Notes Erickson

Class Notes

January 27th:

  • Claim: A statement, usually debatable.
  • Support: Why? Data.
  • Linkage: What connects the claim and the support.

Annotated Bibliography/Argument Notes

So What? by Kurt Schick and Laura Schubert

Chapter 1 - Why do we Argue?

  • Point of writing is to communicate and create knowledge.
  • Will help with life after college.
  • Scholarly habits: make decisions carefully, carefully explain conclusions for others, people have limited perspectives
  • Developed writing requires knowledge, practice, feedback, and motivation.
  • Discover, drafting, revision, editing.
  • Write multiple drafts to expand your thinking.
  • Scholarly arguments are relevant and interest the participants, they address a certain sophisticated audience, they address larger ideas as well, and they pursue ideal purposes.
  • Read deeper to figure out audience and purpose of content.
  • Who, what, where, when, why, how.
  • Demonstrate learning through writing.
  • We argue to find our voice and share it with others.

Chapter 2 - How do we Argue?

  • Things that define arguments are their content and their structure.
  • Start with a question and use a method of investigation to arrive at a conclusion.
  • Scholarly arguments matter to them and the audience.
  • Inquiry based arguments.
  • Scholars discover their thesis through investigation and research.
  • Inquiry and argumentation have effects in our everyday lives.
  • Best arguments have implications (so what?).
  • Catalyst, thesis, support, linking, claim.
  • Evidence: anything we can observe
  • Verification:things we can research.
  • Illustrations:things we imagine.
  • primary, secondary, original sources.
  • Effective arguments need a basis of acceptance.
  • Assumptions make up most of argument.
  • Arguments that have unshared opinions are best for swaying audience's mind.
  • More controversy=more explaining.
  • Avoid: arguing the obvious, arguing without support, supporting without arguing.
  • How to avoid those things: read more on the topic, ask experts, highlight your argument, consult a teacher, use topic sentences, support.

Chapter 3 - How do we Read Arguments?

  • Reading provides models for writing.
  • Same issues brought up as the Google article.
  • Reading needs concentration, engagement, and a quiet mind.
  • Reading can train you brain to slow down and focus and analyze.
  • Have a purpose every time you read.
  • Why am I reading this and what do I want to get out of it?
  • Don't read everything the same way.
  • Repetition enhances memory.
  • Before reading, scan keywords.
  • Before reading, skim the text.
  • While reading, if it is a confusing paragraph, stop and try to figure it out.
  • Take notes while reading.
  • Write down reactions to the text.
  • Stop reading frequently to recall what you read.
  • Use repetition quickly after learning to remember.
  • Limit distractions.
  • Design of argument, author choices, why?
  • Think of yourself as the audience.
  • To identify argument, concentrate, categorize, and interpret.
  • Catalyst, central claim, support, linkages, implications.
  • Pictures are worth a thousand words.
  • Visual argument.
  • Extend argument rather than agreeing or disagreeing.

Chapter 4 - What's a Good Source?

  • Start with sources before writing.
  • Begin with a specific problem/question.
  • Review with scholarly publications to make sure your idea is worth writing about.
  • Investigate to solve problem or answer internal questions.
  • Report results in the form of an argument.
  • Research before writing.
  • "library research" - using info that has already been analyzed.
  • Stability - use text that does not change often or ever.
  • Credibility - Look at credentials. Anyone can write.
  • Reliability - use sources that undergo harsh scrutiny.
  • Credibility is determined by the audience and the situation of the argument.
  • To find credibly research, talk with other scholars, explore research databases, search online.
  • Broad topic - narrowed topic - research subject.
  • To summarize, read the text, create a schematic of the text's layout, select the most relevant information, write a summary, revise.
  • To paraphrase, read carefully, think about it, rewrite the gist, double check the original, cite the author.
  • Take good notes throughout the research process.
  • Keep records of your research.
  • To generate ideas: Believing and Doubting game, read a source you don't agree with, compare and contrast table, scrutinize.

Chapter 5 - Where Can We Find a Compelling Thesis?

  • Read, apply, challenge yourself, talk with others, freewrite to make new arguments.
  • Controversies: existence, fact,definition, interpretation, cause, consequence, circumstance, evaluation, jurisdiction, procedure, policy, actions.
  • Good questions are challenging, compelling, and controversial.
  • Dig deep into a narrow subject to find a focus.
  • Evolution of your thesis is normal.
  • Settle on a thesis after writing so as to keep your learning opportunities open.
  • Do not use cliche arguments, interesting arguments.
  • Thesis statements should be provocative and clear.

Chapter 6 - How Do We Support Arguments?

  • Verification, Reputation, Presentation.
  • Evidence is better at making audiences respond than emotional/credible appeals.
  • Linkages connect claim with evidence.
  • Claim is only as strong as evidence.

Chapter 7 - What about Faults and Gaps in Arguments?

  • Arguments fail with weak evidence.
  • Fallacies
  • Insufficiency, Unqualified Claims, Irrelevance,
  • Fallacies are sometimes useful.
  • Are not necessarily fake.

Chapter 8 - How Do We Develop and Organize Arguments?

  • Everything has a place for a reason.
  • Organize with maps, graphics, software.
  • Use definitions.
  • Structure of argument impacts audience.
  • Intro, background, support, alternate arguments, conclude.
  • Acknowledge other arguments before asserting your own.
  • Organize and revise.
  • Break into reasonable chunks.
  • Feedback.

Chapter 9 - How Do We Use Sources Responsibly?

  • Every paper is a research paper for scholars.
  • Dont cheat authors in your papers.
  • Don't copy.
  • Ask professor about collaboration allowed.
  • You have to do the work to learn new things.
  • Pay attention to sources.
  • Maintain good notes.
  • Cite while you work.
  • Dont procrastinate.
  • Citations create a credible argument.

Chapter 10 - What About Style?

  • Scholars write prose that can not be misunderstood.
  • Dash is used to set apart a portion of a sentence.
  • Colon used to introduce lists and combine two sentences.
  • Semicolon used to connect loosely related ideas.
  • Active voice is clearer to read.
  • Strong verb choices are effective.
  • Sentence variations on page 226.
  • Figures of speech on page 227.
  • Online writing is always public.
  • Read writing out loud to proofread.
Unless otherwise stated, the content of this page is licensed under Creative Commons Attribution-ShareAlike 3.0 License