Question 1; where in the essay does the writer attempt to establish common ground? Do you think she is successful? The writer lays an argument when she introduces the aspect of safety; she does this by pointing out on the pros of switching off mobiles phones in class. Yes, she is successful, from the research; only one percent of the students misused their phone by not leaving them in mute mode.
Question 2: where does the writer state her position? What evidence does she supply to support this position? In page 191, the writer states her position when she brings out the issue about distraction in the classroom environment; this is a reason enough to discourage having mobiles phones switched on inside the classroom area. The evidence that she provides is; students who leave their phones on distract themselves and undermines the attention of their classmates. The second evidence that she gives is the issue about security; by simply allowing the students to leave their mobile devices on creates a room for a false sense of security.
Question 3; what points does the conclusion emphasizes? Other than reinforcing the writer’s position, what else is the conclusion trying to accomplish? The writer concludes by recommending that; cell phone use inside the class should be prohibited, and instructors should ensure that this policy is adhered to. The writer is trying to propose that; the instructors are the ones to ensure that phones are kept at bay when in class. They should devolve a policy that prevents an individual from attending classes when his mobile device is switched on.
Question 4; does the concluding statement reinforce agreement and compromise? Yes, the writer is issuing a recommendation to the instructor that they should be the ones to ensure that phones are turned off when in class.
Question 5; how would this essay be different if it were written as a traditional (as opposed to a Rogeran) argument? In a traditional case, the aspect of the emphasis is ignored, only points are presented in a logical manner without necessarily giving the reasons as to why. Rogeran argument outlines a valid argument by giving out points and supporting them.
Question 1; summarize the claim that this essay takes a three part argument that includes the claim, the grounds and the warrant. The writer of this essay brings out the need of establishing cheerleading as a sport on its own. He supports his claim by pointing out on the trend and likeness for the sport. The writer goes further to propose for the need of NCAA considering this sport for a respective registration. He gives a warrant by stating that; ‘this sport is independent and should be considered for classification.
Question 2; do you think the writer includes enough backing for her claim? What other supporting evidence could she have included? No, the writer does not give a valid argument to support her claim. She only states and explains. Evidence of the past statistics of how this sport evolved should have been provided.
Question 3; find the qualifier in this essay. How does it limit the argument? How else could have the writer have qualified the argument? The qualifier in this essay is brought about when she gives other examples of solid sports. More so, giving an example of men as sport-lovers gives gender discrimination. This limits her argument in supporting the sport. She shouldn’t have mentioned the significance of other types of sports. This undermines the entire aspect of cheerleading as a sport.
Question 4; do you think the writer addresses enough objections to her claim? What other arguments could she have raised? No, the writer lacks substantial arguments to support her claim. Arguments such as, providing the statistics of how popular the sport is and giving out the necessary statistics of how the sport evolved should be stated.
Question 5; based on your reading of this essay, what advantages do you think Toulmin logic offers to writers? What disadvantages does it present? Toulmin introduces writers to the basic art of coming up with a constructive essay. The disadvantage of Tolmin logic is that; it lacks the necessary supportive arguments and evidence for a point. It only provides the necessary dynamics of an essay.
Warren, James E. "Taming the Warrant in Toulmin's Model Of Argument." English Journal 99.6 (2010): 41-46.