1. Toulmin Argument Format
English 1301: Composition & Rhetoric I || D. Glen Smith, instructor

2. Basics
is very confrontational; however, unlike Aristotelian Argument, you do not concentrate as heavily on possible reactions from your opponent
Toulmin utilizes more of a strict logos approach to analysis, appealing less to emotions or even to an Aristotelian sense of ethos
it is often labeled as a method of reasoning, to draw conclusions based on provided evidence, either by deduction or induction
English 1301: Composition & Rhetoric I || D. Glen Smith, instructor

3. Elements
In the end, to explain Toulmin, new terminology must be used :
claim: establishes purpose of argument; goal of paper; thesis grounds: statistical evidence, reasons defending p.o.v.; established truths warrants: answers how the grounds support the claim backing: further support showing how well the reasons work qualifiers: provide possible limitations of the claim through words & phrases, such as— probably, in most instances, typically, some, a few, most, many— they show when, how, and why the claim is reliable rebuttals: acknowledge any objections to main claim
see chart CI on p. 344 which breaks down an example argument, element by element
English 1301: Composition & Rhetoric I || D. Glen Smith, instructor

4. Introduction
1. The writer should first gain the audience’s attention in the essay and provide interest to the situation. Remember all paragraphs need five sentences for defense. In this case, you are embellishing the standard purpose of an introduction by establishing the importance of your claim. 2. The writer then declares a claim in a strong, defined fashion, establishing a firm position on an argument. This is the traditional thesis or goal of the paper.
English 1301: Composition & Rhetoric I || D. Glen Smith, instructor

5. Body
1. Provide the data and statistics which back up your original argument. What facts support your position? In other words, provide the grounds for your argument. 2. Establish a warrant which explain through strong analysis of the data you have provided. 3. Through further backing of research defend your analysis. 4. Establish a second and then a third series of Grounds/Warrants/Backing up of evidence. 5. Provide possible rebuttals to the opposition of the original claim as in the Aristotelian method. • concede your opponent has valid points, however, then • the writer refutes these views by showing how the original claim is stronger, more valid
English 1301: Composition & Rhetoric I || D. Glen Smith, instructor

6. Conclusion
Conclusion Seek closure to the full argument by slightly reviewing main points, but resolving the issue at hand through summing up with deductive reasoning from the main grounds, warrants, and backing.
English 1301: Composition & Rhetoric I || D. Glen Smith, instructor

7. Syllogisms & Toulmin / Introduction Statements
Major Premise (Since this/ If this—) / Warrant (general) (Explanation of organization of evidence) Minor Premise (then this) / Grounds (specific) (Evidence/analogy that illustrates evidence) Conclusion (therefore / thus) / Claim (thesis) (Deduction made from major/minor premises) If premises are true, logically the conclusion is also true; you have a sound thesis.
English 1301: Composition & Rhetoric I || D. Glen Smith, instructor

8. Each Paragraph is a Mini-Argument
Topic Sentence establishes a secondary topic/claim
SES establishes example or evidence Grounds (Minor Premise)
Explanation (through analysis) Warrant (Major Premise)
Resulting Deduction Conclusion
Evaluation Connect back to thesis; why information relevant
Each claim made within a paragraph is added together in the resulting conclusion as a firm resolution of the thesis’ validity. The main claim is thus proven a truth. Readers should see the logic by the time they reach the confirming statements within the conclusion.
Topic Sentence 1 + TS 2 + TS 3 + TS 4 + TS 5 + TS 6 = Confirmation of Thesis
English 1301: Composition & Rhetoric I || D. Glen Smith, instructor

9. Qualifiers
Qualifiers provide a strengthening element to the formula by attributing additional meaning:
• Most students dislike Toulmin Argument methods at first.
• Some history instructors expect high academic papers with solid
argument skills.
—but avoid over generalizations:
• Everybody in composition classes these days consult Wikipedia despite its reputation.
Qualifications ensure writers make claims based off the evidence’s
limitations.
English 1301: Composition & Rhetoric I || D. Glen Smith, instructor

10. Rebuttals
Counter arguments may be necessary within these discussions. As with Aristotelian method, a single statement or a full paragraph may suffice as a rebuttal.
While renowned literary critic Harold Bloom believes Edgar Allan Poe is an over-rated author, Dr. Carol Johnson (2009) claims otherwise, establishing Poe as the primary American Gothic short story writer (p. 36).
English 1301: Composition & Rhetoric I || D. Glen Smith, instructor

11. The Most Popular Sesame Street Character
Claim: Elmo is the most important character on Sesame Street.
Grounds/Data: In a preschool poll, 70% of children reported liking Elmo more than other characters. Children laugh on average, 33% more when Elmo is on the screen. In addition, Elmo is shown exercising twice as often as any other character on the show.
Warrant: Elmo has children’s attention more than other characters, and therefore has more potential to make positive changes in preschoolers’ lives.
Backing: Children create many of their habits through mimicry.
Qualifier: Elmo is definitely the most important character on Sesame Street.
Rebuttal: Other characters on Sesame Street may fulfill important roles and model positive behaviors as well; however, Elmo’s importance can be further stressed due to his recent influence financially for the program.
English 1301: Composition & Rhetoric I || D. Glen Smith, instructor