Title: Academic Argument
Course: Question Banks

Q: Which of the following states a claim that could serve as the basis of an argumentative essay?
- I personally find extreme violence in movies, television shows, and video games to be deeply distressing. (Incorrect. This merely states the writer’s personal opinion. Thus, there’s no “other side” to it, no opposing viewpoint against which to argue.)
- There is a long history of widespread disagreement over whether it is the government’s role to regulate the amount of violence that can be depicted in movies, television shows, and video games. (Incorrect. This merely states a historical fact. It doesn’t advance a claim that takes a side on the question of government involvement in regulating media violence.)
- Is it the government’s role to regulate the amount of violence that can be shown in movies, television shows, and video games? (Incorrect. This is a question, not a claim. Your answer to this question, properly phrased as a declarative sentence, would constitute a claim.)
- There should be laws in place to regulate the amount of violence that can be shown in movies, television shows, and video games. (Correct. This states a topic (violence in media) and asserts an arguable position on it (the government should regular media depictions of violence) that can be supported with reasons and evidence, resulting in an argumentative claim.)
A: There should be laws in place to regulate the amount of violence that can be shown in movies, television shows, and video games.

Q: What is the “equation” for constructing an academic argument?
- Topic of Choice + Narrative/Story + Audience (Incorrect. A story about a topic, with an awareness of your audience, might add up to an expository or narrative essay, but unless you make an argumentative claim about the topic, it won’t be an argument.)
- Topic of Choice + Belief + Audience (Incorrect. In the absence of reasons and evidence to support your claim, you aren’t arguing your point but merely asserting it.)
- Topic of Choice + Your Claim + Opposing Viewpoint (Incorrect. If you merely state your topic, assert your claim, and then consider the opposing viewpoint without including reasons and evidence to support your claim, you don’t offer an actual argument but a simple statement of disagreement.)
- Topic of Choice + Your Claim + Reasons/Evidence (Correct. An academic argument consists of a topic, plus your claim or position on the topic, plus the reasons and evidence that you use to support your claim.)
A: Topic of Choice + Your Claim + Reasons/Evidence

Q: What is one major difference between a fact and a judgment?
- Facts depend on emotion. Judgments depend on logic. (Incorrect. Facts are objective, which means they don’t depend on our emotions or impressions.)
- A fact is a subjective observation. A judgment is an objective truth. (Incorrect. Facts are objective observations, not subjective ones.)
- Facts are made. Judgments are discovered. (Incorrect. The opposite is true: Facts are discovered. Judgments are made.)
- A fact can’t be refuted, whereas a judgment, as a subjective observation, can be refuted. (Correct. Facts simply "are," regardless of what or how we think about them. Judgments, by contrast, may prove to be either correct or incorrect.)
A: A fact can’t be refuted, whereas a judgment, as a subjective observation, can be refuted.

Q: What are inferences?
- Inferences are statements of irrefutable truth, based on reasoned observation. (Incorrect. Inferences are not irrefutably true. They can be proved wrong.)
- Inferences are opinions based on the emotional intensity of a situation. (Incorrect. Inferences are not opinions but logical conclusions (though they may be proved false).)
- Inferences are verifiable information that is found outside the observer. (Incorrect. Inferences are subjective, not objective. They exist in your mind, though they’re based on facts, which are verifiable information.)
- Inferences are logical conclusions based on facts, statements of the unknown based on the known. (Correct. When you draw an inference, you’re making a conclusion that something is likely based on facts you’ve observed.)
A: Inferences are logical conclusions based on facts, statements of the unknown based on the known.

Q: Which of the following represents a judgment (as distinct from a fact, opinion, or inference)?
- Shakespeare wrote his plays over a 25-year period in the late sixteenth and early seventeenth centuries. (Incorrect. This is a statement of pure fact, not a judgment.)
- Based on the content of many of his plays, Shakespeare probably suffered much from difficult romantic relationships and a stormy emotional life. (Incorrect. Since this statement represents a reasoned conclusion about something unknown from known facts, it’s an inference.)
- Even though most people tend to think of Shakespeare primarily as a playwright, I like his poems better. (Incorrect. This statement lacks any reference to evidence and is therefore not a judgment but pure opinion, a statement of someone’s subjective emotional belief.)
- Because of their cultural prominence and literary excellence, Shakespeare’s plays are the most valuable type of dramatic literature for use in high school English classrooms. (Correct. This statement is a subjective observation, derived from the values of the person making it and revealing the person’s feelings and attitudes toward the subject.)
A: Because of their cultural prominence and literary excellence, Shakespeare’s plays are the most valuable type of dramatic literature for use in high school English classrooms.

Q: When thinking about and responding to another person’s argument, what’s the primary use of considering their perspective?
- This can provide you with better ammunition for refuting their argument and advancing your own. (Incorrect. Although understanding the other’s perspective may indeed help with your counterargument, the first goal is simply understanding the other’s perspective and argument for its own sake.)
- Understanding their perspective will lead you beyond conflict to a place of mutual agreement. (Incorrect. Understanding someone’s perspective doesn’t necessarily mean agreeing with them. It just illuminates why they see things the way they do.)
- Understanding the other’s perspective eliminates the need for counterargument or conversation. (Incorrect. Understanding the perspective behind someone’s argument can actually foster conversation and enhance your own argument.)
- This can help you understand why they made that claim, and it can give you a starting point for critically analyzing their argument. (Correct. Taking into account the arguer’s perspective can be a critical first step to understanding and analyzing their argument.)
A: This can help you understand why they made that claim, and it can give you a starting point for critically analyzing their argument.

Q: If you’re trying to get started on a research assignment, how can evaluating your personal perspective help?
- It can help you locate only those sources of information that will help to strengthen and confirm your preexisting beliefs. (Incorrect. Many times, honest research can turn up things that cause us to rethink our existing beliefs. Becoming aware of your perspective is part of this.)
- It will reduce the need for you to conduct extensive research because it will give you “inside information” about your own views on the topic. (Incorrect. Knowing your perspective enhances your research by enabling you to ask better questions that flow from your personal viewpoint and interests.)
- It will help you write more effectively by understanding the psychology and expectations of the audience for whom you’re writing (Incorrect. Evaluating your personal perspective is for you. It aims you in the direction of your unique interests and angle of approach toward a subject.)
- It can enable you to do the research that only you can do by identifying the research questions that best capture your unique way of seeing the world. (Correct. Self-evaluation of your perspective empowers your research by making you aware of your unique interests and questions relative to a given subject.)
A: It can enable you to do the research that only you can do by identifying the research questions that best capture your unique way of seeing the world.

Q: Which of the following represents a bias?
- You never buy a certain brand of laundry detergent because you’ve found through experience that it doesn’t clean your clothes well. (Incorrect. Your behavior in this case is supported by evidence (the poor performance of the detergent), so it’s based on a reasoned judgment, not a bias.)
- You prefer to eat high-fiber and high-protein foods because you’ve heard they’re healthier. (Incorrect. Since your preference has a basis in evidence (the reported health benefits of high-fiber and high-protein foods), it’s not classified as a bias.)
- As a rule, you avoid contact with a former friend who has lied to you and betrayed you repeatedly. (Incorrect. Although a standing policy of personal distance from someone can indeed represent a bias against them, in the example given, your behavior is a response to concrete evidence, so it’s a deliberate choice, not a bias.)
- You always root for your favorite sports team, even when they’re making errors or having a bad season. (Correct. A bias is an inclination for or against someone or something that doesn’t depend on evidence.)
A: You always root for your favorite sports team, even when they’re making errors or having a bad season.

Q: Everyone has biases. When do biases become problematic?
- When they cause you to prefer one thing over another. (Incorrect. To have preferences is simply part of being human.)
- When you are consciously aware of them. (Incorrect. It’s good to be consciously aware of your biases, and implicit or unconscious bias can be a big problem.)
- When they affect your decisions. (Incorrect. It’s perfectly normal and okay for biases to affect your decisions. What’s problematic is when they prevent you from making fair and reasonable decisions.)
- When they keep you from making fair or reasoned choices. (Correct. Biases are a normal part of human experience, but they become negative when they interfere with reasonableness and fairness.)
A: When they keep you from making fair or reasoned choices.

Q: Sofia is writing an essay for her Sociology class about the 2020 US presidential election. Which type of evidence is she most likely to use?
- Donald Trump’s 1987 book The Art of the Deal (Incorrect. While this book was written by one of the presidential candidates, it pre-dates the election and does not offer quantitative or qualitative data about the election. As such, it’s unlikely to be used for this paper.)
- A personal blog post about why Biden won the election (Incorrect. A personal blog would offer a partial, likely biased perspective. It would be unlikely to provide the kind of quantitative or qualitative data Sofia would need to build a scholarly argument.)
- A SNL skit about the fallout of the election (Incorrect. A fictionalized skit satirizing the election results would not provide the kind of unbiased, quantitative or qualitative data Sofia would need to develop her argument.)
- A Pew Research survey of registered voters collecting data about their voting choices during the 2020 election (Correct. Social science fields like sociology frequently use surveys to help build their claims.)
A: A Pew Research survey of registered voters collecting data about their voting choices during the 2020 election

Q: Xiang is writing an essay for his English Literature class about gender expectations in Jane Austen’s novel Pride and Prejudice. Which type of evidence is he most likely to use?
- A personal blog post written by a fan of the novel (Incorrect. A personal blog represents a partial, biased, and second-hand perspective on the novel. It would not provide Xiang with strong evidence to build his interpretive claims about the text.)
- The 2005 film version of Pride and Prejudice with Keira Knightley (Incorrect. Remember, this is a Literature, not a film studies class. The film is an adaptation of the original novel, and Xiang needs to stay close to the text to build his argument.)
- A survey of students in Xiang’s class about whether or not they liked the way the novel represents women (Incorrect. Remember, this is a Literature, not a Psychology class. A survey about how people in a class feel about the novel would not provide Xiang the evidence he needs to build an argument about how Jane Austen represents gender expectations in the text.)
- Quotes from the novel illustrating how the female characters feel about the social expectations placed on them (Correct. Literature essays often use quotes from the text being analyzed to build claims about the text.)
A: Quotes from the novel illustrating how the female characters feel about the social expectations placed on them

Q: No matter the discipline, when incorporating evidence in their arguments, academic writers must:
- Use as many quotes as possible (Incorrect. Evidence dumping, in the form of strings of decontextualized quotes, can actually weaken your argument.)
- Bring in sequences of facts (Incorrect. Evidence dumping, in the form of strings of unexplained facts, can actually weaken your argument.)
- Use qualitative data to build the argument (Incorrect. Qualitative data is most often used in the social sciences. It is not frequently used in the natural sciences or humanities disciplines.)
- Interpret the evidence for their readers (Correct. Evidence cannot speak for itself. Writers have to interpret evidence for their readers and demonstrate that the evidence supports their claims.)
A: Interpret the evidence for their readers

Q: Xuwen is writing a research paper for her Education course about the impact of high school guidance counseling on college enrollment for racially minoritized students. Which data source would be most useful to her?
- An article describing a recent study of military veteran’s motivations for attending college (Incorrect. This study focuses on a different population of students than Xuwen’s research question addresses.)
- A 1982 article about high school dropout rates in the rural US (Incorrect. This article is too dated and limited in regional scope to be of much use to Xuwen.)
- A social media survey asking high school students why they want to attend college (Incorrect. Unofficial internet surveys often don’t provide reliable data. It would be better for Xuwen to use survey data published in a scholarly journal.)
- An article describing enrollment trends in U.S. colleges and universities with information about new college student demographics (Correct. The data in this article won’t answer Xuwen’s research question, but it will allow her to set the stage for her argument by providing hard data about how many racially minoritized students enroll in college after high school, currently and historically.)
A: An article describing enrollment trends in U.S. colleges and universities with information about new college student demographics

Q: Andre is writing a paper for his Cognitive Psychology class about how the internet has changed people’s reading habits. He finds an article in a popular magazine that provides data from a brain imaging study of people reading print and online texts. What is the most important thing he should do to evaluate this data for use in his essay?
- Do an internet search of the article’s author to ensure that they are a reputable journalist (Incorrect. The journalist isn’t the author of the study and wasn’t responsible for collecting this data. As such, their reputation isn’t the best indicator of the data’s credibility.)
- Review the credibility of the popular magazine. Are they known for publishing retractions? (Incorrect. The popular magazine didn’t sponsor this study and is only reporting it second hand. As such, its credibility isn’t the best indicator of the data’s credibility.)
- Reject the data as unreliable, since it's being reported in a popular magazine (Incorrect. The popular magazine didn’t sponsor this study and is only reporting it second hand. As such, its credibility isn’t the best indicator of the data’s credibility.)
- Track down the article’s data source and review the source’s publication medium and methods for credibility (Correct. Andre should find the original source of the data and make sure the study is credible.)
A: Track down the article’s data source and review the source’s publication medium and methods for credibility

Q: Sandra is taking 5 courses: Art History, 20th Century American Literature, Kinesiology (the scientific study of body movements), and Sociology. Each of these courses requires a final research paper. Which of these papers will most likely require her to use data as evidence?
- Art History and 20th Century American Literature (Incorrect. These papers will most likely require Sandra to use primary sources (creative works and historical texts) as well as secondary sources that evaluate these primary sources.)
- Art History and Sociology (Incorrect. Sandra will probably need to use data in her Sociology paper, but not her Art History paper.)
- 20th Century American Literature and Sociology (Incorrect. Sandra will probably need to use data in her Sociology paper, but not her American Literature paper.)
- Kinesiology and Sociology (Correct. Papers in the physical and social sciences frequently use data to answer their research questions.)
A: Kinesiology and Sociology

Q: Which fields of study rely most heavily on texts as evidence?
- The applied sciences such as engineering and medicine. (Incorrect. While researchers in the applied sciences might use some secondary source text evidence, the bulk of their evidence will be data from experiments.)
- The natural sciences such as biology, chemistry, and physics (Incorrect. While researchers in the natural sciences might use some secondary source text evidence, the bulk of their evidence will be data from experiments/)
- The social sciences such as anthropology, psychology, and sociology. (Incorrect. While researchers in the social sciences might use some secondary source text evdience, the bulk of their evidence will be data from experiments.)
- Humanities fields such as literary and media studies (Correct. Humanities fields frequently use primary and secondary source texts as evidence)
A: Humanities fields such as literary and media studies

Q: Lars has to write a research paper for his British Literature survey course. What types of evidence should he gather for this assignment?
- Nonfiction books and articles about the British empire, currently and historically (Incorrect. While these secondary source texts might provide useful context, they won’t give Lars the evidence he needs to create an argument for a literary studies course)
- A survey of students in his Literature and History classes about their favorite British authors (Incorrect. Survey data is not frequently used in the humanities, and it alone would not give Lars the evidence he needs to create an argument for a literary studies course.)
- Interviews with Booker Prize winning authors (Incorrect. While these secondary source texts might provide useful information about individual British authors, they alone won’t give Lars the evidence he needs to create an argument for a literary studies course.)
- Primary source texts, like poems and short stories, and theoretical texts to analyze these primary sources (Correct. For this humanities course, Lars will need to analyze primary source texts from his class with theoretical support from secondary sources)
A: Primary source texts, like poems and short stories, and theoretical texts to analyze these primary sources

Q: Jennifer is writing a paper about the theme of absent parents in 20th century horror films. She has selected a scene from the film A Nightmare on Elm Street for close reading analysis, but she doesn’t know how to begin. To develop a framework for her analysis, she should:
- Find a dictionary definition of “parenthood” (Incorrect. A dictionary definition of a term isn’t enough material to develop an effective framework for close-reading analysis.)
- Collect images of parents in the film (Incorrect. Images of parents in the film can be analyzed as primary sources, but they won’t provide a secondary-source framework for Jennifer’s analysis of the scene she has selected.)
- Research the box office numbers for films in the Nightmare on Elm Street series (Incorrect. This data is of tangential value in a paper like this, and it cannot serve as an effective theoretical framework for analysis of the scene Jen has selected.)
- Locate theoretical texts about parenthood and the genre of 20th century horror films (Correct. Theoretical texts can provide frameworks for close-reading analysis.)
A: Locate theoretical texts about parenthood and the genre of 20th century horror films

Q: A biologist would gather which type of data to show that more cancer cells are killed by one treatment versus another:
- Qualitative
- Significant
- Hypothesis
- Quantitative
A: Quantitative

Q: Russell is designing an experiment for his social psychology class to test his hypothesis that people converse more aggressively about politics online than they do in person. He has one group of volunteers who will gather to discuss a hot-button political issue in a coffee shop, and then be prompted to have a similar discussion on an online message board. He has another group of volunteers who will be prompted to discuss parenting techniques in person and then again online. The second group of volunteers act as a:
- Variable (Incorrect. A variable is any part of the experiment that can vary or change during the experiment. In this case, variables would likely be the backgrounds and personalities of the volunteers, not the group itself.)
- A significant result (Incorrect. A significant result passes a statistical analysis that demonstrates that there is less than a certain probability (usually 5%) that the result observed is from random chance. It would be difficult for Russell to prove his results are significant given the type of data he is gathering here.)
- Qualitative data (Incorrect. Russell is collecting qualitative data. However, the groups of participants are not qualitative data. Rather, their online and in-person speech is qualitative data which will illustrate how people “value” politics in person and online.)
- Control group (Correct. The control group contains every feature of the experimental group except it is not given the manipulation (in this case, the topic of discussion) that is hypothesized.)
A: Control group

Q: A significant result can best be described as:
- A type of hypothesis (Incorrect. A hypothesis is a proposed answer to a research question about a problem a scientist has observed. A result is what comes from testing a hypothesis.)
- A definitive answer to a research question. (Incorrect. Not necessarily. While a significant result of an experiment suggests an answer to a research question, it is unlikely to be verified 100% of the time.)
- Quantitative data (Incorrect. A significant result of an experiment might come in the form of quantitative data, but not all quantitative data qualifies as a significant result.)
- An experimental result that is highly unlikely to be due to random chance. (Correct. A significant result passes a statistical analysis demonstrating that there is a less than 5% chance that the result is due to random chance.)
A: An experimental result that is highly unlikely to be due to random chance.

Q: Lisa is writing a research paper on the effects of the Covid-19 pandemic on career advancement for parents. Which of the following sources would offer the best information to build her argument?
- A general survey of Amazon workers on their productivity and worktime satisfaction during the pandemic (Incorrect. The survey data might relate to the research question, but would not offer the most focused information about Lisa’s topic.)
- U.S. Labor Bureau statistics for 2017, 2018, and 2019 (Incorrect. Labor Bureau statistics might be somewhat helpful for Lisa’s argument, but these years pre-date the Covid-19 pandemic.)
- Several articles about the barriers childless individuals face achieving higher salaries (Incorrect. These articles might help Lisa address potential counterarguments, but since they focus on childless individuals (and not parents) they are not the best source of information to help her build her argument.)
- Interviews with parents in different fields about their efforts to advance their careers during Covid-19 (Correct. First-hand accounts of individuals experiencing the problem Lisa is investigating would be very useful in helping her build her argument.)
A: Interviews with parents in different fields about their efforts to advance their careers during Covid-19

Q: Ella is planning to interview her former psychology professor for her research paper on the psychological benefits of owning pets. To ensure a successful interview, she should:
- Meet the professor in her office for a face-to-face interview (Incorrect. Successful interviews can be conducted on the phone, over email, with Skype, or face-to-face. While a face-to-face interview might be preferable for some situations, it is not necessary to ensure that Ella gets good information for her project.)
- Conduct the interview over email so she has a complete written record of her professor’s answers (Incorrect. Successful interviews can be conducted face-to-face, on the phone, or with Skype. While an email interview might ensure that Ella has complete written answers to her questions, it might not be the best form of communication for Ella’s situation. Remember, Ella can take notes or ask her professor if she can record her during the interview to produce a record of her source’s answers.)
- Avoid rescheduling the interview more than twice (Incorrect. If Ella reschedules the interview multiple times, her source is likely to get annoyed. It is important to be respectful of your source’s time to ensure a successful interview.)
- Craft interview questions that demonstrate Ella’s knowledge of the topic and her professor’s background in relation to it. (Correct. By preparing well for the interview, Ella is most likely to get the best information she can from her professor to help her develop her paper.)
A: Craft interview questions that demonstrate Ella’s knowledge of the topic and her professor’s background in relation to it.

Q: Kyoko is writing a research paper on QAnon, a viral conspiracy theory. Her research question is: Is QAnon real, and if so, what should be done about it? She decides to interview a QAnon believer who is popularizing the theory on his blog. In evaluating her interview data to help answer her research question, Kyoko should be mindful of:
- The blogger’s grammar, punctuation, and spelling (Incorrect. While the source’s communication must be clear enough to be understood, surface-level grammar, punctuation and spelling is largely unimportant to Kyoko using their answers to help address her question.)
- QAnon Twitter accounts (Incorrect. How QAnon shows up on Twitter is not necessarily important for Kyoko to consider as she evaluates her interview data to help her address her question.)
- What Donald Trump has said about QAnon (Incorrect. What Donald Trump has said about QAnon is not necessarily important for Kyoko to consider as she evaluates her interview data to help her address her question.)
- The blogger’s potential bias on the topic (Correct. This source has first hand knowledge of Kyoko’s topic, but is likely biased in terms of how he would answer her research question. Kyoko must keep in mind that even if her source thinks QAnon is real, many feel otherwise.)
A: The blogger’s potential bias on the topic

Q: Darnell is trying to convince his boss to consider adding a gender non-conforming bathroom to their office. Identify the claim in the following argument: "I really think we should consider adding a nonbinary bathroom in our office because it would make those individuals who do not feel comfortable disclosing their gender to others when they go to use the bathroom be more at ease in the workplace. Also, this bathroom would make us more compliant with diversity, equity and inclusion guidelines and encourage transgender and gender nonconforming individuals to feel at home in our work environment. "
- This bathroom will make the workplace more compliant with diversity, equity, and inclusion guidelines... (Incorrect. It looks like you chose a piece of backing evidence that supports the Grounds and the Warrant.)
- ...it would make those individuals who do not feel comfortable disclosing their gender to others when they go to use the bathroom be more at ease in the workplace. (Incorrect. This is considered the Grounds, or the main reason or reasons given to justify or support the Claim.)
- ...encourage transgender and gender nonconforming individuals to feel at home in our work environment. (Incorrect. This is considered evidence that supports or “backs up” the Grounds and the Warrant)
- I really think we should consider adding a nonbinary bathroom in our office... (Correct. This is the purpose or the goal of the argument.)
A: I really think we should consider adding a nonbinary bathroom in our office...

Q: Which of the choices would be a rebuttal to the following argument? You hear barking and howling in the distance, so chances are there are dogs nearby.
- Dogs are animals that bark and howl. (Incorrect. This is the Warrant, which is the bridge or connection between the Claim and the Grounds.)
- You know that your neighbor has two large dogs. (Incorrect. This would be Backing, or evidence that supports or “backs up” the Grounds and the Warrant)
- There are dogs nearby. (Incorrect. This is the Claim itself -- the purpose or goal of the argument)
- Unless there are wolves or coyotes nearby (Correct. This Rebuttal is an anticipated objection to the claim.)
A: Unless there are wolves or coyotes nearby

Q: Jodi tells Thuy: "You should get the new Razer laptop, because it's the best for gaming." Which of the following replies addresses the warrant of the argument?
- Thuy replies: "Yes, it has an RTX 3080 GPU. That'll push a lot of pixels." (Incorrect. This is speaking more to the grounds of the claim (that the Razer is the best laptop for gaming).)
- Thuy replies: "No it's not. The Asus has a better screen." (Incorrect. This is a counter argument.)
- Thuy replies: "You're right, it's the best laptop, but desktops have more power." (Incorrect. This would be a qualifier based on the rebuttal that desktops are better for gaming.)
- Thuy replies: "You're assuming I'm buying a laptop for gaming." (Correct. If the claim is that Thuy should buy a Razer laptop, and the grounds are because it's best for gaming, then the warrant would be the bridge between these two: the idea that Thuy wants a good gaming laptop.)
A: Thuy replies: "You're assuming I'm buying a laptop for gaming."

Q: Whether you're building a Rogerian, Toulmin, or Aristotelian argument, you need all of the following EXCEPT:
- A claim (Incorrect. All of these argument types need a claim.)
- A consideration of opposing claims (Incorrect. All of these argument types consider opposing claims or rebuttals.)
- Reasons for your claim (Incorrect. All of these argument types have claims built on reasons.)
- A strong appeal to the reader's emotions (Correct. While some arguments will appeal to emotions (what Aristotle calls "pathos"), not all of them will.)
A: A strong appeal to the reader's emotions

Q: What might be one benefit of using the Toulmin model to construct a persuasive argument?
- To create a strong emotional response in your reader through the use of pathos. (Incorrect. You may well do this in your argument, but the Toulmin model doesn’t have much to do with it.)
- To demonstrate to your reader that you understand their point of view and to try to find common ground. (Incorrect. This sounds more like Rogerian argument.)
- To avoid having to use evidence to back up your claims. (Incorrect. You always need to back up your claims with evidence.)
- To help you think through all the parts of the argument and make sure there are no gaps in your logic. (Correct. The meticulous taxonomy of argument parts in the Toulmin model is great for making sure you’ve got all the right pieces in play.)
A: To help you think through all the parts of the argument and make sure there are no gaps in your logic.

Q: Which of the following would NOT be used to describe synthesis?
- To look at several texts’ purposes, construction, and contents (Incorrect. Synthesis looks at several texts’ purposes, construction, and contents.)
- To consider a variety of points of view at once (Incorrect. Synthesis looks at several texts’ purposes, construction, and contents.)
- To read multiple sources in conversation with one another (Incorrect. Synthesis looks at several texts’ purposes, construction, and contents.)
- The ability to express oneself easily and articulately (Correct. This is the definition of fluent reading, not of synthesis.)
A: The ability to express oneself easily and articulately

Q: Travis is writing an essay about whether scientists should pursue geoengineering solutions such as Stratospheric Aerosol Injection to fight climate change, and there are multiple competing arguments. How could he sort out the various points of view?
- Choose only one to analyze in this essay. (Incorrect. Synthesis looks at several texts’ purposes, construction, and contents.)
- Summarize each in separate paragraphs. (Incorrect. Synthesis looks at several texts’ purposes, construction, and contents together to create a new idea.)
- Choose only those arguments with which you agree (Incorrect. Synthesis looks at several texts’ purposes, construction, and contents to show all aspects of the argument.)
- Use a synthesis matrix to organize the material (Correct. He could create a table with authors along the top and geoengineering solutions down the side, and in each box what that author thinks of the geoengineering solution.)
A: Use a synthesis matrix to organize the material

Q: You’re researching information about child development. In a synthesis matrix, you create a table with theorists along the top and age ranges down the side. What information would you add to each box in the middle?
- The year of publication for the source (Incorrect. That might be more appropriate for an annotated bibliography.)
- How the information overlaps with other authors (Incorrect. A Venn Diagram might be a more useful tool for this -- in a synthesis matrix, you want to see all of the information together at once.)
- Where you plan to use that information in your presentation (Incorrect. That might be more appropriate in an outline, rather than in a synthesis matrix.)
- What that author believes about the development during that age range. (Correct. This synthesis matrix allows you to see all of the information together.)
A: What that author believes about the development during that age range.