1 Chris Ebbert Academic Argument
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1Chris Ebbert
Academic Argument
2Chris Ebbert
Watch out:
Argument is not debate – so, no need to oppose it, necessarily!See the nuances of an argument (think grey tones, not black and white)
The first authority on your topic you unearth may not be the best.Argument does not necessarily ask for your opinion – stay objective.
Always support your argument well, and reason for it objectively.Beware of intellectual complexities in supporting texts you may not have fully grasped.
Secondary school is over (no more five-paragraph theme).
3Chris Ebbert
Watch out:
Argument is not debate – so, no need to oppose it, necessarily!See the nuances of an argument (think grey tones, not black and white)
The first authority on your topic you unearth may not be the best.Argument does not necessarily ask for your opinion – stay objective.
Always support your argument well, and reason for it objectively.Beware of intellectual complexities in supporting texts you may not have fully grasped.
Secondary school is over (no more five-paragraph theme).
Ommm…
4Chris Ebbert
Watch out:
Argument is not debate – so, no need to oppose it, necessarily!
See the nuances of an argument (think grey tones, not black and white)The first authority on your topic you unearth may not be the best.
Argument does not necessarily ask for your opinion – stay objective.Always support your argument well, and reason for it objectively.
Beware of intellectual complexities in supporting texts you may not have fully grasped.Secondary school is over (no more five-paragraph theme).
5Chris Ebbert
Watch out:
Argument is not debate – so, no need to oppose it, necessarily!See the nuances of an argument (think grey tones, not black and white)
The first authority on your topic you unearth may not be the best.Argument does not necessarily ask for your opinion – stay objective.
Always support your argument well, and reason for it objectively.Beware of intellectual complexities in supporting texts you may not have fully grasped.
Secondary school is over (no more five-paragraph theme).
6Chris Ebbert
Watch out:
Argument is not debate – so, no need to oppose it, necessarily!See the nuances of an argument (think grey tones, not black and white)
The first authority on your topic you unearth may not be the best.
Argument does not necessarily ask for your opinion – stay objective.Always support your argument well, and reason for it objectively.
Beware of intellectual complexities in supporting texts you may not have fully grasped.Secondary school is over (no more five-paragraph theme).
7Chris Ebbert
Watch out:
Argument is not debate – so, no need to oppose it, necessarily!See the nuances of an argument (think grey tones, not black and white)
The first authority on your topic you unearth may not be the best.Argument does not necessarily ask for your opinion – stay objective.
Always support your argument well, and reason for it objectively.Beware of intellectual complexities in supporting texts you may not have fully grasped.
Secondary school is over (no more five-paragraph theme).
8Chris Ebbert
Watch out:
Argument is not debate – so, no need to oppose it, necessarily!See the nuances of an argument (think grey tones, not black and white)
The first authority on your topic you unearth may not be the best.Argument does not necessarily ask for your opinion – stay objective.
Always support your argument well, and reason for it objectively.
Beware of intellectual complexities in supporting texts you may not have fully grasped.Secondary school is over (no more five-paragraph theme).
9Chris Ebbert
Watch out:
Argument is not debate – so, no need to oppose it, necessarily!See the nuances of an argument (think grey tones, not black and white)
The first authority on your topic you unearth may not be the best.Argument does not necessarily ask for your opinion – stay objective.
Always support your argument well, and reason for it objectively.Beware of intellectual complexities in supporting texts you may not have fully grasped.
Secondary school is over (no more five-paragraph theme).
10Chris Ebbert
Developing Critical Thinking Skills
11Chris Ebbert
Developing Critical Thinking Skills
Actively read challenging stuff ( = work with it; mere absorption is not enough)Engage in class discussionsDiscover new contexts for your ideasThink more criticallyConsider to challenge what the writers are sayingChallenge your own ideas, too Make important critical choices: Which information is relevant to your argument? What can you leave out? Ask yourself,• "What do I think about this subject? How did I get there? • “What are my assumptions? Are they valid? • “How can I use facts and observations to convince others?"
12Chris Ebbert
Developing Critical Thinking Skills
Actively read challenging stuff ( = work with it; mere absorption is not enough)Engage in class discussionsDiscover new contexts for your ideasThink more criticallyConsider to challenge what the writers are sayingChallenge your own ideas, too Make important critical choices: Which information is relevant to your argument? What can you leave out? Ask yourself,• "What do I think about this subject? How did I get there? • “What are my assumptions? Are they valid? • “How can I use facts and observations to convince others?"
13Chris Ebbert
Developing Critical Thinking Skills
Actively read challenging stuff ( = work with it; mere absorption is not enough)Engage in class discussionsDiscover new contexts for your ideasThink more criticallyConsider to challenge what the writers are sayingChallenge your own ideas, too Make important critical choices: Which information is relevant to your argument? What can you leave out? Ask yourself,• "What do I think about this subject? How did I get there? • “What are my assumptions? Are they valid? • “How can I use facts and observations to convince others?"
14Chris Ebbert
Developing Critical Thinking Skills
Actively read challenging stuff ( = work with it; mere absorption is not enough)Engage in class discussionsDiscover new contexts for your ideasThink more criticallyConsider to challenge what the writers are sayingChallenge your own ideas, too Make important critical choices: Which information is relevant to your argument? What can you leave out? Ask yourself,• "What do I think about this subject? How did I get there? • “What are my assumptions? Are they valid? • “How can I use facts and observations to convince others?"
15Chris Ebbert
Developing Critical Thinking Skills
Actively read challenging stuff ( = work with it; mere absorption is not enough)Engage in class discussionsDiscover new contexts for your ideasThink more criticallyConsider to challenge what the writers are sayingChallenge your own ideas, too Make important critical choices: Which information is relevant to your argument? What can you leave out? Ask yourself,• "What do I think about this subject? How did I get there? • “What are my assumptions? Are they valid? • “How can I use facts and observations to convince others?"
AB
16Chris Ebbert
Developing Critical Thinking Skills
Actively read challenging stuff ( = work with it; mere absorption is not enough)Engage in class discussionsDiscover new contexts for your ideasThink more criticallyConsider to challenge what the writers are sayingChallenge your own ideas, too Make important critical choices: Which information is relevant to your argument? What can you leave out? Ask yourself,• "What do I think about this subject? How did I get there? • “What are my assumptions? Are they valid? • “How can I use facts and observations to convince others?"
17Chris Ebbert
Developing Critical Thinking Skills
Actively read challenging stuff ( = work with it; mere absorption is not enough)Engage in class discussionsDiscover new contexts for your ideasThink more criticallyConsider to challenge what the writers are sayingChallenge your own ideas, too Make important critical choices: Which information is relevant to your argument? What can you leave out? Ask yourself,• "What do I think about this subject? How did I get there? • “What are my assumptions? Are they valid? • “How can I use facts and observations to convince others?"
18Chris Ebbert
Developing Critical Thinking Skills
Actively read challenging stuff ( = work with it; mere absorption is not enough)Engage in class discussionsDiscover new contexts for your ideasThink more criticallyConsider to challenge what the writers are sayingChallenge your own ideas, too Make important critical choices: Which information is relevant to your argument? What can you leave out? Ask yourself,• "What do I think about this subject? How did I get there? • “What are my assumptions? Are they valid? • “How can I use facts and observations to convince others?"
19Chris Ebbert
Developing Critical Thinking Skills
Actively read challenging stuff ( = work with it; mere absorption is not enough)Engage in class discussionsDiscover new contexts for your ideasThink more criticallyConsider to challenge what the writers are sayingChallenge your own ideas, too Make important critical choices: Which information is relevant to your argument? What can you leave out? Ask yourself,• "What do I think about this subject? How did I get there?” • “What are my assumptions? Are they valid? • “How can I use facts and observations to convince others?"
20Chris Ebbert
Developing Critical Thinking Skills
Actively read challenging stuff ( = work with it; mere absorption is not enough)Engage in class discussionsDiscover new contexts for your ideasThink more criticallyConsider to challenge what the writers are sayingChallenge your own ideas, too Make important critical choices: Which information is relevant to your argument? What can you leave out? Ask yourself,• "What do I think about this subject? How did I get there?” • “What are my assumptions? Are they valid?” • “How can I use facts and observations to convince others?"
21Chris Ebbert
Developing Critical Thinking Skills
Actively read challenging stuff ( = work with it; mere absorption is not enough)Engage in class discussionsDiscover new contexts for your ideasThink more criticallyConsider to challenge what the writers are sayingChallenge your own ideas, too Make important critical choices: Which information is relevant to your argument? What can you leave out? Ask yourself,• "What do I think about this subject? How did I get there?” • “What are my assumptions? Are they valid?” • “How can I use facts and observations to convince others?"
22Chris Ebbert
Elements of Critical Thinking, and how they belong together
23Chris Ebbert
Elements of Critical Thinking, and how they belong together:
Observations. From a series of observations, we can come to establish:
Facts. From a series of facts, or from an absence of fact, we make:
Inferences. Testing the validity of our inferences, we can make:
Assumptions. From our assumptions, we form our:
Opinions. Taking our opinions, we use evidence and the principles of logic to develop:
Arguments. And when we want to test our arguments and to challenge the arguments of others, we employ:
Critical Analysis (through which we challenge the observations, facts, inferences, assumptions, and opinions in the arguments that we are analysing).
24Chris Ebbert
Elements of Critical Thinking, and how they belong together:
Observations. From a series of observations, we can come to establish:
Facts. From a series of facts, or from an absence of fact, we make:
Inferences. Testing the validity of our inferences, we can make:
Assumptions. From our assumptions, we form our:
Opinions. Taking our opinions, we use evidence and the principles of logic to develop:
Arguments. And when we want to test our arguments and to challenge the arguments of others, we employ:
Critical Analysis (through which we challenge the observations, facts, inferences, assumptions, and opinions in the arguments that we are analysing).
25Chris Ebbert
Elements of Critical Thinking, and how they belong together:
Observations. From a series of observations, we can come to establish:
Facts. From a series of facts, or from an absence of fact, we make:
Inferences. Testing the validity of our inferences, we can make:
Assumptions. From our assumptions, we form our:
Opinions. Taking our opinions, we use evidence and the principles of logic to develop:
Arguments. And when we want to test our arguments and to challenge the arguments of others, we employ:
Critical Analysis (through which we challenge the observations, facts, inferences, assumptions, and opinions in the arguments that we are analysing).
26Chris Ebbert
Elements of Critical Thinking, and how they belong together:
Observations. From a series of observations, we can come to establish:
Facts. From a series of facts, or from an absence of fact, we make:
Inferences. Testing the validity of our inferences, we can make:
Assumptions. From our assumptions, we form our:
Opinions. Taking our opinions, we use evidence and the principles of logic to develop:
Arguments. And when we want to test our arguments and to challenge the arguments of others, we employ:
Critical Analysis (through which we challenge the observations, facts, inferences, assumptions, and opinions in the arguments that we are analysing).
27Chris Ebbert
Elements of Critical Thinking, and how they belong together:
Observations. From a series of observations, we can come to establish:
Facts. From a series of facts, or from an absence of fact, we make:
Inferences. Testing the validity of our inferences, we can make:
Assumptions. From our assumptions, we form our:
Opinions. Taking our opinions, we use evidence and the principles of logic to develop:
Arguments. And when we want to test our arguments and to challenge the arguments of others, we employ:
Critical Analysis (through which we challenge the observations, facts, inferences, assumptions, and opinions in the arguments that we are analysing).
28Chris Ebbert
Elements of Critical Thinking, and how they belong together:
Observations. From a series of observations, we can come to establish:
Facts. From a series of facts, or from an absence of fact, we make:
Inferences. Testing the validity of our inferences, we can make:
Assumptions. From our assumptions, we form our:
Opinions. Taking our opinions, we use evidence and the principles of logic to develop:
Arguments. And when we want to test our arguments and to challenge the arguments of others, we employ:
Critical Analysis (through which we challenge the observations, facts, inferences, assumptions, and opinions in the arguments that we are analysing).
29Chris Ebbert
Elements of Critical Thinking, and how they belong together:
Observations. From a series of observations, we can come to establish:
Facts. From a series of facts, or from an absence of fact, we make:
Inferences. Testing the validity of our inferences, we can make:
Assumptions. From our assumptions, we form our:
Opinions. Taking our opinions, we use evidence and the principles of logic to develop:
Arguments. And when we want to test our arguments and to challenge the arguments of others, we employ:
Critical Analysis (through which we challenge the observations, facts, inferences, assumptions, and opinions in the arguments that we are analysing).
30Chris Ebbert
Elements of Critical Thinking, and how they belong together:
Observations. From a series of observations, we can come to establish:
Facts. From a series of facts, or from an absence of fact, we make:
Inferences. Testing the validity of our inferences, we can make:
Assumptions. From our assumptions, we form our:
Opinions. Taking our opinions, we use evidence and the principles of logic to develop:
Arguments. And when we want to test our arguments and to challenge the arguments of others, we employ:
Critical Analysis (through which we challenge the observations, facts, inferences, assumptions, and opinions in the arguments that we are analysing).
31Chris Ebbert
Elements of Critical Thinking, and how they belong together:
Observations. From a series of observations, we can come to establish:
Facts. From a series of facts, or from an absence of fact, we make:
Inferences. Testing the validity of our inferences, we can make:
Assumptions. From our assumptions, we form our:
Opinions. Taking our opinions, we use evidence and the principles of logic to develop:
Arguments. And when we want to test our arguments and to challenge the arguments of others, we employ:
Critical Analysis (through which we challenge the observations, facts, inferences, assumptions, and opinions in the arguments that we are analysing).
32Chris Ebbert
How to think critically
33Chris Ebbert
Know the difference between reliable and unreliable observationsPersistently observe objectively and thoroughly, and collect sufficient factual or textual evidence
See patterns or relationships in what you have observed or discovered in your readingInfer and assume carefully
Form opinions, but keep an open mindCreate arguments as part of an ongoing debate in a scholarly process
How to think critically
34Chris Ebbert
Know the difference between reliable and unreliable observationsPersistently observe objectively and thoroughly, and collect sufficient factual or textual evidence
See patterns or relationships in what you have observed or discovered in your readingInfer and assume carefully
Form opinions, but keep an open mindCreate arguments as part of an ongoing debate in a scholarly process
How to think critically
35Chris Ebbert
Know the difference between reliable and unreliable observations
Persistently observe objectively and thoroughly, and collect sufficient factual or textual evidenceSee patterns or relationships in what you have observed or discovered in your reading
Infer and assume carefullyForm opinions, but keep an open mind
Create arguments as part of an ongoing debate in a scholarly process
How to think critically
36Chris Ebbert
Know the difference between reliable and unreliable observationsPersistently observe objectively and thoroughly, and collect sufficient factual or textual evidence
See patterns or relationships in what you have observed or discovered in your readingInfer and assume carefully
Form opinions, but keep an open mindCreate arguments as part of an ongoing debate in a scholarly process
How to think critically
37Chris Ebbert
Know the difference between reliable and unreliable observationsPersistently observe objectively and thoroughly, and collect sufficient factual or textual evidence
See patterns or relationships in what you have observed or discovered in your reading
Infer and assume carefullyForm opinions, but keep an open mind
Create arguments as part of an ongoing debate in a scholarly process
How to think critically
38Chris Ebbert
Know the difference between reliable and unreliable observationsPersistently observe objectively and thoroughly, and collect sufficient factual or textual evidence
See patterns or relationships in what you have observed or discovered in your readingInfer and assume carefully
Form opinions, but keep an open mindCreate arguments as part of an ongoing debate in a scholarly process
How to think critically
39Chris Ebbert
Know the difference between reliable and unreliable observationsPersistently observe objectively and thoroughly, and collect sufficient factual or textual evidence
See patterns or relationships in what you have observed or discovered in your readingInfer and assume carefully
Form opinions, but keep an open mind
Create arguments as part of an ongoing debate in a scholarly process
How to think critically
40Chris Ebbert
Know the difference between reliable and unreliable observationsPersistently observe objectively and thoroughly, and collect sufficient factual or textual evidence
See patterns or relationships in what you have observed or discovered in your readingInfer and assume carefully
Form opinions, but keep an open mindCreate arguments as part of an ongoing debate in a scholarly process
How to think critically
41Chris Ebbert
Elements of Argument
42Chris Ebbert
Claims and Evidence
Successful argument requires mastery of:
ThesisEvidenceReason
43Chris Ebbert
Claims and Evidence
Successful argument requires mastery of:
ThesisEvidenceReason The thesis sentence must make the
claim on which your argument is based.
Avoid: Observations, descriptions
44Chris Ebbert
Claims and Evidence
Successful argument requires mastery of:
ThesisEvidenceReason The thesis sentence must make the
claim on which your argument is based.
Avoid: Observations, descriptions
45Chris Ebbert
Claims and Evidence
Successful argument requires mastery of:
ThesisEvidenceReason It’s evidence when:
It’s repeatableAccepted literature states it
46Chris Ebbert
Claims and Evidence
Successful argument requires mastery of:
ThesisEvidenceReason It’s evidence when:
It’s repeatable/Accepted literature states it.
47Chris Ebbert
Claims and Evidence
Successful argument requires mastery of:
ThesisEvidenceReason You’re reasoning well when:
You are using academically accepted notions to make a point
(and they will be other peoples’!)
48Chris Ebbert
Claims and Evidence
Successful argument requires mastery of:
ThesisEvidenceReason You’re reasoning well when:
You are using academically accepted notions to make a point
(and they will be other peoples’!)
49Chris Ebbert
Thank You.
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