Crafting Arguments

My argumentative essay is the best paper I’ve ever written, featuring sophisticated words, fancy sentences, smooth transitions, coherent paragraphs, and, the most important one, the strongest argument I present!

I Argue That China is Larger Than the United Kingdom

1. China has a larger land area
2. China has a larger sea area

Based on my evidence, I can soundly reason that China is larger than the United Kingdom, thus validating my argument.

What an argumentation! So convincing that no man with a reasonable mind could ever challenge me! My logic is airtight, my evidence flawless, and yet… I failed? 😭 How could this happen? Did my professor just not understand my brilliance? Did they fail to grasp the sheer perfection of my reasoning? Maybe they’re the unreasonable one, right? That must be it!

But before I storm off to leave a string of bad reviews, maybe—just maybe—I missed something important. Could it be that what I presented wasn’t really an argument at all, but just a collection of facts? Could it be that I misunderstood what it means to actually argue a point? Let’s take a closer look at why students sometimes confuse stating observations for making an argument—and why this often leads to the frustration of a failed assignment.

The Problem: Mistaking Observations for Arguments

Let’s begin by analyzing the sample argument: “China is larger than the United Kingdom.” The writer provides two pieces of evidence:

1. China has a larger land area
2. China has a larger sea area

At first glance, this may appear as a solid argument; however, it actually suffers from a critical flaw. These two statements are merely observations—they are factual claims about the sizes of China and the United Kingdom. While these facts might support the writer’s claim that China is larger, they do not engage in argumentation because there is no reasoning to establish how or why these observations contribute to the overall argument in a meaningful or debatable way. In essence, stating facts without exploring the implications, context, or opposing perspectives does not constitute a strong argument.

The failure to create an argument becomes clearer if we imagine an alternative scenario: What if a reader questions the definition of “larger”? Should we include population size, economic influence, or other criteria in this comparison? If the writer has not anticipated such questions or engaged with the complexity of the term “larger,” their argument remains shallow, and the observations fail to provide a convincing, debatable claim.

Why This Example Fails as Argumentation

1. No Interpretation of Terms: The term “larger” is vague. What does “larger” mean in this context? Does it only refer to geographical size, or could it also refer to other factors like population, economic strength, or military capacity? Without defining the key term, the argument remains superficial and incomplete.
2. No Engagement with Counterarguments: A proper argument would anticipate potential objections or alternative views. For example, someone might argue that the United Kingdom, with its larger landmass, is “larger” in geographical terms, even if China has more influence globally. By ignoring these possibilities, the writer misses an opportunity to strengthen their case through critical engagement.
3. No Logical Structure: Argumentation is not just about presenting facts but about organizing them in a way that supports a broader claim. In this case, the writer has presented two facts (China has more land area and sea area), but they have not connected these facts to a broader framework or provided reasoning as to why these facts are the most relevant to the claim.

The “Solution”: Building Stronger Arguments

To avoid confusing argumentation with observation, students need to adopt a few strategies to ensure their writing is more persuasive and analytical:

1. Ask “Why” and “How”: When presenting a fact or observation, always ask yourself why this fact matters in the context of your argument and how it supports your thesis. In the case of “China is larger than the United Kingdom,” it would be useful to define what “larger” means in the context of the argument. Are you referring to influence, land area, population, or military power? By clarifying your terms, you create a space for debate, which is essential for strong argumentation.
2. Consider Counterarguments: A key component of argumentation is engaging with opposing viewpoints. If you claim that China is larger than the United Kingdom, you might ask: could someone argue the opposite, perhaps by emphasizing the United Kingdom’s land area, or by suggesting another dimension of comparison, such as political influence? Addressing these counterarguments strengthens your argument and demonstrates critical thinking.
3. Explain the Relevance/Provide Reasoning: Facts by themselves are not arguments. For each fact or observation you include, take the time to explain why it matters to your argument. Don’t just state that China has a larger land or sea area—discuss why this distinction is relevant to the claim of being “larger.” Does the larger sea area make China more geopolitically significant? Is land area an outdated measure of a country’s power in a globalized world?

The core problem with the original example is that it confuses stating facts (observation) with making an argument. A fact is not an argument until it is placed in a larger context, explained, and used to support a claim. Facts alone are static—they describe the world as it is, but they don’t invite debate or critical thought. Argumentation, on the other hand, involves a dynamic process of presenting a claim, supporting it with evidence, interpreting that evidence, and engaging with opposing viewpoints. Only through this process can a fact become part of a convincing argument.