Chapter 8: Propositions and Stock Issues
ACTIVITY #8.1: IDENTIFYING PROPOSITIONS AND STOCK ISSUES. (To help students understand
what propositions and stock issues are.)
PREPARATION: Video tape one or more infomercials. Try to pick some that aren’t too corny
STEP 1: Tell the students you’re going to play an infomercial, and they are to identify the propositions and
STEP 2: Play an infomercial, or part of an infomercial, for the class.
STEP 3: Discuss the propositions and stock issues. Be sure to address what the answers to the questions
Proposition of fact
What is the status quo?
What is the presumption?
Who has the burden of proof?
Proposition of value
What is the status quo?
What is the presumption?
Proposition of policy
What is the status quo?
What is the presumption?
ACTIVITY #8.2: DEVELOPING PROPOSITIONS AND STOCK ISSUES. (To help students understand
how to use stock issues to develop arguments.) NOTE: This activity can be modified so students work in groups to
create arguments that address the stock issues, then share them with the class and discuss them.
STEP 1: Have everyone: think of some extremely important issues that people in this country should be
concerned with. Have the students write them down.
STEP 3: Ask one student to choose one of the issues. When he or she has chosen, ask the student to state a
proposition of fact about it.
STEP 7: Repeat steps 3 and 4 for other issues to reinforce the development of arguments using propositions
and stock issues.
STEP 8: Discuss the exercise. Explain that the arguments they developed were done without preparation, and
that if they had time the stock issues should be based on the evidence they are able to find for the
subjects.
ACTIVITY #8.3: PROPOSITIONS AND STOCK ISSUES. (To help students understand how stock issues relate
to arguments they might make.)
NOTE: This activity can be modified so students work in groups to create
arguments that address the stock issues, then share them with the class and discuss them.
STEP 1: Give each student a piece of paper with one of three questions on, similar to the following questions:
What is the best form of transportation to get to school?
Will automobiles be replaced by another form of transportation for most Americans?
What should be done about parking at your college?
(The first is a question of value, the second a question of fact, and the third is a question of policy,
but don’t tell them yet.)