UNIVERSITY OF SAINT LOUIS

LANGUAGES DEPARTMENT
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
POSITION PAPER

OBJECTIVES:

 define what a position paper is;

 identify situations in which a position paper may be effectively used in our present society;
 defend a stand on an issue by presenting reasonable arguments supported by properly cited factual
evidences;
 compose a position paper based on a novel issue;
 cite different sources of issues as bases for writing position paper;

EXPECTED PERFORMANCE TASK

 Writing a Position Paper (Refer to the uploaded Guidelines. The deadline will be after the discussion
of the lesson in class. The teacher still needs to discuss how to write a position paper before the
students shall finalize their outputs.)

EXPECTED WRITTEN OUTPUT

 Analysis of a Position Paper (to be scheduled when classes resume and shall only be given after the
submission of the Performance Task)
__________________________________________________________________________

LESSON 2. POSITION PAPER

 A position paper presents the writer’s stand or viewpoint on a particular issue. (Agree or Disagree)
 It is generally opinionated but contains factual details and evidence that strengthen the writer’s stand.
MAIN OBJECTIVE POSITION PAPER

 To air your views about an issue with the ultimate goal of convincing the reader to buy your idea.
PURPOSE OF A POSITION PAPER
1. To generate support from the readers through strong and valid assertions.
2. To change the power and opinions of others.
3. It can be an essential tool in bringing about societal change.
PURPOSE AND AUDIENCE

 To persuade the readers to take on your side.

TWO KINDS OF READERS

 Those whom you share the same values and those who have opposite beliefs.
BASIC COMPONENT OF A POSITION PAPER
1. A well-defined issue.
2. A clear personal position about the issue.
3. Convincing argument.
4. Reasonable tone.
PARTS OF A POSITION PAPER
A. INTRODUCTION
1. Start with an introduction.
2. Define the issue and discuss its background.
3. Provide a general statement of your position via your thesis statement.
B. BODY
1. State your main arguments.
2. Provide sufficient evidence for each argument.(STATISTICAL DATA, INTERVIEWS)
3. Provide counterarguments against the possible weaknesses of your arguments.
C. CONCLUSION
1. Restate your position and main arguments.
2. Suggest a course of action.
3. State what makes your position superior and more acceptable.
Prepared by: Lovely Joy O. Ruiz
Tandoc, S., (2016). Applied English for Academic and Professional Purposes.Manila:Mindshapers.
 4. End with a powerful closing statement such as quotation, a challenge or a question.
Note: The writer must make sure to include all sides of the issue, research, details, strong evidence, and
refutation of counterclaims.
PROCESS IN WRITING A POSITION PAPER
A. CHOOSING AND EXPLORING AN ISSUE.
1. The issue should be debatable.
2. The issue should be current and relevant.
3. Two basic things to consider: Pros and Cons

B. RESEARCHING ON THE ISSUE

TWO KINDS OF RESEARCH
1. PRIMARY OR FIELD REPORT

TYPES OF PRIMARY RESEARCH OR FIELD RESEARCH

a. OBSERVATIONS
A tool in gathering an information from an actual observation of the place or the subject in
relation to the environment.

b. INTERVIEWS
It is a data gathering tool in which the information is obtained from a person knowledgeable on
the topic.
STEPS IN AN INTERVIEW
 Planning and setting up the interview.
 Note- taking.
 Reflecting on the interview.
 Writing up your notes.

TYPES OF INTERVIEW QUESTIONS

 FORCED- CHOICE QUESTIONS
Too limiting. The question already provides the choices for the interviewee.

Example:

Weak: Do you think K12 is an advantage or disadvantage? Why?

Strong: People have different views about K12. Some see it as an advantage as graduates can
readily work after high school. Others see it as a disadvantage since graduates become
laborers. Which of the two is your personal view? Or do you have other views about K12 aside
from the two mentioned.

 LEADING QUESTIONS
A type of questioning which is too assuming. The condition is already set and the interviewee is
prompted to just cite his/ her reasons for answer.

Weak: Do you think the effect of COMELEC website hacking incident to the election in 2016 is
extensive? Explain your answer?

Strong: Do you think the incident in COMELEC website hacking affected the 2016 Presidential
elections? How extensive is the effect in your own views?

 OPEN QUESTIONS
It allows the interviewee to provide information such as anecdotes, personal revelations and
expressions of attitudes.

Example:

Please tell me about the preparations in your department for the full implementation of K12?

 CLOSED QUESTIONS
It requires a specific answer from the interviewee. He/ She has to be direct with the answers.

Prepared by: Lovely Joy O. Ruiz

Tandoc, S., (2016). Applied English for Academic and Professional Purposes.Manila:Mindshapers.
 Example:
What are the tracks in Grade 11 and 12?

2. SECONDARY RESEARCH/ LIBRARY RESEARCH

It involves getting information from published materials.
(books, magazines, journals)

C. CONSIDERING YOUR SPECIFIC PURPOSE.

Write a paragraph reflecting your thesis statement- the central idea in your paper.
CHARACTERISTICS OF A STRONG THESIS STATEMENT
1. A strong thesis statement takes some sort of stand.

Weak: There are some negative and positive aspects to the Banana Herb Tea
Supplement.

Strong: Because Banana Herb Tea Supplement promotes rapid weight loss that results in
the loss of muscle and lean body mass, it poses a potential danger to customers.

2. A strong thesis statement justifies discussion.

Weak: My family is an extended family.

Strong: While most American families would view consanguineal marriage as a threat to
the nuclear family structure, many Iranian families, like my own, believe that these
marriages help reinforce kinship ties in an extended family.

3. A strong thesis statement expresses one main idea.

Weak: Companies need to exploit the marketing potential of the Internet, and Web pages
can provide both advertising and customer support.

Strong: Because the Internet is filled with tremendous marketing potential, companies
should exploit this potential by using Web pages that offer both advertising and customer
support.

4. A strong thesis statement is specific.

Weak: World Hunger has many cause and effects.

Strong: Hunger persists in Glandelinia because jobs are scarce and farming in the
infertile soil is rarely profitable.

Note: Clear and engaging thesis statements contain words like because, since, so,
although, unless, however and while.

D. DEVELOP YOUR REASONING

Argumentation

 It presents an opinion or a position on a controversial topic to the reader

 It explains, clarifies and illustrates that opinion or position.
 It persuades the reader that the opinion or position supported in the paper is valid by:
1. Moving the reader to action.
2. Convincing the reader that the position is correct.
3. Persuading the reader that the position is at least worth considering.
As a writer, you need to support your position by means of giving evidence:

 Facts
 Examples
 Physical description
 Support and authority
 Statistics

Prepared by: Lovely Joy O. Ruiz

Tandoc, S., (2016). Applied English for Academic and Professional Purposes.Manila:Mindshapers.
WAYS IN DEVELOPING YOUR SOUND AND LOGICAL REASONING
1. Use reasoning from specific instances.
2. Use casual Reasoning
3. Use analogical Reasoning

ANTICIPATING YOUR COUNTERARGUMENTS

Ways on how to construct effective counterarguments
1. Identify how strong the opposition is.
2. Know the arguments which might be used against your thesis statement.
3. Identify the best ways on how you can refute these arguments?
4. Know if it might help you to agree with some of these points?
5. Identify which of your arguments that the readers might try to discredit?
6. Assess how closely the target readers identify with the counterargument?
7. Build on the weak links on the opposition’s thinking.

REFUTING COUNTERARGUMENTS
Refutation refers to the process of discrediting the arguments that oppose your thesis statement.
Refuting counterarguments is done by claiming that they are:

1. INCORRECT
Demonstrating that the counterargument is wrong because it is based on incorrect or misleading information.

2. IRRELEVANT
Showing that the counterargument is inappropriate and unrelated because it is not relevant to the keypoint.

3. INSUFFICIENT
Showing that the counterargument is weak because it is based on insufficient information or ignores significant
information. Partially agrees with the opponent’s point of view but on the whole prove that it is weak.

Prepared by: Lovely Joy O. Ruiz

Tandoc, S., (2016). Applied English for Academic and Professional Purposes.Manila:Mindshapers.