Creating an Academic Argument The Walden University Writing Center Staff

1. Creating an Academic ArgumentThe Walden University Writing Center Staff

2. Define the different types of papers Explore how to organize a paper Avoiding rhetorical devices and fallacies Questions The Master Plan

3. Types of Papers What is the Scholarly Voice?

4. Type of Communication • Exposition papers • Argumentative papers • Descriptive papers • Narrative papers

5. Types of Papers Exposition Papers • To inform or explain something. • Examples include PDP, DDP, reflection papers, informational essays, LA’s.

6. Exposition Papers • Not argumentative in nature • May include personal or professional examples • May include emotional language or pathos. • Foundation for argumentative papers

7. Argumentative Paper • Argumentative paper uses logic, evidence, and reasoning to help persuade your reader of something. • Relies on ethos as an argumentative tool. • Relies less on personal experience or feelings.

8. APA 3.07 • APA 3.07 states that arguments should be presented “in a professional, noncombative manner” (p.66). • You should speak as an objective social scientist.

9. Evidence Science equals evidence • Everything you say must be supported by evidence. • Evidence should be tested within the field. Use peer reviewed journals, books, and scholarly websites.

10. Organizing Your Paper

11. Organizing Your Paper • All papers should include introduction with thesis statement, a body, and a conclusion. • There are many ways to organize the body. We will focus on that in a minute…

12. Prewriting • Before you do anything, conduct some prewriting. • Freewriting • Notecards • Concept map • Outline

13. Quick Notes About Introduction and Conclusion

14. Introduction • Begin your introduction with an attention getting sentence or lead-in sentence: • A statistic related to your topic • A statement of a problem or popular misconception related to your topic • A factual statement or a summary of an interesting event related to your topic

15. Introduction • At the end of your introduction, include a thesis statement. • The thesis statement declares the main points of the paper and explains why the topic is significant. Why should the reader care? • The thesis statement should not be a question. After all, how can the reader know what your paper is about if you are asking the reader that very question? 

16. Skip to the End… Conclusions

17. Conclusions • Synthesize the thesis with results and information from the body of the paper (In other words, bring together whatand so what?) • Return to topics and ideas from the introduction • Look forward to the future. What needs to happen next? • Avoid bringing in new evidence, ideas, or questions in your conclusion.

18. Back to the Body and Constructing Academic Arguments

19. MEAL Plan • Main points of the paragraph. • Evidence to support main points. • Analyze the evidence. • Link ideas in this paragraph to the ideas in the next paragraph.

20. Compare and Contrast Model • You can construct your paper using the compare and contrast model to persuade your reader. • This model includes what you are trying to convince your reader of (arguments) and the opposition’s side to your claim (counter arguments) • All issues have two sides and good scientists do not ignore counter arguments.

21. Compare and Contrast Pattern A • Introduction and Thesis • Body paragraph 1: You present your first point and supporting evidence. • Body paragraph 2: You present your second point and supporting evidence. • Body paragraph 3: You refute opposition’s first point (counter argument). • Body paragraph 4: You refute opposition’s second point (counter argument). • Conclusion

22. Compare and Contrast Pattern B • Introduction to your paper • Body paragraph 1: You refute opposition’s first point (counter argument). • Body paragraph 2: You refute opposition’s second point (counter argument). • Body paragraph 3: You present your first argument. • Body paragraph 4: You present your second argument. • Conclusion

23. Compare and Contrast Pattern C • Introduction to your paper. • Body paragraph 1: Present first argument and evidence and refute one counter argument. • Body paragraph 2: Present second argument and evidence and refute another counter argument. • Conclusion

24. Toulmin Model • Steven Toulmin, philosopher and logic expert, concluded that every argument should have 6 parts: • Claim • Grounds • Warrant • Backing • Qualifiers • Rebuttals

25. Toulmin Model • The claim is the assertion you are trying to prove. Your claim will include your position on the argument and may include a proposal for change.

26. Toulmin Model • The grounds are the supporting evidence to your claim: statistics, research studies, facts, logic, and reasoning.

27. Toulmin Model • The warrant is the generalization(s) that explain why the evidence support your claim. • All arguments must have some accepted warrants in order for the reader to be persuaded.

28. Toulmin Model • Backing are the reasons that show your warrants are accepted. Backing indicates that the warrants are reliable for this particular argument.

29. Toulmin Model • Qualifiers are the words that show when, how, and why your claim is reliable. • These words include might, may, can, and could. • Example: Teaching students English in school may help them learn more efficiently in other subjects.

30. Toulmin Model • Rebuttals include the exceptions to the claims. • Acknowledging rebuttals and refuting them strengthens your argument. • Some argue that teaching English in schools may be culturally insensitive; however, American citizens must understand English to be economically and financially successful.

31. Avoiding Fallacies or Rhetorical Devices

32. Fallacies and Rhetorical Devices • A logical fallacy is an error in logic. It means to deceive. • No matter how you create your argument, you should avoid fallacies and rhetorical devices

33. Fallacies and Rhetorical Devices • Ad hominem- personally attacking the person instead of addressing the argument. • Smith was a horrible researcher. • Band-wagon appeal. Everyone is doing something, so the reader should as well. • All teachers are participating in this program, so this district should too.

34. Fallacies and Rhetorical Devices • Begging the question- passes off as true an assumption that needs to be proven. Teacher leadership will increase student achievement. • False analogy-when two things compared do not match up feature for feature. • HIV rates are increasing. There needs to be more police to prevent crime.

35. Fallacies and Rhetorical Devices • False dilemma- the simplification of complex into either/or choices. • If Smith’s findings are false, so are all the other researcher’s. • False use of authority- occurs when an expert in a particular field is used as an authority in another unrelated field. • I have been a nurse for 30 years. There needs to be more fire prevention in the community.

36. Fallacies and Rhetorical Devices • Post hoc- an argument that establishes a cause/effect relationship that has not been proven to be true. • Students who listen to heavy metal music will all commit suicide. • Red herring- something that is used to distract the reader from the true argument. • Crime rates are rising. Drug addiction rates are down in the community.

37. Fallacies and Rhetorical Devices • Slippery slope- presumes one evidence will lead to a chain of events. • If this new drunk-driving law is not passed, everyone who drives on the road will die. • Stacking the deck- when writers only give evidence to support their claim, and not include counter arguments. • Smoking relaxes someone, and that means it is good for your health.

38. Wrap Up • Before you write something, ask yourself the following: • Is this objective? • Am I speaking as a social scientist? • Could this be offensive to someone? • Could this limit my readership?

39. Fin writingsupport@waldenu.edu