Classical Model of Argument
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The document provides an overview of the classical model of argument and rhetoric. It defines key components of the classical model including the introduction, position statement, appeals and evidence, refutation, and conclusion. It also discusses the different types of evidence and appeals that can be used, and criteria for evaluating evidence including relevance, accuracy, thoroughness, and timeliness. Exercises at the end instruct the reader to read additional passages and answer questions related to the classical model.
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For everything to function properly there has to be structure. Without structure, our world, or universe, would be in utter chaos. Successful people understand universal laws and apply them daily. They may not acknowledge that to you, but they do follow the laws. There is a higher power and this higher power controls the universe and what we get out of it. People who know this, but wish to direct their own lives, follow the reasons. Successful people don't sit around and say "I'll try," they say yes and act on it.
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The Law of Attraction
The law of attraction is the most powerful force in the universe. If you work against it, it can only bring you pain and misery. Successful people know this but have kept it hidden from the lower class for centuries because th
Notes from frankel and wallen
This document provides an overview of key concepts from the first 7 chapters of the book "How to Design and Evaluate Research in Education" by Jack R. Fraenkel and Norman E. Wallen. The chapters discuss the nature of research, identifying research problems, variables and hypotheses, ethics, literature reviews, sampling, and instrumentation. Specifically, the document defines the scientific method, different types of research, and emphasizes that research conclusions are tentative. It also covers forming research questions and hypotheses, defining variables, ethical practices, reviewing previous literature, random and non-random sampling techniques, and ensuring valid and reliable data collection instruments.
Toulmin Model of Argument The twentieth-century British .docx
Toulmin Model of Argument:
The twentieth-century British philosopher Stephen Toulmin noticed that good, realistic arguments typically
will consist of six parts. He used these terms to describe the items.
Data: The facts or evidence used to prove the argument
Claim: The statement being argued (a thesis)
Warrants: The general, hypothetical (and often implicit) logical statements that serve as bridges between the
claim and the data.
Qualifiers: Statements that limit the strength of the argument or statements that propose the conditions under
which the argument is true.
Rebuttals: Counter-arguments or statements indicating circumstances when the general argument does not
hold true.
Backing: Statements that serve to support the warrants (i.e., arguments that don't necessarily prove the main
point being argued, but which do prove the warrants are true.)
Toulmin's diagram of arguments typically looks something like this example:
An argument written in this manner unfolds to reveal both the strengths and limits of the argument. This is as
it should be. No argument should pretend to be stronger than it is or apply further than it is meant to. The
point here isn't to "win" or "beat" all the counter-arguments; the point is to come as close to the truth or as
close to a realistic and feasible solution as we possibly can. Note that opening structure of "Data" leads to
"Claim with qualifiers" is similar to the structure of a thesis in the form of an enthymeme, in which [one
clause presenting a reason or evidence] leads to [another clause presenting an argument.]
Toulmin's model reminds us that arguments are generally expressed with qualifiers and rebuttals rather than
asserted as absolutes. This lets the reader know how to take the reasoning, how far it is meant to be applied,
and how general it is meant to be. Here is an example from John Gage's The Shape of Reason in which the
various parts of an argument are labeled:
Congress should ban animal research (Claim #1) because animals are tortured in experiments that
have no necessary benefit for humans such as the testing of cosmetics (Data). The well being of
animals is more important than the profits of the cosmetics industry (Warrant). Only congress has the
authority to make such a law (Warrant) because the corporations can simply move from state to state
to avoid legal penalties (Backing). Of course, this ban should not apply to medical research (Qualifier). A
law to ban all research would go too far (Rebuttal).
So, the law would probably (qualifier) have to be carefully written to define the kinds of research
intended (claim #2).
The Toulmin model is useful for analyzing an argument you are reading. That was Toulmin's original
purpose--the analysis of how arguments work. On the other hand, some students find it useful to use the
Toulmin model as a basis for structure and organization. We might organize our essay in the following
manner:
I. I ...
Peel philosophy essay
This document provides a structure for planning philosophy essays using the P.E.E.L. method. P.E.E.L. stands for Point, Evidence, Explanation, Link. The essay should introduce the thesis and then present 3 main points that support the thesis with evidence from philosophers, the writer's explanation and analysis, and how the point links to answering the question. Counterarguments should also be addressed. The conclusion restates how the argument structure answers the title question. Signposts and connective words are recommended to improve coherence and clarity. Evaluation skills can be refined by assessing arguments for validity, truth, clarity, consistency, and coherence.
Bryan, 2016/07/11
This document discusses the differences between explanations and arguments in science. Explanations link scientific theories to specific observations or phenomena through claims supported by evidence and reasoning. Arguments are comprised of justified claims based on deductions, inductive generalizations, or inferences about the best explanation. The document provides definitions of explanations and arguments according to the Next Generation Science Standards. It also discusses how students can support arguments by articulating a claim, providing evidence from observations or data, and explaining how the evidence supports the claim. Examples of phenomena that could be used to engage students in developing explanations and arguments are also provided.
Regulation exam question feedback cover sheet
This document provides a feedback sheet and self-assessment for a student on a regulation exam. It lists the key ingredients that should be included in the exam response such as an answer to the question, application of theory, discussion of debates for and against regulation, use of case studies, and terminology. It then provides a level description and marking criteria for four levels that assess the analysis, use of examples, and terminology in the exam response. The highest levels require a clear and convincing argument that connects regulators, case studies, debates, and theories and brings in historical context and future predictions.
Argumentation The Art Of Persuasion (Colegio De Abogados)
This document provides guidance on writing an argumentative essay, including determining if a topic is arguable, gathering and citing research, outlining arguments and counterarguments, using logical, ethical, and emotional appeals, and structuring the essay with an introduction, body paragraphs, antithesis, and conclusion. It also offers examples of effective techniques like rhetorical questions and provides additional essay writing resources for students.
Blueprinting and drafting examination questions, Liz Norman, ANZCVS Exam Writ...
Blueprinting and drafting examination questions
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Liz Norman, Massey University, New Zealand
PSY111 NatureNurture Paper – 150 PointsStudent Name____________.docx
PSY111 Nature/Nurture Paper – 150 Points
Student Name_______________________
Excellent/Exceeds Expectations
Good/Meets Most Expectations
Incomplete/Meets Partial Expectations
Points Possible
5
4
1-3
POINTS EARNED =
(5 points)
Introduction
Develops introduction that establishes paper topics.
Good introduction that establishes most topics.
Partially develops introduction. Needs more detail.
Feedback Comments:
Points Possible
50-46
45-36
35-1
POINTS EARNED =
(50 points)
Nature: Biological Basis of Behavior
Must Use Outside Research
Is one gender naturally (genetically) more or less aggressive than the other gender? Why or why not? Discuss evidence to support your position. (Refer to specific theories, models, and research of particular psychologists in this section of the paper.)
Complete discussion of the role of biology/nature as it relates to aggressive behavior as indicated, including an examination of gender and aggression. Includes review of proper factual material, evidence, and application of concepts to aggressive behavior. Fully supports discussion with scholarly sources
Discusses the role of biology/nature as it relates to aggressive behavior, including an examination of gender and aggression. Includes review of proper factual material and some application of concepts to studying behavior. Needs minor additional detail or support to be complete. Uses some scholarly sources.
Partial discussion of the role of biology/nature as it relates to aggressive behavior. Demonstrates partial understanding of concepts. Needs significant detail or support to be complete. Outside scholarly sources absent or not supportive.
Feedback Comments:
Points Possible
50-46
45-36
35-1
POINTS EARNED =
(50 points)
Nurture: Social and Environmental Influences on Behavior
Must Use Outside Research
Does exposure to aggressive behavior in the environment (i.e. home, role models, caregivers, media - TV, movies, music, and video games, etc.), encourage or discourage aggressive behavior? Discuss evidence to support your position. (Refer to specific theories, models, and research of particular psychologists in this section of the paper.)
Complete discussion of the role of nurture/social and environmental influences as it relates to aggressive behavior. Includes review of proper factual material, evidence, and application of concepts to aggressive behavior. Fully supports discussion with scholarly sources
Discusses the role of nurture/social and environmental influences as it relates to aggressive behavior, including an examination of gender and aggression. Includes review of proper factual material and some application of concepts to studying behavior. Needs minor additional detail or support to be complete. Uses some scholarly sources.
Partial discussion of the role of nurture/social and environmental influences as it relates to aggressive behavior. Demonstrates partial understanding of concepts. Needs significant detail or support to b ...
Engaging in science and math practices
This presentation was prepared and demonstrated in the Science and Math Educational Conference in the American University of Beirut
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This document provides an overview of key concepts in research methods. It defines research as a systematic, objective inquiry undertaken to find answers to specific problems. The purposes of research are then outlined, including reviewing existing knowledge, investigating problems or situations, providing solutions, and generating new knowledge. Quantitative and qualitative approaches as well as deductive and inductive research are briefly described. Several research methodologies such as surveys, experiments, longitudinal studies, and case studies are then defined. The document concludes by outlining steps in the research process such as developing a research proposal, literature review, objectives, variables, conceptual framework, hypotheses, methods, and limitations.
Technical Writing
The document provides guidelines for writing progress reports, including using a transitional introduction to relate the present report to previous ones, presenting information in the body of the report either chronologically or logically with figures and tables to support facts, and ending with a conclusion that gives more details and looks ahead to spur action or anticipate completion. Progress reports aim to present information about work done on a particular project for a given period of time.
Qualitative research
For those who are doing a qualitative research, this is a summary and important points from Yin (2009) and South East European Research Centre. I tried to simplified and highlight the crucial points. Good luck!
Introduction to University Debating - Chris Bisset
This document provides an introduction to university debating styles and practices. It discusses the main styles of Easters, Australs, and Worlds debates. It also covers topics for debates and strategies for topic selection. Additionally, it outlines expectations for arguments, rebuttals, and preparation of evidence for university debating.
COMMON ERRORS IN PROPOSALS AND DISSERTATION.pptx
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Argumentative lesson plans
This lesson plan teaches high school students how to select evidence from texts to support an argument in an essay. Over three class periods, students will: 1) analyze model examples of selecting evidence, 2) practice the strategy in small groups, and 3) independently apply it to their own writing. The goal is for students to choose several interconnected pieces of evidence that adequately support their argument, rather than forming an argument without considering available evidence.
Argument structure The Aristotelian argument The Ar
Argument structure: The Aristotelian argument
The Aristotelian argument is the framework upon which most academic, thesis-driven
writing is based. You can use this template any time you need to take a position on a
topic.* Before getting started, make sure that your thesis is argumentative and non-
obvious. When determining how to support your thesis, try to group all of your
supporting evidence into distinct piles which have thematic similarities. Finally, develop
each claim in its own section of text, making sure that each point is proportionate to the
others. The back of this handout contains a template you can use to get started.
1. Start broad and contextualizes the argument (e.g. Why
is your topic relevant to the course content?).
2. End with a specific argumentative claim--your thesis
(e.g. “In Augustine’s Confessions, we find many personal
dilemmas still relevant to modern life.”). You may also
opt to preview the progression of your argument (e.g. “In
Augustine’s Confessions, we find many personal
dilemmas still relevant to modern culture, evidenced by
his greed, his theological experimentation, and his sense
of despair when faced with personal loss.”)
3. Start each body paragraph with a distinct topic
sentence; this tells the reader how the paragraph
functions in the context of the argument (e.g. “One way
in which Augustine’s confessions are still relevant to
modern society is his greed, shown in his willingness to
steal the pears despite being well-fed and otherwise
content”).
4. Each paragraph should have distinct content based on
some organizational principle (e.g. ethics, history,
financial, legal, biblical, thematic (as in this example),
etc.)
5. If your thesis is controversial, you may also opt to
include a concession. This acknowledges a typical
argument your opposition would present to you (e.g.
“However, some theologians have claimed that the
realities of the modern world have made Augustine less
relevant to modern theological dilemmas. One example
is Dr. NoName, who states…”).
6. Immediately following, and in about as much space,
refute the opposition using evidence which undermines
their criticism.
7. Conclude and broaden the scope of your argument,
and this time, contextualize it in terms of relevance to
your audience and society.
*The example above is for illustration only.
Placement of the thesis my vary; the number of
points (and paragraphs composing them) can change.
The Center for Writing
3 Bockman Hall
651.641.3465
www.luthersem.edu/writing
Context & Relevance:
Concession:
Refutation:
Topic Sentence 3:
Supporting claims:
Topic Sentence 2:
Supporting claims:
Topic Sentence 1:
Supporting claims:
Relevance & Context:
Thesis:
marci
Note
Note: This template lacks a Background Section. This section answers the questions: (1) Why is this a problem?; (2) What are the origins/causes of the problem?Aristoteli ...
35806 Topic AbortionNumber of Pages 5 (Double Spaced)Num.docx
35806 Topic: Abortion
Number of Pages: 5 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Essay
Academic Level:Undergraduate
Category: Philosophy
Language Style: English (U.S.)
Order Instructions:
Week 5 - Final Paper
Ethical Reasoning
[WLO: 3] [CLOs: 1, 2, 3, 4]
Please read these assignment instructions before writing your paper as they contain very precise and specific instructions on both the content and format requirements. You should download the provided outlinePreview the document and use that to structure your paper, and consult the assignment guidancePreview the document and modeled examplePreview the document for additional help. Finally, before submitting your assignment please use the checklistPreview the document to ensure that you have completed all of the requirements.
Overview
This course has three written assignments that build upon one another and are designed to take you step-by-step through a process of writing a paper that identifies an ethical question, examines the context, issues, and arguments surrounding the question, and attempts to defend an answer to that question using strong moral reasoning.
In the Week 1 assignment, “Ethical Question,” you chose an ethical question, provided an introduction, a position statement and supporting reason, and an opposing position statement and supporting reason.
In the Week 3 assignment, “Applying an Ethical Theory,” you explained utilitarianism, deontology, or virtue ethics, including its core moral principle or ideal, and applied that theory to the topic by demonstrating how its principles would support a particular position on your ethical question.
In this final written assignment, you will combine what you have done in these two exercises by examining an ethical issue and defending your own position on an ethical question regarding that issue.
This final written assignment should be written in essay form with the following clearly labeled sections:
Introduction
Ethical Argument
Explanation and Defense
Objection and Response
Conclusion
The paper should be between 1,300 and 1,500 words, utilize three scholarly resources, and include a title page and reference page.
Part 1: Introduction
In this section of the paper, you will begin with your ethical question, introduce the topic and paper, and close with a thesis statement.
The ethical question may be the same as your Week 3 written assignment (“Applying an Ethical Theory”) or a revised version of it.
The introduction should be revised in a way that reflects your additional thinking on the issue and question.
End this section with a thesis statement that states your position on the issue (the answer to the ethical question you believe is strongest) and provides a brief summary of the main ideas you will be presenting in the paper. Please see the assignment guidance for examples of thesis statements.
Place the introduction under the Part 1: Introduction heading.
Part 2: E.
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Toulmin Model of Argument The twentieth-century British .docx
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zkStudyClub - LatticeFold: A Lattice-based Folding Scheme and its Application...
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Connector Corner: Seamlessly power UiPath Apps, GenAI with prebuilt connectors
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"$10 thousand per minute of downtime: architecture, queues, streaming and fin...
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GraphRAG for LifeSciences Hands-On with the Clinical Knowledge Graph
"Scaling RAG Applications to serve millions of users", Kevin Goedecke
"Scaling RAG Applications to serve millions of users", Kevin Goedecke
Astute Business Solutions | Oracle Cloud Partner |
Astute Business Solutions | Oracle Cloud Partner |
[OReilly Superstream] Occupy the Space: A grassroots guide to engineering (an...
[OReilly Superstream] Occupy the Space: A grassroots guide to engineering (an...
High performance Serverless Java on AWS- GoTo Amsterdam 2024
High performance Serverless Java on AWS- GoTo Amsterdam 2024
"Frontline Battles with DDoS: Best practices and Lessons Learned", Igor Ivaniuk
"Frontline Battles with DDoS: Best practices and Lessons Learned", Igor Ivaniuk
Classical Model of Argument
- 1. Classical Model White and Billings
- 8. Use emotional appeals by playing on readers needs: Safety, love, youth, tradition, strength or power, compassion, etc.