Critical thinking scholarly argument
Welcome to the Purdue OWL. Purdue OWL; critical thinking He has read the poem intently and desires to offer a fresh reading of the poem to the academic.
You are required to produce an argument in almost every form of assessment at university.
The concept of arguments in ordinary life are associated with unpleasant exchanges. In critical thinking, the word "argument", goes much thinking than a disagreement, there must be an attempt to persuade and convince the reader of your position. It can be critical to write an argument because the concept in university work is unfamiliar.
The argument is taken for granted in university assessment tasks. Even if the question does not scholarly indicate the need for one, it is implied that an argument must be presented Turner et al, Arguments must have reasons, and are meant to be critical and convincing Brink-Budgen, Basic vs Complex Arguments There are two main types of arguments in argument essays: A basic argument consists of a position statement, linked to a series of supporting points.
A complex argument both supports a position statement and rejects or modifies an thinking one. Evidence-based argument builds the case for its claim out of available evidence.
Solid understanding of the argument at hand, therefore, is necessary in order to argue effectively. This printable resource provides further examples of the differences between persuasive and argumentative writing. One way to help students see this distinction is to offer a topic and two stances on it: Trying to convince your friend to see a critical movie with you is scholarly persuasion.
The claim that typically answers the question: Project, for example, this essay on Gertrude in Hamlet and ask students to identify the claim, reasons, and evidence. Ask students to clarify what makes this kind of text an argument as opposed to persuasion.
What might a persuasive take on the character of Gertrude sound like? You may also wish to point out the absence of a counterargument in this example.
Challenge students to offer one. Point out that even though the claim comes first in the sample essay, the writer of the essay likely did not start there.
Rather, he or she arrived at the claim as a result of careful reading of and thinking about the text. Share with students that evidence-based writing about texts always begins with close reading.