1. Slip or Trip At five-feet-six and a hundred and ten pounds, Queenie Volupides was a sight to behold and clasp. When she tore out of the house after a tiff with her husband, Arthur, she went to the country club where there was a party going on. She left the club shortly before one in the morning and invited a few friends to follow her home and have one more drink. They got to the Volupides’ house about ten minutes after Queenie, who met them at the door and said, “Something terrible happened. Arthur slipped and fell on the stairs. He was coming down the stairs for another drink--he still had the glass in his hand--and I think he’s dead. Oh, my God--what shall I do?” The autopsy conducted later concluded that Arthur had died from a wound on the head and confirmed that he’d been drunk.

2. “Slip” Evidence
“Trip” Evidence

3. “Slip” Evidence
Arthur has an unbroken glass in his left hand.
Arthur was drunk.
A skillet is steaming on the stove.
Queenie invited guests over for a drink.
Queenie wears an expression of surprise, i.e., mouth open, hands to her cheeks, eyes wide
Queenie is standing halfway between the kitchen and the landing of the stairs.
Queenie’s speech pattern mimics one of surprise and emotional distress, i.e., coming in short, quick bursts.
“Trip” Evidence
Arthur has an unbroken glass in his left hand.
Arthur’s robe is not disheveled.
The rug underneath Arthur’s head is unwrinkled.
Items hanging on the wall of the stairs look undisturbed.
Arthur’s feet appear to be positioned as though walking up the stairs, i.e., his left instep is halfway on the second stair.
Arthur is lying on his back.
Arthur’s body is not crumpled; instead, he is stretched out.
Arthur’s pants are straight, down to his ankles.

4. Rules of evidence
This is the heart of reasoning. This is the “connection,” the “explanation,” the hard part.

5. SOMEBODY should (or should not) do
A claim must have 3 distinct parts in order for it to be structurally sound.
Now...What is your claim?
SOMEBODY should (or should not) do
SOMETHING
because
WHY.

6. Argument: Connections and Reasoning
What did you learn during this session that you can take back to your classroom and use?
How would you plan an introduction to argument?