At the start of each chapter, there is brief paragraph of summary of the whole chapter along with a key topics list that helps readers to have an overview of the content. In addition, pratical tips and exercises sections add in the exciting feels for readers, as they do not only have valuable theoretical concepts but also the opportunity to actually put what they have learnt into practice. Section 2: Significance and contribution of the book An academic argument is a tool of learning and understanding, a type of exchange based on a sharing of knowledge, facts and opinions. This is the reason why arguing ability are considered crucial factor for professors and lecturers to evaluate good students as they can see who are able to participate in debate, express their ideas clearly and effectively.
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Indeed, if there is one key intellectual distinction between tertiary and secondary education it is that the former requires, indeed insists, that students must be able to evidence intellectual autonomy. In other words, students need to be able to argue. Yet students are usually confused and intimidated by this prospect. And since the skill of argument is something their instructors have learnt more by a kind of intellectual osmosis than formal tuition they are often ill-equipped to provide clear or coherent help.
So it is that the most important intellectual characteristic of tertiary education in the social sciences and humanities is also one of the least well taught and most neglected. How to Argue aims to address these fears. Being asked to present an argument is a challenge. It is probably the most difficult thing most students will be asked to do at university.
However by applying the techniques described in this book students should find it a lot easier. Packed with exercises, examples and case studies, the chapters take students through the techniques of forming an academic argument, from contradictions and tensions, to empirical adequacy, structure and presentation.
How to Argue: A Student's Guide
In this section: