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For younger students, use a modified Venn diagram to introduce the concept of argument, using the labels below (“agree” and “disagree”) or similar labels such as “pro” and “con” for the two sides:

You might try using hula hoops on the floor and allowing students to present oral claims and counterclaims while standing inside one; then ask what someone in the overlapping section might say. Alternatively, you could use the middle section as an “undecided” section in which students can stand until they are forced to make a choice and explain why (see the “get off the fence” activity in the section on discussion that follows).

For older students, you may wish to discuss the importance of audience and Aristotle’s triangle of persuasive appeals, including ethos (trust and authority), logos (reason and logic), and pathos (emotion and values). Make it clear to students that pathos is a tool more often reserved for persuasive argumentation, while academic arguments generally rest on ethos (e.g., quotes from a text) or logos (e.g., a reasoned line of thinking).