The Rogerian model does ask students to defer their personal opinions until late in the paper and requires them to use the terms and the vocabulary that the opposing side uses. Thus, it is an exercise in delayed gratification.
A Rogerian Argument has four distinct sections:
1. An introduction to the problem and a demonstration that the opponent’s position is understood. Here, students should demonstrate that they have done the appropriate background research on a particular subject and that they have read commentary and opinions that differ from theirs.
2. A statement of the contexts in which the opponent’s position may be valid. Students begin to explore common ground between their position (as yet, not explicitly stated) and alternative or opposing viewpoints.
3. A statement of the writer’s position, including the contexts in which it is valid. Only here do students lay out their own claim and three or four well-warranted supporting reasons. This part of the essay looks like a brief Toulmin argument.
4. A statement of how the opponent’s position would benefit if he were to adopt elements of the writer’s position. If the writer can show that the positions complement each other, that each supplies what the other lacks, so much the better. In most cases, however, the student will simply offer a version of his or her own argument from Section 3 with some features from the alternative argument presented in Section 1.
Above here, is the Malcolm X document. Let me know if you have trouble trying to open the document or if you have any questions.