Authors use argument within their literary texts in order to make a point or bring attention to an issue. Many writers use poems, plays, short stories, and books to express their ideas of injustice, freedom, and other issues in order to give a voice to those who could not speak for themselves or because they believe the issue needs to be brought up.
Another definition for argument would be persuasive writing or speaking. Persuasion is when you want to convince someone of an idea, change their mind, or get people to take some action. This is common with persuasive speeches and persuasive essays. The argument would be the thesis statement that you are going to prove in order to have your audience take action or change their opinion on a topic.
- Examples of Argument
An example of argument would be in a story in which the writer wanted to point out that honesty is the best policy. “Tom always made up stories, but one day, his habit of telling stories meant that no one believed him when he ran into some trouble.” The story would then proceed to describe Tom, his surroundings, and perhaps tell some of the stories he told. At some point, Tom would need people to believe him, and we would see the consequences of his telling stories in the resulting plot events.
Another example of argument would be a speech in which the speaker wishes to get people to stop texting and driving. The thesis statement would be the argument. The speaker would find statistics showing how many people died from accidents in which the driver was texting. Using a story about an actual person who died and showing the effects on the family members, would add emotion and make the argument stronger. Throughout the speech, the speaker would be proving the argument with more information, effects, solutions, and a call to action. Argumentative speeches or essays focus on proving why one idea is true over another and is similar to the persuasive essay or speech.
Developing didactics has been formed throughout the last years, in light of diverse pedagogical research carried out, enriched by teacher training in Cuba and thanks to the best national pedagogical traditions, stemming from Félix Varela and Morales, among other well-known teachers.
We acknowledge men build a culture within a social group and not as an isolated being. Teaching and learning should play a decisive role as long as its effect is to develop and not inhibit the student. The didactics must be developing, i.e., it must guide the comprehensive development of the student’s personality, as a result of the process by which he/she takes in the historical experience amassed by humanity. The teaching/ learning process mustn’t only take into consideration what the student has inherited, it must understand how critical socio-cultural interaction is, what exists in society, socialization, communication. The influence of peers – “of others”-, is one of the decisive factors on individual development.
Object of study and categories of developing didactics
The focus of its attention is the teacher and the student, so its object of study is the teaching and learning process. Consider the scientific orientation of the teacher regarding the students’ cognitive and practical activity, taking into account their level of development and potentialities. The teacher accepts that through processes of socialization and communication cognitive independence and the absorption of the content being taught (knowledge, skills, and values) are fostered. Teachers shape critical and creative thinking that allows students to “get to the essence”, to build links or relationships and apply the content in a social setting in order to solve problems not only at school but at home and as a society as a whole. Teachers foster the personal assessment of what’s being studied for the content to make sense for the student and for him/her to intake its meaning. They stimulate the development of strategies that allow for the control of ways of thinking and acting, contribute to shaping actions of orientation, planning, assessing and control. The experiences of the last years lead us to formulate the need to redefine Didactics’ object of study, which has been limited by many authors to the teaching process, focusing the attention only on the teacher, we believe this should be the teaching/ learning process, with its comprehensive approach towards the development of the students’ personalities, which is expressed as a unit among instruction, teaching, learning, education and development.
The essential purpose of teaching is conveying information through direct communication or communication aided by auxiliary resources, with varying degrees of complexity and cost. As a result a mark must be left on the individual, the reflection of an objective reality, of the surrounding world that, in the shape of knowledge, abilities and skills, allows individuals to face new situations with a creative adaptive attitude, an attitude oriented to appropriation.
The teaching process produces many systematic transformations in individuals, a series of gradual changes with stages that take place in ascending order. It is, therefore, a progressive, dynamic and transforming process.
As a consequence of the teaching process, successive and uninterrupted changes take place in the cognitive activity of the individual (student). With the aid of the teacher or professor, that directs its activity towards the command of knowledge, as well as the shaping of skills and habits according to their scientific understanding of the world, the students acquires a vision about the material and social reality, which necessarily implies a scaffolded transformation of the individual’s personality.
In teaching knowledge is encapsulated. From not knowing we get to knowing; imperfect, incomplete and insufficient knowledge turns to improved, sufficient knowledge, even if it isn’t perfect it comes close to reality. Teaching proposes to gather facts, classify and compare them, discover its regularities, its necessary interdependencies, both the general and specific ones.
All scientific teaching processes are a driving force of the development that, consequently, and due to positive feedback, will favour its own progress in the future, as soon as the requirements that came across are in the individual’s “zone of proximal development”.