ARGUMENTATIVE
WRITING
EXPOSITORY VS ARGUMENTATIVE
• Expository:
• An expository essay has a purpose to either inform, explain,
or describe a topic.
• It gives a balanced account of the topic.
• It has a neutral and objective tone.
• Structure:
• Introduction: lead the reader into the topic and state the
purpose of your essay
• Body: divide the main topic into sub-points. Describe,
explain, compare, or classify the information to support the
topic.
• Conclusion: remind the reader of your overall point and
suggest wider implications to close the essay
EXPOSITORY VS ARGUMENTATIVE
• Argumentative:
• An argumentative essay has the purpose to convince the
reader of the validity of your point of view.
• Appeals to the readers logic rather than emotion.
• Clearly states an opinion.
• Structure:
• Introduction: Leads the reader into the topic, the controversy
or debate surrounding that topic, and clearly states your
position.
• Body: Begins by making points that support your overall
position. Then presents and refutes opposing arguments.
• Conclusion: Does not introduce new arguments but rather
restates the overall position clearly and briefly explains how you
have demonstrated its validity.
CONCESSION
• Definition: recognizing the opposing viewpoint and
acknowledging that it has some merit.
• A reader of your essay is more likely to listen to you if
you show you can see his/her point of view before
you counter that argument.
REBUTTAL
• Definition: to refute or disprove by offering a
contrary argument.
• Once you have shown the reader the other
argument you then need to disprove that argument
to further your main point and show that the other
side is flawed.
EXAMPLE
• Concession example: Many school administrators
think an open campus would be a temptation for
students to cut classes and act irresponsibly.
• Rebuttal example: However, students who earn the
privilege of open campus would be unlikely to
jeopardize that privilege; besides, rules could be
created to rescind the privilege after one class cut.
TRANSITIONS
• Here are some transitions to help when writing
about the other side:
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It is true that…however…therefore…
Certainly…but…in short…
Admittedly…on the other hand…so…
Of course…nevertheless…as a result…
Obviously…on the contrary…finally…
Sure…however…in addition…
CITING FROM MULTIPLE SOURCES
• When you are given multiple sources to take text
evidence from you must change how you cite your
concrete details.
• Your citation should include the authors last name
and the page number (if available).
• Transition, lead in “Write your concrete detail here
making sure it is word for word” (Smith 29).
ORGANIZATION
(FORMAL ESSAY)
• Introduction: 4-5 sentences stating your argument and
your position.
• Body Paragraph 1: This is your first claim (reason).
Support your position in a 2 chunk paragraph using text
evidence.
• Body Paragraph 2: This is your second claim (reason).
Support your position in a 2 chunk paragraph using text
evidence.
• Body Paragraph 3: This is your counterclaim. In a 2
chunk paragraph acknowledge the other side’s
argument and offer a rebuttal using text evidence.
• Conclusion: Does not introduce new arguments. 4-5
sentences restating your position and it’s validity.
PRACTICE
• Boys and girls in many schools in Florida may soon be forced to
go their separate ways. Lawmakers there have proposed a bill
that would make one school in each district have all-boy and allgirl classrooms. The program would last two years. Officials would
then evaluate whether it helped students and decide whether to
continue it.
About 500 public schools in the U.S. already have at least some
all-boy and all-girl classrooms. People who support separating
boys and girls say it can help all kids feel more comfortable, and
perform better, in class. They also argue that it cuts down on
teasing.
But many people give the idea a failing grade. Critics point out
that men and women aren’t separated in the real world, so why
should kids be kept apart in school? They also say that coed
classes help boys and girls learn to work together and understand
each other better.
PRACTICE
• Choose a side and write:
• One - 2 chunk paragraph supporting your position.
• One - 2 chunk paragraph making a counterclaim using the
concession/rebuttal strategy.
• CD’s should support the counter argument and CM should
refute the point and prove your side.
• Side 1 – Separating boys and girls in school has
positive outcomes.
• Side 2 – Separating boys and girls in school is
unnecessary.