DEVELOPING RESEARCH ARGUMENTS
If you are writing an Argumentive essay, your thesis is a single sentence stating the position you will defend in the essay. In that case, the body of your essay contains arguments in defense of that position.
If you are writing an Informative essay, your thesis is a single sentence stating the overall point you will make about your topic in the essay. In that case, the body of your essay contains evidence in support of that overall point. In a sense, you develop supportive points to demonstrate the validity of your overall point.
The most important
things to remember when developing the arguments/evidence in support of your
position/thesis are to develop your arguments/evidence fully, demonstrate how you know what
you say is valid, and document
your evidence. To repeat the old phrase again: Don't just SAY it---Show
it!
YOUR ARGUMENTS/EVIDENCE: TIPS
The connections between the focus of your
Thesis/Position statement and each argument/bit of evidence must be absolutely clear.
Readers will not try to "figure out" what "this" has to do with
"that." The writer is obligated to make the connections clear.
An argument/supportive point ought to contain a
clear "argument/topic statement/sentence," almost like a thesis statement for a
paragraph or section:
Position: Capital punishment should be abolished.
Argument Statement: Capital punishment is cruel and unusual punishment.
If anything about the argument/evidence is unclear, the writer must briefly clarify. The above sentence is clearly a value statement ("cruel"..."unusual"); consequently, it is up to the writer to clarify:
"Cruel and unusual punishment in the context of this paper means . . . ."
After the argument/supportive statement has been
made and clarified as necessary, the writer is obligated to explain how she knows
that what she has just said is valid. To do so, she will have to produce evidence
from her research sources: explanations and illustrative examples that demonstrate
what she said is true. The evidence, of course, must be documented (using the MLA method). Without
documentation, there is no research paper: at best it is
a mere opinion paper; at the worst, it is plagiarism.
Once the writer has clearly demonstrated
how she knows that what she said is the case, really
is the case, transition should be provided to the next paragraph or to the next
argument.
Making sure the above tips are part of your
arguments/supportive points should help you to develop your paper more fully.
REFUTATION OF OPPOSING ARGUMENTS: TIPS
At times, the writer decides to refute (attack,
destroy, discredit) arguments in opposition to her position. This is not a requirement for
the course, but if refutation does take place, the refutation must be fully developed.
An opposing argument/supportive point ought to
contain a clear "argument/topic statement/sentence," almost like a thesis
statement for a paragraph or section:
Position: Capital punishment should be abolished.
Argument Statement: Capital punishment is cruel and unusual punishment.
If anything about the opposing argument/evidence is unclear, the writer must briefly clarify. The above sentence is clearly a value statement ("cruel"..."unusual"); consequently, it is up to the writer to clarify:
"Cruel and unusual punishment in the context of this paper means . . . ."
After the argument/supportive statement has been
made and clarified as necessary, the writer is obligated to explain why the
opposition believes the argument is valid. To do so, she will have to produce evidence
from her research sources: explanations and illustrative examples that demonstrate
what she said is true. The evidence, of course, must be documented (using the MLA method). Without
documentation, there is no research paper: at best it is a mere opinion paper; at the
worst, it is plagiarism.
Once the writer has explained why the opposition
believes the argument/point to be true and how she knows, she must then explain what
is "wrong" with the argument. To do so, she will have to produce evidence
from her research sources: explanations and illustrative examples that demonstrate
what she said is true. It is not necessary to show an opposing argument to be 100%
"wrong." What is necessary is to show that there is "something" wrong
with the reasoning, logic, samples taken, etc. The evidence, of course, must be documented (using the MLA method). Without
documentation, there is no research paper: at best it is a mere opinion paper; at the
worst, it is plagiarism.
Once the writer has clearly demonstrated
how she knows that what she said is the case regarding the
opposition's argument/point, really is the case, transition should be
provided to the next paragraph or to the next argument/point to be refuted.
Making sure the above tips are part of your
arguments/supportive points should help you to develop your refutation more fully.
REMEMBER: IF YOU ARE USING A POLICY
ARGUMENT, ANY REFUTATION MUST TAKE PLACE IMMEDIATELY FOLLOWING THE SECTION FOR
YOUR "PLAN" AND NOWHERE ELSE.
IF YOU ARE USING A FACT OR VALUE ARGUMENT, ANY REFUTATION MUST TAKE PLACE IMMEDIATELY AFTER YOUR "INTRODUCTION" AND NOWHERE ELSE.
TYPES OF ARGUMENTS: FACT, VALUE, POLICY
REMEMBER: You must organize
an argumentive paper correctly, according to whether you have chosen a
Fact, Value, or Policy issue (see Edward J. Martin's A Guide to Writing Papers,
pp. 108-127) as you were taught in English 102: Essay and Research.
EXAMPLE RESEARCH ESSAYS