Launspach, Aull, A Case-Based Approach to Argumentative Writing

Learning to write arguments in college Composition classrooms can sometimes seem artificial, pointless, or even contrived, which leads to disengaged students--and disengaged writing. By teaching argument within the context of case studies, instructors can provide greater opportunity for student engagement. Students often respond enthusiastically to a case, which offers them a dynamic environment to work within, rather than simply a static paper topic. The dynamic nature of cases also ensures that every exercise in writing critical thinking. Students must acknowledge multiple points of view and counterarguments, carefully research issues related to the case, take a stand on the issues, collect valid evidence to support their stand, articulate and defend this stance to their peers, and commit their critical thought and reading to a persuasive written argument.

A typical case includes a "scenario" or narrative, background readings and/or a list of suggested readings, prompts for in-class and online discussion, at-home and in-class exercises, short writing assignments, and a longer, argument-based essay assignment.

Part I contains foundational chapters on argument, critical thinking, reading, and writing. The interplay between instructional information in Part I and cases in Part II helps students convert the abstract concepts they read about into concrete action and writing.