iinstructor: Jentery Sayers 
~ classroom: smi 309 
& ougl 101 ~ TTh: 9:30-11:20
Stephen Toulmin’s Approach to Argument (circa 1958)
Three main parts, which are the focus of this course >>>
(1) The Complex Claim
- Is the main idea upon which you are focusing.
- Answers the question: “What’s your point?”
- Is typically an explicit statement.
- Is risky and arguable.
- Is specific.
- Is often longer than a sentence.
Example of an opinion: "I think The Gilmore Girls is the best show ever!" This is an opinion, because it is not arguable. It can rely solely on the subjective beliefs of the speaker/writer.
Example of a boring and obvious claim: "Ways of Seeing is a complex text because of its subject matter and intended audience." This claim is boring and obvious, since no one will disagree with it, or at least no one is interested in disagreeing with it. It is merely descriptive.
Example of a complex claim: "While some may argue that blogs are unreliable sources of information, especially when compared with popular news sources such as CNN and FOX, blogs can offer readers up-to-the-minute commentary and perspectives that are otherwise ignored by the mass media." This claim is complex, because it recognizes counterarguments; is arguable, risky, and timely; and, includes specific examples (CNN and FOX).
When making your claims, be sure to avoid the following false logic:
- Hasty generalization (e.g., "All English 121 classes stink, because this one stinks.")
- The slippery slope (e.g., "If they take away our right to eat a candy bar, then they will eventually take way our right to eat.")
- Red herring or irrelevant conclusion (e.g., "She is beautiful and popular. The reason she just got a job cannot be that she is intelligent.")
- Oversimplification of a situation (e.g., "The protestors just want attention.")
- Lack of evidence to the contrary (e.g., "My claim is correct, because no one has ever argued against it.")
- Personal attack or ad hominem (e.g., "Jentery is wrong, because his shirt is ugly.")
- Ignorance of historical context (e.g., "Wireless networks have always made life a bit easier.")
- Ignorance of perspective (e.g., "I think English rules, so everyone likes English.")
- Appeal to emotion (e.g., "Dogs are ruthless warmongers and blood-hungry animals. Protect your children!")
- The undistributed middle (e.g., "Jentery is in our classroom. Students are often in classrooms. Therefore, Jentery is a student.")
(2) The Support
- Are the statements that back-up your claim.
- Can be facts, data, personal experience, expert opinion, or evidence from other texts.
- Are more likely to convince your audience when they are reliable and comprehensive.
- Should be accurate, precise, and authoritative.
- Should not be abstract or general.
- Should be presented from various angles or perspectives (e.g., "True, some consider the painting to be beautiful. However, they are basing their judgment on a normative and traditional conception of beauty.")
(3) The Warrants
- Are the beliefs, values, inferences, and/or experiences that you are assuming about your audience.
- Are not convincing if they make incorrect assumptions about your audience.
- Are often implicit.
For example: "I need new shoes, because these are dirty." Here, some warrants include that shoes must be replaced when they are dirty; that shoes cannot be clean; and, that dirty shoes justify the money spent on new shoes.
uw english | jentery at u.washington.edu
