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Here is a useful update on my Induction/Deduction visual. Keep in mind that this is a BASIC visual of these types of reasoning. Both induction and deduction can be very complex, depending on the subject:

INDUCTION: Building a hypothesis or coming to a conclusion based on your observations of certain phenomena.

Example:  My nephew Calvin has observed several incidents of cats meowing. As a result, he has come to the conclusion that all cats meow. He is engaging in inductive reasoning.

Do you think that these examples are sufficient to make the “inductive leap” to the conclusion that all cats meow?  At some point, Calvin decided that he had seen enough to draw a valid conclusion. The same goes for you.

A few weeks later, I took my nephew to the zoo, and this is what happened:

And there you have it. Basic inductive reasoning. If a 2-year-old could do it, so can you.

Next up…DEDUCTION (once I figure out how to create that visual)!

One advantage to keeping the due date on Tuesday is that I will be able to look over your outlines & introductions an return them before you turn in your drafts; otherwise, I will not be able to return them until the day your drafts are due.

Check out Nabil’s Toulmin Analysis on the Gubernatorial Debates. Great job, Nabil!

He clearly states the claim for each candidate on the issue, and then clearly shows how the data supports the claim. Nabil also points out the warrants that are informing the claim/data relationship.

Nicely played, Nabil.

  1. Read: “Making the Grade” and “Bringing Up Adultolescents”; number paragraphs
  2. Analyze the Text, Reader (Audience), and Author.
  3. CHUNK by drawing a line and labeling in the margins each time the subject changes, or a different type of claim is made, or a different type of support used
  4. Determine why the paragraphs/ideas have been ordered that way and analyze the relationship between the paragraphs.

Then, answer the following questions:

A. What are adultolescents?

B. Do they exist?

C. What has caused this situation?

D. Do you think it is a good or bad situation?

E. What should be done about it?

Aside from question #1, post your answers to your blog under “BLOG POST 7: Claims and Supports.” You may have to write out the paragraph number and the claim/support chunk for question #3.

To receive credit, post your response by Thursday, 11/4 at 2:00pm.

Adapted from Perspectives on Argument by Nancy Wood


With a partner, click on the following sources and then evaluate them based on the criteria and questions we discussed in class. Post your evaluation of the sources, and the reasons why you gave that particular evaluation,  in paragraph format, to your blog. Also, include an evaluation of the source YOU used in Essay 2 (to be included in your annotation of that source).










Pregnant women can drink safely in moderation

In-Class Example:

Women and Aids

1. As a class, we will discuss Rieke and Sillars’ “American Value Systems,” a basic summary of which can be found on pages 5-8 of this document.

2. Then (individually) read the following article: “What’s Happened to Disney Films?”

3. Finally, (collectively) identify the Claim(s)/Grounds (Data)/ Warrant(s) and see if you can find Qualifiers/Backing/Rebuttals, using the toulmin worksheet to help you.

If done correctly, this exercise should help further acquaint you with the Toulmin Model of Argument.

1)      Read the transcript of the gubernatorial debate online (you can find a decent excerpt from the Baltimore Sun at: http://www.baltimoresun.com/news/maryland/politics/bs-md-debate-transcript-20101011,0,4509393.story)


You can listen to the second debate online Thursday at noon on washingtonpost live, or at 8pm on FM88.5…or find the transcript of that debate after it has aired.

2)     Then,  pick one topic the candidates argue about during the debate (the economy, for example) and perform a Toulmin Analysis on it, discussing examples of the Claim, the Data, and the Warrants. You MUST EXPLAIN how the examples you select are the claim, data, and warrants. Do not merely state that they are claims/data/warrant. Explain what types of claims they are and why, what the evidence is, and what the assumptions or values are (warrants).

3)      Your brief Toulmin Analysis should be a minimum of 400 words. You can copy/paste it to your blog by Tuesday, 10/19 and it will count as a blog post. Here is aSample Toulmin AnalysisKeep in mind that whether you get full or partial blog post points will depend on the quality of your Toulmin Analysis.

Here is a clear and simple online resource for the Toulmin Model. There is also a handy worksheet link at the bottom of the page. I suggest you use it when analyzing the debates. It will make the task much simpler.


Extra Credit Option:

In addition to Blog Post 5, write another Toulmin Analysis based off the Toulmin worksheet you were working on in class. Depending on the quality of your analysis and basic grammatical skills, you will receive a blog post credit.

Most of you have already chosen the article you will be doing a Rhetorical Analysis on, but just in case, here is the list of topics I asked you to avoid:

  • Abortion
  • Death Penalty
  • Euthanasia
  • Legalization (marijuana, changing the drinking age)
  • Video Games and Violence
  • Religion
  • Gun Control

There are a few more, but I will let you know if you are in “THE DANGER ZONE.” Unless I spoke to you specifically, you should be fine.

Other Goodness:

  • Don’t forget to bring one hard copy of your rough draft AND your revised outlines to class Thursday. I will be giving you credit for those. You should also make sure that your outline are addressing the content we discuss in the sample Rhetorical Analysis outline as well.
  • Keep in mind that, per our discussion today, I fully expect you use paraphrasing in your drafts, along with in-text citations, and a Works Cited page with correct works cited entry. See the link to the Bedford Handbook in the previous post.

See you Thursday!

Before you create your outline, or even start thinking about critically writing (which is what you are doing when you are analyzing), you should first be critically READING your source. Here’s a great way to get started AND to make sure that you are not plagiarizing! DO IT :

1. Locate one example of each:  Logos, Pathos, and Ethos using three or more of the TRACE elements we discussed in class.

(Ex: Your example of a logos inductive argument found in your source might include examples that show the Exigence, or urgency of the situation OR Ex2: The example of situated ethos you find in your argument might be that the Author is a best-selling writer).

Here are additional questions and resources that you can supplement to your class notes. You might look at the list of questions and group them into logos/pathos/ethos and then apply this to your source to answer the first question:


2. Support each example with evidence that you directly quote, and that you introduce.  Include an in-text citation as we discussed in class Friday. Use complete sentences!

3. Paraphrase the quotations you use, and include in-text citations.

4. Create a Works Cited entry  for your particular source (bibliographic citation). To help you, look up the rules to create a works cited entry. Make sure you look up the rules that apply to YOUR source (ex: if your source was written by two or more authors, you would look up “two or more authors.”  Here is one good MLA citations resource you can use: BedfordSt.Martins: MLA List of Works Cited

If you complete this suggested helpful exercise, and do it especially well, I may consider giving you credit for it.


Check your syllabus to stay on top of HW for this weekend.

Take the Plagiarism quiz on CE6.

Complete the SurveyMonkey Survey (see below).

This survey will count as your blog prompt 4. That means, if you take the survey on time, you win! You win in the book of life, that is.

Here is the link:

ENGL121171 Survey

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