This page was written for the CTS class.  However, Mr. Joeb requires the "well reasoned argument" format in any essay that takes a position on a controversial topic.  REMEMBER, an argument is not a shouting match between people.  An argument is a coherent series of statements that lead to a conclusion.  Its purpose is persuasion.
The required format begins with "topic ..."

The Well Reasoned Argument:
During the second half of Critical Thinking Skills students are required to write essays concerning controversial topics in the news.  During the first half they analyzed columnists' essays.  They need do that no longer.  Now it is their turn to employ the "Well Reasoned Argument."
The format is essentially that which was sought out in the columns they analyzed.  For your convenience, a brief description follows.

Topic and Writer's position:
(This is also called the "thesis statement")
Students' essays will tell the reader something about the controversial subject and will explain that the writer (student) has taken a position and what that position is.  Any essay should be written for a "reader unknown to you."  This means you need to let your reader know what the topic is before you begin supporting your position.

Support:
The student will support his/her position through any of several means.  He/she may cite statistics (with "provenance"), expert opinions/statements, logical structure, etc.
More than one support item is necessary to the well reasoned argument.

Anticipated Objection/Alternate Argument:
The student will cite at least one argument (this is more than merely recognizing there is another side to the issue) that disagrees with his/her position.  The alternate argument offers reasons for the disagreement.  This demonstrates to the reader that the writer is familiar with opposing arguments, has considered them and, more importantly, allows the writer to offer .....

Rebuttal:
The writer (student) responds to the alternate argument to demonstrate that it is weak, specious, or otherwise unworthy of consideration.  This is a key component of the well reasoned argument.  Often, the objection cited by the writer is one that already occurred to the reader.  If that objection is handled immediately the persuasion is well under way.

Re-statement of Position:
(or conclusion)
If the writer finishes with a short, strong reminder of his position, one that will stick in the reader's mind, the process of persuasion will continue after the essay is laid down.
The Tampa Tribune's Edwin Roberts, Jr. does this as well as anyone I've read.  In an essay concerning capital punishment (he had cited, among other things, serial murderer Ted Bundy) he finished with this (paraphrased) statement.
Many people say "of the dead we should speak nothing but good."  Alright.  Ted Bundy is dead.
Good.

Check this Excellent Site for examples of "well reasoned essays."
 You will find an archive of Thomas Sowell's columns.


The information below is for CTS classes. Other classes may ignore the following.
Those students who learned the well reasoned argument while analyzing columns will have little problem constructing their own.   The FINISHED (typed or neatly printed by hand) essays are due, and will be accepted only on, Fridays.  They must have attached at least one current (previous seven days) newspaper article (not a column or an editorial) dealing with the topic.  The major problem encountered in the past has been a reluctance to read enough news information about a topic to really develop a valid position on the subject.  Once again, doing well in these assignments will require daily attention to the newspapers and a willingness to avoid "worshiping at the alter of Procrastinatus."

A reminder for PARENTS:  If you have any questions about this assignment or other course requirements feel free to call or e-mail teacherjoe@aol.com.