what is a warrant sentence in an essay

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The Art of the Warrant: Connecting Evidence to Claims

Mike peterson, ph.d., utah tech university.

Most academic writing depends on claims, warrants, and evidence, so the more you know about how they function together, the better you'll be at not only writing persuasive papers, but picking apart other-people's arguments.

What is a Claim?

I had a teacher once give me an interesting piece of advice: Never start a paragraph with a fact. Always start with a claim. Since she was in charge of my grade, I obeyed. I was also willing to try it because she promised it would make my writing more compelling. It proved a bit problematic with introductions and conclusions, but I found that when writing "body" paragraphs, starting with a claim was no more difficult than starting with a fact. She might have explained this, but it didn't sink in until later, but what she was asking me to do was to start each paragraph with a topic sentence. I applied her rule for most of my college career, but by the time I graduated, I realized that while it was a convenient little trick, it wasn't necessarily the wisest choice in every writing situation. I found, for example, that I prefer to write short paragraphs. Rather than containing my ideas into stand-alone paragraphs with a topic sentence and all the necessary evidence and details, I tend to cluster my ideas into groups of small paragraphs. Starting each of these little paragraphs with a claim doesn't work quite the same as when you're writing a "five-paragraph theme" essay.

A claim is simply a debatable statement based on the interpretation of evidence, but not a mere statement of fact.

Example of a Statement of Fact:

According to the 2011 NOAA Index, August is the hottest month of the year in southern Utah.

This isn't a particularly interesting piece of information. I can see why my old professor would roll her eyes if I started a paragraph with it. But it is a great piece of evidence. The NOAA Index is indisputable, so if I needed some proof that August is hot, there you go.

Example of a Claim:

Despite it being the hottest month of the year, August is actually a great time to begin training for a marathon.

If you write something, and you can anticipate someone asking what you are basing that on, then chances are you've just written a claim. Bravo. I don't run marathons, but I have many friends who do. If I said that August is the best time to begin training, no doubt some would guffaw and tell me I'm wrong, while others would say, "Now hold on—he might be onto something." That's the beauty of a claim. It gets the reader thinking. It causes them to think of whether they agree or disagree, and it leaves them wanting to know on what you are basing your claim.

The two key types of claims you will make in writing are thesis statements and topic sentences. A thesis statement is the central claim you make in your paper. It's your main argument. Everything in the paper should be in service of supporting your thesis statement. It is usually found in the first paragraph (or in the introductory material, which might be the first few paragraphs) and is often repeated in the conclusion (but not always; that's a stylistic choice).

A topic sentence is similar to a thesis statement, but it is the main claim of a specific paragraph or section. As I've mentioned, it is usually found in the first sentence or two of a paragraph, but not always.

If you find it useful, here are a few more example of claims and mere statements of fact:

It's important to note that some of these claims are easier to prove than others. But just because a claim can't be proven doesn't mean it isn't valid or worth making. Even though you can't prove that Terminator 2 is the best film in the franchise (which it is), you can certainly substantiate that claim by identifying what makes a film entertaining and then showing how Terminator 2 meets and exceeds those criteria compared to the other films.

What is Evidence?

Anything that proves, substantiates, or otherwise backs up your claim is evidence. Evidence can include but is not limited to:

Personal Examples

Quotes by experts, users, witnesses, etc.

Logic and syllogism (if A is B, and B is C, then A is C)

Primary and secondary sources

And much, much more!

While making a claim might come rather naturally to you (we are, after all, an opinionated and contradictory species), providing sufficient evidence to prove or substantiate your claim can be tricky. That’s why you'll be asked to dedicate so much of your time this semester finding, evaluating, and incorporating sources into your writing, as well as writing compelling narratives, accurate descriptions, and sound analyses. All of these things will combine to provide you the firepower (aka evidence) you need to back up your claims, prove your point, win your arguments, and persuade your readers.

Though you may not realize it, you probably have asked people quite often what evidence they're using to support their claim. When someone makes some sort of claim that I don't agree with, my first question is usually, "What are you basing that on?" If you find yourself saying that, or something similar ("Where did you get that idea?" Or, "What makes you say that?"), then what you're really saying is, "Please provide me with the necessary evidence to back up your claim."

Not all evidence is created equal. What your buddies and your professor accept as solid evidence might not be the same. Something that might seem perfectly reasonable to you might seem utterly absurd to me. Why is that?

Shouldn't a piece of evidence support the claim equally no matter who is reading your paper? You would think so, but no. To understand why, it's important to know what a warrant is and how they work differently with different readers.

What is a Warrant?

A warrant, simply put, is the assumption that your reader needs to agree with in order to find your evidence strong enough to support your claim. Your warrant may be directly stated, or it might just be implied.

Though you may have never used the word warrant in this way, you actually use warrants all the time, and you even recognize when a warrant just isn't working.

Suppose, for example, your roommate tells you to try this magic new pill to help you lose weight fast. After you eye it suspiciously, you ask if it's safe. "Of course it's safe," she says. "It's been FDA approved!"

Within this scenario, you have a claim, a warrant, and a piece of evidence. Can you tell which is which?

The claim: This pill is safe.

The evidence: It has been approved by the FDA.

The warrant: The FDA is trustworthy and would never approve an unsafe medication.

In this example, the warrant is left unstated. It is the underlying assumption that you must believe in order for the evidence to back up the claim. But if you're like me and you really don't place that much trust in the FDA, then you probably aren't going to be convinced to take that pill. The claim is fine, the evidence is solid, but the warrant (the assumption that links the evidence with the claim) loses us.

You then say to your roommate, "FDA approval means nothing to me. Those guys are notorious for approving unsafe drugs. I'm not taking this." What you're actually saying is, "I don't agree with your implied warrant, therefore your evidence doesn't support your claim."

But you would never say that, just as your roommate would never say, "Let me, then, provide you with another piece of evidence with a warrant that appeals to you." Instead, she says, "Hear me out. I've been taking it for three months and I feel great, and both my sisters have used it for over a year and they swear by it."

You have to admit your roommate looks pretty good, and she certainly seems healthy. And if other people have seen such success with no side effects, then maybe it really is safe. The warrant, or the underlying assumption here, is that since three people have taken it for several months with no ill effects, then you too will experience similar results. You buy into that assumption, therefore the evidence (it worked for your roommate and two others) is sufficient to support the claim (the pill is safe).

We evaluate claims, warrants, and evidence all the time in casual conversations--even when we don't realize it. We are constantly making claims and searching for evidence that the people with whom we are speaking will find compelling—and what makes it compelling often lies at the level of the warrant--the assumption--that they must believe in order for them to value the evidence enough to buy into your claim.

Logic Bridges: How did you get from there to here?

Another way I like to think of the connection between claims, warrants, and evidence is in terms of logic bridges. When someone makes a claim and provides evidence, I often think, "How did you get from there to here ?" How did you get from seeing that the magic pill was FDA approved to claiming that it is perfectly safe and everyone should take it? A lot has to happen at the warrant level, the assumption level, to get from there to here. I call this a logic bridge. This is useful not only in helping you identify what a warrant is (even if it's not directly stated), but also in figuring out in general how and when an argument breaks down.

Here, for your viewing pleasure, are a few more examples of claims, warrants, and evidence.

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• How to write an argumentative essay | Examples & tips

How to Write an Argumentative Essay | Examples & Tips

Published on July 24, 2020 by Jack Caulfield . Revised on July 23, 2023.

An argumentative essay expresses an extended argument for a particular thesis statement . The author takes a clearly defined stance on their subject and builds up an evidence-based case for it.

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Table of contents

When do you write an argumentative essay, approaches to argumentative essays, introducing your argument, the body: developing your argument, concluding your argument, other interesting articles, frequently asked questions about argumentative essays.

You might be assigned an argumentative essay as a writing exercise in high school or in a composition class. The prompt will often ask you to argue for one of two positions, and may include terms like “argue” or “argument.” It will frequently take the form of a question.

The prompt may also be more open-ended in terms of the possible arguments you could make.

Argumentative writing at college level

At university, the vast majority of essays or papers you write will involve some form of argumentation. For example, both rhetorical analysis and literary analysis essays involve making arguments about texts.

In this context, you won’t necessarily be told to write an argumentative essay—but making an evidence-based argument is an essential goal of most academic writing, and this should be your default approach unless you’re told otherwise.

Examples of argumentative essay prompts

At a university level, all the prompts below imply an argumentative essay as the appropriate response.

Your research should lead you to develop a specific position on the topic. The essay then argues for that position and aims to convince the reader by presenting your evidence, evaluation and analysis.

• Don’t just list all the effects you can think of.
• Do develop a focused argument about the overall effect and why it matters, backed up by evidence from sources.
• Don’t just provide a selection of data on the measures’ effectiveness.
• Do build up your own argument about which kinds of measures have been most or least effective, and why.
• Don’t just analyze a random selection of doppelgänger characters.
• Do form an argument about specific texts, comparing and contrasting how they express their thematic concerns through doppelgänger characters.

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An argumentative essay should be objective in its approach; your arguments should rely on logic and evidence, not on exaggeration or appeals to emotion.

There are many possible approaches to argumentative essays, but there are two common models that can help you start outlining your arguments: The Toulmin model and the Rogerian model.

Toulmin arguments

The Toulmin model consists of four steps, which may be repeated as many times as necessary for the argument:

• Make a claim
• Provide the grounds (evidence) for the claim
• Explain the warrant (how the grounds support the claim)
• Discuss possible rebuttals to the claim, identifying the limits of the argument and showing that you have considered alternative perspectives

The Toulmin model is a common approach in academic essays. You don’t have to use these specific terms (grounds, warrants, rebuttals), but establishing a clear connection between your claims and the evidence supporting them is crucial in an argumentative essay.

Say you’re making an argument about the effectiveness of workplace anti-discrimination measures. You might:

• Claim that unconscious bias training does not have the desired results, and resources would be better spent on other approaches
• Cite data to support your claim
• Explain how the data indicates that the method is ineffective
• Anticipate objections to your claim based on other data, indicating whether these objections are valid, and if not, why not.

Rogerian arguments

The Rogerian model also consists of four steps you might repeat throughout your essay:

• Discuss what the opposing position gets right and why people might hold this position
• Highlight the problems with this position
• Present your own position , showing how it addresses these problems
• Suggest a possible compromise —what elements of your position would proponents of the opposing position benefit from adopting?

This model builds up a clear picture of both sides of an argument and seeks a compromise. It is particularly useful when people tend to disagree strongly on the issue discussed, allowing you to approach opposing arguments in good faith.

Say you want to argue that the internet has had a positive impact on education. You might:

• Acknowledge that students rely too much on websites like Wikipedia
• Argue that teachers view Wikipedia as more unreliable than it really is
• Suggest that Wikipedia’s system of citations can actually teach students about referencing
• Suggest critical engagement with Wikipedia as a possible assignment for teachers who are skeptical of its usefulness.

You don’t necessarily have to pick one of these models—you may even use elements of both in different parts of your essay—but it’s worth considering them if you struggle to structure your arguments.

Regardless of which approach you take, your essay should always be structured using an introduction , a body , and a conclusion .

Like other academic essays, an argumentative essay begins with an introduction . The introduction serves to capture the reader’s interest, provide background information, present your thesis statement , and (in longer essays) to summarize the structure of the body.

Hover over different parts of the example below to see how a typical introduction works.

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.

The body of an argumentative essay is where you develop your arguments in detail. Here you’ll present evidence, analysis, and reasoning to convince the reader that your thesis statement is true.

In the standard five-paragraph format for short essays, the body takes up three of your five paragraphs. In longer essays, it will be more paragraphs, and might be divided into sections with headings.

Each paragraph covers its own topic, introduced with a topic sentence . Each of these topics must contribute to your overall argument; don’t include irrelevant information.

This example paragraph takes a Rogerian approach: It first acknowledges the merits of the opposing position and then highlights problems with that position.

Hover over different parts of the example to see how a body paragraph is constructed.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

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An argumentative essay ends with a conclusion that summarizes and reflects on the arguments made in the body.

No new arguments or evidence appear here, but in longer essays you may discuss the strengths and weaknesses of your argument and suggest topics for future research. In all conclusions, you should stress the relevance and importance of your argument.

Hover over the following example to see the typical elements of a conclusion.

The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

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An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.

In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.

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Supporting an Argument

Strong and thorough evidence supports an argument or "claim," providing explanation in the form of quotes, statistics, personal reflections, and observations, to name a few. Yet, just including a statistic or quote (for instance) is not enough: to build a sound argument, it is important to:

• understand your argument and why the types of sources you are using are effective for your specific argument and field of study
• consider the variety of sources you employ
• integrate sources into your thoughts effectively

Know Your Argument

What is the difference between a Claim, Warrant, and Support?

• Claim: The main idea, thesis, belief, or opinion.
• Warrant ("the bridge"): The belief, value, assumption, and/or experience the writer hopes the audience shares or has in common with the writer. If the audience does not share a writer's warrant—assumptions about the subject or the support—the argument will most likely fail.
• Support: The statements that back up a claim. Support takes many forms: data, facts, personal experience, expert opinion, textual evidence, emotional appeals, etc. The more reliable and comprehensive the support, the more persuasive the argument.

Tips for Effectively Supporting Your Argument

• Analyze your prompt (e.g. a professor's instructions on an assignment, a journal's publishing expectations, etc.).
• Learn more about what is valued in your field in terms of acceptable evidence.
• Have a clear audience in mind and know what they expect--what will prove most effective in their eyes?
• Recognize and potentially acknowledge counter arguments.
• Understand the quality of a particular source (for example, don't include unreputable or outdated websites).
• Include multiple sources to back your argument.

General Rules for Incorporating Quotes or External Information into Your Own Thoughts

• Where is it drawn from?
• How does it relate to what you are saying?
• How is it similar (or not) to your argument/to previous research?
• Only include "need to know" information (for example, author names and relevant context).
• Try to put quotes "in conversation" with one another--make connections explicit in your topic sentences between paragraphs.
• Think of quote integration as a layering process: Provide the background, provide the quote, state how or why the quote relates to or supports your argument.
• Avoid including too many quotes or external source information within a single paragraph.

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Warrants in the Toulmin Model of Argument

• An Introduction to Punctuation
• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

In the Toulmin model of argument , a warrant is a general rule indicating the relevance of a claim . A warrant may be explicit or implicit, but in either case, says David Hitchcock, a warrant is not the same as a premise . "Toulmin's grounds are premises in the traditional sense, propositions from which the claim is presented as following, but no other component of Toulmin's scheme is a premise."

Hitchcock goes on to describe a warrant as "an inference -licensing rule": "The claim is not presented as following from the warrant; rather it is presented as following from the grounds in accordance with the warrant"

Examples and Observations

"[T]he Toulmin warrant usually consists of a specific span of text which relates directly to the argument being made. To use a well-worn example, the datum 'Harry was born in Bermuda' supports the claim 'Harry is a British subject' via the warrant 'Persons born in Bermuda are British subjects.'"

"The connection between the data and the conclusion is created by something called a 'warrant.' One of the important points made by Toulmin is that the warrant is a kind of inference rule and in particular not a statement of facts."

"In enthymemes , warrants are often unstated but recoverable. In 'alcoholic beverages should be outlawed in the U.S. because they cause death and disease each year,' the first clause is the conclusion, and the second the data. The unstated warrant is fairly phrased as 'In the U.S. we agree that products causing death and disease should be made illegal.' Sometimes leaving the warrant unstated makes a weak argument seem stronger; recovering the warrant to examine its other implications is helpful in argument criticism. The warrant above would also justify outlawing tobacco, firearms, and automobiles."

• Philippe Besnard et al.,  Computational Models of Argument . IOS Press, 2008
• Jaap C. Hage,  Reasoning With Rules: An Essay on Legal Reasoning . Springer, 1997
• Richard Fulkerson, "Warrant." ​ Encyclopedia of Rhetoric and Composition: Communication from Ancient Times to the Information Age , ed. by Teresa Enos. Routledge, 1996/2010
• What Is the Toulmin Model of Argument?
• Backing (argument)
• Data Definition and Examples in Argument
• 100 Persuasive Essay Topics
• Definition and Examples of Conclusions in Arguments
• What Is an Argument?
• Propositions in Debate Definition and Examples
• Premise Definition and Examples in Arguments
• Definition and Examples of Sorites in Rhetoric
• False Dilemma Fallacy
• Definition and Examples of Evidence in Argument
• Argument (Rhetoric and Composition)
• Definition and Examples of Syllogisms
• Inference in Arguments
• Logical Fallacies: Begging the Question
• Fallacies of Relevance: Appeal to Authority

English Composition 1

Developing effective arguments with claims, evidence, and warrants.

There are three major elements to persuasive writing and argumentation: claims, evidence, and warrants. Each is explained below.

• Thoreau believed that preoccupation with insignificant events caused nineteenth-century Americans to overlook what is important in life.
• Thoreau felt that technology was the primary cause of distress for nineteenth-century Americans.
• Thoreau thought that we should follow the ways of nature to lead more fulfilling lives.
• Thoreau felt that each individual has the responsibility to understand and reject the "shams and delusions" that are too often accepted as truths.
• Thoreau demonstrated his misanthropy (hatred of human beings) in his essay and saw no choice but to abandon civilization.

Notice how we could argue over the truth of the statements presented above. This fact alone should help you determine if you are presenting a claim. A claim, by its very nature, includes the possibility of at least two different, sometimes opposing, points of view. After all, there would be no reason to argue for a belief or interpretation if the subject of the belief or interpretation provided for only one possible point of view.

I think that most of the claims listed above could be argued well with specific evidence from Thoreau's essay, but I would be a little suspicious of one of the claims and downright skeptical about another one. To me, Thoreau seems disturbed by the emphasis on technological "improvements" in his day, such as the telegraph and railroad, but does he really believe that technology is the " primary cause of distress"? Right now, I really don't know, so I would wait to see how well the writer could support this interpretation before I would make up my mind. I approach the last claim with more skepticism, the claim that "Thoreau demonstrated his misanthropy (hatred of human beings) in his essay and saw no choice but to abandon civilization." Right now, I don't see Thoreau as a misanthrope, but I would be open to reading this writer's interpretation, examining carefully the way the writer argues this claim.

• that the claims really do convey your interpretation and are not simply statement of fact (see below), and
• that the claims can be supported with specific evidence.

Evidence is also referred to as support or facts . Evidence is just that: facts . Unlike claims, facts are indisputable. You may have heard the redundant phrase "true facts." The phrase is redundant because all facts are true: that's what makes them facts.

Evidence is what you use in persuasive writing to support the claims that you present.

Is it true that, in "Where I Lived, and What I Lived For," "Henry David Thoreau believed that preoccupation with insignificant events caused nineteenth-century Americans to overlook what is important in life"? The only way to find out is by examining the evidence. The evidence we should consider is easy to locate. We simply need to review Thoreau's essay and look for comments he makes that may support our claim. If we find such comments, these would be the facts we could use to support our interpretation.

• Thoreau says, "Men think that it is essential that the Nation have commerce, and export ice, and talk through a telegraph, and ride thirty miles an hour, without a doubt, whether they do or not; but whether we should live like baboons or like men, is a little uncertain."

Of course, this is a statement of fact. It is undoubtedly true that Thoreau made this comment in "Where I Lived, and What I Live For," so the sentence above might be good evidence to support a claim about Thoreau's essay. If someone questions if the sentence is true, the skeptic simply needs to open the book and read the passage. (But the quotation marks around the words above should make clear that these are Thoreau's actual words.)

Now, whether or not Thoreau's statement is a claim or a fact, whether people do or do not know if they should "live like baboons or like men," is irrelevant. Thoreau, in fact, is making a claim, but this is Thoreau's claim, not the claim of the writer using Thoreau's words as evidence. The fact that Thoreau made the comment, though, is indisputable.

All good arguments must be supported by a strong foundation of facts. An essay filled with claims but no supporting evidence is not really an argument at all. It is instead a collection of the writer's interpretations or beliefs, and readers will have no reason to believe the interpretations or beliefs is they are not well supported with facts.

How many facts do you need to support each claim that you make in a persuasive essay? Good question. To some extent, the amount of evidence you need depends on the claim you are trying to support. However, I think it's a good idea to present at least three facts to support each claim. One fact is almost never enough, and it's difficult to build a strong argument with only two facts. After all, I might be able to take one or even two statements that Thoreau makes and argue for all kinds of different meanings, ignoring the possibility that these meanings may not be suggested anywhere else in all of Thoreau's writings. Would you like someone drawing conclusions about beliefs you might have based upon only one statement you made at some point in your life?

Three facts seems to me the point when readers will start to be convinced that you have a well-supported interpretation. If you use at least three facts to support your interpretation of Thoreau's ideas, you are saying that Thoreau makes at least three different statements that all suggest the same thing to you, at least three statements that support your interpretation of Thoreau's beliefs. Could we draw a conclusion about some belief you may have based upon three statement you have made that suggest this belief? Well, we are more likely to be accurate than if we rely on only one statement to draw our conclusion.

• A Quotation : When you quote from the text, you copy the words exactly as they appear in the original , and you put quotation marks around the words you take from the text. Quotation marks tell readers that what they see in your essay is exactly what they would see in the original text.
• A Paraphrase : When you paraphrase, you put into your own words an idea that the writer conveys in the text. The paraphrase in itself should not convey any interpretation of the writer's ideas; instead, the paraphrase should be your own way of stating the exact idea that the writer conveys. In general, when you paraphrase, you use about the same number of words to convey the idea that the writer uses in the text. You should not put quotation marks around words you paraphrase, but you should make sure that you are conveying the same meaning that the writer conveys and that you really are using your own words to convey the idea.
• A Summary : When you summarize, you use considerably fewer words to convey a writer's ideas. A writer might make a good point that you could use as evidence to support your interpretation of the text, but the writer might develop this idea over several paragraphs. You would not want to bring such a long quotation into your essay, nor would you probably want to devote a large section of your essay to paraphrasing everything that the writer says. Instead, you could reread the information from the text carefully and then summarize the writer's points, perhaps using only a few sentences to convey an idea that the writer develops in a page or more. Of course, you need to make sure that your summary is accurate, that it really does convey concisely the points that the writer develops. When you summarize, you should not put quotation marks around your own words.

In general, writers will use a combination of quotations, paraphrases, and summaries when developing an interpretation of a text. Again, only words copies exactly from the original should go in quotation marks in your essay. In some cases, you might use paraphrases and summarizes to put the writer's ideas into your own words, but you might include a few key words or phrases from the original as part of your paraphrase or summary. If this is the case, you need to make sure that those key words and phrases from the original are in quotation marks.

Simply put, a warrant is the logical connection between a claim and a supporting fact. Sometimes, the logical connection, the way in which a fact logically supports a claim, will be clear, possibly so clear that no explanation from the writer is needed. More often, though, the writer needs to supply the warrant; in other words, the writer needs to explain how and why a particular piece of evidence is good support for a specific claim.

Look again at a claim and the one piece of supporting evidence for that claim I have mentioned so far as I discussed Thoreau's essay:

Claim: Henry David Thoreau believed that preoccupation with insignificant events caused nineteenth-century Americans to overlook what is important in life.

Evidence: Thoreau says, "Men think that it is essential that the Nation have commerce, and export ice, and talk through a telegraph, and ride thirty miles an hour, without a doubt, whether they do or not; but whether we should live like baboons or like men, is a little uncertain."

These two sentences could be the beginning of a paragraph. If so, what should my next sentence be? I suppose I could go on to present a second and then a third piece of supporting evidence for my claim, but am I sure that readers will be able to understand how the quotation I use is logically supporting my claim? I can assume that my readers are intelligent, so maybe they could figure out the connection, but I also should realize that, as the writer, it is my job to make sure everything in my essay is clear to readers. Therefore, I probably should supply some explanation as to how this quotation is supporting the claim, so my next sentence could be the following:

Warrant The apparent preoccupation with external events, with the commerce and business of everyday life, may cause people to focus on what they are doing and not to look inward to examine how they are living.

As I wrote this warrant, I looked at two things: the claim I am making and the piece of evidence I am using to support that claim. In fact, my eyes were darting back and forth between the two statements as I was writing the warrant. With the warrant, I try to bring together the claim and evidence, demonstrating to readers how and why the evidence logically supports the claim. In this case, I have even used in my warrant a few words from the claim and from the evidence to help clarify the relationship. In the warrant, I use the word "preoccupied," recalling my claim, and the word "commerce," recalling the evidence. Notice as well that the phrase " how [people] are living" from my warrant recalls an important phrase from my claim, "what is important in life," and an important phrase from my evidence, "'whether we should live like baboons or like men." With the warrant, I should not simply paraphrase the claim or the evidence but instead demonstrate how the evidence supports the claim.

After I add this warrant to my slowly developing paragraph, I am then ready for the next sentence. Most likely, the next sentence will use another piece of supporting evidence from Thoreau's essay, followed by my explanation of how this evidence supports the claim. I will continue this pattern until I feel that I have established a strong argument for my claim.

Once I am finished with the paragraph, I am then ready to move on to the next paragraph. Most likely, I will repeat this same pattern with a different claim, but one related to my first claim. I will begin the body paragraph with a claim, followed by more supporting evidence and more explanation of how each piece of evidence supports my claim for that paragraph.

Copyright Randy Rambo , 2019.

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Organizing Your Argument

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How can I effectively present my argument?

In order for your argument to be persuasive, it must use an organizational structure that the audience perceives as both logical and easy to parse. Three argumentative methods —the  Toulmin Method , Classical Method , and Rogerian Method — give guidance for how to organize the points in an argument.

Note that these are only three of the most popular models for organizing an argument. Alternatives exist. Be sure to consult your instructor and/or defer to your assignment’s directions if you’re unsure which to use (if any).

Toulmin Method

The  Toulmin Method  is a formula that allows writers to build a sturdy logical foundation for their arguments. First proposed by author Stephen Toulmin in  The Uses of Argument (1958), the Toulmin Method emphasizes building a thorough support structure for each of an argument's key claims.

The basic format for the Toulmin Method  is as follows:

Claim:  In this section, you explain your overall thesis on the subject. In other words, you make your main argument.

Data (Grounds):  You should use evidence to support the claim. In other words, provide the reader with facts that prove your argument is strong.

Warrant (Bridge):  In this section, you explain why or how your data supports the claim. As a result, the underlying assumption that you build your argument on is grounded in reason.

Backing (Foundation):  Here, you provide any additional logic or reasoning that may be necessary to support the warrant.

Counterclaim:  You should anticipate a counterclaim that negates the main points in your argument. Don't avoid arguments that oppose your own. Instead, become familiar with the opposing perspective.   If you respond to counterclaims, you appear unbiased (and, therefore, you earn the respect of your readers). You may even want to include several counterclaims to show that you have thoroughly researched the topic.

Rebuttal:  In this section, you incorporate your own evidence that disagrees with the counterclaim. It is essential to include a thorough warrant or bridge to strengthen your essay’s argument. If you present data to your audience without explaining how it supports your thesis, your readers may not make a connection between the two, or they may draw different conclusions.

Example of the Toulmin Method:

Claim:  Hybrid cars are an effective strategy to fight pollution.

Data1:  Driving a private car is a typical citizen's most air-polluting activity.

Warrant 1:  Due to the fact that cars are the largest source of private (as opposed to industrial) air pollution, switching to hybrid cars should have an impact on fighting pollution.

Data 2:  Each vehicle produced is going to stay on the road for roughly 12 to 15 years.

Warrant 2:  Cars generally have a long lifespan, meaning that the decision to switch to a hybrid car will make a long-term impact on pollution levels.

Data 3:  Hybrid cars combine a gasoline engine with a battery-powered electric motor.

Warrant 3:  The combination of these technologies produces less pollution.

Counterclaim:  Instead of focusing on cars, which still encourages an inefficient culture of driving even as it cuts down on pollution, the nation should focus on building and encouraging the use of mass transit systems.

Rebuttal:  While mass transit is an idea that should be encouraged, it is not feasible in many rural and suburban areas, or for people who must commute to work. Thus, hybrid cars are a better solution for much of the nation's population.

Rogerian Method

The Rogerian Method  (named for, but not developed by, influential American psychotherapist Carl R. Rogers) is a popular method for controversial issues. This strategy seeks to find a common ground between parties by making the audience understand perspectives that stretch beyond (or even run counter to) the writer’s position. Moreso than other methods, it places an emphasis on reiterating an opponent's argument to his or her satisfaction. The persuasive power of the Rogerian Method lies in its ability to define the terms of the argument in such a way that:

• your position seems like a reasonable compromise.
• you seem compassionate and empathetic.

The basic format of the Rogerian Method  is as follows:

Introduction:  Introduce the issue to the audience, striving to remain as objective as possible.

Opposing View : Explain the other side’s position in an unbiased way. When you discuss the counterargument without judgement, the opposing side can see how you do not directly dismiss perspectives which conflict with your stance.

Statement of Validity (Understanding):  This section discusses how you acknowledge how the other side’s points can be valid under certain circumstances. You identify how and why their perspective makes sense in a specific context, but still present your own argument.

Statement of Your Position:  By this point, you have demonstrated that you understand the other side’s viewpoint. In this section, you explain your own stance.

Statement of Contexts : Explore scenarios in which your position has merit. When you explain how your argument is most appropriate for certain contexts, the reader can recognize that you acknowledge the multiple ways to view the complex issue.

Statement of Benefits:  You should conclude by explaining to the opposing side why they would benefit from accepting your position. By explaining the advantages of your argument, you close on a positive note without completely dismissing the other side’s perspective.

Example of the Rogerian Method:

Introduction:  The issue of whether children should wear school uniforms is subject to some debate.

Opposing View:  Some parents think that requiring children to wear uniforms is best.

Statement of Validity (Understanding):  Those parents who support uniforms argue that, when all students wear the same uniform, the students can develop a unified sense of school pride and inclusiveness.

Statement of Your Position : Students should not be required to wear school uniforms. Mandatory uniforms would forbid choices that allow students to be creative and express themselves through clothing.

Statement of Contexts:  However, even if uniforms might hypothetically promote inclusivity, in most real-life contexts, administrators can use uniform policies to enforce conformity. Students should have the option to explore their identity through clothing without the fear of being ostracized.

Statement of Benefits:  Though both sides seek to promote students' best interests, students should not be required to wear school uniforms. By giving students freedom over their choice, students can explore their self-identity by choosing how to present themselves to their peers.

Classical Method

The Classical Method of structuring an argument is another common way to organize your points. Originally devised by the Greek philosopher Aristotle (and then later developed by Roman thinkers like Cicero and Quintilian), classical arguments tend to focus on issues of definition and the careful application of evidence. Thus, the underlying assumption of classical argumentation is that, when all parties understand the issue perfectly, the correct course of action will be clear.

The basic format of the Classical Method  is as follows:

Introduction (Exordium): Introduce the issue and explain its significance. You should also establish your credibility and the topic’s legitimacy.

Statement of Background (Narratio): Present vital contextual or historical information to the audience to further their understanding of the issue. By doing so, you provide the reader with a working knowledge about the topic independent of your own stance.

Proposition (Propositio): After you provide the reader with contextual knowledge, you are ready to state your claims which relate to the information you have provided previously. This section outlines your major points for the reader.

Proof (Confirmatio): You should explain your reasons and evidence to the reader. Be sure to thoroughly justify your reasons. In this section, if necessary, you can provide supplementary evidence and subpoints.

Refutation (Refuatio): In this section, you address anticipated counterarguments that disagree with your thesis. Though you acknowledge the other side’s perspective, it is important to prove why your stance is more logical.  

Conclusion (Peroratio): You should summarize your main points. The conclusion also caters to the reader’s emotions and values. The use of pathos here makes the reader more inclined to consider your argument.  

Example of the Classical Method:  

Introduction (Exordium): Millions of workers are paid a set hourly wage nationwide. The federal minimum wage is standardized to protect workers from being paid too little. Research points to many viewpoints on how much to pay these workers. Some families cannot afford to support their households on the current wages provided for performing a minimum wage job .

Statement of Background (Narratio): Currently, millions of American workers struggle to make ends meet on a minimum wage. This puts a strain on workers’ personal and professional lives. Some work multiple jobs to provide for their families.

Proposition (Propositio): The current federal minimum wage should be increased to better accommodate millions of overworked Americans. By raising the minimum wage, workers can spend more time cultivating their livelihoods.

Proof (Confirmatio): According to the United States Department of Labor, 80.4 million Americans work for an hourly wage, but nearly 1.3 million receive wages less than the federal minimum. The pay raise will alleviate the stress of these workers. Their lives would benefit from this raise because it affects multiple areas of their lives.

Refutation (Refuatio): There is some evidence that raising the federal wage might increase the cost of living. However, other evidence contradicts this or suggests that the increase would not be great. Additionally,   worries about a cost of living increase must be balanced with the benefits of providing necessary funds to millions of hardworking Americans.

Conclusion (Peroratio): If the federal minimum wage was raised, many workers could alleviate some of their financial burdens. As a result, their emotional wellbeing would improve overall. Though some argue that the cost of living could increase, the benefits outweigh the potential drawbacks.

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Do you know about the warrant and how to write it? If you don’t know about it, don’t worry. This article will cover all the information about “what is a warrant in writing?” just follow the article to acknowledge yourself with complete detail about warrants.

What connects the grounds to the claim is the warrant. It helps the audience comprehend how the feet relate to substantiating the claim. The contract may occasionally be implicit (i.e., not expressly expressed), but it may also be explicitly stated. Consider how apparent your justification is and whether you need to say it explicitly for your audience because, as a writer, you are assuming what they already believe. Consider whether a warrant is an unsupported assertion as well.

On the other hand, when someone purchases a put warrant, they can sell the asset at a special price before the expiration date. While third parties sometimes sell stock options, the firms typically issue warrants. We must first wade through the waters of a warrant’s inception before diving headfirst into them. Warrants are merely a tiny component of the more extensive rhetorical analysis essay.

The term rhetoric is used to describe opinions on various writings. Discussing your thoughts after reading a narrative (or an article, essay, journal, etc.) is now referred to as rhetoric. Rhetoric is the term used to describe your thoughts after reading a text. It’s one of those words that, although its definition is very straightforward, sounds fancy and can be daunting.

This article will deliver details about warrant writing, what is a warrant in writing, how to write a warrant in an essay, what is a warrant in writing examples, and types of warrants used in writing.

Table of Contents

What is a warrant in writing?

A warrant and an option are comparable in that both provide the holder the opportunity but not the duty to purchase or sell the underlying security before the expiration date. They can buy or sell the security at a set price. Call warrants and put warrants are the two main categories of warrants. When buying a call warrant, a buyer can purchase the security at a specific price before the expiration date.

A warrant in writing is a document issued by a judge that authorizes law enforcement to search a specific location or property. The warrant must be supported by probable cause, which means there must be evidence that suggests. The person targeted for a search has committed or is likely to commit a crime.

You must explain HOW COME or HOW the data you’re using confirms the point you’re trying to make in the warrant. Many less competent writers believe that the information is intuitively apparent and does not require further justification. It causes the phenomenon known as the Quote Salad Research Paper, in which a research paper is made up entirely of a list of quotes and a list of sources. By the way, this is not a suitable essay method.

By the way, note that the well-done annotation is advantageous in this situation. Nearly anything you write in the annotation, including essential details and queries, as well as emotions and judgments, will be incorporated into the warrant.

However, a warrant is an essential “bridge,” either implicit or explicit, between data and claim. Warrant always comes after data to explain why, how come, or in what ways, and this data proves your actual claim. A warrant would fundamentally come after the word because and since. Essentially, you must conclude by explaining HOW COME or IN WHAT WAY the data supports your assertion and WHY the author employed those specific words or strategies. Simply restating the facts won’t do the task.

If you don’t believe me, look up Lord Chesterfield’s statements about women on Google. Let’s say you want to use his quote to support your assertion that he is a cynical misogynist. Well, HOW is that proof? WHY does it demonstrate that Lord Chesterfield was misogynistic, harmful, or both? HOW DO these words genuinely support your claim? Chesterfield used those phrases for WHAT reason? WHY did he employ this strategy?

Why are we need warrants in writing?

Typically, this takes the form of an application or cited proof. According to a counter-warrant, the evidence is outweighed by the opposing evidence. It is a unique type of answer since it asserts that the argument cannot be valid even though you have not explicitly challenged its validity. People frequently attempt to counter-warrant but omit the most crucial step.

“A capitalist writes the free trade arguments by my opponent. Of course, his proof is flawed and should be disregarded.” It is not a counter-warrant because we have not provided proof to refute their claims. When properly executed, the answer will directly compare the pertinent evidence before leveraging the discrepancies to our advantage.

Counter-warrants are strategically effective because they bring the discussion back to your side of the story. Your counter-warrant will fall flat if your opponent can make his application sound noticeably remarkable. It is, therefore, a dangerous argument. Only use the counter-warrant if your evidence is blatantly more extensive or significant. It will discuss the list of counter-warrants you can utilize in your subsequent round next time.

How to write a warrant in an essay?

The essay on warrants consists of three main elements: claim, evidence, and warrant. Body paragraphs frequently start with a lawsuit, cite some supporting evidence, and then develop the warrant by reading the supporting proof through the suit. However, you shouldn’t consider these three components rigid parts of the equation 1+1+1=3. The relationship between the claim, the evidence, and the warrant ought to be more natural. Rarely would you claim without quickly supporting it with evidence? You won’t just list facts without considering them in light of your claim.

It is preferable to pay close attention to your thesis and outline and to read the material with an eye toward how you want your audience to interpret it. Let’s compare the intended objective of Paragraph 1, as stated in the outline, with the actual Paragraph 1 as it appears in the essay to see exactly how this works. The assertion is italicized, and the evidence is bold in the final version of paragraph 1. However, most academic writing depends on the following three main factors

In a piece of persuasive writing, the author makes “claims,” which are assertions that express the writer’s opinions or interpretations on a subject. Claims are inferences the author makes based on information, not facts. The following statements offer arrangements of Henry David Thoreau’s Walden essay “Where I Lived, and What I Lived For.”

• Thoreau thought that nineteenth-century Americans missed the main things in life because they were too preoccupied with unimportant happenings.
• According to Thoreau, technology was the primary source of hardship for Americans in the nineteenth century.
• Thoreau believed that we should emulate the natural world to have more full lives.
• Thoreau believed that each person must recognize and reject the “shams and delusions” that are all too frequently accepted.

Take note of how we could debate the veracity of the above assertions. You should be able to tell if you are providing a claim by looking at this information. A claim always has the potential for at least two different, occasionally competing, points of view. After all, if the topic of a belief or interpretation only allowed for one possible point of view, there would be no incentive to defend it.

Most of the assertions above could be convincingly defended using specific examples from Thoreau’s essay. However, I am dubious of one of the assertions and slightly skeptical of another. The emphasis on technological “improvements” of his day, such as the railroad and telegraph, seems to disturb Thoreau, but does he think technology is the “chief cause of distress”? I don’t know right now. Before deciding, I would wait to see how effectively the author could support this interpretation.

The second allegation, that Thoreau “demonstrated his misanthropy (hate of people) in his article and saw no choice but to quit civilization,” is one I approach with more suspicion. Although I do not currently perceive Thoreau as a misanthrope, I am willing to study this writer’s interpretation and carefully consider how the writer supports this assertion.

When you are going to add a claim to an essay, make sure to do the following two stuff,

• The claim statement communicates your interpretation, not the simple statement of fact.
• With specific evidence. It can endorse the claim

Other names for evidence include support or facts. Facts are evidence, simple as that. Facts cannot be disputed, unlike claims. You’ve probably heard the overused expression “facts.” The statement is redundant because all facts are actual by definition. Again, the evidence we cite to support this assertion belongs to the category of “facts,” things that are real and cannot be refuted or argued.

Asking yourself if the statement is undeniably true will help you determine if you are using it as evidence. A solid base of facts must underpin every compelling argument. An essay that makes a lot of assertions but offers no proof is not genuinely making an argument. Instead, it is a compilation of the author’s ideas or beliefs, and readers will not be inclined to accept them if they are not adequately backed up by evidence.

Presenting evidence

• Quotation: Aquotation is a text that copies exact text from the passage and marks inverted commas around it. They are the same words as the original quote. As you kept inverted commas, that clears the reader that it is a quotation.
• Paraphrase: Paraphrase is content that consists of your words or ideas given by the writer from the original text. It shouldn’t express any interpretation of the writer’s ideas. Alternatively, it should be your way of writing the same thought the writer conveys. Generally, a paraphrase is the same number of words you get an idea from the writer without using quotation marks around the paraphrased text.
• Summary: You summarize a writer’s thoughts in fewer words. A writer may make a compelling argument that you may use as proof to back up his reading of the text, but the writer may develop this point throughout several paragraphs. You wouldn’t want to use a long quotation in your essay, nor would you likely want to spend a significant amount of time paraphrasing the writer’s whole argument.

To express a notion that the author develops throughout a page or more, you could instead carefully study the text’s information before summarizing its essential elements. Indubitably, ensure your summary and conclusion are factual and briefly deliver the spikes the writer develops. In this situation, you need to make sure that those point words and phrases from the original are in quotation marks.

When creating an interpretation of a work, writers typically combine quotations, paraphrases, and summaries. In your essay, only terms that are exact replicas of the original should be in quotation marks. When putting the author’s thoughts into your own words, you may, in certain situations, utilize paraphrases and summaries; nevertheless, you may choose to incorporate a few essential words or phrases from the original into your paraphrase or summary. If so, include the basic terms and comments from the original text in quotation marks.

A warrant is a logical statement between a claim and evidence. Once in a while, the logical association. The approach, in a point, logically supports a claim and will be apparent, possibly so evident that no interpretation from the author is needed. More frequently, the author needs to supply a warrant. In different words, the author needs to explain how and why a specific piece of evidence is good support for a particular claim.

It considered the claim and evidence to support it as writing this warrant. While composing the warrant, the gaze kept flitting between the two assertions. Tie the claim and the evidence together in the warrant by explaining to the readers how and why the evidence makes sense in light of the claim. Instance, Even further used a few terms from both in its warrant to establish the relationship between the claim and the proof. Use the words “preoccupied” and “commerce” throughout the warrant to refer to my assertion and the supporting evidence.

It’s also significant to note that the term “how [people] are living]” from my warrant brings to mind both a crucial phrase from my claim, “what is vital in life,” and an important word from evidence, “whether we should live like baboons or like men. It should show how the evidence supports the assertion in the warrant rather than just paraphrasing it or the supporting arguments.

After adding this warrant to my tentatively emerging paragraph, I am prepared to move on to the following sentence. The next sentence will probably refer to a different piece of evidence from Thoreau’s article before I explain how this evidence supports the argument. I’ll stick to this format until I’ve made a compelling case for my claim.

Ready to go on to the following paragraph after I’ve finished the previous one. Likely use a different claim related to my earlier claim and repeat this pattern. And claim the start of each body paragraph, then provide more evidence to back it up and further discussion of how each piece of evidence supports my assertion in that paragraph.

What is a warrant in writing examples?

Following are the three examples that can easily explain the warrant in writing.

“Education for offenders during imprisonment as a method to reduce the rate of crime has evolved as a major topic of concern in today’s society. While I agree that such a solution is effective to reduce crime, I am convinced that it is far from being the best method and there are many better ways of reducing crime”.

As demonstrated by the example above, the lead-in is shown by the inclusion of the line concerning the fact that education is available to offenders at the beginning of the paragraph relating to the author’s response to the subject matter. In this instance, the lead-in is described as the first line that piques the reader’s curiosity, introduces the topic, and establishes the focus and course of the essay.

The authors must seek ideas connected to the issue in this section and refrain from plagiarizing the essay topic will completely miss the point. The author must explain the purpose of the essay after stating the lead-in to pique readers’ interest in the subject. It is where the thesis statement shines. This portion, which has a percentage of 100%, is also the essay’s primary section.

“Currently, many parents tend to be busy working, and they need to rely on someone else to take care of their offspring. While some people think childcare organizations can offer the best care, I would argue that it is better for children to be looked after by their grandparents.”

The thesis statement is demonstrated in the example above with the single sentence, “I would argue that children should be looked after by their grandparents.” This assertion is based on the writer’s viewpoint, which aims to inform the readers of the essay’s main topic. In other words, the thesis statement is the central notion that directs the essay’s argument.

The argument offered is to persuade the readers that the author’s viewpoint is reasonable. Therefore, The author must state and affirm the implication of what has been provided to support the author’s argument after the essay. The deduction shines in this situation.

“In conclusion, an increase in the world’s demand for natural resources is posing a number of threats to society. However, this can be handled by adopting above mentioned suggestions”.

The line “an increase in the world’s demand for natural resources is posing several threats to society” illustrates the deduction, as seen in the example above, numerous dangers to civilization. However, by implementing the solutions above, It can manage this. To make one last effort to ensure the reader, to suggest more enormous implications about the evidence that has been presented, and unquestionably to provide a satisfying sense of closure. This statement demonstrates the process of arguments explained by the author to ensure the reader regularly arranges to reach the implication of the presented ideas.

Following is the structure/ pattern of the warrant in writing, clearly explaining the assurance essay objective. It consists of four paragraphs.

• Hook choose one
• Explain the issue
• Claim or thesis
• Evidence (Data)
• Counterclaim
• Restatement of the Claim (Different words)
• A summary of the evidence provided
• Leave the reader with something to think about, a question, or something to do.

Types of warrants used in writing

A written warrant is a certified document that the government or a court issues authorizing someone or something to perform something. Ordinarily, warrants are used in legal and law enforcement proceedings to approve searches, arrests, and other actions connected to criminal investigations. The implementation of court orders, such as the payment of fines or the execution of judgments, is also enforced through the use of warrants. Written warrants guarantee that people’s rights are upheld and preserved throughout court processes.

There are so many types of warrants which are used in writing. Every kind of warrant explicitly demands and must be issued by a court or other approved body. These involve as:

Search warrants

Arrest warrants, bench warrants, execution warrants, other types of warrants.

Search warrants consist of a document issued by a court or other authorized body that is approved by a person or system to lead a search on a specific place for evidence of a crime. The warrant must determine the position to be investigated, the item to be captured, and the person who will lead the search. For an investigative warrant to be valid, it must be endorsed by probable cause that a crime has been dedicated.

A court or other authorized body may issue an arrest warrant, which allows for the detention of a suspect in a criminal offense. An arrest warrant must list the target’s name, the crime they are being detained, and other pertinent details. An arrest warrant must be supported by evidence that a crime has been committed and the person named on the warrant is likely to be the perpetrator.

A court or other authorized body may issue a bench warrant ordering arrest when a defendant doesn’t show up for court or follow a court order. For failing to show up in court for a hearing, not making an acceptable payment, or other infractions of a court order, bench warrants may be issued. A bench warrant is valid until it is executed or the court recalls it.

An execution warrant is a legal document issued by a court or other recognized authority that permits the seizure of assets or property to pay a judgment. Execution warrants are usually issued following the entry of a judgment against a defendant and the defendant’s failure to make the required payment. It will specify the property or assets to be seized and the person with the right to do so in the warrant.

There are additional written types of warrants besides those mentioned above. These include warrants for document production, subpoenas for personal inspection, and warrants for electronic or wiretapping monitoring. A court or other competent authority must issue each sort of warrant, and each has unique conditions.

The presumption on which the claim and the supporting data are based is called the warrant. Another way to put it is that the warrant explains how and why the evidence supports the claim. You’ll notice that most of the time, these advertisements assume that you already agree with the value our society places on having whiter teeth rather than attempting to persuade you that you want them. Unstated assumptions (sometimes known as warrants) are called implicit warrants. The warrant, however, may occasionally need to be explicitly mentioned because it is a crucial component of the case. An explicit warrant is expressly stated.

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What Is a Warrant in an Argument?

Essay Writing: How to Critically Analyze

There are many ways in which a person would utilize various strategies in order to help them to win an argument. One of those ways is through something called a warrant, which assists the individual making a strong claim by connecting facts to reasoning. The concept of the warrant in analyzing arguments was developed by the philosopher Stephen Toulmin. Toulmin conducted wide-ranging inquiries into ethics, science and moral reasoning. Warrants are essential in making an argument, whether the argument is in writing or part of a speech or debate.

What a Warrant Is

The book “The Craft of Research” defines a warrant as “a statement that connects a reason to a claim.” In other words, if someone makes a claim, he should have valid reasons -- or sufficient data -- to support that claim. The reason needs to have relevance to the claim. If the relevance of the reason, or warrant, is not well accepted, then there is room for disagreement as to the reasoning for the claim.

Why Warrants Are Important

Warrants determine whether the stated reasons support a given claim. Making claims is a practice done in situations that vary from everyday conversations to academic research papers. A warrant can be explicit or implicit. An explicit warrant is one that is stated; an implicit warrant is one that is unstated. You often see unstated warrants in commercials. If a commercial makes a claim that its product will improve your life in a certain way, it is assumed that you have bought into the underlying, unstated assumption that you want your life improved in that way. This is common in advertising, whether the product is a health or beauty product or another product. The product makes a claim and has data to back up that claim. An explicit or stated warrant differs in that stating the warrant is critical to the argument. Commercials employ this method frequently, as well. Do you want X, Y and Z to happen? Or, do you want to prevent A, B and C from happening? It is critical to the argument to establish this, because the claim the product makes and the data that supports the claim rests on the assumption that the customer wants the end result that the product claims will happen.

How to Identify a Warrant

Identifying a warrant in an argument is not always easy. Often, warrants are not stated, but implied. For example, if someone were to argue that based on specific data on the lifespan of a car that "Cars generally last a long time so switching to a hybrid car will make a positive impact on pollution" it may be hard to clearly draw a connection between the facts and the argument this person is making. But, that's ultimately the purpose of the warrant itself.

A warrant is generally stated only when the person making the argument anticipates that it may not be accepted. Therefore, examining the reasoning behind a claim is sometimes the only way to identify a warrant.

Assumptions vs. Warrants

The average person may not recognize it, but warrants can almost always be found in any argument. Another way to explain a warrant is by identifying it as a bridge or connection between data and the claim you're making; a connection that should be assumed by the observer. Using the terms "warrant" and "assumption" interchangeably is, therefore, common practice, but it's important to understand that the warrant comes from the person making the argument , while the assumption is made by others based on that argument. However, it's clear that both refer to the level of acceptability of the reasoning behind a claim that is supporting an argument.

Misconceptions of Warrants

Warrants considered valid may differ from person to person, culture to culture and even from generation to generation. The idea that a warrant is always either valid or invalid is not true. While most people in some cultures may agree with the claim that bullfighting is wrong because of inhumane treatment of the bull, the underlying warrant is not widely valid in other cultures.

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• The New York Times: Stephen Toulmin, a Philosopher and Educator, Dies at 87
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Writing professionally since 2008, Don Shepard has been published in a water resources laboratory manual and in various online publications. He holds a Bachelor of Science in meteorology from Ball State University. His most recent work includes performing editing team leading duties for a prominent political advocacy firm.

WARRANT in a Sentence Examples: 21 Ways to Use Warrant

Have you ever wondered what the term “warrant” really means in the context of language and writing? A warrant, in grammar and composition, serves as the justification or rationale for why a particular claim is valid.

Table of Contents

7 Examples Of Warrant Used In a Sentence For Kids

14 sentences with warrant examples, how to use warrant in sentences.

To use the word warrant in a sentence, follow these simple steps:

Choose the Right Context : Determine the context in which you want to use the word warrant . It can be used in various situations, such as legal contexts, justifications, or reasons for something.

Review and Edit : Read your sentence aloud to ensure it flows naturally and conveys the intended meaning. Make any necessary adjustments for clarity.

Practice : To become more comfortable with using the word warrant , practice incorporating it into different sentences or scenarios. This will help you become more proficient in using it correctly.

Remember, using warrant in a sentence is a great way to enhance your vocabulary and communication skills. With practice, you will become more confident in incorporating this word into your everyday language.

In summary, sentences with “warrant” establish the validity or justification for an action or belief, showing the necessity of certain outcomes. These sentences typically support an argument by providing reasons or evidence that justifies a specific claim or course of action. For instance, “His repeated misconduct warrants a suspension,” clearly indicates that the individual’s behavior justifies the disciplinary action taken.

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Clarence Thomas and John Roberts Are at a Fork in the Road

By David French

Opinion Columnist

Two years ago, when the Supreme Court decided New York State Rifle and Pistol Association Inc. v. Bruen , it created a jurisprudential mess that scrambled American gun laws. On Friday not only did the cleanup begin, but the Supreme Court also cleared the way for one of the most promising legal innovations for preventing gun violence: red flag laws.

The Bruen ruling did two things. First, it rendered a sensible and, in my view, correct decision that the “right of the people to keep and bear arms,” as articulated in the Second Amendment, includes a right to bear arms outside the home for self-defense. But the right isn’t unlimited. As Justice Brett Kavanaugh wrote in his concurrence in Bruen, the court did not “prohibit states from imposing licensing requirements for carrying a handgun for self-defense” and that “properly interpreted, the Second Amendment allows a ‘variety’ of gun regulations.”

At the same time, the court articulated a “text, history and tradition” test for evaluating gun restrictions in future federal cases. Under this test, gun control measures were constitutional only if the government could demonstrate those restrictions were “consistent with the nation’s historical tradition of firearm regulation.” That was the most significant element of the Bruen case. Before Bruen, lower courts had struggled to establish a uniform legal test for evaluating gun restrictions, and the Supreme Court hadn’t provided any clarity.

Justice Clarence Thomas wrote the majority opinion in a 6-to-3 decision split along ideological lines. He applied the text, history and tradition test by walking through the very complex, often contradictory, history of American gun laws to determine whether New York’s restrictions had analogies with the colonial period or the periods after ratification of the Second Amendment and the Fourteenth Amendment, which applied the Second Amendment to the states. Under a fair reading of Thomas’s opinion, lower courts would be hard pressed to uphold any gun restriction unless they could point to an obvious historical match.

Not only was the history messy, but judicial reliance on founding-era legislation suffers from an additional conceptual flaw: State legislatures are hardly stuffed with constitutional scholars. Then and now, our state legislatures are prone to enact wildly unconstitutional legislation.

Our courts exist in part to check legislatures when they go astray. The courts do not rely on legislatures to establish constitutional doctrine. In our divided system of government, legislators are not tasked with interpreting constitutional law. Yes, they should take the Constitution into account when they draft laws, but the laws they draft aren’t precedent. They do not and should not bind the courts.

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