Writing Position Papers (1)

Write a position paper to

 Organize and outline your viewpoint on an issue

 Formally inform others of your position

as a foundation to build resolution to difficult problems

 Present a unique, though biased, solution

or a unique approach to solving a problem

 Frame the discussion in order to define the "playing field."

This can put you in an advantageous position with those who may not be so well prepared as regards the issues
behind their positions

 Establish your credibility

Here you are demonstrating that you have a command of the issues and the research behind them, and can
present them clearly

 Let your passion be demonstrated in the force of your argument

rather than in the use of emotional terms

 Guide you in being consistent in maintaining your position in negotiation

The better prepared you are

the more disadvantaged are your opponents and more likely they will defer to you

Guidelines:

 Format should be consistent with guidelines determined by the sponsoring organization or committee

 Include topic, date, purpose, etc., and should readily identify you as the author

 If the paper represents a group, organization, committee, do not write in the first person (not I, my, mine, etc.
but rather we, our, etc.)

 Limit yourself to two pages following the format established by previous successful position papers

Research:

 Develop supporting evidence for both sides

including factual knowledge, statistical evidence, authoritative testimony

 Identify the issues and prejudices keeping in mind your audience

List these as appropriate and anticipate counterclaims

 Assume familiarity with basic concepts 

but define unfamiliar terms/concepts or state meanings that define your point of departure

 Refer to those who agree with your position to assist you in developing your argument

 Familiarize yourself with those who disagree with you to prepare your defense.
Summarize their argument and evidence, then refute

Introduction:

Consider your audience: 

start with a topic sentence or two that attracts attention and summarizes the issue
Inform the reader of your point of view

Development:

Focus on three main points to develop

Each topic is developed with

 a general statement of the position

  an elaboration that references documents and source data

 past experiences and authoritative testimony

 conclusion restating the position

Establish flow from paragraph to paragraph

 Keep your voice active

 Quote sources to establish authority

 Stay focused on your point of view throughout the essay

 Focus on logical arguments

 Don't lapse into summary

in the development--wait for the conclusion

Conclusion

 Summarize, then conclude, your argument

 Refer to the first paragraph/opening statements

as well as the main points

 does the conclusion restate the main ideas?

 reflect the succession and importance of the arguments

 logically conclude their development?

Share a draft with others

to better develop the paper and ensure that your argument is clear

Revise, spell-check, and succeed in building your case.

Writing assignments

Writing for the "Web" | The five-paragraph essay | Essays for a literature class |

Expository essays | Persuasive essays | Position papers | Open book exams |
Essay Exams | White papers | Lab reports/scientific papers |
Research proposals | Elements of a Research Paper
Seven stages of writing assignments | "Lessons learned"

WRITING A POSITION PAPER (2)

Like a debate, a position paper presents one side of an arguable opinion about an issue. The goal of a position paper is to
convince the audience that your opinion is valid and defensible. Ideas that you are considering need to be carefully
examined in choosing a topic, developing your argument, and organizing your paper. It is very important to ensure that
you are addressing all sides of the issue and presenting it in a manner that is easy for your audience to understand. Your
job is to take one side of the argument and persuade your audience that you have well-founded knowledge of the topic
being presented. It is important to support your argument with evidence to ensure the validity of your claims, as well as
to refute the counterclaims to show that you are well informed about both sides.

The following material explains how to produce a position paper (sometimes called a point of view paper). A template is
provided that outlines the major parts of a good position paper. Keep in mind, however, that this is just a guide. Talk to
your TAs about their individual expectations. Your TAs may want you to include some criteria that do not appear in this
outline. Make sure you check with them.

Issue Criteria

To take a side on a subject, you should first establish the arguability of a topic that interests you. Ask yourself the
following questions to ensure that you will be able to present a strong argument:

Is it a real issue, with genuine controversy and uncertainty?

Can you identify at least two distinctive positions?

Are you personally interested in advocating one of these positions?

Is the scope of the issue narrow enough to be manageable?

In the CMNS 130 courseware the article by Fleras begins to set out a range of issues you may choose to address. Your
tutorial leader will also have a set of suggested paper topics. The suggested paper topics will also be available on the
CMNS 130 website.

Analyzing an Issue and Developing an Argument

Once your topic is selected, you should do some research on the subject matter. While you may already have an opinion
on your topic and an idea about which side of the argument you want to take, you need to ensure that your position is
well supported. Listing the pro and con sides of the topic will help you examine your ability to support your
counterclaims, along with a list of supporting evidence for both sides. Supporting evidence includes the following:

Type of Information Type of Source   How to find these sources

introductory information and directories, encyclopedias,

Use the Library catalogue
overviews handbooks

Library catalogue, Canadian Research Index,

in-depth studies books, government reports
Government web sites

scholarly articles academic journals  Article indexes

current issues newspapers, magazines  Article indexes

government agencies and Statistics Canada, Canadian Research Index,

statistics
associations journal articles

position papers and association and institute

Library catalogue, web sites
analyses reports

Many of these sources can be located online through the library catalogue and electronic databases, or on the Web. You
may be able to retrieve the actual information electronically or you may have to visit a library to find the information in
print. The librarian’s presentation on October 10th after your mid-term exam will assist in your orientation of the SFU
library.

** You do not have to use all of the above supporting evidence in your papers. This is simply a list of the various options
available to you. Consult your separate assignment sheet to clarify the number and type of sources expected.

Considering your audience and determining your viewpoint

Once you have made your pro and con lists, compare the information side by side. Considering your audience, as well as
your own viewpoint, choose the position you will take.

Considering your audience does not mean playing up to the professor or the TA. To convince a particular person that
your own views are sound, you have to consider his or her way of thinking. If you are writing a paper for a sociology
professor/TA obviously your analysis would be different from what it would be if you were writing for an economics,
history, or communications professor/TA. You will have to make specific decisions about the terms you should explain,
the background information you should supply, and the details you need to convince that particular reader.

In determining your viewpoint, ask yourself the following:

Is your topic interesting? Remember that originality counts. Be aware that your professor/TA will probably read a
number of essays on the same topic(s), so any paper that is inventive and original will not only stand out but will also be
appreciated.

Can you manage the material within the specifications set by the instructor?

Does your topic assert something specific, prove it, and where applicable, propose a plan of action?

Do you have enough material or proof to support your opinion?

Organization
Sample Outline

I. Introduction

___A. Introduce the topic

___B. Provide background on the topic to explain why it is important

___C. Assert the thesis (your view of the issue). More on thesis statements can be found below.

Your introduction has a dual purpose: to indicate both the topic and your approach to it (your thesis statement), and to
arouse your reader’s interest in what you have to say. One effective way of introducing a topic is to place it in context –
to supply a kind of backdrop that will put it in perspective. You should discuss the area into which your topic fits, and
then gradually lead into your specific field of discussion (re: your thesis statement).

II. Counter Argument

___A. Summarize the counterclaims

___B. Provide supporting information for counterclaims

___C. Refute the counterclaims

___D. Give evidence for argument

You can generate counterarguments by asking yourself what someone who disagrees with you might say about each of
the points you've made or about your position as a whole. Once you have thought up some counterarguments, consider
how you will respond to them--will you concede that your opponent has a point but explain why your audience should
nonetheless accept your argument? Will you reject the counterargument and explain why it is mistaken? Either way, you
will want to leave your reader with a sense that your argument is stronger than opposing arguments.

When you are summarizing opposing arguments, be charitable. Present each argument fairly and objectively, rather
than trying to make it look foolish. You want to show that you have seriously considered the many sides of the issue, and
that you are not simply attacking or mocking your opponents.

It is usually better to consider one or two serious counterarguments in some depth, rather than to give a long but
superficial list of many different counterarguments and replies.

Be sure that your reply is consistent with your original argument. If considering a counterargument changes your
position, you will need to go back and revise your original argument accordingly.

For more on counterarguments visit: http://www.unc.edu/depts/wcweb/handouts/argument.html

III. Your Argument

___A. Assert point #1 of your claims

_____1. Give your educated and informed opinion

_____2. Provide support/proof using more than one source (preferably three)

___B. Assert point #2 of your claims

_____1. Give your educated and informed opinion

_____2. Provide support/proof using more than one source (preferably three)

___C. Assert point #3 of your claims

_____1. Give your educated and informed opinion

_____2. Provide support/proof using more than one source (preferably three)

You may have more than 3 overall points to your argument, but you should not have fewer.

IV. Conclusion
___A. Restate your argument

___B. Provide a plan of action but do not introduce new information

The simplest and most basic conclusion is one that restates the thesis in different words and then discusses its
implications.

Stating Your Thesis

A thesis is a one-sentence statement about your topic. It's an assertion about your topic, something you claim to be
true. Notice that a topic alone makes no such claim; it merely defines an area to be covered. To make your topic into a
thesis statement, you need to make a claim about it, make it into a sentence. Look back over your materials--
brainstorms, investigative notes, etc.--and think about what you believe to be true. Think about what your readers want
or need to know. Then write a sentence, preferably at this point, a simple one, stating what will be the central idea of
your paper. The result should look something like this:

Original Subject: an important issue in my major field

Focused Topic: media technology education for communication majors

Thesis: Theories of media technology deserve a more prominent place in this University’s Communication program

Or if your investigations led you to a different belief:

Thesis: Communication majors at this University receive a solid background in theories of media technology

It's always good to have a thesis you can believe in.

Notice, though, that a sentence stating an obvious and indisputable truth won't work as a thesis:

Thesis: This University has a Communication major.

That's a complete sentence, and it asserts something to be true, but as a thesis it's a dead end. It's a statement of fact,
pure and simple, and requires little or nothing added. A good thesis asks to have more said about it. It demands some
proof. Your job is to show your reader that your thesis is true.

Remember, you can't just pluck a thesis out of thin air. Even if you have remarkable insight concerning a topic, it won't
be worth much unless you can logically and persuasively support it in the body of your essay. A thesis is the evolutionary
result of a thinking process, not a miraculous creation. Formulating a thesis is not the first thing you do after reading the
essay assignment. Deciding on a thesis does not come first. Before you can come up with an argument on any topic, you
have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts
or similarities), and think about the beneath-the-surface significance of these relationships. After this initial exploration
of the question at hand, you can formulate a "working thesis," an argument that you think will make sense of the
evidence but that may need adjustment along the way. In other words, do not show up at your TAs office hours
expecting them to help you figure out your thesis statement and/or help organize your paper unless you have already
done some research.

For more information regarding thesis statements visit: http://www.unc.edu/depts/wcweb/handouts/thesis.html

Writing with style and clarity

Many students make the mistake of thinking that the content of their paper is all that matters. Although the content is
important, it will not mean much if the reader can’t understand what you are trying to say. You may have some great
ideas in your paper but if you cannot effectively communicate them, you will not receive a very good mark. Keep the
following in mind when writing your paper:

Diction

Diction refers to the choice of words for the expression of ideas; the construction, disposition, and application of words
in your essay, with regard to clearness, accuracy, variety, etc.; mode of expression; and language. There is often a
tendency for students to use fancy words and extravagant images in hopes that it will make them sound more intelligent
when in fact the result is a confusing mess. Although this approach can sometimes be effective, it is advisable that you
choose clear words and be as precise in the expression of your ideas as possible.
 Paragraphs

Creating clear paragraphs is essential. Paragraphs come in so many sizes and patterns that no single formula could
possibly cover them all. The two basic principles to remember are these:

1) A paragraph is a means of developing and framing an idea or impression. As a general rule, you should address only
one major idea per paragraph.

2) The divisions between paragraphs aren’t random, but indicate a shift in focus. In other words you must carefully and
clearly organize the order of your paragraphs so that they are logically positioned throughout your paper. Transitions
will help you with this.

For further information on paragraph development visit: http://www.unc.edu/depts/wcweb/handouts/paragraphs.html

Transitions

In academic writing your goal is to convey information clearly and concisely, if not to convert the reader to your way of
thinking. Transitions help you to achieve these goals by establishing logical connections between sentences, paragraphs,
and sections of your papers. In other words, transitions tell readers what to do with the information you present them.
Whether single words, quick phrases or full sentences, they function as signs for readers that tell them how to think
about, organize, and react to old and new ideas as they read through what you have written.

Transitions signal relationships between ideas. Basically, transitions provide the reader with directions for how to piece
together your ideas into a logically coherent argument. They are words with particular meanings that tell the reader to
think and react in a particular way to your ideas. In providing the reader with these important cues, transitions help
readers understand the logic of how your ideas fit together.

Grammar and Spelling

You must make certain that your paper is free from grammar and spelling mistakes. Mechanical errors are usually the
main reason for lack of clarity in essays, so be sure to thoroughly proof read your paper before handing it in. For help
with common errors in grammar and usage consult the following websites:

http://www.sfu.ca/~gmccarro/Grammar/Grammar.html http://ccc.commnet.edu/grammar/index2.htm
http://www.unc.edu/depts/wcweb/handouts/

LOGICAL RELATIONSHIP TRANSITIONAL EXPRESSION

Similarity also, in the same way, just as ... so too, likewise, similarly

Exception/Contrast but, however, in spite of, on the one hand ... on the other hand,
nevertheless, nonetheless, notwithstanding, in contrast, on the contrary,
still, yet

Sequence/Order first, second, third, ... next, then, finally

Time after, afterward, at last, before, currently, during, earlier, immediately,

later, meanwhile, now, recently, simultaneously, subsequently, then

Example for example, for instance, namely, specifically, to illustrate

Emphasis even, indeed, in fact, of course, truly

Place/Position above, adjacent, below, beyond, here, in front, in back, nearby, there

Cause and Effect accordingly, consequently, hence, so, therefore, thus

Additional Support or additionally, again, also, and, as well, besides, equally important, further,
Evidence furthermore, in addition, moreover, then

Conclusion/Summary finally, in a word, in brief, in conclusion, in the end, in the final analysis, on
the whole, thus, to conclude, to summarize, in sum, in summary 

For more information on transitions

visit: http://www.unc.edu/depts/wcweb/handouts/transitions.html

Plagiarism and academic honesty

Plagiarism is a form of stealing; as with other offences against the law, ignorance is no excuse. The way to avoid
plagiarism is to give credit where credit is due. If you are using someone else’s idea, acknowledge it, even if you have
changed the wording or just summarized the main points.

To avoid plagiarism, you must give credit whenever you use

another person's idea, opinion, or theory; any facts, statistics, graphs, drawings--any pieces of information--that are not
common knowledge; quotations of another person's actual spoken or written words; orparaphrase of another person's
spoken or written words.

In addition to plagiarism, SFU has policies regarding other forms of academic dishonesty. For more information on SFU’s
policies regarding academic honesty consult your undergraduate calendar or http://www.sfu.ca/policies/teaching/t10-
02.htm. If any of the University’s policies are not clear you must ask your professor or TA for clarification. Again,
ignorance is no excuse.

SOURCES

The information included in the document “Writing a Position Paper” was adapted from the following sources:

Guilford, C.(2001). Occasions for Argumentative Essays. Writing Argumentative Essays. Retrieved August 26, 2002 from
the World Wide Web: http://www.powa.org/argufrms.htm Previously adapted from: Hairston, M. (1982) A
Contemporary Rhetoric (3rd ed.). Boston: Houghton Mifflin.

Northey, M. (1993). Making Sense: a student’s guide to research, writing, and style (3rd ed.). Toronto: Oxford University
Press.

UHWO Writing Center (1998) Writing a Position Paper. Retrieved August 26, 2002 from the World Wide Web:
http://homepages.uhwo.hawaii.edu/~writing/position.htm

UNC-CH Writing Center (2000). Constructing Thesis Statements. Writing Center Handouts. Retrieved August 26, 2002
from the World Wide Web: http://www.unc.edu/depts/wcweb/handouts/thesis.html

UNC-CH Writing Center (2000). Effective Academic Writing: The Argument. Writing Center Handouts. Retrieved August
26, 2002 from the World Wide Web: http://www.unc.edu/depts/wcweb/handouts/argument.html

UNC-CH Writing Center (2000). Paragraph Development. Writing Center Handouts. Retrieved August 26, 2002 from the
World Wide Web: http://www.unc.edu/depts/wcweb/handouts/thesis.html

UNC-CH Writing Center (2000). Transitions. Writing Center Handouts. Retrieved August 26, 2002 from the World Wide
Web: http://www.unc.edu/depts/wcweb/handouts/thesis.html