Each student is asked to deduce the warrant or major premise which their classmate's enthymeme necessarily implies and determine if the intended audience subscribes to the implied warrant. Questionable, problematic, particularly successful or otherwise interesting enthymemes are put on the board for class discussion. If there are more essays on the topic, they may be assigned for reading, and students are asked to write one page in which they play the role of someone with a strong opposing view to their own positions. I have each student state his or her enthymeme and then put students in groups based on similarity of position. Each group discusses what the key oppositions to their individual positions may be.
Groups report back to the class as a whole what they now know about the controversy.
If there were more essays on the topic, the class engages in rhetorical analyses of them. Write one page of your argument. I ask students to write one full page of their arguments, which amounts to half of a 600 word argument, less of a longer one. I hand out Global Revision Prompt sheets. Each student trades essays with a classmate, ideally someone who holds an opposing view on the controversy under consideration.