The Argumentative Essay

Thanks Professor Swensson!


Under construction, use at your own risk!
Objectives
Discussion
Summary
Lab
Exercises

Objectives

 To learn the parts an pieces of The Argumentative Theme. (This is the Apocalypse, the most important lesson in an argumentative writing course.)

As a part of that Objective, you will learn the parts, pieces, and functions of the INTRODUCTORY PARAGRAPH, the CONCLUDING PARAGRAPH, and the TITLE. (The Body Paragraph is covered in a separate unit.)

You will also learn how to write an effective, easy OUTLINE for the Argumentative Theme.

Discussion

THE ARGUMENTATIVE THEME

The argumentative theme is the basic form of persuasion, or argument, that we will study. It works for any length paper, including research papers, although the number of paragraphs and subdivisions must be modified. It also may form the basis for an argumentative speech (also called a Speech to Persuade), something you use in college or in life. You may use this form of argument, either formally or informally, to convince others of your position, your thesis.

The M1A1 Argumentative Theme is more effective if it deals with a CONTROVERSIAL, WORTHWHILE, and RESTRICTED topic, and is only as effective as the evidence, logic, and personal analysis that go into it.

Its effectiveness is typically a result of its RESTRICTION; the smaller your focus, the more specific will be your evidence; the more convincing your argument.DO not attempt to wrestle with and subdue the entire elephant. Write only about that small piece of the elephant's ear you can hang onto.

"The best thesis is an affront to somebody, a fly in the facial ointment of all convention."
Sheridan Baker
The PARTS and PIECES of the argumentative theme(of perhaps 5-700 words) would look like:

TITLE


INTRODUCTORY PARAGRAPH:

Introductory Statements (6-8 sentences)
Thesis
Plan Step

BODY PARAGRAPH(S):

Topic Sentence
Evidence
Analysis
(Restated Topic Sentence-optional)

CONCLUDING PARAGRAPH:

Restated Plan Step
Restated Thesis
Concluding Statements (3-4 sentences)

A research paper might consist of three (or more) sections, with body paragraphs in each section. The ten-year life plan Research Paper (see Exercise 4.5.2, below) contains three required sections: Your Education plan, your work/jobs plan, and a lifestyle plan. Each section may have a brief introduction, and, might have a brief conclusion as well.

See HW 38-40, for a very similar layout, with an even better explanation.

The Introductory Paragraph

The introductary paragraph consists of three parts, the Introductory Statement(s), Thesis Statement, and Plan Step. The PLAN STEP is a summary of the TOPIC SENTENCES of your BODY PARAGRAPH.

INTRODUCTORY STATEMENTS--This may be a specific, attention-getting observation, a quotation, or a very sharp piece of evidence. The Introductory Statements normally name the topic, indicate some restriction or focus, and set the tone of the paper. In a 500-750 word paper, they should usually be 6-8 sentences in length. They should NOT be glittering generalities, one over the world statements that are meaningless and bore the reader.

THESIS STATEMENT--The point you are arguing. An Opinion. Restricted, Unified, and Precise. The narrower your thesis, the more specific will be your evidence, the more effective your argument. The thesis statement is, however, more general than your topic sentences, because they support the Thesis.

PLAN STEP--A summary of your topic sentences. The Plan Step has a logical, because-therefore relationship with the Thesis. The Plan Step generally, usually, maybe starts with the words, "I Say this because. . ."

Here is a SAMPLE INTRODUCTORY PARAGRAPH written by a super student. Note how the parts and pieces are clearly identifiable, in part assisted with the use of the words "I say this because," between the THESIS and the PLAN STEP:

TRANSCENDING CULTURAL DIFFERENCES

Their homelands were separated by half the globe. They experienced culturally different backgrounds. Their lifetimes are divided by 1900 years. This is the relationship between Jeanne Wakatsuki Houston and the Apostle Paul. These authors have never met, and yet some of their writings parallel each other in most illuminating ways. These ways literally bond us together as a human race. As Jeanne has asked, "What are those threads. . .the pattern for who we are as Americans" ("Tapestry"4c)? Overcoming cultural differences is a common thread in the writings of Jeanne Wakatsuki Houston and the Apostle Paul. I say this because although they were both put through trials, they were both motivated by faith and took it upon themselves to be of service to others. Moreover, they both promoted the equality of all people through their writings

The Body Paragraphs

The body paragraphs each start with a TOPIC SENTENCE which is an opinion, and which is itself, Restricted, Unified, and Precise (Same criteria as Thesis Statement). The Body Paragraph contains EVIDENCE and an ANALYSIS of that evidence.

EVIDENCE consists of facts which support the Topic Sentence, and the evidence is ORDERED, normally in either strong-to-strongest, chronological, or a spatial order. The Evidence is supported by your ANALYSIS in which you relate and explain the relationship between the evidence and the Topic Sentence. The criticality of analysis may be seen in a trial in which, from the SAME evidence, the prosecution argues "guilty," and the defense argues "not guilty."

A Body Paragraph may conclude with a RESTATED TOPIC SENTENCE.

An effective Body Paragraph is UNIFIED (contains only one controlling idea), ORDERED (see above), COMPLETE (Contains "enuf" evidence to prove the point in the Topic Sentence), and COHERENT (Flows smoothly because of transition words, consistent pronoun referents, and a logical order to the evidence). For a more detailed discussion of The Body Paragraph, see UNIT 3.

A SAMPLE BODY PARAGRAPH for the essay quoted ABOVE about Jeanne Wakatsuki Houston and the Apostle Paul, written by a student is:

Both Jeanne and Paul were confronted by many trials. During WW II, when Jeanne was seven years old, her family was placed in an internment camp in the desert in Manzanar, California. They remained incarcerated there for four years. Her entire family slept in only two small rooms, and were given only two thin army blankets each. Jeanne said, "It was bitter cold when we arrived, and the wind did not abate ("Arrival" l8l-86). She also experienced difficulty in planning a career because of her ethnic heritage ("Tapestry"4c). Similarly, Paul was put through many trials because he was a Christian. For example, he was imprisoned twice, beaten with rods three times, and once even stoned. These are only a few of the hardships Paul faced. Although he suffered, he delighted in his weakness because this made it evident to him that there was a greater power supporting him through all that he did (II Cor. 11:23-25).

Please note four things about this excellent paragraph. First, go back up and look at the relationship between the TOPIC SENTENCE of the Body Paragraph, and the beginning of the PLAN STEP in the Introductory Paragraph. Second, note that this paragraph is an excellent COMPARISON paragraph (See HW 40-42). Third, while I discourage students from writing about religion, this paper does not violate that stricture because it stays in a historical context. But finally, and most important, note the CONCRETENESS of the EVIDENCE in the paragraph.

4.2.4 The Concluding Paragraph

starts with a restatement of your PLAN STEP. Here you are restating and summarizing your argument. You do not need to do this verbatim, but do not skimp either. I generally use one sentence per body paragraph here.

Next, you restate the THESIS, and I generally do this verbatim. The entire paper has been spent arguing and supporting this point. No need to change it.

The concluding paragraph ends with CONCLUDING STATEMENTS. These sentences may look back to your Introductory Statements in order to "frame" your paper, may state wider implications, and do provide a graceful exit. This is not the place to be introducing new material, however.

The cardinal sin of body paragraphs is to be too cursory, too brief. Avoid this by including all of the parts and pieces, and by writing effective closing statements. The Concluding Paragraph is the last thing the teacher reads before assigning the grade, the last thing the banker reads before deciding on granting the loan, the last thing your reader reads before deciding whether your argument is reliable.

4.2.5, The Title

Is short, sexy, provocative, and creates an immediate impression. It should entice the reader to want to read your paper, and a working title can help you stay focused during your writing. The title is NOT a summary of your thesis. It may include some mystery.

There is an excellent discussion of titling at HW 51-52.

4.2.6, OUTLINING The Argumentative Theme:


There are four parts to an Argumentative Theme OUTLINE. They are (1) The Title, (2) The Thesis, (3)Topic Sentences, and (4) Evidence, either listed or as complete sentences. An Outline, then, would look like:

TITLE

THESIS:

TOPIC SENTENCE 1:

EVIDENCE 1A
EVIDENCE 1B

TOPIC SENTENCE 2:

EVIDENCE 2A
EVIDENCE 2B
EVIDENCE 2C

TOPIC SENTENCE 3:

EVIDENCE 3A
EVIDENCE 3B

A COMPLETED OUTLINE would look like this:

OVERFELT's FINEST

THESIS: I will be highly successful in English class.

TOPIC SENTENCE 1: My family background has been intensive preparation for success in English class.

1A: My mother Nancy's PHD in Liberal Studies

1B: Family travel throughout Europe, Asia, and Africa--multicultural exposure

[note:this evidence is merely listed]

TOPIC SENTENCE 2: My excellent education at Overfelt High School left me well prepared for success in this English xx class.

2A: Mrs. Sloan's sophomore Social Studies class exposed me to a host of cultures and ideas.

2C: Craig "the Ace" Stephan's great Honors English Class taught me to construct powerful, well-organized arguments.

2B: My study partners in Junior English class, Tommy Wang and Chi Nguyen, helped me to begin to understand Asian Literature (Cite our discussion of Li Po's poetry).

[note:this evidence appears in complete sentences, and the last example includes the start of analysis to help remind you why you included the evidence. As long as you have the required four parts, you may lay out the evidence however works best for you. Also note in the second body paragraph how easy it is to change the ORDER of your evidence. As I was writing this outline, I concluded that Ace Stephan's class was the strongest item of evidence, so I labeled it "2C." DO NOT OUTLINE INTRODUCTORY and CONCLUDING PARAGRAPHS.

Also note that an outline is a living document. As I write this outline I am already seeing new ways to RESTRICT based on the EVIDENCE. If this were my paper, I would start sharpening my evidence and focusing toward a more restricted thesis, e.g.: "I will be highly successful with multicultural aspects of this English class.

4.3 Summary

The ARGUMENTATIVE THEME may be the most important tool you learn in college. That is why it is your educational apocalypse; that is why the title of this homepage. You can use the Argumentative Theme in many of your college courses, and in much of your life. Like a good movie which has a beginning, a middle, and an end, it contains an Introductory Paragraph, Body Paragraphs, and a Concluding Paragraph. It should start with a great title. The PARTS and PIECES look like this:

TITLE

INTRODUCTORY PARAGRAPH:

Introductory Statements (6-8 sentences)
Thesis
Plan Step

BODY PARAGRAPH(S):

Topic Sentence
Evidence
Analysis

CONCLUDING PARAGRAPH:

Restated Plan Step
Restated Thesis
Concluding Statements (3-4 sentences)

4.4 Lab

LAB EXERCISE 4.4.1

UNDERSTANDING THE OUTLINE. Write a brief paragraph explaining why you think I have suggested that you NOT outline the Introductory and Concluding Paragraphs. (Hint: Compare the parts and pieces of these paragraphs, immediately above, with the four-part outline, above.)

LAB EXERCISE 4.4.2

INTRO PARA FOR AN ESSAY ON SUCCESS. Look back at the two body paragraphs in Unit 3 concerning your previous education (Exercise 3.5.1) and family background (Exercise 3.5.2) Write an introductory paragraph for a complete argumentative theme based on the paragraphs you wrote--or would have written--for those exercises. Note: this is an easier exercise if your response to both paragraphs was the same, i.e. if both your previous education and family background did or did not prepare you to be successful In English class. If one were positive and the other were negative, and you were a good student who wanted to argue a unified thesis, and did not want to "ride the fence," what would you have to do to tip the balance?

4.5 Exercises

EXERCISE 4.5.1--JOB or EDUCATION


This theme is probably your first full-length theme in this class. Remembering that effective college writing depends on controversiality, worthwhileness, and restriction, and that the key to an effective argument is the EVIDENCE of an argument, select one of the following topics, according to your passions:

A. Define a problem, or recommend a solution to a problem, related to your employment or recent past employment.

B. Define a problem, or recommend a solution to a problem, related to your current or future education.

C. I would entertain an alternate topic ONLY if presented, in writing (typed) by _______________.

The challenge here is first to think widely and actively about whichever of the two topics is of more interest. There is a major restriction challenge implicit in each. Do not attempt to argue both a problem and a solution in the same paper. If you are arguing a solution, define the problem as a given in the introductory paragraph (and elsewhere). The key to success here is a super RUP Thesis supported by 2 or more RUP TS--all of which came from EVIDENCE that you considered and ORGANIZED. Remember the UOCC principles both within body paragraphs and among them. FInally, in this essay, wew will move from the realm of evidence from personal experience to also include evidence from research. You must use_______outside sources in the completion of this requirement. These sources could include books, magazine, personal or email interviews with your boss, coworkers, or educational administrators or other faculty(highly encouraged), or material from the Internet. You will be required to include a Works Cited section at the end of your paper on a separate page, and to use parenthetical notes within the body of your paper. (See HW, 591-627; the blue section contains sample "Works Cited" entries.

A typed, Four Part OUTLINE of your argument is due __________________. (The four parts--memorize these-- are title, thesis, TS, and EVIDENCE ). The complete PEC will be due __________________. The final paper will be turned in __________________.

I am looking for exciting, interesting, well--restricted papers with great evidence and incisive thinking. I think finally they should be papers that are worth reading, that really do deal with real-world issues that you feel strongly about. As Gatsby observed, "let your mind romp like the mind of god." And collaborate.

EXERCISE 4.5.2--TEN YEAR LIFE PLAN-RESEARCH PAPER


"Preparing for the Millenium"


Theme Four is YOUR paper, your MAGNUM OPUS for the course. The PEC incl WORKS CITED, is worth 20 points; the paper itself, will be worth 100 points. Typed, double spaced, the paper's minimum length is 6 pages (2000 words) with 7 references, at least one of which will come from your course readings. There is no maximum length.

It is a personal paper that precisely states your detailed GOAL for the year 2006, and ARGUES convincingly how you are going to achieve your goal. The paper will contain three required sections: (Educ=1/2)

The EDUCATION PLAN will argue in detail where and when you are going to obtain such education as is necessary to achieve your goal. Why did you choose which college to transfer to? Where and why will you take your graduate work? Where will financing for this education come from? If you decide to take all of your education in the Bay Area, defend that geographic choice.

The WORK PLAN will argue in detail where you will work during this period and why. Work would probably support educational financing and career development. How will you get those jobs? In that respect, your GOAL will be stronger if you name a specific type and size of company (or a specific company) rather than just a career field.

The LIFESTYLE PLAN will argue in detail how you will live your life and why. Personal inventory, selection of marital status, alternative lifestyles, and responsibilities toward siblings or parents may enter in here. While this section may require less research, it should be precise and thoughtful.

You may include any other sections that you feel you need such as a background section (considering your heredity and environment, a kind of personal asset inventory),real estate or investments, community or religious activities,, service to others, passionate hobbies, sports, etc (or you may wish to include some of these in your LIFESTYLE PLAN.) This is YOUR paper so you have free reign. You may write in the future tense or the past tense--just be consistent and remember that this is argument, NOT FANTASY. Your choices will be tested for the quality of research and rationality within the context of the choice. If you choose mediocrity, you must defend that choice. If you are going to be a Fish Crier that is fine; but how can you BEST prepare yourself to be the BEST fish crier? Get a Life!

EXERCISE 4.5.3--TRASK RELIABILITY


DEFINITION OF RELIABILITY:
"When we are sufficiently convinced of the believability of an argument to believe it, or act upon it, we say it is RELIABLE."
                             West Point Logic Lesson, ca. l972
RELIABILITY DETERMINATION: Haunani Kay Trask, ìFrom a Native Daughterî (Note: Parenthetical notes refer to REREADING AMERICA, 2nd ed. Trask's essay is available from a variety of sources.)

This formal assignment confirms and expands what we have been discussing re the argumentative theme and our study of evidence and logic. This major paper is 750 words long minimum (equal to three pages double spaced) and will utilize three references, correctly documented according to the MLA standards outlined and exampled in WWR, pp. 367 et. ff.

Repeating what you already have been issued. The SUBJECT is How reliable is Trask’s argument that Western historians have ìdeculturedî the Hawaiian peoples, ìWhat better way to take our culture than to remake our image? A rich historical past became small and ignorant in the hands of the westerners. And we suffered a damaged sense of people and culture because of this distortionî (573)?

The key to a successful response will be RESTRICTION. Suggestions for restriction include her discussion of Western historians and Clearly you can restrict even further within one of these selections; you could for instance just discuss Hawaiian reactions to annexation, or the Great Mahele.

You must use at least three outside sources, including HW (See sections on argumentation, throughout) or WWR (Chapters 3,4,6, or 7 would seem appropriate). You may use the film ACT of WAR with the following cite:

ACT OF WAR. Trask et. al. NaMaka o ka` Aina, 1993

You have a lot of leeway here. The key will be to think small. If you look at the Daws' work for instance, you need analyze only two or three passages--the ones cited by Ms. Trask--not the entire work.