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This presentation is designed to introduce your students to the elements of an organized essay, including the introduction, the thesis, body paragraphs, topic sentences, counterarguments, and the conclusion.

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How to Write an Argumentative Essay

Published by Arabella Walker Modified over 4 years ago

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Presentation on theme: "How to Write an Argumentative Essay"— Presentation transcript:

Expository Writing.

BUILDING BODY PARAGRAPHS The first topic sentence of the first paragraph will be the first reason that supports your position. You may even wish to begin.

Organization of an Argument

5 Paragraph Persuasive Essay Including a counter-argument.

Baseline Conclusions & Counter Claims. Counter Arguments - Rebuttals Now, address those arguments in a paragraph explaining why your position is a better.

Writing the Argumentative Essay. CHOOSING A TOPIC To begin an argumentative essay, you must first have an opinion you want others to share.

The Persuasive Essay.

 The first paragraph of any essay is the introduction paragraph.  The introduction paragraph is like an upside down triangle in that it begins broad.

 Argument  Big Claim/Thesis  Mini Claim/Reason  Evidence  Explanation  Counterclaim.

Argumentative Evaluation and Writing

Persuasive Essay Writing to convince others of your opinion.

Argumentative Essays Paper #2.

The Roadmap of Your Essay

Argumentative Writing: Logical Progression

Argumentative Writing: Conclusions

How to Write a Counterclaim Paragraph

writing to convince others of your opinion.

*The claim is your topic/main idea of essay

The Argumentative Essay

Argumentative Essay.

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Persuasive Writing and Argumentation - Language Arts - 11th Grade

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Can You Convince Me? Developing Persuasive Writing

• Resources & Preparation
• Instructional Plan
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Persuasive writing is an important skill that can seem intimidating to elementary students. This lesson encourages students to use skills and knowledge they may not realize they already have. A classroom game introduces students to the basic concepts of lobbying for something that is important to them (or that they want) and making persuasive arguments. Students then choose their own persuasive piece to analyze and learn some of the definitions associated with persuasive writing. Once students become aware of the techniques used in oral arguments, they then apply them to independent persuasive writing activities and analyze the work of others to see if it contains effective persuasive techniques.

Featured Resources

From theory to practice.

• Students can discover for themselves how much they already know about constructing persuasive arguments by participating in an exercise that is not intimidating.  
• Progressing from spoken to written arguments will help students become better readers of persuasive texts.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Materials and Technology

• Computers with Internet access  
• PowerPoint  
• LCD projector (optional)  
• Chart paper or chalkboard  
• Sticky notes  
• Persuasive Strategy Presentation
• Persuasion Is All Around You  
• Persuasive Strategy Definitions  
• Check the Strategies  
• Check the Strategy  
• Observations and Notes  
• Persuasive Writing Assessment

Preparation

Student objectives.

Students will

• Work in cooperative groups to brainstorm ideas and organize them into a cohesive argument to be presented to the class  
• Gain knowledge of the different strategies that are used in effective persuasive writing  
• Use a graphic organizer to help them begin organizing their ideas into written form  
• Apply what they have learned to write a persuasive piece that expresses their stance and reasoning in a clear, logical sequence  
• Develop oral presentation skills by presenting their persuasive writing pieces to the class  
• Analyze the work of others to see if it contains effective persuasive techniques

Session 1: The Game of Persuasion

Home/School Connection: Distribute Persuasion Is All Around You . Students are to find an example of a persuasive piece from the newspaper, television, radio, magazine, or billboards around town and be ready to report back to class during Session 2. Provide a selection of magazines or newspapers with advertisements for students who may not have materials at home. For English-language learners (ELLs), it may be helpful to show examples of advertisements and articles in newspapers and magazines.

Session 2: Analysis of an Argument

Home/School Connection: Ask students to revisit their persuasive piece from Persuasion Is All Around You . This time they will use Check the Strategies to look for the persuasive strategies that the creator of the piece incorporated. Check for understanding with your ELLs and any special needs students. It may be helpful for them to talk through their persuasive piece with you or a peer before taking it home for homework. Arrange a time for any student who may not have the opportunity to complete assignments outside of school to work with you, a volunteer, or another adult at school on the assignment.

Session 3: Persuasive Writing

Session 4: presenting the persuasive writing.

• Endangered Species: Persuasive Writing offers a way to integrate science with persuasive writing. Have students pretend that they are reporters and have to convince people to think the way they do. Have them pick issues related to endangered species, use the Persuasion Map as a prewriting exercise, and write essays trying to convince others of their points of view. In addition, the lesson “Persuasive Essay: Environmental Issues” can be adapted for your students as part of this exercise.  
• Have students write persuasive arguments for a special class event, such as an educational field trip or an in-class educational movie. Reward the class by arranging for the class event suggested in one of the essays.

Student Assessment / Reflections

• Compare your Observations and Notes from Session 4 and Session 1 to see if students understand the persuasive strategies, use any new persuasive strategies, seem to be overusing a strategy, or need more practice refining the use of a strategy. Offer them guidance and practice as needed.  
• Collect both homework assignments and the Check the Strategy sheets and assess how well students understand the different elements of persuasive writing and how they are applied.  
• Collect students’ Persuasion Maps and use them and your discussions during conferences to see how well students understand how to use the persuasive strategies and are able to plan their essays. You want to look also at how well they are able to make changes from the map to their finished essays.  
• Use the Persuasive Writing Assessment to evaluate the essays students wrote during Session 3.
• Calendar Activities
• Strategy Guides
• Lesson Plans
• Student Interactives

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.

This interactive tool allows students to create Venn diagrams that contain two or three overlapping circles, enabling them to organize their information logically.

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• Kindergarten K

Argumentative Writing Unit | Argument Essay Graphic Organizers | PowerPoint

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Description.

Introduce argumentative writing to all levels of learners with this comprehensive unit! Everything you need to differentiate and scaffold instruction is included with this printable and digital argument writing lesson! Use this bundle of step-by-step materials to guide students through every paragraph and element of argument writing. Make it easy for all students to plan, draft, and revise their essays. A PowerPoint and Google Slides presentation is also included! 

Included With Your Purchase:

• Powerpoint & Google Slides Presentation: “How to Write an Argument Essay”
• Introductory Activity
• Transition Words
• Introduction
• Body Paragraphs 1 & 2
• Body Paragraph 3
• Citing Sources
• Essay Template
• Editing Checklist
• Essay Topics
• Student Example

Great for 5th, 6th, 7th, or 8th grade!

CHECK OUT THE PREVIEW TO SEE A LOT MORE!

Teacher Tip:

• Use the worksheets to create your own argument writing workshops. Each workshop can focus on a different paragraph or element of argumentative writing. This will make the writing process easy to differentiate and/or scaffold for all levels of learners. 

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ARGUMENTATIVE ESSAY

Mar 31, 2019

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ARGUMENTATIVE ESSAY. The essay should present an argument with the PROS (supporting ideas) and CONS (opposing ideas) of an argumentative issue. We should clearly take our stand and write as if we are trying to persuade an opposing audience to adopt new beliefs or behavior .

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Presentation Transcript

The essay should present an argument with the PROS (supporting ideas) and CONS (opposing ideas) of an argumentative issue. We should clearly take our stand and write as if we are trying to persuade an opposing audience to adopt new beliefs or behavior. The primary objective is to persuade people to change beliefs that many of them do not want to change.

Choosing a topic 1. It should be narrowed down: X Marijuana should be considered illegal √ Selling and using marijuana in public places should be considered illegal

2. It should contain an argument : X We should decide whether we want a bicycle or a car. (our stand is not clear: do we support having bicycles or cars?) √ If we are under the age of 30 and want a healthy life, we should definitely get a bicycle instead of a car.

3. It should be a topic that can be adequately supported (with statistics, outside source citations, etc.) X I feel that writing an argumentative essay is definitely a challenging task. (feelings cannot be supported; we cannot persuade other people)

There are three possible organization patterns: Pattern 1: Thesis statement PRO idea 1 PRO idea 2 CON(s) + Refutation(s) Conclusion

Pattern 2: Thesis statement CON(s) + Refutation(s) PRO idea 1 PRO idea 2 Conclusion

Pattern 3: Thesis statement CON idea 1 -----> Refutation CON idea 2 -----> Refutation CON idea 3 -----> Refutation Conclusion

Thesis: Do Reiki instead of taking medicine.

Supporting our ideas Support our ideas with such facts, statistics and/or authorities that there should not be room for any doubts.

Faulty supports we should avoid: Example: Thesis: Leaving the university and starting to work is good for the adolescent because … Feelings, emotional arguments (… it makes one feel much better.) Irrelevant examples (wandering off the topic) (… he would then be able to take his girlfriend to expensive restaurants.) Oversimplification (… only then would he understand what it means to be an adult.) Hasty generalizations (... it is a widely known fact that all adolescents look forward to earning money.) Unreliable, even false outside sources (… according to www.doubtme.com, 80% of working men wish they quit school when they were at university and started working at an earlier age.)

Refuting opposing arguments Before we start saying that the opponents are wrong, we should specify their opposing ideas.

e.g. XSome people may say that adolescents should not leave university education; however, they are wrong. (what they say is not wrong. Maybe their supporting idea is wrong /irrelevant /insufficient. We should state their supporting idea specifically to be able to refute it.)

√ Some people may say that adolescents should not leave university education because they are not physically and psychologically mature enough to cope with the problems of the real world. However, they forget one fact: adolescents can vote or start driving at the age of 18 (in some countries even before that age!), which proves that they are considered physically and psychologically mature at that age.

Language When pointing out opposing arguments (CONs): Opponents of this idea claim / maintain that … Those who disagree / are against these ideas may say / assert that … Some people may disagree with this idea. When stating specifically why they think like that: The put forward this idea because … They claim that … since … Reaching the turning point: However, but On the other hand,

When refuting the opposing idea, we may use the following strategies: -Compromise but prove that their argument is not powerful enough: They have a point in thinking like that. To a certain extent they are right. -Completely disagree: After seeing this evidence, there is no way we can agree with what they say. -Say that their argument is irrelevant to the topic: What we are discussing here is not what they are trying to prove. Their argument is irrelevant.

Two sides of an argumentExpressions to use Give the other side's opinion, and then give YOUR opinion Give the other side Some people think that…   Although many people feel that…   It is claimed that…   Some people feel that…  

One sentence (While, although) While it is true that… … I believe… Despite the fact that millions of people die every year from lung cancer, many people think it is cool to smoke. Although many people think that…., I feel that Although it is often said that…, in fact the opposite is true

Two sentences It is undoubtedly true that… …However… It is often argued that… However, it is Some people say that… They claim… However, I feel… Supporters of this viewpoint say that… However, it is

Sample essay HEALTH AND HEALING AT YOUR FINGERTIPS Throw out the bottles and boxes of drugs in your house. A new theory suggests that medicine could be bad for your health, which should at least come as good news to people who cannot afford to buy expensive medicine. However, it is a blow to the medicine industry, and an even bigger blow to our confidence in the progress of science. This new theory argues that healing is at our fingertips: we can be healthy by doing Reiki on a regular basis.

Supporters of medical treatment argue that medicine should be trusted since it is effective and scientifically proven. They say that there is no need for spiritual methods such as Reiki, Yoga, Tai Chi. These waste our time, something which is quite precious in our material world. There is medicine that can kill our pain, x-rays that show us our fractured bones or MRI that scans our brain for tumors. We must admit that these methods are very effective in the examples that they provide. However, there are some “every day complaints” such as back pains, headaches, insomnia, which are treated currently with medicine.

When you have a headache, you take an Aspirin, or Vermidon, when you cannot sleep, you take Xanax without thinking of the side effects of these. When you use these pills for a long period, you become addicted to them; you cannot sleep without them. We pay huge amounts of money and become addicted instead of getting better. How about a safer and more economical way of healing? When doing Reiki to yourself, you do not need anything except your energy so it is very economical. As for its history, it was discovered in Japan in the early 1900s and its popularity has spread particularly throughout America and Western Europe. In quantum physics, energy is recognized as the fundamental substance of which the universe is composed. Reiki depends on the energy within our bodies. It is a simple and effective way of restoring the energy flow. There are no side effects and it is scientifically explained.

Opponents of alternative healing methods also claim that serious illnesses such as HIV/AIDS and cancer cannot be treated without drugs. They think so because these patients spend the rest of their lives in the hospital taking medicine. How can Reiki make these people healthy again? It is very unfortunate that these patients have to live in the hospital losing their hair because of chemotherapy, losing weight because of the side effects of the medicine they take. Actually, it is common knowledge that except for when the cancer is diagnosed at an early stage, drugs also cannot treat AIDS or cancer.

Most of the medicine these patients use are to ease their pain and their sufferings because of the medical treatment they undergo. Instead of drugs which are expensive and have many side effects, you can use your energy to overcome the hardships of life, find an emotional balance, leave the stress of everyday life and let go of the everyday worries. Most of the chronic conditions such as eczema or migraine are known to have causes such as poor diet and stress. Deep-rooted anger or other strong emotions can contribute to viral infections as well. Since balancing our emotions and controlling our thoughts are very important for our well-being, we should definitely start learning Reiki and avoid illnesses before it is too late.

Some people may still maintain that in our material world, everything depends on time. It is even “lacking time” that causes much of the stress that leads to the illnesses we mentioned. How would it be possible to find time to do Reiki to ourselves and the people around us when we cannot even find time to go to the theater? This is one good thing about Reiki; it does not require more than 15 minutes of our time. There is no need for changing clothes or special equipment. It is a wonderfully simple healing art, an effective method of relaxation and stress-relief. Most important of all, it is less time consuming than medicine if we think of all the time we spend taking medicine for some complaints and taking some more for the side effects as well.

Having said these, resistance to Reiki would be quite illogical. Reiki is natural and drug-free. What is more, it is easy to learn by anyone, regardless of age and experience. It can be used anywhere, anytime. It also enhances physical, mental, emotional and spiritual well-being and the benefits last a lifetime. It is definitely high time to get away from the drug boxes we store in our drug cabinet!

Sources use: http://www.writefix.com/argument/fivesteps.htm http://www.buowl.boun.edu.tr/students/types%20of%20essays/ARGUMENTATIVE%20ESSAY.htm#sample_essay

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