17 First-Hand Data in Arguments
Alejandro Leopardi
Learning Objectives
Critical Analysis and Reasoning and Information Literacy. This assignment will use both the Collaborative Assignments and Common Intellectual Experiences HIP. Students collect data of their mobile phone usage, then they will graph/chart their findings, as well as share that information with their classmates.
Purpose/Rationale
Instructions
I begin by discussing the general use of data in arguments and how the same data can be interpreted differently depending on the individual and the purpose. The Black Box is just one tool to use when evaluating the strength of data used and ultimately the argument. If the data being fed into the black box is flawed, the information (conclusion) that comes out can likely already be discarded. For example, if an article/writer argues that veganism is the best diet to extend life expectancy, but the person or company behind the data is funded by a vegan food producer, the information is biased/skewed.
Assignment preparation: They’ll read an article that includes data sets. Determine how strong the argument is, as well as how strong the data being used is (i.e., does it help support the main argument). A quick lesson on reading graphs/charts and how they’re created using collected data. Task: For 24 hours, chart your mobile phone media usage activity. Once each hour, record data using these categories: Text messages Phone calls social media apps (TikTok, Instagram, etc.) Media apps (streaming shows/movies/news) Other apps (shopping, etc.)
Assignment: Using the material covered in class and the resources provided (links to graphs and artistic graphing), graph your media usage activity. You can convey the results in a standard graph, or you can choose to use a more artistic graph to express the data collected. The data collection sheet and graph must be converted to a digital format if not already, as students will share their findings with the class.
Group Activity: I place students in groups where they’ll share their graphs with one another. I provide a list of sources on the subject of mobile and social media use; they can read through them to get a better understanding of the topic. After reviewing each group member’s graphs, they’ll develop an argument based on their findings; they’ll use their graphs as sources, as well as the articles (if they want). Each group will present their findings to the class. They see that, even though all of them may have gotten similar results, their analysis of that data differs – different perspectives, which helps foster critical thinking skills.
Format Requirements
They will need to submit their data collection sheets and graphs individually. In groups, students will need to decide on a presentation format that clearly describes their argument, including any evidence they have.
Rubric/Criteria
I’d like them to continue to monitor their cell phone use for a longer period of time, possibly a week or several weeks. They’ll once again compare their results with classmates. Students will conduct some light research, then use their findings, their classmates’ findings, and their research to develop a short argument essay. Assessing students as co-creators will involve standard criteria for essay grading with the added inclusion of primary source material. Additionally, I’ll be reviewing their ability to transfer raw data into a presentable format.
