Elements of an Argument Learning Objectives identify and explain the difference between reasons, evidence and conclusions identify and explain the difference between facts, opinions and examples

The elements of an argument Any statement that attempts to persuade you that something is true by offering at least one reason for thinking that it is so counts as an argument The main elements of arguments are reasons and a conclusion The ability to read a passage and pick out its conclusion and the reasons offered in support of it is perhaps the most basic skill required for Critical Thinking

Reasons The reasons (premises) in an argument are the claims made in an attempt to persuade you that the conclusion is true A test that can help you to identify the reasons in a passage is the ‘because test’. Simply insert the word “because” into the passage directly before the phrase that you think is a reason. If the passage makes sense, then you’ve probably got the right section. If it doesn’t, then you haven’t.

Conclusions The conclusion of an argument is the main point that it is trying to get you to accept. You’ll often (but not always) find this statement either at the beginning or the end of a passage. It may be indicated by a word such as “therefore”, “thus”, or even “in conclusion”. A test that can help you to identify the conclusion of a passage is the ‘therefore test’. Simply insert the word “therefore” into the passage directly before the phrase that you think is the conclusion. If the passage makes sense, then you’ve probably got the right section. If it doesn’t, then you haven’t.

Indicator words There are certain words that often indicate the presence of a particular element of an argument Conclusions are often indicated by one of the following words or phrases: “Therefore”; “thus”; “hence”; “so”; “in conclusion”; “consequently”; “showing that”; “demonstrating that”; “proving that”; “establishing that”; “meaning that”; “entails that”; “implies that”; “as a result”. “Should”, “must”, and “ought to” may also be treated as indicator words, albeit cautiously. Indicator words for reasons include the following: “Because”; “as”; “since”; “in order to”; “otherwise”. Sometimes authors enumerate their reasons, writing “First, …”, “Second, …”, “Third, …” etc., which can help in their identification.

Example Parents should control how children use mobile phones. (CONCLUSION) Firstly, in many cases children use the devices during the night, causing them to lose sleep and be distracted from study. (REASON 1) Secondly, since children tend to use phones more frequently than adults (with studies showing that they may send up to 80 SMS messages per day) there are often significant cost implications. (REASON 2) Finally, the health risks associated with prolonged usage are still unknown, particularly in relation to developing bodies. (REASON 3)

Evidence. Criteria of credibility (RAVEN) R = Reputation (does the source’s history or status suggest reliability or unreliability?) A = Ability to See (is the source in a position to know what they’re talking about?) V = Vested Interest (has the source of the information got anything personally at stake?) E = Expertise (does the source have specialised knowledge and does the situation demand it?) N = Neutrality (is the source predisposed to support a particular point of view for reasons other than vested interest).