The document discusses trigger warnings and whether they should be used for reading assignments about suicide in advanced English as a Second Language (ESL) courses at a community college. It defines what a trigger warning is, outlines the debate around their use, and provides guidance on structuring an argument on the topic, including listing reasons for and against their use, evaluating the strength of each side's arguments, taking a position, and drafting a thesis statement. The document also discusses how to address the opposing viewpoint in an argument.
4. What is a trigger warning?
In the realm of mental health, a trigger could be anything
that causes a flashback for a person suffering from PTSD.
In its more broad meaning, a trigger refers to words or
images that cause trauma or even discomfort in the reader.
A trigger warning, therefore, is a note of caution to the
reader that the assignment contains sensitive or
provocative material that could potentially lead to trauma
or discomfort.
5. Where?
We will focus on TRIGGER WARNINGS IN YOUR
ADVANCED WRITING CLASS at HCC.
What type of material?
We might limit trigger warnings to specific topics, such
as child or sexual abuse, or other types of violence,
such as suicide.
Let’s limit our topic to trigger warnings on suicide.
6. Most argumentative topics have two points of view:
For and against
Most argumentative topics can be stated as a yes/no
question.
For example:
Should trigger warnings be instituted before reading
assignments dealing with suicide in an ESL classroom at
HCC?
7. As you ponder, discuss, and research the topic, consider both sides of the
issue.
Then state both opinions and make a list of the reasons in support of
each one.
1. Trigger warnings should be instituted before reading
assignments dealing with suicide in advanced ESL
courses at HCC.
a. Protect students from reliving traumatic experiences
b. Protect students from having suicidal thoughts
c. Give students control over if and how they engage with
materials.
8. 2. Trigger warnings should NOT be instituted before reading assignments
dealing with suicide in advanced ESL courses at HCC.
a. Students shouldn’t be coddled
1. They need exposure to materials in order to be educated
2. They might need exposure to materials to overcome the trauma
b. Slippery slope
1. Students could claim “discomfort” for a whole range of topics
a. How do we draw the line between normal stress and
trauma?
c. Teacher perspective
1. Teachers would have to create alternative assignments for “the
triggered.”
d. Concerned students can effectively warn themselves if they so
choose
1. A google search would probably suffice
9. 1. After listing the arguments for and against, evaluate the strength of the
supporting reasons.
For your argument to be strong, your reasons need to be believable,
relevant, and important.
2. After evaluating the arguments, declare a position on this issue.
3. After deciding your position on this issue, draft a preliminary thesis
statement.
For example:
1. Trigger warnings should be instituted...
OR
2. Trigger warnings should not be instituted...
10. In order for an argument to be strong and persuasive, it
is important to include the opposing point of view
(a.k.a. the counter-argument or the rebuttal.)
This lets your reader know that you have considered the
opposing point of view and are ready to either concede
the point or challenge it.
11. Two options with the opposing point of view:
1. Concession (admit the parts that are true)
Ex. Although trigger warnings on materials entailing
suicide for ESL students at HCC would be beneficial for
many students, it would not be a good policy overall
due to X, Y, and Z.
2. Rebuttal (challenge the entire point)
Ex. Some could say that trigger warnings for ESL
students at HCC would be beneficial... However, when
examining this point further, it is clear that...
12. Placement of the rebuttal:
1. In the introduction (turnabout style)
2. In the thesis statement (in the subordinate clause)
Ex: Although trigger warnings have many positive elements
such as X, Y, and Z, they should not be used in an ESL course at
HCC for A, B, and C reasons (or for reasons which will be explored
in this paper).
3. In the body of the essay
a. Block style
b. Point by point
13. Fitzpatrick, Mary. Engaging Writing. New York: Pearson, 2005.
Schussler, Lillie. “Trigger Warnings Contradict Academic Aims.” The
Columbia Spectator. May, 2014
Ouch blog (25 February 2014). "Trigger warnings: What do they do?".
BBC news (BBC). Retrieved 25 February 2014.
