Writing in STEM subjects

A framework for developing argument

A functional-narrative approach to structure

A question-focussed model for thinking critically

John Hilsdon, Plymouth University

Building an argument

Then (claim)

Since (justify)

Because (support)

Premise: statement or conclusion

Key research findings or reasoning.

Detailed example or case-study

Adapted from Mitchell & Riddle 2000

Claim / Controlling statement

Justification

Support

Argument and paragraph structureImplications

First sentence ‘controls’ the rest of the paragraph

Unpack the controlling statement

Describe

Explain

Analyse

Theory & references

Evidence

Case studies

Further analysis

Identify the significance and link to next paragraph

‘The treatment of choice for some patients is desmopressin acetate because it decreases night-time urine production by acting on the renal collecting ducts to increase water absorption. Matthiason et al (2002) studied 151 patients (average age 64.5 years) of which 86 were treated with desmopressin acetate. They found that nocturnal voids decreased by 43% compared with 12% in the control group, suggesting moderate success.’

‘Although this medication isn’t licensed for the over 65s, desmopressin has been proposed as safe for this age group (Kuo 2002; Cannon et al 1999; Asplund et al 1998; Lose et al 2003 and 2004; Kuo 2002; Weatherall 2004). The body of literature in the use of this medication reports few side effects, but this cannot be applied to the elderly, especially where there is suspicion of cardiac failure, because of the risk of fluid retention. Adverse effects are a leading concern for the older population, most notably hyponatraemia [ref + evidence…]. If desmopressin is judged the best option for the individual case, then special precautions should be taken. Another option would be to consider other medication (for example anticonvulsants, SSRIs and diuretics), but perhaps best of all may be management without medication…’

(Adapted from Eustice and Wragg, 2005)

Claim / Controlling statement

Justification

Support

Desmopressin should be used with caution when responding to nocturia (waking in the night to urinate) in elderly people…

…because there may be more appropriate responses given possible side effects and the fact that other concerns may underlie nocturia.

Therefore, medical staff need to consider Desmopressin as an adjunct to relieving nocturia and implement regular monitoring, and consider managing nocturia without medication.

This can be seen in…EvidenceExampleCase studyTheory

So what? Implications

[subject of next paragraph].

…that reminds me of a story! (Gregory Bateson, 1979 ‘Mind and

Nature’)

“I keep six honest serving-men: (they taught me all I knew) their names are What and Where and When and How and Why and Who.”

From “The Elephant's Child” Kipling, 1902

What?

When?

Who?Where?

How?

Why?What if?

So what?

What next?TopicIssue

description

analysisevaluatio

n

Question-Focussed Critical Thinking

The ‘metafunctions’ required in academic work and essential to critical thinking. Increasing levels of complexity and criticality:

Description

Analysis

Evaluation

Discussions with academics identified the following examples of functions within the three ‘meta’ levels.

Introduce Report Describe Narrate Contextualise Outline Categorise

Summarise Define Signpost

Triangulate Generalise Illustrate Argue Explain Evidence AnalyseSupport Compare Contrast Link

Conclude Critique Reflect on Evaluate Interpret Refute Problematise Synthesise Discuss Question

WrAssE

Writing for Assignments E-library

www.learningdevelopment.plymouth.ac.uk/wrasse

Contributions and comments welcome!!

Thought and language

Aloysius P. Martinich: “Since language is the expression of thought, clear language is the expression of clear thought.”

John Searle: “If you can’t express it clearly you don’t understand it yourself”

To give feedback on the Plymouth model, email: learn@plymouth.ac.uk