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Arguments are considered to be everywhere: You may be astonished to learn that the word "argument" does not have to be stated anywhere in your assignment for it to be a crucial part of your task. Indeed, making an argument--expressing a point of view on a subject and supporting it with evidence--is often the primary objective of academic writing. Your instructors may think that you know this and thus may not explain the importance of arguments in class. Arguments are considered to be everywhere:


Almost all the material you learn in college is or has been debated by some individual somewhere, at some point in time. Although the material you read or hear is presented as simple "fact," it may really be one person's explanation of a collection of information. Instructors may ask you to examine that interpretation and defend it, disprove it, or hand out some new view of your own. In writing assignments, you will almost always require you to do more than just abridge information that you have gathered or rehearse facts that have been talked about in the class. It is crucial that you will always require developing a perspective on or interpretation of that material and provides evidence for your position.


If you believe that "fact," not argument, governs intelligent thinking, consider an example. For almost 2000 years, educated people in many western cultures held a conviction that bloodletting--voluntarily causing a sick person to lose blood--were the most effectual treatment for a variety of illnesses. The "fact" that bloodletting is helpful to human health was not popularly refuted until the 1800's, and some physicians went on recommending bloodletting as late as the 1920's. Now we have come to consider a different set of "facts" in the current era because some people began to question the effectiveness of bloodletting; these people argued against it and gave convincing proof. Hence, it goes without saying that human knowledge grows out of such differences of opinion, and scholars like your instructors spend their lives enraged in debate over what may be counted as "true," "real," or "right" in their fields. In their courses, they want you to be tasked in similar kinds of debate and critical thinking.


Argumentation is not just the sole that that your instructors do. Everybody uses argumentation on a daily basis, and you probably might already have some proficiency at building an argument. The more you develop your skills in this sphere, the better you will be at thinking critically, analysis, deciding on the choices, and weighing on the evidence.


1) Stating a claim: What is considered as an argument? In academic writing, it is normally the main idea, often called a "thesis statement" or "claim" supported by evidence that supports the underlying idea. In almost all your college papers, you will need to make some type of claim and use evidence to support it, and your capability to do this in a clear and logical manner will glean your papers from those of students who view assignments as being just heaps of fact and volume. In other words, gone are heydays of being given a "topic" about which you can write almost any stuff. Now is the time to carve out a position and demonstrate as to why times are better for a person who can think logically and present his findings in a structured manner.


Claims can be stated in an uncomplicated way such as "Protons are positively charged whereas electrons are considered to be negatively charged" with supporting proof like, "The way in which electrons and protons react in an experiment." Claims may also be composite such as; "The end to the South African social policy was destined," using reasons and grounds such as "All productive revolutions in new era came into force only after the governing body withdrew the grants given to the developing section of people." Either way, rest of the paper will point out the reasons and grounds that contributed to think that your perspective is right.


When you first put pen to paper, call for the need to write it. For example, the intention behind this handout is to improve the skill set of the author and crucial step during the process of composing efficient statements is interpreting the concept behind the argument. A paper failed to have a strong primary point cannot be contended further. Questioning yourself what is it you want to state can fend off a bare "information dump." Keep in mind that your educators probably know a lot more about the field of study than you do. In such a case what is the use in providing them with the stuff they already know?


Generally instructors look for 2 types of things: Evidence that you could interpret the material; A presentation of your capability to implement the subject in various ways that go beyond what you know or have information about. The next part can be done in many other ways: you can make a critical review of the article, or just elaborate it in any other way. Despite having many options, in order to succeed at this second stage, you must provide a strong point to argue.


Debates in academic writing are generally complicated and need some time to frame. Your argument needs to be more than just a mere and apparent statement like "Frank Lloyd Wright was an outstanding designer." A statement like this might give an impression as if you have analyzed Wright in your class; but however you need to look in depth and in particular convey what is so great about him. Your instructor probably will anticipate something with a more refined approach such as "Architectural wonders by Frank Lloyd Wright involves elements of modern Europe, aesthetics in Asia and some materials found locally all of which are used to attain a unique fashion," or "Resemblance of architectural designs between Wright and his mother which points out that he might have adopted some of her ideas." To develop your argument, you need to set your terms and establish your claim and you have to testify your points from the drawings of Wright and those of other architects that you have mentioned earlier.


2) Evidence: You should not stop with giving out a statement. You have to support your point with a proper piece of evidence. The effectiveness of your evidence and the way you use it can make or break your argument. You already have got the natural tendency for this kind of thought, besides academic circumstance. Remember how you would have persuaded your parents to allow them to borrow the family car. Did you offer them excuses on how your friends were allowed to drive cars and made your parents feel guilty? Did you keep on whining till they just asked you to shut up? Did you refer stats on teen driving and apply them to prove how you did not fit the profile of a dangerous driver? These all are examples of line of reasoning, and they exist in academics in like forms.


Each field of study has its own necessities for satisfactory evidence, so acquaint yourself with some arguments in that area instead of blindly employing whatever evidence you like the best. Pay attention to your textbooks and your lecture's talks, the kind of argument and evidence they put forward. The type of evidence that carries away an English instructor may not succeed to convince a sociology teacher. Interpret what is considered as cogent evidence that something is truthful in that field. Is it statistics, a logical evolution of points, something from the object being talked about (text, art work, atom or culture), the way it works, or a combination of all or more that one of the things mentioned above?


Be persistent with your data. In situations such as negotiating contradictory discourses to use your parent's car, a college paper is not the stage for a full-scale opposition of all kinds of argument. Time after time a paper can provide supplementary evidence within, but you should double-check that within each section you are disclosing the reader with evidence relevant to each and every claim being made. So, in case of a paragraph or section beginning with a statement like "Assigning the seating area of the students adjacent to the basketball court will raise the overall performance of the player," make sure not to point evidence towards the amount of money the university could raise by permitting major amount of students to appear for free games. Presenting how support from the fans can enhance self-confidence of the player thus resulting in exceptional performance which would be a great follow-up. The following section might offer appropriate inference as to why undergraduates should have more equality to enroll in an undergraduate event as compared to a wealthy post graduate--but the fan support stuff should not include this information in the same section. You cannot convince a person who is uncertain about the events, so keep things well-ordered.


3) Counter Argument: One way to establish your argument and to show that you have an in-depth and clear knowledge of the problem that is being discussed is to foresee and to deal with the counter arguments or objections. In the interest of what someone who disagrees with your point would have to say about your assertion, you have to show that you have thought things through, and you dispose of some justifications for the points your audience might have disagreed with your argument. Recall the discussion on the seating of the students. To possibly make the argument most impressive, there is necessity to acknowledge opinion of students as well as the alumni who have granted money to acquire such location. You can develop counter arguments by questioning yourself how someone who might have conflicted opinion towards your argument will approach or respond to each and every point you have mentioned. If you instantaneously fail to imagine another point, given below are some ways to try: 1) Do some type of research first: You might think that perhaps nobody will disagree with the point you are trying to imply, but somebody probably could contradict. For example, some people claim that the American Civil War never ended. If you are trying to make an argument relating to this, for example, the after effects of the Civil War, you would try to know as to what few of these persons might want to say. 2) Speak to a well-wisher or with your mentor: Distinct people see things differently and be able to deduce counter arguments that have not occurred to you. 3) Examine your conclusion or claim, the limits of your argument and imagine someone who disagrees with each one of them: For example, if you conclude saying that, "Cats make the best of the pets. This is by reason that they are independent and neat or clean," you can expect somebody saying; "Cats are not considered the best of the pets. They are unclean and are very needy!"


Once you have gone through various types of counter arguments, deal with how you will react to them--will you try to disguise that your disputant has a point but explain why your audience should nonetheless hold on to your perspective? Will you refuse to accept the counter argument and explain why it is confused? Either way, you are expected to leave your reader with an impact that your perspective is much stronger than others.


While summarizing conflicting arguments, be generous. Present each argument fairly and considerately, rather than make it look foolish. You should be able to show that you have seriously considered all aspects of the issue and that you are not simply criticizing your opponents. It is usually better to consider a few counter arguments in detail, rather than to give a long list of counter arguments and justifications. Be sure that your reply is reasonable with your original inferences. If taken into account a counter argument changes your point, you should accordingly alter your original argument.


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