Taming the Warrant in Toulmin's Model of Argument

Autor/in	Warren, James E.
Titel	Taming the Warrant in Toulmin's Model of Argument
Quelle	In: English Journal, 99 (2010) 6, S.41-46 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Persuasive Discourse; Writing Instruction; Models; Logical Thinking; Critical Thinking; Textbooks + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Schreibunterricht; Analogiemodell; Kritisches Denken; Textbook; Text book; Schulbuch; Lehrbuch
Abstract	In the Toulmin model, arguments begin with a "claim" supported by "data." The movement from claim to data is authorized by a general, unstated proposition Stephen E. Toulmin calls the "warrant." Unlike all other components of the Toulmin model, warrants usually remain implicit in an argument; they are the unspoken assumptions that bind together claims and data. Consequently, no amount of close reading reveals them; instead, they must be brought to the surface through logical inference. Teaching students to identify warrants can be so difficult that many teachers simply omit them when teaching the Toulmin model. This response, while understandable, ultimately does a disservice to students because the concept of the warrant is essential to critical reasoning. Students must be able to identify warrants in their own and others' arguments to determine whether those warrants need support. In this article, the author clarifies the warrant, a concept of formal logic he says is frequently misunderstood. (Contains 1 note.) (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10