PERSUASIVE ESSAY:
ANTICIPATION/REFUTATION
I.
TOPIC SENTENCE/ANTICIPATE THE OPPOSITION: Your topic sentence
should acknowledge what someone who disagrees with your argument might say. In
other words, anticipate a reason the opposition might give. This can be taken from
your brainstorm. You may wish to use transition phrases, such as, “Others might
argue,” “On the contrary,” “The opposition states,” or “It has been suggested”.
II.
REFUTATION: Refute the opposing argument by stating why the reason given is
incorrect or invalid. This can be done by looking for weaknesses or loopholes in the
opposition’s argument. You may wish to use phrases, such as, “However,” “This
statement is invalid because…” or “This is inaccurate because…”
III.
EXAMPLES/EVIDENCE: Provide examples and evidence that explains and proves
why the reason given by the opposition is incorrect or invalid.
IV.
LINK EVIDENCE/REITERATE THESIS: Explain how your evidence and
examples support your argument and weaken the opposition. Reiterate the validity of
your original thesis.
Sample:
(I) Others might argue that standardized tests are a useful tool because they allow
students who may not have received high grades during their high school years to prove their
true level of intelligence. (II)This statement; however, is invalid because although it may give
students another chance to show their intelligence, why would a college or university want to
accept a student who is not committed to his or her grades? (III)For example, if a student needs
a test to show how smart they are, they probably have not been working to their true potential in
school. This means that they may have a problem being consistent and hard working.
According the Newsweek Magazine, studies showed that in 2002, students who earn low grades
in high school are less likely to graduate from a two or four year college. (IV)Therefore,
standardized tests should not be used because a person’s grades are a better predictor of his or
her academic potential.
PERSUASIVE CONCLUSION
I.
REVISIT YOUR ANECDOTE: Refer back to your introductory anecdote and show
how your argument changes or ameliorates the scenario you introduced.
II.
REITERATE YOUR THESIS: Without completely restating your thesis statement,
remind readers of the basis of your argument and why it is important.
III.
OFFER ALTERNATE SOLUTIONS: Suggest ways that this problem can be
alleviated.
IV.
CALL TO ACTION: Encourage your readers to take action in order to see that
change occurs and tell them what steps to take in order to do so.
Sample:
(I) As February comes to an end and the first week of March approaches, students still
prepare for the HSPA, and the halls are still filled with the buzz of the upcoming test, but the
tension is not as thick; this test is not the sole predictor of whether or not students graduate.
Students are no longer fearful that their entire future will depend on the results of an exam.
Now, the HSPA is only one factor among many. (II) Standardized tests should not be the only
factor the dictates a student’s level of intelligence. A student’s grades should matter and students
should not have to worry about test anxiety. (III) Perhaps a person’s intelligence should be
measured through the use of a portfolio, which is comprised of grades, samples of work,
interviews, and standardized tests. This would allow for a better-rounded and less stressful view
of student performance. (IV) In order to make sure that this change takes place, speak to your
local government officials. Encourage students and teachers to take an active role in making
education more fair and productive.