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The Structure of Argument
 NINTH EDITION

The Structure of

ARGUMENT

Annette T. Rottenberg

Donna Haisty Winchell

Clemson University
For Bedford/St. Martin’s

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Acknowledgments and copyrights appear on the same page as the text and art selections they cover;
these acknowledgments and copyrights constitute an extension of the copyright page.
Preface
Purpose
One look at today’s headlines is all it takes to see that every American citizen
needs to be able to think critically about what is going on in the nation and in
the world. Biased reporting slants the news, and it is hard even to discern
what is fact. More than ever, people of conscience need to be able to take a
stand and articulate a position.
College has long been a place where values and beliefs are tested.
Exposure to new ideas and new perspectives is a part of coming of age. A
course in argumentation is a place where students can learn the tools to
critically examine the ideas they come in contact with. It is also a place where
they can learn to construct their own arguments in defense of what they
believe.
In order to get our students really thinking critically about argument, we
have to get them to slow down and practice the art of critical reading — and
listening. We have to provide timely, accessible readings, we have to get
them to analyze sustained argumentative discourse, and we have to give them
a vocabulary to be able to talk about it. The vocabulary we use in this text
incorporates Aristotle’s ancient rhetoric, the stasis theory questions, Carl
Rogers’s notion of common ground, and Stephen Toulmin’s three principal
elements of argument: claim, support, and assumption (warrant). In addition,
we present the concepts of definition, language, and logic as critical tools for
understanding and responding to arguments.
We also have to get our students to write sustained argumentative
discourse. They have to learn to apply their knowledge of claim, support, and
warrant. They have to learn to define key terms and to recognize, write, and
support claims of fact, value, and policy, or, in the language of stasis theory,
they have to be able to consider Questions of Fact, Questions of Definition,
Questions of Quality, and Questions of Policy. They have to understand that
successful arguments require a blend of logos, pathos, and ethos.
They have to appreciate the significance of audience as a practical
matter. In the rhetorical or audience-centered approach to argument, to which
we subscribe in this text, success is defined as acceptance of the claim by an
audience. Arguers in the real world recognize intuitively that their primary
goal is not to demonstrate the purity of their logic, but to win the adherence
of their audiences.
To do so, students must read critically and think critically about what
others have to say. The Internet has redefined what research means to our
students. A large part of the challenge is not to find sources but to eliminate
the thousands of questionable ones. Faced with the temptation to cut and
paste instead of read and understand, students need more help than ever with
accurate and fair use of sources. We provide that help in the context of an
increasingly digital world.
Organization
Part One of The Structure of Argument begins with an introduction to
Aristotelian, Rogerian, and Toulmin approaches to argumentation and to
stasis theory. Next, it addresses the critical reading of written as well as
visual and multimodal arguments. It then provides instruction on writing
responses to arguments and writing arguments, particularly in an academic
context. Part One is rich in selections that both illustrate various arguments
and offer practice for student analysis.
Part Two devotes one chapter apiece to the chief structure of argument
— claim, support, and assumption (warrant). Straightforward explanations
simplify these concepts for students, and examples are drawn from everyday
print and online sources — essays, articles, graphics, reviews, editorials, and
advertisements — by both student and professional writers.
Part Three details important matters of reading and writing effective
argument: definition, language, and logic. Chapter 9 teaches students the
importance of defining key terms as well as the nature of the extended
definition essay. Chapter 10 deals with the power of word choice, and
Chapter 11 covers the various logical fallacies as well as how to identify and
avoid logical errors in arguments.
The first three parts of the book — comprising Chapters 1 through 11 —
include four unique feature boxes to enhance and reinforce the text. “Writer’s
Guide” boxes give practical advice on how to write effective arguments and
response essays; “Strategies” boxes provide more in-depth information on
important skills such as prereading and annotating texts. “Essentials” boxes
summarize and reinforce basic argument concepts, and “Research Skills”
boxes explain a variety of academic research tasks
Coverage of traditional rhetorical issues such as audience and purpose
spans all chapters, helping students grasp the importance of clear
communication in a variety of situations. And student essays, with
documented sources, serve as models for effective writing and proper form.
This ninth edition of The Structure of Argument shows students how to apply
concepts of rhetoric and logic to spoken, visual, online, and other multimedia
arguments. Throughout the text, an abundance of visual arguments —
including ads, photographs, screen shots, and graphics — provide visual
examples and opportunities for analysis.
Part Four takes up the process of planning, writing, and documenting
arguments based on independent research. Chapter 12 focuses on planning
and research, including how to narrow a topic as well as how to find and
evaluate sources. Chapter 13 addresses drafting and revising written
arguments as well as oral presentations. Chapter 14 covers documentation
and provides two sample research papers, one employing the Modern
Language Association (MLA) documentation system and the other
employing the American Psychological Association (APA) documentation
style.
Part Five, “Debating the Issues,” includes a pair of readings related to
each of five current debatable topics: student evaluation of faculty, gender-
neutral bathrooms, trigger warnings, princess culture, and paying college
athletes. Each pair illustrates contrasting opinions on the same issue and is
followed up with discussion questions and writing suggestions.
For instructors who want to apply current events to their argument
course, see our blog, “Argument in the Headlines.” In our regularly updated
posts, we use argument concepts to frame issues in the news, helping students
relate the text and the course to their everyday lives. Students are encouraged
to visit the blog at the end of each chapter. You can find the blog at
blogs.bedfordstmartins.com/bits.
New to This Edition
In this edition, a new Chapter 5 focuses early in the text on how to write
arguments, particularly in an academic context. This new chapter provides a
clearer distinction between writing arguments generally and writing
researched arguments, which is the focus of Chapters 12-14. It also makes it
possible to make a clearer distinction between analyzing argument (Chapter
4) and writing argument (Chapter 5).
An introduction to stasis theory has been added to Chapter 1. This
instruction is intended to help students further understand how logical
questions can be used as a means of invention and to structure arguments
effectively.
The concept of the warrant has always been a difficult one for students.
In this edition we use the term assumption to make the concept more
accessible.
As is the case with each edition of The Structure of Argument, we have
updated readings throughout to keep information current and subjects
interesting. In this ninth edition, over one-third of the readings are new. In the
Debating the Issues section, new issues include the value of student
evaluations of faculty, the pros and cons of gender-neutral bathrooms, and
wisdom of providing trigger warnings in college classes.
Acknowledgments
This book has profited by the critiques and suggestions of instructors who
responded to a questionnaire: John Adrian, University of Virginia; Patricia
Andujo, Azusa Pacific University; Carol Bledsoe, Florida Gulf Coast
University; Rebecca Briley, Midway University; Joe Davis, North Iowa Area
Community College; Hedda Fish, San Diego State University; Deanna
Gabrielson, Morehead State University; Steve Holland, Community College;
Jeffrey Hotz, East Stroudsburg University; Tammy Jabin, Chemeketa
Community College; Jess Koski, Hibbing Community College; Mark Meritt,
University of San Francisco; Steven Mohr, Terra State Community College;
Daniel Powell, Florida State College at Jacksonville; Jennifer Roscher, De
Anza College; Kent Ross, Northeastern Junior College; and Guy Shebat,
Youngstown State University. We also thank those reviewers who chose to
remain anonymous.
We are grateful to those at Bedford/St. Martin’s and Macmillan Learning
who have helped in numerous ways large and small: John Sullivan, Leasa
Burton, Jennifer Prince, Kalina Ingham, Jennifer Kennett, Angie Boehler,
Richard Fox, Kerri Cardone, and, most especially, Alicia Young.
We’re all in. As always.
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diagnostics to identify areas of strength and areas for improvement and
to help students plan a course of study. Use visual reports to track
performance by topic, class, and student as well as improvement over
time.
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Instructor Resources
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Resources for Teaching The Structure of Argument is available as a PDF
that can be downloaded from macmillanlearning.com. Visit the instructor
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and teaching tips, the instructor’s manual includes sample syllabi, classroom
activities, additional research assignments, discussion questions, teaching tips
and ideas, and classroom activities.
How This Book Supports WPA Outcomes for First-
Year Composition
In 2014, the Council of Writing Program Administrators updated its desired
outcomes for first-year composition courses. The following chart provides
information on how The Structure of Argument helps students build
proficiency and achieve the learning outcomes that writing programs across
the country use to assess their students’ work.

Rhetorical Knowledge
Learn and use key rhetorical
concepts through analyzing
and composing a variety of
texts.
The organization of The Structure of
Argument supports students’ understanding
of rhetorical strategy. Part One (Chapters 1–
5) introduces students to the Aristotelian,
Rogerian, and Toulmin approaches to
argumentation and to stasis theory. Next, it
addresses the critical reading of written as
well as visual and multimodal arguments. It
then provides instruction on writing
analytical responses to arguments and
writing arguments, particularly in an
academic context. Part Two (Chapters 6–8)
devotes one chapter apiece to the chief The
Structure of Argument: claim, support, and
assumption. Part Three (Chapters 9–11)
details important matters of reading and
writing effective argument: definition,
language, and logic. Part Four (Chapters
12–14) takes up the process of planning,
writing, and documenting arguments based
on independent research. Coverage of
traditional rhetorical issues such as audience
and purpose spans all chapters, helping
students grasp the importance of clear
communication in a variety of rhetorical
 situations.
Gain experience reading and The 68 readings in the book span a variety
composing in several genres of topics and disciplines. Each selection
to understand how genre features apparatus that gives students
conventions shape and are practice analyzing and writing for a variety
shaped by readers’ and of purposes and in a range of styles.
writers’ practices and Throughout the text chapters, Writers’
purposes. Guides, Research Skills boxes, end-of-
chapter Assignments, and post-reading
questions prompt students to compose
different kinds of arguments and responses.
Develop facility in Chapter introductions for Chapters 1
responding to a variety of through 11 explain how each rhetorical
situations and contexts element and strategy helps to achieve an
calling for purposeful shifts author’s purpose. Throughout the text, post-
in voice, tone, level of reading questions call attention to the form
formality, design, medium, and function of different arguments.
and/or structure.
Understand and use a variety Chapter 3 shows students how arguments
of technologies to address a can be made using a variety of multimodal
range of audiences. contexts, including photographs, print
advertisements, political cartoons, graphics,
commercials, speeches, debates, broadcast
news, print news, social media, and
interactive Web sites.
Match the capacities of Chapter 3 shows students how a variety of
different environments (e.g., print and electronic environments can be
print and electronic) to used to build persuasive arguments.
varying rhetorical situations.

Critical Thinking, Reading, and Composing

Use composing and reading Part 1 guides students through the process of
for inquiry, learning, critical understanding how arguments function,
thinking, and communicating reading them critically, analyzing them in
in various rhetorical contexts. writing, and composing them effectively. In

Read a diverse range of texts,
attending especially to
relationships between
assertion and evidence, to
patterns of organization, to
the interplay between verbal
and nonverbal elements, and
to how these features
function for different
audiences and situations.
Locate and evaluate (for
credibility, sufficiency,
accuracy, timeliness, bias and
so on) primary and secondary
research materials, including
journal articles and essays,
books, scholarly and
professionally established
and maintained databases or
archives, and informal
electronic networks and
internet sources.
Use strategies—such as
interpretation, synthesis,
response, critique, and
design/redesign—to compose
texts that integrate the
writer’s ideas with those from
appropriate sources.
particular, Chapters 3 and 4 focus on
critical reading of different kinds of
arguments, and Part Four provides guidance
on researching and crafting effective
arguments using inquiry and critical
thinking.
Throughout the text, diverse selections
illustrate different rhetorical elements, and
post-reading questions prompt students to
analyze the relationship between assertion
and evidence. Further, Chapter 3 shows
students how to analyze the relationship
between verbal and nonverbal elements of
multimodal texts. Chapter 6 explores
different kinds of claims, and Chapter 7
offers instruction on how to effectively
support assertions.
Chapter 12 offers practical instruction for
locating and evaluating primary and
secondary research materials, and Chapter
13 illustrates best practices for reviewing
research.
The questions and prompts that accompany
each reading ask students to interpret,
respond, and critique the writer’s choices,
thereby engaging in academic conversation.
Chapter 13 helps students compose texts
that integrate the writer’s ideas with those
from appropriate sources.
Processes
Develop a writing project Chapter 12 illustrates best practices for
through multiple drafts. planning and research, and Chapters 13 and
14 take students through the process of
drafting, revising, and presenting effective
arguments.
Develop flexible strategies Part Four offers strategies for reading,
for reading, drafting, drafting, reviewing, revising, and rewriting
reviewing, collaborating, arguments.
revising, rewriting, rereading,
and editing.
Use composing processes and Throughout each chapter, the text
tools as a means to discover emphasizes the importance of rereading and
and reconsider ideas. rewriting to discover and reconsider ideas. In
particular, Chapter 2 provides strategies for
evaluating arguments and ideas, and
Chapter 13 reemphasizes evaluation as part
of the writing process.
Experience the collaborative Writer’s Guides and Research Skills boxes
and social aspects of writing throughout the text provide insights into the
processes. writing and research processes that can be
used as prompts for discussion of the writing
process.
Learn to give and to act on Post-reading questions, as well as the
productive feedback to works Writer’s Guides, Research Skills boxes,
in progress. and end-of-chapter Assignments in
Chapters 1 through 11, can be used as
prompts for peer feedback.
Adapt composing processes Chapter 3 shows students how a variety of
for a variety of technologies technologies and modalities can be used to
and modalities. build persuasive arguments.
Reflect on the development Post-reading questions and end-of-chapter
of composing practices and Assignments often encourage students to
how those practices influence reflect on their knowledge, assumptions, and
their work.
Knowledge of Conventions
Develop knowledge of
linguistic structures,
including grammar,
punctuation, and spelling,
through practice in
composing and revising
Understand why genre
conventions for structure,
paragraphing, tone, and
mechanics vary
Gain experience negotiating
variations in genre
conventions
Learn common formats
and/or design features for
different kinds of texts
writing habits.
Chapter 9 teaches the importance of
defining key terms to build effective
arguments. Chapter 10 focuses on language,
drawing students’ attention to the rhetorical
effectiveness of connotation, slanting,
concrete and abstract language, clichés, and
figurative language. Chapter 11 helps
students to understand logical linguistic
structures. LearningCurve activities
(available in LaunchPad Solo for Readers
and Writers) provide extensive practice with
grammar, punctuation, and spelling.
The text’s overarching emphasis on
rhetorical context and situation in the text
chapters fosters critical thinking about genre
conventions. In particular, Chapter 2 teaches
students how to read arguments for content
and structure, and chapter introductions for
Chapters 1 through 11 explain how each
element of argument serves a writer’s
purpose.
The variety of formats and genres
represented in the 68 selections gives
students plenty of experience negotiating
variations in genre conventions. Post-reading
questions encourage students to apply the
rhetorical strategies to real-world genres and
situations.
Annotated selections throughout the text,
including student essays, impart awareness
of common formats and/or design features
for difference kinds of texts, and Chapter 14
 provides specific instruction on formatting
and design, including MLA- and APA-style
student research papers with annotations
highlighting the genre conventions.
Explore the concepts of Chapter 13 teaches students how to avoid
intellectual property (such as plagiarism, and Chapter 14 on documenting
fair use and copyright) that sources raises issues of different
motivate documentation documentation conventions, specifically
conventions MLA and APA formats.
Practice applying citation Chapter 13 offers detailed guidance on
conventions systematically in avoiding plagiarism, and Chapter 14 shows
their own work students how to apply citation conventions of
MLA and APA styles in their own writing.
Brief Contents

Preface
PART ONE Understanding Argument
1 Approaches to Argument
2 Critical Reading of Written Arguments
3 Critical Reading of Multimodal Arguments
4 Writing Argument Analysis
5 Writing Arguments
PART TWO Analyzing the Elements
6 Claims
7 Support
8 Assumptions
PART THREE Using the Elements
9 Definition: Clarifying Key Terms
10 Language: Using Words with Care
11 Logic: Understanding Reasoning
PART FOUR Researching and Crafting Arguments
12 Planning and Research
13 Drafting, Revising, and Presenting Arguments
14 Documenting Sources
PART FIVE Debating the Issues
15 Rating Your Professors: Do Course Evaluations Matter?
16 Public Restrooms: Should They Be Gender Neutral?
17 Trigger Warnings: Have Some Schools Gone Too Far?
18 Gender Stereotypes: Is the “Princess” Phenomenon Detrimental to Girls’
Self-Image?
19 Economics and College Sports: Should College Athletes Be Paid?

Glossary
Index of Subjects
Index of Authors and Titles
Contents

Preface

PART ONE Understanding Argument

1 Approaches to Argument
What Is Argument?
Aristotelian Rhetoric
Ethos
Logos
Pathos
RESEARCH SKILL Using Databases
Ancient Rhetoric Today
ARGUMENT ESSENTIALS Aristotelian Rhetoric

RICHARD J. DAVIS, In Gun Control Debate, Logic Goes

out the Window
An attorney and former Assistant Treasury Secretary for
Enforcement and Operations argues in favor of a federal database
of firearms transactions.

THE SHELTER PET PROJECT, A Person Is the Best Thing

to Happen to a Shelter Pet (advertisement)
LIZA LONG, I Am Adam Lanza’s Mother
In the context of the 2012 massacre at Sandy Hook Elementary
 School in Newtown, Connecticut, a mother describes what it is like
to live in fear of her mentally ill son.
Stasis Theory
The Stasis Questions
Stasis Theory Claims
Rogerian Argument
ARGUMENT ESSENTIALS Rogerian Argument

JULIA BELLUZ AND STEVEN J. HOFFMAN, Katie Couric

and the Celebrity Medicine Syndrome
A health journalist and a professor of clinical epidemiology and
biostatistics analyze why the public take medical advice from
unqualified celebrities.

SARAH SELTZER, Teaching Trigger Warnings: What

Pundits Don’t Understand about the Year’s Most
Controversial Higher-Ed Debate
A journalist defends trigger warnings as more nuanced than a
simple pro-con debate.
The Toulmin Model
The Claim
The Support
The Assumption
Toulmin and the Syllogism
ARGUMENT ESSENTIALS The Toulmin Model

ROBERT J. SAMUELSON, In Health, We’re Not No. 1

A conservative columnist reports that despite Americans’
assumption that, in health as in other areas, the United States is
Number 1, the health of our citizens rates lower than many other
 industrialized nations.

STEVEN REINBERG, Embryo Selection May Help Prevent

Some Inherited Disorders
A journalist for a health newsletter explains how, with in vitro
fertilization, it is now possible to screen embryos for certain
diseases before they are implanted.
Assignments for Understanding Approaches to Argument

2 Critical Reading of Written Arguments

Prereading
STRATEGIES FOR PREREADING

CAROL ROSE, On Pins and Needles Defending Artistic

Expression
A lawyer and journalist defends tattoos as a form of artistic
expression.

AMIN AHMAD, I Belong Here

An American of Indian descent feels a sense of solidarity with
foreigners going through immigration screening at the airport.
Reading for Content and Structure
Working with the Text
STRATEGIES FOR ANNOTATING A TEXT

CHRISTOPHER ELLIOTT, A Tale of Two Airlines

A travel editor compares Spirit, a villain of an airline, and
Southwest, a hero.
Summarizing
RESEARCH SKILL Summarizing
 STRATEGIES FOR WRITING RHETORICAL SUMMARIES

MALLORY SIMON, Gun Debate: Where Is the Middle

Ground?
An editor focuses on the son of a shooting victim as he pleads for
some middle ground in the gun debate.

STEPHANIE FAIRYINGTON, The Gay Option

A freelance journalist argues that homosexual practice and identity
are a choice but regrets that she could not admit her choice in the
matter when she came out to her family.
Evaluation
STRATEGIES FOR EVALUATING ARGUMENTS
ARGUMENT ESSENTIALS Examining Written Arguments
BRUCE SCHNEIER, The Internet Is a Surveillance State
A security technologist warns that we have given up our privacy on
the Internet without even a fight.

WHITNEY CRAMER, Giving Up Our Privacy: Is It Worth

It? (student essay)
Assignments for Critical Reading of Written Arguments

3 Critical Reading of Multimodal Arguments

Visual Rhetoric
Photographs
DAVE MARTIN, Looting (photograph)

CHRIS GRAYTHEN, Finding (photograph)

RICK LOOMIS, Los Angeles Airport Police Remove the

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Com summa gala e grandeza,
Assistiu toda a nobreza
Dos homens mais principaes,
Ministros, officiaes
De guerra e damas mui bellas,
Que em palanques e janellas
Mostravam com arrebol,
Que estando alli posto o sol,[5]
Bem podiam ser estrellas.

[5] Refere-se ao governador.

Posto o sol alli se via,

Porém com notavel gosto,
Quando vi que era o sol posto
Mais o Terreiro luzia:
Dois soes[6] postos na Bahia
Vi com differença atroz
Um Saturno que se poz,
Outro posto na janella
Sol de luz mais clara e bella,
Que hoje nasce para nós.

[6] Allude aos dois governadores d. J. de Aloncastre e Camara

Coutinho, que se achavam presentes.

Desterrando sombras mil

De um sol que causou desmaios,
Nasce com benignos raios
Este sol para o Brazil:
Oh quem tivera a subtil
De Apollo lyra discreta,
Da fama a aguda trombeta,
Para que pudesse ousado,
Sem temor, nem perturbado
Descrever este planeta.

Mas é fraco o meu engenho

Para de um sol sem desmaios
Querer ventilar os raios
Quando olhos de aguia não tenho:
E si a tão sublime empenho,

Onde o mais sabio delira,

Meu pensamento subira,
Logo d’essa esphera clara
Como Phaetonte rodára,
Ou como Icaro cahira.

Quando o planeta maior

Á vista humana se expõe,
É que a seus raios se oppõe
Atrevido algum vapor:
E si neste sol melhor
Nenhuns eclypses se vêm,
Não se atreverá ninguem
Sem ter de nescio desmaios
Querer contemplar os raios
Esclarecidos que tem.

Quando da esteril mulher

Nasceu o maior do mundo
Admirações e profundo
Pasmo veiu a gente a ter:
E si com João nascer
Houve tanta admiração,
Á Bahia outro João,
Sol de claro nascimento
Nasce com merecimento
Para a mesma suspensão.
E como não pasmarei
Eu, e este povo tambem,
De ter por General, quem
Sceptro merece de rei?
Pois a ventura e a lei
Divina dispoz, senhor,
O seres Governador,
Com tudo sabemos nós,
Que um foi de vossos avós
De Pedro progenitor.

D’aquelle em tudo primeiro

João era nada segundo
Sois, e bem conhece o mundo,
Descendente verdadeiro:
Tambem da Casa de Aveiro
Muita nobreza alcançaes:
Alencastre vos chamaes,
De Duarte Inglez potente
Clarissimo descendente:
Silva sois, não digo mais.

Com branca e encarnada pluma

Galan vestido de verde,
Que inda a esperança não perde
Do Neto da clara espuma:
Capitão de graça summa
André Cavallo sahiu:
Logo o povo se sentiu;
Porque de incidente novo
Os olhos levou do povo
Quando no Terreiro o viu.
Num branco bruto corria
Mais ligeiro do que o vento,
Tanto que c’o pensamento
Correr parelhas podia:
Veloz desapparecia
Das pernas ao leve abalo,
E não podia julga-lo
O povo que alli se achava,
Si era vento que levava
Pelos ares o Cavallo.

Poz André com bizarria

Todas as lanças mui bem,
E inda assim não faltou quem
Murmurasse todavia.
Soube elle da zombaria,
Que se fez e presentiu
Quem fôra o que alli se riu,
E no outro dia com brio
Um cartel de desafio
Fixou, mas ninguem sahiu.

No cartel que poz, mostrava

Que a qualquer que se julgassem
Tres lanças que se tirassem,
Mil cruzados offertava:
O delinquente acceitava
O desafio esta vez,
Porém que sem interêz
Com gosto perder queria
Nesta contenda e porfia
Não só mil cruzados, tres.
Pede licença ao senhor,
Que no nome a graça traz;
Mas elle como sagaz
O aconselha com primor:
Diz-lhe que fôra melhor
Esta contenda escuzar;
Porém o mancebo alvar,
Fiado em ser cavalleiro
E fiado em ter dinheiro,
Não quiz o pacto acceitar.

Porque se não vence não;

Dizia o moço magnata,
Nem por ouro, nem por prata
O seu sangue de Aragão;
E vendo o senhor dom João
Que si a licença negava
A André Cavallo ultrajava,
Pois podiam presumir,
Si ao Campo o não vissem ir,
Que o dinheiro lhe faltava.

Lhe disse que não só tres

Si corressem mil cruzados,
Si não que depositados
Tinha André Cavallo dez:
Mas o moço Aragonez
Vendo esta resolução,
Por temer a perdição,
A que punha o seu dinheiro,
Toma conselho primeiro
Co’o reverendo Frizão.
O padre, que sem estudo
As leis entende civis,
E com manhosos ardis
Obra mal e entende tudo;
Lhe diria mui sizudo
Com aspecto venerando,
Rindo-se de quando em quando,
Que assim seus enganos lavra:
«Não se lhe dê da palavra,
Diga que estava zombando.»

Assim foi que o desafio

Veiu a parar em burrada,
Que a palavra não val nada,
Si na occasião falta o brio:
E para que com desvio
Não fossem mais inimigos,
Evitando alguns perigos,
Em boa paz os chamou
O General e tractou
De que ficassem amigos.

Depois das pazes, emfim

Lhes pediu que cavalgassem,
E um par de lanças tirassem
Cada qual em seu rossim:
Elle lhe disse que sim,
E de improviso avisou
Ao irmão que não tardou
Com trazer-lhe bons arreios,
Cavallos, sellas e freios,
E com elles se embarcou.
Num dia dos derradeiros
Ao Terreiro os dous chegaram,
E ambos se separaram
Logo dos mais cavalleiros:
Cuidam que são os primeiros
Fidalgos que a terra tem;
E nescios não antevem
Que diz o povo, e não erra,
Que são Fidalgos da Terra,
E outros na Terra ha tambem.

Empinou-se-lhes a Ruça,
E de quatro companheiros,
Sem mais outros cavalleiros,
Fizeram a escaramuça:
O General se debruça,
Para mette-los bem nella,
Na janella com cautela;
Porém usou de revoltas,
Porque mettendo-os nas voltas,
Mandou fechar a janella.

A escaramuça acabada
Fizeram a cortezia,
E todo o povo seria
Vendo a janella fechada:
Nas voltas não viram nada;
Que com notavel trabalho
No ay hombre cuerdo á cavallo;
Porém depois que acabaram,
E o General não acharam,
Ficaram de vinha d’alho.
Com rostos descoloridos,
Desesperados agora
Iam por dentro e por fóra
Da propria côr dos vestidos:
Os que são desvanecidos
E, sem prudencia e razão,
Presumem mais do que são,
Emendem seus pensamentos,
Que para seus desalentos
É vivo o senhor d. João.

Não presumam porque tem,

Que são mais que os pobres, nobres,
Pois ha muitos homens pobres
Mui bem nascidos tambem:
Ao pequeno não convém
Por pequeno desprezar,
Que si este quizer fallar,
Achar póde algum defeito,
Que nenhum ha tão perfeito
Em quem se não possa achar.

Seguia-se um cavalleiro
Ao famoso André Cavallo,
Que levou sem intervallo
De cada golpe um carneiro:
Tambem foi aventureiro
De um premio, mas com defeito
Dava ao corpo um grande geito,
E ficou passado e absorto
De que fosse ao premio torto
E o premio a outro direito.
Ao famoso Braz Rabello
Razão é de mestre o apode,
Pois dar dias sanctos póde
Nesta arte ao que fôr mais bello;
E si com louco desvelo,
Do que digo algum se abraza,
Attenda á razão que é raza,
E verá se faz espantos
Que dar possa os dias sanctos
Quem tem Domingas de Casa.

Nas lanças que poz mui bem

Teve de premios ganança,
E certo que pela lança
Não o ha de vencer ninguem:
Dos cavalleiros que tem
Modernos hoje a Bahia
Leva Braz a primazia,
Porque não ha nesta Praça
Quem se ponha com mais graça,
Fortaleza e bizarria.

Tambem aquella fatal

Emulação de Mavorte,
Para os inimigos forte,
Para os amigos leal;
Applauso merece egual;
Pois nesta cavallaria
Si aos mestres não excedia
Por mais antigos nesta arte,
Aos modernos nesta parte
Elle leva a primazia.
Tambem no Machado fallo,
Que é razão por elle accuda,
Pois sempre ao Cavallo ajuda,
Mas não o ajuda o Cavallo:
Inda assim posso louva-lo
Dando-lhe varios apodos,
Porque conheço em seus modos,
E mui bem posso affirmar
Que nisto de cavalgar
Leva vantagens á todos.

Em mau cavallo corria,

Mas um premio mereceu:
Veja-se quem o perdeu
Que cavalleiro seria?
Aposto que alguem diria,
Vendo que ás carreiras passa
Sem fortaleza, nem graça,
Que o moço com seu sendeiro
É nos fumos cavalleiro,
Porém não cá para a Praça.

Outro cavalleiro airoso

Andou na festividade,
E vi na velocidade
Com que corre ser Velloso;
Por cavalleiro famoso
O povo o acclamou de novo,
E eu só admirando o louvo,
E acho discrição calar,
Porque é escusado fallar
Quando por mim falla o povo.
O Ricardo valeroso
Andou bem, porém sem sorte,
Porque tem pouco de forte,
Si bem tem muito de airoso:
Perdeu pouco venturoso,
Mas sem nenhum sentimento,
Um premio que Braz attento
Ganhou; porque não se atreva
Á aquillo que tambem leva
Com as palavras o vento.
 CHEGANDO O MARQUEZ DAS MINAS
A GOVERNAR O ESTADO COM O CONDE DO PRADO SEU
FILHO, TRACTOU LOGO DE ALLIVAR OS MAGNATES DA
BAHIA, CHAMANDO-OS DO DESTERRO EM QUE PADECIAM,
AMEDRONTADOS DO SEU ANTECESSOR PELA MORTE QUE
OUTROS DERAM AO ALCAIDE MÓR FRANCISCO TELLES, E
POR ACÇÃO DE GRAÇAS LHE FEZ O SECRETARIO DE
ESTADO BERNARDO VIEIRA RAVASCO ESTA DECIMA, QUE O
POETA GLOZOU COM OS PRIMORES COSTUMADOS
METAPHORICAMENTE

DECIMA

De flores e pedras finas

Floresce e enriquece o Estado,
Floresce sim pelo Prado,
E enriquece pelas Minas[7]:
As aves que peregrinas
Aos montes se retiraram,
Nesta manhã já cantaram
Com tão doce melodia,
Que a noite se tornou dia
Porque as penas se acabaram.

[7] Refere-se ao conde do Prado e ao marquez das Minas.

GLOZA

Já da primavera entrou
A alegre serenidade,
Com que toda a tempestade
Do triste inverno acabou:
Já Saturno declinou
Nas operações malignas:
Com influencias benignas
Jupiter predominante
Nos promette anno abundante
De flores e pedras finas.

Si d’estes aspectos taes

Bem se calcula a figura,
Teremos grande fartura,
Não ha de haver fome mais:
Mostras temos e signaes
De um tempo muito abastado:
Porque bem considerado
D’elle tem o proprio effeito,
Já vemos que a seu respeito
Floresce e enriquece o Estado.

Para ser enriquecido

Este Estado e florescente,
Temos a causa patente
No planeta referido:
Não se equivoque o sentido
No effeito aqui declarado,
Porque sendo bem notado,
O Estado (como parece)
Si pelo mais não floresce
Floresce sim pelo Prado.
Pelo Prado flôr á flôr
Se vai a terra esmaltando,
Com que o clima está mostrando
Temperamento melhor:
Do luminar superior
Por taes influencias dignas,
Sendo as pedras o boninas
Da terra unicos primores,
Pois se esmalta pelas flores
E enriquece pelas Minas.

Na terra já se experimentam
Virações tão temperadas,
Que as aves exterminadas
Tornar aos ninhos intentam:
Já não sentem, não lamentam
Tempestuosas ruinas;
Pois com salvas matutinas
Se mostram tão prasenteiras,
Que mais parecem caseiras
As aves que peregrinas.

Sua peregrinação
Influxo foi de Saturno,
Planeta sempre nocturno,
E muito importuno então:
Todas nessa conjuncção
Si os doces ninhos deixaram,
E tanto se receiaram
Do nocivo temporal,
Que escolhendo o menor mal
Aos montes se retiraram.
Porém tanto que sentiram
Haver no tempo mudança
Sem receio e sem tardança
Aos ninhos se reduziram:
Outros ares advertiram,
Outra clemencia notaram,
Com que alegres publicaram
Dos astros os movimentos,
E com festivos accentos
Nesta manhã já cantaram.

Cantaram para mostrar

Com repetidas cadencias
Singulares excellencias
De um planeta singular:
Tal doçura no cantar
Não se ouviu nesta Bahia,
Ouvindo-se na harmonia
Modulações tão suaves,
Que nunca cantaram aves
Com tão doce melodia.

Cada qual com voz sonora

Nos mottetes que cantaram,
Por mil modos explicaram
De todo o Estado a melhora:
Cada instante e cada hora
A musica mais se ouvia,
No Prado resplandecia
Por modo maravilhoso
Um lustre tão luminoso,
Que a noite se tornou dia.
Entre as aves modulantes,
Que este nosso paiz tem,
Todas cantaram o bem
De que são participantes:
Dos males que foram antes
Todas tambem se queixaram;
Assim que todas mostraram
Com alegrias notorias
Que começaram as glorias
Porque as penas se acabaram.
 A UNS CLERIGOS
QUE INDO AO EXAME DO CANTOCHÃO PARA ORDENS
SACRAS NA PRESENÇA DO ARCEBISPO D. JOÃO FRANCO DE
OLIVEIRA, DESAFINARAM PERTURBADOS

Senhor, os padres d’aqui

Por b quadro e por b mol
Cantam bem re mi fa sol,
Cantam mal la sol, fa mi:
A razão que eu nisto ouvi,
E tenho para vos dar,
É que como ao ordenar
Fazem tanto por luzir,
Cantam bem para subir,
Cantam mal para baixar.

Porém como cantariam

Os pobres perante vós?
Tão bem cantariam sós,
Quão mal onde vos ouviam:
Quando o fa bordão erguiam
Cada um parece que berra,
E si um dissona, outro erra,
Mui justo me pareceu,
Que sempre á vista do céu
Fica abatido o que é terra.
Os padres cantaram mal,
Como estava presupposto,
E inda assim vos deram gosto,
Que eu no riso vi o signal:
Foi-se logo cada qual
Direito ás suas pousadas,
Á estudar nas taboadas
Da musica os sete signos,
Não por cantar a Deus hymnos,
Mas por vos dar badaladas.

Vós com voz tão doce e grata

Enleastes meus sentidos,
Que ficaram meus ouvidos
Engastados nessa prata:
Tanto o povo se desata
Ouvindo os vossos esp’ritos,
Que com laudatorios gritos
Dou em fé que uma donzella
Disse, qual outra Marcella,
O Cantico Benedictus.
EPISTOLA AO CONDE DO PRADO
ROMANCE

D’aqui d’esta praia grande

Onde á cidade fugindo,
Conventual das arêas
Entre mariscos habito:
A vós, meu conde do Prado,
A vós, meu principe invicto,
Illustrissimo Mecenas
De um poeta tão indigno,
Enfermo da vossa ausencia,
Quero curar por escripto
Sentimentos, saudades,
Lagrimas, penas, suspiros.
Ausentei-me d’esta Terra,
Porque esse povo maldicto
Me poz em guerra com todos,
E aqui vivo em paz commigo.
Graças a Deus que não vejo
Neste meu doce retiro
Hypocritas embusteiros,
Velhacos intromettidos.
Não me entram nesta palhoça
Visitadores prolixos,
Politicos enfadonhos,
Ceremoniosos vadios.
Visitam-me o lavrador
Sincero, simples e liso,
Que entra co’a bocca fechada,
E sahe co’o queixo cahido.
Dou na varanda um passeio,
Ouço cantar passarinhos
Docemente, ao que entendo,
 Excepto a lettra e tonilho.
Vou-me logo para a Praia,
E vendo os alvos seixinhos,
De quem as ondas murmuram,
Por mui brancos e mui limpos,
Os tomo em minha desgraça
Por exemplo expresso e vivo,
Pois eu por limpo e por branco
Fui na Bahia mofino.
Queimada veja eu a Terra
Onde o torpe idiotismo
Chama aos entendidos nescios,
E aos nescios chama entendidos.
Queimada veja eu a Terra,
Onde em casa e nos corrilhos
Os asnos me chamam asno;
Parece cousa de riso.
Eu sei de um clerigo Zote,
Parente em grau conhecido
D’estes que não sabem musa,
Mau grego e peior latino,
Ambicioso avarento,
Das proprias negras amigo,
Só por levar a gaudere
O que aos outros custa gimbo;
Que si acaso em mim lhe fallam
Torcendo logo o focinho,
«Não me fallem neste asno»,
Responde em todo o seu sizo.
Tambem sei que um certo Beca,
No Pretorio presidindo,
Onde é salvage em cadeira,
Me pôz asno de banquinho.
Por signal que eu respondi
A quem me trouxe este aviso,
Si fôra asno, como eu sou,
Que mal fôra á esse ministro.