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1 Organizing Your Argument A presentation brought to you by the Purdue University Writing Lab and Prof. Del Giusti.

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Presentation on theme: "1 Organizing Your Argument A presentation brought to you by the Purdue University Writing Lab and Prof. Del Giusti."— Presentation transcript:

1 1 Organizing Your Argument A presentation brought to you by the Purdue University Writing Lab and Prof. Del Giusti

2 2 What is an argument?  An argument involves the process of establishing a claim and then proving it with the use of logical reasoning, examples, and research.

3 3  The 'argument' is another word for what you do in the 'main body' of your academic paper.  Argument suggests that the writer has a point of view.

4 4 Let us think: Are there any differences between an argumentative and an expository essay?

5 5 Expository vs. Argumentative Essays (1)  Seeks to give info and explain it  Known as expository writing (expounds on, sets forth ideas and facts)  Seeks to convince the reader about a matter of opinion  Called argumentative because it argues a position

6 6 Expository vs. Argumentative Essays (2)  Focuses mainly on the subject being discussed  Includes reports of observations, ideas, scientific data, facts and statistics.  Focuses mainly on the reader, whom the writer wants to influence  Deals with the debatable, that which has other sides to it.

7 7 Expository vs. Argumentative Essays (3)  Offers info with a minimum of bias.  Presents info completely, clearly and accurately  Writer expected to argue as convincingly as possible  Offers convincing support for your point of view (not just a state of opinion)

8 8 Expository vs. Argumentative Essays (4)  Aims to educate  Found in textbooks, encyclopedias, technical and business reports, nonfiction, newspapers and magazines  Seeks to change the reader’s mind, or bring the reader’s point of view closer to the writer’s  Examples: editorials, letters to the editor, reviews, sermons, business or research proposals, opinion essays in magazines, books that argue for a point of view

9 9 Let us think: Are there any differences between an argumentative and a persuasive essay?

10 10 Persuasion vs argumentation  Single-minded in its goal of changing minds  More personal  Often relies on a greater use of passion and emotion  Uses a greater and more obvious range of rhetorical devices to convince the reader of its point Both seek influence but readers’ views are respected  There are other equally valid views on the subject  It tends to be more an appeal to our sense of reason- even if this appeal is passionately made

11 11 How do you produce a good argument?  The best thing to do is read published academic papers.

12 12 If you read academic papers, you will find that writers spend a lot of time: writers spend a lot of time: 1) Advancing their own arguments by Advancing their own arguments Advancing their own arguments giving evidence (usually in a tentative tone) 2) Referring to their own work (sometimes called 'signposting') Referring to their own work Referring to their own work 3) Reviewing other authors' work (usually critically but in a polite tone) Reviewing other authors' work Reviewing other authors' work

13 13 4) When you are aware of other authors’ arguments, you will sometimes want to:  4.1.counter arguments counter argumentscounter arguments 4.2.concede a point concede a pointconcede a point 4.3.qualify statements qualify statementsqualify statements 5) Arguments can also be advanced or created by: 5.1. analogy analogy 5.2. asking questions 5.3. posing hypothetical futures hypothetical futureshypothetical futures

14 14 Some common problems in writing arguments  Student writers often know that they should have an 'argument' and that this is connected only to having one point of view.

15 15  As many students don't have a point of view about 'their' topic (because they frequently have not chosen it), they compensate by: a) Inserting lots of confident-sounding statements about their point of view ('In my opinion...', about their point of view ('In my opinion...', 'Undeniably...'), 'Undeniably...'), b) Using lots of 'logical connectors' ('however', 'besides', 'moreover',etc) - sometimes overused 'besides', 'moreover',etc) - sometimes overused so they are quite illogical! so they are quite illogical!

16 16 Recommendation:  Look for effective ways of introducing your arguments and counterarguments!  Look for effective ways of connecting your sentences!  Organize your arguments!!!

17 17 Why is organization important in building an argument?  Guides an audience through your reasoning process  Offers a clear explanation of each argued point  Demonstrates the credibility of the writer

18 18 Diagramming your argument

19 19 Organizing your argument  Title  Introduction Thesis statement Thesis statement  Body Paragraphs Constructing Topic Sentences Constructing Topic Sentences Building Main Points Building Main Points Countering the Opposition Countering the Opposition  Conclusion

20 20 Title--why do you need one?  Introduces the topic of discussion to the audience  Generates readers’ interest in the argument

21 21 Creating a Title  Try to grab attention by offering a provocative image offering a provocative image picking up on words or examples offered in the body or conclusion of the paper picking up on words or examples offered in the body or conclusion of the paper asking a question asking a question  Avoid titles that are too general or lack character

22 22 Considering Titles Imagine you just wrote a paper offering solutions to the problem of road rage. Which do you consider to be the best title? Road Rage Can’t Drive 55 Road Rage: Curing Our Highway Epidemic

23 23 What is an introduction?  Acquaints the reader with the topic and purpose of the paper  Generates the audience’s interest in the topic  Offers a plan for the ensuing argument

24 24 Methods for Constructing an Introduction  personal anecdote  example-real or hypothetical  question  quotation  shocking statistics  striking image

25 25 What is a thesis statement?  The MOST IMPORTANT SENTENCE in your paper  Lets the reader know the main idea of the paper  Answers the question: “What am I trying to prove?”  Not a factual statement, but a claim that has to be proven throughout the paper

26 26 REMEMBER!!!!   A thesis statement declares what you intend to prove.   A thesis gives your work focus.   A good thesis statement makes the difference between a thoughtful research project and a simple retelling of facts.   It makes the work worth reading!

27 27 Role of the thesis statement  The thesis statement should guide your reader through your argument.  The thesis statement is generally located in the introduction of the paper.  A thesis statement may also be located within the body of the paper or in the conclusion, depending upon the purpose or argument of the paper.

28 28  How do I know if I have a solid tentative thesis?

29 29 Two Simple equations: 1) Specific topic + Attitude/Angle/Argument = Thesis (or 3 Ts: Topic + ‘Tude = Thesis) 2) What you plan to argue + How you plan to argue it = Your thesis

30 30 Attributes of a good thesis:  Contestable--proposes an argument with which people could reasonably disagree  Provocative--takes a stand and justifies the discussion you will present.  Coverable--could be adequately covered in the format of the project assigned.  Specific and focused--proves a point without discussing “everything in the world about …”  Provable-- asserts your own conclusion based on solid evidence.

31 31 Don’t rush your thesis!  A good tentative thesis will help you focus your search for information.  You must do a lot of background reading before you know enough about a subject to identify the key or essential questions.  You may not know how you stand on an issue until you have examined the evidence.  You will likely begin your research with a working, preliminary or tentative thesis which you will continue to refine until you are certain of where the evidence leads.

32 32 Be flexible! The evidence may lead you to a conclusion you didn't think you'd reach. It is perfectly okay to change your thesis!

33 33 How will you find a thesis? As you read look for:  Interesting contrasts or comparisons or patterns emerging in the information  Something about the topic that surprises you  Ideas that make you wonder why  Priorities you can weigh  Something an "expert" says make you respond, "no way! That can’t be right!" or "Yes, absolutely. I agree!"

34 34 Try these five tests on your own tentative thesis:   Does the thesis inspire a reasonable reader to ask, "How?" or Why?“   Would a reasonable reader NOT respond with "Duh!" or "So what?" or "Gee, no kidding!" or "Who cares?“   Does the thesis avoid general phrasing and/or sweeping words such as "all" or "none" or "every"?   Does the thesis lead the reader toward the topic sentences (the subtopics needed to prove the thesis)?   Can the thesis be adequately developed in the required length of the paper or project?

35 35 If you cannot answer "YES" to these questions, you must make changes in order for your thesis to pass these tests

36 36 Which thesis statement is the most effective for an argument about the need for V-chips in television sets?  Parents, often too busy to watch television shows with their families, can monitor their children’s viewing habits with the aid of the V-chip.  To help parents monitor their children’s viewing habits, the V-chip should be a required feature for television sets sold in the U.S.  This paper will describe a V-chip and examine the uses of the V-chip in American-made television sets.

37 37 Body Paragraphs and Topic Sentences  Body paragraphs build upon the claims made in the introductory paragraph(s)  Organize with the use of topic. sentences that illustrate the main idea of each paragraph.  Offering a brief explanation of the history or recent developments in your topic within the early body paragraphs can help the audience to become familiarized with your topic and the complexity of the issue.

38 38 Body Paragraphs  Paragraphs may be ordered in several ways, depending upon the topic and purpose of your argument: General to specific information General to specific information Most important point to least important point Most important point to least important point Weakest claim to strongest claim Weakest claim to strongest claim

39 39 Offering a Counterargument  Addressing the claims of the opposition is an important component in building a convincing argument.  It demonstrates your credibility as a writer--you have researched multiple sides of the argument and have come to an informed decision.

40 40 Offering a Counterargument  Counterarguments may be located at various locations within your body paragraphs.  You may choose to build each of your main points as a contrast to oppositional claims. build each of your main points as a contrast to oppositional claims. offer a counterargument after you have articulated your main claims. offer a counterargument after you have articulated your main claims.

41 41 Counterarguing effectively  Consider your audience when you offer your counterargument.  Conceding to some of your opposition’s concerns can demonstrate respect for their opinions.  Remain tactful yet firm. Using rude or deprecating language can cause your audience to reject your position without carefully considering your claims.

42 42 Incorporating research into the body paragraphs  Researched material can aid you in proving the claims of your argument and disproving oppositional claims.  Be sure to use your research to support the claims made in your topic sentences--make your research work to prove your argument!

43 43 Conclusion -- The Big Finale  Your conclusion should reemphasize the main points made in your paper.  You may choose to reiterate a call to action or speculate on the future of your topic, when appropriate.  Avoid raising new claims in your conclusion.


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