arguments | terms | constructing arguments | common problems | mla citation and works cited
In this class, you will be constructing arguments quite often. Your two papers will be extended arguments, the essay portion of exams will be arguments, you will be making arguments as part of the weekly writing exercise, and your assigned blog entries will also be arguments.
When you make arguments, you are presenting and defending an original, provocative, and debatable point. That is, you should assume that some will disagree with you, so you need to make your argument logically compelling and provide evidence to defend your point. This might include details from the texts you are analyzing, as well as quotations from, or references to, these texts, as well as material on the blog and lectures.
The following terms and pointers are designed to help you make better arguments. They are also terms and pointers we will refer to when discussing your writing in the context of grading.
Thesis: The seed of your argument; the main point you want to contest or defend. This usually appears at the end of your introductory paragraph and is repeated (rephrased) at the end of your concluding paragraph, following a brief summary of your argument and evidence.
Argument: The logical structure (the “tree”) that grows out of your thesis, developed in your body paragraphs.
Claims: The components (the “branches”) of your argument. A good argument will typically have two or more claims, with a body paragraph devoted to each claim.
Evidence: Examples from the object of study (film), and references to authorities, to back up your your argument.
Authorities: Critics, experts, or even figures of moral authority if they are speaking on your topic, cited to support your argument.
1. Read the text you are writing about (preferably more than once), and take good notes.
2. Review your notes and think about an argument that you could make. Remember that your argument should be original and provocative, but also situated within a larger critical conversation. If it’s too much of one or the other, it will be a weak argument.
3. Consider your evidence (from the text you are analyzing), and look for substantiating evidence (from authorities). If your evidence is weak, return to step 2.
4. Is there evidence from your text or from authorities that contradicts your argument? If yes, return to step 2.
5. Draft a thesis that encapsulates your argument.
6. Outline an argument that is a development of your thesis, and is supported by sufficient evidence from your film.
7. Draft, revise, edit, and proofread your argument within the guidelines of the paper prompt.
Common Problems with College-level Arguments
1. There is no discernible thesis. Instead there is unnecessary plot summary.
2. Obvious/weak/unclear thesis.
3. The thesis deals with a theme rather than the work itself (e.g. it is about technology in general, rather than about technology in Frankenstein.
4. Illogical/faulty argument.
5. Lack of evidence from the text you are analyzing to support your argument.
When you cite critical sources (authorities), use MLA format. If you have an academic writer’s manual, there should be sections on citation and works cited. You might also consult online sites. I would suggest the Research and Documentation Online site. Here is the link to the Humanities section of the site:
http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch04_o.html
On the left hand side of the page there are two expandable menus, entitled Finding Sources and Documenting Sources. If you want help finding, as well as documenting, sources, this is the place to start.
Or if you just want to figure out how to do citations, here is the link to the section that specifically explains MLA in-text citation:
http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch08_s1-0001.html
Or if you just want to figure out how to do your works cited list in MLA style, go to this page:
http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch08_s1-0011.html
