Literature Responses Part IV: The Debater Role (Streamlining Toulmin)

As I referred to in a previous post, the Debater Role (in Literature Responses) is a more stripped down version of the Toulmin method of argumentation, a great way to get students to write and think more clearly and more critically.  It can be used to brainstorm and pre-write, and is very effective for creating air-tight (logically) blog posts.

The simplest break-down of it is:

Claim: I think ____________ = What's being proposed in response to an open-ended question
Warrant: because_______________ = Finishes the sentence and starts with "because"
Evidence: (3): ________________ = The 3-5 pieces of supporting evidence form the text

For example...

"Do you think it's hazardous for an 11-year-old boy to make such a journey on his own...?"

Claim: Nathan really has to make this journey on his own or his family will have nothing to return to if/when his father heals
Warrant: After all, if he doesn't do it, no one else will...
Evidence (3):

1. He is young, but in those days young people took on all kinds of responsibilities people nowadays would consider "hazardous"
2. Ezra can't (and shouldn't) be expected to help Nathan because they just met and Ezra has to protect Molly from Weasel and help Pa convalesce
3. It would be more hazardous for the Fowlers to return to a non-existent farm--one that has been robbed of its animals, or the animals having died from exposure and negligence--than for Nathan to make this journey

Some great links for finding out more about the Toulmin method of argumentation:

http://www-rohan.sdsu.edu/~digger/305/toulmin_model.htm

http://www.mesacc.edu/~rrodrigo/lessons/arrangement/juicy_fruit_warrants.htm

http://owl.english.purdue.edu/owl/resource/588/03/

http://www.slideshare.net/soul4real/toulmin-model-of-argumentation-presentation

http://commfaculty.fullerton.edu/rgass/toulmin2.htm