Professional Argumentative Strategies
Get beyond just running your mouth...
When reading the text in question, annotate to address the following:
What is the issue being discussed?
What is the author trying to argue for or against?
How does the author try to convince his or her audience to agree? (Hint: This is where you want to make note of syntax and diction, in addition to the obvious points being made and evidence presented or lack thereof. Forget whether or not you agree at this point. How well is the argument presented?)
Up until this point, you have essentially been completing your run-of-the-mill, old-school rhetorical analysis.
NOW you say what you think on the issue.
This is where you are going to practice speaking with AUTHORITY. You are running the show here. However, you are going to refer BACK to the text and the arguments of the author to help make your point. Play off of his or her weak spots if you disagree and maximize his or her strong points if you agree.
Basic Argument Templates.
You will most likely have to write more than just filling in these blanks to respond adequately to any given situation. Use these as ideas for framing, not as limiting tools, in which to fit your thoughts.
Title: ______________________________ by (insert author's name)
The general argument made by author X in her/his work, _____________ ______________________, is that _______________________________. More specifically, X argues that __________________________. She/he writes, “_______________________ ______________________________________________.” In this passage, X is suggesting that ____________________________________. In conclusion, X’s belief is that _______________________________________________.
In my view, X is wrong/right, because ___________________________. More specifically, I believe that _____________________________. For example, __________ ________________________________________. Although X might object that __________ __________________________________, I maintain that __________________________________________________________. Therefore, I conclude that _______________________________________________.
Need an example? Take a look at this:
Just Say ‘No’ to... Bubble-Gum-Flavored Nicotine?
The general argument made by the New York Times’ Editorial Board in their work, “E-Smoking Among Teenagers,” is that the FDA needs to prohibit e-cig manufacturers from marketing and selling their wares to teens and children. More specifically, the Board argues that even child-enticing flavorings should be banned. They write, “The new rules ought to… outlaw flavorings clearly designed to entice children” (3). In this passage, the editors are suggesting that fruit- and candy-flavored e-cigs are a ploy to get minors vaping. In conclusion, the Board’s belief is that e-cigarettes should be banned from in any way enticing minors.
In my view, the Board is right, because, while e-cigarettes may be healthy compared to adults with pack-a-day tobacco habits, they are in no way positive for teenagers to smoke. More specifically, I believe that the facts speak for themselves: “nicotine--delivered in any manner--can impair adolescent brain development, is extremely addictive, and can be dangerous at very high doses to people of all ages” (Editorial Board, 3). In other words, e-cigarettes still spell danger--and a lifetime of addiction--for minors. Although e-cig manufacturers might object that restricting e-cig flavorings is unnecessarily harsh, I maintain that flavorings are a form of marketing, and when those flavorings appeal to the tastes of middle and high school students, they should be banned. I do recognize that there’s a slippery slope here--after all, look at all of the alcoholic beverages that are fruit-flavored, for instance--but just because one addictive substance has teen-enticing flavors doesn’t mean every addictive substance has to. Therefore, I conclude that e-cigarettes ought to be regulated in the manner set forth by the Editorial Board.
* The template upon which this argument is built was created by Dr. Kathy Birkenstein and can be found in Clueless in Academe, by Gerald Graff.
** This argument was written by Dave Stuart Jr. of the Teaching the Core blog.
Other Sentence Templates and Transition Words. Introducing What an Author Says
*This is great clincher material*
For ADDING IDEAS:
also another in fact equally important moreover
furthermore additionally indeed in addition
For MAKING A CONTRAST:
however nevertheless although conversely
on the contrary notwithstanding even though all the same
on the other hand by contrast nonetheless
For COMPARING:
likewise equally along the same lines
similarly in comparison in the same way
For CITING AN EXAMPLE:
for example in other words in fact
for instance specifically after all
as an illustration consider
For SHOWING RESULTS:
accordingly hence consequently
as a result thus therefore
For REINFORCING AN IDEA:
especially important above all most noteworthy
especially relevant a significant factor most of all
For ELABORATING (expanding upon a point):
actually by extension to put it another way
to put it bluntly in short to put it succinctly
in other words ultimately basically
For CONCEDING A POINT:
admittedly of course although it is true that
naturally granted to be sure
For CONCLUDING:
clearly hence consequently
obviously therefore thus
in short all in all
*Derived from Graff and Birkenstein’s They Say, I Say
What is the issue being discussed?
What is the author trying to argue for or against?
How does the author try to convince his or her audience to agree? (Hint: This is where you want to make note of syntax and diction, in addition to the obvious points being made and evidence presented or lack thereof. Forget whether or not you agree at this point. How well is the argument presented?)
Up until this point, you have essentially been completing your run-of-the-mill, old-school rhetorical analysis.
NOW you say what you think on the issue.
This is where you are going to practice speaking with AUTHORITY. You are running the show here. However, you are going to refer BACK to the text and the arguments of the author to help make your point. Play off of his or her weak spots if you disagree and maximize his or her strong points if you agree.
Basic Argument Templates.
You will most likely have to write more than just filling in these blanks to respond adequately to any given situation. Use these as ideas for framing, not as limiting tools, in which to fit your thoughts.
Title: ______________________________ by (insert author's name)
The general argument made by author X in her/his work, _____________ ______________________, is that _______________________________. More specifically, X argues that __________________________. She/he writes, “_______________________ ______________________________________________.” In this passage, X is suggesting that ____________________________________. In conclusion, X’s belief is that _______________________________________________.
In my view, X is wrong/right, because ___________________________. More specifically, I believe that _____________________________. For example, __________ ________________________________________. Although X might object that __________ __________________________________, I maintain that __________________________________________________________. Therefore, I conclude that _______________________________________________.
Need an example? Take a look at this:
Just Say ‘No’ to... Bubble-Gum-Flavored Nicotine?
The general argument made by the New York Times’ Editorial Board in their work, “E-Smoking Among Teenagers,” is that the FDA needs to prohibit e-cig manufacturers from marketing and selling their wares to teens and children. More specifically, the Board argues that even child-enticing flavorings should be banned. They write, “The new rules ought to… outlaw flavorings clearly designed to entice children” (3). In this passage, the editors are suggesting that fruit- and candy-flavored e-cigs are a ploy to get minors vaping. In conclusion, the Board’s belief is that e-cigarettes should be banned from in any way enticing minors.
In my view, the Board is right, because, while e-cigarettes may be healthy compared to adults with pack-a-day tobacco habits, they are in no way positive for teenagers to smoke. More specifically, I believe that the facts speak for themselves: “nicotine--delivered in any manner--can impair adolescent brain development, is extremely addictive, and can be dangerous at very high doses to people of all ages” (Editorial Board, 3). In other words, e-cigarettes still spell danger--and a lifetime of addiction--for minors. Although e-cig manufacturers might object that restricting e-cig flavorings is unnecessarily harsh, I maintain that flavorings are a form of marketing, and when those flavorings appeal to the tastes of middle and high school students, they should be banned. I do recognize that there’s a slippery slope here--after all, look at all of the alcoholic beverages that are fruit-flavored, for instance--but just because one addictive substance has teen-enticing flavors doesn’t mean every addictive substance has to. Therefore, I conclude that e-cigarettes ought to be regulated in the manner set forth by the Editorial Board.
* The template upon which this argument is built was created by Dr. Kathy Birkenstein and can be found in Clueless in Academe, by Gerald Graff.
** This argument was written by Dave Stuart Jr. of the Teaching the Core blog.
Other Sentence Templates and Transition Words. Introducing What an Author Says
- X acknowledges that _____________.
- X agrees that _____________.
- X argues that _____________.
- X believes that _____________.
- X denies/does not deny that _____________.
- X claims that _____________.
- X complains that _____________.
- X concedes that _____________.
- X demonstrates that _____________.
- X celebrates the fact that _____________.
- X insists that _____________.
- X questions whether _____________.
- X reminds us that _____________.
- X reports that _____________.
- X suggests that _____________.
- Americans today tend to believe that ______________.
- Common sense seems to say that _________________.
- It is often said that __________________.
- Many people assume that ______________.
- In discussions of __________, one controversial issue has been ____________. On the one hand, ______________ argues __________________. On the other hand, ______________ opposes _____________. Others even believe ______________. My own view is ______________.
- When it comes to the topic of ________, most of us will readily agree that __________. Where this agreement usually ends, however, is on the question of _____________. While some are convinced that _____________, others believe that _____________.
- X states, “_______” ( ).
- Example: Standage states, “Some [drinks] have served to highlight the power and status of the elite” (2).
- According to X, “____” ( ).
- According to Standage, “Wine was the lifeblood of [Greece]” (3).
- X himself writes, “_______” ( ).
- Standage himself writes, “Six beverages... chart the flow of world history” (2).
- Odysseus himself says, “I longed for sweet Penelope” (9.21).
- In his book, ______________, X maintains that “________” ( ).
- In his book, A History of the World in Six Glasses, Standage maintains that “Greek and Roman knowledge... had been safeguarded and extended by scholars in the Arab world” (4).
- Writing in the magazine ________, X complains that “____________” ( ).
- Writing in the online magazine Salon, Weitz complains that “reality television is little more than gladiatorial combat” (3).
- X agrees when she writes, “_____” ( ).
- I believe wine was the most influential drink in history. Standage agrees when he writes, “Wins was the lifeblood of [Greece]” (4).
- Basically, X is saying _______.
- In other words, X believes ____________.
- In making this comment, X urges us to ________.
- In making this comment, Cepeda urges us to look consider whether we do, actually, like hard work.
- X’s point is that _________.
- The essence of X’s argument is that _____________.
- Here many ____________ would probably object that _______.
- Here many proponents of choice reading would probably object that complex texts destroy the enjoyment of reading.
- Of course, ____________s would certainly take issue with the argument that ________.
- Of course, antiglobalization activists would certainly take issue with the argument that globalization helps out developing countries.
- ___________s, of course, may want to question whether ______________.
- Patriots, of course, may want to question whether the United States is acting out of selfish motives in its wars overseas.
- Nevertheless, critics of _________ will probably argue that ______________.
- Nevertheless, critics of student-chosen reading will probably argue that reading complex texts is the only way to increase reading levels.
- Although not all _____________s think alike, some of them will probably dispute my claim that ______________.
- Although not all globalization fans think alike, some of them will probably dispute my claim that globalized companies are destroying developing countries.
- Admittedly, ___________.
- Proponents of X are right to argue that ______________. But they are exaggerating when they claim that _____________.
- Proponents of complex texts are right to argue that reading such material is essential for post-secondary success. But they are exaggerating when they claim that Standage’s book is the only possible complex text for world history students to read.
- While it is true that __________, it does not necessary follow that _____________.
- On the one hand, X is right to say ________________. On the other hand, it is still true that _________________.
- X is mistaken because she overlooks ______________.
- X’s claim that ____________ rests upon the questionable assumption that __________________.
- X can’t have it both ways. On the one hand, she argues ___________________. On the other hand, she also says ____________________.
- By focusing on _______________, X overlooks the deeper problem of ________________.
*This is great clincher material*
- X matters because _____________________.
- High school matters because it either opens or closes doors into the rest of my life.
- Although X may seem trivial, it is in fact crucial in terms of today’s concern over _________________.
- Although doing homework may seem trivial, it is in fact crucial in terms of succeeding in high school and developing my brain.
- Ultimately, what is at stake here is ________________________.
- Ultimately, what is at stake here is my lifelong flourishing; being lazy now means being unhappy for decades.
- Although X may seem of concern to only a small group of _________________, it should in fact concern anyone who cares about ________________.
- Although high school may seem of concern to only a small group of nerdy students, it should in fact concern anyone who cares about having an enjoyable life.
For ADDING IDEAS:
also another in fact equally important moreover
furthermore additionally indeed in addition
For MAKING A CONTRAST:
however nevertheless although conversely
on the contrary notwithstanding even though all the same
on the other hand by contrast nonetheless
For COMPARING:
likewise equally along the same lines
similarly in comparison in the same way
For CITING AN EXAMPLE:
for example in other words in fact
for instance specifically after all
as an illustration consider
For SHOWING RESULTS:
accordingly hence consequently
as a result thus therefore
For REINFORCING AN IDEA:
especially important above all most noteworthy
especially relevant a significant factor most of all
For ELABORATING (expanding upon a point):
actually by extension to put it another way
to put it bluntly in short to put it succinctly
in other words ultimately basically
For CONCEDING A POINT:
admittedly of course although it is true that
naturally granted to be sure
For CONCLUDING:
clearly hence consequently
obviously therefore thus
in short all in all
*Derived from Graff and Birkenstein’s They Say, I Say