Organization of Argumentative Essays

Adapted from: Oshima, A. & Hogue, A. (2017). Longman academic writing series 4: Essays (5th ed.). White Plains, NY: Pearson Education.

An argumentative essay is an essay in which you agree or disagree on an issue, using reasons to
support your opinion. Your goal is to convince your reader that your opinion is right. Argumentation is a
popular kind of essay question because it forces students to think on their own. They have to take a stand on
an issue, support their position with solid reasons, and support their reasons with solid evidence.
There are several ways to organize an argumentative essay. You can use a block pattern, a point-by-
point pattern, or a variation of one of these patterns. The pattern you choose might depend on the
requirements for a specific assignment. Alternatively, your choice might depend on the topic (or your ideas
about the topic) because in some cases, one pattern could work better than others. The important thing is to
present your side of the argument and to rebut/refute the other side in a logical and organized way.

Block Pattern Point-by-Point Pattern

Introductory Paragraph Introductory Paragraph

 Hook or attention-getter (optional)  Hook or attention-getter (optional)
 Background or contextualization  Background or contextualization
 Thesis statement  Thesis statement

Body Paragraph: Support Body Paragraph: First Counterargument

 Topic sentence  Other side’s first argument
 Your first argument  Your rebuttal/refutation of other side’s first
 Your second argument (if necessary) argument
 Your third argument (if necessary)
 Concluding sentence (optional)

Body Paragraph: Counterargument Body Paragraph: Second Counterargument

 Other side’s argument(s)  Other side’s second argument
 Your rebuttal/refutation of other side’s  Your rebuttal/refutation of other side’s
argument(s) second argument

Concluding Paragraph Body Paragraph: Third Counterargument

 Reminder of essay’s main points  Other side’s third argument
 Final thoughts on the topic  Your rebuttal/refutation of other side’s
third argument

Concluding Paragraph
 Reminder of essay’s main points
 Final thoughts on the topic
 Replaced by a Robot (Block Pattern)

1
Ever since the invention of computers, technology has done more and more of the job of the average
worker. From mathematical calculations to mailing lists, computers have become more efficient, in more
areas, than their human colleagues. Although some argue that computers will never replace people, others
are concerned about the advanced robotic technology that computers make possible. Indeed, it is likely that
the use of more and better robots will someday result in fewer jobs for humans. However, this should not be
seen as a problem, and as technology improves, employers in all fields should look to maximize their robotic
workforce and minimize human error.
2
In some professions, human employees are inferior to robots for two reasons. First, highly-specialized
machines can often do specific tasks better than a human being, no matter how well-trained. For example,
human lawyers may miss important evidence. This is particularly true when sifting through millions of emails
to prosecute crime in so-called “white collar” jobs. Robots, on the other hand, can sort through this
information quickly and accurately. In fact, there is now a software program that can detect not just obviously
illegal proposals but also changes in style that can point to suspicious activity (Murray, 2011). Second, robots
can minimize human error in the workplace. In surgery, for example, a doctor’s arm may shake. A minimally
invasive surgical robot, on the other hand, will always make the right cut (Manjoo, 2011). It would be truly
immoral for society to be concerned about the doctor’s job at the expense of the patient’s health.
3
Until now, many have argued that robots can only replace humans in certain less-skilled jobs. They
might, for example, be able to perform routine tasks on an assembly line. However, these opponents of a
mechanized workforce may not be aware that technology has progressed in the areas of decision-making and
creativity. Some robots' work in these areas is almost equal to that of humans. In fact, some interactive
computers are so well-designed that it will soon be possible to talk with them almost endlessly before realizing
that they are not human (Loftus, 2008). A computer even won the game show Jeopardy not long ago. These
computers are clearly capable of more than simple tasks.
4
Increasingly, employers will need to decide when and how to replace human workers with computers.
This decision is not easy, and a robot will not always be the right answer. However, it is clear that as
computers approach human ability to reason, as specialized programs develop, and as robots become more
reliable, there will be more circumstances in which replacing a person with a robot is not just the most
efficient choice but the most ethical one.

Adapted from:
Oshima, A. & Hogue, A. (2017). Longman academic writing series 4: Essays (5th ed.). White Plains, NY: Pearson Education.
Replaced by a Robot (Point-by-Point Pattern)
1
Ever since the invention of computers, technology has done more and more of the job of the average
worker. From mathematical calculations to mailing lists, computers have become more efficient, in more
areas, than their human colleagues. Although some argue that computers will never replace people, others
are concerned about the advanced robotic technology that computers make possible. Indeed, it is likely that
the use of more and better robots will someday result in fewer jobs for humans. However, this should not be
seen as a problem, and as technology improves, employers in all fields should look to maximize their robotic
workforce and minimize human error. tesis contrargument
2
Until now, many have argued that robots can only replace humans in certain less-skilled jobs. They
might, for example, be able to perform routine tasks on an assembly line. However, these opponents of a
mechanized workforce may not be aware that technology has progressed in the areas of decision-making and
creativity. Some robots' work in these areas is almost equal to that of humans. In fact, some interactive
computers are so well-designed that it will soon be possible to talk with them almost endlessly before realizing
that they are not human (Loftus, 2008). A computer even won the game show Jeopardy not long ago. These
computers are clearly capable of more than simple tasks.
3
Others argue that even though computers may someday be able to approximate human behavior,
humans will always be able to do the job better. While that may be true for a general-purpose robot, highly-
specialized machines can often do specific tasks better than a human being, no matter how well-trained. For
example, human lawyers may miss important evidence. This is particularly true when sifting through millions
of emails to prosecute crime in so-called “white collar” jobs. Robots, on the other hand, can sort through this
information quickly and accurately. In fact, there is now a software program that can detect not just obviously
illegal proposals but also changes in style that can point to suspicious activity. The computer searches for a
switch from a formal to an informal tone or particularly urgent wording. Within seconds, the program can
identify the most questionable language and alert investigators (Murray, 2011). In this case, human legal
experts cannot begin to compete with their electronic colleagues.
4
Finally, some say that it is morally wrong to replace human beings with robots. They argue that it is
unethical to deprive real people of their jobs, merely for the sake of efficiency. If efficiency were the only
concern, this might be correct. This argument, however, does not take into account the consequences of
human failings in the workplace. In surgery, for example, a doctor’s arm may shake. A minimally invasive
surgical robot, on the other hand, will always make the right cut (Manjoo, 2011). It would be truly immoral for
society to be concerned about the doctor’s job at the expense of the patient’s health.
5
Increasingly, employers will need to decide when and how to replace human workers with computers.
This decision is not easy, and a robot will not always be the right answer. However, it is clear that as
computers approach human ability to reason, as specialized programs develop, and as robots become more
reliable, there will be more circumstances in which replacing a person with a robot is not just the most
efficient choice but the most ethical one.

Adapted from:
Oshima, A. & Hogue, A. (2017). Longman academic writing series 4: Essays (5th ed.). White Plains, NY: Pearson Education.
Separating the Sexes, Just for the Tough Years (Block Pattern)
1
The middle school years (grades 7 and 8) are known to be the "tough years." These are the years when
the uneven pace of girls' and boys' physical, emotional, and cognitive development is most noticeable. Girls
are ahead of boys on all counts, and both suffer. Educators debate whether separating boys and girls during
these difficult years might improve students' academic performance. Separate classes are now prohibited in
public schools that receive federal funds, but a change in the federal law that prohibits them is under
consideration. Although some parents and educators oppose same-sex classes, there is some evidence that
separating boys and girls in middle school yields positive results.
2
Increasing students’ confidence and decreasing discrimination are two of the benefits of separating the
sexes. First, many psychologists believe that self-confidence is more important than test scores, and in same-
sex classes, girls report increased confidence and improved attitudes toward math and science, for example.
New York University professor Carol Gilligan is certain that girls are more likely to be "creative thinkers and
risktakers as adults if educated apart from boys in middle school" (Gross, 2004, para. 12). Boys also gain
confidence when they do not have to compete with girls. Boys at this age become angry and fight back in
middle school because they feel inferior when compared to girls, who literally outthink them. With no girls in
the classroom, they are more at ease with themselves and more receptive to learning. Second, research
suggests that discrimination is widespread in mixed classes. Several studies have shown that boys dominate
discussions and receive more attention than girls and that teachers call on boys more often than they call on
girls, even when girls raise their hands. Clearly, this is discriminatory, and it is one more reason to separate
boys and girls in middle school.
3
Opponents maintain that separate classes (or separate schools) send the message that males and
females cannot work together. They say that when students go into the work force, they will have to work
side-by-side with the opposite sex, and attending all-girl or all-boy schools denies them the opportunity to
learn how to do so. However, such an argument completely ignores the fact that children constantly interact
with members of the opposite sex outside school. From playing and squabbling with siblings to negotiating
allowances, chores, and privileges with their opposite-sex parent, children learn and practice on a daily basis
the skills they will need in their future workplaces.
4
It should be evident that the arguments against same-sex classes are not valid. On the contrary, many
people involved in middle-school education say that same-sex classes provide a better learning environment.
Children pay less attention to each other and more attention to their schoolwork. Girls are more relaxed and
ask more questions, and boys are less disruptive and more focused. Girls are less fearful of making mistakes
and asking questions in math and science, and boys are less inhibited about sharing their ideas in language
and literature. Furthermore, schoolchildren are not disadvantaged by lack of contact with the opposite sex
because they have many opportunities outside the school setting to interact with one another. Finally,
discrimination occurs in mixed classes, so discrimination is not a valid argument. Therefore, in my opinion, the
law prohibiting same-sex classes in public schools should be changed.

Adapted from:
Oshima, A. & Hogue, A. (2006). Writing academic English (4th ed.). White Plains, NY: Pearson Education.
Separating the Sexes, Just for the Tough Years (Point-by-Point Pattern)
1
The middle school years (grades 7 and 8) are known to be the "tough years." These are the years when
the uneven pace of girls' and boys' physical, emotional, and cognitive development is most noticeable. Girls
are ahead of boys on all counts, and both suffer. Educators debate whether separating boys and girls during
these difficult years might improve students' academic performance. Separate classes are now prohibited in
public schools that receive federal funds, but a change in the federal law that prohibits them is under tesis
consideration. Although some parents and educators oppose same-sex classes, there is some evidence that
separating boys and girls in middle school yields positive results.
2
Opponents of single-sex education claim that test scores of students in all-girl or all-boy classes are no
higher than those of students in mixed classes. However, the research is inconclusive. Despite the fact that
some research shows no improvement in test scores, other research shows exactly opposite results. More
important, many psychologists believe that test scores are the wrong measuring sticks. They believe that self-
confidence and self-esteem issues are more important than test scores. In same-sex classes, girls report
increased confidence and improved attitudes toward math and science, for example. These are results that
cannot be calculated by a test but that will help adolescents become successful adults long after the difficult
years of middle school are past. New York University professor Carol Gilligan is certain that girls are more likely
to be "creative thinkers and risktakers as adults if educated apart from boys in middle school" (Gross, 2004,
para. 12). Boys also gain confidence when they do not have to compete with girls. Boys at this age become
angry and fight back in middle school because they feel inferior when compared to girls, who literally outthink
them. With no girls in the classroom, they are more at ease with themselves and more receptive to learning.
3
Opponents also maintain that separate classes (or separate schools) send the message that males and
females cannot work together. They say that when students go into the work force, they will have to work
side-by-side with the opposite sex, and attending all-girl or all-boy schools denies them the opportunity to
learn how to do so. However, such an argument completely ignores the fact that children constantly interact
with members of the opposite sex outside school. From playing and squabbling with siblings to negotiating
allowances, chores, and privileges with their opposite-sex parent, children learn and practice on a daily basis
the skills they will need in their future workplaces.
4
The final argument advanced by opponents of same-sex education is that it is discriminatory and,
therefore, unconstitutional. However, research supports exactly the opposite conclusion: that discrimination is
widespread in mixed classes. Several studies have shown that boys dominate discussions and receive more
attention than girls and that teachers call on boys more often than they call on girls, even when girls raise their
hands. Clearly, this is discriminatory.
5
It should be evident that the arguments against same-sex classes are not valid. On the contrary, many
people involved in middle-school education say that same-sex classes provide a better learning environment.
Children pay less attention to each other and more attention to their schoolwork. Girls are more relaxed and
ask more questions, and boys are less disruptive and more focused. Girls are less fearful of making mistakes
and asking questions in math and science, and boys are less inhibited about sharing their ideas in language
and literature. Furthermore, schoolchildren are not disadvantaged by lack of contact with the opposite sex
because they have many opportunities outside the school setting to interact with one another. Finally,
discrimination occurs in mixed classes, so discrimination is not a valid argument. Therefore, in my opinion, the
law prohibiting same-sex classes in public schools should be changed.

Adapted from:
Oshima, A. & Hogue, A. (2006). Writing academic English (4th ed.). White Plains, NY: Pearson Education.