0.5 Writing module three: five essential parts of argument  (Page 4/5)

Mother: “But why, what are your reasons?”

Child:“Because all the other kids have them” X

Child: “Because red is “in” this season and my shoes are blue.” X

Mother: “Sorry, but I don’t accept your argument that you need new

shoes.”

Above all, warrants require common ground. In the example above, the success of the child’s argument depends upon his mother’s sharing the values and assumptions upon which the argument for new shoes is based.

Productive argument will require that the child find, and address, some common belief or assumption about what constitutes “need.” While his mother might not be influenced by peer pressure or style trends, she probably does share a set of values that would ultimately lead to agreement (Common Ground).

Consider a situation in which the child’s previous reasons had not convinced his mother to accept his argument, and we can see how compelling reasons and evidence can be developed alongside shared warrants.

Child: “I need new shoes because these ones have holes in them and it’s the rainy season.” √

Mother: “Well why didn’t you say so?! I agree that you shouldn’t be walking around with wet feet!”

We are most likely to accept an argument when we share a warrant. In this case, it is unstated, but implied:

Warrant= When shoes no longer protect the feet from stones and weather, it is time to buy new ones.

There is another way to look at warrants that don’t necessarily fit a certain mold. If you believe in a general principle stated about general circumstances (for example, “People who fall asleep at work probably aren’t getting enough sleep at home.”), then you are likely to link a specific instance (of nodding off at your computer) with a specific conclusion (that you haven’t gotten adequate rest). Warrants here can be defined as general truths that lead us to accepted conclusions.

Acknowledgement and response

Acknowledgement and Response can be included in your argument in order to

• produce trust
• mediate or moderate objections
• limit the scope of your claim
• demonstrate experience or immersion in a wider field or discipline

Brainstorm useful concessions to potential dissenters by thinking about the difficulties or questions your argument is likely to produce. Within your argument, acknowledgements and responses often begin with: “To be sure,” “admittedly,” “some have claimed,” etc. Concessions allow the writer to predict problems that might weaken an argument and respond with rebuttals and reassessments. Acknowledgement and response frequently employs terms like “but,” “however,” “on the other hand,” etc.

Using the five parts of argument

After you have sketched out your full argument, and even after you have drafted the entire piece of writing, you should revisit your claim. Ask yourself: Does the claim still introduce and frame the discussion that follows? Are there elements of the claim that need to be revised? Built upon? Eliminated? Explained?

Think:

• Is your claim clear and concise?
• Is it contestable?
• Is there good evidence for your solution?
• Will your audience agree?