In this checkpoint, when we refer to ‘argument’ it also refers collectively to discussion points.

Arguments already exist, it’s your job to uncover them

People generally think the hardest part is coming up with arguments or discussion points.

If you understand the question correctly, the arguments and discussion points should come from logical reasoning.

Let me illustrate.

Imagine you have a bag of lollies (your issue). Your lolly bag has red lollies (for a position) and black lollies (against a position). When you pick a red lolly out, it's like choosing an argument for an issue. When you pick a black lolly out, it's like choosing an argument against a position. Remember that:

• All arguments must related to the issue (lolly must be from the bag).
• Arguments already exist for that issue (lolly already is in the bag).
• Your job is to select an argument and then communicate it.

It all starts with a reason

An argument isn’t just one sentence. It’s a collection of sentences that together, make up an argument.

The first part in coming up with an argument is the claim.

This is the reason. So, when someone asks you why you have chosen a particular stance, your ‘claim’ or ‘reason’ should answer “because…” in one sentence.

For example:

Smoking should be banned because it is bad for your health.

Notice that it isn’t in so much detail (like a piece of evidence) but it isn’t too broad. It has the right amount of detail and this is what you’re looking for when you first ‘come up with arguments’.

Coming up with your claim/reason in an exam

Here are way to help you come up with claims/reasons to a particular issue:

Read the newspaper (especially opinion articles)

Again, reading the newspaper not only helps you in preparing for the exam but it'll help you to start a database in your mind that stores different types of arguments for certain issues.

Think about the question carefully and link it with your own experience

How does the topic affect your situation as an individual, for your parents or for your community? If you are arguing for something, you would think about how it affects you or someone else positively. If you are arguing against something, you would think about how it affects you or someone else negatively.

For example, for the school uniform question, if I were a student, I would say that it benefits me because I wouldn't have to decide what to wear every day and therefore that's an argument for based on the notion of convenience. Secondly, I would then think about how it affects my parents. They probably wouldn't have to spend money on fashionable clothes for me. Therefore, my second argument would be based on school uniforms saving money for parents and this is important as not all parents can afford fashionable clothing for their children.

Now let's quickly look at a good argument and a not so good argument if someone were writing affirmatively for the following question:

Should it be made compulsory for Victorian school students to wear a school uniform?

Good argument:

Making school uniforms compulsory will help create an atmosphere of order and uniformity which assists in learning.

Not so good argument:

School uniforms help children learn.

The good argument is direct and to the point. One can see the link between uniforms and a consequence and supporting examples can be easily provided. The not so good argument is broad. Worse still it actually claims a direct 'cause and effect' relationship that 'School uniforms actually directly help children learn'. School uniforms don't directly help children learn.

Dimensions of Argument: A Matrix

Examples

Watch video to see worked example/s relating to ‘how to come up with strong arguments’:

Many science fiction stories deal with the possibility of being able to "design" our children by choosing the specific physical and personality traits we would like them to have.No longer is this just fiction, however.Cloning may allow us to weed out genetic disease, enhance desirable traits, even deliver made‐to‐order children.Do you think this is a good idea?Why or why not?Use specific examples and reasons to support your position.

Whales are an important and often endangered part of the global marine environment. Many countries have outlawed whaling. Some countries, however, continue to catch and kill whales for a range of purposes (including for food, traditional reasons, scientific research etc). Write a persuasive piece of writing arguing for or against global laws banning whaling.

Key Rules to remember:

• All arguments must relate to the issue (lolly must be from the bag).
• Arguments already exist for that issue (lolly already is in the bag).
• Your job is to select an argument and then communicate it.
• Aim to use specific, relevant and well worded claims/reasons for greater clarity.

Practice time!

Now, it's your turn to practice.

The questions in this checkpoint are provided to help you develop your writing skills.

To do your practice questions, click on the below to download your question paper. You can print it out or work from the electronic version. We do recommend that you write your answers by hand in a notebook or on paper.

PDW-CP7-Questions.pdf

Once you have completed your questions, review the suggested solutions. You can download (and print if you wish) the PDF suggested solutions and/or watch the suggested solutions video (all below).

Once you're done with reviewing the practice question suggested solutions, move on to the next checkpoint.

PDW-CP7-Answers.pdf

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