Page 68 - 2022-IdeasArg-SE-1e

Composition Workshop ■ Writing a Persuasive Argument 141

CLAIMS AND EVIDENCE Selecting Relevant Evidence

Enduring Understanding (CLE-1) COMPOSITION WORKSHOP
© Bedford, Freeman & Worth Publishers. For review purposes only. Do not distribute.
Writers make claims about subjects, rely on evidence that supports the
reasoning that justifies the claim, and often acknowledge or respond to
other, possibly opposing, arguments.

You learned in Unit 1 that you combine an idea with your perspective to create
a thesis. Persuasion takes the argument one step further, urging readers to take
action based on the claims and evidence in the argument. So, in a persuasive argu-
ment, you must establish a thesis that calls the reader to action and then support
that thesis with relevant evidence.

Writing a Thesis for Persuasion

Subjects or topics are very broad and invite many smaller conversations and
debates. In persuasion, you must narrow the topic to have a clear focus and
provide a thesis statement that establishes a logical claim and a perspective.
Most often, this claim is driven by an overarching idea connected to your per-
spective. Together, these make your thesis. In the example that follows, the
topic is cell phone use in the classroom. An idea associated with the topic is
the learning environment. The thesis is connected to the idea of the learning
environment.
Your position should be revealed in your perspective. Issues are complex;
therefore, the most intriguing arguments are not simply pro or con. Instead,
they reveal their position, either in support of or in opposition to the issue at
hand, through the perspective they take. Consider the example topic asking you
to take a position on smartphones. Rather than simply stating a position, such
as smartphones should not be allowed in school, you must offer a thesis with a
claim — that smartphones are too distracting and tempting and ultimately harm
rather than help the learning environment. By doing so, you reveal your posi-
tion that they should not be allowed in school through your perspective. The
final step will urge your audience to change a behavior or attitude in your call
to action.

Supporting the Thesis with Relevant Evidence
Without evidence, the audience may not be convinced to act, so you must gen-
erate evidence to support your message. You learned earlier in this unit that evi-
dence can come from a wide range of sources or from your own observations and
experiences. Most importantly, it should be carefully chosen with your audience
in mind. You can use the STAR acronym to remind you that evidence should be
sufficient, typical, accurate, and relevant.

03_williamideas1e_35663_ch02_084_159.indd 141 24/11/21 2:52 PM