Argumentative Essays
How well can you
organize and express
your ideas in written
text to convince the
reader
of
your
position?
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WHAT IS AN ARGUMENTATIVE ESSAY?
In an argumentative essay, the writer expresses and
supports an argument on a particular topic or issue. The
writer must give reasons and examples that help
persuade the reader to agree with him or her.
In argumentative writing, a writer takes a position FOR
or AGAINST an issue and writes to convince the reader
to believe or do something.
FACTS or OPINIONS
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1.
2.
3.
4.
A FACT is something that is true. It can be proven to be
true. If you can find proof, or evidence for a sentence,
then it is a FACT.
The earth orbits the sun.
Rabbits are mammals.
George Washington was the first president of the
United States.
There are books in the library.

FACTS or OPINIONS
An OPINION is what someone believes -it cannot be
proven true or false. It is your personal feeling or point
of view.

When you talk about your opinions you can start your
sentences with phrases like the following:

I think friends should always be honest.
I don’t think white lies are dangerous.
I believe it is better to upset your friends than to lie.
In my view, it is always safer to lie than to tell the truth.
In my opinion, lying is the same as cheating or stealing.
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Activity 1: Look at the following and decide if the sentence is
Opinion (O) or a Fact (F):
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Learning English is easier for girls than for boys.
There are more girls than boys in our English
department.
Good teachers don’t give too much homework.
Our teacher gave us homework last week.
Cell phones are convenient.
Many people carry cell phones these days.
I don’t think that wearing the latest fashion is
important.
My favourite clothes are all blue.
There is no better city to live than Gaza.
Winter in Gaza is quite mild.
Activity 2: For each topic below, write one fact and one opinion:
1.
2.
3.
4.
5.
6.
Green Tea
Violent video games
Money
Sports
University degree
White lies
Supporting arguments with Opinions and Examples:
In your introduction and body
paragraphs, you can support
your argument by giving
examples which can be facts
or experiences you have had.
White Lies
White lies are not always bad. If
you tell your friend that she her new
shoes are great when they look horrible,
she will know that you are lying. I think
it is better to tell the truth in this case.
However, if your friend has a new dress
and she really likes it, you should always
say it is lovely. If you say you don’t like
it, you will probably make her feel
unhappy and maybe angry with you.
You can lie if the truth will hurt and is
not important.
Activity 3: Decide if the following are Opinions (O) or Examples
(E):
1.
2.
3.
4.
5.
6.
Smoking should be banned in all places.
Smoking is banned in restaurants in our city.
The air is cleaner and healthier in non-smoking
restaurants.
I believe that customers prefer non-smoking
restaurants.
My clothes smelled horrible when I had lunch with a
friend who was smoking.
In my country, smoking is banned in cars, buses and
all public buildings.
What should you do when writing persuasively?
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have a clear position and stay focused on that position.
have more than one argument to support a position.
Elaborate by using reasons, well-chosen and specific
details, examples, anecdotes, facts, and/or statistics as
evidence to support arguments.
Organize your writing to make the best case for a position.
anticipate and refute the opposing position.
begin with an opening, including a statement of position,
and end with an effective persuasive conclusion, such as a
call for action.
use transitions to connect position, arguments, and
evidence.
show commitment to position by writing in a voice
appropriate for audience and purpose.
use words and phrases that compel or encourage the reader
to support your position.
The government should provide more financial
assistance to parents who use childcare. First, childcare
centers may assist children in their early development. For
example, they give children an opportunity to mix with other
children and to develop social skills at an early age. Second,
parents and children need to spend some time apart. This is
because children become less dependent on their parents,
and parents are less stressed and more effective care-givers
when there are periods of separation. Furthermore, parents
who cannot go to work because they don't have access to
childcare facilities cannot contribute to the national
economy. In other words, they are not able to use their
productive skills and do not pay income tax. To conclude,
government support for childcare services helps families and
is important for the economic well-being of the whole
country.
The government should provide more financial
assistance to parents who use childcare. First, childcare
centers may assist children in their early development. For
example, they give children an opportunity to mix with
other children and to develop social skills at an early age.
Second, parents and children need to spend some time apart.
This is because children become less dependent on their
parents, and parents are less stressed and more effective
care-givers when there are periods of separation.
Furthermore, parents who cannot go to work because they
don't have access to childcare facilities cannot contribute to
the national economy. In other words, they are not able to
use their productive skills and do not pay income tax. To
conclude, government support for childcare services helps
families and is important for the economic well-being of the
whole country.
Paragraph Organization: Another way to flow smoothly
through your paragraph is to use “connectives”
accordingly
again for example
although
beyond
conversely
first
as a result
secondly
finally
simultaneously also
for instance
hence
then
additionally
next
nevertheless
on the
contrary
otherwise
consequently
thus
in addition
second
at the same
time
Essay Organization
Main Idea - Thesis
Supporting Idea 1
Supporting Idea 2
Supporting Idea 3
Reasons, Details, Examples
Reasons, Details, Examples
Reasons, Details, Examples
Body Paragraphs Organization
 Start
with the strongest argument/reason
and work to the weaker one
OR
 Start with the weaker argument/reason
and work to the stronger one
Supporting Your Ideas:
The major ways to support an argument
 Statistics
 Observation
 Facts
 Comparison
 Evidence
 Experience
 Prediction
 Analysis
Writing the Essay
Once the essay is planned, the prewriting done,
the majority of the thinking is finished.
 Opening paragraph
 Interesting sentences – rhetorical question or
example or an appropriate quote
 Thesis sentence
 Each of the main reasons noted in your
prewriting
 Think of this paragraph as an outline of key
points
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Writing the Essay (Con’t.)
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Body Paragraphs
 Clear topic sentences that link to the thesis
statement
 Should include benefits or disadvantages that
relate to the topic sentence
 Give at least one developed example of a
benefit or disadvantage
 Include facts, if you know them
Writing the Essay (Con’t.)
 Conclusion
 Last,
but not least
 Wording and logic is important
 No new ideas – this is not the time to
come up with an argument that has not
already been discussed
 Restate the original thesis
Revise and Edit
Look for obvious errors in grammar
 Sentence fragments
 Run-on sentences/ comma splices
 Spelling
 Punctuation
 Capitalization
 Transitions
 Sentence variety
 If you followed the plan, organization and
structure is done!
Why Women Should Not Have an Abortion
Many women in the entire world have
abortions. Women believe there are many
reasons to abort such as fear of having or
raising a child, rape, or not having enough
money. But whatever the situation, there is
never an acceptable reason to get an abortion.
Some important reasons why women should
not abort have to do with human values,
religious values, and values of conscience.
The first reason why women should not
have an abortion is related to basic human
values. Women need to think about their
unborn babies who are not responsible for this
situation. These unborn babies should have the
privilege to live and grow into a normal
person. Women need to be more humanitarian
and less selfish with these babies. On the other
hand, the baby doesn’t know how or why he is
here. It is not necessary to kill a life; there are
many other solutions to resolve this problem
but not abortion.
The second reason why women
should not abort has to do with religious
values. In almost all religions, a woman is
not permitted to have an abortion. If they
do, their religions will punish them. In
some religions, for example, a woman
cannot take communion after having an
abortion. In whatever religion, abortion is
punished and for this reason, women
should not abort.
Finally, the third and most important reason
why women should not abort is the related to her
conscience. When a woman has an abortion, she will
always think about the baby she might have had. She
will always believe about the future that could have
happened with her baby which will always remind
her that she killed it. Because she has had an
abortion, she will never have a good life, and her
conscience will remind her of what she had done.
Because a woman who has an abortion can’t forget
about what she has done, these thoughts will always
be with her, and the results can be very bad.
In conclusion, there are many
reasons why women should not have
an abortion. The truth is that women
need to think about the consequences
that can occur before having sexual
relations. I think that the effects of an
abortion can be very sad for everyone
involved, both for the woman who has
the abortion and for the family who
lives with her.
Opinion Writing Topic
Writing Situation
Many public school systems across the country
require students to wear uniforms. Some educators
believe that wearing uniforms will help students
concentrate more on their school work. On the other
hand, some students argue that having to wear
uniforms prevents them from expressing their
individuality. Your principal is considering whether
students at your school should wear uniforms.
Directions for Writing
Write a paragraph expressing your view on school
uniforms. Provide convincing reasons and specific
examples to support your position.
Adjective Clause
The adjective clause is used to modify a noun
or a pronoun. They do what regular adjectives
do – they describe nouns.
 An adjective clause is a dependent clause that
modifies or describes a noun.
 It will begin with a relative pronoun (who,
whose, whom, which, and that) or a
subordinate conjunction (when, where, and
since).
 Those are the only words that can be used to
introduce an adjective clause.
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Examples:
1.
2.
3.
4.
The book which I like is on the
table.
The man who wants the book is
here.
The student whose hand was up
gave the wrong answer.
The car that Ahmed is driving is
not here.
Find the adjective clause in the following sentences
and tell which word it modifies.
1.
2.
3.
4.
5.
6.
7.
8.
9.
I play a kind of music that nobody likes.
The man whom you saw was not the famous actor.
I remember the day when I took my first airplane
trip.
I have a neighbor whose parents live in Australia.
The book which I like is on the table.
The man whom you see on stage is my friend.
The teacher who gives the English classes lives next
door.
The man whose leg was broken was taken to the
hospital.
This is the place where the Donner Party perished.
 Who
and Whom are used only for people.
 Who is the subject of the clause. After Who
you should see a verb.
 Whom is the object of the clause. After
Whom you should see a subject noun or
pronoun.
 Which is used for things.
 That is used for things (and people in
informal English). That can be both subject
and object of the clause.
Use an adjective clause to combine the following sentences using who,
whose, whom, which, that.
1.
2.
3.
4.
5.
6.
They followed the strange man. He had just come
from the dark alley.
I bought Jim a book. The book is about magic.
The doctor examined the patient. The patient had
fallen from a cliff.
The mechanic repaired my sister's car. The car had
a broken window.
The restaurant had closed permanently. The
customers were shot there.
The parents had great respect for the teacher. The
teacher had taught their children.
Restrictive and Nonrestrictive Clauses
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Adjective Clauses come in two types:
restrictive and nonrestrictive
Restrictive adjective clauses: They identify the
noun or pronoun modified. They give necessary
information needed in order to know who or what
the pronoun refers to.
 The doctor who lives in California is my sister.
 The car that has broken headlights belongs to my
brother.
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Restrictive and Nonrestrictive Clauses
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Nonrestrictive adjective clauses give extra
information about the noun or the pronoun but is
not needed to identify it. Always put commas
around
a
nonrestrictive
clause.
The key, which was lost, belongs to my father.
 All individuals, who bought tickets, will be
admitted.
 The Eiffel Tower has an elevator, which I rode to
the top.
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Fragments 1
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Fragments look like sentences but are missing a
subject or a verb, or don’t express a complete thought.
Fragment
Error
1. told everyone to get out of the
way.
No subject
2. However, they in the apartment.
No verb
3. Before he answered the phone
A dependent clause
by itself
4. John working extra hard on his
hook shot lately.
No subject-verb
relationship
Fragments 2
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There is another kind of fragments when there is
only a noun and an adjective clause.
1.
The children who had been lost
The place which was covered with
grass.
The minute when Ahmed announced
his travel plans.
The artist who was going to paint the
portrait.
the photos which we showed to our
friends
2.
3.
4.
5.
Correct the fragments in the adjective clauses:
1.
2.
3.
4.
5.
6.
7.
8.
9.
The ride which I rode at the amusement park.
The place where the plane wrecked.
The student who answered the question
The dress that the Queen is wearing
Our pizza that is in the freezer
The person who owns the car
The time when I broke my leg
the man whom you admire greatly
The man on your left who will be the next
speaker