1. Developing an Argument of Your Own
Planning, Drafting, and
Revising an Argument

2. Getting Ideas Freewriting Listing Diagramming Think on “paper.”
Feel free to write badly.
Listing
Jotting
Gisting
Diagramming
Clustering
Branching
Columns

3. Asking Questions What is X? What is the value of X?
What are the causes and effects of X?
What should we do about X?
What is the evidence for my claims about X?

4. The Thesis State it early and clearly A claim A central point
A chief position

5. Imagining an Audience Who are my readers? What do they believe?
What common ground do we share?
What do I want my readers to believe?
What do they need to know?
Why should they care?

6. Checklist for a Thesis Statement
Does it make an arguable assertion?
Not and unarguable fact.
Not a topic announcement.
Not an unarguable opinion.
Is the statement broad enough to cover the entire argument?
Is the statement narrow enough to cover the topic in the space provided?

7. Audience as Collaborator
Who are my readers?
What do they believe?
What common ground do we share?
What do I want them to believe?
What do they need to know?
Why should they care?

8. A Rule for Writers
If you wish to persuade, you’ll have to begin by finding premises you can share with your audience.

9. Checklist for Imagining an Audience: 1
Who are my readers?
How much about the topic do they know?
Have I provided necessary background information?
Are they likely to be neutral, symathetic or hostile?

10. Checklist for Imagining an Audience: 2
If they are neutral, have I offered good reasons to persuade them?
If they are sympathetic, Have I enriched their views or encouraged them to act?
If they are hostile, have I taken account of their positions, recognized their strengths, but also called attention to their limitations, and offered a position that may persuade them to modify their position?

11. The Title Imply your thesis in the title.
It gives information about the thesis.
It suggests the topic.
It is informative.
Do not turn off your reader with your title.

12. The Opening Paragraphs
Attract the reader’s interest (often with a bold statement of the thesis, an interesting fact, quote, or anecdote.
Prepare the reader’s mind by giving some idea of the topic and often of the thesis.
Give the reader an idea of how the essay is organized,
Define a key term.

13. A Rule for Writers
In writing or at least in revising these paragraphs, keep in mind this question:
What do my readers need to know?
Remember that your aim is to write reader-friendly prose, and to keep the needs and interests of your audience constantly in mind.

14. Organizing and Revising the Body of the Essay
Statement of the problem
Statement of the structure of the essay
Statement of alternative solutions
Arguments in support of your position
Arguments answering possible objections
A summary, resolution, or conclusion

15. Statement of the Problem
State the problem objectively (thereby gaining the trust of the reader) and indicate why the reader should care about the issue.

16. Statement of the Structure of the Essay
After stating the problem at the appropriate length, the writer often briefly indicates the structure of the rest of the essay.

17. Arguments in Support of the Proposed Solution
The evidence offered will, of course, depend on the nature of the problem.
Relevant statistics, authorities, examples, or analogies may come to mind to be available. This is usually the longest part of the essay.

18. Arguments Answering Possible Objections
These arguments may suggest that:
The proposal won’t work
The proposed solution will create problems greater than the difficulty to be resolved.

19. A Summary, Resolution, or Conclusion
The writer may seek to accommodate the views of the opposition but suggest that the writer’s own position makes good sense.
A conclusion ought to provide a sense of closure.
A conclusion should be more than a simple restatement of the writer’s thesis.

20. Checking Paragraphs
Omit short paragraphs except for rare points of transition.

21. Checking Transitions
Make sure that the reader can move easily through the “flow” of the essay.
Illustrate (for example, for instance)
Establish a sequence (a more important objection, a stronger example)
Connect logically (thus, as a result, therefore, so, it follows that)
Amplify (further, moreover)
Compare (similarly, in like manner, just as)
Contrast (on the other hand, however, but)
Summarize (in short, briefly)
Concede (admittedly, granted, to be sure)

22. When Writers Revise They unify the essay by eliminating irrelevancies.
They organize the essay by keeping in mind an imagined audience.
They clarify the essay by fleshing out thin paragraphs, by making certain that
Transitions are adequate
Generalizations are supported

23. The Ending Good writers provide a sense of closure by
Returning to something in the introduction
Glancing at the wider implications of the issue
Illustrating the thesis with a closing anecdote
Summarizing without tediously repeating the introduction.

24. Outlines: Two Uses As Preliminary Guide As A Way of Checking a Draft
Helps planning a tentative organization
A means of getting going
As A Way of Checking a Draft
Is the sequencing reasonable?
Are any passages irrelevant?
Is something important missing?

25. Formal Outline Structure1. 2. B.

26. Tone and Writer’s Persona
Establish your ethos (character) to create trust with the reader.
You must appear informed.
You must appear intelligent.
You must appear benevolent.
You must appear honest.
Present yourself so that your readers see you as knowledgeable, honest, open-minded, and interested in helping them think about an issue of significance.

27. Last Words on Tone In writing an argument you must:
Recognize opposing views.
Assume they are in good faith
State them fairly.
Be temperate in arguing your own position.

28. We, One, or I?
If you are simply speaking of yourself, use I, to avoid stiff and wordy usages like “This writer thinks…”
Avoid the needless introductory phrase, “I think.”

29. Sexist Language vs. PC
How do we write good prose without seeming either sexist or awkwardly pc?
Use common sense.
What does not work well
He/she
s/he
He or she
Easier alternatives
Plural (they)
Recasting (…readers will find that)

30. Peer Review
Share your Buzzdocs with a dedicated Reviewer, who will make at least three comments on your paper.
Reviewers
Offer two comments that highlight what is working.
Offer two comments that highlight what is not working.