toulmin model essay sample

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Elements of Argument

9 Toulmin Argument Model

By liza long, amy minervini, and joel gladd.

Stephen Edelston Toulmin (born March 25, 1922) was a British philosopher, author, and educator. Toulmin devoted his works to analyzing moral reasoning. He sought to develop practical ways to evaluate ethical arguments effectively. The Toulmin Model of Argumentation, a diagram containing six interrelated components, was considered Toulmin’s most influential work, particularly in the fields of rhetoric, communication, and computer science. His components continue to provide useful means for analyzing arguments.

The following are the parts of a Toulmin argument (see Figure 9.1 for an example):

Claim: The claim is a statement that you are asking the other person to accept as true (i.e., a conclusion) and forms the nexus of the Toulmin argument because all the other parts relate back to the claim. The claim can include information and ideas you are asking readers to accept as true or actions you want them to accept and enact. One example of a claim is the following:

My grandfather should wear a hearing aid.

This claim both asks the reader to believe an idea and suggests an action to enact. However, like all claims, it can be challenged. Thus, a Toulmin argument does not end with a claim but also includes grounds and warrant to give support and reasoning to the claim.

Grounds: The grounds form the basis of real persuasion and include the reasoning behind the claim, data, and proof of expertise. Think of grounds as a combination of premises and support. The truth of the claim rests upon the grounds, so those grounds should be tested for strength, credibility, relevance, and reliability. The following are examples of grounds:

Over 70% of all people over 65 years have a hearing difficulty. Hearing aids raise hearing quality.

Information is usually a powerful element of persuasion, although it does affect people differently. Those who are dogmatic, logical, or rational will more likely be persuaded by factual data. Those who argue emotionally and who are highly invested in their own position will challenge it or otherwise try to ignore it. Thus, grounds can also include appeals to emotion, provided they aren’t misused. The best arguments, however, use a variety of support and rhetorical appeals.

Warrant: A warrant links data and other grounds to a claim, legitimizing the claim by showing the grounds to be relevant. The warrant may be carefully explained and explicit or unspoken and implicit. The warrant answers the question, “Why does that data mean your claim is true?” For example,

A hearing aid helps most people hear better.

The warrant may be simple, and it may also be a longer argument with additional sub-elements including those described below. Warrants may be based on logos, ethos or pathos, or values that are assumed to be shared with the listener. In many arguments, warrants are often implicit and, hence, unstated. This gives space for the other person to question and expose the warrant, perhaps to show it is weak or unfounded.

Backing: The backing for an argument gives additional support to the warrant. Backing can be confused with grounds, but the main difference is this: grounds should directly support the premises of the main argument itself, while backing exists to help the warrants make more sense. For example,

Hearing aids are available locally.

This statement works as backing because it gives credence to the warrant stated above, that a hearing aid will help most people hear better. The fact that hearing aids are readily available makes the warrant even more reasonable.

Qualifier: The qualifier indicates how the data justifies the warrant and may limit how universally the claim applies. The necessity of qualifying words comes from the plain fact that most absolute claims are ultimately false (all women want to be mothers, e.g.) because one counterexample sinks them immediately. Thus, most arguments need some sort of qualifier, words that temper an absolute claim and make it more reasonable. Common qualifiers include “most,” “usually,” “always,” or “sometimes.” For example,

Hearing aids help most people.

The qualifier “most” here allows for the reasonable understanding that rarely does one thing (a hearing aid) universally benefit all people. Another variant is the reservation, which may give the possibility of the claim being incorrect:

Unless there is evidence to the contrary, hearing aids do no harm to ears.

Qualifiers and reservations can be used to bolster weak arguments, so it is important to recognize them. They are often used by advertisers who are constrained not to lie. Thus, they slip “usually,” “virtually,” “unless,” and so on into their claims to protect against liability. While this may seem like sneaky practice, and it can be for some advertisers, it is important to note that the use of qualifiers and reservations can be a useful and legitimate part of an argument.

Rebuttal: Despite the careful construction of the argument, there may still be counterarguments that can be used. These may be rebutted either through a continued dialogue, or by pre-empting the counter-argument by giving the rebuttal during the initial presentation of the argument. For example, if you anticipated a counterargument that hearing aids, as a technology, may be fraught with technical difficulties, you would include a rebuttal to deal with that counterargument:

There is a support desk that deals with technical problems.

Any rebuttal is an argument in itself, and thus may include a claim, warrant, backing, and the other parts of the Toulmin structure.

Even if you do not wish to write an essay using strict Toulmin structure, using the Toulmin checklist can make an argument stronger. When first proposed, Toulmin based his layout on legal arguments, intending it to be used analyzing arguments typically found in the courtroom; in fact, Toulmin did not realize that this layout would be applicable to other fields until later. The first three elements–“claim,” “grounds,” and “warrant”–are considered the essential components of practical arguments, while the last three—“qualifier,” “backing,” and “rebuttal”—may not be necessary for all arguments.

Toulmin Exercise

Find an argument in essay form and diagram it using the Toulmin model. The argument can come from an Op-Ed article in a newspaper or a magazine think piece or a scholarly journal. See if you can find all six elements of the Toulmin argument. Use the structure above to diagram your article’s argument.

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“Toulmin Argument Model” by Liza Long, Amy Minervini, and Joel Gladd is licensed under CC BY-NC-SA 4.0

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What is the Toulmin Method?

Developed by philosopher Stephen E. Toulmin, the Toulmin method is a style of argumentation that breaks arguments down into six component parts: claim, grounds, warrant, qualifier, rebuttal, and backing . In Toulmin’s method, every argument begins with three fundamental parts: the claim, the grounds, and the warrant.

A  claim  is the assertion that authors would like to prove to their audience. It is, in other words, the main argument.

The  grounds  of an argument are the evidence and facts that help support the claim.

Finally, the  warrant , which is either implied or stated explicitly, is the assumption that links the grounds to the claim.

For example, if you argue that there are dogs nearby:

In this example, in order to assert the claim that a dog is nearby, we provide evidence and specific facts—or the grounds—by acknowledging that we hear barking and howling. Since we know that dogs bark and howl (i.e., since we have a warrant) we can assume that a dog is nearby. 

Now, let’s try a more academic approach. Let’s say that you are writing a paper on how more research needs to be done on the way that computer-mediated communication influences online and offline relationships (a paper, in other words, very much like the OWL's APA Sample paper ).

In this case, to assert the claim that additional research needs to be made on how online communication affects relationships, the author shows how the original article needs to account for technological, demographic, and modality limitations in the study.  Since we know that when a study lacks a perspective, it would be beneficial to do more research (i.e., we have a warrant), it would be safe to assume that more research should be conducted (i.e. the claim).

The other three elements—backing, qualifier, and rebuttal—are not fundamental to a Toulmin argument, but may be added as necessary. Using these elements wisely can help writers construct full, nuanced arguments.

Backing  refers to any additional support of the warrant. In many cases, the warrant is implied, and therefore the backing provides support for the warrant by giving a specific example that justifies the warrant.

The  qualifier  shows that a claim may not be true in all circumstances. Words like “presumably,” “some,” and “many” help your audience understand that you know there are instances where your claim may not be correct. 

The  rebuttal  is an acknowledgement of another valid view of the situation. 

Including a qualifier or a rebuttal in an argument helps build your ethos, or credibility. When you acknowledge that your view isn’t always true or when you provide multiple views of a situation, you build an image of a careful, unbiased thinker, rather than of someone blindly pushing for a single interpretation of the situation.

For example:

We can also add these components to our academic paper example:

Note that, in addition to Stephen Toulmin’s  Uses of Argument , students and instructors may find it useful to consult the article “Using Toulmin’s Model of Argumentation” by Joan Karbach for more information. 

Table of Contents

Ai, ethics & human agency, collaboration, information literacy, writing process, toulmin argument.

Stephen Toulmin's model of argumentation theorizes six rhetorical moves constitute argumentation: Evidence , Warrant , Claim , Qualifier , Rebuttal, and Backing . Learn to develop clear, persuasive arguments and to critique the arguments of others. By learning this model, you'll gain the skills to construct clearer, more persuasive arguments and critically assess the arguments presented by others, enhancing your writing and analytical abilities in academic and professional settings.

Stephen Toulmin’s (1958) model of argument conceptualizes argument as a series of six rhetorical moves :

• Data, Evidence
• Counterargument, Counterclaim
• Reservation/Rebuttal

Related Concepts

Evidence ; Persuasion; Rhetorical Analysis ; Rhetorical Reasoning

Why Does Toulmin Argument Matter?

Toulmin’s model of argumentation is particularly valuable for college students because it provides a structured framework for analyzing and constructing arguments, skills that are essential across various academic disciplines and real-world situations.

By understanding Toulmin’s components—claim, evidence, warrant, backing, qualifier, and rebuttal—students can develop more coherent, persuasive arguments and critically evaluate the arguments of others. This model encourages students to think deeply about the logic and effectiveness of their argumentation, emphasizing the importance of supporting claims with solid evidence and reasoning. Additionally, familiarity with Toulmin’s model prepares students for scenarios involving critical analysis and debate, whether in writing essays, participating in discussions, or presenting research.

By mastering this model, students enhance their ability to communicate effectively, a crucial skill for academic success and professional advancement.

When should writers or speakers consider Toulmin’s model of argument?

Toulmin’s model of argument works especially well in situations where disputes are being reviewed by a third party — such as judge, an arbitrator, or evaluation committee.

Declarative knowledge of Toulmin Argument helps with

• inventing or developing your own arguments (even if you’re developing a Rogerian or Aristotelian argument )
• critiquing your arguments or the arguments of others.

Summary of Stephen Toulmin’s Model of Argument

The three essential components of argument.

Stephen Toulmin’s model of argument posits the three essential elements of an argument are

• Data (aka a Fact or Evidence)
• Warrant (which the writer, speaker, knowledge worker . . . may imply rather than explicitly state).

Toulmin’s model presumes data, matters of fact and opinion, must be supplied as evidence to support a claim. The claim focuses the discourse by explicitly stating the desired conclusion of the argument.

In turn, a warrant, the third essential component of an argument, provides the reasoning that links the data to the claim.

The example in Figure 1 demonstrates the abstract, hypothetical linking between a claim and data that a warrant provides. Prior to this link–that. people born in Bermuda are British–the claim that Harry is a British subject because he was born in Bermuda is unsubstantiated.

The 6 Elements of Successful Argument

While the argument presented in Figure 1 is a simple one, life is not always simple.

In situations where people are likely to dispute the application of a warrant to data, you may need to develop backing for your warrants. o account for the conflicting desires and assumptions of an audience, Toulmin identifies a second triad of components that may not be used:

• Reservation
• Qualification.

Charles Kneupper provides us with the following diagram of these six elements (238):

*This article is adapted from Moxley, Joseph M. “ Reinventing the Wheel or Teaching the Basics ?:  College Writers ‘  Knowledge of Argumentation .” Composition. Studies 21.2 (1993): 3-15.

Kneupper, C. W. (1978). Teaching Argument: An Introduction to the Toulmin Model.  College Composition and Communication ,  29 (3), 237–241. https://doi.org/10.2307/356935

Moxley, Joseph M. “ Reinventing the Wheel or Teaching the Basics ?:  College Writers ‘  Knowledge of Argumentation .” Composition. Studies 21.2 (1993): 3-15.

Toulmin, S. (1969).  The Uses of Argument , Cambridge, England: Cambridge University Press

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62 Toulmin Argument Model

Toulmin argument model.

Stephen Edelston Toulmin (born March 25, 1922) was a British philosopher, author, and educator. Toulmin devoted his works to analyzing moral reasoning. He sought to develop practical ways to evaluate ethical arguments effectively. The Toulmin Model of Argumentation, a diagram containing six interrelated components, was considered Toulmin’s most influential work, particularly in the fields of rhetoric, communication, and computer science.  His components continue to provide useful means for analyzing arguments, and the terms involved can be added to those defined in earlier sections of this chapter.

The following are the parts of a Toulmin argument:

1.  Claim : The claim is a statement that you are asking the other person to accept as true (i.e., a conclusion) and forms the nexus of the Toulmin argument because all the other parts relate back to the claim. The claim can include information and ideas you are asking readers to accept as true or actions you want them to accept and enact.  One example of a claim:

My grandfather should wear a hearing aid.

This claim both asks the reader to believe an idea and suggests an action to enact.  However, like all claims, it can be challenged.  Thus, a Toulmin argument does not end with a claim but also includes grounds and warrant to give support and reasoning to the claim.

2.  Grounds : The grounds form the basis of real persuasion and includes the reasoning behind the claim, data, and proof of expertise. Think of grounds as a combination of  premises  and  support .  The truth of the claim rests upon the grounds, so those grounds should be tested for strength, credibility, relevance, and reliability.  The following are examples of grounds:

Over 70% of all people over 65 years have a hearing difficulty.

Hearing aids raise hearing quality.

Information is usually a powerful element of persuasion, although it does affect people differently. Those who are dogmatic, logical, or rational will more likely be persuaded by factual data. Those who argue emotionally and who are highly invested in their own position will challenge it or otherwise try to ignore it. Thus, grounds can also include appeals to emotion, provided they aren’t misused.  The best arguments, however, use a variety of support and rhetorical appeals.

3.  Warrant : A warrant links data and other grounds to a claim, legitimizing the claim by showing the grounds to be  relevant . The warrant may be carefully explained and explicit or unspoken and implicit. The warrant answers the question, “Why does that data mean your claim is true?”  For example,

A hearing aid helps most people hear better.

The warrant may be simple, and it may also be a longer argument with additional sub-elements including those described below.  Warrants may be based on  logos ,  ethos  or  pathos , or values that are assumed to be shared with the listener.  In many arguments, warrants are often implicit and, hence, unstated. This gives space for the other person to question and expose the warrant, perhaps to show it is weak or unfounded.

4.  Backing : The backing for an argument gives additional support to the warrant.  Backing can be confused with grounds, but the main difference is this: Grounds should directly support the premises of the main argument itself, while backing exists to help the warrants make more sense. For example,

Hearing aids are available locally.

This statement works as backing because it gives credence to the warrant stated above, that a hearing aid will help most people hear better.  The fact that hearing aids are readily available makes the warrant even more reasonable.

5.  Qualifier : The qualifier indicates how the data justifies the warrant and may limit how universally the claim applies. The necessity of qualifying words comes from the plain fact that most absolute claims are ultimately false (all women want to be mothers, e.g.) because one counterexample sinks them immediately.  Thus, most arguments need some sort of qualifier, words that temper an absolute claim and make it more reasonable.  Common qualifiers include “most,” “usually,” “always,” or “sometimes.” For example,

Hearing aids help most people.

The qualifier “most” here allows for the reasonable understanding that rarely does one thing (a hearing aid) universally benefit all people.  Another variant is the reservation, which may give the possibility of the claim being incorrect:

Unless there is evidence to the contrary, hearing aids do no harm to ears.

Qualifiers and reservations can be used to bolster weak arguments, so it is important to recognize them.  They are often used by advertisers who are constrained not to lie. Thus, they slip “usually,” “virtually,” “unless,” and so on into their claims to protect against liability.  While this may seem like sneaky practice, and it can be for some advertisers, it is important to note that the use of qualifiers and reservations can be a useful and legitimate part of an argument.

6.  Rebuttal :  Despite the careful construction of the argument, there may still be counterarguments that can be used. These may be rebutted either through a continued dialogue, or by pre-empting the counter-argument by giving the rebuttal during the initial presentation of the argument.  For example, if you anticipated a counterargument that hearing aids, as a technology, may be fraught with technical difficulties, you would include a rebuttal to deal with that counterargument:

There is a support desk that deals with technical problems.

Any rebuttal is an argument in itself, and thus may include a claim, warrant, backing, and the other parts of the Toulmin structure.

Even if you do not wish to write an essay using strict Toulmin structure, using the Toulmin checklist can make an argument stronger.  When first proposed, Toulmin based his layout on legal arguments, intending it to be used analyzing arguments typically found in the courtroom; in fact, Toulmin did not realize that this layout would be applicable to other fields until later.  The first three elements–“claim,” “grounds,” and “warrant”–are considered the essential components of practical arguments, while the last three—“qualifier,” “backing,” and “rebuttal”—may not be necessary for all arguments.

Toulmin Exercise

Find an argument in essay form and diagram it using the Toulmin model.  The argument can come from an Op-Ed article in a newspaper or a magazine think piece or a scholarly journal.  See if you can find all six elements of the Toulmin argument. Use the structure above to diagram your article’s argument.

Write What Matters Copyright © 2020 by Liza Long; Amy Minervini; and Joel Gladd is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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The Toulmin Model of Argument

The Toulmin Model is a tool for analyzing and constructing arguments.  It was created by British philosopher Stephen Toulmin and consists of the following six parts:

The argument being made, a statement that you want the audience to believe, accept, or act upon.

The evidence that supports your claim.

The logic or assumptions that connect your evidence to the claim.  A statement of how your evidence logically and justifiably supports your claim.  Warrants are often left unstated and commonly take one of the following six forms:

Warrant Based Generalization:   What is true of the sample is likely true of the whole.    

Warrant Based on Analogy:   What is true of one situation is likely true of another, so long as they share key characteristics.

Warrant Based on Sign:   One thing indicates the presence or outcome of something else.  For example, we can diagnose an illness or disease by its symptoms.  People who own expensive things likely have a lot of money.

Warrant Based on Causality:   One thing causes another.  For example, eating too much sugar is the cause of numerous health conditions.

Warrant Based on Authority:   An indication that something is true because an authority or group of authorities affirms it.  For example, nearly all of the planet’s esteemed scientists say that climate change is real.

Warrant Based on Principle: An agreed-upon value or rule applied to a specific scenario.  For example, parents should love their children is a widely-shared value.  Backing (or refuting) that this value should apply to a specific parent in question might be the goal of an attorney in a criminal trial.

Warrants are important because if your audience does not accept your warrant, they are not likely to accept your argument.  Warrants can be questioned, which is why they often require backing.

Support for the warrant.  It might take the form of a well-reasoned argument (or sub-argument) that directly strengthens the warrant.  So for example, let’s say your argument depends on a warrant of causality.  To strengthen your warrant, you might give additional evidence that shows that the causal relationship is not really just a simple correlation.

Counterarguments to your claim.  Situations where your claim does not hold true.  This may also include your response to the counterargument.

The degree of certainty in your argument.  Your argument may state that something is true 100 percent of the time, most of the time, or just some of the time.  Words used to moderate the strength of your argument include always , sometimes , usually , likely , loosely , etc.

Your claim may also be qualified based on your analysis of the opposing arguments.

Example of the Toulmin Model Applied to an Argument

Let’s break down the following argument:

Schools should ban soda from their campuses to protect student health.

Claim:  Schools should ban soda from their campuses.

Grounds :  Banning soda would protect student health.

Warrant 1:   Poor diet leads to health problems in adolescents.

Warrant 2:   Schools have a responsibility to protect student health.

Backing for Warrant 1:   Studies show a high correlation between sugary drinks and obesity rates.

Backing for Warrant 2:   Schools try to provide for the well-being of students in many other ways, such as campus security and counseling for behavioral and mental health.

Rebuttal :  Banning soda from school campuses won’t prevent students from drinking it at home.

Qualifier:   Even though students would still have access to soda before and after school, banning soda from school campuses would reduce their overall consumption, which is an important contribution toward protecting their health and well-being.

Link:  Argumentative Essay Using Toulmin Strategies

Check out the video for a quick review.

Though argumentative analysis can never be reduced entirely to a formula, the Toulmin model, along with other models of persuasion , can increase your understanding of how arguments work (and don’t work). 

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7 Toulmin Argument Model

In simplified terms this is the argument of “I am right — and here is why.” In this model of argument, the arguer creates a claim, also referred to as a thesis, that states the idea you are asking the audience to accept as true and then supports it with evidence and reasoning. The Toulmin argument goes further, though, than that basic model with a claim and support. It adds some additional parts such as rebuttals, warrants, backing, and qualifiers to create a water-tight argument.

Preview the Toulmin Argument Model

Stephen Toulmin and His Six-Part Argument Model

Stephen Edelston Toulmin (born March 25, 1922) was a British philosopher, author, and educator. Toulmin devoted his works to analyzing moral reasoning. He sought to develop practical ways to evaluate ethical arguments effectively. The Toulmin Model of Argumentation, a diagram containing six interrelated components, was considered Toulmin’s most influential work, particularly in the fields of rhetoric, communication, and computer science.  His components continue to provide useful means for analyzing arguments.

Figure 8.1 “Toulmin Argument”

The following are the parts of a Toulmin argument:

1.  Claim : The claim is a statement that you are asking the other person to accept as true (i.e., a conclusion) and forms the nexus of the Toulmin argument because all the other parts relate back to the claim. The claim can include information and ideas you are asking readers to accept as true or actions you want them to accept and enact.  One example of a claim:

My grandfather should wear a hearing aid.

This claim both asks the reader to believe an idea and suggests an action to enact.  However, like all claims, it can be challenged.  Thus, a Toulmin argument does not end with a claim but also includes grounds and warrant to give support and reasoning to the claim.

2.  Grounds : The grounds form the basis of real persuasion and includes the reasoning behind the claim, data, and proof of expertise. Think of grounds as a combination of  premises  and  support .  The truth of the claim rests upon the grounds, so those grounds should be tested for strength, credibility, relevance, and reliability.  The following are examples of grounds:

Over 70% of all people over 65 years have a hearing difficulty.

Hearing aids raise hearing quality.

Information is usually a powerful element of persuasion, although it does affect people differently. Those who are dogmatic, logical, or rational will more likely be persuaded by factual data. Those who argue emotionally and who are highly invested in their own position will challenge it or otherwise try to ignore it. Thus, grounds can also include appeals to emotion, provided they aren’t misused.  The best arguments, however, use a variety of support and rhetorical appeals.

3.  Warrant : A warrant links data and other grounds to a claim, legitimizing the claim by showing the grounds to be  relevant . The warrant may be carefully explained and explicit or unspoken and implicit. The warrant answers the question, “Why does that data mean your claim is true?”  For example,

A hearing aid helps most people hear better.

The warrant may be simple, and it may also be a longer argument with additional sub-elements including those described below.  Warrants may be based on  logos ,  ethos  or  pathos , or values that are assumed to be shared with the listener.  In many arguments, warrants are often implicit and, hence, unstated. This gives space for the other person to question and expose the warrant, perhaps to show it is weak or unfounded.

4.  Backing : The backing for an argument gives additional support to the warrant.  Backing can be confused with grounds, but the main difference is this: Grounds should directly support the premises of the main argument itself, while backing exists to help the warrants make more sense. For example,

Hearing aids are available locally.

This statement works as backing because it gives credence to the warrant stated above, that a hearing aid will help most people hear better.  The fact that hearing aids are readily available makes the warrant even more reasonable.

5.  Qualifier : The qualifier indicates how the data justifies the warrant and may limit how universally the claim applies. The necessity of qualifying words comes from the plain fact that most absolute claims are ultimately false (all women want to be mothers, e.g.) because one counterexample sinks them immediately.  Thus, most arguments need some sort of qualifier, words that temper an absolute claim and make it more reasonable.  Common qualifiers include “most,” “usually,” “always,” or “sometimes.” For example,

Hearing aids help most people.

The qualifier “most” here allows for the reasonable understanding that rarely does one thing (a hearing aid) universally benefit all people.  Another variant is the reservation, which may give the possibility of the claim being incorrect:

Unless there is evidence to the contrary, hearing aids do no harm to ears.

Qualifiers and reservations can be used to bolster weak arguments, so it is important to recognize them.  They are often used by advertisers who are constrained not to lie. Thus, they slip “usually,” “virtually,” “unless,” and so on into their claims to protect against liability.  While this may seem like sneaky practice, and it can be for some advertisers, it is important to note that the use of qualifiers and reservations can be a useful and legitimate part of an argument.

6.  Rebuttal :  Despite the careful construction of the argument, there may still be counterarguments that can be used. These may be rebutted either through a continued dialogue, or by pre-empting the counter-argument by giving the rebuttal during the initial presentation of the argument.  For example, if you anticipated a counterargument that hearing aids, as a technology, may be fraught with technical difficulties, you would include a rebuttal to deal with that counterargument:

There is a support desk that deals with technical problems.

Any rebuttal is an argument in itself, and thus may include a claim, warrant, backing, and the other parts of the Toulmin structure.

When to Use the Toulmin Argument Model

Overall, the Toulmin Argument Model may be used to create a strong, persuasive argument — and it can be used to analyze and examine an argument. You may use this approach for a speech, academic paper, or online argument that you are creating. This approach can help you to create a sound, persuasive argument. You also may use this model to analyze an argument that you read, watch, or hear. The  model can help you to identify missing parts in an argument. Sometimes, an argument “feels” wrong, but this approach can help you to identify why it is flawed.

Even if you do not wish to write an essay using strict Toulmin structure, using the Toulmin checklist can make an argument stronger.  When first proposed, Toulmin based his layout on legal arguments, intending it to be used analyzing arguments typically found in the courtroom; in fact, Toulmin did not realize that this layout would be applicable to other fields until later.  The first three elements–“claim,” “grounds,” and “warrant”–are considered the essential components of practical arguments, while the last three—“qualifier,” “backing,” and “rebuttal”—may not be necessary for all arguments.

Find an argument in essay form and diagram it using the Toulmin model.  The argument can come from an Op-Ed article in a newspaper or a magazine think piece or a scholarly journal.  See if you can find all six elements of the Toulmin argument. Use the structure above to diagram your article’s argument.

Key Takeaways

• Toulmin’s Argument Model —six interrelated components used to diagram an argument.
• A Toulmin Argument may  be used in academic writing or to persuade someone online.
• A Toulmin Argument model can be used to analyze an argument you read
• A Toulmin Argument model also can be used to create an argument when you are writing.

Chapter Attribution

The material in this chapter is a derivative (including a short section written by Liona Burnham) of the following sources:

“The Toulmin Argument Model” in Let’s Get Writing! by Kirsten DeVries is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

“Toulmin Argument” in Writing and Rhetoric by Heather Hopkins Bowers; Anthony Ruggiero; and Jason Saphara is licensed under a Creative Commons Attribution 4.0 International License .

Image Attributions

Figure 7.1: “Toulmin Argument,” Kalyca Schultz, Virginia Western Community College, CC-0

Upping Your Argument and Research Game Copyright © 2022 by Liona Burnham is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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2.3: Final Toulmin Analysis Essay

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• Page ID 94305

• Andrew Gurevich
• Mt Hood Community College via MHCC Library Press

Strong thesis, sentence structure, paragraph cohesion & conceptual flow, integration of relevant & authoritative sources, focused intro & conclusion. Use of Toulmin Analysis as the basis for your evaluation.

In class we will discuss and evaluate the method of argument analysis developed by the British philosopher Stephen Toulmin. Afterwards, you will select one of the essays from the assigned section of our Blackboard page and write a Toulmin analysis of the argument(s) presented in the essay.

5-7 Pages, Double-spaced, MLA format.

• Select an essay from the assigned section of our Blackboard page.
• In your introduction, explore the overall topic, the main thesis of the article you are analyzing and your thesis on whether or not you find the argument effective and convincing. What, in Toulmin terms, makes the argument strong or weak?
• Try to find the central claim of the article you are analyzing. How do you know it is the claim? Is it stated or implied? Is it a claim of fact , value or policy ? Does the author provide a qualifier and/or a rebuttal for their claim? If not, does the absence of these elements weaken the claim or not?
• Look at the data/evidence the author provides for their claim. Is the evidence clear? Is it fair? Is it relevant, reliable and representative? Do you get a sense that the author has selectively chosen evidence and ignored other evidence in order to strengthen their claim? Can you demonstrate this? Does the evidence support the particular type of claim the author has made (fact, value or policy)? Build upon the research you did in your Annotated Bibliography to help you to help you determine how relevant, authoritative and reliable the data is which the author of your chosen ar- ticle provides in support of its claim.
• Use examples from relevant sources (in the form of quotation, summary, and paraphrase) and your own discussion to create this thesis-driven essay. Try to move beyond just retelling your experience or opinion. You need to look at the underlying claims ABOUT the topic as well as what the most reliable and authoritative sources you can find have to say about it.
• Can you identify the warrant (the unstated assumption that connects the claim and the data) of the essay you are reading? Does the warrant do a sufficient job of connecting the data to the warrant? Why or why not? Is it a substantive (logos-based), authoritative (ethos-based) or motivational (pathos-based) warrant? Does this type of warrant best suit the type of claim the author is making and the type of evidence they provide to support this claim?
• Does the author provide backing (evidence) for their warrant? If not, would the presence of evidence for their warrant strengthen the argument in any way? Why or why not?
• Is there anything in the essay that needs an extended definition? How might this affect the overall argument with regard to the Toulmin-labeled relationships between the ideas?
• What is your assessment of the overall effectiveness of the argument? Is it persuasive? Why or why not? What, in Toulmin terms, could be changed to make it more persuasive?
• Be able to analyze a larger cultural issue and respond to it.
• Be able to clearly present your interpretation of the issue, without personal bias or with clear, relevant and authoritative support for the bias using the Toulmin model of argument analysis.
• Be able to use summary, paraphrase, and quotation of relevant sources in your analysis.
• Be able to clearly express your own thoughts about the topic under discussion.
• Be able to create graceful transitions, introduction, and conclusion to tie together the various parts of your essay.
• Present your argument or position in a clear thesis statement in the introduction.
• Support your claim or focus with evidence and examples from relevant, reliable and representative sources. The body of your essay will explore the major points related to your thesis.
• Present one major point (presented in a topic sentence) per paragraph and explain it fully, with detailed support and examples, before you move on to your next point/paragraph.
• Wrap up your essay with a conclusion that revisits your overall topic and theme.
• Take advantage of the WR 122 Library Guide (on our Blackboard page) for help with finding relevant sources, getting your essay into MLA format and all other aspects of the research and writing process.
• Consult the MHCC databases for relevant articles related to your research.
• You may also use popular search engines, interviews and other reliable, authoritative means of support to develop your thesis.

Format & Length

• 5-7 pages, double-spaced, 12.pt font. (Times New Roman, Arial or Helvetica)
• MLA format. (Please consult your textbook and our Library page for help with MLA. Newer versions of Microsoft Word come with an MLA template as well. You have access to Microsoft Office as a student.
• Consult the Class Syllabus and Overview for instructions on how to download it. Remember, MLA primarily means how you structure the first page headings, proper in-text citations and a properly formatted “Works Cited” page).
• A minimum of 4 reliable, relevant external sources cited in the essay and on a properly formatted Works Cited page.
• Give your paper an original title that is NOT simply “Final Essay” or “Social Media Essay.”
• Grab the reader’s attention, provide a BRIEF summary of the major themes and your overall thesis (main point) in the introduction of your essay.
• Wrap up your essay with a conclusion that revisits your overall topic, theme and thesis.
• View Toulmin Worksheet #1
• View Toulmin Worksheet #2

Due Date & Other Details

• Your essay is due at our final class meeting. See calendar and course schedule for more details.
• Take a draft of your essay to the Writing Center (link on our Blackboard Page) for feedback & extra credit. Include a signed document in your submission.
• Please type your paper, double-spaced, in a readable font (about 12-point). Be sure to have someone look over your paper, after you have polished the final draft, to catch any mechanical errors. Final drafts turned in should be entirely free of such errors.
• Make sure you are using the elements of argument construction and analysis we have learned this term to strengthen the presentation of your ideas. For instance, make sure you have established proper authority with your sources, have sufficient and reliable data, make appropriate appeals to pathos, and have a proper warrant that connects your evidence to your thesis.
• Make sure to consider and include substantive responses to the major arguments on both (or all) sides of the argument in question. Especially those in opposition to your thesis.

Toulmin’s Model of Argumentation

• Reference work entry
• First Online: 01 January 2014
• Cite this reference work entry

• Frans H. van Eemeren 7 ,
• Bart Garssen 7 ,
• Erik C. W. Krabbe 8 ,
• A. Francisca Snoeck Henkemans 7 ,
• Bart Verheij 9 &
• Jean H. M. Wagemans 7  

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In this chapter, Toulmin’s contribution to argumentation theory is discussed. Toulmin presents in his model of argumentation a novel approach to analyzing the way in which claims can be justified in response to challenges. The model replaces the old concepts of “premise” and “conclusion” with the new concepts of “claim,” “data,” “warrant,” “modal qualifier,” “rebuttal,” and “backing.” Because of the impact Toulmin’s ideas about logic and everyday reasoning have had, he can be regarded as one of the founding fathers of modern argumentation theory.

In Sect. 4.2, the study The Uses of Argument , in which Toulmin expounded his views and explained his model, is introduced. Sect. 4.3 concentrates on the geometrical model of validity that is, according to Toulmin, at the heart of the misunderstandings about formal logic he wants to terminate. The distinction he makes in this endeavor between analytic and substantial arguments is treated in Sect. 4.4. In Sect. 4.5, the difference between field-invariant and field-dependent aspects of argumentative discourse is explained, which is vital to the alternative to the formal approach to analytic arguments offered by Toulmin. In Sect. 4.6 the forms arguments take and their validity are discussed, which leads to the presentation of Toulmin’s new model of argumentation in Sect. 4.7. Sect. 4.8 focuses on appropriations of the Toulmin model by argumentation theorists from different backgrounds. Sect. 4.9 discusses various applications of the model. In Sect. 4.10, the chapter is concluded with a critical appreciation of Toulmin’s contribution to argumentation theory.

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Although the model does not appear in Toulmin’s later philosophical works, it can also be found in An Introduction to Reasoning , a practical textbook Toulmin published together with Richard Rieke and Allan Janik ( 1979 ). For the convenience of the reader, we shall refer in this chapter to the “updated edition” of The Uses of Argument published in 2003, which is readily accessible. The text of the book is unaltered since 1958, apart from the inclusion of a third (one-page) preface and a new (improved) index in the 2003 edition. It is important to notice that the 2003 edition has a new pagination.

In discussing Toulmin’s ideas we shall, like Toulmin, use the term argument , except when he speaks of the (central) use of argument to support a claim, as happens in the model, and then we use, in line with what we explained in Sect. 1.1 , the term argumentation .

In describing Toulmin’s model we use his terminology. In the textbook he coauthored with Rieke and Janik, Toulmin later replaced the term data with the term ground (Toulmin et al. 1979 ).

Peter Alexander, a colleague at Leeds, called it “Toulmin’s anti-logic book.” Much later, Toulmin’s Doktorvater at Cambridge, Richard Braithwaite, proved to be “deeply pained to see one of his own students attacking his commitment to Inductive Logic” (Toulmin 2003 , p. viii).

According to the preface to the 1964 paperback edition of The Uses of Argument , Toulmin’s target is “mathematical logic and much of twentieth-century epistemology” (p. viii).

In discussing the evaluation of arguments, Toulmin ( 2003 ) makes use of the words “soundness,” “validity,” “cogency,” and “strength,” without explaining the precise difference between them. This gives the impression that he uses them interchangeably.

In Human Understanding , Toulmin ( 1972 ) refers to what he considers to be the main issues discussed in The Uses of Argument.

Wherever Toulmin refers to formal validity, he also uses this phrase. When he uses the word “valid” without this qualifier “formally,” he usually seems to be using it in the imprecise way it is ordinarily used in everyday language. Under the influence of ordinary language philosophy, he probably does so deliberately.

Toulmin allows for the view that formal criteria apply to mathematical arguments ( 2003 , p. 118).

Such a radical reorientation would for Toulmin amount to going back to the Aristotelian roots of logic. He refers several times to the first sentence of the Prior analytics , where Aristotle expresses the double aim of logic: logic is concerned with apodeixis (i.e., with the way in which conclusions are to be established), and it is also the formal, deductive, and preferably axiomatic science ( episteme ) of their establishment (Toulmin 2003 , pp. 2, 163, 173). However, according to David Hitchcock (personal communication), Toulmin misinterprets the first sentence of Aristotle’s Prior analytics . In the first place, the sentence introduces the Analytics as a whole, not just the Prior analytics , and the explanation of what apodeixis and epistêmê apodeiktikê are does in fact not come until the Posterior analytics . The Analytics as a whole is not a treatise about logic but about deductive science. The logic of the Prior analytics is the underpinning for the scientific proofs (demonstrations) discussed in the Posterior analytics . The opening sentence therefore does not describe the subject matter of logic but the subject matter of the philosophy of the deductive sciences. In the second place, epistêmê apodeiktikê is not the science of proof (demonstration), but the understanding (knowledge, scientific knowledge) that consists in the ability to prove (demonstrate) something.

In elaborating on this concept in Knowing and Acting , Toulmin ( 1976 ) compares the “geometrical” view (or model) of rationality with the “anthropological” and the “critical” view of rationality (or reasonableness) (see Sect. 1.2 of this volume for these three conceptions). Toulmin traces the high status of the geometrical model back to Plato, who took, according to him, axiomatized geometry, with theorems deduced formally from supposedly self-evident and unchallengeable axioms, as a model of knowledge (Toulmin 1976 , pp. 70–71).

To keep it simple, we use commonly accepted premises which are supposed to be self-evident (which they are not really). A fully correct example is the following argument from number theory: x + 0 = x ; x + sy = s ( x + y ); hence s 0 + s 0. Here “ s ” abbreviates “the successor of” and “ x ” and “ y ” are variables. The conclusion states that 1 + 1 = 2.

In The Uses of Argument , Toulmin refers to the logic of the syllogism when discussing the formal approach, but in his Preface to the updated edition of 2003, he adds that his criticisms were also directed at “a rigidly demonstrative deduction of the kind to be found in Euclidean geometry” (p. vii).

In his exposé Toulmin took the validity of the argument form in the example, the Barbara syllogism, to be self-evident. See Sect. 2.6 of this volume.

In fact, the diagram contains more information than the premises, since it exhibits the claim that A is a proper subset of B and B is a proper subset of C. We know that this is true in certain cases, but not in others.

To be more precise, the premises state that the set represented by the A circle is a subset of the set represented by the B circle and that the set represented by the B circle is a subset of the set represented by the C circle.

Because of the possibility of overlapping, you need in fact four different Euler diagrams to accommodate the four different possibilities, and in one of the four diagrams of the premises, the circle for the minor term is coextensive with the circle for the major term.

As Hamby ( 2012 ) makes clear, it is very difficult to make sense of the various ways in which Toulmin characterizes the distinction between analytic and substantial arguments.

Toulmin does not use the term contained ; he speaks (in a similar vein) of an analytic argument “if and only if the backing for the warrant authorising it includes, explicitly or implicitly, the information conveyed in the conclusion itself” ( 2003 , p. 116). Unlike we do here, Toulmin does not use the term premise , but speaks of data , warrant , and backing . We shall introduce and explain these terms in Sect. 4.6 when preparing the introduction of the Toulmin model.

David Hitchcock (personal communication) notices an inconsistency in this exposé. If substantial arguments often involve type-jumps, then some substantial arguments do not involve type-jumps. According to Hitchcock, a type-jump from the premises to the conclusion cannot be the reason why the premises do not entail the conclusion. An argument is substantial when there is a type-jump, but it can also be substantial when there is no type-jump.

To be more precise, according to Toulmin, the conclusions of some substantial arguments are necessitated by the data, but not in the sense of being logically necessitated ( 2003 , pp. 18–20).

This does not mean that Toulmin thinks that analytic arguments are always formally valid and substantial arguments always formally invalid: “An argument in an[y] field whatever may be expressed in a formally valid manner, provided that the warrant is formulated explicitly as a warrant and authorises precisely the sort of inference in question […]. On the other hand, an argument may be analytic, and yet not be expressed in a formally valid way: this is the case, for instance, when an analytic argument is written out with the backing of the warrant cited in place of the warrant itself” ( 2003 , p. 125).

Argumentation that is conducted in accordance with a proper procedure and agrees with the pertinent soundness conditions can be viewed as “formally” valid in a procedural sense. See Sect. 6.1 of this volume for “formal” in the procedural (regulative) sense ( formal 3 ).

Toulmin extends his field-dependence thesis beyond the field of science to fields like morals and aesthetics.

Notice that Toulmin thinks that even in mathematics standards have evolved (Toulmin 2006 ).

In a similar way as we discussed when defining argumentation in Sect. 1.1 of this volume, Toulmin seems to construe the arguments he is interested in as (dialectical) verbal products resulting from a (dialectical) process of argumentative discourse.

Ausín ( 2006 ) argues that in this respect Toulmin’s approach resembles that of Leibniz, who also turned to jurisprudence as a model for reasoning. Also in other respects Toulmin’s conception of rationality is not as irreconcilable with that of Leibniz as Toulmin himself suggests. Leibniz distinguishes between contingent and necessary truths. Because the logical calculus does not apply to the first, the weighing argumentative method should be used instead. When trying to rationally justify contingent statements, Toulmin and Leibniz both share the view that rationality must be open to differences, pluralism, and controversy.

It is probable that Toulmin used the concept of “logical type” as it was in introduced by Ryle in 1949: “The logical type or category to which a concept belongs is the set of ways in which it is logically legitimate to operate with it” (Ryle 1976 , p. 10). The book in which Ryle used this concept had been highly influential, so Toulmin may have regarded the concept as so familiar that he did not think it necessary to give a definition.

Toulmin also speaks of the “moral” of a modal term, as in “the moral of a fable.”

Some of the implications Toulmin attaches to this observation relate to semantic and philosophical questions that are not directly relevant here. They pertain to the development of an adequate semantic theory for modal words and to the vigorous philosophical controversy about probability in the 1960s. In that controversy, Toulmin opposed the views on probability put forward by Carnap ( 1950 ) and Kneale ( 1949 ).

For the influence of the legal philosopher H. L. A. Hart on Toulmin’s views of defeasibility and the need for rebuttals, see Sect. 11.3 of this volume.

A qualifier need not always weaken the claim. As Toulmin says “Some warrants authorise us to accept a claim unequivocally, given the appropriate data – these warrants entitle us in suitable cases to qualify our conclusion with the adverb ‘necessarily’” ( 2003 , p. 93).

In Goodnight ( 1993 ) it is argued that the situation can be even more complex, because it may happen that the selection of backing to the warrant itself stands in need of justification. His legitimation inferences however do not justify the step from the backing to the warrant, but the selection of backing for the warrant (see Goodnight 2006 ).

It is the “D, W/B, so C” pattern that Toulmin contrasts with the analysis in Aristotelian categorical syllogistic of arguments as fitting a “Minor premise; major premise; so conclusion” pattern. See Sect. 2.6 of this volume.

According to Trent ( 1968 ), Toulmin does not claim completeness for his model, only adequacy for the purposes of the discussion.

With regard to the use of modal terms in qualifiers, Ennis ( 2006 ) presents and defends a delimited version in terms of speech acts of Toulmin’s contextual definition of the qualifier “probably.” With Toulmin, Ennis maintains “When I say ‘S is probably P’, I commit myself guardedly, tentatively or with reservations to the view that S is P, and (likewise guardedly) lend my authority to that view” (p. 163). In Ennis’s view the qualifier “probably” allows one to guardedly commit to a statement. Any attempt to reduce this qualifier to a numeric value (i.e., formalization) will not do justice to actual use, for it will never grasp the true implications of a tentative commitment. Ennis stresses the need to focus on real arguments, not artificial ones.

For the purpose of illustration, it is assumed (falsely) that the two conditions mentioned in the Harry example constitute a complete list.

Schellens ( 1979 ) observes that, in this case, R no longer functions as a condition of rebuttal. Instead, there are three data: “Harry was born in Bermuda,” “Neither of his parents were aliens,” and “He has not become a naturalized American” and a complex warrant “A man born in Bermuda will generally be a British subject unless his parents are aliens or he has become a naturalized American.” If the counter-rebuttals are to be treated as data, then the warrant would be “Given that a person was born in Bermuda, has at least one parent that was not an alien, and has not become a naturalized American, then you may take it that the person must be a British subject.”

It should be noted that Toulmin realizes that the validity of the “Data; warrant; so conclusion” argument is a consequence of the applicability and adequacy of the warrant rather than its formal properties ( 2003 , p. 111).

Toulmin’s view that validity is ultimately field-dependent implies that in principle every argument field may claim rationality for the arguments being used in that field. The only condition Toulmin requires is that in the field concerned the warrant must be accepted as authoritative.

See Sect. 2.6 of this volume for a discussion of Aristotle’s syllogistic.

In personal communication Hitchcock emphasized that this is an incorrect and inadequate account of formal validity as contemporary logicians conceive of it. First, not all arguments whose conclusions can be obtained by shuffling the parts of their premises are formally valid: “No horses are humans; all humans are animals; therefore, no horses are animals.” Second, not all formally valid arguments have conclusions that can be obtained by shuffling the parts of their premises: “You have credit for three one-semester courses in philosophy; therefore, you have met the prerequisite for this course of either being registered in a program in philosophy or having credit for at least two one-semester courses in philosophy.” On page 113 Toulmin ( 2003 ) expresses a much better conception of formal validity: “to state all the data and backing and yet to deny the conclusion would land one in a positive inconsistency or contradiction.”

Toulmin is probably not using the word “tautology” here in the logician’s sense, derived from Wittgenstein’s Tractatus , of a statement that is true regardless of how the world is, but in the older sense, common in literary criticism, of a discourse in which a point is repeated.

According to Hitchcock (personal communication), this claim is false. It is sometimes not at all obvious that information contained in the premises of a formally valid argument includes the information in the conclusion. For example, it took Bertrand Russell’s letter to Gottlob Frege in 1902 to show that the Basic Law V in his Grundgesetze (published in 1893) contained a contradiction. In fact, according to Gödel’s incompleteness theorem (whose proof was published in 1931), any consistent axiomatization of arithmetic has information in the axioms that cannot be gotten out of them by the rules of inference in the underlying logic. In Hitchcock’s view, Toulmin’s skepticism regarding the power of formally valid reasoning is certainly not justified. Mathematical proofs sometimes have surprising conclusions, yet are analytic in any defensible sense of that concept.

In personal communication Hitchcock explained that Toulmin’s skepticism about analytic arguments is not justified. Mathematical proofs sometimes have surprising conclusions, yet are analytic in any defensible sense of that concept. Examples are the proofs that the diagonal of a square is incommensurable with its side, that the square root of 2 is irrational, that no consistent axiomatization of arithmetic is complete, that there is no mechanical decision procedure for the logic of the quantifiers “all” and “some,” that there are only five regular solids (Toulmin 1976 , p. 67; cf. Aberdein 2006 , pp. 332–334), and so on. Given Toulmin’s first degree in mathematics and physics, Hitchcock finds his blindness to the power of formally valid reasoning hard to understand.

Loui ( 2006 ), who emphasized the influence that Toulmin’s ideas have had, reports that The Uses of Argument is Toulmin’s most cited work and that citations in the leading journals in the social sciences, humanities, and science and technology put Toulmin among philosophers of science and philosophical logicians in the top 10 of the twentieth century.

In citing the influences that have led to the rise of informal logic, Johnson and Blair ( 1980 ) explicitly mention the Toulmin model.

As is explained in Sect. 7.2 of this volume, Toulmin’s radical critique, and the new perspective on argumentation he provided, has been an inspiration to explore this territory with other models and instruments than those supplied by formal logic.

A recent interest in the Toulmin model was instigated by David Hitchcock, who dedicated an OSSA Conference he organized at McMaster University in May 2005 partly to the Toulmin model. Rather than concentrating on a critical evaluation of the Toulmin model, the papers focused on providing interpretations of elements of the model that are not sufficiently clear, revaluing elements that deserve more attention, and proposing necessary additions (see Hitchcock and Verheij 2006 ).

According to Hitchcock ( 2003 ), “Toulmin equivocates on whether a warrant is a statement or a rule, often within the space of two pages” (p. 70). Hitchcock believes this equivocation to be harmless since a warrant-statement is the verbal expression of a warrant-rule.

In making this comparison it should be noted that if the warrant is viewed as a bridging premise (different from Hitchcock’s interpretation), it is only a part of the argument scheme. This does not mean, of course, that warrants cannot be used to categorize argument schemes. As far as Perelman and Olbrechts-Tyteca’s notion of argument scheme is concerned, it should be noted that this notion is rather loose. Some of the associative argumentative schemes they distinguish do not seem to represent a general rule. See Sect. 1.3 of this volume for the notion of argument schemes.

This is, by the way, certainly not the position advocates of identifying implicit premises, such as the pragma-dialecticians, generally take. See, for instance, Sect. 10.5 of this volume.

For Pinto’s contribution to argumentation theory, see also Sect. 7.6 of this volume.

According to Pinto, an argument (or inference) is valid only if it is entitlement-preserving.

By elaborating a suitable concept of reliability , Pinto tries to capture what gives warrants their normative force.

For Bermejo-Luque’s contribution to argumentation theory, see also Sect. 12.13 of this volume.

The term pragmatic force used by Bermejo-Luque corresponds, roughly, with the degree of strength of the illocutionary point as defined by Searle. Inference claims are assertives, but they may have different degrees and types of strength.

In Bermejo-Luque’s view, bridging the gap between reason and conclusion by justifying the inference by means of a warrant, as Hitchcock and Pinto envisage, leads to an infinite regress. She attempts to avoid the regress by pointing out that backings justify inferences.

Contrary to the argumentation scholars from the American communication community who build on Toulmin’s ideas concerning field-dependency, several philosophers from the informal logic community firmly reject them (e.g., Freeman, Hitchcock, Johnson, and Pinto).

Their contributions to argumentation theory are further discussed in Sect. 8.6 of this volume.

Hastings’s classification, however, is used as a point of departure by other scholars, such as Kienpointner (see Sect. 12.7 of this volume) and Schellens (see Sect. 12.8 of this volume), in their theorizing.

Ehninger and Brockriede ( 1963 ) use the terms evidence and reservation instead of the terms data and condition of exception or rebuttal .

Kock ( 2006 ) argues that the typology of warrants concerning practical claims that stems from Brockriede and Ehninger is insufficient for pedagogical applications. In his essay “Multiple warrants in practical reasoning,” he maintains that the singleton set of the “motivational” warrant should be extended and refined. The resources for the extension and refinement, he holds, can be found in the ancient rhetorical handbook Rhetorica ad Alexandrum . On the basis of this handbook, Kock arrives at a taxonomy of warrants “invoked in arguing about actions” (p. 254). When it comes to actions in general, the warrants can be based on the following categories: (1) just ( dikaia) , (2) lawful ( nomina ), (3) expedient ( sympheronta ), (4) honorable ( kala ), (5) pleasant ( hēdea ), and (6) easy of accomplishment ( rhaidia ). For more difficult actions the warrants may be based on the following two categories: (1) practicable ( dynata ), and (2) necessary ( anankaia ) (p. 255).

Brockriede and Ehninger’s definition of substantive, motivational, and authoritative argumentation is slightly different from the classical tripartition into logos, pathos , and ethos discussed in Chap. 2, “Classical Backgrounds” of this volume. This is particularly true of authoritative argumentation, classical rhetoric being exclusively concerned with the speaker’s reliability and good character. It might be useful to add that in his Rhetoric Aristotle considers only logos as a means of persuasion by argument, while pathos and ethos are non-argumentative means (see Sect. 12.8 of this volume).

A rhetorical epicheireme resembles Brockriede and Ehninger’s authoritative argumentation, which is a rhetorical means of persuasion based on ethos.

In this way Toulmin counters the skepticism in British analytic philosophy of the 1960s about general claims, psychological claims, and moral claims. This part of the Toulmin case stands even if one rejects the claim that warrants can neatly be assigned to fields that can be identified with academic disciplines.

Also outside the United States the model is used in several textbooks, for example, in Schellens and Verhoeven ( 1988 ) (see Sect. 12.8 ).

In their textbook, Toulmin, Rieke, and Janik ( 1979 ) use the term grounds instead of data , clarify the concept of a warrant, and include five chapters on argument in specific fields (law, science, the arts, management, ethics) in which they exemplify Toulmin’s ( 1992 ) point that it is not just the warrants and backings that vary from field to field.

It is noteworthy that, unlike other authors before them, Toulmin, Rieke, and Janik ( 1979 ) do not present a general taxonomy of warrants or argument schemes.

In various reviews of The Uses of Argument , it is rightly assumed that Toulmin regards his model as generally applicable. Cowan, for one, writes: “This pattern has, according to Toulmin, the necessary scope to encompass all arguments” ( 1964 , p. 29).

This part of Toulmin, Rieke, and Janik ( 1979 ) underlies Toulmin’s remark quoted in Sect. 4.7 from his keynote speech at the 1990 ISSA conference about how he would expand his description of the field-dependence of argumentation if he were to write The Uses of Argument again.

Like Ehninger and Brockriede ( 1963 ), Crable ( 1976 ) uses the terms evidence and reservation to refer to the data and the rebuttal.

This may be no surprise, since Crable ( 1976 ) refers to Toulmin as his “most profound influence” and “a source of challenge and insight” (p. vi).

Prakken ( 2006 ) argues that, in its frequent use of an argument scheme approach, the field of artificial intelligence and law (AI & Law) has taken to heart some of the lessons of The Uses of Argument . It is also recognized that premises can play different roles (analogous to those of Toulmin’s data and counter-rebuttal) and that arguments are defeasible. The field-related treatment of argument schemes confirms Toulmin’s idea that the criteria for evaluating arguments differ from field to field. Prakken maintains that AI & Law has developed an account of the validity of reasoning that applies to every argument and is nevertheless formal and computational.

According to Tans ( 2006 ), a warrant should be understood as an abstraction from the data, which gets refined dynamically by discursive testing of its authority. Tans supports his view by using examples from legal practice – i.e., within the context of the Supreme Court in the United States – and captures an alternative diagram of the Toulmin model in his exposé.

See Abelson ( 1960–1961 ), Bird ( 1959 ), Castaneda ( 1960 ), Collins ( 1959 ), Cooley ( 1959 ), Cowan ( 1964 ), Hardin ( 1959 ), King-Farlow ( 1973 ), Körner ( 1959 ), Mason ( 1961 ), O’Connor ( 1959 ), Sikora ( 1959 ), and Will ( 1960 ). Less hostile but sometimes also critical were the reactions when the German translation of The Uses of Argument was published in 1975: Huth ( 1975 ), Schwitalla ( 1976 ), Metzing ( 1976 ), Schmidt ( 1977 ), Göttert ( 1978 ), Berk ( 1979 ), Öhlschläger ( 1979 ), and Kopperschmidt ( 1980 ).

More recent and generally more positive reviews of the Toulmin model are Hample ( 1977 b), Burleson ( 1979 ), Reinard ( 1984 ), and Healy ( 1987 ).

See Sect. 12.7 for a short overview of Kienpointner’s views.

Hitchcock notes (personal communication) that Toulmin ( 2006 ) later mistakenly claimed that Bird described The Uses of Argument in his review as “a rediscovery of Aristotle’s Topics” (p. 26).

According to Hitchcock (personal communication), Bird’s analysis is suspect, since the topical difference of medieval logic does not provide justification of the topical maxim (which is a rule of inference, rather like Toulmin’s warrant) but rather a specification of it.

Cf. for other criticisms of Toulmin’s treatment of fields of argument Habermas ( 1981 ), who opted as a consequence for a different approach.

In The Uses of Argument , Toulmin assumes that the main function of an argument is to justify a conclusion. According to Cowan ( 1964 , pp. 32, 43), its function is to supply a lucid organization of the material. Only in analytic arguments this objective is realized to the maximum. Cowan thinks that Toulmin’s substantial arguments can easily be made analytic by making one or more unexpressed premises explicit. The kind of “reconstructive deductivism” promoted by Cowan is criticized by informal logicians. For a discussion of these criticisms and a defense of deductivism, see Groarke ( 1992 ).

In spite of the fact that Toulmin is discussing the possibility of explaining validity in terms of formal properties in a geometrical sense, it might be the case however that, here too, he uses the term valid(ity) in its ordinary common speech meaning of being good, comparable to its use in phrases like “valid passport” and “valid point.”

By the way, unlike what Toulmin suggests, argument 1-2a-3 is in this form not formally valid in, say, standard syllogistic logic, propositional logic, or predicate logic. The same is true for the argument (1) “Petersen is a Swede” (2a) “A Swede is almost certainly not a Roman Catholic” so (3) “Petersen is almost certainly not a Roman Catholic.” This argument does in fact not even become formally valid if the warrant (2a) is interpreted as a major premise: (2) “Almost no Swedes are Roman Catholics.”

If an argument is to be formally valid, this can only be the case if and only if its conclusion can be obtained by the premises by a mere shuffling of terms, as Toulmin thinks formal validity to be defined. A condition for formal validity on the warrant would then be that it includes any term in the conclusion that is not in the data; it need not, and generally does not, include any term in the conclusion that is not in the data. According to Hitchcock (personal communication), the warrant is a license to infer from the sort of things said in the data about whatever is common to data and conclusion that which is said in the conclusion.

It is not exactly Toulmin’s position that only experts in a particular field are competent evaluators, but it may be true that in problematic cases the experts in a field are indeed the ultimate authority on what warrants are acceptable in that field. Going by Toulmin ( 2006 ), he seems to recognize this.

In response to the claim that, in practice, it is often difficult to establish which statements are the data and which statement is the warrant, Hitchcock ( 2003 ) reports having analyzed 50 samples he extracted randomly. For 49 arguments, he had no difficulty in singling out an applicable “inference-licensing covering generalization.”

For similar and other objections to the distinction between data and warrants, see Schellens ( 1979 ), Johnson ( 1980 ), and Freeman ( 1991 , pp. 49–90).

In spite of the fact that – according to Hitchcock – van Eemeren and Grootendorst’s example is unrealistic, it still poses a problem for the Toulmin model. Hitchcock thinks that this problem can be solved by pointing to the fact that “a first-order particular statement is logically equivalent to a second-order universal generalization, and thus can function as a general rule of inference” (personal communication).

Another option than issuing this singular statement would be, for instance, to point out that Harry was not born in Bermuda but enjoys for some other reason the same status.

Toulmin states that warrants are general, rule-like statements (p. 91), which is a problem here. He does not explicitly require the specific information provided in data to be confined to particular statements. Both Toulmin ( 2003 ) and Toulmin, Rieke, and Janik ( 1979 ) focus on examples in which the data (or grounds) are singular statements about a particular individual. The textbook even says explicitly that the demand for grounds is a demand for specific features of a specific situation rather than for general considerations (Toulmin et al. 1979 , p. 33). Nevertheless Toulmin allows for a universal statement like “All club-footed men have difficulty in walking” to be construed as a factual report of our observations that can function as a datum (Toulmin 2003 , p. 106).

According to Hitchcock (personal communication), the warrant is “If a man born in Bermuda is a British subject, then Harry is a British subject” or “Given that a man born in Bermuda is a British subject, we may take it that Harry is a British subject.” In statement form the rule of inference involved would go as follows: “Harry has whatever status belongs to a man born in Bermuda.” Hitchcock notes that this statement follows logically from the statement that Harry was born in Bermuda. It need not be logically equivalent to it.

Initially the model was not so much used for the purpose of evaluation, Hastings ( 1962 ) being an early exception. Later others joined in. See Sect. 4.8 .

For a survey of practical problems confronted in applying the Toulmin model to the analysis of argumentative texts, see Schellens ( 1979 ), who also offers some solutions.

For “complex” argumentation as distinguished from “single” argumentation, see Sect. 1.3 of this volume.

If a “micro-argument” is indeed equivalent with “single” argumentation, which is probably not what Toulmin had in mind, he claims that his way of laying out micro-arguments makes apparent the sources of their validity, i.e., the extent to which the arguments justify their conclusions, which may involve more than single argumentation.

For the notion of “subordinatively compound” argumentation, see Sect. 1.3 of this volume.

For further discussion of Freeman’s contribution to argumentation theory, see Sect. 7.7 of this volume.

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van Eemeren, F.H., Garssen, B., Krabbe, E.C.W., Snoeck Henkemans, A.F., Verheij, B., Wagemans, J.H.M. (2014). Toulmin’s Model of Argumentation. In: Handbook of Argumentation Theory. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9473-5_4

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Toulmin Method: Guide to Writing a Successful Essay

How to write an essay in the toulmin method.

Argumentative essays are a genre of writing that challenges the student to research a topic, gather, generate and evaluate evidence, and summarize a position on the issue. It helps to get as much benefit out of the study as possible. The Toulmin model essay could be part of the shaping and self-understanding of the individual, and one day it will provide evidence to rely on in becoming a professional.

What is the Toulmin Method?

The essay form has become widespread in contemporary higher education, so many students are faced with this question – how to write an essay using the Toulmin model? The idea of an essay comes to us from the Anglo-Saxon educational tradition, where it is one of the basic elements of learning, especially in the early years. Starting an essay, especially an argument one, is a creative and demanding task. Not all students have time for such a job, given their academic schedule. If you want professional assistance, you can hire a writer to write an argumentative essay to make sure of the quality.

Toulmin’s approach, based on logic and in-depth analysis, is best suited to solving complex questions. The British philosopher and professor engaged in practical argumentation believed that it is a process of proposing hypotheses involving the discovery of new ideas and verifying existing information. In The Uses of Argument (1958), Stephen Toulmin proposed a set containing six interrelated components for analyzing arguments, and these are what we will talk about today. Toulmin considered that a good argument could be successful in credibility and resistance to additional criticism. We shall therefore take a look at how it is done.

How do you compose an essay based on Toulmin model? Formulate the statement that you intend to defend. Provide evidence to support it. Then use the factors we talk about below. As an alternative, you can use information from a custom essay writing service that guarantees a good grade. Not everyone is really gifted at writing well-organized texts.

The Six Parts of The Toulmin Argument

The structure of Toulmin argumentative essay is slightly more complex than in other types of papers.

Think of this section as the main idea behind the whole argument. The claim can be divided into five following categories:

• definitions,
• strategies.

This is the part dealing with the answer to the question, “What is the author trying to prove?”.

The arguments are referred to as the basis for the claim. This is everything that the statement is referring to. It can be statistics, facts, evidence, expert opinions, or public attitudes. At this point, the following issue arises: “What is the author trying to demonstrate his point with?”. This is the body where the connection between the data and the argument is established.

Warrants are assumptions that show how and why the available data results in the claim. It gives credibility to the latter. In addition, it is often common knowledge for both the author and the audience, so in most cases, it is not expressed literally but only implied. The guiding question for determining the warrant of an argument has to be asked, “Why does the author draw this conclusion from the data?”.

Warrant Based Generalization

In the simplest Toulmin essays, the generalization essentially summarizes the common knowledge that applies to each specific case. Due to its simplicity, this technique is also used in public speaking as well as in Toulmin model essay.

Warrant Based on Analogy

An argument by analogy is an argument that is made by extrapolating information from one case to another. This is because they share many characteristics. Therefore, an argument by analogy is also very common.

Warrant Based on Sign

It is a matter of one thing deriving from something else. So one thing indicates the existence of another.

Warrant Based on Causality

The relationship between phenomena in which one major thing called the cause, given certain circumstances, brings about another thing called the effect.

Warrant Based on Authority

It is a reference to the views of persons who are recognized or influential in a particular technology or area of activity in society.

Warrant Based on Principle

Values and attitudes are the brightest and most important factors brought in argumentation. They can equally facilitate the achievement of mutual understanding, make it more difficult, and initially block the development of dialogue.

These are extensions aimed at reinforcing the statement expressed in the introduction. Such support should be used when the grounds themselves are not sufficiently persuasive to the readers and listeners.

It limits the credibility of the claim or describes the conditions under which such a claim is true. If the argument does not assume the existence of another opinion, it will be regarded as feeble. If you struggle to conceive of a contrary view, then writing the rebuttal may seem difficult. We advise you to read through the examples.

These can be words or phrases showing the author’s degree of confidence in the statement, namely: likely, possible, impossible, and unconditional.

The first three elements are considered essential to practical argumentation, while the last three are not always indispensable. An argument described in this way in a counter argument essay reveals its strength and limitations. This is the way it should be. There should be no argument that seems stronger than it is or applies more broadly than it is intended to. The point is not to outplay or defeat every counter-argument, but to get as close to the truth or a suitable solution as we are capable of. Once you have familiarized yourself with the process, you may find it complicated; however, don’t get frustrated and use an additional argumentative essay writing service to create a proper sample.

Sample of a Toulmin Argument Model

The following example of body paragraphs is for you to consider:

People should probably have firearms.

• Claim: People should probably have firearms.
• Grounds: People want to be protected.
• Warrant: Self-defense with a firearm is much more effective.
• Backing: Research shows that firearms owners are less likely to be robbed.
• Rebuttal: Not everyone should have access to firearms. Children and people with intellectual disabilities, for example, should not own firearms.
• Qualifier: The percentage of the population with intellectual health illnesses is much lower than that of the average human. The phrase ” probably” in the claim’s wording is a qualifier.

Essay Which Shows Toulmin Method

So why don’t we put all six points into practice and write a good argumentative essay to enhance understanding?

There is an age-old question of the 21st century. However, are current games more harmful or beneficial? To answer it as objectively as possible, one must rely on biology and psychology. Researchers at the University of Central Florida have proven that taking a short break from work to play a video game is far more effective in relieving stress than inactivity with total gadget avoidance and even meditation. Video games can be educational and informative. A popular stereotype is that games are bad for you. They overload the brain or are just a waste of time. Nonsense, there are plenty of benefits to be gained from gameplay if you know the limits.

Play is a way of making the brain stimulated. Games contribute to the socialization of people. Multiplayer games teach social interaction, trust, dialogue, group work, leadership, and management skills. It turns out that those who spend a lot of leisure on a PC or console solve difficult tasks easier. Attention to detail and the speed of brain and eye reactions, accelerated interaction between them, muscle response – all these things are trained to the highest degree. To do this kind of training in real life without threatening your health, you have to try very hard.

Researchers at the Open University of Catalonia have found that video games can positively affect memory, solve difficult issues, build algorithms, and improve attention span and other cognitive abilities of the brain. They stated that video game enthusiasts have an increase in the right side of the hippocampus, which is responsible for memory, over time. Studies have also shown their effectiveness in second language acquisition, learning math, and science. This is potentially good news for pupils, students, and the millions of people who love to play.

In addition, video games have changed significantly in recent years; they have become more complex, realistic, and socially oriented. Although video games have a pure entertainment status, their popularity has been deployed in the service of medicine with the aim of increasing patient health motivation.

Are all computer games completely harmless, and are they a great form of leisure? When it comes to the harms of computer games, they are mainly associated with excessive use. Taking a break will reduce the negative effects. To label them as “bad”, “violent”, and “aggressive” is to overlook many aspects inherent in modern games. People choose games with their advantages and disadvantages depending on their own inner motivation.

Don’t underestimate the importance of computer games as a stress reliever after a stressful day. It’s important to be able to distract yourself and just relax. And joining a virtual world is one of the easiest and most effective ways to escape from external problems for a while.

Most people who have experienced gaming either perceive the activity in a negative or a positive way. The indifferent ones, by and large, are few.

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What Is the Toulmin Model of Argument?

Definition and Examples

• An Introduction to Punctuation
• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

The Toulmin model (or system) is a six-part model of argument (with similarities to the syllogism ) introduced by British philosopher Stephen Toulmin in his 1958 book The Uses of Argument . 

The Toulmin model (or "system") can be used as a tool for developing, analyzing, and categorizing arguments.

Purpose of the Toulmin Model

"When I wrote [ The Uses of Argument ], my aim was strictly philosophical: to criticize the assumption, made by most Anglo-American academic philosophers, that any significant argument can be put in formal terms ... In no way had I set out to expound a theory of rhetoric or argumentation: my concern was with twentieth-century epistemology, not informal logic . Still less had I in mind an analytical model like that which, among scholars of Communication, came to be called 'the Toulmin model,'" (Stephen Toulmin, The Uses of Argument , revised ed. Cambridge Univ. Press, 2003).

The Six Components of an Effective Argument

"What is it that makes arguments work? What makes arguments effective? The British logician Stephen Toulmin made important contributions to argument theory that are useful for this line of inquiry. Toulmin found six components of arguments:

• Claim : A statement that something is so.
• Data : The backing for the claim.
• Warrant : The link between the claim and the grounds.
• Backing : Support for the warrant.
• Modality : The degree of certainty employed in offering the argument.
• Rebuttal : Exceptions to the initial claim," (J. Meany and K. Shuster, Art, Argument, and Advocacy . IDEA, 2002).

"[Toulmin's] general model of ' data ' leading to a ' claim ,' mediated by a ' warrant ' with any necessary ' backing ,' has been very influential as a new standard of logical thinking, particularly among scholars of rhetoric and speech communication. He takes seriously the contexts in which arguments emerge and looks to evaluate them in ways relevant to those contexts," (C. W. Tindale, Rhetorical Argumentation . Sage, 2004).

Using the Toulmin System

"Use the seven-part Toulmin system to begin to develop an argument ... Here is the Toulmin system:

• Make your claim.
• Restate or qualify your claim.
• Present good reasons to support your claim.
• Explain the underlying assumptions that connect your claim and your reasons. If an underlying assumption is controversial, provide backing for it.
• Provide additional grounds to support your claim.
• Acknowledge and respond to possible counterarguments.
• Draw a conclusion, stated as strongly as possible," (Lex Runciman, et al.,  Exercises for the Everyday Writer , 4th ed. Beford/St. Martin's, 2009).

The Toulmin Model and the Syllogism

"Toulmin's model actually boils down to a rhetorical expansion of the syllogism ... Although the reactions of others are anticipated, the model is primarily directed at representing the argumentation for the standpoint of the speaker or writer who advances the argumentation. The other party remains in fact passive: The acceptability of the claim is not made dependent on a systematic weighing up of arguments for and against the claim," (F. H. van Eemeren and R. Grootendorst, A Systematic Theory of Argumentation . Cambridge University Press, 2004).

• Warrants in the Toulmin Model of Argument
• Backing (argument)
• Data Definition and Examples in Argument
• Argument (Rhetoric and Composition)
• What Does It Mean to Make a Claim During an Argument?
• Definition and Examples of Syllogisms
• Definition and Examples of Valid Arguments
• Audience Analysis in Speech and Composition
• Definition and Examples of the New Rhetorics
• Techne (Rhetoric)
• Propositions in Debate Definition and Examples
• What Does Argumentation Mean?
• Definition and Examples of Conclusions in Arguments
• What Is Deductive Reasoning?
• Informal Logic

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27 The Toulmin Argument Model

Kirsten DeVries

Stephen Edelston Toulmin (born March 25, 1922) was a British philosopher, author, and educator. Toulmin devoted his works to analyzing moral reasoning. He sought to develop practical ways to evaluate ethical arguments effectively. The Toulmin Model of Argumentation, a diagram containing six interrelated components, was considered Toulmin’s most influential work, particularly in the fields of rhetoric, communication, and computer science.  His components continue to provide useful means for analyzing arguments, and the terms involved can be added to those defined in earlier sections of this chapter.

Figure 3.11 “Toulmin Argument”

The following are the parts of a Toulmin argument:

1.  Claim : The claim is a statement that you are asking the other person to accept as true (i.e., a conclusion) and forms the nexus of the Toulmin argument because all the other parts relate back to the claim. The claim can include information and ideas you are asking readers to accept as true or actions you want them to accept and enact.  One example of a claim:

My grandfather should wear a hearing aid.

This claim both asks the reader to believe an idea and suggests an action to enact.  However, like all claims, it can be challenged.  Thus, a Toulmin argument does not end with a claim but also includes grounds and warrant to give support and reasoning to the claim.

2.  Grounds : The grounds form the basis of real persuasion and includes the reasoning behind the claim, data, and proof of expertise. Think of grounds as a combination of  premises  and  support .  The truth of the claim rests upon the grounds, so those grounds should be tested for strength, credibility, relevance, and reliability.  The following are examples of grounds:

Over 70% of all people over 65 years have a hearing difficulty.

Hearing aids raise hearing quality.

Information is usually a powerful element of persuasion, although it does affect people differently. Those who are dogmatic, logical, or rational will more likely be persuaded by factual data. Those who argue emotionally and who are highly invested in their own position will challenge it or otherwise try to ignore it. Thus, grounds can also include appeals to emotion, provided they aren’t misused.  The best arguments, however, use a variety of support and rhetorical appeals.

3.  Warrant : A warrant links data and other grounds to a claim, legitimizing the claim by showing the grounds to be  relevant . The warrant may be carefully explained and explicit or unspoken and implicit. The warrant answers the question, “Why does that data mean your claim is true?”  For example,

A hearing aid helps most people hear better.

The warrant may be simple, and it may also be a longer argument with additional sub-elements including those described below.  Warrants may be based on  logos ,  ethos  or  pathos , or values that are assumed to be shared with the listener.  In many arguments, warrants are often implicit and, hence, unstated. This gives space for the other person to question and expose the warrant, perhaps to show it is weak or unfounded.

4.  Backing : The backing for an argument gives additional support to the warrant.  Backing can be confused with grounds, but the main difference is this: Grounds should directly support the premises of the main argument itself, while backing exists to help the warrants make more sense. For example,

Hearing aids are available locally.

This statement works as backing because it gives credence to the warrant stated above, that a hearing aid will help most people hear better.  The fact that hearing aids are readily available makes the warrant even more reasonable.

5.  Qualifier : The qualifier indicates how the data justifies the warrant and may limit how universally the claim applies. The necessity of qualifying words comes from the plain fact that most absolute claims are ultimately false (all women want to be mothers, e.g.) because one counterexample sinks them immediately.  Thus, most arguments need some sort of qualifier, words that temper an absolute claim and make it more reasonable.  Common qualifiers include “most,” “usually,” “always,” or “sometimes.” For example,

Hearing aids help most people.

The qualifier “most” here allows for the reasonable understanding that rarely does one thing (a hearing aid) universally benefit all people.  Another variant is the reservation, which may give the possibility of the claim being incorrect:

Unless there is evidence to the contrary, hearing aids do no harm to ears.

Qualifiers and reservations can be used to bolster weak arguments, so it is important to recognize them.  They are often used by advertisers who are constrained not to lie. Thus, they slip “usually,” “virtually,” “unless,” and so on into their claims to protect against liability.  While this may seem like sneaky practice, and it can be for some advertisers, it is important to note that the use of qualifiers and reservations can be a useful and legitimate part of an argument.

6.  Rebuttal :  Despite the careful construction of the argument, there may still be counterarguments that can be used. These may be rebutted either through a continued dialogue, or by pre-empting the counter-argument by giving the rebuttal during the initial presentation of the argument.  For example, if you anticipated a counterargument that hearing aids, as a technology, may be fraught with technical difficulties, you would include a rebuttal to deal with that counterargument:

There is a support desk that deals with technical problems.

Any rebuttal is an argument in itself, and thus may include a claim, warrant, backing, and the other parts of the Toulmin structure.

Even if you do not wish to write an essay using strict Toulmin structure, using the Toulmin checklist can make an argument stronger.  When first proposed, Toulmin based his layout on legal arguments, intending it to be used analyzing arguments typically found in the courtroom; in fact, Toulmin did not realize that this layout would be applicable to other fields until later.  The first three elements–“claim,” “grounds,” and “warrant”–are considered the essential components of practical arguments, while the last three—“qualifier,” “backing,” and “rebuttal”—may not be necessary for all arguments.

Find an argument in essay form and diagram it using the Toulmin model.  The argument can come from an Op-Ed article in a newspaper or a magazine think piece or a scholarly journal.  See if you can find all six elements of the Toulmin argument. Use the structure above to diagram your article’s argument.

Key Takeaways: Types of Argument

• Arguments in the Rhetorical Modes —models of writing that can be used for an argument, including the rhetorical modes: narration, comparison, causal analysis, process, description, definition, classification, and exemplification.
• Arguments of Persuasion —used to change someone’s thinking on a topic or person.
• Arguments of Evaluation —critical reviews based on logical evaluation of criteria and evidence for that evaluation.
• Arguments of Fact and Explanation —establishes  that  a fact is true (the former) or  why  it is true (the latter).
• Arguments of Interpretation —critical analysis writing in which one makes an argument about what data mean.  Data can come from texts, objects, surveys, and scientific experiments.
• The Rogerian Argument Model —an argument model designed to bring about consensus and mutual understanding rather than conflict.
• Toulmin’s Argument Model —six interrelated components used to diagram an argument, drawn from both rhetorical and academic argument.

Let's Get Writing! Copyright © 2018 by Kirsten DeVries is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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How To Organize a Paper: The Toulmin Method

What is the Toulmin Method?

The Toulmin Method of Argumentation is a complex argumentation structure that allows you to establish your argument while considering your opponents’ points of view. While this method is intended for giving complex and well-supported arguments that are mindful of what opponents will say in response to your claims, the Toulmin Method is a one-sided argument that does not attempt to build common ground, as the Rogerian Method does.

The goal of the Toulmin Method is to persuade the reader that your argument is reasonable and effective based on thorough research and organization.

When Do I Use the Toulmin Method?

You will find the Toulmin Method most useful to write theoretical essays or academic papers. The Toulmin Method is effective in presenting thorough support for your argument. Thus, it is ideal for arguments in which there will be much dissent or controversy surrounding the argument. It is also useful for making complex arguments.

How Does the Toulmin Method Work?

When you write using the Toulmin Method, you need to be prepared to know and explain every facet of your argument. The goal is to be as detailed and persuasive about your argument as possible, countering opposing views etc.

The main elements that are typically included in the Toulmin Method are as follows:

• Claim: A claim is the main argument that you are trying to express. In terms of the 5-Paragraph Essay , it’s the thesis statement.
• Grounds: The grounds are what the claim is based on. It is the supporting evidence that is needed to understand and accept the claim.
• Warrant: The warrant is the piece that connects the grounds to the claim. It explains how you got from the information in the grounds to the claim. It may include legal principles, ethical principles, and laws of nature, etc.
• Backing: This is the support and justification for the warrant.
• Qualifiers: Qualifiers limit your claim by placing conditions on the arguments that do not fully support the claim. These are the “usually,” “will likely,” and “possibly” claims that are not certain.
• Rebuttal: The rebuttal is where you identify opposing arguments to your claim. Any argument will have rebuttals, so this is where you would identify them, to present that you have acknowledged that they exist and can give your evidence to counter these claims.

The Toulmin Method may not convince an opposing party that you are right, but it shows that you have solid evidence and reasoning behind your argument, regardless of what they may think of the argument itself.

The image below shows how the parts of the Toulmin Method are all connected to one another and perhaps don’t necessarily follow a linear format as the steps listed above suggest. The steps only show one possible way of organizing the Toulmin Method. The image shows that there may be a need to go back and re-visit different steps in order to fully support all areas of the argument.

Example of the Toulmin Method

Imagine that you want to present an argument stating that smoking tobacco should be banned on all college campuses. This would be your claim .

The grounds on which you would base this claim would possibly note the health risks associated with secondhand smoke.

The warrant may present the idea that the health risks of secondhand smoke hinder learning, which may be warranted by a study that shows the effects of secondhand smoke on learning.

It may be appropriate to indicate that the health risks will “possibly” hinder learning, or that the hindrance occurs only in at risk groups such as those with asthma to qualify the argument.

A rebuttal to the argument could be that smoking tobacco is a way that some students relax in between classes or that it is only harmful if extremely high levels of secondary smoke are ingested.

Toulmin, Stephen, et al. An Introduction to Reasoning . Macmillan Publishing Co., Inc., 1979.

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• Essay on Global Warming

Argumentative Essay On Toulmin Model Global Warming

Type of paper: Argumentative Essay

Topic: Global Warming , Pollution , World , Evidence , Nature , Development , Environmental Issues , Environment

Words: 2750

Published: 12/12/2019

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Outline This essay will look at the issue of global warming using the Toulmin model (Toulmin, 1; Fullerton.edu, 1). As such, the following sections will be discussed in the essay in line with the model: Claim: Looking at the issue of global warming, it is clear that there are many causes culminating into the pollution of the environment, and the degradation of the ozone layer. There are various factors that can lead to this. The end result is global warming which threatens life on the planet. As such, it is the responsibility of the inhabitants of earth to stop this catastrophe. This essay therefore claims that man has contributed to global warming and holds the key to stopping it. Grounds: This is where the essay will seek to prove that man has actually participated in propelling global warming. It will therefore provide evidence and facts that prove that man’s activities have in one way or another led to the disruption in the cause of nature. As such, his activities lead to global warming and climate change. It will also seek to give evidence that if man changed his ways and put in place some measures, he could as well help in controlling this catastrophe. The grounds will be based on two major arguments and the evidence for them: that man’s activities have greatly contributed to global warming and two, that a change in the order that man does things would go a long way in saving the environment from total degradation. Warrants: in this section, the essay will seek to prove or show the actual relationship between man’s activities and the degradation of the environment. In other words, this is where a correlation will be drawn between the role of man and global warming. Once the link is established, the essay will then prove that if man reversed the order in which he carried out his activities, then the same would be reflected on the environment, thus reducing the pollution rates. Backing: this is where hard evidence will be given for the argument. In this section, the essay will seek to provide some facts through statistical and scientific evidence to show how man has contributed to environmental degradation. For instance, it will provide statistics on the emission rates of carbon dioxide and how these contribute to global warming. It will also give evidence on the various effects of global warming on life in the planet. This is expected to give a strong founding for the essay. Modal Qualifiers: Toulmin (340) observes that in this section, the essay should give evidence that the proposed action would be universally accepted and would not have any negative impacts on the people or the environment. As such, this essay will seek to show that the proposed mitigation measures could go a long way in saving the whole world from the dangers of environmental change. Rebuttal: This is the essay section that will deal with a counter argument on the issue of man’s contribution to causing and preventing environmental degradation. In this section, the essay will seek to prove that there are various causes that lead to global warming, some of which are natural. Since man has no control over the natural events, this argument will be used to prove that man can do nothing to cause or control the process of environmental degradation and global warming. It will seek to show that man is an observer who does nothing but cope with all the environmental challenges that Mother Nature brings along his way.

Claim The issue of global warming is a global concern that has put the leaders of the world in a tight position to find a solution for the climate change issue that is threatening the life on earth. According to the National Geographic (1), these worries are justified. This is mainly because the temperatures on the earth’s surface seem to be rising day in day out. As a result, the levels of the seas are rising and the glaciers in the high peaks on earth as well as the Polar Regions are gradually melting. This poses the threat of an even greater rise in the sea levels. On overall assessment, it emerges quite clearly that man has a great significance to the environmental issues. He has the ability to cause a total disruption of the environment just as he has the ability to control it. As such, it is upon man to decide on what he wants to do with his environment.

There is sufficient evidence to show that man has contributed to the course of environmental pollution which has ultimately led to global warming. There are some activities that man engage in that lead to increased emission. For instance, there is the use of motor vehicles. The car exhaust system leads to emission of carbon dioxide which leads to accumulation of the gas into the atmosphere (Strasburg, 1). Similarly, man, as he seeks comfort, ends up using some home devices that contribute to the release of green house gases. These are appliances such as the air conditioners. However, the greatest contribution that man has to the problem is the through industrial processes. Man engages in various processes that lead to the accumulation of these gases into the atmosphere (Citidata.com, 1; Dick, 1).

Of course, there are adverse effects of these activities to the life of plants and animals on the planet such as change in the weather patterns which affects productivity of the land, poses a threat to the animal habitat such as the polar bears and also poses health threats to man himself (nrdc.org, 1; Time for Change, 1). Due to these effects, man has to derive a way to solve the problem.

There are various ways in which man can achieve this. For instance, he can reduce engagement in activities that increase the pollution. For instance, he can use cars that have good engines, leading to proper utilization of fuel hence reduce the emission rates. Similarly, he can reform his industries so become more environmental friendly. For instance, he can find ways to detoxify gases released from the industrial chimneys before they are released into the atmosphere. Other changes can be made in the manner in which the processing industries go about their work so that they can reduce the emission rates (Global warming Facts, 1; Sierra Club, 1). Use of renewable energy could also go a long way in ensuring that the emission is reduced.

So far, the essay has shown that there are various activities that man can be engaged in to prevent the pollution of the environment. However, this does not specifically mean that if man observes the recommendations so far the issue of global warming would be solved. As such, there is need for sufficient evidence to prove that his activities can actually lead to the end of the problem.

This is the rational for this argument: the natural balance has been in existence for quite a long time. Man’s activities led to the disruption in the balance. As such, since man is the problem, he can as well be the solution by putting in place measures to restore the balance that he contributed in distorting. These are the measures indicated by Sierra Club (1) which include processes such as reducing waste materials, reusing some of the materials and recycling others. This would go a long way in ensuring that the ecological balance is maintained.

Other man’s activities lead to over-exploitation of the available resources, which again leads to the degradation of the environment. As such, if man put into place measures to control such effects, then there is a possibility that he could lead to a stop to the environmental threat. In conclusion, this section has sought to show the exact relation between man’s activities and global warming. It has emerged that there is a very strong correlation between the two. As such, if man controlled his activities, there is every possibility that this would be an efficient way of controlling the global warming process.

In this section, the main aim is to prove that there are various changes that ma can put in place to ensure that global warming is brought to a slow. First of all, it is important to look at the current trend in global warming. The national Geographic (1) indicates that the average temperatures on the earth’s surface have gone up by 1.4 degrees Fahrenheit, which is about 0.8 degrees Celsius. If this is not brought to check, then the levels could continue rising which could lead to serious repercussions on the earth’s surface. The arctic regions are quickly wearing away and if the trend continues, then they could totally disappear by the summer of 2040, which is of course a threat to the life of animals living in these regions (nrdc.org, 1).

On a similar note, the coral reefs are suffering bleaching effect due to the change in water temperatures, where some have recorded bleaching rates of as high as 70%. Glaciers and mountain snows are also receiving the blunt end of the global warming effects where, for instance, the Glacier National Park has observed a reduction in the number of glaciers from 150 glaciers in 1910 to only 27 glaciers at the present. These statistics send a shocking wave to the environmentalists in the world. It is clear that unless something is done, then the world is doomed to suffer from the wrath of nature.

It is not the animals who have contributed to this disruption. Rather, it is the creature that is supposed to be the custodian of nature: man. However, since man knows the exact causes of the problem, he can as well contribute to ending the saga. All he has to do is reverse his manner of doing things so that they are more environmental friendly. He has the ability and means; all he needs is the will and the motivation to do it.

Modal Qualifiers

According to NASA (1), it comes out quite clearly that more often than not, man’s activities are concerned with the emission of green house gases which lead to the issue of global warming. For instance, man usually drives to and from work. It is very common to find that in one homestead there are more than one automobile. The meaning of this is that every time that the different members of the family go out, they usually lead to more emission. If the number of automobile per household was reduced, this could go a long way in curbing the issue of emission.

Sierra Club (1) observes that manufacturing industries are always releasing gases into the atmosphere. Of course, this goes a long way into polluting the environment and increasing the concentration of the GHG gases. Suppose these emission rates were cut down or controlled so that there is reduced accumulation of GHG gases into the atmosphere. The results would be gratifying for the whole world. There is also the issue of deforestation. Most of the time, man is involved in activities that lead to destruction of the forest cover in the world. Activities such as charcoal burning, clearing land for farming and overstocking contribute to making the land bare. This has serious repercussions on the environment since the trees contribute to the cleaning of air. As such, if man reduced the frequency at which he cuts down trees, then the gross effect would be conservation of the environment.

All along, this argument has held the position that man contribute to the environmental degradation that leads to global warming. Furthermore, it has stressed on the fact that if man changed the manner in which he interacted with his environment, there is a possibility that he could curb the global warming menace. This argument could be logical to some extent. However, there is another argument that shows that man has no control over global warming at all.

First of all, there is the scientific argument which claims that the green house gases are not the only pre-cursors to global warming. As such, in as much as man contributes to the release of these gases into the atmosphere, this has little or no effect on the rate of global warming (Dick, 1).

However, the strongest argument against man’s contribution towards the control of environmental pollution and global warming is the argument that most of the significant causes of global warming are natural (Strasburg, 1). For instance, there are the volcanic eruptions that lead to the rise in the temperature levels. As a matter of fact, there is no way that man has control over these volcanic activities. Therefore, he is left in a helpless situation where he just observes as the environmental and natural forces work to his disadvantage.

There are also other factors such as the water vapors. Day in day out, water from the water bodies around the world vaporizes into vapor which accumulates in the atmosphere and contributes to the global warming. There is no way that man has control over this and as such, he has no means to control it. The same case applies to the solar cycles and the cosmic rays which work together to bring an overall effect of global warming. The mechanism by which these forces work is far beyond the control of man (Sarsburg, 1).

This essay has looked at the Toulmin model and how it can be used in finding a solution for a problem. It has given the claim, grounds, warrant, backing, modal qualifiers as well as the rebuttal. The issue that has been addressed by the essay is global warming, where the essay sough to prove as to whether or not man has the ability to control the problem. The Toulmin model was followed all through the essay.

Works Cited

City-Data.com. ‘Man’s Contribution to Global Warming.’ 2012. Web, 26th March 2012, http://www.city-data.com/forum/green-living/605770-man-s-contribution-global-warming.html Dick, Phillip K. ‘Is Man Caused Global Warming a Scientific Fact?’ 2011. Web, 26th March 2012, http://lrak.net/globalwarming.htm Fullertion.edu. ‘Toulmin Model of Argument.’ N.d. Web, 26th March 2012, https://mail.google.com/mail/?shva=1#inbox/13647e25076a8d62 Global Warming Facts. ‘Global Warming.’ 2010. Web, 26th March 2012, http://globalwarming-facts.info/50-tips.html Nasa.gov. ‘Global Climate Change.’ 2012. Web, 26th March 2012, http://climate.nasa.gov/causes/ National Geographic News. ‘Global Warming Fast Facts.’ 1996. Web, 26th March 2012, http://news.nationalgeographic.com/news/2004/12/1206_041206_global_warming.html NRDC. ‘Consequences of Global Warming.’ 2012. Web, 26th March 2012, http://www.nrdc.org/globalwarming/fcons.asp Sierra Club. ‘Clean Energy Solutions: Ten Things You Can Do to Help Curb Global Warming.’ 2012. Web, 26th March 2012, http://www.sierraclub.org/energy/tenthings/default.aspx Strasburg, McIntire Jeff. ‘Top Global Warming Causes – Natural or Human?’ 2009. Web, 26th March 2012, http://blog.sustainablog.org/2009/06/the-top-causes-of-global-warming-natural-or-human/ Time for Change. ‘Cause and Effect for Global Warming.’ N.d. Web. 26th March 2012, http://timeforchange.org/cause-and-effect-for-global-warming Toulmin, S. ‘The Uses of Argument.’ 1969. Cambridge, England: Cambridge University Press. Think Quest. ‘Global Warming.’ 2012. Web, 26th March 2012, http://library.thinkquest.org/CR0215471/global_warming.htm

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