argument essay

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1/30/15

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Project 1: An Analysis of Argument’s Context

In his introduction of his second chapter “The Contexts of Argument,” Miller asserts:

Whenever we engage in argumentation, we must do more than examine the topic carefully and construct a sound argument in support of our position. We must also take into account our audience, the specific situation we and they are in, the cultural factors that might affect how an audience responds to a particular argument, and even the historical moment we are in as we argue. In short we always argue within a context—actually, within several contexts simultaneously—and we must consider context if we expect to argue effectively. (17)

Your writing task:

In a roughly 3 to 4 page paper, please briefly describe an argument you took part in or witnessed. As you describe the argument, also analyze how the Rhetorical Situation and Context may have affected the way speakers responded to each other, the types of words or speaking style, and affected the types of evidence the speakers used to persuade each other.

The argument you describe could be:

  • Part of a job interview (where you argued you were best for the job)

An argument with a friend (or foe) about a the causes of something or even where, when, or whether to go somewhere or do something

An argument made in a presentation for school or work project, a report, essay, or speech.

  • Or you may describe an argument you saw in a movie or TV show. Check with me about your choice.

    • Begin simply, setting up your paper with two or three sentences, making your intention to describe and analyze this argument clear. And describe the basic rhetorical situation (audience, speaker, topic) and the surrounding circumstances of the context: the place, time, setting, and etc.

    Next, get into a simple but careful description of the argument, analyzing as you go. Describe and Explain:

    • Rhetorical Situation:

      • Audience: Describe the audience. and how might that have shaped shape the argument? What was the relationship between you and your audience? Did the audience see you as an opponent, friend, peer, or expert? Expert? Novice? Friend? Foe? Relative? How long had you known the readers/listeners? What aspects of the audience may have affected your argument (language, evidence, tone): Cultural, Age, Status—class, money, education, disability, rank—Gender, Sexual Orientation, Race/Ethnicity?

  • Setting: Where did this take place
  • Speaker or Writer: Did you have to change your appearance, to persuade? How was the argument presented: written, spoken? Did you have to follow a format for the speech or document. or, the style (formal, informal, professional, casual, etc.)?
  • Topic: What was the topic? How did the topic affect the argument?
  • Purpose/Goal? What kind of argument did you make: to assert an opinion? To win over a listener? To define or identify the meaning of an event, term or concept? Or perhaps the argument was to evaluate options, an argument to inquire about the causes or solution of some problem?
  • Evidence: Did you, the speaker or writer, pick suitable evidence to persuade your audience? How did the audience affect the choices in evidence?
  • Organization: How did you organize your argument?

    • You need not describe and analyze every possible context element in detail. Rather, concentrate on which context elements most affected your argument.

    Finally, finish your paper summing up the most important aspects of the way audience, setting, and circumstances affected your argument.

    Learning Outcomes addressed in this assignment:

    This assignment will encourage practice in Learning Outcomes 1, 3, 4, and 5.

    This assignment encourages writers to explore their own Composing Processes.

    Assessment Criteria Analysis Paper:

    Criteri on:

    A

    Outstanding

    B

    Praiseworthy

    C

    Competent

    D

    Less than competent

    Grammar:

    Error-free

    Mostly

    Several errors, but not serious enough to confuse readers

    Errors cause or frequent serious confusion

    Citations & Use of Text:

    Nearly error-free

    Mostly: 2-3 errors

    Several errors, but not serious enough to confuse readers

    Many errors; or causes serious confusion

    Analysis of Rhetorical Situation & Context:

    Insightful and accurate; shows thorough understanding of Rht/Sit and Context

    Accurate; Good understanding

    Competent understanding, with some weaknesses

    Little understanding; misuse of terms and concepts

    Arrangement:

    Always organized; ideas flow logically and easily

    Mostly organized

    Organized with some misplaced parts or parts that do not relate

    Often confusing organization; ideas and discussion very random

    Details:

    Names, Dates, Places, Facts, Examples

    Abundant relevant examples and details

    Frequent use of details; perhaps some less relevant at times

    Adequate amount of detail; enough to convey and support simple points

    Less than adequate detail to support points; or often irrelevant detail

    Sentence Style:

    Clear, with some effective variety, emphasis, and engagement appropriate for R/S

    Clear with some variety, emphasis, and engagement

    Mostly clear; some unclear

    Many unclear

    Introduction: introduces article; indicates purpose

    Thorough, careful, very clear

    Clear

    Mostly clear

    Confusing; does not introduce work; does not indicate purpose

    Conclusion:

    Sums up paper’s analysis

    Thorough, careful, very clear; leaves reader with insights on topic (R/S)

    Clear

    Mostly clear

    Confusing; does not sum up work

    Format: appropriate for R/S

    Always

    Mostly

    Some flaws

    Frequent Flaws

    Comments:

    To improve your writing:

    Grade and Points: