Turn minds over to teach argument

A bookseller in a Christopher Morley novel says, “It’s a good thing to turn your mind upside down now and then, like an hour glass, to let the particles run the other way.”

hourglass with all sand in bottom
The sand has settled into inactivity.

Turning the mental hour glass upside down is a good activity to have your students engage in before you turn them loose to write arguments.

What argument means

An argument is—and has been since the days of Aristotle and Plato—a respectful debate. Before they voice any disagreement, each party must attempt to understand:

    • the opposition’s position, including how they define their terms,
    • the opposition’s evidence for its position,
    • the opposition’s logic from the opposition’s standpoint.

To get students to the place where they can argue, you first have to get them to thoroughly understand the position against which they are arguing. Students will only do that if forced to. Students are rather like normal people in that regard.

hourglass with sand in top half
This has the sand moving again.

Here’s how you can force students to turn their minds upside down.

Force a change of perspective

Make a list of a five to 10 controversial topics. Try to include topics ranging from hot-button issues in your school, your community, state and national politics, and international issues such as climate change, immigration, and disease control.

Have students each select one of the topics on which they have an opinion. Have them write a statement of what they believe about that topic and their evidence for their position. Five hundred words will be plenty for this.

After they’ve turned those paper in, give them a tough assignment. Have each student write a paper defending the opposing point of view, giving the best evidence they can find from the most reputable sources.

If you wish, you might follow the formal writing assignment with a two- or three-minute informal writing prompt—one whose responses you won’t grade—that asks students to reflect on what they learned from doing the assignment that they can use in other situations. If you or I did the assignments ourselves, we’d have to admit that we have very little knowledge of at least one topic on which we have strong opinions.

Having once had the experience of looking at a topic from another viewpoint gives students some appreciation of what they must do in writing genuine arguments.

© 2020 Linda G. Aragoni