Week 5 Day 1

I don't know if a count down makes the time creep or speed up (smile). Today in class we reviewed the definition of argument. Only a few students had definitions and of the definitions only a couple were good (vague term, but it's late and I have a lot more to write).

We reviewed the Hacker chapter on Reasonable Arguments and did the exercises. The plan had been to review The Language of Argument (200) in WLTC and then review Inductive and Deductive Arguments (157).

The plan now is to practice writing three types of arguments over the next few days: Classical, Toulmin and Rogerian. Homework was to bring in an outline of a classical argument. We will take the outline and write a short essay in class for our freewrite tomorrow. Students can rework the same topic and thesis for each of the three essays. The topic is to take its theme from The Known World.

We spoke of the three types of argument situations: political or deliberative, such as "deliberating over military and civic policies; the other was legal (forensic), such as courtroom prosecution or defense motions. The third category of oratory--celebratory (epideictic)--generally falls outside the scope of argument. This type of oratory was used in eulogies, commendations, dedications, and so on" (White Billings 83).

We spoke of rhetoricians or Sophists who "emphasized the pragmatic skills necessary in winning an argument" and the sport, what we call debate or oratory contests (White Billings 83). Later in the Platonic schools, under Aristole, the game was refined and elevated into a science--"a middle ground between the truth-seeking and the mercenary pragmatism of the Sophists by viewing rhetoric as the art of finding the best available means of persuasion in a given case--that is, by applying the rigors of philosophical reasoning to actual problems" (White Billings 83).

We reviewed topical invention: definition, consequence, analogy and testimony.

The Classical Model of Argument
The classical model for structuring an argument is both simple and versatile. Here is an outline.

I. Introduction
A. Lead-in
B. Overview of the situation
C. Background

II. Position statement (thesis)

III. Appeals (ethos, pathos, logos) and evidence
A. Appeals: to ethics, character, authority (ethos); to emotions (pathos); to reason (logos)
B. Evidence: citing of statistics, results, findings, examples, laws, relevant passages from authoritative texts

IV. Refutation (often presented simultaneously with the evidence)
V. Conclusion (peroration)
A. Highlights of key points presented (if appropriate)
B. Recommendations (if applicable)
C. Illuminating restatement of thesis

"Rhetorical arrangement, is an art, not a computer program. Hence, not all introductions are alike in scope or tone; in fact, sometimes the orator may dispense with an introduction altogether--as when someone wants to hear only 'the bottom line.' Similarly, the orator may want to refute opposing views before presenting the evidence. The orator may also decide whether the evidence should be striking factual--that is, appeal exclusively to reason--or should include ethical and emotional appeals as well (White Billings 85).

"Classical Model Flowchart

"What issue am I going to investigate? [Example: The issue of visual arts education inn U.S. public schools.]

"What is my thesis? [Example: Acquiring basic skills in painting, illustrating, and sculpting is as important as acquiring math ad reading skills.]

"What evidence can I use to support my thesis convincingly? [Example: Timely published reports by properly credentialed experts (such as educational psychologists) that explain why acquiring visual arts related skills are as important as math and reading skills.]

"What are the opposing views that I must acknowledge and refute? [Example: The argument that math and reading skills must take priority over visual arts skills in today's world overlooks that fact that creative thinking is just as important as analytical thinking.]

"In light of my evidence and refutation of opposing views, what are my recommendations for resolving the problem/ [Example: We must find ways to integrate math and reading with painting and illustrating.]

"What are my concluding reflections?"

Using the above information, what can I say in my opening paragraph that would best introduce my argument and engage my reader's attention? (White Billings 109).