29: Aristotelian Argumentation Part 3 by Viggy Alexandersson
- Page ID
- 289149
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)This module provides an overview of Aristotelian argumentation centered on social justice and transformative change, detailing two motivational approaches: demonstrative enthymemes that reinforce beliefs and refutative enthymemes that promote new perspectives. It includes a classroom activity focused on these enthymemes and highlights the importance of hidden premises.
Student Learning Outcomes (SLOs) Present in This Module:
1. Engage in a recursive process of prewriting, drafting, revising, editing, and proofreading
- Students continue to develop, revise, and refine their Aristotelian arguments, moving through multiple drafts and incorporating feedback.
2. Engage in a reflective process of evaluating their own drafts and those of others
- Peer review and reflection activities are included, prompting students to assess their own and others’ arguments for clarity, logic, and rhetorical effectiveness.
3. Employ a voice, style, and tone appropriate to the topic selected and the rhetorical situation
- The focus on ethos, as well as tailoring arguments to the rhetorical situation, requires students to make deliberate choices about voice and tone.
4. Direct an argument or explanation to the designated audience
- Students are asked to consider audience expectations and tailor their arguments accordingly, a key element of Aristotelian rhetoric.
5. Establish a clear framework of essay and paragraph organization appropriate to the writing task and the thesis
- The Aristotelian model’s structure (introduction, claim, support, counterargument, conclusion) is emphasized, requiring logical organization.
6. Employ rhetorical strategies consistent with the purpose of the writing task
- Use of ethos, pathos, and logos, as well as counterargument and refutation, are central rhetorical strategies practiced in this chapter.
8. Incorporate reasoning and explanations appropriate to the thesis and its supporting claims
- Students must develop claims with logical reasoning and clear explanations, supporting their thesis throughout the argument.
9. Revise work to enhance coherence and clarity while communicating with relevant discourse communities
- Revision activities are present, with a focus on improving clarity, coherence, and effectiveness of communication.
10. Summarize, analyze, and evaluate the arguments, counterarguments, and evidence in the writing of others
- Students analyze sample arguments, evaluate rhetorical appeals, and provide feedback on peers’ drafts.
- 29.1: Aristotelian Argumentation Part 3 (Reading/Media)
- This page discusses the connection between social justice and transformative change, highlighting two approaches to motivate audiences: appealing to existing beliefs or encouraging a reconsideration of views. It explains that demonstrative enthymemes align with pre-existing beliefs, while refutative enthymemes require a change in perspective, utilizing Aristotelian argumentation to convey these strategies effectively.
- 29.2: Aristotelian Argumentation Part 3 (Classroom Activity)
- This page discusses an exercise on demonstrative and refutative enthymemes, detailing their structure of claims, reasons, and hidden premises. It encourages participants to create examples related to their research and engage in discussions to clarify understanding. The text highlights the significance of hidden premises in arguments, offers evaluation examples, and prompts reflection on their pros and cons, suggesting ways to improve the learning process about enthymemes.
- 29.3: Aristotelian Argumentation Part 3 (Assignment)
- This page discusses the Reverse Peer Feedback 2 Assignment, which evaluates how peers provide feedback on the Aristotelian Argumentation Section for the Social Justice Research Essay Assignment and Transition Section 1 for the Social Justice Research Essay Assignment. It emphasizes constructive criticism, relevance to the topic, and adherence to guidelines while requiring feedback recipients to rate the feedback quality using a rubric.