guide to argumentative writing 4.5.10
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Guide to Argumentative Writing
v. 2.3.2011
Kamran Swanson
A solid argumentative essay is difficult to construct well. If the paper is going to do its job, it needs to be read by a skeptical
audience or an audience that is outright opposed to the essays thesis. In order to open minds and stimulate intelligent discourse
instead of angry responses, the paper must do everything to guide the emotionally resistant reader to the nuts and bolts of the
argument. If the essay can show where there is agreement, and walk from the point of agreement to the point of disagreement
using logical arguments, then the debate can shift away from emotional beliefs and toward the validity of reasons.
The form of essay that I am teaching in class aims to accomplish these goals. It will likely feel more restrictive, and many
people get the feeling that this essay prevents one from being as creative as they could be. However, once the new way of
organization is learned, it will not be difficult to implement, and you will find that it actually permits more freedom because it
provides a framework on which your thoughts can play.
Metaphorically: a human cannot simply choose to fly, although they may feel free to dance and jump about. We are bound by
the laws of nature: no matter how free a person wishes to be, our freedom is always bound by natural laws. It would initially
feel constraining to sit down and work out the mechanics of aviation, and submit yourself to constructing and then learning to
fly such a contraption. But once this type of rule is submitted to, far more freedom is gained than what was ever had before. Han
Solo might be loved because he is a rebel who doesnt care about rules, but in order to become the best pilot, he needed tounderstand how his machine, the Millenium Falcon, operates. He must submit himself to the mechanics of the machine in order
to set himself free.
A clearly constructed problem is needed in the introduction in order to engage both the writers and the readers thought. It
accomplishes its goal if enough material is provided to get the reader to start thinking about a specific problem on his or her
own. When a generic question is asked, like what is the meaning of life? the reader will lack direction, and will either not
think or think about something other than what the author intends. If the question is specific: What is the significance of
Hamlet notwearing black in the last two thirds of ShakespearesHamlet?, then the reader will immediately start wondering
(assuming they have read Hamlet and care to some extent). The problem funnels the possibility ofwhatto think about, but then
enables much more productive and creative thought as a result.
The thesis is the product of a long and hard search. As the writer, you will not know what this is until the writing process has
finished. But as the reader, knowing the thesis right after the problem is given helps to stir the readers mind even more. Why
does the writer believe this?! I must know! From then on, the thesis should appear as though it guides the structure of the entire
paper.
Each body paragraph should begin with a claim. Structurally, it resembles a thesis. It is a strong, direct statement of fact. But it
also logically supports the thesis, and the writer should make it clearhow it supports the thesis (or at least how it supports
another paragraphs claim that supports the thesis itself). This gives yet another signpost for the reader and helps them
understand the structure of your argument.
Each paragraph should then consist ofevidence and reasons. Remember, evidence means to see, and it means that which,when presented, everyone will see the same. A quote, as the quote itself, is an example of evidence. The interpretation might be
different, but the interpretation and the quote are two different things.Reasonmeans to think, and it involves everything that
goes on in the writers mind. For that reason, it is invisible to the reader. Therefore, the reasons must be carefully described, and
every inch of logical reasoning from the evidence to the claim must be shown. A skeptic should be able to look at the claim, and
initially deny it; then look at the evidence, and accept it; then read through the reasons and see that it is only rational to accept
the claim based on the evidence. To believe in a claim on anything less is an example of dogma and lack of critical thinking.
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This form of organization has a twofold purpose. First, it helps to guide the reader to clearly see and understand your argument.
Second, it forces a writer to be honest with him or herself about the logical structure of his or her own argument, and helps the
writer see where the argument needs to be fleshed out.
You may be thinking right now that it is much harder to construct a convincing argument than you once thought. That is very
true. Good thinking is difficult. Bad thinking is easy. If we are coming to our conclusions without much effort, chances are we
are not thinking well.
For this reason, it becomes even more important to have a specific thesis. A specific thesis will require less argumentation thana broad thesis, because a specific thesis isnt saying as much. A broad thesis is easier to write, but it guarantees that the paper
will be bad. Likewise, a specific thesis requires a specific problem. Without a specific problem, a specific thesis is impossible.
A broad problem might be easier to write, but again, it guarantees a bad paper.
Furthermore, it becomes the special function of the conclusion to discuss what the paper has notproved. If we pretend the paper
has solved all the worlds questions, then we have simply confused the uncritical reader or disappointed the critical reader.
Also, if we have shown what the essay has notproven, we are in a better position to construct new questions, because there are
obvious mysteries still to solve. With new questions, we stir new thought and the quest for truth is enabled. A lack of questions
make us feel like truth has been achieved, but that would be a lie, and it kills our thought.
This writing philosophy is not entirely of my own creation. Many of the ideas have been taken from the University ofChicagos writing program, Little Red Schoolhouse. I have developed some ideas furthe r for my classes, but I cannot
take credit for the basic theory.
The following quote is one I often present to class, and I believe their purpose will be more clear after reading this
writing philosophy.
Not the truth in whose possession any man is, or thinks he is, but the honest effort he has made to find
out the truth, is what constitutes the worth of a man. For it is not through the possession but through the
inquiry after truth that his powers expand, and in this alone consists his ever-growing perfection.
Possession makes calm, lazy, proud
If God had locked up all truth in his right hand, and in his left the unique, ever-living striving for truth,
albeit with the addition that I should always and eternally err, and he said to me, Choose! I should
humbly clasp his left hand, saying: Father, give! Pure truth is after all for thee alone!Lessing, 1778
The following page contains a visual representation of the argumentative form. I use this when I am reading your papers.
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Visual Layout of the Argumentative Essay
Introduction Paragraph
Claim goes here. Miniature thesis, logically
supports thesis. Guides everything in this
paragraph. Placing it first guides the reader.
Introduces a problem/question
to solve/answer. Detailed,
incorporates concepts and
questions used later in paper.
Also discusses what the benefit
of the essay will be.
Thesis statement. Guides
everything else in paper.Specific, strong, complex,
direct controversial.
Supports the claim with logical argumentand discusses anything interesting about the
argument. This is the meat of the paper, but
it cannot be done well if the problem,
thesis, or claims are poorly constructed.
Body Paragraph: Basic building block of
argument. Of course, there will be multiple
body paragraphs, but will have the same
basic design.
Conclusion: The goal is to show the reader
the importance of the essay, but also show
the limitation of the essay. It should raise
thought provoking, productive questions,
not pretend that it has tied up all loose
ends.
Revisit thesis, and perhaps give a condensedversion of the argument, touching only on
the most significant claims. Shows how the
essay fits in with the larger discourse.
Raises thought provoking questions, leaves
reader with something to think about.