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• How to write an argumentative essay | Examples & tips

How to Write an Argumentative Essay | Examples & Tips

Published on July 24, 2020 by Jack Caulfield . Revised on July 23, 2023.

An argumentative essay expresses an extended argument for a particular thesis statement . The author takes a clearly defined stance on their subject and builds up an evidence-based case for it.

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Table of contents

When do you write an argumentative essay, approaches to argumentative essays, introducing your argument, the body: developing your argument, concluding your argument, other interesting articles, frequently asked questions about argumentative essays.

You might be assigned an argumentative essay as a writing exercise in high school or in a composition class. The prompt will often ask you to argue for one of two positions, and may include terms like “argue” or “argument.” It will frequently take the form of a question.

The prompt may also be more open-ended in terms of the possible arguments you could make.

Argumentative writing at college level

At university, the vast majority of essays or papers you write will involve some form of argumentation. For example, both rhetorical analysis and literary analysis essays involve making arguments about texts.

In this context, you won’t necessarily be told to write an argumentative essay—but making an evidence-based argument is an essential goal of most academic writing, and this should be your default approach unless you’re told otherwise.

Examples of argumentative essay prompts

At a university level, all the prompts below imply an argumentative essay as the appropriate response.

Your research should lead you to develop a specific position on the topic. The essay then argues for that position and aims to convince the reader by presenting your evidence, evaluation and analysis.

• Don’t just list all the effects you can think of.
• Do develop a focused argument about the overall effect and why it matters, backed up by evidence from sources.
• Don’t just provide a selection of data on the measures’ effectiveness.
• Do build up your own argument about which kinds of measures have been most or least effective, and why.
• Don’t just analyze a random selection of doppelgänger characters.
• Do form an argument about specific texts, comparing and contrasting how they express their thematic concerns through doppelgänger characters.

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An argumentative essay should be objective in its approach; your arguments should rely on logic and evidence, not on exaggeration or appeals to emotion.

There are many possible approaches to argumentative essays, but there are two common models that can help you start outlining your arguments: The Toulmin model and the Rogerian model.

Toulmin arguments

The Toulmin model consists of four steps, which may be repeated as many times as necessary for the argument:

• Make a claim
• Provide the grounds (evidence) for the claim
• Explain the warrant (how the grounds support the claim)
• Discuss possible rebuttals to the claim, identifying the limits of the argument and showing that you have considered alternative perspectives

The Toulmin model is a common approach in academic essays. You don’t have to use these specific terms (grounds, warrants, rebuttals), but establishing a clear connection between your claims and the evidence supporting them is crucial in an argumentative essay.

Say you’re making an argument about the effectiveness of workplace anti-discrimination measures. You might:

• Claim that unconscious bias training does not have the desired results, and resources would be better spent on other approaches
• Cite data to support your claim
• Explain how the data indicates that the method is ineffective
• Anticipate objections to your claim based on other data, indicating whether these objections are valid, and if not, why not.

Rogerian arguments

The Rogerian model also consists of four steps you might repeat throughout your essay:

• Discuss what the opposing position gets right and why people might hold this position
• Highlight the problems with this position
• Present your own position , showing how it addresses these problems
• Suggest a possible compromise —what elements of your position would proponents of the opposing position benefit from adopting?

This model builds up a clear picture of both sides of an argument and seeks a compromise. It is particularly useful when people tend to disagree strongly on the issue discussed, allowing you to approach opposing arguments in good faith.

Say you want to argue that the internet has had a positive impact on education. You might:

• Acknowledge that students rely too much on websites like Wikipedia
• Argue that teachers view Wikipedia as more unreliable than it really is
• Suggest that Wikipedia’s system of citations can actually teach students about referencing
• Suggest critical engagement with Wikipedia as a possible assignment for teachers who are skeptical of its usefulness.

You don’t necessarily have to pick one of these models—you may even use elements of both in different parts of your essay—but it’s worth considering them if you struggle to structure your arguments.

Regardless of which approach you take, your essay should always be structured using an introduction , a body , and a conclusion .

Like other academic essays, an argumentative essay begins with an introduction . The introduction serves to capture the reader’s interest, provide background information, present your thesis statement , and (in longer essays) to summarize the structure of the body.

Hover over different parts of the example below to see how a typical introduction works.

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.

The body of an argumentative essay is where you develop your arguments in detail. Here you’ll present evidence, analysis, and reasoning to convince the reader that your thesis statement is true.

In the standard five-paragraph format for short essays, the body takes up three of your five paragraphs. In longer essays, it will be more paragraphs, and might be divided into sections with headings.

Each paragraph covers its own topic, introduced with a topic sentence . Each of these topics must contribute to your overall argument; don’t include irrelevant information.

This example paragraph takes a Rogerian approach: It first acknowledges the merits of the opposing position and then highlights problems with that position.

Hover over different parts of the example to see how a body paragraph is constructed.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

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An argumentative essay ends with a conclusion that summarizes and reflects on the arguments made in the body.

No new arguments or evidence appear here, but in longer essays you may discuss the strengths and weaknesses of your argument and suggest topics for future research. In all conclusions, you should stress the relevance and importance of your argument.

Hover over the following example to see the typical elements of a conclusion.

The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
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An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.

In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.

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Successful Study Habits for College Students Research Paper

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Introduction

Argument for conducting research and explicit hypotheses, discussion of eight articles, interaction discussion of the results, limitations of the study, suggestions for future studies.

The amount of time that is spent in learning does not influence performance outcomes of learners. Learning about effective study method can be one of the best ways to achieve one’s objectives (Pelham & Blanton, 2012). It is advisable that one should learn to manage, organize and prioritize activities in order to improve on study habits. It is expected that students should dedicate particular time and place for studying. Learning styles are necessary for high-quality performance outcomes (Pelham & Blanton, 2012).

Individual student determines the method of learning, and the choice could be driven by intrapersonal and interpersonal factors (Credé & Kuncel, 2008). Some students prefer studying alone while others prefer working in groups. While both methods of learning are vital, it is critical for learners to participate in class work during lectures because this will reinforce the individual efforts (Credé & Kuncel, 2008).

Learning in a cool environment where noise is minimal promotes understanding in students. The process of learning is reinforced by successful study habits and other factors, such as availability of learning environment and the readiness of the learner.

Many institutions in many countries across the world focus on increasing performance outcomes. Equipping learners with necessary knowledge, which entails teaching them how to prepare themselves adequately and effective study methods are among the important roles instructors are entrusted with (Credé & Kuncel, 2008). Many students in colleges and other institutions of learning have encountered challenges with regard to studying, especially when tests are about to begin.

Some learners study without objectives, while others do it without noting down any main idea. As a result, they end up failing in their exams. Many researchers have argued that there exist theoretical and scientific proof that performance outcomes are influenced by repetitive multi-functions of capabilities and motivation, which are mediated by study habits (Credé & Kuncel, 2008). It is evident that a learner with ability who is not motivated might not perform as expected.

The scholars argue that students with who are highly motivated and with high potentials produce excellent results (Credé & Kuncel, 2008). Despite the fact that the environment and students’ ability are key determinants of academic results, there is a need for students to develop and utilize effective study habits. In this view, it is necessary to conduct research to find out whether there are effects of successful study habits on academic performance outcomes. The study focuses on justifying the following hypotheses:

• Learning styles do not have a significant difference in determining study habits and influence on academic performance.
• Outside activities do not have a major difference in determining study habits as an influence on academic performance

In a study conducted by Vermeulen and Schmidt (2008) to investigate the effects of learners’ involvement and effectiveness of instruction on academic outcomes, the researchers found that learning environment is crucial to increased academic outcomes. In addition, the study revealed that learners’ engagement in extra-curriculum activities influenced them positively.

The researchers contended that the environment in which students study and their participation in other activities are critical determinants of their success in career and employment (Vermeulen & Schmidt, 2008). They argued that other activities are important in the development of skills and leadership roles.

However, Nonis and Hudson (2010) oppose this study and argue that study habits are critical to moderating the relationship between study time and learners’ academic outcomes positively. In their analysis of business students, they indicated that study habits had positive effects on performance results (Nonis & Hudson, 2010). In another study that they conducted, the findings showed negative results.

Many students participate in different activities beside school, which have influence on academic outcomes Nonis & Hudson (2010). Scholars, such as Hunt (2005) have indicated that there is a positive relationship between extracurricular activities and students’ performance outcomes.

Despite the fact that many learners participate in extracurricular activities because they are provided with additional rewards, it is evident that other roles help them to promote self-esteem that results in increased performance outcomes (Hunt, 2005). Lau, Hsu, Acosta and Hsu (2014) conducted a research to investigate whether there is a relationship between activities outside the school that learners engage in and performance outcomes conducted.

The researchers concluded that having many roles was effective due to the benefits and costs associated with them. Some students demonstrated positive effects, while others did not show any effect (Lau et al., 2014). However, it is notable that some responsibilities do not have benefits, demoralizing learners.

Shiah, Huang, Chang, Chang and Yeh (2013) state that students who engage in other activities in order to evaluate their communication, leadership, imagination, and self- promotion skills, which are useful for employment benefit after they complete their studies. Creativity skills were acquired from music clubs and helped learners after school.

Moreover, they argued that participation in other activities besides school assist students in developing qualities that are consistent with academic values, increasing their outcomes (Shiah et al., 2013). However, it has been found that many students who use their time with friends doing nothing have been impacted negatively (Dumais, 2008). In addition, they develop cultures that do not conform to those of adults because they usually concentrate on gaining popularity rather than improving academic performance outcomes (Dumais, 2008).

In most cases, students who use their unstructured time watching television, movies, and playing with friends demonstrated negative academic results. This is the case, especially in subjects that show negative transfer of learning, such as maths (Dumais, 2008). In most cases, learners ignore their past poor performance and start procrastinating.

As a result, they perform poorly in academics. It is critical to underscore that many of them withdraw from colleges due to procrastination (Dumais, 2008). Sometimes, they begin to revise for tests a day before its period, and others read the same day they are doing the test, making them study throughout the night.

In a survey conducted by Pychyl, Morin, and Salmon (2001), results indicated that many of students start preparing eight days before the test period. It has been found that most learners prefer handling urgent matters and do not revise for examinations until their period is near (Pychyl et al., 2001).

The fact that they start preparing late does not mean others outperforme them. In fact, their performance was better than those who prepared in advance (Pychyl et al. 2001). However, according to Pychyl and colleagues (2001), although prior preparation is significant they argue that factors, such as a learning environment, the learning process, the learner, motivation, and socioeconomic are critical determinants of performance outcomes.

In a study conducted by Lovely (2012) to find out cohort and differences in gender involvement in extracurricular activities, she concluded that there were a few differences with regard to activities and scores. The score the researcher used was on a math test. The scholar revealed that the extracurricular activities were important in achieving maths and met college expectations (Lovely, 2012).

In addition, Benfer and Shanahan (2013) conducted a research on how to recognize different learning styles and create a strategy that supports skill development using millennial generation. The researchers explored law students’ characteristics, including their self-concept (Benfer & Shanahan, 2013). In this study, the scholars demonstrated that, if well supported and reinforced, millennial generation can produce excellent legal professionals who are competent.

The study used a survey method to collect data from first and second year psychology and sociology college students, whereby they were labelled with confidential numbers. A sample of 205 participants was selected from the population using convenient sampling. Questionnaires were administered by their teachers who requested them to participate voluntarily. In addition, the study focused on learning styles, instruments and techniques that were used.

Information in relation to activities outside the school, when they study, when they finish learning, and what time they preferred to learn in and/or outside class was inquired. With regard to ethical issues, data were collected with the consent of learners.

They were informed of the reasons for filling in the questionnaires and that their participation was voluntary. Confidentiality was observed, and no information was released to any individual. Moreover, no participant was coerced, and they were not rewarded because it was voluntary. The instructor kept the results for seven years.

Increased performance outcomes are dependent on various factors, but not successful study habits only. The study demonstrated that there are no effects of efficient study methods on education productivity.

However, Nonis and Hudson (2010) disputed this fact in one of their studies where they argued that study habits mediate between the amounts of time spent and academic outcomes. The study also found that outside school activities have a positive impact on educational results and career development, but do not have any adverse effect on study habits (Nonis & Hudson, 2010).

This study is in line with Benfer and Shanahan, (2013) who argued that instructors’ roles are essential in improving learning outcomes. Critical factors that researchers identified as having a lot of impacts are the learning environment, the learning process, the readiness of learners, socioeconomic status, and motivation.

Vermeulen and Schmidt (2008) support these findings and argue that the environment is crucial for increased education productivity. The socioeconomic factors influence the availability of learning resources, and how learners would be exposed in relation to the use of the modern methods of learning (Vermeulen & Schmidt, 2008).

Regarding the learning environment, one that is cool, free from noise and distractions, such insecurity is conducive for learning. Learners should be ready and willing to learn and should feel obliged to learn. It is also correct that students waste their time watching televisions, which affect their performance outcomes negatively, especially in mathematics. In addition, many students tend to procrastinate, leading to inadequate preparation for tests.

Lovely (2012) states that some learners withdraw from college in order to attend to more urgent matters. It is critical to point out that sometimes they find it difficult to catch up with others, leading to a decline in their performance outcomes. Some students do not report back to colleges, even after they completed attending to urgent matters (Lovely, 2012).

This is also the case in this study’s findings. The first and second hypotheses are confirmed by the fact that there is a positive relationship between outside activities and performance outcomes, and extra-curriculum activities have no impact on study habits. In fact, the researchers advocate extracurricular activities due to the fact that they are crucial in the development of values and leadership skills.

According to Hunt (2005), those who participate in extracurricular activities enhance communication and social skills. Arguably, those with leadership experience are considered in career opportunities. It is suggested by Benfer and Shanahan (2013) that the learners’ characteristics should be considered before teaching them.

Thus, instructors are advised to consider individual differences in learning before they start teaching. This would be done by preparing materials and using appropriate methods of teaching. Teaching aids that are suitable for learners with special needs should be developed.

The role played by instructors should be emphasized because they are involved in identifying and understanding students with individual differences (Benfer & Shanahan, 2013). In addition, they are entrusted with the responsibilities of equipping learners with the best study skills that are essential for improving their performance.

First, the study did not use a bigger sample population. Second, the study did not use a variety of data collection methods.

It is important to point out that this study should form the basis for further research, which should focus on improving the results.

The studies should utilize bigger sample population in order to get adequate information with regard to successful study habits.

They should use many data collection methods in order to compare the results and examine if there is the effect of study habits on academic performance outcomes.

Benfer, E. A., & Shanahan, C. F. (2013). Educating the Invincibles: Strategies for Teaching the Millennial Generation in Law School. Clinical L. Rev. , 20 , 1-267.

Credé, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychological Science , 3 (6), 425-453.

Dumais, S. A. (2008). Cohort and gender differences in extracurricular participation: The relationship between activities, math achievement, and college expectations. Sociological Spectrum , 29 (1), 72-100.

Hunt, H. D. (2005). The effect of extracurricular activities in the educational process: influence on academic outcomes?. Sociological Spectrum , 25 (4), 417-445.

Lau, H. H., Hsu, H. Y., Acosta, S., & Hsu, T. L. (2014). Impact of participation in extra-curricular activities during college on graduate employability: an empirical study of graduates of Taiwanese business schools. Educational Studies , 40 (1), 26-47.

Lovely, S. (2012). Boomers and Millennials–Vive La Difference: How to Mesh Generational Styles in a Learning Community. Journal of Staff Development , 33 (5), 56-59.

Nonis, S. A., & Hudson, G. I. (2010). Performance of college students: Impact of study time and study habits. Journal of Education for Business , 85 (4), 229-238.

Pelham, B., & Blanton, H. (2012). Conducting research in psychology: Measuring the weight of smoke . Belmont, CA: Cengage Learning.

Pychyl, T. A., Morin, R. W., & Salmon, B. R. (2001). Procrastination and the planning fallacy: An examination of the study habits of university students. Journal of Social Behavior and Personality , 15 (5), 135-150.

Shiah, Y. J., Huang, Y., Chang, F., Chang, C. F., & Yeh, L. C. (2013). School-based extracurricular activities, personality, self-concept, and college career development skills in Chinese society. Educational Psychology , 33 (2), 135-154.

Vermeulen, L., & Schmidt, H. G. (2008). Learning environment, learning the process, academic outcomes and career success of university graduates. Studies in Higher Education , 33 (4), 431-451.

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Study Habits Argumentative Essay Example

• Pages: 11 (2781 words)
• Published: April 10, 2017
• Type: Essay

General Objectives: The students will gain in depth knowledge about various methods of effective learning and practice it during their study time. Specific Objectives: At the end of the seminar the students will be able to, 1) Define learning and study habits 2) Explain the concept of Study skills 3) Describe the Process of study 4) Enlist the Types of learning 5) Develop Effective Study Habits 6) Elaborate methods & tips to Improve Memory 7) Interpret the Survey Report ) Understand the research study Contents: 1) Introduction 2) Specific and General Objectives 3) Definition of learning 4) Meaning of study habits 5) Concept of Study skills 6) Process of study 7) Types of learning * Classical Conditioning * Operant Conditioning * Cognitive Learning * Social Learning 8) Development of Effective Study Habits 9) Methods &imp; tips to Improve Memory 10) Survey Report 11) Research study 12) Conclusion 1

3) Bibliography Development Of Effective Study Habit Introduction: Learning is central to all our behaviour.Each learner is unique individual with different abilities, interests, ways of thinking and responding thus these characterstics have a significant influence on ones learning style. It is being realized that students use different learning strategies.

They have different methods of reading, interpreting and coding the information. Sometimes these strategies are useful, but some students develop pathological learning strategies. To study effectively the students should be aware of learning process. Definition: Learning is not just memorizing a lot of unrelated informations.It means understanding concepts and principles, the relationship between ideas and the ability to analyse a situation to synthesize various bits of informations or evaluate an event and arrive at judgement A famous Sanskrit shlorka

states “A quarter of our learning comes from our teachers, own intellect and talent provides a quarter. A quarter from the peers and friends and remaining comes only with time”.

Meaning of effective study habits /operational definition. Effective: producing an intended result. Study: Time and efforts spent in reading etc. to gain knowledge.Habits: something that a person does often. What are study skills: An efficient learner must learn how to store new information and retrieve it in moments of need especially when doing assignments or taking an examination.

Process of study: The process of study involves four operations: PERCEPTION: A good student should be able to first perceive what is relevant to his or her needs and select only those areas which are important. You can not study everything available in every book you can lay your hands on. Once decided on areas which are important, you have to read and understand r comprehend the marterial that you have selected. COMPREHENSION: No learning can take place without comprehensions.

Comprehension is thus imperative in the process of learning. However mere comprehension is not enough. RETENSION AND RETRIEVAL: The students understand now, may also forget easily later. Hence Students have to make special efforts to retain what they have comprehended.

TYPES OF LEARNING: Certain condition must be there for learning to take place. There are a number of theoretical explanations about the process of learning.These are classical conditioning & operant conditioning which emphasize stimulus-response (S-R) relationships and explain learning as an associative process . Other psychologist argues that all types of learning cannot be explained by simple forms of S-R relationships . cognitive theories give importance to

perception and understanding.

However, we are social beings and we learn a number of tasks in social context so another group of theorist give social learning model. So as per various theorist types of learning are. 1) Classical Conditioning 2) Operant Conditioning ) Cognitive Learning 4) Social Learning 1) Classical Conditioning: This is the simplest form of conditioning, described by Pavlov, a Russian psychologist. Conditioning is a term used to describe the process by which the neutral stimulus gains the power to elicit a specific conditioned response. This is explained through the experiments done by Pavlov.

He associated the presentation of food to the dog with another stimulus as sound of the bell. After giving some trials in which bell preceded the presentation of food, the dog started salivating at the sound of the bell.The acquisition of a conditioned responses gradual and becomes stronger with repeated trials. 2) Operant Conditioning: Operant conditioning is another approach to the study of associative learning. The term coined by B.

F. Skinner means that the likelihood of behaviour depends on the significance of the event immediately following it to person showing the behaviour. if the Event following the behavior is positively reinforcing or rewarding, than it will reoccur. If it is not reinforced or is punished then it is less likely to recur and eventually stops completely a process known as ‘extinction’.

It is a powerful method for teaching new behaviour patterns both to humans and animals. The basics of operant conditioning are reinforcement and punishment. In children the most common form of positive reinforcement is social; children are likely to repeat behaviour which gives pleasure. i) Reinforcement: When a

behaviour occurs and is followed by a reinforcement, it is more likely to occur again in future. Nature Of Reinforces: Reinforcement are broadly classified it no two types: 1) Primary or material rewards, snacks sweets, food ) Secondary or social rewards such as praise, smile. 3) Positive reinforcement: events or consequences which strengths behaviour when they are presented are called positive reinforces.

4) Negative reinforcement: The response causes the termination of painful event. ii) Punishment: when we wish to eliminate an un adaptive behaviour, punishment tend to decrease the likelihood of occurrence of such responses. Any unpleasant consequences of behaviour which makes that behavior less likely to reoccur can be seen as punishing.Physical punishment by parents is the most frequently used, but many children do not respond to it by a reduction in their undesirable behaviour. Probably the attention they get when they are punished has a positive reinforcing rewarding effect, and this results overriding negative experiences of physical pain.

In other words punishment decrease the frequency of a response, stops the behaviour leading to it. This method if used consistently and systematically have been found very effective in modifying behavioral problem in children. ) Cognitive Learning: In learning more complex forms of learning, perception and knowledge or cognitive places play an important role. Cognitive theorist states that learning cannot be satisfactorily explained in terms of stimulus response associations. They propose that a learner forms a cognitive structure in memory which organizes informations into relationship and, meaning.

Without any reinforcement, new associations are perceived among events, simply as a result of having experienced this event. Links are made stimuli so that stimulus associations are learned.

Types Of Cognitive Learning:Insight Learning: Kohler, a germen psychologist on the basis of his experiments on chimpanzees, emphasized that while working on a problem one grasp the inner relationships through insight, not through mere trial and error but by perceiving the relationships essential to solutions. In his typical experiment a chimpanzee in bars was given two unequal size of sticks and the fruit was kept outside the bars, which could not be reached by one stick alone.

After several trials the animal all of a sudden joined the two sticks together to make it a single long stick and with that could reach the fruit.Insight often used in problem solving puzzles and riddles and to emphasize the solution in sudden situations. Sign Learning: Tolman believe that some learning is sign learning. We develop a sort of cognitive map or structure instead of learning a sequence of the task. Sign learning is an acquired expectation that one stimulus will be followed by another in a particular context.

What we learn is a set of expectations or a cognitive map of the environment rather than specific responses. Latent Learning: refers to any learning that is not evidenced by behaviour at the time of the learning.It occurs without any reinforcement for particular responses and seems to involve changes in the way in which information is processed. For eg. management of emergency situations.

4) Social Learning: there are many forms of learning which cannot be explained through conditioning. We also learn through observations. Social learning theorist stressed upon observational learning or modeling in which a person acquires a response to specific situations by watching others (Bandura 1969). Imitation is

one the important method based on this theory, which could be applied in learning of many.For eg.

many of our skills like giving an injection, making bed or dressing of a wound are learnt by simply observing the seniors performing those skills. Even maladaptive behaviour like aggression are learnt through imitation. Development Of Effective Study Habits: Learning effectively is a skill in itself. There seems little doubt that good study skills contribute to academic success. Some of the students have difficulties with their studies vanishing not just from lack of application or psychological problems but from specific problems with the way they study and learn.

Here are some methods by which the students can learn more effectively 1) Setting Definite Goal: In any learning students should have clear goal in view, as with a goal in mind one works towards a definite and sure purpose. It also enhances students motivation. Intentions to learn ensures better learning. 2) Knowlegde Of Results Or Psychological Feedback: One must also have conscious assurance that He/She is making progress towards his achievement.

Frequent and regular review of the amount of progress being made towards the goal act as a strong motive to romote continuing effort on the part of the learner. Building small rewards also reinforces into a work schedule. Taking rest in between studies enhances learning, as mental fatigue prolongs the study process. Like a five minute break after every hour of study. In this way we can study more effectively getting away with mental fatigue. 3) Distribution Of Practice Period: A number of experiments have demonstrated that a shorter practice periods are more economical than longer periods and when

distributed over several days yields better returns than when they are concentrated into a single sitting.

) Whole Verses Part Method: Whether the entire topic should be learned all the way through in each trial or by breaking it into small portions and learning in turns? The former is known as whole method and later as part method. With easy units, whole method should be adopted. If material is difficult in relation to the learners ability smaller units should be learnt but they should still be as large wholes as learner can manage efficiently. 5) Logical Learning: this means that instead of learning by heart, note memorization student should try to graps meaning and idea of the text.Logical learning calls for an arrangement and assimilation with ideas in mind.

6) Avoiding Anxiety/Creating Stress Free Environment: The learner level of anxiety interfere with good performance. Mild degree of anxiety can be useful aid to learning but undue worry anxiety and nervousness may have an inhibiting and interfering effect. 7) Improving Memory: a. Mnemonics: It is to associate link between whatever you want to recall with something already established in your memory bank eg. Colours of rainbow are associated with name “ROYG-BIV” i. e Red, Orange, Yellow, Green, Blue, Indigo and violet.

. Method of Loci: In this the students visualize a scene and fit the items to be remembered in that scene eg. Classical conditioning. c. Rhyming: Like the method of Loci, number of and letter peg system is to established. In number system, students forms an image with each number, for letter system mnemonic pegs can be established.

d. Making a Story: The important thing

for good memory is students motivation and ability to organize material. One strategy in remembering things well is to organize or arrange the input so that it fits into existing long term memory. e.

Chunking: It is the systematic way of encoding information. Eg if want to remember of long digit eg 19891609065, you can break the numbers into chunks, the first four digits could be remembered as the year you passed your school or any other significant thing that happened in that year. Next four digit for some one’s birth day. The next three digits for any address code. Tips To Improve Memory: 1) Plan your study content and make a time schedule and stick to this schedule firmly. 2) Make the notes of important points as all the details of information cannot be remembered.

3) Revise written notes. ) Use imagery to visualize the material you are learning and give auditory stimulation by reading loud. 5) Multi channel stimulation would improve your memory. RESEARCH STUDY Article from Nightingale Nursing Times- vol. 6, July 2010 section of problem based learning “Problem based learning, for nursing students’ new teaching and learning approach “ Step I: Presenting the specific problem to the student Step II: Students are divided into groups with facilitator Step III: Small group discussion about the problems, define the problem. Students will identify what is already known; link the problem with prior knowledge.

Step IV: Allow independent study, students can utilize the library resources, database and web reference. Step V: Problem based tutorials and sharing of information Step VI: Students discussions on solutions to the problems Step VII: Review of their experience with the problem

Step VIII: Review of facilitator Step IX: End of the session Conclusion: Introduction of the problem based learning into the curriculum would bring better change among the learners and they will learn about the learning process. It can be implemented into the certain sessions of the subject andn will improve their communications and problem solving ability. ) Article: Study Habits and Test-Taking TipsArticle from:Dermatology Nursing Article date: December 1, 1999 :Many of us become highly anxious when faced with nursing school, college, or certification examinations. There are many strategies for reducing the amount of anxiety we experience when faced with a test or memory challenge. Nothing can substitute for being prepared for the examination situation, but there are some study habits that, once developed, can better prepare you for the exam situation.

What to Do Before a Test * Attend all classes or a review course. * Complete all required reading. Organize study time by planning daily, weekly, and major review sessions. * Form a study group by looking for five to six other conscientious students.

Post a message on a prominent bulletin board. Activities for a study group include creating practice tests, comparing notes, etc. * Create study tools such as content maps, flash cards, annotated texts, etc. Predict test questions and test yourself.

Recite information aloud. Ask for specific information about the test either from the professor or the application for certification. * Begin studying for your first test on the very first day of class.There's no substitute for having the information, and the longer you work with it, the more you'll retain.

* Don't try to cram the night before a test. Research

shows that little of the "crammed" information is really retained the next day. (Thorough review is a lot better! ) Have a plan (see Figure 1). Figure 1. Example of a Test Review Plan One Week Prior to Exam * Gather all materials together.

* Lecture notes * Textbook marking * Old exams * Homework * Set goals for each portion. Each Day * Review previous material, * Study a new portion. Day Before Exam * Compose and master study guide. * Take practice exam.

Instructors Give Clues Instructors often will repeat important points several times, write them on the board, or give handouts. * Most instructors will use certain gestures for important points. * Make note of questions put to the class, reading assignments covered in class, etc. * Save all graded material of any kind for your review. * Brainstorm test questions with other students. * Look out for these magic words: "This material will be on the test" or, "This is important -- you need to know this! " * Always study your objectives.

Most test questions come directly from the objectives in the syllabus, as well as any extra material given in class.Study Environment * A good study environment should be quiet and free of distractions. * It's a good idea to have a desk, which is devoted entirely to studying. You will find that you get into the habit of beginning to study as soon as you sit down.

* Turn off the television and radio. Have the answering machine, a family member, or roommate take phone messages. * Have everything you need, such as writing material and books, close

at hand. * Be sure you have sufficient workspace. Remove everything from your study area that is not related … Conclusion earning is fundamental to the development and modification of behaviour , thus this knowledge of learning process can be applied to many clinical situations and also in academic work.

Bibliography -Michael Wallace, study skills, Cambridge-cambridge University -W. N. Dandekar, psychological foundation of education,3rd edition,pg-no. 89-207 journals: -The Nightingale nursing times. Web.

search : -www. google. com. - implications for nursing education.

htm References: -B. sankaranarayan, B. sindhu,learning & teaching in nursing,2nd edition.

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Chapter 4: Effective Study Habits

Work smarter, not harder: effective studying techniques, developing smart study skills.

At the beginning of the semester, your workload is relatively light. This is the perfect time to brush up on your study skills and establish good habits. When the demands on your time and energy become more intense, you will have a system in place for handling them.  The goal of this section is to help you develop your own method for studying and learning efficiently.

As you work through this section, remember that every student is different. The strategies presented here are techniques that work well for many people; however, you may need to adapt them to develop a system that works well for you personally. If your friend swears by her smartphone, but you hate having to carry extra electronic gadgets around, then using a smartphone will not be the best organizational strategy for you.

Take a moment to consider what techniques have been effective (or ineffective) for you in the past. Which habits from your high school years or your work life could help you succeed now? Which habits might get in your way? What changes might you need to make?

Understanding Your Learning Preferences

To succeed in your post-secondary education—or any situation where you must master new concepts and skills—it helps to know what makes you tick. For decades, educational researchers and organizational psychologists have examined how people take in and assimilate new information, how some people learn differently than others, and what conditions make students and workers most productive. Here are just a few questions to think about:

• What times of day are you most productive?  If your energy peaks early, you might benefit from blocking out early morning time for studying or writing. If you are a night owl, set aside a few evenings a week for schoolwork.
• How much clutter can you handle in your workspace?  Some people work fine at a messy desk and know exactly where to find what they need in their stack of papers; however, most people benefit from maintaining a neat, organized space.
• How well do you juggle potential distractions in your environment?  If you can study at home without being tempted to turn on the television, check your email, fix yourself a snack, and so on, you may make home your workspace. However, if you need a less distracting environment to stay focused, you may be able to find one on campus or in your community.
• Does a little background noise help or hinder your productivity? Some people work better when listening to background music or the low hum of conversation in a coffee shop. Others need total silence.
• When you work with a partner or group, do you stay on task?  A study partner or group can sometimes be invaluable. However, working this way takes extra planning and effort, so be sure to use the time productively. If you find that group study sessions turn into social occasions, you may study better on your own.
• How do you manage stress? Accept that at certain points in the semester, you will feel stressed out. In your day-to-day routine, make time for activities that help you reduce stress, such as exercising, spending time with friends, or just scheduling downtime to relax

Video source: https://youtu.be/Bxv9lf5HjZM

Understanding your Learning Style

For the purposes of this chapter, learning style  refers to the way you prefer to take in new information, by seeing, by listening, or through some other channel. (For more information, see the section on learning styles.)

Most people have one channel that works best for them when it comes to taking in new information. Knowing yours can help you develop strategies for studying, time management, and note taking that work especially well for you.

To begin identifying your learning style, think about how you would go about the process of assembling a piece of furniture. Which of these options sounds most like you?

• You would carefully look over the diagrams in the assembly manual first so you could picture each step in the process.
• You would silently read the directions through, step by step, and then look at the diagrams afterward.
• You would read the directions aloud under your breath. Having someone explain the steps to you would also help.
• You would start putting the pieces together and figure out the process through trial and error, consulting the directions as you worked.

Now read the following explanations of each option in the list above. Again, think about whether each description sounds like you.

• If you chose 1, you may be a visual learner . You understand ideas best when they are presented in a visual format, such as a flow chart, a diagram, or text with clear headings and many photos or illustrations.
• If you chose 2, you may be a verbal learner . You understand ideas best through reading and writing about them and taking detailed notes.
• If you chose 3, you may be an auditory learner . You understand ideas best through listening. You learn well from spoken lectures or books on tape.
• If you chose 4, you may be a kinesthetic learner . You learn best through doing and prefer hands-on activities. In long lectures, fidgeting may help you focus.

Learning Style Strategies

Time Management

Getting Started: Short- and Long-Term Planning

At the beginning of the semester, establishing a daily/weekly routine for when you will study and write can be extremely beneficial. A general guideline is that for every hour spent in class, you should expect to spend another two to three hours on reading, writing, and studying for tests. Therefore, if you are taking a biology course that meets three times a week for an hour at a time, you can expect to spend six to nine hours per week on it outside of class. You will need to budget time for each class just like an employer schedules shifts at work, and you must make that study time a priority.

That may sound like a lot when taking several classes, but if you plan your time carefully, it is manageable. A typical full-time schedule of 15 credit hours translates into 30 to 45 hours per week spent on schoolwork outside of class. All in all, a full-time student would spend about as much time on school each week as an employee spends on work. Balancing school and a job can be more challenging, but still doable.

In addition to setting aside regular work periods, you will need to plan ahead to handle more intense demands, such as studying for exams and writing major papers. At the beginning of the semester, go through your course syllabi and mark all major due dates and exam dates on a calendar. Use a format that you check regularly, such as your smartphone or the calendar feature in your email. (In  Section 1.3 Becoming a Successful Writer , you will learn strategies for planning major writing assignments so you can complete them on time.)

PRO TIP:  The two- to three-hour rule may sound intimidating. However, keep in mind that this is only a rule of thumb. Realistically, some courses will be more challenging than others, and the demands will ebb and flow throughout the semester. You may have trouble-free weeks and stressful weeks. When you schedule your classes, try to balance introductory-level classes with more advanced classes so that your work load stays manageable.

Self-Practice Exercise

Now that you have learned some time management basics, it is time to apply those skills. For this exercise, you will develop a weekly schedule and a semester calendar.

• Working  with  your  class   schedule,   map   out   a   week-‐long  schedule  of  study  time.  Try  to  apply  the  two   to   three-hour   rule.   Be   sure   to   include   any   other   nonnegotiable   responsibilities,   such   as   a   job   or   child   care   duties.
• Use  your  course   syllabi   to   record   exam   dates   and   due   dates   for   major   assignments   in   a   calendar   (paper   or  electronic).   Use   a   star,   highlighting,   or   other   special   marking   to   set   off   any   days   or   weeks   that   look   especially  demanding.

Staying Consistent: Time Management Dos and Do Not’s

Setting up a schedule is easy. Sticking with it, however, may be challenging. A schedule that looked great on paper may prove to be unrealistic. Sometimes, despite students’ best intentions, they end up procrastinating or pulling all-nighters to finish a paper or study for an exam.

Keep in mind, however, that your weekly schedule and semester calendar are time management tools. Like any tool, their effectiveness depends on the user: you. If you leave a tool sitting in the box unused (e.g., you set up your schedule and then forget about it), it will not help you complete the task. And if, for some reason, a particular tool or strategy is not getting the job done, you need to figure out why and maybe try using something else.

With that in mind, read the list of time management dos and don’ts. Keep this list handy as a reference you can use throughout the semester to troubleshoot if you feel like your schoolwork is getting off track.

• Do set aside time to review your schedule and calendar regularly and update or adjust them as needed.
• Do be realistic when you schedule study time. Do not plan to write your paper on Friday night when everyone else is out socializing. When Friday comes, you might end up abandoning your plans and hanging out with your friends instead.
• Do be honest with yourself about where your time goes. Do not fritter away your study time on distractions like email and social networking sites.
• Do accept that occasionally your work may get a little off track. No one is perfect.
• Do accept that sometimes you may not have time for all the fun things you would like to do.
• Do recognize times when you feel overextended. Sometimes you may just need to get through an especially demanding week. However, if you feel exhausted and overworked all the time, you may need to scale back on some of your commitments.
• Do make a plan for handling high-stress periods, such as final exam week. Try to reduce your other commitments during those periods—for instance, by scheduling time off from your job. Build in some time for relaxing activities, too.
• Do be kind to yourself – many students balance school and other important responsibilities (work, family, friends, etc.).  There will be times where you will have to prioritize where your time goes, and that’s okay.

Try Not To:

• Procrastinate on challenging assignments. Instead, break them into smaller, manageable tasks that can be accomplished one at a time.  An assignment calculator can be a useful tool for helping to get yourself organized.
• Fall into the trap of “all or nothing” thinking. (e.g. “There is no way I can fit in a three-hour study session today, so I will just wait until the weekend.”) Extended periods of free time are hard to come by, so find ways to use small blocks of time productively. For instance, if you have a free half hour between classes, use it to preview a chapter or brainstorm ideas for an essay.

One of the best things you can do for yourself as a student is realize that we  all procrastinate at some point.  Knowing your procrastination style can help you to recognize and change bad habits.  Look at the chart below and see if you can identify your procrastination style (you might use more than one!):

The  key  to  managing  your  time  effectively  is  consistency.  Completing  the  following  tasks  will  help  you  stay  on  track  throughout  the  semester.

• Establish  regular  times  to  “check  in”  with  yourself  to  identify  and  prioritize  tasks  and  plan  how  to  accomplish  them.  Many  people  find  it  is  best  to  set  aside  a  few  minutes  for  this  each  day  and  to  take  some  time  to  plan  at  the  beginning  of  each  week.
• For  the  next  two  weeks,  focus  on  consistently  using  whatever  time  management  system  you  have  set  up.  Check  in  with  yourself  daily  and  weekly,  stick  to  your  schedule,  and  take  note  of  anything  that  interferes.  At  the  end  of  the  two  weeks,  review  your  schedule  and  determine  whether  you  need  to  adjust  it.

studying & Note-Taking Methods

Summarizing  is one of the most effective means of studying and making sure that you’ve learned the concept/skill.  Can you go through the steps mentally?  Can you describe or explain it to someone else in your own words?   This is the process of summarizing and synthesizing information.

When summarizing material from a source, you zero in on the main points and restate them concisely in your own words. This technique is appropriate when only the major ideas are relevant to your paper or when you need to simplify complex information into a few key points for your readers. To create a summary, consider the following points:

• Review the source material as you summarize it.
• Identify the main idea and restate it as concisely as you can—preferably in one sentence. Depending on your purpose, you may also add another sentence or two condensing any important details or examples.
• Check your summary to make sure it is accurate and complete.
• Make a careful record of where you found the information because you will need to include the reference and citation if you choose to use the information in an essay. It is much easier to do this when you are creating the summary and taking notes than having to go back and hunt for the information later. Guessing where you think you got it from is not good enough.

Summaries and Abstracts

When you read many academic journal articles, you will notice there is an abstract before the article starts: this is a summary of the article’s contents. Be careful when you are summarizing an article to not depend too much on the abstract as it is already a condensed version of the content. The author of the abstract identified the main points from his or her perspective; these may not match your own purpose or your own idea of what is important. What may also happen if you try to summarize the abstract is you will probably end up replacing some words with synonyms and not changing the overall ideas into your own words because the ideas are already summarized, and it is difficult to make them more generalized. You have to read the entire source or section of the source and determine for yourself what the key and supporting ideas are.

PRO TIP: A summary or abstract of a reading passage is one-tenth to one-quarter the length of the original passage, written in your own words. The criteria for a summary are that it:

• Is similar to an outline but in complete sentences and can stand as an independent piece of writing
• Includes only the main points and key details
• Is valuable because it is the surest way to measure your understanding
• Helps you remember because you must attend carefully to what you read, organize your thoughts, and write them out to make it meaningful to you (This is absolutely necessary when you cannot mark a book because it belongs to someone else.)
• Challenges you to be concise in your writing while providing balanced coverage of the main points.
• Challenges you to paraphrase or use your own words and avoid using too many quotations.
• Is important to remain objective because you are giving the author’s views not your own.

Article:  Assessing the Efficacy of Low – Carbohydrate Diets

Adrienne Howell, Ph.D. (2010)

Over the past few years, a number of clinical studies have explored whether high-protein, low-carbohydrate diets are more effective for weight loss than other frequently recommended diet plans, such as diets that drastically curtail fat intake (Pritikin) or that emphasize consuming lean meats, grains, vegetables, and a moderate amount of unsaturated fats (the Mediterranean diet). A 2009 study found that obese teenagers who followed a low-carbohydrate diet lost an average of 15.6 kilograms over a six-month period, whereas teenagers following a low-fat diet or a Mediterranean diet lost an average of 11.1 kilograms and 9.3 kilograms respectively. Two 2010 studies that measured weight loss for obese adults following these same three diet plans found similar results. Over three months, subjects on the low-carbohydrate diet plan lost anywhere from four to six kilograms more than subjects who followed other diet plans.

In three recent studies, researchers compared outcomes for obese subjects who followed either a low-carbohydrate diet, a low-fat diet, or a Mediterranean diet and found that subjects following a low-carbohydrate diet lost more weight in the same time (Howell, 2010).

What Is aNNOTATION?

Most students already know how to annotate.  When you make notes in the margins and highlight your textbooks, you are annotating that source.

When you take notes in the margins of your readings, highlight key ideas, underline passages, etc, you are  annotating a source.  Annotations are a valuable research tool because they allow you to capture your first ideas and impressions of a text, as well as enable you to find key information again quickly without having to re-read the entire text.

When annotating, you should be looking for several things:

• Key ideas, terms, and concepts
• Words or concepts that you don’t understand yet
• Points that are being made with which you (dis)agree
• Pieces of evidence that would be useful for your own paper
• Inconsistent information with what you have read elsewhere
• Parts of the text you may wish to return to later in the research process

PRO TIP: LEARN TO USE YOUR HIGHLIGHTER PROPERLY!

Many students – if not most – do not use highlighters effectively.   Highlighting is a  visual cue that is intended to help you recall or find information quickly.  If you are the person who highlights 3/4 of the page or chapter, you are not using the tool effectively.

When studying, you should have multiple colours of highlighter with you and designate certain colours for certain things.  For example:

DEFINITIONS MAIN IDEAS UNCLEAR CONCEPTS KEY EVIDENCE OR POINTS

This strategy has a few benefits:

• It forces you to slow down to switch colours, giving you more time to process what you’re reading
• It makes you read actively in order to determine how the information should be classified (for example: is this a definition or a  main idea ?)
• It creates a study system for you that is consistent and easier to follow

Video source: https://youtu.be/eVajQPuRmk8

• Read  the  following  passage  and  use  a  note-‐taking  method  to  identify  the  main  points.
• Compose  a  sentence  summarizing  the  paragraph’s  main  points.

Several  factors  about  the  environment  influence  our  behaviour.  First,  temperature  can  influence  us  greatly.  We  seem  to  feel  best when  the  temperature  is  in  the  high  teens  to  low  20s.  If  it  is  too  hot  or  cold,  we  have  trouble  concentrating.  Lighting  also  influences how  we  function.  A  dark  lecture  hall  may  interfere  with  the  lecture,  or  a  bright  nightclub  might  spoil  romantic  conversation.  Finally, our  behaviour  is  affected  by  colour.  Some  colours  make  us  feel  a  peaceful  while  others  are  exciting.  If  you  wanted  a  quiet  room  in which  to  study,  for  example,  you  would  not  paint  it  bright  orange  or  red.

Collaboration:  Please  share  with  a  classmate  and  compare  your  answers.  

Here  are  possible  answers:  

Key  points:  

Environmental  factors  influence  behaviour:

• Temperature:  extremes  make  focus  difficult
• Lighting:  inappropriate  lighting  is  disorientating
• Colour:  colour  affects  relaxation

Summary  sentence:   Three  environmental  influences  that  impact  human  behaviour  include  temperature,  as  extreme  fluctuations  make it  difficult  to  focus;  lighting,  which  can  affect  our  ability  to  engage  with  different  environments;  and  colour,  which  affects  our  mood.

Passage  taken  from:  Ueland,  B.  (2006).  Becoming  a  Master  Student.  Boston,  MA  :  Houghton  Mifflin  College  Div.,  p.  121.

• Read  the  passage.   
• Highlight  or  underline  necessary  information  (hint:  there  are  five  important  ideas).   
• Write  your  summary.    

Most people drink orange juice and eat oranges because they are said to be rich in vitamin C. There are also other foods that are rich in vitamin C. It is found in citrus fruits and vegetables such as broccoli, spinach, cabbage, cauliflower, and carrots.

Vitamin C is important to our health. Do you really know how essential this nutrient is to our health and well-being? Our body needs to heal itself. Vitamin C can repair and prevent damage to the cells in our body and heal wounds. It also keeps our teeth and gums healthy. That is not all. It protects our body from infections such as colds and flu and also helps us to get better faster when we have these infections. That is why a lot of people drink orange juice and take vitamin C tablets every day. This wonderful vitamin is also good for our heart. It protects the linings of the arteries, which are the blood vessels that carry oxygenated blood. In other words, it offers protection against heart disease.

If we do not get enough vitamin C, which means we are not eating enough food that contains this vitamin, it can lead to serious diseases. Lack of vitamin C can lead to scurvy, which causes swollen gums, cheeks, fingers, hands, toes, and feet. In serious conditions, it can lead to bleeding from wounds, loss of teeth, and opening up of wounds. Therefore, make sure you have enough vitamin C in your diet.

Exercise  taken  from:   http://www.scribd.com/doc/98238709/Form-‐Three-‐Summary-‐Writing-‐Exercise

Annotating, note making, or note taking is a matter of personal preference in terms of style. The most important thing is to do something . Again we stress that reading is like a dialogue with an author. The author wrote this material. Pretend you are actually talking to the author.

• Do not let an idea pass without noting it.
• Do not let an ambiguity go by without questioning it.
• Do not let a term slip away if context does not help you understand it; look it up!
• Engage and you will both understand and remember.

PRO TIP: Put small checks in pencil where you would normally underline. When you finish a section, look back and see what you really need to mark. (If you check over 50 percent of the page, you probably are marking to go back and learn later versus thinking about what is really important to learn now!)

Use consistent symbols to visually help you identify what is happening on the page:

• Circle central themes or write at the beginning of the section if it is not directly stated.
• [Bracket] main points.
• Underline key words or phrases for significant details.
• Put numbers 1, 2, 3 for items listed.
• Put square brackets or highlights for key terms when the definition follows.
• Use stars (*), question marks (?), or diagrams in the margins to show relevance.
• Use key word outlines in the margins for highlighting.
• Write questions in the margin that test your memory of what is written right there.
• Use blank spaces indicating the number of ideas to be remembered, forcing you to test yourself versus just rereading.

General Note-Taking Guidelines

• Before class, quickly review your notes from the previous class and the assigned reading. Fixing key terms and concepts in your mind will help you stay focused and pick out the important points during the lecture.
• Come prepared with paper, pens, highlighters, textbooks, and any important handouts.
• Come to class with a positive attitude and a readiness to learn. During class, make a point of concentrating. Ask questions if you need to. Be an active participant.
• During class, capture important ideas as concisely as you can. Use words or phrases instead of full sentences, and abbreviate when possible.
• Visually organize your notes into main topics, subtopics, and supporting points, and show the relationships between ideas. Leave space if necessary so you can add more details under important topics or subtopics.
• If your professor gives you permission to do so, you could consider taking pictures of the notes on the board with a mobile device or audio recording the lecture.
• Ideas that the instructor repeats frequently or points out as key ideas
• Ideas the instructor lists on a whiteboard or transparency
• Details, facts, explanations, and lists that develop main points
• Review your notes regularly throughout the semester, not just before exams.

Organizing Ideas in Your Notes

A good note-taking system needs to help you differentiate among major points, related subtopics, and supporting details. It visually represents the connections between ideas. Finally, to be effective, your note-taking system must allow you to record and organize information fairly quickly. Although some students like to create detailed, formal outlines or concept maps when they read, these may not be good strategies for class notes because spoken lectures may not allow time for to create them.

Instead, focus on recording content simply and quickly to create organized, legible notes. Try one of the following techniques.

Modified Outline Format

A modified outline format uses indented spacing to show the hierarchy of ideas without including roman numerals, lettering, and so forth. Just use a dash or bullet to signify each new point unless your instructor specifically presents a numbered list of items.

The first example shows Crystal’s notes from a developmental psychology class about an important theorist in this field. Notice how the line for the main topic is all the way to the left. Subtopics are indented, and supporting details are indented one level further. Crystal also used abbreviations for terms like development  and  example .

If you are a visual learner, you may prefer to use a more graphic format for notes, such as a mind map. The next example shows how Crystal’s lecture notes could be set up differently. Although the format is different, the content and organization are the same.

If the content of a lecture falls into a predictable, well organized pattern, you might choose to use a chart or table to record your notes. This system works best when you already know, either before class or at the beginning of class, which categories you should include. The next figure shows how this system might be used.

The Cornell Note-Taking System

In addition to the general techniques already described, you might find it useful to practise a specific strategy known as the Cornell note-taking system. This popular format makes it easy not only to organize information clearly but also to note key terms and summarize content.

To use the Cornell system, begin by setting up the page with these components:

• The course name and lecture date at the top of the page
• A narrow column (about two inches) at the left side of the page
• A wide column (about five to six inches) on the right side of the page
• A space of a few lines marked off at the bottom of the page

During the lecture, you record notes in the wide column. You can do so using the traditional modified outline format or a more visual format if you prefer.

Then, as soon as possible after the lecture, review your notes and identify key terms. Jot these down in the narrow left-hand column. You can use this column as a study aid by covering the notes on the right-hand side, reviewing the key terms, and trying to recall as much as you can about them so that you can mentally restate the main points of the lecture. Uncover the notes on the right to check your understanding. Finally, use the space at the bottom of the page to summarize each page of notes in a few sentences.

Over  the  next  few  weeks,  establish  a  note-‐taking  system  that  works  for  you.

• If  you  are  not  already  doing  so,  try  using  one  of  the  aforementioned  techniques.  (Remember  that  the  Cornell  system  can  be  combined  with  other  note-‐taking  formats.)
• It  can  take  some  trial  and  error  to  find  a  note-‐taking  system  that  works  for  you.  If  you  find  that  you  are  struggling  to  keep  up  with  lectures,  consider  whether  you  need  to  switch  to  a  different  format  or  be  more  careful  about  distinguishing  key  concepts  from  unimportant  details.
• If  you  find  that  you  are  having  trouble  taking  notes  effectively,  set  up  an  appointment  with  your  school’s  academic  resource  centre.

Using Online Study Tools

1. guided study session videos.

One excellent tool to help with accountability is guided study session videos.  Much like guided meditation, these videos can help you stay on track and give you some accountability.  It’s like a study partner that can’t distract you!

Video source: https://youtu.be/reRYtjr1BNo

2. The Pomodoro Technique

Much like a Guided Study Session, the Pomodoro Study Session plays ambient noise and displays a timer.  Every 25 minutes, you take a break from whatever you’re doing.  During this time you can stretch, check your phone, etc.  Here’s a neat  Harry Potter themed one!

Video source: https://youtu.be/SkmH9CsMqOo

3. Browser Lockdown Tools

Are you the person who is always getting distracted while studying?  You might consider a  website blocker (list of some available here) that will prohibit you from accessing certain sites for a certain length of time.  You tell it your guilty procrastination sites (Reddit? Instagram? Discord?) and how long you want them locked.

And maybe leave your phone/tablet in another room… 😏

4. Find a Notetaking Program/System

There are a variety of free notetaking systems and programs available.  Many students prefer the ease of a program like  Google Docs , but there are others such as  Evernote , and OneNote .

5. Looking into Assistive Technology

Assistive technology has been used by students with disabilities for a long time; however, these tools are equally valuable for all students!  Not all of them are free, but they can be a game changer for some people:

Digital Highlighters:  these cool gadgets allow you to scan hardcopy texts with a pen and it will transfer the text into a digital format on your computer/tablet.  Some popular options are Scanmarker and IrisPen

Text-to-Speech Pens/Reader Pens: Similar to digital highlighters, these pens also have the ability to read the text that you scan out loud.  Some of them also feature dictionaries built into the pen.  They are often a tool of choice for students who are learning English as an additional language and for those with dyslexia, AD(H)D, etc.  The most popular option is the C-Pen

Digital Notebooks and Smart Pens:  Digital notebooks are an excellent hybrid of physical note taking with technological storage.  One of the more popular options is the Rocektbook , which is reusable and allows you to write notes and scan them to a notetaking program using a phone app.  Smart Pens, like the LiveScribe Pen allow you to record audio, take pictures, and transfer handwritten notes to a note taking program.

Text-to-Speech Readers: this type of technology has become more popular in recent years.  These programs read digital texts aloud to you, and many are available online for free, but you may wish to start with one like NaturalReader to see if it’s helpful.

Speech-to-Text Programs:   the opposite of a text-to-speech reader and exactly what it sounds like, Speech-to-Text programs allow you to dictate to the computer using a microphone and what you say will be converted into text.  This website has a list of popular free programs, broken down by OS.

Using Available ACADEMIC Support Resources

One reason students sometimes find post-secondary courses overwhelming is that they do not know about, or are reluctant to use, the resources available to them. There is help available; your student fees help pay for resources that can help in many ways, such as a health centre or tutoring service. If you need help, consider asking for help from any of the following:

• Your instructor:  If you are making an honest effort but still struggling with a particular course, set a time to meet with your instructor and discuss what you can do to improve. He or she may be able to shed light on a confusing concept or give you strategies to catch up.
• Your academic advisor or program coordinator: Many institutions assign students an academic advisor or program coordinator who can help you choose courses and ensure that you fulfill degree and major requirements.
• The academic resource centre:  These centres offer a variety of services, which may range from general coaching in study skills to tutoring for specific courses. Find out what is offered at your school and use the services that you need.
• The writing centre ( Sheridan Tutoring Services ): These centres employ tutors to help you manage your writing assignments. They will not write or edit your paper for you, but they can help you through the stages of the writing process. (In some schools, the writing centre is part of the academic resource centre.)
• The career resource centre:  Visit the career resource centre for guidance in choosing a career path, developing a resumé, and finding and applying for jobs.
• Sheridan Counselling services : Sheridan offers counselling services on campus for free. Use these services if you need help coping with a difficult personal situation or managing depression, anxiety, or other problems.

Students sometimes neglect to use available resources due to limited time, unwillingness to admit there is a problem, or embarrassment about needing to ask for help. Unfortunately, ignoring a problem usually makes it harder to cope with later on. Waiting until the end of the semester may also mean fewer resources are available, since many other students are also seeking last minute help.

Writing for Academic and Professional Contexts: An Introduction Copyright © 2023 by Sheridan College is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Home — Essay Samples — Nursing & Health — Mental Health — Argumentative On Eating Healthy

Argumentative on Eating Healthy

• Categories: Mental Health

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Words: 619 |

Published: Mar 25, 2024

Words: 619 | Page: 1 | 4 min read

Table of contents

Introduction, 1. physical health benefits of eating healthy, 2. mental and emotional well-being, 3. building healthy habits.

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Home / Blog

Is Procrastination Good or Bad? How Procrastinating Impacts Your Study Habits

July 20, 2021 

Putting off tasks until later can affect your productivity in various ways. While many people believe that procrastination is a bad thing, that’s not always the case. For example, whereas some students work best when they break up assignments, such as splitting a 3,000-word essay into more digestible 600-word sections, others thrive under pressure, performing best when they dive into a project at the last minute. If you have a habit of delaying tasks, but it hinders your productivity, you can use several strategies to help get yourself back on track.

Why People Procrastinate

People delay tasks for various reasons, such as fear of criticism, fear of failure, lack of interest, and perfectionism.

Think about an especially challenging course you’ve taken. How successful were you in completing your assignments on time? If you had a habit of putting off writing papers or reading assigned pages, your procrastination may have been driven by a fear of failure or criticism. Other causes for putting off tasks can include feeling overwhelmed by the task or struggling with larger motivational issues such as anxiety or depression.

Others delay starting tasks or taking action because they’re not interested in a project or assignment. For example, if you dread making spreadsheets and were assigned to prepare one for a Friday morning meeting, if you didn’t start until Thursday night, you likely procrastinated because you were task averse.

Perfectionism can also spur procrastination. Leonardo da Vinci famously spent 16 years working on the Mona Lisa and left many other works unfinished. Mozart was a procrastinator who worked best under pressure: He wrote the entire overture for Don Giovanni the night before the opera was set to debut.

Myths About Procrastination

One myth about procrastination is that it’s linked to poor time management, but people who are perfectly good at planning may delay tasks they find intimidating, confusing, or boring.

People often mistakenly assume that all procrastinators are lazy. While laziness can lead to procrastination, sometimes people put off a task out of other reasons such as fear. A person with unexplained weight loss, for example, might delay visiting their doctor because they’re worried about what they might learn.

Another myth about procrastination is that it is always bad, but sometimes waiting to begin a project is better time management. For example, if you have a paper due on a Monday, waiting until the weekend to begin — when you can devote long stretches of time to the project rather than continually stopping for classes and work — may be a good thing.

Procrastination vs. Prioritization

Procrastination, which means delaying tasks or projects until a later time regardless of their urgency, and prioritization, which means reorganizing tasks to address the most important ones (or those with the most pressing deadlines), are not the same. Putting off writing a paper until the day before it’s due is procrastination. However, waiting to start a paper for one class until the next Monday because you have an exam for another class on Friday is prioritization — studying for the exam takes priority over starting the paper based on assumed deadline sequence in this scenario.

Pitfalls and Benefits of Procrastination

One danger of procrastination is that it can affect academic performance. Rushing to complete an assignment at the last minute may lead to mistakes, and for in-depth projects such as term papers, less time to consider an issue can lead to shallower analysis. Medical research has also shown that procrastination can lead to higher levels of stress, anxiety, fatigue, and depression, according to a study published in PLoS One.

Procrastination can have benefits, however. Some people find that waiting until the last minute can boost creativity — that the pressure of an impending deadline leads to leaps of thought that a more traditional approach would not. Additionally, some suggest that procrastination teaches people how to manage delays. In Wait: The Art and Science of Delay, author and university professor Frank Partnoy claims that when people are faced with a decision, they should assess how long they have to make it. Waiting until the last possible minute, he writes, teaches people to manage delays, which can help them lead happier lives.

Tips to Create Healthy Study Habits That Ward Off Unproductive Procrastination

If you’ve found that your tendency to procrastinate is harming your performance at work or school, these strategies can help you break the habit:

• Commit to a task and focus on completing it before moving on to the next one.
• Set up a workspace free of distractions. Turn off the TV and mute your cellphone while you’re studying. If studying at home means you take long breaks to do laundry or other household chores, consider studying at a library, coffee shop, or friend’s house.
• Mark project deadlines in your phone’s calendar and set weekly (or semi-weekly) reminders to help keep you on track.
• Break large projects into smaller, bite-sized pieces. Working on a project an hour a day for three days can be more manageable than blocking off three hours all at once.
• Make a schedule for yourself and stick to it. Set designated study hours and use your schedule to hold yourself accountable.
• Reward yourself when you complete large or difficult tasks on time or early. Your reward could be anything from treating yourself to your favorite meal to buying yourself a present.
• Prioritize your to-do list and make sure you have time for the most important tasks. Completing more difficult assignments (or tasks you’re not excited about) before you start on others can give you more time to focus on the tasks you find enjoyable.
• Seek encouragement and support from your classmates, professors, advisors, friends, or family members. In some instances, talking through frustrations and roadblocks can help you find solutions. Informing others of your deadlines can also help keep you accountable.

Staying on Track

Sometimes, delaying tasks can be a good thing. But in many cases, procrastination can lead to increased feelings of anxiety, panic, and self-doubt. If you want to procrastinate less, take an inventory of your own procrastination habits. Once you identify your triggers, you can take proactive steps to change the habits that don’t serve you well.

Recommended Reading

Daily Inspiration: 31 Positive Affirmations for Adult Learners

7 Tips for Achieving Self-Empowerment

What to Do if You Don’t Get That Promotion

Fast Company, “These Are the 5 Reasons Why You Procrastinate”

GoodReads, Wait: The Art and Science of Delay

Interactions, “Leonardo Da Vinci, The Great Procrastinator”

Medical News Today, “Is Procrastination Friend or Foe to Health and Creativity?”

Medium, “Why People Procrastinate: The Psychology and Causes of Procrastination”

Oxford Academic, “Grey Matter Leonardo da Vinci: A Genius Driven to Distraction”

PLoS One, “Procrastination, Distress and Life Satisfaction Across the Age Range — A German Representative Community Study”

PsychCentral, “10 Good and 10 Bad Things About Procrastination”

Redlands Symphony, Don Giovanni Overture

Stunning Motivation, “10 Reasons Why People Procrastinate and How to Overcome It”

Thrive Global, “The Relation Between Procrastination and Productivity”

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• Essay on Habits

Free Argumentative Essay On How Habits Work

Type of paper: Argumentative Essay

Topic: Habits , Development , Brain , Literature , Toothpaste , Desire , Business , Dentistry

Words: 1300

Published: 02/20/2023

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The Power of Habit: Why We Do What We Do in Life and Business by Charles Duhigg is based on scientific studies and findings that clarify why habits exist and how they can be changed. The author mentions some rules/techniques about changing habits such as the three-step loop, which are cue, routine, and reward. The author elaborates more regarding those methods by performing some experiments and receiving exceedingly effective results. In this essay, based on chapters one and two, I will argue in favor of the author’s discussion on the rules/techniques and experiments, and I will support my argument with the true events that occurred in these two chapters Eugene’s wife decided to ensure that the old man was participating in regular exercise where they could walk around the block on a daily basis. The wife was agitated at a time where her husband vanished, only to realize that he has reappeared minutes after going for the routine exercise on his own. Even though Eugene encountered difficulties in locating where any of his rooms, he mastered the route that they used when practicing on a daily basis. The old man verified claims of scientists that habits develop and function entirely separately from the brain’s part in control of human memory. Far along, lab tests and experiments established that human beings learn and participate in unconscious choices without necessarily having to recall anything regarding decision making. After the development of the habit, the brain no longer participates in decision making. It therefore instead concentrates on shifting focus to other responsibilities. If a person does not intentionally oppose a certain habit by participating in new routines, the normal pattern will continue to occur routinely. Duhigg asserts that it is difficult to recall the experiences that lead to our habits but once they are registered without our brains, they will affect our actions without our comprehension. For instance, let’s talk about McDonalds and Kids. When a parent is driving home with his/her kids, and they are hungry, it is not a bad idea to stop at a McDonald’s restaurant and have some snacks. Experiments have shown that family has no intention of consuming the fast foods on a normal routine. What takes place is the one in a month pattern develops into once in a week and even transpire into twice in a week. In the second chapter, Duhigg discusses the craving brain when trying to figure out how to create new habits. Without craving, cues and rewards will never work because it powers the habit loop (Zsolt). Habits craft neurological cravings. The association between cues and rewards develops a subconscious craving in our brain that automatically results to a habit loop spinning. The author adds that cues and rewards cannot develop a lasting habit in the absence of a craving. For instance, it becomes easier to jog early in the morning when the cravings of a sense of accomplishment are developed into the brain. The rewards are realized after the cravings are developed. The toothpaste example is useful in explaining the creating of habits. During the early 20th century, people had not discovered the art of brushing teeth. In fact, during the world war, most soldiers suffered from rotting teeth, and this prompted the government to announce it as a threat to national security. As a result, Claude Hopkins ventured into making toothpaste solve this nightmare. Claude Hopkins was selling a sensation rather than beautiful teeth. Human beings started craving for the excellent sensation and believed in it after which brushing developed into a human habit (Duhigg 20). A bigger population started using toothpaste because its accomplishment resulted in fresh breath and clean teeth. It has been found that less than 10% of United States citizens apply sunscreen on a daily basis. This is attributed to the fact that no firm has stepped up to develop it as a craving so that it can become a habit to the people. Therefore, it is sensible to conclude craving develops a habit. Nonetheless, pointing out how to trigger a craving makes the development of new habit much easier. In the toothpaste example, Claude-Hopkins used the toothpaste as a cue and succeeded in developing it into a national habit. Claude created ads that played a critical role in marketing. The ads asserted that the film in our mouths is what creates an off color and develop tooth decay. After instilling such fear into the population, the ads went ahead to showcase pictures of lovely white smiles. The film also had messages that convinced people of the benefits of using the toothpaste. The ads were successful because it convinced more people to start brushing teeth. Statistics indicated that the use of the toothpaste had extended from 7% to 65% of the population. Duhigg compares the success of Claude-Hopkins to the dreadful failures of P & G’s Febreze. The product had failed to succeed in the market because of its poor marketing strategies. P & G executives almost dismissed the product from the market before discovering what scientists knew about habits (Duhigg 23). As a result, they opted to create a cue that led to cravings in the human brain. The company decided to sell the product as an air freshener. They convinced people that the product could be applied to create an aromatic atmosphere after cleaning. People, therefore, started to crave for it this automatically boosted the sales. The author exposes the technical failures of the Pepsodent toothpaste but the habit of brushing teeth developed because a sensational feeling was generated by a cue. Researchers also provided back up to the findings of the habits developed by the sick old man. They conducted a series of experiments that examined the brain activity of rats and discovered that their brain was not used after a habit was developed. It was concluded that the basal ganglia was responsible for storing habits even when the brain was not functioning. It is also important to note that despite habits becoming an automatic and unconscious sequence of events, it is possible to change them. The change of habit requires a new pattern after which they become automatic (Verhoeven 760). More studies indicated that habits are so dominant but delicate. They can arise out of our consciousness, or even be purposely designed. The problem with habits is that they develop progressively, over a certain period, without our knowledge. Because it is difficult to realize habit loops, controlling habits after they develop can prove to be a problem. The elucidation above implies that the habit process is comprised of routine, cue, and reward steps. When one focuses on achieving a particular accomplishment or reward, the cue and routine lead to a habit. The Power of Habit comprises of numerous expedient experiments that demonstrate the function of habits in persons, organizations, or even within the society. The author has integrated practical techniques in his book, and this helps to identify events that create habit and behavior. The book is composed of a coherent language, and the flow of ideas is constant. The points are backed up by scientific evidence making it interesting to read. The masterpiece is excellent.

Works Cited

Clear, James. "The 3 R's of Habit Change: How To Start New Habits That Actually Stick." James Clear. N.p., 2016. Web. 7 Mar. 2016. Duhigg, Charles. The power of habit: Why we do what we do in life and business. Vol. 34. No. 10. Random House, 2012. Valentino, Nicholas A., Krysha Gregorowicz, and Eric W. Groenendyk. "Efficacy, emotions and the habit of participation." Political Behavior 31.3 (2009): 307-330. Verhoeven, Aukje AC, et al. "The power of habits: Unhealthy snacking behaviour is primarily predicted by habit strength." British journal of health psychology 17.4 (2012): 758-770. Zsolt. "The Power of Habit Summary + #14 Life Changing Lessons." Zsolt Babocsai. N.p., n.d. Web. 7 Mar. 2016.

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Argumentative Essay | Definition & Examples

Anna has taught middle and high school English for over three years. She has a master’s degree in Human Rights and Humanitarian Action from Sciences Po Paris and bachelor’s degree in English, Spanish, and Women’s and Gender Studies from St. Olaf College.

Mary Firestone has a Bachelor of Arts in Music and a Master of Fine Arts in Creative Writing. Firestone has experience as an instructor for English, English Composition, Advanced Composition, Contemporary World Literature, Contemporary Literature, and Creative Writing. She has taught at a variety of schools such as Ottawa University Online, Rasmussen College, Excelsior College, and Southern New Hampshire University.

How do you write an argumentative essay?

To write an argumentative essay, the writer must do research on the topic to decide what stance to take and to gather evidence in support of her or his position. The writer should create an outline of their main points and evidence and then write a draft of their paper. Before submitting the essay, the draft should always be proofread for errors, logical fallacies, and flow.

What is an argumentative essay and what is its purpose?

The purpose of an argumentative essay is to convince the reader of a particular standpoint based on logical reasoning, facts, and evidence. Argumentative essays can be written about most any subject, and the ability to write them is a useful skill in one's academic and professional life.

Table of Contents

What is an argumentative essay, argumentative essay structure, proofreading, argumentative essay examples, lesson summary.

To define an argumentative essay, one must first define essay. An essay is a brief work of writing which presents a story, point of view, interpretation, or analysis. The argumentative essay definition, then, is an essay that relies on facts and evidence to argue in favor of a certain thesis. Argumentative essays explore both sides of a certain issue, ultimately trying to prove the claim made in the thesis.

Argumentative essays are an important form of writing as they allow the author to advocate in favor of a certain claim, interpretation, or cause. Being able to make a good, well-supported argument is a key skill for a person's academic, professional, and personal life. Argumentative essays are a central learning exercise in many academic subjects.

Often, a significant amount of research and preparation must be done before drafting an argumentative essay. Sometimes this research is limited to materials that have already been published. In some cases, however, the writer may conduct empirical research including surveys, experiments, interviews, and other forms of data collection. Prior research is a key step which allows the writer to explore the different factors affecting a topic and to choose the stance they want to support in an informed way.

The persuasive essay is confused with the argumentative essay. However, the persuasive essay employs ethical and emotional appeals , whereas the argumentative essay relies more on logic, evidence, and argumentation. Similarly, the argumentative essay is sometimes conflated with the expository essay . What differentiates the two forms is that expository essays tend to be shorter in length and require less prior research. In-class writing activities or exams often use expository essays.

Argumentative Text Example

So, what is an argumentative text? An argumentative text is any writing that uses evidence and facts to support a certain thesis. Thus, an argumentative essay falls under the argumentative text definition. An essay arguing that the effects of violent videogames on children is overwhelmingly negative is one argumentative text example.

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• 0:01 Definition
• 0:41 Introductory Paragraph
• 1:03 Body Paragraphs
• 2:01 Conclusion
• 2:22 Proofreading
• 2:53 Lesson Summary

An argumentative essay relies on argumentative writing to convey a point. What is argumentative writing? The argumentative writing definition is writing in which the writer clearly states an argument and identifies several key points in support of it, drawing on evidence from credible sources . Thus, the argumentative essay is a form of argumentative writing.

An argumentative essay is organized into several paragraphs: the introductory paragraph with the thesis, the body paragraphs, and the conclusion. Argumentative essays should feature transition words and logical connecting words to form a cohesive argument and a fluid piece of writing.

The five-paragraph essay is a typical approach for writing argumentative essays. This involves an introduction, three body paragraphs (potentially including a counterargument), and a conclusion. Though this is a tried-and-true method for drafting essays, it is by no means the authoritative formula for argumentative writing.

Introductory Paragraph and Thesis

An argumentative essay starts with an introductory paragraph , or introduction . The introductory paragraph is where the author presents the topic and tries to engage or ''hook'' the reader. A key statistic, brief anecdote , imagery, or question are all good ways to draw in the reader. In the introductory paragraph, the writer should offer a general review of the topic and tell why the topic is important, or why readers should care about it.

Thesis Statement

The final sentence of the introductory paragraph is the thesis statement. A thesis statement is the debatable statement or claim around which the essay will be centered. The purpose of a thesis statement is to introduce the reader to the claim the author will try to support throughout the rest of the essay.

A thesis is not a fact or something that is generally agreed upon. For example, ''Videogames are a form of popular entertainment'' is not a good thesis statement because it is a generally agreed upon fact. The thesis ''Videogames are harmful to the younger generation'' is a better thesis statement because there are plenty of people who would disagree with this statement; it is debatable and makes a claim that can then be argued in the rest of the essay.

Still, a thesis should be narrow, otherwise the scope of the essay would be too broad and would require too much evidence and argumentation. Thus, the thesis ''Videogames are harmful to the younger generation because they portray misogynistic stereotypes and violence which children then replicate in their own lives'' would be a stronger thesis because it makes a specific claim which will require focused argumentation throughout the essay.

Body Paragraphs

The body paragraphs of an essay are where the writer presents her or his reasoning and the evidence to support her or his claim. Each body paragraph should present a single idea to keep the writing clear and concise. The first sentence of the paragraph should be a topic sentence which presents a reason directly related to the thesis statement. Then, evidence supporting this reason should be presented. Finally, the writer should explain why this piece of evidence supports the original thesis.

For example, a first sentence might read, ''Children who play videogames with hypersexualized female characters show a higher level of casual misogyny in their daily life.'' The writer would then present evidence from statistics, interviews, or other research to support this claim. Finally, the writer would tie this evidence back to the original thesis.

The evidence used in an argumentative essay must be well-researched, correct, and current. Writers should use reliable sources and keep track of these sources. Depending on the essay, writers may be expected to use in-text citations and/or provide a works cited page or bibliography, both formatted lists that record the sources used in the drafting of the paper.

Writers of an argumentative essay should be sure to address opposing viewpoints in order to present a persuasive and fair message. In this section, known as the rebuttal , the writer presents and refutes the opposing viewpoint. The writer will summarize the opposing viewpoint, or counterargument , and explain why he or she disagrees. Then, the writer must refute the opposing viewpoint by, for example, pointing out logical fallacies in it or providing newer information.

A rebuttal for the prior example might first mention that many people consider videogames to have no, or even positive, effects on children. Then, the writer might explain that she or he disagrees with this viewpoint because it overlooks significant research that has emerged in the past few years.

The conclusion is the section in which the writer reiterates the thesis and ties together all of the reasons she or he has named in the body paragraphs. No new information should be presented in the conclusion. Instead, the writer should once again argue for the importance of the subject, briefly summarize the central points, and reformulate the thesis.

Proofreading is a key step in essay writing. A careful proofread allows the writer to double check their spelling, grammar, and writing mechanics . While technology such as autocorrect and spell check have made this step easier, it is still important to do one's own proofread in case anything has been missed. Eliminating errors makes sure that the power of the writer's argument is not undermined by simple mistakes.

At this step, the writer can also ensure the writing flows, improve transitions, change repetitious language, and improve some vocabulary choices, if appropriate. Having a classmate, colleague, friend, or family member proofread one's work is also useful as it gives the writer a different perspective on their work.

The writer should also check for aspects such as logical fallacies that would undermine the efficacy of their argument. To do so, writers should make sure that the evidence and reasoning provided relates directly back to the thesis and that there are no broad generalizations, nor any reasoning based on stereotypes or assumptions. Logical fallacies can also include jumping to conclusions by lacking adequate and progressive argumentation, weak analogies, and straw man arguments, where writers depict and refute a weaker version of their opponent's counterargument. One such logical fallacy, for example, would be ''People who play videogames are violent by nature.''

Argumentative essays can be written about nearly any subject. Examples of argumentative essay topics in the humanities include:

• A comparative study of two works of literature
• The influence of a famous artist on society
• Bilingualism in urban settings

Example topics in the sciences include:

• The role of human beings in climate change
• The consequences of eating GMO foods
• Stem cell research

Example essay topics in the social sciences include:

• The impact of advertising on consumer habits
• Racial discrimination in the workplace
• The treatment of migrants on the US-Mexico border

Walkthrough Example

An argumentative essay on the topic ''treatment of migrants on the US-Mexico border'' will now be broken down into the different essay sections and their contents.

• Introduction: The introductory paragraph might start with an anecdote or description of the experience of a migrant held in a detention center on the southern US border, to engage the reader's attention.
• Thesis: The thesis might claim that US border policies have a detrimental effect on the mental and physical health of migrants.
• Body paragraphs: The body paragraphs would give reasons in support of the thesis, such as separation from family and parents, poor living conditions, and increased instances of violence, supporting each reason with evidence. Evidence might include interviews, reports by human rights organizations, and newspaper articles.
• Rebuttal: A rebuttal might highlight that some Americans and legislators believe that migrants entering the country irregularly deserve to be treated like criminals. The writer might refute this counterargument by highlighting the humanity of the migrants in question through anecdotes or content taken from interviews. He or she might also point out that even criminals have human rights which grant them an adequate standard of living.
• Conclusion: The writer would conclude by revisiting her or his thesis and the main supporting points made throughout the essay.

Argumentative essays are a type of essay , or brief written work, in which the writer makes a claim and supports it by providing evidence from credible sources. Argumentative essays present both sides of an issue, ultimately arguing in favor of one over the other. Being able to write an argumentative essay is a useful skill for both academic and professional contexts.

Structured into several different parts, an argumentative essay begins with an introductory paragraph , or introduction , which gives the thesis statement . In the body paragraphs , the writer offers reasons and evidence which support their claim. Each body paragraph should start with a topic sentence . The sources of this evidence may need to be recorded in a works cited page or bibliography . The writer may devote a body paragraph to a rebuttal refuting the opposing viewpoint, or counterargument . The author summarizes their views and reiterates their thesis in the final paragraph, known as the conclusion . Every argumentative essay should undergo the proofreading process in order to eliminate errors and logical fallacies and to improve flow.

Video Transcript

An argumentative essay uses evidence and facts to prove whether or not a thesis is true. It presents two sides of a single issue, and covers the most important arguments for and against. People sometimes confuse the argumentative essay and the persuasive essay. The persuasive essay relies heavily on emotional and ethical appeals to persuade readers, and the argumentative essay does not.

The argumentative essay has the same structure as other types of essays. It has a thesis statement, an introductory paragraph, body paragraphs, and a conclusion.

Introductory Paragraph

The introduction to your argumentative essay should engage your readers. Let's say your topic is about social media; you might say that it has changed the world, and then follow up with some statistics that support that. Write a sentence or two about your own experiences with social media. The last sentence in your introduction should be your thesis statement.

Each body paragraph after the introduction should have a topic sentence with an argument. One argument might be that social media helps society. Follow this with supporting details, which in this case might be that Facebook helps military families stay in touch, or that it aids social causes by finding funds for under-served populations (if true).

Support your arguments with evidence that your reader will recognize as reliable, such as peer-reviewed articles from the library database, polls, and studies from well-known sources, and be sure to include in-text citations for any quotes and paraphrases. Base any conclusions on solid logic, and use transitions to the subsequent paragraphs, repeating this process. Avoid any irrelevant details that will distract from the thesis.

Briefly summarize the most important arguments in the conclusion. You will address what the skeptics say and offer your readers a look to the future. Will concepts like Facebook last? What are your thoughts about the possibilities of new forms of social media? These points will give your readers something to think about when they finish reading your essay.

Carefully proofread your essay, making sure that you're not undermining your arguments with errors in grammar, spelling, and writing mechanics. All of your hard work can be lost if you leave out this important step. Also check for logical fallacies. Some examples of fallacies based on the social media topic would be:

• People who don't want to use social media are either anti-social or misinformed.
• If you are active on social media, your personal life will improve greatly.

An argumentative essay uses evidence and facts to prove whether or not a thesis is true and presents two sides of a single issue. This type of essay includes an introductory paragraph, body paragraphs and a conclusion. After finishing your essay, you should proofread carefully for errors and logical fallacies.

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