Outline for Boorstin’s Dissension vs. Disagreement Argument Essay
The Prompt: Read the following excerpt from The Decline of Radicalism (1969) by Daniel J. Boorstin and consider
the implications of the distinction Boorstin makes between dissent and disagreement. Then, using appropriate
evidence, write a carefully reasoned essay in which you defend, challenge, or qualify Boorstin’s distinction.
Dissent is the great problem of America today. It overshadows all others. It is a symptom, an expression, a
consequence, and a cause of all others. I say dissent and not disagreement. And it is the distinction between dissent
and disagreement which I really want to make. Disagreement produces debate but dissent produces dissension.
Dissent (which comes from the Latin, dis and sentire) means originally to feel apart from others. People who disagree
have an argument, but people who dissent have a quarrel. People may disagree and both may count themselves in the
majority. But a person who dissents is by definition in a minority. A liberal society thrives on disagreement but is
killed by dissension. Disagreement is the life blood of democracy, dissension is its cancer.
I.
Intro Paragraph
A. Hook: In a single sentence, identify a specific concrete example (CHELPSS) that you could use to open
the essay and what that example would exemplify.
B. Background/Context/They Say: Write two sentences in which you accurately paraphrase Boorstin’s
assertions on the distinction between dissension and disagreement.
C. Thesis: In one complex sentence, provide your stance, your response to this prompt’s specific question.
II.
Outline THREE Body Paragraphs. Use at least one of your body paragraphs to refute or
refute/concede/qualify an opposing argument to your stance.

For this section of the outline, you have options. What do you think would be the most effective way to
support your thesis? What’s the most effective organization? This will depend on whether or not you
agree, disagree, or qualify Boorstin’s argument.
A. Paragraph #1 (Definition, Comparison/Contrast, or Confirmation)
1. Each body paragraph needs a topic sentence—written as a complete sentence—that provides the
controlling idea of the paragraph. Think of your topic sentence as a smaller part of your larger,
overall argument. Actually write out a complete topic sentence for each body paragraph.
Example: One reason we should drop the notion of a creativity class is it likely wouldn’t be cost-effective;
a district in the midst of a budget crunch simply can’t afford the luxury of experimental education.
2. Each paragraph should include at least one specific CHELPSS—a concrete example. Identify the
specific example you would use and how/why it supports your argument.
B. Paragraph #2 (Confirmation)
1. Topic Sentence
2. At least one specific CHELPSS—a concrete example. Identify the specific example you would use
and how/why it supports your argument.
C. Paragraph #3 (Refutation)
1. Topic Sentence where you fairly and legitimately address an opposing argument
2. At least one specific CHELPSS—a concrete example. Identify the specific example you would use
and how/why it supports your argument.
III.
Conclusion
What final idea/image/scenario will you leave your readers with that will hammer home the importance of
your position? As with the hook in your introduction, the conclusion is a good place for a concrete example,
even a hypothetical one. Your aim is to leave your readers with an example that will motivate them to either
change their way of thinking on the subject or to take action (or both), so think of an example that might
make an appeal to pathos. Try to make your readers feel something.