Some Frequently Asked Questions About Arguments and Academia

Q: What IS an academic argument, anyway?

A:An academic argument begins with a statement that is debatable – an idea that the author believes, but which other people could potentially disagree with. But an academic argument is different from other sorts of arguments (like op-eds & political talk shows) in how it is articulated and how it is supported. Academic arguments work best when the writer thinks of herself as part of a community of people who are knowledgeable about and interested in a particular issue:

Imagine a group of people meeting to solve a problem: say, ten hydrologists trying to figure out why there have been recurrent droughts in southern California. Each person in the group would voice a unique and informed opinion about the topic, and each could articulate the reasons for her beliefs as well as the reasons she agrees or disagrees with others. Now imagine joining this conversation. If you were to simply repeat what others had said, you would not have contributed to the conversation. If you knew nothing about the issue at hand, then what you said would be frustratingly ill-informed, and again you wouldn’t have contributed to the conversation. On the other hand, if you were part of this community, you would propose your analysis of the issue based on what you knew of the situation and in response to others’ views.

With that thought in mind, the following is a discussion of five of the most important features of academic arguments.

Q: So, is there a "one-size-fits-all" proper form for an academic argument?

A: There is no pre-established, “correct” form for an academic argument essay. Students may think that they need to write in the familiar 5-paragraph essay form, but this is not necessarily the case. However, most university faculty expect to see a thesis statement in or near the first paragraph of a student essay. A “thesis statement” is a sentence (or two) that states the writer’s position on a topic. To qualify as a thesis statement, it must be debatable, not a statement of fact. Some students are reluctant to write thesis statements precisely because they are debatable, and they may try to substitute either a sentence that projects the content of their essay (“In this paper, I will discuss X, Y, and Z”) or sentence that summarizes other writers’ arguments (“Some people think X about my topic, but others think Y”) Each of these kinds of statements can be useful, but neither qualifies as a thesis.

Q: Do I need to have evidence? What kind of evidence will be convincing to my professor?

A: Most academic argument papers are written in response to one or more types of “data,” which could include a text, a piece of music, a performance, numerical charts, and so forth. Students should understand that there is usually no simple “correct” interpretation of the data. Rather, we expect that all data are open to a variety of interpretations, and in fact, the point of the argument is to present a convincing “reading” of the data. Students should also recognize that different academic disciplines value different kinds of evidence. In some settings, an anecdote from the student’s own experience can serve as evidence that supports an argument; in other situations textual or numerical data would be more persuasive.

Q: So, I just need to tell my professor what I think about the topic, right?

A: An argument is not the same as an “opinion.” An opinion is usually a flat statement of belief: “I think X.” An argument, on the other hand, typically has an architecture of “supports” -- the reasons we believe what we believe -- and these supports are explicitly stated as part of our argument. In academic arguments, it is very important to include an explicit discussion of opposing arguments, as well. Our arguments will be more convincing if we demonstrate to our readers that we have at least considered alternative viewpoints on or interpretations of our data; the most convincing arguments are those that persuasively demonstrate why the opposing viewpoints are mistaken.

Q: I'm worried about sounding defensive in my paper. Do I really need to be argumentative?

A: With regard to tone, the word “argument” can be misleading. In academic papers, an “argument” is more like a conversation than a shouting match: reasoned analysis is more credible and persuasive than emotional appeals. Students should try to avoid arguments that preach or blame, or arguments that offer overly simple answers to complex problems. For example, if a sociology class was studying drug abuse in a poor neighborhood, a paper that argued “drug abuse is wrong, and the government should stop it” would not be successful. Students are often concerned about whether the word “I” is permissible in an academic paper. In most cases, using “I” is fine, but some faculty may consider it too informal. The difference, though, is of tone, not substance: even where the informal “I” is not permitted, the writer must still articulate an argument that expresses his own position.

Q: My professor/tutor suggested that I develop my argument more. What does this mean, and how can I get started?

A: Most writers don’t know what their argument will be until they begin to write. Instead, they discover and refine their positions by writing and rewriting. One effective way to begin developing an argument is to read critically what others have written on the topic; understanding what someone else believes (and why they believe it) helps map the terrain of the discussion.

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