1. Read over the subsections on Logical Arguments and Emotional Arguments in the Argument Handbook in Inventing Arguments. When you argue, do you prefer one over the other? Which type do you believe is generally more effective?
2. Read "A Nation Made of Poetry" by Joannie Fischer (pg 5, Inventing Arguments). What type of history do you think is more credible, the "official" kind stored in the National Archive, or the history reflected in art? How are the two types different? How does the author feel about "official" history?
3. Read Wendell Berry's "Why I am Not Going to Buy A Computer" (233--234) and respond to his reasoning. Is his justification for not buying a computer sound? How do you feel about his list at the end? Are you completely compelled by his argument?
4. Read through the Logical Fallacies section of the textbook (522-525). Pick a logical fallacy that you think is common in everyday conversation, then use it in a discussion with a friend, family member or significant other and report their reaction. What do you think there reaction is indicative of?
5. Read "Starting Places" on Page 32 and respond to one of the prompts. Discuss how it makes you feel about the state of past events.
6. Read "Starting Places" on Page 86 and respond to the one of the prompts. Your response may be brief, but should address each aspect of whatever prompt you choose.
7. Read "Starting Places" on page 140 of Inventing Arguments, then answer the prompt that asks you to discuss a cultural or national debate (the one to the right of the cigarette graphic). Keep your essay brief, but be sure to answer all the questions posed by the prompt.
8. Read the section entitled, "What Else Can I Do, Besides Summarize, in My Conclusion?," in Chapter 4 (pg. 210-211). Have you used any of the suggested tactics before? Were they successful? What else could you do in a conclusion besides what is suggested?
9. Examine pages 218 and 219 in Chapter 5. How does the visual rhetoric react with the written rhetoric? What is the argument presented here? Is it a successful introduction to the chapter?
10. Look at the cartoon on Page 268 of Chapter 6. How is this a good example of a crisis argument? Find another visual example of a crisis argument. Explain it and provide a link to it in your post.
11. After reading Chapter Seven, consider the following question: "Do arguments about the future allow for more of a possibility of logical fallacies than other types of arguments?" Substantiate your claims.
12. Read Starting Places on pages 394-395. Read the prompts. What argument do you think the authors are trying to make with the prompts they have chosen? Design a prompt that you think serves a similar purpose.
13. Respond to activity number 2 on page 427 in chapter 9. Give examples to support your claims. Then consider counterarguments to your argument and suggest how you might defeat them.
Group 1 (484-498/Allusion-Audience) Group 2 (499-514/Authority-Ideology) Group 3 (515-530/Illustration-Qualifiers) Group 4 (531-544/Rhetoric-Testimony) Group 5 44-549/Thesis Statement-Warranting Assumptions)
14. After your group name, you will see the pages your group is responsible for teaching. However your group's plans for covering the assigned material is up to you. When covering your sections, you will want to do a few things. First, explain what the term means in clear, concise language (Note: Do not copy the book's definition or use definitions from outside sources. Use your own voice to summarize the term's meaning). Next, find examples that best illustrate the term. You can either create them yourself, or you can link to living examples online. For instance, if you were illustrating a term, you might point to a web site, and explain how the author is employing the rhetorical device. Here is an example of how you might approach this. Your group should create a new page on the wiki where all of you can contribute. When all groups have completed their work, we (the instructors) will move the material onto one page, so you can see how your classmates defined and illustrated their terms.
