By Jeanne Fahnestock
Whilst it was once first released in 1982, A Rhetoric of Argument built a ground-breaking new method of educating argument. The stasis process pioneered through Fahnestock and Secor uncommon one of the 4 easy questions that arguments are written to answer:
What is it? (Definition arguments) How did it get that means? (Causal arguments) Is it reliable or undesirable? (Evaluation arguments) What should still we do approximately it? (Proposal arguments)
These 4 questions, now average in lots of argument texts, provide scholars a optimistic, enticing technique to research readings by way of different writers and to build their very own arguments.
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Extra info for A rhetoric of argument
Promising. If you can find something your audience will agree to-like facts about majors and careers-then you have a better chance of persuading them in your favor. You will spend some time in the library seeing if college counselors have studied the destinations of college graduates. Even if most people stay in careers defined by their college majors, any evidence of a minority who take off in other directions provides an argument for granting an exception. Armed with your new insight, you reexamine your raw list looking for other potentially sharable reasons.
That cat is malnourished. 5 . Cats are never really domesticated. 3. Notice that these statements are simple sentences with three parts: a subject, a linking verb, and something said about the subject. For convenience, we can borrow the grammarian's term and call what is said about the subject the complement. We can also think of the linking verb and the complement together as the predicate. 32 . WHAT IS IT? Subject Predicate , 1 Linking verb Complement A cat is a mammal That cat is malnourished Even if you do not understand the meaning of one of its terms, you can recognize a similarly constructed sentence like "Football is a homoerotic ritual" as a statement defining or describing its subject.
Actually, no magic number of examples adds up to sufficient support. It's not the quantity of examples but how you convince an audience of their typicality that counts. No matter how many specific or iterative instances you use, if they do not fairly represent what you are claiming, your argument is insufficiently supported. A high-school student body should not be characterized as "sports crazy" if only 300 out of 3,000 students regularly attend sporting events. In Chapter 4, where we examine the exact wording of some sample claims, we will have more to say about the choice of examples for support.
A rhetoric of argument by Jeanne Fahnestock