Arguing Cause Peer Review Huseby
  • I feel like I sort of jump around. Does it flow together or do I need to connect better?

Bethany- You do not jump around too much, but lead ins and lead outs for the paragraphs may help if you feel like you do.
I thought it flowed really well - Dylan

  • Does the argument answer the basic question: Why did this happen? What questions are you left with after reading the argument?

Bethany- I did not see anything that related this issue to a cause.
I didn't see anything either about why this is happening - Dylan

  • Does the writer establish that the problem exists and that we should care about it?

Bethany- You do establish the problem.
Yes - Dylan

  • Does the writer genuinely address opposition? What additional opposing viewpoints could the writer address? Can you imagine other objections to the argument?

Bethany- I did not see any areas where you addressed opposing points of views.
You did have examples of both sides, but the neglecting side didn't have any support. - Dylan

  • What is the argument's greatest weakness? What would you recommend they revise before the next draft is due?

Bethany- I think your arguments greatest weakness is that it would be hard to argue against it being a problem for your opposing views. I do not know anyone who would oppose having nurturing environments in the classroom.
Didn't give enough information about the opposing side although I think it would be hard to find people who agree with neglecting their children in the school environment. - Dylan

  • What is the argument's greatest strength?

Bethany- I am sure that this topic has a lot of data and statistics about different settings impacting student. You should use these because they would strengthen your argument a lot.
You have good resources on why it is beneficial to be nurturing to students. - Dylan

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