ARGUMENTS OF DEFINITION
Agreeing on what terms even mean is one of the fundamental arguments in academic writing, and it is one of the more basic skills involved in critical thinking. Many conflicts exist because of disagreement on what ‘X’ even means. An important task of all academic writers is to define terms clearly and fairly. Sometimes, however, definitions need to be presented in a persuasive and compelling manner.
Overview:
Definitional arguments attempt to establish that the focus of discussion fits into a broader category (that ‘X is a type of Y’ is a typical phrasing of the argument). In order for a definitional argument to work, the writer must establish the traits that define the category—the criteria. For example, an argument that a national chain of coffee shops is a restaurant franchise might rely on a definition of restaurant that involves serving food.
Many times, the argument itself needs to focus on the definition. Not everyone will agree with all definitions, and so writers must argue for their definitions or accept those of their readers. Then, they will need to establish that the focus of the discussion meets the definition. Even an argument like “murder is morally wrong” will, largely, come down to the definitions of murder and wrong.
Application:
Many college-level arguments hinge on definitions. Many times, college students need to practice explaining their criteria, because those criteria are not commonly assumed or shared. Therefore, they need to build common ground in the course of creating their arguments.
Consider an argument over the ethics of the death penalty. One student might be tempted to argue that the death penalty is or is not a deterrent to crime. The question now becomes ‘what do we mean by deterrent?’ Likewise, arguments over abstract concepts like fairness, justice, and truth all need concrete definitions in place in order to function.
What to Avoid:
Obviously, student writers need to avoid assuming that their definitions are universally accepted. On another level, student writers also need to be careful to apply all criteria and not just those that are convenient. For example, if a ‘passing’ student is a student who turns in all assignments on time, completes all of the required reading, attends all classes, and submits all required revisions, then a student who does almost all of those things but who fails to attend class does not meet the criteria for ‘passing,’ even though a majority of the traits are present.
Agreeing on what terms even mean is one of the fundamental arguments in academic writing, and it is one of the more basic skills involved in critical thinking. Many conflicts exist because of disagreement on what ‘X’ even means. An important task of all academic writers is to define terms clearly and fairly. Sometimes, however, definitions need to be presented in a persuasive and compelling manner.
Overview:
Definitional arguments attempt to establish that the focus of discussion fits into a broader category (that ‘X is a type of Y’ is a typical phrasing of the argument). In order for a definitional argument to work, the writer must establish the traits that define the category—the criteria. For example, an argument that a national chain of coffee shops is a restaurant franchise might rely on a definition of restaurant that involves serving food.
Many times, the argument itself needs to focus on the definition. Not everyone will agree with all definitions, and so writers must argue for their definitions or accept those of their readers. Then, they will need to establish that the focus of the discussion meets the definition. Even an argument like “murder is morally wrong” will, largely, come down to the definitions of murder and wrong.
Application:
Many college-level arguments hinge on definitions. Many times, college students need to practice explaining their criteria, because those criteria are not commonly assumed or shared. Therefore, they need to build common ground in the course of creating their arguments.
Consider an argument over the ethics of the death penalty. One student might be tempted to argue that the death penalty is or is not a deterrent to crime. The question now becomes ‘what do we mean by deterrent?’ Likewise, arguments over abstract concepts like fairness, justice, and truth all need concrete definitions in place in order to function.
What to Avoid:
Obviously, student writers need to avoid assuming that their definitions are universally accepted. On another level, student writers also need to be careful to apply all criteria and not just those that are convenient. For example, if a ‘passing’ student is a student who turns in all assignments on time, completes all of the required reading, attends all classes, and submits all required revisions, then a student who does almost all of those things but who fails to attend class does not meet the criteria for ‘passing,’ even though a majority of the traits are present.
