A Step-by-Step Plan for Teaching Argumentative Writing

February 7, 2016

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For seven years, I was a writing teacher.  Yes, I was certified to teach the full spectrum of English language arts—literature, grammar and usage, speech, drama, and so on—but my absolute favorite, the thing I loved doing the most, was teaching students how to write.

Most of the material on this site is directed at all teachers. I look for and put together resources that would appeal to any teacher who teaches any subject. That practice will continue for as long as I keep this up. But over the next year or so, I plan to also share more of what I know about teaching students to write. Although I know many of the people who visit here are not strictly English language arts teachers, my hope is that these posts will provide tons of value to those who are, and to those who teach all subjects, including writing.

So let’s begin with argumentative writing, or persuasive writing, as many of us used to call it. This overview will be most helpful to those who are new to teaching writing, or teachers who have not gotten good results with the approach you have taken up to now. I don’t claim to have the definitive answer on how to do this, but the method I share here worked pretty well for me, and it might do the same for you. If you are an experienced English language arts teacher, you probably already have a system for teaching this skill that you like. Then again, I’m always interested in how other people do the things I can already do; maybe you’re curious like that, too.

Before I start, I should note that what I describe in this post is a fairly formulaic style of essay writing. It’s not exactly the 5-paragraph essay, but it definitely builds on that model. I strongly believe students should be shown how to move past those kinds of structures into a style of writing that’s more natural and fitting to the task and audience, but I also think they should start with something that’s pretty clearly organized.

So here’s how I teach argumentative essay writing.

Step 1: Watch How It’s Done

One of the most effective ways to improve student writing is to show them mentor texts, examples of excellent writing within the genre students are about to attempt themselves. Ideally, this writing would come from real publications and not be fabricated by me in order to embody the form I’m looking for. Although most experts on writing instruction employ some kind of mentor text study, the person I learned it from best was Katie Wood Ray in her book Study Driven (links to the book: Bookshop.org | Amazon ).

Since I want the writing to be high quality and the subject matter to be high interest, I might choose pieces like Jessica Lahey’s Students Who Lose Recess Are the Ones Who Need it Most  and David Bulley’s School Suspensions Don’t Work .

I would have students read these texts, compare them, and find places where the authors used evidence to back up their assertions. I would ask students which author they feel did the best job of influencing the reader, and what suggestions they would make to improve the writing. I would also ask them to notice things like stories, facts and statistics, and other things the authors use to develop their ideas. Later, as students work on their own pieces, I would likely return to these pieces to show students how to execute certain writing moves.

Step 2: Informal Argument, Freestyle

Although many students might need more practice in writing an effective argument, many of them are excellent at arguing in person. To help them make this connection, I would have them do some informal debate on easy, high-interest topics. An activity like This or That (one of the classroom icebreakers I talked about last year) would be perfect here: I read a statement like “Women have the same opportunities in life as men.” Students who agree with the statement move to one side of the room, and those who disagree move to the other side. Then they take turns explaining why they are standing in that position. This ultimately looks a little bit like a debate, as students from either side tend to defend their position to those on the other side.

Every class of students I have ever had, from middle school to college, has loved loved LOVED this activity. It’s so simple, it gets them out of their seats, and for a unit on argument, it’s an easy way to get them thinking about how the art of argument is something they practice all the time.

Step 3: Informal Argument, Not so Freestyle

Once students have argued without the support of any kind of research or text, I would set up a second debate; this time with more structure and more time to research ahead of time. I would pose a different question, supply students with a few articles that would provide ammunition for either side, then give them time to read the articles and find the evidence they need.

Next, we’d have a Philosophical Chairs debate (learn about this in my  discussion strategies post), which is very similar to “This or That,” except students use textual evidence to back up their points, and there are a few more rules. Here they are still doing verbal argument, but the experience should make them more likely to appreciate the value of evidence when trying to persuade.

Before leaving this step, I would have students transfer their thoughts from the discussion they just had into something that looks like the opening paragraph of a written argument: A statement of their point of view, plus three reasons to support that point of view. This lays the groundwork for what’s to come.

Step 4: Introduction of the Performance Assessment

Next I would show students their major assignment, the performance assessment that they will work on for the next few weeks. What does this look like? It’s generally a written prompt that describes the task, plus the rubric I will use to score their final product.

Anytime I give students a major writing assignment, I let them see these documents very early on. In my experience, I’ve found that students appreciate having a clear picture of what’s expected of them when beginning a writing assignment. At this time, I also show them a model of a piece of writing that meets the requirements of the assignment. Unlike the mentor texts we read on day 1, this sample would be something teacher-created (or an excellent student model from a previous year) to fit the parameters of the assignment.

Step 5: Building the Base

Before letting students loose to start working on their essays, I make sure they have a solid plan for writing. I would devote at least one more class period to having students consider their topic for the essay, drafting a thesis statement, and planning the main points of their essay in a graphic organizer.

I would also begin writing my own essay on a different topic. This has been my number one strategy for teaching students how to become better writers. Using a document camera or overhead projector, I start from scratch, thinking out loud and scribbling down my thoughts as they come. When students see how messy the process can be, it becomes less intimidating for them. They begin to understand how to take the thoughts that are stirring around in your head and turn them into something that makes sense in writing.

For some students, this early stage might take a few more days, and that’s fine: I would rather spend more time getting it right at the pre-writing stage than have a student go off willy-nilly, draft a full essay, then realize they need to start over. Meanwhile, students who have their plans in order will be allowed to move on to the next step.

Step 6: Writer’s Workshop

The next seven to ten days would be spent in writer’s workshop, where I would start class with a mini-lesson about a particular aspect of craft. I would show them how to choose credible, relevant evidence, how to skillfully weave evidence into an argument, how to consider the needs of an audience, and how to correctly cite sources. Once each mini-lesson was done, I would then give students the rest of the period to work independently on their writing. During this time, I would move around the room, helping students solve problems and offering feedback on whatever part of the piece they are working on. I would encourage students to share their work with peers and give feedback at all stages of the writing process.

If I wanted to make the unit even more student-centered, I would provide the mini-lessons in written or video format and let students work through them at their own pace, without me teaching them. (To learn more about this approach, read this post on self-paced learning ).

As students begin to complete their essays, the mini-lessons would focus more on matters of style and usage. I almost never bother talking about spelling, punctuation, grammar, or usage until students have a draft that’s pretty close to done. Only then do we start fixing the smaller mistakes.

Step 7: Final Assessment

Finally, the finished essays are handed in for a grade. At this point, I’m pretty familiar with each student’s writing and have given them verbal (and sometimes written) feedback throughout the unit; that’s why I make the writer’s workshop phase last so long. I don’t really want students handing in work until they are pretty sure they’ve met the requirements to the best of their ability. I also don’t necessarily see “final copies” as final; if a student hands in an essay that’s still really lacking in some key areas, I will arrange to have that student revise it and resubmit for a higher grade.

So that’s it. If you haven’t had a lot of success teaching students to write persuasively, and if the approach outlined here is different from what you’ve been doing, give it a try. And let’s keep talking: Use the comments section below to share your techniques or ask questions about the most effective ways to teach argumentative writing.

Want this unit ready-made?

If you’re a writing teacher in grades 7-12 and you’d like a classroom-ready unit like the one described above, including mini-lessons, sample essays, and a library of high-interest online articles to use for gathering evidence, take a look at my Argumentative Writing unit. Just click on the image below and you’ll be taken to a page where you can read more and see a detailed preview of what’s included.

What to Read Next

how to teach students to write an argumentative essay

Categories: Instruction , Podcast

Tags: English language arts , Grades 6-8 , Grades 9-12 , teaching strategies

58 Comments

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This is useful information. In teaching persuasive speaking/writing I have found Monroe’s Motivated sequence very useful and productive. It is a classic model that immediately gives a solid structure for students.

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Thanks for the recommendation, Bill. I will have to look into that! Here’s a link to more information on Monroe’s Motivated sequence, for anyone who wants to learn more: https://www.mindtools.com/pages/article/MonroeMotivatedSequence.htm

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What other sites do you recommend for teacher use on providing effective organizational structure in argumentative writing? As a K-12 Curriculum Director, I find that when teachers connect with and understand the organizational structure, they are more effective in their teaching/delivery.

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Hey Jessica, in addition to the steps outlined here, you might want to check out Jenn’s post on graphic organizers . Graphic organizers are a great tool that you can use in any phase of a lesson. Using them as a prewrite can help students visualize the argument and organize their thoughts. There’s a link in that post to the Graphic Organizer Multi-Pack that Jenn has for sale on her Teachers Pay Teachers site, which includes two versions of a graphic organizer you can use specifically for argument organization. Otherwise, if there’s something else you had in mind, let us know and we can help you out. Thanks!

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Dear Jennifer Gonzalez,

You are generous with your gift of lighting the path… I hardly ever write (never before) , but I must today… THANK YOU… THANK YOU….THANK YOU… mostly for reading your great teachings… So your valuable teachings will even be easy to benefit all the smart people facing challenge of having to deal with adhd…

I am not a teacher… but forever a student…someone who studied English as 2nd language, with a science degree & adhd…

You truly are making a difference in our World…

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Thanks so much, Rita! I know Jenn will appreciate this — I’ll be sure to share with her!

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Love it! Its simple and very fruitful . I can feel how dedicated you are! Thanks alot Jen

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Great examples of resources that students would find interesting. I enjoyed reading your article. I’ve bookmarked it for future reference. Thanks!

You’re welcome, Sheryl!

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Students need to be writing all the time about a broad range of topics, but I love the focus here on argumentative writing because if you choose the model writing texts correctly, you can really get the kids engaged in the process and in how they can use this writing in real-world situations!

I agree, Laura. I think an occasional tight focus on one genre can help them grow leaps and bounds in the skills specific to that type of writing. Later, in less structured situations, they can then call on those skills when that kind of thinking is required.

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This is really helpful! I used it today and put the recess article in a Google Doc and had the kids identify anecdotal, statistic, and ‘other’ types of evidence by highlighting them in three different colors. It worked well! Tomorrow we’ll discuss which of the different types of evidence are most convincing and why.

Love that, Shanna! Thanks for sharing that extra layer.

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Greetings Ms. Gonzales. I was wondering if you had any ideas to help students develop the cons/against side of their argument within their writing? Please advise. Thanks.

Hi Michael,

Considering audience and counterarguments are an important part of the argumentative writing process. In the Argumentative Writing unit Jenn includes specific mini-lessons that teach kids how, when and where to include opposing views in their writing. In the meantime, here’s a video that might also be helpful.

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Hi, Thank you very much for sharing your ideas. I want to share also the ideas in the article ‘Already Experts: Showing Students How Much They Know about Writing and Reading Arguments’ by Angela Petit and Edna Soto…they explain a really nice activity to introduce argumentative writing. I have applied it many times and my students not only love it but also display a very clear pattern as the results in the activity are quite similar every time. I hope you like it.

Lorena Perez

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I’d like to thank you you for this excellence resource. It’s a wonderful addition to the informative content that Jennifer has shared.

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What do you use for a prize?

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I looked at the unit, and it looks and sounds great. The description says there are 4 topics. Can you tell me the topics before I purchase? We start argument in 5th grade, and I want to make sure the topics are different from those they’ve done the last 5 years before purchasing. Thanks!

Hi Carrie! If you go to the product page on TPT and open up the preview, you’ll see the four topics on the 4th page in more detail, but here they are: Social Networking in School (should social media sites be blocked in school?), Cell Phones in Class, Junk Food in School, and Single-Sex Education (i.e., genders separated). Does that help?

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I teach 6th grade English in a single gendered (all-girls) class. We just finished an argument piece but I will definitely cycle back your ideas when we revisit argumentation. Thanks for the fabulous resources!

Glad to hear it, Madelyn!

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I’m not a writing teacher and honestly haven’t been taught on how to teach writing. I’m a history teacher. I read this and found it helpful but have questions. First I noticed that amount of time dedicated to the task in terms of days. My questions are how long is a class period? I have my students for about 45 minutes. I also saw you mentioned in the part about self-paced learning that mini-lessons could be written or video format. I love these ideas. Any thoughts on how to do this with almost no technology in the room and low readers to non-readers? I’m trying to figure out how to balance teaching a content class while also teaching the common core skills. Thank you for any consideration to my questions.

Hey Jones, To me, a class period is anywhere from 45 minutes to an hour; definitely varies from school to school. As for the question about doing self-paced with very little tech? I think binders with written mini-lessons could work well, as well as a single computer station or tablet hooked up to a class set of videos. Obviously you’d need to be more diligent about rotating students in and out of these stations, but it’s an option at least. You might also give students access to the videos through computers in other locations at school (like the library) and give them passes to watch. The thing about self-paced learning, as you may have seen in the self-paced post , is that if students need extra teacher support (as you might find with low readers or non-readers), they would spend more one-on-one time with the teacher, while the higher-level students would be permitted to move more quickly on their own. Does that help?

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My primary goal for next semester is to increase academic discussion and make connections from discussion to writing, so I love how you launch this unit with lessons like Philosophical Chairs. I am curious, however, what is the benefit of the informal argument before the not-so-informal argument? My students often struggle to listen to one another, so I’m wondering if I should start with the more formal, structured version. Or, am I overthinking the management? Thanks so much for input.

Yikes! So sorry your question slipped through, and we’re just now getting to this, Sarah. The main advantage of having kids first engage in informal debate is that it helps them get into an argumentative mindset and begin to appreciate the value of using research to support their claims. If you’ve purchased the unit, you can read more about this in the Overview.

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My 6th graders are progressing through their argumentative essay. I’m providing mini lessons along the way that target where most students are in their essay. Your suggestions will be used. I’ve chosen to keep most writing in class and was happy to read that you scheduled a lot of class time for the writing. Students need to feel comfortable knowing that writing is a craft and needs to evolve over time. I think more will get done in class and it is especially important for the struggling writers to have peers and the teacher around while they write. Something that I had students do that they liked was to have them sit in like-topic groups to create a shared document where they curated information that MIGHT be helpful along the way. By the end of the essay, all will use a fantastic add-on called GradeProof which helps to eliminate most of the basic and silly errors that 6th graders make.

Debbi! I LOVE the idea of a shared, curated collection of resources! That is absolutely fantastic! Are you using a Google Doc for this? Other curation tools you might consider are Padlet and Elink .

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thanks v much for all this information

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Love this! What do you take as grades in the meantime? Throughout this 2 week stretch?

Ideally, you wouldn’t need to take grades at all, waiting until the final paper is done to give one grade. If your school requires more frequent grades, you could assign small point values for getting the incremental steps done: So in Step 3 (when students have to write a paragraph stating their point of view) you could take points for that. During the writer’s workshop phase, you might give points for completion of a rough draft and participation points for peer review (ideally, they’d get some kind of feedback on the quality of feedback they give to one another). Another option would be to just give a small, holistic grade for each week based on the overall integrity of their work–are they staying on task? Making small improvements to their writing each day? Taking advantage of the resources? If students are working diligently through the process, that should be enough. But again, the assessment (grades) should really come from that final written product, and if everyone is doing what they’re supposed to be doing during the workshop phase, most students should have pretty good scores on that final product. Does that help?

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Awesome Step 2! Teaching mostly teenagers in Northern Australia I find students’ verbal arguments are much more finely honed than their written work.

To assist with “building the base” I’ve always found sentence starters an essential entry point for struggling students. We have started using the ‘PEARL’ method for analytical and persuasive writing.

If it helps here a free scaffold for the method:

https://www.teacherspayteachers.com/Product/FREE-Paragraph-Scaffold-PEEL-to-PEARL-3370676

Thanks again,

Thank you for sharing this additional resource! It’s excellent!

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I’ve been scouring the interwebs looking for some real advice on how I can help my struggling 9th grader write better. I can write. Since it comes naturally for me, I have a hard time breaking it down into such tiny steps that he can begin to feel less overwhelmed. I LOVE the pre-writing ideas here. My son is a fabulous arguer. I need to help him use those powers for the good of his writing skills. Do you have a suggestion on what I else I can be using for my homeschooled son? Or what you may have that could work well for home use?

Hi Melinda,

You might be interested in taking a look at Jenn’s Argumentative Writing unit which she mentions at the end of the post . Hope this helps!

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Mam it would be good if you could post some steps of different writing and some samples as well so it can be useful for the students.

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Hi Aalia! My name is Holly, and I work as a Customer Experience Manager for Cult of Pedagogy. It just so happens that in the near future, Jenn is going to release a narrative writing unit, so keep an eye out for that! As far as samples, the argumentative writing unit has example essays included, and I’m sure the narrative unit will as well. But, to find the examples, you have to purchase the unit from Teachers Pay Teachers.

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I just want to say that this helped me tremendously in teaching argument to 8th Graders this past school year, which is a huge concept on their state testing in April. I felt like they were very prepared, and they really enjoyed the verbal part of it, too! I have already implemented these methods into my unit plan for argument for my 11th grade class this year. Thank you so much for posting all of these things! : )

-Josee` Vaughn

I’m so glad to hear it, Josee!!

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Love your blog! It is one of the best ones.

I am petrified of writing. I am teaching grade 8 in September and would love some suggestions as I start planning for the year. Thanks!

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This is genius! I can’t wait to get started tomorrow teaching argument. It’s always something that I have struggled with, and I’ve been teaching for 18 years. I have a class of 31 students, mostly boys, several with IEPs. The self-paced mini-lessons will help tremendously.

So glad you liked it, Britney!

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My students will begin the journey into persuasion and argument next week and your post cemented much of my thinking around how to facilitate the journey towards effective, enthusiastic argumentative writing.

I use your rubrics often to outline task expectations for my students and the feedback from them is how useful breaking every task into steps can be as they are learning new concepts.

Additionally, we made the leap into blogging as a grade at https://mrsdsroadrunners.edublogs.org/2019/01/04/your-future/ It feels much like trying to learn to change a tire while the car is speeding down the highway. Reading your posts over the past years was a factor in embracing the authentic audience. Thank You! Trish

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I love reading and listening to your always helpful tips, tricks, and advice! I was wondering if you had any thoughts on creative and engaging ways to have students share their persuasive writing? My 6th students are just finishing up our persuasive writing where we read the book “Oh, Rats” by Albert Marrin and used the information gathered to craft a persuasive piece to either eliminate or protect rats and other than just reading their pieces to one another, I have been trying to think of more creative ways to share. I thought about having a debate but (un)fortunately all my kids are so sweet and are on the same side of the argument – Protect the Rats! Any ideas?

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Hi Kiley! Thanks for the positive feedback! So glad to hear that you are finding value in Cult of Pedagogy! Here are a few suggestions that you may be interested in trying with your students:

-A gallery walk: Students could do this virtually if their writing is stored online or hard copies of their writing. Here are some different ways that you could use gallery walks: Enliven Class Discussions With Gallery Walks

-Students could give each other feedback using a tech tool like Flipgrid . You could assign students to small groups or give them accountability partners. In Flipgrid, you could have students sharing back and forth about their writing and their opinions.

I hope this helps!

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I love the idea of mentor texts for all of these reading and writing concepts. I saw a great one on Twitter with one text and it demonstrated 5-6 reasons to start a paragraph, all in two pages of a book! Is there a location that would have suggestions/lists of mentor texts for these areas? Paragraphs, sentences, voice, persuasive writing, expository writing, etc. It seems like we could share this info, save each other some work, and curate a great collection of mentor text for English Language Arts teachers. Maybe it already exists?

Hi Maureen,

Here are some great resources that you may find helpful:

Craft Lessons Second Edition: Teaching Writing K-8 Write Like This: Teaching Real-World Writing Through Modeling and Mentor Texts and Mentor Texts, 2nd edition: Teaching Writing Through Children’s Literature, K-6

Thanks so much! I’ll definitely look into these.

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I love the steps for planning an argumentative essay writing. When we return from Christmas break, we will begin starting a unit on argumentative writing. I will definitely use the steps. I especially love Step #2. As a 6th grade teacher, my students love to argue. This would set the stage of what argumentative essay involves. Thanks for sharing.

So glad to hear this, Gwen. Thanks for letting us know!

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Great orientation, dear Jennifer. The step-by-step carefully planned pedagogical perspectives have surely added in the information repository of many.

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Hi Jennifer,

I hope you are well. I apologise for the incorrect spelling in the previous post.

Thank you very much for introducing this effective instruction for teaching argumentative writing. I am the first year PhD student at Newcastle University, UK. My PhD research project aims to investigate teaching argumentative writing to Chinese university students. I am interested in the Argumentative Writing unit you have designed and would like to buy it. I would like to see the preview of this book before deciding to purchase it. I clicked on the image BUT the font of the preview is so small and cannot see the content clearly. I am wondering whether it could be possible for you to email me a detailed preview of what’s included. I would highly appreciate if you could help me with this.

Thank you very much in advance. Looking forward to your reply.

Take care and all the very best, Chang

Hi Chang! Jenn’s Argumentative Writing Unit is actually a teaching unit geared toward grades 7-12 with lessons, activities, etc. If you click here click here to view the actual product, you can click on the green ‘View Preview’ button to see a pretty detailed preview of what’s offered. Once you open the preview, there is the option to zoom in so you can see what the actual pages of the unit are like. I hope this helps!

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Great Content!

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Another teacher showed me one of your posts, and now I’ve read a dozen of them. With teaching students to argue, have you ever used the “What’s going on in this picture?” https://www.nytimes.com/column/learning-whats-going-on-in-this-picture?module=inline I used it last year and thought it was a non-threatening way to introduce learners to using evidence to be persuasive since there was no text.

I used to do something like this to help kids learn how to make inferences. Hadn’t thought of it from a persuasive standpoint. Interesting.

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this is a very interesting topic, thanks!

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Hi! I’m a teacher too! I was looking for inspiration and I found your article and thought you might find this online free tool interesting that helps make all students participate meaningfully and engage in a topic. https://www.kialo-edu.com/

This tool is great for student collaboration and to teach argumentative writing in an innovative way. I hope this helps!

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how to teach students to write an argumentative essay

How to Teach Argument Writing Step-By-Step

how to teach students to write an argumentative essay

No doubt, teaching argument writing to middle school students can be tricky. Even the word “argumentative” is off-putting, bringing to mind pointless bickering. But once I came up with argument writing lessons that were both fun and effective, I quickly saw the value in it. And so did my students.

You see, we teachers have an ace up our sleeve. It’s a known fact that from ages 11-14, kids love nothing more than to fire up a good ole battle royale with just about anybody within spitting distance.

Yup. So we’re going to use their powers of contradiction to OUR advantage by showing them how to use our argument writing lessons to power up their real-life persuasion skills. Your students will be knocking each other over in the hall to get to the room first!

I usually plan on taking about three weeks on the entire argument writing workshop. However, there are years when I’ve had to cut it down to two, and that works fine too.

Here are the step-by-step lessons I use to teach argument writing. It might be helpful to teachers who are new to teaching the argument, or to teachers who want to get back to the basics. If it seems formulaic, that’s because it is. In my experience, that’s the best way to get middle school students started.

Prior to Starting the Writer’s Workshop

A couple of weeks prior to starting your unit, assign some quick-write journal topics. I pick one current event topic a day, and I ask students to express their opinion about the topic.

Quick-writes get the kids thinking about what is going on in the world and makes choosing a topic easier later on.

Define Argumentative Writing

I’ll never forget the feeling of panic I had in 7th grade when my teacher told us to start writing an expository essay on snowstorms. How could I write an expository essay if I don’t even know what expository MEANS, I whined to my middle school self.

We can’t assume our students know or remember what argumentative writing is, even if we think they should know. So we have to tell them. Also, define claim and issue while you’re at it.

Establish Purpose

I always tell my students that learning to write an effective argument is key to learning critical thinking skills and is an important part of school AND real-life writing.

We start with a fictional scenario every kid in the history of kids can relate to.

ISSUE : a kid wants to stay up late to go to a party vs. AUDIENCE : the strict mom who likes to say no.

The “party” kid writes his mom a letter that starts with a thesis and a claim: I should be permitted to stay out late to attend the part for several reasons.

By going through this totally relatable scenario using a modified argumentative framework, I’m able to demonstrate the difference between persuasion and argument, the importance of data and factual evidence, and the value of a counterclaim and rebuttal.

Students love to debate whether or not strict mom should allow party kid to attend the party. More importantly, it’s a great way to introduce the art of the argument, because kids can see how they can use the skills to their personal advantage.

Persuasive Writing Differs From Argument Writing

At the middle school level, students need to understand persuasive and argument writing in a concrete way. Therefore, I keep it simple by explaining that both types of writing involve a claim. However, in persuasive writing, the supporting details are based on opinions, feelings, and emotions, while in argument writing the supporting details are based on researching factual evidence.

I give kids a few examples to see if they can tell the difference between argumentation and persuasion before we move on.

Argumentative Essay Terminology

In order to write a complete argumentative essay, students need to be familiar with some key terminology . Some teachers name the parts differently, so I try to give them more than one word if necessary:

  • thesis statement
  • bridge/warrant
  • counterclaim/counterargument*
  • turn-back/refutation

*If you follow Common Core Standards, the counterargument is not required for 6th-grade argument writing. All of the teachers in my school teach it anyway, and I’m thankful for that when the kids get to 7th grade.

Organizing the Argumentative Essay

I teach students how to write a step-by-step 5 paragraph argumentative essay consisting of the following:

  • Introduction : Includes a lead/hook, background information about the topic, and a thesis statement that includes the claim.
  • Body Paragraph #1 : Introduces the first reason that the claim is valid. Supports that reason with facts, examples, and/or data.
  • Body Paragraph #2 : The second reason the claim is valid. Supporting evidence as above.
  • Counterargument (Body Paragraph #3): Introduction of an opposing claim, then includes a turn-back to take the reader back to the original claim.
  • Conclusion : Restates the thesis statement, summarizes the main idea, and contains a strong concluding statement that might be a call to action.

Mentor Texts

If we want students to write a certain way, we should provide high-quality mentor texts that are exact models of what we expect them to write.

I know a lot of teachers will use picture books or editorials that present arguments for this, and I can get behind that. But only if specific exemplary essays are also used, and this is why.

If I want to learn Italian cooking, I’m not going to just watch the Romanos enjoy a holiday feast on Everybody Loves Raymond . I need to slow it down and follow every little step my girl Lidia Bastianich makes.

The same goes for teaching argument writing. If we want students to write 5 paragraph essays, that’s what we should show them.

In fact, don’t just display those mentor texts like a museum piece. Dissect the heck out of those essays. Pull them apart like a Thanksgiving turkey. Disassemble the essay sentence by sentence and have the kids label the parts and reassemble them. This is how they will learn how to structure their own writing.

Also, encourage your detectives to evaluate the evidence. Ask students to make note of how the authors use anecdotes, statistics, and facts. Have them evaluate the evidence and whether or not the writer fully analyzes it and connects it to the claim.

This is absolutely the best way for kids to understand the purpose of each part of the essay.

Research Time

Most of my students are not very experienced with performing research when we do this unit, so I ease them into it. (Our “big” research unit comes later in the year with our feature article unit .)

I start them off by showing this short video on how to find reliable sources. We use data collection sheets and our school library’s database for research. There are also some awesome, kid-friendly research sites listed on the Ask a Tech Teacher Blog .

Step-By-Step Drafting

The bedrock of drafting is to start with a solid graphic organizer. I have to differentiate for my writers, and I’ve found they have the most success when I offer three types of graphic organizers.

1- Least Support: This is your standard graphic organizer. It labels each paragraph and has a dedicated section for each part of the paragraph.

2- Moderate Support: This one has labels and sections, but also includes sentence stems for each sentence in the paragraph.

3- Most Support: This one has labels and sections and also includes fill-in-the-blank sentence frames . It’s perfect for my emerging writers, and as I’ve mentioned previously, students do NOT need the frames for long and soon become competent and independent writers.

Writing the Introduction

The introduction has three parts and purposes.

First, it has a hook or lead. While it should be about the topic, it shouldn’t state the writer’s position on the topic. I encourage students to start with a quote by a famous person, an unusual detail, a statistic, or a fact.

Kids will often try to start with a question, but I discourage that unless their question also includes one of the other strategies. Otherwise, I end up with 100 essays that start with, “Do you like sharks?” Lol

Next, it’s time to introduce the issue. This is the background information that readers need in order to understand the controversy.

Last, students should state the claim in the thesis statement. I call it a promise to the reader that the essay will deliver by proving that the claim is valid.

Writing the Supporting Body Paragraphs

Each supporting body paragraph should start with a topic sentence that introduces the idea and states the reason why the claim is valid. The following sentences in the paragraph should support that reason with facts, examples, data, or expert opinions. The bridge is the sentence that connects that piece of evidence to the argument’s claim. The concluding sentence should restate the reason.

Writing the Counterclaim Paragraph

The counterclaim paragraph is a very important aspect of argument writing. It’s where we introduce an opposing argument and then confidently take the reader back to the original argument. I tell students that it’s necessary to “get in the head” of the person who might not agree with their claim, by predicting their objections.

It can be tough for kids to “flip the switch” on their own argument, so I like to practice this a bit. I give them several pairs of transitions that go together to form a counterclaim and rebuttal. I also switch up what I call this part so that they use the terminology interchangeably.

  • It might seem that [ counterargument . ]However, [ turn-back .]
  • Opponents may argue that [ counterargument .] Nevertheless, [ turn back .]
  • A common argument against this position is [ counterargument .] Yet, [ turn-back .]

A great way for kids to practice this is to have them work with partners to write a few counterarguments together. I let them practice by giving them easy role-playing topics.

  • Your cousins want to jump into a poison ivy grove for a TikTok challenge. Choose your position on this and write a counterargument and turn-back.
  • Your friend wants to get a full-face tattoo of their boyfriend’s name. Choose your position on this and write a counterargument and turn-back.

This kind of practice makes the counterargument much more clear.

The concluding paragraph should remind the reader of what was argued in the essay and why it matters. It might also suggest solutions or further research that could be done on the topic. Or students can write a call to action that asks the reader to perform an action in regard to the information they’ve just learned.

My students write about local issues and then turn the essays into letters to our superintendent, school board, or state senators. It’s an amazing way to empower kids and to show them that their opinion matters. I’ve written about that here and I’ve included the sentence frames for the letters in my argumentative writing unit.

I hope this gives you a good overview of teaching argument writing. Please leave any questions below. Please also share your ideas, because we all need all the help we can give each other!

And one more thing. Don’t be surprised if parents start asking you to tone down the unit because it’s become harder to tell their kids why they can’t stay up late for parties. 🙂

Stay delicious!

how to teach students to write an argumentative essay

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Strategies for Teaching Argument Writing

Three simple ways a ninth-grade teacher scaffolds argument writing for students.

A class of students writing at their desks

My ninth-grade students love to argue. They enjoy pushing back against authority, sharing their opinions, and having those opinions validated by their classmates. That’s no surprise—it’s invigorating to feel right about a hot-button topic. But through the teaching of argument writing, we can show our students that argumentation isn’t just about convincing someone of your viewpoint—it’s also about researching the issues, gathering evidence, and forming a nuanced claim.

Argument writing is a crucial skill for the real world, no matter what future lies ahead of a student. The Common Core State Standards support the teaching of argument writing , and students in the elementary grades on up who know how to support their claims with evidence will reap long-term benefits.

Argument Writing as Bell Work

One of the ways I teach argument writing is by making it part of our bell work routine, done in addition to our core lessons. This is a useful way to implement argument writing in class because there’s no need to carve out two weeks for a new unit.

Instead, at the bell, I provide students with an article to read that is relevant to our coursework and that expresses a clear opinion on an issue. They fill out the first section of the graphic organizer I’ve included here, which helps them identify the claim, supporting evidence, and hypothetical counterclaims. After three days of reading nonfiction texts from different perspectives, their graphic organizer becomes a useful resource for forming their own claim with supporting evidence in a short piece of writing.

The graphic organizer I use was inspired by the resources on argument writing provided by the National Writing Project through the College, Career, and Community Writers Program . They have resources for elementary and secondary teachers interested in argument writing instruction. I also like to check Kelly Gallagher’s Article of the Week for current nonfiction texts.

Moves of Argument Writing

Another way to practice argument writing is by teaching students to be aware of, and to use effectively, common moves found in argument writing. Joseph Harris’s book Rewriting: How to Do Things With Texts outlines some common moves:

  • Illustrating: Using examples, usually from other sources, to explain your point.
  • Authorizing: Calling upon the credibility of a source to help support to your argument.
  • Borrowing: Using the terminology of other writers to help add legitimacy to a point.
  • Extending: Adding commentary to the conversation on the issue at hand.
  • Countering: Addressing opposing arguments with valid solutions.

Teaching students to identify these moves in writing is an effective way to improve reading comprehension, especially of nonfiction articles. Furthermore, teaching students to use these moves in their own writing will make for more intentional choices and, subsequently, better writing.

Argument Writing With Templates

Students who purposefully read arguments with the mindset of a writer can be taught to recognize the moves identified above and more. Knowing how to identify when and why authors use certain sentence starters, transitions, and other syntactic strategies can help students learn how to make their own point effectively.

To supplement our students’ knowledge of these syntactic strategies, Gerald Graff and Cathy Birkenstein recommend writing with templates in their book They Say, I Say: The Moves That Matter in Academic Writing . Graff and Birkenstein provide copious templates for students to use in specific argument writing scenarios. For example, consider these phrases that appear commonly in argument writing:

  • On the one hand...
  • On the other hand...
  • I agree that...
  • This is not to say that...

If you’re wary of having your students write using a template, I once felt the same way. But when I had my students purposefully integrate these words into their writing, I saw a significant improvement in their argument writing. Providing students with phrases like these helps them organize their thoughts in a way that better suits the format of their argument writing.

When we teach students the language of arguing, we are helping them gain traction in the real world. Throughout their lives, they’ll need to convince others to support their goals. In this way, argument writing is one of the most important tools we can teach our students to use.

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Making a Claim: Teaching Students Argument Writing Through Close Reading

We know students in the middle grades can make an argument to throw a pizza party, to get out of[…] Continue Reading

how to teach students to write an argumentative essay

We know students in the middle grades can make an argument to throw a pizza party, to get out of detention or to prove a point. So, why do they find it hard to craft strong arguments from text? The skill of argumentative or persuasive writing is a skill that’s easier said than done.

Close reading naturally lends itself to teaching argumentative writing. To be sure, it’s not the only way to culminate a close-reading lesson, but as students read, reread and break down text, analyzing author’s arguments and crafting their own can come naturally. 

Argumentative writing isn’t persuasion, and it’s not about conflict or winning. Instead, it’s about creating a claim and supporting that claim with evidence. For example, in this set of writing samples from Achieve the Core , fifth grade students read an article about homework and wrote an argument in response to the question How much homework is too much? One student wrote the claim: I think that students should have enough homework but still have time for fun. Students in third grade should start having 15 minutes a night and work up to a little over an hour by sixth grade. The student goes on to support her claim with evidence from the article she read. It builds responsibility and gives kids a chance to practice.

Argument Example Poster

Here are four ways to build your students’ ability to write arguments through close reading. 

Choose Text Wisely

I don’t think I can say it enough: The most important part of planning close reading is choosing the text . If you want students to be able to create and support an argument, the text has to contain evidence—and lots of it. Look for texts or passages that are worth reading deeply (read: well written with intriguing, worthwhile ideas) and that raise interesting questions that don’t have a right or wrong answer.

PEELS: Help Students Structure Their Arguments

Before students can get creative with their writing, make sure they can structure their arguments. In the PEELS approach, students need to:

  • Make a point.
  • Support it with evidence (and examples).
  • Explain their evidence.
  • Link their points.
  • Maintain a formal style.

Check out this Teachers Pay Teachers resource (free) for an explanation and graphic organizer to use with students. 

Provide Time for Collaboration

When students are allowed to talk about their writing, they craft stronger arguments because they’re provided time to narrow and sharpen their ideas. In his book, Translating Talk Into Text (2014) Thomas McCann outlines two types of conversation that help students prepare to write.

  • Exploratory discussions: These small-group discussions provide space for students to find out what others are thinking and explore the range of possibilities. These conversations should happen after students have read closely, with the goal of building an understanding of what ideas or claims are present within a text.
  • Drafting discussions: After students have participated in exploratory discussion, drafting discussions are a chance for students to come together as a whole group to share and refine their ideas. Drafting discussions start by sharing arguments that students discussed in the exploratory discussions, then provide time for students to explore the arguments and challenge one another. The goal is for students to end the discussion with a clear focus for their writing.

The Incredible Shrinking Argument: Help Students Synthesize

Once students are writing, probably the biggest challenge becomes whittling an argument down to the essentials. To help students do this, have them write their argument on a large sticky note (or in a large text box). Then, have them whittle it twice by revising it and rewriting it on smaller sticky notes (or text boxes) to get the excess ideas or details out. By the time they’re rewriting it on the smallest sticky note (or textbox), they’ll be forced to identify the bones of their argument. (See The Middle School Mouth blog for more on this strategy.)

2012-04-14 09.25.04

Samantha Cleaver is an education writer, former special education teacher and avid reader. Her book, Every Reader a Close Reader, is scheduled to be published by Rowman and Littlefield in 2015. Read more at her blog www.cleaveronreading.wordpress.com .

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How to Teach Argument Writing: 3 Simple Steps to Improve Instruction

How to Teach Argument Writing: 3 Simple Steps to Improve Instruction

Teaching students how to write argumentative papers can be a challenging task. From teaching students how to include and refute the counterclaim to ensure students find the most relevant evidence to support their claims, teachers have their work cut out for them. This blog post will go over exactly how to teach argument writing in the secondary ELA classroom.

When I teach students how to write argument essays , I like to introduce challenging concepts to my students using ideas and topics they are familiar with. By doing this, I help them understand more complex ideas in a simple and easy-to-understand way.

How to Teach Argument Writing: 3 Steps for Success

Teaching argument essay writing step 1: develop the claim.

One of the first steps in helping students write an argument essay is developing the claim. Students need to understand that a claim is a debatable statement that they can back up and support using evidence and reasoning. Once students have a good idea about their essay’s claim, they can start writing their essay.

To teach students what a claim is, I’ll write a series of statements on the board, and we will have a quick discussion about fact vs. opinion. When I do this, I like to use topics that my students are interested in. Some topics I use frequently include food, Disney movies, and superheroes.

To illustrate this exercise, I might write these two statements on the board. I’ll have students identify which one is a fact and which one is a statement. The ultimate goal of this exercise is to get my students talking.

Let’s use superheroes as an example:

  • Captain Marvel is a superhero.
  • Captain Marvel is the most powerful superhero in the Marvel Cinematic Universe.

Immediately, when I reveal these statements on the board, my students are engaged. Not only are they engaged, but they might even be debating in class about their favorite Avenger.

Once students see the debatable aspect of a claim versus a fact, they are ready to move on and find supporting evidence for their claim. With the Captain Marvel example above, students will either agree or disagree with that statement.

Teaching Argument Essay Writing Step 2: Support the Claim

Once students understand what a debatable claim is, they are ready to support their claim with reasons and examples. This is where a quick four-corners type of classroom exercise comes into play. I divide my class up into the north side of the classroom and the south side of the classroom. If students agree with the claim, they must go to one side, and if they disagree, they go to the other side.

Once students stake their claim and choose a side, I give them a couple of moments to discuss their reasons with their like-minded peers. Students will then share their reasons either aloud or on the whiteboard or chart paper.

During this exercise, I teach students about the importance of why it is so important to have relevant supporting reasons and evidence.

Teaching Argument Essay Writing Step 3: Use Relevant Evidence

After students learn how to find related and supporting reasons, it is time to incorporate supporting evidence. By scaffolding the instruction with topics in which students are familiar, they should have a pretty good understanding of finding evidence that is related. However, this is still a tricky concept for high school and middle school students to master.

To help students keep their evidence related to the prompt, claim, and topic sentence, I suggest these teaching strategies.

  • Write the prompt on the whiteboard and refer to it throughout the class period.
  • Have students write their claim at the top of the paper
  • Encourage students to get in the habit of rephrasing parts of the essay prompt and claim in their body paragraphs, especially their commentary.

With these three teaching strategies and ideas, students will have an easier time writing their augment essays. You might also be interested in my blog post about 50 argumentative essay prompts .

Begin your argument unit today

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

This essay writing instructional unit includes an editable instructional presentation for direct instruction and student resources to help you and your students work through an argument essay. With a focus on argument writing and informational text, this unit fuses together key ELA standards as it covers the differences between persuasive and argumentative writing. Thus unit also teaches purpose, audience, tone, diction, and the rhetorical triangle.

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“ This is another excellently developed writing unit fromThe Daring English Teacher. It is basically print and teach lessons which are designed to keep students engaged! I used this in conjunction with a film study and my students actually loved completing it!”

“ I loved using this with my 7th graders when we did the argumentative unit! It was a big help on me as a teacher to have all of this in one area. 10/10 would get again!”

“ This is an excellent resource for teaching argumentative writing to my 11th-grade students. I especially liked using it for remediation purposes. It helps the student break down the writing process into manageable pieces. They were then able to see how everything comes together like a puzzle. I am extremely happy with this resource!”

Teaching Argument Writing: Three Steps to Improve Instruction

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  • How to write an argumentative essay | Examples & tips

How to Write an Argumentative Essay | Examples & Tips

Published on July 24, 2020 by Jack Caulfield . Revised on July 23, 2023.

An argumentative essay expresses an extended argument for a particular thesis statement . The author takes a clearly defined stance on their subject and builds up an evidence-based case for it.

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Table of contents

When do you write an argumentative essay, approaches to argumentative essays, introducing your argument, the body: developing your argument, concluding your argument, other interesting articles, frequently asked questions about argumentative essays.

You might be assigned an argumentative essay as a writing exercise in high school or in a composition class. The prompt will often ask you to argue for one of two positions, and may include terms like “argue” or “argument.” It will frequently take the form of a question.

The prompt may also be more open-ended in terms of the possible arguments you could make.

Argumentative writing at college level

At university, the vast majority of essays or papers you write will involve some form of argumentation. For example, both rhetorical analysis and literary analysis essays involve making arguments about texts.

In this context, you won’t necessarily be told to write an argumentative essay—but making an evidence-based argument is an essential goal of most academic writing, and this should be your default approach unless you’re told otherwise.

Examples of argumentative essay prompts

At a university level, all the prompts below imply an argumentative essay as the appropriate response.

Your research should lead you to develop a specific position on the topic. The essay then argues for that position and aims to convince the reader by presenting your evidence, evaluation and analysis.

  • Don’t just list all the effects you can think of.
  • Do develop a focused argument about the overall effect and why it matters, backed up by evidence from sources.
  • Don’t just provide a selection of data on the measures’ effectiveness.
  • Do build up your own argument about which kinds of measures have been most or least effective, and why.
  • Don’t just analyze a random selection of doppelgänger characters.
  • Do form an argument about specific texts, comparing and contrasting how they express their thematic concerns through doppelgänger characters.

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how to teach students to write an argumentative essay

An argumentative essay should be objective in its approach; your arguments should rely on logic and evidence, not on exaggeration or appeals to emotion.

There are many possible approaches to argumentative essays, but there are two common models that can help you start outlining your arguments: The Toulmin model and the Rogerian model.

Toulmin arguments

The Toulmin model consists of four steps, which may be repeated as many times as necessary for the argument:

  • Make a claim
  • Provide the grounds (evidence) for the claim
  • Explain the warrant (how the grounds support the claim)
  • Discuss possible rebuttals to the claim, identifying the limits of the argument and showing that you have considered alternative perspectives

The Toulmin model is a common approach in academic essays. You don’t have to use these specific terms (grounds, warrants, rebuttals), but establishing a clear connection between your claims and the evidence supporting them is crucial in an argumentative essay.

Say you’re making an argument about the effectiveness of workplace anti-discrimination measures. You might:

  • Claim that unconscious bias training does not have the desired results, and resources would be better spent on other approaches
  • Cite data to support your claim
  • Explain how the data indicates that the method is ineffective
  • Anticipate objections to your claim based on other data, indicating whether these objections are valid, and if not, why not.

Rogerian arguments

The Rogerian model also consists of four steps you might repeat throughout your essay:

  • Discuss what the opposing position gets right and why people might hold this position
  • Highlight the problems with this position
  • Present your own position , showing how it addresses these problems
  • Suggest a possible compromise —what elements of your position would proponents of the opposing position benefit from adopting?

This model builds up a clear picture of both sides of an argument and seeks a compromise. It is particularly useful when people tend to disagree strongly on the issue discussed, allowing you to approach opposing arguments in good faith.

Say you want to argue that the internet has had a positive impact on education. You might:

  • Acknowledge that students rely too much on websites like Wikipedia
  • Argue that teachers view Wikipedia as more unreliable than it really is
  • Suggest that Wikipedia’s system of citations can actually teach students about referencing
  • Suggest critical engagement with Wikipedia as a possible assignment for teachers who are skeptical of its usefulness.

You don’t necessarily have to pick one of these models—you may even use elements of both in different parts of your essay—but it’s worth considering them if you struggle to structure your arguments.

Regardless of which approach you take, your essay should always be structured using an introduction , a body , and a conclusion .

Like other academic essays, an argumentative essay begins with an introduction . The introduction serves to capture the reader’s interest, provide background information, present your thesis statement , and (in longer essays) to summarize the structure of the body.

Hover over different parts of the example below to see how a typical introduction works.

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.

The body of an argumentative essay is where you develop your arguments in detail. Here you’ll present evidence, analysis, and reasoning to convince the reader that your thesis statement is true.

In the standard five-paragraph format for short essays, the body takes up three of your five paragraphs. In longer essays, it will be more paragraphs, and might be divided into sections with headings.

Each paragraph covers its own topic, introduced with a topic sentence . Each of these topics must contribute to your overall argument; don’t include irrelevant information.

This example paragraph takes a Rogerian approach: It first acknowledges the merits of the opposing position and then highlights problems with that position.

Hover over different parts of the example to see how a body paragraph is constructed.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

An argumentative essay ends with a conclusion that summarizes and reflects on the arguments made in the body.

No new arguments or evidence appear here, but in longer essays you may discuss the strengths and weaknesses of your argument and suggest topics for future research. In all conclusions, you should stress the relevance and importance of your argument.

Hover over the following example to see the typical elements of a conclusion.

The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.

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An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.

In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.

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Teaching Argumentation and Persuasion: 6 Engaging Activities Beyond the Argumentative Essay

how to teach argumentation and persuasion

There are many engaging activities to use when teaching argumentation and persuasion beyond the classic essay. While the argumentative essay can certainly be effective, try something new with one of these 6 engaging activities. Your students will be excited and eager to apply argumentation and persuasion in the classroom and beyond.

When it comes to teaching argumentation and persuasion, I’m like a kid on Christmas morning. I’m eager, excited, and full of energy. Yet, over the years, I’ve found that my students don’t always meet me with the same enthusiasm. Instead, they roll their figurative eyes at the thought of writing yet another essay.

I had to do something to save my favorite holiday– I mean unit– of the year.

I’ve spent more hours than I’d like to admit, wracking my brain for activities that would make teaching argumentation and persuasion, dare I say, fun! But the time and effort paid off. When I started implementing activities beyond the argumentative essays, my students were engaged and active participants. It was a win-win.

Lucky for you, I’ve done the work (and put in the time) so you don’t have to. Instead, simply keep reading to uncover some of my secret weapons for teaching argumentation and persuasion. The following activities can be used instead of or in conjunction with the classic argumentative essay. It’s totally up to you and what will best suit your students’ needs. Regardless, you don’t have to spend the hours brainstorming from square one. You can thank me later. In the meantime, read on, my teacher friends!

Laying the Foundation for Teaching Argumentation and Persuasion

Before jumping into one of the activities below, you need to set your students up for success. Therefore, be sure to teach the essential concepts for effective argumentation and persuasion. Afterall, both argumentation and persuasion are cornerstone communication skills in the 21st century.

So, not only do you want to do these topics justice for the sake of your classroom. But, they’re also some of the most transferable skills your students will use in the real world.

Note: if you’re just looking for the activities, no problem! Keep scrolling– I promise they’re there.

Understanding the Difference Between Argumentation and Persuasion

While these two topics are often taught together, it’s important for students to know that they aren’t exactly synonyms. Instead, you could argue (see what I did there) these two concepts act as compliments to one another. In many cases, persuasion can strengthen an argument, and vice versa. But again, they’re not exactly the same when it comes to speaking or writing. (However, I find it useful to remind students of one of the most important aspects they do share: there has to be at least two sides.) You can clarify the major differences between the two by looking at the main goal for each type of writing or speech:

  • The goal of argumentative writing is to get the audience to acknowledge your stance on a topic. Moreover, a strong argument shows the reader your viewpoint is valid and deserves consideration. Therefore, argumentative writing is heavily rooted in logic and facts and addressed counterclaims.
  • Goal of persuasive writing is to get the audience to agree with you and your stance on a particular topic or viewpoint. While logic most certainly strengthens persuasion, there is also a heavy emphasis on emotional elements as well.

The truth is, the two are often used hand in hand in the real world with everything from marketing and public service campaigns to politics and law. And, in most cases, persuasive writing is more personal and passionate for students. Therefore, I strive to teach the two together to increase student engagement and real word application. Talk about a dream duo for students and teachers alike!

Rhetoric and Rhetorical Appeals

I absolutely love comparing persuasion and argumentation to art. Why? Because it’s a true craft. Do I explain it that way to my students? Abso-freakin-lutely. Why? Because they need to understand that presenting a sound and persuasive argument is a skill. That these writing and speaking skills take time and effort to develop.

Enter: Rhetoric. I always begin this unit by defining argumentation, persuasion, and rhetoric, explaining how the latter literally means the art of persuasion. Then, I introduce the three main rhetorical appeals (shout out Aristotle). Rather than simply giving the students the definitions of ethos, pathos, and logos, I begin by asking questions to help reveal the definitions. Here are some of the questions I use– and that you can most certainly steal for your own classroom:

  • To introduce ethos , I ask, “Who would you trust to give advice about toothpaste? Why?”
  • To introduce logos , I might ask, “If you wanted to learn how to build a successful business, what is the benefit of a successful entrepreneur giving you step-by-step guidance?”
  • To introduce pathos , I ask, “Think about a time where you got emotional during a commercial, song, or movie. What was it that made you so emotional?”

The Power of Words

Once students have an understanding of these essential definitions, it’s time to move on to a more abstract, yet highly significant, concept: the power of words. This is where I introduce the importance (and power) of diction. This is the perfect time to explain how words impact reader/audience experience.

One of the simplest examples to make a case for this claim is asking students to analyze the difference between the terms house and home. I’ve never had a class not come to the conclusion that a house is a structure and place of living, where a home is a place filled with love.

To round out the discussion on why and how words have an impact on the audience, introduce connotation and denotation. Spending a handful of minutes explaining the emotional meaning behind words (connotation) can be a game changer. It reminds students that there is, in fact, emotional power in the words we use. To drive the point home, you can ask them to compare times when they were upset vs. angry vs. furious.

A Fun and Engaging Warm-Up Activity for Teaching Argumentation and Persuasion

What tween or teen doesn’t like arguing with adults? (Trust me. They’re far and few between.) In other words, students will eat this activity up. Rather than focusing on deep and heavy topics that require a great deal of research and unpacking, this activity is a lighthearted warm-up. The goal is to get students to start thinking about what goes into a sound and persuasive argument.

  • Arguing with “Adults”

Working independently or in small groups, students will pick a “silly” or lighthearted topic. Encourage them to think of things they’d like to convince their parents, teachers, or other adults. Since these topics are light hearted and often come from a place of passion, students will have no problem coming up with reasons why their curfew should be extended by an hour or two or why homework should be abolished. They’re excited to argue why their parents should buy them a car or why a puppy is a must-have addition to their family.

Next, allow students five minutes to choose a topic and brainstorm their argument. Then, give them 10-20 minutes to write their argument. (The timing of this activity is flexible, so you can adjust it based on the structure of your class.) After they write out their argument, it’s time to share– and let the discussion unfold. As each student (or group) shares their argument, have fun playing devil’s advocate. Challenge them to push their arguments and reasoning further.

While you might want to guide the students through the discussion, let them really come to terms with the idea of what makes a sound and persuasive argument. And if you really want to play up the fun? Challenge the other students to play that role! Have your students in the audience play the role of the adults to whom the argument is targeted. This will challenge students to find holes in the arguments, brainstorming ways to make an argument even stronger. Additionally, it challenges them to think about the importance of audience perspective , looking beyond their own interests, blind spots, and biases. The end result? Develop a list of student generated “check-points” for an argument that is both powerful and persuasive.

Engaging Activities for Teaching Argumentation and Persuasion

Watching TV. Driving down the highway. Scrolling through social media. The art of argumentation and persuasion are everywhere . So, why not bring some of those real-life examples to your classroom? Because the truth is, persuasion and argumentation comes in all shapes and sizes. Therefore, it might be time to look beyond the traditional argumentative essay. And with these activities, you can.

An oldie but a goodie. In fact, discussing teaching argumentation and persuasion wouldn’t feel right without some sort of debate. So, to begin this student-centered activity, select (or have students choose) a topic to argue. This can be a murder or crime– and you can even have fun with historical topics like the Salem witch trials if it’s around Halloween or you’re reading The Crucible . Alternatively, you can root your debate in an ethical dilemma or an essential question. Generally speaking, you can look toward real life events or literature for inspiration. You can even head to your state bar association website for mock trial resources and cases– like these from the state of NH . As long as there is evidence to be found and a case to make, you should be good to go.

Before really diving into the mock trial, spend time reviewing the basics of the justice system and trials. Then, once you choose your topic, divide students into teams of prosecution and defense. Once the teams are determined, students can dive into researching and crafting their arguments. However, be sure to emphasize the need for evidence based claims while also discussing the power of persuasion in the courtroom. (There are plenty of video clips you can show and analyze to see these two elements in action.) Each group, both the prosecution and defense, are responsible for crafting an opening statement, a claim, a rebuttal, and a closing statement. For smaller classes, you can serve as the judge and jury. For larger classes, you can run several trials, letting the other groups act as the jury if they’re not presenting. Either way, students will be far more eager to win the jury over with their evidence than they are to write a paper.

There’s no better way for students to show off their new persuasive skills and knowledge of ethos, logos, and pathos than to craft their own arguments. And a mock trial allows them to do so in a way other than the classic essay. But with a verdict on the line, there’s a lot at stake. Therefore, this activity amps up eager participation.

Mock Trial Teacher Tip. Mock trials make debating more exciting– especially if you really play up the trial theme. (Have an old graduation gown? Use it as the judge’s robe! A wig? Yes please! A gavel? A must.)  So, grab your gavel and give this engaging activity a try!

  • Students Do Shark Tank

This activity brings the worlds of business, marketing, and advertisements into the conversation. Talk about real world connection! Most older students will be familiar with this show. However, it’s always fun to show a clip for an episode or two just in case. Plus. Who doesn’t love watching videos in class? (Teachers and students alike.) Shark Tank is all about the pitch. So, have fun replicating this idea in your classroom! And instead of presenting to the likes of Mark Cuban, students will present to you . If you’re able, try getting a few other guest sharks on the “show”.

Before diving into the project, in addition to watching a few clips of the show, take some time to analyze the world of advertising. Encourage students to find connections between argumentative and persuasive writing and real-life commercials, social media campaigns, and print advertisements. Then, put students in small groups and together they will create their own product. Alternatively, you can have them pick an existing product they’re passionate about. Then, the fun begins.

Using their new knowledge of persuasive language techniques and argumentation, students must convince the sharks to invest in their product! For a fun twist that gets everyone involved, let the audience in on the investments. Print out a set amount of “money” for each student. After all the presentations, allow them to “invest” in their favorite products. As for the presentations themselves, I like to require a visual advertisement– like a poster– and a written component– like an elevator pitch. Students can then display their visuals as they give their speech. Later, students can view all of the visuals as they decide where to “invest” their money.

Shark Tank Teacher Tip. Looking to beef up the argumentative writing side of things? You can have students submit a short research-based argumentative paper that supports the need for their product. Regardless of the specifics, students will be eager to dive into this activity with such real world application.

  • Speech Remix

From Abraham Lincoln’s  “The Gettysburg Address” and Martin Luther King Jr.’s “I Have a Dream,” history has its fair share of powerful speeches. And they’re great examples of argumentation and persuasion as well. So, begin this activity by analyzing a mentor text as a class. Then, turn it over to the students to showcase their knowledge on their own.

Have students choose a historical speech (you can refer to this bank of speeches here ) to analyze. They can turn in annotations or a short response analyzing the rhetoric of their chosen speech. Here’s the twist. After analyzing the speech, they then use it as a mentor text, implementing its sentence structure, tone and rhetorical techniques as they write their own speech. This is where student choice really kicks up a notch. Allow students to choose a topic, cause, or issue they feel passionate about. However, I always recommend having a list of potential topics on hand for students who need a little more guidance.

Additionally, it might be useful to encourage a backwards design approach. Have students select their topic first, and then find a speech that is a good match. For example, a social justice issue might pair well with Martin Luther King Jr.’s “I Have a Dream” speech. However, be sure students choosing unique and more modern topics are not dissuaded if they can’t find the perfect match. Regardless, in the end, this activity pays homage to great speeches of the past while allowing students to take ownership as they apply the argumentative and persuasive techniques to modern day.

Speech Remix Teacher Tip. Why limit yourself to the four walls of your classroom? This activity is a perfect opportunity for cross-curricular collaboration. Consider reaching out to the history teachers and focus your class study on a speech that lines up with the social studies curriculum. This will allow students to have a more in depth background knowledge, giving them more context for the speaker’s rhetorical approach. Similarly, a speech of this caliber might be less intimidating if they understand the context, allowing them to really focus on the rhetorical approach.

  • #Influencer

In the age of social media, companies make a pretty penny using influencer campaigns. And it’s really quite fitting. Afterall, argumentation and persuasion is all about influence . So, to kick off this activity, spend some time looking at social media ads and influencer accounts. Be sure to analyze everything from photos to captions to hashtags.

After looking at real word examples, it’s time for students to take on the role of an “influencer” – they can be themselves or create an influencer persona. The next step is for them to choose which product of service they are “fit” to promote and, ideally, sell. Students should pick something they have experience with or knowledge about, from video games to make-up. Then, have students write a letter to the “company” (aka you) to convince them that they are capable of being an influencer. This is where they really need to tap into ethos. They should clearly explain why they are a reputable source and should be trusted to sell “your” product. If they’ve convinced you, then they can sign a “contract” (aka the assignment requirements) that outlines the agreement.

Here’s where the fun and creativity happens. While you can determine the specific requirements, students should create a portfolio of campaign materials to promote their chosen product. This is where you can determine how in depth or brief you want the assignment to be. The portfolio can include artifacts like a series of social media posts, youtube videos or scripts, an email funnel, or even blog posts– or a portfolio combining various types of artifacts.

#Influencer Teacher Tip. If you’re looking to amp up the requirements and turn this into a unit-long assignment or a full blown summative assessment, you totally can. Consider adjusting the assignment to be a multigenre project of sorts. Present students with a list and overview of various genres they can include as part of their project. Then, let them select the ones they wish to include in their multigenre portfolio.

  • PSA – The Passion Project

The name alone screams engagement, right? Even better, this activity is engaging.  Instead of assigning a list of overused (and sometimes outdated) argumentative prompts, let students take the reins by choosing a topic that matters to them . So, after teaching your students about rhetorical appeals, the appropriate use of persuasion, and the basics of argumentative writing, let students showcase their newfound skills with the PSA Passion Project. In this project, rather than simply writing an essay for the sake of getting grades, students are diving into an issue of their choice in hopes of raising awareness.

Begin by having students select a social or environmental issue that is important to them. These can range from animal testing in the beauty industry to the impact of social media on mental health. In other words, there’s a wide variety of topics out there, so your students are bound to find something that matters to them. Then, they must plan, develop, and create a public service announcement campaign around the issue. This is where you can really drive home the idea of call to action with persuasion. The challenge with the PSA assignment is crafting an argument that is applicable and persuasive for a mass audience. Afterall, when it comes to wide-spread change, there is power in numbers. (This activity can serve as its own unit or work in conjunction with the study of classic essays like “On The Duty of Civil Disobedience” by Thoreau or “A Letter From Birmingham County Jail” by MLK Jr..

This activity has plenty of room for creativity and student choice. However, that doesn’t mean you have to give up a writing component. Instead, require students to complete a minimum of two items: a written piece and a visual or media element. The writing pieces can range from a more traditional argumentative essay to back up their media component. Alternatively, they can write a speech, persuasive letter, or educational blog post. Then, for the media components, they can create a poster, a video, a social media post, or an infographic– just to name a few. Now, if you’re really looking to diversify the elements of this project, consider turning the PSA Passion Project into a full blown multigenre project!

PSA Passion Project Teacher Tip. Despite your best efforts, some students will claim they can’t find a topic they’re passionate about. (Teenagers.) That’s why I always come prepared with a list of topics students can choose from. Even students eager to choose their own topic might like to see a list for inspiration. Save yourself some time by giving them ideas from this list of engaging argumentative writing prompts!

A Final Note on the Art of Teaching Argumentation and Persuasion

Remember, I’m not saying traditional essays are bad. But I think it’s worth looking beyond the traditions and asking ourselves, how can we make this better ? Better for the students. More reflective of and applicable to the world we live in. If there’s some fun to be had along the way, so be it! (In fact, I encourage it!)

So, as you go one to try any one (or all!) of these activities in your classroom, feel free to make adjustments as needed. And If you’re still looking for a more traditional essay to be your summative assessment, that’s A-OK too! In fact, the activities above can be shortened and adjusted to serve as a mini-lesson or formative assignments before writing a more traditional argumentative essay.

The bottom line is this…

Ever since I changed my approach to teaching argumentation and persuasion, it’s become something my students and I enjoy together . Imagine that!

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awesome advice and ideas. My semester just got a lot better!!!

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how to teach students to write an argumentative essay

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February 2, 2016 CG Writing Lessons 9-12 , CG Writing Lessons CCSS 9-12 , ELA Focus - Writing , ELA 9-12 , ELA PD - Grammar Writing , ELA Resources - Charts/Posters , Core Grammar

Teaching argumentative writing in the classroom, grades 9–12, by: tiffany rehbein.

Teaching both tenth and twelfth grade presents its rewards and challenges. It is rewarding because I get to see so much growth and maturity in twelfth graders. It can be challenging when I just finish grading 50 tenth-grade argumentative essays at the end of the first semester only to turn around and grade 50 more twelfth-grade argumentative essays at the beginning of second semester.

The Purpose of Argumentative Writing

While the challenge is in the time it takes to grade the essays, the excitement is within teaching argumentative writing. The purpose of argumentative writing is to defend a position on a particular subject with the goal of persuading readers to accept or at least consider the argument.

Elements of Argumentative Writing

There are four big ideas to remember when teaching argumentative writing: claim, reasons, evidence, and counterclaim.

Claim – This is the main argument of the essay. It might also be called a thesis or thesis statement.

Reasons – These are the ideas that support the claim. In a traditional essay, there are at least three but this varies based upon grade level and complexity of the argument writing.

Evidence – These are the specific details in the argument writing. If students are conducting research, this is where the expert opinions would be included. If students are referencing data, it would be written here. If students are including examples, it would be included here. Any appeals a student used would be evident here.

Counterclaim – This is the other side of the issue. Addressing a counterclaim makes the student’s argument writing stronger.

Addressing Counterclaims

Students can address counterclaims a number of ways in argument writing. Here are some common approaches:

While it may be true that ____________; nevertheless, it turns out that ____________.

A common argument against this is ________, but _____________.

Skeptics may think that ____________, but ___________.

Focus Topics & Transitions in Argumentative Writing

Last November, I had the great pleasure of presenting at the National Council of Teacher’s of English Annual Convention with author, educator, and our special guest Core Grammar blogger, Dr. Beverly Ann Chin. In her presentation, Dr. Chin included the following questions to focus topics in persuasive writing:

Is the scope of my persuasive topic appropriate and manageable?

What is my thesis statement or claim?

What facts, examples, or details contribute to—or detract from—my persuasive topic?

How do my topic sentences and transitional devices help the audience see the unity and coherence in my persuasive writing?

Do the main ideas and supporting ideas address my audience’s questions about the persuasive topic?

The questions Dr. Chin shared during her presentation should also be asked when writing argumentative essays. Keeping in mind topic sentences and transitions, here are some key words that can help support students as they begin to write argumentatively.

To connect the first paragraph to the second paragraph, use phrases such as To begin with , In the first place , or The first reason .

To connect the second paragraph to the third paragraph, use phrases such as Additionally , Another reason why , or Next .

To connect the third paragraph to the fourth paragraph, use phrases such as Lastly , Yet another reason why , or Also

The conclusion also needs a transition, so remind students to use phrases such as In conclusion , To sum it up , or In the final analysis .

Graphic Organizer for Argumentative Essays

Argumentative writing is powerful and important. I've created two worksheets for download that can assist students in their argumentative writing.

teaching-argumentative-writing-graphic-organizer-elements-750px

The first is a graphic organizer to capture students’ thinking about a claim, reasons, and evidence. The second is a poster/tip sheet to remind students about the elements of argumentative writing. Download them now!

To read more about writing and revision, download Dr. Chin’s Teaching Meaningful Revision: Developing and Deepening Students’ Writing eBook!

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how to teach students to write an argumentative essay

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Teaching Basic Argument Writing Components

how to teach students to write an argumentative essay

Over the past two years since Keys to Literacy published my Keys to Argument Writing professional development module and the associated training book Keys to Content Writing   I am often asked by teachers advice for how to teach argument writing (and opinion for elementary grades). The place to start is to introduce students to the structure of argument/opinion writing.

The first standard of the Common Core Writing Standards is devoted to argument writing. Here is the anchor standard from which Standard #1 for grades K through 12 are based:

WS #1: Write opinions/arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

Sometimes argument writing seems very similar to informational writing (Common Core Writing Standard #2). They both incorporate information, and they have similar basic text structures: They must begin with an introduction that states the topic and end with a conclusion. However, their aims are different and the body of an argument organizes  information in a different way.

The purpose of informational writing is to examine and explain previously learned information or new information, and this information is typically organized into paragraphs of main ideas that are “chunked” into topics and sub-topics. That is, the information is presented in categories/sections. The purpose of argument writing is to convince a reader that a point of view is valid or to persuade the reader to take a specific action. Information is used, but it is organized based on these major components of an argument: claim, reason, evidence, counter-claim, and rebuttal.

Here are simple descriptions of these components to share with your students:

  • Claim: the position taken by the writer; what the writer is trying to prove or argue
  • Reason: provided to support a claim; reasons are supported by evidence
  • Evidence: use to support or prove a reason; statistics, facts, quotations, surveys, etc.
  • Counterclaim: opposing position, counterargument
  • Rebuttal: refutes or disproves the counterclaim; addresses the criticism of the claim

And here’s an even simpler set of questions students can ask themselves to help remember each component:

  • Claim: What do I think?
  • Reason: Why do I think it?
  • Evidence: How do I know (proof)?
  • Counterclaim: What is the other side?
  • Rebuttal: My response to the other side?

The claim is typically stated in the introduction, and restated again in the conclusion. The information in the body paragraphs is organized as a series of reasons supported by evidence. For arguments that include a counter-claim and rebuttal (a requirement for students in grade seven and beyond), there will be additional paragraphs that represent the counter-claim and rebuttal.

Keys to Literacy has posted a nine-minute video recorded during a teacher training in which I explain the major components of an argument and offer suggestions for teaching them to students. The video, along with several other training video clips is available to the public for free at the Free Resources section of the Keys to Literacy website.

At the same resource site you will find a teacher’s checklist and rubric  for giving feedback to students about their argument writing that include items related to the text structure of an argument writing piece.

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how to teach students to write an argumentative essay

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12 Comments

Azra Shah

I have found your lectures and instructions very helpful. Do you have any guidelines on Exposition?

Joan Sedita

Visit our free videos and webinars where you will find several items related to writing.

maryam yousif

What components are there into the claim and evidence rubric?

Some of the things to look for in student argument writing are: Is the claim (position taken) supported with logical reasons and relevant evidence? Are the reasons and evidence presented in an organized way? Is the evidence from sources integrated effectively? Is the rebuttal supported with logical reasons and evidence? Are transitions used to link and to create cohesion among claim, reasons and evidence? Is there a formal style and an objective tone established and maintained throughout the piece?

May

That was a super helpful resource! I used it to write a paragraph essay on “Elements of Argument”.

Leonie

Thank you for explaining an argumentive essay. and supportive of me getting started on this essay.

Linda Okia

Thanks for the tips..really helpful in writing my assignment in Academic English.

Ray

May you send me an example of an argumentative essay and other essay and their example please.

This site has examples of argument essays: https://www.collegeessay.org/blog/argumentative-essay-examples

Cynthia

Thank you for better clarity and better simplicity

akomolehin victoria

Now I understand how to write an argumentative essay I found it so easier

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AP ® Lang teachers: looking to help your students improve their rhetorical analysis essays?

Coach Hall Writes

clear, concise rhetorical analysis instruction.

Teaching Argument Writing

November 13, 2022 by Beth Hall

Teaching argument writing is an important part of the high school English curriculum, especially for those of us who are preparing their students for the AP ® Lang exam and/or the ACT ® essay. Wondering how to teach argument writing? Keep reading for my best tips!

1. Start with Fun Argument Topics

Teaching argument writing can be intimidating for both students and teachers. That’s why I recommend beginning with fun argument topics.

Here are some fun debate topics:

  • Is a hotdog a sandwich?
  • Is cereal soup?
  • How should a cat wear pants?
  • How should a giraffe wear a tie?
  • Which restaurant has the best fries?

With the hotdog and soup question above, students often define what “sandwich” and “soup” mean in order to logically prove their claim. Defining terms is a great argument writing technique that students can practice with these fun argument topics and then use later when addressing more challenging argument essay prompts.

For the “cat” and “giraffe” prompts, there are pictures available online to show students the options. The “cat” question essentially asks if the pants would go on all four legs or just the back legs. Similarly, the “giraffe” question asks wear a giraffe would wear a tie: at the top of its neck or the base of its neck? I like this debate because students often want to set additional parameters, such as what type of tie, a regular tie or a bow tie. Setting these parameters allows students to practice qualifying an argument.

Additionally, the “best fries” question is a great debate because most, if not all, students have a reference point for fries. However, you could change the prompt to chips, snack cakes, cookies, ice cream, etc,

Other fun argument topics

These fun argument topics can be great for bell-work or you can set up multiple questions and try “speed debating.”

After doing some fun argument prompts, I like to do a bracket. Think March Madness but with a topic like food or movies. Want more info about fun argument prompts? I’ve included them in week 1 of my 5-week argument unit. Click here for details.

how to teach students to write an argumentative essay

2. The Continuum Activity

This activity is a great way to help student practice making complex or nuanced claims.

Step 1:  Create a question. For the picture below, my students read an article as supplemental reading for  The Immortal Life of Henrietta Lacks , but the prompt of your choice. If you’re an AP ® Lang teacher, you can use past exam prompts for synthesis or argument.

Step 2: Next, draw the continuum on the board and explain the process to students. For this activity, students worked in small groups (2-4 students) to construct a claim in response to the question.

Step 3:  Have students place their sticky note on (or under) the continuum. If student claims occupy the same “spot” on the continuum, have them stack them sticky notes like in the photo below.

how to teach students to write an argumentative essay

For more information about writing a claim, check out this video.

3. Assign Quick Writes

I assign a weekly Quick Write to help students practice writing with specific evidence. Quick Writes are a great way for students to expand their argument essays of learn more about topics that interest them.

Sometimes the Quick Write is tied to what we’re talking about in class. For example, I might have students read a supplemental article or listen to a related podcast and then write a summary and reflection.

Other weeks, I let them choose their prompt. They might write about a memorable personal experience, or they might watch a documentary and write about it. I like reading the student choice Quick Writes because I learn so much.

I’ve included some Quick Write prompts in my 5-week argument unit. Check out the argument writing lesson plans here. 

Click here for free Quick Write Prompts for High School.

4. Choose a Mnemonic

Speaking of specific evidence, choose a mnemonic to help students think of different types of evidence for argument essays. Personally, I use the mnemonic CHORES, which stands for current events, history, outside knowledge, reading, experience, and science.

Outside knowledge is a “catch all” category. Students can include examples from sports, pop culture, theater, etc.

And, yes, students can write about personal experience. The “e” in CHORES is for experience–either the student’s experience or the experience of someone they know. For more information about writing about personal experience, check out this blog post.

5. Practice Essays

In general, when it comes to teaching writing, I like to start with shorter assignments like a having students write a thesis statement and topic sentences or a paragraph. Doing so helps them understand the components of an essay and how to create a line of reasoning. It also lets me provide writing feedback without having an endless pile of essays.

We build to the essays. After practicing a thesis and topic sentence and a body paragraph for a couple prompts, students are comfortable writing essays in response to an argument essay prompt.

With my AP ® Lang students, I like to do timed essays throughout the year to help them learn to pace for the exam. For the first timed essay, they know the prompt in advance. However, as we get closer to the exam, they do a “cold read,” meaning that they do not know the prompt in advance and must plan and write the argument essay in a single class period.

For practice essays, I like to use released prompts from past AP ® Lang exams as well as some teacher-created prompts.

Teaching a novel or longer work of nonfiction? Chances are you can create an argument prompt and have students use the text as evidence.

Looking for approachable prompts? Here are some of my favorites. Some of these are included in my argument writing lesson plans resource.

  • What is the value of disobedience?
  • What is the value of failure?
  • What is the value of competition?
  • What is the value of curiosity?
  • What is the value of courage?
  • To what extent do schools “kill” creativity?

Well, teachers, there you have it: 5 tips for teaching argument writing. Want more tips about how to teach argument writing? Be sure to sign up for my email list. When you do you’ll receive my 5 Tips for Teaching Rhetorical Analysis plus bi-weekly emails full of tips, resources, and more.

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How to Teach Argumentative Writing

Three simple steps to help your students master argumentation.

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It’s no secret: People love to argue. And arguments are all around us. Think about the last time you tried to convince a colleague to try a new piece of technology, shared your opinion about a political issue with friends, or even decided with your family where to go on vacation. But to learn to argue effectively—using critical thinking skills, credible evidence, and sound reasoning—students need practice and support. The higher-order thinking skills involved in argumentation aren’t only important for success on state and college entrance assessments; they will also serve students well throughout their education, careers, and civic life. Argumentative writing is any writing that attempts to get others to agree with your point of view, appreciate your ideas, or take a particular action. When people think about argumentation, their first thought might be an editorial in a newspaper for or against a particular policy. But argumentation goes beyond pro-con debates. You can make an argument about a character’s motivation in a story, whether a scientific study was well-designed, which car makes the most long-term financial sense to buy, or whether the Electoral College was the best solution for a voting system in the United States. At ThinkCERCA, we think argumentation is so important that we named our company after it; the CERCA in our name is a framework for argumentation: make CLAIMS , support claims with EVIDENCE , clearly explain REASONING , identify COUNTERARGUMENTS , and use AUDIENCE-APPROPRIATE LANGUAGE . Here are three best practices to try with your students as you work with them on their argumentation skills.

1. Give students engaging, relevant texts. In order for students to make an evidence-based argument, they have to care about the topic. Use texts that are at an appropriate level of complexity for the student; that are high-quality, such as from respected publications like The New York Times or National Geographic ; and that are relevant to students’ lives, on topics like social media, student free speech, or climate change.

2. Debate! People are social; we learn better when we’re talking with others. By having students work in teams to prepare for and then  have a debate, you’re unlocking the powerful tool of peer collaboration among students to encourage them to dive deeper into the issues. They can then use all of the evidence and reasoning heard during the debate to strengthen their written arguments. 

3. Provide specific and timely feedback. Just as powerful as students’ connections with one another is their connection with you. When you provide feedback on the elements of argumentation, such as how precise a student’s claim is, to what extent they have provided sufficient evidence, and whether their language is appropriate for the audience, you help students focus on their growth as writers and the development of their own powerful voices. And providing personalized feedback doesn’t have to take up all of your time. Here are some suggestions for designing classrooms that promote rapid teacher feedback . 

To support your students in planning their arguments, check out this free graphic organizer that walks them through each element of argumentation. 

Interested in More Writing Resources?

Learn more about incorporating argumentative, informational/explanatory, and narrative writing across your school or district by watching our on-demand webinar,  A Deep Dive into the Writing Standards .

how to teach students to write an argumentative essay

Claire has spent her career managing content creation of every possible sort, from print textbooks to marketing collateral to a travel blog. Having worked with major educational publishers and mobile companies, she brings project management and editorial expertise to her role at ThinkCERCA. Claire has a degree in journalism from Northwestern University and a PMP certificate from the Project Management Institute.

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5 Strategies to Teach Students How to Identify and Analyze Strong Argument Examples

Teaching strong argumentative and persuasive essay writing starts with an understanding about how to analyze essays. In this post, you'll learn strategies, ideas, and lesson plans for teaching middle and high school students how to analyze arguments and improve their papers and essays.

Before students can write strong persuasive essays, they must be able to identify what makes a powerful argument. Therefore, before diving into an argumentative writing unit, I complete an analyzing arguments unit first. In this unit, students learn how to write strong claims, how to support claims with evidence, how to use counterarguments to strengthen arguments, and how to identify and avoid fallacies. I found the best way to teach these elements is by analyzing argument examples from other writers and speakers. 

This type of analysis is consistent with the objectives for the AP English Language and Composition course. In this blog post, I’m going to share five strategies that help students not just identify, but analyze arguments so that they’re primed and ready to write their own strong arguments at the conclusion. 

1. Differentiate strong claims from weak claims with small group work

The first step in writing a sound argument is to understand what makes a strong argument. This means that students must understand the elements of a strong claim. To begin, a strong claim includes an arguable stance on a topic and provides reasoning to support that stance. If it’s missing the reasoning component, it’s likely a weak claim. If it’s missing the defendable stance part, it’s likely not a claim at all, but a fact.

Because these can be tricky, students may find that talking through some examples in small groups can be really helpful. This way, I encourage students to apply the above definitions to a variety of example statements. An even better way to practice is to instruct students to rewrite facts or weak claims into strong claims. This gives students practice identifying types of claims and creating their own from ones that are strong enough to become a thesis statement in an essay.

2. Collect substantial, varied, and valid evidence with an evidence scavenger hunt

One of my favorite activities to teach students about using strong evidence to support strong claims is an evidence scavenger hunt. An evidence scavenger hunt teaches students that evidence must be substantial, varied, and valid in order to support a claim. So how does this scavenger hunt work? 

First, give students a strong claim. Then, instruct students either individually or with a partner to find a piece of evidence that could support that claim. I give students evidence categories, such as anecdotes, observations, statistics, etc. to encourage them to find varied evidence. Then, I turn on a timer for about 10 minutes and ask students to go around the room, finding evidence from their classmates for each category. You can give bonus points to the students who collect the most in the time frame. 

This activity serves as a metaphor for how rigorous evidence collection is. They have to find enough varied evidence to support a claim. It also gives a great opportunity to discuss which evidence most effectively supported the claim. Ultimately, this activity can lead to a discussion about how important it is to connect evidence to claims when writing an argument. 

3. Predict counterarguments and make counterclaims with a scenario

Teaching strong argumentative and persuasive essay writing starts with an understanding about how to analyze essays. In this post, you'll learn strategies, ideas, and lesson plans for teaching middle and high school students how to analyze arguments and improve their papers and essays.

One of the most challenging tasks for students is predicting and rebuffing counterclaims. To show sophistication and complexity, some students will try to address counterclaims in their written arguments. The problem? If not approached tactfully, this attempt can end up working against their own arguments. It’s not enough to address or concede a counterargument. Rather, students must counter the counterclaim. 

One of my favorite strategies to teach students how to predict and address counterclaims is with a scenario activity. Choosing a scenario that students could encounter in real life makes this more practical and, therefore, easier for them to understand. 

Here are some ideas:

  • You want to convince your friends that s/he should play ________(a sport)___________ or be involved in ________(an extracurricular activity)________________.
  • You want to persuade your friends to go to a haunted house at Halloween.
  • You want to assure your parents that they can trust you with a car. 

Once you give students the scenario(s). Ask them to predict every counterargument they can 

imagine. Then, they should identify which counterargument(s) are the strongest. Finally, give them practice identifying how they could counter the counterargument. This practice sets them up for identifying the strongest counterarguments in their own writing and effectively rebuking those counterarguments. 

4. Create visual fallacies 

I know this may seem counterintuitive at first, but a great way to teach students to avoid logical fallacies is to have them create fallacies. One of my favorite activities is to instruct students to create their logical fallacy ad campaign. If students go into the assignment, knowing their intention is to deceive or distort with a fallacy, they’re priming themselves to recognize when fallacies unintentionally occur in their own writing or intentionally in the real world. 

Even better, if you ask students to create a strong visual argument to go with their logical fallacy, they’ll be able to compare the difference. This type of analysis requires students to put everything that goes into a strong argument to practice making it a great culminating project. Plus, the visual aspect gives students a chance to analyze the impact of visual arguments. 

Students can use free design websites, like Canva or Adobe Spark Video , to create their advertisements. The best part is presenting these advertisements to the class. Providing rationale for their decisions shows they understand what makes and breaks a strong argument.

If you’re looking for more activities to teach logical fallacies, including visual notes and quiz, check out my logical fallacies mini-unit .

Teaching strong argumentative and persuasive essay writing starts with an understanding about how to analyze essays. In this post, you'll learn strategies, ideas, and lesson plans for teaching middle and high school students how to analyze arguments and improve their papers and essays.

5. Analyze other strong argument examples with silent discussions

Mentor texts serve as great examples for students to analyze and replicate. The good news is that there are so many options available, you will find great examples to use with students. Then, I love parking the mentor text with a silent discussion activity.

A silent discussion is an activity that requires all of their discussion in written format, either handwriting or typing. This activity encourages students to be focused on their analysis and deliberate about their participation. Give students a written copy of the argument either on a big piece of paper for them to write on or on a digital discussion forum or board. Then, give them a set amount of time to discuss the argument. Ten minutes is a great starting point. 

I like to show students examples of how strong arguments are organized. For example, I’ll find examples of an argument that uses comparison and contrast, cause and effect, or definition to organize. Then, I’ll have them analyze how the argument was strengthened by their format. You can use any analysis focus for this activity. The key is to give students an opportunity to read strong arguments. 

If you like these strategies, check out my analyzing arguments unit . This unit includes all the above strategies, and many more. Plus, you’ll have all the directions, activities, and rubrics that go with it. If you’re working toward an argument writing unit, my argument writing workbook pairs perfectly to support students from analysis to direct practice.

For more reading:

How to Teach the Argument Essay

How to Teach MLA and APA

Teaching strong argumentative and persuasive essay writing starts with an understanding about how to analyze essays. In this post, you'll learn strategies, ideas, and lesson plans for teaching middle and high school students how to analyze arguments and improve their papers and essays.

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When the purpose in writing is to persuade another of your opinion, using the correct logic and following the correct layout are very important, and your arguments, if not written clearly and with support, will fall flat. .

When teaching a persuasive essay, you should make sure your students are clear on its purpose – . This differs from other types of essays where the goal is or . The persuasive essay is all about changing someone’s mind. Some topics are better suited to this type of essay, topics that can be logically argued with facts, examples, expert opinions or logical reasoning. Still, they must be a topic on which someone can take an opposing viewpoint. Some writers may be tempted to choose a matter of preference or faith, but these do not make good topics for the argument essay since it is highly unlikely the writer will be able to alter the beliefs of the reader, so , like ‘ ’ (since they cannot prove it,) and to gravitate toward questions they can support, such as ‘s ’.

Though making assumptions is usually a bad idea, your students should start the argument essay with some assumptions about their readers. Since convincing the reader is the primary purpose of the essay, your students need to think about the person for whom they are writing, their audience. Knowing the audience can make the difference between a tolerable and a compelling essay. Your students should assume that the writer disagrees with the positions they are taking on their topic but they should not assume that the reader unintelligent. There would be no purpose to writing this type of essay if the reader already agreed with the writer’s position, but if the writer treats the reader as though he is less intelligent, the piece will have a condescending and offensive tone throughout. It is also important that your students think about why the reader holds the opposite point of view. This will be very important when it comes to writing the .

. One list should be reasons that they hold their opinion (or ), and the other list should be reasons that the opposition holds their opinion about the issue (or ). If you are teaching a simple argument essay, the list of pros should be longer than the list of cons. If this is not the case, you may need to encourage your student to change to the other side of the argument.

Your students can start with any style introduction that seems most effective, but the body of the essay should be rather straightforward. . It is very important that he supports his opinion with objective proof – , , , and – and not just statements of his own beliefs and opinions. Without this type of support, the argument will not be convincing. If you are teaching advanced students, this might be a natural place to look at and how to avoid them in this type of essay. Once the body paragraphs are written,

In this type of essay, just as important as arguing your points is . When writing this type of essay, your students should not only show why they are right but also why the opposition is wrong. This part of the essay is called . Looking at the list of the reasons against their arguments, tell your students to choose the strongest point the opposite site might present. Then challenge them to think about why this argument is invalid. A strong refutation will address the argument and prove it is not logical, there is a better answer, or it is not true. Your students should spend one paragraph on the refutation, and it should come after the arguments in favor of their positions on the topic.

They will want to remind the reader of their points and end with . The overall tone of the essay should be logical and not emotional or manipulative. If your students are able to write this way, their essays will be convincing and effective.

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Lindsay Ann Learning English Teacher Blog

The Art of Argumentation: How to Write a Convincing Argumentative Essay

how to teach students to write an argumentative essay

April 18, 2023 //  by  Lindsay Ann //   1 Comment

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Arguably, everything we ask students to do in the classroom–even beyond argumentative essay and persuasive writing– touches on argumentation in some way.   

  • Compose a speech.  Sure, I propose we  legalize ____.   
  • Write a literary analysis.  Absolutely, I argue the theme of the story is ____ .  
  • Have a discussion.  Okay, I contend my answer to this question is right because ____.   
  • Craft a poem that touches your readers.  All right– or as the students would write–alright , I’m using this figurative language to create a mood of ____.   

Indeed, inherent in all–nay, to be safe and more solid in my argument, let me adjust–inherent in most tasks in English and Language Arts is argumentation .  

As such, it pays great dividends for students to be skilled in the art of argumentation and writing argumentative essays . This process often begins with finding the right argumentative essay topics.

argumentative-essay

Argumentative Essay Topics

With argumentative essay topics top-of-mind here, let’s start by finding inspiration for argument. 

I would contend–here I go making an argument–that one can find topics for argument anywhere (and yes, I meant to use the absolute anywhere there to make a point). 

This, then, provides opportunity for students to find real-world argumentative essay topics and for us to meet students where they are at: on social media. Indeed, since students are sucking up screen time, we can use it as a tool for learning (instead of a tool to cyberbully others while negatively impacting their self-esteem and sleep cycles) and get argumentative essay ideas .

Here’s an idea: students could open their social media app of choice and scroll through the news of the day.  

  • What’s happening in their community, in their country, on their planet?  
  • What debates and discussions are people having right now?  

They might find, at the local level , discussion over what to do with the old, abandoned mall–should it be plowed over and made into a car wash or a mattress store, for example? 

Or they might find, at the international level , debate over how best to address nuclear weapons–should we join this arms agreement or should we sanction this country for its nuclear desires, for instance? 

Students can consider these argumentative essay topics that pop up in their feed and be challenged to become an active participant in these conversations rather than a passive consumer mindlessly scrolling past important subjects to find the next TikTok trend.  

Or, conversely, one could have students USE something like TikTok trends to find argumentative essay topics.

What’s a trend on TikTok (or any other platform)?  Students could take a trend–say trending videos related to “glow-ups”–and weigh in on the trend, arguing a number of angles. 

  • For example, to what degree is this trend unhealthy or helpful for teenagers? 
  • To what extent is this trend driven by users versus advertisers and corporations? 
  • When will this trend fade away?

Here’s another idea to generate argumentative essay topics–have students choose a tweet, a truth, a blog post, really anything someone’s posted or shared online with an audience publicly. Students can then write an argumentative essay as a response to this person’s post.  

For instance, students could pick the latest post by polarizing figures like Elon Musk or Donald Trump. Students can begin by considering the rhetorical situation of the posts: 

  • What are the writers arguing in their posts?  
  • What purposes are they working to achieve?  
  • To whom are they targeting their message?  

With this understanding, students can anticipate what they could add to the conversation in an argumentative essay (where they might, for example, disagree with Elon Musk’s latest tweet on artificial intelligence). 

Then, with a topic selected, students can begin considering an argumentative essay’s structure and an argumentative essay’s outline .

Thesis Statements for Persuasive Writing

argumentative-essay-topics

Once a student has chosen a topic, the next consideration for an argumentative essay is its argumentative essay thesis and the writer’s approach to the subject and the discourse surrounding it. In other words, what does the writer want to argue?  

Sometimes it’s helpful to guide students to absolutes and extremes (the pro-con, the true-false, the right-wrong) and then have them consider alternative, more nuanced perspectives in between. Students can view subjects on a spectrum, like a number line in math, that encompasses a variety of viewpoints.  

Certainly, for instance, someone could argue no one at any time should possess or use a gun or that, on the other hand, everyone should proudly brandish a machine gun everywhere they go–but for most, their position falls somewhere in between.  Instead of a yes or no , it’s a yes, but . . . or a no, but . . . .  Instead of an always or never , it’s a most often or rarely . 

Here, then, might be some example thesis statements :

  • The best way to combat climate change is to invest in solar energy.
  • Most people should transition to electric vehicles, even though they cost more than traditional vehicles, because they are better for the environment.

Students must then decide where they can make the strongest argument, which is often where they have the most relevant, sufficient, and accurate evidence.

Argumentative Essay Structure and Outline

With an argumentative essay thesis and evidence in mind, students can begin to shape their line of reasoning and their argumentative essay’s structure and outline .  

  • Where should they begin?  
  • Where should they end?  
  • In what order should things develop in between?  

One could pose this to students like giving directions on a map, leading someone from point A to point B.  

  • How will the readers get from here to there?  
  • What direction can writers give to make sure readers know they are moving in the right direction?  (One could point out here, for instance, that argumentative essay transition words like therefore and however serve as signposts and markers for readers, bridging ideas together.)  

Students can begin to lay out their reasoning in a way that makes sense for them and for the readers. 

For example, does the writer want to argue why America needs gun reform before or after contending the solution to the problem? In this case, it would make more sense for the writer to build the need for the argument by arguing why it’s a problem before contending how to fix it.

Once students have the order of their points in mind, they can begin to add evidence to their argumentative essay outline . 

For many students, they will view outlining their ideas as a 1-to-1 ratio of reason to evidence: one reason in one paragraph equals one quote, paraphrase, or summary . While this 1:1 approach might be effective in some cases, it’s important for students to understand that arguments are situational ; there are no universal rules for argument such as: “every argument needs to be five paragraphs” or “a direct quote is all you need.”

A reliable rule of argument to follow is that every argument is different , so when students make argumentative essay outlines, they need to be reflective, critical thinkers , asking themselves questions like: how much and what evidence is enough for each reason to prove and support their claims and thesis.  

A teacher could explain this to students using a courtroom analogy : if someone’s accused of a crime, how much evidence and what kind of evidence is needed to prove the person’s guilt?  

  • If it’s a young child who stole a piece of candy, for example, finding candy in his/her/their pocket after a parent issues a clear “no candy for you” edict is probably sufficient enough to draw the conclusion that the child’s guilty.  
  • But what if someone is accused of a more serious crime?  Is a fingerprint enough?  An eyewitness’s testimony?  A full confession?  
  • What collection and combination of evidence would prove without a reasonable doubt the person’s guilt?  

Students can treat their claims/thesis/evidence for an argumentative essay like courtroom attorneys, roleplaying a skeptical audience in need of persuasion.

Or they don’t need to pretend!  If it’s the goal of our students to write a convincing argumentative essay , the argumentative essay topics , argumentative essay format , argumentative essay ideas , etc. don’t matter if they don’t share their writing with an audience.  

Arguments don’t exist in a vacuum.  

They exist in relationships between writers and readers –so your students, as writers, need readers. They need readers to react, to question, to disagree, to agree, to (perhaps above all else) be real.  

argumentative-essay-outline

As such, it’s important for writers to share their writing with others.  

One way to share student argument writing, for example, would be during peer reviews in the classroom where a writer could elect to share their favorite sentence, favorite paragraph, or favorite page of a piece of writing. 

With these favorite selections, students could consider the purpose of their writing and how they are appealing to their audience. 

For rhetorical appeals – logos, ethos, and pathos – students need to consider closely how they can touch the heads and hearts of their readers.  

Indeed, oftentimes an effective argumentative essay is one in which the writer appeals to the readers’ emotions (pathos) through things like anecdotes and figurative language, appeals to the readers’ sense of logic (logos) through things like analogies and statistics, and appeals to the relationship between reader and writer (ethos) through things like addressing a counterargument and establishing common ground.  

Finding the most effective combination of appeals can help create an effective argumentative essay .

Evaluating an Effective Argumentative Essay

Perhaps now, at this point in the writing process, is an opportunity to give readers a chance to either use or design an argumentative essay rubric that measures the effectiveness of different parts of an argumentative essay like its rhetorical appeals and rhetorical techniques or thesis .  

For instance, a teacher could give students four blank columns , labeled with “Yes, consistently” all the way to “No, not really” and ask them to fill in the blank boxes with descriptions, qualifiers, and notes that help differentiate different levels of quality for an aspect of an argumentative essay.     

So, with thesis , for example, students might write under the “Yes, consistently” column that an effective thesis takes a clear position that the writer’s audience is likely to disagree with or question.  

For “No, not really,” students might write the thesis shares a fact or summary (like social media can be an issue for teens today ) rather than an arguable assertion.  

With this student-created argumentative essay rubric , then, students can reflect on their own argumentative essay and share feedback on the writing of others through this framework. 

In doing so, students can improve their argumentative essay’s effectiveness.  

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About Lindsay Ann

Lindsay has been teaching high school English in the burbs of Chicago for 19 years. She is passionate about helping English teachers find balance in their lives and teaching practice through practical feedback strategies and student-led learning strategies. She also geeks out about literary analysis, inquiry-based learning, and classroom technology integration. When Lindsay is not teaching, she enjoys playing with her two kids, running, and getting lost in a good book.

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how to teach students to write an argumentative essay

Bell Ringers

Teaching argumentative writing in middle school ela: part one.

If you teach middle school, you know that teenagers have a lot of opinions! Luckily, you can use that to your advantage when teaching students how to write an argumentative essay. The key is to help students learn to craft well-written arguments with evidence (not just arguing for the sake of it, which middle schoolers can be prone to). 

While learning to craft argumentative essays will help students in school, being able to craft and defend an argument is also an important skill for the real world. Writing an argumentative essay or having a debate requires critical thinking skills and the ability to take a stance and back it up. 

how to teach students to write an argumentative essay

What is Argumentative Writing?

In order for students to understand how to write an argumentative essay, they need to understand what argumentative writing is.

Argumentative essays usually require that students do some investigation or research on a topic and then choose a clear stance. When writing, students will spend the body of the essay explaining points and providing evidence that supports their stance. A counterargument is also typically given as a way to counteract how “nay-sayers” would disagree with the writer. At the end of the essay, students will restate their argument and summarize their evidence.

How to Introduce Argumentative Writing: The Debate

Now that we know what to expect from argumentative writing, we can get into how to write an argumentative essay. You’ll want to start by introducing argumentative writing, which I liked to do through debates. Just like in an essay, to successfully debate a topic, students must do some investigation, choose a stance, and then argue their point in a meaningful way. Holding a class debate is a great place to start when introducing argumentative writing. Debating a topic verbally can actually be used as a brainstorming session before students ever even put pen to paper. For students new to argumentative writing, this takes some of the pressure off of jumping right into the writing process and helps them generate ideas.

There are a few ways you can use debates. For instance, you can choose a topic you’d like students to debate or let them choose a topic they’re already passionate about. 

I liked to give students a few minutes to think through the topic and prep on their own, and then I partner them up. They can either debate the topic with their partner, or they can work together with their partner to debate another pair. 

Depending on your class size, you could also split the class in half and make it a whole group debate. As long as students are researching or investigating in some way, choosing a stance, and finding reasons to back up their position, there is no wrong way to hold a debate in your class – and you can try out a few different formats to see what works best.

After the debates, it’s a great idea to debrief. This is a good time to bring in some key vocabulary and reinforce how to write an argumentative essay. For example, you can look over some of the evidence presented and ask students to rate the “strength” of the argument. You can also brainstorm a counterargument together.

how to teach students to write an argumentative essay

How to Introduce Argumentative Writing: The Flash Draft

After students debate, they move on to the flash draft. A flash draft is essentially a giant brain dump. Students do not have to worry about spelling, grammar, organization, or even structure. They will simply be taking their thoughts from the debate and getting them down on paper. 

One benefit to the flash draft is it removes the barrier of intimidation for a lot of students. For many kids, the actual work of starting to write can be daunting. A flash draft removes that intimidation of perfection and just requires something to be on the page. Again, the flash draft portion can be completely tailored to best suit your students and classroom. You can set a timer for a specific amount of time, you can provide students with an outline or guiding questions, or you can give them sentence stems to start. 

If you have access to technology in your classroom, you can even let students verbalize their flash draft and use transcription technology to get it on paper. 

Expanding Knowledge of Argumentative Writing

By now, you might be wondering when you’ll actually dive deeper into how to write an argumentative essay. That will start with a mini-lesson. These mini-lessons should cover the key parts of argumentative essays, like how to take a stance, ways to support your position, how to transition between thoughts, and even how to craft a counterargument. 

You could have a mini-lesson before each flash draft to focus on a particular skill, or you can hold the mini-lesson after the flash draft and let students focus on that skill during revisions. During mini-lessons, I highly suggest using mentor texts, guided examples, or other reference materials. When it comes to writing, many students need to see the process in action, so modeling and having a place for them to reference will be super key to their success.

how to teach students to write an argumentative essay

Argumentative Writing Unit for Middle School 

Want support putting together your argumentative essay unit? My done-for-you Argumentative Writing Unit scaffolds how to write an argumentative essay for you and your students.

The unit includes 23 full lesson plans, slide presentations, notebook pages for students, teacher keys and examples, student references pages, and more for a well-rounded unit.

Plus, this unit goes through the exact process I talked about in the blog, using debate, flash drafts, and mini-lessons to scaffold students through the writing process.

how to teach students to write an argumentative essay

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  1. How to Write an Argumentative Essay Step by Step

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  2. Argumentative Writing Process PowerPoint and Activities, CCSS, (6th

    how to teach students to write an argumentative essay

  3. How To Write a Compelling Argumentative Essay: Expert Tips & Guide

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  4. Printable Argumentative Writing Classroom Poster

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  5. How to write an Argumentative Essay?

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  6. How to Write an Argumentative Essay: 10 Best Tips

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VIDEO

  1. Free Video Course: How to Write an Argumentative Essay (WRIT 1001H)

  2. What is an Argumentative Essay? What are the steps to write an Argumentative Essay?

  3. how to write an argumentative essay Nicholas Marcus Michael Layal

  4. How to write #argumentative essays #essays @@AbiatalEnglish

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  6. How to start a college essay. Improve your essays with AI essay generator

COMMENTS

  1. A Step-by-Step Plan for Teaching Argumentative Writing

    Step 2: Informal Argument, Freestyle. Although many students might need more practice in writing an effective argument, many of them are excellent at arguing in person. To help them make this connection, I would have them do some informal debate on easy, high-interest topics.

  2. How To Teach Argumentative Essay Writing

    Step 1: Start with Casual Augmentation. Engage your students in a low-stakes debate before formally teaching argumentative essay writing. This approach will help get students in the right mindset as you begin to lay the foundation for effective argumentation. Don't even mention the word essay at this point.

  3. How to Teach Argument Writing Step-By-Step

    I teach students how to write a step-by-step 5 paragraph argumentative essay consisting of the following: Introduction: Includes a lead/hook, background information about the topic, and a thesis statement that includes the claim. Body Paragraph #1: Introduces the first reason that the claim is valid. Supports that reason with facts, examples ...

  4. 10 Ways to Teach Argument-Writing With The New York Times

    4. Identify claims and evidence. Related Article Tim Lahan. The Common Core Standards put argument front and center in American education, and even young readers are now expected to be able to ...

  5. Strategies for Teaching Argument Writing

    Extending: Adding commentary to the conversation on the issue at hand. Countering: Addressing opposing arguments with valid solutions. Teaching students to identify these moves in writing is an effective way to improve reading comprehension, especially of nonfiction articles. Furthermore, teaching students to use these moves in their own ...

  6. 5 Tips and Tricks for Teaching the Argumentative Essay

    Mentor Texts are Golden. Structure is Everything. Research is Key. The Little Details Matter. Checklists are a Must. Mentor Texts are Golden. A great way to introduce the argumentative essay is through mentor texts. Mentor texts help students see distinct elements of craft, tone, and structure within a piece.

  7. Argumentative Writing Unit

    In " 10 Ways to Teach Argument-Writing With The New York Times ," you'll find resources for: Exploring the role of a newspaper opinion section. Understanding the difference between fact and ...

  8. Making a Claim: Teaching Students Argument Writing Through Close

    Here are four ways to build your students' ability to write arguments through close reading. Choose Text Wisely. I don't think I can say it enough: The most important part of planning close reading is choosing the text. If you want students to be able to create and support an argument, the text has to contain evidence—and lots of it.

  9. How to Teach Argument Writing: 3 Simple Steps to Improve Instruction

    Teaching Argument Essay Writing Step 1: Develop the Claim. One of the first steps in helping students write an argument essay is developing the claim. Students need to understand that a claim is a debatable statement that they can back up and support using evidence and reasoning. Once students have a good idea about their essay's claim, they ...

  10. How to Write an Argumentative Essay

    Make a claim. Provide the grounds (evidence) for the claim. Explain the warrant (how the grounds support the claim) Discuss possible rebuttals to the claim, identifying the limits of the argument and showing that you have considered alternative perspectives. The Toulmin model is a common approach in academic essays.

  11. How to Teach Your Students to Write Strong Argumentative Essays

    Step 1: Start with Analyzing Arguments. The first and most important step when teaching argumentative writing is to teach argumentative analysis. Students must have a background in what makes a strong argument before they can write a strong argument. I wrote all about how I teach argumentative analysis here.

  12. Teaching Argumentation and Persuasion: 6 Engaging Activities

    There are many engaging activities to use when teaching argumentation and persuasion beyond the classic essay. While the argumentative essay can certainly be effective, try something new with one of these 6 engaging activities. Your students will be excited and eager to apply argumentation and persuasion in the classroom and beyond.

  13. How to Write a Good Argumentative Essay: Easy Step-by-Step Guide

    Learn what elements every argumentative essay should include and how to structure it depending on your audience in this easy step-by-step guide. When you're writing a persuasive essay, you need more than just an opinion to make your voice heard. Even the strongest stance won't be compelling if it's not structured properly and reinforced ...

  14. Teaching Argumentative Writing in the Classroom, Grades 9-12

    The Purpose of Argumentative Writing. While the challenge is in the time it takes to grade the essays, the excitement is within teaching argumentative writing. The purpose of argumentative writing is to defend a position on a particular subject with the goal of persuading readers to accept or at least consider the argument.

  15. Teaching Basic Argument Writing Components

    Information is used, but it is organized based on these major components of an argument: claim, reason, evidence, counter-claim, and rebuttal. Here are simple descriptions of these components to share with your students: Claim: the position taken by the writer; what the writer is trying to prove or argue. Reason: provided to support a claim ...

  16. 4 Lessons to Elevate Students' Argumentative Writing Skills

    WORD CHOICE. When students are ready to revise, word choice lessons can make a big difference! I like to cover formal vocabulary options throughout the research unit so that students have an opportunity to use the new words they are learning in writing.. Each day, students learn two formal word options that can replace common cliches in writing.

  17. Teaching Argument Writing

    We build to the essays. After practicing a thesis and topic sentence and a body paragraph for a couple prompts, students are comfortable writing essays in response to an argument essay prompt. With my AP ® Lang students, I like to do timed essays throughout the year to help them learn to pace for the exam. For the first timed essay, they know ...

  18. How to Teach Argumentative Writing

    1. Give students engaging, relevant texts. In order for students to make an evidence-based argument, they have to care about the topic. Use texts that are at an appropriate level of complexity for the student; that are high-quality, such as from respected publications like The New York Times or National Geographic; and that are relevant to ...

  19. 5 Strategies to Teach Students How to Identify and Analyze Strong

    In this blog post, I'm going to share five strategies that help students not just identify, but analyze arguments so that they're primed and ready to write their own strong arguments at the conclusion. 1. Differentiate strong claims from weak claims with small group work.

  20. How to Teach Argumentative Essay Writing

    To prepare to write the persuasive essay, challenge your students to make two lists. One list should be reasons that they hold their opinion (or the pro side of the argument ), and the other list should be reasons that the opposition holds their opinion about the issue (or the con side of the argument ). If you are teaching a simple argument ...

  21. The Art of Argumentation: How to Write a Convincing Argumentative Essay

    Then, with a topic selected, students can begin considering an argumentative essay's structure and an argumentative essay's outline. Thesis Statements for Persuasive Writing Once a student has chosen a topic, the next consideration for an argumentative essay is its argumentative essay thesis and the writer's approach to the subject and ...

  22. How to Teach Argument and Claims

    Here are the 4 steps (plus a bonus ) I use to teach my students the basics of how to identify and analyze arguments and claims. Step 0: Vocabulary. It is essential that everyone has the same understanding of key vocabulary words so this is always the foundation of my lesson. For this unit, students need to know and understand - Argument, Claim ...

  23. Teaching Argumentative Writing in Middle School ELA: Part One

    My done-for-you Argumentative Writing Unit scaffolds how to write an argumentative essay for you and your students. The unit includes 23 full lesson plans, slide presentations, notebook pages for students, teacher keys and examples, student references pages, and more for a well-rounded unit. Plus, this unit goes through the exact process I ...

  24. 6.3.6: How to Write an Argument Essay

    The argument is often the most difficult of essays for students to begin. We are many times as unsure of our positions as we are of our reasons for our positions on controversial topics. "Because that's what I believe" is only the starting point. Explaining why you believe in your position is the task of the argument.

  25. Teaching & Learning

    Resources for Educators & Students K-12 Education The AHA strives to ensure that every K-12 student has access to high quality history instruction. We create resources for the classroom, advise on state and federal policy, and advocate for the vital importance of history in public education. Learn More Undergraduate Education…

  26. Rethinking English essay scores: The argument for ...

    To get high scores at essay writing tests, learners of English as a foreign language need to focus on good arguments more than on complex grammar. The finding challenges conventional approaches to ...