Overview of Toulmin's Layout of Argumentation

Because this page is designed to teach you valuable information about argumentation, there is a lot of information contained in the site. As you travel around in the various pages, remember these important tips so that you can get the most out of your learning experience:

Take Notes! Just because this is a web page, that doesn't mean that you are absolved from writing down important information. View this web site as you would a book or article. When you encounter a new term or concept, make a note of it for future reference.
Pay attention to the sequence. First we cover the basics of Toulmin's theory and then we provide examples and application. The ages are designed to build upon one another, so, it is important that you keep previous information in mind (or in notes!) as you progress through the web site.
To help you recall parts of the theory, we provide a small version of the argument diagram in the upper left-and corner of most screens. As you learn about new terms, it may be helpful to look back at the diagram to see how the parts fit together.

What happens if you get "lost" in the web site?

We have attempted to provide navigation aids throughout the site. You can generally use these navigation aids to move backwards or forwards in the site. Additionally, most web browsers are equipped with a "back" button. You can use this button to return to previously explores pages in the site.
It may be helpful for you to draw a diagram or map of where you have been in the site as you go along. This map will not only aid your navigation in the site, but will also provide a way of organizing your thoughts.

If you have suggestions for improving this site, please contact Chuck or Scott by clicking on our names at the bottom of this and other pages.

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E-Mail the designers of the Toulmin Web Page:

Charles Soukup and Scott Titsworth, Department of Communication Studies. This page was created as part of a class project in Educational Psychology 942. All material is copyrighted by the University of Nebraska. No portion of this may be used without the expressed written permission of the creators.