Effective Argumentation in Academic Writing: Understanding Theses & Rhetorical Appeals | Schemes and Mind Maps Technical English

Constructing Compelling Arguments

Goals

This workshop underscores the importance of building strong and effective arguments. The first 15 minutes will

consist of reviewing the key terms and concepts, and the preparatory activity, from these pre-workshop materials,

which student attendees are expected to read and complete in advance (the workshop is not a teacher-centered lesson

in rules). Following that brief review, in the remaining thirty minutes students will dynamically interact with each

other and the Writing Center consultant while actively engaging their own and others’ work.

Materials Needed

In order to participate fully in the workshop, bring the following:

• A laptop or tablet with wireless internet capability (to access these materials during the workshop)

• Your responses to the discussion questions (see “Preparatory Activity” below)

• An essay you have written or are writing, whose argumentation you would like to explore

Topic Overview

In academic writing, an argument usually consists of a main idea or central claim, in the form of a thesis statement,

supported by source-based evidence and authorial insight, and animated by appeals to ethos, pathos, and logos. This

approach to argument seeks to arrive at a reasoned understanding of a topic, and in so doing achieve the un-coerced

assent of readers. As such, well-crafted arguments that rely on strong theses not weak theses are distinct from

essays that are mere accumulations of facts and details (also known as “information dumps”).

Scholarly argumentation arises in a setting of uncertainty, which means that a compelling argument must address an

issue that is interesting and important, and offer a position that is not obvious or already known (this is the topic’s

“so-what” dimension complemented by the writer’s “value added” requirement). Owing to uncertainty, effective

arguments in an academic context call for open-mindedness, because this orientation allows a writer to consider

counter-arguments, and take advantage of concessions, qualifications, and refutations.

Key Terms and Concepts

• Thesis Statement: A thesis declares a writer’s stance on the issue under consideration. It is typically a

single sentence, though it may be longer, and while it usually appears at the beginning of an essay (often at

the close of the introduction), it may be located elsewhere (or even be implicit or not directly stated). The

thesis forms the core of an argument, the unifying principle that holds an essay together, but not all theses

are equally effective.

o Strong Theses: The features of a strong thesis consist of a clearly defined position on a topic; the

assertion of a specific and unified idea; an emphasis on something that will attract, challenge,

persuade, or enlighten readers; a limited scope; and unambiguous language.

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Constructing Compelling Arguments

Goals

This workshop underscores the importance of building strong and effective arguments. The first 15 minutes will consist of reviewing the key terms and concepts, and the preparatory activity, from these pre-workshop materials, which student attendees are expected to read and complete in advance (the workshop is not a teacher-centered lesson in rules). Following that brief review, in the remaining thirty minutes students will dynamically interact with each other and the Writing Center consultant while actively engaging their own and others’ work.

Materials Needed

In order to participate fully in the workshop, bring the following:

A laptop or tablet with wireless internet capability (to access these materials during the workshop)
Your responses to the discussion questions (see “Preparatory Activity” below)
An essay you have written or are writing, whose argumentation you would like to explore

Topic Overview

In academic writing, an argument usually consists of a main idea or central claim, in the form of a thesis statement , supported by source-based evidence and authorial insight, and animated by appeals to ethos , pathos , and logos. This approach to argument seeks to arrive at a reasoned understanding of a topic, and in so doing achieve the un-coerced assent of readers. As such, well-crafted arguments that rely on strong theses not weak theses are distinct from essays that are mere accumulations of facts and details (also known as “information dumps”).

Scholarly argumentation arises in a setting of uncertainty, which means that a compelling argument must address an issue that is interesting and important, and offer a position that is not obvious or already known (this is the topic’s “so-what” dimension complemented by the writer’s “value added” requirement). Owing to uncertainty, effective arguments in an academic context call for open-mindedness, because this orientation allows a writer to consider counter-arguments , and take advantage of concessions , qualifications , and refutations.

Key Terms and Concepts

Thesis Statement: A thesis declares a writer’s stance on the issue under consideration. It is typically a single sentence, though it may be longer, and while it usually appears at the beginning of an essay (often at the close of the introduction), it may be located elsewhere (or even be implicit or not directly stated). The thesis forms the core of an argument, the unifying principle that holds an essay together, but not all theses are equally effective. o Strong Theses : The features of a strong thesis consist of a clearly defined position on a topic; the assertion of a specific and unified idea; an emphasis on something that will attract, challenge, persuade, or enlighten readers; a limited scope; and unambiguous language.

o Weak Theses : The things to avoid in a thesis include vague or disjointed lists; mere statements of fact; unexplained or poorly defined positions; rhetorical questions that do not call for responses; off-topic positions that depart from assignments; and superfluous language.

Ethos, Pathos, and Logos: A successful argument, whose purpose is to persuade readers, must be founded on a high level of audience awareness, or an ability to find common ground. Furthermore, arguments that succeed in achieving readers’ assent will activate, as appropriate, the “rhetorical triangle” of ethos, pathos, and logos. Some arguments give nearly equal weight to all three of these appeals, whereas others may emphasize one over the rest (moderation is always the key to a balanced rhetorical stance). o Ethos is an argument derived from the character of the writer, pathos is an argument intended to stir the emotions of readers, and logos is an argument that reasons about the substance of the issue under consideration.
Counter-Argument: Since academic arguments occur in a space of uncertainty, with no evident or agreed answer, and because they seek identification between writer and readers, they are obliged to engage claims that a fair-minded person knows would be raised by an opposing side. If it is well done there are several benefits to counter-argument. First, it can reveal weaknesses in one’s proposals; second, it can express one’s intellectual honesty; and third, it can expose opposing positions that one may address with concessions, qualifications, or refutations. o A concession recognizes points that contradict one’s argument (perhaps as exceptions to a larger rule), while still asserting the primacy of one’s side. By contrast, qualification tempers one’s position by acknowledging that some issues are so complex they admit neither a single cause nor remedy. Concession and qualification do not, however, require an author to abandon refutation , or the dismantling of opposing points that lack validity.

Additional Resources

For a concise overview of argumentation, review these materials from the USC Writing Center’s website: “Developing Strong Arguments” and “Engaging the Complexity of an Issue.”
For a more detailed explanation of Ethos, Pathos and Logos, see “Using Rhetorical Strategies for Persuasion” from Purdue University’s Online Writing Lab.
For additional information on argumentation, visit The Writing Center at UNC Chapel Hill’s “Argument” page.

Preparatory Activity

Prior to the workshop, please read the following passage and be prepared to share your responses to these four discussion questions at the beginning of the workshop: 1.) Can you identify a thesis statement? 2.) How does the writer attempt to appeal to the reader? 3.) Does the author effectively employ a counter-argument? 4.) How could this passage be made more effective overall?

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Partial preview of the text

Download Effective Argumentation in Academic Writing: Understanding Theses & Rhetorical Appeals and more Schemes and Mind Maps Technical English in PDF only on Docsity!

Constructing Compelling Arguments

Goals

Materials Needed

Topic Overview