A Guided Writing Assignment: ARGUMENT

A Guided Writing Assignment*

ARGUMENT

The following guide will lead you through the process of writing an argument essay. Although the assignment focuses on argument, you will probably need to use one or more other patterns of development in order to argue effectively for your position.

YOUR ESSAY ASSIGNMENT

Take a position on a controversial issue and write an argument that makes a narrowly focused arguable claim; offers logical supporting reasons and evidence that readers will find convincing; appeals to readers’ needs and values; and takes alternative viewpoints into consideration. You may choose an issue that interests you or your readers or select one from the list below:

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1

Choose and narrow a controversial issue.

To check whether an issue is controversial, try the following.

  • Alone or with a classmate, brainstorm different sides of the issue.
  • Draw an idea map of the issue, connecting ideas as they come to mind.
  • Talk with experts; ask them to give you a sense of the main positions on the issue.
  • Google your issue plus the term discussion forum. Then scan a discussion forum to get a sense of the positions posters take.

The issues listed in the assignment, and most of the issues you are likely to come up with initially, are very broad. Try one or more of these strategies to narrow the issue you have chosen.

  • Use a branching diagram. Type your issue at the left, and then subdivide the topic into three or more categories on the right. Choose a subcategory and repeat the process.
  • Ask yourself the who, what, where, when, why, and how questions to focus your attention on particular aspects of the issue.
  • Freewrite about your topic, and then read what you’ve written.

Then consider whether you can explore your topic fully in a brief essay. If not, try another narrowing strategy.

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2

Consider your purpose, audience, and point of view.

Use idea-generating strategies appropriate to your learning style to generate evidence and appeals that will be most effective given your readers. For example, verbal learners may wish to freewrite, pragmatic learners may wish to create lists or columns, social learners may wish to discuss these issues with classmates.

Purpose: What do you want to happen as a result of your argument?

. . . change readers’ minds?

. . . make readers more certain of their beliefs?

. . . inspire readers to take a specific action?

Audience: Who are your readers, and how best can you tailor your argument to them? Ask yourself questions like these:

  • What do my readers already know about the issue?
  • Is my audience likely to agree, be neutral/wavering, or disagree with my position?
  • What needs are likely to affect my readers’ position on the issue? What values do my readers hold that are likely to affect their views? What shared needs or values can I use to establish common ground with my readers?

Point of view: What point of view is most appropriate to your position and purpose and to your relationship with your readers?

  • The first person will help your readers feel close to you and accept you or your experiences as part of your argument.
  • The second person may help you establish a familiarity with your audience.
  • The third person works well when you want to establish an objective, impersonal tone.
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3

Explore your issue.

To come to a more nuanced understanding, explore your issue thoroughly before taking a position.

  1. Make a tentative claim and list reasons that support it. Then switch sides, and brainstorm reasons and evidence to support an alternative view.
  2. Create a table with three columns. In the center column, type your issue; in the first column list pros and in the third — cons.
  3. Conduct a mock argument with a classmate. Choose opposing views on the issue and defend your positions.

Use the ideas you come up with when drafting your argument.

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4

Research your issue.

 

  • Find books from reliable publishers on your issue.
  • Find articles in academic journals and well-respected magazines and newspapers on your issue.
  • Search YouTube to find news programs and documentaries on your issue.
  • Search your issue on Google Scholar and examine the first few pages of results.

Then take notes on the most relevant sources to use when drafting your argument. (Hint: Sources can not only provide evidence to support your position; they can also provide background information and deepen your insight into a range of viewpoints.)

Note: To avoid accidental plagiarism, be sure to enclose quotations in quotation marks and use your own words and sentences when summarizing and paraphrasing information from sources. Also record all publication details you will need to cite your sources (author, title, publisher and site, publication date, page numbers, and so on).

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5

Consider alternative viewpoints.

Drawing on your research, brainstorm reasons those holding alternative positions would be likely to offer. Choose the reasons your readers are likely to find most persuasive, and then decide whether you should acknowledge, accommodate, or refute those reasons.

  • Acknowledge an opposing viewpoint by mentioning it in your claim.

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Doing so shows that you take the view seriously but that you think your claim outweighs it.

  • Accommodate an alternative viewpoint by finding a portion of the opposing argument that you can build into your argument.

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  • Refute an alternative viewpoint by pointing out problems or flaws in your opponent’s reasoning or evidence. You could . . .

give a counterexample (an exception to the opposing view),

question the opponent’s facts by presenting alternative facts or statistics or an alternative interpretation,

question the credibility of “experts,”

question outdated examples, facts, or statistics,

present the full context of statistics or quotations, and

point to any examples of faulty or fallacious reasoning, such as examples that are not representative (sweeping generalization) or conclusions based on too little evidence (hasty generalization). (For more on fallacious reasoning, see Chapter 20.)

Collaboration. In small groups, take turns offering examples that show how each member plans to acknowledge, accommodate, or refute opposing views; critique those strategies; and suggest more effective approaches. Then work independently to list opposing viewpoints for your own argument and develop strategies for dealing with the opposition.

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6

Draft your thesis statement.

Be sure your thesis . . .

makes an arguable claim,

Unarguable Fact In recent years, U.S. consumers have experienced an increase in credit card fraud.

is specific enough to explore fully, and

Too General Many problems that U.S. consumers complain about are mostly their own fault.

avoids absolutes.

Too Absolute U.S. consumers have no one but themselves to blame for the recent increase in credit card fraud.

Here is an example of a thesis that is arguable, specific, and appropriately limited:

Example: Although the carelessness of merchants and electronic tampering contribute to the problem, U.S. consumers are largely to blame for the recent increase in credit card fraud.

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7

Choose a line of reasoning and a method of organization.

Choose a line of reasoning that best suits your audience.

  • Inductive reasoning allows readers to draw their own conclusions based on the evidence you present and so may work best with readers who disagree with your position.
  • Deductive reasoning may work best with readers who agree or are neutral or wavering; readers who disagree with your position may feel railroaded by this approach.

Here are four common ways to organize an argument

Method 1 (deductive) Claim/thesis Reasons/evidence Alternative viewpoints
Method 2 (deductive) Claim/thesis Alternative viewpoints Reasons/evidence
Method 3 (inductive) Reasons/evidence Alternative viewpoints Claim/thesis
Method 4 (inductive) Alternative viewpoints Reasons/evidence Claim/thesis

Method 1 works best with agreeing audiences, methods 2 and 3 with neutral or wavering audiences, and method 4 with disagreeing audiences.

Also decide how to arrange your reasons and evidence as well as the alternative views you canvass: From strongest to weakest? Most to least obvious? Most to least familiar? Draw graphic organizers or make outlines to try out each alternative. (Outlines may work best for verbal and rational learners, graphic organizers—for spatial learners, but using techniques that challenge you can be helpful, too.)

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8

Draft your argument essay.

Use the following guidelines to keep your essay on track.

  • Your introduction should identify the issue, offer needed background, define terms that may be misunderstood, engage readers, and create goodwill. (Try opening with an attention-getting fact, statistic, or quotation; an engaging anecdote or story; or counterarguments your readers are likely to accept.) Most argument essays also include a thesis statement in which the writer states her or his claim.
  • Your body paragraphs should state your reasons (one per paragraph) and provide appropriate supporting evidence. Body paragraphs should also acknowledge, accommodate, or refute compelling alternatives.

    Use transitions such as also and in addition to move clearly from reason to reason; use transitional sentences such as, “Those opposed to the death penalty claim . . .,” to introduce an opposing viewpoint and, “Contrary to what those in favor of the death penalty maintain . . .,” to signal a refutation.

    Cite sources of all quotations, summaries, or paraphrases of ideas or information, using an appropriate citation style. (MLA style, APA style.)

    Finally, establish an appropriate tone: For a serious issue, use a serious, even somber, tone; for a call to action — an energetic, enthusiastic tone; with a disagreeing audience — a friendly, nonthreatening tone. Avoid statements that allow no room for alternative viewpoints (“It is obvious that . . .”) and language that may insult or alienate your reader (“Anybody who thinks differently just does not understand the issue”).

  • Your conclusion should remind readers of your thesis. Depending on your readers, you might also make a final appeal to values, urge readers to take a specific action, project what might happen in the future, or call for further research.
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9

Evaluate your draft and revise as necessary.

Use Figure 21.4, “Flowchart for Revising an Argument Essay”, to evaluate and revise your draft.

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10

Edit and proofread your essay.

Refer to Chapter 10 for help with...

  • editing sentences to avoid wordiness, make your verb choices strong and active, and make your sentences clear, varied, and parallel, and
  • editing words for tone and diction, connotation, and concrete and specific language.

Watch out particularly for ambiguous pronouns and problems with the subjunctive mood.

  1. Look for and correct ambiguous pronouns. A pronoun must refer to another noun or pronoun, called its antecedent. The pronoun’s antecedent should be clearly named, not just implied.

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  1. Use the subjunctive mood correctly. In an argument, you often write about what would or might happen in the future. When you use the verb be to speculate about future conditions, use were in place of was.

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