How to Write an Argumentative Essay (1).pptx
- 1. B A S E D O N P U R D U E O W L’ S “ A R G U M E N TAT I V E E S S AYS ” WRITING AN ARGUMENTATIVE ESSAY
- 2. WHAT IS AN ARGUMENTATIVE ESSAY? The argumentative essay is a genre of writing that requires the writer to: 1) Develop a topic via researching credible sources 2) Create a clear, concise, and defined thesis statement that occurs in the first paragraph of the essay 3) Construct body paragraphs that include evidential support (whether factual, logical, statistical, or anecdotal) 4) Write in proper argumentative style; i.e. logical transitions and a firm and concise tone 5) Develop a conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided
- 3. HAVE YOU CHOSEN YOUR TOPIC YET? • If not, use this presentation as a means to brainstorm. • If so, pay close attention to how this presentation applies to your topic!
- 4. CREDIBLE SOURCING • Published books *available at our duPont-Ball Library • Peer-reviewed, academic journals *available through our duPont-Ball Library website • An argumentative essay may warrant reference to newspaper articles or other less reputable sources. When in doubt, ask your professor whether your source is a credible one.
- 5. FLOW CHART ON RESEARCHING HERE, PRELIMINARY TIPS • Good academic writing is considered “direct.” • Deal immediately with the topic at hand without unnecessary information/examples • Use clear and precise language even to describe taboo topics or abstract ideas • Consider using a flow chart to connect premises/claims to evidence/sources to conclusions/applications • Bubble maps can help keep you focused on a main idea by linking sections or arguments back to the central argument
- 7. WHAT IS A GOOD ARGUMENT? Consider an argument that: • Can be support with factual evidence • Is specific enough to hold a focus • Has multiple perspectives and stances • You are passionate about
- 8. ELEMENTS OF A CONVINCING ARGUMENT • Authoritative voice, “Ethos” • What makes you a qualified writer on the topic? • Draw from expertise of other credible theorists, or may draw from personal experience • Appeal to reason, “Logos” • Where logical statements come into play • The reader is lead to agree with you because conclusions/implications follow reasonably from premises • Appeal to audience, “Pathos” • Often misunderstood as a purely emotional appeal, but is really a method of finding common ground with the reader • Ex: the writer can appeal to ethical, humanist ideals, assuming the audience is a generally ethical crowd
- 9. EXAMPLES Ethos “You know me - I've taught Sunday School at your church for years, babysat your children, and served as a playground director for many summers - so you know I can run your preschool.” Pathos “After years of this type of disrespect from your boss, countless hours wasted, birthdays missed… it's time that you took a stand.” Logos “More than one hundred peer-reviewed studies have been conducted over the past decade, and none of them suggests that this is an effective treatment for hair loss.”
- 10. WRITING A THESIS STATEMENT A thesis is not: • A title • An announcement of the subject • A statement or absolute fact The MLA Handbook or Writer of Research Papers, 7th ed. defines a thesis statement as “a single sentence that formulates both your topic and your point of view.”
- 11. WRITING A THESIS STATEMENT Disjointed: “Detective stories are not a high form of literature, but people have always been fascinated by them, and many fine writers have experimented with them.” A good thesis statement is unified: Concise: “Detectives stories appeal to the basic human desire for thrills.”
- 12. WRITING A THESIS STATEMENT Try to be as specific as possible without providing too much detail: Vague: “James Joyce’s Ulysses is very good.” Best: “James Joyce’s Ulysses helped create a new way for writers to deal with the unconscious by utilizing the findings of Freudian Psychology and introducing the techniques of literary stream-of- consciousness.” Better: “James Joyce’s Ulysses helped create a new way for writers to deal with the unconscious.”
- 13. THE TOLUMIN METHOD Claim: Your thesis/argument topic Data: Evidence and research that you will use to support your thesis Warrant/Bridge: Explanation of the data and how it supports your thesis; The underlying assumption that connects your data to your claim Backing/Foundation: Additional information that is necessary to support your warrant/bridge Counterargument: An argument that disagrees with your thesis/argument Rebuttal: Explanation and evidence that disagrees with the counterargument
- 14. INCORPORATING SOURCES THROUGH THE TOLUMIN METHOD Claim: Hybrid cars are an effective strategy to fight pollution. Data 1: Driving a private car is a typical citizen’s most air polluting activity. Warrant 1: Because cars are the largest source of private, as opposed to industry produced, air pollution, switching to hybrid cars should have an impact on fighting pollution. Data 2: Each vehicle produced is going to stay n the road for roughly 12 to 15 years. Warrant 2: Cars generally have a long lifespan, meaning that a decision to switch to a hybrid car will make a long-term impact on pollution levels.
- 15. INCORPORATING SOURCES THROUGH THE TOLUMIN METHOD Data 3: Hybrid cars combine a gasoline engine with a battery-powered electric motor. Warrant 3: This combination of technologies means that less pollution is produced. According to ineedtoknow.org “the hybrid engine of the Prius, made by Toyota, produces 90 percent fewer harmful emissions than a comparable gasoline engine.”
- 16. CITE YOUR SOURCES • When you use words or ideas from any source (whether it is a book, a website, a video, a television show, or a person you interviewed) • When you use or reprint images, charts, graphs, or other data from any source • When in doubt, cite (or ask your instructor)
- 17. PLAGIARISM Common issues include: • Neglecting to cite information that is not common knowledge • Neglecting to use quotation marks around borrowed words. • Neglecting to cite information or ideas that were summarized or paraphrased • Incorrectly paraphrasing (for example, changing only a word or two) Stetson’s Honor Pledge does not distinguish between intentional plagiarism and improper use of sources. Therefore, students must use care when working with sources and know when and how to give credit to sources.
- 18. THE COUNTERARGUMENT • The counterargument addresses the claims that oppose your audience. • It may be located before or after your main claim. • It demonstrates your credibility. • It respectfully recognizes concerns that your audience might have. • For this reason, you must be both tactful and firm when presenting a counterargument.
- 19. REVISITING THE TOLUMIN METHOD Counterargument: Instead of focusing on cars, which still encourages a culture of driving even if it cuts down on pollution, the nation should focus on building and encouraging use of mass transit systems. Rebuttal: While mass transit is an environmentally sound idea that should be encouraged, it is not feasible in many rural and suburban areas, or for people who must commute to work; thus hybrid cars are a better solution for much of the nation’s population.
- 20. ARGUMENTATIVE STYLE • Academic writers in argumentative essays generally keep a tone of high certainty, meaning their assertions are not too weak. • Writers should avoid hedging in argumentative essays, as this vague language lowers the validity of an argument. • Hedge Words: • Probably, will, should, might, maybe • Perhaps, usually, likely
- 21. PRONOUN USE • “I” • The first person perspective is not forbidden in formal essays, but some professors and genres of writing discourage it • It places importance on the writer and his/her experiences/opinions rather than on the subject material • “We” • Is rarely used because it refers to a specific group of individuals that often remains ill-defined • May run into the problem of misrepresentation • “You” • Is most discouraged because of misrepresentation—the writer cannot know for sure who the reader is and so should not make assumptions • For hypotheticals, use “one” • “They” • Issue with gendered pronouns in English: “his or her” excludes gender ambiguous people and “they” refers to plural third person, not singular. • When in doubt, use “one”
- 22. • Using transition statements in between topic paragraphs • Linking sentences and ideas together with conjunctions • Having a clear and concise organization where supporting ideas refer back to the argument of paper What makes an essay flow?
- 23. TRANSITIONING IN AN ARGUMENTATIVE ESSAY “It is a good idea to continue one paragraph where another leaves off. Picking up key phrases from the previous paragraph and highlighting them in the next can create an obvious progression for readers.” Given/New sentence formation: The first part of the sentence refers to the fact established previously in the essay (given), while the last part springboards off the given facts to provide more information/argumentation/analysis (new)
- 24. Example II “Fearing for the loss of Danish lands, Christian IV signed the Treaty of Lubeck, effectively ending the Danish phase of the 30 Years War” Vague: “But then something else significant happened. The Swedish intervention began.” Example I “Overall, Management Systems International has logged increased sales in every sector, leading to a significant rise in third-quarter profits” Disjoint: “Another important thing to note is that the corporation had expanded its international influence.” Building: “These impressive profits are largely due to the corporation’s expanded international influence.” Contextual: “Shortly after Danish forces withdrew, the Swedish intervention began.”
- 25. CONCLUDING • The conclusion of an argumentative essay should rearticulate your thesis and explain the importance of your claim. • Some conclusions consider solutions to the argument at hand. • Some conclusions make predictions on the future of the argument.
- 26. THE TOLUMIN METHOD: ARGUMENTATIVE ESSAY EXAMPLE Claim: Your thesis/argument topic Data: Evidence and research that you will use to support your thesis Warrant/Bridge: Explanation of the data and how it supports your thesis; The underlying assumption that connects your data to your claim Backing/Foundation: Additional information that is necessary to support your warrant/bridge Counterargument: An argument that disagrees with your thesis/argument Rebuttal: Explanation and evidence that disagrees with the counterargument https://www.mesacc.edu/~paoih30491/ArgumentEssay2.pdf
- 27. REFERENCES • http://academicguides.waldenu.edu/writingcenter/scholarly voice/avoidingbias • https://owl.english.purdue.edu/owl/resource/683/01/ • https://owl.purdue.edu/owl/general_writing/academic_writi ng/essay_writing/argumentative_essays.html • https://owl.purdue.edu/owl/general_writing/common_writin g_assignments/argument_papers/index.html • https://www.mesacc.edu/~paoih30491/ArgumentSampleE ssays.html#MarkAgainst