31.2: Rogerian Argumentation Part 2 (Classroom Activity)
- Page ID
- 289159
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Case Study #1 (THEN):
During the 4th century BC, the concept of the Common Peace centered on sustainable peace between all Greek city-states—no matter how big, small, powerful, or not so powerful they each were.[Cite “Common Peace”] A nuance that is often overlooked is how each city-state existed in a state of common peace without erasing their self-governance and other freedoms. Pretend you are someone in the 4th century BC witnessing the common peace beginning to fall apart. Argue for the common peace to continue and be repaired. Consider the time, place, and audience. Then, get into groups and write a paragraph for your group’s assigned Rogerian argumentation component without knowing the direction or main ideas that the other groups are choosing to focus on to write their paragraphs. After each group writes their paragraph, each group will present their paragraphs to the whole class by reading it aloud and explaining why the group chose to write the paragraph that way and how it honors the definition of that Rogerian argumentation component. Your group will then have a chance to hear from the whole class on how effective the paragraph was and why. Once each group has shared, the whole class will discuss how well each of the components go together and what improvements could be made to make each of the components go together smoother. If there are not enough groups to cover each of the components, that is okay. Your professor may choose to give each group more than one component or some may be left out. If some components are left out, the whole class can still talk about those components when discussing what could make the components go together smoother. In terms of time management, take approximately 10 minutes to write the paragraph with your group, 10 minutes to hear all groups’ paragraphs, and 10 minutes to discuss improvements and smoother transitions between the components.
Example Distribution of Groups Aligned to the Rogerian Argumentation Components
- Group 1: Introductory (Stating the Issue) Paragraph
- Group 2: Side A: Comprehension Paragraph
- Group 3: Side A: Validation Paragraph
- Group 4: Side B: Conveyance Paragraph
- Group 5: Side B: Validation Paragraph
- Group 6: Concluding Paragraph Part One (Focused on Bonding)
- Group 7: Concluding Paragraph Part Two (Focused on Bridging)
Case Study #2 (NOW):
That was then; this is now. Sustaining a modern common peace still gets challenged in a variety of ways. Pretend you are someone in this present day arguing for a return to or increase of the common peace between religious, ethnic, or other cultural divides in the U.S. Consider the time, place, and audience. Then, get into groups and write a paragraph for your group’s assigned Rogerian argumentation component without knowing the direction or main ideas that the other groups are choosing to focus on to write their paragraphs. After each group writes their paragraph, each group will present their paragraphs to the whole class by reading it aloud and explaining why the group chose to write the paragraph that way and how it honors the definition of that Rogerian argumentation component. Your group will then have a chance to hear from the whole class on how effective the paragraph was and why. Once each group has shared, the whole class will discuss how well each of the components go together and what improvements could be made to make each of the components go together smoother. If there are not enough groups to cover each of the components, that is okay. Your professor may choose to give each group more than one component or some may be left out. If some components are left out, the whole class can still talk about those components when discussing what could make the components go together smoother. In terms of time management, take approximately 10 minutes to write the paragraph with your group, 10 minutes to hear all groups’ paragraphs, and 10 minutes to discuss improvements and smoother transitions between the components.
Example Distribution of Groups Aligned to the Rogerian Argumentation Components
- Group 1: Introductory (Stating the Issue) Paragraph
- Group 2: Side A: Comprehension Paragraph
- Group 3: Side A: Validation Paragraph
- Group 4: Side B: Conveyance Paragraph
- Group 5: Side B: Validation Paragraph
- Group 6: Concluding Paragraph (Focused on Bonding)
- Group 7: Concluding Paragraph (Focused on Bridging)
ANALYZE (15 minutes)
As a class, let’s reflect on the "Then" and "Now" case studies.
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How did the approaches from each group’s paragraph on advocating for common peace in the 4th century BC case compare and contrast to the approaches on advocating for common peace present day? Why do you think those moments of similarity and/or difference occurred?
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What challenges do you think people in the 4th century BC faced when advocating for common peace, and why do you think that is? What challenges do you think people present day face when advocating for common peace, and why do you think that is?
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What might some of the pros and cons have been for using Rogerian argumentation to advocate for common peace in the 4th century BC, and why? What might some of the pros and cons be for using Rogerian argumentation to advocate for common peace in the present day, and why?
EVALUATE (3 minutes)
Exit Ticket (Individually):
In general, what do you think the strengths or limitations are to using Rogerian argumentation, and why? Do you think it is necessary to utilize every component of Rogerian argumentation when trying to persuade someone of one side of an issue? Why or why not?