WRITING A POSITION PAPER

OBJECTIVE:
T O K N O W A N D A N A LY Z E T H E F O L L O W I N G
M A J O R PA R T S O F H O W T O P R O D U C E A
P O S I T I O N PA P E R ( S O M E T I M E S C A L L E D A P O I N T
O F V I E W PA P E R ) .
 What is a POSITION PAPER?

 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 important to support your argument with evidence
to ensure the validity of your claims, as well as to
refute the counter claims to show you are well
informed about both sides.
WHAT
SHOULD I
DO?
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 topic will also be
available on the CMNS
130 websites
 Type Of Type Of How To Find
Analyzing an Information Sources These Sources
Issue and
Development an Introductory Directories, Use the library
Argument information encyclopedias, catalogue
When you already have a and overviews handbooks
topic , you should do some
research on the subject in-depth Books, Library catalogue,
matter. studies government Research indexes,
government web
While you may already have
an opinion on your topic and sites
an idea about which side of
the argument you want to
Scholarly Academic Article indexes
take, you need to ensure Articles journals
that your position is well
supported. Current Issue Newspaper, Article indexes
magazines
Listing the pro and con sides
of the topic will help you Statistics Government Statistics, Research
examine your ability to agencies and indexes, journal
support your counterclaims,
along with a list of associations articles
supporting evidence for both
dides.
Position papers Association and Library catalogue,
and analyses institute web sites
reports
Considering your audience and determine
your view point

 Is your topic interesting ? Remember thet originality

counts. Be aware that your professor will probably
read a number of essays in the same topic(s), so any
paper that 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, purpose a plan of action?
 Do you have enough material or proof to support
your opinion?
Organization
WHAT DO I NEED TO KNOW?
HOW TO MAKE AN:
INTRODUCTION
COUNTER ARGUMENT
YOUR ARGUMENT
  Your introduction has a dual purpose:
Outline to indicate both the topic and your
approach to it (your thesis statement),
1. Introduction and to arouse your reader’s interest in
A. Introduce the what you have to say. One effective
topic way of introducing a topic is to place it
in context – to supply a kind of
B. Provide
background on the
backdrop that will put it in
topic to explain perspective. You should discuss the
why it is important area into which your topic fits, and
C. Assert the thesis
then gradually lead into your specific
(our view of issue). field of discussion (re: your thesis
statement).
2. Counter Argument  You can generate counterarguments
by asking yourself what someone
A. Summarize the who disagrees with you might say
counterclaims
about each of the points you've made
or about your position as a whole.
B. Provide Once you have thought up some
supporting counterarguments, consider how
information for you will respond to them--will you
counterclaims concede that your opponent has a
point but explain why your audience
C. Refute the should nonetheless accept your
counterclaims argument? Will you reject the
counterargument and explain why it
D. Give evidence for
is mistaken? Either way, you will
argument want to leave your reader with a
sense that your argument is stronger
than opposing arguments.
3. Your Argument  You may have more than 3
A. Assert point #1 of
your claims
overall points to your
Give your educated and
informed
argument, but you should
opinion
Provide support/proof not have fewer.
using more than one
source (preferably three)
B. Assert point #2 of
your claims
Give your educated and
informed opinion
Provide support/proof
using more than one
source (preferably three)
C. Assert point #3 of
your claims
Give your educated and
informed opinion
Provide support/proof
using more than one
source (preferably three)
4. Conclusion  The simplest and most basic
conclusion is one that
A. Restate your restates the thesis in
argument
different words and then
discusses its implications.
B. Provide a
plan of action
but do not
introduce new
information
 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.
 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, PARAGRAPHS, TRANSITIONS,
GRAMMAR AND SPELLING.
 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/paragraph
s.html
 Transitions

LOGICAL TRANSITIONAL EXPRESSION

RELATIONSHIP
Similarity also, in the same way, likewise, similarly
Exception/Contrast but, however, in spite of, on the other hand
Sequence/Order first, second, third, ... next, then, finally
Time after, second, third, …. next, then, finally
Example for example, for instance, namely, specifically
Emphasis even , indeed, in fact, of course, truly
Place/Position above, adjacent, below, beyond, here
Cause and Effect accordingly, consequently, hence
Addition Support or additionally, again, also, as well, besides
Evidence
Conclusion/Summary finally, in a word, in abrief, in conclusion, in the end
 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/
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; or
 paraphrase 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
THE END!