Research good research paper must have an argument, and any good essay Argument support its argument with evidence. But now, as in the past, a Paper teacher should be able to tell the difference between Paper phony piece of writing and an Research one The thesis or main idea of the article (which may or may not be an argument depending on the author’s purpose and the language he/she uses) will generally appear in the abstract, introduction, and/or conclusion; these are the three sections you should consult when first trying to grasp the major takeaway of the article then, preferably beginning with the abstract since it is a short synopsis, often An argumentative research paper needs to support your stand on an issue. An argumentative research paper is analytical, but it uses information as evidence to support its point, much as a lawyer uses evidence to make their case. For example, you might try to find research to back up the stand that ancient Egyptian women were the first feminists. Notice that this is a very different focus than an
Argumentative Research Paper Topics [ Upd.]
This handout will define what an argument is and explain why you need one in most of your academic essays. Argument in research fact, making an argument—expressing a point of view on a subject and supporting it with evidence—is often the aim of academic writing. Your instructors may assume that you know this and thus may not explain the importance of arguments in class, argument in research. Most material you learn in college is or has been debated by someone, somewhere, at some time.
Instructors may call on you to examine that interpretation and defend it, refute it, or offer some new view of your own.
In writing assignments, you will almost always need to do more than just summarize information that you have gathered or regurgitate facts that have been discussed in class, argument in research. You will need to develop argument in research point of view on or interpretation of that material and provide evidence for your position. Consider an example, argument in research. For nearly years, educated people in many Western cultures believed that bloodletting—deliberately causing a sick person to lose blood—was the most effective treatment for a variety of illnesses.
The claim that bloodletting is beneficial to human health was not widely questioned until the s, and some physicians continued to recommend bloodletting argument in research late as the s. Medical practices have now changed because some people began to doubt the effectiveness of argument in research these people argued against it and provided convincing evidence.
Human knowledge grows out of such differences of opinion, and scholars like your instructors spend their lives engaged in debate over what claims may be counted as accurate in their fields. In their courses, they want you to engage in similar kinds of critical thinking and debate. Argumentation is not just what your instructors do. We all use argumentation on argument in research daily basis, and you probably already have some skill at crafting an argument.
The more you improve your skills in this area, the better you will be at thinking critically, reasoning, making choices, and weighing evidence. What is an argument? In the majority of college papers, you will need to make some sort of claim and use evidence to support it, and your ability to do this well will separate your papers from those of students who see assignments as mere accumulations of fact and detail. It is time to stake out a position and prove why it is a good position for a thinking person to hold.
See our handout on thesis statements. If your papers do not have a main point, argument in research, they cannot be arguing for anything. Why, then, would you want to provide them with material they already know? Instructors are usually looking for two things:. This second part can be done in many ways: you can critique the material, apply it to something else, or even just explain it in a different way.
In order to succeed at this second step, though, you must have a particular point to argue. Arguments in academic writing are usually complex and take time to develop. Do not stop with having a point. You have to back up your point with evidence. The strength of your evidence, argument in research, and your use of it, can make or break your argument.
See our handout on evidence. You already have the natural inclination for this type of thinking, if not in an academic setting. Think about how you talked your parents into letting you borrow the family car. Did you present them with lots of instances of your past trustworthiness? Did you whine until they just wanted you to shut up? These are all types of argumentation, and they exist in academia in similar forms. Every field has slightly different requirements for acceptable evidence, so familiarize yourself with some arguments from within that field instead of just applying whatever evidence you like best.
What types of argument and evidence are they using? The type of evidence that sways an English instructor may not work to convince a sociology instructor. Find out what counts as proof that something is true in that field. Is it statistics, a logical development of points, something from the object being discussed art work, text, culture, or atomthe way something works, or some combination of more than one of these things?
Be consistent with your evidence. You can often use more than one type of evidence within a paper, but make sure that within each section you are providing the reader with evidence appropriate to each claim. Information about how fan support raises player morale, which then results in better play, would be a better follow-up.
Your next section could offer clear reasons argument in research undergraduates have as argument in research or more right to attend an undergraduate event as wealthy alumni—but this information would not go in the same section as the fan support stuff. You cannot convince a confused person, so keep things tidy and ordered. One way to strengthen your argument and show that you have a deep understanding of the issue you are discussing is to anticipate and address counterarguments or objections.
By considering what someone who disagrees with your position might have to say about your argument, you show that you have thought things through, and you dispose of some argument in research the reasons your audience might have for not accepting your argument. Recall our discussion of student seating in the Dean Dome. To make the most effective argument possible, you should consider not only what students would say about seating but also what alumni who have paid a lot to get good seats might say.
Once you have thought up some counterarguments, consider how you will respond to them—will you concede that your opponent has a point but explain why your audience should nonetheless accept your argument?
Will you reject the counterargument and explain why it is mistaken? Either way, you will argument in research to leave your argument in research with a sense that your argument is argument in research than opposing arguments, argument in research. When you are summarizing opposing arguments, be charitable. Present each argument fairly and objectively, rather than trying to make it look foolish. You want to show that you have considered the many sides of the issue.
It is usually better to consider one or two serious counterarguments in some depth, rather than to give a long but superficial list of many different counterarguments and replies. Be argument in research that your reply is consistent with your original argument, argument in research.
If considering a counterargument changes your position, you will need to go argument in research and revise your original argument accordingly. Audience is a very important consideration in argument. Take a look at our handout on audience. A lifetime of dealing with your family members has helped you figure out which arguments work best to persuade each of them. Maybe whining works with one parent, but the other will only accept cold, hard statistics. Your kid brother may listen only to the sound of money in his palm.
At the same time, do not think of your audience as capable of reading your mind. You have to come out and state both your claim and your evidence clearly.
Critical reading is a big part of understanding argument. Although some of the material you read will be very persuasive, do not fall under the spell of the printed word as authority.
Very few of your instructors think of the texts they assign as the last word on the subject. Remember that the author of every text has an agenda, something that he or she wants you to believe. For more information on objectivity and bias and argument in research reading sources carefully, read our handouts on evaluating print sources and reading to write. Take notes either in argument in research margins of your source if you are using a photocopy argument in research your own book or on a separate sheet as you read.
Put away that highlighter! Simply highlighting a text is good for memorizing the main ideas in that text—it does not encourage critical reading, argument in research. Then you can stop thinking of these ideas as facts and start thinking of them as arguments. Does the author adequately defend her argument?
What kind of proof does she use? Is there something she leaves out that you would put in? Does putting it in hurt her argument? As you get used to reading critically, you will start to see the sometimes hidden agendas of other writers, and you can use this skill to improve your own argument in research to craft effective arguments.
We consulted these works while writing this handout. Please do not use this list as a model for the format of your own reference list, argument in research, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial.
We revise these tips periodically and welcome feedback. Anson, Chris M. The Longman Handbook for Writers and Readersargument in research, 6th ed. New York: Longman. Booth, Wayne C. Colomb, Joseph M. Williams, Joseph Bizup, and William T. The Craft of Research4th ed. Chicago: University of Chicago Press, argument in research. Ede, Lisa. Work in Progress: A Guide to Academic Writing and Revising6th ed. Gage, John T. The Shape of Reason: Argumentative Writing in College4th ed.
Lunsford, Andrea A. Rosen, Leonard J. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4. You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, argument in research, University of North Carolina at Chapel Hill.
The Six Parts of the Argumentative Research Paper
, time: 10:22Research Writing and Argument: All Writing is Argument – Oregon Writes Open Writing Text
Argument in Research Microargument. Microargument is the smallest unit of proof - the individual claim and the data that support it. Vocabulary. Claim: A statement of what you want to prove, what you are asserting. You must learn to recognize claims. You must learn to write statements that clearly and succinctly state your claim Research good research paper must have an argument, and any good essay Argument support its argument with evidence. But now, as in the past, a Paper teacher should be able to tell the difference between Paper phony piece of writing and an Research one An argumentative research paper needs to support your stand on an issue. An argumentative research paper is analytical, but it uses information as evidence to support its point, much as a lawyer uses evidence to make their case. For example, you might try to find research to back up the stand that ancient Egyptian women were the first feminists. Notice that this is a very different focus than an
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