Argument Lesson 1: Everything’s an Argument

Write about the most recent argument that you witnessed or in which you took part. What was the claim? What was the argument being made? Why? Journal #4:

Visual, written, & verbal messages  Argument in our society: Visual, written, & verbal messages all contain argument. NUANCED(subtle difference or distinction in expression) arguments  The clothes you to wear, the food you to eat, and the friends you hang out with, the music you listen to and many other every day activities all make NUANCED (subtle difference or distinction in expression) arguments about who you are and what you value. Types of Arguments

 Arguments can be  Arguments can be: 1. Aggressive 1. Aggressive and focused on changing a person’s point of view 2. Subtle 2. Subtle focus of presenting information to make others aware of numerous points Types of Arguments

 A nurse assures a young child, eyeing the approaching needle, and says, “This won’t hurt a bit.”  A coach blasts a referee on a play ruled out of bounds that should have resulted in a touchdown.

What type of argument is each poster making? How are the arguments different? Explain why you think what you do….

argumentative element—it aims to make a point  Most language has an argumentative element—it aims to make a point  However,  However, n ot all language use aims to win out or convince others to take action  Arguments can invite others to consider or think about different ideas TYPE of argument  What TYPE of argument have we discussed that simply presents information to someone that they have not previously considered? P urpose for Argument

 Inform  To convince  To explore  To make decisions  And even to meditate and/or pray WIN  And, of course, there is the well- known argument to WIN.

Why ARGUE? LOGICAL  Bring people to discover another point of view using LOGICAL reasoning CONVICTION  Make an audience feel CONVICTION  Make an audience agree on a logical and true claim  Make an audience aware that there can be a logical, agreed upon an desired course of action.  The aim of persuasion is to move the audience from acknowledgement to action.

 Argument:  Argument: to discover a truth * Arguments lead to convictions  Persuasion:  Persuasion: know or believe a truth * Persuasion leads to action

In order to persuade, the argument must have already been formed.

Respond to each of these… 1. Write about a time you convinced someone to do or believe something. 2. Write about a time you learned about a controversial topic and had a strong opinion about it. 3. Write about a time you had to make an important a decision in your life.

As your journal, respond to the following:  What criteria, or reasons, do you use to help you make decisions?  Do you consider what has happened in the past?  Do you think about how that decision will affect your future plans?  Do you consider the pros and cons of the outcome? Write about a time you had to make an important decision, and how you came to that decision.

 FORENSIC ARGUMENT PAST  FORENSIC ARGUMENT (Arguments about the PAST )  DELIBERATIVE ARGUMENT FUTURE  DELIBERATIVE ARGUMENT (Arguments about the FUTURE )  EPIDEICTIC ARGEMENT  EPIDEICTIC ARGEMENT (CERIMONIAL arguments) Occasions for Argument…

Forensic Arguments  Debates about what happened in the past.  These arguments are common among business, government, and academia.  For example, in many criminal court cases, lawyers interrogate witnesses to establish exactly what happened at an earlier time.  Forensic arguments rely on evidence and testimony to re-create what can be known about events that have already happened.

 Rely heavily on precedents, or actions and decisions in the past that influence policies or decisions in the present.  Arguments about character, such as when someone’s reputation is studied in historical context to enrich or change our perspectives on that person today. Forensic Arguments

Deliberative Arguments  Debates about the future.  Legislatures, congresses, and parliaments are called deliberative bodies because they establish policies for the future.  Deliberative arguments often depend on forensic arguments, because what is to be the future often depends on what has happened in the past.

Epideictic/Ceremonial Arguments  Debates about the present.  Deal with contemporary values, or the “ethical premises and assumptions that are widely held or contested within a society.”  These arguments tend to be heard at public gatherings because they are current and require immediate attention.

inaugural addresses, church sermons, graduation speeches, civic gatherings, and eulogies  Ceremonial arguments are often heard at inaugural addresses, church sermons, graduation speeches, civic gatherings, and eulogies. passionate and eloquent  They are often passionate and eloquent, rich in anecdotes, descriptions, and examples. moral examples  They often use moral examples of what’s considered “good” or “bad.”

Editorials: Read & Analyze 1. What is the writer arguing for/against? 2. What purpose is the author trying to achieve? 3. To whom are they directing their argument? 4. Is the argument forensic, deliberative, and ceremonial and why?

Greeks and Romans Invented by the Greeks and Romans as a way to evaluate legal cases focusing on: 1. Facts 1. Facts (conjecture) 2. Meaning of the issue 2. Meaning of the issue (definition) 3. Seriousness of the issue 3. Seriousness of the issue (quality) 4. Plan of action 4. Plan of action (policy) *The questions would be posed in sequence, because each question depended on the one that came before it. “Stasis” Theory

specific evidence or testimony  Involves a statement that can be proved or disproved with specific evidence or testimony  Just because there are “facts” to prove one side of the argument, there can also be “facts” that prove the other  Think about court cases—both sides think that they are right, and they both have the right to prove it. The side with the better, more fact based argument wins. # 1. Argument of Fact

 Involves determining in which category an object or action belongs  Determine the qualities and characteristics of a thing and be able to prove them  For example… #2. Argument of Definition

 Is a tomato a fruit or a vegetable? In order to form an argument for either side, we much agree on some definitions of what a fruit is and what a vegetable is.  Then we would examine the qualities of a tomato and decide, based on how it meets the criteria for one or both of these categories, whether a tomato is a fruit or a vegetable.VS.

“What is the quality of the incident?”  Asks the question “What is the quality of the incident?” values priorities  Arguments of evaluation are often complex and important in establishing people’s values and priorities  For example…

 People vote for a candidate in a democratic election and consider what makes a “good leader”  They cast our vote based on who they believe will measure up to the criteria we have established for a good leader  We often do the same thing when we choose books, choose films, and choose music.

What actions should be taken?”  “ What actions should be taken?” problem  Presents a problem in a way that the readers ask “what can we do?” begins with the presentation of research and evidence  A proposal argument often begins with the presentation of research and evidence to document the existence of a problem.

 A Time to Kill  A Few Good Men  Erin Brockovich  A Civil Action

 What is the issue being argued?  Is it an argument of (1) Fact, (2) Definition, (3) Evaluation or (4) Argument?  To what degree does the argument meet the criteria of the “Stasis” Theory?

 Curfews for teenagers. Do you have a curfew? What time is it? Why is it set at that hour? If you do not have a curfew, why?  Birthdays. How does your family celebrate birthdays? Do you all have a big celebration? What does that consist of? Is it a more private celebration? Do you celebrate at all? Are there any traditions at certain ages for your family?  Dinner. Does your family sit down to dinner together each night? Is it a fend-for-yourself kind of attitude in your house? Are there certain nights or occasions when everyone is expected to be home for dinner?  Pets. Do you have family pets? What is the nature of the relationships that your family has with pets? Are your pets a part of the family? Do the pets stay outside? Does the whole family take part in the care of the pets, or do those responsibilities belong to one family member?