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The following resources are available for this chapter through the “Resources” panel or by clicking on the “Browse Resources for this Unit” button:
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Arguing for Causes or Effects
W hy is social media really so popular? Why do we watch horror movies, even though they make our skin crawl? Is “multitasking” the answer to our busy lives? Why are people moved more by the plight of an individual than by the plight of a crowd? The quest for answers to our questions inspires scientific inquiry, which can fully and satisfactorily explain the causes and effects of many things. But for questions like those addressed by the readings in this chapter, the causes and effects are uncertain and may never be known conclusively. For such subjects, it is helpful to think of analyzing causes or effects as a special kind of argument that considers evidence to determine whether one cause is likely to play an important — perhaps surprising — role in bringing about the effect or whether surprising effects might be the result of a particular cause.
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People make causal arguments for various purposes and audiences and publish them in a variety of media. For example, a college student in an ecology course might write a research paper analyzing why coral reefs are dying off, a serious problem that could alter coastal communities around the world. The captain of a neighborhood watch committee might write to the op-
In this chapter, we ask you to choose a subject that does not have a single, definitive cause or effect that everyone accepts as fact, and then to argue that one (or more than one) cause or effect is the most plausible culprit, providing reasons and evidence to support your claim. By analyzing the reading selections that follow, you will learn how to develop your own causal analysis. The Guide to Writing later in the chapter will show you ways to use the basic features of the genre to compose an original, thought-
Arguing That a Cause Is Plausible
To think about how you could make a convincing causal argument, get together with two or three other students and follow these guidelines:
Part 1. The detrimental health effects of smoking are well known, and smoking by everyone, including teens, has been declining for at least twenty years. However, some high school students still choose to smoke cigarettes.
First, choose your audience and purpose:
Are you addressing other college students, faculty, administrators, the general public, or teens themselves?
Is your goal to change opinions or behavior, or to inspire the creation of useful school policies?
Then brainstorm a list of causes that could explain why some high school students choose to smoke. Finally, pick your most plausible cause and discuss these questions:
What evidence would you need to support an argument for your preferred cause?
Where could you find the supporting evidence you need?
Part 2. As a group, discuss what you learned from this activity:
How did your group initially come up with possible causes? For example, did you recall your own experiences and observations? Did you consider different categories of causes, such as cultural, biological, psychological, or social?
What did you assume about your audience? Did you think audience members would already be interested in your argument or perhaps that they would resent being the focus of this kind of inquiry? What kinds of supporting evidence did you think your audience would find persuasive?