CollegeWriting.info: "The Way of Argument" Section Introduction

What is argument? It was recognized thousands of years ago by the Greeks, among others, as being one of the most important forms of thinking, speaking, and writing. Argument is a difference of opinion: a communicative act in which there is disagreement between at least two different sides. In education and the professional world, it is a mental, intellectual, and/or verbal event, with emotion or physical action supposedly nonexistent or, more accurately, a secondary function: feelings may sometimes be strong, but in a good educational or professional situation, people are--in theory, at least--supposed to put aside their feelings sufficiently to arrive at the truth.

Argument most commonly exists between two people, two sides, or sometimes--especially in professional situations--as a problem and a solution. However, there can be multiple people, sides, or solutions. These are, however, just the external appearances of argument. The most common form of argument, perhaps, is in our own thinking: we consider the pros and cons, the problems and solutions, of many situations, needs, and beliefs in our own thoughts from a relatively young age. It is a mark of our mental and emotional maturity that as we grow older, we learn to be increasingly more logical, balanced, and perceptive in gathering data and weighing each side carefully when we are thinking our way through our choices. Thus argument is at the heart of some of our best thinking as mature, intelligent adults.

How common is argument? Perhaps it is as old as modern human beings, as old as the oldest culture, and one of the first types of thought voiced by our human ancestors. Possibly it is an evolutionary outgrowth of physical fighting or even of competing biological urges in our ancestors, drawing them toward two opposite actions at once, such as the wish for the safety of the cave versus the need to go out and find food in a dangerous lands. Whatever its source, argument is deeply embedded in our society, our individual selves, and our cultural institutions. Our radios and newspapers constantly offer opinions and facts to help us develop our own opinions. We vote, we decide our futures, and we help decide the futures of others. We choose a path, pick a side, offer an opinion, follow our beliefs, and ask questions to decide what to do. In short, we are a very argumentative society. We like it that way, too: there is plenty of evidence to suggest that argument is not only acceptable, but also good for us in many forms. Our most important political, cultural, and social institutions--democracy, our personal tastes, the social groups we join--all encourage opinion, choice, and diversity. It is probable that without argument, our entire society as we know it would collapse, and we no longer could continue human advancement on many fronts into the future. In short, in many ways, argument is us, and we are argument.

Is it good to argue so much? Just like many other things, argument in and of itself is a neutral event or, rather, one capable of many forms. Some are good and some bad. The kind of argument that tends to be good more often is argument that is rational, carefully reasoned, thoughtful and inclusive, and well supported. This is what we might call "intelligent argument":

There are many different ways to argue. Some of them differ quite remarkably by culture. Here are just four differing examples of how someone might write or speak the introduction to an argument that it is good to learn the ways of different types of people. These methods are not rigidly required or completely universal, but they are much more common in each of their cultures than are other methods of arguing:

A North American (direct thesis)	We should learn the ways of others. First, this is true simply because we can gain much knowledge from others. Second, this is true because we then can learn to interact better with others. Third, this is true because the knowledge and friendship we gain can help us better understand and appreciate cultures beyond us. The following paper will prove each of these statements, step by step.
A Continental European (analysis of an argument to determine its measure of truth)	Is it good to learn the ways of different types of people? First, what does "good" mean? We must decie whether "good" is ethical, practical, or spiritual. Having done that, we always must answer the question of whether "ways of people" implies everything others do, or only those patterns which are particular to those "types" of human beings. Having settled that question, we then might want to consider how or why we might observe others so that we can learn from them. Even if we skip the issue of observation, we still are left with the question of whether there always is learning from all people, or only some learning from some people. The following paper will answer all of these questions so that we can arrive at a somewhat reasonable answer to the initial question.
An Asian (factual proofs that develop into a tentative opinion)	It is a fact that like some mammals and even some insects, humans organize themselves in groups. Such groups may be composed of pairs or of larger groups. All such groups interact with each other in some way. Such interaction is termed "communication." Mammals, at least, and perhaps some insects, too, appear to learn from such communication. "Learning" occurs when an individual appears to pick up an ability or insight, one previously unknown to it, from interaction with another individual. Such learning can, of course, be either good or bad, whether in insects, mammals, or humans. However, some such learning seems to be necessary, especially in the rearing of a newborn individual. Such learning improves the individual's odds of surviving and, often, the group's. Therefore, it is arguable that some learning, at least, of the ways of others is good. This paper will show proof of each of these factual steps.
A Traditional Native American Indian (story example)	Trickster Rabbit one day invited his friends to dinner. White bear came from the west, reared up on his hind legs, and growled. From the north came blue cougar, who snarled and roared. From the south came XXX, who xxx'ed, and xxx came from the east and xxx. Trickster Rabbit welcomed each, and to each he taught his silly Trickster dance, and thus each of the directions of the compass learned to play tricks with the wind and triumph over everything using humor. Here is the story.

In other words, people from the educational systems of North America tend to be very up front: they tend to state a main argument immediately and then prove it, point by point. Those from continental European educational systems tend to use what is sometimes called the "delayed thesis" method: they like to develop a number of ideas, first, then then connect them, step by step, and finally show how the connections prove an overall argumentative conclusion. People from Asian educational systems tend simply to build facts upon facts until a conclusion seems inevitable. Those using a Native American Indian educational system tend to use storytelling to make a point--the story itself proves the point.

How can argument be useful to you? One of the hallmarks of a college education is the ability to see an issue from several different points of view, including the ability to use logic to explore the reasons behind each side's position. Another hallmark of a college education is the ability to carefully, thoroughly, and concisely back up or support an argument you are making. Such support also may include the ability to explain the opposing side's argument and to explain why that side's reasons are insufficient. In the workplace, such ability is highly valued: those who can be trusted to be logical, consistent, and thorough in making a case for their point of view--and especially to consider opposing points of view and, at times, be sufficiently flexible to be convinced by others' arguments--are among the most valued members of a highly functional workplace. Such people are more likely not only to receive raises and promotions but also to be happier and more productive in their professions.

In short, argument is at the heart of higher education and the world of professionals. It also is considered the single most important thinking skill to learn well in most college-level composition courses in this country. Instructional methods for teaching and using arguments may differ widely. Some instructors may teach argument as a separate skill, while others may expect you to apply it specifically to readings, literary texts, particular types of analysis that come to argumentative conclusions, or to workplace situations. Their are many methods of arguing, too, not all of which are represented in this section of the Web site. However, you will be able to find the most common college-level methods of arguing here.

The world of arguing is very wide, running from standard composition thesis papers to political speeches and to making professional proposals. It also is capable of being both simple and deep, from the most simple and basic short argument essay to deep, complex, and thoroughly developed research papers that develop a point to scientific and other recommendations that try to decide what is the best course of action to take among many. Argument is, in academic and professional life, somewhat like breathing when swimming: everyone has to do it, but when you learn the specific patterns of how and when, you become much faster, surer, and more confident.

Rational:	The arguer attempts to be logical.
Careful:	He/she avoids jumping easily to false conclusions.
Thoughtful and Inclusive:	He/she tries to see multiple sides of the issue.
Well Supported:	He/she offers facts and other reliable details.

The views and opinions expressed in this page are strictly those of the page author.The contents of this page have not been reviewed or approved by the University of Minnesota.

The views and opinions expressed in this page are strictly those of the page author.
The contents of this page have not been reviewed or approved by the University of Minnesota.