TREATMENT
One form of presenting information is to present an argument as if it were some sort of clinical appointment. A problem is outlined, a cause is diagnosed, and a solution is prescribed. This structure—common in persuasive speeches—has the advantage of providing a clear arrangement of points. It can be very limiting, but it can also work well for simple arguments.
Overview:
A significant limitation in any argument is that people will often want to avoid taking additional action. Whether it is called inertia or laziness, most people have a routine and stick to it. Therefore, asking someone to change that routine, even a little, requires a lot of justification. Therefore, the ‘treatment’ model of argumentation begins by explaining to readers why they care about something. It presents a problem. Then, it explains what causes that problem, focusing its readers’ attention on a specific target. Finally, the argument offers a solution to the problem. As a result, before the readers are ever asked to do anything, they already know why they are doing it.
Typically, the problem step requires the most effort to understand the readers’ point of view, because some ‘problems’ aren’t seen as problems by everyone. The cause step typically requires a decent amount of evidence to prove the cause is being correctly diagnosed. The solution step typically requires the greatest number of concessions, just because people will want to limit the change to their lives.
Application:
‘Treatment’-style college essays are typically works that fit the mold of a “policy” argument (after all, the solution is an action that is being advocated). Specifically, college writers will find that when they are asked to offer advice, to fix a problem, or to explain why some action is necessary that the ‘treatment’ approach works fairly well.
As an invention strategy, the real limits of this approach deal with focus. It is easy for new writers to suggest multiple problems, multiple causes, or multiple solutions. By bringing in more moving pieces, novice writers sometimes create a jumble, making it difficult for readers to sort out where they should focus their attention. Still, the general approach works very well because it gives new writers a specific set of steps and a general outline to follow.
What to Avoid:
Student writers need to be careful not to use the ‘Treatment’ model for all efforts at persuasion. Unless there is clear action to be taken to alleviate a specific problem because of a known cause, the model falls apart pretty quickly.
Even when the model does fit, students should avoid oversimplifying everything. Often, a problem will have multiple causes, and the student will need to justify why the selected cause is worthy of focus. Likewise, sometimes people cannot agree on the cause of a problem, and so this requires development. Most importantly, students should not mistake ‘action’ for ‘solvency.’ In other words, not all solutions are created equally.
One form of presenting information is to present an argument as if it were some sort of clinical appointment. A problem is outlined, a cause is diagnosed, and a solution is prescribed. This structure—common in persuasive speeches—has the advantage of providing a clear arrangement of points. It can be very limiting, but it can also work well for simple arguments.
Overview:
A significant limitation in any argument is that people will often want to avoid taking additional action. Whether it is called inertia or laziness, most people have a routine and stick to it. Therefore, asking someone to change that routine, even a little, requires a lot of justification. Therefore, the ‘treatment’ model of argumentation begins by explaining to readers why they care about something. It presents a problem. Then, it explains what causes that problem, focusing its readers’ attention on a specific target. Finally, the argument offers a solution to the problem. As a result, before the readers are ever asked to do anything, they already know why they are doing it.
Typically, the problem step requires the most effort to understand the readers’ point of view, because some ‘problems’ aren’t seen as problems by everyone. The cause step typically requires a decent amount of evidence to prove the cause is being correctly diagnosed. The solution step typically requires the greatest number of concessions, just because people will want to limit the change to their lives.
Application:
‘Treatment’-style college essays are typically works that fit the mold of a “policy” argument (after all, the solution is an action that is being advocated). Specifically, college writers will find that when they are asked to offer advice, to fix a problem, or to explain why some action is necessary that the ‘treatment’ approach works fairly well.
As an invention strategy, the real limits of this approach deal with focus. It is easy for new writers to suggest multiple problems, multiple causes, or multiple solutions. By bringing in more moving pieces, novice writers sometimes create a jumble, making it difficult for readers to sort out where they should focus their attention. Still, the general approach works very well because it gives new writers a specific set of steps and a general outline to follow.
What to Avoid:
Student writers need to be careful not to use the ‘Treatment’ model for all efforts at persuasion. Unless there is clear action to be taken to alleviate a specific problem because of a known cause, the model falls apart pretty quickly.
Even when the model does fit, students should avoid oversimplifying everything. Often, a problem will have multiple causes, and the student will need to justify why the selected cause is worthy of focus. Likewise, sometimes people cannot agree on the cause of a problem, and so this requires development. Most importantly, students should not mistake ‘action’ for ‘solvency.’ In other words, not all solutions are created equally.
