argument of fact essay

50 Argumentative Essay Topics

Illustration by Catherine Song. ThoughtCo. 

• M.Ed., Education Administration, University of Georgia
• B.A., History, Armstrong State University

An argumentative essay requires you to decide on a topic and argue for or against it. You'll need to back up your viewpoint with well-researched facts and information as well. One of the hardest parts is deciding which topic to write about, but there are plenty of ideas available to get you started. Then you need to take a position, do some research, and present your viewpoint convincingly.

Choosing a Great Argumentative Essay Topic

Students often find that most of their work on these essays is done before they even start writing. This means that it's best if you have a general interest in your subject. Otherwise, you might get bored or frustrated while trying to gather information. You don't need to know everything, though; part of what makes this experience rewarding is learning something new.

It's best if you have a general interest in your subject, but the argument you choose doesn't have to be one that you agree with.

The subject you choose may not necessarily be one you are in full agreement with, either. You may even be asked to write a paper from the opposing point of view. Researching a different viewpoint helps students broaden their perspectives. 

Ideas for Argument Essays

Sometimes, the best ideas are sparked by looking at many different options. Explore this list of possible topics and see if a few pique your interest. Write those down as you come across them, then think about each for a few minutes.

Which would you enjoy researching? Do you have a firm position on a particular subject? Is there a point you would like to make sure you get across? Did the topic give you something new to think about? Can you see why someone else may feel differently?

List of 50 Possible Argumentative Essay Topics

A number of these topics are rather controversial—that's the point. In an argumentative essay , opinions matter, and controversy is based on opinions. Just make sure your opinions are backed up by facts in the essay.   If these topics are a little too controversial or you don't find the right one for you, try browsing through persuasive essay and speech topics  as well.

• Is global climate change  caused by humans?
• Is the death penalty effective?
• Is the U.S. election process fair?
• Is torture ever acceptable?
• Should men get paternity leave from work?
• Are school uniforms beneficial?
• Does the U.S. have a fair tax system?
• Do curfews keep teens out of trouble?
• Is cheating out of control?
• Are we too dependent on computers?
• Should animals be used for research?
• Should cigarette smoking be banned?
• Are cell phones dangerous?
• Are law enforcement cameras an invasion of privacy?
• Do we have a throwaway society ?
• Is child behavior better or worse than it was years ago?
• Should companies market to children?
• Should the government have a say in our diets?
• Does access to condoms prevent teen pregnancy?
• Should members of Congress have term limits?
• Are actors and professional athletes paid too much?
• Are CEOs paid too much?
• Should athletes be held to high moral standards?
• Do violent video games cause behavior problems?
• Should creationism be taught in public schools?
• Are beauty pageants exploitative ?
• Should English be the official language of the United States?
• Should the racing industry be forced to use biofuels?
• Should the alcohol-drinking age be increased or decreased?
• Should everyone be required to recycle?
• Is it okay for prisoners to vote (as they are in some states)?
• Should same-sex marriage be legalized in more countries?
• Are there benefits to attending a single-sex school ?
• Does boredom lead to trouble?
• Should schools be in session year-round ?
• Does religion cause war?
• Should the government provide health care?
• Should abortion be illegal?
• Should more companies expand their reproductive health benefits for employees?
• Is homework harmful or helpful?
• Is the cost of college too high?
• Is college admission too competitive?
• Should euthanasia be illegal?
• Should the federal government legalize marijuana use nationally ?
• Should rich people be required to pay more taxes?
• Should schools require foreign language or physical education?
• Is affirmative action fair?
• Is public prayer okay in schools?
• Are schools and teachers responsible for low test scores?
• Is greater gun control a good idea?

How to Craft a Persuasive Argument

After you've decided on your essay topic, gather evidence to make your argument as strong as possible. Your research could even help shape the position your essay ultimately takes. As you craft your essay, remember to utilize persuasive writing techniques , such as invoking emotional language or citing facts from authoritative figures. 

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• Complete List of Transition Words
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• 67 Causal Essay Topics to Consider
• Practice in Supporting a Topic Sentence with Specific Details
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• 40 Topics to Help With Descriptive Writing Assignments
• Personal Essay Topics

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52 Argumentative Essay Ideas that are Actually Interesting

What’s covered:, how to pick a good argumentative essay topic, elements of a strong argumentative essay, argumentative essay idea example topics.

Are you having writer’s block? Coming up with an essay topic can be the hardest part of the process. You have very likely encountered argumentative essay writing in high school and have been asked to write your own. If you’re having trouble finding a topic, we’ve created a list of 52 essay ideas to help jumpstart your brainstorming process! In addition, this post will cover strategies for picking a topic and how to make your argument a strong one. Ultimately, the goal is to convince your reader. 

An argumentative essay tasks the writer with presenting an assertion and bolstering that assertion with proper research. You’ll present the claim’s authenticity. This means that whatever argument you’re making must be empirically true! Writing an argumentative essay without any evidence will leave you stranded without any facts to back up your claim. When choosing your essay topic, begin by thinking about themes that have been researched before. Readers will be more engaged with an argument that is supported by data.

This isn’t to say that your argumentative essay topic has to be as well-known, like “Gravity: Does it Exist?” but it shouldn’t be so obscure that there isn’t ample evidence. Finding a topic with multiple sources confirming its validity will help you support your thesis throughout your essay. If upon review of these articles you begin to doubt their worth due to small sample sizes, biased funding sources, or scientific disintegrity, don’t be afraid to move on to a different topic. Your ultimate goal should be proving to your audience that your argument is true because the data supports it.

The hardest essays to write are the ones that you don’t care about. If you don’t care about your topic, why should someone else? Topics that are more personal to the reader are immediately more thoughtful and meaningful because the author’s passion shines through. If you are free to choose an argumentative essay topic, find a topic where the papers you read and cite are fun to read. It’s much easier to write when the passion is already inside of you!

However, you won’t always have the choice to pick your topic. You may receive an assignment to write an argumentative essay that you feel is boring. There is still value in writing an argumentative essay on a topic that may not be of interest to you. It will push you to study a new topic, and broaden your ability to write on a variety of topics. Getting good at proving a point thoroughly and effectively will help you to both understand different fields more completely and increase your comfort with scientific writing.

Convincing Thesis Statement

It’s important to remember the general essay structure: an introduction paragraph with a thesis statement, body paragraphs, and a conclusion. A strong thesis statement will set your essay up for success. What is it? A succinct, concise, and pithy sentence found in your first paragraph that summarizes your main point. Pour over this statement to ensure that you can set up your reader to understand your essay. You should also restate your thesis throughout your essay to keep your reader focused on your point.

Ample Research

A typical argumentative essay prompt may look like this: “What has been the most important invention of the 21st century? Support your claim with evidence.” This question is open-ended and gives you flexibility. But that also means it requires research to prove your point convincingly. The strongest essays weave scientific quotes and results into your writing. You can use recent articles, primary sources, or news sources. Maybe you even cite your own research. Remember, this process takes time, so be sure you set aside enough time to dive deep into your topic.

Clear Structure

If the reader can’t follow your argument, all your research could be for nothing! Structure is key to persuading your audience. Below are two common argumentative essay structures that you can use to organize your essays.

The Toulmin argument and the Rogerian argument each contain the four sections mentioned above but executes them in different ways. Be sure to familiarize yourself with both essay structures so that your essay is the most effective it can be.

The Toulmin argument has a straightforward presentation. You begin with your assertion, your thesis statement. You then list the evidence that supports your point and why these are valid sources. The bulk of your essay should be explaining how your sources support your claim. You then end your essay by acknowledging and discussing the problems or flaws that readers may find in your presentation. Then, you should list the solutions to these and alternative perspectives and prove your argument is stronger.

The Rogerian argument has a more complex structure. You begin with a discussion of what opposing sides do right and the validity of their arguments. This is effective because it allows you to piece apart your opponent’s argument. The next section contains your position on the questions. In this section, it is important to list problems with your opponent’s argument that your argument fixes. This way, your position feels much stronger. Your essay ends with suggesting a possible compromise between the two sides. A combination of the two sides could be the most effective solution.

• Is the death penalty effective?
• Is our election process fair?
• Is the electoral college outdated?
• Should we have lower taxes?
• How many Supreme Court Justices should there be?
• Should there be different term limits for elected officials?
• Should the drinking age be lowered?
• Does religion cause war?
• Should the country legalize marijuana?
• Should the country have tighter gun control laws?
• Should men get paternity leave?
• Should maternity leave be longer?
• Should smoking be banned?
• Should the government have a say in our diet?
• Should birth control be free?
• Should we increase access to condoms for teens?
• Should abortion be legal?
• Do school uniforms help educational attainment?
• Are kids better or worse students than they were ten years ago?
• Should students be allowed to cheat?
• Is school too long?
• Does school start too early?
• Are there benefits to attending a single-sex school?
• Is summer break still relevant?
• Is college too expensive?

Art / Culture

• How can you reform copyright law?
• What was the best decade for music?
• Do video games cause students to be more violent?
• Should content online be more harshly regulated?
• Should graffiti be considered art or vandalism?
• Should schools ban books?
• How important is art education?
• Should music be taught in school?
• Are music-sharing services helpful to artists?
• What is the best way to teach science in a religious school?
• Should fracking be legal?
• Should parents be allowed to modify their unborn children?
• Should vaccinations be required for attending school?
• Are GMOs helpful or harmful?
• Are we too dependent on our phones?
• Should everyone have internet access?
• Should internet access be free?
• Should the police force be required to wear body cams?
• Should social media companies be allowed to collect data from their users?
• How has the internet impacted human society?
• Should self-driving cars be allowed on the streets?
• Should athletes be held to high moral standards?
• Are professional athletes paid too much?
• Should the U.S. have more professional sports teams?
• Should sports be separated by gender?
• Should college athletes be paid?
• What are the best ways to increase safety in sports?

Where to Get More Argumentative Essay Topic Ideas

If you need more help brainstorming topics, especially those that are personalized to your interests, you can use CollegeVine’s free AI tutor, Ivy . Ivy can help you come up with original argumentative essay ideas, and she can also help with the rest of your homework, from math to languages.

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Argumentative Essay Examples & Analysis

July 20, 2023

Writing successful argumentative or persuasive essays is a sort of academic rite of passage: every student, at some point in their academic career, will have to do it. And not without reason—writing a good argumentative essay requires the ability to organize one’s thoughts, reason logically, and present evidence in support of claims. They even require empathy, as authors are forced to inhabit and then respond to viewpoints that run counter to their own. Here, we’ll look at some argumentative essay examples and analyze their strengths and weaknesses.

What is an argumentative essay?

Before we turn to those argumentative essay examples, let’s get precise about what an argumentative essay is. An argumentative essay is an essay that advances a central point, thesis, or claim using evidence and facts. In other words, argumentative essays are essays that argue on behalf of a particular viewpoint. The goal of an argumentative essay is to convince the reader that the essay’s core idea is correct.

Good argumentative essays rely on facts and evidence. Personal anecdotes, appeals to emotion , and opinions that aren’t grounded in evidence just won’t fly. Let’s say I wanted to write an essay arguing that cats are the best pets. It wouldn’t be enough to say that I love having a cat as a pet. That’s just my opinion. Nor would it be enough to cite my downstairs neighbor Claudia, who also has a cat and who also prefers cats to dogs. That’s just an anecdote.

For the essay to have a chance at succeeding, I’d have to use evidence to support my argument. Maybe there are studies that compare the cost of cat ownership to dog ownership and conclude that cat ownership is less expensive. Perhaps there’s medical data that shows that more people are allergic to dogs than they are to cats. And maybe there are surveys that show that cat owners are more satisfied with their pets than are dog owners. I have no idea if any of that is true. The point is that successful argumentative essays use evidence from credible sources to back up their points.

Argumentative essay structure

Important to note before we examine a few argumentative essay examples: most argumentative essays will follow a standard 5-paragraph format. This format entails an introductory paragraph that lays out the essay’s central claim. Next, there are three body paragraphs that each advance sub-claims and evidence to support the central claim. Lastly, there is a conclusion that summarizes the points made. That’s not to say that every good argumentative essay will adhere strictly to the 5-paragraph format. And there is plenty of room for flexibility and creativity within the 5-paragraph format. For example, a good argumentative essay that follows the 5-paragraph template will also generally include counterarguments and rebuttals.

Introduction Example

Now let’s move on to those argumentative essay examples, and examine in particular a couple of introductions. The first takes on a common argumentative essay topic —capital punishment.

The death penalty has long been a divisive issue in the United States. 24 states allow the death penalty, while the other 26 have either banned the death penalty outright or issued moratoriums halting the practice. Proponents of the death penalty argue that it’s an effective deterrent against crime. Time and time again, however, this argument has been shown to be false. Capital punishment does not deter crime. But not only that—the death penalty is irreversible, which allows our imperfect justice system no room for error. Finally, the application of the death penalty is racially biased—the population of death row is over 41% Black , despite Black Americans making up just 13% of the U.S. population. For all these reasons, the death penalty should be outlawed across the board in the United States.

Why this introduction works: First, it’s clear. It lays out the essay’s thesis: that the death penalty should be outlawed in the United States. It also names the sub-arguments the author is going to use to support the thesis: (1), capital punishment does not deter crime, (2), it’s irreversible, and (3), it’s a racially biased practice. In laying out these three points, the author is also laying out the structure of the essay to follow. Each of the body paragraphs will take on one of the three sub-arguments presented in the introduction.

Argumentative Essay Examples (Continued)

Something else I like about this introduction is that it acknowledges and then refutes a common counterargument—the idea that the death penalty is a crime deterrent. Notice also the flow of the first two sentences. The first flags the essay’s topic. But it also makes a claim—that the issue of capital punishment is politically divisive. The following sentence backs this claim up. Essentially half of the country allows the practice; the other half has banned it. This is a feature not just of solid introductions but of good argumentative essays in general—all the essay’s claims will be backed up with evidence.

How it could be improved: Okay, I know I just got through singing the praises of the first pair of sentences, but if I were really nitpicking, I might take issue with them. Why? The first sentence is a bit of a placeholder. It’s a platitude, a way for the author to get a foothold in the piece. The essay isn’t about how divisive the death penalty is; it’s about why it ought to be abolished. When it comes to writing an argumentative essay, I always like to err on the side of blunt. There’s nothing wrong with starting an argumentative essay with the main idea: Capital punishment is an immoral and ineffective form of punishment, and the practice should be abolished .

Let’s move on to another argumentative essay example. Here’s an introduction that deals with the effects of technology on the brain:

Much of the critical discussion around technology today revolves around social media. Critics argue that social media has cut us off from our fellow citizens, trapping us in “information silos” and contributing to political polarization. Social media also promotes unrealistic and unhealthy beauty standards, which can lead to anxiety and depression. What’s more, the social media apps themselves are designed to addict their users. These are all legitimate critiques of social media, and they ought to be taken seriously. But the problem of technology today goes deeper than social media. The internet itself is the problem. Whether it’s on our phones or our laptops, on a social media app, or doing a Google search, the internet promotes distracted thinking and superficial learning. The internet is, quite literally, rewiring our brains.

Why this introduction works: This introduction hooks the reader by tying a topical debate about social media to the essay’s main subject—the problem of the internet itself. The introduction makes it clear what the essay is going to be about; the sentence, “But the problem of technology…” signals to the reader that the main idea is coming. I like the clarity with which the main idea is stated, and, as in the previous introduction, the main idea sets up the essay to follow.

How it could be improved: I like how direct this introduction is, but it might be improved by being a little more specific. Without getting too technical, the introduction might tell the reader what it means to “promote distracted thinking and superficial learning.” It might also hint as to why these are good arguments. For example, are there neurological or psychological studies that back this claim up? A simple fix might be: Whether it’s on our phones or our laptops, on a social media app, or doing a Google search, countless studies have shown that the internet promotes distracted thinking and superficial learning . The body paragraphs would then elaborate on those points. And the last sentence, while catchy, is a bit vague.

Body Paragraph Example

Let’s stick with our essay on capital punishment and continue on to the first body paragraph.

Proponents of the death penalty have long claimed that the practice is an effective deterrent to crime. It might not be pretty, they say, but its deterrent effects prevent further crime. Therefore, its continued use is justified. The problem is that this is just not borne out in the data. There is simply no evidence that the death penalty deters crime more than other forms of punishment, like long prison sentences. States, where the death penalty is still carried out, do not have lower crime rates than states where the practice has been abolished. States that have abandoned the death penalty likewise show no increase in crime or murder rates.

Body Paragraph (Continued)

For example, the state of Louisiana, where the death penalty is legal, has a murder rate of 21.3 per 100,000 residents. In Iowa, where the death penalty was abolished in 1965, the murder rate is 3.2 per 100,000. In Kentucky the death penalty is legal and the murder rate is 9.6; in Michigan where it’s illegal, the murder rate is 8.7. The death penalty simply has no bearing on murder rates. If it did, we’d see markedly lower murder rates in states that maintain the practice. But that’s not the case. Capital punishment does not deter crime. Therefore, it should be abolished.

Why this paragraph works: This body paragraph is successful because it coheres with the main idea set out in the introduction. It supports the essay’s first sub-argument—that capital punishment does not deter crime—and in so doing, it supports the essay’s main idea—that capital punishment should be abolished. How does it do that? By appealing to the data. A nice feature of this paragraph is that it simultaneously debunks a common counterargument and advances the essay’s thesis. It also supplies a few direct examples (murder rates in states like Kentucky, Michigan, etc.) without getting too technical. Importantly, the last few sentences tie the data back to the main idea of the essay. It’s not enough to pepper your essay with statistics. A good argumentative essay will unpack the statistics, tell the reader why the statistics matter, and how they support or confirm the essay’s main idea.

How it could be improved: The author is missing one logical connection at the end of the paragraph. The author shows that capital punishment doesn’t deter crime, but then just jumps to their conclusion. They needed to establish a logical bridge to get from the sub-argument to the conclusion. That bridge might be: if the deterrent effect is being used as a justification to maintain the practice, but the deterrent effect doesn’t really exist, then , in the absence of some other justification, the death penalty should be abolished. The author almost got there, but just needed to make that one final logical connection.

Conclusion Example

Once we’ve supported each of our sub-arguments with a corresponding body paragraph, it’s time to move on to the conclusion.

It might be nice to think that executing murderers prevents future murders from happening, that our justice system is infallible and no one is ever wrongly put to death, and that the application of the death penalty is free of bias. But as we have seen, each of those thoughts are just comforting fictions. The death penalty does not prevent future crime—if it did, we’d see higher crime rates in states that’ve done away with capital punishment. The death penalty is an irreversible punishment meted out by an imperfect justice system—as a result, wrongful executions are unavoidable. And the death penalty disproportionately affects people of color. The death penalty is an unjustifiable practice—both practically and morally. Therefore, the United States should do away with the practice and join the more than 85 world nations that have already done so.

Why this conclusion works: It concisely summarizes the points made throughout the essay. But notice that it’s not identical to the introduction. The conclusion makes it clear that our understanding of the issue has changed with the essay. It not only revisits the sub-arguments, it expounds upon them. And to put a bow on everything, it restates the thesis—this time, though, with a little more emotional oomph.

How it could be improved: I’d love to see a little more specificity with regard to the sub-arguments. Instead of just rehashing the second sub-argument—that wrongful executions are unavoidable—the author could’ve included a quick statistic to give the argument more weight. For example: The death penalty is an irreversible punishment meted out by an imperfect justice system—as a result, wrongful executions are unavoidable. Since 1973, at least 190 people have been put to death who were later found to be innocent.

An argumentative essay is a powerful way to convey one’s ideas. As an academic exercise, mastering the art of the argumentative essay requires students to hone their skills of critical thinking, rhetoric, and logical reasoning. The best argumentative essays communicate their ideas clearly and back up their claims with evidence.

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Dane Gebauer is a writer and teacher living in Miami, FL. He received his MFA in fiction from Columbia University, and his writing has appeared in Complex Magazine and Sinking City Review .

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Need editing and proofreading services, how to write an argumentative essay (examples included).

• Tags: Academic Writing , Essay , Essay Writing

Argumentative essay writing, as the name implies, involves creating strong arguments based on facts and evidence. The goal of this essay is to convince the reader to adopt a logical viewpoint based on the available proof. It is a complex form of essay writing which requires extensive first-hand as well as second-hand research.

Let’s understand what an argumentative essay is and how to write it with the help of numerous argumentative essay examples. To guide you in your essay writing journey, we’ve also provided a well-structured argumentative essay outline.

Let’s start off with understanding what is an argumentative essay.

What is an argumentative essay?

An argumentative essay is a piece of writing that convinces one to adopt a particular viewpoint, based on statistics and evidence. Unlike an expository essay, an argumentative essay involves adopting a particular point of view on a topic based on the available information.  

Since it’s aimed at convincing the readers, it needs to contain strong supporting evidence. This requires a much more thorough examination of the available data sources. An argumentative essay is the most common essay type assigned in science, technology or even advanced literature courses in colleges. 

A well-written argumentative essay makes use of information rather than personal opinion. For instance, the statement “beaches are better than mountains” makes for a poor argument. However, including statistical data and figures makes this argument more substantial. For instance “48% of Americans prefer beaches, whereas only 27% prefer mountains”

Now that we’ve understood the meaning of an argumentative essay, let’s take a look at its outline.

Argumentative essay outline

The argumentative essay structure is different from other essay types. Although its aim is to convince the reader to adopt a viewpoint, a good argumentative essay structure looks at an argument from all sides and also addresses the counterargument. The goal is to disprove the opposing arguments with the use of logic and the latest evidence. 

There are three main argumentative essay formats. Let’s take a look:

This is the simplest structure of an argumentative essay when it comes to writing. It follows a logical path of introducing the argument, providing evidence supporting the argument, refuting counterarguments, and finally concluding your argument.

The following outline talks about the advantages of using nuclear power for environmental protection. 

Advantages of Nuclear Power for Environmental Protection

I. Introduction

A. Background information on the topic

B. Thesis statement: Despite the negative reputation and potential risks associated with nuclear power, it is the best bet for our environment due to its low carbon emissions, high energy production, and advancements in safety technology.

II. Low carbon emissions

A. Explanation of carbon emissions and their impact on the environment

B. Comparison of nuclear power to other energy sources in terms of carbon emissions

C. Case studies and statistics supporting the low carbon emission of nuclear power

III. High energy production

A. Explanation of energy production and its importance

B. Comparison of nuclear power to other energy sources in terms of energy production

C. Case studies and statistics supporting the high energy production of nuclear power

IV. Advancements in safety technology

A. Explanation of nuclear power safety concerns

B. Overview of advancements in nuclear power safety technology

C. Comparison of nuclear power safety technology to other energy sources

D. Case studies and statistics supporting the advancements in nuclear power safety technology

V. Counterarguments and refutations

A. Discussion of common counterarguments against nuclear power

B. Refutation of counterarguments with evidence and examples

VI. Conclusion

A. Restatement of thesis

B. Summary of main points

C. Final thoughts on the importance of nuclear power in addressing environmental challenges.

This format is used to explain your stance on a highly polarizing, complex topic. It involves presenting your stance and comparing it with the generally accepted evidence. It also involves presenting the limitations of your claim along with rebuttals. 

The following Toulmin essay outline highlights the dangers of genetic modification:

The Dark Side of Genetic Modification

B. Thesis statement: Genetic modification is dangerous due to the potential risks it poses to human health, the environment, and ethical concerns surrounding genetic engineering.

II. Claim 1: Risks to human health

A. Explanation of the potential risks to human health associated with genetic modification

B. Overview of studies and research that have shown adverse effects on human health

C. Evidence and examples supporting the claim

III. Claim 2: Risks to the environment

A. Explanation of the potential risks to the environment associated with genetic modification

B. Overview of studies and research that have shown negative impacts on the environment

IV. Claim 3: Ethical concerns

A. Explanation of the ethical concerns surrounding genetic engineering

B. Overview of the potential consequences of genetic modification on social, cultural, and ethical values

V. Counterargument and refutation

A. Discussion of common counterarguments in favor of genetic modification

V. Conclusion

C. Final thoughts on the dangers of genetic modification and the need for caution in its application.

3. Rogerian

This format acknowledges both sides of the argument and provides evidence as to why your stance is valid. It is the least confrontational form of argument which is used to convince to opposition to adopt your point of view.  

The following Rogerian essay outline talks about why more government funds should be dedicated to space exploration.

A Cosmic Investment

B. Thesis statement: While some may argue that government funds should be allocated towards pressing issues on earth, dedicating more funds to space travel is necessary because of the technological advancements it brings, the potential for scientific discoveries, and economic benefits.

II. Understanding the opposing arguments

A. Explanation of the opposing viewpoint’s concerns and arguments

B. Acknowledgement of valid points made by the opposing viewpoint

C. Statement of common ground between the opposing viewpoint and the argument

III. Presenting the supporting arguments

A. Explanation of the technological advancements made possible through space travel

B. Overview of the scientific discoveries that have been made possible through space exploration

C. Explanation of the economic benefits of space travel and the growth of the space industry

IV. Addressing concerns of the opposition

A. Discussion of concerns raised by the opposing viewpoint and why they should not prevent the dedication of funds to space travel

B. Explanation of how funding for space travel can coexist with funding for pressing issues on earth

C. Evidence and examples to support the argument

V. Common ground and conclusion

A. Restatement of the thesis statement

B. Summary of the main points of the argument

C. Statement of common ground and call to action for continued exploration of space.

Now that you’ve learned how to structure, let’s understand how to write an argumentative essay. 

How to write an argumentative essay

Although the process of writing an argumentative essay is similar to other essay types, it requires much more research and planning. Developing an argument requires a significant understanding of the subject matter from all angles. 

Let’s take a look at the steps to writing an argumentative essay:

1. Choose appropriate argumentative essay topics.

Although topics for an argumentative essay are highly diverse, they are based on a controversial stance. So, make sure that your argumentative essay topics are debatable. Here are a few examples of good argumentative essay topics:

Should animal testing be prohibited?

Should sports be segregated by gender?

Are wildlife sanctuaries ethical?

2. Construct a thesis statement. 

The thesis statement involves taking a stance on your topic. For instance, if your topic is “Should school uniforms be mandatory?”, your thesis statement will take a stance for, or against this. However, make sure that your thesis statement has sufficient evidence from reliable sources to back it up. 

Let’s take a look at a thesis statement example for the topic “Why four-day work-weeks should  be encouraged”: 

A four-day workweek is a viable solution for reducing employee burnout, enhancing work-life balance, and improving overall productivity. It not only promotes a healthier and happier workforce but also reduces costs for employers.

3. Collect evidence.

After taking your stance on your essay topic, it’s time to back it up with facts, evidence, and statistics. This requires an extensive amount of research. 

Make sure to facilitate your research from reputed sources. To make your essay up-to-date and reliable, you can even collect evidence with the help of surveys and experiments. 

Next, sort your evidence into main points to create a basic outline of your essay. This is also a good time to address the counterarguments to your stance.

4. Write the first draft.

After developing the outline, it’s time to flesh it out. Start by constructing an interesting hook, and providing background information for your thesis statement in the introduction. 

Next, elaborate on the topic sentences that provide support to your thesis statement. You can add statistics and empirical data along with plenty of direct quotes and citations to give credibility to your essay. 

And finally, conclude your essay with a summarization of the main points of your essay along with the key takeaway. A powerful conclusion not only allows the readers to see your viewpoint but also creates a lasting impression on their minds.

5. Edit your draft.

Your first draft may not be perfect. Make sure to optimize the sentence structure and word choice. Also, modify your arguments if necessary. You can have friends and family go over your essay and spot any errors that slip through the cracks. For a more fool-proof, error-free essay you can also take the help of professional essay proofreading services .

Now that we’ve understood how to write an effective argumentative essay, let’s take a look at an example of an argumentative essay.

Argumentative essay example 

To guide you in your essay-writing journey, we’ve provided you with an argumentative essay example. It discusses the ill effects of automation. This essay is slightly longer in length and deviates from the commonly used five-paragraph structure. 

Should Companies Invest in Manpower over Autonomous Machines?

The rise of autonomous machines has revolutionized the manufacturing industry, with robots now able to perform tasks that were once done exclusively by human workers. While this technology has undoubtedly improved efficiency and productivity, the question remains whether companies should be required to hire human workers over using autonomous machines. 

The use of autonomous machines has resulted in job losses in the manufacturing industry. According to a study by the Brookings Institution, the use of robots in the United States has led to the loss of over 1.7 million jobs since 2000. While automation has created new jobs in certain industries, such as software development and engineering, the number of jobs lost is significantly higher.

Hiring human workers also has a positive impact on the economy. According to a report by the National Bureau of Economic Research, every robot that replaces a human worker leads to a net loss of 1.6 jobs. This means that for every 10 robots introduced into the workforce, 16 jobs are lost. Hiring human workers over using autonomous machines can help to create more jobs and improve the overall economic situation.

In addition to the economic benefits, human workers offer several advantages over autonomous machines. Human workers are able to adapt to changing situations and problem-solve in a way that machines cannot. This is particularly important in industries where there is a high level of variability in the work being done. 

Furthermore, the use of autonomous machines can lead to safety concerns in the workplace. While robots have become increasingly sophisticated, they are still prone to malfunctions and errors. In some cases, this can lead to workplace accidents and injuries. Human workers are able to identify potential safety hazards and take preventative measures to reduce the risk of accidents.

Although the use of autonomous machines has led to increased efficiency and productivity, their negative impact cannot be ignored. Hiring human workers over using autonomous machines can create jobs, improve the economy, and offer many more advantages. Additionally, the safety concerns associated with the use of autonomous machines highlight the importance of prioritizing human workers. Human workers are more adept at ensuring the well-being of the workforce and the economy as a whole. Therefore, they should be prioritized over machines. 

We hope the above explanation and examples have clarified the basics of writing argumentative essays. As providers of essay editing services , we understand how writing good essays is not a piece of cake. 

To help you write good essays, our team has created detailed resources. Continue reading to take your essay-writing skills to the next level! 

• Guide to a Perfect Descriptive Essay
• Expository Essays | Step-by-Step Manual
• How to Start an Essay
• How to Write an Essay Outline

Frequently Asked Questions

What is the purpose of an argumentative essay, how does an effective argumentative essay address counterclaims, how to conclude an argumentative essay, what is an effective claim in an argumentative essay, how to start an argumentative essay, how to title an argumentative essay.

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Argumentative Essays

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What is an argumentative essay?

The argumentative essay is a genre of writing that requires the student to investigate a topic; collect, generate, and evaluate evidence; and establish a position on the topic in a concise manner.

Please note : Some confusion may occur between the argumentative essay and the expository essay. These two genres are similar, but the argumentative essay differs from the expository essay in the amount of pre-writing (invention) and research involved. The argumentative essay is commonly assigned as a capstone or final project in first year writing or advanced composition courses and involves lengthy, detailed research. Expository essays involve less research and are shorter in length. Expository essays are often used for in-class writing exercises or tests, such as the GED or GRE.

Argumentative essay assignments generally call for extensive research of literature or previously published material. Argumentative assignments may also require empirical research where the student collects data through interviews, surveys, observations, or experiments. Detailed research allows the student to learn about the topic and to understand different points of view regarding the topic so that she/he may choose a position and support it with the evidence collected during research. Regardless of the amount or type of research involved, argumentative essays must establish a clear thesis and follow sound reasoning.

The structure of the argumentative essay is held together by the following.

• A clear, concise, and defined thesis statement that occurs in the first paragraph of the essay.

In the first paragraph of an argument essay, students should set the context by reviewing the topic in a general way. Next the author should explain why the topic is important ( exigence ) or why readers should care about the issue. Lastly, students should present the thesis statement. It is essential that this thesis statement be appropriately narrowed to follow the guidelines set forth in the assignment. If the student does not master this portion of the essay, it will be quite difficult to compose an effective or persuasive essay.

• Clear and logical transitions between the introduction, body, and conclusion.

Transitions are the mortar that holds the foundation of the essay together. Without logical progression of thought, the reader is unable to follow the essay’s argument, and the structure will collapse. Transitions should wrap up the idea from the previous section and introduce the idea that is to follow in the next section.

• Body paragraphs that include evidential support.

Each paragraph should be limited to the discussion of one general idea. This will allow for clarity and direction throughout the essay. In addition, such conciseness creates an ease of readability for one’s audience. It is important to note that each paragraph in the body of the essay must have some logical connection to the thesis statement in the opening paragraph. Some paragraphs will directly support the thesis statement with evidence collected during research. It is also important to explain how and why the evidence supports the thesis ( warrant ).

However, argumentative essays should also consider and explain differing points of view regarding the topic. Depending on the length of the assignment, students should dedicate one or two paragraphs of an argumentative essay to discussing conflicting opinions on the topic. Rather than explaining how these differing opinions are wrong outright, students should note how opinions that do not align with their thesis might not be well informed or how they might be out of date.

• Evidential support (whether factual, logical, statistical, or anecdotal).

The argumentative essay requires well-researched, accurate, detailed, and current information to support the thesis statement and consider other points of view. Some factual, logical, statistical, or anecdotal evidence should support the thesis. However, students must consider multiple points of view when collecting evidence. As noted in the paragraph above, a successful and well-rounded argumentative essay will also discuss opinions not aligning with the thesis. It is unethical to exclude evidence that may not support the thesis. It is not the student’s job to point out how other positions are wrong outright, but rather to explain how other positions may not be well informed or up to date on the topic.

• A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided.

It is at this point of the essay that students may begin to struggle. This is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical. Do not introduce any new information into the conclusion; rather, synthesize the information presented in the body of the essay. Restate why the topic is important, review the main points, and review your thesis. You may also want to include a short discussion of more research that should be completed in light of your work.

A complete argument

Perhaps it is helpful to think of an essay in terms of a conversation or debate with a classmate. If I were to discuss the cause of World War II and its current effect on those who lived through the tumultuous time, there would be a beginning, middle, and end to the conversation. In fact, if I were to end the argument in the middle of my second point, questions would arise concerning the current effects on those who lived through the conflict. Therefore, the argumentative essay must be complete, and logically so, leaving no doubt as to its intent or argument.

The five-paragraph essay

A common method for writing an argumentative essay is the five-paragraph approach. This is, however, by no means the only formula for writing such essays. If it sounds straightforward, that is because it is; in fact, the method consists of (a) an introductory paragraph (b) three evidentiary body paragraphs that may include discussion of opposing views and (c) a conclusion.

Longer argumentative essays

Complex issues and detailed research call for complex and detailed essays. Argumentative essays discussing a number of research sources or empirical research will most certainly be longer than five paragraphs. Authors may have to discuss the context surrounding the topic, sources of information and their credibility, as well as a number of different opinions on the issue before concluding the essay. Many of these factors will be determined by the assignment.

What is an Argumentative Essay? How to Write It (With Examples)

Table of Contents

We define an argumentative essay as a type of essay that presents arguments about both sides of an issue. The purpose is to convince the reader to accept a particular viewpoint or action. In an argumentative essay, the writer takes a stance on a controversial or debatable topic and supports their position with evidence, reasoning, and examples. The essay should also address counterarguments, demonstrating a thorough understanding of the topic.

What is an argumentative essay?  

• Argumentative essay outline 
• Types of argument claims 

How to write an argumentative essay?

• Argumentative essay writing tips 
• Good argumentative essay example 

How to write a good thesis

• How to Write an Argumentative Essay with Paperpal? 

Frequently Asked Questions

An argumentative essay is a type of writing that presents a coherent and logical analysis of a specific topic. 1 The goal is to convince the reader to accept the writer’s point of view or opinion on a particular issue. Here are the key elements of an argumentative essay: 

• Thesis Statement : The central claim or argument that the essay aims to prove. 
• Introduction : Provides background information and introduces the thesis statement. 
• Body Paragraphs : Each paragraph addresses a specific aspect of the argument, presents evidence, and may include counter arguments.  Articulate your thesis statement better with Paperpal. Start writing now!
• Evidence : Supports the main argument with relevant facts, examples, statistics, or expert opinions.
• Counterarguments : Anticipates and addresses opposing viewpoints to strengthen the overall argument.
• Conclusion : Summarizes the main points, reinforces the thesis, and may suggest implications or actions. 

Argumentative essay structure  

Aristotelian, Rogerian, and Toulmin are three distinct approaches to argumentative essay structures, each with its principles and methods. 2 The choice depends on the purpose and nature of the topic. Here’s an overview of each type of argumentative essay format.

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Argumentative essay outline  

An argumentative essay presents a specific claim or argument and supports it with evidence and reasoning. Here’s an outline for an argumentative essay, along with examples for each section: 3  

1.  Introduction : 

• Hook : Start with a compelling statement, question, or anecdote to grab the reader’s attention. 

Example: “Did you know that plastic pollution is threatening marine life at an alarming rate?” 

• Background information : Provide brief context about the issue. 

Example: “Plastic pollution has become a global environmental concern, with millions of tons of plastic waste entering our oceans yearly.” 

• Thesis statement : Clearly state your main argument or position. 

Example: “We must take immediate action to reduce plastic usage and implement more sustainable alternatives to protect our marine ecosystem.” 

2.  Body Paragraphs : 

• Topic sentence : Introduce the main idea of each paragraph. 

Example: “The first step towards addressing the plastic pollution crisis is reducing single-use plastic consumption.” 

• Evidence/Support : Provide evidence, facts, statistics, or examples that support your argument. 

Example: “Research shows that plastic straws alone contribute to millions of tons of plastic waste annually, and many marine animals suffer from ingestion or entanglement.” 

• Counterargument/Refutation : Acknowledge and refute opposing viewpoints. 

Example: “Some argue that banning plastic straws is inconvenient for consumers, but the long-term environmental benefits far outweigh the temporary inconvenience.” 

• Transition : Connect each paragraph to the next. 

Example: “Having addressed the issue of single-use plastics, the focus must now shift to promoting sustainable alternatives.” 

3.  Counterargument Paragraph : 

• Acknowledgement of opposing views : Recognize alternative perspectives on the issue. 

Example: “While some may argue that individual actions cannot significantly impact global plastic pollution, the cumulative effect of collective efforts must be considered.” 

• Counterargument and rebuttal : Present and refute the main counterargument. 

Example: “However, individual actions, when multiplied across millions of people, can substantially reduce plastic waste. Small changes in behavior, such as using reusable bags and containers, can have a significant positive impact.” 

4.  Conclusion : 

• Restatement of thesis : Summarize your main argument. 

Example: “In conclusion, adopting sustainable practices and reducing single-use plastic is crucial for preserving our oceans and marine life.” 

• Call to action : Encourage the reader to take specific steps or consider the argument’s implications. 

Example: “It is our responsibility to make environmentally conscious choices and advocate for policies that prioritize the health of our planet. By collectively embracing sustainable alternatives, we can contribute to a cleaner and healthier future.” 

Types of argument claims  

A claim is a statement or proposition a writer puts forward with evidence to persuade the reader. 4 Here are some common types of argument claims, along with examples: 

• Fact Claims : These claims assert that something is true or false and can often be verified through evidence.  Example: “Water boils at 100°C at sea level.”
• Value Claims : Value claims express judgments about the worth or morality of something, often based on personal beliefs or societal values. Example: “Organic farming is more ethical than conventional farming.” 
• Policy Claims : Policy claims propose a course of action or argue for a specific policy, law, or regulation change.  Example: “Schools should adopt a year-round education system to improve student learning outcomes.” 
• Cause and Effect Claims : These claims argue that one event or condition leads to another, establishing a cause-and-effect relationship.  Example: “Excessive use of social media is a leading cause of increased feelings of loneliness among young adults.” 
• Definition Claims : Definition claims assert the meaning or classification of a concept or term.  Example: “Artificial intelligence can be defined as machines exhibiting human-like cognitive functions.” 
• Comparative Claims : Comparative claims assert that one thing is better or worse than another in certain respects.  Example: “Online education is more cost-effective than traditional classroom learning.” 
• Evaluation Claims : Evaluation claims assess the quality, significance, or effectiveness of something based on specific criteria.  Example: “The new healthcare policy is more effective in providing affordable healthcare to all citizens.” 

Understanding these argument claims can help writers construct more persuasive and well-supported arguments tailored to the specific nature of the claim.  

If you’re wondering how to start an argumentative essay, here’s a step-by-step guide to help you with the argumentative essay format and writing process.

• Choose a Topic: Select a topic that you are passionate about or interested in. Ensure that the topic is debatable and has two or more sides.
• Define Your Position: Clearly state your stance on the issue. Consider opposing viewpoints and be ready to counter them.
• Conduct Research: Gather relevant information from credible sources, such as books, articles, and academic journals. Take notes on key points and supporting evidence.
• Create a Thesis Statement: Develop a concise and clear thesis statement that outlines your main argument. Convey your position on the issue and provide a roadmap for the essay.
• Outline Your Argumentative Essay: Organize your ideas logically by creating an outline. Include an introduction, body paragraphs, and a conclusion. Each body paragraph should focus on a single point that supports your thesis.
• Write the Introduction: Start with a hook to grab the reader’s attention (a quote, a question, a surprising fact). Provide background information on the topic. Present your thesis statement at the end of the introduction.
• Develop Body Paragraphs: Begin each paragraph with a clear topic sentence that relates to the thesis. Support your points with evidence and examples. Address counterarguments and refute them to strengthen your position. Ensure smooth transitions between paragraphs.
• Address Counterarguments: Acknowledge and respond to opposing viewpoints. Anticipate objections and provide evidence to counter them.
• Write the Conclusion: Summarize the main points of your argumentative essay. Reinforce the significance of your argument. End with a call to action, a prediction, or a thought-provoking statement.
• Revise, Edit, and Share: Review your essay for clarity, coherence, and consistency. Check for grammatical and spelling errors. Share your essay with peers, friends, or instructors for constructive feedback.
• Finalize Your Argumentative Essay: Make final edits based on feedback received. Ensure that your essay follows the required formatting and citation style.

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Argumentative essay writing tips  

Here are eight strategies to craft a compelling argumentative essay: 

• Choose a Clear and Controversial Topic : Select a topic that sparks debate and has opposing viewpoints. A clear and controversial issue provides a solid foundation for a strong argument. 
• Conduct Thorough Research : Gather relevant information from reputable sources to support your argument. Use a variety of sources, such as academic journals, books, reputable websites, and expert opinions, to strengthen your position. 
• Create a Strong Thesis Statement : Clearly articulate your main argument in a concise thesis statement. Your thesis should convey your stance on the issue and provide a roadmap for the reader to follow your argument. 
• Develop a Logical Structure : Organize your essay with a clear introduction, body paragraphs, and conclusion. Each paragraph should focus on a specific point of evidence that contributes to your overall argument. Ensure a logical flow from one point to the next. 
• Provide Strong Evidence : Support your claims with solid evidence. Use facts, statistics, examples, and expert opinions to support your arguments. Be sure to cite your sources appropriately to maintain credibility. 
• Address Counterarguments : Acknowledge opposing viewpoints and counterarguments. Addressing and refuting alternative perspectives strengthens your essay and demonstrates a thorough understanding of the issue. Be mindful of maintaining a respectful tone even when discussing opposing views. 
• Use Persuasive Language : Employ persuasive language to make your points effectively. Avoid emotional appeals without supporting evidence and strive for a respectful and professional tone. 
• Craft a Compelling Conclusion : Summarize your main points, restate your thesis, and leave a lasting impression in your conclusion. Encourage readers to consider the implications of your argument and potentially take action. 

Good argumentative essay example  

Let’s consider a sample of argumentative essay on how social media enhances connectivity:

In the digital age, social media has emerged as a powerful tool that transcends geographical boundaries, connecting individuals from diverse backgrounds and providing a platform for an array of voices to be heard. While critics argue that social media fosters division and amplifies negativity, it is essential to recognize the positive aspects of this digital revolution and how it enhances connectivity by providing a platform for diverse voices to flourish. One of the primary benefits of social media is its ability to facilitate instant communication and connection across the globe. Platforms such as Facebook, Twitter, and Instagram break down geographical barriers, enabling people to establish and maintain relationships regardless of physical location and fostering a sense of global community. Furthermore, social media has transformed how people stay connected with friends and family. Whether separated by miles or time zones, social media ensures that relationships remain dynamic and relevant, contributing to a more interconnected world. Moreover, social media has played a pivotal role in giving voice to social justice movements and marginalized communities. Movements such as #BlackLivesMatter, #MeToo, and #ClimateStrike have gained momentum through social media, allowing individuals to share their stories and advocate for change on a global scale. This digital activism can shape public opinion and hold institutions accountable. Social media platforms provide a dynamic space for open dialogue and discourse. Users can engage in discussions, share information, and challenge each other’s perspectives, fostering a culture of critical thinking. This open exchange of ideas contributes to a more informed and enlightened society where individuals can broaden their horizons and develop a nuanced understanding of complex issues. While criticisms of social media abound, it is crucial to recognize its positive impact on connectivity and the amplification of diverse voices. Social media transcends physical and cultural barriers, connecting people across the globe and providing a platform for marginalized voices to be heard. By fostering open dialogue and facilitating the exchange of ideas, social media contributes to a more interconnected and empowered society. Embracing the positive aspects of social media allows us to harness its potential for positive change and collective growth.

• Clearly Define Your Thesis Statement:   Your thesis statement is the core of your argumentative essay. Clearly articulate your main argument or position on the issue. Avoid vague or general statements.  
• Provide Strong Supporting Evidence:   Back up your thesis with solid evidence from reliable sources and examples. This can include facts, statistics, expert opinions, anecdotes, or real-life examples. Make sure your evidence is relevant to your argument, as it impacts the overall persuasiveness of your thesis.  
• Anticipate Counterarguments and Address Them:   Acknowledge and address opposing viewpoints to strengthen credibility. This also shows that you engage critically with the topic rather than presenting a one-sided argument. 

How to Write an Argumentative Essay with Paperpal?  

Writing a winning argumentative essay not only showcases your ability to critically analyze a topic but also demonstrates your skill in persuasively presenting your stance backed by evidence. Achieving this level of writing excellence can be time-consuming. This is where Paperpal, your AI academic writing assistant, steps in to revolutionize the way you approach argumentative essays. Here’s a step-by-step guide on how to use Paperpal to write your essay: 

Upgrade your essays with Paperpal

• Sign Up or Log In: Begin by creating an account or logging into paperpal.com .  
• Navigate to Paperpal Copilot: Once logged in, proceed to the Templates section from the side navigation bar.  
• Generate an essay outline: Under Templates, click on the ‘Outline’ tab and choose ‘Essay’ from the options and provide your topic to generate an outline.  
• Develop your essay: Use this structured outline as a guide to flesh out your essay. If you encounter any roadblocks, click on Brainstorm and get subject-specific assistance, ensuring you stay on track. 
• Refine your writing: To elevate the academic tone of your essay, select a paragraph and use the ‘Make Academic’ feature under the ‘Rewrite’ tab, ensuring your argumentative essay resonates with an academic audience. 
• Final Touches: Make your argumentative essay submission ready with Paperpal’s language, grammar, consistency and plagiarism checks, and improve your chances of acceptance.  

Paperpal not only simplifies the essay writing process but also ensures your argumentative essay is persuasive, well-structured, and academically rigorous. Sign up today and transform how you write argumentative essays. 

The length of an argumentative essay can vary, but it typically falls within the range of 1,000 to 2,500 words. However, the specific requirements may depend on the guidelines provided.

You might write an argumentative essay when:  1. You want to convince others of the validity of your position.  2. There is a controversial or debatable issue that requires discussion.  3. You need to present evidence and logical reasoning to support your claims.  4. You want to explore and critically analyze different perspectives on a topic. 

Argumentative Essay:  Purpose : An argumentative essay aims to persuade the reader to accept or agree with a specific point of view or argument.  Structure : It follows a clear structure with an introduction, thesis statement, body paragraphs presenting arguments and evidence, counterarguments and refutations, and a conclusion.  Tone : The tone is formal and relies on logical reasoning, evidence, and critical analysis.    Narrative/Descriptive Essay:  Purpose : These aim to tell a story or describe an experience, while a descriptive essay focuses on creating a vivid picture of a person, place, or thing.  Structure : They may have a more flexible structure. They often include an engaging introduction, a well-developed body that builds the story or description, and a conclusion.  Tone : The tone is more personal and expressive to evoke emotions or provide sensory details. 

• Gladd, J. (2020). Tips for Writing Academic Persuasive Essays.  Write What Matters . 
• Nimehchisalem, V. (2018). Pyramid of argumentation: Towards an integrated model for teaching and assessing ESL writing.  Language & Communication ,  5 (2), 185-200. 
• Press, B. (2022).  Argumentative Essays: A Step-by-Step Guide . Broadview Press. 
• Rieke, R. D., Sillars, M. O., & Peterson, T. R. (2005).  Argumentation and critical decision making . Pearson/Allyn & Bacon. 

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Related Reads:

• Empirical Research: A Comprehensive Guide for Academics 
• How to Write a Scientific Paper in 10 Steps 
• What is a Literature Review? How to Write It (with Examples)
• How to Write a Hypothesis? Types and Examples 

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130 New Prompts for Argumentative Writing

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Note: We have an updated version of this list, with 300 new argumentative writing prompts .

What issues do you care most about? What topics do you find yourself discussing passionately, whether online, at the dinner table, in the classroom or with your friends?

In Unit 5 of our free yearlong writing curriculum and related Student Editorial Contest , we invite students to research and write about the issues that matter to them, whether that’s Shakespeare , health care , standardized testing or being messy .

But with so many possibilities, where does one even begin? Try our student writing prompts.

In 2017, we compiled a list of 401 argumentative writing prompts , all drawn from our daily Student Opinion column . Now, we’re rounding up 130 more we’ve published since then ( available here as a PDF ). Each prompt links to a free Times article as well as additional subquestions that can help you think more deeply about it.

You might use this list to inspire your own writing and to find links to reliable resources about the issues that intrigue you. But even if you’re not participating in our contest, you can use these prompts to practice the kind of low-stakes writing that can help you hone your argumentation skills.

So scroll through the list below with questions on everything from sports and mental health to dating and video games and see which ones inspire you to take a stand.

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• Writing Tips

How to Write an Argumentative Essay

4-minute read

• 30th April 2022

An argumentative essay is a structured, compelling piece of writing where an author clearly defines their stance on a specific topic. This is a very popular style of writing assigned to students at schools, colleges, and universities. Learn the steps to researching, structuring, and writing an effective argumentative essay below.

Requirements of an Argumentative Essay

To effectively achieve its purpose, an argumentative essay must contain:

●  A concise thesis statement that introduces readers to the central argument of the essay

●  A clear, logical, argument that engages readers

●  Ample research and evidence that supports your argument

Approaches to Use in Your Argumentative Essay

1.   classical.

●  Clearly present the central argument.

●  Outline your opinion.

●  Provide enough evidence to support your theory.

2.   Toulmin

●  State your claim.

●  Supply the evidence for your stance.

●  Explain how these findings support the argument.

●  Include and discuss any limitations of your belief.

3.   Rogerian

●  Explain the opposing stance of your argument.

●  Discuss the problems with adopting this viewpoint.

●  Offer your position on the matter.

●  Provide reasons for why yours is the more beneficial stance.

●  Include a potential compromise for the topic at hand.

Tips for Writing a Well-Written Argumentative Essay

●  Introduce your topic in a bold, direct, and engaging manner to captivate your readers and encourage them to keep reading.

●  Provide sufficient evidence to justify your argument and convince readers to adopt this point of view.

●  Consider, include, and fairly present all sides of the topic.

●  Structure your argument in a clear, logical manner that helps your readers to understand your thought process.

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●  Discuss any counterarguments that might be posed.

●  Use persuasive writing that’s appropriate for your target audience and motivates them to agree with you.

Steps to Write an Argumentative Essay

Follow these basic steps to write a powerful and meaningful argumentative essay :

Step 1: Choose a topic that you’re passionate about

If you’ve already been given a topic to write about, pick a stance that resonates deeply with you. This will shine through in your writing, make the research process easier, and positively influence the outcome of your argument.

Step 2: Conduct ample research to prove the validity of your argument

To write an emotive argumentative essay , finding enough research to support your theory is a must. You’ll need solid evidence to convince readers to agree with your take on the matter. You’ll also need to logically organize the research so that it naturally convinces readers of your viewpoint and leaves no room for questioning.

Step 3: Follow a simple, easy-to-follow structure and compile your essay

A good structure to ensure a well-written and effective argumentative essay includes:

Introduction

●  Introduce your topic.

●  Offer background information on the claim.

●  Discuss the evidence you’ll present to support your argument.

●  State your thesis statement, a one-to-two sentence summary of your claim.

●  This is the section where you’ll develop and expand on your argument.

●  It should be split into three or four coherent paragraphs, with each one presenting its own idea.

●  Start each paragraph with a topic sentence that indicates why readers should adopt your belief or stance.

●  Include your research, statistics, citations, and other supporting evidence.

●  Discuss opposing viewpoints and why they’re invalid.

●  This part typically consists of one paragraph.

●  Summarize your research and the findings that were presented.

●  Emphasize your initial thesis statement.

●  Persuade readers to agree with your stance.

We certainly hope that you feel inspired to use these tips when writing your next argumentative essay . And, if you’re currently elbow-deep in writing one, consider submitting a free sample to us once it’s completed. Our expert team of editors can help ensure that it’s concise, error-free, and effective!

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Understanding the Parts of an Argument

Arguments are among the most compelling documents we encounter as we read. Developing a strong argument requires you to take a position on an issue, introduce the issue to your readers in a way that leads then to view your position as reasonable, and develop reasons and provide evidence for your position. In this guide and those associated with it, you'll learn about the parts of an argument as well as the processes that help writers develop effective, well-grounded arguments.

A Clearly Stated Position

By definition, an argument requires the existence of a debatable issue. In other words, for an argument to even take place there must be at least two sides. When two or more arguable positions exist, each constitutes part of the context.

The audience-those to whom your position will be argued-constitute another part of the context. And since it will contain both supporters and detractors, it is essential that your position be clearly stated. It is the foundation upon which each brick of your evidence will be stacked and must be strong enough to bear its own weight as well as the onslaught of opposing arguments.

Types of Positions

Position statements fall into categories and those categories suggest how a claim should be argued. Your position, knowledge and authority on the subject will help you decide which category best suits the argument's purpose.

Before selecting one, however, consider your audience. Which side are they likely to be on or will they be split down the middle? How informed are they? Where lays the largest difference of opinion? Is the issue emotionally charged? If so, how will the audience react?

The answers you come up with will help determine what type of position will be most effective and what to include in the introduction, the type of evidence to be presented and how the presentation should be organized.

Claims of Fact

Claims of fact present verifiable forms of evidence as the supporting foundation for an inferred position statement. In other words, a claim that that which can not be proven by actual facts is, in fact, true or real based on facts that are somewhat pertinent to the issue. For example, the position statement that "grades measure neither intelligence nor achievement," backed with factual evidence like test scores, duplicable research findings and personal testimony.

Claims of fact notwithstanding, the statement can't actually be proven. Intelligence and achievement measurements are, at best, subjective terms that challenge hard definitions. No amount of factual evidence is going to change that.

Nailing down the terms of the position with objective, concrete definitions will strengthen the statement but be advised that an inferred position is poor foundation on which to build an argument.

Claims of Cause and Effect

Claims of cause and effect are propositions based on the concept that one thing influences or causes another. For example, "rap music makes its audience members prone to violence." To prove such a claim your argument must define the terms of both the cause and the effect.

It must define rap, the kinds of rap that lead to violence and the ways in which it does so. It must also define the forms of violence that pertain to rap and conclusively attribute the effect to the cause. Specific incidents of violence must be cited and tied directly back to specific occurrences in which it can be proven that rap played a significant role.

Claims of Value

Claims of value inherently involve a judgment based on comparing and contrasting one position with another and assigning each a value of good or bad, better or worse. For example, "Danielle Steele is the best romance novelist of the last quarter century."

To build an argument on such a claim the criteria by which the judgment will be made as well as the manner in which the person, thing, situation or circumstance being assessed must be established. Elements similar to claims of fact, such as sales figures, publication statistics and awards will come into play.

For Danielle Steele to be judged the best romance novelist of the last quarter century, it has to be proven that she meets the established criteria for a good romance novelist and that she does it better than all other romance novelists from the same time period.

Claims of Policy or Solutions

Claims of policy or solutions propose and promote policies and solutions based on changing an existing policy that is either inadequate for dealing with a bad situation or conducive to its perpetuation. For example, "Football causes too many injuries and ought to be banned."

Arguing such a claim may require arguing a combination of claims and several steps might be involved: A factual claim establishing that a situation exists, a value claim proving the situation is bad, and a cause and effect claim pinning the blame on a policy that, if changed, will improve the situation may all play a role in the overall argument.

Be advised that proposing a solution carries the inherent suggestion that more than one solution may apply. An argument successfully advocating your position must establish the criteria by which all solutions will be measured and prove that yours meets that criteria better than any other.

Identify Your Position

A clearly stated position demands parameters, or boundaries, narrow enough to avoid any tangential digression that might detract from the argument's power. In other words, to be effective, the author must identify a narrow enough position that proving or drawing a conclusion from the argument that follows won't become bogged down in the side-bar arguments a broader statement might stimulate.

The key to identifying a clear position is in the old adage of not biting off more than you can chew. In a courtroom it's called opening the door to testimony previously excluded. A broad position statement invites disaster by opening doors to counter-arguments that you are unprepared for and have no intention of addressing. It muddies the argument.

Following are some examples of position statements that are too broad to be effectively argued.

"True historical analysis lies in everyday experience, not in dates and politics."

This statement is so broad it would take a book, and possibly several, to argue the point. You'd need a wide variety of everyday examples from the lives of those who lived during a significant number of major and minor historical events just to come close to a plausible proof, let alone a conclusive one. The statement bites off more than one can chew.

"Quantitative, college letter-grading systems effectively create a false sense of achievement by equating 'making the grade' with true learning. Having reached adulthood, college students are no longer in need of such incentives and ought to be evaluated more qualitatively, through written evaluations at the end of each semester."

There are two arguments to be made here: (1) as an incentive, letter grades obscure whether true learning occurs, and (2) written evaluations are more valuable and useful than letter grades. Again, the statement constitutes more than a mouthful. Each position could be a paper in itself.

"All grading is problematic because all grades are subjective. Grading objectively, therefore, is impossible."

This is a vague statement based upon an implied assumption that, to be fair, all assessment forms must be objective. To prove this, all forms of assessment would have to be compared and contrasted and their use across all campus curriculums examined. In-class essays, mid-term papers, lab projects, field work, class discussions, multiple-choice and true-false tests would have to be included. Another mouthful too big to chew: A better option would be to select one form of assessment and build an argument constrained within a single curriculum.

Draft Your Position Statement

For all practical purposes, it's useful to view a position statement as a "work-in-progress," a statement that evolves or emerges as your research progresses. It's not necessary that you begin with an ironclad position. A vague idea will do.

As you learn more about your selected-or assigned-issue, you may find your stance changing. Keep an open mind in this regard: It will help you clarify and focus your final position on a narrow and arguable point. Following are some useful tips that will help you in the process.

Don't bore yourself. Choose a topic around which there are issues that interest you and don't worry about defining your position. A good topic is one that arouses passion in others as well as yourself. Consult your course notes and make a list of ideas that appear to have the most potential by answering a few simple questions:

• What questions did your instructor ask the class to think about?
• What topics sparked the most spirited class discussion?
• What question created the greatest disagreement; the most heated debate?
• What topics or questions divide the local, national or global community?

Do some broad preliminary research on your selected topic. Ask your instructor, as well as others in your field of study, for information and guidance. To grasp the complexities and nuances of the issues at hand, select a group of books and articles that approach your topic from different angles and study up on them.

Note your reactions and opinions as they occur and develop or mature. In particular, you will want to note when previously held opinions change as a result of knowledge and insight gained from recent readings or discussion. Hone in on those opinions about which your feel the strongest or interest you the most.

Begin drafting a preliminary statement. Keep in mind that your position must be arguable. When shaping it consider the following questions:

• Is there an ongoing debate regarding the issue? If not, it may be that a consensus of opinion has already been reached. The absence of debate indicates that either 1) there is nothing about which to argue, or 2) the issue is brand new and ripe for argument.
• Has the issue been exhaustively debated? If so, the sides may be so polarized that further argument is pointless. The absence of a consensus of opinion indicates that all positions, both for and against, have been thoroughly argued and there remains nothing substantially new to add.
• Is there something new to add to the debate? If so, for whom; for what audience? Often, a new take on an old issue, arrived at by focusing tightly on one aspect, will rekindle interest in the debate and advance your position.
• Is there a brand new issue ripe for argument? Be on the lookout. New stuff happens all the time. Like ships at sea, new issues pop over the horizon every day. First a grey smudge in the academic fog, and then, one day, a sharp outline closing in on the harbor. The first spyglass to pick the smudge out of the fog gets the gold-first pick among the arguable positions.

Finally, the best advice is to be constantly aware of the arguments you wish not to address and continually refine your preliminary statement so as to exclude having to argue them. In other words, as you move toward completing your research, close and bolt all the doors you don't want the opposition stumbling through.

The Introduction

Getting off to a good start can make or break you, which is why your introduction is so important. It must be both respectful of the audience-not all of whom are going to be on your side-and compelling enough for them to withhold judgment while hearing you out.

Think about throwing a dinner party: Your guests are the audience. You plan a menu and set the table. Before you serve the entrée you serve an appetizer and introduce those who are meeting for the first time. Your introduction should put your guests on common ground-at ease with each other-before the main course, your argument, is served. When dinner is over, your argument made, your guests stay on for coffee and dessert, your conclusion.

Provide Context for the Argument

The introduction establishes an argument's context: it informs the audience of the issue at hand, the prevailing arguments from opposing sides and the position held by the author. It sets the tone for the argument and establishes the disciplinary constraints and boundaries that your particular academic audience will expect.

There are many ways to provide context for an audience but the main thing is to get everyone on an equal footing, a starting point where everyone has equal knowledge of the issue.

One of the best ways to accomplish this is by proposing a common definition of the issue. Another is to begin with a literature review of past work, showing where and how your position has emerged from previous work and how it enters into or contributes to that conversation.

Propose a Common Definition

One way to create a context for your readers and establish common ground is to begin with a definition of the topic that everyone can share and then introduce an issue based on the common definition. For example:

Approximately 10% of U.S. Citizens over the age of 65 are affected by Alzheimer's disease (AD). Furthermore, potentially 50% of individuals over the age of 85 may be at risk (Greene, et al. 461). [A statement of the pervasiveness of the problem] AD is a disease which results in progressive deterioration of mental and eventually physical functions. This progressive decline has been scaled according to the Global Deterioration Scale. The scale ranges from 1 to 7 with "1" designating normal, "4" representing moderate AD, such as inability to perform complex tasks, and a "7" corresponding to severe AD, characterized by loss in the following areas: verbal ability, psychomotor skills such as walking or sitting up, continence of bowel and bladder, and ability to smile and feed oneself (Bennett 95; Greene, et al. 464). [A definition of the disease]

With a continuing growth of the elderly population, this disease presents an extremely difficult problem for the future. How do we treat these individuals with medical costs increasing every year? How will we allocate funds for those whose families cannot afford to pay? The questions are relentless, but I have decided to explore the realm of treatment [an examination of the issues the definition logically brings up] . . .

I feel active euthanasia should be an available choice, via a highly scrutinized selection system, to allow AD patients, as well as family members, to end their suffering, to eliminate the "playing God" factor by hastening the inevitable, and finally, to end an existence which faces a severely reduced quality of life. [A statement of the author's position on one of the issues: her focus in the paper]

Provide a Literature Review

Offering a brief summary of previously published work demonstrates how well versed you are in both your academic discipline and the issue at hand. It also demonstrates how your work adds to, challenges, or offers a different perspective on questions important to others in the same field.

Here are some conventional formulas with which to introduce other authors previously published work.

Although X [insert other scholar's names] argues Y [insert their position] , about Z [insert topic or issue] , they have failed to consider [insert your position] .

X [insert other scholar's names] has already demonstrated Y [insert their position] , however, if we take their work one step further, the next logical issue is Z. [insert your position and the grounds upon which it is justified] .

Although X [insert other scholar's names] argues Y [insert their position] , about Z [insert topic or issue] , the position does not hold up when examined from the perspective of [insert your position] .

Although they appear quite brief, they can vary considerably in length, depending on your argument and the amount of research involved.

Long Example of Reviewing Previously Published Work

As scholars continue to explore how we can best characterize the discursive space of computer discussion technologies currently in use in many classrooms, one thing has become clear: the ways in which power relationships constructed within other contexts (e.g., the classroom, society) play themselves out in this new textual realm is murky at best. [Statement of the issue at hand] The initial excitement about the potential for computer discussion spaces to constitute discourse communities unfettered by the authority of the teacher (e.g., Butler and Kinneavy; Cooper and Selfe) has increasingly become tempered by attempts to characterize the nature of this discursive space. For some, computerized discussion groups create more egalitarian contexts in which marginalized voices can be given equal space (e.g., Selfe; Flores), while for others computerized discussion spaces serve only as reproductions of the ideological, discursive spaces present within society (e.g., Selfe and Selfe; Johnson-Eilola; Hawisher and Selfe). [Establishing common ground that the issue of power is a viable one by direct reference to previously published work] The disparity between these positions is central for feminists concerned with both resisting the patriarchal nature of academic discourse and providing a space for women students to speak and have their experiences validated. The question for feminist teachers becomes, as Pamela Takayoshi puts it, whether computerized communication is "a tool for empowering [women students] and dismantling the 'master's house,' in this case traditional classroom discourse patterns" or whether such modes of communication are "merely new tools that get the same results in a different way" (21). [Restatement of the issue in more specific terms, a focus that again emerges from previously published accounts]

Feminist analyses of computerized discussion spaces, however, are similarly caught up in the conflicting positions of equalization of all voices versus the replication of oppressive ideological positions discussed above. For example, as Janet Carey Eldred and Gail Hawisher point out, much speculation in composition about the nature of computerized discussions, including feminist speculations, relies on the presumption of the "equalization phenomenon," which they summarize as follows: "Because CMC (Computer-Mediated Communication) reduces social context cues, it eliminates social differences and thus results in a forum for more egalitarian participation" (347). From this equalization phenomenon come claims that computerized discussion technologies occlude issues of status and hierarchy usually associated with the visible cue of gender (e.g., Dubrovsky et al.). Yet, as Eldred and Carey note throughout their article, "Researching Electronic Networks," the assumption of reduced social context cues is by no means a proven "fact"; in fact, Eldred and Carey point to studies such as Matheson's which found that "something as subtle as a name dropped, an issue raised, or an image chosen could convey a gender impression" (Eldred and Hawisher 350). Takayoshi's analysis of harassment through e-mail and networked discussions further illustrates how traditional gender hierarchies can resurface in supposedly "egalitarian" spaces. [A summary of the literature on the more focused issue which demonstrates that no one has yet resolved this issue satisfactorily]

What emerges from this admittedly incomplete literature review are directly conflicting views about how power is negotiated in networked discussion groups, particularly regarding the effect of that power on female students and the creation of a space wherein they might resist the more patriarchal discourses found in classroom discourse and academic forms of writing. [Restatement of the unresolved issue] What I'd like to suggest here is that these conflicting views emerge in part from the ways in which the argument has been conducted. In this essay, I hope to open up other possibilities for analysis by suggesting that one of the reasons questions about power, ideological reproduction, and equalization are so difficult to resolve is that our current analyses tend to look at the surface features of the issue without examining the discursive grounds on which these issues of power are constituted. [The writer positions herself as someone who is both "adding to the conversation" and challenging previous work.] Although focusing on the material effects of networked discussions on women's ability to find a speaking space is important work that needs to be done, I want to shift our analytical lens here to an equally important question: the way the textual space of networked discussion groups positions students and the types of voices it allows them to construct. [Poses a different issue that can then be answered in the writer's argument]

Short Example of Reviewing Previously Published Work

As scholars such as Susan McLeod, Anne Herrington and Charles Moran begin to re-think the way writing-across-the-curriculum programs have situated themselves within composition theory, an intriguing disparity has presented itself between writing-to-learn and learning-to-write. As McLeod points out, these two approaches to WAC, which she designates the "cognitive" and the "rhetorical," respectively, exist in most programs simultaneously despite their radically different epistemological assumptions. [Establishes common ground by defining the issue according to previously published work with which the audience is familiar] What I suggest in this paper, however, is that despite the two approaches' seeming epistemological differences, they work toward a similar goal: the accommodation or inscription of (student) subjects into the various disciplinary strands of academic discourse. [Statement of position which addresses the issue formulated in the research]

Establish Credible Authority

Establishing credibility and authority is just as important to you as a student as it is to credentialed experts with years of experience. The only thing different between you and an expert is the length of your résumé. What's not is the importance of convincing your audience that you know what you're talking about.

Demonstrate your Knowledge

Cite relevant sources when generalizing about an issue. This will demonstrate that you are familiar with what others, particularly recognized experts, have already contributed to the conversation. It also demonstrates that you've done your homework, you've read some current literature and that your position is reasonably thoughtful and not based on pure speculation. For example:

Over the past ten years, anthropologists have consistently debated the role the researcher should play when interacting with other cultures (Geertz; Heath; Moss) .

You may also connect your argument to a highly regarded authority by demonstrating that you are taking that person's position or contribution to current thinking one step further.

When James Berlin [the chief authority on social rhetorics] created his taxonomy of composition in Rhetoric and Reality, he defined a key historical moment in the way composition studies imagined the function of writing in culture. By focusing on the effect writing has on reality, Berlin's work helped the field recognize how assumptions about discourse marginalized certain groups of students and reinforced ideological beliefs that helped maintain an inequitable status quo.

Such a "social" perspective on writing and language inarguably had a significant effect on the face of composition studies, making it difficult to discuss writing as anything other than social and the teaching of writing as anything other than political. Yet the similarity in how social rhetorics depict epistemology suggests that the term social can be used to describe a diverse group of theories that share this view of reality.

Although such synonymous usage may be an apt label epistemologically, its use as a blanket term frequently obscures the difference within social rhetorics on issues other than epistemic ones. That difference, I argue here, is focused around questions of identity.

Share your Personal Experience

Consider that the closer you are to an issue the more credible is your authority to speak. Personal experience, from work or travel, for instance, provides your audience with an insider's point of view. A well-told personal story in the introduction demonstrates how the author's interest in an issue emerged and quite often provides an extraordinarily compelling reason to hear an argument out. Here are a couple of examples:

Example One:

As an aide in a nursing home for four years, I was constantly amazed at how little attention the children of elderly patients paid to their aging parents. Over and over again, it became obvious that the home was simply a place to "drop off the folks" so that their concern could be limited to paying the bills. As one woman told me when I called to inform her that her mother really needed a visit soon, "I pay you to take care of her. If I had time on my hands, she wouldn't be there." When did caring become simply a matter of writing a check? What are our obligations to the elderly in this society and how might we better care for them?

Example Two:

With a continuing growth of the elderly population, patients with Alzheimer's disease (AD) present an extremely difficult problem for the future. How do we treat these individuals with medical costs increasing every year? How will we allocate funds for those whose families cannot afford to pay? The questions are relentless, but I have decided to explore the realm of treatment. . . . After observing the lifestyles of these individuals, I feel I have greater insight to the trauma they face versus an individual who has not witnessed their everyday activities. Based on my direct experience with late-stage AD patients and their families , I feel active euthanasia should be an available choice, via a highly scrutinized selection system, to allow AD patients, as well as family members, to end their suffering, to eliminate the "playing God" factor by hastening the inevitable, and to end an existence which faces a severely reduced quality of life.

Speak Convincingly

Write like an authority: Ignore the fact that your audience might know more than you. You may not be an expert, but you are, by no means, ignorant. After plenty of research you've come to know a lot about the issue yourself. Use that knowledge to inform and convince your audience that you know what you're talking about.

Avoid deferential language such as "in my opinion" or "at least I think we should." Try not to be wishy-washy. Don't hedge your bets by arguing "perhaps we should" or "such-and-such might be the way to go." Don't be arrogant, but don't give the audience any reason to think you might not know what you're talking about.

This past year Michael Maren wrote an article for Newsweek, "The Faces of Famine." This article was not what a viewer would have expected to read: the continuation of starving people in Africa because of an apparent lack in economic means. Although most Americans are moved by the pictures of "skeletal" children and hold the belief that the problem stems from a lack in food resources due to drought and severe conditions, according to Maren the general public in the U.S. is misinformed and unaware of the politics involved with this severe famine.

The evidence Maren has compiled informs his audience that providing money donations for relief funds is destructive, not helpful, for those affected. In his essay Maren talks specifically about the situation in Sudan. The root of the famine is from a 15-year-old civil war between the Khartoum Government and the Sudanese People's Liberation Army (SPLA).

Maren has contributed both his personal experiences, living in Africa as an aid worker and journalist for 20 years, and his political knowledge about starvation being used as a weapon for a civil war, as evidence for his argument. His goals are to inform his audience what really is happening in Africa and to begin to assist in saving lives rather than adding fuel to the fire.

One way to establish credibility and authority is to follow both spoken and unspoken rules of research conduct in both your introduction and throughout the argument. Here is a list of guidelines to keep in mind:

• Respect previous research and authority.
• Take all publications seriously, even when you disagree.
• Respect your opposition: No name-calling.
• Cite all sources: No plagiarizing.
• If it's relevant, include it, even when it hurts your case: No sins of omission.
• If it can't be backed up, don't include it: No generalizing.

Compel the Audience to Listen

Your argument must be compelling. What can you say that will convince you audience to hear you out? An important question: It's easy to assume that the answer is obvious and that your audience will "get it" yet, quite often, that's not the case. Don't leave this to chance. Put yourself in the audience's place and think about what they will be asking:

• Why should I care?

Good answers to such questions will help you draw the audience into the body of your argument. Be creative, but don't lose sight of the facts.

Invoke a Truism

Find something everyone in the discipline agrees with and propose it as the reason for your argument. In the example, the writer connects an argument about identity politics to a concern regarding students and how they learn. In this way, a theoretical issue-something many educators find uninteresting-is connected to something about which all educators are interested: their students.

In posing identity constitution as a central question for social rhetoric, I do not…seek to simply point out a theoretical difference in composition studies. Instead, I locate such questions about the discursive construction of identity primarily within a concern for students as writers and citizens. By examining the different assumptions social rhetoric makes about how discourse affects the student writer's construction of identity, I hope to highlight more explicitly the role pedagogy plays in "teaching" students not only how to construct public voices from which to speak of identity politics but also how to construct their identities.

Provide an Eye-Catching Statistic or Quote

Drawn from research, these may be used to highlight the importance of an issue or-if a quote is personal in nature-to appeal to the audience's emotions. In either case, be sure the statistic or quote directly relates to the issue at hand. For example:

In his U.S. News & World Report article, Hey, We're No. 19! , John Leo addresses the results of a recent survey which found that American students, compared to students from 20 other countries, placed well below average on standardized math and science tests. Leo surmises that these results can be blamed on two things: unqualified teachers and "social attitudes that work against achievement" fostered by teachers' colleges.

Leo may or may not have a legitimate point in his essay; it is difficult to tell through all the sarcasm and unsubstantiated opinion. The article is ineffective for two main reasons: the complete lack of evidence and the condescending attitude Leo exhibits toward the very people he aims to convince.

Identify a Common Concern

In this way, you remind an audience that they already care about an issue. In the example, the writer addresses an American audience on the prayer in public schools issue by identifying it with free speech rights: the protection of which everyone is concerned. This provides a compelling reason for the audience to revisit ideas about prayer in schools while keeping the topic within the legal realm. For example:

What would happen if you were fired for criticizing your boss in a bar after work hours? If you were told you could not put a bumper sticker on your car endorsing the Republican candidate because it would offend your Democratic neighbor? Most Americans, in either of these instances, would be justifiably upset at how their right to free speech was being impinged. Yet, mention that students should be allowed to pray in school and, all of a sudden, the issue becomes murky. We are confronted with another legal issue: separation of church and state. Which of these "rights" should win in this battle? In this essay, I argue that neither is more important than the other, yet if we look closely at the issue of prayer in schools, we will see that there is a way to allow prayer, and thus free speech , without violating the separation of church and state.

Tell an Anecdote

Invoke a reader's sympathy with a short narrative of an experience-either your own or one drawn from research-which highlights the personal effect of the issue about which you will be arguing. For example:

Celebrating his acceptance into his fraternity of choice, Benjamin Wynne did something many college students have done at one time or another: he went out and got completely, unabashedly drunk. Wynne, accompanied by other members of Louisiana State University's chapter of Sigma Alpha Epsilon, started off his night of revelry at a party off campus. The group then moved to a local bar before ending up back at the frat house. Though this type of partying may sound typical to many college students, its result was anything but typical: Benjamin Wynne died that night of alcohol poisoning, having consumed the equivalent of 24 drinks (Cohen 54).

His death in early September of last year should serve as a wake-up call to every individual on a college campus in this country, as well as parents of students. Excessive drinking is a widespread, serious problem on many college campuses nationwide, not only for the students who actually do the drinking, but for non-drinking students as well. Students, faculty, administrators, and other individuals on college campuses must admit to themselves that this behavior is not acceptable. We must admit that it is a problem before another student's life is tragically cut short.

Ask Questions

Although this strategy is often overused, asking a few key questions is a good way to introduce your argument. Be cautious, however, of posing any that will not be answered: doing so sets up false expectations. For example:

How many times have you looked at a city street and seen it draped with power lines going in every direction? How many times have you seen housing developments intersected by huge power lines which radiate dangerous levels of high voltage? How many times have you driven the open country only to find miles and miles of steel towers connected by strands of power lines?

If you're like me, you notice these things. To me, they happen to be aesthetically unpleasant. What we don't see is where or how the power within those lines is generated. Chances are it is not good. Over 85% of our current energy source is derived from fossil fuels (RE fact sheet 1). What if our power source wasn't harmful to the earth? What if it was coming from the sun and wind, and didn't harm the people in the neighborhoods who used it?

Promise Something New

Demonstrate how your argument adds to, reframes, redefines, or offers a new solution to an issue with which your audience is already involved. In this example, the writer summarizes current positions in published literature in order to reframe the issue. For example:

In the past twenty years, literacy has become a hot topic among educators and the public alike. For teachers, the issues seem to revolve around the literacy skills students need in order to graduate from high school. The debate ranges from a strong emphasis on critical reading skills (Smith, Jones) to technical literacy skills (Palmquist, Barnes) to writing skills (LeCourt, Thomas). As most teachers know, however, these skills are not separate: writing, for example, can't be taught apart from reading; technical literacy includes both writing and reading.

How, then, should a teacher decide which skills to emphasize in a given high-school curriculum? In this paper, I will argue that the first step to deciding on necessary literacy skills lies in closely examining what students will need to succeed after high school, in college and in the job market. In short, any decision about literacy skills must begin with research into the public sphere. Educators cannot make such decisions in a vacuum, as most theorists (like those cited above) are now doing.

Use an Epigram

A simple block-quote at the beginning of a paper can highlight the importance of an issue or the differences of opinion that surround the debate. Not generally referred to in the argument itself, an epigram serves to set up the context for the argument being introduced. For example:

I agree that students should be able to write well when they leave the University. But I think we don't give them enough credit for how well they can write when they come here. All we need to do is push them a bit more. . . . The University is talking about keeping a writing portfolio for every student: who has the time for that. . . . All this nonsense about WAC is just baloney, just baloney. --Professor of Electrical Engineering

Perhaps I ought not to start my paper with so clear a statement of the disagreement our panel hopes to address. But in some ways, the practical challenge offered by Professor X helps to define a workable theoretical perspective. As other practitioners have discussed, a top-down model of WAC can do nothing in the face of such hostility. At best, proponents of WAC must ignore the faculty who hold such positions. But a model of WAC that focuses largely on students might just side-step this faculty member long enough to convince other faculty and students that WAC has real merits.

Establish Common Ground

What does everyone already know about the issue? One of the best ways to attract the interest of an audience is to locate them on common ground, showing how the issue at hand has been or remains something about which they are already familiar and concerned. There are several ways to do this.

Present a New Angle

Use published material to identify that your issue has already been addressed at length either by experts in the field, or in the broader society. Then demonstrate that your position, one about which your audience already knows quite a bit, is a brand-new take. For example:

Picture in your mind the four women who are closest to you. It may be your sister, your mother, your niece, your aunt, your best friend, your wife, or even yourself. According to at least six of my sources, including the research handbook, Rape and Sexual Assault III edited by Ann Burgess, one of the people pictured in your mind is or will become a sexual assault victim. The research handbook specifically states that one in four female college students will be sexually assaulted during her college career (Burgess, 1991).

Make an Emotional Appeal

Connect your audience emotionally to the issue at hand. Appeal to their sense of compassion: Deliberately pull at the heartstrings. Start at a general enough point where the audience easily recognizes the common ground upon which you and they both stand. Emotionally invested, they will hear you out. For example:

As the video showed a man with violent tremors trying his hardest to speak with some fluency, I thought, "Can't we do any more for people like him?" The man I was watching had Parkinson's, a disease afflicting 1 in 5,000 people (Bennett, lecture). Due to the degeneration of that part of the brain that produces dopamine, a chemical that helps control motor coordination, patients afflicted with Parkinson's disease often suffer muscle rigidity, involuntary tremors and a shuffling gait.

I cannot imagine the frustration a person with Parkinson's disease must feel when tremors prevent them from holding a cup of tea. I cannot imagine the frustration they must feel when walking no longer comes with ease. I cannot imagine the frustration they must feel as they consciously know they are physically deteriorating. And I cannot imagine the frustration family members of Parkinson's patients must feel as they watch their loved one deteriorate and know that there is nothing they can do to help.

In answer to my own question, though, there is more we could be doing to help people with Parkinson's disease. Current research on fetal tissue transplantation shows great promise and could be a great benefit to many people. [The paper goes on to argue in favor of fetal tissue transplantation despite the controversy surrounding such a procedure.]

Present a Solution

Demonstrate that your argument addresses a problem in which everyone in the audience shares or has a legitimate interest. Pull the audience in by explaining its significance to the field of study or connecting it to a larger social issue.

Common ground begins by building the larger picture, one that all audience members recognize, and then whittling it down to a smaller, more focused issue and the one to which your argument provides a solution. Your logic should generally be presented following the pattern of an inverted pyramid. This demonstrates how one problem emerges from another, as in the illustration below.

Clarify or Define a Problem

This is a strategy often found in the social sciences (psychology, sociology, etc.), business and the professional world, though it is not constrained to those disciplines. As part of the context of an issue, a specific problem provides a patch of common ground on which everyone in the audience can stand while you argue the case for a specific solution.

Argue from a Societal Perspective

One way of presenting a problem is to appeal to your audience as citizens rather than professionals in a given field. Begin with a social problem that might benefit from a disciplinary solution and work towards the disciplinary end. Establishing common knowledge about a societal concern, or problem, usually ties back to a disciplinary issue fairly quickly, however, be advised, that academic audiences expect arguments aimed more directly at their professional concerns rather than their social ones.

As the recent battles over affirmative action, school busing, reactions to separatist movements such as the Million Man March, and the backlash against government control by groups such as the Montana Freemen illustrate, our society is becoming more and more divided on how cultural difference can be maintained while still functioning with a national consciousness. [Statement of a social problem]

In the field of composition, these social tensions translate into issues of identity politics: [An immediate transition to what this social issue means in the disciplinary terms of the field of composition, a sub-field of English studies] how can instruction in academic discourse serve to educate a critical citizenry and yet not infringe upon ethnic, gendered, and sexual identities? How might we prevent the power of academic discourse to rewrite subjectivity without also abandoning the common ground such a discourse provides? [Poses discipline-specific questions related to social issue that define the problem to be answered in the text]

Argue for a New Perspective

Although many arguments focus on a specific problem and its corresponding solution, that's not always the case. Some arguments redefine an issue, arguing for new ways of looking at an old problem.

These types of arguments require a different introduction strategy, typically beginning with a statement of the problem and a brief review of the inadequacies in the solutions offered to date. It's a great approach to presenting a position statement that an existing problem needs to be looked at from a different perspective.

As our readings in class have demonstrated, what constitutes literacy and how it should be defined is a question which encourages lively and active debate. [A brief statement of problem which needs no justification since it was already discussed in the context of the class the paper is being written for] Some scholars (e.g., Hirsch, D'Souza) argue that what it means to be truly "literate" is a mastery of a certain body of knowledge that can provide a common knowledge base for all citizens. Others (e.g., the Bell report) focus on "skills" instead of knowledge, arguing that what students need are basic critical reading and writing skills that then can be applied to whatever context they find themselves in as a adults. More radical educators (e.g., Freire, Giroux) argue that true literacy lies in the ability to be critical about culture: to "read," for example, the media for its insidious cultural messages and act differently upon them. [A brief summary of solutions already offered in the discipline] From this brief summary, it is obvious that what is at stake in this debate is no less than what we think students need to learn to be successful economically and responsible members of a democratic citizenry. [A restatement of the problem in different terms] Yet, ironically enough, although the debate is focused on "what students need to know," rarely is a student's opinion solicited. In this paper, I will examine the literacy debate from my perspective as a college student. When we look at this debate from my perspective, we see that the questions posed about what it means to be literate have little to do with students' concerns and what we think we need to know. [A statement of a new perspective and the challenge it offers to current solutions]

Argue for a New Solution

Rather than arguing for a new perspective, a critique of old solutions can be enough to introduce the argument for a new one. These types of introductions typically recognize the existing problem, briefly review the inadequacy of past solutions and end with a position statement identifying a new solution and a call for its implementation.

As the media coverage of the issue and a variety of polls have demonstrated in the past 10 years, very few members of the national public would dispute the claim that politics has been controlled by too few people for far too long. For example, in a 1994 Guppy Poll, 97% of citizens polled responded that the government was clearly in "grid-lock," although 92% of those polled attributed the grid lock to "career" politicians such as Strom Thurmond and Ted Kennedy (Goldfish Collective, 1994). [A brief statement of a problem immediately recognizable by most citizens] Yet, although the public clearly sees "government by the few" as a serious problem, there is little to no consensus on a solution. [A transition to the argument for inadequacy of solutions]

Various solutions have been posed for this problem, ranging from mandatory term limits to the expansion of the two-party system to "free" television spots for all candidates. [Summary of inadequate solutions] In this paper, however, I will demonstrate that none of these proposed solutions will adequately solve the problem as long as funding for campaigns remains so inequitable. [Overview of argumentative strategy: critiquing other solutions] Instead, I will argue that the "best" solution lies in an option which has received little, if any, attention by the mainstream press: socialized campaigning wherein all campaigns are funded solely by the government and each candidate receives an equal amount of campaign funding. [Statement of thesis: goal of showing inadequacy of other solutions]

The Argument/Presentation of Evidence

The bulk of an argument is given over to supplying and presenting the evidence that supports a particular claim or position, refuting opposing arguments and making appeals to the logical, ethical and emotional sensibilities of the audience.

Acceptable Academic Evidence

Acceptable academic evidence depends a great deal on to whom it is going to be presented, the field in which they work, and the focus and goals of the position being argued. To be convincing it must be founded on fact, well reasoned, logical, and stand up against opposing arguments. Included will be a mix of facts, research findings, quotes, experience and the work of other people.

Logical and textual evidence is generally considered to be more authoritative-stronger and more convincing-than anecdotal evidence or emotional appeals. For it to be academically acceptable, the evidence must meet certain criteria:

• Evidence Must Come from a Reputable Source: Just because someone has written on a topic or issue doesn't mean your audience considers them an authority. Authority is judged by how much experience a source has, the viability of their research methods, and their prior reputation.
• Evidence Must Emerge from Acceptable Research Methods: If you are using any form of quantitative or qualitative research, look closely at the methods. A survey of 5 people is hardly persuasive. A survey of 100 may be acceptable in a sociology class, but not authoritative to an audience of scientists.
• Evidence must be Replicable: If you use an original study, replicating the same conditions and methods should produce the same results. Using the same sources, the same information should be found. Personal experience and observation are hard to replicate, however. The onus to be ethical and honest is on the author.
• Evidence Must be Authoritative and Factual: What counts as factual varies widely from discipline to discipline. Personal experience may be valued in a Women's Studies class, but it won't meet the criteria for a science paper. Your audience must consider all your evidence and sources authoritative.

Acceptable Field-Specific Academic Evidence

Acceptable "field-specific" academic evidence is a bit more complicated. Many disciplines are subdivided into niche fields, each of which may have differing criteria for defining acceptable evidence. For instance, textual evidence will be expected in the Speech Department's Rhetorical History and Theory classes, while the Mass Communications class will expect observational and qualitative research methods.

The best way to judge what constitutes acceptable evidence is by checking the reading assignments in your own class syllabus. Consider what types of evidence your professors use most often when discussing a certain issue or problem. Look at the bibliographies in your textbooks or in articles from other well-known books and journals. You will find many different kinds of evidentiary sources. Here is a list of the most common.

• Surveys are acceptable in many fields, particularly in journalism, communications, business management and sociology where knowing the reaction or feelings of many individuals regarding a specific issue is relevant. They are less acceptable in the biological and physical sciences.
• Observational Research is acceptable in many fields. Descriptive studies of human behavior are especially authoritative in education, anthropology communication, psychology, sociology and many other social sciences. They are less relevant when the object of study is more textual, as in history or literature.
• Case Studies are acceptable in the majority of fields as long as accepted methodologies are followed. Case studies are especially prevalent in the health and human behavior fields, human behavior, education, and business.
• Academic Journals and other reputable publications-including bona fide research studies-are acceptable sources in all academic fields. The key is the status of the publication. Popular magazines, for instance, generally have a lower status than journals, excepting in fields like political science, journalism and sociology where societal issues are often addressed.
• Popular Magazines are acceptable as evidence in fields where public opinion or current events are especially relevant such as political science or journalism. Even here, however, information is expected to be analyzed from an academic perspective unless only facts and events are being cited. Tabloids are seldom acceptable. Note: Depending on your topic, The New York Times might be acceptable.
• Biographical Information is generally not the best form of evidence unless you are actually writing a biographical or an historical paper. In other words, it's only acceptable if it's relevant. In most cases, what a person actually said, did, or discovered will be more useful and relevant.
• Quotes or Summaries of work from established authorities, those with reputations in their fields of study, are more authoritative than that of work from those with little to no experience or publication record on which to judge their expertise.
• Beliefs --defined as opinions or truths based on intuition, faith, or other intangibles-- that can't be backed Back or empirically verified are generally not acceptable in an academic argument. Exceptions may be made, depending on relevancy, for quoting a religious or theological authority.
• Opinions are acceptable only when they have been substantiated through prior examination. Quoting an expert or recognized authority, in other words, after they have already made a convincing argument, can be considered evidentiary. An unsubstantiated opinion from anyone, expert or otherwise, is not acceptable.
• Statistics are accepted in every academic discipline, especially those that rely heavily on quantitative research, like science and engineering. That said: many of the social sciences, like anthropology, psychology and business management, combine both quantitative and qualitative research making statistics just as applicable and acceptable in those fields as well.
• Personal Experience was not considered acceptable in an academic argument until recently. Gaining ground since the 1980's, it is particularly considered credible and acceptable in the humanities and liberal arts. More so, in other words, than in business, social sciences or any of the harder sciences, but that, too, is changing. Check with your professor and read your syllabus closely to find out if and how personal experience can be used as evidence in an argument.
• Interviewing an Authority is acceptable, both in-person and over the telephone, in almost every academic discipline. Their credibility is considered in a similar vein as academic journals and other reputable publications in which field-specific articles are printed.
• Interviewing an Ordinary Citizen can--in the manner of testing which way the wind is blowing--be useful as evidence of public opinion, but it is not acceptable in sBackport of a particular position itself in the same manner as that of an expert or an authority. For example, your roommate's opinion on the environment is not as authoritative as the head of the EPA's.
• Laboratory Research is most acceptable in the hard sciences; however, many of the social sciences (e.g., psychology) view it just as authoritatively. The only fields where laboratory research is less acceptable are in the humanities which rely almost heavily on textual evidence or observational and qualitative research.
• Textual Analysis --analyzing other people's research and drawing logical conclusions or interpreting texts and theory for inferences and evidence--is acceptable in almost every academic field. Highly regarded in the humanities fields, it is of lesser-though still authoritative-importance than any original lab or observational research done in the sciences.

Refuting Opposing Positions

Refuting opposing positions is an important part of building an argument. Not only is it important, it is expected. Addressing the arguments of those who disagree is a way of identifying the opposition and exposing the primary weakness(s) in their argument. Doing so helps establish the contextual parameters, or boundaries, in which your argument will be contained. It's best to start with a summary.

Summarizing the opposing positions demonstrates that you are being fair to the other side. It also allows you to set the table for the claims you are going to be laying out. Here are a few general guidelines for composing a summary:

• Provide only a sentence or two describing the focus of the opposing argument.
• Focus only on the details that will be important to what you are going to present.
• Avoid slanting the summary. It provides grounds for discounting your position.

For example:

George Will's editorial in Newsweek states that the reason "Johnny Can't Write" is the misguided nature of English teachers who focus more on issues of multiculturalism, political correctness, new theories of reading such as deconstruction, and so on, than on the hard and fast rules for paragraph development, grammar, and sentence structure. [Summary: A concise yet fair summary of Will's main argument.] Although Will interviews students and uses sample course descriptions to back up his opinion, he misses the main point: all the "fashionable" theories and approaches he decries have actually been proven to teach writing more effectively than the traditional methods he favors. [Refutation: The beginning of a refutation that will go on to show why Will's judgment is wrong.]

Using a Counter-Example

Using a counter-example, or an instance that flies in the face of the opposition's claim, is one way of refuting an opposing argument. If it can be shown that their research is inadequate, it can be shown that their position is faulty, or at least inconclusive. Casting a shadow of doubt over the opposing argument provides strong evidence that your argument has merit. Be sure to use real instances of how your opponent's position doesn't account for the counter-example.

As Henry Johnson, a vice-president of student services at the University of Michigan explained, "To discuss sexual assault is to send a message to your potential student cohort that it is an unsafe campus, and therefore institutions tend to play that down" (Warshaw, 1994). When deciding which university to attend, prospective students do compare statistics regarding the ratio of males to females, student to faculty and-yes-the incidence of crime. Therefore it is no surprise that more than 60 colleges rejected requests to conduct surveys concerning sexual assault at their schools even though anonymity was guaranteed (Warshaw, 1994). [The writer sets up the opponents' view that information about sexual assault on campus damages universities' reputations.]

Universities fear negative publicity, but at Bates College, a rally of 300 angry college students outside the president's house demanding to know why the college hadn't informed them of a recent series of sexual assaults on campus, did get publicized. This resulted in further negative publicity because it came out that the university, in order to cover-up the occurrence of sexual assaults, punished the assailants without providing fair trials (Gose, 1998). [The counter-example shows that even more negative publicity results from trying to hide sexual assault information.]

Outlining an Opposing Position

Outlining an opposing position, as with a summary, not only refutes or rebuts an argument; it's also a way in which to introduce your position. Explicitly addressing those who disagree provides an opportunity for demonstrating why the opposition is wrong, why a new position is better, where an argument falls short and, quite often, the need for further discussion.

Although there is obviously a strong case for introducing multicultural topics in the English classroom, not all would agree with the argument I've put forth here. One of the most vocal critics of my position is George Will. For example, Will's editorial in Newsweek states that the reason "Johnny Can't Write" is the misguided nature of English teachers who focus more on issues of multiculturalism, political correctness, and new theories of reading such as deconstruction than on the hard and fast rules of paragraph development, grammar, and sentence structure. [Summary: A concise yet fair summary of Will's main argument.]

Yet, as I have shown here, multicultural methods clearly do not interfere with teaching writing. [Refutation #1: Disproves Will's position by referring to research already cited.] Further, Will demonstrates a certain bit of nostalgia in this piece for "older ways" that, although persuasive, has no research, with the exception of Will's childhood memories, to back it up. [Refutation #2: Exposes a flaw in Will's argument.] Although most of us think the way we were taught must be the right way, such is not necessarily the case. We should neither confuse nostalgia with research nor memory with the best curriculum. [Opposing argument: Memory and research are not the same; thus, Will's point is wrong.]

Appealing to the Audience

Appealing to the audience is another important part of building an argument. In an academic argument, logical appeals are the most common, however, depending on your topic, ethical and emotional appeals may be used as well.

Logical Appeals

Logical appeals are a rational presentation of relationships constructed such that an audience will find them hard to refute. In most cases it ties together individual pieces of evidence, uniting the argument in a manner strong enough to persuade the audience to a consensus of opinion. In other cases, logical appeals bolster an argument where the weight of evidence is less dependable, as in the following:

• When tangentially related evidence is tied to the argument at hand because direct evidence is unavailable.
• When the evidence can be interpreted in a variety of ways and the writer needs to focus the audience on his or her version so that they may agree with the conclusion.
• When a connection between widely-accepted evidence and newly argued material needs to be established.

When we appeal to the logical sensibilities of an audience, we often rely on long-established relationships between events and facts. If we can show that one event leads to another, for instance, we are establishing a logical relationship (e.g., cause/effect, deductive reasoning, etc.). Because these relationships are deeply grounded in our thinking and language, they are relatively easy to use. Nonetheless, it will help to review the range of logical appeals available for writing arguments.

Cause and Effect

Cause and effect demonstrates how a given problem leads to effects which are detrimental or how the causes of a problem need to be addressed. In either case, the writer sets up a logical relationship based in causality as a key part of the argument, using other forms of proof to support their analysis of causes or effects.

In a paper arguing for a 35 hour work week for manual laborers, the writer supports her thesis by illustrating the logical effects of the current, 40 hour week on society: (1) more physical ailments, leading to higher health costs; (2) less time spent with family, leading to the further breakdown in the American family; (3) fewer job positions being open, leading to higher unemployment than necessary; (4) diminished quality of life, leading to psychological problems such as anger and depression. For each of the four effects, she must then prove through other forms of evidence that a plausible cause of these problems is the 40-hour work week to make her argument.

Compare and Contrast

Compare and contrast demonstrates how a given argument may be similar to or different from something that they already hold to be true. By logical extension, the similarity between the two gives your argument more persuasive power. Pointing to the differences between something held as fact and something you are arguing can convince the audience of its worthiness and allow you to focus only on the differences.

In a paper arguing that homosexuality should be protected as a civil right and arguing that discrimination based on sexual orientation should be outlawed, the writer demonstrates the similarities between sexual orientation and other "classes of people" protected by civil rights legislation (e.g., women, minorities, religious groups). The writer, then, logically appeals to the audience's belief that discrimination based on gender, race, ethnicity, or religion is wrong and asks that they accept the argument extending the same benefit to homosexuals.

Syllogistic Reasoning

Syllogistic reasoning demonstrates deductive logic and begins from the premise that a fact or opinion is inarguably true. Through a series of steps the writer demonstrates that the position being argued follows logically from that premise; an extension of what is already inarguably true. In another use of this appeal, the writer presents a series of facts from other sources and then draws a logical conclusion based on these facts, showing how each group of facts leads to a premise which the audience can accept as fact, and finally, how these premises, when put together, lead to a certain conclusion.

In a paper arguing for the agreement reached at the World Environmental conference banning the destruction of rain forests and other large forests, the writer attempts to show why the ban is a logical response to global warming. In his paper, the writer presents scientific authorities' descriptions of global warming and its main cause: a lack of oxygen in the atmosphere. He then presents other scientific evidence about how oxygen is produced on earth, through plant life. By syllogistic reasoning, the writer can then draw the conclusion that if global warming is caused by a lack of oxygen [premise #1] , and trees produce the most oxygen on earth as the largest form of plant life [premise #2] , then one way to slow global warming is to protect forests [conclusion] .

Classification

Classification demonstrates how previous research, the people contributing to a discussion, or the concepts and ideas important to an issue can help shape how an audience thinks about or perceives an issue. It groups people, research and opinions in ways that makes logical sense to your audience and sets up the means by which you can argue either for or against that which a group stands.

In a paper arguing for a certain interpretation of family values, the writer begins by looking at all the groups who profess to be in favor of such values (e.g., the religious right, President Clinton, feminists) and how they define such values differently. Grouping the other people who talk about the issue in this way then allows the writer to ally himself with certain groups and argue against others.

Definition demonstrates how to set the terms or parameters of an argument. Defining issues in terms that support your position frames the argument so that, through syllogistic reasoning, an audience can be lead logically to the conclusion you intend. To argue by definition, then, is to convince the audience that the definitions are reasonable, supportable and logical and, since your argument is based on them, your conclusions are as well.

In an editorial arguing for dismissing a given professor, the writer begins by defining what makes a "good" teacher: knowledge of topic, interest in student learning, a teaching style that holds students' attention, an ability to explain clearly difficult concepts, availability for conferences with students, and fair evaluation methods. Once a good teacher is defined in this way, the author can then demonstrate how Professor X has none of these qualities, proving his judgment with evidence at each point from student evaluations, interviews, etc. Logically, then, if Professor X does not fit the definition of a good teacher, the readers will reach the conclusion that he is a bad one and should be dismissed.

Ethical Appeals

Ethical appeals make use of what an audience values and believes to be good or true. Presented formulaically, it might look something like this:

Values held by audience + connection to your argument = an argument your audience values.

Ethical appeals are acceptable in most forms of academic argument; however, they are not a substitute for evidence or proof. Use them sparingly. Whatever you do, don't assume your ethical positions are shared by your audience as this may differ radically from one to another.

Typically, such appeals appear in the introduction or conclusion to demonstrate how the argument connects to a belief the audience already holds regardless of whether they have ever thought about your position in the same way before.

Arguing from an Ethical Basis

When arguing from an ethical basis, begin by subtly reminding readers of what it is that they are supposed to believe in and then show how your argument is a logical extension of that belief. For example:

Although most people wouldn't call themselves "feminists," it is difficult to find anyone in the 1990s society who doesn't believe women should receive equal pay for equal work. Equal pay, after all, is only fair and makes sense given our belief in justice and equal treatment for all citizens. [First two sentences remind audience what they believe.] However, the fact remains that no matter how commonsensical equal pay seems it is not yet a reality. Addressing the causes of unequal pay, then, is something that goes to the heart of American society, an individual's right to receive fair treatment in the workplace. [Second two sentences illustrate how this ethical belief is being violated, and thus, by logical extension, should be addressed.]

Discipline-Specific Arguments

In discipline-specific arguments, it is best to use an ethic or value shared within that community. For example:

As teachers, we constantly profess the belief that students should be in charge of their own learning. Arguably, a student-centered curriculum is one of the unquestioned values of educational studies. [First two sentences invoke a value within the field of education.] Although seemingly a radical idea, foregoing the teaching of grammar out of workbooks is simply an extension of this value. By working with grammatical mistakes in the context of a student's writing, we are merely gearing the curriculum to a student's needs and helping him/her "take charge" of their own writing. [The last two sentences show how what the author is arguing-teaching grammar in the context of student writing-is a logical extension of this value.]

Arguments for a General Audience

In arguments geared to a more general audience, cultural values may be more appropriate. For Example:

One of America's greatest commodities has been the field of science and medicine. During the four-year governmental ban on fetal tissue research, doctors went to other countries to perform transplants, thus exporting our ideas and innovations in this area to other countries (Donovan, 225). Why shouldn't we continue to be at the forefront of this research? Our technology, especially in medicine, is some of the best in the world, and this research could provide benefits for thousands of people. We need research to continue and to consistently show what exactly needs to be done in this procedure. [Highlights: First sentence invokes an American value-the strength of our medical technology-while the next sentence examines the ethics of exporting such technology without using it on the home front, something most Americans would protest. This sets the stage for the writer to argue for more research into this area.]

Emotional Appeals

Emotional appeals are generally frowned upon in academic circles for the simple reason that they tend to get in the way of logic and reason, the prerequisites of an academic argument. However, under the right circumstances, they can be quite effective. Drawing on our most basic instincts and feelings an emotional appeal can illustrate a truth or depict the reality of a fact in an emotive way far more compelling than a logical or ethical appeal. For example:

Studies show that women earn 80 cents to every dollar earned by a man. What these statistics don't illustrate well is the effect this lesser earning potential has on women's lives. Take Irma as an example. Irma works as a nurse in a major hospital, yet takes home only $250 a week. On this money, she must support her four children whose father abandoned them when the youngest was six months old. With rent at $700 a week, she has only $300 left over for food, clothing, and her own needs. As she describes it, "it's heartbreaking to have to tell my daughter that she has to wear hand-me-downs one more year to begin school or to tell my son that he can't join the baseball league because we can't afford the fee for the uniform. It's even worse when I watch them eat pasta day after day without complaint because our budget doesn't allow for much meat." It's even more frustrating, she explains, when she realizes not all nurses doing the same job are earning the same pay. "Last month, I heard one of the male nurses got a raise because he was supporting a family of four. What makes them think women aren't in the same situation?"

Be cautious using emotional appeals. They have no place in an academic argument if their purpose-as often seen in advertising and politics-is to deceive or distort. When appropriate, use them to introduce an argument that proceeds logically and is supported with acceptable forms of evidence (e.g., statistics, research studies) or, to follow, as a graphic or human illustration of what the evidence suggests.

The Conclusion

There are no hard and fast rules for constructing an argument's conclusion or that mandate what it should contain. Nevertheless, your conclusion should close out the presentation of your evidence in a clear, logical and thoughtful manner and leave the audience with some credible semblance that you have followed through on or fulfilled the promise of your introduction.

If the argument is open-ended, the conclusion should remind the audience of the specifics of the issue being argued, the position you have taken and give them something new to consider. If it is close-ended, it should justify your position. The conclusion is the place to pound home the central points of your argument and persuade the audience that, "given the evidence," your case is indisputable.

Depending on what message you most want to leave your audience with, you may want to conclude using one or more of the following strategies:

• Reflecting Introduction

Summarizing Key Points

Logical synthesis, evaluating the solution, call to action, emotional and ethical appeals, reflecting your introduction.

Reflecting back on your introduction will provide a sense of closure, particularly if you began by asking questions, or proposing a solution to a problem. Having provided the answers or explained the solution in the body of your argument, your concluding remarks provide an opportunity to restate the original questions or problem and show how your argument answered or resolved them. It is also an opportunity to show how your position adds to or changes the context of the issue at hand. For example:

Picture yourself stepping out into a backyard with just enough sturdy turf to be comfortable in a sea of drought-loving flowers such as cosmos, dianthus, columbine, and zinnias. The honeysuckle bushes and juniper hedges are alive with the buzzing of bees and the twittering of birds. At night as you lie down to sleep, you can once again hear crickets through the open window. All this and your mower and hoses have not been out of the shed for weeks!

Summarizing the Key Points of an argument is always a good idea and, in some disciplines, it's considered a standard conclusion. But more often, it is used in conjunction with other concluding remarks and strategies. Be careful not to overdo it: Unless you are presenting a complex argument, or relying on a variety of potentially confusing sub-arguments, a lengthy summary is unnecessary and, in fact, overkill. Be brief. For example:

The current sexual assault reporting rates among students is low because the victim often does not know what resources and options are available. In addition, ignorance, misconceptions and students' false sense of security undermine the sexual assault prevention efforts. The alarming result is that assailants are often unaware that they are assailants and victims unaware that they are victims.

The best way to fight this ignorance is education and, since that is the goal of a university, what better place to begin. Education about sexual assault may be difficult at first but eventually everyone, including the institution, will benefit. It will not only teach students how to succeed in the classroom and office, but how to succeed in life as well.

A logical synthesis of points made summarizes the individual steps taken to arrive at an argument's conclusion and is practically a requirement of an inductively organized presentation. In the body of an argument, each piece of evidence is laid out and examined individually. Synthesizing the logic behind each step pulls all those pieces together and demonstrates how each relates to another. Briefly reminding your audience of all these connections may be the best way to conclude, particularly if your argument is somewhat complicated or difficult to follow. For example:

Some find it easy to adopt a "they're getting what they deserve" attitude toward student binge-drinkers when they suffer the negative effects of their behavior. As long as they are adults making their own choices, and they are the only ones affected, why not let them do as they please? This attitude should not be tolerated for two reasons. First, many of these students are breaking the law by drinking before the age of 21. We cannot ignore this and allow these crimes to go unpunished. Second, they are not the only ones affected. The repercussions of binge-drinkers on non-drinkers living in dorms and Greek houses-the secondhand binge affects-should not be so lightly dismissed.

Wechsler writes, "It is no longer possible to view bingeing as solely the bingers' problem: non-bingeing students are paying too steep a price." On high-binge campuses, for example, that price includes student's sleep or study interrupted (68%), caring for a drunken student (54%), unwanted sexual advances (26%) and personal property damage (15%) (Wechsler 23-60). It is the non-drinking student we must keep especially in mind when we consider whether college binge-drinking is a problem worthy of our attention, or one we can afford to keep on ignoring. Writes Hingson, "Emphasis should be placed on protecting the rights of those [non-drinkers] negatively affected by binge drinkers" (54). All students have the right to be safe and happy at their university, and we cannot continue to allow binge drinkers to infringe upon that right.

Evaluating the Solution to a problem presented in the introduction is also an excellent way to conclude your argument. Since most of an argument focused on solving a problem presents the reasons why a particular solution is best, an evaluation of potential problems and how they might be addressed will leave your audience more convinced of the solution's validity and your objectivity. It provides an opportunity to examine, for the audience's benefit, the strengths and weaknesses of your position one last time before the end of the argument. For example:

A one-credit course would prove that the CSU did take effective steps to help and protect their students and therefore the university would not be found liable for the crime. "Colleges are the last chance that we have to educate young men and women about human relations, living together, competition, and fair play," stated Susan Ervin-Tripp, a psychology professor at the University of California at Berkeley (Warshaw, 1994). This may also be the last chance that society has to give students the tools to prevent unnecessary sexually transmitted diseases, unwanted pregnancies, and lifetimes full of severe emotional stress resulting from sexual assault crimes. [After arguing about the financial and legal liabilities the University might face if they don't institute a required course on preventing sexual assault, the writer moves back to a humane appeal about the long-term personal effects of sexual assault. This emotional appeal builds nicely on the rational appeal to this audience.] Colorado State University can use this chance to offer students a course that will teach them how to protect themselves, aid prevention, and report sexual assault crimes. CSU has a chance to make a huge difference in these students' lives, not only in the classroom but in life. As the U.S. Department of Justice stated so eloquently, "Experiences on campuses will be carried forth to everyday life and will influence future actions. Therefore, every effort to inform students may mean one less victim or one less crime committed" (US Dept. of Justice). Isn't this one student, who was given the tools to avoid a lifetime of shame, doubt, disgust, and depression, enough reward for only a half semester of education?

A call to action work best in deductive arguments that propose solutions to problems (e.g. social problems) or that point out what further research is needed. It takes an argument one step further by addressing what the point of convincing an audience was in the first place. If your goal was advocating some sort of change, and your argument is convincing, your conclusion provides an opportunity to suggest what actions an audience sold on your position can take to actualize that change. For example:

As with any new endeavor, we like to know what we are getting into. We like to know what the advantages and disadvantages are. Exploring every option is something people have been doing for centuries and will continue to do for many more. Fossil fuel studies have shown the world that we have dug much farther into the earth's resources than was probably necessary and that industry has gone too far in tapping the earth of oil and coal. Many scientists believe global climate change has been brought about by pollution resulting from the burning of these fossil fuels.

Maybe we will do something about this problem in the future or, maybe the time to act is right now. Maybe tomorrow is too late for saving the rain-forests. The people who are destroying these trees need an alternative energy source and need to learn more about emerging technologies that will save them from using up all their remaining resources. The sooner we educate ourselves and apply that knowledge toward a sustainable future, the sooner we will be able to offer help to regions of the world which are in dire need.

The sun has tremendous potential for clean, safe and renewable energy and should be exploited in all areas of the world. The future starts right here, right now, with you. It is essential that the simple, yet effective, steps outlined earlier are taken. Write your congressman today. The Solar Forum '97 is taking place this month in Washington. Decisions made there will ultimately affect us all for years to come. Subscribe to a "green" energy program in your area. In Fort Collins it would be the wind program, sponsored by Fort Collins Light and Power. The number to call is 970-221-6704. There are still open slots to fill. Take a look at Home Power Magazine and see how easy it is for renewable energy to fit into your lifestyle. You'll be glad you did. I know I am.

Emotional and ethical appeals prompt your audience to care about an issue on more than an intellectual level. As with introductions, conclusions are an excellent place to do this because it reminds your audience that your position is not merely an academic one, but one that has consequences for real people. Concluding on emotional and ethical grounds provides an opportunity to strengthen the appeal of you position. For example:

The safety of our society is directly influenced by the correct handling of our household hazardous waste. Everyone uses dangerous chemicals every day and the dangers are astounding when they aren't disposed of in a proper and professional manner. In an age of many chemicals, we must be careful not to put each other, our pets, and our environment in harm's way: We do not need sanitation workers losing their lives or are pets poisoned. In a country with a population the size of the United States, it is necessary that every homeowner ensure a healthy environment for everyone-plants and animals included-by taking precautions when disposing of hazardous waste. It is the job of every responsible citizen to ensure that others are not put at risk when disposing of chemicals.

Using evidence, much of which comes from published sources, is an essential part of constructing an argument and proper documentation of those sources is an essential part of convincing your audience that you are credible. All facts and figures, paraphrases, opinions, and quotes from other sources must be cited using specific citation formats such as footnotes, in-text notes, end-notes and bibliographies.

LeCourt, Donna, Kate Kiefer, & Peter Connor. (1996). Understanding the Parts of an Argument. Writing@CSU . Colorado State University. at https://writing.colostate.edu/guides/guide.cfm?guideid=54

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• How to Write a Thesis Statement | 4 Steps & Examples

How to Write a Thesis Statement | 4 Steps & Examples

Published on January 11, 2019 by Shona McCombes . Revised on August 15, 2023 by Eoghan Ryan.

A thesis statement is a sentence that sums up the central point of your paper or essay . It usually comes near the end of your introduction .

Your thesis will look a bit different depending on the type of essay you’re writing. But the thesis statement should always clearly state the main idea you want to get across. Everything else in your essay should relate back to this idea.

You can write your thesis statement by following four simple steps:

• Start with a question
• Write your initial answer
• Develop your answer
• Refine your thesis statement

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Table of contents

What is a thesis statement, placement of the thesis statement, step 1: start with a question, step 2: write your initial answer, step 3: develop your answer, step 4: refine your thesis statement, types of thesis statements, other interesting articles, frequently asked questions about thesis statements.

A thesis statement summarizes the central points of your essay. It is a signpost telling the reader what the essay will argue and why.

The best thesis statements are:

• Concise: A good thesis statement is short and sweet—don’t use more words than necessary. State your point clearly and directly in one or two sentences.
• Contentious: Your thesis shouldn’t be a simple statement of fact that everyone already knows. A good thesis statement is a claim that requires further evidence or analysis to back it up.
• Coherent: Everything mentioned in your thesis statement must be supported and explained in the rest of your paper.

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The thesis statement generally appears at the end of your essay introduction or research paper introduction .

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 and among young people more generally is hotly debated. For many 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 many benefits for education: the internet facilitates easier access to information, exposure to different perspectives, and a flexible learning environment for both students and teachers.

You should come up with an initial thesis, sometimes called a working thesis , early in the writing process . As soon as you’ve decided on your essay topic , you need to work out what you want to say about it—a clear thesis will give your essay direction and structure.

You might already have a question in your assignment, but if not, try to come up with your own. What would you like to find out or decide about your topic?

For example, you might ask:

After some initial research, you can formulate a tentative answer to this question. At this stage it can be simple, and it should guide the research process and writing process .

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Now you need to consider why this is your answer and how you will convince your reader to agree with you. As you read more about your topic and begin writing, your answer should get more detailed.

In your essay about the internet and education, the thesis states your position and sketches out the key arguments you’ll use to support it.

The negatives of internet use are outweighed by its many benefits for education because it facilitates easier access to information.

In your essay about braille, the thesis statement summarizes the key historical development that you’ll explain.

The invention of braille in the 19th century transformed the lives of blind people, allowing them to participate more actively in public life.

A strong thesis statement should tell the reader:

• Why you hold this position
• What they’ll learn from your essay
• The key points of your argument or narrative

The final thesis statement doesn’t just state your position, but summarizes your overall argument or the entire topic you’re going to explain. To strengthen a weak thesis statement, it can help to consider the broader context of your topic.

These examples are more specific and show that you’ll explore your topic in depth.

Your thesis statement should match the goals of your essay, which vary depending on the type of essay you’re writing:

• In an argumentative essay , your thesis statement should take a strong position. Your aim in the essay is to convince your reader of this thesis based on evidence and logical reasoning.
• In an expository essay , you’ll aim to explain the facts of a topic or process. Your thesis statement doesn’t have to include a strong opinion in this case, but it should clearly state the central point you want to make, and mention the key elements you’ll explain.

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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A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

Follow these four steps to come up with a thesis statement :

• Ask a question about your topic .
• Write your initial answer.
• Develop your answer by including reasons.
• Refine your answer, adding more detail and nuance.

The thesis statement should be placed at the end of your essay introduction .

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Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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50 Great Argumentative Essay Topics for Any Assignment

General Education

At some point, you’re going to be asked to write an argumentative essay. An argumentative essay is exactly what it sounds like—an essay in which you’ll be making an argument, using examples and research to back up your point.

But not all argumentative essay topics are created equal. Not only do you have to structure your essay right to have a good impact on the reader, but even your choice of subject can impact how readers feel about your work.

In this article, we’ll cover the basics of writing argumentative essays, including what argumentative essays are, how to write a good one, and how to pick a topic that works for you. Then check out a list of argumentative essay ideas to help you get started.

What Is an Argumentative Essay?

An argumentative essay is one that makes an argument through research. These essays take a position and support it through evidence, but, unlike many other kinds of essays, they are interested in expressing a specific argument supported by research and evidence.

A good argumentative essay will be based on established or new research rather than only on your thoughts and feelings. Imagine that you’re trying to get your parents to raise your allowance, and you can offer one of two arguments in your favor:

You should raise my allowance because I want you to.

You should raise my allowance because I’ve been taking on more chores without complaining.

The first argument is based entirely in feelings without any factual backup, whereas the second is based on evidence that can be proven. Your parents are more likely to respond positively to the second argument because it demonstrates that you have done something to earn the increased allowance. Similarly, a well-researched and reasoned argument will show readers that your point has a basis in fact, not just feelings.

The standard five-paragraph essay is common in writing argumentative essays, but it’s not the only way to write one. An argumentative essay is typically written in one of two formats, the Toulmin model or the Rogerian model.

The Toulmin model is the most common, comprised of an introduction with a claim (otherwise known as a thesis), with data to support it. This style of essay will also include rebuttals, helping to strengthen your argument by anticipating counterarguments.

The Rogerian model analyzes two sides of an argument and reaches a conclusion after weighing the strengths and weaknesses of each.

Both essay styles rely on well-reasoned logic and supporting evidence to prove a point, just in two different ways.

The important thing to note about argumentative essays as opposed to other kinds of essays is that they aim to argue a specific point rather than to explain something or to tell a story. While they may have some things in common with analytical essays, the primary difference is in their objective—an argumentative essay aims to convince someone of something, whereas an analytical essay contextualizes a topic with research.

What Makes a Good Argumentative Essay?

To write an effective argumentative essay, you need to know what a good one looks like. In addition to a solid structure, you’ll need an argument, a strong thesis, and solid research.

An Argument

Unlike other forms of essays, you are trying to convince your reader of something. You’re not just teaching them a concept or demonstrating an idea—you’re constructing an argument to change the readers’ thinking.

You’ll need to develop a good argument, which encompasses not just your main point, but also all the pieces that make it up.

Think beyond what you are saying and include how you’re saying it. How will you take an idea and turn it into a complex and well thought out argument that is capable of changing somebody’s mind?

A Strong Thesis

The thesis is the core of your argument. What specific message are you trying to get across? State that message in one sentence, and that will be your thesis.

This is the foundation on which your essay is built, so it needs to be strong and well-reasoned. You need to be able to expand on it with facts and sources, not just feelings.

A good argumentative essay isn’t just based on your individual thoughts, but research. That can be citing sources and other arguments or it can mean direct research in the field, depending on what your argument is and the context in which you are arguing it.

Be prepared to back your thesis up with reporting from scientific journals, newspapers, or other forms of research. Having well-researched sources will help support your argument better than hearsay or assumptions. If you can’t find enough research to back up your point, it’s worth reconsidering your thesis or conducting original research, if possible.

How to Come Up With an Argumentative Essay Topic

Sometimes you may find yourself arguing things you don’t necessarily believe. That’s totally fine—you don’t actually have to wholeheartedly believe in what you’re arguing in order to construct a compelling argument.

However, if you have free choice of topic, it’s a good idea to pick something you feel strongly about. There are two key components to a good argumentative essay: a strong stance, and an assortment of evidence. If you’re interested and feel passionate about the topic you choose, you'll have an easier time finding evidence to support it, but it's the evidence that's most important. 

So, to choose a topic, think about things you feel strongly about, whether positively or negatively. You can make a list of ideas and narrow those down to a handful of things, then expand on those ideas with a few potential points you want to hit on.

For example, say you’re trying to decide whether you should write about how your neighborhood should ban weed killer, that your school’s lunch should be free for all students, or that the school day should be cut by one hour. To decide between these ideas, you can make a list of three to five points for each that cover the different evidence you could use to support each point.

For the weed killer ban, you could say that weed killer has been proven to have adverse impacts on bees, that there are simple, natural alternatives, and that weeds aren’t actually bad to have around. For the free lunch idea, you could suggest that some students have to go hungry because they can’t afford lunch, that funds could be diverted from other places to support free lunch, and that other items, like chips or pizza, could be sold to help make up lost revenue. And for the school day length example, you could argue that teenagers generally don’t get enough sleep, that you have too much homework and not enough time to do it, and that teenagers don’t spend enough time with their families.

You might find as you make these lists that some of them are stronger than others. The more evidence you have and the stronger you feel that that evidence is, the better the topic.  Of course, if you feel that one topic may have more evidence but you’d rather not write about it, it’s okay to pick another topic instead. When you’re making arguments, it can be much easier to find strong points and evidence if you feel passionate about our topic than if you don't.

50 Argumentative Essay Topic Ideas

If you’re struggling to come up with topics on your own, read through this list of argumentative essay topics to help get you started!

• Should fracking be legal?
• Should parents be able to modify their unborn children?
• Do GMOs help or harm people?
• Should vaccinations be required for students to attend public school?
• Should world governments get involved in addressing climate change?
• Should Facebook be allowed to collect data from its users?
• Should self-driving cars be legal?
• Is it ethical to replace human workers with automation?
• Should there be laws against using cell phones while driving?
• Has the internet positively or negatively impacted human society?

• Should college athletes be paid for being on sports teams?
• Should coaches and players make the same amount of money?
• Should sports be segregated by gender?
• Should the concept of designated hitters in baseball be abolished?
• Should US sports take soccer more seriously?
• Should religious organizations have to pay taxes?
• Should religious clubs be allowed in schools?
• Should “one nation under God” be in the pledge of allegiance?
• Should religion be taught in schools?
• Should clergy be allowed to marry?
• Should minors be able to purchase birth control without parental consent?
• Should the US switch to single-payer healthcare?
• Should assisted suicide be legal?
• Should dietary supplements and weight loss items like teas be allowed to advertise through influencers?
• Should doctors be allowed to promote medicines?

Government/Politics

• Is the electoral college an effective system for modern America?
• Should Puerto Rico become a state?
• Should voter registration be automatic?
• Should people in prison be allowed to vote?
• Should Supreme Court justices be elected?
• Should sex work be legalized?
• Should Columbus Day be replaced with Indigenous Peoples’ Day?
• Should the death penalty be legal?
• Should animal testing be allowed?
• Should drug possession be decriminalized?

• Should unpaid internships be legal?
• Should minimum wage be increased?
• Should monopolies be allowed?
• Is universal basic income a good idea?
• Should corporations have a higher or lower tax rate?
• Are school uniforms a good idea?
• Should PE affect a student’s grades?
• Should college be free?
• Should Greek life in colleges be abolished?
• Should students be taught comprehensive sex ed?

Arts/Culture

• Should graffiti be considered art or vandalism?
• Should books with objectionable words be banned?
• Should content on YouTube be better regulated?
• Is art education important?
• Should art and music sharing online be allowed?

How to Argue Effectively

A strong argument isn’t just about having a good point. If you can’t support that point well, your argument falls apart.

One of the most important things you can do in writing a strong argumentative essay is organizing well. Your essay should have a distinct beginning, middle, and end, better known as the introduction, body and opposition, and conclusion.

This example follows the Toulmin model—if your essay follows the Rogerian model, the same basic premise is true, but your thesis will instead propose two conflicting viewpoints that will be resolved through evidence in the body, with your conclusion choosing the stronger of the two arguments.

Introduction

Your hook should draw the reader’s interest immediately. Questions are a common way of getting interest, as well as evocative language or a strong statistic

Don’t assume that your audience is already familiar with your topic. Give them some background information, such as a brief history of the issue or some additional context.

Your thesis is the crux of your argument. In an argumentative essay, your thesis should be clearly outlined so that readers know exactly what point you’ll be making. Don’t explain all your evidence in the opening, but do take a strong stance and make it clear what you’ll be discussing.

Your claims are the ideas you’ll use to support your thesis. For example, if you’re writing about how your neighborhood shouldn’t use weed killer, your claim might be that it’s bad for the environment. But you can’t just say that on its own—you need evidence to support it.

Evidence is the backbone of your argument. This can be things you glean from scientific studies, newspaper articles, or your own research. You might cite a study that says that weed killer has an adverse effect on bees, or a newspaper article that discusses how one town eliminated weed killer and saw an increase in water quality. These kinds of hard evidence support your point with demonstrable facts, strengthening your argument.

In your essay, you want to think about how the opposition would respond to your claims and respond to them. Don’t pick the weakest arguments, either— figure out what other people are saying and respond to those arguments with clearly reasoned arguments.

Demonstrating that you not only understand the opposition’s point, but that your argument is strong enough to withstand it, is one of the key pieces to a successful argumentative essay.

Conclusions are a place to clearly restate your original point, because doing so will remind readers exactly what you’re arguing and show them how well you’ve argued that point.

Summarize your main claims by restating them, though you don’t need to bring up the evidence again. This helps remind readers of everything you’ve said throughout the essay.

End by suggesting a picture of a world in which your argument and action are ignored. This increases the impact of your argument and leaves a lasting impression on the reader.

A strong argumentative essay is one with good structure and a strong argument , but there are a few other things you can keep in mind to further strengthen your point.

When you’re crafting an argument, it can be easy to get distracted by all the information and complications in your argument. It’s important to stay focused—be clear in your thesis and home in on claims that directly support that thesis.

Be Rational

It’s important that your claims and evidence be based in facts, not just opinion. That’s why it’s important to use reliable sources based in science and reporting—otherwise, it’s easy for people to debunk your arguments.

Don’t rely solely on your feelings about the topic. If you can’t back a claim up with real evidence, it leaves room for counterarguments you may not anticipate. Make sure that you can support everything you say with clear and concrete evidence, and your claims will be a lot stronger!

What’s Next?

No matter what kind of essay you're writing, a strong plan will help you have a bigger impact. This guide to writing a college essay is a great way to get started on your essay organizing journey!

Brushing up on your essay format knowledge to prep for the SAT? Check out this list of SAT essay prompts to help you kickstart your studying!

A bunch of great essay examples can help you aspire to greatness, but bad essays can also be a warning for what not to do. This guide to bad college essays will help you better understand common mistakes to avoid in essay writing!

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Melissa Brinks graduated from the University of Washington in 2014 with a Bachelor's in English with a creative writing emphasis. She has spent several years tutoring K-12 students in many subjects, including in SAT prep, to help them prepare for their college education.

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