1. Read "Argument: An Introduction," pp. 1-23
Read "Argument: An Introduction," pp Keep a running list of what is and is not an argument. You may be asked to turn this list in.
Write 2-3 paragraphs explaining whether or not Gordon Adams' petition on pp should be granted. Provide reasons for your decision. This assignment should be typed and be grammatically correct.

2. Review what an argument is and is not
Review what an argument is and is not. Ask students to volunteer responses from their homework. You may find it helpful to bring in a clip from Rachel Maddow or the O’Reilly factor and ask students if these meet the textbook’s criteria for an argument. Get them to elaborate why and why not. (00:10)
Divide the class into 4 groups of 4-5 and give them 10 min or less to analyze the images on pp 7-9 by answering the questions on p7. (Make sure they learn each others' names!) If groups get done early, have them work on question 1 on pg 6. Then discuss group responses with whole class. (00:30).

3. A few questions Any questions about the syllabus or class?
Define “argument.”
Do you like to argue? If so, what about?
What arguments do you avoid?
How might an image make an argument?

4. Argument in Popular Culture
Our textbook gives a positive connotation to “argument,” one that it acknowledges is not universally shared.
Consider the following images. All are taken from an image search for “argue” on Microsoft’s PowerPoint.

9. Argument in Popular Culture
Don’t argue with an Ibex:

10. Argument in Pop Culture
What does this clip of a parody news show illustrate about argument?
SNL:

11. Group Discussion
In groups, analyze the images on pages 7-9, using question #2 on page 7 to guide your discussion.
Be prepared to discuss your answers with the class as a whole.

12. Group Discussion
As a group, rank these five images in terms of their persuasiveness.
Which is the most persuasive?
Which is the least?
Why?