Understanding and making an argument Theme: Russian Revolution
Monica Fernandes, Academic Skills Adviser
Understand an argument • Critical thinking allows us to… – recognise good arguments even if we don’t agree with them – and poor arguments even if it supports our own points of view.
• Once you’ve thought and read critically, start to understand your position. • An ‘argument’ in critical thinking means ‘to present reasons to support your position/ view’ • An argument should include – Position/ point of view – Attempt to persuade others to accept this point of view – Reasons why to support this point of view.
How to identify arguments in texts • What is the point of creating this source? • What is the main / general point the author is trying to make • What sources did the author use? • Am I convinced?
Remember Critical thinking is a questioning attitude, rather than a set of skills • There is a shift in dealing with knowledge in university, especially in History... – Don’t get caught in the trap of solely describing work... Describing information
Analysing and evaluating information
Making an Argument 1. Identify your position 2. What are the main elements of this position – What evidence and examples do you have for these claims – Have relevant information
3. It is necessary to include opposing positions – How will you refute these positions
4. How does each point relate to the next?
Finding your critical intervention • Once the research problem is constructed… • …and the literature has framed the background to the research • Your intervention into the research needs to be identified through the literature review • This can either be a question that investigates a gap in the research, or an argumentative position
What to do with Opposing Views… • Summarise and respond to these views in your work • Explain why you are not persuaded • Acknowledge valuable points to create a synthesis
Remember to synthesis... • Your assignments should combine ideas to create your piece of work
Plan your argument • No matter how good your argument is, if it’s not said clearly or structured well, it loses its power.
Overall structure Introduction/Preview (5-10%)
Body (80-90%)
Conclusion/Review (5-10%)
Introduction Hook the reader
Context Preview
Position
Tell them what you will write about
Tell them what you will be arguing
Conclusion
Argument
Review
Tell them what you are arguing
Summarise what you have discussed
Inappropriate ‘I’ • “Although Blackledge (2006) links Trotsky’s Marxism to historical materialism, I think he fails to do so convincingly.” • “Although Blackledge (2006) links Trotsky’s Marxism to historical materialism, he fails to do so convincingly”
Objectivity vs Subjectivity Not ‘In my opinion capitalism prevents action against climate change’ But ‘While Sachs (2008, p.51)suggests that governments have not taken strong action against climate change because of a lack of political will, Zizek (2010) argues that it is it structure of the economy that prevents further action.
Signposting • Use ‘signposts’ to direct the reader through your argument • Signposts can be used to display: • Changes of direction in the argument • Comparison, contrast and critique • Cause and effect • The use of examples • Your own views
Some signposting words...
Adding on vs. Developing as opposed to…
‘Also…’ ‘Another study that…’ ‘Another example of…’
‘This evidence suggests…’ ‘These examples indicate…’ ‘Similarly…’ ‘Though these studies are…’
Summary • Always question what you know and how it is known • Know what you are arguing before you commence writing • Always plan your argument • Remember to acknowledge, and refute opposing perspectives • Always link your ideas together
For more help: • Contact: monica.fernandes@brunel.ac.uk • Or attend a consultation time either on Monday 11:00-12:00 or Wednesday 14:0015:00 at MJ 234