Creating a Dialogic Argument with a Delayed Thesis

COCC300, Writing Arguments, focuses on having students critically read and write a variety of arguments, both for academic and nonacademic audiences. In the materials collected here, we lay out key features of the course that make it a part of the All-University Core Curriculum (AUCC). In addition, you will find a collection of various materials developed by teachers for their individual sections of COCC300. The course continues to evolve in response to students' needs, so these materials represent approaches taken over the last several years. If you need to see how a specific teacher pulls together all the pieces that appear in different parts of our resource list below, please contact that teacher for a recent syllabus. And please, contribute to this resource. We want it to reflect the full range of creative approaches possible when teaching critical thinking and argument.

 Appealing to a Resistant Audience: Delayed Thesis or Rogerian Argument.

In the next main chunk of the Rogerian argument, the writer then presents fairly and accurately his or her own perspective or position on the problem.


Writing a Delayed-Thesis Argument

But no argument, Rogerian or otherwise, will succeed unless the writer understands the reader.

Commentary: Some of the criticisms have been leveled at the manner in which Seligman has presented his ideas. For example, Seligman has largely introduced the area as if it was his single–handed creation and has overlooked the historical foundations of positive approaches to mental health and psychology preceding his contribution (Becker & Marecek, 2008; Cowen & Kilmer, 2002; Froh, 2004; Held, 2005).


Delayed thesis argument - Reinaldo Fialho

Strümpfer, D. J. W. (2005). Standing on the shoulders of giants: Notes on early positive psychology. , (1), 21–45. PSYCHOLOGICAL SOCIETY OF SOUTH AFRICA. Retrieved from Psychofortology is an alternative designation for positive psychology, and fortology (Latin fortis = strong) an antonym for pathology. The strengths paradigm has ancient origins. In this article brief reviews are presented of contributions made during the first eight decades of the twentieth century by mainly psychologists and psychiatrists. Among the most outstanding were James, Jung, Allport, Murray, Rogers, Frankl, Maslow, Csikszentmihalyi and Antonovsky; in all, some 40 forerunners are mentioned. By way of integration, their concepts are classified in terms of J. M. Digman's (1997) higher order personality factors α (socialisation process) and β (personal growth), as well as spirituality/religiousness. A preponderance of the personal growth category was noticeable, particularly from the late 1950s until the early 1970s. The relative neglect of socialisation and interdependencies deserves to be remedied in fortological theory and research.

but he's there at Outline of a Rogerian Argument

Runyan, W. M. K. (1981). Why did Van Gogh cut off his ear? The problem of alternative explanations in psychobiography. , (6), 1070-1077. doi:10.1037/0022-3514.40.6.1070 One of the tasks of personality psychology is to explain the behavior of individual human beings. Vincent Van Gogh, for example, cut off the lower half of his left ear and gave it to a prostitute. More than a dozen different explanations of his actions have been proposed. Is one of these explanations true, are all of them true, or, perhaps, are none of them true? And how can we know? This incident is examined in order to explore some of the problems in applying personality theories to the life of a single individual. A sequential procedure for generating and critically evaluating alternative explanatory conjectures is presented a partial, although not a complete, solution to the problem of multiple interpretations.

There are four parts to a Rogerian argument

Robbins, B. D., & Friedman, H. (in press).The negative shadow cast by positive psychology: Contrasting views and implications of humanistic and positive psychology on resiliency. Resiliency is the ability to survive, or even thrive, during adversity. It is a key construct within both humanistic and positive psychology, but each sees it from a contrasting vantage. Positive psychology decontextualizes resilience by judging it as a virtue regardless of circumstance, while humanistic psychology tends to view it in a more holistic way in relationship to other virtues and environmental affordances, clarifying how resiliency can actually be either a virtue or a vice depending upon circumstances. Adolf Hitler is presented as an example of a resilient person who would not be seen as virtuous, while the U.S. Army Comprehensive Soldier Fitness study training warfighters in resiliency illustrates possible ethical problems with a decontextualized view of resiliency.