The Science Of Scientific Writing Set 4 Set 4-Locating arguments in prose • Example • Exercise 1 • Exercise 2 • Exercise 3 • Exercise 4 • Exercise 5 • Final page Set 4.
OVERVIEW: The way to well-written science
PART I: Paragraphs and Sentences
SET A: Paragraphs: The Maps Behind Them
SET B: Paragraphs: Using Maps to Meet Readers' Expectations
SET C: Paragraphs with Something Extra: Points and Tails
SET D: The Generic Section: Expectations and Maps as Blueprints
SET E: Scientific Sections: The Methods and Results
SET F: Scientific Sections: The Discussion
SET G : Scientific Sections: The Introduction
SET H : Sentences
SET I : The Paper as a Whole
PART II: The Paper and its Sections
SET 1: Argument Parts
SET 2: Indicator Words
SET 4: Locating Arguments in Prose
SET 5: Rationale's Essay Planner
SET 6: Evidence in Arguments: Basis Boxes
Synthesis 1: Position-Early Paragraphs
Synthesis 2: Position-Final Paragraphs
Synthesis 3: Writing a Discussion I
Synthesis 4: Writing a Discussion II
Exercise 2
1. Make a Rationale Reasoning map representing the argument in the following text:
People should cycle to work since it saves money. We know this because there is no petrol cost for bicycles. Cycling to work would reduce pollution, for it reduces the number of cars on the road.
Drag and drop sections of the above text onto the workspace to proceed. This works with any version of Rationale.
Hints
- Look for indicator words that reveal whether claims are positions, reasons, or objections
- Refine all your claims
- Text won't always have indicators to provide clues: in the absence of indicators you'll need to work out the argument's logical structure by thinking about which claims give support to, or undermine, other claims, and which claim expresses the position (the main point at stake)
- To work out which level a claim belongs at ask yourself: does this reason offer direct support for the position, or does it offer support for some other reason?
2. Check your work against the model.
Content of this page drawn in whole or part from the Austhink Rationale Exercises with permission from Austhink.