Unit 2 Reading Summary

            After reading the assigned Chapters in our text book Writing Arguments: A Rhetoric With Readings, it has become clear that writing a good argument is more complicated than just stating a claim and backing it up with information (Ramage). Effective classical appeals of an argument have three persuasions: logos, ethos and pathos also known as the “rhetorical triangle” (Ramage 62). Although a successful argument only requires three components: a claim, a reason and grounds, there are multiple ways of doing this, and an argument must have more than just facts: summarization should include one or more of the “because” clauses (Ramage 87). It is also important to support the assumptions or “warrants” that one has about an audience’s beliefs and values and the Toulmin schema is a tool to help do this (Ramage 87). The Toulmin model is an audience-based courtroom model that differs from formal logic and it helps “arguers tailor arguments to their audiences” (Ramage 76).

            With the structure of an argument being logical, then the evidence to support this needs to be used effectively and is an essential skill needed for arguers (Ramage 103).  The strategies for this are numerous and the STAR criterion which is taught by rhetorician Richard Fulkerson helps to categorize some of these strategies into manageable terms (Ramage 90). Framing strategies are helpful to emphasize or de-emphasize evidence to guide a reader’s response and there are a lot of different ways for gathering data/evidence in arguments (Ramage 98-103).

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            There are several different types of strategies for arguments and the types of appeals that an arguer invokes together with the logical structure and evidence come together to complete an effective argument strategy. As much as the classical argument works for a neutral or supportive audience, the dialogic strategies work for the more resistant audiences (Ramage 140).  Two types of the dialogic strategies are delayed-thesis and Rogerian and are aimed at promoting understanding between a writer and the reluctant audience, reducing hostility and taking a conciliatory stance (Ramage 135-140).

            More in depth reading of these chapters reveal arguments by analogy which can be described as the most imaginative form of argument or arguments by precedent or resemblance (Ramage 267-273). The precedent arguments compares two phenomena, one of which is usually a past event, and the resemblance argument depends on emphasizing the similarities of two phenomena while playing down the differences (Ramage 267-273). These types of analogies, however, will not work if they are not accurate, but most important, all of these things come together to make up a well written argument and by having good research sources, integrating these sources into the paper, citing the sources of one’s research, and documenting them properly complete the process. 

Works Cited

Ramage, John D., John C. Bean and June Johnson. Writing Arguments:  A Rhetoric with             Readings. New York:  Longman, 2010. Print.

Arguments

Blog Response to Reading Assignment

            In the course of reading the first chapter in our text book Writing Arguments:  A Rhetoric with Readings, I kept wondering how I would ever be able to write an effective argument without wanting to be totally biased (Ramage, Bean, and Johnson). On more than one occasion I have been known to “argue” my point of view with family, friends, and co-workers, and yes, sometimes it is done with a lot of emotion, you can even say anger has been involved in some of these “arguments.” I come from some pretty stubborn stock as well as some very emotional lineage (on both sides of my family), and for me, winning an argument is the best part of being involved in one in the first place. Trying to persuade someone to my way of thinking is why I argue (this is where the bias comes in).

            But as I was reading the first page, I began to realize what I have always considered as arguments, were in fact just heated disagreements which were really not all that pleasurable. Even if an argument I become involved in is with friends and co-workers, I find myself trying to persuade them not by reason and evidence as suggested in the book, but by triggering their emotions on any given subject (2). How a person reacts to my argument is part of the challenge of a good argument, or so I have thought in the past.

            As much as I do enjoy a good heated argument, I am realizing that there is more in making a good argument. Being in control of an argument for the purpose of winning is not really the type of argument I will be learning about in this class. Arguments should be about finding the best solution to a problem or issue through a process of rational inquiry (23). If I can learn to argue effectively from this course, I will truly be successful, don’t you think?

Works Cited

Ramage, John D., John C. Bean and June Johnson. Writing Arguments:  A Rhetoric with             Readings. New York:  Longman, 2010.

Blog Response to Peer Keith Jarvis

 

            Oh my gosh how I loved this blog! I couldn’t agree more with the title, “Just one drink to numb the pain” because it seems to fit right in with how I feel every time I sit down at the computer to write. It seems like the words flow a lot easier after the first one (drink). I agree with Vanessa and you too about the commas. There is no end to all of the rules for the English language. I laughed the entire time I was reading this blog because it really hit home on so many things: Microsoft highlighting, Microsoft spelling tool, etc. Yes, spelling should be easier because of these tools, but really? How many times do you need to go back and correct no capital on the beginning word of a sentence of a new page, or correct the unusual name of an author of a book?

I feel your pain Keith because it is my pain too!  No matter how much time I spend writing, it feels like I could keep correcting myself forever. I think I try very hard to get a good product by the time I am ready to turn my paper in, but I always doubt myself and almost break a sweat before I can hit the submit button on the drop box. Writing is not easy for me, but at least I know there are those of you out there that may just have the same problem. Hopefully we can keep our sense of humour (oh, there’s that red squiggly line) humor (that doesn’t look right), and keep on trying until we get it right! This was very entertaining reading Keith!

My Writing Process Thoughts

            Writing is like trying to figure out a complex math problem or science equation for me; it takes time and a lot of thinking. It does not come easy and it does not feel very “natural.” Each time I start a writing project, I feel anxious and nervous. It may take several minutes or maybe hours just to be able to fill a paper with coherent thoughts. Many times, I will erase or delete more words than I actually leave on the paper. It is something that can bring terror to my eyes when I start thinking of how in the world I’m going to fill four, five, even six pages of meaningful information on any particular subject.

            I know this may seem dumb, even silly to some people, but the fear of writing something really bad makes me want to hide my face every time I turn in a paper. Thank goodness for online classes. It helps knowing that I do not have to face a class full of students who may think I am a very poor writer. This really helps me make it through another paper.

            Once I have filled a paper with something that makes sense, I usually go back and re-read again and again until I feel comfortable with the content. If I cannot make sense of anything I have written, then I start all over. Usually, after I have one page filled, I cannot stop because I am afraid the words will stop flowing. If I can finish a small paper in one setting, I feel that I have accomplished something good, maybe not great, but at least something worth reading.