You may be surprised to hear that the word “argument” does not have to be written anywhere in your assignment for it to be an important part of your task. In fact, making an argument—expressing a point of view on a subject and supporting it with evidence—is often the aim of academic writing. Your instructors may assume that you know this and thus may not explain the importance of arguments in class.
Most material you learn in college is or has been debated by someone, somewhere, at some time. Even when the material you read or hear is presented as a simple fact, it may actually be one person’s interpretation of a set of information. Instructors may call on you to examine that interpretation and defend it, refute it, or offer some new view of your own. In writing assignments, you will almost always need to do more than just summarize information that you have gathered or regurgitate facts that have been discussed in class. You will need to develop a point of view on or interpretation of that material and provide evidence for your position.
Consider an example. For nearly 2000 years, educated people in many Western cultures believed that bloodletting—deliberately causing a sick person to lose blood—was the most effective treatment for a variety of illnesses. The claim that bloodletting is beneficial to human health was not widely questioned until the 1800s, and some physicians continued to recommend bloodletting as late as the 1920s. Medical practices have now changed because some people began to doubt the effectiveness of bloodletting; these people argued against it and provided convincing evidence. Human knowledge grows out of such differences of opinion, and scholars like your instructors spend their lives engaged in debate over what claims may be counted as accurate in their fields. In their courses, they want you to engage in similar kinds of critical thinking and debate.
Argumentation is not just what your instructors do. We all use argumentation on a daily basis, and you probably already have some skill at crafting an argument. The more you improve your skills in this area, the better you will be at thinking critically, reasoning, making choices, and weighing evidence.
During the bleeding Kansas situation, C. President Pierce wanted Kansas to become a slave state, but Congress did not.
The term Bleeding Kansas was popularized by the New York Tribune. It referred to the civil confrontations caused by the argument whether to be a slave state or a free state between 1855 and 1861. It included electoral frauds, assaults and raids carried out by pro-slavery "Border Ruffians" and anti-slavery "Free-staters". The Kansas-Nebraska Act of 1854 established that each state would have popular sovereignty in the subject of slavery, this meaning that the settlers had the right to choose and enact whatever government. Several governments were enacted, pro and anti slavery ones, which didn't recognize each other, and four constitutional drafts were passed, until the final one approved by the U.S Congress in 1861, which established Kansas as a free state.
<span>The Articles were weak in that they left too much power to the States. Also, amending the Articles ended in failure, leading to the forming of a Constitution.</span>
Answer:
c.. They were a highly trained elite group of military fighters
Explanation:
The support of the military power of the Janissaries was vital to political power of the Muslim empire of the Ottoman Turks.
Answer:
The release of two atomic bombs on Japan in August 1945 helped end World War II but ushered in the Cold War,
Explanation:
a conflict between the United States and the Soviet Union that dragged on nearly half a century.
