Argumentative Essay

The Argumentative Essay 

Adapted for students from Clayton, Heather. “Teaching Argument Writing: An Inquiry Process.”

The aim of an argument or discussion should not be victory, but progress.

– Joseph Joubert,  French essayist

My father used to say, “Don’t raise your voice; improve your argument.”

– Desmond Tutu

Education must enable one to sift and weigh evidence, to discern the true from the false, 

the real from the unreal, and the facts from the fiction. 

The function of education, therefore, 

is to teach one to think intensively and to think critically.

– Martin Luther King, Jr.

Step 1: The Purpose of Argument Writing

You, by nature, are argumentative. You argue points with your peers, parents, and siblings. You do not, however, always anchor your arguments with meaningful evidence or acknowledge opposing viewpoints. The goal of practicing argument writing in this class is to ensure that you can argue logically and thoughtfully in real-world situations. 

Argumentative writing uses logic and evidence to convince an audience of the validity of claims. Writers use argumentative writing to influence the attitudes or actions of their intended audience about a wide variety of issues. Effective argumentation involves clearly identifying issues, anticipating and responding to counterarguments, presenting support for a position, and using sound reasoning to help convince the audience.

To write an argumentative essay you need to broaden your knowledge, develop ideas, and communicate effectively using relevant and authentic evidence. Argument writing is just as much about thinking critically and reasoning effectively as it is about the structure of the writing itself. It is a process of inquiry, with the goal of seeking truth, information, and knowledge. 

Step 2: Look at Examples

Prior to writing your argument, you must first have a vision for the kind of writing you will be asked to do. You need to view examples of argumentative essays that include a thesis statement or claim, followed by supporting evidence and a conclusion. 

Click HERE to view SIX examples. Skim through each. 

• What do you notice?

• What is being argued?

• Is there a clear thesis?

• Is there evidence of relevant evidence?

• Is it convincing?

Step 4: Getting Started with Research and Note Taking

Contrary to the beliefs of many, you should not begin with the writing of a claim or thesis statement. In fact, the best arguments are developed when you begin by examining the data, or information, that will later become the basis for their argument. After all, you will present the most compelling arguments when your claims grow from a deep understanding of the topic you have chosen.

You will arrive at your claim once you have collected data and critically thought about your topic. Let’s break it down:

1. First, you strengthen your knowledge of your topic by examining a single text.

2. Then, read a set of texts (various articles) about your topic that are thought-provoking, represent multiple perspectives, and inspire questions that allow for many different interpretations. 

3. Next, you will begin to notice patterns and connections that lead to the formation of questions. 

Taking notes will be essential to all the above steps. You should include not only the essential information about the topic, but you should also include your own questions and responses to the information you have gathered. The notes gathered for argument writing are used for a distinct purpose; as key evidence that will rationally shape the thinking of the reader and convince them of the authenticity and relevance of the argument. Keep track of your sources using scribbr.com or a similar resource.

Guiding Questions for the Reading and Note-making Process

• What do you notice?

• What do you know so far?

• What questions do you have?

• How would you answer those questions?

• What can you conclude?

• What is the author’s argument?

• What is the author’s point of view?

• What evidence does the author use to substantiate (or support) the argument?

Step 5: Armed with Data, Establish a Claim.

Once you have collected information on a topic, you need to re-read your notes and consider the questions you have asked. The questions that lead to high-quality claims are interpretative questions that can be viewed from different angles. When students draw conclusions and attempt to answer a question of significance, they then have the ingredients necessary for a defensible claim.

A checklist from the International Reading Association poses these questions to help students generate evidence-based claims.

• What words, lines, ideas, and phrases seem important and interesting in this text? (These ideas may come from responses to text-dependent questions or other close reading activities.)

• What patterns do you see? What connections seem to exist among these important ideas and details?

• What evidence-based claims would these patterns allow you to make about the text? What conclusion that you can draw from the text that you could then support with evidence from the text?

HINT: Well-written claims also embed a counterclaim. By doing so, the writer has the assurance that the claim is arguable. See the following examples and sentence frames:

Examples of Claims That Also Highlight an Opposing Argument

• While some U.S. officials feel that gray wolves no longer need to be included on the endangered species list, conservationists argue that in reality, it is too soon.

• Despite the fact that the production of pesticides provides jobs, the health dangers associated with pesticide use actually illustrates that the benefits of producing pesticides are not greater than the risk.

• Although some feel that preparing students for standardized testing is “teaching to the test,” one can argue that teaching to the test is beneficial when the test focuses on essential content and skills as expected by the standards.

Sentence Frames to Assist Students When Writing Claims:

Although some feel ______, one can argue that _______.

While some believe ______, in reality ______.

Despite the fact ______, ______ actually illustrates that ______.

Even though ______, it can be argued that ______.

Guiding Questions to Support the Development of Claims:

• What is an important issue/idea from my reading?

• What am I wondering?

• What do I believe is the answer to my question?

• What is my position?

• Is my claim defensible?

• Is there a counterclaim?

Step 6: Planning the Counterclaim: When developing an argument, students should consider all angles.

It is important for you to understand that in order to present a solid argument, you need to know the evidence for the opposing arguments just as thoroughly as you know the evidence for the argument you are trying to make. One way to master this type of thinking is to consider one piece of evidence from more than one perspective. When reading a text and gathering evidence in support of a claim, the reader should continually be asking the following: 

Guiding Questions for Considering Opposing Arguments

• What’s another way to look at this?

• How could this evidence support both sides?

• What is the author arguing?

• What is the author’s position?

• What was the author’s purpose in writing this?

• Is there evidence to refute opposing arguments?

• Is there another side to this argument?

• Can I understand the point the writer is trying to make?

If you have written your claim to include the counterclaim, you will already know which opposing argument to address. You should then go to your notes and review the data that supports the counterargument. Then, it is your job to identify why this evidence is not supportive enough to make a case for the opposing argument. For example, students could say that it is inaccurate, incomplete, or misleading. Some of the evidence you have collected in support of your claim may in fact discredit the opposing evidence. When you choose to debate a claim, you can use words like in spite of, however, in fact, and actually.

Step 7: Drafting an Effective Argument with Evidence and Commentary

Once the evidence has been collected, you will begin your draft. You may need to work from a formal outline. As you are drafting, remember to have a clear introduction, body, counterclaim, and conclusion. In your body paragraphs, it is not enough to just state the evidence. You also need to explain why and how the evidence supports the argument. What makes it a piece of evidence, after all, is its connection to the claim. The evidence you present will be for or against the claim, and you should make that clear to the reader.

Guiding Questions for Presenting Evidence

• What does that prove?

• Why is this evidence important? Why does it matter?

• What is your reason for including that piece of evidence?

• What are some strong reasons or examples that will support my claim?

• How should I present my evidence to my reader?

• How relevant is the evidence?

• Does the evidence presented align with the claim?

• Is there enough evidence to substantiate the claim?

• How is this evidence related to my claim?

HINT: As students are building expertise in using evidence in argumentative writing, three issues often surface.

• Evidence that is irrelevant to the claim is included.

• Insufficient evidence is provided.

• The writing lacks commentary or logic on how the evidence supports the claim. Use phrases like:
  
  

If…, then…

This suggests…

This evidence shows...

Step 8: Revision, Peer Editing, Proofreading

Use this checklist as you read your classmates’ drafts.

❑ Did the writer follow the prompt?

❑ Did the writer use a clearly worded claim at the beginning of the essay?

❑ Did the writer include at least three reasons to support the claim?

❑ Did the writer use evidence effectively to support the reasons and arguments?

❑ Did the writer effectively use rhetorical devices, such as counterclaims, rebuttals, appeals, and concessions?

❑ Did the writer conclude by reminding the reader of his or her claim?

❑ Did the writer use correct spelling and punctuation?

❑ Did the writer use formal writing in the correct MLA formatting?

❑ Did the writer cite all sources in the text and in a Works Cited page?

Write some feedback to share with your partner.

One thing I really like about this argument is...

I also thought it was effective when...

To improve the argument, the writer could...

Talk with your partner about your feedback. Explain to them your suggestions for revision.

Say:

I really liked _____.

Could you think of another way to say _____?

One change you might make is _____.

Could you add a transition in _____?

Could you include more evidence to support _____?

I believe the strongest part of your argument is _____.

Step 9: Turn it in!

Turn it in for feedback. Celebrate a job well done! 😁