Argumentative Essay- booklet PDF

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Argumentative Essays http://owl.english.purdue.edu/owl/resource/685/05/ 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. 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 s/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 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. 

Body paragraphs that include evidential support.

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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 wellrounded 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.

Ethos, Pathos, Logos A General Summary of Aristotle's Appeals . . . The goal of argumentative writing is to persuade your audience that your ideas are valid, or more valid than someone else's. The Greek philosopher Aristotle divided the means of persuasion, appeals, into three categories--Ethos, Pathos, and Logos. 

Ethos (Credibility), or ethical appeal, means convincing by the character of the author. We tend to believe people whom we respect. One of the central problems of argumentation is to project an impression to the reader that you are someone worth 2

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listening to, in other words making yourself as author into an authority on the subject of the paper, as well as someone who is likable and worthy of respect. Pathos (Emotional) means persuading by appealing to the reader's emotions. We can look at texts ranging from classic essays to contemporary advertisements to see how pathos, emotional appeals, are used to persuade. Language choice affects the audience's emotional response, and emotional appeal can effectively be used to enhance an argument. Logos (Logical) means persuading by the use of reasoning. This will be the most important technique we will study, and Aristotle's favorite. We'll look at deductive and inductive reasoning, and discuss what makes an effective, persuasive reason to back up your claims. Giving reasons is the heart of argumentation, and cannot be emphasized enough. We'll study the types of support you can use to substantiate your thesis, and look at some of the common logical fallacies, in order to avoid them in your writing.

Two sides of an argument 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 3

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

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 1) an introductory paragraph 2) three evidentiary body paragraphs that may include discussion of opposing views and 3) a conclusion. Argument Organization Your argumentative essay should include the following: I. An Introduction which states the problem (possibly two or three paragraphs depending upon the model you choose to follow) Goals: 1. Introduce your audience to the problem-What is the problem? 2. Establish your credibility-What makes you the person to discuss this issue? 3. Gain your audience's interest-Why should they be interested in the problem? How does it affect them? What is the common ground? 4. Present your proposition by providing the basic reasons for your claim and possibly offering the best solution to the problem. II. Body Paragraphs with Evidence Goals: 1. Discuss different and specific reasons into paragraphs. 2. Use logos to back up your claims (i.e. plenty of evidence from outside sources and logical/reasonable assertions). Remember, to use logos effectively. It is not enough to say that 4

your assertion is the only reasonable assertion, you must prove (evidence) that your assertion reasonable. III. A Refutation or Concession

Goals: 1. Improve your ethos through Concession and Refutation. Prove that you know the opposing argument well enough to respond to it thoughtfully. 2. Consider opening a paragraph with an opposing viewpoint. Doing so will allow you to devote the rest of the paragraph to your own response. 3. Explain their argument and then show (providing evidence) why their argument is invalid or at least inadequate. 4. Always monitor your tone. Treat your opponent with respect. He/She has taken great pains to construct his/her argument. Don't write their argument off just because you don't agree with it. IV. A thoughtful Conclusion that reiterates your main point and possibly encourages your audience to take an action

Goals: 1. Summarize your most important points. 2. Appeal to your audience's feelings/ attempt to make a personal connection. Give or propose a solution. 3. Describe the consequences of your audience's action or inaction-What will happen if your audience does not take your points into consideration? What will happen if they don't take some sort of stand?

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WRITING TIPS Outline for a Persuasive Essay Title Introduction: (Introduce debatable topic or problem) _____________________________________________________________________________ _____________________________________________________________________________ (Introduce counter argument) _____________________________________________________ ______________________________________________________________________________ Claim: (State your argument clearly and give three reasons) _____________________________ _____________________________________________________________________________ Body 1 Reason 1 with evidence and examples: (Transition) ____________________________________ ______________________________________________________________________________ 1.____________________________________________________________________________ 2.____________________________________________________________________________ 3.____________________________________________________________________________

Body 2 6

Reason 2 with evidence and examples: (Transition) ____________________________________ ______________________________________________________________________________ 1.____________________________________________________________________________ 2.____________________________________________________________________________ 3.____________________________________________________________________________ Body 3 Reason 3 with evidence and examples: (Transition) ____________________________________ ______________________________________________________________________________ (Statecounterargument)___________________________________________________________ ______________________________________________________________________________ (Show understanding or agreement with counter argument)______________________________ _____________________________________________________________________________ (Refute counter argument and give strong reason)_____________________________________ _____________________________________________________________________________ Conclusion: (Restate your argument)__________________________________________________________ _____________________________________________________________________________ (Offer solution)________________________________________________________________

Argumentative Essay Sample 7

Should There Be a Division Between Boys’ and Girls’ Sports? It would be hard to underestimate the role of sports and exercise in our life and health, especially in relation to the youth. Sport is far more than just an engaging and healthy hobby. As research shows, active participation in sports has a positive influence on a teenager’s social life, selfesteem and even academic performance (Sitkowski, 2008). There is no doubt that sports are beneficial for boys and girls, women and men. However, it is hard to believe that some 40 years ago, women and girls were pretty much deprived of the opportunity to play sports in colleges, high schools and junior high schools. It wasn’t until 1972, when Title IX of the 1972 Education Amendment Act was passed, that women received equal rights to participate in sports at all educational institutions in receipt of federal funds. What does this mean for us today? Does it mean that every woman has the right to play any type of sport? Well, not quite. But it certainly means that every person, notwithstanding their gender, has equal opportunity to try out for any team, or play a sport that the institution offers. Should there be a distinction between sports for women and sports for men? We have strong reasons to object this idea, and here is why. First of all, from the physiological perspective, both male and female players are equally able to play all sports. There are fewer and fewer Olympic Games sports that are still strictly menonly or women-only. Women can box or take part in car racing, just like men can do synchronized swimming or rhythmic gymnastics. If some kind of sport is more popular among female or male players, it does not mean that the other gender cannot do the sport. Furthermore, according to law, if there isn’t a female baseball team in a high school, a girl can try out for the boys’ team, even though a boy cannot do the same for a girls’ team since boys are the overrepresented sex in sports. The main point here is that trends and public opinion on different sports tend to change over time, and the general tendency is towards making all sports equally available to both sexes, since there are no objective reasons to consider any sport to be genderspecific. Secondly, supporting a social stereotype that boys, in comparison to girls, are more interested in sports, is simply propagating an absolute myth. There is not one single research that validates this idea. The fact is that girls are just as interested in sports as boys are at an early age. But, 8

because of social influences, traditional values and peer pressure, girls eventually become more sedentary in their activities and games. As a result, in time, girls get used to more calm pastimes and are less willing to play active sports. Other factors that greatly influence a girl’s choice of leisure are, of course, upbringing and parents’ example, as well as the opportunities present in the local community. As a rule, the more developed a community is, both economically and socially, the less difference is seen statistically, in gender division in sports. At the same time, it would be wrong to argue that female and male motivation for sports, and their physical abilities, is absolutely the same. There is a good reason why female and male championships, tournaments and sports associations are run separately. A female tennis player would have a very small chance of beating a male tennis player of the same rank, simply because men can generally hit the ball much harder and fiercer than women can. It has nothing to do with training and effort – it’s purely the nature of our bodies, and ignoring it would be a terrible mistake. Another side of the coin is motivation. As research has shown, females, in general, are more naturally motivated by self-improvement and goals related to team success, while men, as a rule, are more attracted to the idea of winning a challenge, or a competition, more than anything else. Once again, not more than general statistical facts and something that may differ on a personal level, of course. But these are points that need to be acknowledged when talking about the differences in male and female athletics and the way girls and boys should be coached. To conclude, sport is an important benefit that no human being should be deprived of in a modern society, whether based on racial, age or gender characteristics of the person. Sports allow children and youth to believe in themselves, widen their circle of friends and acquaintances, as well as introduce them to an activity that they might be willing to later make their profession or lifetime hobby. Discriminating against boys or girls accessing the wide variety of sporting activities would be completely and utterly wrong. The only objective reasons to choose one sport over another are personal preferences, individual physical abilities, and infrastructural facilities of the community in which one resides.

Taking A Stab At Our Infatuation With Guns By Molly Ivins Creators Syndicate, Inc.

AUSTIN - Guns. Everywhere guns. 9

Let me start this discussion by pointing out that I am not anti-gun. I'm pro-knife. Consider the merits of the knife. In the first place, you have catch up with someone in order to stab him. A general substitution of knives for guns would promote physical fitness. We'd turn into a whole nation of great runners. Plus, knives don't ricochet. And people are seldom killed while cleaning their knives. As a civil libertarian, I of course support the Second Amendment. And I believe it means exactly what it says: "A well-regulated militia being necessary to the security of a free state, the right of the people to keep and bear arms shall not be infringed." Fourteen-year-old boys are not part of a well-regulated militia. Members of wacky religious cults are not part of a well-regulated militia. Permitting unregulated citizens to have guns is destroying the security of this free state. I am intrigued by the arguments of those who claim to follow the judicial doctrine of original intent. How do they know it was the dearest wish of Thomas Jefferson's heart that teen-age drug dealers should cruise the cities of this nation perforating their fellow citizens with assault rifles? Channelling? There is more hooey spread about the Second Amendment. It says quite clearly that guns are for those who form part of a well-regulated militia, i.e., the armed forces including the National Guard. The reasons for keeping them away from everyone else get clearer by the day. The comparison most often used is that of the automobile, another lethal object that is regularly used to wreak great carnage. Obviously, this society is full of people who haven't got enough common sense to use an automobile properly. But we haven't outlawed cars yet. We do, however, license them and their owners, restrict their use to presumably sane and sober adults and keep track of who sells them to whom. At a minimum, we should do the same with guns. In truth, there is no rational argument for guns in this society. This is no longer a frontier nation in which people hunt their own food. It is a crowded, overwhelmingly urban country in which letting people have access to guns is a continuing disaster. Those who want guns - whether for target shooting, hunting or potting rattlesnakes (get a hoe) - should be subject to the same restrictions placed on gun owners in England - a nation in which liberty has survived nicely without an armed populace. The argument that "guns don't kill people" is patent nonsense. Anyone who has ever worked in a cop shop knows how many family arguments end in murder because there was a gun in the house. Did the gun kill someone? No. But if there had been no gun, no one would have died. At least not without a good footrace first. Guns do kill. Unlike cars, that is all they do. Michael Crichton makes an interesting argument about technology in his thriller "Jurassic Park." He points out that power without discipline is making this society into a wreckage. By the time someone who studies the martial arts becomes a master - literally able to kill with bare hands that person has also undergone years of training and discipline. But any fool can pick up a gun and kill with it.

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"A well-regulated militia" surely implies both long training and long discipline. That is the least, the very least, that should be required of those who are permitted to have guns, because a gun...