Although it is not in the description, this section is founded on Rhetoric. Rhetoric is generally described as the study of persuasion and meaning-making.
When you apply for a job, that’s persuasion. Asking your professor to give you more time on an assignment—persuasion. Convincing a friend that the first Lord of The Rings is better than the Third—also persuasion. Food brands using bright color palettes on products for kids or placing the products lower on display shelves—persuasion. Persuasion is an integral part of your life, whether you recognize it or not.
Understanding how to identify or develop an argument is a skill that requires critical thinking, creativity, and a keen awareness of audience. Taking some time to plan out your approach before writing can greatly benefit the final product. While there are many ways to go about planning, I like to use AMMA: Aim, Methods, Materials, and Audience.
AIM
What is the purpose of your paper? What are you trying to accomplish? Normally, the aim is described with a verb then a description.
The verb is bolded and the description is underlined in the examples below:
1. The purpose of this essay is to promote better health care for undergraduate students at MSU.”
2. The aim of this essay is to report on the ways health care currently affects students at MSU
3. The aim of the blog article was to entertain and persuade locals to vote for better public transportation in Montana.
Before you start putting together your materials and methods, consider what your aim is!
MATERIALS
MATERIALS
This is the “stuff” you use to make your point. Materials should reflect your aim and be appropriate for your audience—these are your sources! Examples are:
Questions
Legal Documents
Historical Documents
Opinions
Quotes
Statistics
Pictures
Videos
Sounds
Primary Research
Interviews
Testimonies
When you are creating your argument, picking good materials will help build credibility and cohesion in your paper.
METHODS
Methods are the ways you use your materials to achieve your aim. Examples are:
Contrasting
Comparing
Extending
Countering
Summarizing
Narrativizing
Simplifying
Juxtaposing
Satire
Theorizing
Synthesizing
The methods you use will normally depend on your aim. For example, if you are reporting on something, you might use more summarizing and narrativizing. Whereas an argument tends to utilize contrasting, comparing, and countering.
AUDIENCE
Audience refers to the intended, and sometimes unintended reader of your text.
Primary Audience: This who your paper is directly speaking to—like a commercial on mental health using the pride flag to connect directly to the LGBTQ community.
Secondary Audience: These are people who MIGHT be interested in your topic, but are not your intended audience. For example, while the intended audience of a kids show is kids, parents might also be concerned about what their kid is watching and therefore, are a secondary audience.
Gatekeeper: This is who your paper has to go through in order to reach your primary audience. For example, a publisher.
Practice Examples
The following few paragraphs are from “The Mongol Hordes: They’re Just Like Us” by Manvir Singh. Using the notes above, try and pick out some materials and methods. The aim is given!
In September, Pope Francis became the first leader of the Catholic Church ever to visit Mongolia. It must have been a humbling stopover. The country has fewer than fifteen hundred Catholics. The welcoming ceremony, in Ulaanbaatar’s main square, attracted a few hundred spectators—a crowd less than a thousandth the size of one that had gathered to see him in Lisbon a month earlier. One of the attendees had come out to do his morning Tai Chi and unknowingly ended up at the event. Not everyone understood why the Pontiff was there. A caterer at a banquet for the Vatican entourage asked a Times reporter, “What are Catholics again?" But the Pope came prepared. Speaking to diplomats, cultural leaders, and the Mongolian President, he celebrated the religious freedom protected under the Mongol Empire during the thirteenth and fourteenth centuries—“the remarkable ability of your ancestors to acknowledge the outstanding qualities of the peoples present in its immense territory and to put those qualities at the service of a common development.” He also celebrated “the Pax Mongolica,” the period of Mongol-enforced stability across Eurasia, citing its “absence of conflicts” and respect “of international laws.” Many earlier Christians would have been staggered by Francis’s words.
The first recorded mention of the Mongols in Western Europe is from a Benedictine monk who, in 1240, recorded testimony that the Mongols were “an immense horde of that detestable race of Satan . . . thirsting after and drinking blood, and tearing and devouring the flesh of dogs and human beings.” Five years later, Pope Innocent IV sent Güyük Khan, the third leader of the Mongol Empire, a letter expressing “our amazement” that the Mongols “have invaded many countries belonging to both Christians and to others and are laying them waste in a horrible desolation.” Muslims, too, saw the Mongols as bloodthirsty savages. When Hulagu Khan stormed Baghdad, in 1258, bodies were heaped on the streets; drains reportedly ran red in the heart of Muslim civilization, while Baghdad’s great library, the House of Wisdom, burned. For many historians, the sacking marked the end of five centuries of cultural and scientific flourishing—the Islamic Golden Age. In November, 2002, Osama bin Laden claimed that George H.W. Bush’s Administration had been more destructive than “Hulagu of the Mongols.”Months later, in the run-up to the Iraq War, Saddam Hussein referred to the United States and its allies as “the Mongols of this age.”
-
The aim of this paper is to persuade/argue that the
Mongolian Empire was not as barbaric and violent the stereotypes might suggest—that it was a civil and sophisticated society. -
Quotes from discussion between Mongolian diplomats and Pope Francis in which he celebrates Mongolian steppe culture.
Testimony from a “Benedictine monk” describing how the Mongolians were satanic and destructive
Letter to from Pope Innocent !V to Guyuk Khan about the Mongol’s violence.
Quotes from Osama bin Laden and Saddam Hussein that compare Bush’s administration to Mongol violence.
-
Contrasted: Quotes from discussion between Mongolian diplomats and Pope Francis with testimony from a “Benedictine monk” describing how the Mongolians were satanic and destructive. Draws attention toward more classical negative Mongolian stereotypes and positive alternatives.
Compared: The letter from Pope Innocent IV to Guyuk Khan with quotes from Osama bin Laden and Saddam Hussein to highlight negative perceptions of historical Mongolian culture.
Structural Methods
Opening with a picture to get readers attention and provide context.
This video is from a popular youtuber who does critique of video games, among other things. While you are watching, try to pick out his Aim, some Materials, and Methods.
-
To review sonic mania and argue that it is a comeback for the sonic franchise.
-
Clips from old tv broadcasts including:
News Reels
Commercials
Kids Shows
Stats on Sega and Nintendo marketing Examples
Prior 3D Sonic Games
Sonic Frontiers
Sonic Adventures
Lost World
Secret Rings
Prior 3D Mario Games
Super Mario 64
Clips from Sonic Mania
On Momentum
On Exploration
Clip from Interview About Sonic
Two Diving Competition Clips
Voice Over/Clips From Stream
Map of Mania Levels
-
Compare: Mario and Sonic 3D game clips, specifically from Mario 64 and Sonic Adventure.
Juxtaposing: Successful and unsuccessful Olympic diving clips with Sonic Adventure and Mario 64 respectively.
Countering: The idea that sonic was never good with clips from older sonic games (pre-3D).
Expanding: On the level design in Sonic Mania. Specifically, on the way they create/utilize momentum and exploration.
Montage: Clips of news reels, kids shows, and advertisements. Establish context/historical period in which Sonic vs Mario was a argument.
Mixing: Voice clips from his streams with voice over to create a comedic balance of critique as well as comedy.