Welcome to Constructing Arguments: Providing Reasons

In the Thinking Skills syllabus, particularly for Paper 2 (Critical Thinking), you aren't just asked to take apart other people's arguments—you have to build your own! While "articulating a conclusion" is about stating what you believe, "providing reasons" is about explaining why you believe it.

Think of an argument like a table: the conclusion is the tabletop, and the reasons are the legs. Without strong, well-placed legs, your tabletop will simply fall over. In this chapter, we will learn how to select and present reasons that make your arguments sturdy and persuasive.

1. What is a "Reason" in Thinking Skills?

In everyday life, we often give excuses or opinions. In Thinking Skills, a reason is a specific claim that serves as a pillar of support for a conclusion. If you say, "We should ban plastic straws," that is just an opinion. If you add, "because they harm marine life," you have provided a reason.

Important Exam Note: For your exam (especially Paper 2, Question 5), you don't need to be a walking encyclopedia. You aren't being tested on your knowledge of science or history, but on your ability to link reasons to a conclusion logically.

Key Indicator Words

To show the examiner you are providing a reason, it is helpful to use "reason indicators." These include:

  • Because...
  • Since...
  • As...
  • Due to the fact that...
  • The reason for this is...

2. Selecting Effective Reasons

Not all reasons are created equal. To get top marks, your reasons need to meet two main criteria: relevance and support.

A. Relevance

A reason must actually relate to the conclusion you are trying to prove. If your conclusion is "Schools should start later in the morning," a reason like "Blue is a calming color for classroom walls" is irrelevant. It doesn't help prove that school should start later.

B. Support (The "So What?" Test)

A reason must provide a logical "jump" to the conclusion. Ask yourself: "If this reason is true, does it make my conclusion more likely to be true?"

Example:
Conclusion: People should exercise daily.
Reason: Exercise releases endorphins that improve mood.
The "So What?" Test: Since improving mood is a positive outcome, this strongly supports the idea that people should exercise.

3. Reasons vs. Evidence

In the Thinking Skills syllabus, the lines between "reasons" and "evidence" can be thin. The syllabus states that in questions involving argument structure, evidence elements are treated as reasons. This is because you cannot verify facts in the exam room—you must treat the information you provide as a reason that supports your point.

Analogy: Imagine you are a lawyer. Your reason is your argument ("The defendant couldn't have done it because he was elsewhere"), and your evidence is the proof ("Here is a CCTV clip"). In your written exam, you combine these into clear sentences that provide support.

4. How to Provide Reasons (Step-by-Step)

When you are asked to construct an argument in Question 5, follow these steps to provide your reasons:

  1. Identify your Conclusion: Know exactly what you are trying to prove first.
  2. Brainstorm "Why?": Think of two or three distinct points that make your conclusion true.
  3. Check for Independence: Ideally, each reason should be a separate "strand" of reasoning. (We cover "Strands of Reasoning" in a later chapter!).
  4. Use Clear Language: Start your sentences with "One reason for this is..." or "Furthermore, since..."

Quick Tip: Don't worry if your argument is "one-sided." The syllabus specifically says: "It is not a weakness for an argument to be one-sided." Your goal is to persuade, not to provide a balanced debate.

5. Common Mistakes to Avoid

  • Circular Reasoning: Do not just restate the conclusion in different words.
    Bad: "We should protect the forest (conclusion) because the forest needs protecting (reason)." \(X = X\) provides no support!
  • The "Vague" Reason: Avoid saying something is "good" or "bad" without explaining why.
    Better: "We should protect the forest because it acts as a carbon sink, helping to reduce global warming."
  • Confusing Reasons with Explanations: An explanation tells you how something happened; a reason tells you why you should believe a conclusion. Stick to proving your point!

6. Summary Quick Review

Key Takeaway: A reason is a claim that provides logical support for a conclusion. In your exam, focus on making your reasons relevant and persuasive.

What to do next:
Once you can provide reasons, you will learn how to:

  • Develop strands of reasoning (linking multiple reasons together).
  • Structure reasoning using intermediate conclusions (building "mini-conclusions" along the way).
  • Strengthen reasoning (using examples, analogies, or responding to counter-arguments).

Don't worry if this seems tricky at first! Building arguments is a skill that gets much easier with practice. Just remember: Conclusion = What? | Reason = Why?