Instructors are usually looking for two things: This second part can be done in many ways: you can critique the material, apply it to something else, or even just explain it in a different way.In order to succeed at this second step, though, you must have a particular point to argue.Is it statistics, a logical development of points, something from the object being discussed (art work, text, culture, or atom), the way something works, or some combination of more than one of these things? Unlike negotiating for the use of your parents’ car, a college paper is not the place for an all-out blitz of every type of argument.
The claim that bloodletting is beneficial to human health was not widely questioned until the 1800s, and some physicians continued to recommend bloodletting as late as the 1920s.
The type of evidence that sways an English instructor may not work to convince a sociology instructor.
Find out what counts as proof that something is true in that field.
Did you whine until they just wanted you to shut up?
Did you look up statistics on teen driving and use them to show how you didn’t fit the dangerous-driver profile?