Argument NOTES
Types of argument:
Classical
Rogerian
Toulmin
Classical Argument:
Typically this style of argumentation is used when the audience already respects you or needs something from you since itâs a very direct and/or aggressive approach. You could also use this style if youâre attempting to establish dominance, but be certain your argument is airtight, or it could backfire terribly.
The Declaration of Independence is a classical style argument
Introduction
Statement of Background
Proposition
Proof
Refutation
Conclusion
1. Introduction
This is where you grab your audienceâs attention and establish the exigence of your claim. Why is your claim important? Why should the audience pay you heed?
ex: Donât you dare touch that thermostat! Itâs freezing in here!
2. Statement of Background
This is where you provide any additional context necessary to understand the exigence of your introduction. What circumstances need to be conveyed to the audience?
ex: Itâs January, and the heat can barely keep up as it is.
3. Proposition
This is where you state your position and outline the points you intend to make. This part of the argument is the divide between the background and the evidence.
ex: The next time you go near that thermostat Iâm writing you up.
4. Proof
This is the most important part of the argument - the evidence. If you bring up any subclaims here, make certain you provide evidence for them too. Explain and justify your evidence in regard to your position that you previously established.
ex: This is the third time this block Iâve caught you trying to change the temperature. You know itâs cold, and at this point youâre simply being obstinate.
5. Refutation
At this point, you bring up any opposing argument and refute it, making it clear that youâve considered it, but your position is the best position.
ex: I know youâre hot, but you could consider taking off your jacket and hoodie instead of turning on the air conditioning.
6. Conclusion
Summarize your position and your most important points in the conclusion. Make a final appeal to your audience. Remember, youâre trying to be persuasive.
ex: Seriously, go near the thermostat again, and iâll write you up AND call your mom in front of the entire class.
the essay:
Donât you dare touch that thermostat! Itâs freezing in here! Itâs January, and the heat can barely keep up as it is. The next time you go near that thermostat Iâm writing you up. This is the third time this block Iâve caught you trying to change the temperature. You know itâs cold, and at this point youâre simply being obstinate. I know youâre hot, but you could consider taking off your jacket and hoodie instead of turning on the air conditioning. Seriously, go near the thermostat again, and iâll write you up AND call your mom in front of the entire class.
Rogerian Argument:
Typically this style is used when youâre addressing a hostile audience or an audience that may be easily offended by your position on a problem. This is also a good model to use if you are attempting to âget your wayâ with an audience that has authority over you.
Introduction
Summary of opposing views
Statement of Understanding
Statement of position
Statement of Context
Statement of benefit
1. Introduction of Problem
State the problem you are attempting to resolve in regard to your position statement. Remember, this is not your position, but rather the problem that your position addresses.
ex: Kiddo, you still have a lot of vocabulary sentences to write.
2. Summary of Opposing Views
State, without bias, the position of the opposition
ex. I know itâs boring, and you really want to go get a snack from the vending machine
3. Statement of Understanding
This is where you validate the parts of their position you are willing to validate. Find the common ground and concede it. Do so neutrally because if not it could sound a lot like sarcasm, and that has no place in a statement of understanding.
ex: If you had your sentences written, Iâd be happy to let you go get a snack.
4. Statement of Position
After youâve already clearly shown your audience the problem and acknowledged their position in regard to it, itâs time for you to state your own position.
ex: Right now, I need for you to finish your vocabulary sentences, and then Iâll let you go to the vending machine.
5. Statement of Context
Give your position some context. Under what circumstances do you believe your position has merit? The idea here is that your audience will âdo for youâ what you âdid for themâ earlier in the argument
ex: In fact, Iâm going to go ahead and write the pass for you and place it on the corner of my desk, so as soon as youâre finished with your work you can go to the vending machine.
6. Statement of Benefit/Conclusion
Appeal to the self-interest of your audience by explaining how they can also benefit from your position even if itâs different from your position
ex: When you get those sentences finished you can go get your snack, and youâll be done with the boring part of class.
The essay:
Kiddo, you still have a lot of vocabulary sentences to write. I know itâs boring, and you really want to go get a snack from the vending machine. If you had your sentences written, Iâd be happy to let you go get a snack. Right now, I need for you to finish your vocabulary sentences, and then Iâll let you go to the vending machine. In fact, Iâm going to go ahead and write the pass for you and place it on the corner of my desk, so as soon as youâre finished with your work you can go to the vending machine. When you get those sentences finished you can go get your snack, and youâll be done with the boring part of class.
Toulmin Argument:
This argument is used when youâre unsure of who or where your audience stands on a problem. Logically driven.
Claim
Evidence
Warrant
Qualifier
Rebuttal
Backing
1. Claim
This is what you plan to argue - your statement of fact
(open thesis statement)
ex: You have got to start turning in your homework
2. Evidence
This is the data or evidence that you will provide your claim.
ex: The last time you turned in your homework was in October, and it is now February.
3. Warrant
This is where you connect your evidence to your claim.
ex: Youâve failed second quarter, and youâre well on your way to failing third quarter just because you wonât do your homework.
4. Qualifier
This statement shows the degree of certainty or probability that you can attach to your claim. It literally qualifies your claim.
ex: If you donât do your homework, you will fail English 2. If you fail English 2, you will either have to sit through summer school or repeat it again next school year.
5. Rebuttal
Here you will indicate circumstances in which the general argument may not be true. Essentially acknowledging the counter-argument without explicitly stating the counter-argument.
ex: Youâve passed all of your classes up to this point, and youâre passing everything except English 2 right now.
6. Backing
Final statement that supports the warrant. This may not prove your overall claim, but it proves the warrant that supports your claim.
ex: Look, youâre a smart kid, but you still have to do your homework if you want to pass English 2.
the essay:
You have got to start turning in your homework. The last time you turned in your homework was in October, and it is now February. Youâve failed second quarter, and youâre well on your way to failing third quarter just because you wonât do your homework. If you donât do your homework, you will fail English 2. If you fail English 2, you will either have to sit through summer school or repeat it again next school year. Youâve passed all of your classes up to this point, and youâre passing everything except English 2 right now. Look, youâre a smart kid, but you still have to do your homework if you want to pass English 2.
Template (THEY SAY/I SAY):
Title: ______________________________ by (insert author's name)
   (THEY SAY)     The general argument made by author X in her/his work, _____________ ______________________, is that _______________________________. More specifically, X argues that __________________________. She/he writes, â_______________________ ______________________________________________.â In this passage, X is suggesting that ____________________________________. In conclusion, Xâs belief is that _______________________________________________.
 (I SAY)            In my view, X is wrong/right, because ___________________________. More specifically, I believe that _____________________________. For example, __________ ________________________________________. Although X might object that __________ __________________________________, I maintain that __________________________________________________________. Therefore, I conclude that _______________________________________________.
Need an example? Take a look at this:
Just Say âNoâ to... Bubble-Gum-Flavored Nicotine?
           The general argument made by the New York Timesâ Editorial Board in their work, âE-Smoking Among Teenagers,â is that the FDA needs to prohibit e-cig manufacturers from marketing and selling their wares to teens and children. More specifically, the Board argues that even child-enticing flavorings should be banned. They write, âThe new rules ought to⊠outlaw flavorings clearly designed to entice childrenâ (3). In this passage, the editors are suggesting that fruit- and candy-flavored e-cigs are a ploy to get minors vaping. In conclusion, the Boardâs belief is that e-cigarettes should be banned from in any way enticing minors.
             In my view, the Board is right, because, while e-cigarettes may be healthy compared to adults with pack-a-day tobacco habits, they are in no way positive for teenagers to smoke. More specifically, I believe that the facts speak for themselves: ânicotine--delivered in any manner--can impair adolescent brain development, is extremely addictive, and can be dangerous at very high doses to people of all agesâ (Editorial Board, 3). In other words, e-cigarettes still spell danger--and a lifetime of addiction--for minors. Although e-cig manufacturers might object that restricting e-cig flavorings is unnecessarily harsh, I maintain that flavorings are a form of marketing, and when those flavorings appeal to the tastes of middle and high school students, they should be banned. I do recognize that thereâs a slippery slope here--after all, look at all of the alcoholic beverages that are fruit-flavored, for instance--but just because one addictive substance has teen-enticing flavors doesnât mean every addictive substance has to. Therefore, I conclude that e-cigarettes ought to be regulated in the manner set forth by the Editorial Board.