• Think about arguments you make in your everyday life. What aspects of the chapter you read for homework play a role in these arguments? Could you use the information from the text to improve the arguments you routinely make?
  • Let's discuss! Try to connect some of the topic selection discussion from last week to the arguments you might make.
    • What have we learned from examining Mericans that you can apply to your own topic?

Tracking Your Research

  • Part of your Research Journal involves keeping track of your research.
    • Let's get started with that by creating an outline for it!
  • Chapter 7 of EAA outlines the basic structure of Classical Oration.
  • Create a link for today called "Research Log" and copy and paste the following headings into it:
    • Exordium:
    • Narratio:
    • Partitio:
    • Confirmatio:
    • Refutatio:
    • Peroratio:
  • Each of these headings represents a specific part of your argument that you should strive to complete fully, logically, and responsibly.
    • As you compose your research journal, you can add information from your sources or links to resources you've found to each section as a means of outlining your argument.
    • As the book suggests, not all arguments organize their information in this exact way, but by planning each element out, you can give yourself the ability to rearrange it as you see fit without having to worry about leaving something out!

Rogerian and Toulmin Arguments

  • Let's discuss the differences between these two forms and why you can benefit from each in your writing.
    • This is the structure of a Toulmin Argument ---->
  • Get into your writing groups to do a little practice with this!
    • Find one particular source online that demonstrates an argument you can relate to (or at least identify)
    • What is the claim?
    • What are the qualifiers?
    • Reason(s)/evidence?
    • Warrants?
    • Backing?
    • Are there conditions of rebuttal?
  • Write your answers down, either on paper or electronically, explaining the different elements of Toulmin and be prepared to share with the class!
  • Here's a cheap and easy example.


  • If you haven't checked out a book in the library book stacks already, you'll need some basic information from one for Wednesday.
    • If you haven't made the journey, stop by the library and find a book to check out. Even if it's not exactly what you had in mind, if it's close it'll work.
    • Bring your book source to class!
  • Read Chapter 16 in EAA and write a Reading Response based on the following prompts:
  1. What makes an academic argument different from a conversational one?
  2. Why is it important to fully understand the conversation surrounding a topic?
  3. Explain what you think the text means by testing each piece of evidence.
  • On Friday, there will be a facilitation due for one of the groups that has not yet gone. Whoever chooses this facilitation needs to read ahead for Wednesday's homework!