An argument can be defined as a statement or a set of multiple statements which are presented either in the favor of some theory or an idea, or against that. The argument can either be good or bad. Being more specific and elaborative, a good or a strong argument is believed to be the one which is based on proofs, facts, or persuasive enough which can make it quite convincing or cogent. If the argument is based on suppositions, having the false premises or does not have any convincing pattern, then it can simply be considered a weak argument.
In research studies, the argument has its own importance, as it is considered to be one of the crucial elements of critical thinking. As the research is something that is based on true facts, where the readers are made convinced with the facts of the research article, so only a good argument is the one that can persuade the readers. The good argument means that how much the argument is valid and convincing. To make an argument a ‘good argument’, there are various qualities. Below mentioned are three of the main qualities which turn an argument into a good argument within an essay.
The first quality that determines that the argument is good or bad is the premise, or the reason that convinces that the conclusion should be accepted. In simple words, a premise is like an assumption about something being true or correct. As the premise is the basic statement on which the truth or the validation of an argument is based on, so it should be supported with some true facts. In order to make an argument cogent, it is expected that the shared facts should be true or at least they should be believable. While writing any essay, the writer must use the research to generate a valid and strong argument. By including the supportive facts within the essay in the form of research citations, the premise becomes strong which adds strength to the whole argument.
In other words, any outside research can add a supportive edge to the premises, which enhances the possibility that the argument will be successful in making the reader accepting the conclusion. The premise can be major or minor. In essay four I wrote, “The high-risk experiences amplify the sensory performance thus influencing physical performance as well. Philosophical knowledge, therefore, has no place in these extreme activities where lives of the athletes are at stake.” Here, both the premises are complementing each other; they are logically true and believable, so they will make the argument a ‘good argument’, which will lead to the acceptability of the conclusion.