In a three to five page essay, construct a brief account of Hardmans argument and then, using Hardman as the base argument (the main perceptual frame), explore one to three of Kinkades poems (using the poems as support). Consider how Kinkades language might support, complicate, and/or perhaps extend Hardmans argument that the way we construct our language, often promotes violence in an oblivious way.
Sometimes you may want to use comparison/contrast techniques in your own pre-writing work to get ideas that you can later use for an argument, even if comparison/contrast isn’t an official requirement for the paper you’re writing. For example, if you wanted to argue that Frye’s account of oppression is better than both de Beauvoir’s and Bartky’s, comparing and contrasting the main arguments of those three authors might help you construct your evaluation—even though the topic may not have asked for comparison/contrast and the lists of similarities and differences you generate may not appear anywhere in the final draft of your paper.
Construct an argument which ethically supports Zimbardo’s prison study and a counter argument, which is an ethical critique of Zimbardo’s prison study. Use short direct quotes from the BPS Code of Human Research Ethics (2014) to support your argument and counter-argument. Write a conclusion which evaluates the two accounts you have provided
However for all essaysthe body be evaluated based on 1) your approach to the research question, 2)your analysis and interpretation of evidence, including critical analysis andevaluation of sources, and 3) your own argument and evaluation of thisargument.
The entireessay must be a response to your research question and a coherent, organized,structured, logical, critical, in-depth examination and defense of your thesis.
3. What would the other side say? You cannot be really sure about your own position until you understand where the other guy is coming from. Be sure you have a clear sense of the opposition: what would the other side say, what evidence would the other side use, what kind of logic would the other side apply to try to convince readers that you’re wrong? Remember that it is extremely difficult to defend yourself against attack from the unknown, so know your opposition and build your defense into your own argument.
To help maximize the opportunity to construct a persuasive argument, there are several things you can do. They start with your own approach to and familiarity with the issue under argument, and extend through the evidence you can amass to your understanding of and approach to your audience.
More often than not, no single model will work all the time for all situations. It is the job of the skilled arguer to analyze the situation, the audience, and the evidence to come up with the most appropriate strategy, or combination of strategies, to construct the most persuasive argument.
Paragraphs in the main body of your assignment usually contain a number of sentences which develop new ideas or expand upon existing ones. You may also need to construct paragraphs which offer contrasting views on the ideas you have already developed. A succession of well-structured paragraphs can help to create a coherent and logical argument. You need to consider the purpose of each paragraph:
We like to think that our legal system operates according to the Toulmin model: a claim of guilt or innocence, supported by legally admissible evidence argued by opposing sides according to the letter of the law (warrants) and judged on the basis of social assumptions and qualifiers of reasonable doubt, with cross examination providing rebuttal of claims, leads to a verdict of guilt or innocence. Everything should fall into place in this model, and ideally the argument will stand on its own merits, without emotional arm-twisting.
But it’s not always so easy to tell whether an assignment is asking you to include comparison/contrast. And in some cases, comparison/contrast is only part of the essay—you begin by comparing and/or contrasting two or more things and then use what you’ve learned to construct an argument or evaluation. Consider these examples, noticing the language that is used to ask for the comparison/contrast and whether the comparison/contrast is only one part of a larger assignment:
Aristotle’s advice was refined in 1958 in The Uses of Argument by British philosopher Stephen Toulmin, who focused on logical methods of constructing persuasive arguments. The Toulmin model emphasizes a clearly stated claim, convincing evidence, and adequate connections (warrants) between the two. In a pure sense, the Toulmin model should persuade based on the merits of the argument itself, pretty much regardless of the audience.
Information is the key to developing support and elaboration in the expository genres — informational, critical, and argumentative writing. While writers of narratives can often rely solely on their own observations and inner resources to develop their writing, writers of expository genres have to look outside themselves for the information they need to develop their writing. As a result, in expository writing, the ability to find relevant information is just as important as the ability to effectively use that information to develop a topic. Knowing how to use facts, statistics, examples, and anecdotes to develop a topic is not enough; students also need to learn the research, evaluation, and notetaking skills that will help them find that information.