Which of the following are possible ways of turning a topic into an argument?
A) An argument for or against an existing critic (or critical position) in relation to the author or group of works one is studying.
B) An argument about the value of a new theoretical approach to a text or set of texts.
C) An argument about some historical or literary-historical aspect of literaturE)
D) An argument showing how a particular theme or concept is not at all related to a group of texts.
E) An argument about the significance of only well-known author/work.
Choose the correct option:

The correct option is A, B and C.

In literary studies and academic writing, turning a general topic into a persuasive argument requires establishing a clear position that contributes to scholarly discourse. Let us break down why options A, B, and C are effective ways to construct an argument, while options D and E are not:
A) An argument for or against an existing critic (or critical position): This is a foundational method of academic writing. By entering an ongoing scholarly debate, you show how your reading of a text supports, refutes, or refines a position held by another scholar, thereby justifying the importance of your own analysis.
B) An argument about the value of a new theoretical approach: Applying a fresh theoretical framework (such as postcolonialism, gender studies, or ecocriticism) to a text helps uncover new layers of meaning that previous critics may have missed, which forms a compelling thesis.
C) An argument about some historical or literary-historical aspect of literature: Investigating how a work reflects, challenges, or is shaped by its historical context or its place within a specific literary movement allows you to build a strong, historically grounded argument.

Conversely, the other options do not represent standard or productive argumentative paths:
D) Showing that a theme is not at all related: Proving a complete lack of connection between a theme and a text is generally unproductive and does not lead to meaningful literary analysis. Scholarly arguments focus on interpretation, connection, and significance rather than simply pointing out what is absent.
E) Limiting arguments to "only" well-known authors or works: Academic scholarship is not restricted to widely famous texts. Arguing the significance of lesser-known, marginalized, or contemporary writers is a vital and common practice in literary studies.

Thus, options A, B, and C are the only viable ways of turning a topic into a scholarly argument.