When seeking to prove, to argue, writers must craft the form of thesis known as a claim. Claims do manifest in work outside of argument courses, although, such as in problem-solution assignments (as students seek to prove a particular solution is best), or in even in conducting evaluation of criteria (to prove an example best fits into a given category), and asking acceptance of scholarship (as in experimental results in lab reports, writing proposals, applying for positions, etc.). Claims are highly useful for students who know how they wish to begin topical pieces, but do not know how to develop the pieces’ direction. For less-experienced writers, do consider that claims phrased as statements are far more easy to discern and develop using the following methods, rather than phrasing an intended claim as a question, followed by attempting probing and study.
Traditionally claims have fallen into five (5) categories, and as an academic piece can only have one thesis, then such befitting writing can only have a single claim (the notion of sub-claims as sub-headers is best left to another discussion). Therefore, a claim can only fit one of the following categories, and each category has its own properties and characteristics.
To utilize the following chart, identify the claim under consideration, then match the primary questions: if a majority of primary questions associated with a claim cannot be clearly answered in regards to the examined claim, then either the claim has been mis-identified, it is unclear, or it needs further elaboration.
Claims may be used in outlining a piece to be written, or during revision, by using the When Writing’s portion under each claim. However, claims may also be used for exploring structure of an argument being read and analyzed, by following the conventions within the Reading portion under each claim’s section.
*Claims of Value
Purpose: Claims of Value seek to settle moral or ethical concern, or in terms of monetary appraisal, discern the literal cost or value.
Examples:
Computers are a valuable addition to modern education.
Environmental rights are as important as human rights.
Etiquette is vital to ensure instilled morals, ethics, and underlying social structures.
Main Questions:
Is it good or bad? How good? How bad? Of what worth is it? Is it moral or immoral? Who thinks so? What do those people value? What values or ethical criteria should be used to determine its goodness or badness? Are my values different from other people’s or the author’s?
When Writing:
State the claim as a judgement or value-driven statement.
Analyze the audience’s needs and values, and appeal to them.
Use literal and figurative analogies, quotations from experts, present definitions.
Use emotional language (carefully and sparingly).
Consider applied criteria, claim with reasons, or a narrative-organizational pattern.
When Reading:
Examine for claims which make a value statement.
Look for value-based and/or motivational proofs, literal and figurative analogies, experts’ quotes, and concrete definitions.
Look for evaluative/applied criteria, narrative, and topic-driven organizational patterns.
English 1102, Claims Project Reflection
Read and complete it only after you have completed your Claims Worksheet.
Please provide a short response to each following question or statement.
1. What benefits, if any, did you discover in utilizing claims and their pre-organized structures?
2. What were the positives of a “hit-and-run” style project, with a quickly-given assignment, then submitting it, without time for further researching, detailed/repeated revision, or procrastination?
3. What were the negatives of a “hit-and-run” style project, with a quickly-given assignment, then submitting it, without time for further researching, detailed/repeated revision, or procrastination?
4. How did you like gaining inspiration from Intervention?
5. Based upon the limited time you were granted, and considering that merely completing the task as assigned is worth an average evaluation (a “C” grade), what grade does your work justify? Why?
