This Assignment Has Three Parts. Part 1: Complete The Claims

This assignment has three parts. Part 1: Complete the Claims Statement

This assignment has three parts. Part 1: Complete the Claims Statement Planning Worksheet. Part 2: Thesis Statement and Reasons. Choose your favorite claim statement from your planning worksheet. If you are still trying to decide how to phrase it, you may choose to write this as a question. For example: "What is a good way to help keep the environment clean?" Check your claim statement for the following potential errors: Do not use "I believe" or "In my opinion" in the thesis statement.

The thesis statement must be written in the third person. Do not use "you" or "I" in the thesis statement. The thesis statement must be debatable and cover a topic that can be researched. If your thesis is error-free, continue to #3. If you need to revise, rewrite your thesis statement here. Your instructor will be able to help you because they will see your revision work.

Write down three reasons why your claim is true/can be proven, based on what you have learned through your research. These reasons will become the topic sentences in your classical argument.

Paper For Above instruction

The requirement to develop a compelling claim and support it with well-founded reasons is central to effective argumentative writing. Engaging in this process involves several critical steps that enhance clarity and persuasiveness of the argument. This paper discusses the importance of formulating a debatable thesis statement in the third person, the implications of avoiding personal pronouns like "I" and "you," and the significance of supporting claims with research-based reasons.

First and foremost, the thesis statement is the backbone of any persuasive essay or research paper. It defines the scope and stance of the argument, setting the tone for the entire discussion. While crafting this statement, it is essential to avoid subjective language such as "I believe" or "In my opinion," which can weaken the objectivity of the argument. Instead, a strong thesis presents a clear and debatable claim that can be supported with evidence (Lunsford & Ruszkiewicz, 2019). For example, instead of asserting "I believe that recycling is essential," a more effective statement would be "Recycling reduces environmental pollution and conserves natural resources," which is assertive and researchable.

Secondly, employing third-person language enhances the credibility and neutrality of the argument. Using "he," "she," or "they" avoids personal bias, making the claim sound more authoritative. Furthermore, refraining from using "you" or "I" ensures that the essay remains objective and focused on the issue rather than the writer's personal perspective. This approach encourages the writer to frame evidence-based reasons that are universally applicable and grounded in research (Hacker & Sommers, 2018).

Thirdly, the necessity of supporting claims with research emphasizes the academic nature of the argument. Developing three well-reasoned reasons that can be proven through research not only strengthens the thesis but also provides a clear structure for the essay's body paragraphs. Each reason should serve as a topic sentence in the classical argument structure, guiding the development of evidence and analysis. For example, in an argument about environmental policy, reasons might include economic benefits, public health improvements, and long-term sustainability. Backing these reasons with credible sources solidifies the argument’s validity and persuasiveness (Gerald, 2020).

In conclusion, constructing a well-formulated claim statement requires careful consideration of language, clarity, and evidentiary support. Avoiding subjective language and personal pronouns, writing in third person, and backing claims with research-based reasons can significantly enhance the effectiveness of an argument. These skills are essential for crafting compelling academic essays, contributing to clear communication of ideas, and fostering critical thinking. As students develop these skills, they become better equipped to participate in informed, evidence-based discussions across various disciplines.

References

• Gerald, C. (2020). Effective Argumentation in Academic Writing. Journal of Educational Strategies, 15(2), 45-58.
• Hacker, D., & Sommers, N. (2018). A Writer's Reference (8th ed.). Bedford/St. Martin's.
• Lunsford, A. A., & Ruszkiewicz, J. J. (2019). Everything's an Argument (8th ed.). Bedford/St. Martin's.