- •What is an academic paper?
- •Writing for College How It Differs From Writing in High School
- •Constructing An Informed Argument What You Know
- •Summarize.
- •Evaluate.
- •Analyze.
- •Synthesize.
- •Choosing An Appropriate Topic
- •Finding a Rhetorical Stance
- •Consider Your Position
- •Consider Your Audience
- •Considering Structure
- •Introductions:
- •Thesis Sentence:
- •The Other Side(s):
- •Supporting Paragraphs:
- •Conclusions:
- •Using Appropriate Tone and Style
- •Tips For Newcomers
- •Coming Up With Your Topic
- •Reading to Write
- •Read Actively
- •Break the Linear Tradition
- •Trust Your Gut
- •Enter the Conversation
- •Use the Margins
- •Moving Outside the Text
- •Reading Differently in the Disciplines
- •Resources for Improving Reading
- •Using Critical Theory
- •Feminist criticism:
- •Marxist criticism:
- •Psycho-analytic criticism:
- •New Historicism:
- •Deconstruction:
- •Reader-Response:
- •Informal Strategies for Invention
- •Brainstorming
- •Freewriting
- •Discovery Draft
- •Formal Strategies for Invention
- •Five w's and an h
- •Tagmemics
- •Aristotle's Topoi
- •1) Use Definition
- •2) Use Comparison
- •3) Explore Relationship
- •4) Examine Circumstance
- •5) Rely on Testimony
- •Focusing Your Ideas
- •Nutshelling
- •Broadening Your Topic
- •First, try to make connections.
- •Second, turn your idea inside out.
- •Third, consider the context.
- •Narrowing Your Topic
- •First, test your claim.
- •Then look for examples.
- •Look for more examples.
- •Finally, consider the context.
- •Researching Your Topic
- •Finding Sources
- •Using Your Sources
- •Summarize Your Sources
- •Categorize Your Sources
- •Interrogate Your Sources
- •Make Your Sources Work For You
- •Keep Track of Your Sources
- •Cite Sources Correctly
- •Developing Your Thesis
- •Writing a Thesis Sentence
- •A good thesis sentence will make a claim.
- •A good thesis sentences will control the entire argument.
- •A good thesis will provide a structure for your argument.
- •Alternatives to the Thesis Sentence
- •The Thesis Question
- •The Implied Thesis
- •Will This Thesis Sentence Make the Grade? (a Check List)
- •What else do you need to know about thesis sentences?
- •A good thesis usually relies on a strong introduction, sharing the work.
- •The structure of your thesis, along with its introduction, should in some way reflect the logic that brought you to your argument.
- •A good working thesis is your best friend.
- •Constructing the Thesis: a Writer's Clinic for Beginners
- •What is a Working Thesis Sentence?
- •Revising the Working Thesis
- •Revising Your Thesis For Eloquence
- •Writing: Considering Structure & Organization
- •Organizing Your Thoughts
- •Let Your Thesis Direct You
- •Sketching Your Argument
- •Outlining Your Argument
- •Modes of Arrangement: Patterns for Structuring Your Paper
- •Constructing Paragraphs
- •What is a paragraph?
- •Writing the Topic Sentence
- •Developing Your Argument: Evidence
- •Developing Your Argument: Arrangement
- •Coherence
- •Introductions and Conclusions
- •Introductions
- •Announce your topic broadly, then declare your particular take.
- •Provide any background material important to your argument.
- •Define key terms, as you intend to make use of them in your argument.
- •Use an anecdote or quotation.
- •Acknowledge your opponents.
- •Conclusions
- •Revision: Cultivating a Critical Eye
- •Why And How To Revise
- •Large-Scale Revision.
- •Small-Scale Revision.
- •Editing.
- •Proofreading.
- •Developing Objectivity
- •Did I fulfill the assignment?
- •Did I say what I intended to say?
- •What are the strengths of my paper?
- •What are the weaknesses of my paper?
- •Analyzing Your Work
- •Consider Your Introduction
- •Consider Your Thesis
- •Consider Your Structure
- •Consider Your Paragraphs
- •Consider Your Argument and Its Logic
- •Read your paper out loud.
- •Get a second reader.
- •Be a second reader.
- •Visit rwit.
- •Logic and Argument
- •What is an Argument?
- •Understanding Formal Logic
- •Reviewing Your Argument's Evidence
- •Have you suppressed any facts?
- •Avoiding Logical Fallacies
- •Attending to Grammar
- •A Brief Introduction
- •Most Commonly Occurring Errors
- •Wrong/missing inflected ends.
- •Wrong/missing preposition.
- •Comma splice.
- •Subject-verb agreement.
- •Missing comma in a series.
- •Pronoun agreement error.
- •Unnecessary commas with restrictive clauses.
- •Dangling, misplaced modifier.
- •Its/it's error.
- •Becoming Your Own Grammar Tutor
- •First, determine whether the error is a matter of carelessness, or a pattern of error.
- •Second, prioritize among your errors.
- •Third, practice writing sentences.
- •And finally, understand that grammar counts.
- •The Basic Principles of the Sentence Principle One: Focus on Actors and Actions
- •Principle Two: Be Concrete
- •Nouns often require prepositions.
- •Abstract nouns often invite the "there is" construction.
- •Abstract nouns are, well, abstract.
- •Abstract nouns can obscure your logic.
- •Principle Two, The Exception: Abstract Nouns & When To Use Them.
- •Principle Three: Be Concise
- •Principle Four: Be Coherent
- •Is your topic also the subject of your sentence?
- •Are the topics/subjects of your sentences consistent?
- •Have you marked, when appropriate, the transitions between ideas?
- •Principle Five: Be Emphatic
- •Students' Advice for Students Sharon Stanley '99 writes on Clarity
- •Ross Wilken '99 writes on Revision and the importance of starting early
- •Ashley Brown '00 writes on Writing as a process
- •Louisa Gilder '00 writes on The importance of being personally invested in your writing
- •Leda Eizenberg '00 writes on The value of outlining after you write
- •Rita Mitchell '00 writes on Clarity
- •Christina Krettecos '00 writes on The writing process
- •Kinohi Nishikawa '01 writes on The importance of getting personally involved with your writing
- •Nils Arvold '00 writes on Things that work for him
- •Julia Henneberry '99 writes on Voice and tone, and the importance of reading other people's papers
- •Lauren Allan-Vail '99 shares a few thoughts on writing
- •Andrew Berglund '00 writes on The importance of clear logic
- •Karen Meteyer '99 writes on The importance of starting early
Reviewing Your Argument's Evidence
So how do you create an argument with solid premises? You review your evidence, making sure that it is fair, objective, and complete.
Ask yourself the following questions about the evidence in your paper.
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Have you suppressed any facts?
The opponent's point of view needs to be reckoned with, not ignored. Perhaps you are in the middle of writing what you think is a brilliant paper that argues that Christianity as we know it was created (or recreated) by Paul. You discover a compelling argument that states otherwise. (Or, even more depressing, you discover a book that steals your thunder.) Resist the temptation to pretend that you never saw these books. Work them into your argument in such a way that your work as a whole is strengthened by their presence.
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Have you manipulated any facts?
Sometimes we dig up information that can only loosely support our point of view. But we need that information in order to make our argument stand. Is it fair to stretch the information to suit our own purposes? Absolutely not - unless you are going to acknowledge the stretch to the reader, and leave it to him to decide whether your stretch is a fair one.
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Do you have enough evidence?
Review the main points of your argument and consider whether or not each point is convincing based on the evidence alone. Do you find yourself relying on your rhetoric alone to make a point? If you are, you may need to return to your sources for evidence.
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Do you have too much evidence?
Take a look at your paper. Do your quoted passages outweigh your own prose? If so, perhaps your argument has been buried under the arguments of others. It's likely, too, that your reader will find so much information difficult to wade through. She'll be looking hard for an argument that may in fact be impossible to find.
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Is your evidence current? Reputable?
It's not that you can't use dated sources in a paper, it's simply that you run the risk of not considering more current information that might challenge your point of view. You've also got to make sure that your evidence is reputable. Remember the dictum, "You can't believe everything you read." This is especially true of information you find on the Internet, where anyone can post anything, sometimes without the slightest concern for its validity.
Avoiding Logical Fallacies
Logical fallacies are mistakes in reasoning. They may be intentional or unintentional, but in either case they undermine the strength of an argument. Some common fallacies are defined below.
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Hasty Generalization: A generalization based on too little evidence, or on evidence that is biased. Example: All men are testosterone-driven idiots. Or: After being in New York for a week, I can tell you: all New Yorkers are rude.
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Either/Or Fallacy: Only two possibilities are presented when in fact several exist. Example: America: love it or leave it. Or: Shut down all nuclear power plants, or watch your children and grandchildren die from radiation poisoning.
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Non Sequitur: The conclusion does not follow logically from the premise. Example: My teacher is pretty; I'll learn a lot from her. Or: George Bush was a war hero; he'll be willing to stand tough for America.
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Ad Hominem: Arguing against the man instead of against the issue. Example: We can't elect him mayor. He cheats on his wife! Or: He doesn't really believe in the First Amendment. He just wants to defend his right to see porno flicks.
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Red Herring: Distracting the audience by drawing attention to an irrelevant issue. Example: How can he be expected to manage the company? Look at how he manages his wife! Or: Why worry about nuclear war when we're all going to die anyway?
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Circular Reasoning: Asserting a point that has just been made. Sometimes called "begging the question." Example: She is ignorant because she was never educated. Or: We sin because we're sinners.
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False Analogy: Wrongly assuming that because two things are alike in some ways, they must be alike in all ways. Example: An old grandmother's advice to her granddaughter, who is contemplating living with her boyfriend: "Why should he buy the cow when he can get the milk for free?"
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Post Hoc, Ergo Propter Hoc: The mistake of assuming that, because event a is followed by event b, event a caused event b. Example: It rained today because I washed my car. Or: The stock market fell because the Japanese are considering implementing an import tax.
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Equivocation: Equates two meanings of the same word falsely. Example: The end of a thing is its perfection; hence, death is the perfection of life. (The argument is fallacious because there are two different definitions of the word "end" involved in the argument.)