The three argumenteers

| sketches


(Or arguers, more correctly? But Argumenteers is a fun little reference.)

Logos, ethos, and pathos. =) W- and I would like to help J-, her friends, and other people learn more about critical thinking, rhetoric, argument, and eventually negotiation. Someday I may even make a kid’s book about arguments so that kids (and grown-ups!) can get better at recognizing, identifying, and responding to arguments. First step: pick up more practice ourselves.

The sequence we might work with is:

  1. identify and break down arguments
  2. classify arguments
  3. identify fallacies and respond to them
  4. identify figures of speech and rhetorical effect
  5. repair and respond to stronger arguments

So I’m going to try reading the opinion pages of the New York Times and other news sources and analyzing the arguments there. First up: Teaching to the Text Message, Andy Seslsberg, March 19, 2011.

Argument: Short, Internet-focused writing assignments may be more effective than long writing assignments early in the college curriculum.

1. Long assignments don’t work.
1.1. Support: I’ve been teaching with long writing assignments for years, [so I know what I’m talking about.] 
Support: Students’ long writing assignments are of low quality (“font-size manipulation, plagiarism, cliches”).
1.3 Implied: Teachers don’t have the time to check long writing assignments in depth.
2. Implied: Short Internet-focused writing assignments will be more interesting and more useful.
2.1 Support: Alternative formats get people interested.
2.2 Support: Real-life contexts for communication such as networking e-mails, tweets, or comments will be more relevant to students than essays or book reports.
2.3 Support: Alternative assignments are more like students’ everyday life.
2.4 Support: Writing concisely is useful and more in tune with the world’s needs.
2.5 Support: Great thinkers can pack a lot of thought into a few words. [Therefore students won’t be missing out, and there might be useful ways to connect the lessons to past thinkers.]
3. Support: Short assignments can help students develop better skills and teachers give better feedback.
3.1. Support: Short assignments force clarity and reduce waste.
3.2. Support: Teachers can give short assignments more individual attention. [Implied: More individual attention can help students learn more effectively]
3.3. Support: Short writing assignments encourage conciseness and creativity
3.4 Support: Moderation – colleges can still have long writing assignments later in the curriculum.

Hmm… There must be lots of ways to make rhetoric and argument fun and interesting…

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