CHAPTER 5: ANALYSIS IN ARGUMENTATION
The first four chapters of Argumentation and the Critical Decision Making Process provide the students
an understanding of argumentation in an audience-oriented approach. Chapters 1 and 2 introduce the
students to a basic vocabulary of argumentation study. Terms like adherence, claim, issue, proposition,
probability, and spheres will be used over and over again as we examine various parts and procedures of
argumentation. Chapter 3 introduces some of the critical approaches that people use to understand an
argumentative situation. Chapter 4 explains the essence of the argument process by explaining the
rationale of the most enduring reasoning processes in use for the past several thousand years. It is in
chapter 5 that we tackle the process of putting it all together – addressing a felt problem and working with
it until it can be set out clearly in terms of its basic elements: a proposition and its issues, claims and
counterclaims.
Chapter 5 is frequently the most difficult chapter for students because it seems, at first, to be a complex
system. It is not so complicated once they learn to use the vocabulary easily, but most students don’t do
that. You will need to work carefully with them.
The eight stages of critical analysis to find a proposition discussed on pp. 72-75 may seem imposing to
students. They need to be told that these stages don’t require equal attention on every question. Encourage
them to see that the principle behind these stages is to examine all sides of a question, look for alternative
solutions, and assess the strengths and weaknesses of each and use these to select their own proposition
and defend it with stronger arguments and a better ability to refute opponent’s arguments.
We have found project 1 of this Instructor’s Guide particularly useful for learning to find a proposition.
Students engage in a conference, a brainstorming session, to see what claims emerge from a general
subject. You should take this opportunity to introduce the difference between dialectic and rhetoric. The
brainstorming conferences should be conducted under rules of dialectic: questions and answers in the
mood of inquiry not advocacy. Groups should discuss potential problems and take time to define
important terms. They should talk about the current status of thinking so that they can assign burdens of
proof and presumptions. They should do this in a frame of mind open to different ideas and willing to
change when new ideas and information come up. The conferences can be accomplished by dividing the
class into subgroups of six or seven and by bringing the class together to discuss what the groups found.
They will see how many of the claims are the same (or nearly so) from different groups and how
narrowing takes place. They should also learn the differences and relationships among claims of fact,
value, and policy.
MULTIPLE CHOICE QUESTIONS:
1. One of the following is not a stage of critical analysis to find a proposition
2. Each of the eight stages of critical analysis to find a proposition
3. Making a list of arguments for and against a claim, and then matching them up, is a good way to
discover
4. Asking if there is a need for a change from the status quo, if there is a workable alternative, and if the
alternative is desirable is called
5. In the analysis of the global warming debate, this issue was ranked first in significance:
6. To analyze a specific issue you must first establish
7. Every argument must ultimately rest on some kind of
ESSAY QUESTIONS
1. Discuss the process of critical analysis to find a proposition. Identify as many of the steps as you can.
EXERCISES/PROJECTS
1. With a small group of your classmates, discuss a general problem area such as America’s energy needs,
crime prevention, Mideast peace, world hunger, or the future of higher education. How many policy
2. Many newspapers, including USA Today, have a regular feature of printing two opposing editorials on
current topics. Congressional Quarterly also features such exchanges and, of course, they can be found in
3. Find the issues in the following controversy: In 1998, in California, Proposition 6 appeared on the
ballot. It provided for a law making it a felony “for any person to possess, to import into or export out of
Proposition 6
Argument in Favor of Proposition 6
PROP 6 “SAVE THE HORSES” PUTS CALIFORNIA HORSES BACK IN THE STABLE … AND OFF
THE
TABLE!
Horse slaughter is virtually a secret industry to Californians. Nationally, TWO AND HALF MILLION
horses have been slaughtered for HUMAN CONSUMPTION and exported to foreign countries as a
“gourmet” meat since 1986.
Horses slaughtered for human consumption are not humanely euthanized. Because they are slaughtered
for human consumption they are killed by splitting open their skills with a four-inch spike, then hung,
bled and dismembered while still alive.
Slaughter is not exclusive to the old, sick, and crippled. Slaughter includes foals standing at their sides
and our treasured wild mustangs.
Horses have evolved to be pleasure, recreational and sporting animals. Horses are not food animals.
Existing laws protect our dogs and cats from slaughter and export. Our horses deserve this protection as
well. When necessary, horses should be put to sleep humanely and rendered, not brutalized for export.
California was developed in partnership with the horse. They tilled our fields, pulled our wagons,
delivered our mail. Horses have helped us immeasurable. Now we must help them by voting to prohibit
their cruel and unnecessary slaughter.
WHY WE NEED THIS MEASURE:
Argument Against Proposition 6
IF HORSEMEAT IS OUTLAWED, ONLY OUTLAWS WILL EAT HORSEMEAT!
Proposition 6 is one of the strangest measures ever to go before California voters. The proponents must
really love horses to spend over $500,000 to qualify this for the ballot. But the fact is, they have no right
to use the power of government to regulate people’s eating habits.
Proposition 6 makes killing a horse for human consumption a felony. It also makes selling horsemeat a
felony on the second offense. This is an absolute misuse of the law and of our justice system.
Felonies are serious offenses, most often involving violations of peoples’ rights. Good examples are
murder, rape and armed robbery. Selling horsemeat is certainly not in that league.
