I
The Concept of an Argumentative Essay:
An argumentative essay seeks to articulate grounds for agreement or disagreement
with a text or a issue. The aim is not merely to make explicit an argument offered by the
title or the text in question, but rather to discover new arguments either for or against
the claim given. New arguments are illustrated by examples or comparisons / "images".
In short:
Divide your argumentative essay into three parts:
(1) the introduction: spell out the claim and counter-claim (say what you are going to tell),
(2) the case supporting the claim or counter-claim (tell it, with all your arguments and illustrations) and
(3) the summary (= conclusion: tell what you have told).
Obviously, the second part should be the longest section of your essay, containing 2, 3 or more
paragraphs. Be sure to identify each part clearly and to include in each part the content specified below.
Part I (Introduction): Identify the question to which the claim is addressed and state the issue at stake.
State the claim that you intend to support. If you are arguing against a claim, then state both the claim
and the counter-claim that you intend to defend.
Part II (The Case): Present your grounds -- i.e., the factual or logical considerations you have
discovered that support the claim or counter-claim you are advancing, including examples to illustrate
your case.
Part III (Summary): Restate the claim you have defended, indicating any reservations that might
weaken your case and make explicit the consequences of your claim for the issue at stake in the
question.
Identify these elements in the following text:
(Sample Essay:)
Should dangerous sports be banned?
Millions of people play sport every day, and, inevitably, some suffer injury or pain. Most
players and spectators accept this risk. However, some people would like to see
dangerous sports such as boxing banned. This essay will examine some of the reasons for
banning certain sports.
Some sports are nothing but an excuse for violence. Boxing is a perfect example. The last
thing an increasingly violent world needs is more violence on our television. The sight of
two men (or even women) bleeding, with faces ripped open, trying to obliterate each
other is barbaric. Other sports, such as American football or rugby, are also barelyconcealed violence.
Some people argue that the players can choose to participate. However this is not always
the case. Many boxers, for example, come from disadvantaged backgrounds. They are
lured by money or by social or peer pressure and then cannot escape. Even in richer
social groups, schools force unwilling students to play aggressive team sports, claiming
that playing will improve the students' character (or the school's reputation), but in fact
increasing the risk of injury.
Even where people can choose, they sometimes need to be protected against themselves.
Most people approve of governments' efforts to reduce smoking. In the same way,
governments need to act if there are unacceptably high levels of injuries in sports such as
football, diving, mountaineering, or motor-racing.
I accept that all sports involve challenge and risk. However, violence and aggression should not
be permitted in the name of sport. Governments and individuals must act to limit brutality and
violence, so that children and adults can enjoy and benefit from sport.
II.
ELEMENTARY PRINCIPLES OF COMPOSITION
Make the paragraph the unit of composition: one paragraph to each topic.
Ordinarily, a subject requires subdivision into topics, each of which should be made the
subject of a paragraph. The object of treating each topic in a paragraph by itself is, of
course, to aid the reader. The beginning of each paragraph is a signal to him that a new
step in the development of the subject has been reached. The extent of subdivision will vary
with the length of the composition.
As a rule, begin each paragraph with a topic sentence; end it in conformity with
the beginning.
Again, the object is to aid the reader. The practice here recommended enables him to
discover the purpose of each paragraph as he begins to read it, and to retain the purpose in
mind as he ends it. For this reason, the most generally useful kind of paragraph, particularly
in exposition and argument, is that in which
A. the topic sentence comes at or near the beginning;
B. the succeeding sentences explain or establish or develop the statement made in the
topic sentence; and
C. the final sentence either emphasizes the thought of the topic sentence or states
some important consequence.
Ending with a digression, or with an unimportant detail, is particularly to be avoided.
Use linking devices:
Referring back: as we have seen, as mentioned above, as stated previously, as I have said
Looking ahead. then, later, next, after ... , afterward, thereafter, finally, now, consequently, to
sum up
Establishing causal connections: as a result, in conclusion, to conclude, because, for,
since, consequently, accordingly, hence, thus, therefore
Time markers: now, then, later, soon, before, next, afterward, finally, meanwhile, thereafter, at
the same time
Place markers: here, there, at this point, below, beside, next to, behind, in front, outside,
inside
Comparing and establishing degree: and, similarly, in like manner, in the same way, just as,
so ... that, also, more than, less than, beyond this, to some extent, to a certain extent
Qualifying conceding, or contrasting: but, nevertheless, on the other hand, however,
despite this, still, on the contrary, conversely, if, as if, granted that, unless, whether, anyhow,
although, even though, yet
Adding and intensifying: first, second, third; a, b, c, 1, 2, 3, to repeat, in addition, moreover,
and, also, still, again, similarly, furthermore, finally, really, indeed
Introducing an illustration: thus, to illustrate, for example, for instance