1. Louise Livesey Academic Skills Adviser
Developing an Argument in Writing: Constructing an Argument and Incorporating Evidence and Theory
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
Louise Livesey
Academic Skills Adviser

2. Types of arguments to construct
Today’s Plan
Types of arguments to construct
Using evidence to support your argument
Using theory in your writing

3. Critical Thinking Analysis 1.Types of argument to construct
Evidencing is more than one source
Check your reading list
Keep a record
Think, read, write

4. 1.Types of argument to construct
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.

5. Graphic representation of argument
1.Types of argument to construct
Graphic representation of argument
TALKING POINT
Waitrose better
Agree
Convenience
Shorter queues
Range
Chocolate brands
Quality
Fresher bread

6. Activity 1: Workshops v Instant Action
1.Types of argument to construct
Activity 1: Workshops v Instant Action

7. 2.Using evidence to support your argument
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)

8. 3.Using theory in your writing
DO NOT PANIC

9. Stand outside to see a theory’s strengths and weaknesses
4.Using theory in your writing
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 theory’s
strengths and weaknesses

10. 4.Using theory in your writing
Clear slide for me

11. 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

12. Analyse your own work –
be your own critic

13. References
Clip art – spectacles/question Cottrell, S. (2013) The Study Skills Handbook. 4th Ed. Basingstoke: Palgrave Macmillan. dogfaceboy (2007) Slick flame stitch. [online] Available at: [Accessed ] Redman, P. (2001) Good Essay Writing. 2nd Ed. London: Sage Publications Ltd. The Wikimedia Foundation, Inc. (2014) Available at: on [Accessed ]

14. References
University of Surrey. (2014) Writing Skills. Guildford: University of Surrey. [online] Available at: [Accessed ] Van den Brink-Budgen, R. (2010) Critical Thinking for Students. 4th Ed. Oxford: How To Books Ltd.

15. 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? or website

16. Any questions?
Produced by Louise Livesey May 2014