Identifying Argumentative Text

I.  Introduction

The first stage in critical thinking is argument identification.  Given that some of what people say and do is not argumentative, one must be able to distinguish the arguments from other types of expression.  

This handout is designed to help you enhance your ability to spot arguments when they are afoot.

There are three steps to argument identification:

  1.    Understand the Context: Is someone trying to convince you of something?

  2.    Identify the Conclusion: What are they trying to convince you?

  3.   Identify the Reasons: Why do they think you should believe them?

    

II.  Understanding the Context

If you wish to become skilled at grappling with arguments, you must become skilled at spotting them, and if you want to become skilled at spotting them, it helps to know where they are typically found. 

In certain situations---call them argument contexts---you can expect an argument, whereas in other

situations you might be surprised to find an argument.  In general, we are pretty aware of the obvious argument contexts---debates, classrooms, the media, political discussions among friends, etc.  We are also sensitive to certain words and phrases that mark arguments, e.g., 'argument', 'my view', 'my opinion', 'what you should think'.  

The first step in enhancing critical thinking ability, though, requires careful reflection on this awareness.    

 III.  Identifying the Conclusion

"Lance Armstrong will win his sixth Tour de France because he has a 1.25 lead and there are only five stages to go.  Vive la Lance!"  This is an argument, one intended to get you to believe that Armstrong will win the Tour de France.   

Typically, the main purpose of an argument is to press a point.  That is, arguments are vehicles intended to convince or compel people to believe something.  This "something" is what we have

called the conclusion.  Whether the argument works or not depends on whether it supplies compelling reason to believe this conclusion, but first things first---you can't assess the effectiveness of an argument without first   identifying its conclusion.

As with argument contexts, you can enhance your critical thinking ability by learning of ways to identify the conclusions of arguments.  Most of the time, this won't be too difficult; after all, it is in the best interest of the arguer that their conclusion be clear.  This can be done in several ways.  One technique is to position the conclusion prominently at the beginning or the end of the argument, e.g., at the beginning or end of the paragraph that contains the argument.  

Another is to repeat the conclusion during the course of the argument several times, calling attention to the fact that it is the most important point.  Finally, there are words and phrases whose primary purpose is to introduce the conclusion---call these "conclusion markers".  

Conclusion markers include the following:  'therefore', 'thus', 'hence', 'as a result', 'in that

case', 'then', 'so', 'accordingly', 'the bottom line', 'as a consequence', and 'for this reason'.  

Be careful, though---not all appearances of these terms mark conclusions; for example, 'then' often indicates the next event in a series of events.  Proceed now to Exercise Two, where you will apply your ability to identify conclusions. 

 IV.  Identifying the Reasons

The other essential part of the argument that one must identify are the reasons.  These are claims that support the conclusion---as their name suggests, they give you reason to believe it.  

Without them, there is no argument---just a claim.  Thus, it is a mistake to respond to a request for your argument by saying, "Trump will win in 2020!"  This may be your conclusion, but without reasons, it is no argument. 

As with conclusions, there are ways to identify reasons.  The most effective method is to look for "reason markers".  

These terms include the following: 'because', 'since', 'for', 'in light of', 'reason', 'assume', 'according to', 'considering', 'by', 'if', 'in fact', etc. 

Take care when evaluating appearances of these terms---not all appearances mark reasons. 

   

VI.  Summary

If you are out hunting snipe, it helps to know what snipe are and how to identify them.  If you are critically thinking, where we take this to mean analysing arguments, it helps to know what arguments are and how to identify them.  

By developing a sensitivity to argument contexts and   indications of conclusions and reasons, one can become a very effective argument spotter.