Constructing Arguments

1. Constructing Arguments Spring 2012 From St. Martin’s Handbook (7th ed.)

2. Arguing for a Purpose • To win • To convince • To reach a decision or explore an issue • To change yourself What are examples of each purpose for an argument?

3. Arguable Statements • Attempt to convince readers of something, change their minds about something, or urge them to do something—or they explore a topic in order to make a wise decision • Address a problem for which no easily acceptable solution exists or ask a question to which no absolute answer exists • Present a position that readers might realistically have varying perspectives on What are some examples of arguable and unarguable statements?

4. Thesis Statements • Begin with an arguable statement (or initial claim) • Attach a good reason • Develop or identify assumptions underlying the claim and reasons Create some initial claims, then attach reasons to them, and then identify some assumptions that underlie those claims and reasons. How do these thesis statements differ from those you constructed for the literature review?

5. Ethical Appeals (Ethos) • Knowledge about the topic • Common ground • Fairness towards opposing arguments Write an example of an ethical appeal.

6. Logical Appeals (Logos) • Examples, precedents, and narratives • Authority and testimony • Causes and effects • Inductive and deductive reasoning Write out an example of a logical appeal.

7. Emotional Appeals (Pathos) • Description and concrete language • Figurative language • Shaping your appeal to your audience Write out an example of an emotional appeal.

8. Identify the types of appeals found in the following videos: Answer the following questions: -What is the subject? -What is the purpose? -Who is the audience? -What are the appeals used in the video?

9. Organizing an ARgument

10. The Classical System • Introduction • Gain readers’ attention and interest. • Establish your qualifications to write about your topic. • Establish common ground with readers. • Demonstrate fairness. • State or imply your thesis. • Background • Present any necessary background information, including pertinent personal narrative. • Lines of argument • Present good reasons and evidence (including logical and emotional appeals) in support of your thesis. • Generally present reasons in order of importance. • Demonstrate ways your argument may be in readers’ best interest. • Consideration of alternative arguments • Examine alternative points of view. • Note advantages and disadvantages of alternative views. • Explain why one view is better than others. • Conclusion • Summarize the argument if you choose. • Elaborate on the implication of your thesis. • Make clear what you want readers to think or do • Make a strong ethical or emotional appeal

11. Toulmin’s Elements of Argument • Make your claim or (arguable statement). • Qualify your claim, if necessary. • Present good reasons to support your claim. • Explain the underlying assumptions that connect your claim and your reasons. Also provide additional explanations of any controversial assumptions. • Provide additional evidence to support your claim (facts, statistics, testimony, and other ethical, logical, or emotional appeals). • Acknowledge and respond to possible counterarguments. • State your conclusion in the strongest way possible.

12. Homework Using your e-handbook (Ch. 9), construct your own working thesis. Write down your claim, reasons, assumptions, and working thesis statement for this essay. Using your e-handbook (Ch. 9), write out an organizational outline for your essay using the Classical System (you must use actual evidence like statistics, facts, etc. related to your topic as well as topic sentences for each section). Bring both to class next week.

13. Brief Assignment 7: Analysis of Logical Support and Underlying Assumptions in an Argument Objective: To demonstrate your ability to analyze the effectiveness of support in an argument and determine how the support relates to each author's underlying assumptions. Description: Choose one of the articles below from your First-Year Writing text, and in a 600-750 word essay, identify and analyze the author’s use of support to make his or her argument. Your essay will need to identify the writer’s audience and purpose (as many of you did last semester in your ENGL1301 rhetorical analysis), describe the authors’ assumptions about this purpose and audience that govern the choices he or she makes in his or her writing, analyze the ways in which the logical support demonstrates the authors’ assumptions about the audience and subject, and discuss the overall effectiveness of the essay. In addition to the questions listed after each article selection below, please use the following questions to guide your analysis: §  What type of evidence/logical support does the writer use? Why does the writer think this type of evidence is convincing? (For instance, does the writer use personal experience? Historical examples? Case studies? Statistics? Why does the writer choose one type over another?) §  What does the author assume about his or her readers? How can you tell? Why would certain aspects of the logical support appeal to the readers that the author has in mind? Would any aspects of the logical support alienate a large group of readers? §  What does the author assume about his or her subject? How can you tell? Which aspects of the logical support that would unconvincing to people who did not share the author's assumptions? Why? Is the argument still convincing, or is the author's bias detrimental to the argument's success? (Hint--you might consider the extent to which the author's profession has influenced his or her perspective). In addition to these questions, you may also refer to the checklist in Chapter 9a of the St. Martin's Handbook to help you structure your analysis. Remember, though, that it is important to analyze in detail--do not try to answer every question in the checklist, for example. Article Choices (please choose only one article for the subject of your analysis): * Science and Technology in World Agriculture: Narratives and Discourses (pp. 501-506)  -- How does Scandizzo try to persuade you that the World Bank “intervenes with a soothing message”? Where exactly does Scandizzo try to explain why the World Bank would want to offer a balance between the two sides? Which of Scandizzo’s methods of persuasion are least and most effective? * Till Children Do Us Part (pp. 386-387) -- What kinds of evidence does Coontz use to support her argument? Is it effective for the audience that she is targeting in this article? * Kant or Cant: The Myth of the Democratic Peace (pp. 431-444) -- Near the end of his essay, Layne describes democratic peace theory as “dangerous.” What in his article would most persuade you to agree with him—what evidence? What logical reasoning? Why do you think that some readers would respond passionately to this description of democratic peace theory? Length: 600 - 750 words Format: MLA style for internal citations and works cited. 

14. Watch the argument and answer the following questions (from ba7) • § What type of evidence/logical support does the writer use? Why does the writer think this type of evidence is convincing? (For instance, does the writer use personal experience? Historical examples? Case studies? Statistics? Why does the writer choose one type over another?) • § What does the author assume about his or her readers? How can you tell? Why would certain aspects of the logical support appeal to the readers that the author has in mind? Would any aspects of the logical support alienate a large group of readers? • § What does the author assume about his or her subject? How can you tell? Which aspects of the logical support that would unconvincing to people who did not share the author's assumptions? Why? Is the argument still convincing, or is the author's bias detrimental to the argument's success? (Hint--you might consider the extent to which the author's profession has influenced his or her perspective).