Engl 212 PropagandaFall 2015

G. Thompson

Argument

Argument resembles in some ways the familiar thesis essay taught in Engl 111 classes, but with greater emphasis on shaping the author’s ideas to persuade skeptical audiences by displaying critical thinking on an issue.

You’ve been making arguments all your life; adopting a particular structure can help you do so more effectively.

Arguments, like any form of rhetoric, may be advanced for good or evil purposes

Approach to argument (from Williams and Colomb) is based on work by Stephen Toulmin. (Williams, Joseph and Colomb, Gregory. The Craft of Argument, 3rd ed. New York: Pearson, 2007) An overview of key terms (from rhet.csustan.edu/2000/Toulmin-RogerianTerms.htm):

•topic: the overall subject of an arguable issue (e.g. big box stores such as Wal-Mart)

•position: a statement of your position on the issue (e.g. big box stores strengthen local economies)

•modal qualifier: an admission, often just in a word, that your position is not necessarily true 100% of the time (e.g. most big box stores strengthen local economies)

Or, to take an example nearer at hand:

Topic: ambiguous language in advertisements

Position: ambiguous language in advertisements allows consumers to mislead themselves.

Modal qualifier: at times, ambiguous language in advertisements allows inattentive consumers to mislead themselves.

What does the text in this ad mean?

What is the “it” which we can do?

Is there a claim in this advertisement?

Key terms in any argument:

•claims: statements of major areas in which you will develop your position

•support: the reasons that support your claims: explanation, illustration, examples,

•warrants: why and how your support supports your claims--in other words, you will likely need to explain why your examples, illustrations, and facts support the claim

•qualifications: limits to your argument; possible objections which you need to anticipate and address.

Rules of argument describe a rhetorical structure combining logic and effective presentation. When they are not observed, you run the risk of losing your credibility.

Credibility--ethos--is something that you have to build, not something automatically granted to you.

Of the three key persuasive principles--ethos, logos, and pathos--logos is most important for argument.

Argument is used differently in popular and academic contexts.

•Talking heads shouting at each other is not argument, but polemic

•Argument moves toward solutions to commonly understood problems.

Argument is a set of statements (including images) useful for generating interpretations and for convincing others to accept them.

We should distinguish persuasion from argument. Both attempt to convince an audience of a position, but through different means.

•Persuasion may use logic (logos), but may also use emotional appeal (pathos).

•Familiar modes of persuasion often tell partial truths or lead audiences to infer what is not true. Cf. political argument.

•Persuasion often involves fallacies: appeals to fear, to pity, to force, straw men, hasty generalization, and others. (For discussion on Sept. 17.)

Correct form for argument:

1. Offer a claim and grounds for support . . .

2. to someone who needs convincing . . .

3. to solve a problem.

Argument is not . . .

1. Summary. The argument has to be yours, not someone else’s.

2. Opinion. Opinions do not require support.

3. Yours alone. Arguments address communities and attempt to solve problems.

A good claim is• substantive• contestable• specific

Avoid “in this paper I will argue . . .”; go right to the content.

Make a claim that someone can reasonably disagree with.

Use precise language.

What would you say in a claim about weasel words? About why people are persuaded by propaganda?

Individual / group work. Develop claims about the following general topics:

•Gender-linked toys•PSAs for pet adoption•Soft-drink sales in schools•Fuel taxes for road / infrastructure improvements