Preparing for Contrary Arguments

In reading chapter 3 about stasis, I was taken back to one of my favorite classes high school: creative writing. It was taught by a very influential teacher named Mr. Miles. It was the heading entitled The Staseis and Contrary Arguments that caused my flashback: "The sophists taught their students how to argue both sides of any question," (Crowley & Hawhee, 73). In the creative writing course, we were told we would have to choose a topic we were very passionate about. Mr. Miles built it up by making it seem like this would be easy - just write about a topic or issue you have strong feelings about. At the right moment Mr. Miles revealed the exact assignment: decide what side of the issue you side with, then write a paper assuming the opposite viewpoint! The entire class buzzed with apprehension, excitement and probably confusion. At first I too was frustrated because I felt very passionately about my topic and now I had to research my argument's opposing view. Throughout the next few weeks we all realized how difficult this actually was. Looking back at it, this was the best assignment any of us would ever receive. In thinking about the recurring example given in the chapter, imagine someone who is pro-life having to argue about abortion from a pro-choice perspective. I can guarantee that this experience would open someone's eyes to the general topic and it would teach someone how to appreciate opposing views.

I'm sure that at the time of this assignment I was understood how this was a way of thinking outside of the box of normal high school assignments. Now that I'm in grad school and I have been in the real world for a few years, I understand just how important this way of approaching life is. It is saying it is OK to have strong beliefs, but be open and understanding of other beliefs and opinions.
As far as a rhetorical invention, preparing for contrary arguments is one of the greatest tools a rhetor can employ.

Also in the chapter, I was especially interested in all of the ways an issue can be stated and how careful a rhetor needs to be to maintain "control" of their stated argument (78-79).

I look forward to discussing this chapter in class tonight!