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Course Description
The aim of this course is to develop students basic communication skills in the context that they will most
need those skills: graduate school. Within the context of going abroad to present a paper on their graduate
research, students will learn skills needed for traveling (e.g. asking for/giving directions, making
reservations), negotiations, survey taking, and problem solving, as well as be introduced to skills involved
in making a presentation at a conference. Additionally, students will learn to start and continue a
conversation naturally, using a number of communication strategies such as asking follow-up questions
and giving extended answers. They will also learn about turn taking and how to control the flow of a
conversation by adding information. Finally, writing skills will be practiced with a short essay using the
Online Homework Submission and Evaluation System.
Course Goals
Upon completion of this course, students should be able to:
Writing Skills
1. I know the English name of my university, college, department, and major.
2. I know what Brainstorming and Clustering are and can use them effectively.
3. I can write an introduction for an essay.
4. I can write body paragraphs for an essay.
5. I can write a conclusion for an essay.
6. I can use peer-feedback to rewrite parts of an essay.
7. I can rewrite an essay based on feedback received from a teacher.
Academic Skills
1. I can identify a research question and develop survey questions individually.
2. I can identify a research question and develop survey questions as a member of a group.
3. I can conduct research by gathering survey data from others.
4. I can analyze results by tabulating survey data.
5. I can analyze results by ranking survey data.
6. I can present survey findings individually to peers.
7. I can present survey findings as a member of a group to peers.
The argumentative essay is a genre of writing that requires the student to investigate a topic; collect,
generate, and evaluate evidence; and establish a position on the topic in a concise manner.
Types of Papers: Argument/Argumentative
While some teachers consider persuasive papers and argument papers to be basically the same thing, its
usually safe to assume that an argument paper presents a stronger claimpossibly to a more resistant
audience.
For example: while a persuasive paper might claim that cities need to adopt recycling programs, an
argument paper on the same topic might be addressed to a particular town. The argument paper would
go further, suggesting specific ways that a recycling program should be adopted and utilized in that
particular area.
To write an argument essay, youll need to gather evidence and present a well-reasoned
argument on a debatable issue.
How can I tell if my topic is debatable? Check your thesis! You cannot argue a statement of fact, you
must base your paper on a strong position. Ask yourself
How many people could argue against my position? What would they say?
Can it be addressed with a yes or no? (aim for a topic that requires more info.)
enhance the level of trust that the reader has for both you and your opinion
give yourself the opportunity to refute any arguments the opposition may have
Think about yourself as a child, asking your parents for permission to do something that they would
normally say no to. You were far more likely to get them to say yes if you anticipated and addressed all of
their concerns before they expressed them. You did not want to belittle those concerns, or make them feel
dumb, because this only put them on the defensive, and lead to a conclusion that went against your
wishes.
The same is true in your writing.
How do I accomplish this?
To address the other side of the argument you plan to make, you'll need to "put yourself in their shoes." In
other words, you need to try to understand where they're coming from. If you're having trouble
accomplishing this task, try following these steps:
1. Jot down several good reasons why you support that particular side of the argument.
2. Look at the reasons you provided and try to argue with yourself. Ask: Why would someone
disagree with each of these points? What would his/her response be? (Sometimes it's helpful to
imagine that you're having a verbal argument with someone who disagrees with you.)
3. Think carefully about your audience; try to understand their background, their strongest
influences, and the way that their minds work. Ask: What parts of this issue will concern my
opposing audience the most?
4. Find the necessary facts, evidence, quotes from experts, etc. to refute the points that your
opposition might make.
5. Carefully organize your paper so that it moves smoothly from defending your own points to
sections where you argue against the opposition.
Establishing Arguments
Introduction
The introduction is the broad beginning of the paper that answers three important questions:
1. What is this?
2. Why am I reading it?
3. What do you want me to do?
You should answer these questions by doing the following:
1. Set the context provide general information about the main idea, explaining the situation so the
reader can make sense of the topic and the claims you make and support
2. State why the main idea is important tell the reader why he or she should care and keep reading.
Your goal is to create a compelling, clear, and convincing essay people will want to read and act
upon
3. State your thesis/claim compose a sentence or two stating the position you will support
with logos (sound reasoning: induction, deduction), pathos (balanced emotional appeal),
andethos (author credibility).
For exploratory essays, your primary research question would replace your thesis statement so that the
audience understands why you began your inquiry. An overview of the types of sources you explored might
follow your research question.
If your argument paper is long, you may want to forecast how you will support your thesis by outlining the
structure of your paper, the sources you will consider, and the opposition to your position. You can forecast
your paper in many different ways depending on the type of paper you are writing. Your forecast could
read something like this:
First, I will define key terms for my argument, and then I will provide some background of the situation.
Next I will outline the important positions of the argument and explain why I support one of these
positions. Lastly, I will consider opposing positions and discuss why these positions are outdated. I will
conclude with some ideas for taking action and possible directions for future research.
When writing a research paper, you may need to use a more formal, less personal tone. Your forecast
might read like this:
This paper begins by providing key terms for the argument before providing background of the situation.
Next, important positions are outlined and supported. To provide a more thorough explanation of these
important positions, opposing positions are discussed. The paper concludes with some ideas for taking
action and possible directions for future research.
Ask your instructor about what tone you should use when providing a forecast for your paper.
These are very general examples, but by adding some details on your specific topic, a forecast will
effectively outline the structure of your paper so your readers can more easily follow your ideas.
Thesis checklist
Your thesis is more than a general statement about your main idea. It needs to establish a clear position
you will support with balanced proofs (logos, pathos, ethos). Use the checklist below to help you create a
thesis.
This section is adapted from Writing with a Thesis: A Rhetoric Reader by David Skwire and Sarah Skwire:
Make sure you avoid the following when creating your thesis:
A thesis is not a title: Homes and schools (title) vs. Parents ought to participate more in the
education of their children (good thesis).
A thesis is not an announcement of the subject: My subject is the incompetence of the Supreme
Court vs. The Supreme Court made a mistake when it ruled in favor of George W. Bush in the 2000
election.
A thesis is not a statement of absolute fact: Jane Austen is the author of Pride and Prejudice.
Please note that according to the MLA Handbook for Writers of Research Papers, Seventh Edition, "A
thesis statement is a single sentence that formulates both your topic and your point of view"
(Gibaldi 42). However, if your paper is more complex and requires a thesis statement, your thesis
may require a combination of sentences.
Make sure you follow these guidelines when creating your thesis:
(floppy). vs.
NOT: Detective stories are not a high form of literature, but people have always been
fascinated by them, and many fine writers have experimented with them
BETTER: Detective stories appeal to the basic human desire for thrills (concise).
BETTER: James Joyces Ulysses helped create a new way for writers to deal with the
unconscious.
Try to be as specific as possible (without providing too much detail) when creating your thesis:
o
NOT: James Joyces Ulysses helped create a new way for writers to deal with the
unconscious. vs.
BETTER: James Joyces Ulysses helped create a new way for writers to deal with the
unconscious by utilizing the findings of Freudian psychology and introducing the techniques
of literary stream-of-consciousness.
Quick Checklist:
_____ The thesis/claim follows the guidelines outlined above
_____ The thesis/claim matches the requirements and goals of the assignment
_____ The thesis/claim is clear and easily recognizable
_____ The thesis/claim seems supportable by good reasoning/data, emotional appeal
Summary:
This resource outlines the generally accepted structure for introductions, body paragraphs, and
conclusions in an academic argument paper. Keep in mind that this resource contains guidelines and not
strict rules about organization. Your structure needs to be flexible enough to meet the requirements of your
purpose and audience.
Body Paragraphs
Body paragraphs: Moving from general to specific information
Your paper should be organized in a manner that moves from general to specific information. Every time
you begin a new subject, think of an inverted pyramid - The broadest range of information sits at the top,
and as the paragraph or paper progresses, the author becomes more and more focused on the argument
ending with specific, detailed evidence supporting a claim. Lastly, the author explains how and why the
information she has just provided connects to and supports her thesis (a brief wrap up or warrant).
p.m. the night of Smiths death. A coworker heard Smith and Jones arguing in Smiths office the morning of
the day Smith died.
Conclusion: Jones killed Smith.
Here, then, is the example in bullet form:
Support: Smith was shot by Jones gun, Jones was seen entering the scene of the crime, Jones and
Smith argued earlier in the day Smith died.
Assumption: The facts are representative, not isolated incidents, and thus reveal a trend, justifying
the conclusion drawn.
Deduction
When you use deduction in an argument, you begin with general premises and move to a specific
conclusion. There is a precise pattern you must use when you reason deductively. This pattern is
called syllogistic reasoning (the syllogism). Syllogistic reasoning (deduction) is organized in three steps:
1. Major premise
2. Minor premise
3. Conclusion
In order for the syllogism (deduction) to work, you must accept that the relationship of the two premises
lead, logically, to the conclusion. Here are two examples of deduction or syllogistic reasoning:
Socrates
1. Major premise: All men are mortal.
2. Minor premise: Socrates is a man.
3. Conclusion: Socrates is mortal.
Lincoln
1. Major premise: People who perform with courage and clear purpose in a crisis are great leaders.
2. Minor premise: Lincoln was a person who performed with courage and a clear purpose in a crisis.
3. Conclusion: Lincoln was a great leader.
So in order for deduction to work in the example involving Socrates, you must agree that (1) all men are
mortal (they all die); and (2) Socrates is a man. If you disagree with either of these premises, the
conclusion is invalid. The example using Socrates isnt so difficult to validate. But when you move into
more murky water (when you use terms such as courage, clear purpose, and great), the connections get
tenuous.
For example, some historians might argue that Lincoln didnt really shine until a few years into the Civil
War, after many Union losses to Southern leaders such as Robert E. Lee.
Major premise: People who own plasma TVs are rich (unstated above).
To help you understand how induction and deduction can work together to form a solid argument, you may
want to look at the United States Declaration of Independence. The first section of the Declaration contains
a series of syllogisms, while the middle section is an inductive list of examples. The final section brings the
first and second sections together in a compelling conclusion.
Summary:
This resource outlines the generally accepted structure for introductions, body paragraphs, and
conclusions in an academic argument paper. Keep in mind that this resource contains guidelines and not
strict rules about organization. Your structure needs to be flexible enough to meet the requirements of your
purpose and audience.
Rebuttal Sections
In order to present a fair and convincing message, you may need to anticipate, research, and outline some
of the common positions (arguments) that dispute your thesis. If the situation (purpose) calls for you to do
this, you will present and then refute these other positions in the rebuttal section of your essay.
It is important to consider other positions because in most cases, your primary audience will be fencesitters. Fence-sitters are people who have not decided which side of the argument to support.
People who are on your side of the argument will not need a lot of information to align with your position.
People who are completely against your argumentperhaps for ethical or religious reasonswill probably
never align with your position no matter how much information you provide. Therefore, the audience you
should consider most important are those people who haven't decided which side of the argument they will
supportthe fence-sitters.
In many cases, these fence-sitters have not decided which side to align with because they see value in
both positions. Therefore, to not consider opposing positions to your own in a fair manner may alienate
fence-sitters when they see that you are not addressing their concerns or discussion opposing positions at
all.
Organizing your rebuttal section
Following the TTEB method outlined in the Body Paragraph section, forecast all the information that will
follow in the rebuttal section and then move point by point through the other positions addressing each
one as you go. The outline below, adapted from Seyler's Understanding Argument, is an example of a
rebuttal section from a thesis essay.
When you rebut or refute an opposing position, use the following three-part organization:
The opponents argument: Usually, you should not assume that your reader has read or remembered
the argument you are refuting. Thus at the beginning of your paragraph, you need to state, accurately and
fairly, the main points of the argument you will refute.
Your position: Next, make clear the nature of your disagreement with the argument or position you are
refuting. Your position might assert, for example, that a writer has not proved his assertion because he has
provided evidence that is outdated, or that the argument is filled with fallacies.
Your refutation: The specifics of your counterargument will depend upon the nature of your
disagreement. If you challenge the writers evidence, then you must present the more recent evidence. If
you challenge assumptions, then you must explain why they do not hold up. If your position is that the
piece is filled with fallacies, then you must present and explain each fallacy.
Summary:
This resource outlines the generally accepted structure for introductions, body paragraphs, and
conclusions in an academic argument paper. Keep in mind that this resource contains guidelines and not
strict rules about organization. Your structure needs to be flexible enough to meet the requirements of your
purpose and audience.
Conclusions
Conclusions wrap up what you have been discussing in your paper. After moving from general to specific
information in the introduction and body paragraphs, your conclusion should begin pulling back into more
general information that restates the main points of your argument. Conclusions may also call for action or
overview future possible research. The following outline may help you conclude your paper:
In a general way,
Address opposing viewpoints and explain why readers should align with your position,
Remember that once you accomplish these tasks, unless otherwise directed by your instructor, you are
finished. Done. Complete. Don't try to bring in new points or end with a whiz bang(!) conclusion or try to
solve world hunger in the final sentence of your conclusion. Simplicity is best for a clear, convincing
message.
The preacher's maxim is one of the most effective formulas to follow for argument papers:
1. Tell what you're going to tell them (introduction).
2. Tell them (body).
3. Tell them what you told them (conclusion).
Genre and the Research Paper
Research: What it is.
A research paper is the culmination and final product of an involved process of research, critical thinking,
source evaluation, organization, and composition. It is, perhaps, helpful to think of the research paper as a
living thing, which grows and changes as the student explores, interprets, and evaluates sources related to
a specific topic. Primary and secondary sources are the heart of a research paper, and provide its
nourishment; without the support of and interaction with these sources, the research paper would morph
into a different genre of writing (e.g., an encyclopedic article). The research paper serves not only to
further the field in which it is written, but also to provide the student with an exceptional opportunity to
increase her knowledge in that field. It is also possible to identify a research paper by what it is not.
Research: What it is not.
A research paper is not simply an informed summary of a topic by means of primary and secondary
sources. It is neither a book report nor an opinion piece nor an expository essay consisting solely of one's
interpretation of a text nor an overview of a particular topic. Instead, it is a genre that requires one to
spend time investigating and evaluating sources with the intent to offer interpretations of the texts, and
not unconscious regurgitations of those sources. The goal of a research paper is not to inform the reader
what others have to say about a topic, but to draw on what others have to say about a topic and engage
the sources in order to thoughtfully offer a unique perspective on the issue at hand. This is accomplished
through two major types of research papers.
Two major types of research papers.
Argumentative research paper:
The argumentative research paper consists of an introduction in which the writer clearly introduces the
topic and informs his audience exactly which stance he intends to take; this stance is often identified as
the thesis statement. An important goal of the argumentative research paper is persuasion, which means
the topic chosen should be debatable or controversial. For example, it would be difficult for a student to
successfully argue in favor of the following stance.
Perhaps 25 years ago this topic would have been debatable; however, today, it is assumed that smoking
cigarettes is, indeed, harmful to one's health. A better thesis would be the following.
In this sentence, the writer is not challenging the current accepted stance that both firsthand and
secondhand cigarette smoke is dangerous; rather, she is positing that the social acceptance of the latter
over the former is indicative of a cultural double-standard of sorts. The student would support this thesis
throughout her paper by means of both primary and secondary sources, with the intent to persuade her
audience that her particular interpretation of the situation is viable.
Analytical research paper:
The analytical research paper often begins with the student asking a question (a.k.a. a research question)
on which he has taken no stance. Such a paper is often an exercise in exploration and evaluation. For
example, perhaps one is interested in the Old English poem Beowulf. He has read the poem intently and
desires to offer a fresh reading of the poem to the academic community. His question may be as follows.
His research may lead him to the following conclusion.
Though his topic may be debatable and controversial, it is not the student's intent to persuade the
audience that his ideas are right while those of others are wrong. Instead, his goal is to offer a critical
interpretation of primary and secondary sources throughout the paper--sources that should, ultimately,
buttress his particular analysis of the topic. The following is an example of what his thesis statement may
look like once he has completed his research.
This statement does not negate the traditional readings of Beowulf; instead, it offers a fresh and detailed
reading of the poem that will be supported by the student's research.
It is typically not until the student has begun the writing process that his thesis statement begins to take
solid form. In fact, the thesis statement in an analytical paper is often more fluid than the thesis in an
argumentative paper. Such is one of the benefits of approaching the topic without a predetermined stance.
You evaluate the topic and draw conclusions from factual information from reliable sources.
You use serious contemplation and a critical evaluation to answer the research question.
You use logical persuasion to build your argument in order to convince readers.
You use credible sources to back up your position and include information about the opposing view.