The document discusses the basic elements of an academic essay, focusing on developing a strong argument. It notes that an effective argument should be narrow, supported by evidence, and address a meaningful point. Additionally, an argument needs to be reasonable, comprehensible, and manageable for the assigned length. The document also outlines different modes of argument like compare/contrast, definition, and analysis that can be incorporated into an essay. Finally, it stresses that good arguments are built on thoughtful research questions.

1. AcademicWriting The Basic Elements

2. The Scholarly Essay Incorporates: Argument Englishlanguagereaders (and otherreaders!) willexpectyourwriting to be motivated by a compelling argument. It is crucial from the start to thinkaboutyourscholarship in terms ofshaping an argument. -What is the purpose of argument?

3. Argument, or thesis, helps to shapethecontoursofthinking. It allowsthewriting to close in onitself, so that it canproductivelycommunicatewithitstextualsurround.

4. Beforeweget to what makes a good argument, or a goodthesis, lets ask: whatconstitutes a bad argument for academicwriting. argument sketch

5. An argument needs to be narrow enough for you to defend in the length of essay assigned. You need to be able to find enough evidence to support your assertions. You need to make a point worth arguing: a point that elicits a "so what?" from your reader will not generate a strong essay. (“The Writing Center,” Cambridge, MA)

6. An argument needs to be: reasonable comprehensible manageable

7. Don’t bite off more thanyoucanchew! This is goodadvice, but it has more to do withchewingthan biting.

8. Modes of Argument Compareontrast Definition Description Classification Exemplification Analysis Your essay mayincorporate a varietyofargumentative modes, though it may ”pivot” on a particular mode.

9. A good argument starts withgoodquestions. Where do goodquestionscome from?

10. Here is thebeginningof a student’sabstract: ”Feedback is a dailypractice in classrooms, butwhen and howdoesclassroom feedback promotelearning at its best?”

11. A research process Research Question and Hypothesis generation Topic choice Literature search Experimental design Analysis Data Collection Interpretation Write-up