argument essay

1. The presentation you are about to
witness could trigger unpleasant
memories of being a student...

2. Holly Cin
May 27, 2016

3. What we will do in today’s class:

4.  What is a trigger warning?
In the realm of mental health, a trigger could be anything that
causes a flashback for a person suffering from PTSD.
In its more general meaning, a trigger refers to words or images
that cause trauma, offense, or discomfort to the reader.
A trigger warning, therefore, is a note of caution to the reader that
the assignment contains sensitive or provocative material that
could potentially lead to trauma or discomfort.

5. Where?
We will focus on TRIGGER WARNINGS IN YOUR
ADVANCED WRITING CLASS at HCC.
What type of material?
We might limit trigger warnings to specific topics,
such as child or sexual abuse, or other types of
violence, such as suicide.
Let’s limit our topic to trigger warnings on suicide.

6.  Most argumentative topics have two points of view:
For and against
 Most argumentative topics can be stated as a yes/no
question.
For example:
 Should trigger warnings be instituted before reading
assignments dealing with suicide in an ESL classroom at
HCC?

7.  As you ponder, discuss, and research the topic, consider both sides of the
issue.
 Then state both opinions and make a list of the reasons in support of
each one.
1. Trigger warnings should be instituted before reading
assignments dealing with suicide in advanced ESL
courses at HCC.
a. Protect students from reliving traumatic experiences
b. Protect students from having suicidal thoughts
c. Give students control over if and how they engage with
materials.

8. 2. Trigger warnings should NOT be instituted before reading assignments
dealing with suicide in advanced ESL courses at HCC.
a. Students shouldn’t be coddled
1. They need exposure to materials in order to be educated
(Hamlet/Ophelia)
2. They might need exposure to materials to overcome the trauma
b. Slippery slope
1. Students could claim “discomfort” for a whole range of topics
a. How do we draw the line between normal stress and trauma?
b. Could lead to a policing of speech and a stifling of conversation
c. Teacher perspective
1. Teachers would have to create alternative assignments for “the
triggered.”
d. Concerned students can effectively warn themselves if they so
choose
1. A google search would probably suffice

9. 1. After listing the arguments for and against, evaluate the strength of the
supporting reasons.
For your argument to be strong, your reasons need to be credible and
relevant.
2. After evaluating the arguments, declare a position on this issue.
3. After deciding your position on this issue, draft a preliminary thesis
statement.
For example:
1. Trigger warnings should be instituted before reading assignments
dealing with suicide in advanced ESL courses at HCC.
OR
2. Trigger warnings should not be instituted before reading assignments
dealing with suicide in advanced ESL courses at HCC.

10. In order for an argument to be strong and persuasive, it
is important to include the opposing point of view
(a.k.a. the counter-argument or the rebuttal.)
This lets your reader know that you have considered the
opposing point of view and are ready to either concede
the point or challenge it.

11. Two options with the opposing point of view:
1. Concession (admit the parts that are true)
Ex. Although trigger warnings on materials involving
suicide would be beneficial for those ESL students at
HCC who are vulnerable to suicide, it would not be a
good policy overall due to X, Y, and Z.
2. Rebuttal (challenge the entire point)
Ex. Some say that trigger warnings on materials dealing
with suicide would be beneficial for ESL students at
HCC ... However, when examining this point further, it
is clear that...

12. Placement of the rebuttal:
1. In the introduction (turnabout style)
2. In the thesis statement (in the subordinate clause)
Ex: Although trigger warnings have many positive elements
such as X, Y, and Z, they should not be used in an ESL course at
HCC for A, B, and C reasons (or for reasons which will be explored
in this paper).
3. In the body of the essay
a. Block style
b. Point by point

13.  Fitzpatrick, Mary. Engaging Writing. New York: Pearson, 2005.
 Hanlon, Aaron. “The Trigger Warning Myth.” New Republic. August, 2015.
 Schussler, Lillie. “Trigger Warnings Contradict Academic Aims.” The
Columbia Spectator. May, 2014
 Ouch blog (25 February 2014). "Trigger warnings: What do they do?". BBC
news (BBC). Retrieved 25 February 2014.