argumentative essay ppt high school

The Argumentative Essay

AP Language & Composition Exam

What does the argumentative essay require of you?

• Basically, you must do three things:
• understand the nature of the position taken in the prompt;
• take a specific stand—argue, qualify, or disagree—with the assertion in the prompt; and
• clearly and logically support your claim.

Agree, Disagree, Qualify

• Do I think about this subject in the same way as the writer/speaker? (Agree)
• Do I think the writer/speaker is totally wrong? (Disagree)
• Do I think some of what is said is correct and some incorrect and do I feel lucky? (Qualify)

Plan before you write!

• Brainstorm a list of ideas, construct a chart, or create an outline…whatever it is, give yourself time to THINK about your position!
• The kinds of support you need:
• Facts/statistics - Details - Dialogue
• Quotations - Definitions - Anecdotes
• Contrast and comparison - Cause and Effect
• Appeal to authority - Examples

Does it matter what tone is taken in your argumentative essay?

• You can choose to be informal and personal, formal and objective, or even humorous and irreverent—just be certain your choice is appropriate for your purpose.

Will I be penalized for taking an unpopular, unexpected, irreverent, or bizarre position on the given issue?

• As long as you are addressing the PROMPT and appropriately supporting your position, there is no danger of losing points on your essay.
• Your essay is graded for process and mastery and manipulation of language, not for how close you come to the viewpoint of your reader.

Suggested time distribution for the argumentative essay:

• 1-3 minutes reading and working the PROMPT
• 3 minutes deciding on a position
• 10-12 minutes planning the support of your position
• 20 minutes writing the essay
• 3 minutes proofreading!

The argumentative essay prompt

In his famous “Vast Wasteland” address to the National Association of Broadcaster in May of 1961, Newton Minow, the Chairman of the Federal Communications Commission, spoke about the power of television to influence the taste, knowledge, and opinions of its viewers around the world. Carefully read the following, paying close attention to how timely it is today, especially in light of the worldwide Internet.

Minow ended his speech warning that “The power of instantaneous sight and sound is without precedent in mankind’s history. This is an awesome power. It has limitless capabilities for good—and for evil. And it carries with it awesome responsibilities—responsibilities which you and [the government] cannot escape…”

Using your own knowledge and your own experiences or reading, write a carefully constructed essay that defends, challenges, or qualifies Minow’s ideas.

Mark your copy of the prompt…take about 3 minutes.

In his famous “Vast Wasteland” address to the National Association of Broadcasters in May of 1961 , Newton Minow , the Chairman of the Federal Communications Commission , spoke about the power of television to influence the taste, knowledge, and opinions of its viewers around the world . Carefully read the following, paying close attention to how timely it is today, especially in light of the worldwide Internet.

Minow ended his speech warning that “The power of instantaneous sight and sound is without precedent in mankind’s history . This is an awesome power . It has limitless capabilities for good—and for evil . And it carries with it awesome responsibilities —responsibilities which you and [the government] cannot escape …”

Using your own knowledge and your own experiences or reading , write a carefully constructed essay that defends, challenges, or qualifies Minow’s ideas.

Developing the opening paragraph

• Refer specifically to the prompt
• Clearly state your position on the given issue

Newton Minow’s assertion to the national Association of Broadcasters that “The power of instantaneous sight and sound is . . . An awesome power . . . With capabilities for good—and for evil” is valid and true. However, placing the responsibility for this power squarely in the hands of the broadcasters and the government is in error.

Qualifies the assertion

The writer agrees with the potential of the power, but disagrees about who should take responsibility.

Imagine being gifted the limitless capability for good and evil—the ability to control the world with one’s super powers. And, what are these powers? X-ray vision? Morphability? Immortality? NO, it is the most awesome power ever devised—the instantaneous influence over the taste, knowledge and opinions of mankind around the world. Even Superman would get a headache from this kind of power! This is not a great gift, it is an “awesome responsibility” according to the Newton Minow’s 1961 warning to the National Association of Broadcasters.

Agrees with the assertion

The writer agrees with Minow’s position but treats the assertion in a lighthearted fashion. The reader can expect a humorous and possibly irreverent tone in the essay.

Nowhere is the awesome power for good and evil of modern technology more clearly seen than in the Internet’s pervasiveness and influence. Newton Minow was right on target in 1961 when he warned the National Association of Broadcasters that the power of TV has “limitless capabilities for good—and for evil.”

The writer agrees with Minow’s position, BUT has LIMITED the area of the argument to that of the Internet.

Developing the body of the essay

• After carefully reading and deconstructing the prompt, choose a way to organize your argument
• One way (for this prompt) would be to use Minow’s own three-part warning and brainstorm ideas based on those categories

Planning the essay (focus on Internet)

• Warning of dangers
• Recognition of heroes
• Involvement in humankind’s achievements
• Instant communications with family & friends
• Medical care
• Links to the world
• Entertainment
• Promote hate
• Distort reality
• Help terrorists
• Invasion of privacy
• Threats to nat’l security
• Create mass hysteria
• Exploit children
• Subvert elections
• Brainwashing
• Responsibility
• Self-censorship
• Prior restraint
• 1 st Amendment
• Financial gain
• Parental control
• Personal checks and balances

Choose those specific items you will best be able to support and develop

A sample body paragraph based on the first list:

One of the most rewarding applications of the Internet is its ability to provide instant communication between friends and family. A grandmother-to-be in New York is able to share in the moment by moment experience of her daughter’s pregnancy and her granddaughter’s birth in California through e-mail, scanned photos and quick videos . Likewise, the ability to instantly communicate with others may have saved the life of a doctor stranded at the South Pole. Her contact with medical resources and experts via the Internet enabled her to undergo surgery and treatment for breast cancer. Research and innovations in medical treatment are now available to those around the world via the “net.” Similarly, the ability for instance communication enables millions to enjoy concerts, sports events, theatrical presentations and other cultural activities without every having to leave home. These wonderful benefits are all because of the fabulous and awesome technological creation—the Internet.

Remember IDEAL ?

Analysis (explain)

One of the most rewarding applications of the Internet is its ability to provide instant communication between friends and family. A grandmother-to-be in New York is able to share in the moment by moment experience of her daughter’s pregnancy and her granddaughter’s birth in California through e-mail, scanned photos and quick videos. Likewise, the ability to instantly communicate with others may have saved the life of a doctor stranded at the South Pole. Her contact with medical resources and experts via the Internet enabled her to undergo surgery and treatment for breast cancer . Research and innovations in medical treatment are now available to those around the world via the “net.” Similarly, the ability for instance communication enables millions to enjoy concerts, sports events, theatrical presentations and other cultural activities without every having to leave home. These wonderful benefits are all because of the fabulous and awesome technological creation—the Internet.

A sample body paragraph based on the second list:

The other side of the mass communication coin has the face of evil on it. The Internet offers hate mongers unlimited access to anyone with a connection to the World Wide Web. Groups like the Neo-Nazis can spread their hate messages to susceptible minds via bright, entertaining and engaging websites. What looks like a simple, fun game can easily reinforce the group’s hate-filled philosophy to unsuspecting browsers. With the potential for millions of “hits” each week, it does not take a rocket scientist to perceive the danger here. This danger is also present with the minds and bodies of curious and vulnerable

young people. Because of its easy access and easy production, “kiddie porn” is both possible and available via the Internet and the films any number of porn sites offer for downloading with the mere click of a keyboard key. Through contacts made through e-mail and/or chat rooms on the Net, children can be easily fooled and led to contact those who would abuse their bodies and minds for a quick profit or cheap thrill. With instantaneous messaging, whether real or imagined, positive or negative, a single person or group can set into motion mass hysteria just by warning of an impending disaster, such as a flood, fire, bomb, poison, and son on. There are obviously many more possibilities floating out there in the ethernet. These are just three of the evil ones.

A sample body paragraph based on the THIRD list:

Just as there is the potential for both good and evil with regard to mass communication, so too is there the potential for both beneficial and destructive strategies related to reponsibilities. The most powerful regulator of our responsibility as individuals is our finger and its power to press a button or double click on a key and to “just say no.” With this slight pressure, we are able to exert monumental pressure on those who produce programs, websites, photos, documents, etc., which we find unacceptable. Who better to tell us what to watch, what to do, and what to think? All too

Often many people prefer to abdicate their personal responsibility and give that power to either the government or the communication industry. We must never forget that dictators target the control and censorship of mass media as the first step in the total control of the minds and hearts of the populace. The laws, which we as citizens of a democracy look to, must never impinge upon our First and Fourth Amendment rights. Each of us has the right of free speech, and each of us has the right to privacy. None of us has the right to harm others or to limit the rights of others; why, then, would we give that right to the communication industry or to the government?

The concluding paragraph

• Spend your time in planning and writing the body of your essay
• In a brief essay, you can be certain your reader can remember what you’ve already said, so there is no need to summarize your major points or to repeat the prompt.
• If you feel you MUST have a concluding statement/remark, make certain it is a FINAL remark that is of interest and is appropriate to your purpose
• You may use the last sentence of your last body paragraph as your concluding comment.

Yes, this concluding sentence IS a little on the giddy side…

Argumentative Practice Essay

• Refer to your notes
• Don’t take shortcuts
• I’ll put times up on the board
• You’ll get the whole 40 minutes to go through the entire process

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Argumentative Essays PowerPoint Presentation

Updated:  31 Aug 2021

Teach your students the basics of what makes a good argumentative essay through this downloadable PowerPoint presentation.

Editable:  PowerPoint

Pages:  11 Pages

• Curriculum Curriculum:  CCSS, TEKS

Grades:  5 - 6

• Microsoft PowerPoint (potx) Sign up to Plus

What makes a good argumentative essay?

Is it the topic itself?

The passion of the author?

The length of the text?

While all the above are beneficial, the format is the most critical feature when delivering a thoughtful, well-researched argumentative essay.

In this presentation, your students will look at writing examples to examine the necessary characteristics of an argumentative essay, including:

• The purpose for writing argumentative text
• How to establish a claim based on facts
• How to justify your text’s claim with supportive reasoning

By the end of the lesson, students will be able to identify a text’s strongest claim and whether it includes enough crucial facts to elevate the essay’s thesis.

How to Discuss the Features of an Argumentative Essay with Your Students

This resource is designed to be used as a refresher for students on identifying argumentative texts with well-written claims and evidence. Students will practice reading argumentative writing examples with the teacher. They will discuss with partners and as a class why some evidence is better than others and why some do not fully support a claim in an argumentative text.

Take the Discussion Further with Your Students

Challenge your class to put themselves in the shoes of the author by going deeper into what goes into writing an argumentative essay:

• What are some of the words in the text that persuade the reader to continue reading?
• Is there anything that could have supported the argument better?
• What would you research to find supporting facts and data?
• How would you conduct your research?

Before You Download

Please note this resource will download as a PowerPoint presentation.

This resource was created by Taylor Provencher, a teacher in Florida and a Teach Starter Collaborator.

Can we persuade you to look at more persuasion resources for your students in our ELA area?

[resource:4639285]   [resource:46136]   [resource:74759]

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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Organizing Your Argument Presentation

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

This presentation is designed to introduce your students to the elements of an organized essay, including the introduction, the thesis, body paragraphs, topic sentences, counterarguments, and the conclusion.

101 Argument Essay Prompts for High School

Teaching argument writing can be very exciting, especially if you have great argument essay prompts for your students to choose from. It provides students with an opportunity to explore interesting topics. I give my students choices when I am teaching argument writing in my classroom. Students who select their argument essay prompts are more engaged with and connected to their writing.

When assigning a hot topic or controversial issue argumentative essay, I always let students select a topic. That way, they are more passionate about their writing. However, I also make it clear that their topic cannot be discriminatory or hateful in any way and that they must fund valid and credible evidence to back up their claims. When I do this in the classroom, I also like to make sure that only one student per class has the same topic.

If you are planning an argument or controversial issue essay assignment, here is a list of potential topics you can include in your classroom. If you need teaching materials, this argument writing teaching unit will help you walk your students through the process.

Here are 101 Argument Essay Prompts:

Argument essay topics teens love.

• Should teenagers be allowed to vote in elections?
• Is social media a positive or negative influence on teenagers’ mental health and well-being?
• Should schools have a dress code that is gender-neutral?
• Should teenage drivers be subject to stricter regulations, such as curfews and passenger limits, to reduce accidents and fatalities?
• Is it ethical for teenagers to participate in protests and other forms of civil disobedience?
• Should teenagers have access to birth control and sexual health services?
• Should schools provide more opportunities for creative expression and the arts, or is the focus on STEM subjects more important for future success?
• Should teenagers have their own credit card to establish credit history?
• Should teenagers be allowed to work part-time jobs while in school?
• How important is academic honesty for future success?

Argument Essay  Prompts About Technology

• Should social media platforms be held accountable for the spread of fake news?
• Are video games a harmful or beneficial form of entertainment for young people?
• Should schools replace textbooks with tablets and laptops?
• Is technology making us more or less productive in the workplace?
• Should there be stricter regulations on the collection and use of personal data by tech companies?
• Is artificial intelligence a threat to human jobs and job security?
• Should there be limitations on using facial recognition technology by law enforcement agencies?
• Has the internet made us more connected or more isolated from each other?
• Should governments invest more in renewable energy technologies?
• Is technology creating a more unequal society by widening the gap between the rich and the poor?

Argument Essay  Topics about the Environment

• Should governments impose stricter regulations on corporations to reduce their carbon footprint?
• Should government agencies regulate residential thermostats?
• Should plastic bags be banned to reduce pollution and protect wildlife?
• Is fracking a viable method of energy production, or does it pose significant risks to the environment and public health?
• Should individuals be encouraged to adopt a plant-based diet to reduce the carbon emissions caused by the meat industry?
• Should the use of pesticides be restricted to protect pollinators and other wildlife?
• Is nuclear energy a viable solution to the world’s energy needs, or does it pose too significant an environmental risk?
• Should governments invest more in renewable energy technologies such as wind and solar power?
• Should individuals and companies be required to pay a carbon tax to encourage them to reduce their carbon emissions?
• Is deforestation a significant contributor to climate change?

Argument Essay  Prompts about Entrepreneurship

• Is entrepreneurship a viable path to economic success for individuals and communities?
• Should governments provide more support and incentives for small businesses and startups?
• Is social entrepreneurship a more effective way to address social and environmental challenges than traditional methods?
• Should entrepreneurs be required to consider the environmental impact of their business operations?
• Is it better for entrepreneurs to focus on creating a new product or service, or to improve upon an existing one?
• Should entrepreneurs be required to have a certain level of education or experience before starting a business?
• Is it ethical for entrepreneurs to use investor funding to support a luxurious lifestyle instead of reinvesting in their business?
• Should entrepreneurs be held accountable for the social and environmental impacts of their products or services?
• Should entrepreneurs be allowed to patent ideas and concepts, or should all innovations be open for public use?
• Is the current system of venture capital funding fair and equitable for all entrepreneurs?

Teaching Argument Essay: Instructional Unit

Help your students master the art of argumentative writing with this argument writing teaching unit!

I created this argumentative essay writing teaching unit with secondary ELA students in mind, and it includes step-by-step and engaging writing instructional materials. This argument essay writing unit includes everything you need for a complete argumentative writing instructional unit, including the print & digital materials.

This essay writing instructional unit includes an editable instructional presentation for direct instruction and student resources to help you and your students work through an argument essay.

With a focus on argument writing and informational text, this unit fuses together key ELA standards as it covers the differences between persuasive and argumentative writing. Thus unit also teaches purpose, audience, tone, diction, and the rhetorical triangle.

Argument Essay  Topics about Animals

• Should animals be used for scientific research, or are there alternative methods that can be used?
• Should exotic animals be kept as pets?
• Is hunting a legitimate way to control animal populations and manage ecosystems?
• Should animal agriculture be banned or significantly reduced to address concerns about animal welfare, environmental impact, and public health?
• Should circuses and other entertainment venues that feature animal acts be banned to prevent animal abuse and exploitation?
• Is it ethical to use animals for entertainment purposes such as horse racing, dog shows, or bullfighting?
• Should animals have legal rights and be granted personhood, or is that concept reserved only for humans?
• Should zoos and aquariums be banned or improved to better serve the welfare and conservation of the animals they hold?
• Should invasive species be removed from ecosystems?
• Is animal testing justified in developing cosmetic and personal care products?

Argument Essay  Prompts about Sports

• Should college athletes be paid for their participation in sports?
• Should high school athletes be excused from certain class assignments?
• Should high school sports be required to prioritize safety over competition, especially in contact sports like football and hockey?
• Is esports a legitimate form of competition?
• Should performance-enhancing drugs be legalized in professional sports?
• Should women’s sports receive the same funding and support as men’s sports?
• Should athletes be allowed to protest social and political issues during games, or should sports be kept separate from politics?
• Should athletes be held to higher standards of conduct and behavior, given their public profile and influence on young people?
• Is it ethical for cities to use taxpayer money to fund sports stadiums and arenas?
• Should high schools drop athletics and solely focus on academics?

Argument Essay Topics about School

• Should schools require students to wear uniforms?
• Is standardized testing an effective way to measure student achievement?
• Should schools offer more vocational training programs to prepare students for the workforce?
• Should schools ban cell phones and other electronic devices?
• Should schools offer more extracurricular activities and sports programs?
• Is it essential for schools to provide sex education to students?
• Should schools be required to offer courses on financial literacy and personal finance management?
• Should schools offer more mental health resources and support to students?
• Should schools offer more diversity and inclusion training for staff and students?
• Should private schools receive tax-payer funding?

Argument Essay  Prompts about Teens and Politics

• Should the voting age be lowered to 16 to allow teenagers to have a say in political decisions?
• Is it important for teenagers to be politically engaged and active?
• Should schools offer more civic education and government classes to prepare teenagers for their roles as future voters and leaders?
• Should teenagers be allowed to run for political office?
• Should political parties and candidates specifically target and appeal to teenage voters?
• Should teenagers be allowed to participate in political protests and rallies?
• Is it essential for teenagers to be knowledgeable about political issues and current events?
• Should teenagers be allowed to donate to political campaigns?
• Should schools be required to remain politically neutral and avoid any bias or preference towards certain parties or candidates?
• Should teenagers be encouraged to pursue careers in politics and public service?

Argument Essay  Topics about Vehicles

• Should governments promote and subsidize electric cars to reduce carbon emissions and promote sustainability?
• Should autonomous cars be allowed on public roads?
• Should car manufacturers be held responsible for the environmental impact of their products?
• Should speed limits be increased on highways and freeways?
• Should car ownership be discouraged in favor of public transportation and ride-sharing services?
• Should car insurance be mandatory for all drivers?
• Should older cars be banned from the road due to higher emissions and safety risks?
• Should governments invest more in developing and promoting alternative fuels and energy sources for cars?
• Should car manufacturers be required to disclose all safety and performance data about their products?
• Should car-sharing services like Zipcar and Car2Go be encouraged and subsidized by governments?

Argument Essay  Prompts about Space and Space Exploration

• Is space exploration worth the cost?
• Should governments fund space exploration and research?
• Is it ethical to mine resources and exploit the commercial potential of other planets?
• Should humans establish permanent settlements on other planets?
• Should space agencies prioritize manned missions to Mars?
• Is space exploration a necessary pursuit for scientific advancement and discovery?
• Should international cooperation be a priority in space exploration?
• Should space tourism be encouraged and expanded?
• Should space debris and junk be regulated and monitored more closely?
• Is space exploration an inherently human endeavor, or should we prioritize the development of AI and robotics to take on the challenges of space exploration and colonization

And lastly, here is my all-time favorite argument essay topic that I use to teach argument writing. I use this topic for all of my instruction, for all of my examples, and for modeling the process to students: who makes the best fast-food cheeseburger?

Need argument essay instructional materials?

My argument writing teaching unit has everything you need to teach your students all about argument writing! You can pair this unit with any of the argument essay prompts on this page, and you will be teaching argument writing in no time!

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How to Write an Argumentative Essay

Published by Arabella Walker Modified over 4 years ago

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Presentation on theme: "How to Write an Argumentative Essay"— Presentation transcript:

Expository Writing.

BUILDING BODY PARAGRAPHS The first topic sentence of the first paragraph will be the first reason that supports your position. You may even wish to begin.

Organization of an Argument

5 Paragraph Persuasive Essay Including a counter-argument.

Baseline Conclusions & Counter Claims. Counter Arguments - Rebuttals Now, address those arguments in a paragraph explaining why your position is a better.

Writing the Argumentative Essay. CHOOSING A TOPIC To begin an argumentative essay, you must first have an opinion you want others to share.

The Persuasive Essay.

 The first paragraph of any essay is the introduction paragraph.  The introduction paragraph is like an upside down triangle in that it begins broad.

 Argument  Big Claim/Thesis  Mini Claim/Reason  Evidence  Explanation  Counterclaim.

Argumentative Evaluation and Writing

Persuasive Essay Writing to convince others of your opinion.

Argumentative Essays Paper #2.

The Roadmap of Your Essay

Argumentative Writing: Logical Progression

Argumentative Writing: Conclusions

How to Write a Counterclaim Paragraph

writing to convince others of your opinion.

*The claim is your topic/main idea of essay

The Argumentative Essay

Argumentative Essay.

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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!

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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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Writing an Argumentative Essay

Oct 31, 2019

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Writing an Argumentative Essay. Based on Purdue Owl’s “Argumentative Essays”. What is an Argumentative Essay?. The argumentative essay is a genre of writing that requires the writer to: Develop a topic via researching credible sources

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Writing an Argumentative Essay Based on Purdue Owl’s “Argumentative Essays”

What is an Argumentative Essay? The argumentative essay is a genre of writing that requires the writer to: • Develop a topic via researching credible sources • Create a clear, concise, and defined thesis statementthat occurs in the first paragraph of the essay • Construct body paragraphs that include evidential support (whether factual, logical, statistical, or anecdotal) • Write in proper argumentative style; i.e. logical transitionsand a firm and concise tone • Develop a conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided

Have you chosen your topic yet? • If not, use this presentation as a means to brainstorm. • If so, pay close attention to how this presentation applies to your topic!

Credible Sourcing • Published books *available at our duPont-Ball Library • Peer-reviewed, academic journals *available through our duPont-Ball Library website • An argumentative essay may warrant reference to newspaper articles or other less reputable sources. When in doubt, ask your professor whether your source is a credible one.

Flow chart on researching here, Preliminary tips • Good academic writing is considered “direct.” • Deal immediately with the topic at hand without unnecessary information/examples • Use clear and precise language even to describe taboo topics or abstract ideas • Consider using a flow chartto connect premises/claims to evidence/sources to conclusions/applications • Bubble mapscan help keep you focused on a main idea by linking sections or arguments back to the central argument

Chart Examples

What is a Good Argument? Consider an argument that: • Can be support with factual evidence • Is specificenough to hold a focus • Has multiple perspectives and stances • You are passionate about

Elements of a Convincing Argument • Authoritative voice, “Ethos” • What makes you a qualified writer on the topic? • Draw from expertise of other credible theorists, or may draw from personal experience • Appeal to reason, “Logos” • Where logical statements come into play • The reader is lead to agree with you because conclusions/implications follow reasonably from premises • Appeal to audience, “Pathos” • Often misunderstood as a purely emotional appeal, but is really a method of finding common ground with the reader • Ex: the writer can appeal to ethical, humanist ideals, assuming the audience is a generally ethical crowd

Examples Ethos “You know me - I've taught Sunday School at your church for years, babysat your children, and served as a playground director for many summers - so you know I can run your preschool.” Pathos “After years of this type of disrespect from your boss, countless hours wasted, birthdays missed… it's time that you took a stand.” Logos “More than one hundred peer-reviewed studies have been conducted over the past decade, and none of them suggests that this is an effective treatment for hair loss.”

Writing a Thesis Statement A thesis is not: • A title • An announcement of the subject • A statement or absolute fact The MLA Handbook or Writer of Research Papers, 7th ed. defines a thesis statement as “a single sentence that formulates both your topic and your point of view.”

Writing a Thesis Statement A good thesis statement is unified:

Writing a Thesis Statement Try to be as specific as possible without providing too much detail:

The Tolumin Method Claim: Your thesis/argument topic Data: Evidence and research that you will use to support your thesis Warrant/Bridge:Explanation of the data and how it supports your thesis; The underlying assumption that connects your data to your claim Backing/Foundation:Additional information that is necessary to support your warrant/bridge Counterargument: An argument that disagrees with your thesis/argument Rebuttal:Explanation and evidence that disagrees with the counterargument

Incorporating Sources Through the Tolumin Method Claim: Hybrid cars are an effective strategy to fight pollution. Data 1:Driving a private car is a typical citizen’s most air polluting activity. Warrant 1:Because cars are the largest source of private, as opposed to industry produced, air pollution, switching to hybrid cars should have an impact on fighting pollution. Data 2: Each vehicle produced is going to stay n the road for roughly 12 to 15 years. Warrant 2:Cars generally have a long lifespan, meaning that a decision to switch to a hybrid car will make a long-term impact on pollution levels.

Incorporating Sources Through the Tolumin Method Data 3: Hybrid cars combine a gasoline engine with a battery-powered electric motor. Warrant 3: This combination of technologies means that less pollution is produced. According to ineedtoknow.org “the hybrid engine of the Prius, made by Toyota, produces 90 percent fewer harmful emissions than a comparable gasoline engine.”

Cite Your Sources • When you use words or ideas from any source (whether it is a book, a website, a video, a television show, or a person you interviewed) • When you use or reprint images, charts, graphs, or other data from any source • When in doubt, cite (or ask your instructor)

Plagiarism Common issues include: • Neglecting to cite information that is not common knowledge • Neglecting to use quotation marks around borrowed words. • Neglecting to cite information or ideas that were summarized or paraphrased • Incorrectly paraphrasing (for example, changing only a word or two) Stetson’s Honor Pledge does not distinguish between intentional plagiarism and improper use of sources. Therefore, students must use care when working with sources and know when and how to give credit to sources.

The Counterargument • The counterargument addresses the claims that oppose your audience. • It may be located before or after your main claim. • It demonstrates your credibility. • It respectfully recognizes concerns that your audience might have. • For this reason, you must be both tactful and firm when presenting a counterargument.

Revisiting the Tolumin Method Counterargument: Instead of focusing on cars, which still encourages a culture of driving even if it cuts down on pollution, the nation should focus on building and encouraging use of mass transit systems. Rebuttal:While mass transit is an environmentally sound 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.

Argumentative Style • Academic writers in argumentative essays generally keep a tone of high certainty, meaning their assertions are not too weak. • Writers should avoid hedgingin argumentative essays, as this vague language lowers the validity of an argument. • Hedge Words: • Probably, will, should, might, maybe • Perhaps, usually, likely

Pronoun Use • “I” • The first person perspective is not forbidden in formal essays, but some professors and genres of writing discourage it • It places importance on the writer and his/her experiences/opinions rather than on the subject material • “We” • Is rarely used because it refers to a specific group of individuals that often remains ill-defined • May run into the problem of misrepresentation • “You” • Is most discouraged because of misrepresentation—the writer cannot know for sure who the reader is and so should not make assumptions • For hypotheticals, use “one” • “They” • Issue with gendered pronouns in English: “his or her” excludes gender ambiguous people and “they” refers to plural third person, not singular. • When in doubt, use “one”

What makes an essay flow? • Using transition statements in between topic paragraphs • Linking sentences and ideas together with conjunctions • Having a clear and concise organization where supporting ideas refer back to the argument of paper

Transitioning in an Argumentative Essay “It is a good idea to continue one paragraph where another leaves off. Picking up key phrases from the previous paragraph and highlighting them in the next can create an obvious progression for readers.” • Given/New sentence formation: • The first part of the sentence refers to the fact established previously in the essay (given), while the last part springboards off the given facts to provide more information/argumentation/analysis (new)

Example I “Overall, Management Systems International has logged increased sales in every sector, leading to a significant rise in third-quarter profits” Example II “Fearing for the loss of Danish lands, Christian IV signed the Treaty of Lubeck, effectively ending the Danish phase of the 30 Years War”

Concluding • The conclusion of an argumentative essay should rearticulate your thesis and explain the importance of your claim. • Some conclusions consider solutions to the argument at hand. • Some conclusions make predictions on the future of the argument.

The Tolumin Method: Argumentative Essay Example Claim: Your thesis/argument topic Data: Evidence and research that you will use to support your thesis Warrant/Bridge:Explanation of the data and how it supports your thesis; The underlying assumption that connects your data to your claim Backing/Foundation:Additional information that is necessary to support your warrant/bridge Counterargument: An argument that disagrees with your thesis/argument Rebuttal:Explanation and evidence that disagrees with the counterargument https://www.mesacc.edu/~paoih30491/ArgumentEssay2.pdf

References • http://academicguides.waldenu.edu/writingcenter/scholarlyvoice/avoidingbias • https://owl.english.purdue.edu/owl/resource/683/01/ • https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/argumentative_essays.html • https://owl.purdue.edu/owl/general_writing/common_writing_assignments/argument_papers/index.html • https://www.mesacc.edu/~paoih30491/ArgumentSampleEssays.html#MarkAgainst

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Can You Convince Me? Developing Persuasive Writing

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Persuasive writing is an important skill that can seem intimidating to elementary students. This lesson encourages students to use skills and knowledge they may not realize they already have. A classroom game introduces students to the basic concepts of lobbying for something that is important to them (or that they want) and making persuasive arguments. Students then choose their own persuasive piece to analyze and learn some of the definitions associated with persuasive writing. Once students become aware of the techniques used in oral arguments, they then apply them to independent persuasive writing activities and analyze the work of others to see if it contains effective persuasive techniques.

Featured Resources

From Theory to Practice

• Students can discover for themselves how much they already know about constructing persuasive arguments by participating in an exercise that is not intimidating.  
• Progressing from spoken to written arguments will help students become better readers of persuasive texts.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Materials and Technology

• Computers with Internet access  
• PowerPoint  
• LCD projector (optional)  
• Chart paper or chalkboard  
• Sticky notes  
• Persuasive Strategy Presentation
• Persuasion Is All Around You  
• Persuasive Strategy Definitions  
• Check the Strategies  
• Check the Strategy  
• Observations and Notes  
• Persuasive Writing Assessment

Preparation

Student Objectives

Students will

• Work in cooperative groups to brainstorm ideas and organize them into a cohesive argument to be presented to the class  
• Gain knowledge of the different strategies that are used in effective persuasive writing  
• Use a graphic organizer to help them begin organizing their ideas into written form  
• Apply what they have learned to write a persuasive piece that expresses their stance and reasoning in a clear, logical sequence  
• Develop oral presentation skills by presenting their persuasive writing pieces to the class  
• Analyze the work of others to see if it contains effective persuasive techniques

Session 1: The Game of Persuasion

Home/School Connection: Distribute Persuasion Is All Around You . Students are to find an example of a persuasive piece from the newspaper, television, radio, magazine, or billboards around town and be ready to report back to class during Session 2. Provide a selection of magazines or newspapers with advertisements for students who may not have materials at home. For English-language learners (ELLs), it may be helpful to show examples of advertisements and articles in newspapers and magazines.

Session 2: Analysis of an Argument

Home/School Connection: Ask students to revisit their persuasive piece from Persuasion Is All Around You . This time they will use Check the Strategies to look for the persuasive strategies that the creator of the piece incorporated. Check for understanding with your ELLs and any special needs students. It may be helpful for them to talk through their persuasive piece with you or a peer before taking it home for homework. Arrange a time for any student who may not have the opportunity to complete assignments outside of school to work with you, a volunteer, or another adult at school on the assignment.

Session 3: Persuasive Writing

Session 4: Presenting the Persuasive Writing

• Endangered Species: Persuasive Writing offers a way to integrate science with persuasive writing. Have students pretend that they are reporters and have to convince people to think the way they do. Have them pick issues related to endangered species, use the Persuasion Map as a prewriting exercise, and write essays trying to convince others of their points of view. In addition, the lesson “Persuasive Essay: Environmental Issues” can be adapted for your students as part of this exercise.  
• Have students write persuasive arguments for a special class event, such as an educational field trip or an in-class educational movie. Reward the class by arranging for the class event suggested in one of the essays.

Student Assessment / Reflections

• Compare your Observations and Notes from Session 4 and Session 1 to see if students understand the persuasive strategies, use any new persuasive strategies, seem to be overusing a strategy, or need more practice refining the use of a strategy. Offer them guidance and practice as needed.  
• Collect both homework assignments and the Check the Strategy sheets and assess how well students understand the different elements of persuasive writing and how they are applied.  
• Collect students’ Persuasion Maps and use them and your discussions during conferences to see how well students understand how to use the persuasive strategies and are able to plan their essays. You want to look also at how well they are able to make changes from the map to their finished essays.  
• Use the Persuasive Writing Assessment to evaluate the essays students wrote during Session 3.
• Calendar Activities
• Strategy Guides
• Lesson Plans
• Student Interactives

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.

This interactive tool allows students to create Venn diagrams that contain two or three overlapping circles, enabling them to organize their information logically.

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