Developing an argument is an important aspect of shaping one's writing. Tutors often expect assignments to have a clear argument, and the lack thereof can result in criticism. However, the concept of an argument can vary across different subjects and tutors. It is not synonymous with a quarrel, although academic disputes are somewhat notorious. The text suggests that the focus at this point is on developing a central idea and organizing the writing accordingly, while further exploration of the technical and specific aspects of an argument will be addressed in the next chapter.

Build on the central idea step by step:

1. Central idea (topic sentence): Developing an argument is an important element of shaping your writing.

2. Adding to the first idea: When you develop a strong argument, it helps to provide a clear and logical progression of ideas. Each point you make should contribute to the overall coherence and persuasiveness of your writing.

3. Example: For instance, if you're writing an essay about the importance of recycling, you could develop your argument by discussing the environmental benefits, the reduction of waste in landfills, and the potential for resource conservation.

4. Mini-conclusion or summary: In conclusion, developing a well-structured argument is crucial for effective writing. It involves presenting a central idea (topic sentence), adding supporting points, providing examples, and ensuring that your argument progresses logically. By doing so, you enhance the clarity and strength of your writing, making it more persuasive and impactful.

Constructing an argument in writing can be approached by thinking of it as a "story." Just like a story, an argument should have a clear storyline or plot. Although the idea of using a story may not initially seem academic, it provides a useful framework for understanding the process of developing an argument. By constructing a compelling story-argument, student writers can aim to convince their tutors and readers. The emphasis is on creating a well-structured and persuasive narrative that feels complete and coherent.

Constructing a central idea and developing a coherent story-argument is essential for creating a well-structured and persuasive assignment. By identifying the central idea and supporting it with relevant themes and evidence, writers can effectively convey their intended message to the reader.

Developing an argument involves constructing a coherent structure from topics and themes that support a central idea. Through the writing process, writers shape their arguments, making decisions about the weight given to different elements and aiming to express the central idea clearly to the reader. Effective organization and the use of headings and outlines can aid in the development and shaping of the assignment.

Developing an argument is a vital aspect of shaping one's writing. Tutors expect assignments to have a clear argument, which adds coherence and persuasiveness to the writing. However, the concept of an argument may vary across subjects and tutors, and it should not be mistaken for a quarrel. Instead, it refers to a well-constructed narrative that presents a central idea and progresses logically. Thinking of an argument as a "story" can help students understand the process of developing a complete and convincing narrative. By constructing a central idea and organizing themes and evidence around it, students can create a coherent and persuasive assignment.

Reference
Creme, Phyllis., & R. Lea, Mary. (2008). Writing at University: A Guide for Students Third Edition. Open University Press.

 Name : Sahnaz Yuniar Fadmanagara

Student ID : 2223210026

Class : 4B

The chapter explores various structures commonly used in university writing to organize. The structures discussed are:

1. Chronology writing follows a sequence of events in time. It is commonly used in history and can be visually represented as a timeline. This structure can also be used to tell the plot of a novel or film. However, it is important to note that chronology writing should not be the sole focus of an assignment, as it only recounts what happened without exploring or analyzing it further. It is typically used at the beginning of an assignment to provide background information, but should not be the main focus.

2. Description writing involves providing characteristics or identifying the different parts that make up a thing or person. It may be represented visually with labeled parts in a diagram or spider diagram, especially for abstract concepts. Explanation and analysis usually follow description, asking questions such as why, what does this mean, or what does this relate to.

3. Cause-effect writing involves analyzing why something happened and what the consequences were. It is important to understand the relationship between events, but this can be complex and often leads to more questions. The idea of a direct correlation between two events is sometimes seen as simplistic, but cause and effect can still be a useful way of representing relationships. Analyzing multiple factors is necessary to fully understand the cause and effect of an event.

4. The compare/contrast structure is a common way to show the similarities and differences between two things, which can be abstract or intangible in university writing. It can be used throughout an assignment or just for a part of it, and the need for it may be identified in the title. The focus is on what you are doing as you write, rather than the organization of the writing itself.

5. Summary writing, which involves giving the main idea or gist of an article, book, or someone's argument. Summary writing is important in university writing as it allows students to discuss what other authors have said about a topic. To write an effective summary, students should focus on the points and ideas that are relevant to their assignment or argument.

6. Analysis writing requires going deeper and asking questions such as "What does this mean?", "Why is this important?", "How does this work?", and "Can you explain this?". It involves breaking down complex ideas into constituent parts and presenting them in a sharp, questioning way. It is important to think critically and avoid making broad statements without unpacking them. Analysis involves understanding the information and ideas being presented and working out how they are put together to make their impact.

7. Evaluating writing, one must make judgments, often about what other writers are saying, and give reasons for their judgments. This involves more than just saying if something is right or wrong, and requires analytical thinking. The specifics of what one must do in evaluating writing vary between courses and subject areas. Analysis is used to evaluate accounts of a particular topic, as seen in an example about the concept of the family unit and its application to problems of old age.

The chapter discusses various structures that are commonly used in university writing to organize ideas and information effectively. The structures include chronology, description, cause-effect, compare/contrast, summary, analysis, and evaluation writing. Each structure has its strengths and limitations, and selecting the appropriate structure depends on the nature of the assignment, the topic being discussed, and the writer's objectives. Effective writing requires critical thinking, analytical skills, and the ability to ask questions that delve deeper into complex ideas. Ultimately, mastering these structures can help students become more effective communicators and achieve success in their academic pursuits.

Reference
Creme, Phyllis., & R. Lea, Mary. (2008). Writing at University: A Guide for Students Third Edition. Open University Press.

SAHNAZ YUNIAR FADMANGARA

2223210026

4B

    Reading as Part of Writing

To improve your writing through reading we can do an approaching reading, choosing your reading for an assignment, working with your reading, thinking about the different text, reading and note taking, making mind maps from reading, keeping records, making meaning through reading and reading your own and other students' work. These steps will help you to discover new ways of tackling the reading that you have to do for your studies.

Firstly, by approaching reading, in reading we are familiar with skim-read, managing densely written so it is easier to read, but actually, skim-read is not always made easier it is not a useful strategy for reading as a student, in some circumstances may well be used, for example, skimming through a newspaper article, or skipping through a novel. You may also be used to skim-reading when you’re surfing the Internet. So now, instead of skim-reading you will be developing ways of concentrating on large chunks of quite dense text and making sense of them. Even though you may only be concentrating for short bursts of time, it is likely that you will find it necessary to concentrate more intensely than you usually do when you are reading.

Secondly, choosing your reading for an assignment, some students may have difficulties choosing their reading for analyzing their assignment with their unknowledge they choose inappropriately and end up with a not suitable answer for their question, it was really important for us to choose the right book. You can do is to consult the reading list for books and articles and do a library search.

Thirdly, working with reading, most students have the same difficulties one is struggling with the ways in which things are written and the other is the length of time that things can take to read, and they are surprised to repeat reading the same material but actually in academic themselves it necessary to ‘repeat-read’ articles and books, By doing it, it will help you to understand the content so you will get more information in it.

Last, thinking about the different texts, If you can see why you find reading a particular article, chapter or book difficult – in other words, what it is about the text and your reading of it that makes it hard – then you are halfway to solving the problem. Think again about why a particular piece of reading seems difficult. For example, you may disagree with the ideas expressed in the text and therefore become irritated or bored when reading it. If this happens try to use the text constructively. Examine what it is that you do not like about the text. Sometimes you will find yourself having to read a text that you just do not get on with because it is essential reading.

Reference
Creme, Phyllis., & R. Lea, Mary. (2008). Writing at University: A Guide for Students Third Edition. Open University Press.