riddle’s model  

Claim refers to the writer’s opinion or position regarding the matter being written about. This is not factual but debatable and so needs to be argued.

Data relates to the evidence that is used by the writer to support their claim. This may be factual or contain reference to specific examples.

Justification refers to the writer’s interpretation of the circumstances or facts. It links the data with the claim in the argument.

Riddle’s model does not imply that there is only one way of arguing or one fixed order in which arguments should be made. In reality, academic arguments can take different forms. However, a useful ‘rule of thumb’ is that effective arguments have certain common elements: a claim and convincing evidence or support, as well as a justification.

Here are six other features often found in academic arguments:

A case for a particular position - Arguing for a particular position does not mean taking a one-sided view. It is more effective when it also shows an understanding of the strengths and weaknesses of other positions.

A clear central idea - This may take the form of a problem or question which the writer identifies as the basis for organising the writing.

A logic to the way ideas are expressed and developed - It is the writer’s responsibility to make his/her argument clear to the reader. This includes showing how points are connected.

A sense of direction - The writer should show where he or she is going with the argument. The reader should be able to see a step by step construction of the argument.

Clear linking of ideas - Each point in the argument builds on previous points and leads clearly to other points.

Evidence used to support the central idea - This can take the form of observations, statistics, data or support from other arguments.

Reference: Riddle, M. (2000). ‘Improving Argument by Parts.’ Learning to Argue in Higher Education. Portsmouth: Boynton-Cook.