Argument

Creating a sound and reasonable argument is a crucial part of college writing. Effective writers build arguments with logic and evidence and present those arguments to audiences in a respectful and even tone. Some writers may leave an argument implicit, but often the most successful arguments are as explicit as possible and take a clear stance on an issue or debate. With this in mind, your CPN 100 instructor might have you take a stance on a debate relevant to contemporary culture, consider how different arguments relate to one another and identify your own position in relation to those discussions, or identify a topic that you feel particularly invested in and construct an argument in relation to that topic. However your course approaches argument, it is important to think critically about your topic and consider how the content and structure of your essay might persuade different audiences.

In CPN 100, students explore, develop, and compose a focused, well-supported analytical argument using a small number of carefully selected sources.

Through the argument assignment, students will:

Use composing processes and tools as a means to discover and reconsider ideas;
Demonstrate the ability to research a topic, develop an argument, and organize supporting details; and
Be able to produce coherent texts within common college-level written forms.

Things to Keep in Mind about Argument

To craft a successful argument, writers must consider their audiences’ relationship to the issue, the subject of the argument.   Some audiences may oppose a writer’s stance, and others may be indifferent to the issue entirely.   A successful argument will show its readers why they should care about an issue as well as why that argument is valid.

Evidence will help a writer build a strong argument.   Writers need to learn about issues to find recent, reliable, relevant, and accurate sources of information to support their ideas and prove to their audiences that they are knowledgeable about the issue.   An argument can use different types of evidence – statistics, empirical research studies, interviews – to prove a single claim.   Additionally, a good argument will feature clear logic and explicitly interpret evidence so the audience can understand the writer’s reasoning.

Finally, good arguments will often acknowledge counterarguments.   An appreciation of opposing perspectives in an argument can convince audiences that a writer has considered the issue thoroughly and can therefore earn an audience’s respect, a crucial element to a successful argument.   A mature writer will concede opposing perspectives’ valid points, which in turn shows readers that the author is fair and open-minded.

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Artificial Authors (2024-2025)

Shreya Dhital

In this piece Shreya Dhital frames her discussion of Artificial Intelligence (AI) with emphasis on the definition of the word artificial. In giving this definition, she argues for the need to keep in mind that while AI might be intelligent it is also contrived, human-derived, and lacking in spontaneity. She further develops this argument through the use of fiction, including a short story, “The Shawl,” to show how human-written work draws on a depth of real-life experiences, unexpected human emotions, and ultimately is what gives AI its training in “learning” how to write. She implores the reader not to “waste the privilege of being human” through overreliance on generative AI.
The Great Unknown: Unlimited Artificial Intelligence (2023-2024)

Kathryn O'Brien

O’Brien begins this argument essay with the following reminder that “We use A.I. every day without even realizing. There are so many different algorithms built into every single app we use, as well as search engines like Google.” She goes on to consider the use of Artificial Intelligence in algorithms, online information availability, healthcare, and the arts. Throughout the use of examples within these various contexts, O’Brien interrogates the need for limits to AI in order to counter bias, limit the prevalence of hate speech, and ultimately preserve our humanity.
Just Trust Me (2023-2024)

Gabrielle Wall

The argument essay, “Just Trust Me,” covers a range of sources, motives, and technologies involved in the spread of disinformation. From Google search results to AI generated content and deep fakes, Wall ultimately argues for regulation of AI and intervention from government organizations rather than banning information. Her argument focuses on the consequences, such as voting or health decisions that can stem from unregulated practices of disinformation.
Housing First to Address Homelessness (2019-2020)

Caitlyn Gonzalez

In this student example we can see a clear stance is taken by Gonzales as she argues that vacant homes should be used to house the homeless based on a “Housing First” program model. Her argument draws on examples, narrative, and statistics to persuade the reader as to why this model of government and not-for-profit intervention would help homeless individuals and families recover financial and social stability.
The Case for Less Immigration Restrictions in the United States (2019-2020)

Elle O’Leary Kelleher

In this example of an argument, Kelleher explores how the issue of immigration has been taken up in politics and policy, but rests on many misperceptions, including the negative portrayal of immigrants in popular culture ranging from 1931 to 2013. Kelleher argues for a loosening of immigration restrictions based on benefits to the United States and based on a historical sense of “American values.”
Government Funding for the Arts (2019-2020)

Michael Kravchenko

In this example of an argument, Kravchenko makes the case for the need for continued funding for arts education. He points out the benefits of a funded arts education as increasing creativity, child development, and future career opportunities.