Reasoning connects your claim to your evidence
This lesson is about reasoning and how to make a strong, well-reasoned argument. This will improve your "discourse was incohesive" score and improve your score on the communication of information section.
So far, we have talked about arguments and how to use evidence to support your claim. In this lesson, we will work on reasoning. Reasoning connects the evidence to your claim by showing that the evidence fits and supports your claim. This is the final aspect of a strong and convincing argument.
Review the main parts of an argument:
- a claim or claims;
- evidence to support each claim; and
- reasoning to connect the evidence to the claim in question.
Make sure you clarify the difference between reasons and reasoning. Reasons are why. Reasoning is thinking: the logic that connects your ideas.
Let's start with a simple question:
What is the best thing to eat in your country?
Let's say that your student answers by saying that sushi is the best thing to eat in Japan.
Without getting into deep philosophical discussions of what "best" means, make sure that they are giving some kind of evidence to support this claim.
Let's assume that their initial statement is "Because sushi is healthy," or "Because sushi is delicious". These are obviously further claims (of fact and of judgment respectively), and require further actual evidence.
If they are stuck here, you'll need to remind them of the definition of a claim and what constitutes evidence.
Let's consider the difference between an argument that lacks reasoning and one that is soundly reasoned:
- My company provides the best service in the market. In the last 12 months, we have cut costs for our clients by an average of 8%. We have increased revenue by an average of 5%. Our clients have all universally increased their market share and successfully entered into new markets. Our clients are always satisfied with our service.
- My company provides the best service in the market. Our clients hire consultants to improve their business in measurable and tangible ways. And we consistently deliver these results to our clients: reducing their costs by an average of 8%; increasing revenues by 5%; improving market share; and helping them enter new markets. These results ensure that our clients make real improvements to their business, and they are always satisfied with our work.
Point out that the above example of two answers could be used (with modification) to answer the G.B.C. question:
Why would a client choose your company over a less expensive competitor?
Discuss the difference between the two approaches. The first does not have any reasoning to it. It's just a claim with a series of facts trailing after it. The second creates a link between the claim (we are the best) and the evidence (consultants need to do these things to be considered the best).
The use of sound reasoning is a particularly lacking aspect of argumentation in student answers. In the best case, they will make a claim and then throw evidence at it and call it a day. However, their evidence should be connected to their claim. This is the main problem with the "three-reasons" argument that we talked about in lesson 2. So what if you have three reasons? Why are those reasons relevant? Why are the sufficient? And how is your opinion evidence in any way, shape or form? Are you a recognised expert?
Reasoning is not just a process of counting up what you have to support your position; you must consider the quality of the evidence, and how relevant and complete it is.
A simple example:
| Claim | Reasoning | Evidence |
|---|---|---|
| My university is the best university in the country. | Good universities educate students so that they are able to find good jobs and contribute to society. | More than 80% of graduates of my university go to work in Fortune 500 companies, the government or scientific institutions. |
It is important to note that sometimes you need more than one layer or reasoning, and that it might take a couple of steps to get from your claim to your evidence. In the above case, you might want to delve deeper into the definition of a good job and how you can contribute to society through work. That will help us understand why Fortune 500 companies, government and scientific institutions fit the definition of "good jobs".
Test the reasoning skills of your student. Brainstorm an answer to the above question ("Why would your client...?").
- What is their main claim?
- What are their secondary claims (if any)?
- What is their evidence?
- What is their reasoning to connect their evidence to their claim?
Keep it simple: a couple of bits of evidence should be enough. You can elicit this with questions like "What makes you say that?" and "Prove it?"
With respect to number 4, you get to push them a bit. The follow up questions to ask are "Why?" or "How?" Channel your inner 3-year-old. A classic answer is "We customise solutions for our clients." OK. But why does that matter? How is that better exactly?
Do not let the evidence speak for itself.
Once you have nailed down their claim, evidence and reasoning, help them put it all together in a coherent answer, and then get them to practice it a couple of times.
Now that you understand how to reason a sound argument, try it out with a couple of G.B.C.-style questions.