Writing@CSU: Composition Teaching Resources

Week 12: Monday, November 11th - Friday, November 15th

Goals for this Week

  • Collect the Context and Audience Analysis Report
  • Help students understand the basics of structuring an argument by assigning the PHG reading on structuring arguments on pages 487 - 488. You might consider creating an overhead based on the two pages and leading your students in a discussion of the pros and cons of each organizational strategy. You can emphasize that arguments take many shapes and that there is no single "correct" way to structure an argument. A thesis or a "map" helps readers see where an argument is heading. Responding to opposing arguments shows that a writer is more credible and informed on their issue. Using narration provides a context or background to illustrate what the writer is responding to in society or culture. All of these elements are important aspects of argumentation, but the writer must decide where and when it is best to use them. You may also want to reinforce that a writer needs both reasons and evidence (research) to support their claims. Providing specific evidence accounts for much of the development of an essay.
  • Discuss research strategies and organization. See Resources, below.
  • Review sample arguments about publicly debated issues. During the review, ask students to identify the writer's overall claim, to break the argument into parts and describe what the writer is doing in each part of the argument, to identify and evaluate (in terms of the writing situation model) the overall organization of the argument, and to evaluate the writer’s use of evidence. In carrying out this review, you might decide to use what is called a “Backwards Outline,” a technique designed to help students dissect arguments and examine their parts or structure. Many students complain that this activity “hurts their brains”, but we figure that they're paying us to make them think, so essentially we're doing them a favor. To learn more about backwards outlines, see Resources, below.
  • Help students understand how to analyze a target publication. They will need to select a publication in which to place their argument (e.g., TIME, Newsweek, the Coloradoan, College English, various professional or trade publication, Web sites, and so on). To select an appropriate publication, they should review and, ultimately, subject likely candidates to a careful analysis. The results of the analysis will provide them with enough information to help them determine whether the publication is appropriate for their writing situation. It will also provide them with insights into the typical organization, layout, and types of evidence used by articles in the publication. When you assign the activity to help students conduct this analysis, stress that they should also be aware of the design and format of the publication, since this plays an important role in conveying information and ideas to readers.
  • Assign HyperFolio worksheets for structuring arguments (due by the end of Week 13 - collect in class or via e-mail)
  • Sign up for conferences

Connection to Course Goals

The objective this week is to help students think about organizing and developing their arguments. By looking at sample arguments and discussing such things as claims, reasons, evidence, narration, and opposing arguments, students will begin to see that there are many approaches to writing arguments. We want to show students that there is no single correct way to organize or develop an argument. Rather, the effectiveness of an argument depends on the choices a writer makes in response to his/her audience and context. The HyperFolio assignment will allow students to practice making these choices with their own arguments.

Required Reading and Assignments

  • Read "Outlines for Arguments" and "Developing Arguments" page 487- 488 in PHG.
  • Assign the Analyzing a Publication Tutorial in the CO150 Room on Writing@CSU.
  • Design an assignment where students read two or three arguments (from the PHG or online). Use these samples in class to discuss how each writer makes different choices about structure and development based on their purpose, audience, and context. Most of this can be covered during class, but assign two or three questions for students to think about or respond to when reading each essay. This will encourage critical thinking and promote more discussion. The questions on page 482 in the PHG can be adapted for just about any essay to meet the goals for this activity. The arguments available in the PHG include: "The Internet: A Clear and Present Danger?" by Cathleen A. Cleaver page 458; "The Damnation of A Canyon" by Edward Abbey page 464; "Death and Justice" by Edward Koch page 472; "Death Be Not Proud" by Robert Badinter page 477; and "Death and Justice" by John O'Sullivan page 479. If you are using two or more of the "Death Penalty" essays, consider also assigning the introduction on page 471. In the questions section following the readings you can find Internet addresses for other topic related arguments.
  • Complete the HyperFolio worksheets for structuring arguments.


Research and writing strategies and organization: Prepare a lecture, discussion or activity where you review the following strategies for developing and organizing different parts of an argument. If you prepare a lecture, we suggest that you ask students to take notes.

Writing Introductions

Review the types of strategies for creating introductions (also, see page 314 - 316 in the PHG for additional help with writing lead-ins and introductions):

·        State the Topic: Come right out and say it. Tell your readers what your topic is, what the issue/conversation is you are focusing on, and what your argument aims to do.

·        Define Your Argument: If your readers are familiar with disagreements among authors contributing to your conversation, you can get right to your main point—what you think should be done about the issue or what you think they should know about it. In other words, you can introduce your argument by leading with your thesis statement. By using your thesis statement in your introduction, you can let your readers know, for example, whether you are explaining something, making an argument to convince them of your points, offering a solution to a problem, etc…

·        Define a Problem: Depending on how you define a problem, you’ll call attention to different solutions. There’s a tremendous difference, for instance, between saying, “We have a problem with education: our teachers are not prepared to teach the skills needed in the 21st century” and “We have a problem with education: our students can’t learn the skills needed in the 21st century.”

·        Ask a Question: Asking a question invites your readers to become participants in the conversation you’ve joined by considering solutions to a problem or rethinking approaches to an issue or problem.

·        Tell a Story: Everyone loves a story, assuming it’s told well and has a relevant point. Featured writer Patrick Crossland began his research project with a story about his brother Caleb, a senior in high school and a star wrestler who was beginning the process of applying to colleges and universities.

·        Provide a Historical Account: Historical accounts can help your readers understand the origins of a particular situation, how the situation has changed over time, and how it has affected people.

·        Lead with a Quotation: A quotation allows your readers to hear about the issue under discussion from someone who knows it well or has been affected by it. You can select a quotation that poses a question, defines a problem, or tells a story. You can also use quotations to provide a historical perspective.

·        Review the Situation: You can provide a brief review of the situation, drawing on other sources or on your own synthesis of information about the issue. A brief review can be combined with other strategies, such as asking a question, defining a problem, or defining your argument.

Writing Conclusions

Introduce strategies for concluding an essay:

·        Sum Up Your Argument: Offer a summary of the argument you’ve made in your document.

·        Offer Additional Analysis: Extend your analysis of the issue by offering additional insights.

·        Speculate about the Future: Reflect on what might happen next.

·        Close with a Quotation: Select a quotation that does one of the following:

o       sums up the points you’ve made in your document

o        points to the future of the issue

o       suggests a solution to a problem

o       illustrates what you would like to see happen

·        Close with a Story: Tell a story about the issue you’ve discussed in your document. The story might suggest a potential solution to the problem, offer hope about a desired outcome, or illustrate what might happen if a desired outcome doesn’t come to pass.

·        Link to Your Introduction: This technique is sometimes called a “bookends” approach, since it positions your introduction and conclusion as related “ends” of your document. The basic idea is to turn you conclusion into an extension of your introduction:

o       If your introduction used a quotation, end with a related quotation or respond to the quotation.

o       If your introduction used a story, extend that story or retell it with a different ending.

o       If your introduction asked a question, answer the question, restate the question, or ask a new question.

o       If your introduction defined a problem, provide a solution to the problem, restate the problem, or suggest that readers need to move on to a new problem.

Using Illustrations

Find a few examples (from magazines or Web sites) to illustrate how some writers use illustrations to support their arguments. Pass these around in class:

  • Images (photos, drawings, animations, video, audio)
  • Tables
  • Lists
  • Charts and Graphs

Tell students that they will be expected to include some type of illustration (common to their chosen context) when shaping their final arguments.

Writing Narration

Consider where your argument fits into the larger, ongoing discussion about your issue. Then, provide some setting to show readers what you're responding to so that your essay isn't floating in space. The narration can be personal (a story that you've experienced) cultural (recent trends in society, or a speech or text that you're responding to) or political (recent government-supported actions). By connecting your issue to a something concrete, readers will realize its significance and see the reason for your argument.

Organizing Research

  • Label and group your notes and sources using one or a combination of these methods:

o       chronological order

o       cause > effect

o       beneath multiple approaches or viewpoints

o       compare and contrast

o       strengths and weaknesses

o       problems and solutions

  • Brainstorm connections between your purpose, your claim, your reasons and your evidence and group these ideas accordingly
  • Cluster or create a visual scheme where you sketch out the relationships between your claim, your reason and your evidence.
  • Consider your audience. What reasons and evidence should they hear first? What reasons and evidence should you save for later? Will they be able to follow your organization given what they know about your issue? How much narration or background will they need? What structure lends itself to the greater focus and coherency?
  • Write out a very rough draft and then read through it, drawing lines between related ideas. Use scissors to cut up your draft and try rearranging paragraphs in various orders on the floor. Also, try looking at the argument from the POV of your readers and ask, which order seems most logical and fitting to their needs and interests?

Finding Substantial Evidence

You have already completed research to gain an understanding of the ongoing "conversation" about your particular issue, and to identify the range of positions on the issue. Now you'll need to do further research to 1.) consider the range of opposing arguments for your own argument and 2.) find substantial evidence to support your overall claim and sub claims. Use the following strategies to locate further research.

  • Review the library handout (on your own time) and continue to search online databases.
  • Find periodicals: Here are some of the magazines (beyond more general-audience magazines such as Newsweek and U.S. News and World Report) that may offer articles on important current issues:

- Harper's         - Independent

- Atlantic Monthly   - The Economist

- New Republic      - The Nation

- National Review   - Business Week

- Utne Reader        - The Christian Science Monitor

- The Humanist       - Scientific American

(** Note that this list is by no means comprehensive.)


  • Consult reference texts: Reference texts provide statistics, facts, definitions, demographic, and other useful types of information. You may find them useful especially early in the process of researching your topic.
  • Use live sources. Talk with friends, family, and teachers but also think of ways to use the web to find live sources (i.e. discussion forums, chat-rooms, using schools’ web sites if the research involves schools, etc.). Also, briefly consider how live sources might be useful as evidence for the paper, given the target audience and context for your argument.

Using different Arguing Approaches (from PHG - more traditional vs. Rogerian)

This discussion should give students more of a sense of the different approaches or strategies available to them. Emphasize to students that their argument doesn’t have to be completely traditional or Rogerian. Instead, they might use Rogerian techniques for the most sensitive points in an argument that is otherwise more traditional.

Backwards Outline Analysis Directions: On a sheet of paper, (or on the board) write down the author’s main claim or the controlling idea in the essay. Divide the rest of the paper (or board) into three columns. Then complete the following tasks, one by one:

  • In the left-hand column, write a brief summary of the content and purpose of each paragraph (e.g. Suzy Q example to support argument about body image). If there are two distinct ideas or purposes in the paragraph, write a brief phrase for each.
  • In the middle column, write a sentence that explains the connection between what this paragraph says/does and the overall claim at the top. If you don’t know or it isn’t clear, write a question mark.
  • In the third column, write a sentence that explains the connection between the paragraphs (i.e. paragraph one and paragraph two; paragraph two and paragraph three, and so on). If there is no clear connection, put a question mark in the third column.