Prinsky's English 1101 Pamphlet Ch. 12: The Argumentative or Persuasive Essay

12. The Argumentative or Persuasive Essay

12-A Study your composition handbook, essay anthology, and this chapter about argumentation and persuasion. Find and study (that is, read and then reread at least twice) the material on argumentation (persuasion) and logic in the English composition handbook. Also reread the comments in the section "Expository or Argumentative" in Chapter 6 of this pamphlet, about writing the impromptu essay on an assigned topic.

12-B. Bear in mind concession and the zig-zag format of the argumentative essay. Constantly keep in mind two points: (1) concession and the concessive topic sentence, which subordinate, in the subordinate clause-- also, the first clause--adversarial points or counterarguments and then gives your side in the main clause (see examples below in 12-F), and (2) the zig-zag format of a truly argumentative theme. Occasionally writers should raise, deal with, or concede to points that could be made from the opposing side (the "zig") and then proceed to their own points (the "zag").

12-C. Study the models in the composition handbook and essay anthology. Study as models the various materials in the Chapter "How Can You Write Powerful Arguments" in SFHW,  noting how in the various materials acknowledgment of and concession to the opposing side of the issue is made in them.

12-D. Use the triad of 5 w's and h, plus pro and con for each point. In your scratch notes for the in-class essay, not only use one or both inv systems (triad, 5 w's and h), explained in this pamphlet's chapter on writing the impromptu essay, but divide each point into pro and con. An example, on the topic of legalizing abortion, might be (using the triad):

individual/self

[ . . . . . . . . other pro and con notes on the physical-etc. and psychological-etc. parts of the triad; finally, notes on the moral component:]

moral

- con: National Organization of Women says a woman has, as a moral and ethical right, control over her own body

- pro: murder; Biblical prohibition against murder in the Ten Commandments

12-E. Do the "con" points first. When jotting your scratch notes, do the con (that is, the side you would be arguing against) points first, so you can really see and appreciate the opposing side. Do not, as too many apprentice writers do, treat an argumentative topic as if it were expository, merely requiring an explanation of your side, as if that position were all there is. If the latter were true, there would not be any continuing argument about the topic or issue, and all people would believe as you do.

12-F. Be fair to the opposing side's points. In your overall thesis sentence and elsewhere, state the opposing side's most telling points. Do not succumb to a version of the "straw man" fallacy (look this up in your collegiate dictionary, SFHW, and DPE) by (a) exaggerating the opposing side's ideas or assertions to the point of absurdity or (b) referring vaguely to the opposing side's belief that it is right (in contrast to referring to specific ideas advanced by the opposing side)-- as if we should all pity them for being so deluded, depraved, or moronic for believing in the other side of the issue (and not perspicuous, righteous, and intelligent, like us, because we're on the right side of the issue).

Study the following examples:

WRONG thesis sentence: Although some people believe that it should be unrestricted, abortion should be legally banned in the United States.

IMPROVED  thesis sentence: Although legalizing it may save some women's suffering and lives, as well as (in the opinion of some) return the ethical rights to women over their own bodies, abortion should be legally banned in the United States.

IMPROVED thesis sentence: Although legalizing it may benefit some women ts: physically and mentally, as well as have some secular moral justification, abortion should be legally banned in the United States.

12-G. Make clear which side you're on While you should qualify or concede in your overall thesis sentence (and later topic sentences, where necessary), clearly and fairly formulating the opposing side's most telling points, be sure to make equally as clear which side you are on by stating your position with firm (though not reckless) generality or forcefulness. Study the following examples:

WEAK thesis sentence: Although dogs are good pets in their constant display of affection, loyalty, and the protection they provide the household, cats are also good pets.

[WHICH SIDE IS THIS WRITER REALLY ON?]

IMPROVED thesis sentence: Although dogs are popular and endear themselves many owners by their constant display of affection, continued loyalty, and the protection they provide for the household, cats are far superior to dogs as pets.

12-H. Where possible, fairly qualify the opposing side's points or arguments. In your general thesis sentence and elsewhere, don't make the opposing side's arguments seem too strong when you state them. Try to qualify or limit them; use words like some, several, a few, may, perhaps when possible and if applicable to a particular strong point for the opposing side. Otherwise, your reader will think that you are foolish to argue against such an overwhelmingly meritorious position. (Study the improved topic sentences above, in 12-F and 12-G, for such qualifying or limiting.)

12-I. How often to bring up opposing arguments or points. As you proceed in your theme, you don't constantly have to refer to the opposing side's points and concede to them or argue against them, but you do have to bring them up when they have a very strong bearing on the idea or point you're raising or discussing (for example, the moral component of the abortion issue). Then concede the point or briefly argue against it before going on to state your side (always put the con side first).

12-J. What objections could the opposing side make to your points or arguments? Keep in mind not only what the opposing side would argue for but also what objections they might make against YOUR points or assertions, and try to build your arguments to take account of these potential objections. (For example, if you're going to argue against banning handguns on the point that they protect the householder, you need to anticipate the counterarguments that these guns in the house also allow, and have caused in documented cases yearly, reported on the nightly local television news, the escalation of marital disputes to mayhem involving sometimes all the householders, including children.)

12-K. Qualify and limit claims or assertions. Qualify, qualify, qualify; limit, limit, limit your own assertions or claims. Avoid genl (see my "Essay Comment Symbols" Appendix); use probably, might, could, many, several, most, the majority, very well might, and so on.)

12-L. Models; "con" first Remember the models and remarks in the composition handbook, essay anthology, and this pamphlet indicating that the opposing side should be put first, and then your side.

12-M. "Whether" more than "why" Remember that argumentative questions often deal as much with whether something is so or should be so, as with why it is so. (Why is what exposition usually deals with.) Thus, on the Regents' topic "Young people today are rude, inconsiderate, ane self centered. Agree or disagree" many English 101 students have stumbled by attempting to explain why either (a) adults erroneously believe this about all young people (this is also the "straw man" fallacy, since not only adults believe it nor do all adults believe it true about absolutely all young people) or (b) all young people do seem to be this way (poor upbringing by parents, incorrect perception of adults due to changing standards, etc.)--which unthinkingly concedes the opposing side's whole point. Instead, writers on this topic should have concentrated on the issue of whether this assertion is mainly or generally true or not.

12-N. As with expository topics, use personal experience and personal observation for argumentative topics. Before giving in to an unthinking or knee-jerk reaction to one side or the other of an argumentative topic, record in your pre-writing jotted notes as many examples as you can (say, on the topic, given above, of the rudeness of young people)--many of which can usually be based on firsthand knowledge (see the remarks on using personal experience in the chapter on writing the impromptu essay in this pamphlet), starting with yourself and those of your acquaintance- -and then, and only then, make up your mind based on this induction (this concept is discussed in both the composition handbook and essay anthology). This induction will also serve the important function of providing supporting illustrations and examples, both pro and con, for your essay. Then argue about whether the claim is in general true or not. (For instance, on the topic of the rudeness of young people, a writer's thinking might run as follows: "What about me? My friends who are young people? Classmates in this class or my other classes at school? Behavior I've seen at school--in the hallways, between buildings, at the library, at the snack bar, in the parking lot, at the cafeteria, at the bookstore? At the Augusta or Regency Mall? At other places frequented by young people?" [Notice how the where of the 5 w's and h has been used to help the inductive generation of examples.] Pro: reckless teenage drivers, teenage or adolescent antics in the movie theater that disturb others who have attended in order to see the film, youth gangs, spray painters and other graffiti writers; Con: church youth groups, Boy Scouts, Girl Scouts, hospital volunteers or "Candy Stripers," the perennial film story on the national television news programs about the young people who pitch in to help with the sandbagging and other crucial succor [look this up in your collegiate dictionary] necessitated by floods and other such natural disasters, etc.)

12-O. Careful in using the Bible Be very wary of using or referring to the Bible ("the Bible says . . ." or "because it is against the Bible"), especially if you don't know exactly in which particular book of the Bible you think the idea or concept is stated or implied. Usually what the utterers of such statements mean is that their parents, Church, or minister approves or disapproves of something; and by all means such approval or disapproval can be adduced in the essay; however, citing this support is different from claiming that the Bible has said it. Citing your parents', Church's, or minister's values, approval, disapproval, or beliefs is certainly acceptable in argument or persuasion. Just do not confuse any of these with "the Bible says." In addition, the Bible often has opposite views on many topics or issues within one book or across books in it. For example, in the discussion, in the book of Proverbs, about how to deal with fools, the proverb writer says in quick, contradictory succession:

Do not answer a fool according to his folly,

or you will be like him yourself.

Answer a fool according to his folly,

or he will be wise in his own eyes. (26:4-5; NIV)

So, first, it's you shouldn't answer a fool according to his folly, and then you should answer a fool according to his folly. Using the Bible in argumentation takes great care and great knowledge of this book.