{"id":264,"date":"2019-12-07T11:40:33","date_gmt":"2019-12-07T11:40:33","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/coreqenglish1\/chapter\/text-toulmins-schema\/"},"modified":"2025-02-19T00:46:05","modified_gmt":"2025-02-19T00:46:05","slug":"organizing-an-argument","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/englishcomp1\/chapter\/organizing-an-argument\/","title":{"raw":"Organizing an Argument","rendered":"Organizing an Argument"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3>Learning Objectives<\/h3>\r\n<ul>\r\n \t<li>Examine methods for organizing an argument, such as Toulmin's schema<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2>Organizing the Argument<\/h2>\r\nThere are several effective ways to organize an argument so that you have room for rebuttal. Using the block method, you could present your ideas first, then refute the counterarguments towards the end of your essay, before the conclusion. You could also use incorporate the rebuttal throughout the entire essay, by introducing the possible counterargument to each of your claims and the rebuttal in each body paragraph.\r\n\r\nNo matter which method of organization you use, the important thing is to systematically address the counterarguments to your viewpoints and provide support for your claims.\u00a0For example, you could follow the Aristotelian, or classical, argumentative essay framework, in which you present your side of the issue first, then address the opposition, then provide evidence supporting your side of the issue. It looks like this:\r\n<ol>\r\n \t<li><strong>Introduce your issue.<\/strong>\u00a0At the end of your introduction, most professors will ask you to present your thesis. The idea is to present your readers with your main point and then dig into it.<\/li>\r\n \t<li><strong>Present your case\u00a0<\/strong>by explaining the issue in detail and why something must be done or a way of thinking is not working. This will take place over several paragraphs.<\/li>\r\n \t<li><strong>Address the opposition.<\/strong>\u00a0Use a few paragraphs to explain the other side. Refute the opposition one point at a time.<\/li>\r\n \t<li><strong>Provide your proof.<\/strong>\u00a0After you address the other side, you\u2019ll want to provide clear evidence that your side is the best side.<\/li>\r\n \t<li><strong>Present your conclusion.<\/strong>\u00a0In your conclusion, you should remind your readers of your main point or thesis and summarize the key points of your argument. If you are arguing for some kind of change, this is a good place to give your audience a call to action. Tell them what they could do to make a change.<\/li>\r\n<\/ol>\r\n<h3 class=\"p3\"><span class=\"s1\"><b>Toulmin's Schema<\/b><\/span><\/h3>\r\nThe Toulmin method, developed by philosopher\u00a0Stephen Toulmin<strong>,<\/strong>\u00a0is another tool that's helpful in analyzing an argument and identifying the rebuttal.\r\n\r\nThere are six elements for analyzing or presenting arguments that are important to the Toulmin method. When you\u2019re analyzing arguments as a reader, you can look for these elements to help you understand the argument and evaluate its validity. When you\u2019re writing an argument, you can include\u00a0these same elements to ensure your audience will see the validity of your claims. You can also use these elements to help outline your argument in the early stages of your writing.\r\n<p class=\"p1\">These are the six parts of an argument in Toulmin's Schema:<\/p>\r\n\r\n<ol class=\"ol1\">\r\n \t<li class=\"li4\"><span class=\"s1\"><strong>Claim<\/strong>: conclusions whose merit must be established. For example, if a person tries to convince a listener that he is a British citizen, the claim would be \"I am a British citizen.\"<\/span><\/li>\r\n \t<li class=\"li4\"><span class=\"s1\"><strong>Data<\/strong>: the facts appealed to as a foundation for the claim. For example, the person introduced in 1 can support his claim with the supporting data \"I was born in Bermuda.\"<\/span>\r\n\r\n[caption id=\"attachment_2957\" align=\"alignright\" width=\"300\"]<img class=\"wp-image-2957 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4975\/2019\/12\/02172853\/digital-marketing-1433427_1920-300x200.jpg\" alt=\"A pie chart and a line graph on a computer screen.\" width=\"300\" height=\"200\" \/> <strong>Figure 1<\/strong>. Step 2 of Toulmin's schema is using data to support the claim(s) that were made in Step 1.[\/caption]<\/li>\r\n \t<li class=\"li4\"><span class=\"s1\"><strong>Warrant<\/strong>: the statement authorizing the movement from the data to the claim. In order to move from the data established in 2, \"I was born in Bermuda,\" to the claim in 1, \"I am a British citizen,\" the person must supply a warrant to bridge the gap between 1 &amp; 2 with the statement \"A man born in Bermuda will legally be a British citizen.\" Toulmin stated that an argument is only as strong as its weakest warrant and if a warrant isn't valid, then the whole argument collapses. Therefore, it is important to have strong, valid warrants.<\/span><\/li>\r\n \t<li class=\"li4\"><span class=\"s1\"><strong>Backing<\/strong>: facts that give credibility to the statement expressed in the warrant; backing must be introduced when the warrant itself is not convincing enough to the readers or the listeners. For example, if the listener does not deem the warrant as credible, the speaker would supply legal documents as backing statement to show that it is true that \"A man born in Bermuda will legally be a British citizen.\"<\/span><\/li>\r\n \t<li class=\"li4\"><span class=\"s1\"><strong>Rebuttal<\/strong>: statements recognizing the restrictions to which the claim may legitimately be applied. The rebuttal is exemplified as follows, \"A man born in Bermuda will legally be a British citizen, unless he has betrayed Britain and become a spy of another country.\"<\/span><\/li>\r\n \t<li class=\"li4\"><span class=\"s1\"><strong>Qualifier<\/strong>: words or phrases expressing how certain the author\/speaker is concerning the claim. Such words or phrases include \"possible,\" \"probably,\" \"impossible,\" \"certainly,\" \"presumably,\" \"as far as the evidence goes,\" or \"necessarily.\" The claim \"I am definitely a British citizen\" has a greater degree of force than the claim \"I am a British citizen, presumably.\"<\/span><\/li>\r\n<\/ol>\r\n<span class=\"s1\">The first three elements (claim, data, and warrant) are considered as the essential components of practical arguments, while the final three elements (backing, rebuttal, and qualifier) may not be needed in all\u00a0arguments.<\/span>\r\n<div class=\"textbox exercises\">\r\n<h3>Watch It<\/h3>\r\nThe following video introduces the components of the Toulmin model.\r\n\r\n<iframe src=\"\/\/plugin.3playmedia.com\/show?mf=4759367&amp;p3sdk_version=1.10.1&amp;p=20361&amp;pt=375&amp;video_id=D-YPPQztuOY&amp;video_target=tpm-plugin-yn1mrj7a-D-YPPQztuOY\" width=\"800px\" height=\"450px\" frameborder=\"0\" marginwidth=\"0px\" marginheight=\"0px\" data-mce-fragment=\"1\"><\/iframe>\r\n\r\nYou can view the\u00a0<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/course-building\/English+Comp\/Transcripts\/TheToulminModelOfArgumentation_transcript.rtf\">transcript for \"The Toulmin Model of Argumentation\" here (download).<\/a>\r\n\r\n[caption id=\"attachment_605\" align=\"aligncenter\" width=\"960\"]<img class=\"wp-image-605 size-full\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/04\/05231935\/Toulmin_Argumentation_Example.gif\" alt=\"Flow Chart. Fact: Rick has fair skin, red hair and freckles, and he sunbathed all day yesterday. A blue line moves right, and drops down to two pieces. First, Warrant: People with fair skin, red hair and freckles usually get sunburnt easily. Second, Backing: Those people have little melanin in their skin. Melanin protects against sunburn. Continuing on the blue line to the right, we see another two sections. First, (probably) Conclusion: Rick will probably get seriously sunburnt. Second, Rebuttal: Rick's parents both have fair skin, red hair and freckles, and they never seem to get sunburnt however much they sit outside.\" width=\"960\" height=\"720\" \/> <strong>Figure 2<\/strong>. This image shows how conclusions are reached, using the Toulmin model of arguments.[\/caption]\r\n\r\n<\/div>\r\n<div class=\"textbox examples\">\r\n<h3>Examples: Toulmin's Method<\/h3>\r\n<h4>Example 1<\/h4>\r\n<p class=\"p1\"><span class=\"s1\">Suppose you watch a commercial for a product that promises to give you whiter teeth. Here are the basic parts of the argument behind the commercial:<\/span><\/p>\r\n\r\n<ol class=\"ol1\">\r\n \t<li class=\"li4\"><span class=\"s1\"><strong>Claim<\/strong>: You should buy our tooth-whitening product.<\/span><\/li>\r\n \t<li class=\"li4\"><span class=\"s1\"><strong>Data<\/strong>: Studies show that teeth are 50% whiter after using the product for a specified time.<\/span><\/li>\r\n \t<li class=\"li4\"><span class=\"s1\"><strong>Warrant<\/strong>: People want whiter teeth.<\/span><\/li>\r\n \t<li class=\"li4\"><span class=\"s1\"><strong>Backing<\/strong>: Celebrities want whiter teeth.<\/span><\/li>\r\n \t<li class=\"li4\"><span class=\"s1\"><strong>Rebuttal<\/strong>: Commercial says \"unless you don't want to show your real smile.\"<\/span><\/li>\r\n \t<li class=\"li4\"><span class=\"s1\"><strong>Qualifier<\/strong>: Fine print says \"product must be used six weeks for results.\"<\/span><\/li>\r\n<\/ol>\r\n<p class=\"p1\"><span class=\"s1\">Notice that those commercials don't usually bother trying to convince you that you want whiter teeth; instead, they assume that you have bought into the value our culture places on whiter teeth. When an assumption\u2014a warrant in Toulmin's terms\u2014is unstated, it's called an implicit warrant. Sometimes, however, the warrant may need to be stated because it is a powerful part of the argument. When the warrant is stated, it's called an explicit warrant.<\/span><\/p>\r\n\r\n<h4>Example 2<\/h4>\r\n<ol class=\"ol1\">\r\n \t<li class=\"li4\"><span class=\"s1\"><strong>Claim<\/strong>: People should probably own a gun.<\/span><\/li>\r\n \t<li class=\"li4\"><span class=\"s1\"><strong>Data<\/strong>: Studies show that people who own a gun are less likely to be mugged.<\/span><\/li>\r\n \t<li class=\"li4\"><span class=\"s1\"><strong>Warrant<\/strong>: People want to be safe.<\/span><\/li>\r\n \t<li class=\"li4\"><span class=\"s1\"><strong>Backing<\/strong>: May not be necessary. In this case, it is common sense that people want to be safe.<\/span><\/li>\r\n \t<li class=\"li4\"><span class=\"s1\"><strong>Rebuttal<\/strong>: Not everyone should own a gun. Children and those will mental disorders\/problems should not own a gun.<\/span><\/li>\r\n \t<li class=\"li4\"><span class=\"s1\"><strong>Qualifier<\/strong>: The word \"probably\" in the claim.<\/span><\/li>\r\n<\/ol>\r\nHow would you assess the strength of the warrant in this argument?\r\n<h4>Example 3<\/h4>\r\n<ol class=\"ol1\">\r\n \t<li class=\"li4\"><span class=\"s1\"><strong>Claim<\/strong>: Flag burning should be unconstitutional in most cases.<\/span><\/li>\r\n \t<li class=\"li4\"><span class=\"s1\"><strong>Data<\/strong>: A national poll says that 60% of Americans want flag burning to be unconstitutional.<\/span><\/li>\r\n \t<li class=\"li4\"><span class=\"s1\"><strong>Warrant<\/strong>: People want to respect the flag.<\/span><\/li>\r\n \t<li class=\"li4\"><span class=\"s1\"><strong>Backing<\/strong>: Official government procedures for the disposal of flags.<\/span><\/li>\r\n \t<li class=\"li4\"><span class=\"s1\"><strong>Rebuttal<\/strong>: Not everyone in the U.S. respects the flag.<\/span><\/li>\r\n \t<li class=\"li4\"><span class=\"s1\"><strong>Qualifier<\/strong>: The phrase \"in most cases.\"<\/span><\/li>\r\n<\/ol>\r\n<p class=\"p1\">How would you assess the strength of the data\u00a0in this argument?<\/p>\r\n\r\n<\/div>\r\n<div class=\"textbox exercises\">\r\n<h3>Link to Learning<\/h3>\r\nNow that you have had the chance to learn about Toulmin, it\u2019s\u00a0time to see what a Toulmin argument might look like. <a href=\"https:\/\/oerfiles.s3-us-west-2.amazonaws.com\/WM+English+Composition+I\/Excelsior+Resources\/Toulmin+Argument.docx\" target=\"_blank\" rel=\"noopener\">Here you\u2019ll see a sample argumentative essay<\/a>, written according to MLA formatting guidelines, with a particular emphasis on Toulmin elements.\r\n\r\n<\/div>","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Learning Objectives<\/h3>\n<ul>\n<li>Examine methods for organizing an argument, such as Toulmin&#8217;s schema<\/li>\n<\/ul>\n<\/div>\n<h2>Organizing the Argument<\/h2>\n<p>There are several effective ways to organize an argument so that you have room for rebuttal. Using the block method, you could present your ideas first, then refute the counterarguments towards the end of your essay, before the conclusion. You could also use incorporate the rebuttal throughout the entire essay, by introducing the possible counterargument to each of your claims and the rebuttal in each body paragraph.<\/p>\n<p>No matter which method of organization you use, the important thing is to systematically address the counterarguments to your viewpoints and provide support for your claims.\u00a0For example, you could follow the Aristotelian, or classical, argumentative essay framework, in which you present your side of the issue first, then address the opposition, then provide evidence supporting your side of the issue. It looks like this:<\/p>\n<ol>\n<li><strong>Introduce your issue.<\/strong>\u00a0At the end of your introduction, most professors will ask you to present your thesis. The idea is to present your readers with your main point and then dig into it.<\/li>\n<li><strong>Present your case\u00a0<\/strong>by explaining the issue in detail and why something must be done or a way of thinking is not working. This will take place over several paragraphs.<\/li>\n<li><strong>Address the opposition.<\/strong>\u00a0Use a few paragraphs to explain the other side. Refute the opposition one point at a time.<\/li>\n<li><strong>Provide your proof.<\/strong>\u00a0After you address the other side, you\u2019ll want to provide clear evidence that your side is the best side.<\/li>\n<li><strong>Present your conclusion.<\/strong>\u00a0In your conclusion, you should remind your readers of your main point or thesis and summarize the key points of your argument. If you are arguing for some kind of change, this is a good place to give your audience a call to action. Tell them what they could do to make a change.<\/li>\n<\/ol>\n<h3 class=\"p3\"><span class=\"s1\"><b>Toulmin&#8217;s Schema<\/b><\/span><\/h3>\n<p>The Toulmin method, developed by philosopher\u00a0Stephen Toulmin<strong>,<\/strong>\u00a0is another tool that&#8217;s helpful in analyzing an argument and identifying the rebuttal.<\/p>\n<p>There are six elements for analyzing or presenting arguments that are important to the Toulmin method. When you\u2019re analyzing arguments as a reader, you can look for these elements to help you understand the argument and evaluate its validity. When you\u2019re writing an argument, you can include\u00a0these same elements to ensure your audience will see the validity of your claims. You can also use these elements to help outline your argument in the early stages of your writing.<\/p>\n<p class=\"p1\">These are the six parts of an argument in Toulmin&#8217;s Schema:<\/p>\n<ol class=\"ol1\">\n<li class=\"li4\"><span class=\"s1\"><strong>Claim<\/strong>: conclusions whose merit must be established. For example, if a person tries to convince a listener that he is a British citizen, the claim would be &#8220;I am a British citizen.&#8221;<\/span><\/li>\n<li class=\"li4\"><span class=\"s1\"><strong>Data<\/strong>: the facts appealed to as a foundation for the claim. For example, the person introduced in 1 can support his claim with the supporting data &#8220;I was born in Bermuda.&#8221;<\/span>\n<div id=\"attachment_2957\" style=\"width: 310px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-2957\" class=\"wp-image-2957 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4975\/2019\/12\/02172853\/digital-marketing-1433427_1920-300x200.jpg\" alt=\"A pie chart and a line graph on a computer screen.\" width=\"300\" height=\"200\" \/><\/p>\n<p id=\"caption-attachment-2957\" class=\"wp-caption-text\"><strong>Figure 1<\/strong>. Step 2 of Toulmin&#8217;s schema is using data to support the claim(s) that were made in Step 1.<\/p>\n<\/div>\n<\/li>\n<li class=\"li4\"><span class=\"s1\"><strong>Warrant<\/strong>: the statement authorizing the movement from the data to the claim. In order to move from the data established in 2, &#8220;I was born in Bermuda,&#8221; to the claim in 1, &#8220;I am a British citizen,&#8221; the person must supply a warrant to bridge the gap between 1 &amp; 2 with the statement &#8220;A man born in Bermuda will legally be a British citizen.&#8221; Toulmin stated that an argument is only as strong as its weakest warrant and if a warrant isn&#8217;t valid, then the whole argument collapses. Therefore, it is important to have strong, valid warrants.<\/span><\/li>\n<li class=\"li4\"><span class=\"s1\"><strong>Backing<\/strong>: facts that give credibility to the statement expressed in the warrant; backing must be introduced when the warrant itself is not convincing enough to the readers or the listeners. For example, if the listener does not deem the warrant as credible, the speaker would supply legal documents as backing statement to show that it is true that &#8220;A man born in Bermuda will legally be a British citizen.&#8221;<\/span><\/li>\n<li class=\"li4\"><span class=\"s1\"><strong>Rebuttal<\/strong>: statements recognizing the restrictions to which the claim may legitimately be applied. The rebuttal is exemplified as follows, &#8220;A man born in Bermuda will legally be a British citizen, unless he has betrayed Britain and become a spy of another country.&#8221;<\/span><\/li>\n<li class=\"li4\"><span class=\"s1\"><strong>Qualifier<\/strong>: words or phrases expressing how certain the author\/speaker is concerning the claim. Such words or phrases include &#8220;possible,&#8221; &#8220;probably,&#8221; &#8220;impossible,&#8221; &#8220;certainly,&#8221; &#8220;presumably,&#8221; &#8220;as far as the evidence goes,&#8221; or &#8220;necessarily.&#8221; The claim &#8220;I am definitely a British citizen&#8221; has a greater degree of force than the claim &#8220;I am a British citizen, presumably.&#8221;<\/span><\/li>\n<\/ol>\n<p><span class=\"s1\">The first three elements (claim, data, and warrant) are considered as the essential components of practical arguments, while the final three elements (backing, rebuttal, and qualifier) may not be needed in all\u00a0arguments.<\/span><\/p>\n<div class=\"textbox exercises\">\n<h3>Watch It<\/h3>\n<p>The following video introduces the components of the Toulmin model.<\/p>\n<p><iframe loading=\"lazy\" src=\"\/\/plugin.3playmedia.com\/show?mf=4759367&amp;p3sdk_version=1.10.1&amp;p=20361&amp;pt=375&amp;video_id=D-YPPQztuOY&amp;video_target=tpm-plugin-yn1mrj7a-D-YPPQztuOY\" width=\"800px\" height=\"450px\" frameborder=\"0\" marginwidth=\"0px\" marginheight=\"0px\" data-mce-fragment=\"1\"><\/iframe><\/p>\n<p>You can view the\u00a0<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/course-building\/English+Comp\/Transcripts\/TheToulminModelOfArgumentation_transcript.rtf\">transcript for &#8220;The Toulmin Model of Argumentation&#8221; here (download).<\/a><\/p>\n<div id=\"attachment_605\" style=\"width: 970px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-605\" class=\"wp-image-605 size-full\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/04\/05231935\/Toulmin_Argumentation_Example.gif\" alt=\"Flow Chart. Fact: Rick has fair skin, red hair and freckles, and he sunbathed all day yesterday. A blue line moves right, and drops down to two pieces. First, Warrant: People with fair skin, red hair and freckles usually get sunburnt easily. Second, Backing: Those people have little melanin in their skin. Melanin protects against sunburn. Continuing on the blue line to the right, we see another two sections. First, (probably) Conclusion: Rick will probably get seriously sunburnt. Second, Rebuttal: Rick's parents both have fair skin, red hair and freckles, and they never seem to get sunburnt however much they sit outside.\" width=\"960\" height=\"720\" \/><\/p>\n<p id=\"caption-attachment-605\" class=\"wp-caption-text\"><strong>Figure 2<\/strong>. This image shows how conclusions are reached, using the Toulmin model of arguments.<\/p>\n<\/div>\n<\/div>\n<div class=\"textbox examples\">\n<h3>Examples: Toulmin&#8217;s Method<\/h3>\n<h4>Example 1<\/h4>\n<p class=\"p1\"><span class=\"s1\">Suppose you watch a commercial for a product that promises to give you whiter teeth. Here are the basic parts of the argument behind the commercial:<\/span><\/p>\n<ol class=\"ol1\">\n<li class=\"li4\"><span class=\"s1\"><strong>Claim<\/strong>: You should buy our tooth-whitening product.<\/span><\/li>\n<li class=\"li4\"><span class=\"s1\"><strong>Data<\/strong>: Studies show that teeth are 50% whiter after using the product for a specified time.<\/span><\/li>\n<li class=\"li4\"><span class=\"s1\"><strong>Warrant<\/strong>: People want whiter teeth.<\/span><\/li>\n<li class=\"li4\"><span class=\"s1\"><strong>Backing<\/strong>: Celebrities want whiter teeth.<\/span><\/li>\n<li class=\"li4\"><span class=\"s1\"><strong>Rebuttal<\/strong>: Commercial says &#8220;unless you don&#8217;t want to show your real smile.&#8221;<\/span><\/li>\n<li class=\"li4\"><span class=\"s1\"><strong>Qualifier<\/strong>: Fine print says &#8220;product must be used six weeks for results.&#8221;<\/span><\/li>\n<\/ol>\n<p class=\"p1\"><span class=\"s1\">Notice that those commercials don&#8217;t usually bother trying to convince you that you want whiter teeth; instead, they assume that you have bought into the value our culture places on whiter teeth. When an assumption\u2014a warrant in Toulmin&#8217;s terms\u2014is unstated, it&#8217;s called an implicit warrant. Sometimes, however, the warrant may need to be stated because it is a powerful part of the argument. When the warrant is stated, it&#8217;s called an explicit warrant.<\/span><\/p>\n<h4>Example 2<\/h4>\n<ol class=\"ol1\">\n<li class=\"li4\"><span class=\"s1\"><strong>Claim<\/strong>: People should probably own a gun.<\/span><\/li>\n<li class=\"li4\"><span class=\"s1\"><strong>Data<\/strong>: Studies show that people who own a gun are less likely to be mugged.<\/span><\/li>\n<li class=\"li4\"><span class=\"s1\"><strong>Warrant<\/strong>: People want to be safe.<\/span><\/li>\n<li class=\"li4\"><span class=\"s1\"><strong>Backing<\/strong>: May not be necessary. In this case, it is common sense that people want to be safe.<\/span><\/li>\n<li class=\"li4\"><span class=\"s1\"><strong>Rebuttal<\/strong>: Not everyone should own a gun. Children and those will mental disorders\/problems should not own a gun.<\/span><\/li>\n<li class=\"li4\"><span class=\"s1\"><strong>Qualifier<\/strong>: The word &#8220;probably&#8221; in the claim.<\/span><\/li>\n<\/ol>\n<p>How would you assess the strength of the warrant in this argument?<\/p>\n<h4>Example 3<\/h4>\n<ol class=\"ol1\">\n<li class=\"li4\"><span class=\"s1\"><strong>Claim<\/strong>: Flag burning should be unconstitutional in most cases.<\/span><\/li>\n<li class=\"li4\"><span class=\"s1\"><strong>Data<\/strong>: A national poll says that 60% of Americans want flag burning to be unconstitutional.<\/span><\/li>\n<li class=\"li4\"><span class=\"s1\"><strong>Warrant<\/strong>: People want to respect the flag.<\/span><\/li>\n<li class=\"li4\"><span class=\"s1\"><strong>Backing<\/strong>: Official government procedures for the disposal of flags.<\/span><\/li>\n<li class=\"li4\"><span class=\"s1\"><strong>Rebuttal<\/strong>: Not everyone in the U.S. respects the flag.<\/span><\/li>\n<li class=\"li4\"><span class=\"s1\"><strong>Qualifier<\/strong>: The phrase &#8220;in most cases.&#8221;<\/span><\/li>\n<\/ol>\n<p class=\"p1\">How would you assess the strength of the data\u00a0in this argument?<\/p>\n<\/div>\n<div class=\"textbox exercises\">\n<h3>Link to Learning<\/h3>\n<p>Now that you have had the chance to learn about Toulmin, it\u2019s\u00a0time to see what a Toulmin argument might look like. <a href=\"https:\/\/oerfiles.s3-us-west-2.amazonaws.com\/WM+English+Composition+I\/Excelsior+Resources\/Toulmin+Argument.docx\" target=\"_blank\" rel=\"noopener\">Here you\u2019ll see a sample argumentative essay<\/a>, written according to MLA formatting guidelines, with a particular emphasis on Toulmin elements.<\/p>\n<\/div>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-264\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Revision and Adaptation. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Toulmin&#039;s Schema. <strong>Provided by<\/strong>: Utah State University. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/ocw.usu.edu\/English\/intermediate-writing\/english-2010\/-2010\/toulmins-schema.html\">http:\/\/ocw.usu.edu\/English\/intermediate-writing\/english-2010\/-2010\/toulmins-schema.html<\/a>. <strong>Project<\/strong>: Intermediate Writing: Research Writing in a Persuasive Mode. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>Toulmin Argument and Types of Argument. <strong>Provided by<\/strong>: Excelsior College OWL. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/owl.excelsior.edu\/argument-and-critical-thinking\/organizing-your-argument\/organizing-your-argument-toulmin\/\">https:\/\/owl.excelsior.edu\/argument-and-critical-thinking\/organizing-your-argument\/organizing-your-argument-toulmin\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Image of computer screen. <strong>Authored by<\/strong>: Photo Mix. <strong>Provided by<\/strong>: Pixabay. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/pixabay.com\/photos\/digital-marketing-technology-1433427\/\">https:\/\/pixabay.com\/photos\/digital-marketing-technology-1433427\/<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: https:\/\/pixabay.com\/service\/terms\/#license<\/li><li>The Toulmin Model of Argumentation. <strong>Authored by<\/strong>: David Wright. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/youtu.be\/D-YPPQztuOY\">https:\/\/youtu.be\/D-YPPQztuOY<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Image of example about Rick. <strong>Authored by<\/strong>: Chiswick Chap. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Toulmin_Argumentation_Example.gif\">https:\/\/commons.wikimedia.org\/wiki\/File:Toulmin_Argumentation_Example.gif<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":29,"menu_order":19,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Toulmin\\'s Schema\",\"author\":\"\",\"organization\":\"Utah State University\",\"url\":\"http:\/\/ocw.usu.edu\/English\/intermediate-writing\/english-2010\/-2010\/toulmins-schema.html\",\"project\":\"Intermediate Writing: Research Writing in a Persuasive Mode\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Revision and Adaptation\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Toulmin Argument and Types of Argument\",\"author\":\"\",\"organization\":\"Excelsior College 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