What are the six components of argumentative writing?​

Toulmin, the Toulmin method is a style of argumentation that breaks arguments down into six component parts: claim, grounds, warrant, qualifier, rebuttal, and backing. In Toulmin's method, every argument begins with three fundamental parts: the claim, the grounds, and the warrant.

Explanation:

For Christians, this is typically the wearing of a cross or crucifix necklace, as outlined in 1 Corinthians, “But we preach Christ crucified, unto the Jews a stumbling block, and unto the Greeks foolishness” (1 Cor 1:23). In Islam, there are guidelines for both men and women. Muslim women are instructed to wear the hijab, a headscarf covering the hair, a nijab, a veil for the face and/or a jilbab, a long loose-fitting dress-like garment. According to Martin et al. (2003), the symbolic meanings of these have changed through the centuries. Originally the term hijab referred to a veil or curtain used to provide privacy between man and woman. Men are instructed in the Qur’an to address the wives of the Prophet Muhammad from behind this veil. Today this is represented by Muslim women wearing the veil as a symbol of modesty and virtue.  There are five religious symbols for Sikhs, including the dastar, a turban that must be worn by all Sikhs who have been baptised, and the kara, an iron bracelet, representing eternity. Jewish symbols include the Star of David, usually worn as a necklace, and the kippa, which is a flat hemispherical headpiece worn at all times by male Orthodox Jews. The Talmud, a collection of religious teachings, instructs, “Cover your head in order that the fear of heaven may be upon you”.

Although all of these religious symbols may be the cause of controversy, following the terrorist attacks on September 11 2001, overwhelmingly the news coverage and academic research focuses on symbols of the Muslim faith. This will be reflected by the content of this essay. Research indicates a recent significant rise in “Islamophobia”, a phenomenon defined by Gottschalk & Greenberg (2007) as a social anxiety based on stereotypes and fear of Islam and Muslims, and heightened in the public trough the media. According to a poll commissioned by The Guardian newspaper in 2005, Islamophobia has increased even further following the London bombings in July of that year.

However, Kalakan et al. (2009) reviewed of surveys conducted between 2000 and 2004 of Americans’ views of Muslims and found no significant change in their opinions. Appleton (2005) interviewed 238 Muslim students following the events of 9/11. An overwhelming 222 stated that they were opposed to the attacks, with many citing Islamic philosophies as the reason. This indicates a deep misunderstanding of Muslims, which would inevitably contribute to Islamophobia.  As LaBelle (1976) states, schools are microcosms of mainstream society, and so it can be expected that any issues faced by society will also be experienced by pupils. This is demonstrated with the debate on the wearing of religious symbols in schools.