Like a debate, a position paper presents one side of an arguable opinion about a

Like a debate, a position paper presents one side of an arguable opinion about an issue. The goal of a position paper is to convince the audience that your opinion is valid and defensible. Ideas that you are considering need to be carefully examined in choosing a topic, developing your argument, and organizing your paper. It is very important to ensure that you are addressing all sides of the issue and presenting it in a manner that is easy for your audience to understand. Your job is to take one side of the argument and persuade your audience that you have well-founded knowledge of the topic being presented. It is important to support your argument with evidence to ensure the validity of your claims, as well as to refute the counterclaims to show that you are well informed about both sides.
Issue Criteria
To take a side on a subject, you should first establish the arguability of a topic that interests you. Ask yourself the following questions to ensure that you will be able to present a strong argument:
• Is it a real issue, with genuine controversy and uncertainty?
• Can you identify at least two distinctive positions?
• Are you personally interested in advocating one of these positions?
• Is the scope of the issue narrow enough to be manageable?
Stating Your Thesis
A hypothesisis a one-sentence statement about your topic. It’s an assertion about your topic, something you claim to be true. Notice that a topic alone makes no such claim; it merely defines an area to be covered. To make your topic into a thesis statement, you need to make a claim about it, make it into a sentence. Look back over your materials–brainstorms, investigative notes, etc.–and think about what you believe to be true. Think about what your readers want or need to know. Then write a sentence, preferably at this point, a simple one, stating what will be the central idea of your paper.
A good thesis asks to have more said about it. It demands some proof. Your job is to show your reader that your thesis is true.
Remember, you can’t just pluck a thesis out of thin air. Even if you have remarkable insight concerning a topic, it won’t be worth much unless you can logically and persuasively support it in the body of your essay. A thesis is the evolutionary result of a thinking process, not a miraculous creation.
How to Pick a Good Topic and Develop a Thesis
Library Professor Linda Miles will lead an in class workshop to help us identify topics which are important us and impact our lives.
Analyzing and Researching an Issue and Developing an Argument
Professor Miles will present her workshop to support students in making choices about using/trusting/doubting the information sources they have found.
We will examine sources, points of view, qualifications, funding, purposes and sensibility of the information. We will also examine the mechanics of sourcing references we have used. Your position must be well supported. Counter arguments need to be identified as well. Supporting evidence includes the following:
Type of Information
Type of Source
How to find these sources
introductory information and overviews
directories, encyclopedias, handbooks
Use the Library catalogue
in-depth studies
books, government reports
Library catalogue, Canadian Research Index, Government web sites
scholarly articles
academic journals
Article indexes
current issues
newspapers, magazines
Article indexes
statistics
government agencies and associations
Statistics Canada, Canadian Research Index, journal articles
position papers and analyses
association and institute reports
Library catalogue, web sites
Many of these sources can be located online through the library catalogue and electronic databases, or on the Web. You may be able to retrieve the actual information electronically or you may have to visit a library to find the information in print.
Considering your audience and determining your viewpoint
Once you have made your pro and con lists, compare the information side by side. Considering your audience, as well as your own viewpoint, choose the position you will take.
Considering your audience does not mean playing up to the professor. To convince a particular person that your own views are sound, you have to consider his or her way of thinking. If you are writing a paper for a sociology professor obviously your analysis would be different from what it would be if you were writing for an economics, history, or communications professor. You will have to make specific decisions about the terms you should explain, the background information you should supply, and the details you need to convince that particular reader.
In determining your viewpoint, ask yourself the following:
• Is your topic interesting? Remember that originality counts. Be aware that your professor will probably read a number of essays on the same topic(s), so any paper that is inventive and original will not only stand out but will also be appreciated.
• Can you manage the material within the specifications set by the instructor?
• Does your topic assert something specific, prove it, and where applicable, propose a plan of action?
• Do you have enough material or proof to support your opinion?
Organization
Sample Outline
I. Introduction
___A. Introduce the topic
___B. Provide background on the topic to explain why it is important
___C. Assert the thesis (your view of the issue). More on thesis statements can be found below.
Your introduction has a dual purpose: to indicate both the topic and your approach to it (your thesis statement), and to arouse your reader’s interest in what you have to say. One effective way of introducing a topic is to place it in context – to supply a kind of backdrop that will put it in perspective. You should discuss the area into which your topic fits, and then gradually lead into your specific field of discussion (re: your thesis statement).
II. Your Argument
___A. Assert point #1 of your claims
_____1. Give your educated and informed opinion
_____2. Provide support/proof using more than one source (preferably three)
___B. Assert point #2 of your claims
_____1. Give your educated and informed opinion
_____2. Provide support/proof using more than one source (preferably three)
___C. Assert point #3 of your claims
_____1. Give your educated and informed opinion
_____2. Provide support/proof using more than one source (preferably three)
You may have more than 3 overall points to your argument, but you should not have fewer.
III. Counter Argument
___A. Summarize the counterclaims
___B. Provide supporting information for counterclaims
You can generate counterarguments by asking yourself what someone who disagrees with you might say about each of the points you’ve made or about your position as a whole. Once you have thought up some counterarguments, consider how you will respond to them–will you concede that your opponent has a point but explain why your audience should nonetheless accept your argument? Will you reject the counterargument and explain why it is mistaken? Either way, you will want to leave your reader with a sense that your argument is stronger than opposing arguments.
When you are summarizing opposing arguments, be charitable. Present each argument fairly and objectively, rather than trying to make it look foolish. You want to show that you have seriously considered the many sides of the issue, and that you are not simply attacking or mocking your opponents.
It is usually better to consider one or two serious counterarguments in some depth, rather than to give a long but superficial list of many different counterarguments and replies.
IV. Re-Assert and Re-Affirm Your Argument
___A. Refute the counterclaims
___B. Give evidence for argument
Be sure that your reply is consistent with your original argument. If considering a counterargument changes your position, you will need to go back and revise your original argument accordingly.
V. Conclusion
___A. Restate your argument
___B. Provide a plan of action but do not introduce new information
The simplest and most basic conclusion is one that restates the thesis in different words and then discusses its implications.
Writing with style and clarity
Many students make the mistake of thinking that the content of their paper is all that matters. Although the content is important, it will not mean much if the reader can’t understand what you are trying to say. You may have some great ideas in your paper but if you cannot effectively communicate them, you will not receive a very good mark. Keep the following in mind when writing your paper.
Diction
Diction refers to the choice of words for the expression of ideas; the construction, disposition, and application of words in your essay, with regard to clearness, accuracy, variety, mode of expression and language. There is often a tendency for students to use fancy words and extravagant images in hopes that it will make them sound more intelligent when in fact the result is a confusing mess. Although this approach can sometimes be effective, it is advisable that you choose clear words and be as precise in the expression of your ideas as possible.
Paragraphs
Creating clear paragraphs is essential. Paragraphs come in so many sizes and patterns that no single formula could possibly cover them all. The two basic principles to remember are these:
1) 1) A paragraph is a means of developing and framing an idea or impression. As a general rule, you should address only one major idea per paragraph.
2) 2) The divisions between paragraphs aren’t random, but indicate a shift in focus. In other words you must carefully and clearly organize the order of your paragraphs so that they are logically positioned throughout your paper. Transitions will help you with this.
Transitions
In academic writing your goal is to convey information clearly and concisely, if not to convert the reader to your way of thinking. Transitions help you to achieve these goals by establishing logical connections between sentences, paragraphs, and sections of your papers. In other words, transitions tell readers what to do with the information you present them. Whether single words, quick phrases or full sentences, they function as signs for readers that tell them how to think about, organize, and react to old and new ideas as they read through what you have written.
LOGICAL RELATIONSHIP
TRANSITIONAL EXPRESSION
Similarity
also, in the same way, just as … so too, likewise, similarly
Exception/Contrast
but, however, in spite of, on the one hand … on the other hand, nevertheless, nonetheless, notwithstanding, in contrast, on the contrary, still, yet
Sequence/Order
first, second, third, … next, then, finally
Time
after, afterward, at last, before, currently, during, earlier, immediately, later, meanwhile, now, recently, simultaneously, subsequently, then
Example
for example, for instance, namely, specifically, to illustrate
Emphasis
even, indeed, in fact, of course, truly
Place/Position
above, adjacent, below, beyond, here, in front, in back, nearby, there
Cause and Effect
accordingly, consequently, hence, so, therefore, thus
Additional Support or Evidence
additionally, again, also, and, as well, besides, equally important, further, furthermore, in addition, moreover, then
Conclusion/Summary
finally, in a word, in brief, in conclusion, in the end, in the final analysis, on the whole, thus, to conclude, to summarize, in sum, in summary
Parameters for Thesis Paper
Cover Page: Name of article, student name, professor’s name, class and section, date
1500 word minimum, not including cover page or citations page
1 inch borders – sides, top and bottom
12 font – Times Roman
1.5 inch line spacing
No pictures
No colors
No lined borders
At least 6 reference sources!
Resourced accurately with citations and references – APA style
Grammatically Correct, Spell Checked
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