The Argument Essay
English Learners’ Fridays Workshop
October 9, 2015
The most important parts of an
Argument Essay:
Know the prompt
As a reminder, the
PROMPT is the name
of the question that
you have been asked
to answer.
For an argument
essay, the prompt will
ask you to take a side
on an issue.
The most important parts of an
Argument Essay:
Make sure your topic
is arguable
Professor Barker of
Palomar College ESL
calls the
recommendation or
position an “assertion.”
To have an assertion,
you must have a topic
that can be argued
suitably on both sides
of the issue
Some examples of
topics that are suitable
include:
• Legal drinking age
• Abortion and legality
• Marijuana and
legality
• Genetically modified
foods
Some examples of
topics that are suitable
include:
• Affordability of
college
• Necessity of college
• Death penalty
• Euthanasia
The most important parts of an
Argument Essay:
Find credible
information about
the subject.
Credible information
means facts and
figures from academic
journals, newspapers
or official documents
Newspaper
Scholarly Journal
Book
Historical Document
The most important parts of an
Argument Essay:
Decide your position
Once you have the
sources, decide which
side you will argue.
The reason why you
decide after the
sources is because
your position might
change after reading.
The most important parts of an
Argument Essay:
Know the other
side’s key arguments
A big part of the
argument essay is to
counter-argue against
the side opposing your
ideas.
The better this is done,
the better your essay
will be.
ACTIVITY 1:
Group discussion and
topic picking
In your groups,
discuss what arguable
issue is important to
you and decide what
topic your group will
argue.
You can only have one
topic.
ACTIVITY 2:
Finding and reading a
source
Individually, find a
source about the topic,
read it, and briefly
share the main ideas
with your group.
ACTIVITY 3:
Deciding a position
In your groups, decide
what position your
group will take. Your
group can only have
one.
Sometimes, in an
argument essay, you
have to argue a side
that is not your
personal view.
Writing for a U.S.
Academic Audience
Important Words:
believable– adjective to describe that
which most people find to be an existing
truth (may or may not be an actual or
real truth)
generalize—to group different people or
things in a common category (that may or
may not fit)
Important Words:
unique– an adjective meaning different
or original
source—someone or something with
information
solid—full of support (in this case of
facts)
Important Words:
convincing– something that can help
someone to believe something
objective—backed by fact, not opinion
linear– straight and directly forward to
the point, like a line
Important Words:
vagueness– very unclear
ambiguous—could have multiple
meanings; unclear
prominent– qualified, visible
Common Rules to
live by:
1. Do not generalize: using
“all” or “every” will frustrate
many professors…
Common Rules to
live by:
…since many Americans
believe that people are
unique, person to person.
2. American academic
audiences like solid facts.
“Prove it!” is a common
phrase by American academic
audiences.
Proof needs to be sources,
facts, and/or figures…
What you think or feel is not
convincing in American
writing unless others agree
who are more prominent.
American academic audiences
do not necessarily utilize
wisdom from respected elders
or religious traditions.
If they do appeal to these, it is
because their facts, not their
emotions, are important.
3. American audiences like
examples of objective truths.
For example, it would be
acceptable to explain that it is
common for language tutors
to find math difficult… (point)
…if I can find other believable
sources (in this case, tutors)
who have experienced this
situation (data, support)
…with me, myself, as an
example of that truth.
(survey results[data])
4. Americans like point-bypoint order with support per
point.
In other words, if I have a
topic, I must prove each part
by….
…telling the reader what I
mean to say, why I am saying
it and how I can support it…
I cannot go to my next point
until I have fully and
successfully supported the
point that I am currently on.
This “topic, point 1, explain,
support, point 2, explain,
support, point 3, explain,
support, conclude” pattern…
…is typical “linear” thinking
for the American reader (and
therefore, your professor).
According to Gary Althen,
who was an advisor to foreign
students at the University of
Iowa, in his book American
Ways…
Some cultures “have a
tradition of eloquent
emotion-filled speech…
They seek to move their
audiences…because of the
human feelings they
share.”(32)
He also explains that other
cultures “are likely to
attach more weight to
ideas or theories”(32)
Some cultures use
stories to convey the
thoughts they have in
mind. (Althen 32)
Other cultures “are
characterized by
vagueness and
ambiguity.” (Althen 32)
BUT…
WARNING
American academic
language is different!
“It is not enough to
make a point, according
to the typical American
notion…
…a responsible speaker
or writer is also
expected to prove…
…that the point is true,
accurate, or valid”
(Althen 32)
Therefore,
Do not generalize
Prove your point
with facts and
figures
Appeal to
emotion only if
your professor
wants it
Make your point,
explain your
point, support
your point
Try to be as
specific as
possible without
wandering.
Use believable
sources…
In other words,
on an essay about
MLDA (drinking
age)…
…which is
common in ESL
103, you will want
to cite…
…someone who
has researched
the topic in
depth…
…rather than
someone like
Macklemore or
Jay-Z.
Realize that
incomplete points
frustrate US
academic readers.
Finally, BE DIRECT.
American
audiences LOVE
direct points.
Now, it’s your
turn…
Please compose a short essay
in your group about the
position of the argument you
have chosen. Be sure to quote
your source, as well.