Think about how you define argument. How is the word used in everyday conversation?

What does this word

mean in an academic setting? What’s the difference between the two? (Hint: Greene’s Article).

Arguments can be defined in different ways. Which definition you use will depend a lot on the setting in
which it happens in. In a conversation between people it is going to be defined differently than when used in an
academic setting such as a research paper. In a conversational setting an argument is going to be an exchange of
differing opinions which can sometimes get heated and involve yelling. An example of an argument in a
conversational setting could be as simple as two friends trying to figure out where to eat when they both want
different thing or could be two friends talking about their differing views on a political event such as the election.
Whereas, in an academic setting the argument is your view on a topic or reasons for something to happen. An
example of this could be writing a paper about why Michael Jordan is the best basketball player ever where your
argument is that Michael Jordan is the best player. Another huge difference between the way arguments are used in
the two different settings is that in a conversational setting an argument could be back and forth with responses to
each individual claim, where in an academic setting there is no back and forth rather you state your whole claim
from the start. Although, no matter which type of argument you are talking about does rely on reading. According to
James Crosswhite reading “means making judgments about which of the many voices one encounters can be
brought together into productive conversation.” (73) This means that the only way for arguments to form is by
reading and being able to choose a point of view in which you agree with.

Drawing on what you learned in Robertson et.al’s article, write a definition of transfer.

Transfer has many different definitions when referring to different topics and subjects. According to
Robertson et.al transfer is “the act of applying existing knowledge to a new situation” (215). An example of this
would be taking a pre-calculus class one year and then taking calculus the next year and being expected to
understand and remember the core foundations of pre-calculus in your calculus class. This can be related to this
class since most of us have written research papers before or at least done research before so we can transfer those
experiences and knowledge from those papers to this class. We can then take that knowledge from the past and build
upon it in this class.