To begin your study of argumentation, please read pp. 525-532 in Patterns for Co

To begin your study of argumentation, please read pp. 525-532 in Patterns for College Writing. The concept of “audience” is particularly important in argumentation. The discussion below reviews the academic audience for whom you have been writing all semester.
The standard description of the audience for an essay written in a college writing class includes the course instructor and often the students in the class, as well.
For the students assigned to write these essays, however, it is usually more helpful to think of their audience as extending beyond their particular classroom. When they write an essay in an English Composition course, they are writing not just for those whose whose names appear on the class roster. Instead, they are writing for the larger academic community: all students who have chosen to pursue education beyond high school, and all professionals who have chosen to make higher education their career.
You can also assume that members of your academic audience, whether they are students or faculty, share certain characteristics:
They are interested in expanding their knowledge base.
They respect logical thinking and are interested in honing their critical thinking abilities.
They are open to unfamiliar ideas and, consequently, will allow a new idea a hearing before reaching a conclusion about it.
They have little respect for discourtesy when discussing information and ideas.
It is true that not everyone who is a college student or who teaches college classes exhibits all of the above traits, and, in fact, even those who best embody the list do not always or equally embrace each characteristic. Still, it is safe to assume that those who are successful in the world of higher education respect the above ideals and on some level work to integrate them into their character.
If college writing students prepare every essay with the above audience in mind, their essays will be more effective, and they are likely to get their point across to a broader group of people than they might have otherwise.
Please answer the five questions below. Respond thoroughly, using at least two complete sentences per answer. Edit and proofread your responses carefully and submit using the assigned link.
1. Please define/explain the concept of arguments; then discuss how argumentation differs from persuasion.
2. How can a writer tell if s/he has sufficient evidence in support of the position he or she is arguing?
3. Explain what features make Rogerian Argument unique from argumentation in general; then discuss how Rogerian Argument might be helpful in reaching any audience that might be resistant to the writer’s message.
4. Explain how the reading assignments you’ve completed will help you write an effective argumentation essay.
5. Which information covered in the reading today was the most useful to you? Please mention specific details in your discussion.
To continue your study of argumentation, read pp. 91-119 in your handbook, Rules for Writers.
The first three (3) questions below correspond primarily to the reading on pp. 91-97 in Rules for Writers. Respond to the questions thoroughly, using at least one (1) complete sentences per question. Edit and proofread your responses carefully.
1. To the best of your ability, explain inductive reasoning and deductive reasoning.
2. Please explain why hasty generalizations, false analogies, he post hoc fallacy, and the either. . .or fallacies are not logically valid uses of reasoning or evidence?
3. What might be the result if an argument writer assumes that all readers share the same controversial beliefs the writer herself holds?
The questions below correspond primarily to the reading on pp. 98-111 in Rules for Writers. Respond to the questions thoroughly, using at least one (1) complete sentences per question. Edit and proofread your responses carefully. Submit all 5 responses using the designated link.
4. Effective writers incorporate ethical, logical, and emotional appeals to their readers into their arguments. Please discuss each of the three appeals using at least one example to illustrate each appeal. Then, explain why and how each type of appeal might bolster a writer’s argument.
5. Explain why writers of arguments need to
a) “back up [the] thesis with persuasive lines of argument” and “specific evidence”;
b) “anticipate objections” to their thesis statements and “counter opposing” views; and
c) “build common ground” with those who might object to their thesis statements.