Rogers is a popular method for controversial issues. Moreso than other methods, it places an emphasis on reiterating an opponent's argument to his or her satisfaction. The persuasive power of the Rogerian Method lies in its ability to define the terms of the argument in such a way that:. Introduction: Introduce the issue to the audience, striving to remain as objective as possible.
When you discuss the counterargument without judgement, the opposing side can see how you do not directly dismiss perspectives which conflict with your stance. You identify how and why their perspective makes sense in a specific context, but still present your own argument. In this section, you explain your own stance. Statement of Contexts : Explore scenarios in which your position has merit. When you explain how your argument is most appropriate for certain contexts, the reader can recognize that you acknowledge the multiple ways to view the complex issue.
Statement of Benefits: You should conclude by explaining to the opposing side why they would benefit from accepting your position. Introduction: The issue of whether children should wear school uniforms is subject to some debate.
Opposing View: Some parents think that requiring children to wear uniforms is best. Statement of Validity Understanding : Those parents who support uniforms argue that, when all students wear the same uniform, the students can develop a unified sense of school pride and inclusiveness. Statement of Your Position : Students should not be required to wear school uniforms. Mandatory uniforms would forbid choices that allow students to be creative and express themselves through clothing.
Statement of Contexts: However, even if uniforms might hypothetically promote inclusivity, in most real-life contexts, administrators can use uniform policies to enforce conformity. Students should have the option to explore their identity through clothing without the fear of being ostracized. Statement of Benefits: Though both sides seek to promote students' best interests, students should not be required to wear school uniforms. By giving students freedom over their choice, students can explore their self-identity by choosing how to present themselves to their peers.
The Classical Method of structuring an argument is another common way to organize your points. Originally devised by the Greek philosopher Aristotle and then later developed by Roman thinkers like Cicero and Quintilian , classical arguments tend to focus on issues of definition and the careful application of evidence. Thus, the underlying assumption of classical argumentation is that, when all parties understand the issue perfectly, the correct course of action will be clear.
Introduction Exordium : Introduce the issue and explain its significance. Statement of Background Narratio : Present vital contextual or historical information to the audience to further their understanding of the issue. By doing so, you provide the reader with a working knowledge about the topic independent of your own stance. Proposition Propositio : After you provide the reader with contextual knowledge, you are ready to state your claims which relate to the information you have provided previously.
This section outlines your major points for the reader. Think about who may be undecided or opposed to your viewpoint. These variables will affect your word choice, and your audience may be more likely to listen to your argument with an open mind if you do. Back up your thesis with logical and persuasive arguments.
During your pre-writing phase, outline the main points you might use to support your claim, and decide which are the strongest and most logical. Eliminate those which are based on emotion rather than fact. Your corroborating evidence should be well-researched, such as statistics, examples, and expert opinions. You can also reference personal experience.
However, you should avoid leaning too heavily on personal experience, as you want to present an argument that appears objective as you are using it to persuade your reader. There are a couple different methods of developing your argument. Two variations of the basic argument structure are the Position Method and the Proposal Method. The Position Method is used to try to convince your audience that you are in the right, and the other view of your argument is wrong.
The Proposal Method of argument is used when there is a problematic situation, and you would like to offer a solution to the situation. The structure of the Proposal method is very similar to the above Position method, but there are slight differences. When writing an argument, expect that you will have opposition. Skeptical readers will have their own beliefs and points of view. When conducting your research, make sure to review the opposing side of the argument that you are presenting.
You need to be prepared to counter those ideas. Find out what counts as proof that something is true in that field. Is it statistics, a logical development of points, something from the object being discussed art work, text, culture, or atom , the way something works, or some combination of more than one of these things?
Be consistent with your evidence. You can often use more than one type of evidence within a paper, but make sure that within each section you are providing the reader with evidence appropriate to each claim. Information about how fan support raises player morale, which then results in better play, would be a better follow-up. Your next section could offer clear reasons why undergraduates have as much or more right to attend an undergraduate event as wealthy alumni—but this information would not go in the same section as the fan support stuff.
You cannot convince a confused person, so keep things tidy and ordered. One way to strengthen your argument and show that you have a deep understanding of the issue you are discussing is to anticipate and address counterarguments or objections.
By considering what someone who disagrees with your position might have to say about your argument, you show that you have thought things through, and you dispose of some of the reasons your audience might have for not accepting your argument. Recall our discussion of student seating in the Dean Dome. To make the most effective argument possible, you should consider not only what students would say about seating but also what alumni who have paid a lot to get good seats might say.
Once you have thought up some counterarguments, consider how you will respond to them—will you concede that your opponent has a point but explain why your audience should nonetheless accept your argument? Will you reject the counterargument and explain why it is mistaken?
Either way, you will want to leave your reader with a sense that your argument is stronger than opposing arguments. When you are summarizing opposing arguments, be charitable. Present each argument fairly and objectively, rather than trying to make it look foolish.
You want to show that you have considered the many sides of the issue. It is usually better to consider one or two serious counterarguments in some depth, rather than to give a long but superficial list of many different counterarguments and replies. Be sure that your reply is consistent with your original argument. If considering a counterargument changes your position, you will need to go back and revise your original argument accordingly.
Audience is a very important consideration in argument. Take a look at our handout on audience. A lifetime of dealing with your family members has helped you figure out which arguments work best to persuade each of them. Maybe whining works with one parent, but the other will only accept cold, hard statistics. Your kid brother may listen only to the sound of money in his palm. At the same time, do not think of your audience as capable of reading your mind.
You have to come out and state both your claim and your evidence clearly. Critical reading is a big part of understanding argument. Although some of the material you read will be very persuasive, do not fall under the spell of the printed word as authority.
Very few of your instructors think of the texts they assign as the last word on the subject. Remember that the author of every text has an agenda, something that he or she wants you to believe.
For more information on objectivity and bias and on reading sources carefully, read our handouts on evaluating print sources and reading to write.
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