Argument Structure Donny Peters, Harvard Debate Council

Preview 3 components to an argument Presenting an argument Refuting an argument practice

3 components to an argument Claim- the assertion you are trying to prove “the conclusion to your argument” Example: It’s hot outside

3 Components to an argument 2. Data/Grounds support for your argument: evidence, logic, examples, etc. Example: Weatherchannel.com says that in Cambridge the temperature is 91(32 celsius) degrees today

Components to an argument 3. Warrant: connects your claim to your data/grounds. Explain how your evidence relates to your claim. 91 (32 celsius) degrees is above the comfortable temperature with humans, thus it is hot

Argument Structure 1.State your claim (the statement you are trying to prove) 2.State your data/grounds (evidence and other support for your argument) 3.State the warrant of your argument (connects evidence with the claim) 4.State the importance of your argument (why does your argument matter?) 5.Restate your claim (to ensure the judge remembers your central claim)

Comparison to case structure Claim data (evidence) warrant importance Restate the claim Argument 1 evidence analysis impact

Example 1. Interscholastic Sports are dangerous 2. Study from Professor Waldinger from the University of Miami, interscholastic sports cause more injuries than intramural competition 3. Since interscholastic sports cause more injuries, thus they are dangerous 4. If interscholastic sports cause more injuries than intramural sports, then we should reject interscholastic supports. 5. To restate, interscholastic sports are dangerous

Refute Arguments 1. State your opponents’ claim (so the judge knows which argument you are answering 2. State your claim 3. State your data/grounds (evidence or support) 4. State your warrant (connects evidence to your claim) 5. Explain the importance of your argument 6. Restate your claim

Refutation Example 1. My opponents claim that interscholastic sports are dangerous 2. My claim is that interscholastic sports are equally safe as intramural sports 3. According to Professor Siebert from Loyola, his data suggests that in proportion, the same amount of injuries occur in both interscholastic and intramural sports. 4. Our study provides data that suggests if there were an equal number of participants in both interscholastic sports and intramural sports, the same number of injuries would occur. 5. Thus, the con does not disprove our claim that interscholastic sports are beneficial 6. To restate, interscholastic sports are not more dangerous than intramural sports

Practice 1 Are Interscholastic Sports beneficial to: Education Economics Health

Practice 2 Which are better: Football(soccer) vs. Basketball China vs. The United States

Practice 2 Which is more important Winning at debate vs. education gained from debate Making moneyvs.being happy

Review Argument Structure Present Argument Refute Argument Conclusion: Make complete arguments