ARGUMENTATIVE ESSAYS

WHAT IS AN ARGUMENTATIVE ESSAY?

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

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

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

THE STRUCTURE OF THE ARGUMENTATIVE ESSAY

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

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

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

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

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

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  Body paragraphs that include evidential support.

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

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

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

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

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

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

A COMPLETE ARGUMENT

Perhaps it is helpful to think of an essay in terms of a conversation or debate with a classmate. If

I were to discuss the cause of World War II and its current effect on those who lived through the
tumultuous time, there would be a beginning, middle, and end to the conversation. In fact, if I
were to end the argument in the middle of my second point, questions would arise concerning the

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current effects on those who lived through the conflict. Therefore, the argumentative essay must
be complete, and logically so, leaving no doubt as to its intent or argument.

THE FIVE-PARAGRAPH ESSAY

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

LONGER ARGUMENTATIVE ESSAYS

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

FEATURES OF ARGUMENTATIVE ESSAY

The main five features of an argumentative essay are:

a. Introduction and Thesis

b. Opposing and Qualifying Ideas
c. Evidence in Support of Claim
d. Style and Tone of Language
e. Compelling Conclusion

a. Introduction and Thesis:

An argumentative essay must begin with introduction. This is simply to give the general
introduction of the topic to be discussed. The introduction shall then include the thesis which is
the writer’s point of view.

b. Opposing and Qualifying Ideas:

While writing an argumentative essay, the writer has to state and acknowledge the possible
points and ideas of the opposing side which are certainly not in his favour. Acknowledging those
points and ideas enable lay a grounded foundation of his own points by juxtaposing the sides.
This also has a way of arousing the interest of the readers to finding reasoning with your points.

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 c. Evidence in Support of Claim:

A good argumentative essay should has a strong evidence to support the claims asserted.
Evidence in the context of an argumentative essay is simply the information sourced for and
logically analyzed for the purpose of justifying a stated claim. A writer is expected to source for
articulated, logical and statistical points to support the claims asserted.

d. Style and Tone of Language:

The language and tone of an argumentative essay must be persuasive and convincing. The tone
must be confident enough to lure or compel the mind of the readers into finding reasons with the
argument of the writer.

An argumentative essay should be well paragraphed. Paragraphing contributes to the

logicality of the structure as well as suggest the appropriate intended tone of the writer.

Style is the manner of expression and choice of words employed by the writer, whereas
tone is the attitude of the writer towards the topic and the audience.

e. Compelling Conclusion:

An argumentative essay should have a compelling conclusion. Compelling here means that it has
to be sound and convincing. The conclusive point should resolve the thriving issues implicated in
the course of the argument.

PARTS OF AN ARGUMENT

There are basically four parts of an argument. They include:

a. Claims
b. Counterclaims
c. Reasons
d. Evidence

a. Claims: Claim is simply as assertion stated as a fact and backed up with evidence. It is
also known as thesis. It fact includes the writer’s position in an argumentative essay. Assertion of
claim directs the readers mind to the writer’s position, purpose and line of argument. Typical
example of claim – “Gold Values More That Silver”

b. Counterclaim: Counterclaim is also known as counterargument. It is the point of view

of the opposing side of an argument which is capable of weakening the argument of the writer.
The writer is however expected to raise these points and discredit them in his own favour by
marshaling out points which is capable of rendering them wrong, inapplicable or invalid.

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The writer is advised not to avoid those points which seem to be against his line of argument as
this can leave doubts in the mind of the readers or audience. The writer is expected to
acknowledge them and criticize them to his or her own advantage.

c. Reasons: An argumentative essay should incorporate points and facts which are the
suggested reasons why the writer’s line of argument should be considered. Therefore, a reason is
a kind of justification for the writer’s claims.

d. Evidence: Evidence includes objectively verifiable facts which demonstrates and

strengthens the writer’s claim. They are those verifiable facts which the writer can show in order
to establish his point of view for the purpose of tilting the mind of the audience into affirming the
claims asserted, and finding reasons with the writer’s line of argument.

Evidence can be factual, logistical and or statistical but in all, it has to be verifiable.

THE PURPOSE OF ARGUMENT IN WRITING

The idea of an argument often conjures up images of two people yelling and screaming in anger.
In writing, however, an argument is very different. An argument is a reasoned opinion supported
and explained by evidence. To argue in writing is to advance knowledge and ideas in a positive
way. Written arguments often fail when they employ ranting rather than reasoning.

FEATURES THAT MAKES UP THE STRUCTURE OF AN ARGUMENTATIVE ESSAY

The following five features make up the structure of an argumentative essay:

a. Introduction and thesis

b. Opposing and qualifying ideas
c. Strong evidence in support of claim
d. Style and tone of language
e. A compelling conclusion

Creating an Introduction and Thesis

The argumentative essay begins with an engaging introduction that presents the general topic.
The thesis typically appears somewhere in the introduction and states the writer’s point of view.

Acknowledging Opposing Ideas and Limits to Your Argument

Because an argument implies differing points of view on the subject, you must be sure to
acknowledge those opposing ideas. Avoiding ideas that conflict with your own gives the reader
the impression that you may be uncertain, fearful, or unaware of opposing ideas. Thus it is
essential that you not only address counterarguments but also do so respectfully.

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Try to address opposing arguments earlier rather than later in your essay. Rhetorically speaking,
ordering your positive arguments last allows you to better address ideas that conflict with your
own, so you can spend the rest of the essay countering those arguments. This way, you leave
your reader thinking about your argument rather than someone else’s. You have the last word.

Acknowledging points of view different from your own also has the effect of fostering more
credibility between you and the audience. They know from the outset that you are aware of
opposing ideas and that you are not afraid to give them space.

It is also helpful to establish the limits of your argument and what you are trying to accomplish.
In effect, you are conceding early on that your argument is not the ultimate authority on a given
topic. Such humility can go a long way toward earning credibility and trust with an audience.
Audience members will know from the beginning that you are a reasonable writer, and audience
members will trust your argument as a result. For example, in the following concessionary
statement, the writer advocates for stricter gun control laws, but she admits it will not solve all of
our problems with crime:

“Although tougher gun control laws are a powerful first step in decreasing violence in our
streets, such legislation alone cannot end these problems since guns are not the only
problem we face.”

Such a concession will be welcome by those who might disagree with this writer’s argument in
the first place. To effectively persuade their readers, writers need to be modest in their goals and
humble in their approach to get readers to listen to the ideas. Certain transitional words and
phrases aid in keeping the reader oriented in the sequencing of a story. Some of these phrases are
listed here:

Phrases of Concession

Although, granted, that, of course, still, though, yet

Bias in Writing

Everyone has various biases on any number of topics. For example, you might have a bias
toward wearing black instead of brightly colored clothes or wearing jeans rather than formal
wear. You might have a bias toward working at night rather than in the morning, or working by
deadlines rather than getting tasks done in advance. These examples identify minor biases, of
course, but they still indicate preferences and opinions.

Handling bias in writing and in daily life can be a useful skill. It will allow you to articulate your
own points of view while also defending yourself against unreasonable points of view. The ideal
in persuasive writing is to let your reader know your bias, but do not let that bias blind you to the
primary components of good argumentation: sound, thoughtful evidence and a respectful and
reasonable address of opposing sides.

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The strength of a personal bias is that it can motivate you to construct a strong argument. If you
are invested in the topic, you are more likely to care about the piece of writing. Similarly, the
more you care, the more time and effort you are apt to put forth and the better the final product
will be.

The weakness of bias is when the bias begins to take over the essay—when, for example, you
neglect opposing ideas, exaggerate your points, or repeatedly insert yourself ahead of the subject
by using “I” too often. Being aware of all three of these pitfalls will help you avoid them.

The Use of “I” in Writing

The use of “I” in writing is often a topic of debate, and the acceptance of its usage varies from
instructor to instructor. It is difficult to predict the preferences for all your present and future
instructors, but consider the effects it can potentially have on your writing.

Be mindful of the use of “I” in your writing because it can make your argument sound overly
biased. There are two primary reasons:

Excessive repetition of any word will eventually catch the reader’s attention—and usually not in
a good way. The use of I is no different.

The insertion of “I” into a sentence alters not only the way a sentence might sound but also the
composition of the sentence itself. I is often the subject of a sentence. If the subject of the essay
is supposed to be, say, smoking, then by inserting yourself into the sentence, you are effectively
displacing the subject of the essay into a secondary position. In the following example, the
subject of the sentence is underlined:

“Smoking is bad. I think smoking is bad”

In the first sentence, the rightful subject, smoking, is in the subject position in the sentence. In
the second sentence, the insertion of “I” and think replaces smoking as the subject, which draws
attention to I and away from the topic that is supposed to be discussed. Remember to keep the
message (the subject) and the messenger (the writer) separate.

DEVELOPING SOUND ARGUMENTS

Use the following checklist to develop sound arguments in your essay:

i. An engaging introduction
ii. A reasonable, specific thesis that is able to be supported by evidence
iii. A varied range of evidence from credible sources
iv. Respectful acknowledgement and explanation of opposing ideas
v. A style and tone of language that is appropriate for the subject and audience

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 vi. Acknowledgement of the argument’s limits
vii. A conclusion that will adequately summarize the essay and reinforce the thesis

Fact and Opinion

Facts are statements that can be definitely proven using objective data. The statement that is a
fact is absolutely valid. In other words, the statement can be pronounced as true or false.

For example, 2 + 2 = 4.

This expression identifies a true statement, or a fact, because it can be proved with objective
data.

Opinions are personal views, or judgments. An opinion is what an individual believes about a
particular subject. However, an opinion in argumentation must have legitimate backing; adequate
evidence and credibility should support the opinion. Consider the credibility of expert opinions.
Experts in a given field have the knowledge and credentials to make their opinion meaningful to
a larger audience.

For example, you seek the opinion of your dentist when it comes to the health of your gums, and
you seek the opinion of your mechanic when it comes to the maintenance of your car. Both have
knowledge and credentials in those respective fields, which is why their opinions matter to you.
But the authority of your dentist may be greatly diminished should he or she offer an opinion
about your car, and vice versa.

In writing, you want to strike a balance between credible facts and authoritative opinions.
Relying on one or the other will likely lose more of your audience than it gains.

The word prove is frequently used in the discussion of argumentative writing. Writers may claim
that one piece of evidence or another proves the argument, but proving an argument is often not
possible. No evidence proves a debatable topic one way or the other; that is why the topic is
debatable. Facts can be proved, but opinions can only be supported, explained, and persuaded.

Using Visual Elements to Strengthen Arguments

Adding visual elements to a persuasive argument can often strengthen its persuasive effect.
There are two main types of visual elements: quantitative visuals and qualitative visuals.

Quantitative visuals present data graphically and visually. They allow the audience to see
statistics spatially. The purpose of using quantitative visuals is to make logical appeals to the
audience. For example, sometimes it is easier to understand the disparity in certain statistics if
you can see how the disparity looks graphically. Bar graphs, pie charts, Venn diagrams,
histograms, line graphs and infographics are all ways of presenting quantitative data in visual
and/or spatial dimensions.

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Qualitative visuals present images that appeal to the audience’s emotions. Photographs and
pictorial images are examples of qualitative visuals. Such images often try to convey a story, and
seeing an actual example can carry more power than hearing or reading about the example. For
example, one image of a child suffering from malnutrition will likely have more of an emotional
impact than pages dedicated to describing that same condition in writing.

WRITING AN ARGUMENTATIVE ESSAY

Choose a topic that you feel passionate about. If your instructor requires you to write about a
specific topic, approach the subject from an angle that interests you. Begin your essay with an
engaging introduction. Your thesis should typically appear somewhere in your introduction.

Start by acknowledging and explaining points of view that may conflict with your own to build
credibility and trust with your audience. Also state the limits of your argument. This too helps
you sound more reasonable and honest to those who may naturally be inclined to disagree with
your view. By respectfully acknowledging opposing arguments and conceding limitations to
your own view, you set a measured and responsible tone for the essay.

Make your appeals in support of your thesis by using sound, credible evidence. Use a balance of
facts and opinions from a wide range of sources, such as scientific studies, expert testimony,
statistics, and personal anecdotes. Each piece of evidence should be fully explained and clearly
stated.

Make sure that your style and tone are appropriate for your subject and audience. Tailor your
language and word choice to these two factors, while still being true to your own voice.

Finally, write a conclusion that effectively summarizes the main argument and reinforces your
thesis.

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ARGUMENTATIVE ESSAY EXAMPLE

Universal Health Care Coverage for the United States

(By Scott McLean)

The United States is the only modernized Western nation that does not offer publicly funded
health care to all its citizens; the costs of health care for the uninsured in the United States are
prohibitive, and the practices of insurance companies are often more interested in profit margins
than providing health care. These conditions are incompatible with US ideals and standards, and
it is time for the US government to provide universal health care coverage for all its citizens.
Like education, health care should be considered a fundamental right of all US citizens, not
simply a privilege for the upper and middle classes.

One of the most common arguments against providing universal health care coverage (UHC) is
that it will cost too much money. In other words, UHC would raise taxes too much. While
providing health care for all US citizens would cost a lot of money for every tax-paying citizen,
citizens need to examine exactly how much money it would cost, and more important, how much
money is “too much” when it comes to opening up health care for all. Those who have health
insurance already pay too much money, and those without coverage are charged unfathomable
amounts. The cost of publicly funded health care versus the cost of current insurance premiums
is unclear. In fact, some Americans, especially those in lower income brackets, could stand to
pay less than their current premiums.

However, even if UHC would cost Americans a bit more money each year, we ought to reflect
on what type of country we would like to live in, and what types of morals we represent if we are
more willing to deny health care to others on the basis of saving a couple hundred dollars per
year. In a system that privileges capitalism and rugged individualism, little room remains for
compassion and love. It is time that Americans realize the amorality of US hospitals forced to
turn away the sick and poor. UHC is a health care system that aligns more closely with the core
values that so many Americans espouse and respect, and it is time to realize its potential.

Another common argument against UHC in the United States is that other comparable national
health care systems, like that of England, France, or Canada, are bankrupt or rife with problems.
UHC opponents claim that sick patients in these countries often wait in long lines or long wait
lists for basic health care. Opponents also commonly accuse these systems of being unable to pay
for themselves, racking up huge deficits year after year. A fair amount of truth lies in these
claims, but Americans must remember to put those problems in context with the problems of the
current US system as well. It is true that people often wait to see a doctor in countries with UHC,
but we in the United States wait as well, and we often schedule appointments weeks in advance,
only to have onerous waits in the doctor’s “waiting rooms.”

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Critical and urgent care abroad is always treated urgently, much the same as it is treated in the
United States. The main difference there, however, is cost. Even health insurance policy holders
are not safe from the costs of health care in the United States. Each day an American acquires a
form of cancer, and the only effective treatment might be considered “experimental” by an
insurance company and thus is not covered. Without medical coverage, the patient must pay for
the treatment out of pocket. But these costs may be so prohibitive that the patient will either opt
for a less effective, but covered, treatment; opt for no treatment at all; or attempt to pay the costs
of treatment and experience unimaginable financial consequences. Medical bills in these cases
can easily rise into the hundreds of thousands of dollars, which is enough to force even wealthy
families out of their homes and into perpetual debt. Even though each American could someday
face this unfortunate situation, many still choose to take the financial risk. Instead of gambling
with health and financial welfare, US citizens should press their representatives to set up UHC,
where their coverage will be guaranteed and affordable.

Despite the opponents’ claims against UHC, a universal system will save lives and encourage the
health of all Americans. Why has public education been so easily accepted, but not public health
care? It is time for Americans to start thinking socially about health in the same ways they think
about education and police services: as rights of US citizens.

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CONCLUSION

In this study argumentative texts have been approached in terms of main types, main textual
features and structure. We may observe that dealing with argumentative style is not just a
linguistic matter to be developed in the classroom setting; on the contrary, defending our
personal point of view about a current issue enables us to carry out everyday performances
which prove essential in our current society, for instance, when discussing on the relevance of
recycling or not.

The role of discussing an argument in present society is emphasized by the increasing necessity
of learning a foreign language as we are now members of the European Community, and as such,
we need to communicate with other countries at oral and written levels. Written patterns are
given an important role when language learners face the monumental task of acquiring not only
new vocabulary, syntactic patterns, and phonology, but also discourse competence,
sociolinguistic competence, strategic competence, and interactional competence.

To sum up, we may say that language is where culture impinges on form and where second
language speakers find their confidence threatened through the diversity of registers, genres and
text types, in particular, argumentative texts that make up the first language speaker’s day to day
interaction. Language represents the deepest manifestation of a culture, and people’s values
systems, including those taken over from the group of which they are part, play a substantial role
in the way they use not only their first language but also subsequently acquired ones.

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