Chapter 1 everythings an argument

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1. Chapter 1: Everything Is an Argument
This chapter asks you to This chapter asks you to
think in new ways about the think in new ways about the
reading and writing that you reading and writing that you
do in a variety of situations. do in a variety of situations.

2. What do you think when you hear the word “argument”?What do you think when you hear the word “argument”?
Do you think of angry people yelling at each other?Do you think of angry people yelling at each other?
Or do you think of argument as attempts to resolve Or do you think of argument as attempts to resolve
issues between two or more people?issues between two or more people?
Do you think of argument as standing up for your ideas, Do you think of argument as standing up for your ideas,
defending them and minimizing the opposition?defending them and minimizing the opposition?
Or do you think of argument as rational discussion that Or do you think of argument as rational discussion that
can lead to agreement or compromise?can lead to agreement or compromise?

3. Definition of Argument?Definition of Argument?
In this course, we are defining argument as In this course, we are defining argument as making a making a
claimclaim (expressing a point of view on an issue that is (expressing a point of view on an issue that is
communicated by the arguer.)communicated by the arguer.)
and and supporting it with reasons and evidencesupporting it with reasons and evidence to to
convince an audience to change the way they think convince an audience to change the way they think
about the issue.about the issue.

4. What Is the Goal of Argument?What Is the Goal of Argument?
The goal of argument is to bring about a change in an The goal of argument is to bring about a change in an
audience’s initial position on a controversial issue. audience’s initial position on a controversial issue.
Depending on the situation, the arguer may reach this Depending on the situation, the arguer may reach this
goal by convincing an audience to change its initial goal by convincing an audience to change its initial
views on an issue or by reaching a consensual views on an issue or by reaching a consensual
understanding that most or all audience members can understanding that most or all audience members can
accept.accept.

5. The most important lesson in chapter 1 is that argument The most important lesson in chapter 1 is that argument
is everywhere. We encounter argument at home, at is everywhere. We encounter argument at home, at
church, in the workplace, on the campus, in the public church, in the workplace, on the campus, in the public
sphere—literally everywhere. sphere—literally everywhere.
All language and even images can serve as argument. All language and even images can serve as argument.
Argument can be written, spoken, sung or chanted. It Argument can be written, spoken, sung or chanted. It
can be read, heard or observed in pictures that are either can be read, heard or observed in pictures that are either
still or moving. It can be explicit with a clear purpose and still or moving. It can be explicit with a clear purpose and
position as in an advertisement. Or it can be implicit, position as in an advertisement. Or it can be implicit,
communicating a more subtle position on an issue that communicating a more subtle position on an issue that
the audience has to think about, as some of anti-war the audience has to think about, as some of anti-war
postersposters. .
Chapter 1Chapter 1

6. Chapter 1Chapter 1
Knowledge of argument will help us deal with the issues Knowledge of argument will help us deal with the issues
that engage us in every part of our lives.that engage us in every part of our lives.
Most academic writing is argumentMost academic writing is argument writing writing. So in this . So in this
course emphasis will be placed on helping you gain course emphasis will be placed on helping you gain
practical experience in the use of argumentation. practical experience in the use of argumentation.

7. Some of you may have difficulty understanding Some of you may have difficulty understanding
argument as anything but “disagreement,” and getting argument as anything but “disagreement,” and getting
you to accept the word as meaning “making a point” you to accept the word as meaning “making a point”
or “reasoned inquiry” can take some time. or “reasoned inquiry” can take some time.
But as you engage with the course materials But as you engage with the course materials
(textbook, audiovisuals etc.) this should become clear (textbook, audiovisuals etc.) this should become clear
that argument is that argument is making a claimmaking a claim (expressing a point (expressing a point
of view on an issue that is communicated by the of view on an issue that is communicated by the
arguer) and arguer) and supporting it with reasons and supporting it with reasons and
evidenceevidence to convince an audience to change the way to convince an audience to change the way
they think about the issue.they think about the issue.

8. A second important lesson in this chapter is that A second important lesson in this chapter is that
rhetorical situations vary widely, ranging from the rhetorical situations vary widely, ranging from the
obviously persuasive (a senator’s defense of health obviously persuasive (a senator’s defense of health
care legislation) to the poetic (a poem about death care legislation) to the poetic (a poem about death
of a loved one.) of a loved one.)
Understanding how arguments change depending Understanding how arguments change depending
on contexts and even understanding the contexts on contexts and even understanding the contexts
themselves can be challenging for students. themselves can be challenging for students.

9. Stasis theory and the rhetorical appeals of ethos, Stasis theory and the rhetorical appeals of ethos,
pathos, and logos are powerful tools for pathos, and logos are powerful tools for
understanding and creating arguments, but it may understanding and creating arguments, but it may
take you some time to sort them out. take you some time to sort them out.
In almost all rhetorical situations, the three In almost all rhetorical situations, the three
appeals overlap significantly, so that, for example, appeals overlap significantly, so that, for example,
an effective logical or emotional appeal builds a an effective logical or emotional appeal builds a
particular kind of ethos. particular kind of ethos.

10. You will also quickly realize that it can be difficult You will also quickly realize that it can be difficult
to find pure examples of the kinds of arguments to find pure examples of the kinds of arguments
that stasis theory introduces, but with work you that stasis theory introduces, but with work you
should be able to see that many authors move should be able to see that many authors move
through one or more stasis questions in making through one or more stasis questions in making
their arguments.their arguments.
To help you understand stasis theory, you might To help you understand stasis theory, you might
consider walking through an imaginary crimeconsider walking through an imaginary crime..

11. If someone goes missing, for example, there is a If someone goes missing, for example, there is a question question
of of factfact. . Did something happen to this person?Did something happen to this person?
If a dead body is found, then investigators know that If a dead body is found, then investigators know that
something happened and try something happened and try tto o definedefine the event: the event: Was it Was it
suicide, an accident, or a murder?suicide, an accident, or a murder?
If they can define the crime as murder, they might next If they can define the crime as murder, they might next
evaluateevaluate it it:: was it murder in the first, second, or third was it murder in the first, second, or third
degree? degree?
When they have evaluated the severity of the crime, the When they have evaluated the severity of the crime, the
investigators or the judicial system makes ainvestigators or the judicial system makes a proposal about proposal about
what to dowhat to do next: next: should the criminal be given a prison should the criminal be given a prison
sentence of a limited number of years, life or the death sentence of a limited number of years, life or the death
penalty.penalty.