Developing an Argument in Writing: Constructing an Argument and
Incorporating Evidence and Theory Louise Livesey Academic Skills
Adviser This workshop will: Revist what an argument is Suggest
types of argument that an assignment can be built around Offer
strategies to apply evidence and theory into your written work
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1.Types of arguments to construct 2.Using evidence to support
your argument 3.Using theory in your writing Todays Plan
Slide 3
Evidencing is more than one source Check your reading list Keep
a record Think, read, write 1.Types of argument to construct
Analysis Critical Thinking
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Agreeing and presenting reliable evidence to support the
position taken. Rejecting but again using reliable evidence to do
this. (A counter-argument with each individual claim in the
argument in question is countered by another claim). Conceding that
an existing argument/point of view has merits, but needs to be
qualified in certain respects, and stating what these are.
Proposing a new argument/point of view, or reformulating an
existing one, so that the new version makes a better explanation
for the situation under discussion. Reconciling by bringing a new
perspective to bear on the topic. Connecting or synthesizing
different ideas, so new approaches and arguments/points of view can
be brought to bear on the subject. 1.Types of argument to
construct
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Graphic representation of argument Waitrose better Agree
Convenience Shorter queues Range Chocolate brands Quality Fresher
bread 1.Types of argument to construct
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Activity 1: Workshops v Instant Action 1.Types of argument to
construct
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Use examples Which highlight the most significant or
far-reaching implications To illustrate different aspects of your
argument From a range of sources, e.g. journal articles, books, and
reports To support general arguments. Use empirical evidence, i.e.
evidence collected via systematic and rigorous observation Use
maps, diagrams and numerical data (in appropriate assessments, i.e.
not essays but reports and dissertations) 2.Using evidence to
support your argument
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DO NOT PANIC 3.Using theory in your writing
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Competing theories are not equal different theories appeal to
different kinds of evidence, so different theories are useful in
different contexts. Do not lump together good bits of different
theories into one super theory as they will contradict each other.
Stand outside to see a theorys strengths and weaknesses 4.Using
theory in your writing
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Clear slide for me 4.Using theory in your writing
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Summary Undertake critical analysis before you start writing
Are clear about your position on the issue (if asked to choose a
stance) Take multiple perspectives THE BEST ANSWERS DO THIS: IT IS
A MARK WINNER Are clear about your conclusion (if asked to be
definite) Use appropriate empirical or theoretical evidence to
support your points/beliefs Stand outside a theory to see its
strengths and weaknesses
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Analyse your own work be your own critic
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References Clip art spectacles/question Cottrell, S. (2013) The
Study Skills Handbook. 4 th Ed. Basingstoke: Palgrave Macmillan.
dogfaceboy (2007) Slick flame stitch. [online] Available at:
http://www.flickr.com/photos/dogfaceboy/377499363/ [Accessed
21.7.2014] http://www.flickr.com/photos/dogfaceboy/377499363/
Redman, P. (2001) Good Essay Writing. 2 nd Ed. London: Sage
Publications Ltd. The Wikimedia Foundation, Inc. (2014) Available
at:
http://en.wikipedia.org/wiki/Pierre_Bourdieu#Bourdieu.27s_theory_of_class_distincti
on [Accessed 21.7.2014]
http://en.wikipedia.org/wiki/Pierre_Bourdieu#Bourdieu.27s_theory_of_class_distincti
on
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References University of Surrey. (2014) Writing Skills.
Guildford: University of Surrey. [online] Available at:
http://libweb.surrey.ac.uk/library/skills/writing%20Skills%20Leicester/page_01.htm
http://libweb.surrey.ac.uk/library/skills/writing%20Skills%20Leicester/page_01.htm
[Accessed 6.3.2014] Van den Brink-Budgen, R. (2010) Critical
Thinking for Students. 4th Ed. Oxford: How To Books Ltd.
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Academic Skills Advice Service Where are we? Chesham Building
B0.23 What do we do? Support undergraduate students with their
academic skills by running clinics and workshops, having bookable
appointment slots, and enabling students to drop-in for Instant
Action. Who are we? Michael and Helen specialise in Maths Support;
Lucy and Russell advise students on study skills; and I (Louise)
deliver the workshops When can you come for help? Everyday both
face to face and on-line How do I get in touch? Email: academic-
[email protected] or website www.brad.ac.uk/academic-
skillsacademic- [email protected]