The examples in the video show us how argument and persuasion can function successfully (or unsuccessfully) in everyday life. Although the examples provided are in the first person (since they are examples from everyday life), the premise in persuasive writing is the same:
be respectful of potentially opposing positions
use logic to ground your stance
be clear, concise, and precise in the presentation of your argument, using indicator words such as “must,” “should,” “support,” “because,” or “oppose” to present your core argument
Opposing Viewpoints
When making a persuasive argument, it is also important to factor in any counterarguments*, or opposing viewpoints, and consider how to respond to them.
Most topics generate a variety of positions, not simply two positions that sit in direct opposition to each other. In fact, it is helpful to picture the potential positions on any given topic in a circular format rather than imagining two distinct points at opposite ends of a straight line. Few topics lend themselves to such an oversimplified black and white division. As most topics are complex and layered, some of the most potent arguments can be found in the grayer areas. The more complex issues give rise to multiple points of view along a continuum, something writers need to keep in mind.
Take, for example, the topic of sex education in public schools. One position on the topic is the “absolutely not” position held by some people due to their religious and/or moral ideologies. According to this position, sex education should never be taught in America’s public schools under any circumstances. Opposing the “absolutely not” position are a range of positions, not just one. Here are only four of the many possibilities:
Yes, sex education should be taught in public schools, depending on what material is covered.
Yes, if it concentrates on abstinence.
No, if it concentrates on abstinence.
No, if it begins in elementary school.
If you are writing on sex education in public schools, you will have to be familiar with all of the positions on both sides of the argument. Additionally, you will need to understand the reasons people hold these positions. Refuting any opposing position is impossible if you are unfamiliar with the issue as a whole.
The first step in composing a persuasive argument is to do a little preliminary research and brainstorm* topics for your written piece. The next few pages in the module will help you get started.
This week, in your 1-6 Journal assignment, you’ll be asked to look at some issues related to your potential field or degree. Before you practice some brainstorming strategies, it might help to take a look at possible issues related to your field. In Module Two, we’ll take a closer look at conducting keyword searches and gathering sources, but for now, to prepare for brainstorming and constructing your Journal submission this week, you can take a look at some of the Shapiro Library’s databases: CQ Researcher – SAGE, Academic Search Ultimate, and Opposing Viewpoints in Context – Gale. These are not the only library databases you can use, and depending on the issue you choose, you may need to use a different database from the Library’s A–Z Databases list that better matches your topic.
You can do a quick search for topics that relate to your potential field or degree to get a sense of some issues you might want to write on. Then, once you’ve done a preliminary search, take your ideas even further using the following brainstorming activities. If you get stuck or need help, review the ENG-123 Composition Research Guide.
Below you will find explanations of three specific methods for brainstorming* ideas—freewriting, looping, and clustering.
Freewriting
When you freewrite, you acknowledge that there is a wide range of thesis statements that you might settle on. Give yourself some space to think through your topic.
Freewriting is a technique that writers should have in their toolkit as they plan to write. The process lets you just begin writing without feeling like the writing you do at that moment needs to be effective, meaningful, or even good. Even though you’re not creating finished writing, freewriting allows you to do the important work of exploring your topic and your interests without worrying about creating a polished product. It’s simply a way to get thoughts down on paper.
As you freewrite, you choose a topic, set a time limit, and see where the topic leads you. The most important part of freewriting is to make sure that you turn your editorial mind off. Spelling and grammar don’t matter, and you don’t have to worry about writing a coherent piece with an introduction and a conclusion.
After you’re done freewriting, you’ll read over your writing again and find the parts that can be expanded upon or that hold your interest the most.
Remember that a freewrite is not a draft—it is part of the prewriting stage. In most cases, you won’t use a single phrase from your freewrite in any writing that you turn in. Writing that you turn in should be polished and focused; freewrites work best when they aren’t!
Instructions for Freewriting
Decide whether you write faster when writing on paper or typing on the computer. If you use the textbox on the assignment page, your freewrite will be recorded in your notebook.
Decide on a topic before you start. The topic can be general (“driver’s education”) or it might be more specific. An example of a more specific topic might be either of these two topics: “how driver’s education improves driving” or “why states should pay for driver’s education for all drivers, regardless of age or citizenship status.”
Click the begin timer link.
Start writing and don’t stop. Write anything that comes to mind about the topic. Let your ideas run free without worrying about where the ideas are going or whether they are “right” or “wrong.” There are no “bad” ideas at this stage. Don’t correct for grammar or sentence structure; this is not the time for your internal editor to take over! Write down bullet points if you want. Then stop when your time is up (feel free to finish a sentence or two if you’re in the middle of a thought). Be sure to hit save if you’re using the provided textbox.
Finally, read over your writing. This is the most important part! Look over your writing and ask yourself these questions to see if you can find some idea that is worthy of more in-depth thought or research.
Now, read the example of freewriting below:
Freewrite Example
As you loop, it may feel as if you are going in circles, but by asking the right questions, you’ll find that you’re heading somewhere important.
Looping
Looping refers to freewriting sessions performed in succession. The purpose of looping is to take the ideas you discover in your freewriting session that seem most worthy of exploration and freewrite again on those ideas. The process allows you to refine your topic into a more narrow and realistic topic.
To loop your idea, take the idea that emerged as most important in your initial freewrite and do another freewrite—following the freewriting instruction steps previously outlined—with that idea as your starting point.
Remember that the most important part of freewriting is reflecting on your writing. So, after your loop, be sure to ask yourself the same reflective questions you asked during your initial freewrite.
If you’d like to compare a freewriting session against a looping session, compare the loops below to the freewrites from above.
Looping Example #1
Looping Example #2
Looping Example #2
What will I do to earn a living? Right now I’m studying liberal arts and there are a lot of possibilities in front of me, assuming I don’t change my major. There are a lot of things I know I wouldn’t do–no matter how much money I could make. Even if I was desperate, like Stephen King, I wouldn’t dig graves to earn money. I also wouldn’t do anything that would harm animals. And I would never steal from people the way Madoff did. But, as a liberal arts generalist, especially a generalist with some computer skills, I could probably enter any field I wanted to. There really are a lot of choices. Plus, I could always learn on the job. Most businesses have orientation and training programs that help new hires learn what they need in order to do a specific job. And, a lot of places will actually pay for employees to take additional college courses. Of course, I could pay for further education myself if I had to. I could get a Master’s Degree or some other degree that would help me get promotions once I’ve started working. Plus, there’s always stuff I could learn about on my own by doing research on the Internet or by taking some online courses. Things are changing so fast that I’d probably have to take additional courses anyway. Take electrical engineers, for example. I read that by the time they graduate, half their knowledge is obsolete. So maybe I shouldn’t worry too much about what I’m learning right now. Instead, I should concentrate on getting a good solid academic base, rather than a narrow or too-specific body of knowledge. Being able to communicate well is critical for career success, no matter what field I choose and I’ve always had A’s in my written and oral communications classes. Being a good problem-solver is important, too. I like challenges and have often been complimented on my analytical skills. Another thing that’s going to serve me well are my people skills. Everybody tells me I’m both a good leader and a great team player. So, I guess, now that I think about it, I won’t have to dig graves. I should be able to get any job I want…assuming the economy is better by the time I graduate.
Follow-Up Questions
Do I stay on topic in most of the writing, or do I shift to another topic? Am I more interested in my initial or my new topic? ANSWER: I did stay on the topic of my future–work I’d like to do and work I definitely wouldn’t do.
What words are repeated in my writing? ANSWER: “earn a living,” “money,” “job,” “learning”
Which of my ideas can be backed up with research during the subsequent research process? ANSWER: I should be able to research jobs in general, especially those available to liberal arts majors. I’d also have to find out what skills are required for entry-level jobs in certain industries.
Can I identify one or two questions that most of my freewrite responds to? ANSWER: What jobs does a liberal arts degree lead to? How soon does knowledge become obsolete?
Research Question
Topic: Job economy
Research Question: What can one do with a liberal arts degree?
Clustering
Clustering is another method of brainstorming ideas. You can use it by itself, or you can organize some of the ideas you discovered during your freewrite. Watch the following video to learn more about the clustering method.
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