Writing Argument

8/3/2019 Writing Argument

1/57

Writing ArgumentsWriting Arguments


2/57

Elements of ArgumentElements of Argument

ThesisThesis

BodyBody

CounterargumentCounterargument OrganizingOrganizing

ChecklistChecklist

Index Thesis Body/CSW Counter Organizing Checklist


3/57

Writing is the act ofsaying . . . listen to

me, see it my way,

change your mind.

Joan Didion

journalist


4/57

To argue:To argue:

Take a stand.Take a stand.

Make your case:Make your case:

present evidencepresent evidence support it with CSWsupport it with CSW

((CClaimlaimSSupportupportWWarrant)arrant)

Acknowledge your opponents viewAcknowledge your opponents view

and counterargue.and counterargue.

Overview


5/57


6/57

Fact vs. ThesisFact vs. Thesis

FactFact (not arguable):(not arguable):

Hybrid cars use less gasoline thanHybrid cars use less gasoline than

traditional cars.traditional cars.

TakeaStand


7/57

Fact vs. ThesisFact vs. Thesis

FactFact (not arguable):(not arguable):

Hybrid cars use less gasoline than traditionalHybrid cars use less gasoline than traditional

cars.cars.

ThesisThesis (arguable):(arguable):

The federal government shouldThe federal government should

encourage the development of alternativeencourage the development of alternative

fuels.fuels.

TakeaStand


8/57

Developing a ThesisDeveloping a Thesis

Possible thesisPossible thesis

This paper will describe a VThis paper will describe a V--chip andchip andexamine the uses of the Vexamine the uses of the V--chip inchip inAmericanAmerican--made television sets.made television sets.

Your reaction?Your reaction?

TakeaStand

Yawn.Yawn.WhyshouldI readthis?WhyshouldI readthis?


9/57


Parents, often too busy to watchParents, often too busy to watchtelevision with their families, can use the Vtelevision with their families, can use the V--chipchipto monitor their childrens viewing habits.to monitor their childrens viewing habits.

TakeaStand

Hmm.Hmm.Andthismatters because.?Andthismatters because.?


10/57


The most important feature of the family televisionThe most important feature of the family televisionis not the big screen or the remote control: it is theis not the big screen or the remote control: it is theVV--chip, which helps parents monitor what theirchip, which helps parents monitor what their

children watch.children watch.

TakeaStand

SoSothatsthats whatyoure tryingtowhatyoure tryingtoproveanditmatters because itproveanditmatters because it

protects children.protects children.


11/57

Toulmin Arguments: CSWToulmin Arguments: CSW

ClaimClaim

SupportSupport

WarrantWarrant



12/57

Toulmin Arguments:Toulmin Arguments: CCSWSW

CLAIMCLAIMpoint youre trying to provepoint youre trying to prove

What point is the paper trying to make?What point is the paper trying to make?

What belief or opinion is the authorWhat belief or opinion is the author

defending?defending?

Support


13/57

Toulmin Arguments: CToulmin Arguments: CSSWW

SUPPORTSUPPORTevidence for the claimevidence for the claim

Why should readers believe the claim?Why should readers believe the claim? What proof is given?What proof is given?

Support


14/57

Toulmin Arguments: CSToulmin Arguments: CSWW

WARRANTWARRANTexplains how/whyexplains how/why

the evidence proves the pointthe evidence proves the point How are the claim and the evidenceHow are the claim and the evidence

related?related?

What does this evidence prove?What does this evidence prove?

Support


15/57

Example ofToulmin argumentExample ofToulmin argument

ClaimClaimMcDonalds built a fastMcDonalds built a fast--food empire byfood empire by

delivering the same experience in every store,delivering the same experience in every store,

whether its in Albuquerque orAkron.whether its in Albuquerque orAkron.

SupportSupportEach job is broken downEach job is broken downinto routines. For example,into routines. For example,diagrams show exactly where todiagrams show exactly where toplace each pickle on a burger.place each pickle on a burger.

WarrantWarrantThis routinization ensures thatThis routinization ensures thathamburgers are built and served the same wayhamburgers are built and served the same wayat all McDonalds franchises.at all McDonalds franchises.

Wait! Ivehadburgers thatWait! Ivehadburgers thatdidnthaveapickle ineverybite!didnthaveapickle ineverybite!


16/57

Example ofToulmin argumentExample ofToulmin argument

WarrantWarrantThis routinization ensures thatThis routinization ensures thathamburgers are built and served the same wayhamburgers are built and served the same wayat all McDonalds franchises.at all McDonalds franchises.

Your readers willalsobe thinkingYour readers willalsobe thinkingofobjections.ofobjections.

GoodwritersanticipateandanswerGoodwritersanticipateandanswer

readersobjections.readersobjections.

Not inmyexperience!Not inmyexperience!

Counterargumentsareone waytoCounterargumentsareone waytomeetobjections.meetobjections.


17/57

Why a warrant?Why a warrant?

Evidence doesnt speak for itself.Evidence doesnt speak for itself.

Support


18/57

Why a warrant?Why a warrant?

The same fact may be given two differentThe same fact may be given two different

interpretations:interpretations:McDonalds jobs are broken down intoMcDonalds jobs are broken down into

standardized routines.standardized routines.

Jim:Jim: Boring!!!!Boring!!!!Dwight:Dwight: Clearpath to advancementClearpath to advancement

Support


19/57

TiVO: yes!TiVO: yes!

For the last fifteen years, television andFor the last fifteen years, television and

radio advertising has become soradio advertising has become so

overblown, so inoverblown, so in--youryour--face, and so LOUD,face, and so LOUD,

that my senses have revolted.that my senses have revolted.

Support

Thats why I like the TiVo box my fatherThats why I like the TiVo box my father

hashasI can watch and record my favoriteI can watch and record my favorite

shows and zap through the commercials.shows and zap through the commercials.

Heaven.Heaven.Brian EvankovichBrian Evankovich

MagicCityMorningStarMagicCityMorningStar


20/57

TiVO: no!TiVO: no!

. Turner Broadcasting CEO Jaime Kellner. Turner Broadcasting CEO Jaime Kellner

. . . said it best:. . . said it best: Your contract with theYour contract with the

network when you get the show is yourenetwork when you get the show is youre

going to watch the spots. Any time yougoing to watch the spots. Any time you

skip a commercial, youre actually stealingskip a commercial, youre actually stealing

the programming.the programming.

Brian EvankovichBrian EvankovichMagicCityMorningStarMagicCityMorningStar

Support


21/57

TiVO exampleTiVO example

TiVO allows viewers to skip commercialsTiVO allows viewers to skip commercials..

Consumer:Consumer: Heaven!!!!Heaven!!!!TV exec:TV exec: Ill sue!Ill sue!

Support


22/57

Case Study: Hate Speech CodesCase Study: Hate Speech Codes

APennsylvania school district bannedAPennsylvania school district banned

''unwelcome verbal, written orphysical''unwelcome verbal, written orphysical

conduct which offends, denigrates orconduct which offends, denigrates orbelittles an individual.''belittles an individual.''

Support


23/57

Case Study: Hate Speech CodesCase Study: Hate Speech Codes

APennsylvania school district bannedAPennsylvania school district banned

''unwelcome verbal, written orphysical''unwelcome verbal, written orphysical

conduct which offends, denigrates orconduct which offends, denigrates orbelittles an individual.belittles an individual.

PROS? CONS?PROS? CONS?

Support


24/57

What to avoidWhat to avoid

Hate speech codes can prohibit the expressionHate speech codes can prohibit the expressionof hate speech but they can not change theof hate speech but they can not change theattitudes that lead to that expression. The effectattitudes that lead to that expression. The effect

is to send hate underground where it is lessis to send hate underground where it is lesslikely to be challengedlikely to be challenged (Smethers, 1993, p 19).(Smethers, 1993, p 19).In every case where hate speech codes haveIn every case where hate speech codes havebeen challenged, the courts have criticized thebeen challenged, the courts have criticized the

text of the codes for being vague and overbroad.text of the codes for being vague and overbroad.Hate speech codes have been foundHate speech codes have been found

consistently unconstitutional by the courtsconsistently unconstitutional by the courts(Black, 1994, p. 13).(Black, 1994, p. 13).

Support

BackBack--toto--backback

quotations signalquotations signallazywritinglazywriting


25/57

Use CSW for argument body Use CSW for argument body

Claim:Claim: A hate speech code should not beA hate speech code should not beadopted because it would not reduce hate.adopted because it would not reduce hate.

Huh?

Support:Support: Smether (1993) argues thatSmether (1993) argues thatstopping people from saying hateful thingsstopping people from saying hateful thingsdoes nothing to change hateful attitudes.does nothing to change hateful attitudes.

Warrant:Warrant: Paradoxically, hate speechParadoxically, hate speechcodes can actually strengthen prejudicecodes can actually strengthen prejudiceby driving it underground where it escapesby driving it underground where it escapes

challengechallenge..

Which

means?

Support


26/57

Find the CSWFind the CSW

A hate speech code should not be adopted atA hate speech code should not be adopted atMU because it will be struck down by the courtMU because it will be struck down by the court

system.system. In every case where hate speechIn every case where hate speechcodes have been challenged, the courts havecodes have been challenged, the courts havecriticized the text of the codes for being vaguecriticized the text of the codes for being vagueand overbroad. Hate speech codes have beenand overbroad. Hate speech codes have beenfound consistently unconstitutional by the courtsfound consistently unconstitutional by the courts(Black, 1994, p. 13).(Black, 1994, p. 13). Adopting a hate speechAdopting a hate speechcode that will be thrown out of court is a waste ofcode that will be thrown out of court is a waste oftime and money.time and money.

Support

C

S

W


27/57

Supply the C and WSupply the C and W

Claim:Claim:

Supporting Material:Supporting Material: The music industry slappedThe music industry slapped[Princeton student Daniel Peng] with a lawsuit seeking[Princeton student Daniel Peng] with a lawsuit seekingpotentially billions of dollars in damages for distributingpotentially billions of dollars in damages for distributingcopyrighted works. His site was shut down and his lifecopyrighted works. His site was shut down and his lifethrown into chaos.thrown into chaos.

Warrant:Warrant:


28/57

Supply the C and WSupply the C and W

Claim:Claim: Commercials are the best/worstCommercials are the best/worst

entertainment on TV.entertainment on TV.

Supporting Material:Supporting Material:

Warrant:Warrant:

Support


29/57

Concede and CounterargueConcede and Counterargue

Establish common ground.Establish common ground.

Show awareness of both sides.Show awareness of both sides.

Acknowledge and counter the strongestAcknowledge and counter the strongestobjection to your arguments.objection to your arguments.



30/57


Why establish common ground?Why establish common ground?

CCounterounter


31/57


Why establish common ground?Why establish common ground?

Enhance credibilityEnhance credibility

Make it easier for readers to listenMake it easier for readers to listen

by acknowledging theirpoint of viewby acknowledging theirpoint of view Remind readers that they share valuesRemind readers that they share values

with the writerwith the writer

CCounterounter


32/57

Counterargument in ActionCounterargument in Action

Son:Son: I dont need a helmet when skateboarding.I dont need a helmet when skateboarding.

PU:PU: OK, if you write a paperproving its safe.OK, if you write a paperproving its safe.

CCounterounter

Evidence favors the Parental Unit:Evidence favors the Parental Unit: 50,000 skateboarders visit ER each year50,000 skateboarders visit ER each year

1,500 have serious, even fatal head injuries1,500 have serious, even fatal head injuries

Most seriously injured werent wearing helmetsMost seriously injured werent wearing helmets


33/57

Summarize, then CounterSummarize, then Counter

Glenn Reynolds argues that a heavilyGlenn Reynolds argues that a heavilyarmed citizenry benefits society.armed citizenry benefits society.

This claim rests on very fragileThis claim rests on very fragile

evidenceevidence, as Prof. Philip J. Cookand I, as Prof. Philip J. Cookand Idemonstrated in a 2003 study.demonstrated in a 2003 study.

Jens LudwigJens Ludwigprofessor ofpublic policy, Georgetown University,professor ofpublic policy, Georgetown University,in Letter to the Editor,in Letter to the Editor, NY TimesNY Times

Counter


34/57

Yes, butHere s whyYes, butHere s why

Glenn Reynolds argues that a heavily armedGlenn Reynolds argues that a heavily armedcitizenry benefits society.citizenry benefits society.

The evidence [he] cites is selectiveThe evidence [he] cites is selective..

[He] doesnt mention the only well[He] doesnt mention the only well--controlledcontrolledstudy linking firearm prevalence to burglary,study linking firearm prevalence to burglary,which found that counties with higher rates ofwhich found that counties with higher rates ofhousehold gun ownership have higher, nothousehold gun ownership have higher, notlower, burglary rates.lower, burglary rates.

Matthew MillerMatthew Millerdeputy director, Harvard Injury Control Research Centerdeputy director, Harvard Injury Control Research Center

Counter


35/57

To rebut or refute:To rebut or refute:

Prove that opponents logic is faultyProve that opponents logic is faulty

Show that their evidence doesnt reallyShow that their evidence doesnt really

prove the claimprove the claim Attack the warrantAttack the warrant

CCounterounter


36/57

To refute:To refute:

It has been arguedIt has been argued thatthat

children who attend daycare at an earlychildren who attend daycare at an early

age miss out on important early learningage miss out on important early learning

that occurs in parentthat occurs in parent--child interactions.child interactions. InIn

reality.reality.

Counter


37/57


Many people believeMany people believeThe truth isThe truth is

Some maintain thatSome maintain thatThe evidence doesThe evidence does

not support this claim.not support this claim.

Counter


38/57


Dr. Evans, whoDr. Evans, who claimedclaimed to be a Fellow ofto be a Fellow of

the American College of Emergencythe American College of Emergency

Physicians and a member of the AMA,Physicians and a member of the AMA,

has not been a Fellow ofACEP sincehas not been a Fellow ofACEP since

1984.1984. His last year of membership in AMAHis last year of membership in AMA

was in 1990was in 199010 years before his10 years before his

testimonytestimony..

Counter


39/57


A 2002 study in theA 2002 study in the American JournalofAmerican Journalof

ClinicalNutritionClinicalNutrition found that chocolate hadfound that chocolate had

health benefits, like antioxidants andhealth benefits, like antioxidants and

flavinoids.flavinoids.

The study had only 23 subjects.The study had only 23 subjects.

Funding came from the American CocoaFunding came from the American Cocoa

Research Institute.Research Institute.

Counter


40/57


Fruits are a better source of antioxidants.Fruits are a better source of antioxidants.

Unfortunately for chocolate lovers,Unfortunately for chocolate lovers,chocolates high content of stearic acidchocolates high content of stearic acid

puts it in the same category of risk ofputs it in the same category of risk ofcoronary disease as milk and butter.coronary disease as milk and butter.

Chocolate is a terrific food, but it isnt aChocolate is a terrific food, but it isnt a

health food.health food. Dr. Jay CohenDr. Jay Cohen

Counter


41/57

Concede what you can t rebutConcede what you can t rebut

A 1980 study by A. V. Harrell and P. W.A 1980 study by A. V. Harrell and P. W.

Wirtz found that, among those studentsWirtz found that, among those students

who worked at least 25 hours per weekwho worked at least 25 hours per week

while in school, their unemployment ratewhile in school, their unemployment rate

four years later wasfour years later was halfhalfthat of those whothat of those who

did not work.did not work.

Counter


42/57


A 1980 study by A. V. Harrell and P. W. WirtzA 1980 study by A. V. Harrell and P. W. Wirtz

found that, among those students who worked atfound that, among those students who worked at

least 25 hours per week while in school, theirleast 25 hours per week while in school, their

unemployment rate four years later was half thatunemployment rate four years later was half thatof those who did not work.of those who did not work. This is anThis is an

impressive statistic.impressive statistic. Itmustbeseen,Itmustbeseen,though, together withthe findingthough, together withthe finding that many . . .that many . . .

drop out and are gobbled up in the world of lowdrop out and are gobbled up in the world of low--skill jobs.skill jobs. (see St.Martins Guide, p. 360, 10)(see St.Martin s Guide, p. 360, 10)

Counter


43/57


Ernest Evans (2005) concedes that

terroristic violence is so horrible that

people tend to instinctively believe that

terrorists are both sociopathic and

irrational (p. 1). However, he believes

that most terrorists are rational people

with tactical goals.

Counter


44/57

Why counterargue?Why counterargue?

Conceding that an opposing point is validConceding that an opposing point is valid

and then building upon it to further one'sand then building upon it to further one's

own claim allows a writer to make theown claim allows a writer to make the

audience feel appreciated without givingaudience feel appreciated without giving

up her or his own position.up her or his own position.Terms in a Toulmin Argument

http://www.winthrop.edu/wcenter/wcenter/toulmin.htm

Counter


45/57

Where do I counterargue?Where do I counterargue?

You may choose toYou may choose to

build each of your main points as abuild each of your main points as a

contrast to oppositional claims.contrast to oppositional claims. offer a counterargument after you haveoffer a counterargument after you have

articulated your main claims.articulated your main claims.Organizing YourArgument

Purdue University Writing Lab



46/57

Counter Strategy 1Counter Strategy 1

Introduction

CON

PROfirst argument

CON

PROsecond argument

CON

PROthird argument

Conclusion

Counter


47/57

Counter Strategy 1Counter Strategy 1ExampleExample

Thesis: Snowmobiles should be banned inYellowstone National Park.

CON It may be hard to imagine that 1,100

snowmobiles a day could cause an airpollutionproblem in a park the size of Connecticut, butthey can.

PROThe airpollution at park entrances has

already become so bad that . . . park rangershave been forced to wear respirators.

CCounterounter


48/57

Counter Strategy 2Counter Strategy 2

PRO: Snowmobiles pollute.

PRO: Snowmobiles are noisy.

PRO: Snowmobiles are costly to policeand park funds are limited.

CON: Opponents of a ban say. . .

but

Counter


49/57

Counter Strategy 2Counter Strategy 2ExampleExample

PROPROpollutionpollution

PROPROnoise bannoise ban

PROPROcostcost

CONCONOpponents of a ban argue that a centralOpponents of a ban argue that a centralmission of the park is to provide access [to all,mission of the park is to provide access [to all,not just the physically fit].not just the physically fit]. Admittedly,Admittedly, winterwinteraccess is important,access is important, butbut ordinary people canordinary people can

enjoy the park by means other thanenjoy the park by means other thansnowmobiles.snowmobiles.

CCounterounter


50/57

Words for counterargumentsWords for counterarguments

Language to show youre aware of opposingLanguage to show youre aware of opposing

opinionsopinions

http://www.eslplanet.com/teachertools/arguewhttp://www.eslplanet.com/teachertools/argueweb/2bothsds.htmeb/2bothsds.htm -- langsumlangsum

Model papers:Model papers:

http://wordhttp://word--crafter.net/CompII/argument.htmlcrafter.net/CompII/argument.html

Counter


51/57

Organizing an ArgumentOrganizing an Argument

Weakest toWeakest to strongeststrongest OROR

StrongestStrongest to weakestto weakest



52/57

Organizing an ArgumentOrganizing an Argument

Weakest toWeakest to strongeststrongest

(if you expect audience to agree)(if you expect audience to agree)StrongestStrongest to weakestto weakest

(if you have to convince audience)(if you have to convince audience)

Counter


53/57

Adding CounterargumentsAdding Counterarguments

Con; Pro; Pro; ProCon; Pro; Pro; Pro

Pro; Pro; Pro; ConPro; Pro; Pro; ConConConPro; ConPro; ConPro; ConPro; ConProPro

Counter


54/57

Adding Other SectionsAdding Other Sections

IntroductionIntroduction

(Background)(Background)

BodyBody

ConCon; Pro; Pro; Pro; Pro; Pro; Pro Pro; Pro; Pro;Pro; Pro; Pro; ConCon

ConConPro;Pro; ConConPro;Pro; ConConProPro

(Solution; predictions about future.(Solution; predictions about future.))

ConclusionConclusion

Counter


55/57

Specialized StructuresSpecialized Structures

The SetUp/Reject ModelThe SetUp/Reject Modelhttp://atc.bentley.edu/courses/resources/lweinstein/24-1setupl.htm

The Comparison ModelThe Comparison Model

http://atc.bentley.edu/courses/resources/lweinstein/24-1compare.htm

Hybrids (combinations)Hybrids (combinations)http://atc.bentley.edu/courses/resources/lweinstein/24-1hybrids.htm

Counter


56/57

Argument ChecklistArgument Checklist

IntroductionIntroduction

Is my thesis arguable?Is my thesis arguable?

Have I given readers a reason to care?Have I given readers a reason to care?

BodyBody Have I used ClaimHave I used Claim--SupportSupport--Warrant?Warrant?

Does my evidence really support my argument?Does my evidence really support my argument?

Do I acknowledge other views and counterargue?Do I acknowledge other views and counterargue?

ConclusionConclusion

Have I summarized my position and why it matters?Have I summarized my position and why it matters?

Summary



57/57

Further ResourcesFurther Resources

Chapter 11 (thesis statement & blueprint)Chapter 11 (thesis statement & blueprint)

Chapter 23 (supporting evidence)Chapter 23 (supporting evidence)

infotrac.thomsonlearning.com/infowrite/critical.html (fallacies)

bedfordstmartins.com/

online/cite6.html (integrating quotations)

www.wordwww.word--crafter.net/CompIIcrafter.net/CompII (argument)(argument)

Documents

Writing Argument