LESSON PLAN
Teacher
Furman
Date
10/24/2013
Grade
Year 9
Period 2-7
Argumentative Unit
Topic/Skill
Argumentative Essay Paper 3
Aim: By the end of the lesson students will understand what ethos, pathos, and logos is, and
how to apply these persuasive devices and will be able to write an argumentative essay using
the a six paragraph model that utilizes the PEE writing approach.
Prior Learning:
•Students have practiced persuasive writing previously.
•Students are familiar with, and have practiced, persuasive techniques orally and in writing using
Ethos, Pathos, and Logos.
•Students have had practice in paragraphing and are aware of the definition of a topic sentence.
Previous practice writing various forms of persuasive writing and determining appropriate topics.
Objectives. 1. Students realize that persuasive messages in advertisements, songs, speeches and everyday
communication. 2. To recognize and use a 6-paragraph structure for an argumentative essay. 3. To recognize
and use 4 important content features in an argumentative essay. 4. To learn useful linking language for
argumentative essays. 5. To improve their writing in preparation for writing argumentative essays for Paper
3 Composition
Outcomes: Students write an argumentative essay using ethos, pathos and logos. Students will be
guided through a power point that walks them through a step by step approach to persuasively
writing about an essential question: “Should Modern Media Be Restricted In Anyway?”
Through the analysis of an exemplar, students develop their own blueprint for argumentative essays
using the handout approach guided practice , content and linking language. Further scaffolding is
provided - a ‘Writing Plan’ and students use these to produce their own argumentative essay for
homework.
Standards: Common Core Standards
9-10.W.1.
Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
A. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes clear relationships among claim(s), counterclaims, reasons,
and evidence.
B. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the audience’s knowledge level and
concerns.
C. Use words, phrases and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims.
D. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
E. Provide a concluding statement or section that follows from and supports the argument
presented.
Knowledge Define precise claim and counter claim.
Knowledge Define and generate substantive topics or texts.
Knowledge Recognize relevant and sufficient evidence.
Knowledge Identify fair and unfair claims and counterclaims.
Knowledge Recognize concluding statements or sections that support the argument
presented.
Knowledge Explain audience awareness, including knowledge level and concerns.
Reasoning Analyze a substantive topic or text to determine if it is suitable for a
written argument.
Reasoning Determine methods to introduce precise claim(s) and distinguish the
claim(s) from alternate or opposing claims.
Reasoning Select an organizational structure that establishes clear relationships
among claims(s), counterclaims, reasons, and evidence.
Reasoning Analyze the knowledge level and concerns of the rhetorical audience.
Reasoning Clarify relationships: 1) among claims and reasons; 2) between reasons
and evidence; and 3) between claims and counterclaims using words, phrases, and clauses.
Reasoning Develop formal writing style and objective tone while attending to the
norms and conventions of the discipline.
Product Write an argument to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence that introduces precise claims and
distinguishes them as alternate or opposing.
Product Write an argument creating an organization that establishes clear and
relationships among claim(s) and counterclaims daily, supported by evidence.
Product Write an argument identifying strengths and limitations of claims and
counterclaims.
Product Write an argument that anticipates the audience’s knowledge level and
concerns.
Product Write an argument using words, phrases, and clauses to link sections of text,
create cohesion, and clarify relationships.
Product Write an argument where formal style and objective tone are established and
maintained.
Product Write an argument providing a concluding statement that follows from and
supports the argument presented.
Materials:Generated Handouts: PEEL Handout, and Argumentative PPT, Hand Approach
Brainstorm Handout, Ethos, Pathos, Logos, Handoutsm Thesis Handout, Building Support
Hanout, Counter-arument handout, Paper 3 Sample with rubric Handout, Transitions
Handout.
PEEL Approach to Writing will be used as a front loading activity:
1.Your essay’s introduction needs to show that:
•you understand the topic
•you have an opinion about how the topic relates to the text (novel, film etc) Do you agree or
disagree? State your contention.
•you can back up you opinion with evidence (mention the main areas/ideas but don’t give details
here)
2.The body paragraphs in your essay need to be structured in the following way to ensure your
discussion of the essay topic is thorough and effective. Each of the body paragraphs, need to
include a:
P = Point. Your topic sentence must contain a major point in your argument/discussion; this tells the
reader what the paragraph is going to be about.
E = Evidence/Example. The point you make needs to be supported by evidence from the text. You
can show your understanding by discussing relevant parts of the text. Direct quotes are best here.
‘Evidence’ should be the bulk of your paragraph.
E = Explanation. This is where you show your understanding by explaining in more detail what your
main point is about and how it relates to the essay topic.
L = In the last sentence try to sum up the paragraph linking it to the topic and then providing a
LINK to the next main point (linking sentence).
3.In the conclusion to your essay you need to:
•summarise your main points (without introducing new evidence)
•restate your opinion on the topic (contention)
•reach a conclusion with a final comment or pertinent quote
Note: Try not to refer to yourself or the essay itself unless absolutely necessary. An essay is a formal
text, so and try and imagine your are writing as a learned authority on the topic. After all you are an
expert on the text and have a valid opinion!
Students will practice reading and pointing out the opinion and proof of the text to assist
them with their writing of their argumentative essay.
KEY:
OPINION
PROOF
*
*
*
*
In what way does a country both benefit and suffer from where it is situated?
The United States benefits from where it is situated because it operates on the western
political ideology of democracy. This country allows its citizens the right to vote, and the
Constitution governs the land as supreme law. The country believes in the separation of
power between three branches, which are judicial, legislative and executive. This separation
ensures that no branch has an advantage over the others, so as to avoid corruption. The
citizens o the U.S. also have amendment rights, the first ten being the Bill of Rights. These
amendments protect the society’s rights as Americans such as freedom of speech, press, and
religion. These amendments also protect citizens from unlawful searches and seizures, and
cruel and unusual punishment. Quite opposite these liberties, many governments in the
eastern hemisphere operate on a different set of laws. Muslim countries use shariah law as
the supreme governance but much of this structure strips women of their basic rights. These
laws state that men are superior to women, denying them the right to an education or a
career. Though these women are no different from the women in the U.S., they are still largely
victimized merely because of where they live geographically. Therefore, a country’s location
can make or break human rights.
KEY:
OPINION
PROOF
What are the main environmental problems in your part of the world and
how effectively are they being tackled?
(Excerpted from a 2010 Exam Prompt)
Long-term environmental concerns like climate change have been difficult to tackle,
but sudden short-term disasters have not been effectively dealt with either. The recent spill
by the BP oil rig has leaked thousands of gallons of oil into the Gulf of Mexico, but solutions
are not ready. Scientists have been working on solutions, but efforts have produced minimal
results as to this day, only some of the oil has been contained. The oil disaster’s effects have
been widespread and numerous, and are growing. Animals like turtles are known to consume
oil, which kills an already struggling species. The oil has spread near Florida, and has greatly
harmed the tourism industry, as people are reluctant to visit Florida’s contaminated beaches.
This oil spill has been a nightmare for the United States, and this failure to act only proves that
North America has been unable to effectively tackle some of its environmental problems.
Students will read and annotate the following articles to point out examples of Ethos, Logos,
and Pathos.
KEY: BLUE = Logos, RED = Pathos, GREEN = Ethos,
UNDERLINE = Counterargument
“Can Electric Cars Make a Go of It?” (Upfront, V.143, 1-31-11)
Gas is topping $3 a gallon just as the Chevy Volt and the Nissan Leaf start hitting
the market
YES
While the internal combustion engine is far from dead, electric cars are here to
stay.
The chief benefit of electric cars is that they use energy more efficiently than even the
most efficient fossil-fuel-powered vehicles. That means they're much less expensive for
drivers to operate. Chevrolet estimates it will cost most drivers about $1.50 a day for the
electricity to charge the Volt to get to and from work—a lot less than most people now
spend on gas for their commutes.
That efficiency also has enormous benefits for the environment. About 17 percent of
greenhouse-gas emissions that are causing global warming come from vehicles that burn
fossil fuels like gasoline or diesel. Replacing them with electric cars, which emit no
greenhouse gases, would reduce that number. It would also cut air pollution and begin to
curb America's dependence on finite oil supplies, much of which comes from foreign
countries hostile to the U.S.
Some electric cars can travel only 75 to 100 miles between charges, which is a legitimate
concern. Yet even today's limited ranges—which are sure to improve as battery
technology advances—still allow electric cars to be used effectively in 90 percent of daily
driving situations. In addition, almost 60 percent of American families have more than one
car, so a limited-range commuter vehicle that can be charged at home or at work could
make sense for many families.
The really encouraging thing about the electric car is that these are still its early days. The
internal-combustion engine has had 125 years to become the much-improved but still
imperfect device it is today; we've just started to focus on investing in the technology of
electric engines. For electric cars, the game has just begun.
Jamie Kitman Columnist, Automobile Magazine
NO
Electric cars, which are powered by rechargeable batteries, may be the wave of the
future, but for the next decade they'll remain niche products that cannot broadly succeed
in the U.S. car marketplace.
First, electric cars remain limited in range, since their batteries need recharging every 100
miles or so. This will likely be the case for the foreseeable future. For most people, that
makes them practical only for a daily commute, supplemented by a second car. Most
Americans won't want to buy a car that's impractical for longer trips.
Second, they're expensive. Electric driving does offer efficiency gains like regenerative
braking, in which using the brakes recharges the battery. But at current gas prices, the
additional efficiency doesn't offset the higher sticker prices. The plug-in hybrid Chevy Volt
sells for more than $40,000, and the all-electric Nissan Leaf sells for almost $33,000—
both out of range for most middle-class families. For now that means the electric car will
remain limited to drivers for whom it's a lifestyle statement.
Third, electric cars offer at best small reductions in overall carbon emissions, since the
electricity they're using is largely generated by coal-burning power plants. And we will have
to deal with recycling all those toxic car batteries.
A better solution is diesel, which much of Europe already relies on. Diesel cars are much
more efficient than gas-powered cars, and overall more efficient than electric cars. What's
more, mass-production capacity is already in place.
In 10 years, we may start transitioning toward electric cars, but it will be 20 years before
they have a chance of becoming the standard. For now, we should do all we can to
encourage the use of diesel, today's best tech.
Michael Smitka Professor of Economics, Washington and Lee University
“Should
Women Be Allowed in Combat?”
Women are still officially barred from combat in the U.S. military, but in Afghanistan
and Iraq, they're fighting—and dying—alongside the men.
YES
American women are engaging in combat in Iraq and Afghanistan, and as a result, some
are returning home with wounds both obvious and hidden. The issue is not whether
women should be allowed in combat; it's that our attitudes and laws need to catch up to
the reality on the battlefield.
In the U.S. Army (as in the other military services), women are barred from holding a
combat-arms position, including the infantry. In addition, female soldiers are prohibited
from serving in ground-combat units.
Despite that prohibition, I was attached to an infantry battalion for my 12-month tour in
Iraq. There were not enough male soldiers in my Civil Affairs detachment for all the
infantry battalions we had to support. Out of sheer necessity, the official policy was
ignored. I went everywhere the infantry soldiers did, lived as they did, and faced the same
dangers they did.
Many female soldiers have been in, or still are in, the same situation: They go out on
missions and face the possibility of roadside bombs, small-arms fire, and more. In today's
military conflicts, there are no front lines, and the dangers are everywhere.
Should women be allowed to hold a combat-arms role, and not just provide support? Yes,
absolutely. Some argue that women are not physically or emotionally capable of being
infantry or field artillery soldiers, but women in a dozen countries, including Israel and
Canada, are already proving themselves in such roles.
The bottom line is that in the U.S., women are still perceived as less capable than men,
and the law of our land enforces that outdated attitude.
Catherine Ross Former Civil Affairs Sergeant, U.S. Army Reserves
NO
The nation's pride in our military women does not justify assignments in direct ground
combat, which involves more than the experience of being in danger, or even the risk of
ambush.
Forget about video-game action heroes like Lara Croft, and think about real-life infantry,
Marines, and Special Operations Forces that engage the enemy in the most remote and
dangerous parts of Afghanistan. These men carry electronic equipment, weapons,
ammunition, heavy body armor, and water weighing 50 to 100 pounds. Such burdens
would weigh more heavily on smaller female soldiers who have, on average, 45 to 50
percent less upper-body strength and 25 to 30 percent less aerobic capacity, which is
essential for endurance.
In the Army's own surveys, 90 percent of enlisted women have said they oppose
involuntary combat assignments on the same basis as men. They know that training for
female soldiers is modified to compensate for physical differences between men and
women, but there can be no modifications on the battlefield. In direct combat, women
would not have an equal opportunity to survive, or to help fellow soldiers survive.
Even if physical capabilities were objectively measured and equal, co-ed combat
assignments would affect discipline and unit cohesion. Women lose more duty time due to
medical issues, including pregnancy, and their absence would be particularly disruptive in
combat units, where concentration and mutual trust are essential for survival.
At times, we have no choice about sending young men to war, but we do have a choice
when it comes to sending young women. Changing that would be a mistake.
Elaine Donnelly President, Center for Military Readiness
(The New York Times Upfront, Vol. 143, January 10, 2011)
“Is It Time to Revive Nuclear Power?”
Concerns about climate change and America's dependence on fossil fuels are
prompting a reconsideration of nuclear energy.
YES
As President Obama and other world leaders strive to meet rising electricity demand with
clean energy, they are encouraging construction of new nuclear power plants.
That's because nuclear energy is uniquely able to safely and continually generate large
amounts of electricity without emitting greenhouse gases into the atmosphere. In fact,
nuclear power plants in 31 states currently produce more than 70 percent of the electricity
supplied by sources that do not emit greenhouse gases or other air pollutants.
We will need a lot more electricity in the decades ahead to power our increasingly
electrified lives—from iPods and BlackBerrys to electric cars. Energy efficiency and
renewable energy technologies must play a bigger role, but America's insatiable demand
for electricity means that we must have a balanced mix of clean energy sources and
cannot gamble our future on just one or two approaches.
The outstanding safety and operating performance that has persuaded policymakers of
nuclear energy's value is rooted in reforms put in place 30 years ago, after the accident at
the Three Mile Island nuclear power plant in Pennsylvania. Plants across the country now
actively share their safety expertise; private inspections and training programs help
achieve excellence above and beyond the government's regulatory requirements.
Nuclear power plants are also economic powerhouses, typically providing up to 700 jobs
at substantially above-average salaries.
It's time for the U.S. to be realistic about our future energy needs and the threat of global
climate change. One solution is to ramp up our investment in nuclear energy.
Scott Peterson Vice President, Nuclear Energy Institute
NO
We should not resume building nuclear reactors on a large scale until we solve the
safety, security, and environmental problems associated with the 104 plants operating in
the U.S. today.
In addition to electricity, nuclear reactors produce highly radioactive material that can
cause cancer and other diseases at low exposures and kill within days or weeks at high
exposures. A serious accident could contaminate air, water, and food—potentially putting
millions of Americans at risk.
Such accidents are improbable, but not impossible. The most serious ones occurred at
Three Mile Island in 1979 and at Chernobyl in the Soviet Union (now Ukraine) in 1986.
Dozens died in Chernobyl's immediate aftermath, and after the radioactivity drifted across
Eastern Europe, thousands of children across the region developed thyroid cancer.
If a pipe breaks or a pump fails, uranium fuel could overheat and melt, releasing
radioactive gases and particles. Nuclear plants do have safety systems, like emergency
cooling water and containment buildings designed to prevent radioactive releases in the
event of a fuel meltdown. But these safety systems are not foolproof; it's even possible
that some containment buildings could rupture in a serious accident.
Terrorism is another concern. Even at the safest plant, a terrorist attack could cause a
meltdown. Armed guards protect U.S. plants, but security problems remain. Some guards
have been caught sleeping on duty.
Finally, there is the problem of radioactive waste, which remains dangerous for hundreds
of thousands of years. Until we can establish a final disposal site for the tens of thousands
of tons of nuclear waste already produced, it is hard to justify building more reactors that
will produce a lot more of it.
Edwin Lyman
Union of
Concerned
Scientists
(The New York Times Upfront, Vol. 143, September 20, 2010)
Should Candy and Soda Be Banned from Schools?
President Obama has proposed removing high-calorie drinks and snacks from
school vending machines
YES
Removing unhealthy high-calorie snacks and drinks from schools is an important step
toward tackling the nation's childhood obesity epidemic.
About a third of American children are overweight or obese. Addressing that problem
requires changing what kids eat in school, where many kids consume half of their daily
calories.
Reforming our school meals program will ensure that all foods served in schools are
healthy and nutritious. By setting standards for the food that is served and sold in
cafeterias, we can make sure our children have the opportunity for a healthy start in life.
The sale of unhealthy high-calorie snacks and drinks in school vending machines
undermines these efforts to ensure access to healthy and nutritious food in schools. But it
doesn't mean the end of vending machines in schools; it means stocking them with more
nutritious offerings to make healthy choices available to students.
Why is this something the government needs to get involved in? Because the potential
impact is enormous. Children who are obese can face lifelong struggles with their weight:
80 percent of teenagers who are obese remain obese as adults. That increases their risk
of suffering from certain cancers and chronic diseases like diabetes, heart disease,
asthma, and high blood pressure.
Rebuilding and revitalizing America requires the next generation to be the healthiest and
best educated in our history. We won't succeed if our school environments and our
students aren't healthy. If we fail to act, today's children may be the first generation to
have shorter life expectancies than their parents.
Tom Vilsack U.S. Secretary of Agriculture
NO
It's not the government's job to make decisions about what we eat and where we eat
it. That's why it's a bad idea to ban soda and candy from schools.
The problem with government intervention in this area is that it erodes personal
responsibility rather than encouraging it.
When the government gets involved in forcing kids to change their diet—in this case by
banning soda and candy in schools—it undermines students' ability to learn how to make
healthy decisions for themselves.
As anyone who has tried to lose weight is likely to tell you, going "cold turkey" and
avoiding tempting foods is setting yourself up for failure, and that's exactly what banning
particular foods will do. Researchers call this the "forbidden fruit theory," because we often
crave things we're not allowed to have.
So then why is there so much talk about banning soda and candy from schools? Because
when faced with a problem as complicated as our nation's childhood obesity epidemic, it's
easier to simply assign blame to sugary drinks and snacks, rather than tackling the various
roots of the problem.
It is true that soda and candy are high in calories, but in fact, there isn't any evidence that
either directly causes obesity. Why then should soda and candy be singled out from the
hundreds of high-calorie and high-fat foods, and banned from schools?
Instead of banning particular foods and drinks, schools should focus on teaching students
to lead active, healthy lives—offering classes on healthy cooking, or gym classes that
make it fun to be active. Removing unhealthy choices is no way to teach students how to
make healthy ones.
J. Justin
Center for
Freedom
Wilson
(The New York Times Upfront, Vol. 142, May 10, 2010)
Consumer
“Should
public schools offer single-sex education?”
The number of single-sex classrooms in public schools is growing; there are now
more than 400.
YES
For more than 100 years, some of the nation's finest private schools have experienced the
benefits of single-sex education. It's time to make this choice broadly available in our
public schools.
Researchers have found that there are biological and developmental differences between
boys and girls that affect how they learn. For example, in general, boys respond better to a
more active teaching style. Girls tend to be more cautious about participating in
discussions.
For six years, I've been studying the effectiveness of single-sex versus co-ed classrooms
at a Florida elementary school. Both boys and girls do better academically in single-sex
classrooms: 95 percent of the boys in the 5th-grade all-boys class passed the state
reading exam, compared with 68 percent of the boys in the co-ed class. In the all-girls
class, 91 percent passed the state reading test, compared with 75 percent of those in the
co-ed class.
Research also shows that high school students in single-sex classrooms are more likely to
take courses that run counter to gender stereotypes: Girls are more likely to study
computer science and physics; boys are more likely to study art, music, and drama. And
they're more likely to excel at and stick with these subjects.
In a recent survey of more than 2,000 students in single-sex classes, 67 percent said it
increased their self-esteem, and 72 percent reported an increased desire to learn and
participate than when they were in co-ed classrooms.
Most students attend public schools. They shouldn't be forced to miss out on the
advantages of single-sex education just because their schooling is funded by taxpayers.
—Kathy Piechura-Couture Prof. of Education, Stetson U., Deland, Fla.
NO
Single-sex education is not the answer to the challenges facing public schools.
First and foremost, we believe that creating separate classes for girls and boys violates
the Constitution as well as federal and state laws designed to guarantee that all publicschool students are offered equal opportunities.
In 1954, the Supreme Court ruled in Brown v. Board of Education that separate can never
truly be equal in public education. The Court was referring to racial segregation, but the
same holds true for gender segregation. Almost by definition, classrooms separated by
sex offer different resources, different teaching methods, and other factors that create
unequal learning environments.
Beyond issues of constitutionality, single-sex classes aren't good for students. They
reinforce gender stereotypes, like the idea that boys are assertive and outspoken, while
girls are timid and quiet. Telling students that the best solution is to split up boys and girls,
rather than have them learn to work together, sends the wrong message and does nothing
to prepare students for the real world.
One thing many single-sex programs do have going for them is that they are innovative
and experimental. Everyone involved—from administrators and teachers to students and
parents—is highly motivated to see them succeed. If this same level of energy, funding,
and out-of-the-box thinking were applied to co-ed classrooms, all students could benefit.
And at the same time, schools would be promoting cooperation rather than isolation.
—Kim Gandy President, National Organization for Women
“Should the U.S. Halt Offshore Drilling?”
April's massive spill in the Gulf of Mexico is forcing a close look at the costs and
benefits of offshore drilling
YES
The U.S. should halt all new offshore drilling and oil exploration until the American people
and the government have a full understanding of the causes and ramifications of the Gulf
of Mexico oil rig disaster.
Existing plans to move ahead with offshore drilling were based on the assumption that a
serious oil spill was nearly impossible. That assumption was wrong—and disasters like the
oil spill in the Gulf do not have to be the price we pay for filling up our gas tanks.
The catastrophe in the Gulf of Mexico has made it painfully clear that we still do not know
how to adequately protect our communities and coastlines from the worst impacts of
offshore drilling accidents. And until we do, it would be beyond reckless to continue
expanding offshore drilling and putting our beaches and coastal economies at risk.
If we want prosperity and energy security, more drilling is not the answer: Americans
consume more than 25 percent of the oil produced in the world, but our nation holds less
than 3 percent of the world's proven oil reserves. Digging deeper wells that will someday
run dry is not the solution.
We need to create a clean energy future for ourselves. We need to increase energy
efficiency, invest more in renewable energy, support smart policies that will spur
innovation in the clean-tech sector, and end our dependence on oil. And we need to
harness American innovation and ingenuity as we have so many times before.
It's time for us to tell our government we don't want dirty power anymore. We want clean
power—and wind and solar don't spill.
Frances Beinecke President, Natural Resources Defense Council
NO
The demand for energy in the United States is growing, and we'll need more oil and
natural gas to help meet that demand in the decades ahead. Offshore drilling in the Gulf of
Mexico represents 30 percent of the nation's domestic oil production, and it will remain an
essential energy source for America for decades to come.
We simply cannot shut off the Gulf of Mexico spigot and expect our economy to continue
its recovery—not without increasing the amount of oil we have to import. Offshore drilling
in the Gulf is critical for U.S. energy security, for economic growth, and for millions of jobs
across the country that depend on the oil and gas industry.
The tragic rig accident in the Gulf of Mexico, which took the lives of 11 workers, is causing
much anxiety in the Gulf states and has created hardships for fishermen and many others
along the coast. America's oil and natural gas industry is working closely with the federal
government to determine the causes of the accident and improve safety to try to prevent it
from happening again.
That's why we support a thorough review by an independent commission. This
commission should be allowed to complete its work free of political influence and produce
recommendations for safer offshore operations.
Moving to curtail or end offshore drilling before the facts are known would be premature
and shortsighted, and it would harm our nation's economic and energy security. Our
industry owes it to the nation—and to the nation's future—to learn from this experience so
that we can continue providing the energy Americans want and need.
Jack M. Gerard President & CEO, American Petroleum Institute
(The New York Times Upfront, Vol. 143, September 6, 2010)
Classic Model for an Argument
No one structure fits all written arguments. However, most college courses require
arguments that
consist of the following elements. Below is a basic outline for an argumentative or
persuasive essay.
This is only one possible outline or organization. Always refer to your handbook for
specifics.
I. Introductory Paragraph
o Your introductory paragraph sets the stage or the context for the position you are
arguing for.
o This introduction should end with a thesis statement that provides your claim (what you
are
arguing for) and the reasons for your position on an issue.
A. Your thesis:
o states what your position on an issue is
o usually appears at the end of the introduction in a short essay
o should be clearly stated and often contains emphatic language (should, ought, must)
B. Sample Argumentative Thesis
o The production, sale, and possession of assault weapons for private citizens should be
banned in the U.S.
II. Body of your Argument
A. Background Information
o This section of your paper gives the reader the basic information he or she needs to
understand your position. This could be part of the introduction, but may work as its
own section.
B. Reasons or Evidence to Support your Claim
o All evidence you present in this section should support your position. This is the heart of
your essay. Generally, you begin with a general statement that you back up with specific
details or examples. Depending on how long your argument is, you will need to devote
one to two well-developed paragraphs to each reason/claim or type of evidence.
o Types of evidence include:
first-hand examples and experiential knowledge on your topic (specific examples
help your readers connect to your topic in a way they cannot with abstract ideas)
Opinions from recognized authorities
The tipsheet on the three logical appeals covers the types of evidence you can use in
argumentation.
1. Claim: Keeping assault weapons out of private citizens’ hands can lower the
increasing occurrences of barbaric public slayings
Evidence:
o Jul 93 Law firm murders
o Columbine School Shootings
o University of Virginia incident
o How did these individuals gain access to weapons?
2. Claim: The ban on assault weapons is backed heavily by public opinion, major
organizations, and even law enforcement.
Evidence:
o 12% favor ban (Much 92 Timetable News)
o Organizational endorsements
o Nat'l Sherriff's Assoc./lntn'l Assoc. of Police Chiefs
3. Claim: The monetary and human costs incurred by crimes committed with assault
weapons are too great to ignore.
Evidence:
o 10,561 murders in 1990 by handguns
o Study of 131 injured patients’ medical expenses paid by public funds
III. Addressing the Opposite Side
o Any well-written argument must anticipate and address positions in opposition to the
one
being argued.
o Pointing out what your opposition is likely to say in response to your argument shows
that
you have thought critically about your topic. Addressing the opposite side actually makes
your argument stronger!
o Generally, this takes the form of a paragraph that can be placed either after the
introduction
or before the conclusion.
A. 1st Opposing View: Strict gun control laws won't affect crime rate
Refutation: Low murder rate in Britain, Australia (etc., where strict controls are in
force.
B. 2nd Opposing View: Outlaws would still own guns
Refutation: Any effort to move trend in opposite direction would benefit future
generations
IV. Conclusion
o The conclusion should bring the essay to a logical end. It should explain what the
importance of your issue is in a larger context. Your conclusion should also reiterate why
your topic is worth caring about.
o Some arguments propose solutions or make prediction on the future of the topic.
o Show your reader what would happen if your argument is or is not believed or acted
upon as
you believe it should be.
:
This is a handout students will receive to show them how to create an effective supporting
paragraph.
THE BODY PARAGRAPH: What Does it Need?
1.
a.
b.
c.
reflects the essay’s topic; uses prompt language
provides direction for or against the prompt
may target a theme for the paragraph
2.
a.
Your VOICE should be present…use your own basic LOGIC to establish and
initially argue your point!
b.
Then follow up your own logic with a CONCRETE EXAMPLE or two to
solidify the point you are making.
i.
You have two options here...either present ONE
thorough example (one that you “know a lot” about) or
TWO smaller examples (ones that you “know a little”
about). Either way, be sure your approach to examples
does the following:
1.
a.
2.
a.
You tell WHAT the example is all about:
In a quick sentence or less, make the context
of the example clear and accessible to the
reader…don’t just assume they know what
you know!
You clarify HOW the example is relevant to
your point:
CONNECT your fact-based example to the
prompt…why is it a valid/logical
demonstration of your point?
3.
a.
b.
i.
WRAP-UP STATEMENT
Summarizes the paragraph’s content
links it back to the topic/direction of your point
Helpful transitions to do this:
1.
2.
3.
4.
5.
6.
clearly,
evidently,
Therefore,
Thus,
As a result of these points…
In considering these ideas…
This handout will be given to students to help them brainstorm ideas about their persuasive
argument topic.
PROMPT:
“Should Modern Media Be Restricted In Anyway?”
Essay Style: ____________________________________________
Thesis:
_______________________________________________________________________________________
_______________________________________________________________________________________
____________
Brainstorm—Hand Approach Ideas:
SOCIAL/RELATIONSHIPS
Restricted_
Not Restricted-
ENVIRONMENT
Restricted_
Not Restricted-
MEDIA, SPORTS,
ENTERTAINMENT
Restricted_
Not Restricted-
POLITICS & GOV’T
Restricted_
Not Restricted-
SCIENCE & TECHNOLOGY:
Restricted_
Not Restricted-
Determine Your Essay Themes: ___________________________________________________________
Body Paragraph Content:
(1)_______________________________________________
(What ideas will you use and
(2)_______________________________________________
In what order?)
(3) _______________________________________________
(4)________________________________________________
After students brainstorm about their essential question and decide what side they will defend
within their essay, they will develop their thesis statement. This handout will help them
formulate this.
What is your topic?
Modern Media
What is your stance?
Modern Media should not be restricted
What is your reason for this?
Modern Media should not be restricted because it fuels the economy, it enhances the political
landscape, and it socially empowers its citizens.
What concessions will you make to qualify your stance and acknowledge opposition?
Some people feel that the media should be restricted due to its negative impacts on society.
Revised Thesis:
Some people feel that the media should be restricted due to its negative impacts on society;
however, modern media should not be restricted because it fuels the economy, it enhances the
political landscape, and it socially empowers its citizens.
Students will be guided through a sample Introduction, supporting and counter-argument
paragraphs, and conclusion sample within the PPT.
The following Handout will hep students understand how to approach a counterargument
paragraph:
PERSUASIVE STATEGY: The Counter-Argument
_______________________________________________________________________________________
______
How to Write a Counterargument

First ACKNOWLEDGE any ideas the opposition will likely raise:
o
o
o
o
o
o

Then immediately DISMISS it with a strong TRIGGER word to shift direction:
o
o
o
o

While this argument looks/sounds/seems convincing…
While some might believe that…
Although many supporters think that…
Though it may be logical to assume…
While it may be true that…
Despite the common belief that…
But
However
Nevertheless
Still
Followed by stronger evidence that officially dismisses the opposition’s contentions:
o
o
o
o
o
o
o
o
…it does not take into account…
…it does not consider…
…it overlooks…
…it encourages/discourages…
…it is also possible that…
…it could actually…
…it does not change the fact that…
…the benefits/drawbacks outweigh the benefits/drawbacks…
o
o

TIPS
o
o
…it is more practical to/impractical to…
…it may be the only/best/most effective/last option…
Watch that you don't overdo it. A turn into counter-argument here and there will sharpen
and energize your essay, but too many such turns will have the reverse effect by obscuring
your main idea or suggesting that you're ambivalent.
A second error is identifying a "counterargument" that is just a statement, not an
argument at all. "Some might say that constitutional checks and balances just weaken the
government. But as I've shown, that's not true." Here, the first statement is simply that-a
statement. There's no evidence or logic to support the position.
EXAMPLES
IMMIGRATION
1. While some people may argue that the new Arizona Law is rooted in racism, it may be the
most effective way to strengthen the safety of U.S. borders, particularly because of the
increasing violence from Mexican drug cartels who are now targeting American citizens.
CHILD SOLDIERS
2. Despite American efforts to provide international aid to weakened governments like
Somalia, it is possible that this money may inadvertently be funding the use of child
soldiers, since this region is so desperate for military support.
SIN TAXES
3. Although sin taxes may encourage Americans to make healthier lifestyle choices, officials
must also consider the economic impact this will have; many of America’s big businesses
like Coca-Cola will lose money, which ultimately makes the government lose revenue as
well.
BIRTHRIGHT CITIZENSHIP
4. Denying birthright citizenship may seem like the best way to manage illegal immigration,
but changing the law will actually increase the illegal population currently residing in the
United States, a staggering 12 million people.
TECHNOLOGY AND TEENS
5. While there is no doubt the Internet has the power to distract modern teens, 81% of
experts polled by the Pew Research Center support the idea that the opportunities this
technology affords far outweigh the problems.
6. Students might have more access to the vast variety of knowledge the Internet affords,
but this does not change the fact that at least one-third of the teen population admits to
using technology to cheat on assignments.
ROMA RIGHTS
7. Even though wealthier countries like France blame the Roma and view them as criminals,
deporting this minority group by the thousands is a far greater injustice than the petty
theft for which they’ve been accused.
ABOLISHING CHINGLISH
8. Although Chinese officials view Chinglish as a national embarrassment, the language itself
is part of Chinese culture and, according to some research experts, it even provides a
“window into the Chinese mind.” Getting rid of it would be counter-productive the
linguistic evolution taking place in this region.
FIGHTING TERRORISM
9. Despite promises to the United States to help fight against terrorist insurgents, the
Pakistani government actually created the Taliban in the 1990s to gain influence in
Afghanistan, so it is plausible to assume that they have continued to provide aid to these
extremists since the war began in 2001.
CUBA’S ECONOMY
10. Cuba’s economy might be showing signs of progress for the first time in decades, but it is
still a long way from the freedoms that American democracy enjoys, and ideally, Raul
Castro hopes to pursue political structures similar to China and Vietnam, not the United
States.
BODY SCANNERS
11. Though full-body scanners are becoming increasingly common in airports across the
nation, American citizens are still skeptical about the invasive nature of these devices,
which can actually save and store electronic images of a traveler’s naked body for
employees to see.
ELECTRIC CARS
12. Electric cars might be practical for local commutes, but they prove highly inefficient for
anyone travelling farther distances for work or leisure.
HEALTH
13. Even though South Los Angeles instituted a ban on fast food restaurants, this still doesn’t
eliminate the 1,000 chain restaurants in the South LA region that already exist; the ban
would not shut these locations down, so consumers still have a plethora of options
regarding cheap, but unhealthy, lunch and dinner options.
14. While some consumers view fast food restaurant bans as a stretch beyond the proper role
of government, Americans are clearly losing the fight against obesity on their own, with a
third of the population diagnosed as overweight or obese.
To help student understand what a persuasive argument essay will look like I will have them
read and annotate the following essay sample:
Is a world dominated by science a dream or a nightmare?
The Renaissance, which started in the 14th century in Europe, brought about a renewed age of
exploration, art, and especially, the sciences. Facilitated by colonialism, scientific ideas gained popularity
and innovation continued to spread throughout the world in the centuries to follow. Yet, while this
innovative evolution seems enticing in theory, a world dominated by science proves to have more
nightmarish consequences than it does benefits, particularly in the branches of medicine and technology.
Many historians would agree that the spread of scientific knowledge was beneficial in developing
peripheral parts of the world, but this is not always the case. The Green Revolution, which was enforced
by colonial powers like Britain, was a movement meant to employ new agricultural technologies—like
irrigation systems and harvest machinery—to maximize crop yield. Initially, these mechanisms seemed to
work, but it eventually led to environmental degradation. Communities that once existed off subsistence
agriculture now found themselves dealing with problems like erosion and desertification. In the end, the
Green Revolution did not turn out to be as sustainable a measure for increasing crop yield after all, making
the promise of science not so promising after all.
In Aldous Huxley’s dystopian novel, Brave New World, the science-fiction author also warns against
a world dominated by science. In his story, he paints the very real possibility of a society where artificial
reproduction has eliminated the need for natural forms of reproduction; all members of society are
essentially grown in test tubes, and their social status is predetermined at the time of conception. Those
destined to be “alphas,” or elite citizens, are provided with the most nutrients and oxygen during
development, while those bred to the lower classes are deprived of oxygen and injected with alcohol to
stunt growth during gestation. Believe it or not, similar advancements in genetic engineering today exist.
This may seem beneficial because it allows parents to hand-pick the traits of their children, but it raises
ethical questions of far greater consequence. Just as unexpected problems arose during the Green
Revolution, genetic engineering methods may bring about unpredictable outcomes that could be
disastrous for a fetus. Specifically, the Human Genome is not yet fully mapped, so altering one physical
trait such as hair color may unknowingly interfere with a necessary life function such as respiration. Just as
Huxley suggests, the large cloud of uncertainty surrounding this very real scientific method may create a
nightmare for the future.
Meanwhile, just as the careless pursuit of scientific advancement in the field of medicine could
lead to heavy consequences, scientific advances in technology could threaten existence altogether. Japan,
a country situated at the very center of technological progress, is currently flirting with such disaster. For
example, scientists and innovators are teaming up to test out the use of “robot teachers” in Japanese
classrooms; because of the country’s aging population, there’s a steady decline in its workforce, so there
aren’t enough human teachers available in the field of education. While many people agree that this is a
viable solution for the country’s population problems, classrooms taught by robots could easily lead
malleable minds to believe that technology, not man, is the master. And while a robot overhaul is not
imminent, it is also not impossible if the future of science is not properly harnessed.
The future of music, much like education, may also suffer as a result of science technology.
Modern devices now give us the ability to alter the human singing voice, transforming a mediocre
performer into an international super star overnight. Autotunes, an audio-processor that disguises off-key
singing, is one example of this. The dominance of Autotune manipulation is taking over the pop music of
Western culture. Meanwhile, in the east, a new fad of vocaloid singers has recently exploded onto the
Japanese music scene; singing icon “Hatsume Miku,” is actually a computer-generated, cartoon
performer—not a human being—yet she has gained fame worldwide, thereby rivaling the album sales of
Michael Jackson himself. These examples heighten the concern that artificial life--generated through
science—will replace much of real life in the foreseeable future.
Despite the dangers technology threatens us with, teenagers today continue to have more access
to it than ever. To our parents, cell phones were a thing of science fiction, but few teens today leave home
without one. Some might even say we are “addicted” to the boundless world that the Smart Phone has
created for us. The consequence of this? Experts claim that technology is rewiring the teen brain
altogether. The way we communicate, the way we write, even the way we think is affected by our
increasing interactions with modern technology. Instead of expressing how we feel in words, for example,
teenagers share emotions through the emoticon application in text messages. Now we “show” anger
through a frowning face with red cheeks instead of voicing our upset in words and working out a solution
face-to-face. Worse yet, young adults are resorting to cyber-bullying to vent anger, an even more
dangerous byproduct of science innovation. Experts worry this detour from traditional socialization could
affect our ability to maintain relationships or solve communication problems as adults. Evidently science,
in the form of technology, could virtually ruin the social skills of society’s future leaders.
While science and technology might modernize society, it brings with it many undesirable
changes in the world around us. In fact, it is quite possible that the very field humans rely on to make life
easier may be doing just the opposite. Though the realm of science might not intentionally set out to
destroy, destruction is sometimes its inevitable consequence despite this, just as the innocent flapping of a
butterfly’s wings could result in a devastating tsunami several weeks later. It’s therefore hard to guarantee
that science will always lead to the dream world we initially imagine; instead, it’s better to proceed with
caution, seeking out scientific solutions in moderation, as opposed to letting it take over—or rather, take
us over—In the years to come.
Students will guided through each part of their argumentative essay and will write each part
allowing time for revision and reflection.
The following handout will help them with transitions.
Transitions for Persuasive Pieces
To help make your persuasive paper stronger, use transitions. Transitions at the
beginning or end of paragraphs make it so the paragraphs can’t be moved around
and still make sense. Transitions within paragraphs make it so sentences cannot
be moved around within a paragraph and still make sense. Make sure you use
transitions that make sense. Just throwing transitions in somewhere to throw
them in will not help make your paper better, but will instead make it more
confusing. Below are some common transitions you can use in different situations
in your paper.
Continuing with the same line of reasoning:
- consequently - clearly, then
- furthermore - additionally
- and - in addition
- moreover - because
- besides that - in the same way
- following this further - also
- pursuing this further - in light of. . . it is easy to see that
Changing your line of reasoning (contrasting):
- however - on the other hand
- but - yet
- nevertheless - on the contrary
Opening a paragraph initially, or for general use:
- admittedly - assuredly
- certainly - granted
- no doubt - nobody denies
- obviously - of course
- to be sure - true
- undoubtedly - unquestionably
- generally speaking - in general
- at this level - in this situation
To signal a conclusion:
- therefore - this
- hence - in final analysis
- in conclusion - indeed
- in final consideration
To restate a point within a paragraph another way:
- in other words - point in fact
- specifically
Adapted from: http://larae.net/write/transition.html
To address reader concerns:
- aome may argue that - some may say that
- some may think - an opposing viewpoint is
- readers could argue that - a downside to this is
- one could argue that
Transitions used to make counter-arguments:
- this is not true for - this is not true because
-this may be true, but -this may be true; however
- nevertheless, - still,
- on the contrary, - on the other hand,
- yet - however
- even so, - but,
Transitions to support reasons or add details:
- for instance, -for example,
- in addition, - additionally,
- besides, - furthermore,
- likewise, - also,
Transitions used to emphasize:
- indeed - for this reason
- again - truly
- in fact, -with this in mind
Transitions to conclude or summarize:
- therefore - consequently
- as a result - in short
- thus - all in all
__________________________________________________________________________
Students will be given some helpful hints about their Argumentative Essay:
Argumentative compositions
Be clear about the difference between an argumentative and a discursive essay. When asked
directly to give your own opinion you should commit yourself to a line of argument. When
asked to give a range of possible views then you are being discursive and may or may not
choose to say what you personally believe.
Mention counter arguments – and dispute them. A strong argument includes refutation of the
other point of view. This way you can show that you are not being purely ignorant or
prejudiced in your response. It is important to show balance in presenting the argument.
If you are having difficulty finding enough points to support your stance you should consider
arguing the opposite view – it might be easier!
Aim for an effective introduction which captures attention and makes the topic and context
clear
You should end on the side you are arguing for structure your essay so that you deal with the
other side first and end strongly to clinch your argument with a final convincing point . Do
not repeat yourself - ‘To sum up’ and ‘In conclusion’ are not strong endings as you won’t be
saying anything new to convince your reader.
It is generally advisable to argue your own personal viewpoint as it is likely to sound more
convincing. It is however, possible, to argue effectively for or against an argument which you
have never considered before, provided that you can marshal some evidence from the media,
facts, statistics and experience. These are the areas from which you draw your supporting
detail and illustration.
Do not get too passionate about the topic as this will make your essay sound too emotional and
subjective, and therefore less persuasive.
Sometimes there is a single word in the question which alters the emphasis of the argument,
for instance the word ‘compulsory’. Make sure you pay attention to the key words in
questions when you are planning and answering – it is worth underlining key words to
remind you.
Try using personal pronouns - ‘I’, ‘you’ and ‘we’ can make your argument seem more
authentic and inclusive.
Do not start each paragraph with a numbered point- firstly, secondly, thirdly and so on- as
this can get tedious for the reader and sound quite artificial if the ideas are not in fact
sequential. Use other paragraph linking words, the ones which show whether your argument
is continuing in the same direction (e.g. ‘furthermore’, ‘in addition’) or changing direction
(e.g. ‘nevertheless’, ‘on the other hand’). The key is to make sure that your argument is
"building" as you go. Use your connectives to help you take your reader with you so that they
can follow your train of thought all the way through.
Three-point structures (sometimes called tricolons) can sound authoritative, e.g. ‘involving the
learners, the teachers and the parent’. More than three of anything becomes a list; fewer lacks
persuasive impact and overuse of tricolons is rarely effective.
Students will then be given a sample past Cambridge Test Paper 3 Section 2:
Write about 350-450 words on one of the following:
Argumentative/discursive writing
2 Either (a) ‘To hate people is always wrong.’ Argue a case for or against
this view.
Or (b) In your view, what are three important qualities that distinguish
a good film/video/DVD from a bad one, and why are they
important to you? You may refer to specific examples to
support your answer. [25]
_______________________________________________________________________
Write about 350-450 words on one of the following:
Argumentative/discursive writing
2 Either (a) What do you think are the best ways of keeping order in schools?
Or (b) 'It is essential for people to be proud of their country.' To what extent
do you agree or disagree with this view?
[25]
Rubric:
The question is marked out of 15 for Writing and out of 10 for Reading. (Maximum
mark 25). Use the following table to give a mark out of 15 for Writing.
Band 1 13-15 Excellent sense of audience; persuasive/authoritative style; very
fit for purpose; structured overall; firmly made arguments;
accurate; uses language assuredly.
Band 2 10-12 Demonstrates a secure sense of audience; quite stylish and
fluent; sense of overall structure; arguments occasionally well
developed; writing is mainly accurate, and overall language is
very good.
Band 3 8-9 Consistently recognisable sense of audience; mostly written in
accurate, if fairly straightforward sentences; some arguments
based on material are apparent; mostly quite well structured;
errors minor; language straightforward but effective.
Band 4 5-7 Written in an appropriate if sometimes inconsistent style;
sentences mainly accurate; factual rather than argumentative;
basic structure: has beginning; middle and end; fairly frequent
(minor) errors; language simple with occasional attempts at
persuasive effect.
Band 5 3-4 Functional expression; facts selected and occasionally listed; has
a beginning, but main part of letter is not always well sequenced;
some serious errors in grammar and use of vocabulary.
Band 6 1-2 Language and style not clear; some blurring and lack of order;
despite some serious errors, can mainly be followed.
0 Serious inaccuracies and problems with language and grammar
are too intrusive to gain a mark in Band 6.