Modeling arguments using Toulmin’s approach is useful for two reasons. First, it provides a language with which to inspect arguments, understand how they work, and examine the support used by those making them. In other words, it allows critical thinkers and decision-makers to do more than choose to accept or reject the arguer’s position. It allows them to explain the basis for their decision. At the same time, by mapping the components of the argument, the Toulmin model provides a means to identify the components of an argument and assess their strengths and weaknesses. I conclude this chapter by examining a small portion of an argumentative text to demonstrate the use of the Toulmin model.
For some people, simply understanding the characteristics of each of the elements of arguments is all they need to be able to identify those elements in the everyday arguments that they encounter. For many others, analyzing arguments is deceptively difficult. In order to develop the ability to analyze arguments, it helps to begin with written, rather than spoken, arguments. Written arguments are easier because they are "black and white," and you can literally number the sentences for analysis. Spoken arguments can also be analyzed using these techniques; unfortunately, there is far less time to do the same amount of work. Therefore, it is helpful to start with written arguments and to develop a reasonable level of proficiency before attempting to identify the elements of arguments in spoken contexts.
In this section I offer step-by-step procedures that aid the beginning student of argument in developing an "ear" needed for hearing the individual components of argument. Think of it as an exercise that you repeat in order to build proficiency. Of course, in order to demonstrate these procedures, we need an actual argument to work with. The following argument is far from perfect, but natural arguments in the public sphere rarely are. Try to withhold the urge to provide your own opinion about the value of the argument. When identifying elements of an argument, it is not completely necessary to also know the responses. The argument is:
The myth that video games cause violent behavior is undermined by scientific research and common sense. According to FBI statistics, youth violence has declined in recent years as computer and video game popularity soared. We do not claim that the increased popularity of games caused the decline, but the evidence makes a mockery of the suggestion that video games cause violent behavior. Indeed, as the U.S. Ninth Circuit Court of Appeals declared: "The state has not produced substantial evidence that…violent video games cause psychological or neurological harm to minors."
--Gallagher, U.S. News and World Report