Introduction to Evaluative

Arguments

Scott Hale
English 1213
 Definitional Arguments:
 Basis of All Knowledge/Communication

 Argue that Item X belongs in Category

Y
 Scooter (X) is a murderer (Y)
 Evaluative Arguments:
 The next step in Knowledge/Communication

 Having defined an item--X is a Y

 We then evaluate that item--X is a
good/bad Y…
 Evaluations depend upon definitions
 Requirements for
Evaluative Arguments:
 Evaluations require comparison/contrast
between items within the same
category/genus

 To argue that this is a good/bad chair

requires that we compare/contrast it with
other chairs...
 AND...
 Evaluative Arguments must be couched in
evaluative terms….
 Adjectives...
 Good/bad; effective/ineffective;
successful/unsuccessful; cooperative/
uncooperative; resentful/unresentful…
 Flag Day is a joyous holiday...
 Toulmin Schema:
 Today is a beautiful day b/c it is sunny.
 C: Today is a beautiful day
 R: b/c it is sunny
 G: Today is sunny; Ev: Support that it is
sunny today
 W: Any day that is sunny is a beautiful day
 B: Support that beautiful days are sunny
 Strategy for
Constructing Evaluative
Arguments:
 Construct convincing criteria for
evaluation...
 Demonstrate that the evaluated item
possess those criteria...
 Sunniness is the criteria for a beautiful day
 Today possesses that criteria (sunniness)
 Difficulties in
Constructing Evaluative
Arguments:
 Demonstrating that the evaluated item
possess that criteria
(Synthesis/analysis)

 Constructing convincing criteria…

 Problems...
 Problem of Standards:
Normal vs. Ideal:
 Curfew...

 Normal--12:00 Midnight

 Ideal--Before sunrise
 Problem of Mitigating
Circumstances:
 Circumstances out of the
ordinary/Things we can’t control...
 Revision Guides…?
 Drunk?
 Hit and Run?

 Mitigating Circumstances revise criteria

 Problem of 2 Goods vs. 2
Bads:

 2000 Ferrari vs. 1979 Pinto?

 2000 Ferrari vs. 2000 Lamborghini?

 1979 Pinto vs. 1974 Nova?

 Evaluating 2 Goods vs. 2 Bads revise criteria

 Problem of Seductive
Empirical Measures:
 Statistics…

 100% of College students drink on Friday

night…
 100% of College students study on
Saturday night…

 Control the numbers…

 Problem of Cost:
 What happen if the best costs too much?
 To enhance student learning, OU should
buy every student a laptop computer...
 To teach effective birth control, every
student should have to have sex using a
condom…
 Cost isn’t always about $$
 Determining Criteria for
Evaluative Arguments:
 Step 1: Determine the genus--too
broad/too narrow?
 Step 2: Determine the purpose/function of
genus
 Step 3: Determine criteria based upon
purpose/function
 Step 4: Give relative weight to criteria--
which is most important?