WRITING A POSITION PAPER

The following material explains how to produce a position paper (sometimes called a
point of view paper). A template is provided that outlines the major parts of a good
position paper.  Keep in mind, however, that this is just a guide. Talk to your
TAs about their individual expectations. Your TAs may want you to include
some criteria that do not appear in this outline. Make sure you check with
them.

Like a debate, a position paper presents one side of an arguable opinion about an
issue. The goal of a position paper is to convince the audience that your opinion is
valid and defensible. Ideas that you are considering need to be carefully examined in
choosing a topic, developing your argument, and organizing your paper. It is very
important to ensure that you are addressing all sides of the issue and presenting it in
a manner that is easy for your audience to understand. Your job is to take one side
of the argument and persuade your audience that you have well-founded knowledge
of the topic being presented. It is important to support your argument with evidence
to ensure the validity of your claims, as well as to refute the counterclaims to show
that you are well informed about both sides.

Issue Criteria

To take a side on a subject, you should first establish the arguability of a topic that
interests you. Ask yourself the following questions to ensure that you will be able to
present a strong argument:

  Is it a real issue, with genuine controversy and uncertainty?

  Can you identify at least two distinctive positions?
  Are you personally interested in advocating one of these positions?
  Is the scope of the issue narrow enough to be manageable?
In the CMNS 130 courseware the article by Fleras begins to set out a range of issues you
may choose to address. Your tutorial leader will also have a set of suggested paper topics.
The suggested paper topics will also be available on the CMNS 130 website.

Analyzing an Issue and Developing an Argument

Once your topic is selected, you should do some research on the subject matter.
While you may already have an opinion on your topic and an idea about which side
of the argument you want to take, you need to ensure that your position is well
supported. Listing the pro and con sides of the topic will help you examine your
ability to support your counterclaims, along with a list of supporting evidence for
both sides. Supporting evidence includes the following:

 
 Type of Information Type of Source   How to find these sources

directories,
introductory information
encyclopedias, Use the Library catalogue
and overviews
handbooks

Library catalogue, Canadian

books, government
in-depth studies Research Index, Government web
reports
sites

scholarly articles academic journals  Article indexes

current issues newspapers, magazines  Article indexes

government agencies Statistics Canada, Canadian

statistics
and associations Research Index, journal articles

position papers and association and institute

Library catalogue, web sites
analyses reports
Many of these sources can be located online through the library catalogue and electronic
databases, or on the Web. You may be able to retrieve the actual information electronically
or you may have to visit a library to find the information in print. The librarian’s
presentation on October 10th after your mid-term exam will assist in your orientation of the
SFU library.

** You do not have to use all of the above supporting evidence in your papers. This is
simply a list of the various options available to you. Consult your separate assignment sheet
to clarify the number and type of sources expected.

Considering your audience and determining your viewpoint

Once you have made your pro and con lists, compare the information side by side.
Considering your audience, as well as your own viewpoint, choose the position you
will take.

Considering your audience does not mean playing up to the professor or the TA. To convince
a particular person that your own views are sound, you have to consider his or her way of
thinking. If you are writing a paper for a sociology professor/TA obviously your analysis
would be different from what it would be if you were writing for an economics, history, or
communications professor/TA. You will have to make specific decisions about the terms you
should explain, the background information you should supply, and the details you need to
convince that particular reader.

In determining your viewpoint, ask yourself the following:

 Is your topic interesting? Remember that originality counts. Be aware that your
professor/TA will probably read a number of essays on the same topic(s), so any
paper that is inventive and original will not only stand out but will also be
appreciated.
 Can you manage the material within the specifications set by the instructor?
  Does your topic assert something specific, prove it, and where applicable, propose a
plan of action?
 Do you have enough material or proof to support your opinion?

Organization 

Sample Outline

I. Introduction
___A. Introduce the topic
___B. Provide background on the topic to explain why it is important
___C. Assert the thesis (your view of the issue). More on thesis statements can be
found below.

Your introduction has a dual purpose: to indicate both the topic and your approach to
it (your thesis statement), and to arouse your reader’s interest in what you have to
say. One effective way of introducing a topic is to place it in context – to supply a
kind of backdrop that will put it in perspective. You should discuss the area into
which your topic fits, and then gradually lead into your specific field of discussion
(re: your thesis statement).

II. Counter Argument

___A. Summarize the counterclaims
___B. Provide supporting information for counterclaims
___C. Refute the counterclaims
___D. Give evidence for argument

You can generate counterarguments by asking yourself what someone who disagrees
with you might say about each of the points you've made or about your position as a
whole. Once you have thought up some counterarguments, consider how you will
respond to them--will you concede that your opponent has a point but explain why
your audience should nonetheless accept your argument? Will you reject the
counterargument and explain why it is mistaken? Either way, you will want to leave
your reader with a sense that your argument is stronger than opposing arguments.

When you are summarizing opposing arguments, be charitable. Present each

argument fairly and objectively, rather than trying to make it look foolish. You want
to show that you have seriously considered the many sides of the issue, and that you
are not simply attacking or mocking your opponents.

It is usually better to consider one or two serious counterarguments in some depth,

rather than to give a long but superficial list of many different counterarguments and
replies.

Be sure that your reply is consistent with your original argument. If considering a
counterargument changes your position, you will need to go back and revise your
original argument accordingly.
For more on counterarguments
visit: http://www.unc.edu/depts/wcweb/handouts/argument.html

III. Your Argument

___A. Assert point #1 of your claims
_____1. Give your educated and informed opinion
_____2. Provide support/proof using more than one source (preferably three)
___B. Assert point #2 of your claims
_____1. Give your educated and informed opinion
_____2. Provide support/proof using more than one source (preferably three)
___C. Assert point #3 of your claims
_____1. Give your educated and informed opinion
_____2. Provide support/proof using more than one source (preferably three)

You may have more than 3 overall points to your argument, but you should
not have fewer.

IV. Conclusion
___A. Restate your argument
___B. Provide a plan of action but do not introduce new information

The simplest and most basic conclusion is one that restates the thesis in different
words and then discusses its implications.

Stating Your Thesis

A thesis is a one-sentence statement about your topic. It's an assertion about your

topic, something you claim to be true. Notice that a topic alone makes no such
claim; it merely defines an area to be covered. To make your topic into a thesis
statement, you need to make a claim about it, make it into a sentence. Look back
over your materials--brainstorms, investigative notes, etc.--and think about what
you believe to be true. Think about what your readers want or need to know. Then
write a sentence, preferably at this point, a simple one, stating what will be the
central idea of your paper. The result should look something like this:

Original Subject: an important issue in my major field 

Focused Topic: media technology education for communication majors

Thesis: Theories of media technology deserve a more prominent place in this University’s

Communication program

Or if your investigations led you to a different belief:

Thesis: Communication majors at this University receive a solid background in

theories of media technology

It's always good to have a thesis you can believe in.

Notice, though, that a sentence stating an obvious and indisputable truth
won't work as a thesis:

Thesis: This University has a Communication major.

That's a complete sentence, and it asserts something to be true, but as a thesis it's a
dead end. It's a statement of fact, pure and simple, and requires little or nothing
added. A good thesis asks to have more said about it. It demands some
proof. Your job is to show your reader that your thesis is true.

Remember, you can't just pluck a thesis out of thin air. Even if you have remarkable
insight concerning a topic, it won't be worth much unless you can logically and
persuasively support it in the body of your essay. A thesis is the evolutionary result
of a thinking process, not a miraculous creation. Formulating a thesis is not the first
thing you do after reading the essay assignment. Deciding on a thesis does not
come first. Before you can come up with an argument on any topic, you have to
collect and organize evidence, look for possible relationships between known facts
(such as surprising contrasts or similarities), and think about the beneath-the-
surface significance of these relationships. After this initial exploration of the
question at hand, you can formulate a "working thesis," an argument that you think
will make sense of the evidence but that may need adjustment along the way. In
other words, do not show up at your TAs office hours expecting them to
help you figure out your thesis statement and/or help organize your paper
unless you have already done some research.

For more information regarding thesis statements

visit: http://www.unc.edu/depts/wcweb/handouts/thesis.html

Writing with style and clarity

Many students make the mistake of thinking that the content of their paper is all that
matters. Although the content is important, it will not mean much if the reader can’t
understand what you are trying to say. You may have some great ideas in your
paper but if you cannot effectively communicate them, you will not receive a very
good mark. Keep the following in mind when writing your paper:

Diction

Diction refers to the choice of words for the expression of ideas; the construction,
disposition, and application of words in your essay, with regard to clearness,
accuracy, variety, etc.; mode of expression; and language. There is often a tendency
for students to use fancy words and extravagant images in hopes that it will make
them sound more intelligent when in fact the result is a confusing mess. Although
this approach can sometimes be effective, it is advisable that you choose clear words
and be as precise in the expression of your ideas as possible.

Paragraphs
Creating clear paragraphs is essential. Paragraphs come in so many sizes and
patterns that no single formula could possibly cover them all. The two basic
principles to remember are these:

1)   A paragraph is a means of developing and framing an idea or impression. As a

general rule, you should address only one major idea per paragraph.

2)   The divisions between paragraphs aren’t random, but indicate a shift in focus.
In other words you must carefully and clearly organize the order of your
paragraphs so that they are logically positioned throughout your paper.
Transitions will help you with this.

For further information on paragraph development

visit: http://www.unc.edu/depts/wcweb/handouts/paragraphs.html

Transitions

In academic writing your goal is to convey information clearly and concisely, if not to
convert the reader to your way of thinking. Transitions help you to achieve these
goals by establishing logical connections between sentences, paragraphs, and
sections of your papers. In other words, transitions tell readers what to do with the
information you present them. Whether single words, quick phrases or full
sentences, they function as signs for readers that tell them how to think about,
organize, and react to old and new ideas as they read through what you have
written.

Transitions signal relationships between ideas. Basically, transitions provide the

reader with directions for how to piece together your ideas into a logically coherent
argument. They are words with particular meanings that tell the reader to think and
react in a particular way to your ideas. In providing the reader with these important
cues, transitions help readers understand the logic of how your ideas fit together.

LOGICAL RELATIONSHIP TRANSITIONAL EXPRESSION

Similarity also, in the same way, just as ... so too, likewise, similarly

Exception/Contrast but, however, in spite of, on the one hand ... on the other
hand, nevertheless, nonetheless, notwithstanding, in
contrast, on the contrary, still, yet

Sequence/Order first, second, third, ... next, then, finally

Time after, afterward, at last, before, currently, during, earlier,

immediately, later, meanwhile, now, recently,
simultaneously, subsequently, then

Example for example, for instance, namely, specifically, to illustrate

Emphasis even, indeed, in fact, of course, truly

Place/Position above, adjacent, below, beyond, here, in front, in back,

 nearby, there

Cause and Effect accordingly, consequently, hence, so, therefore, thus

Additional Support or additionally, again, also, and, as well, besides, equally

Evidence important, further, furthermore, in addition, moreover, then

Conclusion/Summary finally, in a word, in brief, in conclusion, in the end, in the

final analysis, on the whole, thus, to conclude, to
summarize, in sum, in summary 

For more information on transitions

visit: http://www.unc.edu/depts/wcweb/handouts/transitions.html

Grammar and Spelling

You must make certain that your paper is free from grammar and spelling mistakes.
Mechanical errors are usually the main reason for lack of clarity in essays, so be sure
to thoroughly proof read your paper before handing it in. For help with common
errors in grammar and usage consult the following websites:

http://www.sfu.ca/~gmccarro/Grammar/Grammar.html http://ccc.commnet.edu/gra
mmar/index2.htm http://www.unc.edu/depts/wcweb/handouts/

Plagiarism and academic honesty

Plagiarism is a form of stealing; as with other offences against the law, ignorance is

no excuse. The way to avoid plagiarism is to give credit where credit is due. If you
are using someone else’s idea, acknowledge it, even if you have changed the
wording or just summarized the main points.

To avoid plagiarism, you must give credit whenever you use

 another person's idea, opinion, or theory;

 any facts, statistics, graphs, drawings--any pieces of information--that are not
common knowledge;
 quotations of another person's actual spoken or written words; or
 paraphrase of another person's spoken or written words.

In addition to plagiarism, SFU has policies regarding other forms of academic dishonesty.
For more information on SFU’s policies regarding academic honesty consult your
undergraduate calendar or http://www.sfu.ca/policies/teaching/t10-02.htm. If any of the
University’s policies are not clear you must ask your professor or TA for clarification.
Again, ignorance is no excuse.

 
How to Write a Position Paper The purpose of a position paper is to generate support on an issue. It
describes a position on an issue and the rational for that position. The position paper is based on facts
that provide a solid foundation for your argument. 1 In the position paper you should: • Use evidence to
support your position, such as statistical evidence or dates and events. • Validate your position with
authoritative references or primary source quotations. • Examine the strengths and weaknesses of your
position. • Evaluate possible solutions and suggest courses of action. Choose an issue where there is a
clear division of opinion and which is arguable with facts and inductive reasoning. You may choose an
issue on which you have already formed an opinion. However, in writing about this issue you must
examine your opinion of the issue critically.2 Prior to writing your position paper, define and limit your
issue carefully. Social issues are complex with multiple solutions. Narrow the topic of your position
paper to something that is manageable. Research your issue thoroughly, consulting experts and
obtaining primary documents. Consider feasibility, cost-effectiveness and political/social climate when
evaluating possible solutions and courses of action. 3 The following structure is typical of a position
paper: • An introduction • Identification of the issue • Statement of the position • The body •
Background information • Supporting evidence or facts • A discussion of both sides of the issue • A
conclusion • Suggested courses of action • Possible solutions The introduction should clearly identify the
issue and state the author’s position. It should be written in a way that catches the reader’s attention.
The body of the position paper may contain several paragraphs. Each paragraph should present an idea
or main concept that clarifies a portion of the position statement and is supported by evidence or facts.
Evidence can be primary source quotations, statistical data, interviews with experts, and indisputable
dates or events. Evidence should lead, through inductive reasoning, to the main concept or idea
presented in the paragraph. The body may begin with some background information and should
incorporate a discussion of both sides of the issue. The conclusion should summarize the main concepts
and ideas and reinforce, without repeating, the introduction or body of the paper. It could include
suggested courses of action and possible solutions. 4 1 Tucker, Kerry, & Derelian, Doris, Rouner, Donna.
(1997). Building the case: Position papers, backgrounders, fact sheets, and biographical sketches. In
Public relations writing: An issue-driven behavioral approach (pp.79- 85). Upper Saddle River, NJ:
Prentice Hall. 2 Axelrod, Rise B., & Cooper, Charles R. (1993). R. Position paper (pp.446-451). In Reading
critically, writing well: A reader and guide. New York: St. Martin’s Press. 3 Hansen, Kristine. (1998).
Public position papers and opinion pieces. In A rhetoric for the social sciences: A guide to academic and
professional communication (pp. 301-306). Upper Saddle River, NJ: Prentice Hall. 4 Kashatus, William C.
(2002). Present history: Position and local history research papers. In Past, present and
 1
Choosing Your Position
1.

1
Make sure your topic is arguable. If you are choosing your own topic, then you will
want to make sure that it has multiple sides. The topic should be controversial, with at
least 2 clear sides. Sometimes a topic might seem to have 2 sides, but in actuality most
people would agree on 1 side.[1]
o For example, you wouldn’t want to write a paper arguing that children
need proper care, as no one would disagree with that stance.
 o A better topic may be taking a stance on what should be done if children
are not receiving proper care.


2
Research your topic and the alternative sides. You need to fully understand your
issue in order to choose and defend a position. Consider the background information,
recent developments, and the reasons behind each side. Remember to examine at
least 2 sides of your issue.
o Visit your local library to find books, journals, and newspapers.
o Access online databases, credible websites, and news sources.
 o To decide if a source is credible, look for peer-reviewed journals, check
the credentials of the author, locate the information in two separate sources, and check
the date to make sure the information is the most recent available. You should also
avoid self-published sources.


3
Make a pros and cons list for at least 2 positions on your topic. Based on your
research, write down the reasons for and against each position that you are considering
taking. This will help you choose a position that is easy to defend using the evidence
that you have collected.
 o Looking at both sides not only helps you pick the best position, it will also
help you choose a good counterargument.[2]
o For example, if you are writing a paper about whether or not your
community should invest in new park equipment, your two sides would be either in favor
of the new park equipment or against it. A pro of buying new equipment might be
purchasing safer equipment, while a con would be the expense of the purchase.


4
 Think about your views on the issue. You may have strong views on the topic, which
could help guide your choice. If you do have an opinion, make a list of the reasons
behind it to see if they can help you build an argument.[3]
o In some cases, it’s easier to argue a position if you don’t have strong
opinions either way. This is because you can focus on the evidence, not on your
personal views.


5
Consider your audience's views on the topic. How your paper is received will
depend on the audience and their stance on the issue. If you are preparing your paper
 for a class, it could be helpful to consider the views of your instructor. Similarly, a paper
such as a policy paper would benefit from localizing the issue, just as a paper for an
international journal would appeal to more readers if it includes a wider worldview.[4]
o While you don’t have to change your position to fit your audience, you may
want to adjust your reasons behind the position or the counter-argument you choose.