This chapter discusses arguments in an academic context. An argument is a rational discussion where each person supports their own point of view. Unlike angry disputes, making an academic argument involves trying to convince others of your perspective using adequate, logical, and relevant support. Readers must first identify the writer's point, then evaluate whether the support provided is relevant and adequate to the point being made. Writers should ensure their support clearly applies to and sufficiently backs up their position.
2. In this chapter, we’re talking about argument
That’s not to be confused with the first
definition of argument, which is, more or
less:
◦ An angry dispute with your significant other or
someone you disagree with at the bar! :D
An argument, in the academic world, is a
rational discussion in which each person
advances and supports his/her point of view
about some matter.
3. Unlike having an argument (where you are
yelling and screaming) making an argument
is something you do daily with other people.
You make an argument whenever you try to
convince someone of your point of view.
Arguments are everywhere: advertisements,
commercials, that essay you are working on…
Right now, even your clothing is making an
argument!
Think about it: What does your outfit “say”
about you?
4. 1. Recognize the point the author is making
2. Decide if the author’s support is relevant
3. Decide if the author’s support is adequate
Sounds a lot like what you have to
do as a writer, too, when
composing your own argument for
an essay…doesn’t it?
5. Argument applies to both sides
As a writer you make an argument that is
with adequate, logical, and relevant support.
As a reader, you look for an argument with
adequate, logical, and relevant support.
6. A good argument has a point followed by
support
Readers must first identify the writer’s point
Pro Tip: Look for words like “should” or
“shouldn’t” or “ought to”—these words
suggest that the writer is making an
argument!
Example of a point: El Camino College should
offer free education to students who maintain
a 3.5 GPA or higher.
7. Example of a point: El Camino College should
offer free education to students who maintain
a 3.5 GPA or higher.
Now we must ask ourselves: “Why?”
The answers that follow will be our support to
this point.
8. Example of a point: El Camino College should
offer free education to students who maintain
a 3.5 GPA or higher.
“Why?”
1. It will provide an incentive for current
students to do well in their classes.
2. It will encourage non-students to enroll in
college.
3. It will help students to save their money for
textbooks and food.
9. Once the has been identified point, the reader
must find the support.
No, we don’t do this everyday: “Here is my
point. And here is my support.”
But it wouldn’t hurt to practice thinking in
this way (point, support) whenever you are
trying to persuade someone of something.
10. Now that you can recognize a point and its
support, you must be sure that the support is
relevant, or really applies to that point.
11. Readers: An effective way of ensuring that the
writer has provided relevant support is to list
it and eliminate those that do not apply.
Writers: An effective way of finding relevant
support is to list all your support statements,
and then eliminate those that don’t quite
apply.
12. Along with being logical and relevant, your
support must be adequate.
Readers: you’re verifying there is enough
support provided by the author
Writers: you are providing enough support to
convince your reader
13. Ask yourself, “Am I convinced?”
If the answer is no, then the writer might not
have provided enough support.
14. 1. What is an argument? Define it in your own
words.
2. If you are reading a text and looking for the
writer’s argument, what must you identify
first?
3. Once you have accomplished the first step,
what two things should you look for?
4. What is one “pro tip” that will help you
determine if the writer is making an
argument?
