9. ➤ It’s what you’ve observed, either
first hand or second hand.
➤ Grounds are reasons or supporting
evidence that bolster the claim.
➤ Grounds can be:
facts, statistics, expert
opinion, examples, explanations, an
d logical reasoning
10. ➤ It’s a chain of reasoning, that
connects the grounds to the
claim.
➤ It’s a general rule, which links
the claim to the grounds.
11. ➤ Warrants aren’t normally
explicit.
➤ Warrants operate at a higher
level of generality than a claim..
12. ➤ It’s the conclusion of the argument.
➤ It’s what the arguer is attempting
to convince the audience to do or
think.
➤ It’s a statement, not a question.
13.
14. ➤ It answers the question, “Why do you
believe that?”
➤ It’s the specific support for the
grounds, or the warrant.
➤ The backing is the implicit
assumptions that show the warrant is
reliable and/or it’s evidence to
support the grounds.
15. ➤ It’s the reasons why the warrant
does not apply.
➤ It’s the exceptions to the rule.
16. ➤ It’s a word or phrase which suggests
the degree of validity of the claim.
➤ A claim that is very highly correct
is more valid than a claim that is
most likely correct.
17.
18. According to the CDC, in 2010, 10,228
people were killed in alcohol-impaired
driving crashes, accounting for nearly
one-third (31%) of all traffic-related
deaths in the United States.
19.
20.
21.
22.
23. Toulmin’s model
works well for
analyzing the kind of
arguments you read
in newspapers, and
hear on TV, at
work, in
classrooms, and in
conversation.
24. “Toulmin’s model helps to show
how tightly constructed arguments
are, and how each part of an
argument relates to the overall
validity or reasonableness of that
argument.”
25. “Toulmin’s model is
not meant to judge
the success or
failure of an attempt
to prove an
argument, instead it
helps break down
an argument to its
most basic pieces.”
26.
27. While information in this Communication 104
student production depended heavily on the
textbook, “Communicating and Critical
Thinking” by Jim Marteney and Jack
Sterk, numerous online resources were also
studied in an effort to more fully understand
the material and present a cogent explanation
of the Toulmin Model.
Quotes on the last two slides are directly from
the Marteney and Sterk textbook.
