1. BA1 Social Work Academic Writing Development
Constructing an argument

2. What is an argument? A point of view It is persuasive
It must be backed with evidence
theoretical basis
factual evidence
It shows critical engagement
How we put together our ideas/claims

3. Reading to Writing: Active reading
Who is the author, and what is his/her stance or general view of the subject?
Is the author explicitly or implicitly in dialogue with (an)other author(s)?
What theoretical framework is the author using, explicitly or implicitly?

4. Active reading cont’d What are the central claims of the text?
What is the main evidence?

5. Active reading cont’d
What assumptions lie behind the evidence or arguments?
Do you think the assumptions are founded on adequate proof?
What about the language the writer uses?

6. Active reading cont’d What is the broader context?
What are the general weaknesses or strengths of the writer’s argument?
What do other thinkers or writers have to say about this?

7. Reading to writing
Students are often told that reading academic texts will help improve their writing.
How?

8. Reading to Writing Cont’d
Notice not only what a writer says, but how they say it:
How is the argument structured?
How does the writer position him/herself?
Choice of language

9. Reading to writing cont’d: Identifying and reflecting critically on claims
Read the extract from Charles Murray.
What is his main claim?
How is it supported?
Can you identify any underlying assumptions?
Any further comments?

10. Reading to writing cont’d: Mapping an argument
Look at the extracts from responses to Charles Murray.
For each one, make a ‘map’ of the structure. How do the writers shape their argument? (Focus on what each paragraph does rather than the actual arguments made.)

11. Reading to writing cont’d
Note any other particular details e.g. choice of words that the authors use in shaping their critique of Murray.

12. Map of Alcock extract Paragraph 1
Unpacks the context of Murray's claims.
Paragraph 2
Summarises Murray’s claims and
indicates questions arising from these claims.
Paragraph 3
Begins critique of Murray’s claims – summarises own counter-argument.
Paragraph 4
Begins more detailed critique:
summarises complex social picture that Murray sidelines

13. Map of Deakin extract Paragraph 1 Gives a broad context Paragraph 2
Summarises Murray's claims then
starts critique.
Paragraph 3
Develops an alternative perspective (picking up from end of previous paragraph).

14. Positioning yourself
Look at the paragraph from a student essay on p.5 of your handout.
Note the paragraph structure and how the student writer’s engagement with the sources quoted comes through.

15. Positioning yourself
These a just a few suggestions of how judicious choice of language can highlight your argument.