Name __________________________________________

Period___

Historical Analysis Argument Essay Manual

Hmong American Peace Academy
2015-2016
Assignment:
Scholars will develop an argument supporting a position, using at least six relevant sources. In this
argumentative essay, writers will learn to organize and present well-reasoned conclusions to persuade the
audience to acceptor at least seriously considertheir point of view. To do this, scholars must employ
logical reasoning, maximize rhetorical appeals, incorporate relevant second-hand evidence, and utilize stylistic
devices.
Length & Format:

4-6 full pages, not including the Works Cited

MLA formatting (Times New Roman, 1-in margins, 12 pt. font, double spaced, indented paragraphs,
Works Cited, correct headings)
6 or more credible sources (1 print; 2 primary)

Topic Options
Prompt 1: Analyze how TWO of the following combined to create the strongest impact on the industrial worker
during the American Industrial Revolution.
A) A specific government action
B) A specific trades labor union
C) A specific immigrant group
D) A specific technological innovation

Prompt 2: Explain how TWO of the following individuals responded to both specific economic and social
problems created by the Industrial Revolution and Gilded Age.
A) Jane Addams (Female social worker and leader in women's suffrage)
B) Andrew Carnegie (Scottish-American industrialist leading the expansion of the American steel industry)
C) Samuel Gompers (Labor union leader and key figure of American labor movement)
D) Upton Sinclair (Author known for his reform-minded muckraking novels and essays)
E) Ida Tarbell (Female teacher and muckraker journalist of the Progressive Era)

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Requirements:
Cannon 1 of Rhetoric: Invention
1. Create a clear focus by crafting 3 claims of value
2. Choose one claim of value and write it as a thesis statement in 3 different ways (open thesis, closed
thesis, counterargument thesis)
3. 8 source evaluation sheets
Cannon 2 of Rhetoric: Arrangement
4. Write an outline which includes topic sentences, main points, and evidence from at least 6 different
sources (1 print; 2 primary)
5. Renumber the paragraphs to more logically order your argument
6. Topic Sentence Graphic Organizer
Cannon 3 of Rhetoric: Style
7. Rough draft of essay which contains:
Introduction with a hook and thesis
2-3 narration paragraphs
4-5 confirmation paragraphs
1 refutation paragraph
A conclusion
3 or more style elements
8. Revisions
Development revision of 2 paragraphs
Evidence blending revision
9. Polished draft of essay
MLA format
Works Cited page crafted using the MLA style guide
Edited and proofread for errors
Edited for the picky rules for writing (no pronouns; buried transitions; correct grammar)
Cannon 4 of Rhetoric: Memory
10. 1 page speech outline which shortens your argument to fit in the time frame
Cannon 5 of Rhetoric: Delivery
11. Deliver your 4-5 minute speech to a live audience of scholars who will be analyzing your use of
rhetoric and asking academic questions

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Appendix A: The Thesis

Strong claims and thesis statements are ________ , ____________ , __________ , and parallel in structure.
Closed thesis
A statement of the main idea of the argument
that also previews the major points the writer
intends to make. Each point is the topic of a
confirmation paragraph.

The three-dimensional character, exciting plot, and complex themes of

the Harry Potter series make them not only legendary childrens books
but enduring literary classics.

The popularity of the Harry Potter series demonstrates that simplicity

trumps complexity when it comes to the taste of readers, both young and
old.

Although the Harry Potter series may have some literary merit, its
popularity has less to do with storytelling than with merchandising.
Although . . . , . . .
While its true that . . . , . . .
It may be true that . . . , nevertheless . . .

Open thesis
A thesis that does not list all the points the
writer intends to cover in an essay. It contains
the idea which the writer will prove and usually
mentions implications or complications.

Counterargument thesis
A thesis that is a summary of a
counterargument that displays knowledge of
the complications of the issue. It is usually
qualified by although or but before the writer
finishes the statement with their own
viewpoint.

Unclear:

Homeless shelters are good, so the government supports them.

Clear: The U.S. government economically supports homeless shelters because they help many people who have lost
their way in life and struggle to get back on their feet.

Not specific:

Government surveillance is harmful.

Specific: Government surveillance programs do more harm than good because they invade civil liberties, lead innocent
people to suffer unfair punishments, and fail to protect the citizens that they are designed to safeguard.

Non-arguable:

Schools use a lot of technology.

Arguable: Wisconsin schools' dependence on technology has caused students to lose the ability to think independently.

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Appendix B: Classical Argumentation Arrangement of Paragraphs

I.

Introduction: Capture the audience's interest, introduces the issue, and set out your position with a thesis.
A. Get the reader's attention by using a hook
B. Use engaging language
C. Thesis or main claim

II.

Narration: Establish background information and context for your argument so that your audience can evaluate your
claim fairly.
a. Provide background information and context about the issue
b. Explain the situation, the issue at stake, and its history
c. Define important terms or ideas
d. Begin with claims/topic sentences

III.

Confirmation: Use reasoning to explain why you believe in your thesis and persuade your audience to agree.
a. Contain cited evidence, examples, facts, and definitions to prove the claim of the paragraph
b. Explain why the evidence supports the claims and the larger thesis
c. Logical elaboration relating back to your point
d. Begin with claims
e. End with a clincher which provides a sense of closure to your idea in this paragraph and
transitions to your next idea

IV.

Refutation and Concession: Address the opposing side and craft a counterargument.
a. Concede or admit that the negative side has one logical point which may be true
b. Refute that one opposing point, sticking to your side of the argument as more true
c. Use reasoning to explain why that negative point is not entirely true
d. Begin with claim/topic sentence
e. End with a clincher which provides a sense of closure to your idea in this paragraph and
transitions to your next idea

V.

Conclusion: Remind your readers what is at stake and provide closure.

a. Review the thesis
b. Revisit the issues
c. Make your argument seem right and important due to the larger significance or long-range
impact
d. Give a sense of closure: confident, relevant closing or call to action

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Appendix C: Sample Alphanumeric Outline

Student Name
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Ms. Dassow
20 January 2016
I.

Brain Scientists Lead the Alzheimer's Battle Outline

Introduction
a. Thesis: Because recent medical innovations do not lead towards a cure, research being done by
neuroscientists will have more of an impact on disease prevention.

II.

Narration #1
a. Alzheimer's is a cognitive disease which affects hundreds of thousands of people in the United States
alone.
i. Tell about the disease. Explain that the cause is unknown.
ii. In fact, " The total number of people with dementia worldwide in 2010 is estimated at 35.6
million and is projected to nearly double every 20 years, to 65.7 million in 2030 and 115.4
million in 2050" (World Health Organization).
b. Describe side effects.

III.

Narration #2
a. Some available care options for those who have dementia provide support to individuals who suffer
from the disease.
b. Explain nursing home bills.
c. Explain caregivers.
d. Detail available medication.
e. According to McConnell, "By 2010, Medicare costs for beneficiaries with Alzheimer's are expected to
increase nearly 55 percent, from $31.9 billion in 2000 to $49.3 billion and Medicaid expenditures on
residential dementia care will increase 80 percent, from $18.2 billion to $33 billion" (158-159).
f. Elaborate on the importance of support.

IV.

Confirmation #1
a. Recent medical innovations have shed some light on the issue, but are not leading towards a cure,
rather they are leading to treatment options.
b. For some people the following drugs help prevent some symptoms for some time:
i. tacrine (Cognex), donepezil (Aricept), rivastigmine (Exelon), or galantamine (Reminyl)
ii. May help control behavioral symptoms of AD such as sleeplessness, agitation,
wandering, anxiety, and depression.

V.

Confirmation #2
a. Past medical innovations all were targeted on treatment of patients rather than a cure, and they are
financially draining.
b. Explain negatives of medications.
i. According to Thomas J. Moore, an authority on prescription drugs, "Each year, 100,000
Americans or more die of adverse drug reactions, one million are severely injured, and two
million are harmed while they are hospitalized, making ill effects from drugs one of the
greatest dangers in modern society and one of the leading causes of death" (qtd. in
Cruikshank).
c. Financial drain
i. The finances,"If left unchecked, it is no exaggeration to say that Alzheimer's disease will
destroy the health-care system and bankrupt Medicare and Medicaid."

VI.

Confirmation #3
a. The most recent invention, a motion sensor for Alzheimer's patients, was just developed as another
way to monitor those with the disease rather than cure them.
i. Fifteen year old Kenneth Shinozuka
ii. Describe sensor used to monitor sleepwalking
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b.
VII.

iii. In 2011, "Shinozuka's creationa small pressure sensor that can be attached to a foot or a
socknotifies caregivers via their smartphones if a patient who should be sleeping gets out
of bed. His grandfather, who has Alzheimer's disease, served as inspiration" (Scheer).
Elaborate on how this will never lead to a cure.

Confirmation #4:
a. Advances in understanding the brain are more valuable than temporary fixes.
b. Define neuroscience.
c. Explain the meaning of brain chemistry.
i. "Developing new treatments for AD is an active area of research. Scientists are testing a
number of drugs to see if they prevent AD, slow the disease, or help reduce symptoms"
(National Institute on Aging).
d. Elaborate on how differences in behavior lead to differences in aging.
i. "Of the mental activities, reading, playing cards or board games, doing crossword puzzles,
and playing a musical instrument reduced dementia risk, while writing for pleasure and
participating in group discussions did not" (Alzheimer's Association).

VIII.

Confirmation #5
a. Despite funding difficulties, the true cure for a cognitive disease is in better understanding brain
science.
i. Explain the importance of the cure and actual treatment.
1. financial aspect
2. human aspect
ii. "Morrison-Bogorad, who is associate director for the NIA's Neuroscience and
Neuropsychology of Aging Program, says she is optimistic that research will lead to ways to
delay Alzheimer's onset" (McConnell).
b. Elaborate on the financial and human costs of the disease.

IX.

Refutation and Concession

a. Concession: While some argue that young people do not have the motivation to become
neuroscientists...
b. Refutation: Science is a booming industry and schools have been creating science and health related
tracks of study to interest students early.
i. Describe courses available.
ii. Explain that young people are also caring, not just caught up in the drama of high school
life.

X.

Conclusion
a. Reworded thesis: Recent medical innovations help people manage disease, but do not lead towards a
cure, so research being done by neuroscientists should be much more heavily funded.
b. Briefly summarize main points.
c. Discuss the future of technology and brain science research and its impact on society.

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Appendix D: Sample MLA Citations Page

Works Cited
Bloom, Harold, ed. Twentieth-Century British Poets. New York: Bloom's Literary Criticism, 2011. Infobase
Publishing eBooks. Web. 21 Dec. 2012.
Clinton, Hillary Rodham. "Womens' Rights Are Human Rights." Vital Speeches Of The Day 61.24 (1995):
738. History Reference Center. Web. 18 Dec. 2014.
Dean, Cornelia. "Executive on a Mission: Saving the Planet." New York Times. New York Times, 22 May
2007. Web. 25 May 2009.
Dickens, Charles. Great Expectations. New York: Dodd, Mead, 1942. Print.
Sherman, Steven J. "Intuitive Versus Rational Judgment and the Role of Stereotyping in the Human
Condition: Kirk or Spock?" Psychological Inquiry 3.2 (1992): 153-59. Print.

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Appendix E: Glossary of Style Elements

alliteration The repetition of consonant sounds, usually at the beginning of words. The repeated t and
c sounds in the sentence, The tall tamarack trees shaded the cozy cabin, are examples of alliteration.
allusion A reference to a mythological, literary, historical, or Biblical person, place, or thing. For example,
in the sentence, She faced the challenge with Homeric courage, Homeric is an allusion to the characters in
Homers works The Iliad and The Odyssey.
anaphora Repetition that occurs when the first word or set of words in one sentence, clause, or phrase
is/are repeated at or very near the beginning of successive sentences, clauses, or phrases. This helps make the
writer's point more coherent. In the sentence Some of the old, some of the young, some of the weak are left behind by the
side of trail," the phrase which begins each clause is repeated.
antithesis An opposition or contrast of ideas expressed in balanced phrases or clauses. For example,
Whereas he was boisterous, I was reserved is a sentence that balances two opposing observations.
aporia expresses doubt about an idea or conclusion. Among its several uses are the suggesting of
alternatives without making a commitment to either or any:I have not yet been fully convinced that dorm living
surpasses living at home. For one thing, there is no refrigerator nearby...
asyndeton Omission of conjunctions between coordinate phrases, clauses, or words. For example, the
sentence "I came, I saw, I conquered" employs asyndeton.
cumulative sentence A sentence that begins with a standard subject and verb, but then adds multiple
details after it.
juxtaposition Placing two or more things side by side with the intent of comparing or contrasting the
items. For instance, a writer may choose to juxtapose the coldness of one room with the warmth of another.
metaphor A comparison of two unlike things not using like or as. For example: "She lived a thorny life"
relies on an understanding of how dangerous and prickly thorns can be. Also, "Talent is a cistern; genius is a
fountain."
oxymoron An oxymoron combines two contradictory words in one expression. The results of this
combination are often unusual or thought provoking. For example: "wise fool," "deafening silence, and jumbo
shrimp."
parallelism Repetition of the same grammatical structure; match noun with noun, verb with verb. In the
declaration, "At sea, on land, in the air, we will be loyal to the very end," the parallel phrases at the beginning of the
sentence emphasize the loyalty and determination of a group of people.
personification The writer gives inanimate objects or inanimate ideas human characteristics. For example,
"The saddened birch trees were bent to the ground, laden with ice; they groaned and shivered in the cold winds."

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periodic sentence A sentence that begins with multiple details and then ends with a basic standard subject
and verb. For example, "To that world assembly of sovereign states, the United Nations, our last best hope in an age where
the instruments of war have far outpaced the instruments of peace, we renew our pledge of support..."
sententia quoting a wise saying to apply a general truth to the situation: But, of course, to understand all is to
forgive all and As the saying is, art is long and life is short.
simile A comparison of two different things or ideas through the use of the words "like" or "as." For
example, the sentence, "He drank like a camel, he was so thirsty," contains the simile "like a camel."
syndoche Figure of speech that uses a part to represent the whole. For example, "In your hands, my fellow
citizens, more than mine, will rest the final success or failure of our course."
zeguma Use of two different words in a grammatically similar way that produces different, often
incongruous, meanings. For example, "Now the trumpet summons us again--not as a call to bear arms, though arms we
need--not as a call to battle, though embattled we are--but a call to bear the burden..."

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Appendix F: Logical Fallacies

Definition: A logical fallacy is an error or weakness in reasoning that renders an argument invalid.
Fallacies of Relevance which avoid the subject
Fallacy
False
Authority

Definition

Example

Solution

A biased, suspicious,
unknown, or incredible source
is used to defend a
conclusion.

According to David Brooks,

We should abolish the death
penalty."

According to David Brooks, professor

at Yale and editor for the New York
Times, America "should abolish the death
penalty" (34).

Red Herring

Topic A is under discussion.

Topic B is introduced. There
is no sister sentence
coherency and the connection
to topic A is lost.

Gender roles play a major role

in pressuring young men. The
comparison between the two
genders is inevitable.

Use sister sentence coherency to focus and

elaborate on a single topic.
(repetition, related words, pronoun reference, transition)

Fallacies of Presumption which contain hidden assumptions

Fallacy
Circular
Reasoning

Hasty
Generalization

Arguing from
Ignorance

Definition

Example

Solution

The argument goes in

circles instead of moving
forward.

Active euthanasia is morally

acceptable. It is a decent, ethical
thing to help another human
being escape suffering through
death.

1.

One study found that people

who were bullied online were
more likely to commit suicide, so
obviously all people who are
bullied on Facebook will likely
commit suicide.

Data collected by the Megan Meier

Foundation leads to the conclusion that
people who are bullied on Facebook may
be more likely to commit suicide.

The youth of today are, by

nature, lazy.

Some young people appear to lack

motivation, and others begin to think that
they are simply being lazy. Really, there are
many factors which cause them to behave
this way, including....

Making assumptions about a

whole group or range of
cases based on a sample that
is inadequate.
The scope of evidence is
too small to support the
conclusion.
The party whose standpoint
has been questioned must
prove that it is acceptable,
but does not do so. No
logical reasoning and no
evidence.

2.
3.

Use relevant evidence to prove the

claim of the paragraph.
Use sister sentence coherency to tie
sentences together.
Include the "so-what?" to explore
complications and implications.

Fallacy of Clarity which contain unclear wording

Fallacy
Loaded
Language

Definition

Example

Solution

A word that has a judgmental

meaning or an overly-strong,
inappropriate negative or
positive connotation.

That beast of a penguin may

just carelessly kill its offspring.

Penguin parents sometimes must leave their

young at the shore while they are fishing. As a
result, some young penguins are left
undefended from predators.

Ambiguity

A lack of specific
explanations makes the
meaning unclear.

This is due to the fact that

people are acting the same way.

When young men see other men around

them not taking education seriously, they
start acting the same way.

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Appendix G: Picky Rules for Writing

(Adapted from Professor Cohens 39 Picky Rules)

Sentence and Style Rules:

1.
2.
3.

Do not begin sentences in any of the following ways: There are/is, This is, It is, etc.
I, we, us, our, etc. do not belong in academic papers, unless they appear in a quote.
Do not use this, these, that, those, which, or it unless the word has a clear and unmistakable
antecedent nearby. Never begin a sentence with this unless you follow it immediately with a noun that reidentifies the idea to which you are referring.
4. Never publicly dangle a participle or misplace a modifier: write Showing unmistakable signs of ignorance, the
student did not persuade his professor; NOT> The student did not persuade his professor, showing
unmistakable signs of ignorance.
5. Never write an incomplete sentence (participles -- ing words -- cannot stand as verbs). A verb must agree
with its subject in person and number.
6. Know these three rules about commas:
a. Join independent clauses (clauses with a subject and a verb) either by using (1) a comma with a
conjunction (Right-handers predominantly use the left side of the brain, so left-handers are the only
ones in their right minds.) or (2) a semicolon without a conjunction (Right-handers predominantly
use the left side of the brain; left-handers are the only ones in their right minds.)
b. Separate items in a series by using a comma after every item before the conjunction (The professor
was arbitrary, arrogant, and heartless.)
c. Never use a comma between the subject and the verb or between the verb and its object (except for
interrupting clauses that use two (2) commas).
7. Bury words like however, furthermore, moreover, indeed, etc. (conjunctive adverbs) in the clause or
sentence; do not put them at the beginning. (E.g. The students, however, learned something.)
8. Be consistent when you have two or more parallel structures.
a. With adjectives: He was pompous, picky, and terrorized freshmen is wrong. He was pompous,
picky, and fond of terrorizing freshmen is right.
b. With prepositions: A student could count on his bad temper and arbitrariness is wrong. A student
could count on his bad temper and on his arbitrariness is right.
c. With correlatives: He graded a paper not only for content but for style is wrong. He graded a
paper not only for content but also for style is right.
9. Do not end a sentence with a preposition [about, on, across, from, as, for, in, next, off, toward...] ("She turned
on the phone" NOT "She turned it on").
10. Do not use the passive voice (OVS) (Careless students are failed by the ruthless professor); use the active
voice (SVO) (The ruthless professor fails careless students). Because the active voice is direct and clear, this
rule is the most important of style, but it has serious consequences for your meaning as well. Politicians,
administrators, and those foolishly trying to avoid the consequences of their actions love the passive voice
because it protects them from facts and responsibility: Mistakes were made.
11. Adverbs should be adverbs. Do not do it different if you know what I am saying.
12. Every pronoun should have a clear antecedent to which it agrees in person, number, and gender.

Paragraph and Arrangement Rules:

13. Give your paper a clear thesis sentence at the end of your first paragraph. If you can remember only one rule,
this rule is the one you must remember.

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14. Each paragraph must stick to the subject introduced by its first sentence. Most importantly, the first sentence
of the first paragraph must establish the context of your paper. John Wayne first appears in Stagecoach with a
rifle in his hand. NOT> Duke has a gun.
15. Avoid using quotations to begin or end a paragraph or a paper. Your own words are most important in those
places.
16. Do not use one or two sentences as a paragraph.
17. Make the transition between your sentences and your paragraphs clear and logical. This task is the most
difficult in writing, but, as you know, life is hard.
18. In longer papers remind the reader of your thesis throughout the body of your paper.

Argumentation Rules:
19. Never just summarize or paraphrase. Assume your reader has read/seen it. I do not want to know what
happened. I want to know your ideas about what happened.
20. Support your assertions and ideas with concrete examples, with brief quotes from the story, book, or film you
are discussing, or with a short citation from some reliable authority.
21. Words like maybe, seem, perhaps, and might do not keep you from being wrong; they merely alert
the reader to the fact that you are worried about it.
22. Avoid vague generalizations: as we all know, people say, since the beginning of time, etc. Obvious
claims such as mankind would not exist without the heart are equally lamentable.
23. Write about works of art in the present tense, since Hamlet will be stabbing Polonius and Roy Hobbs will be
knocking the lights out with his home runs long after your grandchildren have forgotten your name.
24. Avoid asking the audience rhetorical questions. Your audience will not respond to your questions. Strongly
written sentences with deep thoughts are much stronger.
25. Delete the phrase in the past from your writing as well as any hint of chronological snobbery.
Chronological snobbery is the erroneous assumption that, with the passage of time, mankind has gotten
progressively wiser. In the past, such a pedantic list of writing rules would have been unnecessary for
undergraduates.
26. When citing a dictionary refer to the Oxford English Dictionary whenever possible.

Diction and Vocabulary Rules:

27. Do not misspell words. Misspelled words look dumb; do not look dumb. Use a dictionary or a literate friend
to check your spelling. On a word processor, always use spell-check, but do not trust it! Spell-check is no
substitute for proofreading. Spell out one and two digit numbers.
28. Never use contractions (dont, arent, cant, etc.).
29. A possessive without an apostrophe is a misspelled word. One exception is the possessive of it: its. It
is contracts to its. Since you will not use contractions, you will never write its on a paper.
30. Choose the best word for the context. Your papers should be a place where every word is at home, taking its
place to support the others (Eliot Little Gidding, V.217-218). Beware of unintended irony: an N.C. State
basketball player once explained his ability to shoot with either hand, yeah, Im amphibious. Suffice it to say
this student-athlete, to avoid drowning in his coursework, crawled out of school and into the NBA.
31. Also, beware of these other egregious violations of Rule Twenty-Nine (29): jargon (say library; do not say
instructional media center), clich (say the professor is a conservative grouch; do not say the professor
is an old fogey), slang (say the teacher is foolish; do not say the teacher is a dork), hyperbole (say this
man has too high a regard for himself; do not say this man is the most arrogant jerk who ever lived),
gobbledygook (say now; do not say at this point in time), and malapropism (confusion of idioms; one
former NFL player commented, I really cleaned his bell; I rang his clock).
32. Use your smallest most Anglo-Saxon, most comfortable words; big words impress only high school teachers
and smell of the thesaurus.
33. Lose the word very and, like, you know, other gratuitous additives from, you know, your written and spoken
vocabulary.

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Format and Polishing Rules:

34. Number your pages.
35. Give your paper an informative title. The name of the work you are dealing with is NOT the title of your
paper. Shakespeares Use of Time in Hamlet is by a thoughtful person; It Takes a Broken Egghead to Make
a Hamlet is by a clown; Hamlet is by Shakespeare.
36. Italicize all full-length films, plays, and books. Do likewise with magazine and newspaper titles. Short stories, film
shorts, one-act plays, and articles go in quotation marks (). Do not underline or put your own title in
quotation marks.
37. When you quote from or refer to a source, cite it appropriately and include a works cited page of some kind.
38. On those extremely rare occasions when you quote more than two lines of text, indent five spaces left and
right, single space the quotation, and leave off the quotation marks.
39. Before handing in your final copy, have an intelligent friend read your paper to you; then fix it.
40. Be safe: frequently save your file, and if possible keep a hard copy, and/or a version on another drive.
41. Do not hand in a paper unless you have come to care about it. You believe in goodness and truth; therefore,
commit yourself to communicating your ideas well and truthfully.

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13

Appendix H: Delivery Materials

Delivery Evaluation
Score

Category

Comments

Focus (10)

Speech has one subject.

Speaker establishes his or her focus (main idea) clearly and effectively.
Each part of the speech (introduction, body, and conclusion) has a specific focus.

Organization (10)

Maintains organization and transitions throughout.

Has a natural flow. Includes a hook, body, and conclusion.

Development (10)

Ideas in speech are developed by using:

Precise observations and details
Stories
Explanations

Ethos (10)

Likability: Speaker has a friendly, positive attitude when speaking and won over the audience.
Integrity: Speaker is honest, credible, and conscientious
Competence: Speaker is confident, enthusiastic, and in control of him- or herself. Speaker is

prepared and knows their topic well.

Completion (10)

Satisfied all requirements regarding:

Time
Subject
Type of speech

Total Score (Out of 50)

Q&A Session
Directions: After or while listening, write two questions from the options below directly on this form. During the Q&A
session, ask one or more of your questions.
Clarify:

Would you explain ___________________________________________________________________?

Can you give an example of ____________________________________________________________?

Elaborate: Could you explain how you arrived at the idea that ___________________________________________?
Can you elaborate on the reason_________________________________________________________?
Respond: How is _____________________________ related to _______________________________________?
Is it possible that _____________________________________________________________________?

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