34.2: Toulmin Argumentation Part 2 (Classroom Activity)
- Page ID
- 305293
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Case Study #1 (THEN):
In Ancient Greece, Athenian democracy weighed whether or not extending citizen privileges to non-citizens supported or undermined their democratic values. Pretend you are someone in Athens circa 300 BCE. Athenian citizens are in disagreement about whether or not a group of free people called metics (i.e., foreigners) should be given several of the democratic rights that Athenian citizens have (e.g., the right to vote, the right to serve in the government, etc.). Argue for why metics should get the right to vote, serve in the government, and/or other privileges typically only given to Athenian citizens. Consider the time, place, and audience. Then, get into groups and write a paragraph for your group’s assigned Toulmin 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 Toulmin 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 Toulmin Argumentation Components
- Group 1: Claim Paragraph
- Group 2: Grounds (Evidence) Paragraph
- Group 3: Warrant (Justification) Paragraph
- Group 4: Backing Paragraph
- Group 5: Qualifier Paragraph
- Group 6: Rebuttal Paragraph
Case Study #2 (NOW):
That was then; this is now. However, distribution of democratic privileges are still debated among people in democratic nations today (e.g., the United States). Pretend you are someone in this present day advocating for why residents with a green card (i.e., permanent residence card) should get the right to vote, serve in the government, and/or other privileges typically only given to United States citizens. Consider the time, place, and audience. Then, get into groups and write a paragraph for your group’s assigned Toulmin 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 Toulmin 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 Toulmin Argumentation Components
- Group 1: Claim Paragraph
- Group 2: Grounds (Evidence) Paragraph
- Group 3: Warrant (Justification) Paragraph
- Group 4: Backing Paragraph
- Group 5: Qualifier Paragraph
- Group 6: Rebuttal Paragraph
ANALYZE (15 minutes)
As a class, let’s reflect on the now and then case studies.
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How did the approaches from each group’s paragraph on advocating for more inclusive democratic privileges in the 300 BCE case compare and contrast to the approaches on advocating for democratic privileges 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 300 BCE faced when advocating for more inclusive democratic privileges, and why do you think that is? What challenges do you think people present day face when advocating for more inclusive democratic privileges, and why do you think that is?
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What might some of the pros and cons have been for using Toulmin argumentation to advocate for more inclusive democratic privileges in 300 BCE, and why? What might some of the pros and cons be for using Toulmin argumentation to advocate for more inclusive democratic privileges 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 Toulmin argumentation, and why? Do you think it is necessary to utilize every component of Toulmin argumentation when trying to persuade someone of one side of an issue? Why or why not?