After reading Pavni’s response, I was intrigued that she shared similar ideas with me. She explained how in her response to Chapter 7, she believed that to achieve an academic argument, one must involve critical thinking and factual evidence. She further explains that to have an excellent academic argument, your argument should be understood by all levels of readers interested in the topic. Many people tend to make their article’s background info nonexistent or barely touch on it due to how they immediately want to dive into their argument. Therefore, one needs to go over the basic background info for their desired topic because it can benefit those who are less informed on the topic to understand the argument that an author chooses. She also said something similar to what I described about using images to entice the reader and make the text more engaging. Finally, moving onto the “Power of Words Article,” Pavni describes how the author basically checks off all the characteristics needed to make a good academic argument.
In the article, Investigating Rhetorical Aspects of Writing Argumentative Essays and Persuasive Posters: Student’s Perspective, Abdelrahman Abdalla Salih explains the use of teaching rhetorical effects in argumentative writing to undergrad students. “According to Wingate (2012), writing persuasive argumentation involves developing a position, presenting a position, and analyzing and evaluating content knowledge as the key components of argumentation that undergraduate students must learn and practice.” (Salih, 2021 p1.) Salih further explains in his journal article that many students struggle to write argumentative essays with rhetorical effects due to how it may seem a daunting task to them.
Salih, A. A. (2021). Investigating rhetorical aspects of writing argumentative essays and persuasive posters: Students’ perspective. Theory and Practice in Language Studies, 11(12), 1571–1580. https://doi.org/10.17507/tpls.1112.09