Classical Argument Template PDF

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ENGL17889GD: Classical Argument Outline and Templates I.

INTRODUCTION:. You want to hook the readers’ attention, and provide background information / context on your topic. Some strategies: a.

Introduce the issue or ongoing debate you’re discussing. i. “In discussions of X, one controversial issue has been _________. On the one hand, _______ argues _______. On the other hand, _______ contends ______. Others even maintain _______. My own view is that _______.” ii. “When it comes to the topic of _______, most of us will readily agree that _________. Where this agreement usually ends, however, is on the question of _________. Whereas some are convinced that _______, others maintain that _______.”

b. Introduce “standard views” about a topic. Begin with an assumption that readers accept as true, and formulate a thesis that challenges that assumption. i. ii. iii. iv. v.

“Canadians today tend to believe that ________.” “Common sense seems to dictate that _____.” “The standard way of thinking about topic X has it that _______.” “My whole life I have heard it said that ________.” “Many people assume that _________.”

c. Ask a question you will answer. Grab readers’ interest with a provocative question, which you will answer with your thesis statement. d. Begin with a narrative -- perhaps a recent news story, or a personal anecdote, to grab your readers’ attention and set up your argument. II.

THESIS STATEMENT: End your intro paragraph by announcing the claim you will be supporting in the essay. Your claim can be one of definition, causation, evaluation, or recommendation (see Week 9: Building a Thesis Statement lesson). • Where do I stand on this issue? • What point of view do I want my audience to accept at the end of my argument? What am I trying to prove? • What is my purpose in delivering this argument? a. “In this essay I will argue that __________ should _________ because ____________.” b. “I want to convince members of X group that ________ is / should be considered __________ because _________.” c. “We must help _________ to solve the problem of _________ by __________.”

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III.

BODY PARAGRAPHS: Reasons that support the thesis statement. Use all three appeals: Logical, Ethical, Emotional (facts, credible research, expert opinion, personal examples, emotional examples). a. Reason / Main Point 1 i. Supporting evidence ii. Supporting evidence b. Reason / Main Point 2 i. Supporting evidence ii. Supporting evidence c. Reason / Main Point 3 i. Supporting evidence ii. Supporting evidence

IV.

OPPOSING VIEWS AND RESPONSES TO THEM a. Introduce counter-arguments from the other side of the issue. Or, introduce a skeptic into your paper. i. “Here many ______ would probably object that ______.” ii. “Although not all ______ think alike, some of them will probably dispute my claim that ________.” iii. “But is my proposal realistic? What are the chances of its actually being adopted?” iv. “However, does the evidence I’ve cited prove conclusively that ________?” v. “Yet is it always true, as I have been suggesting, that _______?” b. Briefly refute the other side’s argument or objection. Make a concession – agree their point of view has some value – while still standing your ground. i. “Although I grant that ________, I still maintain that ________.” ii. “Proponents of X are right to argue that _______. But they exaggerate when they claim that __________.” iii. “On the one hand, I agree with X that __________. But on the other hand, I still insist that __________.”

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CONCLUSION. Some strategies to consider: a. Don’t simply repeat points you make in the paper. Instead, show readers how the points you make fit together. What are the implications of your argument? b. Answer the question: “So What?” Remind us why this issue is important or relevant to your audience. Tell us why your claim matters. Place it in a broader context. i. “X matters / is important because _______________.” ii. “Ultimately, what is at stake here is _____________.” iii. “My discussion of X is in fact addressing the larger issue of ______.” iv. “Although X may seem of concern to only a small group of ________, it should in fact concern anyone who cares about ___________.” c. Challenge the reader. Create a sense or urgency by calling your reader to take action. d. Look to the future. Looking to the future is particularly relevant when you are asking readers to take action. To move readers to action, you must establish the persistence of a problem and the consequences of letting a situation continue unchanged. e. Conclude with a quotation. A well-chosen, powerful quotation can add authority to your argument, indicating that others in positions of power and prestige support your stance.

Adapted from Greene & Lidinsky, From Inquiry to Academic Writing (2012); Graff & Birkenstein, They Say / I Say: The Moves That Matter in Academic Writing (2006).

Summarizing:+Capturing+Authorial+Action+ ' Ø฀ X'acknowledges'that'___________________.' ' Ø฀ X'agrees'that'___________________.' ' Ø฀ X'argues'that'___________________.' ' Ø฀ X'believes'that'___________________.' ' Ø฀ X'denies/does'not'deny'___________________.' ' Ø฀ X'claims'that'___________________.' ' Ø฀ X'complains'that'___________________.' ' Ø฀ X'concedes'that'___________________.' ' Ø฀ X'demonstrates'the'tendency'to'___________________.' ' Ø฀ X'celebrates'the'fact'that'___________________.' ' Ø฀ X'emphasizes'that'___________________.' ' Ø฀ X'insists'that'___________________.' ' Ø฀ X'observes'that'___________________.' ' Ø฀ X'questions'whether'___________________.' ' Ø฀ X'refutes'the'claim'that'___________________.' ' Ø฀ X'reminds'us'that'___________________.' ' Ø฀ X'reports'that'___________________.' ' Ø฀ X'suggests'that'___________________.' ' Ø฀ X'urges'us'to'___________________.' + + + + + + Adapted'from'They%Say%/%I%Say:%The%Moves%That%Matter%in%Academic%Writing,'by'Gerald'Graff' and'Cathy'Birkenstein'(2006).'

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Verbs+for+Introducing+Summaries+and+Quotations+ ' Verbs%for%making%a%claim% ' argue' ' ' ' insist' assert' ' ' ' observe' believe' ' ' remind'us' claim' ' ' ' report' emphasize' ' ' suggest' ' Verbs%for%expressing%agreement% ' acknowledge' ' ' endorse' admire' ' ' extol' agree' ' ' ' praise' celebrate'the'fact'that' reaffirm' corroborate' ' ' support' do'not'deny' ' ' verify' ' Verbs%for%questioning%or%disagreeing% ' complain' ' ' disavow' complicate' ' ' question' contend' ' ' refute' contradict' ' ' reject' deny' ' ' ' renounce' deplore'the'tendency'to' repudiate' ' Verbs%for%making%recommendations% ' advocate' ' ' implore' call'for'' ' ' plead' demand' ' ' recommend' encourage' ' ' urge' exhort'' ' ' warn' '

Adapted'from'They%Say%/%I%Say:%The%Moves%That%Matter%in%Academic%Writing,'by'Gerald'Graff' and'Cathy'Birkenstein'(2006).'

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Templates for Introducing Something Implied or Assumed ! Although none of them has ever said so directly, my teachers have often given me the impression that _______________________. ! One implication of X’s treatment of _______________________ is that _______________________. ! Although X does not say so directly, she apparently assumes that _______________________. ! While they rarely admit as much, _______________________ often take for granted that _______________________.

“So What?”: Establishing Why Your Claims Matter ! X matters/is important because _______________________. ! Although X may seem trivial, it is in fact crucial in terms of today’s concern over _______________________. ! Ultimately, what is at stake here is _______________________. ! These findings have important consequences for the broader domain of _______________________. ! My discussion of X is in fact addressing the larger matter of _______________________. ! These conclusions/This discovery will have significant applications in _______________________ as well as in _______________________. ! Although X may seem of concern to only a small group of _______________________, it should in fact concern anyone who cares about _______________________.

Adapted from They Say / I Say: The Moves That Matter in Academic Writing, by Gerald Graff and Cathy Birkenstein (2006).

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! Naming Your Naysayers (Addressing Opposing Views) Ø Here many feminists would probably object that_______. Ø But social Darwinists would certainly take issue with the argument that_______. Ø Biologists, of course, may want to dispute my claim that_______. Ø Nevertheless, both followers and critics of Malcolm X will probably argue that_______. Ø Although not all Christians think alike, some of them will probably dispute my claim that_______. Ø Non-native English speakers are so diverse in their views that it’s hard to generalize about them, but some are likely to object on the grounds that_______.

Making Concessions (While Standing Your Ground) Ø Although I grant that_______, I still maintain that_______. Ø Proponents of X are right to argue that. But they exaggerate when they claim that_______. Ø While it is true that_______, it does not necessarily follow that_______. Ø On the one hand, I agree with X that_______. But on the other hand, I still insist that_______.

Adapted from They Say / I Say: The Moves That Matter in Academic Writing, by Gerald Graff and Cathy Birkenstein (2006).

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