Creation of new knowledge can be a product of many factors. These factors include organizational conditions, historical circumstances, biography and disciplinary norms and structures. An argument can be defined a central idea, claim or even thesis statement that is usually backed up by sufficient evidence that generally support the idea. The aspects to be focused on so as to make an academic argument persuasive to its reader. First is that on has to use reason. The argument has to appeal to the audience in a logical and rational manner. The point of view has to be elaborated in a fair and informed manner (Gage, 2005). Second is emotion. For an academic argument to be the persuasive one should create feelings in the audience and this in return leads them to the point of view that is being focused on. Third is that on has to use beliefs and values of the audience in building an argument. All these tools were used under different circumstances. Reason used in showing that the point of view is correct, and emotion is used in motivation to action taking and beliefs and values are used to make the audience care.
There are various elements that were used in building and refuting an argument. The first thing is the point. In starting your argument, you first make your point. It's known as the topic sentence since it introduces the topic of discussion. Second is the evidence. Evidence is used to support and expound on the point made (Behrens & Rosen, 2003). It comes in the form of research findings, statistics, or quoting a primary text or an authority. The evidence must be relevant, accurate, detailed, have representativeness and adequate. Third is evaluation. One evaluates merits to the point and evidence against. That indicated that one is willing to engage other points of view thus strengthen your argument rather than undermining it. Forth is linking. Every point given in a case has to link to the previous and the proceeding on (Gage, 2005). Apart from providing a good flow of the writing, it creates a sound structure in overall since it makes paragraphs that were on similar themes to end up together (Behrens & Rosen, 2003). For example, while the evolution turns to be true, you have to state that evolution is real. In addition, one ought to provide evidence about the existence of fossils. Evaluating how the fossils are a clear evidence to prove evolution and make sure that the points given do not contradict your argument.
There are various methods of developing new ideas. Brainstorming, critical reading and mind mapping support the development of new ideas in different ways. Brainstorming is a technique that combines a relaxed approach to solving problems that are informal with lateral thinking. It provides an open and free environment which encourages everyone to participate in generating ideas and points. In the problem solving, it brings experiences of every member of the team into play thus increasing richness of explored ideas (Gage, 2005). Every member of the group after being involved in generating solutions and ideas, they become more committed to the approach taken by the team. Mind mapping was defined as a graphical organizer whereby major categories radiate from a core idea and subcategories represented as branches from larger branches. In mid mapping, ideas are recorded as they are presented then grouped and prioritized this encourages people to give ideas in all perspective knowing that they will be used where necessary (Anson & Schwegler, 2010). That helped in focusing on the big picture thus making connections and relationships easier to see. It enhances memory retention since it allows the display of all data in different forms like images, symbols, and colors. It provides students with more enjoyable and attractive formats for the eye and brain thus enhancing creativity and attracting attention. It also helps to see connections between new information and prior knowledge thus helping in the application of what they have learned to new situations.
Critical reading is the act of actively analyzing evidence that one has recognized in on the material being read. In critical thinking, one knows what a text is all about and reflects upon what the text does. Students get to ask themselves issues like whether the books is offering examples, what its argument is about, if it is appealing for sympathy or if it is clarifying a point so as to analyze the text. Based on this analysis, critical readers can infer the meaning of the text as a whole based on the analysis done. Critical thinking was defined as the ability to analyze how one thinks presenting evidence for ideas instead of accepting personal reasoning as proof. It relates to original work in many ways (Lunsford & Ruszkiewicz, 2012).
It encourages autonomous learning in that they become self-directed learners and independent thus not relying on original work only. For example, students can write self-assessment letters say in an English class thus viewing their performance objectively and set goals for improvements and it encourages higher achievements. Students can connect ideas across disciplines and apply them to life. For example, students in a history, class analyze and compare historical events thus understanding relevance of history and applying this to concerns in present days (Anson & Schwegler, 2010). Critical thinking also enhances appropriate emotional appeal, used, for example, in public speaking, teamwork, and empathy.
In conclusion, academic integrity is essential in higher education since students are encouraged to be original in their work, learn how to present their ideas from one`s point of view and what they have learned. Tools such as Turn-it-in assist students in preventing plagiarism. That protected the intellectual property of other academics. It also helps in acknowledging original works that supported in doing your job.
References
Anson, C., & Schwegler., R. (2010). The Longman Handbook for Writers and Readers (6th ed.). New York: Longman.
Behrens, L., & Rosen, L. (2003). The Allyn & Bacon Handbook. New York: Longman.
Booth, W., Colomb, G., & William, J. (2000). The Craft of Research (3rd ed.). Chicago: University of Chicago press.
Gage, J. (2005). The Shape of Reason: Argumentative Writing in College (4th ed.). New York: Longman.
Gumport, P. (2001). Page 198. In Academic Pathfinders: Knowledge Creation and Feminist Scholarship. Westport: Greenwood Press.
Lunsford, A., & Ruszkiewicz, J. (2012). Everything’s an Argument (6th ed.). Boston: St. Martin's press.
