Constructing a Strong Argument
In Unit 3, you learned about rhetorical analysis and the different claims. You also constructed your first persuasive thesis statement for this assignment.
This week, you will take your understanding of rhetoric to the next level by carefully thinking through what you will need for your argument for change.
To start this process off, we will explore the components of rhetoric and how to construct a rhetorical argument that demonstrates our credibility, speaks to the values of our audience, and uses logical reasoning to prove our claims.
We will use the Toulmin model for this argument.
Here's what you need to do this week:
These signal phrases are ideal for analytical writing:
While much of Johnson’s (2014) argument was valid, she employed the ______ fallacy when
she said _____.
When implying ______ (Johnson, 2014) uses a ____ fallacy to _______ the audience.
Establishing the main argument (required for the Unit 4 discussion):
Johnson’s (2014) purpose is to advocate for ____.
Johnson (2014) wants us to ________.
Johnson's (2014) argument is that ________.
Self-compassion skill: Working with stress
When we feel stress, we can get writer’s block, get stuck and be unable to move forward, or our mind can race so that we can’t get clear about what we need to say.
Instead of resisting the stress, try getting curious about it instead. What does it feel like? What stories does it have? What is it trying to protect you from?
Often, when we simply allow our worries a moment, we are able to shift into problem-solving and come up with a solution.
This is a challenging week with a lot of analytical thinking involved. If you get overwhelmed or stressed out by the requirements, try a Compassionate Body Scan.