Teacher's Guide: Argumentative Essay Instruction

Lesson Overview and Objectives:

This lesson focuses on teaching students how to write effective argumentative
essays. By the end of this unit, students should be able to:
 Identify and use different types of support in argumentative writing
 Recognize and avoid logical fallacies and invalid arguments
 Develop and address counterarguments effectively
 Organize argumentative essays using appropriate structural patterns
 Analyze and evaluate sample argumentative essays
Key Concepts and Teaching Notes:
Types of Support in Argumentative Essays:
1. Facts: Verifiable information from reliable sources
2. Examples: Specific instances that illustrate a point
3. Reasons/Causes: Logical explanations of why something occurs
4. Consequences/Effects: Results or outcomes of actions or policies
5. Counterarguments: Opposing viewpoints that are acknowledged and
refuted
Teaching Note: Emphasize that strong arguments typically use multiple types
of support, and that sources must be reliable and relevant.
Effective vs. Ineffective Arguments:
Common problems in arguments include:
 Hasty generalizations based on limited evidence
 Ad hominem attacks (attacking the person rather than the idea)
 Appeals to unreliable authority
 Anecdotal evidence presented as universal truth
 Biased or self-interested sources
 Non sequiturs (conclusions that don't follow from premises)
Teaching Note: Have students practice identifying these issues in real-world
contexts (advertisements, political speeches, social media posts).
Counterarguments and Refutation:
The process includes:
1. Acknowledging opposing viewpoints fairly
2. Possibly conceding valid points (concession)
3. Refuting the counterargument with stronger evidence or reasoning
Teaching Note: Emphasize that addressing counterarguments strengthens an
essay by demonstrating the writer has considered multiple perspectives.
Essay Organization Patterns:
1. Pattern 1: Listing reasons on one side (one-sided essay)
2. Pattern 2: Arguments + counterarguments: Point-by-point
3. Pattern 3: Counterarguments + arguments: Point-by-point
4. Pattern 4: Counterarguments + arguments: Block
Teaching Note: Discuss how the choice of pattern depends on the topic,
purpose, and audience of the essay.
Exercise Answer Keys with Teaching Notes:
Exercise A: Invalid Arguments
1. Men make terrible drivers. That old man just cut right in front of
me without looking.
 Invalid because: This is a hasty generalization that uses a single
incident to make a sweeping claim about all men. It relies on an
insufficient sample size.
2. Many people have become vegetarians during the past ten or
fifteen years, but such people are stupid.
 Invalid because: This is an ad hominem attack that dismisses
vegetarians as "stupid" without addressing the reasons for
vegetarianism. It attacks the character of people rather than
examining their arguments.
3. Candy does not really harm children's teeth. Tests made by
scientists at the Gooey Candy Company have proved that candy
does not cause tooth decay.
 Invalid because: This relies on a biased source with a clear
conflict of interest. The candy company has financial motivation to
produce favorable results.
4. Studying has nothing to do with grades. My brother never studies
and still gets A's all the time.
 Invalid because: This uses anecdotal evidence (one exceptional
case) to make a universal claim. A single example cannot disprove
a general correlation between studying and academic performance.
5. The Big Deal Supermarket has the lowest prices in town. This
must be true because the manager said on the radio last week,
"We have the lowest prices in town."
  Invalid because: This relies on an interested party's claim without
independent verification. The manager has a vested interest in
promoting the store.
6. If little girls are allowed to play with cars and trucks, they will
grow up wanting to be men.
 Invalid because: This is a slippery slope argument that makes an
extreme, unsubstantiated causal claim. There's no logical
connection between toy preferences and gender identity.
7. Women bosses work their employees too hard. I had one once,
and she never let me rest for a moment.
 Invalid because: This is a hasty generalization based on a single
experience. One person's experience cannot be used to
characterize all women in leadership positions.
Teaching Note: Have students identify similar fallacies in advertising or social
media posts they encounter daily.
Exercise B: Identifying Counterarguments
1. "Even though many photographers love film and say they will
never give it up, digital cameras are the cameras of the future."
2. "Supporters of train travel may say that it is inexpensive and
relaxing; however, airplanes are a much more important means of
transportation because they are fast and efficient."
3. "Most people agree that a traditional home-cooked meal is best,
but they have to admit that convenience and low cost is making fast food
more popular with students."
4. "While some people believe that online courses will never be as
popular as traditional classrooms; technology, cost, and convenience
are increasing the demand for online instruction."
5. "Those who are against using the credit card maintain that it
causes debt; however, it is the irresponsibility of consumers, not credit
cards, that leads to credit card debt."
6. "People often comment that technology makes life easier, but in
reality, technology only makes it possible for people to do more work in
less time."
Teaching Note: Point out signal phrases that typically introduce
counterarguments: "while," "although," "even though," "critics argue," etc.
Exercise C: Writing Pros and Cons
Here are suggested points for class discussion:
1. Living in the city is better than living in the country.
 Counterargument: Cities are crowded, expensive, noisy, and have
higher crime rates and pollution.
 Refutation: While cities do have these challenges, they offer more
job opportunities, better access to healthcare and education,
cultural diversity, public transportation, and social connections that
enhance quality of life.
2. Studying in a foreign country is not worthwhile.
 Counterargument: Foreign study is expensive, causes
homesickness, may delay graduation, and language barriers can
hinder learning.
 Refutation: Though studying abroad requires investment and
adjustment, the cultural immersion, language acquisition, global
perspective, and personal growth gained are invaluable for career
development and life experience.
3. Computers bring more harm than good to us.
 Counterargument: Computers cause addiction, privacy issues,
cyberbullying, social isolation, and health problems like eye strain.
 Refutation: While these concerns exist, computers have
revolutionized communication, education, healthcare, business
efficiency, and access to information. Proper usage guidelines can
mitigate many negative effects.
4. Examinations should be abolished.
 Counterargument: Exams cause unhealthy stress, promote
memorization over understanding, and don't measure real-world
skills.
 Refutation: Though exams have limitations, they provide objective
measurement of knowledge, motivate students to study, and
develop important skills like performing under pressure and time
management.
5. Online games should be banned.
 Counterargument: Online games promote addiction, violence, and
isolation from real-world social interaction.
 Refutation: While excessive gaming can be problematic, many
games develop problem-solving skills, strategic thinking,
 coordination, and provide social interaction. Moderation and
parental guidance can prevent negative outcomes.
Teaching Note: Encourage students to develop detailed, specific refutations
rather than dismissing counterarguments without substantive responses.
Sample Essay Analysis:
Essay 1: "Keeping Older Workers on the Job"
 Thesis Statement: "Instead of forcing people to retire at age 65,
companies should look for ways to keep their older employees."
 Pattern: Pattern 2 – Arguments + counterarguments: Point-by-point
 Teaching Points: Note how the essay uses statistics from credible
sources (US Census Bureau) and specific company examples (Travelers
Insurance, Health-Wise) to support arguments.
Essay 2: "A Case for Euthanasia"
 Thesis Statement: "In the case of people in comas, the families of the
victims should have the right to order that their relatives be taken off the
life-support machines."
 Pattern: Pattern 3 – Counterarguments + arguments: Point-by-point
 Teaching Points: Discuss how the essay addresses moral and ethical
counterarguments before making its case, acknowledging the complexity
of the issue.
Essay 3: "Childcare"
 Thesis Statement: "There are many advantages to be had from using
childcare and the government should provide more social assistance to
parents who do so."
 Pattern: Pattern 4 – Counterarguments + arguments: Block
 Teaching Points: Each paragraph follows a clear structure of presenting
a counterargument and then refuting it, maintaining a consistent
organizational approach.
Essay 4: "Breaking the Rules"
 Thesis Statement: "Plagiarism is irresponsible from a social and
academic standpoint."
 Pattern: Pattern 2 – Arguments + counterarguments: Point-by-point
 Teaching Points: The essay effectively uses a real-life example ("I
remember once when a student was discovered...") to strengthen its
argument.
Teaching Activities and Lesson Plan:
Day 1: Introduction to Argumentative Writing (50 minutes)
Opening Discussion (15 minutes):
 Ask students to share examples of arguments they've encountered
recently (advertisements, political discussions, social media posts)
 Discuss what made these arguments persuasive or unpersuasive
 Introduce the concept that effective arguments require proper evidence
and reasoning
Types of Support (20 minutes):
 Present the five types of support with examples
 Have students identify these types in sample paragraphs
 Discuss the importance of reliable sources
Invalid Arguments Introduction (15 minutes):
 Introduce common logical fallacies with examples
 Begin Exercise A as a class, completing 2-3 examples together
Homework: Complete Exercise A
Day 2: Counterarguments and Refutation (50 minutes)
Review Exercise A (15 minutes):
 Discuss student answers to Exercise A
 Clarify any misconceptions about logical fallacies
Counterargument Structure (20 minutes):
 Explain the counterargument → concession → refutation structure
 Analyze examples from the handout
 Complete Exercise B together
Practice Activity (15 minutes):
 In pairs, have students develop counterarguments and refutations for a
simple claim (e.g., "School uniforms should be required")
 Share and discuss responses
Homework: Begin Exercise C (one topic)
Day 3: Essay Organization (50 minutes)
Review Exercise C (15 minutes):
 Share and discuss responses to Exercise C homework
Essay Organization Patterns (20 minutes):
 Present the four organizational patterns with examples
 Discuss when each pattern might be most effective
 Analyze the organization of one sample essay as a class
Group Analysis (15 minutes):
  In small groups, have students analyze the remaining sample essays
 Each group identifies thesis statements and organizational patterns
 Groups share findings with the class
Homework: Complete a detailed outline for an argumentative essay on one
topic from Exercise C
Additional Teaching Resources:
Mini-Lesson: Crafting Effective Thesis Statements
A strong thesis statement for an argumentative essay should:
1. Take a clear position on the issue
2. Be specific enough to be covered adequately in the essay
3. Be debatable (not simply a statement of fact)
4. Indicate the organization of the essay
Examples:
 Weak: "Social media has both good and bad effects."
 Strong: "Despite concerns about privacy and mental health, social
media's benefits to global communication and community-building
outweigh its drawbacks."
Mini-Lesson: Transitional Phrases for Argumentative Essays
For introducing arguments:
 First/Second/Third
 Furthermore
 Moreover
 In addition
 Another reason is
For introducing counterarguments:
 Opponents claim that
 Critics argue that
 Some people believe that
 It is often said that
For refutation:
 However
 Nevertheless
 On the contrary
 This view fails to consider
 This argument overlooks
Paragraph Templates
Argument Paragraph:
[Topic sentence making claim] _____________. [Evidence to support claim]
_____________. [Explanation of how evidence supports claim] _____________.
[Additional evidence] _____________. [Connection to thesis] _____________.
Counterargument and Refutation Paragraph:
[Opponents/Critics/Some people] argue that [counterargument] _____________.
[Concession if applicable] _____________. However, [refutation] _____________.
[Evidence supporting refutation] _____________. [Explanation of why your position
is stronger] _____________.
Common Logical Fallacies Reference Sheet
Provide students with a handout defining and exemplifying common fallacies:
 Hasty generalization
 Ad hominem
 Appeal to authority
 Anecdotal evidence
 Straw man
 False dilemma
 Slippery slope
 Circular reasoning
Assessment Strategies:
Formative Assessment:
 Exit Tickets: At the end of class, have students identify one type of
invalid argument or write a counterargument to a given statement
 Peer Review Worksheets: Students evaluate each other's outlines for
clear thesis statements, logical organization, and effective evidence
 Quick Writes: Students practice writing refutations to common
counterarguments
Summative Assessment:
 Complete Argumentative Essay: Students write a full essay on a topic
from Exercise C or another relevant issue
 Debate Presentation: In pairs or small groups, students debate a
controversial topic, demonstrating their ability to present arguments and
address counterarguments
 Analysis Paper: Students analyze a published opinion piece, identifying
its thesis, organizational pattern, types of support, and effectiveness of
counterargument handling
Rubric Suggestions:
Assess argumentative essays on:
1. Clear, debatable thesis statement
2. Logical organization following one of the four patterns
3. Strong, relevant evidence from credible sources
4. Effective handling of counterarguments
5. Appropriate use of transitions
6. Grammar, mechanics, and citation format
By implementing this comprehensive approach to teaching argumentative
writing, students will develop critical thinking skills, learn to evaluate evidence,
and craft persuasive arguments that acknowledge and address multiple
perspectives.