classical argument essay example

A Classical Teacher's Journal

Essay writing #4: the classical argument.

The second essay format I teach my students is the classical argument. It is more advanced than the simple argument for a number of reasons.

To begin with, the thesis in a classical argument is debatable in a consequential way, meaning there is something at stake. That something might be political, social, religious, or any number of things that affect the broader world. Given this substantive nature, the argument often requires outside research as opposed to simply one’s own personal analysis. Finally, in order to lend authority to one’s position, the essay format spells out and refutes the opposing position .

In a middle school classroom like mine, I might use a simple argument for analysis of King Arthur but a classical argument for analysis of the justice of the Crusades. Given their complicated history and enduring legacy, a meaningful position on the Crusades requires research and attention to a vast array of conflicting viewpoints.

As I explain to my students, a classical argument is more than “I think this about such and such.” It’s also, “You should think this, too.” It’s clearly a persuasive argument because it tries to draw people to the writer’s viewpoint and dispel any doubt that other views could be correct.

The essay structure itself consists of five parts, which support a single thesis statement through deductive writing , meaning they begin with the thesis statement and then move on to support it.

PART ONE – THE INTRODUCTION AND THESIS STATEMENT

Happily, the introduction of a classical argument models the same format as that of a simple argument. It introduces the topic to be discussed and presents the thesis statement . I instruct students to limit themselves to approximately 3-5 sentences. The brevity of the opening paragraph is one of its strengths and should not be compromised by extraneous information.

This paragraph consists of three parts. The first is the opening sentence itself. This should typically consist of a simple statement of fact, especially for students who are just learning to write an essay for the first time. More “provocative” openings like questions or startling facts are a lot harder to pull off, and I recommend new writers avoid them.

The second part of the opening paragraph offers transitional background information and justification for why the topic is relevant.

Well-done transitional sentences pave the way for the final part of the opening, which is the one-sentence thesis itself, or the position the essay takes. I always remind students that the thesis should be something debatable much like an opinion. In other words, it is not simply a fact.

PART TWO – THE NARRATION

This part of the essay establishes context for the argument . First, it tells the story, so to speak, behind the essay. That story might be the history of a war or the facts of a case or some other relevant background.

Next, it addresses the reality that there are opposing views about the subject matter. It should state what those views are without actually getting into the arguments for either position. That will come later.

Finally, the narration makes a type of appeal to the reader, letting him know what is at stake in the essay and asking him to weigh each side carefully.

There is no set number of sentences, but a good paragraph of 8-10 sentences usually does it for middle school students. More advanced writers might write several paragraphs in this part.

PART THREE – THE CONFIRMATION

Much like the body of a simple argument, the confirmation presents the evidence to support the thesis. It should have a topic sentence, at least three pieces of thoroughly explained evidence, and a concluding sentence that clearly ties the confirmation back to the thesis.

Again, a good paragraph of 8-10 sentences is ideal for middle school students, but more advanced writers might have several paragraphs in this section as well. .

PART FOUR – THE REFUTATION AND CONCESSION

With careful planning, this part of the essay is often the strongest because it allows the writer to dismiss all, or nearly all, of the opposition’s claims .

It should have a topic sentence followed by as many objections as the writer can come up with. If there are areas where the opposition may have a good point, the writer should concede that but without giving full weight to their overall position. Finally, this part of the essay should have a concluding sentence that relates back to the thesis.

The refutation and concession should mirror the confirmation in structure and length.

PART FIVE – THE CONCLUSION

Its purpose is to drive home the thesis statement by casting its relevance more broadly than what was initially presented in the introduction and narration.

Beginning writers often erroneously think of a conclusion as a restatement of what has already been said. Though this might work on a basic level, it represents only a superficial understanding of the key purpose of the conclusion and tends to be boring.

I find it helpful to refer to the conclusion as the “so what” part of the essay . We often think of it in terms of the broad lessons we learned from exploring an argument in a specific context. In other words, it is the student’s opportunity to reiterate what is at stake in the argument.

The conclusion should be divided into three parts, inversely mirroring the introduction . It, too, should be relatively short but powerful.

The first part of the conclusion recalls the thesis but presents it in a new way. I refer to this as a “thesis with a twist.” The second part provides transitional information on the connection between the thesis and the stakes at play in the argument. The final part is broader still, typically consisting of only one or two sentences, and should press the moral imperative of making the “right” choice for “the world.”

A REMINDER ABOUT PROCESS

If the writing process is important for the simple argument, it is all the more important for the classical argument, which is far more complicated.

From using Socratic discussions and disputations, to developing a thesis, to outlining the argument, to writing it out, every phase needs thorough, well-planned attention. Any breakdown in the writing process can greatly undermine the strength of the argument, and it shows all the more in this essay format.

Conversely, careful adherence to the process results in a persuasive argument even if the writing is wanting in style and beauty.

The classical argument, when followed properly, is as full-proof of a persuasive format as it gets. Naturally, there will be many readers who are not convinced in the end, but they will at least have to concede that the argument is convincing.

First image courtesy of the New York Public Library, New York

Second image courtesy of the National Gallery of Art, Washington, D.C.

60 Aristotelian (Classical) Argument Model

Aristotelian argument.

The Aristotelian or classical argument is a style of argument developed by the famous Greek philosopher and rhetorician, Aristotle . In this style of argument, your goal as a writer is to convince your audience of something. The goal is to use a series of strategies to persuade your audience to adopt your side of the issue. Although ethos , pathos , and logos play a role in any argument, this style of argument utilizes them in the most persuasive ways possible.

Of course, your professor may require some variations, but here is the basic format for an Aristotelian, or classical, argumentative essay:

Introduce your issue. At the end of your introduction, most professors will ask you to present your thesis. The idea is to present your readers with your main point and then dig into it.
Present your case by explaining the issue in detail and why something must be done or a way of thinking is not working. This will take place over several paragraphs.
Address the opposition. Use a few paragraphs to explain the other side. Refute the opposition one point at a time.
Provide your proof. After you address the other side, you’ll want to provide clear evidence that your side is the best side.
Present your conclusion. In your conclusion, you should remind your readers of your main point or thesis and summarize the key points of your argument. If you are arguing for some kind of change, this is a good place to give your audience a call to action. Tell them what they could do to make a change.

For a visual representation of this type of argument, check out the Aristotelian infographic below:

Introduction to Aristotelian Argument

The Aristotelian or classical argument is a style of argument developed by the famous Greek philosopher and rhetorician, Aristotle. In this style of argument, the writer’s goal is to be convincing and to persuade your audience to your side of the issue through a series of strategies.

Start here!

Before you begin, review your assignment and ask yourself questions about what you might want to write about.

Use prewriting activities, such as brainstorming or listing, to help develop ideas for topics and angles.

Do your research! Find credible sources to help you build your argument.

But there’s more! There are some important concepts you need to learn about.

Modes of Persuasion

Ethos=credibility

Pathos=emotions

Logos=logic

Know Your Audience!

When writing a classical or Aristotelian argument, think about how you are going to be convincing to your audience!

Things to remember along the way…

Clear thesis

Support thesis

Opposing views

Cite sources

Sample Essay

For a sample essay written in the Aristotelian model, click here .

Aristotelian (Classical) Argument Model Copyright © 2020 by Liza Long; Amy Minervini; and Joel Gladd is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Is Schooling Conducive to Learning?

Children also all learn in different ways. Many times when a child in unable to learn something the way it is presented in schools they are told it is their fault or they simply fail. Usually no one looks into the reason that a child is failing or struggling. It is assumed that they just aren't trying hard enough. This is very unfair to the child because it cheats them out of discovering their full potentials and strengths. By cheating children this way we are also severely crippling their self-esteem. Children know that they have greater potentials, but they will stop believing it if they feel like their best is not enough. When they feel this way they will often stop trying because they feel that they will never achieve anything. I know a man who went through much of this as a child. He has a learning difference and was unable to keep up with most of his classes. The teacher told his parents that if he sat quietly in the back of the room she would pass him. His parents pulled him out of the public school and sent him to a smaller, catholic school where he received more individual attention. His parents also worked with him more at home. This worked well until he got into high school. There he figured out how to look at a textbook once or twice and pass a test on it. He figured out how to use the tricks within a test to get the right answers. While this gave him good test scores, he was learning very little. Developing this skill cheated him out of learning many fascinating and useful things. He is now one of the most intelligent people I know because partway through college he saw that he was missing a lot and the consequences of that. He decided to really begin to work at learning.

I am another example of this. My first few years of school were at a public elementary school. I learn very quickly and so I became bored. Eventually I stopped paying any attention to doing any work. My teachers treated me like I was incapable of learning what I easily learned in five minutes. My parents then put me into a school for gifted and talented children and I slowly regained my love of learning. Neither of these are very unusual cases. The only thing that is unusual is that most children do not find ways of fixing the problem, they just continue to sit in the back of the room bored and never discover the joys of learning. My friend and I were lucky to have parents who gave us all of the opportunities that they could to allow us to learn.

Grades cause children to feel dumb when they make mistakes. There are many brilliant children who get low grades simply because they don't do their homework. The teachers are then baffled when the child gets a good grade on a test. The students don't end up with good grades because they didn't do the homework, however they may have learned more than any other child in the class. So why do we have grades? If they aren't measuring learning, what are they for? All that they really do is measure who does the most homework and who gets into the good graces of the teacher. Many students are turned away from learning because of grades. Good grades must not be equated with learning because they are very different things.

English Composition II - ENGL 1213

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Requirements

Writing prompt.

Essay 2 - The Rogerian Argument
Essay 3 - The Toulmin Essay Argument

The purpose of Essay 1 is to further expand on your argument abilities gained in Composition I. In Composition I, the final assignment is the Classical Argument. This is one of the most important structures in academic discourse. It cannot be mastered in one go. Reflect on your strengths and weaknesses with your first Classical Argument and write a new argument using the same structure from Composition I.

The essay should include the folllowing:

3 pages (double-spaced), not including the Works Cited page
In-text citations in the body of the essay
Works Cited page with your credible sources
A minimum of three sources

To complete this assignment, you should:

Reflect: Think back on what you did well on the first attempt of the Classical Argument in Composition I. What were some of your strong points? Why do you think so? Also, think about your weak points. Why did you not do so strongly in some areas? What can be done this time to make the essay better? You must submit a reflection technique as part of the final essay grade.
Utilize invention techniques : Before writing the essay, begin identifying your issue through a series of invention techniques, including but not limited to the following: brainstorming, listing, clustering, questioning, and conducting preliminary research. You must submit invention techniques as part of the final essay grade.
Plan and organize your essay : After the invention process, it is important to begin planning the organizational pattern for the essay. Planning includes identifying your thesis, establishing main ideas (or topic sentences) for each paragraph, supporting each paragraph with appropriate evidence, and creating ideas for the introductory and concluding paragraphs. You must submit evidence of a planning process as part of the final essay grade.
Draft and revise your essay : Once you have completed the planning process, write a rough draft of your essay. Next, take steps to improve, polish, and revise your draft before turning it in for a final grade. The revision process includes developing ideas, ensuring the thesis statement connects to the main ideas of each paragraph, taking account of your evidence and supporting details, checking for proper use of MLA citation style, reviewing source integration, avoiding plagiarism, and proofreading for formatting and grammatical errors.

In Composition I, you wrote about a belief system and took a position about a part of the belief. If you did not do this in Composition I, think back on what you believe you did well the last time you wrote a Classical Argument.

In Composition II, think about the research problem you selected in the Research Proposal. Using the information discovered during the research proposal assignment, there needs to be an examination of a larger debate where you take a side in the argument, defend their stance with credible evidence, examine the counterpoints, and propose solutions to the problem.

This assignment helps you practice the following skills that are essential to your success in school and your professional life beyond school. In this assignment you will:

Access and collect needed information from appropriate primary and secondary sources
Synthesize information to develop informed views to produce and refute argumentation
Compose a well-organized, classical argument to expand your knowledge of a topic
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Classical argument model.

Models of Argumentation
Classical Argumentation
Using the Classical Model
Classical Argument Model: Example

1. Models of Argumentation

There are several different models for constructing arguments that are recognized in the field of composition. This tutorial focuses on one of them: the classical model.

hint There is no such thing as the "right" or "best" model of argumentation. Some models simply work better in certain situations than others, and some writers prefer some models to others for personal reasons. New writers should consider the qualities and priorities of particular models within the context of their writing needs.

The point of learning models of argumentation is to give beginning writers options to consider during the stages of the writing process, including brainstorming, pre-writing and outlining, and during the drafting and revision processes. Writers who are familiar with multiple argumentation models can select the one they believe is best-suited to construct an argument on a specific subject and purpose.

2. Classical Argumentation

The classical model of argumentation is one of the oldest systems of argumentation. It is primarily designed to persuade readers to take an action, or to share a writer's perspective.

did you know The classical argument model was designed by the ancient Greek rhetorician and philosopher, Aristotle.

The classical model was created when arguments were made in speeches. It emphasizes the use of the three rhetorical appeals that are known by their Greek names:

Logos: appeals to logic or reasoning.
Ethos: appeals to credibility.
Pathos: appeals to emotion.

An argument built on the classical model consists of five components:

Introduction. The introduction must be engaging and interesting.
Background. This is the necessary background information regarding the thesis.
Claims. These are arguments asserted with force and clarity. This section comprises most of the essay.
Counterarguments. These address and refute opposing or alternative viewpoints, whether they exist, or are viewed by the writer as having the potential to exist.
Conclusion. This final component must conclude the argument in a way that is satisfying, and that clearly identifies what is at stake in the broader context. Traditionally, the conclusion addressed a call to action to the audience, though this is no longer a requirement of the classical model.

3. Using the Classical Model

There are many reasons why modern writers choose the classical model to structure their work. One of the main reasons is that the classical model is familiar to those who learned (and used) it as students. The classical model is also a good choice for timed writing (e.g., as when answering essay questions on tests) because of its simplicity and compatibility with the five-paragraph essay model.

Writers often choose the classical model when their primary goal is persuasion, and because counterarguments can be effectively addressed using this model.

hint One reason not to choose the classical model is its simple structure. Although it confers advantages in some situations, writers who want to thoroughly develop a complex or detailed argument may be limited by this model. However, the classical model remains a good form of argumentation to understand and apply, when approriate.

4. Classical Argument Model: Example

Following is an outline of an essay that was constructed according to the classical model.

Topic: College and national service Working thesis: We should expand opportunities for national service that lead to funds for college tuition and related expenses. Introduction: A college graduate is likely to earn $570,000 more, over the course of his or her lifetime, than those without a college degree. A college degree is a requirement for most good-paying jobs. However, the cost of college has skyrocketed: this expense, combined with class and cultural differences, has made a college education unattainable for many. Military service is a way to pre-earn college funds, but many do not have the temperament or desire for it. Therefore, we must provide opportunities for national service in addition to those provided by the armed forces that lead to funds for college education. Background: a. Institution of the "GI Bill" and its goals b. National service models in other nations c. Rising costs of college and ballooning debt d. Growing problem of student debt among students who do not earn a degree (i.e., who do not finish college). This situation is more devastating than not attending college at all. Claims: a. Various national service opportunities must be available (military and non-military), and prospective students between the ages of 18-21 should be encouraged to embrace them. These opportunities should provide 2-4 years of college funding upon completion of service. b. National service opportunities will improve college access for working class people, and lower the college debt burden for middle class people. c. National service will directly benefit the country and also increase the sense of civic duty and social commitment in participants. d. National service opportunities will increase employability by providing "real world" experience, and time to mature, before enrollment. Counterarguments: a. Such a program would be too expensive — Costs would be defrayed by higher government income from increased tax revenue and greater spending by employed citizens. b. The real answer is to make college free — This is unlikely, due to political realities. However, a national service model might entice both liberals and conservatives. c. The real answer is to let the market decide: let people sink or swim on their own merits — It is widely acknowledged that the U.S. is not a true meritocracy because of social inequality. National service that leads to college education would help those who are smart and driven to succeed. Conclusion: An expanded national service model that pays participants in funds for college would benefit the country, and could be a model that other nations adopt. Everyone should consider the merits of this proposal and think of ways to implement it on a national level.

Begin by evaluating the topic: college and national service. The working thesis states that opportunities for national service that lead to funds for college education should be expanded. The draft outline has been divided into sections according to the classical model, beginning with an introduction that focuses on capturing readers' interest as well as introducing the subject.

According to the model, the next section (i.e., background) must provide all of the information that the audience will need to understand the argument. The essay will outline the institution of the "GI Bill" and its goals, then refer to national service models in other nations, the rising cost of college and growing student debt. Next, it will address the problem of students who go into debt but do not finish college: It will assert that this situation is more devastating than not attending college at all.

The background is followed by a section on claims. In it, the writer will argue about the national service opportunities that should be available to potential students, both military and non-military, including a claim that people between the ages of 18 and 21 should be encouraged to take advantage of these opportunities. The writer plans to argue that national service will increase college access for working class people and lower the college debt burden of many middle class people. The outline also posits that national service will benefit the country, not only in terms of what the service produces, but also in an increased sense of civic duty and social commitment among participants. Finally, the writer will argue that national service opportunities will improve employability by providing real-world experience and time to mature prior to enrolling in college.

The next section in the model is for counterarguments. The sample outline considers several counterarguments, including the assertion that a program like this would be too expensive. The outline's response to this argument is that costs will be offset by increased government income from greater tax revenue and more spending by employed citizens. The next counter argument addressed in the outline is that the "real" answer is to make college free. The essay will refute this by indicating that this is unlikely to happen due to political realities, but a national service model might gain the support of liberals and conservatives. The final counter argument included in the outline states that the best solution is to let the market decide: to let people sink or swim on their own merits. To refute this counterargument, the essay will argue that the U.S. is not a true meritocracy due to social inequality. National service that leads to college education will help those who are smart and driven to succeed.

The last section specified by the model is the conclusion. In this example, the conclusion will state that an expanded national service model that provides funds for college would benefit the country, and could serve as a model for other nations. Like many classically-modeled arguments, it ends with a call to action: everyone should consider the merits of this proposal and think about ways to implement it on a national level.

summary This tutorial examined one of the models of argumentation, the classical model, which is designed for persuading an audience to take an action, or to share a writer's perspective. It described the components of the model, and when (or where) it can be most useful. The outline of a sample argument structured according to this model was evaluated.

Source: Adapted from Sophia Instructor Gavin McCall

A methodology for structuring arguments, designed by Aristotle, and primarily designed to persuade the audience to take an action or to share the author's perspective.

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3 Strong Argumentative Essay Examples, Analyzed

General Education

Need to defend your opinion on an issue? Argumentative essays are one of the most popular types of essays you’ll write in school. They combine persuasive arguments with fact-based research, and, when done well, can be powerful tools for making someone agree with your point of view. If you’re struggling to write an argumentative essay or just want to learn more about them, seeing examples can be a big help.

After giving an overview of this type of essay, we provide three argumentative essay examples. After each essay, we explain in-depth how the essay was structured, what worked, and where the essay could be improved. We end with tips for making your own argumentative essay as strong as possible.

What Is an Argumentative Essay?

An argumentative essay is an essay that uses evidence and facts to support the claim it’s making. Its purpose is to persuade the reader to agree with the argument being made.

A good argumentative essay will use facts and evidence to support the argument, rather than just the author’s thoughts and opinions. For example, say you wanted to write an argumentative essay stating that Charleston, SC is a great destination for families. You couldn’t just say that it’s a great place because you took your family there and enjoyed it. For it to be an argumentative essay, you need to have facts and data to support your argument, such as the number of child-friendly attractions in Charleston, special deals you can get with kids, and surveys of people who visited Charleston as a family and enjoyed it. The first argument is based entirely on feelings, whereas the second is based on evidence that can be proven.

The standard five paragraph format is common, but not required, for argumentative essays. These essays typically follow one of two formats: the Toulmin model or the Rogerian model.

The Toulmin model is the most common. It begins with an introduction, follows with a thesis/claim, and gives data and evidence to support that claim. This style of essay also includes rebuttals of counterarguments.
The Rogerian model analyzes two sides of an argument and reaches a conclusion after weighing the strengths and weaknesses of each.

3 Good Argumentative Essay Examples + Analysis

Below are three examples of argumentative essays, written by yours truly in my school days, as well as analysis of what each did well and where it could be improved.

Argumentative Essay Example 1

Proponents of this idea state that it will save local cities and towns money because libraries are expensive to maintain. They also believe it will encourage more people to read because they won’t have to travel to a library to get a book; they can simply click on what they want to read and read it from wherever they are. They could also access more materials because libraries won’t have to buy physical copies of books; they can simply rent out as many digital copies as they need.

However, it would be a serious mistake to replace libraries with tablets. First, digital books and resources are associated with less learning and more problems than print resources. A study done on tablet vs book reading found that people read 20-30% slower on tablets, retain 20% less information, and understand 10% less of what they read compared to people who read the same information in print. Additionally, staring too long at a screen has been shown to cause numerous health problems, including blurred vision, dizziness, dry eyes, headaches, and eye strain, at much higher instances than reading print does. People who use tablets and mobile devices excessively also have a higher incidence of more serious health issues such as fibromyalgia, shoulder and back pain, carpal tunnel syndrome, and muscle strain. I know that whenever I read from my e-reader for too long, my eyes begin to feel tired and my neck hurts. We should not add to these problems by giving people, especially young people, more reasons to look at screens.

Second, it is incredibly narrow-minded to assume that the only service libraries offer is book lending. Libraries have a multitude of benefits, and many are only available if the library has a physical location. Some of these benefits include acting as a quiet study space, giving people a way to converse with their neighbors, holding classes on a variety of topics, providing jobs, answering patron questions, and keeping the community connected. One neighborhood found that, after a local library instituted community events such as play times for toddlers and parents, job fairs for teenagers, and meeting spaces for senior citizens, over a third of residents reported feeling more connected to their community. Similarly, a Pew survey conducted in 2015 found that nearly two-thirds of American adults feel that closing their local library would have a major impact on their community. People see libraries as a way to connect with others and get their questions answered, benefits tablets can’t offer nearly as well or as easily.

While replacing libraries with tablets may seem like a simple solution, it would encourage people to spend even more time looking at digital screens, despite the myriad issues surrounding them. It would also end access to many of the benefits of libraries that people have come to rely on. In many areas, libraries are such an important part of the community network that they could never be replaced by a simple object.

The author begins by giving an overview of the counter-argument, then the thesis appears as the first sentence in the third paragraph. The essay then spends the rest of the paper dismantling the counter argument and showing why readers should believe the other side.

What this essay does well:

Although it’s a bit unusual to have the thesis appear fairly far into the essay, it works because, once the thesis is stated, the rest of the essay focuses on supporting it since the counter-argument has already been discussed earlier in the paper.
This essay includes numerous facts and cites studies to support its case. By having specific data to rely on, the author’s argument is stronger and readers will be more inclined to agree with it.
For every argument the other side makes, the author makes sure to refute it and follow up with why her opinion is the stronger one. In order to make a strong argument, it’s important to dismantle the other side, which this essay does this by making the author's view appear stronger.
This is a shorter paper, and if it needed to be expanded to meet length requirements, it could include more examples and go more into depth with them, such as by explaining specific cases where people benefited from local libraries.
Additionally, while the paper uses lots of data, the author also mentions their own experience with using tablets. This should be removed since argumentative essays focus on facts and data to support an argument, not the author’s own opinion or experiences. Replacing that with more data on health issues associated with screen time would strengthen the essay.
Some of the points made aren't completely accurate , particularly the one about digital books being cheaper. It actually often costs a library more money to rent out numerous digital copies of a book compared to buying a single physical copy. Make sure in your own essay you thoroughly research each of the points and rebuttals you make, otherwise you'll look like you don't know the issue that well.

Argumentative Essay Example 2

There are multiple drugs available to treat malaria, and many of them work well and save lives, but malaria eradication programs that focus too much on them and not enough on prevention haven’t seen long-term success in Sub-Saharan Africa. A major program to combat malaria was WHO’s Global Malaria Eradication Programme. Started in 1955, it had a goal of eliminating malaria in Africa within the next ten years. Based upon previously successful programs in Brazil and the United States, the program focused mainly on vector control. This included widely distributing chloroquine and spraying large amounts of DDT. More than one billion dollars was spent trying to abolish malaria. However, the program suffered from many problems and in 1969, WHO was forced to admit that the program had not succeeded in eradicating malaria. The number of people in Sub-Saharan Africa who contracted malaria as well as the number of malaria deaths had actually increased over 10% during the time the program was active.

One of the major reasons for the failure of the project was that it set uniform strategies and policies. By failing to consider variations between governments, geography, and infrastructure, the program was not nearly as successful as it could have been. Sub-Saharan Africa has neither the money nor the infrastructure to support such an elaborate program, and it couldn’t be run the way it was meant to. Most African countries don't have the resources to send all their people to doctors and get shots, nor can they afford to clear wetlands or other malaria prone areas. The continent’s spending per person for eradicating malaria was just a quarter of what Brazil spent. Sub-Saharan Africa simply can’t rely on a plan that requires more money, infrastructure, and expertise than they have to spare.

Additionally, the widespread use of chloroquine has created drug resistant parasites which are now plaguing Sub-Saharan Africa. Because chloroquine was used widely but inconsistently, mosquitoes developed resistance, and chloroquine is now nearly completely ineffective in Sub-Saharan Africa, with over 95% of mosquitoes resistant to it. As a result, newer, more expensive drugs need to be used to prevent and treat malaria, which further drives up the cost of malaria treatment for a region that can ill afford it.

Instead of developing plans to treat malaria after the infection has incurred, programs should focus on preventing infection from occurring in the first place. Not only is this plan cheaper and more effective, reducing the number of people who contract malaria also reduces loss of work/school days which can further bring down the productivity of the region.

One of the cheapest and most effective ways of preventing malaria is to implement insecticide-treated bed nets (ITNs). These nets provide a protective barrier around the person or people using them. While untreated bed nets are still helpful, those treated with insecticides are much more useful because they stop mosquitoes from biting people through the nets, and they help reduce mosquito populations in a community, thus helping people who don’t even own bed nets. Bed nets are also very effective because most mosquito bites occur while the person is sleeping, so bed nets would be able to drastically reduce the number of transmissions during the night. In fact, transmission of malaria can be reduced by as much as 90% in areas where the use of ITNs is widespread. Because money is so scarce in Sub-Saharan Africa, the low cost is a great benefit and a major reason why the program is so successful. Bed nets cost roughly 2 USD to make, last several years, and can protect two adults. Studies have shown that, for every 100-1000 more nets are being used, one less child dies of malaria. With an estimated 300 million people in Africa not being protected by mosquito nets, there’s the potential to save three million lives by spending just a few dollars per person.

Reducing the number of people who contract malaria would also reduce poverty levels in Africa significantly, thus improving other aspects of society like education levels and the economy. Vector control is more effective than treatment strategies because it means fewer people are getting sick. When fewer people get sick, the working population is stronger as a whole because people are not put out of work from malaria, nor are they caring for sick relatives. Malaria-afflicted families can typically only harvest 40% of the crops that healthy families can harvest. Additionally, a family with members who have malaria spends roughly a quarter of its income treatment, not including the loss of work they also must deal with due to the illness. It’s estimated that malaria costs Africa 12 billion USD in lost income every year. A strong working population creates a stronger economy, which Sub-Saharan Africa is in desperate need of.

This essay begins with an introduction, which ends with the thesis (that malaria eradication plans in Sub-Saharan Africa should focus on prevention rather than treatment). The first part of the essay lays out why the counter argument (treatment rather than prevention) is not as effective, and the second part of the essay focuses on why prevention of malaria is the better path to take.

The thesis appears early, is stated clearly, and is supported throughout the rest of the essay. This makes the argument clear for readers to understand and follow throughout the essay.
There’s lots of solid research in this essay, including specific programs that were conducted and how successful they were, as well as specific data mentioned throughout. This evidence helps strengthen the author’s argument.
The author makes a case for using expanding bed net use over waiting until malaria occurs and beginning treatment, but not much of a plan is given for how the bed nets would be distributed or how to ensure they’re being used properly. By going more into detail of what she believes should be done, the author would be making a stronger argument.
The introduction of the essay does a good job of laying out the seriousness of the problem, but the conclusion is short and abrupt. Expanding it into its own paragraph would give the author a final way to convince readers of her side of the argument.

Argumentative Essay Example 3

There are many ways payments could work. They could be in the form of a free-market approach, where athletes are able to earn whatever the market is willing to pay them, it could be a set amount of money per athlete, or student athletes could earn income from endorsements, autographs, and control of their likeness, similar to the way top Olympians earn money.

Proponents of the idea believe that, because college athletes are the ones who are training, participating in games, and bringing in audiences, they should receive some sort of compensation for their work. If there were no college athletes, the NCAA wouldn’t exist, college coaches wouldn’t receive there (sometimes very high) salaries, and brands like Nike couldn’t profit from college sports. In fact, the NCAA brings in roughly $1 billion in revenue a year, but college athletes don’t receive any of that money in the form of a paycheck. Additionally, people who believe college athletes should be paid state that paying college athletes will actually encourage them to remain in college longer and not turn pro as quickly, either by giving them a way to begin earning money in college or requiring them to sign a contract stating they’ll stay at the university for a certain number of years while making an agreed-upon salary.

Supporters of this idea point to Zion Williamson, the Duke basketball superstar, who, during his freshman year, sustained a serious knee injury. Many argued that, even if he enjoyed playing for Duke, it wasn’t worth risking another injury and ending his professional career before it even began for a program that wasn’t paying him. Williamson seems to have agreed with them and declared his eligibility for the NCAA draft later that year. If he was being paid, he may have stayed at Duke longer. In fact, roughly a third of student athletes surveyed stated that receiving a salary while in college would make them “strongly consider” remaining collegiate athletes longer before turning pro.

Paying athletes could also stop the recruitment scandals that have plagued the NCAA. In 2018, the NCAA stripped the University of Louisville's men's basketball team of its 2013 national championship title because it was discovered coaches were using sex workers to entice recruits to join the team. There have been dozens of other recruitment scandals where college athletes and recruits have been bribed with anything from having their grades changed, to getting free cars, to being straight out bribed. By paying college athletes and putting their salaries out in the open, the NCAA could end the illegal and underhanded ways some schools and coaches try to entice athletes to join.

People who argue against the idea of paying college athletes believe the practice could be disastrous for college sports. By paying athletes, they argue, they’d turn college sports into a bidding war, where only the richest schools could afford top athletes, and the majority of schools would be shut out from developing a talented team (though some argue this already happens because the best players often go to the most established college sports programs, who typically pay their coaches millions of dollars per year). It could also ruin the tight camaraderie of many college teams if players become jealous that certain teammates are making more money than they are.

They also argue that paying college athletes actually means only a small fraction would make significant money. Out of the 350 Division I athletic departments, fewer than a dozen earn any money. Nearly all the money the NCAA makes comes from men’s football and basketball, so paying college athletes would make a small group of men--who likely will be signed to pro teams and begin making millions immediately out of college--rich at the expense of other players.

Those against paying college athletes also believe that the athletes are receiving enough benefits already. The top athletes already receive scholarships that are worth tens of thousands per year, they receive free food/housing/textbooks, have access to top medical care if they are injured, receive top coaching, get travel perks and free gear, and can use their time in college as a way to capture the attention of professional recruiters. No other college students receive anywhere near as much from their schools.

People on this side also point out that, while the NCAA brings in a massive amount of money each year, it is still a non-profit organization. How? Because over 95% of those profits are redistributed to its members’ institutions in the form of scholarships, grants, conferences, support for Division II and Division III teams, and educational programs. Taking away a significant part of that revenue would hurt smaller programs that rely on that money to keep running.

While both sides have good points, it’s clear that the negatives of paying college athletes far outweigh the positives. College athletes spend a significant amount of time and energy playing for their school, but they are compensated for it by the scholarships and perks they receive. Adding a salary to that would result in a college athletic system where only a small handful of athletes (those likely to become millionaires in the professional leagues) are paid by a handful of schools who enter bidding wars to recruit them, while the majority of student athletics and college athletic programs suffer or even shut down for lack of money. Continuing to offer the current level of benefits to student athletes makes it possible for as many people to benefit from and enjoy college sports as possible.

This argumentative essay follows the Rogerian model. It discusses each side, first laying out multiple reasons people believe student athletes should be paid, then discussing reasons why the athletes shouldn’t be paid. It ends by stating that college athletes shouldn’t be paid by arguing that paying them would destroy college athletics programs and cause them to have many of the issues professional sports leagues have.

Both sides of the argument are well developed, with multiple reasons why people agree with each side. It allows readers to get a full view of the argument and its nuances.
Certain statements on both sides are directly rebuffed in order to show where the strengths and weaknesses of each side lie and give a more complete and sophisticated look at the argument.
Using the Rogerian model can be tricky because oftentimes you don’t explicitly state your argument until the end of the paper. Here, the thesis doesn’t appear until the first sentence of the final paragraph. That doesn’t give readers a lot of time to be convinced that your argument is the right one, compared to a paper where the thesis is stated in the beginning and then supported throughout the paper. This paper could be strengthened if the final paragraph was expanded to more fully explain why the author supports the view, or if the paper had made it clearer that paying athletes was the weaker argument throughout.

3 Tips for Writing a Good Argumentative Essay

Now that you’ve seen examples of what good argumentative essay samples look like, follow these three tips when crafting your own essay.

#1: Make Your Thesis Crystal Clear

The thesis is the key to your argumentative essay; if it isn’t clear or readers can’t find it easily, your entire essay will be weak as a result. Always make sure that your thesis statement is easy to find. The typical spot for it is the final sentence of the introduction paragraph, but if it doesn’t fit in that spot for your essay, try to at least put it as the first or last sentence of a different paragraph so it stands out more.

Also make sure that your thesis makes clear what side of the argument you’re on. After you’ve written it, it’s a great idea to show your thesis to a couple different people--classmates are great for this. Just by reading your thesis they should be able to understand what point you’ll be trying to make with the rest of your essay.

#2: Show Why the Other Side Is Weak

When writing your essay, you may be tempted to ignore the other side of the argument and just focus on your side, but don’t do this. The best argumentative essays really tear apart the other side to show why readers shouldn’t believe it. Before you begin writing your essay, research what the other side believes, and what their strongest points are. Then, in your essay, be sure to mention each of these and use evidence to explain why they’re incorrect/weak arguments. That’ll make your essay much more effective than if you only focused on your side of the argument.

#3: Use Evidence to Support Your Side

Remember, an essay can’t be an argumentative essay if it doesn’t support its argument with evidence. For every point you make, make sure you have facts to back it up. Some examples are previous studies done on the topic, surveys of large groups of people, data points, etc. There should be lots of numbers in your argumentative essay that support your side of the argument. This will make your essay much stronger compared to only relying on your own opinions to support your argument.

Summary: Argumentative Essay Sample

Argumentative essays are persuasive essays that use facts and evidence to support their side of the argument. Most argumentative essays follow either the Toulmin model or the Rogerian model. By reading good argumentative essay examples, you can learn how to develop your essay and provide enough support to make readers agree with your opinion. When writing your essay, remember to always make your thesis clear, show where the other side is weak, and back up your opinion with data and evidence.

What's Next?

Do you need to write an argumentative essay as well? Check out our guide on the best argumentative essay topics for ideas!

You'll probably also need to write research papers for school. We've got you covered with 113 potential topics for research papers.

Your college admissions essay may end up being one of the most important essays you write. Follow our step-by-step guide on writing a personal statement to have an essay that'll impress colleges.

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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Organizing Your Argument

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How can I effectively present my argument?

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

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

Toulmin Method

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

The basic format for the Toulmin Method is as follows:

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

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

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

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

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

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

Example of the Toulmin Method:

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

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

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

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

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

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

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

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

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

Rogerian Method

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

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

The basic format of the Rogerian Method is as follows:

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

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

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

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

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

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

Example of the Rogerian Method:

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

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

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

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

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

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

Classical Method

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

The basic format of the Classical Method is as follows:

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

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

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

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

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

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

Example of the Classical Method:

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

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

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

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

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

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

Chap. 11: Making an Argument: The Argument / Persuasive Essay

Argument essay outline: classic model, classic model for an argument.

No one structure fits all written arguments. However, most college courses require arguments that consist of the following elements. Below is a basic outline for an argumentative or persuasive essay. This is only one possible outline or organization. Always refer to your specific assignment.

I. Introductory Paragraph

Your introductory paragraph sets the stage or the context for the position you are arguing for. This introduction should end with a thesis statement t hat provides your claim (what you are arguing for) and the reasons for your position on an issue.

A. Your thesis/claim:

states what your position on an issue
usually appears at the end of the introduction
in a short essay should be clearly stated and often contains emphatic language (should, ought, must)

II. Body of your Argument

A. background information: this section is likely 1 paragraph long.

This section of your paper gives the reader the basic information he or she needs to understand your position. This could be part of the introduction, but may work as its own section.

B. Reasons or Evidence to Support your Claim: This section is likely 3+ paragraphs long

All evidence you present in this section should support your position. This is the heart of your essay. Generally, you begin with a general statement that you back up with specific details or examples. Depending on how long your argument is, you will need to devote one to two well-developed paragraphs to each reason/claim or type of evidence.

Types of evidence include:

first-hand examples and experiential knowledge on your topic (specific examples help your readers connect to your topic in a way they cannot with abstract ideas)
factual information such as statistics
Opinions from recognized authorities

Body paragraph: Sample Topic sentence : Keeping assault weapons out of private citizens’ hands can lower the increasing occurrences of barbaric public slayings

Columbine School Shootings
University of Virginia incident
El Paso Shootings
How did these individuals gain access to weapons?

Body Paragraph: Sample Topic Sentence : The ban on assault weapons is backed heavily by public opinion, major organizations, and even law enforcement. Evidence:

Polls and statistics
Organizational endorsements
Nat’l Sherriff’s /lntn’l Assoc. of Police Chiefs

Body Paragraph: Sample Topic Sentence : The monetary and human costs incurred by crimes committed with assault weapons are too great to ignore

Statistics about recent murders by handguns and economic impact
Study of medical costs of patients’ medical expenses paid by public funds

III. Addressing the Opposing Side: This section is likely 1 paragraph long

Any well-written argument must anticipate and address positions in opposition to the one being
Pointing out what your opposition is likely to say in response to your argument shows that you have thought critically about your Addressing the opposite side actually makes your argument stronger!
Generally, this takes the form of a paragraph that can be placed either after the introduction or before the

Sample 1st Opposing View : Strict gun control laws won’t affect crime rate

Refutation: Low murder rate in Britain, Australia (etc., where strict controls are in force

Sample 2nd Opposing View : Outlaws would still own guns

Refutation: Any effort to move trend in opposite direction would benefit future generations

IV. Conclusion

The conclusion should bring the essay to a logical It should explain what the importance of your issue is in a larger context. Your conclusion should also reiterate why your topic is worth caring about.
Some arguments propose solutions or make prediction about the future
Show your reader what would happen if your argument is or is not believed or acted upon as you believe it should

Chart showing the outline as discussed above.

Adapted from:

Simon & Schuster Handbook for Writers . Ed. Lynn Quitman Troyka, 6th ed. Upper Saddle River, NJ: Prentice Hall, 2002.

The Writer’s Workplace . Ed. Sandra Scarry and John Scarry. 6th ed. Boston: Thomson Wadsworth, 2008.

See: https://valenciacollege.edu/students/learning-support/winter-park/communications/documents/SampleArgumentOutline.pdf

Argumentative Essay Writing

Argumentative Essay Examples

Best Argumentative Essay Examples for Your Help

Published on: Mar 10, 2023

Last updated on: Sep 12, 2024

Good Argumentative Essay Examples

Argumentative essays are an inevitable part of academic life. To write a good argumentative essay, you need to see a few good examples of this type of essay.

To analyze whether the example is good to take help from or not. You need to look for a few things in it.

Make sure it follows one specific model and has an introductory paragraph, organized body paragraphs, and a formal conclusion.

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How to Start an Argumentative Essay Example

Learning how to start an argumentative essay example is a tricky thing for beginners. It is quite simple but can be challenging for newbies. To start an argumentative essay example, you need to write a brief and attractive introduction. It is written to convince the reader and make them understand your point of view .

Add body paragraphs after the introduction to support your thesis statement. Also, use body paragraphs to highlight the strengths and weaknesses of your side of the argument.

Write a formal conclusion for your essay and summarize all the key elements of your essay. Look at the example mentioned below to understand the concept more clearly.

Check out this video for more information!

Argumentative Essay Example (PDF)

Argumentative Essay Example

Argumentative essays are assigned to university students more often than the students of schools and colleges.

It involves arguments over vast and sometimes bold topics as well.

For university students, usually, argumentative essay topics are not provided. They are required to search for the topic themselves and write accordingly.

The following examples will give an idea of how university students write argumentative essays.

Argumentative Essay Example for University (PDF)

Argumentative Essay Examples for College

For the college level, it is recommended to use simple language and avoid the use of complex words in essays.

Make sure that using simple language and valid evidence, you support your claim well and make it as convincing as possible

If you are a college student and want to write an argumentative essay, read the examples provided below. Focus on the formatting and the vocabulary used.

Argumentative Essay Example for College (PDF)

College Argumentative Essay Sample (PDF)

Argumentative Essay Examples for Middle School

Being a middle school student, you must be wondering how we write an argumentative essay. And how can you support your argument?

Go through the following examples and hopefully, you will be able to write an effective argumentative essay very easily.

Argumentative Essay Example for Middle School(PDF)

Middle School Argumentative Essay Sample (PDF)

Argumentative Essay Examples for High School

High school students are not very aware of all the skills that are needed to write research papers and essays.

Especially, when it comes to argumentative essays, it becomes quite a challenge for high schools to defend their argument

In this scenario, the best option is to look into some good examples. Here we have summed up two best examples of argumentative essays for high school students specifically.

Argumentative Essay Example for High School (PDF)

High School Argumentative Essay Sample (PDF)

Argumentative Essay Examples for O Level

The course outline for O levels is quite tough. O levels students need to have a good command of the English language and amazing writing skills.

If you are an O-level student, the following examples will guide you on how to write an argumentative essay.

Argumentative Essay Example for O Level (PDF)

Argumentative Essay for O Level Students (PDF)

5-Paragraph Argumentative Essay Examples

A 5-paragraph essay is basically a formatting style for essay writing. It has the following five parts:

Introduction

In the introduction, the writer introduces the topic and provides a glance at the collected data to support the main argument.

Body paragraph 1

The first body paragraph discusses the first and most important point related to the argument. It starts with a topic sentence and has all the factual data to make the argument convincing.

Body paragraph 2

The second body paragraph mentions the second most important element of the argument. A topic sentence is used to start these paragraphs. It gives the idea of the point that will discuss in the following paragraph.

Body paragraph 3

The third paragraph discusses all the miscellaneous points. Also, it uses a transitional sentence at the end to show a relation to the conclusion.

The conclusion of a five-paragraph essay reiterates all the major elements of an argumentative essay. It also restates the thesis statement using a more convincing choice of words.

Look at the example below to see how a well-written five-paragraph essay looks like

5 Paragraph Argumentative Essay Example (PDF)

Argumentative Essay Examples for 6th Grade

Students in 6th grade are at a point where they are learning new things every day.

Writing an argumentative essay is an interesting activity for them as they like to convince people of their point of view.

Argumentative essays written at such levels are very simple but well convincing.

The following example will give you more detail on how a 6th-grade student should write an argumentative essay.

6th Grade Argumentative Essay Example (PDF)

Argumentative Essay Examples for 7th Grade

There is not much difference between a 6th-grade and a 7th-grade student. Both of them are enhancing their writing and academic skills.

Here is another example to help you with writing an effective argumentative essay.

7th Grade Argumentative Essay Example (PDF)

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Short Argumentative Essay Examples

For an argumentative essay, there is no specific limit for the word count. It only has to convince the readers and pass on the knowledge of the writer to the intended audience.

It can be short or detailed. It would be considered valid as far as it has an argument involved in it.

Following is an example of a short argumentative essay example

Short Argumentative Essay Example (PDF)

Immigration Argumentative Essay Examples

Immigration is a hot topic for a very long time now. People have different opinions regarding this issue.

Where there is more than one opinion, an argumentative essay can be written on that topic. The following are examples of argumentative essays on immigration.

Read them and try to understand how an effective argumentative essay is written on such a topic.

Argumentative Essay Example on Immigration (PDF)

Argumentative Essay Sample on Immigration (PDF)

Writing essays is usually a tiring and time-consuming assignment to do. Students already have a bunch of assignments for other subjects to complete. In this situation, asking for help from professional writers is the best choice.

If you are still in need of assistance, our essay writer AI can help you create a compelling essay that presents your argument clearly and effectively.

With our argumentative essay writing service, you will enjoy perks like expert guidance, unlimited revisions, and helpful customer support. Let our essay writer help you make an impact with your essay on global warming today!

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Frequently Asked Questions

What are the 7 types of arguments.

The seven types of arguments are as follows:

Statistical

What is the structure of an argument?

The structure of an argument consists of a main point (thesis statement) that is supported by evidence.

This evidence can include facts, statistics, examples, and other forms of data that help to prove or disprove the thesis statement.

After providing the evidence, arguments also often include a conclusion that summarizes the main points made throughout the argument.

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Sample details

Government,
Social Issues,
Immigration,
Social Issues
Citizenship,
Illegal Immigration,

Immigration

Words: 1460
Views: 1,535

Classical Argument Essay

Treatment of illegal immigrants is an issue that raises a lot of controversies. Some argue that they should be treated as criminals who should be deported to their home countries as they pose security threats. Despite these allegations, immigrants whether legal or illegal deserve to be treated with respect as they are human beings. They work hard to better their own lives as well as their family’s. (Ong Hing B, 5)

Migration across borders has been in existence since time immemorial. People migrate for different reasons but mostly to seek greener pastures in terms of peaceful, more economically stable or more socially advanced areas. Some countries impose strict regulations along their borders making it difficult to cross their country using the formal and legally acceptable means thus precipitating illegal migration. Illegal immigrants have been a critical issue that raises a big debate on how they ought to be treated. Some countries like the U.S use strict or harsh treatment on illegal immigrants who refer to those illegal aliens who have not been formally registered or those whose visas have expired. (Borjas G, 52)

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Immigration Acts in the U.S were initially established to control the number of immigration from each nationality. However this act has undergone several tremendous changes. The legal system in U.S was racial discriminatory and it saw the denial in entry of some races like Chinese, Japanese, Indians and Philippines. The naturalization law meant that only whites would be naturalized as citizens. People with important skills would be allowed as they were perceived to add value to the nation. Around the 1950’s ‘natural origins’ based to be the only cause for immigration legislation. Spouses, unmarried sons and daughters of those with permanent residence were accepted and allowed to be citizens. Other workers with appropriate skills to fit in the labor supply that deemed insufficient were also given citizenship. (Rosenblum M, 129)

Today immigration is a very sensitive matter that creates contradictory between the capital and the state and the economic imperatives as well as the social ones. Mexicans and Latinos comprise the highest number of illegal immigrants in the U.S and they have been a source of semi skilled labor. Most of them find their way into the U.S. where they work in farms, hotels or in people’s houses to perform domestic chores for low wages. Such immigrants are denied access to basic social amenities like education and medical health and they work and live in poor conditions.

The US government seems to perpetuate the illegal migration since it fails to improve the working conditions of the positions where illegal migrants take thus gaining from the exploitation of cheap labor it acquires from such illegal migrants. With the rise of terrorism strict rules were established and aliens could be deported while the borders imposed more physical barriers. Employers who supported illegal immigrants in anyway were to be jailed and they were expected to verify their employee’s eligibility using appropriate verification systems.

The current treatment of immigrants in US economy is unfair. In most cases such immigrants are poor and they need assistance not condemnation. Illegal migrants are treated as criminals when aiding them is criminalized. This measure is not only against the international human rights but also an uncalled for measure. Immigrants whether legal or illegal are human beings with rights that ought to be respected. If the U.S government attracted its own citizens to fill the vacancies that illegal immigrants fill, the problem of illegal migrants could be addressed as what attracts them would cease.

The Christian fraternity would be most affected by the criminalization of aiding migrants. This is due to the fact that they are called to a life that entails assistance to the needy. Serving their call will put them in trouble with the law. The US visa award to allow immigrants work temporarily works to perpetuate the illegal migration. This is because the demand exceeds the supply and people are force to make their way illegally into the U.S. The US seems to harshly penalize the immigrants for its own failures. Legal entry is not only time consuming but also expensive pushing immigrants to the wall. The delays before visa acquisition make some people lack the visa until they are quite old and may extend their stay to cover up of the time they would have spent had they acquired the visas on time.

Argument that illegal migrants pose security threat to the US is not proved and hence should not be internalized and acted upon. Immigration system ought to pave way for effective legal migration and it should appreciate the contribution of immigrants to their economy. The current system ensures hostility to immigrants despite their contribution. It sees their families torn apart and creates more tension and fear to the immigrants. The U.S government ought to uphold rights and liberties which it seems to discourage.

Improving the clearing systems at the borders by employing adequate staff, implementing technologically advanced equipment would help reduce the delays that precipitate illegal immigrants. This approach will bear more fruits than increasing or tightening security along the borders which has caused several deaths. Deportation is not a long lasting solution to the immigration issue. Immigrants in most cases are hardworking and will be beneficial to the U.S economy. Programs can be put in place to see to it that migrants, who do not understand English and hence have communication problems, learn and are prepared for citizenship. Instead of deporting innocent poor immigrants incentives can be put in place to encourage illegal immigrants to register and be cleared for permanent residency. Immigrants seek employment and find their means to survive and most of them do not pose a threat to security. (Borjas G, 52)

Illegal immigrants undergo stressful and cruel conditions. Since most employers are aware of their fate they exploit them by paying them low wages while they work under very unsafe conditions. Their standards of living are very low and they are denied quality health and hence they are prone to diseases outbreaks. They succumb to preventable diseases lost due to delays before accessing medical attention. Most of them will only seek medical attention when their conditions deteriorate. Registration of such immigrants would ensure that employers pay them decent salaries and their lives would be improved. This way they can contribute better to the county’s economy as they can pay taxes effectively and work more efficiently. Most immigrants are law abiding and therefore deserve to be treated fairly especially since they contribute to the economy. (Herman J, 57)

Some arguments against illegal migrants are based on competition for labor. This is however an uncalled for concern as due to their lack of proper education or skills they fit for the low skilled jobs while most US citizens have the resources to improve their human capital and can consequently fit in the skilled jobs. The reasoning of harassing immigrants on the basis that they pose a security threat is not justified. The government should put mechanisms in place to establish the offenders who pose security threats to the society. Generalization should be avoided as they do not serve to solve the problem. Human beings can be criminals whether nationals or immigrants. Again most of them are poor and lack the finances that terrorism would require. US perpetuate illegal activities by immigrants in the black market when they make it difficult for legal assimilation into their country. This is not economically viable to the nation. Lack of proper legal systems makes it hard to access valid identification documents and this paves way for illegal underground forgery. The approximate number of illegal migrants in the US is 11 to 12 million. Registration of illegal immigrants would make it easy for them to pay taxes and thus be beneficial to the economy at large.

US can exploit the supply of human resources at its disposal. At other times returning home for immigrants is very dangerous and expensive and hence sees most immigrants overstay or become permanent residents. Immigrants are beneficial as they offer labor in the construction firms. Most of them are there to give their families a better life and are consequently of no threat to the country’s security. Abrupt deportation can have adverse effects on the economy especially because the number of immigrants is high. Immigration reforms will be appropriate to ensure fair treatment of immigrants.

Works cited:

George Borjas: Heavens doors. Princeton University Press.1999, p 52.

Bill Ong Hing: The immigrant as criminal: Punishing dreamers. Hasting women’s law 1998 Journal 79

Josiah Herman: Finding a Moral heart for US Migration policy. An anthropological Perspective. p 57

Marc Rosenblum. The Transnational Politics of U.S. Immigration Policy. La Jolla, CA: University of California. 2004. p 129

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Essay 1: Classical Argument
Classical argument essay example
A Useful Guide On How To Write A Classical Argument Essay In Several
Classic Argumentative Essay Outline
Sample Classical Argument Activity
The classical essay pattern

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Classical Argument
Learn about the history and structure of classical argument, a persuasive technique based on Aristotle's rhetorical appeals and five components. Find examples of classical argument in different contexts and genres.
Essay Writing #4: The Classical Argument
Posted on May 21, 2019May 21, 2019 by Stephanie McGann. Essay Writing #4: The Classical Argument. The second essay format I teach my students is the classical argument. It is more advanced than the simple argument for a number of reasons. To begin with, the thesis in a classical argument is debatable in a consequential way, meaning there is ...
Aristotelian (Classical) Argument Model
Learn how to write a persuasive essay using the Aristotelian or classical argument model. This model involves ethos, pathos, logos, and a clear thesis statement.
Sample Aristotelian Argument
Learn how to write an argumentative essay in a classical style, following Aristotle's principles. See a sample paper with annotations and APA 7 guidelines.
Aristotelian Argument
Learn how to write an Aristotelian or classical argumentative essay with ethos, pathos, and logos. See a sample paper with annotations and download it in APA 7th edition format.
8.2: Aristotelian (Classical) Argument Model
Aristotelian Argument. The Aristotelian or classical argument is a style of argument developed by the famous Greek philosopher and rhetorician, Aristotle. In this style of argument, your goal as a writer is to convince your audience of something. The goal is to use a series of strategies to persuade your audience to adopt your side of the issue.
PDF The Classical Argument
Learn how to structure and write a classical argument, a model for logical and persuasive reasoning. This guide explains the five main parts of a classical argument and provides suggestions and strategies for each section.
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The purpose of Essay 3 is to build on your research skills to take a position in an argument. For this assignment, you will write a classical argument based on an issue that is arguable and defendable. Ultimately, an audience will be persuaded by effective rhetorical appeals and sound evidence.
Sample Classical Argument
There has to be a way to make learning a pleasure, because that's what it should be. Children should be shown how important learning is, and schooling is not the way to do it. Our system of schooling is not set up the way it should be. It was created to enhance learning, to teach children what they needed to know.
Essay 1
The purpose of Essay 1 is to further expand on your argument abilities gained in Composition I. In Composition I, the final assignment is the Classical Argument. This is one of the most important structures in academic discourse. It cannot be mastered in one go.
Classical Argument Model Tutorial
This tutorial examines one of the many models of argumentation, the classical model. It presents the basic elements of argumentation in the classical style, and indicates when this model may be the best choice for a writer who is contemplating the format of an essay. It also includes an evaluation of an example of the classical argument model.
PDF The Classical Argument
Learn about the six parts of the classical oration, a system of argumentation devised by Aristotle and Cicero. See how to apply the classical argument structure to contemporary writing with examples and enthymemes.
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Let's look at the details in this argumentative essay outline example for the Classical or Aristotelian format. I. Introduction. A. Open with a hook, something to keep the reader interested enough to read until the conclusion (known as exordium) B. Give any background information or context necessary to understand the topic (known as narratio)
PDF The Classical Essay: Based on Ancient Oratorical Structuring
An 18th Century Example of a Classical Oration in the Form of a Written Essay: "A Modest Proposal" by Jonathon Swift -Introduction: Background on the overcrowded situation in the country, the beggars, and the children.-Narration: The children are a hindrance on the working population.-Partition: In order to solve the problem of overpopulation, we ought to sell the children for food and use the
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PDF Classic Model for an Argument
Classic Model for an Argument. No one structure fits all written arguments. However, most college courses require arguments that consist of the following elements. Below is a basic outline for an argumentative or persuasive essay. This is only one possible outline or organization. Always refer to your handbook for specifics.
Classical Argument Structure
Classical Argument Structure: I. Introduction to general topic which leads to a clear thesis II. A moment of definition, background, and/or precedence (this is a section which clarifies and gives history on the topic or your stance on it). III. Support 1: This is typically the most logical reason why one should support your claim. a. Evidence b.
Organizing Your Argument
In order for your argument to be persuasive, it must use an organizational structure that the audience perceives as both logical and easy to parse. Three argumentative methods —the Toulmin Method, Classical Method, and Rogerian Method— give guidance for how to organize the points in an argument. PARTNER CONTENT.
Argument Essay Outline: Classic Model
Classic Model for an Argument. No one structure fits all written arguments. However, most college courses require arguments that consist of the following elements. Below is a basic outline for an argumentative or persuasive essay. This is only one possible outline or organization. Always refer to your specific assignment.
20 Easy and Free Argumentative Essay Examples for Students
The models for writing an argumentative essay are the classical model, the Rogerian model, and the Toulmin model. To make sure that you write a good argumentative essay, read the different types of examples mentioned in this blog. 1. Good Argumentative Essay Examples.
PDF Argument Essay See It in Practice APA 7th Edition
Commented [A7]: The author uses logos here to counter an argument made by the clothing company. By exploring the logic of an argument, authors can use that logic to support or counter a point. manufacturing, transportation, retail, and disposal, which makes accountability a real challenge. (p. 448).
Aristotelian Argument
Aristotelian Argument. The Aristotelian or classical argument is a style of argument developed by the famous Greek philosopher and rhetorician, Aristotle. In this style of argument, your goal as a writer is to convince your audience of something. The goal is to use a series of strategies to persuade your audience to adopt your side of the issue.
⇉Classical Argument Essay Essay Example
Classical Argument Essay. Treatment of illegal immigrants is an issue that raises a lot of controversies. Some argue that they should be treated as criminals who should be deported to their home countries as they pose security threats. Despite these allegations, immigrants whether legal or illegal deserve to be treated with respect as they are ...