Argument and Evidence

1

• Argument and Evidence
• Education 122 and 222
• Vicki Behrens, Ph.D.
• UNC Writing Center Interim Director
• vicki_at_unc.edu
• 962-4799

2
Plan for this session

• Quick overview of Writing Center services
• Argument
• Evidence
• A sample assignment

3
The Writing Center

• Website www.unc.edu/writingcenter
• Free service for degree-seeking undergrads, grad
  students, faculty, and staff, at SASB or Greenlaw
  221
• Trained grad student writing tutors
• 50-minute individual appointments
• Online Tutor submit a draft and get a letter
  with feedback
• Web-based handouts
• Any stage of the writing process
• Any writing project (need permission for exams)
• All writers benefit from feedback!

4
Purpose and audience

• Different kinds of writing have different
• Purposes
• Most academic writing is intended to inform and
  persuade
• Audiences
• Academic readers value clarity, objectivity, and
  sound reasoning

5
Argument

• Making an argument means
• Identifying an issue
• Taking a position
• Supporting the position with appropriate evidence

6
Steps to a successful argument

• 1. Clarify the issue
• What is the issue at stake in your argument?
• Can you set it up as a specific problem or area
  of debate?
• 2. Research the context
• What have other researchers written or said about
  this issue?
• What seem to be the key points people are
  debating?
• 3. Whats your thesis?
• Youll need to express your point of view clearly
  and succinctly
• A good thesis not only tells whatit also tells
  why and how
• 4. Support your thesis
• What kind of evidence do you need?
• How and where will you find the evidence?
• How much evidence do you need?
• How will you incorporate it into your argument?

7
Steps to a successful argument

• 5. Plan the argument
• How will you present your ideas to readers?
• What comes first? Next? After that?
• Have you narrowed the scope of your argument
  enough that you can really cover everything in a
  paper of this size?
• 6. Consider your audience
• Who are your readers and what is your
  relationship to them?
• What do you know about your readers
  expectations?
• How do you plan to meet those expectations?
• 7. Be aware of counterarguments
• Get someone to read your draft and play devils
  advocate
• Can you make your argument stronger by addressing
  possible objections?

8
More about evidence

• Take a close look at readings from your Education
  classes. What kinds of evidence do writers in
  Education use?
• How can you tell whether a source is appropriate
  and reliable?
• Does the strength of your evidence match the
  strength of your claim?
• For example, if you are saying X is always the
  best approach, is it true that all the evidence
  says X is the best approach? Or is there some
  evidence that Y is sometimes best? Modify your
  thesis if you find you cannot support it.
• Do you ever find yourself saying It is obvious
  that or Clearly, it is the case that or
  Research has shown? If so, watch out!
• Pretend you are a reader who disagreesnow does
  your point seem obvious and clear? Would you
  take someones word for it that research shows
  something if they didnt tell you what the
  research was?
• Did you develop your argument and evidence
  enough, or do you have a laundry list of
  points?

9
Sample assignment that asks for argument

• Describe one specific aspect of No Child Left
  Behind that you would change. Using evidence
  from the readings and/or your experience, justify
  your reasoning for that change.