Writing an Argument
Essay
THE INTRODUCTORY
PARAGRAPH
Standards
 Write arguments to support claims in an
analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient
evidence.
 Produce clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
 Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a
new approach.
Objectives: After today’s lesson you will…
 Understand what argument writing is and how
it differs from persuasive writing.
 Know and be able to identify the components of
an effective argument essay.
 Know the traits of and be able to identify and
compose an effective claim.
Set a Goal for today’s learning!
 What about your Goal for the Quick Check:
80/90/100%?
 Decide on a goal/target for today’s skill!
What can you do to make sure you
meet/exceed your goal today?
An Overview for Argument Writing
While listening to the song, jot down on
your guided note sheet any
words/phrases that you think are
important about argument writing.
The Argument Song
What key concepts did you note?
Compare with a neighbor and
discuss the following.
1. Did you have some of the same
things written down?
2. Of all the things you wrote down,
which thing/things do you think
is/are the most important? Why?
What key concepts did you note?
Let’s share out!
What words or phrases were repeated
the most?
Claim and reasons
Why?
What other key words or phrases
did you note?
 Evidence
 T-Chart
 Not my opinion
 Facts and statistics
 Expert opinions and quotations
 Counterclaim
 Important Difference:
5/6 paragraphs rather than 4
Overview: What is Argument?
A statement of the writer’s
position regarding an issue
Overview: What is Argument?
A statement of the writer’s
position regarding an issue
Supported by valid,
significant reasoning
Overview: What is Argument?
A statement of the writer’s
position regarding an issue
supported by valid, significant
reasoning
AND relevant, sufficient,
thorough, and unbiased evidence
Persuasion vs. Argument
Persuasion
Argument
• relies on Ethos (author
credibility) and/or
Pathos (emotional
appeals) to convince.
• Relies on Logos (logical
appeals) to convince.
• Reason
Claim
Creating an Argument: Key
Components
A Miner would
be a good
mascot
selection for
our school.
A Miner would
be a good
mascot
selection for
our school.
Reasons/Evidence
Claim
Creating an Argument: Key
Components
1. Mascots
should be
strong or
tough and
represent the
area.
2. They should
be something
people would
be proud to be.
1. Mascots
should be
strong or
tough and
represent the
area.
2. They should
be something
people would
be proud to be.
Explanation/Elaboration
A Miner would
be a good
mascot
selection for
our school.
Reasons/Evidence
Claim
Creating an Argument: Key
Components
Our area has mining as
one of its primary
industries, so the
choice would represent
our area. In addition,
miners need to be
tough because they do
strenuous work—and
dangerous work. They
work hard to fill a need
for people everywhere.
That’s something to be
proud of.
 Don’t Forget: Just as the video
clip pointed out, effective argument
writing always recognizes the
opposition (counterclaim) and
addresses it.
Making a Claim
 In order to write an argumentative essay, one has to
have a clear, precise statement regarding his/her
position on an issue.
 This statement is the thesis/claim.
It is the driving force behind the essay.
Everything in the essay should relate to it.
It is the cornerstone on which the whole
essay rests.
Let’s check out the concept with a
video clip!
 Writing a Killer Thesis Statement
Let’s Recap: Making a Claim
 It is a statement.
 It is clear and precise.
 It takes a position.
 It can be supported with logical
reasons.
Examples
 Effective: Wind power should continue to be
developed and utilized as an alternative energy
source in the United States.
 More Definitive: Wind power should continue to
be developed and utilized as an alternative energy
source in the United States, as it provides
substantial environmental, health, and
economic benefits.
 Wiggle Room: Wind power should continue to be
developed and utilized as an alternative energy
source in the United States, as it provides
substantial benefits.
When writing to a prompt, use Key Words/Phrases
from the prompt in your thesis/claim.
Prompt: Write an essay in which
you analyze the role of the
Emancipation Proclamation in the
transition from slavery to freedom.
When writing to a prompt, use Key Words/Phrases
from the prompt in your thesis/claim.
Prompt: Write an essay in which
you analyze the role of the
Emancipation Proclamation in
the transition from slavery to
freedom.
When writing to a prompt, use Key Words/Phrases
from the prompt in your thesis/claim.
Prompt: Write an essay in which you analyze the role of
the Emancipation Proclamation in the transition
from slavery to freedom.
 Possible Claim: Abraham Lincoln played a relatively
insignificant role in the transition from slavery to freedom.
Yes/No? Justify your response.
 Possible Claim: The Emancipation Proclamation helped
bring an end to the Civil War. Yes/No? Justify your
response.
 Possible Claim: The Emancipation Proclamation played
a rather significant role in the transition from slavery to
freedom. Yes/No? Justify your response.
You be the Teacher: Which of these
would be effective claims for this prompt?
Prompt: You have now read two texts (“Scared to Death” by Ed Yong
and “Wolf Family Values” by Sharon Levy) relating to the controversy
over the role of wolves in the ecosystem. Write an essay that argues which
text presents a stronger case for the need to protect wolf populations.
1. Possible Claim: There is a strong need to protect the wolves
because of their hugely significant role in the ecosystem.
Yes/ No? Justify your response.
2. Possible Claim: In her article entitled “Wolf Family Values,” Sharon
Levy presents a very strong case for protecting the wolf population
because of the significant role they play in the ecosystem. Yes/No?
Justify your response.
3. Possible Claim: In her article entitled “Wolf Family Values,” Sharon
Levy presents a much stronger case for protecting the wolf population
because of the significant role it plays in the ecosystem than does Ed
Yong in his article “Scared to Death.”
Yes/No? Justify
your response.
Let’s do a Quick Check to
assess what we have learned
so far☺!
Making a Claim: Application
 You have already chosen a side on an issue.
 On one of your index cards, write a clear, precise
thesis/claim statement on your issue.
 Trade claims with a neighbor and critique each
other’s claims.
To Consider: Is it a statement?
Is it clear and precise?
Does it take a position?
Can it be supported with
logical reasons?
Standards
 Write arguments to support claims in an analysis
of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
 Produce clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
 Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a
new approach.
Objectives: After today’s lesson you will…
 Know and be able to identify the components of an
effective introduction.
 Know at least 4 methods for creating a hook.
 Write an effective introductory paragraph that
includes a hook, explanatory material that maps the
context of the issue, and a clear, precise thesis/claim.
Set Goals for today’s learning!
 Take a look at the rubric which will be used to assess




your writing.
3 is considered proficient and 4 is considered
outstanding…What are the differences on the rubric
for these two scores?
Do you want to be a 3 or a 4?
What about your Goal for the Quick Check:
80/90/100%?
Decide on goals/targets for today’s skill!
Once one has a claim and a basic plan, how
does he/she go about writing an essay?
 Begin with an introductory paragraph.
 It should
grab the reader’s attention,
explain why the topic is relevant/important,
and state my position on the subject/topic.
The introductory paragraph has three
basic components/parts:
Hook – pique reader’s curiosity
Context – Why is this important to
my reader?
Thesis/Claim – Point being
made/proven
Take a look at this Introductory Paragraph!
What will our generation do when fossil fuels, such as
gasoline, oil, and coal, are depleted?
Hook
Take a look at this Introductory Paragraph!
What will our generation do when fossil fuels, such as
gasoline, oil, and coal, are depleted? Advocates of
nuclear energy claim that without nuclear power
plants, the future will see us shivering in the dark.
Survivors of the Chernobyl disaster can testify,
however, to the risks of nuclear power.
Hook
Context: Why is my
audience interested in this?
Take a look at this Introductory Paragraph!
What will our generation do when fossil fuels, such as
gasoline, oil, and coal, are depleted? Advocates of
nuclear energy claim that without nuclear power
plants, the future will see us shivering in the dark.
Survivors of the Chernobyl disaster can testify,
however, to the risks of nuclear power. The solution to
the energy crisis lies in safe, alternative fuel sources:
the sun, the wind, and the oceans.
Hook
Context: Why is my
audience interested in this?
Thesis/Claim
How many times have you heard that
First Impressions are so important?
• It is true that the first impression—whether it’s a first
meeting with a person, the first sentence of a book,
the first line of a movie, or the first sentence of a
paper—sets the stage for a lasting opinion.
• The introductory paragraph of any paper, long or
short, should start with a sentence that piques the
interest of your readers.
• It HOOKS your reader and pulls him or her in! It is
your big chance to be so clever that your reader
can’t stop reading.
 How to Write an Effective Hook
Just in Case you Missed Something
1. Inverted pyramid
2. Startling fact or relevant statistic
3. Anecdote or personal experience
4. Rhetorical question
5. Bold pronouncement
Can you identify the hook of this
introduction? Is it effective? Why/Why not?
 In 2010, in Newburyport, Massachusetts, a disturbing incident
occurred: a group of students bullied class mates by creating a false
Facebook account. This anecdote and many similar ones appear in
Michelle R. Davis’s article “Students Create Fake Online Profiles to
Bully Peers.” How should a school official react in such a case?
According to Noor Brara in “Are Facebook ‘Likes’ Protected by the First
Amendment?” the answer is a legal dilemma. Experts disagree over
whether schools have constitutional authority to punish students in
these cases. Regardless of the philosophical debate, the bottom line is
that school has to be a safe place for students, and safety reaches
farther than the physical school building. School officials need to have
jurisdiction to punish students for off-campus social media use if it
becomes a safety risk and significant distraction to schools.
Hook
 In 2010, in Newburyport, Massachusetts, a disturbing incident
occurred: a group of students bullied class mates by creating a false
Facebook account. This anecdote and many similar ones appear in
Michelle R. Davis’s article “Students Create Fake Online Profiles to
Bully Peers.” How should a school official react in such a case?
According to Noor Brara in “Are Facebook ‘Likes’ Protected by the First
Amendment?” the answer is a legal dilemma. Experts disagree over
whether schools have constitutional authority to punish students in
these cases. Regardless of the philosophical debate, the bottom line is
that school has to be a safe place for students, and safety reaches
farther than the physical school building. School officials need to have
jurisdiction to punish students for off-campus social media use if it
becomes a safety risk and significant distraction to schools.
Consider these ideas/methods for creating a
strong beginning –Rhetorical Question
Rhetorical Question: What will our generation do
when fossil fuels, such as gasoline, oil, and coal,
are depleted? Advocates of nuclear energy claim
that without nuclear power plants, the future will
see us shivering in the dark. Survivors of the
Chernobyl disaster can testify, however, to the
risks of nuclear power. The solution to the energy
crisis lies in safe, alternative fuel sources: the sun,
the wind, and the oceans.
Consider these ideas/methods for creating a
strong beginning - Surprising Fact
Surprising Fact: The pentagon has twice as many
bathrooms as are necessary. The famous
government building was constructed in the 1940s,
when segregation laws required that separate
bathrooms be installed for people of African descent.
This building isn’t the only American icon that
harkens back to this embarrassing and hurtful time
in our history. Across the United States there are
many examples of leftover laws and customs that
reflect the racism that once permeated American
society.
Consider these ideas/methods for creating a
strong beginning - Quotation
Quotation: Hillary Rodham Clinton once said that
“There cannot be true democracy unless women's
voices are heard.” In 2006, when Nancy Pelosi
became the nation’s first female Speaker of the
House, one woman’s voice rang out clear. With this
development, democracy grew to its truest level ever
in terms of women’s equality. The historical event
also paved the way for Senator Clinton as she
warmed her own vocal chords in preparation for a
presidential race.
Consider these ideas/methods for creating a
strong beginning – Anecdote (Humor)
Anecdote: When my older brother substituted fresh
eggs for our hard-boiled Easter eggs, he didn’t
realize our father would take the first crack at
hiding them. My brother’s holiday ended early that
particular day in 1991, but the rest of the family
enjoyed the warm April weather, outside on the
lawn, until late into the evening. Perhaps it was the
warmth of the day and the joy of eating Easter roast
while Tommy contemplated his actions that make
my memories of Easter so sweet. Whatever the true
reason, the fact is that my favorite holiday of the year
is Easter Sunday.
Drafting Your Hook
• As you brainstormed or researched your
topic, you probably thought of or discovered
many interesting anecdotes, quotes, or
trivial facts. This is exactly the sort of thing
you should use for an engaging introduction.
 Choose two of the methods discussed and
write two different hooks for the topic you
have chosen on an index card (one on the
front and one on the back of the card). Use
your technology to assist you if you like.
Ask two different neighbors to
read and evaluate your two
hooks and determine which one
is the most intriguing/engaging.
If they disagree, get a third
opinion.
Mapping Context
• In a typical essay, that first sentence (the
hook) leads into a few sentences that
provide details about your subject or
your process.
• All of these sentences build up to your
thesis/claim statement. They link your
hook to your thesis/claim, explaining why
your reader should be interested in your
topic.
Mapping Context
 With your group, analyze a couple of
the previous examples and take note of
exactly how the author maps the
context in each.
 What types of things are included in
the mapping context portion of each?
 What similarities in mapping context
do you see between these?
Both mention that there is disagreement on or
controversy around the issue/claim.
 “Advocates of nuclear energy claim that
without nuclear power plants, the future
will see us shivering in the dark.”
 “the answer is a legal dilemma. Experts
disagree over whether schools have
constitutional authority to punish students
in these cases. Regardless of the
philosophical debate, the bottom line is that
school has to be a safe place for students,
and safety reaches farther than the physical
school building.”
If you are writing in regards to a text/texts, this is the
logical place to provide title(s) and author’s
name(s) of the piece(s) to which you will be referring.
 In 2010, in Newburyport, Massachusetts, a disturbing incident
occurred: a group of students bullied class mates by creating a false
Facebook account. This anecdote and many similar ones appear
in Michelle R. Davis’s article “Students Create Fake Online
Profiles to Bully Peers.” How should a school official react in
such a case? According to Noor Brara in “Are Facebook
‘Likes’ Protected by the First Amendment?” the answer is a
legal dilemma. Experts disagree over whether schools have
constitutional authority to punish students in these cases.
Regardless of the philosophical debate, the bottom line is
that school has to be a safe place for students, and safety
reaches farther than the physical school building. School
officials need to have jurisdiction to punish students for off-campus
social media use if it becomes a safety risk and significant distraction to
schools.
Effectively mapping context means providing a
link/transition from the hook to the thesis/claim.
Hillary Rodham Clinton once said that “There cannot
be true democracy unless women's voices are heard.”
In 2006, when Nancy Pelosi became the nation’s
first female Speaker of the House, one woman’s voice
rang out clear. With this development, democracy
grew to its truest level ever in terms of women’s
equality. The historical event also paved the way for
Senator Clinton as she warmed her own vocal chords
in preparation for a presidential race.
Remember the Thesis/Claim wraps up
the Introductory Paragraph
 In 2010, in Newburyport, Massachusetts, a disturbing incident
occurred: a group of students bullied class mates by creating a false
Facebook account. This anecdote and many similar ones appear in
Michelle R. Davis’s article “Students Create Fake Online Profiles to
Bully Peers.” How should a school official react in such a case?
According to Noor Brara in “Are Facebook ‘Likes’ Protected by the First
Amendment?” the answer is a legal dilemma. Experts disagree over
whether schools have constitutional authority to punish students in
these cases. Regardless of the philosophical debate, the bottom line is
that school has to be a safe place for students, and safety reaches
farther than the physical school building. School officials need to
have jurisdiction to punish students for off-campus social
media use if it becomes a safety risk and significant
distraction to schools.
Let’s do a Quick Check to assess
today’s lesson and then we will
apply what we have learned by
creating our own introductory
paragraphs!
Drafting the Introductory Paragraph
 Use the hook that your neighbors
deemed most intriguing to begin your
essay.
 Then, add context that maps out the
issue/explains why it matters.
 Conclude your introductory paragraph
with your thesis/claim.
Revising
 Variety is the spice of life; it makes your writing
interesting for your reader!
Go back and see if you can invert one of your sentences, start one of
your sentences with an introductory phrases/clause, use an
interrupting phrase/clause, or use some form of “unusual”
punctuation (semicolon/colon/dash/parentheses), etc. in one of your
sentences to add syntactic variety.
 Make sure that you have used the most
“sophisticated” diction (word choice) you can.
Highlight each of the words that you consider sophisticated.
Are these the best/most precise/most sophisticated words you
know to fit in these particular spots? If not, revise by replacing
them with better ones.