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Academic writing

create your argument

The most important voice to come in your letter is your own; So you can show the reader (usually your tutor) what you think what your views are and how they are critically busy with the topic discussed. You can do this by building an effective and convincing argument for your reader.

make an argument

Your argument is how you express your point of view and answer the question you specified with prove.

Your argument can help you plan the structure of your work and lead you to find the evidence you need to support you.

Make sure your argument is running throughout your writing and that everything you include is relevant. Try to summarize your argument in a few words before you start writing and continue to check if it's the focus if you research and write your work.

structure your argument

Guide your reader in a logical way about your argument. Think about what questions your reader could have. If you can answer these questions through your argument, it seems more convincing.

Create both sides of the debate, along with their thoughts associated with the different elements.

You can then work with the weighing the evidence of a conclusion and show how specific ideas are accepted and others are rejected. Your conclusion should make clear where you are.

Develop your argument

Develop your argument by considering the evidence and dragging your own conclusion.

If you consider a series of opinions, try to assemble them under different headings.

Take a look at the strengths and weaknesses of the different evidence and present them clearly and in a critical way. This will help you understand what you have read.

Take proof of developing your own argument and make it clear what your viewpoint is. Maybe your argument has strengthen and weaken - it's good to acknowledge them.

Add your own voice into your writing,

Your voice occurs through your discussion, interpretation and evaluation of the sources.

Here are some ways to establish your voice in your letter:

  1. Make your unattractionated assertion at the beginning of paragraphs, followed by evidence, insights, arguments from your sources.

Example:

"To date, there is no established tool to measure split attention to children. Current methods for assessing the divided attention usually include a variation of the CPT with an additional task, which are eg counting or listening to auditory stimuli (celerthouse , 2003). "

  1. inform your reader explicitly what the connections are located between sources.

Example:

However,

"Smith (2009) assumes a different approach."

  1. Inform your reader explicitly, what the connections between these sources and their main assertion are.

Example:

"The Nice Argument demands the term" Renaissance "because it repeats the use of the classic images during the medieval period, so that the cannonization can be a chronological period as a characteristic of the term."

  1. Use language to show your strong agreement / disagreement / the careful agreement with sources.

Example:

"Smiths (2009) Findings show a clear. A serious weakness is with this argument. Research is near."

  1. include "So, what" Summary sentences (evaluation rates) at the end of paragraphs.

Example:

"This shows that it is harmful to strictly categorize chronological periods with artistic genres, as many art historians that different movements take place simultaneously in separate geographic sites."

The use of different verbs in your letter shows your understanding of the sources for example:

  • "Stevenson (2015) explains that."
  • "Stevenson (2015) argues."
  • "Stevenson (2015) describes how."

You can also use verbs to display your agreement or disagreements with the arguments of other authors. For example:

  • "Stevenson (2015) identifies correctly."
  • "Stevenson (2015) is not considered."
  • "Stevenson (2015) revealed."

The Manchester Academic PhraseBank offers many more examples that you can use in your written work.

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