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Alternative disputes resolution research
Alternative disputes resolution research
Alternative disputes resolution research
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In many lives people face others with different ideas and beliefs. Sometimes these opinions cause complaints that turn into arguments, however, these are never settled or reach an understanding. Making a complaint is creating a strong position that proves the point and defends the issue using a logical argument. To begin with, many arguments come from a discussion between two people that intensify and become more heated. These arguments explore the difference of opinions to prove which is per-say right or wrong. In most arguments there is no happy medium to settle and end the convince someone of said position and find a medium that suits both parties. Before addressing an argument a person should consider if they possess the ability to conduct …show more content…
To maintain a direct focus, the reason should be logical and have a purposeful meaning with beneficial progression. Without clear frustration, express the view and the original reason by giving simple evidence. Take for instance a high-school professor confronts a complaint a student of his has about how the information being presented in the class useless to learn and know for the future. The professor claims the problems being taught are needed in everyday life, while the student feels the subject has no relevance after his course. Both parties have presented their point of view and began the thought process on how to advance their persuasion. An argument may be looked at as an exemplification and a persuasive process, because each opponent is trying to get the other to think and believe their view. The next step is to provide scenarios; this will give a clearer understanding and deeper insight. The professor could tell the student how algebra is used when walking in the halls or even when she drives to school. The student may argue that the math is used by mathematicians, and she wants to be a doctor where those skills are unnecessary while going through this scenario each person should develop stronger proof that will back up the …show more content…
In the scenario above the two both agree that math is important and needs to be taught for all reasons he provided. In a perfect world this would have concluded the argument rather than the professor just that she had to because the state required it. They both came to a logical solution of how certain skills are obtained through the solving of mathematical problems. Both the professor and student had well constructed arguments but the strength of the professors was more sound and convincing change the other 's point of
For instance, one of the first steps in creating an argument is convincing the audience to listen to you, and then convincing them there is a problem that requires a solution.
Summary – In an argument you are attempting in persuasion to change the audience’s mood, mind or their willingness to act. In a fight you are focused on beating your opponent rather than winning over the audience. It is important when in the midst of an argument you know exactly what you want by the end of it.
When I was little everyone told me I would make a great lawyer, they said I loved to argue. For a long time I believed them, I do love to argue. However, the older I got the more I realized that it wasn’t the arguing I loved, it was the dialog. How two people can have the exact same experience, but have two totally different views about that experience baffled me. When I was in high school I struggled with some things that I didn’t quite understand at the time. I didn’t understand why my teammates would listen to my male co-captain instead of me even when we said the exact same thing. I didn’t understand why my teammates would skip practice or do something that might get them kicked off of the team. We all loved water polo and had a great
An argument consists of convincing one group to understand and ultimately agree with the others’ views. In this situation however, no argument exists. We live in a world where the viewpoint deemed “correct” depends on who can yell, “no, you’re wrong!” louder. But that is why I advocate. I believe people should voice their passions with facts to lift them up high. I believe people should open their eyes to the world just outside of their comfort bubble. I enjoy seeing jaws dropping as a reaction, not eyes
Crusius, Timothy W., and Carolyn E. Channell. The Aims of Argument: A Text and Reader. Boston: McGraw-Hill, 2003. Print.
The expression argument has two meanings in scholarly writing. First, it means a composition that takes a position on one side of a divisive issue. You might write an argument against the death penalty, or for or against censorship of pornography. But argument has another meaning, too. It means an essay that, simply, argues a point. You might assemble an argument about the significance of ancestor myths in a certain aborigine culture, or you might write an argument defending your understanding of any poem or essay that is read in your philosophy class. (Winthrop University) You are not necessarily taking one side of a divisive issue, but you are required to defend your points with credible evidence. You are taking a position. In a sense, then, an argument is another word for a thesis. An argument needs to be narrow enough for you to support in the length of essay assigned. Typically, we think of winners and losers of arguments. Our practice of argument goes back to traditional Greece when speakers tried to influence fellow voters in the early democratic debates over guiding principles. (Kiefer) Building on this ritual of pro and con, our legal system goes even further to put emphasis on the adversarial nature of many arguments. But arguments don't always have to believe that readers make a yes/no, innocent/guilty, on/off decision. Many arguments build toward compromise. An approach most authors don't describe is called Rogerian argument. Rogerian expression was introduced by Young, Becker and Pike in their 1970 textbook, Rhetoric: Discovery and Change. (Brent) Traditional rhetoric, Young, Becker and Pike asserted, assumes an adversarial affiliation in which the speaker uses modes of influence to break down the audience's oppositi...
Argument can be defined as claim or thesis statement. The aim of an argument is to convince audience. It is essential to make sound argument so that audience could engage in and align with the author’s view. Therefore, one of the key elements could be identified as the awareness of audience. Another key element is evidence. In order to persuade audience, argument should be consolidated through evidence and authority. The credibility of author and argument could be enhanced by means of using evidence and referring to authorities. The strength of evidence could determine the degree of sound argument. Besides, sound argument should be logical. Firstly, evidence should be consistent with arguments. Secondly, the structure of argument should be clear. It consists of premise and conclusion. The function of premise is to state proposition. The conclusion is based on and supported by accurate premise. In sound argument both premise and conclusion are valid. However, according to Tyler, Kossen and Ryan (2005: 168) sound argument is both valid which means logically consistent and true argument. Hence, the premise of an argument also need to be true. Furthermore, counterargument could be considered as another key element of sound argument. Using counterargument in text can reinforce writer’s argument through discussing and addressing opposed opinion. However, writers need to ensure that your reply to counterargument is consistent with your main argument. The last element is to avoid fallacies. There are two kinds of common fallacies, legitimate and illegitimate methods of argument. Both of them may lead to flaw or fault in the reasoning and logic.
Arguing with someone means that one is trying to show that another party is on the wrong track. However, where do people get this notion and thinking that another party is incorrect? According
Moreover, I don’t see the problem of fighting during the debate in the classes. Tannen’s point seems to imply that people do not respect each other arguments and this is patently false. In fact, Classes are normal and students are respecting each other’s opinion. In addition, women participate in the class and ask no less challengeable questions than men. Moreover, Gerald Graff in his article “Debate the Canon in Class” argues that the instructors should teach their students the conflicts around the issues in specific fields. To him, this gives students a better understanding because it shows how knowledge comes to be established in the context. He also claims that students in the classrooms are usually not encouraged to engage in a debate. So, they were not trained from their childhood on a debating teaching style as Tannen proposes. Also, it is always best to fight over problems in order to address it. Therefore, debate has its advantages and is not a problem as Tannen sees
To win an argument one must keep in mind the following factors: Is the argument
arguments. Anyone who cannot tell a good proof from a bad one may easily be
Roe v. Wade: the Supreme Court case legalizing a woman's right to choose abortion has been around our entire lives. In 27 years, memories of back alley clinics have faded - the past is past, right? Wrong. It's too soon to start taking reproductive freedoms for granted. The next president will appoint two or three Supreme Court justices, potentially changing the Court's position on this pivotal case. George W. Bush supports the Republican call for a constitutional amendment outlawing abortions; do you think he, if elected, would appoint pro-choice justices? And why is it that while the majority of Americans support choice, the majority of Congress votes anti-choice? Are we supposed to just stand by and watch as the government tries to legislate our bodies?
From here an individual, then must understand the language of arguments in order to construct it appropriately. McInerny stated in Being Logical, “The concrete expression of logical reasoning is the argument. An arguments stands or falls to the extent that the reasoning it incorporates is good or bad (page 47).” Constructing an argument must include, “the inferential move” which is described as when we go from one idea that is known to be true to a second idea that is recognized to be true on the basis of the first idea.
Over the past semester, I have found the most challenging part of this course to simply be the transition from high school composition classes to college. Because writing expectations are so different in college than in high school, even with AP and Dual Enrollment “college level” classes, I first found myself being overwhelmed with the pressure to write the perfect first draft. The pressure came from knowing how much a final draft of a paper contributed to my grade. This left me sitting in front of my computer for hours at a time with thoughts of what I wanted to say racing through my head, but unable to deliver these thoughts into organized, structured sentences. I learned, through writing my persuasive essay, that instead of trying to write the paper start to finish and already in its perfect form, it is easier for me to look at the paper through its different components and focus on them individually, then work to best organize my ideas fluently.
I should receive a passing grade in this class because I can write now. Not just an exaggeration, but after another semester of English I finally feel confident that can write. Three of the reasons behind my confidence is I learned, I experienced and best of all I repeated. These three values helped prepare me for what is in store in English 1302 and here is why.