Research Argument Builder

Build a complete, structured research argument from a framed problem — assembling all five elements (claim, reasons, evidence, acknowledgment/response, warra...

When to Use

You have a research problem — a question plus the stakes of answering it — and you have done enough research to have a working answer. Now you need to assemble the argument that justifies that answer to skeptical readers.

A research argument is not a heated dispute. It is a cooperative inquiry: you and your readers working together to find the best answer to a question you both think matters. Your job is to anticipate every question a careful reader can ask and answer it before they can object.

Those questions reduce to five:

1. Claim — What do you want me to believe? What is your point?
2. Reasons — Why do you say that? Why should I agree?
3. Evidence — How do you know? Can you back it up?
4. Acknowledgment and Response — But what about...?
5. Warrant — How does that follow? What is your logic?

This skill walks you through all five elements in order, then produces a storyboard you can use as your drafting plan.

Preconditions to verify:

• Does the user have a framed research problem (condition + consequence)? If not, invoke research-problem-framer first.
• Does the user have a working answer — even a rough one — to their research question? If not, ask them to state what they think the answer is before continuing. The argument assembles around a claim; without one, there is nothing to build.

This skill does NOT cover in full:

• Developing detailed strategies for each objection or alternative view (use counterargument-handler)
• Testing whether a reason is genuinely relevant to a claim via warrant analysis (use warrant-tester)
• Turning the completed argument structure into a full paper outline with sections and order (use research-paper-planner)

Context and Input Gathering

Required (ask if missing)

• The research question or problem: What the researcher is trying to answer.

  • Check prompt for: a how/why question, a problem statement, or a framing from research-problem-framer
  • If missing, ask: "What is your research question — the specific thing you want to find out?"

• The working claim: The researcher's current best answer to the question.

  • Check prompt for: thesis statement, main argument, or any sentence that asserts something disputable
  • If missing, ask: "What do you currently think the answer is? Even a rough sentence is enough."

Useful (gather from environment if available)

• Notes, draft sections, or annotated sources: May contain candidate reasons and evidence

  • Look for files like notes.md, draft.md, outline.md, sources.md, or any .txt/.md files in the working directory
  • If found, scan for claims, reasons, and data points before asking the user to supply them from scratch

• Intended audience or field: Determines what counts as authoritative evidence and which claim type fits

  • If not specified, ask: "Who are the readers this argument is for — a course, a scholarly field, a professional community?"

Process

Step 1 — Identify and Classify the Main Claim

WHY: The type of claim determines the type of argument you need to build and the type of evidence readers will demand. Trying to build an argument without knowing your claim type is like trying to construct a building without knowing whether it is a bridge, a house, or a dam. Each type requires different structural support.

State the main claim clearly as a single sentence (or two at most). Then classify it:

Claim type	Core question answered	Evidence implication
Fact / existence	Does X exist or occur?	Observations, measurements, documented occurrences
Definition / classification	What kind of thing is X?	Criteria, comparison to established category, similarity/difference analysis
Cause / consequence	What caused X? What does X cause?	Causal mechanism, correlation + ruling out alternatives, time sequence
Evaluation / appraisal	Is X good or bad? Better or worse?	Explicit criteria of judgment, evidence that X meets or fails those criteria
Policy / action	What should be done?	Chain of conceptual sub-claims (problem exists → cause identified → solution addresses cause → solution is feasible + cost-effective)

Most academic research produces conceptual claims (fact, definition, cause, or evaluation). Policy claims are practical claims — they require a chain of conceptual sub-arguments, not just one.

Practical claim caution: If the claim calls for action, it needs four sub-arguments: that the problem exists, what causes it, that the proposed solution addresses the cause, and that it is feasible and cheaper than alternatives. Do not build a policy argument as if it were a single conceptual claim.

See references/claim-types-and-evidence.md for worked examples of each claim type with corresponding evidence requirements.

Step 2 — Evaluate Claim Strength: Specificity and Significance

WHY: A vague claim produces a vague argument. A trivial claim produces an argument readers do not think needs making. Both failures waste research. Checking specificity and significance before assembling evidence saves a complete rebuild later.

Test 1 — Specificity

Compare:

• Vague: "TV affects people's views of crime."
• Specific: "Graphic violence on local TV news leads regular viewers to overestimate neighborhood crime rates by up to 150 percent."

The specific version gives readers a richer set of concepts to interrogate. It also tells you exactly what evidence you need.

How to sharpen specificity: Write a working version of the claim with these two additions:

• An although clause acknowledging the main qualification readers might raise: Although [widely held view you are challenging or limiting condition], [your claim]...
• A because clause forecasting your main reason: ...[your claim] because [key reason].

This is not your final draft claim — it is a working claim that makes your argument's logic explicit.

Test 2 — Significance (opposite-claim heuristic)

Flip your claim to its opposite. If the opposite seems obviously false or trivially unimportant, readers will not think your original claim needs arguing.

• Original: "Hamlet is not a superficial character." Opposite: "Hamlet is a superficial character." — Obviously false to anyone who has read the play. This claim does not need an argument.
• Original: "Graphic TV violence distorts viewers' risk perception." Opposite: "Graphic TV violence does not distort viewers' risk perception." — Contestable. Worth arguing.

Significance proxy: Ask — if readers accept this claim, how many other beliefs must they change? More belief-revision required = more significant claim.

Step 3 — Generate Reasons and Order Them

WHY: Reasons are the logical spine of the argument. They are the assertions that, when placed between the claim and the evidence, explain why the evidence supports the claim. Without well-ordered reasons, an argument is a pile of data — readers cannot follow the logic even if they accept each individual fact.

Key distinction — reasons vs. evidence:

• Reason: A statement you think up. You use your mind to generate it. It explains why the claim follows. "We should leave — it looks like rain." (reason)
• Evidence: Data that exists in the world. You have to go find it. It anchors a reason in fact. "Barometric pressure has dropped 15 millibars in the past two hours." (evidence)

The direction of dependency is: reasons are based on evidence. Evidence does not follow from reasons.

How to generate reasons:

1. Ask: "Why should readers believe my claim?" Write every answer you can think of.
2. Ask for each answer: "Is this a reason I am asserting, or a piece of data I found?" Sort accordingly.
3. Check whether soft generalizations are reasons masquerading as evidence. "A majority of students leave college with a crushing debt burden" is a reason — it is a general assertion that still needs hard data to support it.

Ordering reasons:

Arrange reasons in a logical sequence — not a random list, not chronological unless the argument is about a sequence of events. Read just the reasons, without the evidence, to see if their order makes sense. If not, try other orders until the logical flow is clear.

Step 4 — Distinguish Evidence from Reports of Evidence

WHY: Researchers almost never present the evidence itself — they present reports of it. A data table, a quoted passage, a case study description, a cited statistic: these are representations of evidence, shaped by those who collected and compiled them. Acknowledging this gap is not academic pedantry; it is what allows you to assess how far you are from the original data and how much trust you can ask readers to place in your report. The further you are from the original data, the more you must justify the chain of custody.

The test: Can readers plausibly ask "How do you know that?" more than once before reaching unquestionable bedrock? If yes, you have not yet reached evidence — you are still in the chain of reasons.

• Claim: "Higher tuition is harming educational access."
• Reason 1: "College has become unaffordable for low-income families."
• Soft reason 2 (treated as evidence): "Most students graduate with crushing debt." — readers can still ask "How do you know?"
• Harder evidence: "In 2013, 70 percent of students borrowed for college, averaging $30,000 in loans." — harder to question, but still a report of data collected by someone else

Practical rule: Cite as close to the original source as possible. When you use secondary sources, acknowledge it and explain why you could not get closer to the primary data.

Step 5 — Evaluate Evidence Quality

WHY: Evidence that fails any of the five quality criteria will be challenged by careful readers, and even one failed criterion can discredit an otherwise strong argument. Running this checklist before drafting surfaces gaps early, when fixing them is still feasible.

The five criteria:

Criterion	Question to ask	Common failure
Accurate	Is this data reported correctly and completely?	Misquotation, selective omission, rounding errors
Precise	Is it specific enough to mean something?	Vague quantities: "a great deal," "high probability," "many"
Sufficient	Is there enough evidence to support the reason?	One quotation or one number for a broad claim
Representative	Does it reflect the full range of the relevant data?	Cherry-picking, small unrepresentative samples
Authoritative	Is the source one readers will accept without question?	Wikipedia, uncited generalizations, non-expert opinion

Apply this screen to every piece of evidence before adding it to your storyboard. Evidence that fails a criterion is not automatically disqualifying — but you must acknowledge the weakness and either supplement it or qualify the reason it supports.

See references/evidence-quality-rubric.md for detailed guidance on each criterion with cross-field examples.

Step 6 — Identify Where Acknowledgments and Warrants Are Needed

WHY: An argument that only presents its own case looks one-sided. Careful readers will question every element, and if you have not anticipated their objections, they conclude you have not thought hard enough. Acknowledging objections before readers raise them, and responding to them, is what distinguishes scholarly argument from advocacy. Warrants — the general principles connecting a reason to a claim — are needed specifically when readers might accept a reason as true but deny it is relevant to the claim.

Acknowledgment slots: For each reason, ask: "What will readers say against this reason?" Identify the two or three most important objections or alternatives and note where you will acknowledge and respond to them.

Warrant check: For each reason→claim connection, ask: "Could a reader accept this reason as true but still deny it supports my claim?" If yes, you need a warrant — a general principle that makes the logical connection explicit.

Example: "We face higher health costs because the hard freeze line is moving north." A reader might accept both as true but not see the connection. The warrant: "When an area has fewer hard freezes, diseases carried by subtropical insects become more prevalent, raising medical costs." The warrant states the general principle that makes the specific reason relevant to the specific claim.

When to state warrants explicitly: Only when readers in your field might ask how a reason is relevant, or when you are explaining your field's reasoning to a general audience. Do not state warrants that your readers already take for granted — this wastes their time and can seem condescending.

For detailed warrant development and testing, use warrant-tester. For detailed acknowledgment and response strategies, use counterargument-handler.

Step 7 — Build the Storyboard

WHY: The storyboard externalizes the logical structure of the argument before you write prose. When the structure is on paper (or screen), you can see whether the reasons are in the right order, whether each reason has enough evidence, and where the acknowledgment gaps are — all without being tangled in the sentence-level decisions of drafting. Fixing the structure at this stage costs minutes; fixing it in a full draft costs hours.

Produce a storyboard with this format:

MAIN CLAIM: [one to two sentences]
Claim type: [fact / definition / cause / evaluation / policy]

REASON 1: [one sentence]
  Evidence: [source or data type needed]
  Evidence quality check: [any concerns with accuracy, precision, sufficiency, representativeness, authority]
  Acknowledgment needed: [yes/no — brief description of the objection]

REASON 2: [one sentence]
  Evidence: [source or data type needed]
  Evidence quality check: [any concerns]
  Acknowledgment needed: [yes/no]

[continue for each reason]

WARRANTS NEEDED: [list reason→claim connections that require a stated warrant]

Read through the reasons alone, without the evidence, to verify logical order. If the sequence does not make sense, reorder before finalizing.

Examples

Example 1 — Undergraduate humanities paper

Input: "My paper argues that Shakespeare's Hamlet develops the theme that indecision is more destructive than action, even wrong action."

Step 1 — Claim classification: Evaluation claim — judging Hamlet against a criterion (indecision as a form of destruction).

Step 2 — Specificity/significance check:

• Although clause: "Although Hamlet is often read as a play about moral paralysis caused by excessive thought..."
• Because clause: "...indecision is more destructive than action because every delay Hamlet makes produces a concrete death he could have prevented."
• Opposite: "Indecision in Hamlet is not more destructive than action." — Contestable. Worth arguing.

Step 3 — Reasons:

1. Each time Hamlet delays, the direct result is a preventable death (Polonius, Ophelia, Laertes, Gertrude, himself).
2. The characters who act decisively — Fortinbras, Laertes, even Claudius — achieve their immediate objectives.
3. Hamlet explicitly diagnoses his own problem as over-thinking, not lack of moral clarity.

Step 4/5 — Evidence check:

• Reason 1 needs: textual evidence from specific scenes (Acts 3–5), showing causal chain from delay to death.
• Reason 2 needs: textual examples of decisive action and its outcomes; must be representative (not cherry-picked scenes).
• Reason 3 needs: direct quotations from Hamlet's soliloquies; accuracy check — quote completely, not out of context.

Storyboard fragment:

MAIN CLAIM: In Hamlet, indecision is more destructive than action because
every delay produces a preventable death while decisive action — however
morally compromised — consistently achieves its objective.
Claim type: evaluation

REASON 1: Each of Hamlet's delays directly precedes a death he could have prevented.
  Evidence: Scene-by-scene textual analysis (Acts 3–5)
  Quality: Sufficient only if all major deaths are covered; representative
  Acknowledgment needed: Yes — "Hamlet could not have acted without more information earlier"

---

Example 2 — Policy research

Input: "I want to argue that universities should require a one-semester research methods course for all undergraduates."

Step 1 — Claim classification: Policy claim — requires a chain of sub-arguments.

Step 2 — Sub-claims needed:

1. Most undergraduates currently lack basic research skills (fact)
2. The lack is caused by no structured instruction in research methodology (cause)
3. A required methods course would close that gap (cause/consequence)
4. The course is feasible and its benefits outweigh its costs (evaluation)

Step 3 — Reasons for sub-claim 1:

• Surveys show graduates cannot evaluate source credibility (fact sub-claim)
• Employers report new hires struggle to conduct independent research (fact sub-claim)

Step 4/5 — Evidence:

• Employer survey data: check authoritativeness (peer-reviewed or institutional?) and representativeness (industry range, not one sector)
• Graduate skills assessments: check precision (what exactly was measured, not just "critical thinking")

---

Output

Produce a written storyboard following the format in Step 7, then provide:

1. Claim diagnosis: type, specificity assessment, significance check result
2. Reasons list: ordered sequence, with reason/evidence distinction confirmed for each
3. Evidence inventory: what you have, what you still need, quality concerns flagged
4. Acknowledgment map: where objections are anticipated and what the responses will cover
5. Warrant flags: any reason→claim connections that need a stated principle

If critical evidence is missing: name exactly what data type would fill the gap and where the researcher might find it. Do not recommend building the argument on soft reasons in place of unlocated evidence.

Anti-Pattern Quick Reference

Anti-pattern	Signal	Fix
Soft reason treated as evidence	"Most students..." "Many researchers..." — no source, no data	Ask "How do you know?" until you reach unquestionable data; cite the source
Policy claim without sub-argument chain	Single claim: "We should do X"	Break into 4 sub-claims: problem exists, cause identified, solution addresses cause, feasible + cheaper
Vague claim	"Technology affects education"	Apply although/because template to force specificity
Evidence fails opposite-claim test	Opposite claim is obviously false	The original claim is not worth arguing; sharpen or change the claim
Representative failure	One or two examples for a broad claim	Either narrow the claim to match the evidence or gather a representative sample
Warrant gap	Reason is true but readers say "so what?"	State the general principle that makes the specific reason relevant to the specific claim

References

• references/claim-types-and-evidence.md — Five claim types with worked examples and corresponding evidence requirements per type
• references/evidence-quality-rubric.md — Detailed guidance on all five evidence quality criteria with cross-field examples and failure modes

License

This skill is licensed under CC-BY-SA-4.0. Source: BookForge — The Craft of Research, 4th Edition by Wayne C. Booth, Gregory G. Colomb, Joseph M. Williams, Joseph Bizup, William T. FitzGerald.

Related BookForge Skills

Install related skills from ClawhHub:

• clawhub install bookforge-research-problem-framer

Or install the full book set from GitHub: bookforge-skills