How to use this template To use this template, replace the inst.docx

How to use this template:
To use this template, replace the instructions written in italic
font with your own discussion text. Be sure to proofread your
work and check it for completeness and accuracy. Delete any
extra text/instructions/references that do not apply to your post.
Then, copy your work and paste it into the discussion window in
class.Week 1, Discussion 1: Initial Post
My personal communication style is…(Here, you should talk
about the “reflect” part of the prompt. You can share your
personal verbal style, writing style, and any concerns you have
about your ability to develop a truly academic argument in this
class.)
I have learned that an academic argument is…(Here, you should
describe an academic argument in your own words, based upon
the items you read in preparation for this discussion. Remember
to describe the four basic elements of an argument.)
A recent argument that I experienced was…(Or, if you do not
wish to outline an argument from your personal experience,
describe the argument presented in the sample paper. Be sure to
identify the four basic elements of the argument, whether
analyzing one from your experience or the student paper.)
After reading the course materials, I have questions about…(Be
sure to clearly state any questions or confusion you have
regarding rhetoric, argument, or styles of argument. Your
classmates can help you find the answers throughout the week.)
References
(If you reference the textbook, instructor guidance, or handout –
which you should – be sure to cite them in-text and add the
references to the end of your post. We are learning to master
APA style in this class and this is a perfect opportunity to begin
your practice. Remember: only items cited in-text should be
listed as a reference. For more information:
https://awc.ashford.edu/cd-in-text-citation-guide.html &
https://awc.ashford.edu/cd-apa-reference-models.html)

Drown, E., & Sole, K. (2013). Writing college research papers
(2nd ed.). San Diego, CA: Bridgepoint Education, Inc.
Flag Burning. (n.d.). Retrieved from
https://cdmsmedia.bridgepointeducation.com/MediaService/Med
iaService.svc/constellation/book/AUWC.12.4/%7Bhandouts%7D
a.8_sample_argument_paper.pdf
Garten, A. (n.d.). ENG122 week 1 Instructor guidance [Course
materials].
Garten, A., & Wilson, J. (2014). An Introduction to Argument
[PDF]. College of Liberal Arts, Ashford University, San Diego,
CA.
ENG122: Composition II
An Introduction to Argument
P a g e | 1
English 122: Composition II
Argument and Rhetoric
An argument can take many forms. An academic argument, at
its root, a method for
communicating a singular position with evidence, logic, and
persuasion. There are essential
elements to all valid arguments, though they may take different
forms.
1. Claim
2. Evidence

3. Counterargument
4. Rebuttal
A successful argument depends upon the delicate balance
between these elements. Imagine a teeter-totter at the
playground. The claim is the basis of the argument, much
like the base of the teeter-totter. A big opposing viewpoint,
called the counterargument, is constantly pushing down on
one side or the other. Balance can only be achieved by
providing enough evidence to support the claim along with
rebuttal of the counterargument.
Essentially, an argument depends on research (evidence) and
finding flaws in opposing
viewpoints (rebuttal). Each claim made in an argument needs
this support to be valid.
Any time you begin to write, you must analyze the rhetorical
situation. This means
identifying the best way to appeal to your audience, and there
are three possible appeals:
logos, ethos, and pathos. These three items form a triangle that
will frame your project. Let’s
take each item and apply it to an argument.
First, we will consider the writer. It seems obvious that you are

the writer. However, who are
you? Are you a student at a university or are you something
else? When writing academic
papers, try to set your other interests and behaviors aside and
write as a scholar. This will make
you a credible writer. Aristotle referred to the credibility
of a speaker or writer as ethos. Ethos is very important
when presenting an argument. To persuade readers to
agree with you, writing must be clearly credible (and
ethical--considering was it good for everyone).
Next, let’s think about the audience. For most papers, the
audience will be Ashford University. How can you
appeal to this audience? University students, faculty, and
staff are educated, detail-oriented, smart, and play a big
role in your success at school. You must find a way to
reach this audience and impress them with your ability
to use shared values and culture to persuade the reader.
Aristotle used the term pathos to describe the humanistic appeal
to emotion and values of your
audience. But appealing to emotions often involves logical
fallacies, so be mindful not to rely

on those to make your argument.
P a g e | 2
A research-based paper will rely heavily upon logos, Aristotle’s
term for an appeal to reason
and logic. An argument will also require attention to reason and
logic to be credible. A simple
formula for logos in an argument is claim + evidence = credible
argument. Other factors, such
as counterarguments and rebuttals, can also play a role in this
equation. All factors should be
analyzed in a logical manner to add credibility to an academic
argument.
Two common types of argument are Classic and Rogerian. How
do the four elements of an
argument fit into these two styles? How do the three points of
the rhetorical triangle fit into
each style?
Classic and Rogerian Arguments
Classic (Aristotelian) Argument

Classic or traditional argument is rooted in Greek philosophy
and rhetoric. Aristotle believed
that every valid argument contained a syllogism. At its roots, a
syllogism is nothing more than a
statement with evidence to support it. The key to understanding
how a syllogism works is the
ability to evaluate or generate proper evidence. In the classical
form, this evidence should work
to convince an audience of the author’s contentions in a fashion
that not only supports their
argument’s major claim, but rebuts all alternative arguments in
a way that is both logical and
decorous. Remember, it is crucial to win your audience over
with logic and credibility, but one
can only accomplish that feat by courting the audience with
rhetoric: “The art of using language
so as to persuade or influence others; the body of rules to be
observed by a speaker or writer in
order that he may express himself with eloquence” (Oxford
English Dictionary, 1910). The
structure below is a basic outline of how a classic argument is
constructed. The sections do not
represent paragraphs; they represent distinct segments of an
argumentative essay and, with the

exception of the introduction and thesis statement, the body of
an essay can be situated in any
fashion that is most effective at convincing a given audience.
Section One: Introduction and Thesis—Your introduction
should describe the rhetorical
situation and give a clear forecast of the material you will cover
in your essay. Your thesis
statement should make a clear, limited, descriptive assertion
and explain why your stance
matters. Example: Failure to pass the recent gun law is a bad
move for public safety because
inexperienced, mentally ill, and unethical people will continue
to have access to firearms.
Section Two: Present the position that you most agree with.
Then, give ample evidence to
support why you hold this view. (Do not use first-person. Use
third-person narrative).
Section Three: Present the position that you most disagree with.
Then, validate the perspective
with a circumstance or situation in which that viewpoint could
or might be correct.
Section Four: While remaining non-offensive in language and
style, provide a rebuttal of the
opposition’s stance by pointing out its fallacies or lack of logos

and ethos.
Section Five: Conclusion—Provide a sound but brief
explanation of your argument and further
direction for your reader.
P a g e | 3
Consensual (Rogerian) Argument
The consensual or Rogerian method is based on the notion that
many contentious issues,
subjects, problems, etc. can be solved by identifying the
“common ground” of all parties
involved and working together toward a common goal. Common
ground is the shared values,
concerns, and constraints of each party. There are no clear
winners or losers in this type of
argument style. The key is that both (or various) parties profit
in some defined fashion while
making concessions or changes that benefit the traditionally
labeled opposition. The structure
below is a basic outline of how a consensual (common ground)
argument is constructed. The

sections do not represent paragraphs; they represent distinct
segments of an argumentative essay
and, with the exception of the introduction and thesis statement,
the body of an essay can be
situated in any fashion that is most effective at convincing a
given audience.
Section One: Introduction and Thesis—Your introduction
should describe the rhetorical
situation and give the audience a clear forecast of the material
you will cover in your essay.
Your thesis statement should make a clear, limited, descriptive
assertion and explain why
your stance matters. However, you need to remember to argue
for a solution that is
acceptable to both perspectives. Your thesis should clearly state
a type of compromise. You
should then be able to expand on that compromise in Section
Three. Example: Though video
games often have positive educational value, children should
not be allowed to play video
games until they are 13 years old.
Section Two: Present the perspective that you disagree with the
most. Make sure you do so with

fair language, and fully develop the perspective from the
constraints in which the stance
might be most valid—i.e. no one is wrong all the time. In what
circumstance might this
perspective be the most correct to select?
Section Three: Present the most valid perspective using logic,
credibility, and ample evidence.
Your research should guide you in the creation of this section.
Section Four: Create common ground/ a Rogerian solution. This
section should convince your
audience that the opposing perspective will benefit from your
stance. The key here is not to
point out why the opposing perspective is faulty, but to explain
why your perspective serves
the greater good or is more logical in the given constraints and
how it benefits the opposing
perspective.
Conclusion: Provide a wrap up and continuation of your
Rogerian solution. It should also
include direction for your audience (i.e., no subject can be
completely solved). Therefore,
you should work toward plausible solutions rather than absolute
remedies.

Rubric
Discussion 1
Distinguished Proficient Basic Below Expectations
Low
Performance
Non-
Performance
Application of
Weekly Readings
The student refers to course
materials and weekly
readings, incorporating the
information into the initial
post and subsequent
responses to classmates.
The student refers to
course materials or weekly
readings, incorporating
information into the initial
post and/or responses to
classmates.
The student refers to course
materials or weekly readings
but does not fully incorporate
the information into posts or

responses.
The student incorporates
some information from
course materials into post
and/or responses. However,
the student does not refer
directly to the course
materials as sources of the
information.
The student attempts to
incorporate some
information from
course materials into
post and/or responses
but does so inaccurately
or incorrectly.
Required post(s) were
not submitted or did
not relate to weekly
readings or course
materials; therefore
application of weekly
readings cannot be
assessed.
General
Content/Subject
Knowledge

The student addresses all
aspects of the prompt in
accordance with the
parameters of the discussion
and demonstrates in-depth
knowledge of the discussion
topic.
accordance with the
parameters of the
discussion and
demonstrates knowledge
of the discussion topic.
accordance with the
parameters of the discussion
and demonstrates basic
knowledge of the discussion
topic.
accordance with the
parameters of the
discussion and
demonstrates limited
understanding of the
content.
The student addresses
some aspects of the

prompt but provides
incorrect or inaccurate
information and
demonstrates little or
no understanding of the
content.
There is no initial
discussion post, or the
post does not address
the discussion prompt
at all.
Critical Thinking
Comprehensively explores
the ideas, thoughts, and
elements of the topic and
provides relevant evidence
and information that
demonstrates clarity,
relevance, depth, breadth,
use of information resources,
and logic, as applicable to the
discussion prompt.
Explores the ideas,
thoughts, and elements of
the topic and provides
relevant evidence and
information that
demonstrates most of the
following: clarity,
relevance, depth, breadth,
use of information

resources, and logic, as
applicable to the discussion
prompt.
Explores the ideas, thoughts,
and elements of the topic and
provides relevant evidence
demonstrates some of the
following: clarity, relevance,
depth, breadth, and use of
information, and logic, as
applicable to the discussion
prompt.
Attempts to explore the
ideas, thoughts, and
elements of the topic and
provide relevant evidence
demonstrates none of the
following: clarity, relevance,
depth, breadth, use of
information resources, and
logic, as applicable to the
discussion prompt.
There is no attempt to
explore the ideas,
thoughts, and elements
of the topic and provide
relevant evidence and
information in either
the original post or
subsequent response
posts within the

discussion.
not submitted;
therefore critical
thinking cannot be
assessed.
Written
Communication
Displays clear control of
syntax and mechanics. The
organization of the work
shows appropriate transitions
and flow between sentences
and paragraphs. Written
work contains no errors and
is very easy to understand.
Displays control of syntax
and mechanics. The
organization shows
transitions and/or flow
between sentences and
paragraphs. Written work
contains only a few errors
and is mostly easy to
understand.
Displays basic control of syntax
and mechanics. The work is

not organized with
appropriate transitions/flow
between sentences and
paragraphs. Written work
contains several errors,
making it difficult to fully
understand.
Displays limited control of
syntax or mechanics. The
work does not include any
transitions and does not
flow easily between
sentences and paragraphs.
Written work contains
major errors.
Fails to display control
of syntax or mechanics,
within the original post
and/or responses.
Organization is also not
present.
not submitted;
therefore written
communication cannot
be assessed.
Engagement/
Participation

The student contributes to
classroom conversations with
at least the minimum number
of replies, all of which were
thoughtful, relevant, and
contributed meaningfully to
the conversation. The
student is fully engaged in
the conversation with
appropriate topic-based
responses. The student
follows-up on replies from
the instructor and/or
classmates and remains
engaged throughout the
learning week.
classroom conversations
with at least the minimum
number of replies, all of
which were thoughtful,
relevant, and contributed
meaningfully to the
conversation. The student
is fully engaged in the
conversation with
appropriate topic-based
responses.

classroom conversations with
the minimum number of
replies that are somewhat
thoughtful, relevant, and
contributed meaningfully to
the conversation. The student
attempts to fully engage in the
conversation with appropriate
topic-based responses.
the classroom conversations
with the minimum number
of replies, but responses are
not relevant or fully aligned
with the discussion topic.
The student attempts to
contribute to the
classroom
conversations with
fewer than the
minimum number of
replies. Responses are
not thoughtful and
relevant, or they do not
contribute meaningfully
to the conversation.
The student does not
participate in the
discussion by
responding to

classmates and/or the
instructor.

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