Practicing the Genre: Debating a Position

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PRACTICING THE GENRE

Debating a Position

To get a sense of what’s involved in arguing a position, get together with two or three students to discuss an issue you have strong feelings about. Here are some guidelines to follow:

Part 1. As a group, think of a college issue you all know and care about, or choose one from the following list:

  • Should admission to college be based solely on high school grade point average?
  • Should there be a community service requirement for graduation from college?
  • Should college students be required to take courses outside of their major?
  • Should the federal government subsidize everyone’s college education?
  • Should drinking alcohol on college campuses be permitted?
  • Should college athletes be paid?

First, identify your purpose and audience: Is your goal to convince readers to change their minds, confirm their opinions, or move them to action? Who constitutes your audience—college administrators, parents, or fellow students—and what values or interests do you think they will find most important? What values or interests are most important to you?

Second, divide into two teams—those in favor and those opposed (at least, for this activity)—and take a few minutes to think of reasons why your audience should accept your position.

Third, take turns presenting your argument.

Part 2. Reflect on what you learned, and discuss these questions in your group:

  • How did clarifying your purpose and knowing whether you were addressing administrators, parents, or students affect which reasons you used and how you presented them?
  • Why did you expect your audience to find these particular reasons convincing?

Your instructor may ask you to write about what you learned and present your conclusions to the rest of the class.