‫الجامعة السعودية االلكترونية‬

‫الجامعة السعودية االلكترونية‬

‫‪26/12/2021‬‬
 Week 09
DENG400 Critical Thinking Writing

Module 08
Evaluating Authors’ Claims and
Arguments
Learning
objectives
• Differentiating between the meanings of arguments and claims
• Presenting the steps of evaluating authors’ arguments and claims
• Identifying arguments and claims in different types of texts

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Table of contents
1. Module number and name
……………………………………………………………….…….………p.2
2. Learning objectives………………………………………….
……………………………………………...p.3
3. Table of contents
…………………………………………………………………………………………
...p.4
4. Basic definitions……………………..
…………………………………………………………....…….…p.05
5. Evaluating arguments and claims………........………………..
…………………………….……p.07
6. Arguments and claims in persuasive
texts………………………………………………………p.11
7. Arguments and claims in argumentative
texts………………………………………………..p.13 4
Basic definitions
What is a claim?
A claim is the evidence that a writer or a speaker uses to prove his/her
point.
Examples of claims:
A girl who wants a new cell phone might make the following claims:
Claim 1: Every girl in my school has a cell phone.
Claim 2: I will be safer with a cell phone because I can call 911.
Claim 3: A cell phone with Internet access will help me do homework.
 A claim is the author’s statement of "fact" which may be or may
not be true. Authors use claims to support their arguments.

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Basic definitions
What is an argument?
An argument is the author's reasons for a particular point of view.
Arguments are claims backed by reasons that are supported by
evidence.
 An argument is a work of persuasion. You use it to convince others
to agree with your claim or viewpoint when they have doubts or
disagree.
An example of an argument:
When you apply for a job, you usually submit a cover letter to
introduce yourself to the employer. A good cover letter is like a very
subtle argument that you use to persuade the employer of one simple
claim: I’m the best person for the job.
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Evaluating arguments and claims
 An argument is a claim that is supported by reasons and/or
evidence. When an author tries to persuade readers that something
is true or correct by presenting supporting reasons and/or evidence,
an argument is being made.
In order to evaluate an author’s arguments and claims, you have to
follow the following steps:
1- Identify the author’s assumptions
2- Identify the types of support
3- Determine the relevance of the support
4- Determine the author’s objectivity
5- Determine the argument’s completeness
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Evaluating arguments and claims
1- Identify the author’s assumptions
The author’s assumptions are the things that the author takes for
granted without introducing any proof (what the author uses in the
argument and accepts as true without evidence). Ask yourself, “What
does the author take for granted?” If the author’s assumptions are
illogical or incorrect, the entire argument will be flawed. Readers may
be misled unless they identify the author’s assumptions.
2- Identify the types of support
Types of support refer to the kinds of evidence that the author uses to
back up the argument. Ask yourself, “What kind of support does the
author present to back the argument?” Support can include research
findings, case studies, personal experience or observation, examples,
facts, comparisons, and opinions. 8
Evaluating arguments and claims
3- Determine the relevance of the support
Relevance is achieved when support is clearly related to the argument.
Ask yourself, “Is the support clearly related to the argument?” Unless
the author is an expert, his/her opinion or personal experience may
not be relevant.
4- Determine the author’s objectivity
The author becomes objective when the support consists of facts and
other clear evidence. Ask yourself, “Does the author introduce facts
and clear evidence as a kind of support?”
5- Determine the argument’s completeness
An argument is complete if the author presents adequate support and
overcomes opposing points. Sometimes authors do not give enough
support. Ask yourself, “Is the author's argument complete?”
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Evaluating arguments and claims
 By following the five steps in the previous slides, readers can
critically evaluate the credibility and reliability of authors, sources
of the data, and the information that authors are using in their
arguments and claims.
 Some arguments, claims, and evidence are weak and faulty and
other arguments, claims, and evidence can be strong and well-
supported with scientific research.
 Some of the most commonly used types of texts which include clear
arguments and claims are:
1- Persuasive texts
2- Argumentative texts
3- Expository texts
4- Problem and solution texts
5- Cause and effect texts 10
Arguments and claims in persuasive texts
 The purpose of a persuasive text is to convince readers to accept the
author’s opinions.
 This purpose can be achieved when the author proves that his/her
opinions are correct and logical.
 The author of this type of text uses logic, strong reasoning, and
accurate evidence. Therefore, arguments are presented smoothly
from one point to the next.
 Some of the opinions presented in this type of text are those of the
authors themselves and others may be quoted from known experts.
 Authors often use their beliefs and opinions so that readers of that
type of text can be convinced to accept these beliefs and opinions .
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Arguments and claims in persuasive texts
Exercise:
Evaluate the author’s arguments and claims in the following text.
Immigration contributes to the overall health of the American economy. Despite recent concerns
expressed about illegal and some legal immigration to the United States, this country has largely
benefited from the skills, talents, and ambition that immigrants bring with them. American
businesses gain from a good source of affordable labor, while towns and cities are revitalized by
immigrant families who strengthen communities through civic participation and the generation of
new economic activity. The United States must continue to welcome new arrivals and help those
who are already here; otherwise, the country will lose the advantages it has over other
industrialized countries that compete against us in the global marketplace and seek to recruit
from a vast pool of unskilled and skilled global workers.

https://www.learnamericanenglishonline.com/Write_in_English/WL14_persuasive_paragraphs.html
Answer:
Answers may vary.

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 Arguments and claims in argumentative
texts
Argumentative texts are similar to persuasive texts but they are a
little bit stronger and more assertive in terms of its tone.
 Argumentative texts are texts in which authors are either ‘with’ or
‘against’ an issue.
 It could be that both sides of the issue are presented equally, or it
could be that one side is presented more forcefully than the other.
This depends mainly on the author and what side s/he supports the
most.
 Some of the clue words that are often found in argumentative texts
include based on, the fact that, in my opinion , I believe strongly
that, without any doubt, most certainly, and in my strong opinion.

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Arguments and claims in argumentative texts
Exercise:
Evaluate the author’s arguments and claims in the following text.
Cooking is an art, it's not just following a recipe and crossing your fingers waiting for the result,
it's not mixing certain portions in a certain way and that's it. It is about understanding how the
flavors and flavors resulting from these mixtures are mixed. How the quantities and cooking times
influence. It is an art that must be studied and practiced to achieve a masterpiece. Because
otherwise, it would be equivalent to tracing a Renoir painting and affirming that one is an artist.

https://www.lifepersona.com/what-is-an-argumentative-paragraph-with-examples
Answer:
Answers may vary.

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Arguments and claims in expository texts
 Expository texts expose facts and facts alone in order to give readers
of the text the opportunity to get an analysis of a topic and the facts
that are related to it.
 Expository texts examine particular topics in depth and they analyze
them and then interpret the analysis of them.
 Expository texts cover a claim, some evidence and an analysis. These
claims and evidence can logically progress from the most important
and significant to the least important and significant, or from the
least important and significant to the most important and
significant.
 They provide readers with explanations rather than opinions about
a theme, an issue or even a work of art or literature.
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Arguments and claims in expository texts
Exercise:
Evaluate the author’s arguments and claims in the following text.
Advances in science and technology have made the use of "green" energy possible. In places
where climate conditions permit, people are able to use solar energy or wind energy for power.
Solar energy is the use of sunlight for energy and power. Humans are able to harness the energy of
the sun by installing solar panels on their homes or businesses. Humans have also found ways to
harness the power of the wind by using wind turbines to capture wind energy. Both of these forms
of "green" energy are being used more and more.

https://www.softschools.com/examples/grammar/expository_writing_examples/395/

Answer:
Answers may vary.

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Arguments and claims in problem and solution texts
 A problem and solution text consists of the presentation of a problem,
some possible solutions to the problem, and what readers can do to
solve the problem.
 Authors of problem and solution texts introduce their arguments and
claims with logical reasoning so that readers of that type of text can
be convinced and persuaded to act in terms of solving the problem.
 Which words and phrases do authors use to signal problem/solution
relationships?
(The problem is…, The dilemma is…, if/then, because, so that,
should, question/answer, and I propose)

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Arguments and claims in problem and solution texts
Exercise:
Evaluate the author’s arguments and claims in the following texts.
Text 1:
Nobody wants to be stung by a bee. Bee stings are itchy and painful. But what if the bee stings you
anyway? One thing that you can do is put vinegar on it. The acid in the vinegar may reduce the
pain and swelling from the sting.
Text 2:
Having a cold is no fun. Coughing makes it hard to fall asleep. A sore throat is painful. Try some
tea with honey in it. The honey will soothe your throat. There may be no cure for the common
cold. You can treat the symptoms though.
https://worksheetland.com/worksheets/reading/text-structure/problem-and-solution-worksheet/
{{{{{{

Answer:
Answers may vary.
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Arguments and claims in cause and effect texts
 A cause and effect text is a type of text structure that authors use to
describe an event or several events (the cause) and the event or
events that follow, or results (the effect).
 When an author gives reasons why something happened, s/he is
explaining what caused an effect (reasons are causes and the thing
that happens is the effect).
 Also, when an author explains the results of an action, s/he is
explaining the effects of a cause (results are effects and the thing
that occurs is the cause).
 Which words and phrases do authors use to signal cause/effect
relationships?
(because, since, thus, so that, if...then, therefore, nevertheless, this
led to, as a result of, then...so, for this reason, on account of, due
to..., and consequently) 19
Arguments and claims in cause and effect texts
Exercise:
Evaluate the author’s arguments and claims in the following text.
Students are not allowed to chew gum in my class. While some students think that I am just being
mean, there are many good reasons for this rule. First, some irresponsible students make messes
with their gum. They may leave it on the bottoms of desks, drop it on the floor, or put it on other
people’s property. Another reason why I don’t allow students to chew gum is because it is a
distraction. When they are allowed to chew gum, students are more worried about having it,
popping it, chewing it, and snapping it then they are in listening, writing, reading, and learning.
This is why I don’t allow students to chew gum in my class.
https://www.oercommons.org/authoring/6937-cause-and-effect-in-reading-passages/view

Answer:
Answers may vary.

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Main references
https://cpb-us e1.wpmucdn.com/cobblearning.net/dist/6/5054/files
/2020/03/Thursdays-Assignment.pdf

https://www.registerednursing.org/teas/evaluating-argument-specific-
claims/#critically-evaluating-arguments-claims-reading-texts

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Thank
You

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