Reaction Papers/Argumentative Essays*
Reaction papers allow you to demonstrate your knowledge of assigned readings and
to sharpen your critical skills. They require you to read carefully and understand a
series of articles so that you can critique them. Note that reaction papers do not
appear out of thin air. We never enter a debate without examining what preceded
our intervention. Reaction papers are always a response to something. They are
more than a summary; they are analytical. An effective reaction paper
demonstrates knowledge of all assigned readings, but focuses on one significant
element (theme, argument, issue). It will critically reflect on this element with
relation to the original text, to other course materials, and to outside knowledge
and experiences.
Main elements of a reaction paper
1. Introduction. A short summary of the author’s main points (his/her thesis).
There is no need to go into specific points unless they are the target of your
critique. This can be as short as a paragraph. (Note that a thesis may not always be
clearly stated. Sometimes you have to hunt a bit). A statement of your argument.
2. Analysis. Clearly describe or explain the issue or theme that you have selected
to consider in detail. Address why you found this element so striking. (Did you learn
something new? Was it especially insightful? Did it challenge your existing views of
the topic? Do you wholeheartedly disagree?) (This will be the bulk of your paper.
Ideally, you will answer some of the 13 questions listed below).
3. Conclusion. Relate the argument/issue/theme/theories to other assigned
readings or course themes. (What are the points of convergence or disjunction?)
Some questions to ask yourself as you prepare to write your reaction paper
1. What is the author's principal argument or point of view? What is the key
theoretical point?
2. What is the author's motivation and objective for writing?
3. What is the author trying to do? What do you suppose he/she wishes you’ll take
away? Did you? Is this an important topic? Why?
4. What is the author assuming? What claims underpin his/her argument?
5. What methods does the author use to pursue his/her study? How does he/she
go about his/her study? Are these methods appropriate to the topic at hand? Are
they used correctly? Effectively? Might it make sense to approach this topic from
a different methodological perspective? Why?
6. What kind of evidence does the author present to substantiate his/her case? Is
the evidence sufficient to support his/her argument? Where is the evidence
persuasive? Where is it weak? Are there mistakes of fact? Is there enough detail?
7. Is the evidence relevant? Current?
8. Is the author making a contribution to the literature? Does the author make
recommendations? Are they useful? Viable?
9. How does this reading compare/contrast/expand other material I have read in
this or other classes?
10. How could have the author made her or his point more compelling? Where is the
work weak? How could the work be extended or where might there be applications
which the author has not considered?
11. Are you persuaded by the assumptions? How would you refute them? What are
the implications of the author’s argument?
12. Are the authors writing for a particular audience? In a particular context? (If
they are writing in another historical period, it may not be appropriate to criticize
the work as irrelevant).
13. What questions remain unanswered once you’ve finished reading the articles?
What should have been addressed by the author?
Remember!
Critical reading is a big part of understanding argument. Although some of the
material you read will be very persuasive, do not fall under the spell of the printed
word as authority. Very few of your instructors think of the texts they assign as
the last word on the subject. Remember that the author of every text has an
agenda, something that they want you to believe. Take notes either in the margins
or on a separate sheet as you read. Put away that highlighter! Simply highlighting a
text is only good for memorizing that text--it does not encourage critical reading.
Part of the goal is to put the author's ideas in your own words. Then you can stop
thinking of these ideas as facts and start thinking of them as arguments.
When you read, ask yourself questions like "What is the author trying to prove?"
and "What is the author assuming I will agree with?" Do you agree with the author?
Does the author adequately defend her argument? What kind of proof does she
use? Is there something she leaves out that you would put in? Does putting it in
hurt her argument? As you get used to reading critically, you will start to see the
sometimes hidden agendas of other writers, and you can use this skill to improve
your own ability to argue.
Other things to consider
Assume those to whom you are speaking/writing for have read the readings.

Understand the intended audience(s) and purpose(s). Consider the work’s
historical, social, and political contexts in some detail.

Identify the claims, both stated and implied.

Identify the premises behind the claims, and determine how those
assumptions would be received by the intended audience(s).

Examine the evidence for each claim. What are the sources of info? Study
the statistics and how they are used. Consider the sources and reliability of polls
and surveys.

Explore the logic of the argument. Does the writer use any logical fallacies?
Consider, too, the rhetorical force of the evidence. Is it sufficient?
Overwhelming?

Consider the way the author presents herself. Does the author make a
persuasive, appealing case? Is she appropriately engaged in or deliberately
removed from the text?

Consider the way the text makes its overall appeal. Is the format
appropriate to its audience? Remember that you are writing an argument, as well.
You must have an assertion and offer support for it, though that support may come
wholly from the essay that you are analyzing. You should also evaluate the success
of the essay’s argument, in the end. How effective or ineffective is it?
* This handout was compiled from a variety of sources on the internet and
elsewhere. If you would like a complete listing, please ask me!
Academic Argument**
Q: What IS an academic argument, anyway?
A:An academic argument begins with a statement that is debatable – an idea that
the author believes, but which other people could potentially disagree with. But an
academic argument is different from other sorts of arguments (like op-eds &
political talk shows) in how it is articulated and how it is supported. Academic
arguments work best when the writer thinks of herself as part of a community of
people who are knowledgeable about and interested in a particular issue:
Imagine a group of people meeting to solve a problem: say, ten hydrologists trying
to figure out why there have been recurrent droughts in southern California. Each
person in the group would voice a unique and informed opinion about the topic, and
each could articulate the reasons for her beliefs as well as the reasons she agrees
or disagrees with others. Now imagine joining this conversation. If you were to
simply repeat what others had said, you would not have contributed to the
conversation. If you knew nothing about the issue at hand, then what you said
would be frustratingly ill-informed, and again you wouldn’t have contributed to the
conversation. On the other hand, if you were part of this community, you would
propose your analysis of the issue based on what you knew of the situation and in
response to others’ views.
With that thought in mind, the following is a discussion of five of the most
important features of academic arguments.
Q: So, is there a "one-size-fits-all" proper form for an academic argument?
A: There is no pre-established, “correct” form for an academic argument essay.
Students may think that they need to write in the familiar 5-paragraph essay
form, but this is not the case. However, most university faculty expect to see a
thesis statement in or near the first paragraph of a student essay. A “thesis
statement” is a sentence (or two) that states the writer’s position on a topic. To
qualify as a thesis statement, it must be debatable, not a statement of fact. Some
students are reluctant to write thesis statements precisely because they are
debatable, and they may try to substitute either a sentence that projects the
content of their essay (“In this paper, I will discuss X, Y, and Z”) or sentence that
summarizes other writers’ arguments (“Some people think X about my topic, but
others think Y”) Each of these kinds of statements can be useful, but neither
qualifies as a thesis.
Q: Do I need to have evidence? What kind of evidence will be convincing to
my professor?
A: Most academic argument papers are written in response to one or more types of
“data,” which could include a text, a piece of music, a performance, numerical
charts, and so forth. Students should understand that there is usually no simple
“correct” interpretation of the data. Rather, we expect that all data are open to a
variety of interpretations, and in fact, the point of the argument is to present a
convincing “reading” of the data. Students should also recognize that different
academic disciplines value different kinds of evidence. In some settings, an
anecdote from the student’s own experience can serve as evidence that supports
an argument; in other situations textual or numerical data would be more
persuasive.
Q: So, I just need to tell my professor what I think about the topic, right?
A: An argument is not the same as an “opinion.” An opinion is usually a flat
statement of belief: “I think X.” An argument, on the other hand, typically has an
architecture of “supports” -- the reasons we believe what we believe -- and these
supports are explicitly stated as part of our argument. In academic arguments, it is
very important to include an explicit discussion of opposing arguments, as well. Our
arguments will be more convincing if we demonstrate to our readers that we have
at least considered alternative viewpoints on or interpretations of our data; the
most convincing arguments are those that persuasively demonstrate why the
opposing viewpoints are mistaken.
Q: I'm worried about sounding defensive in my paper. Do I really need to be
argumentative?
A: With regard to tone, the word “argument” can be misleading. In academic
papers, an “argument” is more like a conversation than a shouting match: reasoned
analysis is more credible and persuasive than emotional appeals. Students should
try to avoid arguments that preach or blame, or arguments that offer overly simple
answers to complex problems. For example, if a sociology class was studying drug
abuse in a poor neighborhood, a paper that argued “drug abuse is wrong, and the
government should stop it” would not be successful. Students are often concerned
about whether the word “I” is permissible in an academic paper. In most cases,
using “I” is fine, but some faculty may consider it too informal. The difference,
though, is of tone, not substance: even where the informal “I” is not permitted, the
writer must still articulate an argument that expresses his own position.
Q: My professor suggested that I develop my argument more. What does this
mean, and how can I get started?
A: Most writers don’t know what their argument will be until they begin to write.
Instead, they discover and refine their positions by writing and rewriting. One
effective way to begin developing an argument is to read critically what others
have written on the topic; understanding what someone else believes (and why they
believe it) helps map the terrain of the discussion.
These questions and answers come from the Temple University Writing Center
http://155.247.166.60/writingctr/student_resources/academic_argument.htm