Just making a claim and presenting evidence to support that claim will not qualify as an argument unless you use the right connectives, indicator words or discourse markers. This will show the logical connections between your ideas, the literature and the statements you are making. It will indicate why you have included a particular piece of information, and its relevance to your overall claim.
For supporting premises, you need to use words like:
because (of) . . ., given that . . ., the reason is that . . ., not only . . . but also . . ., whether or not . . ., due to . . .,
since . . ., in order to . . ., in order that . . ., rather than . . ., if . . . then . . .
Examples: The Government should spend more money on healthcare because . . .
Given that . . ., the Government should spend more money on healthcare.
For conclusions, you need to use words like:
so . . ., therefore . . ., thus . . ., then . . ., it follows that . . .
Examples: Given that wearing a seatbelt reduces the risk of injury, then . . .
Wearing a seatbelt reduces the risk of injury. Therefore . . .
USING THE RIGHT LANGUAGE
The introduction is usually the only place where you can use 'I' (unless you are writing a self-reflective paper which asks for your personal views or reactions).
Even then, some lecturers prefer you not to use it at all. Avoid using expressions like ‘in my opinion’ or ‘I think.’ The following gives examples of how to use 'I\' appropriately and how to avoid using it altogether.
The use of 'I'
In this paper, I discuss/ will discuss . . .
I argue/ will argue that . . .
I will show . . .
I will present . . .
I will put forward the claim that . . .
I refer to the work of/theory by . . .
Avoiding the use of ‘I’
Changing the subject
• This paper discusses . . .
• This essay puts forward the claim that . . .
• This paper argues that . . .
• The findings indicated . . .
• The idea was to . . .
• The intention of the research was to . . .
Using the passive voice
• It will be argued that . . .
• Four articles will be analysed . . .
• Eight nurses were interviewed . . .
• It was found that . . .
There is a range of different words you can use that indicate the logical connections between your ideas, your attitude to the research you have included and the relationship between the evidence and what you are claiming. These are called logical connectives (and, but, or, either/or, if . . . then, therefore) and discourse markers. Below are some useful examples.
-Citing evidence
According to Smith, . . .
Smith claims that . . .
Smith states . . .
As Smith claims/shows/illustrates, . . .
This is supported by . . .
Research findings indicate/show that . . .
This indicates that . . .
There is evidence to show that . . .
Showing agreement Showing disagreement
Consequently, . . . In contrast, . . .
At the same time, . . . On the contrary, . . .
As indicated, . . . On the other hand, . . .
Further to . . . However, . . .
In support, . . . Contrary to . . .
As a consequence, . . . . . ., but . . .
Furthermore, . . .
Disjunction (qualifying)
Despite this, . . . Although . . .
In spite of this, . . . While . . .
Nevertheless, . . . Whereas . . .
Regardless of . . . Yet . . .
Even if, even though . . . By comparison, . . .
OTHER LANGUAGE FOR ADDRESSING THE LITERATURE
It is clear that . . .
As shown, current research . . .
In relation to X, this is very important/ significant because . . .
As can be seen, many theorists hold that . . .
There are serious implications that can be drawn from . . .
These findings indicate that . . .
This finding is supported by . . .
This seems to imply that . . .
It is still not completely clear that . . .
Interesting research has been conducted by. . .
They extend the idea of . . .
Evidence of this can be seen in the work by . . .