argumentative essay checklist high school

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Argumentative Essay Peer-Editing Checklist

I use the below checklist with my students so they can improve the drafts of their argumentative essays . Feel free to use it (or edit it as long as you don't redistribute it) if you find it useful for your class.  Note that there are APA-related questions.

There are two pages. The first page is for the prepared students who brought an essay draft to class to show their partners. The second page is for unprepared students who only have their essay in their heads (it's a verbal exercise). If your students are all prepared, then you can disregard the second page.

Peer-review Checklist Preview

Argumentative Essay Draft Peer-Editing Checklist

Pair-work : Answer the below questions based on your partner’s essay.

• The essay has a clear thesis statement presenting its stance at the end of the introduction paragraph. (YES/NO) If YES, write the essay’s thesis statement below:
• The essay presents a counter-argument to the author’s stance. (YES/NO) If YES, write the counter-argument points below:
• Can you easily find a refutation or response to each of the above points?

Point A: (YES/NO)

Point B: (YES/NO)

(Point C: (YES/NO))

• If YES, is the refutation persuasive? (YES/Somewhat/No)
• Does the essay ignore any obvious counter-arguments? (YES/NO) (Answer should be NO)
• Do the regular body paragraphs begin with a clear topic sentence that states the overall topic of the paragraph? (Example topic sentence: “ Furthermore, outsourcing can reduce company costs .” < If this were the topic sentence, then the whole paragraph would be about reducing costs.) (YES/NO)
• Does each paragraph have at least three sentences? (YES/NO)

If time allows…

• Does each in-text citation contain the author’s last name and the year of publication? (YES/NO)
• Count the number of authors cited. Do all of these authors appear in the References? (YES/NO)
• Are there any non-cited authors in the References? (YES/NO) (Answer should be NO)
• Are the References entries listed in alphabetical order?
• Do all sources accessed online have a DOI or URL?
• Are the sentences clear? Highlight the sentences you don’t understand.

Research Essay Worksheet – Verbal Explanation (Essay draft not Ready)

Part 1 (Pair Work) : Stance, Counter-argument, and Refutation

Present the below points to your partner about your essay. You do not need to write anything–explain it as clearly as possible verbally.

Stance/Thesis

• My essay argues that ….

Counter-argument

• Critics of this view argue that (1) ….
• Some people also might argue that (2) ….

Refutation/Response

• Point #1 is not (completely) true because ….
• Point #2 is not (completely) true because ….

Part 2 : Once finished, give feedback to each other. Consider the following points:

• Are the most obvious counter-arguments mentioned?
• Does the refutation address the specific points of the counter-argument?
• Is the refutation convincing

Part 3 : (Time Permitting) Verification of peer-reviewed sources

Paste a minimum of three peer-reviewed sources that you plan to use below.

Confirm with your partner that these sources are peer-reviewed, i.e. journal articles or published books.

Best of luck with your classes.

-- Peer-editing worksheet created by Matthew Barton (copyright) for Englishcurrent.com

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101 Argument Essay Prompts for High School

Teaching argument writing can be very exciting, especially if you have great argument essay prompts for your students to choose from. It provides students with an opportunity to explore interesting topics. I give my students choices when I am teaching argument writing in my classroom. Students who select their argument essay prompts are more engaged with and connected to their writing.

When assigning a hot topic or controversial issue argumentative essay, I always let students select a topic. That way, they are more passionate about their writing. However, I also make it clear that their topic cannot be discriminatory or hateful in any way and that they must fund valid and credible evidence to back up their claims. When I do this in the classroom, I also like to make sure that only one student per class has the same topic.

If you are planning an argument or controversial issue essay assignment, here is a list of potential topics you can include in your classroom. If you need teaching materials, this argument writing teaching unit will help you walk your students through the process.

Here are 101 Argument Essay Prompts:

Argument essay topics teens love.

• Should teenagers be allowed to vote in elections?
• Is social media a positive or negative influence on teenagers’ mental health and well-being?
• Should schools have a dress code that is gender-neutral?
• Should teenage drivers be subject to stricter regulations, such as curfews and passenger limits, to reduce accidents and fatalities?
• Is it ethical for teenagers to participate in protests and other forms of civil disobedience?
• Should teenagers have access to birth control and sexual health services?
• Should schools provide more opportunities for creative expression and the arts, or is the focus on STEM subjects more important for future success?
• Should teenagers have their own credit card to establish credit history?
• Should teenagers be allowed to work part-time jobs while in school?
• How important is academic honesty for future success?

Argument Essay  Prompts About Technology

• Should social media platforms be held accountable for the spread of fake news?
• Are video games a harmful or beneficial form of entertainment for young people?
• Should schools replace textbooks with tablets and laptops?
• Is technology making us more or less productive in the workplace?
• Should there be stricter regulations on the collection and use of personal data by tech companies?
• Is artificial intelligence a threat to human jobs and job security?
• Should there be limitations on using facial recognition technology by law enforcement agencies?
• Has the internet made us more connected or more isolated from each other?
• Should governments invest more in renewable energy technologies?
• Is technology creating a more unequal society by widening the gap between the rich and the poor?

Argument Essay  Topics about the Environment

• Should governments impose stricter regulations on corporations to reduce their carbon footprint?
• Should government agencies regulate residential thermostats?
• Should plastic bags be banned to reduce pollution and protect wildlife?
• Is fracking a viable method of energy production, or does it pose significant risks to the environment and public health?
• Should individuals be encouraged to adopt a plant-based diet to reduce the carbon emissions caused by the meat industry?
• Should the use of pesticides be restricted to protect pollinators and other wildlife?
• Is nuclear energy a viable solution to the world’s energy needs, or does it pose too significant an environmental risk?
• Should governments invest more in renewable energy technologies such as wind and solar power?
• Should individuals and companies be required to pay a carbon tax to encourage them to reduce their carbon emissions?
• Is deforestation a significant contributor to climate change?

Argument Essay  Prompts about Entrepreneurship

• Is entrepreneurship a viable path to economic success for individuals and communities?
• Should governments provide more support and incentives for small businesses and startups?
• Is social entrepreneurship a more effective way to address social and environmental challenges than traditional methods?
• Should entrepreneurs be required to consider the environmental impact of their business operations?
• Is it better for entrepreneurs to focus on creating a new product or service, or to improve upon an existing one?
• Should entrepreneurs be required to have a certain level of education or experience before starting a business?
• Is it ethical for entrepreneurs to use investor funding to support a luxurious lifestyle instead of reinvesting in their business?
• Should entrepreneurs be held accountable for the social and environmental impacts of their products or services?
• Should entrepreneurs be allowed to patent ideas and concepts, or should all innovations be open for public use?
• Is the current system of venture capital funding fair and equitable for all entrepreneurs?

Teaching Argument Essay: Instructional Unit

Help your students master the art of argumentative writing with this argument writing teaching unit!

I created this argumentative essay writing teaching unit with secondary ELA students in mind, and it includes step-by-step and engaging writing instructional materials. This argument essay writing unit includes everything you need for a complete argumentative writing instructional unit, including the print & digital materials.

This essay writing instructional unit includes an editable instructional presentation for direct instruction and student resources to help you and your students work through an argument essay.

With a focus on argument writing and informational text, this unit fuses together key ELA standards as it covers the differences between persuasive and argumentative writing. Thus unit also teaches purpose, audience, tone, diction, and the rhetorical triangle.

Argument Essay  Topics about Animals

• Should animals be used for scientific research, or are there alternative methods that can be used?
• Should exotic animals be kept as pets?
• Is hunting a legitimate way to control animal populations and manage ecosystems?
• Should animal agriculture be banned or significantly reduced to address concerns about animal welfare, environmental impact, and public health?
• Should circuses and other entertainment venues that feature animal acts be banned to prevent animal abuse and exploitation?
• Is it ethical to use animals for entertainment purposes such as horse racing, dog shows, or bullfighting?
• Should animals have legal rights and be granted personhood, or is that concept reserved only for humans?
• Should zoos and aquariums be banned or improved to better serve the welfare and conservation of the animals they hold?
• Should invasive species be removed from ecosystems?
• Is animal testing justified in developing cosmetic and personal care products?

Argument Essay  Prompts about Sports

• Should college athletes be paid for their participation in sports?
• Should high school athletes be excused from certain class assignments?
• Should high school sports be required to prioritize safety over competition, especially in contact sports like football and hockey?
• Is esports a legitimate form of competition?
• Should performance-enhancing drugs be legalized in professional sports?
• Should women’s sports receive the same funding and support as men’s sports?
• Should athletes be allowed to protest social and political issues during games, or should sports be kept separate from politics?
• Should athletes be held to higher standards of conduct and behavior, given their public profile and influence on young people?
• Is it ethical for cities to use taxpayer money to fund sports stadiums and arenas?
• Should high schools drop athletics and solely focus on academics?

Argument Essay Topics about School

• Should schools require students to wear uniforms?
• Is standardized testing an effective way to measure student achievement?
• Should schools offer more vocational training programs to prepare students for the workforce?
• Should schools ban cell phones and other electronic devices?
• Should schools offer more extracurricular activities and sports programs?
• Is it essential for schools to provide sex education to students?
• Should schools be required to offer courses on financial literacy and personal finance management?
• Should schools offer more mental health resources and support to students?
• Should schools offer more diversity and inclusion training for staff and students?
• Should private schools receive tax-payer funding?

Argument Essay  Prompts about Teens and Politics

• Should the voting age be lowered to 16 to allow teenagers to have a say in political decisions?
• Is it important for teenagers to be politically engaged and active?
• Should schools offer more civic education and government classes to prepare teenagers for their roles as future voters and leaders?
• Should teenagers be allowed to run for political office?
• Should political parties and candidates specifically target and appeal to teenage voters?
• Should teenagers be allowed to participate in political protests and rallies?
• Is it essential for teenagers to be knowledgeable about political issues and current events?
• Should teenagers be allowed to donate to political campaigns?
• Should schools be required to remain politically neutral and avoid any bias or preference towards certain parties or candidates?
• Should teenagers be encouraged to pursue careers in politics and public service?

Argument Essay  Topics about Vehicles

• Should governments promote and subsidize electric cars to reduce carbon emissions and promote sustainability?
• Should autonomous cars be allowed on public roads?
• Should car manufacturers be held responsible for the environmental impact of their products?
• Should speed limits be increased on highways and freeways?
• Should car ownership be discouraged in favor of public transportation and ride-sharing services?
• Should car insurance be mandatory for all drivers?
• Should older cars be banned from the road due to higher emissions and safety risks?
• Should governments invest more in developing and promoting alternative fuels and energy sources for cars?
• Should car manufacturers be required to disclose all safety and performance data about their products?
• Should car-sharing services like Zipcar and Car2Go be encouraged and subsidized by governments?

Argument Essay  Prompts about Space and Space Exploration

• Is space exploration worth the cost?
• Should governments fund space exploration and research?
• Is it ethical to mine resources and exploit the commercial potential of other planets?
• Should humans establish permanent settlements on other planets?
• Should space agencies prioritize manned missions to Mars?
• Is space exploration a necessary pursuit for scientific advancement and discovery?
• Should international cooperation be a priority in space exploration?
• Should space tourism be encouraged and expanded?
• Should space debris and junk be regulated and monitored more closely?
• Is space exploration an inherently human endeavor, or should we prioritize the development of AI and robotics to take on the challenges of space exploration and colonization

And lastly, here is my all-time favorite argument essay topic that I use to teach argument writing. I use this topic for all of my instruction, for all of my examples, and for modeling the process to students: who makes the best fast-food cheeseburger?

Need argument essay instructional materials?

My argument writing teaching unit has everything you need to teach your students all about argument writing! You can pair this unit with any of the argument essay prompts on this page, and you will be teaching argument writing in no time!

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Choose Your Test

Sat / act prep online guides and tips, 3 strong argumentative essay examples, analyzed.

General Education

Need to defend your opinion on an issue? Argumentative essays are one of the most popular types of essays you’ll write in school. They combine persuasive arguments with fact-based research, and, when done well, can be powerful tools for making someone agree with your point of view. If you’re struggling to write an argumentative essay or just want to learn more about them, seeing examples can be a big help.

After giving an overview of this type of essay, we provide three argumentative essay examples. After each essay, we explain in-depth how the essay was structured, what worked, and where the essay could be improved. We end with tips for making your own argumentative essay as strong as possible.

What Is an Argumentative Essay?

An argumentative essay is an essay that uses evidence and facts to support the claim it’s making. Its purpose is to persuade the reader to agree with the argument being made.

A good argumentative essay will use facts and evidence to support the argument, rather than just the author’s thoughts and opinions. For example, say you wanted to write an argumentative essay stating that Charleston, SC is a great destination for families. You couldn’t just say that it’s a great place because you took your family there and enjoyed it. For it to be an argumentative essay, you need to have facts and data to support your argument, such as the number of child-friendly attractions in Charleston, special deals you can get with kids, and surveys of people who visited Charleston as a family and enjoyed it. The first argument is based entirely on feelings, whereas the second is based on evidence that can be proven.

The standard five paragraph format is common, but not required, for argumentative essays. These essays typically follow one of two formats: the Toulmin model or the Rogerian model.

• The Toulmin model is the most common. It begins with an introduction, follows with a thesis/claim, and gives data and evidence to support that claim. This style of essay also includes rebuttals of counterarguments.
• The Rogerian model analyzes two sides of an argument and reaches a conclusion after weighing the strengths and weaknesses of each.

3 Good Argumentative Essay Examples + Analysis

Below are three examples of argumentative essays, written by yours truly in my school days, as well as analysis of what each did well and where it could be improved.

Argumentative Essay Example 1

Proponents of this idea state that it will save local cities and towns money because libraries are expensive to maintain. They also believe it will encourage more people to read because they won’t have to travel to a library to get a book; they can simply click on what they want to read and read it from wherever they are. They could also access more materials because libraries won’t have to buy physical copies of books; they can simply rent out as many digital copies as they need.

However, it would be a serious mistake to replace libraries with tablets. First, digital books and resources are associated with less learning and more problems than print resources. A study done on tablet vs book reading found that people read 20-30% slower on tablets, retain 20% less information, and understand 10% less of what they read compared to people who read the same information in print. Additionally, staring too long at a screen has been shown to cause numerous health problems, including blurred vision, dizziness, dry eyes, headaches, and eye strain, at much higher instances than reading print does. People who use tablets and mobile devices excessively also have a higher incidence of more serious health issues such as fibromyalgia, shoulder and back pain, carpal tunnel syndrome, and muscle strain. I know that whenever I read from my e-reader for too long, my eyes begin to feel tired and my neck hurts. We should not add to these problems by giving people, especially young people, more reasons to look at screens.

Second, it is incredibly narrow-minded to assume that the only service libraries offer is book lending. Libraries have a multitude of benefits, and many are only available if the library has a physical location. Some of these benefits include acting as a quiet study space, giving people a way to converse with their neighbors, holding classes on a variety of topics, providing jobs, answering patron questions, and keeping the community connected. One neighborhood found that, after a local library instituted community events such as play times for toddlers and parents, job fairs for teenagers, and meeting spaces for senior citizens, over a third of residents reported feeling more connected to their community. Similarly, a Pew survey conducted in 2015 found that nearly two-thirds of American adults feel that closing their local library would have a major impact on their community. People see libraries as a way to connect with others and get their questions answered, benefits tablets can’t offer nearly as well or as easily.

While replacing libraries with tablets may seem like a simple solution, it would encourage people to spend even more time looking at digital screens, despite the myriad issues surrounding them. It would also end access to many of the benefits of libraries that people have come to rely on. In many areas, libraries are such an important part of the community network that they could never be replaced by a simple object.

The author begins by giving an overview of the counter-argument, then the thesis appears as the first sentence in the third paragraph. The essay then spends the rest of the paper dismantling the counter argument and showing why readers should believe the other side.

What this essay does well:

• Although it’s a bit unusual to have the thesis appear fairly far into the essay, it works because, once the thesis is stated, the rest of the essay focuses on supporting it since the counter-argument has already been discussed earlier in the paper.
• This essay includes numerous facts and cites studies to support its case. By having specific data to rely on, the author’s argument is stronger and readers will be more inclined to agree with it.
• For every argument the other side makes, the author makes sure to refute it and follow up with why her opinion is the stronger one. In order to make a strong argument, it’s important to dismantle the other side, which this essay does this by making the author's view appear stronger.
• This is a shorter paper, and if it needed to be expanded to meet length requirements, it could include more examples and go more into depth with them, such as by explaining specific cases where people benefited from local libraries.
• Additionally, while the paper uses lots of data, the author also mentions their own experience with using tablets. This should be removed since argumentative essays focus on facts and data to support an argument, not the author’s own opinion or experiences. Replacing that with more data on health issues associated with screen time would strengthen the essay.
• Some of the points made aren't completely accurate , particularly the one about digital books being cheaper. It actually often costs a library more money to rent out numerous digital copies of a book compared to buying a single physical copy. Make sure in your own essay you thoroughly research each of the points and rebuttals you make, otherwise you'll look like you don't know the issue that well.

Argumentative Essay Example 2

There are multiple drugs available to treat malaria, and many of them work well and save lives, but malaria eradication programs that focus too much on them and not enough on prevention haven’t seen long-term success in Sub-Saharan Africa. A major program to combat malaria was WHO’s Global Malaria Eradication Programme. Started in 1955, it had a goal of eliminating malaria in Africa within the next ten years. Based upon previously successful programs in Brazil and the United States, the program focused mainly on vector control. This included widely distributing chloroquine and spraying large amounts of DDT. More than one billion dollars was spent trying to abolish malaria. However, the program suffered from many problems and in 1969, WHO was forced to admit that the program had not succeeded in eradicating malaria. The number of people in Sub-Saharan Africa who contracted malaria as well as the number of malaria deaths had actually increased over 10% during the time the program was active.

One of the major reasons for the failure of the project was that it set uniform strategies and policies. By failing to consider variations between governments, geography, and infrastructure, the program was not nearly as successful as it could have been. Sub-Saharan Africa has neither the money nor the infrastructure to support such an elaborate program, and it couldn’t be run the way it was meant to. Most African countries don't have the resources to send all their people to doctors and get shots, nor can they afford to clear wetlands or other malaria prone areas. The continent’s spending per person for eradicating malaria was just a quarter of what Brazil spent. Sub-Saharan Africa simply can’t rely on a plan that requires more money, infrastructure, and expertise than they have to spare.

Additionally, the widespread use of chloroquine has created drug resistant parasites which are now plaguing Sub-Saharan Africa. Because chloroquine was used widely but inconsistently, mosquitoes developed resistance, and chloroquine is now nearly completely ineffective in Sub-Saharan Africa, with over 95% of mosquitoes resistant to it. As a result, newer, more expensive drugs need to be used to prevent and treat malaria, which further drives up the cost of malaria treatment for a region that can ill afford it.

Instead of developing plans to treat malaria after the infection has incurred, programs should focus on preventing infection from occurring in the first place. Not only is this plan cheaper and more effective, reducing the number of people who contract malaria also reduces loss of work/school days which can further bring down the productivity of the region.

One of the cheapest and most effective ways of preventing malaria is to implement insecticide-treated bed nets (ITNs).  These nets provide a protective barrier around the person or people using them. While untreated bed nets are still helpful, those treated with insecticides are much more useful because they stop mosquitoes from biting people through the nets, and they help reduce mosquito populations in a community, thus helping people who don’t even own bed nets.  Bed nets are also very effective because most mosquito bites occur while the person is sleeping, so bed nets would be able to drastically reduce the number of transmissions during the night. In fact, transmission of malaria can be reduced by as much as 90% in areas where the use of ITNs is widespread. Because money is so scarce in Sub-Saharan Africa, the low cost is a great benefit and a major reason why the program is so successful. Bed nets cost roughly 2 USD to make, last several years, and can protect two adults. Studies have shown that, for every 100-1000 more nets are being used, one less child dies of malaria. With an estimated 300 million people in Africa not being protected by mosquito nets, there’s the potential to save three million lives by spending just a few dollars per person.

Reducing the number of people who contract malaria would also reduce poverty levels in Africa significantly, thus improving other aspects of society like education levels and the economy. Vector control is more effective than treatment strategies because it means fewer people are getting sick. When fewer people get sick, the working population is stronger as a whole because people are not put out of work from malaria, nor are they caring for sick relatives. Malaria-afflicted families can typically only harvest 40% of the crops that healthy families can harvest. Additionally, a family with members who have malaria spends roughly a quarter of its income treatment, not including the loss of work they also must deal with due to the illness. It’s estimated that malaria costs Africa 12 billion USD in lost income every year. A strong working population creates a stronger economy, which Sub-Saharan Africa is in desperate need of.  

This essay begins with an introduction, which ends with the thesis (that malaria eradication plans in Sub-Saharan Africa should focus on prevention rather than treatment). The first part of the essay lays out why the counter argument (treatment rather than prevention) is not as effective, and the second part of the essay focuses on why prevention of malaria is the better path to take.

• The thesis appears early, is stated clearly, and is supported throughout the rest of the essay. This makes the argument clear for readers to understand and follow throughout the essay.
• There’s lots of solid research in this essay, including specific programs that were conducted and how successful they were, as well as specific data mentioned throughout. This evidence helps strengthen the author’s argument.
• The author makes a case for using expanding bed net use over waiting until malaria occurs and beginning treatment, but not much of a plan is given for how the bed nets would be distributed or how to ensure they’re being used properly. By going more into detail of what she believes should be done, the author would be making a stronger argument.
• The introduction of the essay does a good job of laying out the seriousness of the problem, but the conclusion is short and abrupt. Expanding it into its own paragraph would give the author a final way to convince readers of her side of the argument.

Argumentative Essay Example 3

There are many ways payments could work. They could be in the form of a free-market approach, where athletes are able to earn whatever the market is willing to pay them, it could be a set amount of money per athlete, or student athletes could earn income from endorsements, autographs, and control of their likeness, similar to the way top Olympians earn money.

Proponents of the idea believe that, because college athletes are the ones who are training, participating in games, and bringing in audiences, they should receive some sort of compensation for their work. If there were no college athletes, the NCAA wouldn’t exist, college coaches wouldn’t receive there (sometimes very high) salaries, and brands like Nike couldn’t profit from college sports. In fact, the NCAA brings in roughly $1 billion in revenue a year, but college athletes don’t receive any of that money in the form of a paycheck. Additionally, people who believe college athletes should be paid state that paying college athletes will actually encourage them to remain in college longer and not turn pro as quickly, either by giving them a way to begin earning money in college or requiring them to sign a contract stating they’ll stay at the university for a certain number of years while making an agreed-upon salary.  

Supporters of this idea point to Zion Williamson, the Duke basketball superstar, who, during his freshman year, sustained a serious knee injury. Many argued that, even if he enjoyed playing for Duke, it wasn’t worth risking another injury and ending his professional career before it even began for a program that wasn’t paying him. Williamson seems to have agreed with them and declared his eligibility for the NCAA draft later that year. If he was being paid, he may have stayed at Duke longer. In fact, roughly a third of student athletes surveyed stated that receiving a salary while in college would make them “strongly consider” remaining collegiate athletes longer before turning pro.

Paying athletes could also stop the recruitment scandals that have plagued the NCAA. In 2018, the NCAA stripped the University of Louisville's men's basketball team of its 2013 national championship title because it was discovered coaches were using sex workers to entice recruits to join the team. There have been dozens of other recruitment scandals where college athletes and recruits have been bribed with anything from having their grades changed, to getting free cars, to being straight out bribed. By paying college athletes and putting their salaries out in the open, the NCAA could end the illegal and underhanded ways some schools and coaches try to entice athletes to join.

People who argue against the idea of paying college athletes believe the practice could be disastrous for college sports. By paying athletes, they argue, they’d turn college sports into a bidding war, where only the richest schools could afford top athletes, and the majority of schools would be shut out from developing a talented team (though some argue this already happens because the best players often go to the most established college sports programs, who typically pay their coaches millions of dollars per year). It could also ruin the tight camaraderie of many college teams if players become jealous that certain teammates are making more money than they are.

They also argue that paying college athletes actually means only a small fraction would make significant money. Out of the 350 Division I athletic departments, fewer than a dozen earn any money. Nearly all the money the NCAA makes comes from men’s football and basketball, so paying college athletes would make a small group of men--who likely will be signed to pro teams and begin making millions immediately out of college--rich at the expense of other players.

Those against paying college athletes also believe that the athletes are receiving enough benefits already. The top athletes already receive scholarships that are worth tens of thousands per year, they receive free food/housing/textbooks, have access to top medical care if they are injured, receive top coaching, get travel perks and free gear, and can use their time in college as a way to capture the attention of professional recruiters. No other college students receive anywhere near as much from their schools.

People on this side also point out that, while the NCAA brings in a massive amount of money each year, it is still a non-profit organization. How? Because over 95% of those profits are redistributed to its members’ institutions in the form of scholarships, grants, conferences, support for Division II and Division III teams, and educational programs. Taking away a significant part of that revenue would hurt smaller programs that rely on that money to keep running.

While both sides have good points, it’s clear that the negatives of paying college athletes far outweigh the positives. College athletes spend a significant amount of time and energy playing for their school, but they are compensated for it by the scholarships and perks they receive. Adding a salary to that would result in a college athletic system where only a small handful of athletes (those likely to become millionaires in the professional leagues) are paid by a handful of schools who enter bidding wars to recruit them, while the majority of student athletics and college athletic programs suffer or even shut down for lack of money. Continuing to offer the current level of benefits to student athletes makes it possible for as many people to benefit from and enjoy college sports as possible.

This argumentative essay follows the Rogerian model. It discusses each side, first laying out multiple reasons people believe student athletes should be paid, then discussing reasons why the athletes shouldn’t be paid. It ends by stating that college athletes shouldn’t be paid by arguing that paying them would destroy college athletics programs and cause them to have many of the issues professional sports leagues have.

• Both sides of the argument are well developed, with multiple reasons why people agree with each side. It allows readers to get a full view of the argument and its nuances.
• Certain statements on both sides are directly rebuffed in order to show where the strengths and weaknesses of each side lie and give a more complete and sophisticated look at the argument.
• Using the Rogerian model can be tricky because oftentimes you don’t explicitly state your argument until the end of the paper. Here, the thesis doesn’t appear until the first sentence of the final paragraph. That doesn’t give readers a lot of time to be convinced that your argument is the right one, compared to a paper where the thesis is stated in the beginning and then supported throughout the paper. This paper could be strengthened if the final paragraph was expanded to more fully explain why the author supports the view, or if the paper had made it clearer that paying athletes was the weaker argument throughout.

3 Tips for Writing a Good Argumentative Essay

Now that you’ve seen examples of what good argumentative essay samples look like, follow these three tips when crafting your own essay.

#1: Make Your Thesis Crystal Clear

The thesis is the key to your argumentative essay; if it isn’t clear or readers can’t find it easily, your entire essay will be weak as a result. Always make sure that your thesis statement is easy to find. The typical spot for it is the final sentence of the introduction paragraph, but if it doesn’t fit in that spot for your essay, try to at least put it as the first or last sentence of a different paragraph so it stands out more.

Also make sure that your thesis makes clear what side of the argument you’re on. After you’ve written it, it’s a great idea to show your thesis to a couple different people--classmates are great for this. Just by reading your thesis they should be able to understand what point you’ll be trying to make with the rest of your essay.

#2: Show Why the Other Side Is Weak

When writing your essay, you may be tempted to ignore the other side of the argument and just focus on your side, but don’t do this. The best argumentative essays really tear apart the other side to show why readers shouldn’t believe it. Before you begin writing your essay, research what the other side believes, and what their strongest points are. Then, in your essay, be sure to mention each of these and use evidence to explain why they’re incorrect/weak arguments. That’ll make your essay much more effective than if you only focused on your side of the argument.

#3: Use Evidence to Support Your Side

Remember, an essay can’t be an argumentative essay if it doesn’t support its argument with evidence. For every point you make, make sure you have facts to back it up. Some examples are previous studies done on the topic, surveys of large groups of people, data points, etc. There should be lots of numbers in your argumentative essay that support your side of the argument. This will make your essay much stronger compared to only relying on your own opinions to support your argument.

Summary: Argumentative Essay Sample

Argumentative essays are persuasive essays that use facts and evidence to support their side of the argument. Most argumentative essays follow either the Toulmin model or the Rogerian model. By reading good argumentative essay examples, you can learn how to develop your essay and provide enough support to make readers agree with your opinion. When writing your essay, remember to always make your thesis clear, show where the other side is weak, and back up your opinion with data and evidence.

What's Next?

Do you need to write an argumentative essay as well? Check out our guide on the best argumentative essay topics for ideas!

You'll probably also need to write research papers for school. We've got you covered with 113 potential topics for research papers.

Your college admissions essay may end up being one of the most important essays you write. Follow our step-by-step guide on writing a personal statement to have an essay that'll impress colleges.

Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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• Peer Review Checklist

Each essay is made up of multiple parts. In order to have a strong essay each part must be logical and effective. In many cases essays will be written with a strong thesis, but the rest of the paper will be lacking; making the paper ineffective. An essay is only as strong as its weakest point.

Using a checklist to complete your review will allow you to rate each of the parts in the paper according to their strength. There are many different peer review checklists, but the one below should be helpful for your assignment.

• Is the thesis clear?
• Does the author use his or her own ideas in the thesis and argument?
• Is the significance of the problem in the paper explained? Is the significance compelling?
• Are the ideas developed logically and thoroughly?
• Does the author use ethos effectively?
• Does the author use pathos effectively?
• Are different viewpoints acknowledged?
• Are objections effectively handled?
• Does the author give adequate explanations about sources used?
• Are the sources well-integrated into the paper, or do they seem to be added in just for the sake of adding sources?
• Is the word choice specific, concrete and interesting?
• Are the sentences clear?
• Is the overall organization of the argument effective?
• Are the transitions between paragraphs smooth?
• Are there any grammatical errors?

Based on the rubric found at: Grading Rubric Template (Word)

• Authored by : J. Indigo Eriksen. Provided by : Blue Ridge Community College. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Image of checklist. Authored by : Jurgen Appelo. Located at : https://flic.kr/p/hykfe7 . License : CC BY: Attribution
• Peer Review Checklist. Authored by : Robin Parent. Provided by : Utah State University English Department. Project : USU Open CourseWare Initiative. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Table of Contents

Instructor Resources (Access Requires Login)

• Overview of Instructor Resources

An Overview of the Writing Process

• Introduction to the Writing Process
• Introduction to Writing
• Your Role as a Learner
• What is an Essay?
• Reading to Write
• Defining the Writing Process
• Videos: Prewriting Techniques
• Thesis Statements
• Organizing an Essay
• Creating Paragraphs
• Conclusions
• Editing and Proofreading
• Matters of Grammar, Mechanics, and Style
• Comparative Chart of Writing Strategies

Using Sources

• Quoting, Paraphrasing, and Avoiding Plagiarism
• Formatting the Works Cited Page (MLA)
• Citing Paraphrases and Summaries (APA)
• APA Citation Style, 6th edition: General Style Guidelines

Definition Essay

• Definitional Argument Essay
• How to Write a Definition Essay
• Critical Thinking
• Video: Thesis Explained
• Effective Thesis Statements
• Student Sample: Definition Essay

Narrative Essay

• Introduction to Narrative Essay
• Student Sample: Narrative Essay
• "Shooting an Elephant" by George Orwell
• "Sixty-nine Cents" by Gary Shteyngart
• Video: The Danger of a Single Story
• How to Write an Annotation
• How to Write a Summary
• Writing for Success: Narration

Illustration/Example Essay

• Introduction to Illustration/Example Essay
• "She's Your Basic L.O.L. in N.A.D" by Perri Klass
• "April & Paris" by David Sedaris
• Writing for Success: Illustration/Example
• Student Sample: Illustration/Example Essay

Compare/Contrast Essay

• Introduction to Compare/Contrast Essay
• "Disability" by Nancy Mairs
• "Friending, Ancient or Otherwise" by Alex Wright
• "A South African Storm" by Allison Howard
• Writing for Success: Compare/Contrast
• Student Sample: Compare/Contrast Essay

Cause-and-Effect Essay

• Introduction to Cause-and-Effect Essay
• "Cultural Baggage" by Barbara Ehrenreich
• "Women in Science" by K.C. Cole
• Writing for Success: Cause and Effect
• Student Sample: Cause-and-Effect Essay

Argument Essay

• Introduction to Argument Essay
• Rogerian Argument
• "The Case Against Torture," by Alisa Soloman
• "The Case for Torture" by Michael Levin
• How to Write a Summary by Paraphrasing Source Material
• Writing for Success: Argument
• Student Sample: Argument Essay
• Grammar/Mechanics Mini-lessons
• Mini-lesson: Subjects and Verbs, Irregular Verbs, Subject Verb Agreement
• Mini-lesson: Sentence Types
• Mini-lesson: Fragments I
• Mini-lesson: Run-ons and Comma Splices I
• Mini-lesson: Comma Usage
• Mini-lesson: Parallelism
• Mini-lesson: The Apostrophe
• Mini-lesson: Capital Letters
• Grammar Practice - Interactive Quizzes
• De Copia - Demonstration of the Variety of Language
• Style Exercise: Voice

Developing Evidence-Based Arguments from Texts

About this Strategy Guide

This guide provides teachers with strategies for helping students understand the differences between persuasive writing and evidence-based argumentation. Students become familiar with the basic components of an argument and then develop their understanding by analyzing evidence-based arguments about texts. Students then generate evidence-based arguments of texts using a variety of resources. Links to related resources and additional classroom strategies are also provided.

Research Basis

Strategy in practice, related resources.

Hillocks (2010) contends that argument is “at the heart of critical thinking and academic discourse, the kind of writing students need to know for success in college” (p. 25). He points out that “many teachers begin to teach some version of argument with the writing of a thesis statement, [but] in reality, good argument begins with looking at the data that are likely to become the evidence in an argument and that give rise to a thesis statement or major claim” (p. 26).  Students need an understanding of the components of argument and the process through which careful examination of textual evidence becomes the beginnings of a claim about text.

• Begin by helping students understand the differences between persuasive writing and evidence-based argumentation: persuasion and argument share the goal of asserting a claim and trying to convince a reader or audience of its validity, but persuasion relies on a broader range of possible support. While argumentation tends to focus on logic supported by verifiable examples and facts, persuasion can use unverifiable personal anecdotes and a more apparent emotional appeal to make its case. Additionally, in persuasion, the claim usually comes first; then the persuader builds a case to convince a particular audience to think or feel the same way. Evidence-based argument builds the case for its claim out of available evidence. Solid understanding of the material at hand, therefore, is necessary in order to argue effectively. This printable resource provides further examples of the differences between persuasive and argumentative writing.
• One way to help students see this distinction is to offer a topic and two stances on it: one persuasive and one argumentative. Trying to convince your friend to see a particular movie with you is likely persuasion. Sure, you may use some evidence from the movie to back up your claim, but you may also threaten to get upset with him or her if he or she refuses—or you may offer to buy the popcorn if he or she agrees to go. Making the argument for why a movie is better (or worse) than the book it’s based on would be more argumentative, relying on analysis of examples from both works to build a case. Consider using resources from the ReadWriteThink lesson plan Argument, Persuasion, or Propaganda: Analyzing World War II Posters
• The claim (that typically answers the question: “What do I think?”)
• The reasons (that typically answer the question: “Why do I think this?”)
• The evidence (that typically answers the question: “How do I know this is the case?”).
• Deepen students’ understanding of the components of argument by analyzing evidence-based arguments about texts. Project, for example, this essay on Gertrude in Hamlet and ask students to identify the claim, reasons, and evidence. Ask students to clarify what makes this kind of text an argument as opposed to persuasion. What might a persuasive take on the character of Gertrude sound like? (You may also wish to point out the absence of a counterargument in this example. Challenge students to offer one.)
• Point out that even though the claim comes first in the sample essay, the writer of the essay likely did not start there. Rather, he or she arrived at the claim as a result of careful reading of and thinking about the text. Share with students that evidence-based writing about texts always begins with close reading. See Close Reading of Literary Texts strategy guide for additional information.
• Guide students through the process of generating an evidence-based argument of a text by using the Designing an Evidence-based Argument Handout. Decide on an area of focus (such as the development of a particular character) and using a short text, jot down details or phrases related to that focus in the first space on the chart. After reading and some time for discussion of the character, have students look at the evidence and notice any patterns. Record these in the second space. Work with the students to narrow the patterns to a manageable list and re-read the text, this time looking for more instances of the pattern that you may have missed before you were looking for it. Add these references to the list.
• Use the evidence and patterns to formulate a claim in the last box. Point out to students that most texts can support multiple (sometimes even competing) claims, so they are not looking for the “one right thing” to say about the text, but they should strive to say something that has plenty of evidence to support it, but is not immediately self-evident. Claims can also be more or less complex, such as an outright claim (The character is X trait) as opposed to a complex claim (Although the character is X trait, he is also Y trait). For examples of development of a claim (a thesis is a type of claim), see the Developing a Thesis Handout for additional guidance on this point.
• Modeling Academic Writing Through Scholarly Article Presentations
• And I Quote
• Have students use the Evidence-Based Argument Checklist to revise and strengthen their writing.

More Ideas to Try

• This Strategy Guide focuses on making claims about text, with a focus on literary interpretation. The basic tenets of the guide, however, can apply to argumentation in multiple disciplines—e.g., a response to a Document-Based Question in social science, a lab report in science.
• For every argumentative claim that students develop for a text, have them try writing a persuasive claim about the text to continue building an understanding of their difference.
• After students have drafted an evidence-based argument, ask them to choose an alternative claim or a counterclaim to be sure their original claim is argumentative.
• Have students use the Evidence-Based Argument checklist to offer feedback to one another.
• Lesson Plans
• Professional Library
• Student Interactives
• Strategy Guides

Students prepare an already published scholarly article for presentation, with an emphasis on identification of the author's thesis and argument structure.

While drafting a literary analysis essay (or another type of argument) of their own, students work in pairs to investigate advice for writing conclusions and to analyze conclusions of sample essays. They then draft two conclusions for their essay, select one, and reflect on what they have learned through the process.

The Essay Map is an interactive graphic organizer that enables students to organize and outline their ideas for an informational, definitional, or descriptive essay.

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The Big List of Essay Topics for High School (120+ Ideas!)

Ideas to inspire every young writer!

High school students generally do a lot of writing, learning to use language clearly, concisely, and persuasively. When it’s time to choose an essay topic, though, it’s easy to come up blank. If that’s the case, check out this huge round-up of essay topics for high school. You’ll find choices for every subject and writing style.

• Argumentative Essay Topics
• Cause-and-Effect Essay Topics
• Compare-Contrast Essay Topics
• Descriptive Essay Topics
• Expository and Informative Essay Topics
• Humorous Essay Topics

Literary Essay Topics

• Narrative and Personal Essay Topics
• Personal Essay Topics
• Persuasive Essay Topics

Research Essay Topics

Argumentative essay topics for high school.

When writing an argumentative essay, remember to do the research and lay out the facts clearly. Your goal is not necessarily to persuade someone to agree with you, but to encourage your reader to accept your point of view as valid. Here are some possible argumentative topics to try. ( Here are 100 more compelling argumentative essay topics. )

• The most important challenge our country is currently facing is … (e.g., immigration, gun control, economy)
• The government should provide free internet access for every citizen.
• All drugs should be legalized, regulated, and taxed.
• Vaping is less harmful than smoking tobacco.
• The best country in the world is …
• Parents should be punished for their minor children’s crimes.
• Should all students have the ability to attend college for free?
• Should physical education be part of the standard high school curriculum?

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• Schools should require recommended vaccines for all students, with very limited exceptions.
• Is it acceptable to use animals for experiments and research?
• Does social media do more harm than good?
• Capital punishment does/does not deter crime.
• What one class should all high schools students be required to take and pass in order to graduate?
• Do we really learn anything from history, or does it just repeat itself over and over?
• Are men and women treated equally?

Cause-and-Effect Essay Topics for High School

A cause-and-effect essay is a type of argumentative essay. Your goal is to show how one specific thing directly influences another specific thing. You’ll likely need to do some research to make your point. Here are some ideas for cause-and-effect essays. ( Get a big list of 100 cause-and-effect essay topics here. )

• Humans are causing accelerated climate change.
• Fast-food restaurants have made human health worse over the decades.
• What caused World War II? (Choose any conflict for this one.)
• Describe the effects social media has on young adults.

• How does playing sports affect people?
• What are the effects of loving to read?
• Being an only/oldest/youngest/middle child makes you …
• What effect does violence in movies or video games have on kids?
• Traveling to new places opens people’s minds to new ideas.
• Racism is caused by …

Compare-Contrast Essay Topics for High School

As the name indicates, in compare-and-contrast essays, writers show the similarities and differences between two things. They combine descriptive writing with analysis, making connections and showing dissimilarities. The following ideas work well for compare-contrast essays. ( Find 80+ compare-contrast essay topics for all ages here. )

• Public and private schools
• Capitalism vs. communism
• Monarchy or democracy
• Dogs vs. cats as pets

• Paper books or e-books
• Two political candidates in a current race
• Going to college vs. starting work full-time
• Working your way through college as you go or taking out student loans
• iPhone or Android
• Instagram vs. Twitter (or choose any other two social media platforms)

Descriptive Essay Topics for High School

Bring on the adjectives! Descriptive writing is all about creating a rich picture for the reader. Take readers on a journey to far-off places, help them understand an experience, or introduce them to a new person. Remember: Show, don’t tell. These topics make excellent descriptive essays.

• Who is the funniest person you know?
• What is your happiest memory?
• Tell about the most inspirational person in your life.
• Write about your favorite place.
• When you were little, what was your favorite thing to do?
• Choose a piece of art or music and explain how it makes you feel.
• What is your earliest memory?

• What’s the best/worst vacation you’ve ever taken?
• Describe your favorite pet.
• What is the most important item in the world to you?
• Give a tour of your bedroom (or another favorite room in your home).
• Describe yourself to someone who has never met you.
• Lay out your perfect day from start to finish.
• Explain what it’s like to move to a new town or start a new school.
• Tell what it would be like to live on the moon.

Expository and Informative Essay Topics for High School

Expository essays set out clear explanations of a particular topic. You might be defining a word or phrase or explaining how something works. Expository or informative essays are based on facts, and while you might explore different points of view, you won’t necessarily say which one is “better” or “right.” Remember: Expository essays educate the reader. Here are some expository and informative essay topics to explore. ( See 70+ expository and informative essay topics here. )

• What makes a good leader?
• Explain why a given school subject (math, history, science, etc.) is important for students to learn.
• What is the “glass ceiling” and how does it affect society?
• Describe how the internet changed the world.
• What does it mean to be a good teacher?

• Explain how we could colonize the moon or another planet.
• Discuss why mental health is just as important as physical health.
• Describe a healthy lifestyle for a teenager.
• Choose an American president and explain how their time in office affected the country.
• What does “financial responsibility” mean?

Humorous Essay Topics for High School

Humorous essays can take on any form, like narrative, persuasive, or expository. You might employ sarcasm or satire, or simply tell a story about a funny person or event. Even though these essay topics are lighthearted, they still take some skill to tackle well. Give these ideas a try.

• What would happen if cats (or any other animal) ruled the world?
• What do newborn babies wish their parents knew?
• Explain the best ways to be annoying on social media.
• Invent a wacky new sport, explain the rules, and describe a game or match.

• Imagine a discussion between two historic figures from very different times, like Cleopatra and Queen Elizabeth I.
• Retell a familiar story in tweets or other social media posts.
• Describe present-day Earth from an alien’s point of view.
• Choose a fictional character and explain why they should be the next president.
• Describe a day when kids are in charge of everything, at school and at home.

Literary essays analyze a piece of writing, like a book or a play. In high school, students usually write literary essays about the works they study in class. These literary essay topic ideas focus on books students often read in high school, but many of them can be tweaked to fit other works as well.

• Discuss the portrayal of women in Shakespeare’s Othello .
• Explore the symbolism used in The Scarlet Letter .
• Explain the importance of dreams in Of Mice and Men .
• Compare and contrast the romantic relationships in Pride and Prejudice .

• Dissect the allegory of Animal Farm and its relation to contemporary events.
• Interpret the author’s take on society and class structure in The Great Gatsby .
• Explore the relationship between Hamlet and Ophelia.
• Discuss whether Shakespeare’s portrayal of young love in Romeo and Juliet is accurate.
• Explain the imagery used in Beowulf .

Narrative and Personal Essay Topics for High School

Think of a narrative essay like telling a story. Use some of the same techniques that you would for a descriptive essay, but be sure you have a beginning, middle, and end. A narrative essay doesn’t necessarily need to be personal, but they often are. Take inspiration from these narrative and personal essay topics.

• Describe a performance or sporting event you took part in.
• Explain the process of cooking and eating your favorite meal.
• Write about meeting your best friend for the first time and how your relationship developed.
• Tell about learning to ride a bike or drive a car.
• Describe a time in your life when you’ve been scared.

• Share the most embarrassing thing that ever happened to you.
• Tell about a time when you overcame a big challenge.
• Tell the story of how you learned an important life lesson.
• Describe a time when you or someone you know experienced prejudice or oppression.
• Explain a family tradition, how it developed, and its importance today.
• What is your favorite holiday? How does your family celebrate it?
• Retell a familiar story from the point of view of a different character.
• Describe a time when you had to make a difficult decision.
• Tell about your proudest moment.

Persuasive Essay Topics for High School

Persuasive essays are similar to argumentative , but they rely less on facts and more on emotion to sway the reader. It’s important to know your audience, so you can anticipate any counterarguments they might make and try to overcome them. Try these topics to persuade someone to come around to your point of view. ( Discover 60 more intriguing persuasive essay topics here. )

• Do you think homework should be required, optional, or not given at all?
• Everyone should be vegetarian or vegan.
• What animal makes the best pet?
• Visit an animal shelter, choose an animal that needs a home, and write an essay persuading someone to adopt that animal.
• Who is the world’s best athlete, present or past?
• Should little kids be allowed to play competitive sports?
• Are professional athletes/musicians/actors overpaid?
• The best music genre is …

• Is democracy the best form of government?
• Is capitalism the best form of economy?
• Students should/should not be able to use their phones during the school day.
• Should schools have dress codes?
• If I could change one school rule, it would be …
• Is year-round school a good idea?

A research essay is a classic high school assignment. These papers require deep research into primary source documents, with lots of supporting facts and evidence that’s properly cited. Research essays can be in any of the styles shown above. Here are some possible topics, across a variety of subjects.

• Which country’s style of government is best for the people who live there?
• Choose a country and analyze its development from founding to present day.
• Describe the causes and effects of a specific war.
• Formulate an ideal economic plan for our country.
• What scientific discovery has had the biggest impact on life today?

• Analyze the way mental health is viewed and treated in this country.
• Explore the ways systemic racism impacts people in all walks of life.
• Defend the importance of teaching music and the arts in public schools.
• Choose one animal from the endangered species list, and propose a realistic plan to protect it.

What are some of your favorite essay topics for high school? Come share your prompts on the WeAreTeachers HELPLINE group on Facebook .

Plus, check out the ultimate guide to student writing contests .

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The magazine’s Ethicist columnist on artificial intelligence platforms, and whether it’s hypocritical for teachers to use these tools while forbidding students from doing the same.

By Kwame Anthony Appiah

I am a junior-high-school English teacher. In the past school year, there has been a significant increase in students’ cheating on writing assignments by using artificial intelligence. Our department feels that 13-year-old students will only become better writers if they practice and learn from the successes and challenges that come with that.

Recently our department tasked students with writing an argumentative essay, an assignment we supported by breaking down the process into multiple steps. The exercise took several days of class time and homework to complete. All of our students signed a contract agreeing not to use A.I. assistance, and parents promised to support the agreement by monitoring their children when they worked at home. Yet many students still used A.I.

Some of our staff members uploaded their grading rubric into an A.I.-assisted platform, and students uploaded their essays for assessment. The program admittedly has some strengths. Most notable, it gives students writing feedback and the opportunity to edit their work before final submission. The papers are graded within minutes, and the teachers are able to transfer the A.I. grade into their roll book.

I find this to be hypocritical. I spend many hours grading my students’ essays. It’s tedious work, but I feel that it’s my responsibility — if a student makes an effort to complete the task, they should have my undivided attention during the assessment process.

Here’s where I struggle: Should I embrace new technology and use A.I.-assisted grading to save time and my sanity even though I forbid my students from using it? Is it unethical for teachers to ask students not to use A.I. to assist their writing but then allow an A.I. platform to grade their work? — Name Withheld

From the Ethicist:

You have a sound rationale for discouraging your students from using A.I. to draft their essays. As with many other skills, writing well and thinking clearly will improve through practice. By contrast, you already know how to grade papers; you don’t need the practice.

What matters is whether an A.I.-assisted platform can reliably appraise and diagnose your students’ writing, providing the explanation and guidance these students need to improve. In theory, such tools — and I see that there are several on the market, including from major educational publishers — have certain advantages. The hope is that they can grade without inconsistency, without getting tired, without being affected by the expectations that surely affect those of us who hand-grade student work.

I notice you haven’t raised concerns about whether the platform provides reliable assessments; you’ll have to decide if it does. (If it isn’t quite up to snuff, it might become so in a year or two, so your question will persist.) Provided the platform does a decent job of assessment, though, I don’t see why you must do it all yourself. You should review the A.I.-annotated versions of your students’ writing, check that you agree with the output, and make notes of issues to bring up in class. But time saved in evaluating the papers might be better spent on other things — and by “better,” I mean better for the students. There are pedagogical functions, after all, that only you can perform.

In sum: It’s not hypocritical to use A.I. yourself in a way that serves your students well, even as you insist that they don’t use it in a way that serves them badly.

Readers Respond

The previous question was from a reader who asked about professional boundaries. He wrote: “I am a retired, married male psychiatrist. A divorced female former patient of mine contacted me recently, 45 years after her treatment ended. Would it be OK to correspond with her by email? Or is this a case of ‘once a patient, always a patient?’”

In his response, the Ethicist noted: “The relevant professional associations tend to have strictures that are specifically about sexual relationships with former patients. … In light of the potential for exploitation within the therapist-patient relationship, these rules are meant to maintain clear boundaries, protect patient welfare, uphold the integrity of the profession and eliminate any gray areas that could lead to ethical breaches. But though you do mention her marital status, and yours, you’re just asking about emailing her — about establishing friendly relations. The question for you is whether she might be harmed by this, whether whatever knowledge or trust gained from your professional relationship would shadow a personal one. Yes, almost half a century has elapsed since your professional relationship, but you still have to be confident that a correspondence with her clears this bar. If it does, you may email with a clear conscience.” ( Reread the full question and answer here. )

As always, I agree with the Ethicist. I would add that the letter writer’s former patient doesn’t realize that the therapist is actually two different people — the professional and the regular person underneath. Therapists portray their professional selves to their clients. The former client may be disappointed upon meeting the therapist outside of the professional context. Additionally, the feelings she has toward the therapist may be based on transference, and they would need to address that. — Annemarie

I am a clinical psychologist. While the Ethicist’s description of professional ethical boundaries is correct, there is more to the story, and I disagree with his conclusion. A very big question here is why this former patient contacted him after 45 years. That is a question that is best explored and answered within the context of a therapeutic relationship. He would be well- advised to respond in a kind and thoughtful way to convey the clear message that he is not available for ongoing communication, and he should suggest that she consult with another therapist if she feels that would be helpful. — Margaret

In my case, it was the therapist who reached out to me, seeking to establish a friendship several years after our sessions ended. I was surprised, but he shared that he had since experienced a similar personal tragedy to one I had explored with him in sessions. Since it had been several years since we saw each other professionally, I responded. There was never any hint of romantic or sexual interest. Still, as he continued to reach out to me, clearly desiring a friendship, it never felt right to me. It did feel unprofessional, as his knowledge of me was borne out of a relationship meant to be professional, never personal, as warmly as we might have felt during our sessions. I ended up being disappointed in him for seeking out my friendship. — Liam

I am a (semi)retired psychiatrist who has been practicing since 1974. In my opinion, “once a patient, always a patient” is correct. Establishing any type of personal relationship with a former patient could undo progress the patient may have made in treatment, and is a slippery slope toward blatantly unethical behavior. As psychiatrists, our responsibility is to work with patients in confronting and resolving issues that are preventing them from having a reality-based perception of their life. With such an outlook, they are more capable of establishing satisfying relationships with others. An ethical psychiatrist is not in the business of providing such satisfaction to his or her patients. — Roger

I think there is a difference between being friendly and being friends with a former client. As someone who used to attend therapy with a therapist I think dearly of, she made it clear to me that it was OK to send her emails with life updates after our therapeutic relationship ended. But beyond that, I think it would be inappropriate and uncomfortable to pursue a friendship with her, and vice versa, because of the patient-provider relationship that we previously had and the power dynamic that existed between us. The letter writer didn’t share the content of the email his former patient sent to him, but if it’s just a friendly life update, I think it’s fine to write back and thank her for sharing. Beyond that, I feel like it would be unprofessional to meet or pursue a deeper relationship. — Meghan

Kwame Anthony Appiah is The New York Times Magazine’s Ethicist columnist and teaches philosophy at N.Y.U. His books include “Cosmopolitanism,” “The Honor Code” and “The Lies That Bind: Rethinking Identity.” To submit a query: Send an email to [email protected]. More about Kwame Anthony Appiah