2. Argument and Evidence Education 122 and 222 Vicki Behrens, Ph.D. UNC Writing Center Interim Director vicki@unc.edu 962-4799

3. Plan for this session  Quick overview of Writing Center services  Argument  Evidence  A sample assignment

4. The Writing Center Website: www.unc.edu/writingcenter Free service for degree-seeking undergrads, grad students, faculty, and staff, at SASB or Greenlaw 221 Trained grad student writing tutors 50-minute individual appointments Online Tutor: submit a draft and get a letter with feedback Web-based handouts Any stage of the writing process Any writing project (need permission for exams) All writers benefit from feedback !

5. Purpose and audience  Different kinds of writing have different… Purposes ○ Most academic writing is intended to inform and persuade Audiences ○ Academic readers value clarity, objectivity, and sound reasoning

6. Argument  Making an argument means: Identifying an issue Taking a position Supporting the position with appropriate evidence

7. Steps to a successful argument  1. Clarify the issue What is the issue at stake in your argument? Can you set it up as a specific problem or area of debate?  2. Research the context What have other researchers written or said about this issue? What seem to be the key points people are debating?  3. What’s your thesis? You’ll need to express your point of view clearly and succinctly A good thesis not only tells “what”—it also tells “why” and “how”  4. Support your thesis What kind of evidence do you need? How and where will you find the evidence? How much evidence do you need? How will you incorporate it into your argument?

8. Steps to a successful argument  5. Plan the argument How will you present your ideas to readers? What comes first? Next? After that? Have you narrowed the scope of your argument enough that you can really cover everything in a paper of this size?  6. Consider your audience Who are your readers and what is your relationship to them? What do you know about your readers’ expectations? How do you plan to meet those expectations?  7. Be aware of counterarguments Get someone to read your draft and play “devil’s advocate” Can you make your argument stronger by addressing possible objections?

9. More about evidence  Take a close look at readings from your Education classes. What kinds of evidence do writers in Education use?  How can you tell whether a source is appropriate and reliable?  Does the strength of your evidence match the strength of your claim? For example, if you are saying “X is always the best approach,” is it true that all the evidence says X is the best approach? Or is there some evidence that Y is sometimes best? Modify your thesis if you find you cannot support it.  Do you ever find yourself saying “It is obvious that…” or “Clearly, it is the case that…” or “Research has shown…”? If so, watch out! Pretend you are a reader who disagrees—now does your point seem obvious and clear? Would you take someone’s word for it that “research” shows something if they didn’t tell you what the research was?  Did you develop your argument and evidence enough, or do you have a “laundry list” of points?

10. Sample assignment that asks for argument Describe one specific aspect of No Child Left Behind that you would change. Using evidence from the readings and/or your experience, justify your reasoning for that change.