1. SO WHAT? HELPING STUDENTS CRAFT COMPELLING ARGUMENTS James Madison University, Harrisonburg, Virginia CCCC 2015 Laura Schubert Instructor of Writing, Rhetoric, & Technical Communication Kurt Schick Professor of Writing, Rhetoric, & Technical Communication Brittany Smith Sophomore Nursing Major

2. Most of the material in this presentation has been adapted from our first-year writing textbook SO WHAT? The Writer’s Argument SO WHAT? The Writer’s Argument (Oxford UP 2014)

3. Soul- Searching Drivel Academic Jargon

4. WriterAudience “So What?” sweet spot

5. SO WHAT? CRAFTING A MORE COMPELLING THESIS James Madison University, Harrisonburg, Virginia CCCC 2015 Laura Schubert Instructor of Writing, Rhetoric, & Technical Communication Peer Education Coordinator, University Writing Center Ph.D. Candidate in Composition & TESOL, Indiana University of Pennsylvania

6. Stasis Theory  Conjecture  Definition  Quality  Procedure

7. Controversy Categories 1. Existence or fact 2. Definition 3. Cause/consequence 4. Evaluation 5. Policy/Jurisdiction

8. Controversy Categories 1. Existence or fact  Is it true?  Did it happen? http://archive.freeenterprise.com

9. Controversy Categories 2. Definition or interpretation  Does this case fit the definition?  How do we interpret this information? http://www.rocketwatcher.com

10. Controversy Categories 3. Cause/consequence  What caused this?  Was it intentional, or are there extenuating circumstances? http://transascity.org

11. Controversy Categories 4. Evaluation  Is it right or wrong?  Is it serious enough to warrant our attention? http://www.philgalfond.com

12. Controversy Categories 5. Policy/Jurisdiction  What, if anything, should we do about it? http://www.ncqa.org

13. Thesis Example The media negatively influences teenage girls’ self-image. http://1.bp.blogspot.com http://i.ytimg.com/vi/eGniZ07Kf84/maxresdefault.jpg

14. Controversies about existence or fact (Is it true? Did it happen?)  Does the media actually influence teenage girls? How do we know?  How much influence does the media have on teenage girls?  Has the media always influenced teenage girls? Did this influence accelerate at a certain point?

15. Controversies re. definition or interpretation (Does this case fit the definition? How do we interpret this?)  What kind of “influence” are we talking about (e.g., thoughts, choices, feelings, aspirations, values)?  What kinds of media (magazines, film, TV?) are most influential?  What other cases would fit the definition of media influence?

16. Controversies about cause, consequence, or circumstances (Was it intentional? Are there extenuating circumstances?)  Who is to blame?  Does the media intentionally target teenage girls? Why are teenage girls profitable targets?  What are the consequences of this problem? What other personal and societal problems are related?

17. Controversies about evaluation (Is it right or wrong? Is it serious enough to warrant attention?)  Are the media’s influences helpful or harmful?  Should the media take some moral responsibility for its influence?  Is the problem serious enough to warrant immediate action?

18. Controversies about jurisdiction, procedure, policy, or action (What, if anything, should we do about it?)  Should the government regulate media more closely?  How can teenage girls avoid or counteract the media’s influence?  What existing laws, policies, or solutions developed for similar controversies might apply?

19. Challenging Compelling Controversial Criteria for good questions

20. Challenging Already known: “Do students abuse Adderall and Ritalin to improve concentration?” Better: “Are universities morally obligated to create educational programs and policies that prevent students from abusing drugs and alcohol?” Criteria for good questions

21. Compelling Trivial: “Is the cafeteria’s food service on weekends convenient for on-campus residents?” Better: “To what extent should colleges provide accessible and convenient services (beyond academic support)?” Criteria for good questions

22. Controversial Pointless: “Is smoking unhealthy?” Better: “If smoking poses a public health risk, shouldn’t it be illegal?” Criteria for good questions

23. For instance: Do students cheat a lot? (fact/existence) What is really considered “cheating”? (definition) Why do students cheat so much? (cause) Is cheating really unethical? (evaluation) What might be done about it? (policy)

24. SO WHAT? BUILDING MORE COMPELLING SUPPORTS James Madison University, Harrisonburg, Virginia CCCC 2015 Kurt Schick Professor of Writing, Rhetoric, & Technical Communication Director of the Learning Centers

25. Argument Structure Claim: what’s controversial or unknown to your audience Support: information that’s known or will be accepted by your audience Linkage: connections between claim and support

26. Types of Support  Evidence  Verification  Illustration

27. Types of Support  Evidence  Verification  Illustration  Where to find them?  What effects will they have?

28. Types of Support  Evidence  Verification  Illustration  Where to find them?  What effects will they have? Supports  Appeals

29. Types of Support Evidence: Something you can observe… experimental data, text, images A “primary” source Typically activates reasoning

30. Example National intelligence “requirement”: Where is Osama bin Laden?

32. Types of Support Evidence Verification: Something you can look up… previous research, theory, testimony A “secondary” source Typically builds and depends on credibility

36. Types of Support Evidence Verification Illustration: Something you can imagine… hypothetical example, story, metaphor An “original” source Often evokes emotion, but can also be used to activate reasoning or build credibility

38. Fitting Supports to Specific Arguments What kinds of support are most effective? What “counts” as good support in a particular or recurring situation?

39. Example: Definitional Argument How do we define “terrorism”? Evidence Verification Illustration

40. Example: Definitional Argument “Common” (dictionary) meaning Terrorism: “the use of violence and threats to intimidate or coerce, especially for political purposes” (Dictionary.com)

41. Example: Definitional Argument Examine related terms “the use of violence and threats to intimidate or coerce, especially for political purposes” (Dictionary.com)

42. Example: Definitional Argument Precedence or etymology 1. Government by intimidation as directed and carried out by the party in power in France during the Revolution of 1789–94; the system of the ‘Terror’ (1793–4) 2. The unofficial or unauthorized use of violence and intimidation in the pursuit of political aims; (originally) such practices used by a government or ruling group (freq. through paramilitary or informal armed groups) in order to maintain its control over a population; (now usually) such practices used by a clandestine or expatriate organization as a means of furthering its aims. (OED)

43. Example: Definitional Argument Official or disciplinary definitions

44. Definitions of Terrorism in the U.S. Code (fbi.gov) 18 U.S.C. § 2331 defines "international terrorism" and "domestic terrorism" for purposes of Chapter 113B of the Code, entitled "Terrorism”: "International terrorism" means activities with the following three characteristics: 1.Involve violent acts or acts dangerous to human life that violate federal or state law; 2.Appear to be intended (i) to intimidate or coerce a civilian population; (ii) to influence the policy of a government by intimidation or coercion; or (iii) to affect the conduct of a government by mass destruction, assassination, or kidnapping; and 3.Occur primarily outside the territorial jurisdiction of the U.S., or transcend national boundaries in terms of the means by which they are accomplished, the persons they appear intended to intimidate or coerce, or the locale in which their perpetrators operate or seek asylum.* "Domestic terrorism" means activities with the following three characteristics: 1.Involve acts dangerous to human life that violate federal or state law; 2.Appear intended (i) to intimidate or coerce a civilian population; (ii) to influence the policy of a government by intimidation or coercion; or (iii) to affect the conduct of a government by mass destruction, assassination. or kidnapping; and 3.Occur primarily within the territorial jurisdiction of the U.S. 8 U.S.C. § 2332b defines the term "federal crime of terrorism" as an offense that: 1.Is calculated to influence or affect the conduct of government by intimidation or coercion, or to retaliate against government conduct; and 2.Is a violation of one of several listed statutes, including § 930(c) (relating to killing or attempted killing during an attack on a federal facility with a dangerous weapon); and § 1114 (relating to killing or attempted killing of officers and employees of the U.S.). * FISA defines "international terrorism" in a nearly identical way, replacing "primarily" outside the U.S. with "totally" outside the U.S. 50 U.S.C. § 1801(c).

45. SO WHAT? FIRST-YEAR TESTIMONY James Madison University, Harrisonburg, Virginia CCCC 2015 Brittany Smith Sophomore Nursing Major

46. HIGH SCHOOL ESSAY Assertion: The significance of psalm 104 is to bring a sense of leadership to a district. Evidence: This is shown when in the Psalm God is described as having a “Voice of thy thunder”. This excerpt displays the Lord’s power over his creations. He is praised greatly in the line, “Oh lord, how manifold are thy works! In wisdom hast thou made them all: The earth is full of thy riches”. Commentary: The purpose of this whole psalm is to create leadership, under which a form of government could be obtained to create more order.

47. CONTROVERSY CATEGORIES What is palliative sedation? (definition)  When is palliative sedation used? (circumstance)  Why is palliative sedation an ethical practice? (evaluation)  What policies would support this practice? (policy)

48. EXPANDING AN ARGUMENT Use a claim that addresses a counterargument. Example: Argument: Palliative sedation is ethical. Counterargument: Importance of patient autonomy

49. EXPANDING AN ARGUMENT Use a claim that addresses a counterargument. Example: An article by Helen Taylor shows the opposing side by discussing the importance of promoting patient autonomy, but also says that it is challenging for medical professionals to agree with their patients sometimes irrational suggestions.

51. References Hurlbert, C. (2012). National Healing. Logan, UT: Utah State University Press. Kantz, M. (1990). Helping students use textual sources persuasively. College English 52(1), 74-91. Schick, K., & Schubert, L. (2014). So What? The Writer’s Argument. New York, NY: Oxford University Press.