Teaching Argument
Teaching Argument
Teaching Argument
Students sometimes confuse argument with debate, taking a strong, oppositional position
on a topic and then trying to "win" points.
Students sometimes conceptualize an argument as a fight: they spar with a text without
taking the time to understand it.
Students sometimes think in black and white, neglecting the nuances of an argument.
Students sometimes jump on the first bandwagon they find, citing an authority with
almost blind reverence and ignoring all other points of view.
Students can mistake argument for opinion, writing papers that are subjective and selfgratifying rather than objective and reader-based.
Students too often rely on structures that they learned in high school (for instance, the
five-paragraph theme), thereby crippling their arguments from the get-go.
However, when students write, they cannot remain passive players in the learning game. Even
the simplest writing task, such as a summary of an article, requires that students make important
critical choices: What information is most important to this argument? What might be left out?
More complex writing assignments ask students to make more difficult choices about a topic
choices that eventually bring them to the questions: "What is it that I think about this subject?
How did I arrive at what I think? What are my assumptions, and are they valid? How can I work
with facts, observations, inferences, and so on, in order to convince others of what I think?" (For
a discussion of designing assignments and assignment sequences to improve critical thinking, see
Syllabus and Assignment Design.)
In order to help students successfully and critically interrogate their ideas, professors may want
to employ critical thinking pedagogy in their classrooms. Critical thinking pedagogy breaks
down a student's existing critical thinking into discrete activities, and then shows students how to
reflect carefully on each of these activities in order to sharpen their thinking skills.
To begin, we need to make our students aware that their own premises and biases are not fact.
We thus require our students to challenge these premises and biases. Finally, we encourage them
to discover and to challenge the premises and biases of others. In short, we move our students to
experience some shift in their understanding.
One way to facilitate this shift is to create writing assignments that require our students to move
back and forth between observation and inference, fact and assumptionall the while marking
where they are in the critical process. The primary aim is to encourage students to observe
themselves and others in the critical process. We want students to be able:
To see patterns or relationships in what they have observed or discovered in their reading;
To create arguments understanding that these arguments are not the last word, but part of
an ongoing debate in a scholarly process.
Elements of Argument
The Claim/Thesis Sentence
Most first-year students can tell you that a thesis sentence makes the claim on which an argument
is based. But even while they understand the thesis' role, they are often unable to craft effective
thesis sentences. They may make a thinking mistake and craft a thesis sentence that declares an
observation rather than an argument. They may also write thesis sentences that are formulaic
i.e., sentences that state a claim and then offer a list of illustrations. They may not understand
that a thesis can point to conflicting claims or raise a question. They may also write thesis
sentences that are simply poor sentences, burying important ideas in subordinate clauses, thereby
confounding the reader.
Each of these problems requires specific teaching strategies. In the first case (declaring an
observation rather than an argument), an instructor might reveal the deficiencies of observations,
Elements of Argument
Evidence
Often students write poor thesis sentences because they haven't gathered sufficient evidence.
Others fail because they don't know how to work with the evidence they have. Some come up
with their thesis sentences and then go looking for evidence, including only the ideas that seems
to fit. Others go to secondary sources before they have an idea, allowing other arguments to
stand in for their own. Still others turn their evidence into examples, offering a series of
illustrative passages or observations as a substitute for argument. ("Here's one example of the
failed health care system, here's another, and another; as we can see, the health care system is
failing.")
Complicating the matter further is that evidence differs from discipline to discipline. In some
sociology classes, careful observation may constitute evidence. In a literature class, evidence is
found by a close reading of the text. In the sciences, evidence is built upon repeated empirical
practices.
Instructors need to teach students what counts as evidence in their disciplines. They must also
teach students what to do with the evidence that they have. Illustrating a point isn't quite the
same thing as arguing it. An argument doesn't simply illustrate; it develops. Students should both
discover and grow their arguments using sound reasoning skills.