Introduction and Re-statement

Dear PTA,

My name is Mrs. Maples and I am the lead Special Education teacher at Bright Hub
Elementary. I attended your last round-table discussion and have been thinking about
the difficulties you are having with securing volunteers for the upcoming book sale. I
may have a solution that will help us both.

From the explanation Mrs. Reed gave at the meeting, I can see that your primary
problem is finding a consistent group of volunteers--you train five or six new helpers
every month and lose 10. This is detrimental to your operations and puts wonderful
events in jeopardy. I know our students love the book sale and winter carnival. We
would all hate to lose these annual joys.

In this introduction, we gain an understanding of the problem at hand. The

identities of the speaker and audience are revealed. A teacher at an elementary
school is discussing a volunteer shortage with the PTA. The teacher compliments
the PTA and acknowledges an existing relationship. Building a bridge.

The Explanation
My fifth-grade Special Education teacher, Ms. Evans, has informed me that her class is
available to serve as student helpers at the next book sale.

Here we get into the meat of the argument. The teacher wants the PTA to accept a
responsibility and form a partnership with a student group.

Conclusion
These children are passionate learners and eager assistants. They are currently
volunteering in the library and cafeteria--so they are no stranger to a bit of hard work!

I understand that working with special needs students may seem like a challenge, and it
is, but the rewards for both you and the students would be great. With nearly 25
students, the class would more than satisfy your volunteer quotas. Ms. Evans and
myself will also attend to delegate duties and assist with supervision. But most
importantly, the students would be learning a valuable lesson about the operation of this
enormous event. They would all have a deeper appreciation for the books sale,
understanding all of the work that goes into making these little miracles happen at
Bright Hub.

I will be available from 9 am-6 pm, Monday through Thursday, if you would like to
discuss the potential for a partnership between the fifth graders and the PTA. I hope
that we can establish a bond that will last for many years to come.
In the conclusion of this Rogerian argument example, we see the teacher
acknowledge the potential difficulties of working with special needs students
while also highlighting this class' experience. The teacher asks the PTA to look
past the challenges to see the possible benefits for this event and the kids.
Concessions made include the offer of adult assistance and flexible contact
hours. The teacher ends on a positive note, leaving the conversation in a non-
confrontational manner.

Read more: http://www.brighthub.com/education/homework-tips/articles/106553.aspx?

p=2#ixzz1E2d9UNgr

The proposed design of the new community center is the result of ongoing conversations with
community leaders, the center's current administrators, and both adult and teenaged neighbors.
These constituencies, with their varied interests, have found much about the current design that
succeeds. The project team therefore believes that we are ready to commence building. But as the
town planning board has pointed out, legitimate causes for concern remain, including handicapped
access, the lack of studio space for area artists, and potential noise problems associated with the
planned café. These concerns are legitimate, and we can take each in turn and incorporate needed
changes in the master design. . . .