Argumentative Analysis and Argumentative Analysis and AdvocacyAdvocacy

Introduction to the Course and Introduction to the Course and Basic ConceptsBasic Concepts

Highlights from the SyllabusHighlights from the Syllabus

Instructor:Instructor:– BatesBates

Texts:Texts:– Rieke, Sillars, & Peterson, Rieke, Sillars, & Peterson, Argumentation and Argumentation and

Critical Decision MakingCritical Decision Making – Other readings as assignedOther readings as assigned

AimsAims

Objectives are to …Objectives are to …– develop an understanding of the theory and forms develop an understanding of the theory and forms

of argumentation; of argumentation; – experience the application of the theory and forms experience the application of the theory and forms

of argumentation in written and oral communication;of argumentation in written and oral communication;– and, demonstrate specific skills in the areas of: and, demonstrate specific skills in the areas of:

reasoning, organization of ideas and materials, reasoning, organization of ideas and materials, researching a topic in depth, and the use of researching a topic in depth, and the use of supporting materials in the form of “proof” for supporting materials in the form of “proof” for conclusions. conclusions.

ViaVia– LectureLecture– LabLab

AssignmentsAssignments

Balloon DebateBalloon Debate

Persuasive SpeechPersuasive Speech

Parliamentary-Style DebateParliamentary-Style Debate

Letter to the EditorLetter to the Editor

QuizzesQuizzes

Class Participation and ActivitiesClass Participation and Activities

RemindersReminders

Academic HonestyAcademic Honesty

AttendanceAttendance– Sign only yourself inSign only yourself in– 3 absence limit3 absence limit– No make-up presentationsNo make-up presentations– No extra-credit assignmentsNo extra-credit assignments

Evaluating Your Attitudes 1Evaluating Your Attitudes 1

ScoringScoring

1. Add your scores on items: 1. Add your scores on items:

2, 4, 7, 9, 11, 13, 15, 17, 18, 202, 4, 7, 9, 11, 13, 15, 17, 18, 20

2. Add 60 to the sum obtained in step 12. Add 60 to the sum obtained in step 1

3. Add your scores on items: 3. Add your scores on items:

1, 3, 5, 6, 8, 10, 12, 14, 16, 19 1, 3, 5, 6, 8, 10, 12, 14, 16, 19

4. To compute your score, subtract the 4. To compute your score, subtract the total obtained in step 3 from the total total obtained in step 3 from the total obtained in step 2.obtained in step 2.

InterpretationInterpretation

73-100 = High in Argumentativeness73-100 = High in Argumentativeness

56-72 = Moderate in Argumentativeness 56-72 = Moderate in Argumentativeness

20-55 = Low in Argumentativeness20-55 = Low in Argumentativeness

ArgumentativenessArgumentativeness

Includes the ability toIncludes the ability to– Recognize controversial issuesRecognize controversial issues– To present and defend positions on the issuesTo present and defend positions on the issues– To attack the positions which other people To attack the positions which other people

taketake

ArgumentativenessArgumentativeness

Social benefitsSocial benefits– Increases learningIncreases learning– Reduces egocentric thinkingReduces egocentric thinking– Improves perspective-takingImproves perspective-taking– Improved quality of decision-making and Improved quality of decision-making and

problem-solving in groupsproblem-solving in groups

ArgumentativenessArgumentativeness

Personal benefitsPersonal benefits– Seen as a better speakerSeen as a better speaker– Better marital and romantic relationshipsBetter marital and romantic relationships– Job performanceJob performance

Evaluating Your Attitudes 2Evaluating Your Attitudes 2

ScoringScoring

1. Add your scores on items: 1. Add your scores on items: 2,4,6,7,9,11,13,16,18,19 2,4,6,7,9,11,13,16,18,19 2. Add your scores on items: 2. Add your scores on items: 1,3,5,8,10,12,14,15,17,20 1,3,5,8,10,12,14,15,17,20 3. Subtract the sum obtained in step 2 3. Subtract the sum obtained in step 2 from 60from 604. To compute your verbal aggressiveness 4. To compute your verbal aggressiveness score, add the total obtained in step 1 to score, add the total obtained in step 1 to the result obtained in step 3the result obtained in step 3

InterpretationInterpretation

59-100 = High in Verbal Aggressiveness59-100 = High in Verbal Aggressiveness

39-58 = Moderate in Verbal 39-58 = Moderate in Verbal Aggressiveness Aggressiveness

20-38 = Low in Verbal Aggressiveness 20-38 = Low in Verbal Aggressiveness

Verbal AggressionVerbal Aggression

Is a symbolic form of physical aggressionIs a symbolic form of physical aggression

When we are verbally aggressive, we are When we are verbally aggressive, we are saying, “Although I would like to be saying, “Although I would like to be physically aggressive with you, I choose physically aggressive with you, I choose instead deliver this verbal punch to instead deliver this verbal punch to damage you.”damage you.”

Verbal AggressionVerbal Aggression

Includes:Includes:– Character attacksCharacter attacks– Competency attacksCompetency attacks– InsultsInsults– MaledictionsMaledictions– Background Attacks Background Attacks

(race, sex, gender, (race, sex, gender, sexuality, age, etc.)sexuality, age, etc.)

– TeasingTeasing– RidiculeRidicule– ProfanityProfanity– ThreatsThreats– Physical Appearance Physical Appearance

AttacksAttacks– Nonverbal indicatorsNonverbal indicators

Verbal AggressionVerbal Aggression

ImpactsImpacts– Damaged self-conceptsDamaged self-concepts– Hurt feelingsHurt feelings– AngerAnger– IrritationIrritation– EmbarrassmentEmbarrassment– Relationship deteriorationRelationship deterioration– Relationship terminationRelationship termination– Physical violencePhysical violence

Why Are People Verbally Why Are People Verbally Aggressive?Aggressive?

PsychopathologyPsychopathology

DisdainDisdain

Social learningSocial learning

Argumentative skill deficiencyArgumentative skill deficiency

A basic definition of argument:A basic definition of argument:

The practice of justifying decisions under The practice of justifying decisions under conditions of uncertainty conditions of uncertainty

5 Reasons Argument Differs from 5 Reasons Argument Differs from Coercion or InstructionCoercion or Instruction

bilateral bilateral

probableprobable

various levels and kinds of successvarious levels and kinds of success

restrained partisanship restrained partisanship

riskrisk

Other Essential TermsOther Essential Terms

ClaimsClaims

Proposition Proposition

IssueIssue

SupportSupport

CriticismCriticism

ClaimsClaims

… … are the statement you want others to are the statement you want others to accept.accept.

… … come in three kindscome in three kinds– Factual claimsFactual claims– Value claimsValue claims– Policy claimsPolicy claims

PropositionProposition

… … the overarching or main claim that will the overarching or main claim that will organize the argument.organize the argument.– The main point the arguer makesThe main point the arguer makes– Helps focus the field of discussionHelps focus the field of discussion– Defines and limits the relevant issues.Defines and limits the relevant issues.

e.g. “Congress should pass legislation to e.g. “Congress should pass legislation to eliminate broadcast indecency.”eliminate broadcast indecency.”

IssueIssue

… … the points of potential disagreement the points of potential disagreement related to the propositionrelated to the proposition– Are relevant to the propositionAre relevant to the proposition– Include topics that support or deny the Include topics that support or deny the

propositionproposition

Using broadcast indecency, what are Using broadcast indecency, what are some issues?some issues?

Proposition: “Congress should pass legislation Proposition: “Congress should pass legislation to eliminate broadcast indecency”to eliminate broadcast indecency”

1.1. It has damaging effects on childrenIt has damaging effects on children2.2. Violation of privacy in the homeViolation of privacy in the home3.3. Broadcasting is expensiveBroadcasting is expensive4.4. Distracts from the quality of the gameDistracts from the quality of the game5.5. Imitation by other media of obscene behaviorsImitation by other media of obscene behaviors6.6. Undermines family and social valuesUndermines family and social values7.7. Government censorshipGovernment censorship8.8. Potential erosion of individual rightsPotential erosion of individual rights9.9. Educational programming is interesting Educational programming is interesting 10.10. Chills future free speech an expressionChills future free speech an expression

SupportSupport

… … comes in 3 kindscomes in 3 kinds– EvidenceEvidence

ExamplesExamples

StatisticsStatistics

TestimonyTestimony

– ValuesValues– CredibilityCredibility

CriticismCriticism

… … is not fault-findingis not fault-finding

Is the analysis of the argumentIs the analysis of the argument– Is the claim clear?Is the claim clear?– Are the issues relevant?Are the issues relevant?– Is the support sufficient?Is the support sufficient?– Is there an attempt to influence someone?Is there an attempt to influence someone?– Is there a real disagreement?Is there a real disagreement?

Let’s try itLet’s try it

What adherence is sought from the What adherence is sought from the reader?reader?

Who are the appropriate decision makers? Who are the appropriate decision makers? Why?Why?

What claims does the editorial make?What claims does the editorial make?

What support is provided for these claims?What support is provided for these claims?

What criticism can you make of these What criticism can you make of these arguments?arguments?