Argumentation (in 3 parts)

1. 1: UNDERSTAND an argument 2: CONSTRUCT an argument 3: PRESENT an argument Argumentation (in 3 parts)

2. OVERVIEW Argumentation in 3 parts Decode a historical argument Ask smaller historical questions of argument Connect smaller questions to argument Connect primary sources to smaller questions 1: UNDERSTAND an argument Ask smaller historical questions of argument Connect smaller questions the argument Connect primary sources to smaller questions Write unified answer to initial question 2: CONSTRUCT an argument Contextualize the main argument Transition from one sub-argument to the next 3: PRESENT an argument

3. Session 1: UNDERSTAND an argument Decode a historical argument “The Carolingian period represents a crucial phase in the historical development of the use of writing in the legal process, and the assumptions implicit in using written documents to record or confirm legal decisions and rights….” • Rosamond McKitterick, The Carolingians and the Written Word (Cambridge: Cambridge University press, 1989), 60-1. In groups of 3, summarize this argument.

4. Session 1: UNDERSTAND an argument Ask smaller historical questions of the argument “The Carolingian period represents a crucial phase in the historical development of the use of writing in the legal process, and the assumptions implicit in using written documents to record or confirm legal decisions and rights….” • Some primary sources to which Prof. McKitterick has access: • Written legal codes (like the Visigothic Code) • Charters (land transfer documents) • Capitularies (legal documents distributed ad hoc for a particular purpose) • Each of these types of primary sources also contain records of oral corroboration Given these kinds of sources, whatquestions would you ask in order to accept or reject McKitterick’s claim? • Rosamond McKitterick, The Carolingians and the Written Word (Cambridge: Cambridge University press, 1989), 60-1.

5. Session 1: UNDERSTAND an argument Connect smaller questions to the argument “The Carolingian period represents a crucial phase in the historical development of the use of writing in the legal process, and the assumptions implicit in using written documents to record or confirm legal decisions and rights…. • What was the legal status of written documents? • How clearly are the written means envisaged as complementing other forms of legal proof—witnesses, oaths and ordeals? • How early are written means perceived to be different from, and an acceptable substitute for, or, even, better than, oral forms? • Do the prescriptions in the laws precede charter production or do they, as seems more likely, describe reality and recommend that which is already practised?” • Which specific phrases / words / sub-arguments does each smaller-scale question address? Rosamond McKitterick, The Carolingians and the Written Word (Cambridge: Cambridge University press, 1989), 60-1.

6. Session 1: UNDERSTAND an argument Connect primary sources to smaller questions “The Carolingian period represents a crucial phase in the historical development of the use of writing in the legal process, and the assumptions implicit in using written documents to record or confirm legal decisions and rights….” “Let the clergy join and associate to themselves not only children of servile condition but also sons of free men. And let schools be established in which boys may learn to read. Correct carefully the Psalms, notas, the chant, the calendar, the grammars in each monastery and bishopric, and the catholic books; because often some desire to pray to God properly, but they pray badly because of the incorrect books.” Admonitio generalis of 789, clause 72

7. OVERVIEW Argumentation in 3 parts Decode a historical argument Ask smaller historical questions of argument Connect smaller questions the argument Connect primary sources to smaller questions 1: UNDERSTAND an argument Ask smaller historical questions of argument Connect smaller questions the argument Connect primary sources to smaller questions Write unified answer to initial question 2: CONSTRUCT an argument Contextualize the main argument Transition from one sub-argument to the next 3: PRESENT an argument

8. Session 2: CONSTRUCT an argument Ask smaller historical questions of the argument QUESTION:How did medieval authors seek to define their relationship to barbarians between the fifth century and the eighth century? To what extent did these various attempts succeed? To what extent did these various attempts fail? In groups of 3, break this big question into 4-5 smaller-scale questions

9. Session 2: CONSTRUCT an argument Ask smaller historical questions of the argument QUESTION:How did medieval authors seek to define their relationship to barbarians between the fifth century and the eighth century? To what extent did these various attempts succeed? To what extent did these various attempts fail? Small-scale questions:

10. Session 2: CONSTRUCT an argument Connect smaller questions to the argument Answer your small-scale questions using primary sources

11. Session 2: CONSTRUCT an argument Write a unified answer to the initial question QUESTION:How did medieval authors seek to define their relationship to barbarians between the fifth century and the eighth century? To what extent did these various attempts succeed? To what extent did these various attempts fail? Use answers to the small-scale questions to write a single, unified thesis statement.

12. OVERVIEW Argumentation in 3 parts Decode a historical argument Ask smaller historical questions of argument Connect smaller questions the argument Connect primary sources to smaller questions 1: UNDERSTAND an argument Ask smaller historical questions of argument Connect smaller questions the argument Connect primary sources to smaller questions Write unified answer to initial question 2: CONSTRUCT an argument Contextualize the main argument Transition from one sub-argument to the next 3: PRESENT an argument

13. Session 3: PRESENT an argument Contextualize the argument Write an introductory-paragraph mad lib. EXAMPLE: In (specific time period), (your primary source author(s)) encountered (a restatement of the argument’s underlying problem/question). Because of (an important contextual issue), which (had changed from / was rooted in) traditions in (the previous period / the author’s previous geographic location / some other comparative value) , (societal / cultural / economic / political) norms in (restatement of time period) emphasized (an important aspect of the argument) . THESIS HERE.

14. Session 3: PRESENT an argument Transition/topic sentence mad-libs CONTINUE topic or author TRANSITION to new topic or author • Like (author from previous paragraph), (author from this paragraph) felt (a particular way) about (topic from previous paragraph). • While (author from previous paragraph) thought of (topic from previous paragraph) as (perspective from previous paragraph), (author from this paragraph) felt (a new way) about (topic from previous paragraph).