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Secondary and university instructors in the United States rely heavily on the Toulmin model to teach written argumentation. To date, pragma-dialectics (van Eemeren and Grootendorst 2004; van Eemeren 2010) is not a visible presence in American composition textbooks. To ameliorate the limits of a single framework, writing instructors and consultants should ask critical questions not only associated with Toulmin's model, but also those of the pragma-dialectic model of critical discussion.

A critique of the ubiquity of the Toulmin model in argumentative writing instruction in the U.S.A.