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How Arguments Work

How Arguments Work takes students through the techniques they will need to respond to readings and make sophisticated arguments in any college class. This is a practical guide to argumentation with strategies and templates for the kinds of assignments students will commonly encounter. It covers rhetorical concepts in everyday language and explores how arguments can build trust and move readers.

Humanities

Author: Anna Mills
Publisher: City College of San Francisco
Source: LibreTexts
License: CC BY
Language: EN

Read online Download PDF (open licence)

Contents· 186 sections

01: Introduction
1.1: Why Study Argument
1.2: A Closer Look at Fast and Slow Thinking
1.3: What This Book Offers
02: Reading to Figure out the Argument
2.1: Overview- Reading to Write
2.2: Types of Claims to Look out for
2.3: Making Notes on the Writers Claims
2.4: Deciding Which Is the Main Claim
2.5: Findingthe Reasons
2.6: Finding the Counterarguments
2.7: Finding the Responses to the Counterarguments
2.8: Finding the Limits on the Argument
2.9: Common Argument Phrases
03: Writing a Summary of Another Writers Argument
3.01: What Is a Summary
3.02: Introducing the Argument and the Main Claim
3.03: Describing the Reasoning
3.04: Describing How the Author Treats Counterarguments
3.05: Describing How the Author Limits the Claim
3.06: Putting the Summary Together
3.07: Writing a Short Summary of a Long Argument
3.08: Sample Summaries
3.8.1: Sample Summary- Spread Feminism Not Germs
3.8.2: Sample Summary- Typography and Identity
3.09: Comparing and Contrasting Arguments
3.10: A Sample Compare-and-Contrast Essay
3.10.1: Annotated Compare-and-Contrast Essay
3.11: Common Summary Phrases
04: Assessing the Strength of an Argument (Logos)
4.01: Use a Summary to Launch an Opinion
4.02: Check If the Meaning Is Clear
4.03: Look for Exceptions
4.04: Decide How Strong the Evidence Is
4.05: Check the Argument's Assumptions
4.06: Check How Well the Argument Addresses Counterarguments
4.07: Reflect on an Arguments Strengths
4.08: Come up with an Overall Assessment
4.09: Fallacies List
4.10: Common Assessment Phrases
4.11: Sample Assessment Essays
4.11.1: Sample Assessment- Spread Feminism Not Germs
4.11.2: Sample Assessment- Typography and Identity
05: Responding to an Argument
5.1: The Beauty of Response Writing
5.2: Maybe. We need to know - Call for More Information
5.3: Yes if- Suggest a way to limit the argument
5.4: Yes and- Suggest a way to add to the argument
5.5: Instead I would argue - Suggest a change to the argument
5.6: Common Response Phrases
5.7: Sample Response Essays
5.7.1: Annotated Sample Response Essay- Spread Feminism Not Germs
5.7.2: Annotated Sample Response Essay- Typography and Identity
5.8: Brainstorming Tool for Response Writing
06: The Research Process
6.01: The Ultimate Tool for Thinking and Sharing Our Thoughts
6.02: Approaching a Research Paper Assignment
6.03: Choosing a Focused Topic
6.04: Find the Conversation That Interests You
6.05: Types of Sources
6.06: Getting Familiar with Academic Journal Articles
6.07: Searching Databases of Academic Journal Articles
6.08: Strategies for Each Phase of the Research Process
6.09: Creating an Annotated Bibliography
6.10: MLA Essay Format
6.11: MLA In-Text Citations
6.12: MLA Works Cited Pages
07: Forming a Research-Based Argument
7.1: Deciding the Purpose of a Research-Based Argument
7.2: Tailoring an Argument to an Audience
7.3: Definition Arguments
7.3.1: Annotated Sample Definition Argument
7.3.2: Sample Definition Outline
7.4: Evaluation Arguments
7.4.1: Sample Evaluation Argument Prompt and Outline
7.4.2: Annotated Sample Evaluation Argument
7.5: Causal Arguments
7.5.1: Annotated Sample Causal Argument
7.6: Proposal Arguments
7.6.1: Annotated Sample Proposal Argument
08: How Arguments Appeal to Emotion (Pathos)
8.1: The Place of Emotion in Argument
8.2: Word Choice and Connotation
8.3: Powerful Examples
8.4: Tone
8.5: Varying the Emotions
8.6: Fitting the Emotions to the Audience
8.7: Legitimate and Illegitimate Emotional Appeals
09: How Arguments Establish Trust and Connection (Ethos)
9.1: An Argument Implies a Relationship
9.2: Authority
9.3: Distance and Intimacy
9.4: Shared Sense of Identity
9.5: Respect and Goodwill
9.6: Moral Character
9.7: Combining Different Approaches to Trust and Connection
9.8: Reaching a Hostile Audience (Rogerian Argument)
9.9: Faulty Appeals to Trust
10: Writing Argument Analysis
10.1: How Argument Analysis Essays are Structured
10.2: Analyzing an Argument's Situation (Kairos or the Rhetorical Situation)
10.3: Generating Ideas for an Argument Analysis Paper
10.4: Reviewing an Argument Analysis Essay
10.5: A Brief Sample Argument Analysis
10.5.1: Annotated Brief Sample Argument Analysis
10.6: A Longer Sample Argument Analysis
10.6.1: Annotated Longer Sample Argument Analysis
10.8: A Sample Visual Argument Analysis
10.8.1: Annotated Sample Visual Argument Analysis
11: The Writing Process
11.1: An Overview of the Writing Process
11.2: Annotation
11.3: Brainstorming
11.4: Outlining
11.5: Drafting
11.6: Revision
11.7: Giving and Receiving Feedback
12: Essay Organization
12.1: Developing a Thesis Statement
12.2: Topic Sentences
12.3: Showing How a New Idea Fits in (Transitions)
12.4: Referring Back to Make the Connection (Cohesion)
12.5: Developing Paragraphs
12.6: Quoting and Paraphrasing
12.7: Introductions
12.8: Conclusions
13: Correcting Grammar and Punctuation
13.01: Why Spend Time on Correct Standard English
13.02: Proofreading Strategies
13.03: Subject-Verb Agreement
13.04: Fragments
13.05: Run-on Sentences
13.06: Verb Tense
13.07: Pronoun Agreement
13.08: Word Choice
13.09: Prepositions
13.10: Articles with Count and Noncount Nouns
13.11: Capitalization
13.12: Misplaced and Dangling Modifiers
13.13: Parallelism
13.14: Using Quotation Marks
13.15: Fitting a Quotation into a Sentence
13.16: Commas
13.17: Semicolons and Colons
13.18: Apostrophes
13.19: Dashes
13.20: Hyphens
13.21: Parentheses
13.22: Additional Resources on Grammar and Mechanics
14: Style- Shaping Our Sentences
14.1: What Defines Good Style in Academic Writing
14.2: Keeping It Concise
14.3: Making Sentences Clear
14.4: Giving the Reader Pleasure
14.5: Understanding Convoluted Sentences
14.6: Sentence Variety
15: Teacher's Guide
15.01: Teaching for Equity with How Arguments Work
15.02: Quizzes Essay Assignments and Other Ancillary Materials
15.03: Sample Student Essays
15.04: Slide Presentations
15.05: Course Maps
15.5.1: Allison Murray's Course Map for Argumentation and Critical Thinking
15.5.2: Anna Mills' Course Map for Argumentation and Critical Thinking
15.5.3: Natalie Peterkin's Course Map for College Composition
15.5.4: Ryan Hitch's Course Map for College Composition
15.06: Sample Lesson Plans
15.6.1: Sample Lesson Plan on Annotation
15.6.2: Sample Lesson Plan on Claims Using the Think Aloud Technique
15.6.3: Sample Lesson Plan on Key Words and Search Engines
15.6.4: Sample Lesson Plan on Summaries
15.07: Suggested Short Readings
15.08: Suggested Free Online Books
15.09: Template Phrases for Argument Summary Assessment and Response
15.10: Student Learning Outcomes (SLOs)
15.11: Alignment with Statewide Course Outlines
15.11.1: How Arguments Work and the Argumentative Writing and Critical Thinking Course Objectives
15.11.2: How Arguments Work and the College Composition Course Objectives
15.12: Share Feedback and Teaching Strategies
16: Artificial Intelligence and College Writing
16.1: Template Phrases for Reflecting on AI Feedback
16.2: Template Phrases for Critiquing AI Outputs
16.03: Acknowledging and Citing Generative AI in Academic Work
16.04: AI Copies Patterns It Doesnt Think
16.05: Don't Trust AI to Cite Its Sources
16.6: Student Essay Critiquing a New York Times Article on the Dangers of AI