The Argument

In the middle section of an Exhibition the student presents facts that support the central argument or thesis. The argument or thesis must respond to the courseÕs Essential Question. In other words, in the ExhibitionÕs middle section the student, like the lawyer, argues her or his case to the audience.

Logic, or reason, is an important element of the middle section. Not only must the student use logic when arguing his or her thesis statement, but he or she must also demonstrate the use of logic when explaining how the evidence supports the thesis and conclusion.

The Evidence

An argument without evidence is worthless. Like an attorney, the researcher not only presents his or her version of what happened and why, he or she also displays the evidence, i.e., the facts that support that version. The more compelling the evidence, the more likely the audience, like the jury, will agree with the researcherÕs conclusions.

Of course, before students can present evidence, they have to select relevant facts. Hence, a major question confronting every researcher or exhibitor concerns the nature of evidence. Students must ask themselves the following questions: ÒWhat kind of evidence supports the ExhibitionÕs argument?Ó ÒWhich facts seem to disagree with my argument?Ó ÒOf all the evidence, which facts offer the most persuasive support to my argument?Ó

Evidence can take several forms:

• Specific actions or events involving the subject
• Quotations by the subject or from an authority on the subject
• Numbers and statistics about or concerning the subject
• Photographs and video clips, charts and graphs dealing with the subject.

The Plan of Action

Choosing the right plan of action for presenting the argument is important. Just as logic is important to the development of the argument and the selection of evidence, it is the cornerstone of the organizational plan of the Exhibition. When a student constructs a plan of action, he or she should consider the nature of the argument and the kind of evidence being presented. Some arguments are chronological in nature and require an adherence to time. With these arguments students should follow a chronological order. Other arguments do not focus on historical events but rather on social or scientific problems. The plan of action for this type of Exhibition needs to revolve around the problem and its solution. After gathering evidence and organizing it in a coherent manner, the student should analyze that organization and decide which of the following plans works best with the argument.

Most Exhibitions follow one of the following plans:

• The Chronological Plan
• The Problem-Solution Plan
• The Cause and Effect Plan
• The Main Ideas Plan

The Chronological Plan

In the Chronological Plan, the student begins at the initiation of a process or a historical sequence and proceeds one important event, decision, or action after another toward the conclusion of the process or historical sequence.

The Problem-Solution Plan

In the Problem-Solution Plan, the student begins the ExhibitionÕs body with a description of the problem that needs to be addressed. After thoroughly describing the problem, which might include a couple of main ideas or connected problems, the student launches into the possible solutions to the problem, with the pros and cons of each solution.

The Cause and Effect Plan

When a student elects to use the Cause and Effect Plan, he or she is interpreting why a certain event, reaction, or activity has occurred. The structure of the body of the Exhibition consists of two parts. The student organizes one part around the event, reaction, or activity itself. The other part deals with the various forces, reasons, and/or motivations that have caused the event, reaction, or activity to occur.

The Main Ideas Plan

When an ExhibitionÕs Essential Question asks students to respond with key points, students may elect to use the Main Ideas Plan. With this approach, the ExhibitionÕs body consists of a list of ideas that answers the Essential Question. Students can arrange that list using a number of rationales, although saving the strongest idea for last is always advised.

No matter which plan of action is chosen, students should always make sure that information is presented at the appropriate time by analyzing their evidence and presenting specific facts in support of specific parts of their plan. Those students who take the time to organize their ExhibitionsÕ body have completed the most difficult part of their work.