Unformatted text preview: Major goals for an argument-based 101 Words in red indicate intellectual standards from the Paul & Elder critical thinking model: http://louisville.edu/ideastoaction/what/critical-thinking/paul-elder-framework 1. Distinguish topic from argument & argument from summary ( significance ) When asked to describe an argument, some students will state its topic (e.g. teen pregnancy) rather than its argument. Similarly, when asked to take a position on a topic or a course reading, some students will summarize rather than make an argument. 2. Support an argument with persuasive evidence (clarity, precision, logic) Students often list reasons for a position but are less likely to provide evidence. When they do provide evidence, they tend to give one supporting fact or detail for each claim. They need instruction in providing multiple pieces of support for a claim. 3. Prioritize and connect arguments with thesis statements, topic sentences & transitions (logic, significance) The typical deductive paragraph structure of academic writing (i.e., main argument followed by supporting The typical deductive paragraph structure of academic writing (i....
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This note was uploaded on 03/29/2011 for the course ED 101 taught by Professor Propas during the Spring '11 term at Grand Valley State.
- Spring '11