Introduction to Chapter 6

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Instructor's Notes

The following resources are available for this chapter through the “Resources” panel or by clicking on the “Browse Resources for this Unit” button:

  • The Instructor's Resource Manual, which includes tips and special challenges for teaching this chapter
  • Lecture slides
  • Additional student essays arguing a position (from Sticks & Stones and Other Student Essays)

6

Arguing a Position

W hy should parents think twice before signing up their kids for Little League? Why might it not be a good idea for teens to get after-school jobs? Why should you care about online privacy if you haven’t done anything wrong? These are some of the compelling issues argued about in this chapter. Because of the in-your-face kind of arguing in blogs and on talk shows, you may associate arguing with quarreling. Although this kind of “argument” lets people vent strong feelings, it seldom leads them to consider other points of view seriously or to think critically about their own reasons or underlying values. A more thoughtful, deliberative kind of argument, one that depends on a critical analysis of an issue, on giving logical reasons rather than raising voices, is more likely to convince others of the validity of your position. Reasoned argument is also more likely to be expected in college courses and in the workplace.

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You might compose this thoughful kind of argument for a variety of purposes and audiences and publish them in a variety of media. For example, in a college course on law and society, a student might support the position in a blog post that the race of a murder victim is the crucial factor in whether the death penalty is sought. A group of parents might publish an open letter in the local newspaper arguing that the school board should institute the Peacemakers program to help children in the district learn to negotiate conflicts rather than resort to their fists. In the workplace, a consultant may make a presentation, citing statistics and examples, to argue that sustainable business practices are good for business.

In this chapter, we ask you to compose a position argument on a controversial issue. Your argument should try to convince readers to adopt your point of view or at least to consider it seriously. From reading and analyzing the selections in the Guide to Reading that follows, you will learn how writers frame and support a position so readers will take it seriously. The Guide to Writing later in the chapter will support your composing by showing you how to choose and frame an arguable position, marshal compelling evidence to support it, respond to naysayers, and organize it to put your position as compellingly as possible.

PRACTICING THE GENRE

Debating a Position

To get a sense of what’s involved in arguing a position, get together with a group of students (preferably four) to discuss an issue you have strong feelings about.

Part 1. Choose an issue you all know something about, or pick one of the following:

  • Should college be paid for by taxes the way K–12 is?

  • Should general education requirements be continued (or discontinued) at your college?

  • Should drinking alcohol be banned on campuses?

  • Should online courses replace large face-to-face lecture courses?

First, decide on your audience and purpose: Is your audience other students, faculty, administrators, or the general public? Is your purpose to persuade audience members to change their minds, confirm their opinions, move them to action, or something else? Then take five minutes to sketch out the arguments for and against your issue. Take turns presenting your arguments to each other.

Part 2. After your presentations, discuss what you learned:

  • What did you learn about the genre from listening to others’ arguments? Were you convinced by the arguments? Would the intended audience have been convinced? That is, was the position presented with the audience’s values in mind?

  • What did you learn about the genre from presenting your group’s position? Discuss with your group what was easiest and hardest about presenting your position; for example, finding enough evidence that your audience would find convincing, anticipating opposing views, or appealing to the values of your audience.