Constructing an argument in MA assignments

Gillian LazarAcademic Writing and Language (AWL)Learner Development UnitG.Lazar@mdx.ac.uk

Introduction:

http://www.24-7.mdx.ac.uk/ldu/index.htm

(The Learner Development Unit) at Middlesex University.

G.Lazar@mdx.ac.uk

Aims of this talk

To explain briefly what is meant by ‘argument’ in academic writing

To provide an example of a typical academic argument

To pose some further questions about argument

What is an argument in academic writing?

Statement/Proposition/

Claim

Supporting evidence Supporting evidence Supporting evidence

Statement/Proposition/

Claim

Supporting evidence Supporting evidence Supporting evidence

Building an argument 1

Considering the learning styles of students can be useful for assessment and teaching of dyslexic students, as it can give them the opportunity to focus on their own understanding of text and utilise their strengths in learning to access text across the curriculum (Wearmouth and Reid 2002).

Building an argument 2

Considering the learning styles of students can be useful for assessment and teaching of dyslexic students, as it can give them the opportunity to focus on their own understanding of text and utilise their strengths in learning to access text across the curriculum (Wearmouth and Reid 2002). A study undertaken by Exley (2003; cited in Elliot et al 2007) examined the performance and attainment in both literacy and numeracy of dyslexic children when their preferred learning styles are taken into account. From the results it could be noted that when the students’ preferred learning styles are used during teaching, they increase their academic attainment and also improve their attitudes to learning and behaviour.

Analysing the proposition and the supporting evidencePROPOSITION/STATEMENT/CLAIM:

Considering the learning styles of students can be useful for assessment and teaching of dyslexic students, as it can give them the opportunity to focus on their own understanding of text and utilise their strengths in learning to access text across the curriculum (Wearmouth and Reid 2002).

EVIDENCE/PROOF/SUPPORT FOR ARGUMENT

A study undertaken by Exley (2003; cited in Elliot et al 2007) examined the performance and attainment in both literacy and numeracy of dyslexic children when their preferred learning styles are taken into account. From the results it could be noted that when the students’ preferred learning styles are used during teaching, they increase their academic attainment and also improve their attitudes to learning and behaviour.

Building an argument 3

Considering the learning styles of students can be useful for assessment and teaching of dyslexic students, as it can give them the opportunity to focus on their own understanding of text and utilise their strengths in learning to access text across the curriculum (Wearmouth and Reid 2002). A study undertaken by Exley (2003; cited in Elliot et al 2007) examined the performance and attainment in both literacy and numeracy of dyslexic children when their preferred learning styles are taken into account. From the results it could be noted that when the students’ preferred learning styles are used during teaching, they increase their academic attainment and also improve their attitudes to learning and behaviour. However, in contrast to this, Mortimore (2005; cited in Elliot et al 2007) points out that labelling a child with a particular learning style can limit that student to that particular style only, rather than liberate him/her, thus giving him/her more freedom for learning.

Analysing the proposition, the supporting evidence and the counter-argumentPROPOSITION/STATEMENT/CLAIM:Considering the learning styles of students can be useful for assessment and teaching of

dyslexic students, as it can give them the opportunity to focus on their own understanding of text and utilise their strengths in learning to access text across the curriculum (Wearmouth and Reid 2002).

EVIDENCE/PROOF/SUPPORT FOR ARGUMENTA study undertaken by Exley (2003; cited in Elliot et al 2007) examined the performance

and attainment in both literacy and numeracy of dyslexic children when their preferred learning styles are taken into account. From the results it could be noted that when the students’ preferred learning styles are used during teaching, they increase their academic attainment and also improve their attitudes to learning and behaviour.

COUNTER-ARGUMENT/REBUTTAL OF PREVIOUS ARGUMENTHowever, in contrast to this, Mortimore (2005; cited in Elliot et al 2007) points out that

labelling a child with a particular learning style can limit that student to that particular style only, rather than liberate him/her, thus giving him/her more freedom for learning.

What counts as evidence?

Studies by published researchers Logical reasoning providing plausible

explanations Statistics Practitioner-based observation or experiential

‘data’ Results/data from your own research ????

Evidence needs to be critically evaluated:

Studies by published researchers

Are there any flaws in the way the study was conducted?

Logical reasoning Is the reasoning actually logical?

Statistics How reliable are the statistics?

Practitioner-based observation and experiential ‘data’

How far can this be generalised to other settings?

Results from your research What are the weaknesses in your research methodology, etc?

Some further questions regarding argument?

What else counts as ‘evidence’ in an argument in education?

‘However’ is a connecting word which can be used to introduce a counter-argument as it means ‘but’. What other connecting words can be used to show the logical relationships between different parts of an argument?

How can one build an argument throughout an entire essay or dissertation?

?????????????????

Self-assessment:I have you been aware of the need to include argument in my academic assignments up to now?

Well done. Consider now how you can refine your arguments to include

more convincing evidence. Also, how you can link the different parts

of an argument more logically together?

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