Detailed Summary of Chapter 3
Detailed Summary of Chapter 3
Arguments
Chapter 3 of From Inquiry to Academic Writing explores how to critically engage with
arguments by identifying different types of claims, analyzing the structure of arguments, and
evaluating the quality of evidence used to support those claims. The chapter provides strategies
for recognizing the key components of academic arguments and assessing their effectiveness.
A. Claims of Fact
These claims assert that something is true, has happened, or will happen. They often rely on
factual evidence, such as statistics or historical records, to establish their validity.
Example: The global temperature has risen by an average of 1.5 degrees Fahrenheit
over the past century.
These claims can be controversial, as they may require interpretation of data or evidence
that is subject to debate.
B. Claims of Value
These claims evaluate or judge something based on criteria such as ethics, aesthetics, or
effectiveness. They often include words like "better," "worse," "more important," or "unjust."
C. Claims of Policy
These claims advocate for specific actions or changes to policies, laws, or behaviors. They
typically use words like "should," "must," or "ought to."
Arguments are built on reasons, which explain why a claim is valid. However, reasons alone are
not enough—they must be backed by credible evidence.
Example: If someone argues that climate change is accelerating due to human activity,
they must provide data from scientific studies, government reports, or expert testimony to
support their claim.
Evaluating Evidence:
To assess the strength of an argument, readers must ask the following questions about the
evidence provided:
Strong arguments acknowledge opposing viewpoints and address potential objections. This
strengthens credibility and demonstrates a deeper understanding of the issue.
1. Concessions
o A concession occurs when a writer acknowledges a valid point from the opposing
side. This does not mean agreeing entirely, but recognizing the complexity of the
issue.
o Example: Although renewable energy sources like wind and solar are promising,
they currently cannot meet all of our energy demands.
2. Counterarguments
o A counterargument anticipates objections and refutes them with additional
reasoning and evidence.
o Example: If an argument claims “social media is harmful to mental health,” a
counterargument might state, “However, social media provides a crucial support
network for people struggling with isolation.”
o Effective arguments do not simply ignore counterarguments; they address them
and explain why the original claim remains valid.
A strong argument will provide well-supported reasons, use reliable evidence, and address
potential counterarguments thoughtfully.
Example Exercise:
The chapter presents two different perspectives on grade inflation in higher education:
Key Takeaways:
By mastering these skills, students can engage more effectively in academic discussions, write
stronger essays, and critically assess the arguments they encounter in everyday life.