Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Peer pressure in academic pressure
Why is critical thinking so important
Essays on the importance of critical thinking
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Peer pressure in academic pressure
In John Leo’s “The Beauty of Argument”, Leo discusses how discussion and debate has changed drastically over time.
The essay begins with Leo writing his experience at a small dinner, in which he spoke about the corruption of American college and universities. He goes on to say that while most of his audience was entertained, one guest in particular was rather disturbed. The author writes how the guest, in relation to Leo’s speech, commented that his speech was “The most intellectually dishonest speech I have ever heard.”
The author uses the guest’s comment as a segue into the discussion of his main thesis, that debating in America has become an act of aggression and anger, rather than a civil-argument. Leo discusses how this may have occurred
…show more content…
due to the fact that nearly everyone with an internet connection can go online and argue without repercussions. Leo also writes that even radio and television can give us the illusion of protection from the opposition during a lively debate. As the essay progresses, Leo challenges the idea of universities adopting a “no debate” style across campus.
Leo goes on to discuss how this leads to over-sensitivity, severe peer judgement, and even a sensitivity violation. Much of this is written in a sarcastic tone, because the idea of campuses across the country enforcing “sensitivity violations” is a ridiculous statement in itself.
Leo argues that a lively debate is crucial to education, as it encourages “intellectual roughhouse” and allows people to challenged by, and become open to new ideas and discussion topics. Leo provides an example of a fellow columnist who agrees with him; E.J. Dionne has told his class at Georgetown that he encourages debating without fear from dominant groups.
Finally, Leo makes the case that arguing is beneficial and can rescue us from “our own half-formed opinions.” John Leo has provided an excellent, if not equally sarcastic essay, on why he firmly believes debating is an important aspect of our daily lives. We use debating to help gain knowledge on new ideas, challenge existing ideas, engage with friends and fellow peers, and work out our half formed opinions. Throughout the essay, Leo uses a myriad of helpful quotes and examples to drive his point home. One of the most notable was a quote regarding President Ronald Reagan and then Speaker of the House, Tip O’Neill. “Tip O’Neill and Ronald Reagan fought sharply during the day, but enjoyed having the occasional drink or two after
…show more content…
work.” Leo is an experienced writer.
According to www.cityjournal.org, “Leo has worked as a senior writer for Time magazine, and as a staff reporter for the New York Times specializing in intellectual trends and the social sciences. Among other position he has held are assistant administrator of New York City's environmental protection administration, editor of a Catholic newspaper in Iowa, associate editor of Commonweal, book editor of the social science journal Trans-Action (now Society), and "Press Clips" columnist for the Village Voice.” John Leo is an accomplished author, and although his article “The Beauty of Argument” may seem overly casual and almost satirical with quotes such as, “Usually, that you don’t really agree with the words coming out of your own mouth,” it is a very strong statement about the value of
argument. Leo’s article provides needed insight on the diminishing topic of debate, and discusses the benefits of a good debate. The essay also explores the possible slippery slope caused by campuses across the country attempting to enforce “debate-free” spaces. These debate-free zones could lead to people being ostracized for wanting to debate, and even being fined by the university for their desire to exchange ideas openly. Leo’s decision to begin this article with a personal anecdote in which he was opposed was a surprising and very interesting. Using precision and accurate grammar, Leo informs readers about the slippery slope that can occur when one attempts to censor debate. His dry humor and casual style help to drive home the idea that debate and discussion is good for the mind and spirit. This lively, well written, and well organized article is an overall good read.
Edward O. Wilson, the writer of this satire, writes about the opinions of two disagreeing sides to demonstrate the unproductive nature of these litigations. To do this, the author writes in a horatian manner and uses instances of exaggeration, parody, incongruity, and irony to help him convey his message that these arguments are pointless. The well distributed use of these strategies allows the writer to efficiently illustrate and mock the unproductive disagreement of these two groups of people.
But the teenager raged about the house, hurling insults at her mother, slamming doors, and wailing about how it was all “so unfair”. It was then that her agitated father rose from his slumber, stomped to her room and raised that dreaded one-week sentence to a month. Daniel J. Boorstin warned of behavior such as this in his book The Decline of Radicalism. It describes how dissenting behavior is a “symptom, an expression, a consequence, and a cause of all others” and how it differs from civil disagreement. Disagreements show two opinions presented out of logic, producing new ideas and change.
Reagan, Ron Jr. “Remarks by Ron Reagan, Jr., to the 2004 Democratic National Convention.” In Dynamic Argument. Ed Robert Lamm and Justin Everett. New York: Houghton Mifflin, 2007. 428-30.
Lincoln's style in this speech was inevitably persuasive. His rhetorical strategy appeals to not only the readers senses, but to their intellectual knowledge as w...
Worthern has created a sincere and serious tone to persuade her audience the importance of etiquette. The use of word choices like “stand up”, “vigilant defense” and “protect” shows her passion of establishing etiquette to include the “disempowered minorities” as well as to be the “guardians of civilization” due to the positive and protective connotation of the words. She also adopts a calming and informative tone to explain the significance and historical background of maintaining a respectful environment for both students and professors instead of creating an authoritative tone to doctrine and warn the students to discontinue their improper behavior. On the other hand, Wade adopts a demanding and sarcastic tone insisting upon the reader the proper behaviors of college students through colloquial language. The use of colloquial language although is effective because Wade’s intended audience is direct to students, she begins her list of “10 Things Every College Professor Hates” by the admonitory word “Don’t” which creates a satiric mood for the whole article. Wade coerces the reader to admit and accept her argument by appealing to the audiences’ guiltiness and criticizing the audience’s behaviors in academic environment. For example, “No, you didn’t miss anything
The journey begins at the heart of the matter, with a street smart kid failing in school. This is done to establish some common ground with his intended audience, educators. Since Graff is an educator himself, an English professor at the University of Illinois in Chicago, he understands the frustrations of having a student “who is so intelligent about so many things in life [and yet] seems unable to apply that intelligence to academic work” (380). Furthermore, Graff blames schools for not utilizing street smarts as a tool to help improve academics; mainly due to an assumption that some subjects are more inherently intellectual than others. Graff then logically points out a lack of connection “between any text or subject and the educational depth and weight of the discussion it can generate” (381). He exemplifies this point by suggesting that any real intellectual could provoke thoughtful questions from any subject, while a buffoon can render the most robust subjects bland. Thus, he is effectively using logic and emotion to imply that educators should be able to approach any subject critically, even non-traditional subjects, lest they risk being labeled a buffoon.
The debate team of Wiley College faced many colleges to be recognized and finally in the end winning a debate against the reigning debating champions, Harvard University. One of the debaters who caught my attention was James Farmer Jr., the youngest on the team that started out as an alternative. James Farmer sought recognition from adults and wanted to show everyone he was capable of debating. James Farmer incorporates a lot of Ethos and Pathos into his speech making, allowing him to leave his audience filled with emotions and in awe. Although James Farmer interested me, especially the way he presented his final speech, James Farmer and I are very different in the way we deliver our speeches.
In the textbook, “Everything’s an Argument”, there is an article from Charles A. Riley’s book “Disability and the Media: Prescription for Change”. Charles A. Riley, a professor at Baruch College and has obtained many awards for his writing on related issues about disabilities. Charles Riley has written many books on Disability and the Media; Disability and Business and has been honored with City’s Leading figure in New York for supporting the rights of people with disabilities. In the article, Charles has explained the why there is a need of change on how media illustrate the people with disabilities. In the article, he has also written that how celebrities with disabilities are treated in the media. Celebrities with disabilities are forgiven
Throughout “Argument as Conversation,” Stuart Greene demonstrates the concept of supporting an argument through the use of varying conversations to encourage writers to research and support their own personal opinions. Greene begins by expressing that to take a stand on one argument it is necessary to extensive research on all aspects having to do with a topic. Greene also communicates that reading acts as one of the most important things a writer can do. While stating this Greene explains that the research conducted must contain counterarguments, context, and objections to the idea at hand. This research could be done in the form of a conversation. For example, listening to an argument and adding personal input, while receiving criticism
Heinrichs, Jay. Thank you for arguing: what Aristotle, Lincoln, and Homer Simpson can.teach us about the art of persuasion. New York: Three Rivers Press, 2007. Print.
“Where justice is denied, where poverty is enforced, where ignorance prevails, and where any one class is made to feel that society is an organized conspiracy to oppress, rob and degrade them, neither persons nor property will be safe”( Douglass). This famous quote epitomizes the philosophies of Frederick Douglass, in which he wanted everyone to be treated with dignity; if everyone was not treated with equality, no one person or property would be safe harm. His experience as a house slave, field slave and ship builder gave him the knowledge to develop into a persuasive speaker and abolitionist. In his narrative, he makes key arguments to white abolitionist and Christians on why slavery should be abolished. The key arguments that Frederick Douglass tries to vindicate are that slavery denies slaves of their identity, slavery is also detrimental for the slave owner, and slavery is ungodly.
Making a good and persuasive argument is very much an acquired skill. It requires much practice and perfecting. It takes more than just having passion and making good points. Just because a person is passionate about the topic or has supporting details does not mean they can make a successful argument. Much more thought and skill is required. Gordon Adams, in his letter to the Arizona State University standards committee, demonstrates this quite well. Gordon Adams writes a passionate argument, yet his argument lacks several critical aspects.
Co-author of “They Say/I Say” handbook, Gerald Graff, analyzes in his essay “Hidden Intellectualism” that “street smarts” can be used for more efficient learning and can be a valuable tool to train students to “get hooked on reading and writing” (Graff 204). Graff’s purpose is to portray to his audience that knowing more about cars, TV, fashion, and etc. than “academic work” is not the detriment to the learning process that colleges and schools can see it to be (198). This knowledge can be an important teaching assistant and can facilitate the grasping of new concepts and help to prepare students to expand their interests and write with better quality in the future. Graff clarifies his reasoning by indicating, “Give me the student anytime who writes a sharply argued, sociologically acute analysis of an issue in Source over the student who writes a life-less explication of Hamlet or Socrates’ Apology” (205). Graff adopts a jovial tone to lure in his readers and describe how this overlooked intelligence can spark a passion in students to become interested in formal and academic topics. He uses ethos, pathos, and logos to establish his credibility, appeal emotionally to his readers, and appeal to logic by makes claims, providing evidence, and backing his statements up with reasoning.
* The Aims of Argument. 4th ed Ed.Timothy W. Crusius and Carolyn E. Channell. New York:McGraw Hill,2003, 352-355.
White, Fred D., and Simone J. Billings. The Well-crafted Argument: Across the Curriculum. Boston, MA: Wadsworth Cengage Learning, 2013. Print.