuasive speech and essay. Two activtiesare used to prepare students ‘to make a persuasive argument using the Claim-Evidence-Reasoning or CER model. CER applies a scientific inquiry process that ls designed to teach students how to make claims, use evidence to support their claims, ané provide reasoning for those claims, The activities! use are Trip or Slip? a crime and puzzlement murder mystery that is already desgned to apply the CER model and then |use an application activity that lereated that takes scientific arguments about why dogs are better than cats for students to build complete persuashve arguments. Students are ‘asked to identify and organize a series of premises and conclusions, evidence, and reasori through reverse engineering, Students are given al the pieces and they must put the arguments together to make an outline of 2 cohesive speech or essay. The rationale for this activity is that most students cannot make a proper persuasive argument because they do not Understand the parts toan argument. They struggle with making the argument and distinguishing between evidence and reasoning. Students need to be able to make persuasive arguments to not only satisfy the requirements of delivering a persuasive public speech and ‘writing 2 persuasive essay, bt also to make arguments in their ther clases and future By breaking down the CER model, students can visualize and creste proper persuasive arguments and then transfer this skl from the activites to the creation of their own arguments. These activities have four primary student learning outcomes in which students will hhave 1) described the parts toa persuasive argument; 2) applied ther knowledge to a realistic ‘example, 3) created 2 series of arguments to build a persuasive speaking outline, and 4) prepared to develop their own arguments. The overall goal i to prepare students to design their own persuasive arguments for thelr speech, CER s 2 scientific reasoning theory about argument making, This activity connects the theory of CER and ks concepts to the application and practice of making persuasive arguments,RATIONALE “Theories of persuasion start with the premise that persuasion is 2 form of social influence in which an audience is intentionally encouraged to adopt an idea, atitude, or course of action. ‘Communication is the key to understanding persuasion and developing persuasive arguments, Persuasive arguments must communicate ideas clearly and concisely, construct @ reasoned argument, put together evidence and sources, and organize ideas effectively. One must be taught these skills in order to become persuasive which is why persuasive public speaking and ‘writing are conduits to developing these skis. Claim-Evidence-Reasoning is 2 model that has. been used as.a means of scientific inquiry so that students are able to explain different phenomena. Because ofits simplicity CER is appearing in public speaking textbooks and persuasive speaking and writing, CER was designed asa systematic approach that divides making an argument into three manageable components, which instructors have found that students can apply more easly and completely. Using CER allows students to develop persuasive arguments to use In thei writing and speeches. The use of CER improves students’ abilities to influence others with their ideas. AGENDA Part One 4. Claim-€vidence-Reasoning (CER) is explained and students must demonstrate their ablity to identify and describe each part. Iuse some written examples in a PowerPoint to assist students with this process. 2. Foran application exercise, | use an old mystery murder called "Trip or Sip?” to gain the student's attention and get them involved in making a claim, finding evidence, and generating reasoning. This activity has been used by teachers at a variety of levels in ferent subjects such as English or Science. Premade worksheets to teach CER with this murder mystery can be found online and be easily adapted. 3. Divide students into groups of 4-6 and provide the description and pictures ofthe murder mystery and a handout where students can make claims, identify evidence, and explain their reasoning. if you introduce this activity in a theatrical manner, students will avest in the activity. 4. Students share and critique each other's findings. The instructor should also guide ‘students to formulate their claims, evidence, and reasoning correctly Part Two 1. In groups of 4-6, students are given a small stack of papers with sentences on them and some tape. The stack of papers includes an overall claim (thesis statement), supporting, arguments (premises), quotes from sources (evidence), and warrants (reasoning). ‘counter argument can also be included. 2. The statements on the sheets of paper make an argument about why dogs are better than cats using scientific reasons, The evidence comes from the folowing website: hu usinessinsier. -dogs-ore-better-than cats 2 3, Students are then asked a series of questions. '2. What is the overall claim being made? How do you know?'. What are the 3 premises that support the overall claim? Why are these the premises? { What evidence supports claim 1? Claim 2, Claim 3? 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