31: Rogerian Argumentation Part 2 by Viggy Alexandersson
- Page ID
- 289157
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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 emphasizes the need for innovative solutions to contemporary challenges through collective effort and integrity. It advocates for Rogerian argumentation in addressing conflict and promoting social justice, referencing historical context.
Student Learning Outcomes (SLOs) Present in This Module:
1. Engage in a recursive process of prewriting, drafting, revising, editing, and proofreading
- Students continue developing their arguments, revising drafts, and refining their claims and support, which are core steps in the recursive writing process.
3. Employ a voice, style, and tone appropriate to the topic selected and the rhetorical situation
- The chapter emphasizes the importance of ethos and audience awareness, requiring students to make deliberate choices about how they present their arguments.
4. Direct an argument or explanation to the designated audience
- Activities focus on tailoring arguments to specific audiences, a central element of Aristotelian rhetoric.
5. Establish a clear framework of essay and paragraph organization appropriate to the writing task and the thesis
- Students are expected to organize their arguments logically, following the Aristotelian model.
6. Employ rhetorical strategies consistent with the purpose of the writing task
- The use of ethos, pathos, and logos, as well as logical appeals and counterargument/refutation, are key rhetorical strategies practiced in this chapter.
8. Incorporate reasoning and explanations appropriate to the thesis and its supporting claims
- The focus on logos ensures students develop claims with logical reasoning and clear explanations.
9. Revise work to enhance coherence and clarity while communicating with relevant discourse communities
- Peer review and revision exercises are included, prompting students to refine their arguments for clarity and coherence.
10. Summarize, analyze, and evaluate the arguments, counterarguments, and evidence in the writing of others
- Students analyze sample arguments and practice evaluating the effectiveness of different rhetorical appeals and counterarguments.
- 31.1: Rogerian Argumentation Part 2 (Reading/Media)
- This page discusses the necessity of innovative solutions for 21st-century challenges, emphasizing the importance of collective effort and integrity. It suggests using Rogerian argumentation for conflict resolution to promote social justice, referencing Lincoln's Second Inaugural Address to support these concepts.
- 31.2: Rogerian Argumentation Part 2 (Classroom Activity)
- This page describes a classroom activity centered on promoting "Common Peace" through case studies of ancient Greek city-states and modern America. Students work in groups to craft paragraphs using Rogerian argumentation, followed by class discussions. The activity fosters reflection on historical and contemporary peace efforts, the challenges encountered, and the utility of Rogerian methods.
- 31.3: Rogerian Argumentation Part 2 (Assignment)
- This page offers guidance on transitioning from Rogerian to Toulmin argumentation in a Social Justice Research Essay. It highlights the importance of acknowledging the complexities of social justice issues, noting the limitations of compromise in Rogerian methods. The Toulmin model facilitates a deeper analysis of counterarguments by focusing on evidence. A rubric is also provided, outlining criteria for clarity, recognition of limitations, smooth transitions, and adherence to guidelines.