• Develop reasons and evidence for an argument on any topic by locating the underlying issues or points of agreement/disagreement
• Analyze and evaluate the effectiveness of AI-generated responses in identifying the strongest stasis for an argument

Stasis Theory is a four-question, pre-writing invention process first developed in ancient Greece by Aristotle and Hermagoras. Later, the stases were refined by Roman rhetoricians, such as Cicero, Quintilian, and Hermogenes. Working through the four stasis questions encourages knowledge building that is important for research, writing, and working in teams. Stasis Theory helps writers conduct critical analyses of the issues they are investigating.

The four questions of Stasis Theory–conjecture, definition, quality, and policy–provide a pre-writing heuristic for any writer to explore, evaluate, and identify what’s really in dispute or at issue in a given case: questions of fact, of definition, of quality, or of policy/jurisdiction. If there is an agreement on an issue, there is no argument. Working through the four stasis questions, the writer locates the disagreement among the audience that the composition will focus on and seek to resolve.

Part 1: Set up the Stasis-Chatbot

1. Starting with a basic definition of Stasis Theory, the instructor should first use an LLM of their choice to design the prompting sequence provided below in Part 2. Here is a sample prompt used to set up the Stasis-Chatbot:
   I want to create a template for students to use a generative AI bot to get feedback on their argument using the 4 stasis questions: [summary from Purdue OWL provided]. I’d like students to give the chatbot some general ideas and their topic, and then the chatbot will prompt the student with each stasis question one at a time, in order. After the student has responded to the 4 questions, I would like the chatbot to evaluate the responses to the 4 questions and suggest to the student which of the stasis questions/responses it thinks is the stronger case for the student to develop. It should explain why it thinks it is the stronger case or issue. What is the best way to set this sequence using generative AI? Please design a sequence of prompting that my students could use to create this stasis interaction with an AI chatbot.

Part 2: Engage with the Chatbot Using Your Ideation

Students will refine their preliminary brainstorming for their paper’s argument and engage with an AI chatbot of their choice, following a sequence of steps that align with the principles of Stasis Theory.

1. Initial Informational Input
   • Student: Hello! I am working on an argument about [brief topic introduction]. Can you help me analyze it using the four stasis questions?
2. Fact
   • Chatbot: Certainly! Let’s start with the first stasis question. Does the issue you are addressing exist? Is it real? Please provide insights into whether this is a factual concern.
   • Student: [Response]
3. Definition
   • Chatbot: Great! Now, onto the second stasis question. What is the meaning or nature of the matter you’re discussing? Clarify the key terms and provide a comprehensive definition.
   • Student: [Response]
4. Quality
   • Chatbot: Excellent! Moving on to the third stasis question. Is this a serious concern? How is it affected by external factors and how significant is the impact?
   • Student: [Response]
5. Policy
   • Chatbot: Well done! Now for the fourth stasis question. What action should be taken regarding the issue or concern? What policies or measures do you propose to address it?
   • Student: [Response]
6. AI Evaluation
   • Chatbot: Thank you for providing your responses! Based on the information you’ve shared, it seems that the strongest stasis for your argument is [Fact/Definition/Quality/Policy]. Here’s why…
   • Students might continue to prompt the chatbot to compare/contrast their own evaluation of the issues and questions with the AI’s output. Save a copy of the chatbot interaction.

Part 3: Reflection and Discussion

1. Students will bring to class a copy of their chat and initial reflections (recorded in their composition journal) on the effectiveness of this generative Stasis Theory prompting as well as why they agree or disagree with the AI’s evaluation of the strongest stasis for their case.
2. As a whole class or in small groups, reflect on some of the following discussion questions:
   • How did engaging with the Generative AI help or hinder your understanding of the four stasis questions and their relevance to your paper topic? Provide specific examples from your interaction with the chatbot.
   • Were there any discrepancies between your initial understanding of the strongest stasis in your argument and the AI’s evaluation? If so, what were they, and how did they influence your perspective on the issue at hand?
   • Did the AI’s response challenge your assumptions or prompt you to consider new angles in your argument?
   • Reflect on the potential biases in AI-generated feedback. How might these biases affect the evaluation of your argument? What steps might you take to mitigate them?

“Stasis Theory.” Purdue OWL
“Why Aren’t We Asking Questions of AI?” Sean Ross Meehan, Inside Higher Ed