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

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

What Is an Argumentative Essay?

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

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

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

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

3 Good Argumentative Essay Examples + Analysis

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

Argumentative Essay Example 1

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

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

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

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

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

What this essay does well:

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

Argumentative Essay Example 2

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

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

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

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

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

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

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

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

Argumentative Essay Example 3

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

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

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

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

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

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

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

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

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

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

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

3 Tips for Writing a Good Argumentative Essay

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

#1: Make Your Thesis Crystal Clear

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

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

#2: Show Why the Other Side Is Weak

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

#3: Use Evidence to Support Your Side

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

Summary: Argumentative Essay Sample

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

What's Next?

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

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

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

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

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Argumentative Essay – Outline, Form, and Examples

What is an argumentative essay?

An argumentative essay requires the writer to investigate a specific topic by collecting and evaluating evidence to establish a position on the subject matter.

When preparing to compose a good argumentative essay, utilize the following steps:

Step 1: Select a topic.

Step 2: Identify a position.

Step 3: Locate appropriate resources.

Step 4: Identify evidence supporting the position. ( NOTE: If there is little evidence in support of the claim, consider re-examining the main argument.)

When gathering evidence, use credible sources . To determine the credibility of the source, consider authority, currency, accuracy, and objectivity:

Who is the author ? Are they an expert in the field? Has a reputable publisher published the work?

How current is the information in the source? Does the currency of the source matter? Does the age of the source impact the content? Is there newer information that disproves the source’s information?

Can other sources verify the accuracy of the information? Does the information contradict that found in other commonly accepted sources?

Is there any evidence of bias, or is the source objective ? Is the research sponsored by an organization that may skew the information?

The following are typically recognized as providing appropriate, credible research material:

Peer-reviewed journals/research papers

Government agencies

Professional organizations

Library databases

Reference books

Writers should avoid using the following sources:

Social media posts

Out-of-date materials

Step 5: Utilize the research to determine a thesis statement that identifies the topic, position, and support(s).

Step 6: Use the evidence to construct an outline, detailing the main supports and relevant evidence.

Argumentative essay outline

After gathering all of the necessary research, the next step in composing an argumentative essay focuses on organizing the information through the use of an outline:

Introduction

Attention Grabber/Hook

Background Information: Include any background information pertinent to the topic that the reader needs to know to understand the argument.

Thesis: State the position in connection to the main topic and identify the supports that will help prove the argument.

Topic sentence

Identify evidence in support of the claim in the topic sentence

Explain how the evidence supports the argument

Evidence 3 (Continue as needed)

Support 2 (Continue as needed)

Restate thesis

Review main supports

Concluding statement

Invite the audience to take a specific action.

Identify the overall importance of the topic and position.

How to write an argumentative essay

Regardless of the writer’s topic or point of view, an argumentative essay should include an introductory paragraph, body paragraphs, a conclusion, and works cited.

Background information

Body Paragraphs

Analysis of evidence

Rephrased thesis

Review of main ideas

Call to action

Works Cited

Argumentative essay introduction

The introduction sets the tone for the entire paper and introduces the argument. In general, the first paragraph(s) should attract the reader’s attention, provide relevant context, and conclude with a thesis statement.

To attract the reader's attention , start with an introductory device. There are several attention-grabbing techniques, the most common of which consist of the following:

The writer can emphasize the topic’s importance by explaining the current interest in the topic or indicating that the subject is influential.

Pertinent statistics give the paper an air of authority.

There are many reasons for a stimulating statement to surprise a reader. Sometimes it is joyful; sometimes it is shocking; sometimes it is surprising because of who said it.

An interesting incident or anecdote can act as a teaser to lure the reader into the remainder of the essay. Be sure that the device is appropriate for the subject and focus of what follows.

Provide the reader with relevant context and background information necessary to understand the topic.

Conclude with a thesis statement that identifies the overall purpose of the essay (topic and position). Writers can also include their support directly in the thesis, which outlines the structure of the essay for the reader.

Avoid the following when writing the introduction to argumentative writing:

Starting with dictionary definitions is too overdone and unappealing.

Do not make an announcement of the topic like “In this paper I will…” or “The purpose of this essay is to….”

Evidence supporting or developing the thesis should be in the body paragraphs, not the introduction.

Beginning the essay with general or absolute statements such as “throughout history...” or “as human beings we always...” or similar statements suggest the writer knows all of history or that all people behave or think in the same way.

Argumentative essay thesis

The thesis statement is the single, specific claim the writer sets out to prove and is typically positioned as the last sentence of the introduction . It is the controlling idea of the entire argument that identifies the topic, position, and reasoning.

When constructing a thesis for an argumentative paper, make sure it contains a side of the argument, not simply a topic. An argumentative thesis identifies the writer’s position on a given topic. If a position cannot be taken, then it is not argumentative thesis:

Topic: Capital punishment is practiced in many states.

Thesis: Capital punishment should be illegal.

While not always required, the thesis statement can include the supports the writer will use to prove the main claim. Therefore, a thesis statement can be structured as follows:

TOPIC + POSITION (+ SUPPORTS)

No Supports: College athletes (TOPIC) should be financially compensated (POSITION).

Supports: College athletes (TOPIC) should be financially compensated (POSITION) because they sacrifice their minds and bodies (SUPPORT 1), cannot hold

Argumentative essay body paragraphs

Body paragraphs can be of varying lengths, but they must present a coherent argument unified under a single topic. They are rarely ever longer than one page, double-spaced; usually they are much shorter.

Lengthy paragraphs indicate a lack of structure. Identify the main ideas of a lengthy paragraph to determine if they make more sense as separate topics in separate paragraphs.

Shorter paragraphs usually indicate a lack of substance; there is not enough evidence or analysis to prove the argument. Develop the ideas more or integrate the information into another paragraph.

The structure of an argumentative paragraph should include a topic sentence, evidence, and a transition.

The topic sentence is the thesis of the paragraph that identifies the arguable point in support of the main argument. The reader should know exactly what the writer is trying to prove within the paragraph by reading the first sentence.

The supporting evidence and analysis provide information to support the claim. There should be a balance between the evidence (facts, quotations, summary of events/plot, etc.) and analysis (interpretation of evidence). If the paragraph is evidence-heavy, there is not much of an argument; if it is analysis-heavy, there is not enough evidence in support of the claim.

The transition can be at the beginning or the end of a paragraph. However, it is much easier to combine the transition with the concluding observation to help the paragraphs flow into one another. Transitions in academic writing should tell the reader where you were, where you are going, and relate to the thesis.

Some essays may benefit from the inclusion of rebuttals to potential counterarguments of the writer’s position.

Argumentative essay conclusion

The conclusion should make readers glad they read the paper. It can suggest broader implications that will not only interest readers but also enrich their understanding in some way. There are three aspects to follow when constructing the conclusion: rephrase the thesis, synthesize information, and call the reader to action.

Rephrased the thesis in the first sentence of the conclusion. It must be in different words; do not simply write it verbatim.

Synthesize the argument by showing how the paper's main points support the argument.

Propose a course of action or a solution to an issue. This can redirect the reader's thought process to apply the ideas to their life or to see the broader implications of the topic.

Avoid the following when constructing the conclusion:

Beginning with an unnecessary, overused phrase such as "in conclusion," "in summary," or "in closing;" although these phrases can work in speeches, they come across as trite in writing

Introducing a new idea or subtopic in the conclusion

Making sentimental, emotional appeals that are out of character with the rest of the paper

Including evidence (quotations, statistics, etc.) that should be in the body of the paper

Argumentative essay examples

Examples of argumentative essays vary depending upon the type:

Academic essays differ based upon the topic and position. These essays follow a more traditional structure and are typically assigned in high school or college. Examples of academic argumentative essay topics include the following:

Advantages or disadvantages of social media

Animal testing

Art education

Benefit or detriment of homework

Capital punishment

Class warfare

Immigration

School uniforms

Universal healthcare

Violence in video games

Argumentative literary essays are typically more informal and do not follow the same structure as an academic essay. The following are popular examples of argumentative literary essays:

“Letter from Birmingham Jail” by Martin Luther King, Jr.

“Death of the Moth” by Virginia Woolf

“Shooting an Elephant” by George Orwell

“Thoughts for the Times on War and Death” by Sigmund Freud

“Does the Truth Matter? Science, Pseudoscience, and Civilization” by Carl Sagan

“Self-Reliance” by Ralph Waldo Emerson

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How to Write Any High School Essay

Last Updated: March 22, 2023 Fact Checked

This article was co-authored by Emily Listmann, MA and by wikiHow staff writer, Hunter Rising . Emily Listmann is a private tutor in San Carlos, California. She has worked as a Social Studies Teacher, Curriculum Coordinator, and an SAT Prep Teacher. She received her MA in Education from the Stanford Graduate School of Education in 2014. There are 14 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 563,673 times.

Writing an essay is an important basic skill that you will need to succeed in high school and college. While essays will vary depending on your teacher and the assignment, most essays will follow the same basic structure. By supporting your thesis with information in your body paragraphs, you can successfully write an essay for any course!

Writing Help

Planning Your Essay

• Expository essays uses arguments to investigate and explain a topic.
• Persuasive essays try to convince the readers to believe or accept your specific point of view
• Narrative essays tell about a real-life personal experience.
• Descriptive essays are used to communicate deeper meaning through the use of descriptive words and sensory details.

• Look through books or use search engines online to look at the broad topic before narrowing your ideas down into something more concise.

• For example, the statement “Elephants are used to perform in circuses” does not offer an arguable point. Instead, you may try something like “Elephants should not be kept in the circus since they are mistreated.” This allows you to find supporting arguments or for others to argue against it.
• Keep in mind that some essay writing will not require an argument, such as a narrative essay. Instead, you might focus on a pivotal point in the story as your main claim.

• Talk to your school’s librarian for direction on specific books or databases you could use to find your information.
• Many schools offer access to online databases like EBSCO or JSTOR where you can find reliable information.
• Wikipedia is a great starting place for your research, but it can be edited by anyone in the world. Instead, look at the article’s references to find the sites where the information really came from.
• Use Google Scholar if you want to find peer-reviewed scholarly articles for your sources.
• Make sure to consider the author’s credibility when reviewing sources. If a source does not include the author’s name, then it might not be a good option.

• Outlines will vary in size or length depending on how long your essay needs to be. Longer essays will have more body paragraphs to support your arguments.

Starting an Essay

• Make sure your quotes or information are accurate and not an exaggeration of the truth, or else readers will question your validity throughout the rest of your essay.

• For example, “Because global warming is causing the polar ice caps to melt, we need to eliminate our reliance on fossil fuels within the next 5 years.” Or, “Since flavored tobacco appeals mainly to children and teens, it should be illegal for tobacco manufacturers to sell these products.”
• The thesis is usually the last or second to last sentence in your introduction.

• Use the main topics of your body paragraphs as an idea of what to include in your mini-outline.

Writing the Body Paragraphs

• Think of your topic sentences as mini-theses so your paragraphs only argue a specific point.

• Many high school essays are written in MLA or APA style. Ask your teacher what format they want you to follow if it’s not specified.

• Unless you’re writing a personal essay, avoid the use of “I” statements since this could make your essay look less professional.

• For example, if your body paragraphs discuss similar points in a different way, you can use phrases like “in the same way,” “similarly,” and “just as” to start other body paragraphs.
• If you are posing different points, try phrases like “in spite of,” “in contrast,” or “however” to transition.

Concluding Your Essay

• For example, if your thesis was, “The cell phone is the most important invention in the past 30 years,” then you may restate the thesis in your conclusion like, “Due to the ability to communicate anywhere in the world and access information easily, the cell phone is a pivotal invention in human history.”
• If you’re only writing a 1-page paper, restating your main ideas isn’t necessary.

• For example, if you write an essay discussing the themes of a book, think about how the themes are affecting people’s lives today.

• Try to pick the same type of closing sentence as you used as your attention getter.

• Including a Works Cited page shows that the information you provided isn’t all your own and allows the reader to visit the sources to see the raw information for themselves.
• Avoid using online citation machines since they may be outdated.

Revising the Paper

• Have a peer or parent read through your essay to see if they understand what point you’re trying to make.

• For example, if your essay discusses the history of an event, make sure your sentences flow in a chronological way in the order the events happened.

• If you cut parts out of your essay, make sure to reread it to see if it affects the flow of how it reads.

Community Q&A

• Allow ample time to layout your essay before you get started writing. Thanks Helpful 2 Not Helpful 0
• If you have writer's block , take a break for a few minutes. Thanks Helpful 2 Not Helpful 2
• Check the rubric provided by your teacher and compare your essay to it. This helps you gauge what you need to include or change. Thanks Helpful 0 Not Helpful 1

• Avoid using plagiarism since this could result in academic consequences. Thanks Helpful 5 Not Helpful 1

You Might Also Like

• ↑ https://www.grammarly.com/blog/types-of-essays/
• ↑ https://writingcenter.unc.edu/tips-and-tools/thesis-statements/
• ↑ https://guides.libs.uga.edu/reliability
• ↑ https://facultyweb.ivcc.edu/rrambo/eng1001/outline.htm
• ↑ https://examples.yourdictionary.com/20-compelling-hook-examples-for-essays.html
• ↑ https://wts.indiana.edu/writing-guides/how-to-write-a-thesis-statement.html
• ↑ https://guidetogrammar.org/grammar/five_par.htm
• ↑ https://learning.hccs.edu/faculty/jason.laviolette/persuasive-essay-outline
• ↑ https://academicguides.waldenu.edu/writingcenter/paragraphs/topicsentences
• ↑ https://writingcenter.unc.edu/tips-and-tools/transitions/
• ↑ https://writingcenter.fas.harvard.edu/pages/ending-essay-conclusions
• ↑ https://libguides.newcastle.edu.au/how-to-write-an-essay/conclusion
• ↑ https://pitt.libguides.com/citationhelp
• ↑ https://writingcenter.unc.edu/tips-and-tools/revising-drafts/

About This Article

Writing good essays is an important skill to have in high school, and you can write a good one by planning it out and organizing it well. Before you start, do some research on your topic so you can come up with a strong, specific thesis statement, which is essentially the main argument of your essay. For instance, your thesis might be something like, “Elephants should not be kept in the circus because they are mistreated.” Once you have your thesis, outline the paragraphs for your essay. You should have an introduction that includes your thesis, at least 3 body paragraphs that explain your main points, and a conclusion paragraph. Start each body paragraph with a topic sentence that states the main point of the paragraph. As you write your main points, make sure to include evidence and quotes from your research to back it up. To learn how to revise your paper, read more from our Writing co-author! Did this summary help you? Yes No

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Argumentative Essays

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What is an argumentative essay?

The argumentative essay is a genre of writing that requires the student to investigate a topic; collect, generate, and evaluate evidence; and establish a position on the topic in a concise manner.

Please note : Some confusion may occur between the argumentative essay and the expository essay. These two genres are similar, but the argumentative essay differs from the expository essay in the amount of pre-writing (invention) and research involved. The argumentative essay is commonly assigned as a capstone or final project in first year writing or advanced composition courses and involves lengthy, detailed research. Expository essays involve less research and are shorter in length. Expository essays are often used for in-class writing exercises or tests, such as the GED or GRE.

Argumentative essay assignments generally call for extensive research of literature or previously published material. Argumentative assignments may also require empirical research where the student collects data through interviews, surveys, observations, or experiments. Detailed research allows the student to learn about the topic and to understand different points of view regarding the topic so that she/he may choose a position and support it with the evidence collected during research. Regardless of the amount or type of research involved, argumentative essays must establish a clear thesis and follow sound reasoning.

The structure of the argumentative essay is held together by the following.

• A clear, concise, and defined thesis statement that occurs in the first paragraph of the essay.

In the first paragraph of an argument essay, students should set the context by reviewing the topic in a general way. Next the author should explain why the topic is important ( exigence ) or why readers should care about the issue. Lastly, students should present the thesis statement. It is essential that this thesis statement be appropriately narrowed to follow the guidelines set forth in the assignment. If the student does not master this portion of the essay, it will be quite difficult to compose an effective or persuasive essay.

• Clear and logical transitions between the introduction, body, and conclusion.

Transitions are the mortar that holds the foundation of the essay together. Without logical progression of thought, the reader is unable to follow the essay’s argument, and the structure will collapse. Transitions should wrap up the idea from the previous section and introduce the idea that is to follow in the next section.

• Body paragraphs that include evidential support.

Each paragraph should be limited to the discussion of one general idea. This will allow for clarity and direction throughout the essay. In addition, such conciseness creates an ease of readability for one’s audience. It is important to note that each paragraph in the body of the essay must have some logical connection to the thesis statement in the opening paragraph. Some paragraphs will directly support the thesis statement with evidence collected during research. It is also important to explain how and why the evidence supports the thesis ( warrant ).

However, argumentative essays should also consider and explain differing points of view regarding the topic. Depending on the length of the assignment, students should dedicate one or two paragraphs of an argumentative essay to discussing conflicting opinions on the topic. Rather than explaining how these differing opinions are wrong outright, students should note how opinions that do not align with their thesis might not be well informed or how they might be out of date.

• Evidential support (whether factual, logical, statistical, or anecdotal).

The argumentative essay requires well-researched, accurate, detailed, and current information to support the thesis statement and consider other points of view. Some factual, logical, statistical, or anecdotal evidence should support the thesis. However, students must consider multiple points of view when collecting evidence. As noted in the paragraph above, a successful and well-rounded argumentative essay will also discuss opinions not aligning with the thesis. It is unethical to exclude evidence that may not support the thesis. It is not the student’s job to point out how other positions are wrong outright, but rather to explain how other positions may not be well informed or up to date on the topic.

• A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided.

It is at this point of the essay that students may begin to struggle. This is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical. Do not introduce any new information into the conclusion; rather, synthesize the information presented in the body of the essay. Restate why the topic is important, review the main points, and review your thesis. You may also want to include a short discussion of more research that should be completed in light of your work.

A complete argument

Perhaps it is helpful to think of an essay in terms of a conversation or debate with a classmate. If I were to discuss the cause of World War II and its current effect on those who lived through the tumultuous time, there would be a beginning, middle, and end to the conversation. In fact, if I were to end the argument in the middle of my second point, questions would arise concerning the current effects on those who lived through the conflict. Therefore, the argumentative essay must be complete, and logically so, leaving no doubt as to its intent or argument.

The five-paragraph essay

A common method for writing an argumentative essay is the five-paragraph approach. This is, however, by no means the only formula for writing such essays. If it sounds straightforward, that is because it is; in fact, the method consists of (a) an introductory paragraph (b) three evidentiary body paragraphs that may include discussion of opposing views and (c) a conclusion.

Longer argumentative essays

Complex issues and detailed research call for complex and detailed essays. Argumentative essays discussing a number of research sources or empirical research will most certainly be longer than five paragraphs. Authors may have to discuss the context surrounding the topic, sources of information and their credibility, as well as a number of different opinions on the issue before concluding the essay. Many of these factors will be determined by the assignment.

A Step-by-Step Plan for Teaching Argumentative Writing

February 7, 2016

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For seven years, I was a writing teacher.  Yes, I was certified to teach the full spectrum of English language arts—literature, grammar and usage, speech, drama, and so on—but my absolute favorite, the thing I loved doing the most, was teaching students how to write.

Most of the material on this site is directed at all teachers. I look for and put together resources that would appeal to any teacher who teaches any subject. That practice will continue for as long as I keep this up. But over the next year or so, I plan to also share more of what I know about teaching students to write. Although I know many of the people who visit here are not strictly English language arts teachers, my hope is that these posts will provide tons of value to those who are, and to those who teach all subjects, including writing.

So let’s begin with argumentative writing, or persuasive writing, as many of us used to call it. This overview will be most helpful to those who are new to teaching writing, or teachers who have not gotten good results with the approach you have taken up to now. I don’t claim to have the definitive answer on how to do this, but the method I share here worked pretty well for me, and it might do the same for you. If you are an experienced English language arts teacher, you probably already have a system for teaching this skill that you like. Then again, I’m always interested in how other people do the things I can already do; maybe you’re curious like that, too.

Before I start, I should note that what I describe in this post is a fairly formulaic style of essay writing. It’s not exactly the 5-paragraph essay, but it definitely builds on that model. I strongly believe students should be shown how to move past those kinds of structures into a style of writing that’s more natural and fitting to the task and audience, but I also think they should start with something that’s pretty clearly organized.

So here’s how I teach argumentative essay writing.

Step 1: Watch How It’s Done

One of the most effective ways to improve student writing is to show them mentor texts, examples of excellent writing within the genre students are about to attempt themselves. Ideally, this writing would come from real publications and not be fabricated by me in order to embody the form I’m looking for. Although most experts on writing instruction employ some kind of mentor text study, the person I learned it from best was Katie Wood Ray in her book Study Driven (links to the book: Bookshop.org | Amazon ).

Since I want the writing to be high quality and the subject matter to be high interest, I might choose pieces like Jessica Lahey’s Students Who Lose Recess Are the Ones Who Need it Most  and David Bulley’s School Suspensions Don’t Work .

I would have students read these texts, compare them, and find places where the authors used evidence to back up their assertions. I would ask students which author they feel did the best job of influencing the reader, and what suggestions they would make to improve the writing. I would also ask them to notice things like stories, facts and statistics, and other things the authors use to develop their ideas. Later, as students work on their own pieces, I would likely return to these pieces to show students how to execute certain writing moves.

Step 2: Informal Argument, Freestyle

Although many students might need more practice in writing an effective argument, many of them are excellent at arguing in person. To help them make this connection, I would have them do some informal debate on easy, high-interest topics. An activity like This or That (one of the classroom icebreakers I talked about last year) would be perfect here: I read a statement like “Women have the same opportunities in life as men.” Students who agree with the statement move to one side of the room, and those who disagree move to the other side. Then they take turns explaining why they are standing in that position. This ultimately looks a little bit like a debate, as students from either side tend to defend their position to those on the other side.

Every class of students I have ever had, from middle school to college, has loved loved LOVED this activity. It’s so simple, it gets them out of their seats, and for a unit on argument, it’s an easy way to get them thinking about how the art of argument is something they practice all the time.

Step 3: Informal Argument, Not so Freestyle

Once students have argued without the support of any kind of research or text, I would set up a second debate; this time with more structure and more time to research ahead of time. I would pose a different question, supply students with a few articles that would provide ammunition for either side, then give them time to read the articles and find the evidence they need.

Next, we’d have a Philosophical Chairs debate (learn about this in my  discussion strategies post), which is very similar to “This or That,” except students use textual evidence to back up their points, and there are a few more rules. Here they are still doing verbal argument, but the experience should make them more likely to appreciate the value of evidence when trying to persuade.

Before leaving this step, I would have students transfer their thoughts from the discussion they just had into something that looks like the opening paragraph of a written argument: A statement of their point of view, plus three reasons to support that point of view. This lays the groundwork for what’s to come.

Step 4: Introduction of the Performance Assessment

Next I would show students their major assignment, the performance assessment that they will work on for the next few weeks. What does this look like? It’s generally a written prompt that describes the task, plus the rubric I will use to score their final product.

Anytime I give students a major writing assignment, I let them see these documents very early on. In my experience, I’ve found that students appreciate having a clear picture of what’s expected of them when beginning a writing assignment. At this time, I also show them a model of a piece of writing that meets the requirements of the assignment. Unlike the mentor texts we read on day 1, this sample would be something teacher-created (or an excellent student model from a previous year) to fit the parameters of the assignment.

Step 5: Building the Base

Before letting students loose to start working on their essays, I make sure they have a solid plan for writing. I would devote at least one more class period to having students consider their topic for the essay, drafting a thesis statement, and planning the main points of their essay in a graphic organizer.

I would also begin writing my own essay on a different topic. This has been my number one strategy for teaching students how to become better writers. Using a document camera or overhead projector, I start from scratch, thinking out loud and scribbling down my thoughts as they come. When students see how messy the process can be, it becomes less intimidating for them. They begin to understand how to take the thoughts that are stirring around in your head and turn them into something that makes sense in writing.

For some students, this early stage might take a few more days, and that’s fine: I would rather spend more time getting it right at the pre-writing stage than have a student go off willy-nilly, draft a full essay, then realize they need to start over. Meanwhile, students who have their plans in order will be allowed to move on to the next step.

Step 6: Writer’s Workshop

The next seven to ten days would be spent in writer’s workshop, where I would start class with a mini-lesson about a particular aspect of craft. I would show them how to choose credible, relevant evidence, how to skillfully weave evidence into an argument, how to consider the needs of an audience, and how to correctly cite sources. Once each mini-lesson was done, I would then give students the rest of the period to work independently on their writing. During this time, I would move around the room, helping students solve problems and offering feedback on whatever part of the piece they are working on. I would encourage students to share their work with peers and give feedback at all stages of the writing process.

If I wanted to make the unit even more student-centered, I would provide the mini-lessons in written or video format and let students work through them at their own pace, without me teaching them. (To learn more about this approach, read this post on self-paced learning ).

As students begin to complete their essays, the mini-lessons would focus more on matters of style and usage. I almost never bother talking about spelling, punctuation, grammar, or usage until students have a draft that’s pretty close to done. Only then do we start fixing the smaller mistakes.

Step 7: Final Assessment

Finally, the finished essays are handed in for a grade. At this point, I’m pretty familiar with each student’s writing and have given them verbal (and sometimes written) feedback throughout the unit; that’s why I make the writer’s workshop phase last so long. I don’t really want students handing in work until they are pretty sure they’ve met the requirements to the best of their ability. I also don’t necessarily see “final copies” as final; if a student hands in an essay that’s still really lacking in some key areas, I will arrange to have that student revise it and resubmit for a higher grade.

So that’s it. If you haven’t had a lot of success teaching students to write persuasively, and if the approach outlined here is different from what you’ve been doing, give it a try. And let’s keep talking: Use the comments section below to share your techniques or ask questions about the most effective ways to teach argumentative writing.

Want this unit ready-made?

If you’re a writing teacher in grades 7-12 and you’d like a classroom-ready unit like the one described above, including mini-lessons, sample essays, and a library of high-interest online articles to use for gathering evidence, take a look at my Argumentative Writing unit. Just click on the image below and you’ll be taken to a page where you can read more and see a detailed preview of what’s included.

What to Read Next

Categories: Instruction , Podcast

Tags: English language arts , Grades 6-8 , Grades 9-12 , teaching strategies

58 Comments

This is useful information. In teaching persuasive speaking/writing I have found Monroe’s Motivated sequence very useful and productive. It is a classic model that immediately gives a solid structure for students.

Thanks for the recommendation, Bill. I will have to look into that! Here’s a link to more information on Monroe’s Motivated sequence, for anyone who wants to learn more: https://www.mindtools.com/pages/article/MonroeMotivatedSequence.htm

What other sites do you recommend for teacher use on providing effective organizational structure in argumentative writing? As a K-12 Curriculum Director, I find that when teachers connect with and understand the organizational structure, they are more effective in their teaching/delivery.

Hey Jessica, in addition to the steps outlined here, you might want to check out Jenn’s post on graphic organizers . Graphic organizers are a great tool that you can use in any phase of a lesson. Using them as a prewrite can help students visualize the argument and organize their thoughts. There’s a link in that post to the Graphic Organizer Multi-Pack that Jenn has for sale on her Teachers Pay Teachers site, which includes two versions of a graphic organizer you can use specifically for argument organization. Otherwise, if there’s something else you had in mind, let us know and we can help you out. Thanks!

Dear Jennifer Gonzalez,

You are generous with your gift of lighting the path… I hardly ever write (never before) , but I must today… THANK YOU… THANK YOU….THANK YOU… mostly for reading your great teachings… So your valuable teachings will even be easy to benefit all the smart people facing challenge of having to deal with adhd…

I am not a teacher… but forever a student…someone who studied English as 2nd language, with a science degree & adhd…

You truly are making a difference in our World…

Thanks so much, Rita! I know Jenn will appreciate this — I’ll be sure to share with her!

Love it! Its simple and very fruitful . I can feel how dedicated you are! Thanks alot Jen

Great examples of resources that students would find interesting. I enjoyed reading your article. I’ve bookmarked it for future reference. Thanks!

You’re welcome, Sheryl!

Students need to be writing all the time about a broad range of topics, but I love the focus here on argumentative writing because if you choose the model writing texts correctly, you can really get the kids engaged in the process and in how they can use this writing in real-world situations!

I agree, Laura. I think an occasional tight focus on one genre can help them grow leaps and bounds in the skills specific to that type of writing. Later, in less structured situations, they can then call on those skills when that kind of thinking is required.

This is really helpful! I used it today and put the recess article in a Google Doc and had the kids identify anecdotal, statistic, and ‘other’ types of evidence by highlighting them in three different colors. It worked well! Tomorrow we’ll discuss which of the different types of evidence are most convincing and why.

Love that, Shanna! Thanks for sharing that extra layer.

Greetings Ms. Gonzales. I was wondering if you had any ideas to help students develop the cons/against side of their argument within their writing? Please advise. Thanks.

Hi Michael,

Considering audience and counterarguments are an important part of the argumentative writing process. In the Argumentative Writing unit Jenn includes specific mini-lessons that teach kids how, when and where to include opposing views in their writing. In the meantime, here’s a video that might also be helpful.

Hi, Thank you very much for sharing your ideas. I want to share also the ideas in the article ‘Already Experts: Showing Students How Much They Know about Writing and Reading Arguments’ by Angela Petit and Edna Soto…they explain a really nice activity to introduce argumentative writing. I have applied it many times and my students not only love it but also display a very clear pattern as the results in the activity are quite similar every time. I hope you like it.

Lorena Perez

I’d like to thank you you for this excellence resource. It’s a wonderful addition to the informative content that Jennifer has shared.

What do you use for a prize?

I looked at the unit, and it looks and sounds great. The description says there are 4 topics. Can you tell me the topics before I purchase? We start argument in 5th grade, and I want to make sure the topics are different from those they’ve done the last 5 years before purchasing. Thanks!

Hi Carrie! If you go to the product page on TPT and open up the preview, you’ll see the four topics on the 4th page in more detail, but here they are: Social Networking in School (should social media sites be blocked in school?), Cell Phones in Class, Junk Food in School, and Single-Sex Education (i.e., genders separated). Does that help?

I teach 6th grade English in a single gendered (all-girls) class. We just finished an argument piece but I will definitely cycle back your ideas when we revisit argumentation. Thanks for the fabulous resources!

Glad to hear it, Madelyn!

I’m not a writing teacher and honestly haven’t been taught on how to teach writing. I’m a history teacher. I read this and found it helpful but have questions. First I noticed that amount of time dedicated to the task in terms of days. My questions are how long is a class period? I have my students for about 45 minutes. I also saw you mentioned in the part about self-paced learning that mini-lessons could be written or video format. I love these ideas. Any thoughts on how to do this with almost no technology in the room and low readers to non-readers? I’m trying to figure out how to balance teaching a content class while also teaching the common core skills. Thank you for any consideration to my questions.

Hey Jones, To me, a class period is anywhere from 45 minutes to an hour; definitely varies from school to school. As for the question about doing self-paced with very little tech? I think binders with written mini-lessons could work well, as well as a single computer station or tablet hooked up to a class set of videos. Obviously you’d need to be more diligent about rotating students in and out of these stations, but it’s an option at least. You might also give students access to the videos through computers in other locations at school (like the library) and give them passes to watch. The thing about self-paced learning, as you may have seen in the self-paced post , is that if students need extra teacher support (as you might find with low readers or non-readers), they would spend more one-on-one time with the teacher, while the higher-level students would be permitted to move more quickly on their own. Does that help?

My primary goal for next semester is to increase academic discussion and make connections from discussion to writing, so I love how you launch this unit with lessons like Philosophical Chairs. I am curious, however, what is the benefit of the informal argument before the not-so-informal argument? My students often struggle to listen to one another, so I’m wondering if I should start with the more formal, structured version. Or, am I overthinking the management? Thanks so much for input.

Yikes! So sorry your question slipped through, and we’re just now getting to this, Sarah. The main advantage of having kids first engage in informal debate is that it helps them get into an argumentative mindset and begin to appreciate the value of using research to support their claims. If you’ve purchased the unit, you can read more about this in the Overview.

My 6th graders are progressing through their argumentative essay. I’m providing mini lessons along the way that target where most students are in their essay. Your suggestions will be used. I’ve chosen to keep most writing in class and was happy to read that you scheduled a lot of class time for the writing. Students need to feel comfortable knowing that writing is a craft and needs to evolve over time. I think more will get done in class and it is especially important for the struggling writers to have peers and the teacher around while they write. Something that I had students do that they liked was to have them sit in like-topic groups to create a shared document where they curated information that MIGHT be helpful along the way. By the end of the essay, all will use a fantastic add-on called GradeProof which helps to eliminate most of the basic and silly errors that 6th graders make.

Debbi! I LOVE the idea of a shared, curated collection of resources! That is absolutely fantastic! Are you using a Google Doc for this? Other curation tools you might consider are Padlet and Elink .

thanks v much for all this information

Love this! What do you take as grades in the meantime? Throughout this 2 week stretch?

Ideally, you wouldn’t need to take grades at all, waiting until the final paper is done to give one grade. If your school requires more frequent grades, you could assign small point values for getting the incremental steps done: So in Step 3 (when students have to write a paragraph stating their point of view) you could take points for that. During the writer’s workshop phase, you might give points for completion of a rough draft and participation points for peer review (ideally, they’d get some kind of feedback on the quality of feedback they give to one another). Another option would be to just give a small, holistic grade for each week based on the overall integrity of their work–are they staying on task? Making small improvements to their writing each day? Taking advantage of the resources? If students are working diligently through the process, that should be enough. But again, the assessment (grades) should really come from that final written product, and if everyone is doing what they’re supposed to be doing during the workshop phase, most students should have pretty good scores on that final product. Does that help?

Awesome Step 2! Teaching mostly teenagers in Northern Australia I find students’ verbal arguments are much more finely honed than their written work.

To assist with “building the base” I’ve always found sentence starters an essential entry point for struggling students. We have started using the ‘PEARL’ method for analytical and persuasive writing.

If it helps here a free scaffold for the method:

https://www.teacherspayteachers.com/Product/FREE-Paragraph-Scaffold-PEEL-to-PEARL-3370676

Thanks again,

Thank you for sharing this additional resource! It’s excellent!

I’ve been scouring the interwebs looking for some real advice on how I can help my struggling 9th grader write better. I can write. Since it comes naturally for me, I have a hard time breaking it down into such tiny steps that he can begin to feel less overwhelmed. I LOVE the pre-writing ideas here. My son is a fabulous arguer. I need to help him use those powers for the good of his writing skills. Do you have a suggestion on what I else I can be using for my homeschooled son? Or what you may have that could work well for home use?

Hi Melinda,

You might be interested in taking a look at Jenn’s Argumentative Writing unit which she mentions at the end of the post . Hope this helps!

Mam it would be good if you could post some steps of different writing and some samples as well so it can be useful for the students.

Hi Aalia! My name is Holly, and I work as a Customer Experience Manager for Cult of Pedagogy. It just so happens that in the near future, Jenn is going to release a narrative writing unit, so keep an eye out for that! As far as samples, the argumentative writing unit has example essays included, and I’m sure the narrative unit will as well. But, to find the examples, you have to purchase the unit from Teachers Pay Teachers.

I just want to say that this helped me tremendously in teaching argument to 8th Graders this past school year, which is a huge concept on their state testing in April. I felt like they were very prepared, and they really enjoyed the verbal part of it, too! I have already implemented these methods into my unit plan for argument for my 11th grade class this year. Thank you so much for posting all of these things! : )

-Josee` Vaughn

I’m so glad to hear it, Josee!!

Love your blog! It is one of the best ones.

I am petrified of writing. I am teaching grade 8 in September and would love some suggestions as I start planning for the year. Thanks!

This is genius! I can’t wait to get started tomorrow teaching argument. It’s always something that I have struggled with, and I’ve been teaching for 18 years. I have a class of 31 students, mostly boys, several with IEPs. The self-paced mini-lessons will help tremendously.

So glad you liked it, Britney!

My students will begin the journey into persuasion and argument next week and your post cemented much of my thinking around how to facilitate the journey towards effective, enthusiastic argumentative writing.

I use your rubrics often to outline task expectations for my students and the feedback from them is how useful breaking every task into steps can be as they are learning new concepts.

Additionally, we made the leap into blogging as a grade at https://mrsdsroadrunners.edublogs.org/2019/01/04/your-future/ It feels much like trying to learn to change a tire while the car is speeding down the highway. Reading your posts over the past years was a factor in embracing the authentic audience. Thank You! Trish

I love reading and listening to your always helpful tips, tricks, and advice! I was wondering if you had any thoughts on creative and engaging ways to have students share their persuasive writing? My 6th students are just finishing up our persuasive writing where we read the book “Oh, Rats” by Albert Marrin and used the information gathered to craft a persuasive piece to either eliminate or protect rats and other than just reading their pieces to one another, I have been trying to think of more creative ways to share. I thought about having a debate but (un)fortunately all my kids are so sweet and are on the same side of the argument – Protect the Rats! Any ideas?

Hi Kiley! Thanks for the positive feedback! So glad to hear that you are finding value in Cult of Pedagogy! Here are a few suggestions that you may be interested in trying with your students:

-A gallery walk: Students could do this virtually if their writing is stored online or hard copies of their writing. Here are some different ways that you could use gallery walks: Enliven Class Discussions With Gallery Walks

-Students could give each other feedback using a tech tool like Flipgrid . You could assign students to small groups or give them accountability partners. In Flipgrid, you could have students sharing back and forth about their writing and their opinions.

I hope this helps!

I love the idea of mentor texts for all of these reading and writing concepts. I saw a great one on Twitter with one text and it demonstrated 5-6 reasons to start a paragraph, all in two pages of a book! Is there a location that would have suggestions/lists of mentor texts for these areas? Paragraphs, sentences, voice, persuasive writing, expository writing, etc. It seems like we could share this info, save each other some work, and curate a great collection of mentor text for English Language Arts teachers. Maybe it already exists?

Hi Maureen,

Here are some great resources that you may find helpful:

Craft Lessons Second Edition: Teaching Writing K-8 Write Like This: Teaching Real-World Writing Through Modeling and Mentor Texts and Mentor Texts, 2nd edition: Teaching Writing Through Children’s Literature, K-6

Thanks so much! I’ll definitely look into these.

I love the steps for planning an argumentative essay writing. When we return from Christmas break, we will begin starting a unit on argumentative writing. I will definitely use the steps. I especially love Step #2. As a 6th grade teacher, my students love to argue. This would set the stage of what argumentative essay involves. Thanks for sharing.

So glad to hear this, Gwen. Thanks for letting us know!

Great orientation, dear Jennifer. The step-by-step carefully planned pedagogical perspectives have surely added in the information repository of many.

Hi Jennifer,

I hope you are well. I apologise for the incorrect spelling in the previous post.

Thank you very much for introducing this effective instruction for teaching argumentative writing. I am the first year PhD student at Newcastle University, UK. My PhD research project aims to investigate teaching argumentative writing to Chinese university students. I am interested in the Argumentative Writing unit you have designed and would like to buy it. I would like to see the preview of this book before deciding to purchase it. I clicked on the image BUT the font of the preview is so small and cannot see the content clearly. I am wondering whether it could be possible for you to email me a detailed preview of what’s included. I would highly appreciate if you could help me with this.

Thank you very much in advance. Looking forward to your reply.

Take care and all the very best, Chang

Hi Chang! Jenn’s Argumentative Writing Unit is actually a teaching unit geared toward grades 7-12 with lessons, activities, etc. If you click here click here to view the actual product, you can click on the green ‘View Preview’ button to see a pretty detailed preview of what’s offered. Once you open the preview, there is the option to zoom in so you can see what the actual pages of the unit are like. I hope this helps!

Great Content!

Another teacher showed me one of your posts, and now I’ve read a dozen of them. With teaching students to argue, have you ever used the “What’s going on in this picture?” https://www.nytimes.com/column/learning-whats-going-on-in-this-picture?module=inline I used it last year and thought it was a non-threatening way to introduce learners to using evidence to be persuasive since there was no text.

I used to do something like this to help kids learn how to make inferences. Hadn’t thought of it from a persuasive standpoint. Interesting.

this is a very interesting topic, thanks!

Hi! I’m a teacher too! I was looking for inspiration and I found your article and thought you might find this online free tool interesting that helps make all students participate meaningfully and engage in a topic. https://www.kialo-edu.com/

This tool is great for student collaboration and to teach argumentative writing in an innovative way. I hope this helps!

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Praxis Core Writing

Course: praxis core writing   >   unit 1, argumentative essay | quick guide.

• Source-based essay | Quick guide
• Revision in context | Quick guide
• Within-sentence punctuation | Quick guide
• Subordination and coordination | Quick guide
• Independent and dependent Clauses | Video lesson
• Parallel structure | Quick guide
• Modifier placement | Quick guide
• Shifts in verb tense | Quick guide
• Pronoun clarity | Quick guide
• Pronoun agreement | Quick guide
• Subject-verb agreement | Quick guide
• Noun agreement | Quick guide
• Frequently confused words | Quick guide
• Conventional expressions | Quick guide
• Logical comparison | Quick guide
• Concision | Quick guide
• Adjective/adverb confusion | Quick guide
• Negation | Quick guide
• Capitalization | Quick guide
• Apostrophe use | Quick guide
• Research skills | Quick guide

Argumentative essay (30 minutes)

• states or clearly implies the writer’s position or thesis
• organizes and develops ideas logically, making insightful connections between them
• clearly explains key ideas, supporting them with well-chosen reasons, examples, or details
• displays effective sentence variety
• clearly displays facility in the use of language
• is generally free from errors in grammar, usage, and mechanics
• organizes and develops ideas clearly, making connections between them
• explains key ideas, supporting them with relevant reasons, examples, or details
• displays some sentence variety
• displays facility in the use of language
• states or implies the writer’s position or thesis
• shows control in the organization and development of ideas
• explains some key ideas, supporting them with adequate reasons, examples, or details
• displays adequate use of language
• shows control of grammar, usage, and mechanics, but may display errors
• limited in stating or implying a position or thesis
• limited control in the organization and development of ideas
• inadequate reasons, examples, or details to explain key ideas
• an accumulation of errors in the use of language
• an accumulation of errors in grammar, usage, and mechanics
• no clear position or thesis
• weak organization or very little development
• few or no relevant reasons, examples, or details
• frequent serious errors in the use of language
• frequent serious errors in grammar, usage, and mechanics
• contains serious and persistent writing errors or
• is incoherent or
• is undeveloped or
• is off-topic

How should I build a thesis?

• (Choice A)   Kids should find role models that are worthier than celebrities because celebrities may be famous for reasons that aren't admirable. A Kids should find role models that are worthier than celebrities because celebrities may be famous for reasons that aren't admirable.
• (Choice B)   Because they profit from the admiration of youths, celebrities have a moral responsibility for the reactions their behaviors provoke in fans. B Because they profit from the admiration of youths, celebrities have a moral responsibility for the reactions their behaviors provoke in fans.
• (Choice C)   Celebrities may have more imitators than most people, but they hold no more responsibility over the example they set than the average person. C Celebrities may have more imitators than most people, but they hold no more responsibility over the example they set than the average person.
• (Choice D)   Notoriety is not always a choice, and some celebrities may not want to be role models. D Notoriety is not always a choice, and some celebrities may not want to be role models.
• (Choice E)   Parents have a moral responsibility to serve as immediate role models for their children. E Parents have a moral responsibility to serve as immediate role models for their children.

How should I support my thesis?

• (Choice A)   As basketball star Charles Barkley stated in a famous advertising campaign for Nike, he was paid to dominate on the basketball court, not to raise your kids. A As basketball star Charles Barkley stated in a famous advertising campaign for Nike, he was paid to dominate on the basketball court, not to raise your kids.
• (Choice B)   Many celebrities do consider themselves responsible for setting a good example and create non-profit organizations through which they can benefit youths. B Many celebrities do consider themselves responsible for setting a good example and create non-profit organizations through which they can benefit youths.
• (Choice C)   Many celebrities, like Kylie Jenner with her billion-dollar cosmetics company, profit directly from being imitated by fans who purchase sponsored products. C Many celebrities, like Kylie Jenner with her billion-dollar cosmetics company, profit directly from being imitated by fans who purchase sponsored products.
• (Choice D)   My ten-year-old nephew may love Drake's music, but his behaviors are more similar to those of the adults he interacts with on a daily basis, like his parents and teachers. D My ten-year-old nephew may love Drake's music, but his behaviors are more similar to those of the adults he interacts with on a daily basis, like his parents and teachers.
• (Choice E)   It's very common for young people to wear fashions similar to those of their favorite celebrities. E It's very common for young people to wear fashions similar to those of their favorite celebrities.

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How To Teach Argumentative Essay Writing

Teaching argumentative essay writing can be a real challenge. In addition to teaching writing, you’re also teaching skills like research and refutation. Luckily, this post includes the tips you need for effectively teaching argumentative essay writing.

I have great news for any of you gearing up to teach argumentative essay writing. Those students of yours love to argue. (Don’t believe me? Just ask their parents!) Students love to stand up for their opinion, proving their view is correct. The challenge, then, is getting them to look at the whole picture, find supporting evidence and understand the opposing viewpoints. Only then can they craft an argument that is both factually strong and persuasive. Overall, it’s about moving them beyond the blinders of their opinions and taking a more sound evidence-based approach.

Teaching argumentative essay writing doesn’t have to be such a painful experience for both you and your students. Follow the steps and strategies below to learn how to approach the dreaded argumentative essay more easily.

The Challenge with Teaching Argumentative Essay Writing

Why is teaching argumentative essay writing so difficult, you ask? I’ve been there. The truth is, when teaching argumentative essay writing, you’re teaching more than writing . You’re also teaching research skills and encouraging critical thought and analysis. You also need to explain how to evaluate sources and evidence and the difference between fact and opinion. In many ways, you’re teaching tolerance and perspective. (The list goes on.)

Long story short, it makes sense that it’s a challenge. The key is to not rush into it. Take it step-by-step, building upon what students already know.

Moving Beyond Persuasion

The good news? Many of your students have a foundational knowledge of persuasive writing that you can use as a springboard for teaching argumentative essay writing. However, it’s important to note that, while many use the terms interchangeably, they’re not quite the same. The main difference? Factual evidence. Your students might be used to persuasive writing, meaning writing to convince the reader of a claim rooted in their personal opinion . While it’s likely that students will argue something they are in favor of, argumentative essay writing involves using claims supported by factual evidence. Additionally, a hallmark of the argumentative essay is addressing the opposing viewpoint, a step that many students are unfamiliar with– and find rather challenging.

Consider the following steps as you move from persuasion to argumentative essay writing:

Step 1: Start with Casual Augmentation

Engage your students in a low-stakes debate before formally teaching argumentative essay writing. This approach will help get students in the right mindset as you begin to lay the foundation for effective argumentation. Don’t even mention the word essay at this point. Keep it fun and casual to break the ice.

There are many ways to approach casual argumentation in class. You can begin with an anticipation guide of controversial yet appropriate statements. After students fill it out, foster a group discussion in which students share their thoughts regarding each statement. Encourage them to move beyond simple opinions by asking why to get them to dig deeper as they support their stance.

To get your students up and moving, consider playing a game like Four Corners to get them to take a stance on a topic. Regardless of which activity you choose, spend time discussing the students’ stances. Small debates are likely to unfold right then and there.

Step 2: Add In Evidence, But Still Keep It Casual

You’ve causally engaged students in basic argumentation. However, before moving into a full-blown argumentative essay, dip students’ toes into the world of supporting evidence. Use the same activity above or write a simple yet controversial topic on the board for them to take a stance on. This time, give students a chance to gather supporting evidence. It might be worth quickly reviewing what makes a sound piece of evidence (research, studies, statistics, expert quotes, etc.). Then, once they pick their stance, allow five to ten minutes to gather the best piece of supportive evidence they can find. After, give them another five to ten minutes to work with the others in their corner/on their side to determine the strongest two or three pieces of evidence to share with the class. Once each team does this, have them take turns sharing their stance and supporting evidence. I like to leave room at the end for “final words” where they can respond to a point made by the other side.

During this simple activity, begin to unpack the importance of solid and relevant supporting evidence.

Step 3: Bring in the Opposing Viewpoints

Don’t stop there. One of the most challenging aspects of argumentative writing for students to grasp is acknowledging and responding to the opposition. They are often blinded by their experiences, perspectives, and opinions that they neglect the opposing side altogether.

Here’s what you can do: Repeat either activity above with a slight twist. Once students pick their side, switch it up. Instead of supporting the side they chose, ask them to research the other side and find the best supporting evidence to bring back to the class. Therefore, students will engage in a casual debate, supporting an opposing viewpoint. (For a simpler, more independent version of this, write a controversial statement on the board, have students take a stance, and then find evidence for the opposing side, putting it all into a written response.) While many students might complain at first, you’d be surprised how quickly they get into the task. Activities like these lay the groundwork for making evidence-based claims. Additionally, students will begin to recognize the role of perspective in argumentation.  

Step 4: Introduce the Argumentative Essay

Now it’s time to introduce the argumentative essay. Many students will be tempted to jump right into writing. Therefore, make it clear that argumentative essay writing involves deeply investigating a topic before writing.

Next, explain how argumentative writing aims to take a stance on a topic and back it up with substantial supporting evidence. Additionally, include how argumentative essay writing requires acknowledging the opposing viewpoint. As for persuasion, explain that it must work in coordination with collected evidence rather than being rooted solely in one’s opinion.

When introducing the argumentative essay, it helps to outline the essay structure, showing students where it is both similar and different from the essays they are used to:

• Begin with an introductory paragraph. This is where the students will hook their readers and provide a summary of the issue, any relative background information, and a well-defined claim. (This is a great place to explain that claim is another word for a thesis statement used in argumentative writing.)
• Then comes the logically organized body paragraphs, each unpacking evidential support of the claim. While students are used to using body paragraphs to support their claim, remind them one body paragraph must reference and refute the opposing side.
• Finally comes the conclusion. Students are no strangers to writing conclusions. However, they should be moving beyond simply restating the thesis at the secondary level. Guide them through readdressing it in a way that acknowledges the presented evidence and leaves the author with something to think about.

Students will likely recognize the similarity between this and the traditional five-paragraph essay. Therefore, focus your teaching on the newer elements thrown into the mix that truly make it an argumentative essay.

Teacher Tip.

Incorporate various mentor texts to help students grasp the elements of argumentative essay writing. There are tons you can pull offline written by students and experts alike. ( The New York Times Learning Network has some great mentor text resources!) The more interesting your students find the subject matter, the better. Controversial topics always stir up an engaging conversation as well.

Teaching the Argumentative Essay Writing Process

Remember, students can quickly fall into old habits, neglecting some of the most imperative aspects of argumentative writing. Take it slow, walking students through the following steps – trust me, you’ll be thankful you did when it comes time to read a pile of these essays:

• Choose a topic. I recommend providing a list of argumentative essay writing topics for students to choose from. This prevents students’ classic “I can’t think of anything” roadblock. However, encourage students to choose a topic they are interested in or feel passionate about. With that said, I always give the option of letting students convince me (ha!) to let them use a topic they came up with if not on the list.
• Start the research. This is where students begin gathering evidence and is an opportunity to review what constitutes strong evidence in the first place.
• Understand the opposing side: Students are always confused about why I have them start here. One reason? It’s more challenging for students to see the other side, so this gets it out of the way first. Another? Some students never took the time to understand the other side, and in some cases, they switch their stance before writing their argument. It’s better to do so now than after you’ve done all your research and drafting. Lastly, I explain how understanding the opposing side can help guide your research for your side.
• Make a claim. While students may have an idea of their claim, the strongest claims are driven by evidence . Therefore, remind students that a claim is a statement that can be supported with evidence and reasoning and debated. Playing a quick game of two truths and an opinion (a spin on two truths and a lie) can reinforce the notion of facts vs. opinions.
• Write the body paragraphs. Each body paragraph should focus on supporting the claim with specific evidence. However, don’t forget to rebut the opposition! While they find it challenging, students learn to love this part. (After all, they love being right.) However, their instinct tends to be just to prove the other side wrong without using evidence as to why.
• Round out the intro and the conclusion, put it all together, and voila! An argumentative essay is born.

More Tips for Teaching Argumentative Essay Writing

• Begin with what they know: Build on the well-known five-paragraph essay model. Start with something students know. Many are already familiar with the classic five-paragraph essay, right? Use that as a reference point, noting out where they will add new elements, such as opposing viewpoints and rebuttal.
• Use mentor texts: Mentor texts help give students a frame of reference when learning a new genre of writing. However, don’t stop at reading the texts. Instead, have students analyze them, looking for elements such as the authors’ claims, types of evidence, and mentions of the opposing side. Additionally, encourage students to discuss where the author made the most substantial arguments and why.
• In [ARTICLE NAME/STUDY], the author states…
• According to…,
• This shows/illustrates/explains…
• This means/confirms/suggests…
• Opponents of this idea claim/maintain that…  however…
• Those who disagree/are against these ideas may say/ assert that…  yet…
• On the other hand…
• This is not to say that…
• Provide clear guidelines: I love using rubrics, graphic organizers, and checklists to help students stay on track throughout the argumentative essay writing process. Use these structured resources to help them stay on track every step of the way– and makes grading much easier for you .

The bottom line? Teaching argumentative essay writing is a skill that transcends the walls of our classrooms. The art of making and supporting a sound, evidence-based argument is a real-life skill. If our goal as teachers is to prepare students to be skilled, active, and engaged citizens of the 21st century, effectively teaching argumentative essay writing is a must. So, what are you waiting for? Teach those kids how to argue the write way.

1 thought on “How To Teach Argumentative Essay Writing”

This is very helpful. I am preparing to teach my student how to write an argumentative essay. This help me know that I am on the right path and to change how I organize some things in a different way. I really like how you recommended they pick out the elements of the writing. This will help them focus on the parts they dislike doing the most. Thanks for the writing.

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160 Good Argumentative Essay Topics for Students in 2024

April 3, 2024

The skill of writing an excellent argumentative essay is a crucial one for every high school or college student to master. In sum, argumentative essays teach students how to organize their thoughts logically and present them in a convincing way. This skill is helpful not only for those pursuing degrees in law , international relations , or public policy , but for any student who wishes to develop their critical thinking faculties. In this article, we’ll cover what makes a good argument essay and offer several argumentative essay topics for high school and college students. Let’s begin!

What is an Argumentative Essay?

An argumentative essay is an essay that uses research to present a reasoned argument on a particular subject . As with the persuasive essay , the purpose of an argumentative essay is to sway the reader to the writer’s position. However, a strong persuasive essay makes its point through diligent research and emotion while a strong argumentative essay should be based solely on facts, not feelings.

Moreover, each fact should be supported by clear evidence from credible sources . Furthermore, a good argumentative essay will have an easy-to-follow structure. When organizing your argumentative essay, use this format as a guide:

• Introduction
• Supporting body paragraphs
• Paragraph(s) addressing common counterarguments

Argumentative Essay Format

In the introduction , the writer presents their position and thesis statement —a sentence that summarizes the paper’s main points. The body paragraphs then draw upon supporting evidence to back up this initial statement, with each paragraph focusing on its own point. The length of your paper will determine the amount of examples you need. In general, you’ll likely need at least two to three. Additionally, your examples should be as detailed as possible, citing specific research, case studies, statistics, or anecdotes.

In the counterargument paragraph , the writer acknowledges and refutes opposing viewpoints. Finally, in the conclusion , the writer restates the main argument made in the thesis statement and summarizes the points of the essay. Additionally, the conclusion may offer a final proposal to persuade the reader of the essay’s position.

How to Write an Effective Argumentative Essay, Step by Step

• Choose your topic. Use the list below to help you pick a topic. Ideally, a good argumentative essay topic will be meaningful to you—writing is always stronger when you are interested in the subject matter. In addition, the topic should be complex with plenty of “pro” and “con” arguments. Avoid choosing a topic that is either widely accepted as fact or too narrow. For example, “Is the earth round?” would not be a solid choice.
• Research. Use the library, the web, and any other resources to gather information about your argumentative essay topic. Research widely but smartly. As you go, take organized notes, marking the source of every quote and where it may fit in the scheme of your larger essay. Moreover, remember to look for (and research) possible counterarguments.
• Outline . Using the argument essay format above, create an outline for your essay. Then, brainstorm a thesis statement covering your argument’s main points, and begin to put your examples in order, focusing on logical flow. It’s often best to place your strongest example last.
• Write . Draw on your research and outline to create a first draft. Remember, your first draft doesn’t need to be perfect. (As Voltaire says, “Perfect is the enemy of good.”) Accordingly, just focus on getting the words down on paper.
• Does my thesis statement need to be adjusted?
• Which examples feel strongest? Weakest?
• Do the transitions flow smoothly?
• Do I have a strong opening paragraph?
• Does the conclusion reinforce my argument?

Tips for Revising an Argument Essay

Evaluating your own work can be difficult, so you might consider the following strategies:

• Read your work aloud to yourself.
• Record yourself reading your paper, and listen to the recording.
• Reverse outline your paper. Firstly, next to each paragraph, write a short summary of that paragraph’s main points/idea. Then, read through your reverse outline. Does it have a logical flow? If not, where should you adjust?
• Print out your paper and cut it into paragraphs. What happens when you rearrange the paragraphs?

Good Argumentative Essay Topics for Middle School, High School, and College Students

Family argumentative essay topics.

• Should the government provide financial incentives for families to have children to address the declining birth rate?
• Should we require parents to provide their children with a certain level of nutrition and physical activity to prevent childhood obesity?
• Should parents implement limits on how much time their children spend playing video games?
• Should cell phones be banned from family/holiday gatherings?
• Should we hold parents legally responsible for their children’s actions?
• Should children have the right to sue their parents for neglect?
• Should parents have the right to choose their child’s religion?
• Are spanking and other forms of physical punishment an effective method of discipline?
• Should courts allow children to choose where they live in cases of divorce?
• Should parents have the right to monitor teens’ activity on social media?
• Should parents control their child’s medical treatment, even if it goes against the child’s wishes?
• Should parents be allowed to post pictures of their children on social media without their consent?
• Should fathers have a legal say in whether their partners do or do not receive an abortion?
• Can television have positive developmental benefits on children?
• Should the driving age be raised to prevent teen car accidents?
• Should adult children be legally required to care for their aging parents?

Education Argument Essay Topics

• Should schools ban the use of technology like ChatGPT?
• Are zoos unethical, or necessary for conservation and education?
• To what degree should we hold parents responsible in the event of a school shooting?
• Should schools offer students a set number of mental health days?
• Should school science curriculums offer a course on combating climate change?
• Should public libraries be allowed to ban certain books? If so, what types?
• What role, if any, should prayer play in public schools?
• Should schools push to abolish homework?
• Are gifted and talented programs in schools more harmful than beneficial due to their exclusionary nature?
• Should universities do away with Greek life?
• Should schools remove artwork, such as murals, that some perceive as offensive?
• Should the government grant parents the right to choose alternative education options for their children and use taxpayer funds to support these options?
• Is homeschooling better than traditional schooling for children’s academic and social development?
• Should we require schools to teach sex education to reduce teen pregnancy rates?
• Should we require schools to provide sex education that includes information about both homosexual and heterosexual relationships?
• Should colleges use affirmative action and other race-conscious policies to address diversity on campus?
• Should public schools remove the line “under God” from the Pledge of Allegiance?
• Should college admissions officers be allowed to look at students’ social media accounts?
• Should schools abolish their dress codes, many of which unfairly target girls, LGBTQ students, and students of color?
• Should schools be required to stock free period products in bathrooms?
• Should legacy students receive preferential treatment during the college admissions process?
• Are school “voluntourism” trips ethical?

Government Argumentative Essay Topics

• Should the U.S. decriminalize prostitution?
• Should the U.S. issue migration visas to all eligible applicants?
• Should the federal government cancel all student loan debt?
• Should we lower the minimum voting age? If so, to what?
• Should the federal government abolish all laws penalizing drug production and use?
• Should the U.S. use its military power to deter a Chinese invasion of Taiwan?
• Should the U.S. supply Ukraine with further military intelligence and supplies?
• Should the North and South of the U.S. split up into two regions?
• Should Americans hold up nationalism as a critical value?
• Should we permit Supreme Court justices to hold their positions indefinitely?
• Should Supreme Court justices be democratically elected?
• Is the Electoral College still a productive approach to electing the U.S. president?
• Should the U.S. implement a national firearm registry?
• Is it ethical for countries like China and Israel to mandate compulsory military service for all citizens?
• Should the U.S. government implement a ranked-choice voting system?
• Should institutions that benefited from slavery be required to provide reparations?
• Based on the 1619 project, should history classes change how they teach about the founding of the U.S.?
• Should term limits be imposed on Senators and Representatives? If so, how long?
• Should women be allowed into special forces units?
• Should the federal government implement stronger, universal firearm licensing laws?
• Do public sex offender registries help prevent future sex crimes?
• Should the government be allowed to regulate family size?
• Should all adults legally be considered mandated reporters?
• Should the government fund public universities to make higher education more accessible to low-income students?
• Should the government fund universal preschool to improve children’s readiness for kindergarten?

Health/Bioethics Argumentative Essay Topics

• Should the U.S. government offer its own healthcare plan?
• In the case of highly infectious pandemics, should we focus on individual freedoms or public safety when implementing policies to control the spread?
• Should we legally require parents to vaccinate their children to protect public health?
• Is it ethical for parents to use genetic engineering to create “designer babies” with specific physical and intellectual traits?
• Should the government fund research on embryonic stem cells for medical treatments?
• Should the government legalize assisted suicide for terminally ill patients?
• Should organ donation be mandatory?
• Is cloning animals ethical?
• Should cancer screenings start earlier? If so, what age?
• Is surrogacy ethical?
• Should birth control require a prescription?
• Should minors have access to emergency contraception?
• Should hospitals be for-profit or nonprofit institutions?

Good Argumentative Essay Topics — Continued

Social media argumentative essay topics.

• Should the federal government increase its efforts to minimize the negative impact of social media?
• Do social media and smartphones strengthen one’s relationships?
• Should antitrust regulators take action to limit the size of big tech companies?
• Should social media platforms ban political advertisements?
• Should the federal government hold social media companies accountable for instances of hate speech discovered on their platforms?
• Do apps such as TikTok and Instagram ultimately worsen the mental well-being of teenagers?
• Should governments oversee how social media platforms manage their users’ data?
• Should social media platforms like Facebook enforce a minimum age requirement for users?
• Should social media companies be held responsible for cases of cyberbullying?
• Should the United States ban TikTok?
• Is social media harmful to children?
• Should employers screen applicants’ social media accounts during the hiring process?

Religion Argument Essay Topics

• Should religious institutions be tax-exempt?
• Should religious symbols such as the hijab or crucifix be allowed in public spaces?
• Should religious freedoms be protected, even when they conflict with secular laws?
• Should the government regulate religious practices?
• Should we allow churches to engage in political activities?
• Religion: a force for good or evil in the world?
• Should the government provide funding for religious schools?
• Is it ethical for healthcare providers to deny abortions based on religious beliefs?
• Should religious organizations be allowed to discriminate in their hiring practices?
• Should we allow people to opt out of medical treatments based on their religious beliefs?
• Should the U.S. government hold religious organizations accountable for cases of sexual abuse within their community?
• Should religious beliefs be exempt from anti-discrimination laws?
• Should religious individuals be allowed to refuse services to others based on their beliefs or lifestyles? (As in this famous case .)
• Should the US ban religion-based federal holidays?
• Should public schools be allowed to teach children about religious holidays?

Science Argument Essay Topics

• Would the world be safer if we eliminated nuclear weapons?
• Should scientists bring back extinct animals? If so, which ones?
• Should we hold companies fiscally responsible for their carbon footprint?
• Should we ban pesticides in favor of organic farming methods?
• Should the federal government ban all fossil fuels, despite the potential economic impact on specific industries and communities?
• What renewable energy source should the U.S. invest more money in?
• Should the FDA outlaw GMOs?
• Should we worry about artificial intelligence surpassing human intelligence?
• Should the alternative medicine industry be more stringently regulated?
• Is colonizing Mars a viable option?
• Is the animal testing worth the potential to save human lives?

Sports Argument Essay Topics

• Should colleges compensate student-athletes?
• How should sports teams and leagues address the gender pay gap?
• Should youth sports teams do away with scorekeeping?
• Should we ban aggressive contact sports like boxing and MMA?
• Should professional sports associations mandate that athletes stand during the national anthem?
• Should high schools require their student-athletes to maintain a certain GPA?
• Should transgender athletes compete in sports according to their gender identity?
• Should schools ban football due to the inherent danger it poses to players?
• Should performance-enhancing drugs be allowed in sports?
• Do participation trophies foster entitlement and unrealistic expectations?
• Should sports teams be divided by gender?
• Should professional athletes be allowed to compete in the Olympics?
• Should women be allowed on NFL teams?

Technology Argumentative Essay Topics

• Should sites like DALL-E compensate the artists whose work it was trained on?
• Should the federal government make human exploration of space a more significant priority?
• Is it ethical for the government to use surveillance technology to monitor citizens?
• Should websites require proof of age from their users? If so, what age?
• Should we consider A.I.-generated images and text pieces of art?
• Does the use of facial recognition technology violate individuals’ privacy?
• Is online learning as effective as in-person learning?
• Does computing harm the environment?
• Should buying, sharing, and selling collected personal data be illegal?
• Are electric cars really better for the environment?
• Should car companies be held responsible for self-driving car accidents?
• Should private jets be banned?
• Do violent video games contribute to real-life violence?

Business Argument Essay Topics

• Should the U.S. government phase out the use of paper money in favor of a fully digital currency system?
• Should the federal government abolish its patent and copyright laws?
• Should we replace the Federal Reserve with free-market institutions?
• Is free-market ideology responsible for the U.S. economy’s poor performance over the past decade?
• Will cryptocurrencies overtake natural resources like gold and silver?
• Is capitalism the best economic system? What system would be better?
• Should the U.S. government enact a universal basic income?
• Should we require companies to provide paid parental leave to their employees?
• Should the government raise the minimum wage? If so, to what?
• Should antitrust regulators break up large companies to promote competition?
• Is it ethical for companies to prioritize profits over social responsibility?
• Should gig-economy workers like Uber and Lyft drivers be considered employees or independent contractors?
• Should the federal government regulate the gig economy to ensure fair treatment of workers?
• Should the government require companies to disclose the environmental impact of their products?
• Should companies be allowed to fire employees based on political views or activities?
• Should tipping practices be phased out?
• Should employees who choose not to have children be given the same amount of paid leave as parents?
• Should MLMs (multi-level marketing companies) be illegal?
• Should employers be allowed to factor tattoos and personal appearance into hiring decisions?

In Conclusion – Argument Essay Topics

Using the tips above, you can effectively structure and pen a compelling argumentative essay that will wow your instructor and classmates. Remember to craft a thesis statement that offers readers a roadmap through your essay, draw on your sources wisely to back up any claims, and read through your paper several times before it’s due to catch any last-minute proofreading errors. With time, diligence, and patience, your essay will be the most outstanding assignment you’ve ever turned in…until the next one rolls around.

Looking for more fresh and engaging topics for use in the classroom? You might consider checking out the following:

• 125 Good Debate Topics for High School Students
• 150 Good Persuasive Speech Topics
• 7 Best Places to Study
• Guide to the IB Extended Essay
• How to Write the AP Lang Rhetorical Analysis Essay
• AP Lit Reading List
• How to Write the AP Lang Synthesis Essay
• 49 Most Interesting Biology Research Topics
• High School Success

Lauren Green

With a Bachelor of Arts in Creative Writing from Columbia University and an MFA in Fiction from the Michener Center for Writers at the University of Texas at Austin, Lauren has been a professional writer for over a decade. She is the author of the chapbook  A Great Dark House  (Poetry Society of America, 2023) and a forthcoming novel (Viking/Penguin).

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40 Strong Persuasive Writing Examples (Essays, Speeches, Ads, and More)

Learn from the experts.

The more we read, the better writers we become. Teaching students to write strong persuasive essays should always start with reading some top-notch models. This round-up of persuasive writing examples includes famous speeches, influential ad campaigns, contemporary reviews of famous books, and more. Use them to inspire your students to write their own essays. (Need persuasive essay topics? Check out our list of interesting persuasive essay ideas here! )

• Persuasive Essays
• Persuasive Speeches
• Advertising Campaigns

Persuasive Essay Writing Examples

From the earliest days of print, authors have used persuasive essays to try to sway others to their own point of view. Check out these top persuasive essay writing examples.

Professions for Women by Virginia Woolf

Sample lines: “Outwardly, what is simpler than to write books? Outwardly, what obstacles are there for a woman rather than for a man? Inwardly, I think, the case is very different; she has still many ghosts to fight, many prejudices to overcome. Indeed it will be a long time still, I think, before a woman can sit down to write a book without finding a phantom to be slain, a rock to be dashed against. And if this is so in literature, the freest of all professions for women, how is it in the new professions which you are now for the first time entering?”

The Crisis by Thomas Paine

Sample lines: “These are the times that try men’s souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands by it now, deserves the love and thanks of man and woman. Tyranny, like hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph. What we obtain too cheap, we esteem too lightly: it is dearness only that gives every thing its value.”

Politics and the English Language by George Orwell

Sample lines: “As I have tried to show, modern writing at its worst does not consist in picking out words for the sake of their meaning and inventing images in order to make the meaning clearer. It consists in gumming together long strips of words which have already been set in order by someone else, and making the results presentable by sheer humbug.”

Letter From a Birmingham Jail by Dr. Martin Luther King Jr.

Sample lines: “We know through painful experience that freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed. Frankly, I have yet to engage in a direct action campaign that was ‘well timed’ in the view of those who have not suffered unduly from the disease of segregation. For years now I have heard the word ‘Wait!’ It rings in the ear of every Negro with piercing familiarity. This ‘Wait’ has almost always meant ‘Never.’ We must come to see, with one of our distinguished jurists, that ‘justice too long delayed is justice denied.'”

Civil Disobedience by Henry David Thoreau

Sample lines: “Even voting for the right is doing nothing for it. It is only expressing to men feebly your desire that it should prevail. A wise man will not leave the right to the mercy of chance, nor wish it to prevail through the power of the majority. There is but little virtue in the action of masses of men.”

Go Gentle Into That Good Night by Roger Ebert

Sample lines: “‘Kindness’ covers all of my political beliefs. No need to spell them out. I believe that if, at the end of it all, according to our abilities, we have done something to make others a little happier, and something to make ourselves a little happier, that is about the best we can do. To make others less happy is a crime.”

The Way to Wealth by Benjamin Franklin

Sample lines: “Methinks I hear some of you say, must a man afford himself no leisure? I will tell thee, my friend, what Poor Richard says, employ thy time well if thou meanest to gain leisure; and, since thou art not sure of a minute, throw not away an hour. Leisure is time for doing something useful; this leisure the diligent man will obtain, but the lazy man never; so that, as Poor Richard says, a life of leisure and a life of laziness are two things.”

The Crack-Up by F. Scott Fitzgerald

Sample lines: “Of course all life is a process of breaking down, but the blows that do the dramatic side of the work—the big sudden blows that come, or seem to come, from outside—the ones you remember and blame things on and, in moments of weakness, tell your friends about, don’t show their effect all at once.”

Open Letter to the Kansas School Board by Bobby Henderson

Sample lines: “I am writing you with much concern after having read of your hearing to decide whether the alternative theory of Intelligent Design should be taught along with the theory of Evolution. … Let us remember that there are multiple theories of Intelligent Design. I and many others around the world are of the strong belief that the universe was created by a Flying Spaghetti Monster. … We feel strongly that the overwhelming scientific evidence pointing towards evolutionary processes is nothing but a coincidence, put in place by Him. It is for this reason that I’m writing you today, to formally request that this alternative theory be taught in your schools, along with the other two theories.”

Open Letter to the United Nations by Niels Bohr

Sample lines: “Humanity will, therefore, be confronted with dangers of unprecedented character unless, in due time, measures can be taken to forestall a disastrous competition in such formidable armaments and to establish an international control of the manufacture and use of the powerful materials.”

Persuasive Speech Writing Examples

Many persuasive speeches are political in nature, often addressing subjects like human rights. Here are some of history’s most well-known persuasive writing examples in the form of speeches.

I Have a Dream by Dr. Martin Luther King Jr.

Sample lines: “And so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: We hold these truths to be self-evident, that all men are created equal.”

Woodrow Wilson’s War Message to Congress, 1917

Sample lines: “There are, it may be, many months of fiery trial and sacrifice ahead of us. It is a fearful thing to lead this great peaceful people into war, into the most terrible and disastrous of all wars, civilization itself seeming to be in the balance. But the right is more precious than peace, and we shall fight for the things which we have always carried nearest our hearts—for democracy, for the right of those who submit to authority to have a voice in their own governments, for the rights and liberties of small nations, for a universal dominion of right by such a concert of free peoples as shall bring peace and safety to all nations and make the world itself at last free.”

Chief Seattle’s 1854 Oration

Sample lines: “I here and now make this condition that we will not be denied the privilege without molestation of visiting at any time the tombs of our ancestors, friends, and children. Every part of this soil is sacred in the estimation of my people. Every hillside, every valley, every plain and grove, has been hallowed by some sad or happy event in days long vanished. Even the rocks, which seem to be dumb and dead as they swelter in the sun along the silent shore, thrill with memories of stirring events connected with the lives of my people, and the very dust upon which you now stand responds more lovingly to their footsteps than yours, because it is rich with the blood of our ancestors, and our bare feet are conscious of the sympathetic touch.”

Women’s Rights Are Human Rights, Hillary Rodham Clinton

Sample lines: “What we are learning around the world is that if women are healthy and educated, their families will flourish. If women are free from violence, their families will flourish. If women have a chance to work and earn as full and equal partners in society, their families will flourish. And when families flourish, communities and nations do as well. … If there is one message that echoes forth from this conference, let it be that human rights are women’s rights and women’s rights are human rights once and for all.”

I Am Prepared to Die, Nelson Mandela

Sample lines: “Above all, My Lord, we want equal political rights, because without them our disabilities will be permanent. I know this sounds revolutionary to the whites in this country, because the majority of voters will be Africans. This makes the white man fear democracy. But this fear cannot be allowed to stand in the way of the only solution which will guarantee racial harmony and freedom for all. It is not true that the enfranchisement of all will result in racial domination. Political division, based on color, is entirely artificial and, when it disappears, so will the domination of one color group by another. … This then is what the ANC is fighting. Our struggle is a truly national one. It is a struggle of the African people, inspired by our own suffering and our own experience. It is a struggle for the right to live.”

The Struggle for Human Rights by Eleanor Roosevelt

Sample lines: “It is my belief, and I am sure it is also yours, that the struggle for democracy and freedom is a critical struggle, for their preservation is essential to the great objective of the United Nations to maintain international peace and security. Among free men the end cannot justify the means. We know the patterns of totalitarianism—the single political party, the control of schools, press, radio, the arts, the sciences, and the church to support autocratic authority; these are the age-old patterns against which men have struggled for 3,000 years. These are the signs of reaction, retreat, and retrogression. The United Nations must hold fast to the heritage of freedom won by the struggle of its people; it must help us to pass it on to generations to come.”

Freedom From Fear by Aung San Suu Kyi

Sample lines: “Saints, it has been said, are the sinners who go on trying. So free men are the oppressed who go on trying and who in the process make themselves fit to bear the responsibilities and to uphold the disciplines which will maintain a free society. Among the basic freedoms to which men aspire that their lives might be full and uncramped, freedom from fear stands out as both a means and an end. A people who would build a nation in which strong, democratic institutions are firmly established as a guarantee against state-induced power must first learn to liberate their own minds from apathy and fear.”

Harvey Milk’s “The Hope” Speech

Sample lines: “Some people are satisfied. And some people are not. You see there is a major difference—and it remains a vital difference—between a friend and a gay person, a friend in office and a gay person in office. Gay people have been slandered nationwide. We’ve been tarred and we’ve been brushed with the picture of pornography. In Dade County, we were accused of child molestation. It is not enough anymore just to have friends represent us, no matter how good that friend may be.”

The Union and the Strike, Cesar Chavez

Sample lines: “We are showing our unity in our strike. Our strike is stopping the work in the fields; our strike is stopping ships that would carry grapes; our strike is stopping the trucks that would carry the grapes. Our strike will stop every way the grower makes money until we have a union contract that guarantees us a fair share of the money he makes from our work! We are a union and we are strong and we are striking to force the growers to respect our strength!”

Nobel Lecture by Malala Yousafzai

Sample lines: “The world can no longer accept that basic education is enough. Why do leaders accept that for children in developing countries, only basic literacy is sufficient, when their own children do homework in algebra, mathematics, science, and physics? Leaders must seize this opportunity to guarantee a free, quality, primary and secondary education for every child. Some will say this is impractical, or too expensive, or too hard. Or maybe even impossible. But it is time the world thinks bigger.”   

Persuasive Writing Examples in Advertising Campaigns

Ads are prime persuasive writing examples. You can flip open any magazine or watch TV for an hour or two to see sample after sample of persuasive language. Here are some of the most popular ad campaigns of all time, with links to articles explaining why they were so successful.

Nike: Just Do It

The iconic swoosh with the simple tagline has persuaded millions to buy their kicks from Nike and Nike alone. Teamed with pro sports-star endorsements, this campaign is one for the ages. Blinkist offers an opinion on what made it work.

Dove: Real Beauty

Beauty brand Dove changed the game by choosing “real” women to tell their stories instead of models. They used relatable images and language to make connections, and inspired other brands to try the same concept. Learn why Global Brands considers this one a true success story.

Wendy’s: Where’s the Beef?

Today’s kids are too young to remember the cranky old woman demanding to know where the beef was on her fast-food hamburger. But in the 1980s, it was a catchphrase that sold millions of Wendy’s burgers. Learn from Better Marketing how this ad campaign even found its way into the 1984 presidential debate.

De Beers: A Diamond Is Forever

A diamond engagement ring has become a standard these days, but the tradition isn’t as old as you might think. In fact, it was De Beers jewelry company’s 1948 campaign that created the modern engagement ring trend. The Drum has the whole story of this sparkling campaign.

Volkswagen: Think Small

Americans have always loved big cars. So in the 1960s, when Volkswagen wanted to introduce their small cars to a bigger market, they had a problem. The clever “Think Small” campaign gave buyers clever reasons to consider these models, like “If you run out of gas, it’s easy to push.” Learn how advertisers interested American buyers in little cars at Visual Rhetoric.

American Express: Don’t Leave Home Without It

AmEx was once better known for traveler’s checks than credit cards, and the original slogan was “Don’t leave home without them.” A simple word change convinced travelers that American Express was the credit card they needed when they headed out on adventures. Discover more about this persuasive campaign from Medium.

Skittles: Taste the Rainbow

These candy ads are weird and intriguing and probably not for everyone. But they definitely get you thinking, and that often leads to buying. Learn more about why these wacky ads are successful from The Drum.

Maybelline: Maybe She’s Born With It

Smart wordplay made this ad campaign slogan an instant hit. The ads teased, “Maybe she’s born with it. Maybe it’s Maybelline.” (So many literary devices all in one phrase!) Fashionista has more on this beauty campaign.

Coca-Cola: Share a Coke

Seeing their own name on a bottle made teens more likely to want to buy a Coke. What can that teach us about persuasive writing in general? It’s an interesting question to consider. Learn more about the “Share a Coke” campaign from Digital Vidya.

Always: #LikeaGirl

Talk about the power of words! This Always campaign turned the derogatory phrase “like a girl” on its head, and the world embraced it. Storytelling is an important part of persuasive writing, and these ads really do it well. Medium has more on this stereotype-bashing campaign.   

Editorial Persuasive Writing Examples

Newspaper editors or publishers use editorials to share their personal opinions. Noted politicians, experts, or pundits may also offer their opinions on behalf of the editors or publishers. Here are a couple of older well-known editorials, along with a selection from current newspapers.

Yes, Virginia, There Is a Santa Claus (1897)

Sample lines: “Yes, Virginia, there is a Santa Claus. He exists as certainly as love and generosity and devotion exist, and you know that they abound and give to your life its highest beauty and joy. Alas! How dreary would be the world if there were no Santa Claus. It would be as dreary as if there were no Virginias.”

What’s the Matter With Kansas? (1896)

Sample lines: “Oh, this IS a state to be proud of! We are a people who can hold up our heads! What we need is not more money, but less capital, fewer white shirts and brains, fewer men with business judgment, and more of those fellows who boast that they are ‘just ordinary clodhoppers, but they know more in a minute about finance than John Sherman,’ we need more men … who hate prosperity, and who think, because a man believes in national honor, he is a tool of Wall Street.”

America Can Have Democracy or Political Violence. Not Both. (The New York Times)

Sample lines: “The nation is not powerless to stop a slide toward deadly chaos. If institutions and individuals do more to make it unacceptable in American public life, organized violence in the service of political objectives can still be pushed to the fringes. When a faction of one of the country’s two main political parties embraces extremism, that makes thwarting it both more difficult and more necessary. A well-functioning democracy demands it.”

The Booster Isn’t Perfect, But Still Can Help Against COVID (The Washington Post)

Sample lines: “The booster shots are still free, readily available and work better than the previous boosters even as the virus evolves. Much still needs to be done to build better vaccines that protect longer and against more variants, including those that might emerge in the future. But it is worth grabbing the booster that exists today, the jab being a small price for any measure that can help keep COVID at bay.”

If We Want Wildlife To Thrive in L.A., We Have To Share Our Neighborhoods With Them (Los Angeles Times)

Sample lines: “If there are no corridors for wildlife movement and if excessive excavation of dirt to build bigger, taller houses erodes the slope of a hillside, then we are slowly destroying wildlife habitat. For those people fretting about what this will do to their property values—isn’t open space, trees, and wildlife an amenity in these communities?”   

Persuasive Review Writing Examples

Book or movie reviews are more great persuasive writing examples. Look for those written by professionals for the strongest arguments and writing styles. Here are reviews of some popular books and movies by well-known critics to use as samples.

The Great Gatsby (The Chicago Tribune, 1925)

Sample lines: “What ails it, fundamentally, is the plain fact that it is simply a story—that Fitzgerald seems to be far more interested in maintaining its suspense than in getting under the skins of its people. It is not that they are false: It is that they are taken too much for granted. Only Gatsby himself genuinely lives and breathes. The rest are mere marionettes—often astonishingly lifelike, but nevertheless not quite alive.”

Harry Potter and the Sorcerer’s Stone (The Washington Post, 1999)

Sample lines: “Obviously, Harry Potter and the Sorcerer’s Stone should make any modern 11-year-old a very happy reader. The novel moves quickly, packs in everything from a boa constrictor that winks to a melancholy Zen-spouting centaur to an owl postal system, and ends with a scary surprise. Yet it is, essentially, a light-hearted thriller, interrupted by occasional seriousness (the implications of Harry’s miserable childhood, a moral about the power of love).”

Twilight (The Telegraph, 2009)

Sample lines: “No secret, of course, at whom this book is aimed, and no doubt, either, that it has hit its mark. The four Twilight novels are not so much enjoyed, as devoured, by legions of young female fans worldwide. That’s not to say boys can’t enjoy these books; it’s just that the pages of heart-searching dialogue between Edward and Bella may prove too long on chat and too short on action for the average male reader.”

To Kill a Mockingbird (Time, 1960)

Sample lines: “Author Lee, 34, an Alabaman, has written her first novel with all of the tactile brilliance and none of the preciosity generally supposed to be standard swamp-warfare issue for Southern writers. The novel is an account of an awakening to good and evil, and a faint catechistic flavor may have been inevitable. But it is faint indeed; novelist Lee’s prose has an edge that cuts through cant, and she teaches the reader an astonishing number of useful truths about little girls and about Southern life.”

The Diary of Anne Frank (The New York Times, 1952)

Sample lines: “And this quality brings it home to any family in the world today. Just as the Franks lived in momentary fear of the Gestapo’s knock on their hidden door, so every family today lives in fear of the knock of war. Anne’s diary is a great affirmative answer to the life-question of today, for she shows how ordinary people, within this ordeal, consistently hold to the greater human values.”   

What are your favorite persuasive writing examples to use with students? Come share your ideas in the WeAreTeachers HELPLINE group on Facebook .

Plus, the big list of essay topics for high school (120+ ideas) ..

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101 Interesting Persuasive Essay Topics for Kids and Teens

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• May 16, 2024

What Is Argumentative Writing? Master The Art of Persuasion

Julia mccoy.

Creator and Co-founder

You’ve got an opinion, and you’re not afraid to share it. But how do you convince others to see things your way? That’s where argumentative writing comes in.

Argumentative writing is more than just spouting off your thoughts – you need facts, evidence, and a logical argument to back up your claims. That’s what separates a persuasive piece from a mere rant.

So, whether you’re writing an essay for school, trying to convince your boss to give you a raise, or pitching a new product to a potential client, mastering the art of argumentative writing is key.

Table Of Contents:

What is argumentative writing, structure of an argumentative essay, argumentative essay writing tips, common mistakes to avoid in argumentative writing, argumentative essay examples, challenge the status quo and make your reader think.

If you’ve ever tried to convince someone to see things your way, you already know the basics of argumentative writing. It’s all about building a case, brick by brick, until the reader has no choice but to agree with you.

But there’s an art to it. You can’t just throw out random facts and expect to win people over.

Nope, argumentative writing is a delicate dance of logic, persuasion, and cold, hard evidence.

So what is argumentative writing?

At its core, argumentative writing is about taking a stance on an issue and backing it up with well-researched facts. It’s not about emotions or personal opinions. It’s about building an airtight argument that leaves no room for doubt.

Think of it like a court case. You’re the lawyer, and your readers are the jury. It’s your job to present the evidence in a way that convinces them to agree with you. And just like in a real court, you can’t rely on flimsy evidence or logical fallacies. You need cold, hard facts.

What is The Purpose of Argumentative Essay Writing?

Ultimately, the goal of writing an argumentative paper is to persuade the reader to agree with your perspective on a controversial topic. You’re not just sharing information – you’re trying to change minds.

But it’s not about strong-arming your readers into submission. The best argumentative essays use logic and evidence to gently guide the reader to a certain conclusion. It’s like a mental map, leading them step by step until they arrive at your point of view.

Key Elements of Argumentative Writing

To create a truly persuasive argumentative essay , you need a few key ingredients:

• A debatable topic with multiple sides
• A good thesis statement that’s clear and specific
• Logical reasoning and transitions
• Credible, relevant evidence to support your argument
• Acknowledgment of opposing views
• A compelling, convincing conclusion

Skip any of these, and your argument will be about as sturdy as a house of cards. But nail them all, and you’ll have a bulletproof essay.

Alright, so you’ve got your topic and your evidence. Now it’s time to put it all together into a cohesive argumentative essay structure.

Here’s the typical writing process of a persuasive essay:

Introduction and Thesis Statement

First, write your introduction. Think of it as your opening argument in a courtroom drama. It’s your chance to captivate the jury, provide context for the case, and lay out your main point in a compelling thesis statement. This is the bedrock upon which your entire essay rests, so craft it with care.

Body Paragraphs and Supporting Evidence

Then lay out your case, point by point. Each body paragraph should focus on one main idea, supported by specific facts and examples. And don’t just state the evidence – explain how it logically backs up your argument.

Think of it like building a brick wall. Each piece of evidence is a brick, and your explanation is the mortar holding it all together. Without that mortar, your argument will crumble.

Conclusion and Reiterating Main Points

Finally, nail your closing argument. This is your last chance to drive your point home. Restate your thesis, sum up your main evidence, and leave the reader with a strong impression.

But don’t just rehash what you’ve already said. Use the conclusion to take your argument to the next level – perhaps by posing a new question or calling the reader to action. End on a high note and make it impossible for the reader to disagree with you.

So, you’re gearing up to write an argument essay that packs a punch. Want to make sure it’s ironclad? Here’s how to do it.

Choose a Debatable Topic

The best argumentative essays are about controversial, debatable topics. If everyone already agrees with your thesis, there’s no point in arguing it. Pick something that has multiple sides and tons of evidence to explore.

Here are some of the most controversial topics that have spawned great debates:

• Banning mobile phones in schools
• Animal testing
• Social media addiction
• Artificial intelligence
• School uniforms should be required
• Capital punishment
• Free college
• Homework should be banned
• Violent video games should be banned
• All police officers should carry guns
• Student loans
• Tobacco and alcohol bans
• Climate change
• Universal healthcare
• Homeschooling vs. traditional schooling
• Mandatory vaccination
• Humans colonizing other planets
• Legalization of drugs
• Legalization of prostitution
• Alternative energy

Conduct Thorough Research

After you have chosen a topic, it’s time to gather evidence.

You can’t argue effectively without the facts to back you up. Dive deep into credible sources – academic journals, reputable news outlets, expert interviews. The more evidence you have, the stronger your argument will be.

Outline Your Essay

Before you start writing, sketch out the structure of your essay.

Start with a topic sentence. What main points will each body paragraph cover, and what evidence will you use to support them?

Having a blueprint will keep you focused and make the actual writing much easier.

Use Strong Evidence and Examples

The heart of any argumentative essay is its evidence. Make sure each claim you make in your writing is backed up by facts, statistics, studies, or other logical proof. And use vivid examples to illustrate your points and make them more concrete for the reader.

Address Opposing Views

A strong argumentative essay doesn’t present just one side – it also addresses and refutes the opposing view.

Acknowledge the other perspectives on the topic and use evidence to explain why they’re incorrect or incomplete. This shows you’ve really done your research.

Edit and Revise Your Work

Once you’ve got a draft, the real work begins.

Go through your essay with a fine-toothed comb, checking for logical flow, persuasive language, grammar mistakes, and more.

Don’t be afraid to cut, rearrange, or rewrite sections to make your argument as strong as possible.

Writing essays can be tricky, even for the pros. Watch out for these common mistakes that could trip you up along the way.

Failing to Address Counterarguments

If you ignore the other side of the argument, you’re essentially sticking your head in the sand. A good argumentative essay acknowledges and refutes the opposing viewpoints. Otherwise, your piece is just a written speech.

Relying on Emotional Appeals

You might be inclined to sprinkle emotional language and personal stories throughout your argumentative essay, hoping to tug at your readers’ heartstrings.

Resist that urge.

In argumentative writing, logic and evidence are your most powerful tools.

Overusing emotional appeals can make your argument appear weak and unconvincing, causing your readers to question your credibility. Stick to the facts and let them speak for themselves.

Lacking Credible Evidence

An argument is only as good as the evidence that backs it up. If you’re using outdated, unreliable, or incomplete sources, your whole essay will suffer. Make sure each claim is supported by current, credible facts from authoritative sources.

Straying from the Main Argument

It’s easy to get sidetracked, especially when you’re passionate about a topic. But if you stray too far from your main thesis, you’ll confuse and lose your readers.

Stay laser-focused on proving your central argument, and cut any irrelevant info.

Sometimes the best way to learn is by example. Reading argumentative essays can show you what works in terms of choosing a topic, crafting a thesis, structuring your argument, and more.

Here are some of the most influential argumentative essays throughout history:

• “Letter from Birmingham Jail” by Martin Luther King Jr.
• “Declaration of Sentiments and Resolutions” by Elizabeth Cady Stanton
• “A Modest Proposal” by Jonathan Swift
• “Politics and the English Language” by George Orwell
• “Self-Reliance” by Ralph Waldo Emerson
• “Civil Disobedience” by Henry David Thoreau
• “Shooting an Elephant” by George Orwell
• John F. Kennedy’s Inaugural Address

Each of these texts presents a compelling argument using the tools of logic, evidence, and persuasive language. Study how they hook the reader, lay out their reasoning, and drive their point home. Then try to emulate those techniques in your own writing.

With these tips and examples in mind, you’re well on your way to writing an argumentative essay that would hold up in any court of public opinion.

Remember – it’s all about building a logical, evidence-based case that leaves your readers no choice but to agree with you.

Argumentative writing is all about taking a stand, backing it up with evidence, and convincing your reader to join your side.

Want to write a powerful argumentative essay? Be clear, logical, and persuasive. Take on those counterarguments directly and paint a vivid picture with concrete examples.

With these tips in mind, you’re ready to tackle any argumentative writing challenge that comes your way.

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Argumentative Essay Writing

Argumentative Essay Examples

Best Argumentative Essay Examples for Your Help

Published on: Mar 10, 2023

Last updated on: Jan 30, 2024

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Argumentative essays are one of the most common types of essay writing. Students are assigned to write such essays very frequently.

Despite being assigned so frequently, students still find it hard to write a good argumentative essay .

There are certain things that one needs to follow to write a good argumentative essay. The first thing is to choose an effective and interesting topic. Use all possible sources to dig out the best topic.

Afterward, the student should choose the model that they would follow to write this type of essay. Follow the steps of the chosen model and start writing the essay.

The models for writing an argumentative essay are the classical model, the Rogerian model, and the Toulmin model.

To make sure that you write a good argumentative essay, read the different types of examples mentioned in this blog.

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Good Argumentative Essay Examples

Argumentative essays are an inevitable part of academic life. To write a good argumentative essay, you need to see a few good examples of this type of essay.

To analyze whether the example is good to take help from or not. You need to look for a few things in it.

Make sure it follows one specific model and has an introductory paragraph, organized body paragraphs, and a formal conclusion.

Get More Examples From Our AI Essay Writer

How to Start an Argumentative Essay Example

Learning how to start an argumentative essay example is a tricky thing for beginners. It is quite simple but can be challenging for newbies.   To start an argumentative essay example, you need to write a brief and attractive introduction. It is written to convince the reader and make them understand your point of view .

Add body paragraphs after the introduction to support your thesis statement. Also, use body paragraphs to highlight the strengths and weaknesses of your side of the argument.

Write a formal conclusion for your essay and summarize all the key elements of your essay. Look at the example mentioned below to understand the concept more clearly.

Check out this video for more information!

Argumentative Essay Example (PDF)

Argumentative Essay Example 

Argumentative essays are assigned to university students more often than the students of schools and colleges.

 It involves arguments over vast and sometimes bold topics as well.

For university students, usually, argumentative essay topics are not provided. They are required to search for the topic themselves and write accordingly.

The following examples will give an idea of how university students write argumentative essays.

Argumentative Essay Example for University (PDF)

Argumentative Essay Examples for College

For the college level, it is recommended to use simple language and avoid the use of complex words in essays.

Make sure that using simple language and valid evidence, you support your claim well and make it as convincing as possible

If you are a college student and want to write an argumentative essay, read the examples provided below. Focus on the formatting and the vocabulary used.

Argumentative Essay Example for College (PDF)

College Argumentative Essay Sample (PDF)

Argumentative Essay Examples for Middle School

Being a middle school student, you must be wondering how we write an argumentative essay. And how can you support your argument?

Go through the following examples and hopefully, you will be able to write an effective argumentative essay very easily.

Argumentative Essay Example for Middle School(PDF)

Middle School Argumentative Essay Sample (PDF)

Argumentative Essay Examples for High School

High school students are not very aware of all the skills that are needed to write research papers and essays. 

Especially, when it comes to argumentative essays, it becomes quite a challenge for high schools to defend their argument

In this scenario, the best option is to look into some good examples. Here we have summed up two best examples of argumentative essays for high school students specifically.

Argumentative Essay Example for High School (PDF)

High School Argumentative Essay Sample (PDF)

Argumentative Essay Examples for O Level

The course outline for O levels is quite tough. O levels students need to have a good command of the English language and amazing writing skills.

If you are an O-level student, the following examples will guide you on how to write an argumentative essay.

Argumentative Essay Example for O Level (PDF)

Argumentative Essay for O Level Students (PDF)

5-Paragraph Argumentative Essay Examples

A 5-paragraph essay is basically a formatting style for essay writing. It has the following five parts:

• Introduction

In the introduction, the writer introduces the topic and provides a glance at the collected data to support the main argument.

• Body paragraph 1

The first body paragraph discusses the first and most important point related to the argument. It starts with a topic sentence and has all the factual data to make the argument convincing.

• Body paragraph 2

The second body paragraph mentions the second most important element of the argument. A topic sentence is used to start these paragraphs. It gives the idea of the point that will discuss in the following paragraph.

• Body paragraph 3

The third paragraph discusses all the miscellaneous points. Also, it uses a transitional sentence at the end to show a relation to the conclusion.

The conclusion of a five-paragraph essay reiterates all the major elements of an argumentative essay. It also restates the thesis statement using a more convincing choice of words.

Look at the example below to see how a well-written five-paragraph essay looks like

5 Paragraph Argumentative Essay Example (PDF)

Argumentative Essay Examples for 6th Grade

Students in 6th grade are at a point where they are learning new things every day. 

Writing an argumentative essay is an interesting activity for them as they like to convince people of their point of view.

Argumentative essays written at such levels are very simple but well convincing. 

The following example will give you more detail on how a 6th-grade student should write an argumentative essay.

6th Grade Argumentative Essay Example (PDF)

Argumentative Essay Examples for 7th Grade

There is not much difference between a 6th-grade and a 7th-grade student. Both of them are enhancing their writing and academic skills.

Here is another example to help you with writing an effective argumentative essay.

7th Grade Argumentative Essay Example (PDF)

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Short Argumentative Essay Examples

For an argumentative essay, there is no specific limit for the word count. It only has to convince the readers and pass on the knowledge of the writer to the intended audience.

It can be short or detailed. It would be considered valid as far as it has an argument involved in it.

Following is an example of a short argumentative essay example

Short Argumentative Essay Example (PDF)

Immigration Argumentative Essay Examples

Immigration is a hot topic for a very long time now. People have different opinions regarding this issue.

Where there is more than one opinion, an argumentative essay can be written on that topic. The following are examples of argumentative essays on immigration.

Read them and try to understand how an effective argumentative essay is written on such a topic.

Argumentative Essay Example on Immigration (PDF)

Argumentative Essay Sample on Immigration (PDF)

Writing essays is usually a tiring and time-consuming assignment to do. Students already have a bunch of assignments for other subjects to complete. In this situation, asking for help from professional writers is the best choice.

If you are still in need of assistance, our essay writer AI can help you create a compelling essay that presents your argument clearly and effectively. 

With our argumentative essay writing service, you will enjoy perks like expert guidance, unlimited revisions, and helpful customer support. Let our essay writer help you make an impact with your essay on global warming today! 

Place your order with our college essay writing service today!

Frequently Asked Questions

What are the 7 types of arguments.

The seven types of arguments are as follows:

• Statistical

What is the structure of an argument?

The structure of an argument consists of a main point (thesis statement) that is supported by evidence. 

This evidence can include facts, statistics, examples, and other forms of data that help to prove or disprove the thesis statement. 

After providing the evidence, arguments also often include a conclusion that summarizes the main points made throughout the argument.

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Interesting High School Argumentative Essay Topics

September 21, 2022

Argumentative essays are meant to convince the readers concerning the facts, value conclusions, and arguments shared by the writer. The main elements that should be considered when writing good argumentative essays include establishing facts that support the main arguments.

The Second element is to clarify the values relevant to the intended audience.

There is also a need to ensure that the values and facts are placed coherently and cohesively; this requires students to prioritize their ideas and edit them in the right sequence. Many high school students find argumentative essay writing a major challenge.

They do not know how to ensure that their points are persuasive enough.

Argumentative Essay Writing

It is important to know that writing essays should not be a matter of informing the readers of what they know, ensuring that they believe and be convinced of the issues being presented. For one to write argumentative essays, a student needs to present the objectives of their analysis by presenting the topic’s key ideas, concepts, and issues.

This is the introduction part that will help the reader know the controversial issues of the subject. The opening section will also give the readers a clue about the position the writer is supporting; this is possible by writing a thesis statement.

Waste a Lot of Time

Essay writing is challenging, but the other most important thing is the topics you select for your essays. Many students can usually write their essays and term papers effectively. Still, they waste a lot of time on the title, thinking that it makes their deadlines closer which can cost their academic lives difficult in the long term.

It would help if you found some interesting high school argumentative essay topics before writing your essays and term papers.

Here is a high school argumentative essay topic list:

Essay Topics for High School Students:

• Is there life after demise?
• How much is too much homework?
• Are school uniforms good or bad idea?
• Does television influence your intellect?
• Is our society male-dominated, or do we practice equal sharing?
• Should fathers get paid paternity leave from work as well?
• Is there any dissimilarity between illegal drugs and cigarettes?
• Is keeping newspaper reporters’ sources a secret ethical?
• Is global warming real? And Global warming, fact or fiction.
• Since some religious groups are not resistant to atheists, should nonbelievers be large-minded of such religious communities?
• Is cloning good or bad?
• Should abortion be legal?
• Should the death penalty be abolished?
• Do we follow a fair taxation system?
• Arguments for and against euthanasia.
• Should cell phones be allowed in schools?
• Are prisons the only way to eliminate crime?
• Can curfews help keep teenagers out of trouble?

Thus, to write some top-drawer essays and term papers, you must select or note down some of the topics mentioned above for the essays and term papers. This way, you would be able to make the best out of your skills. Also, a complete revision is necessary at the end of the task.

It helps to rectify the mistakes committed.

Elevate your essay writing experience with our advanced essay generator . It’s designed to provide insightful and well-crafted arguments on a wide range of high school topics.

It should also include a separate page with proper references and citations at the end.

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LSAT Argumentative Writing

LSAT Argumentative Writing SM

A new approach to the Writing section of the LSAT 

Beginning July 30, 2024, LSAT Argumentative Writing will replace the LSAT Writing prompt that has been part of the LSAT since 1982.

This new approach to the writing assessment aims to assess a test taker’s ability to construct a cogent argument based on a variety of evidentiary sources. Test takers will be presented with a debatable issue, along with three or four perspectives that provide additional context for the issue. These perspectives, each of which is conveyed in a few sentences, are representative of a system of beliefs or values. Together, the perspectives illustrate competing ideologies and arguments around a particular issue. The test taker will then draft an argumentative essay in which they take a position on the issue, while addressing some of the arguments and ideas presented by the other perspectives. 

The new argumentative writing task is designed to give test takers a clearer, more authentic writing purpose than the former “decision-based” LSAT Writing prompt, which was more narrowly focused on pure logical reasoning. When test takers have an opportunity to construct an original thesis and defend it based on their own judgment and analytical evaluation, rather than following pre-ordained lines of reasoning, we can better assess the broader and more complex range of decision-making skills that writers engage in.

By adopting this design, we’re not only enabling individuals to have a more authentic voice in their argument, but we are also better positioned to evaluate the writer’s ability to employ various rhetorical techniques, evidentiary strategies, and other important aspects of argumentative writing. 

Given the additional reading load required by the new writing task format, LSAT Argumentative Writing will include a short preparatory period that test takers can use to organize their thoughts using guided prewriting analysis questions and to take notes using the digital notetaking tool provided in the testing environment. These questions are designed to help test takers analyze the various perspectives and generate productive ideas for their essay. Most test takers will have a total of 50 minutes — 15 minutes for prewriting analysis and 35 minutes for essay writing. Test takers with approved accommodations for additional time will have their time allocations adjusted accordingly.

For the 2024-2025 testing cycle, LSAT Argumentative Writing will remain an unscored section of the LSAT and will be administered exclusively in an online proctored, on-demand environment using secure proctoring software that is installed on the test taker’s computer.

Quick Facts about LSAT Writing

Online administration.

Before You Begin — Top Tips

If your LSAT Argumentative Writing session is flagged for further review, it may delay the release of your LSAT score. Review these tips to avoid having your session flagged.

Required for LSAT Scoring

LSAT Argumentative Writing samples are not scored, but LSAT Argumentative Writing is a required part of the LSAT. Your LSAT score cannot be released to law schools if you do not have a completed and approved LSAT Argumentative Writing sample on file .

Take a Practice Writing Prompt

Through your free LSAC LawHub account, you have access to an official LSAT Argumentative Writing practice prompt that can help you prepare for test day. This writing prompt is representative of the kind of prompts that are used in the LSAT Argumentative Writing assessment. You can use this prompt to get familiar with both the content and the interface of the test.

You can sign into LawHub with your LSAC username and password.

Testing Accommodations

Through our deep commitment to disability rights, LSAC will continue to address the needs of all individuals with disabilities who require testing accommodations. We will make every effort to ensure all test takers are able to fully demonstrate their skills when they take the LSAT and LSAT Argumentative Writing.

Learn More about testing accommodations

Learn How to Verify Your ID on Test Day

When you launch valid, government-issued photo ID . We’ve compiled a list of tips, so you’ll know what to do (and not do!) when it’s time to photograph your ID on exam day. If your LSAT Writing sample is flagged due to ID issues, it could delay the release of your LSAT score.--> LSAT Argumentative Writing, you’ll need to take a photo of your valid, government-issued photo ID. Please ensure that the photo of your ID is clear and recognizable. Images of IDs that are blurry, out of focus, or unrecognizable will not be accepted, and your writing sample will be canceled. Please review the image of your ID on your screen for clarity before capturing the image.

Review ID Requirements

Frequently Asked Questions

How do i register for lsat argumentative writing.

If you’re taking the LSAT for the first time, one administration of LSAT Argumentative Writing is included in your LSAT registration. By registering for the LSAT, you will be automatically eligible to complete the writing section, which is open eight (8) days before you take the multiple-choice portion of the LSAT. You can access LSAT Argumentative Writing from your LSAC JD Account. 

NOTE:  The LSAT registration fee includes both the multiple-choice portion of the LSAT and LSAT Argumentative Writing. There are no additional fees associated with LSAT Argumentative Writing. 

When can I take LSAT Argumentative Writing?

Candidates are eligible to take LSAT Argumentative Writing starting eight (8) days prior to their LSAT administration. For your LSAT to be considered complete, you will need to take the LSAT Argumentative Writing section of the test if you do not already have a writing sample on file from a previous LSAT administration. Most law schools require a writing sample as an integral part of their admission decision, and therefore, you should complete a writing sample to meet schools’ application deadlines. Your writing sample will be shared with the law schools to which you have applied once it’s approved and your score is released. Candidates will be required to have a completed writing sample in their file to see their test score or have their score released to law schools. 

How long does it take to complete the LSAT Argumentative Writing task?

Most test takers will have a total of 50 minutes — 15 minutes for prewriting analysis and 35 minutes for essay writing. Test takers with approved accommodations for additional time will have their time allocations adjusted accordingly. Test takers can use the 15-minute prewriting analysis to organize their thoughts using guided prewriting analysis questions and to take notes using the digital notetaking tool provided in the testing environment. These questions are designed to help test takers analyze the various perspectives and generate productive ideas for their essay. All test takers will have the option to move past the prewriting analysis after 5 minutes of time have expired, or they may choose to use their full time allocated.

By when do I have to complete LSAT Argumentative Writing?

If you do not have a writing sample on file, we encourage you to complete LSAT Argumentative Writing as soon as you can. LSAT Argumentative Writing opens eight (8) days prior to every test administration. Candidates must have a complete writing sample in their file in order to see their score or have their score released to schools. Most law schools require a writing sample as an integral part of their admission decision, and therefore, you should complete the writing sample immediately to meet schools’ application deadlines. 

In case you are not applying in the current cycle, please note you have a maximum of one (1) year to complete LSAT Argumentative Writing. For questions, please contact LSAC’s Candidate Services team at  [email protected]  or  1.800.336.3982 .

What can I use to write notes since scratch paper is prohibited?

Unlike the multiple-choice portion of the LSAT, physical scratch paper and writing utensils are not permitted during the standard administration of LSAT Argumentative Writing. Instead, the LSAT Argumentative Writing interface includes a built-in, digital “scratch paper” section where you’ll be able to type notes, instead of writing them on a physical piece of scratch paper. 

How is test security managed for LSAT Writing?

The secure proctoring platform uses input from the webcam, microphone, and screen of the candidate’s own computer to ensure that the writing sample is the candidate’s own work, and that the candidate is not receiving any inappropriate assistance. Prior to the exam, candidates will complete a video check-in process. As part of the check-in process, candidates will be required to clearly display a physical, valid government-issued photo ID issued by the United States of America, U.S. Territories, or Canada or an international passport for the camera to capture. This image must not be blurry or out of focus. Candidates will also be required to complete a full 360-degree scan of their room and their workspace using their webcam. The room scan must be completed in order to ensure there are no other people or prohibited items in the testing environment. Candidates who require additional items in their workspace due to a disability may seek appropriate accommodations through the standard procedures for  requesting testing accommodations .    

Audio and video from every testing session will be reviewed by trained proctors. 

Please review the  Test and Test-Taker Security FAQs  for more information. 

Do I need to take LSAT Argumentative Writing if I’ve already completed LSAT Writing?

If you previously took LSAT Writing during the current reportable score period (i.e., as early as June 2018), your previous writing sample is still valid, and you do not need to complete LSAT Argumentative Writing. However, if you register to retake the LSAT during the 2024-2025 testing year and would like to complete LSAT Argumentative Writing, you can contact LSAC’s Candidate Relations team at [email protected] or 1.800.336.3982 .

I took the LSAT before August 2024 but never completed LSAT Writing. Can I complete LSAT Argumentative Writing to get my LSAT score?

Yes. LSAT Writing will be available through July 29, 2024. Starting July 30, 2024, LSAT Argumentative Writing will be available to all test takers who still need to complete a writing sample, even if they took the multiple-choice portion of the LSAT during the 2023-2024 testing year.

When will sample prompts for the new LSAT Argumentative Writing be available in LawHub?

• South Carolina Honors College
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• South Carolina Writing Contest

Writing South Carolina Volume 11

The Honors College is proud to showcase selections from the 11th annual South Carolina High School Writing Contest. Featuring submissions from high school juniors and seniors from across the state, the works are edited by Honors students from our SCHC 384 course.

Bright and strong, the tall goldenrod is South Carolina’s state wildflower. We think Solidago altissima also represents our state’s best young writers. Here are 18 of them, each of whom composed an original response to our annual question, “How can we make South Carolina better?” Read on and take heart. These writers are bright and strong indeed.

First Place – My Name, My Roots, My Home by Dayanara Reyes

Second Place – I Promise, You're Not Forgotten by Zayd Kidwai

Third Place – "Hands Up!" by Brookelynn Little

Honorable Mention – A Queer Child's Lullaby by Lily Heiner

Argumentative Essays

Savoring Heritage, Saving Health by Kensley Green

Education and the Role It Plays in the Development of Democracy by Brantley Metcalf

Navigating Towards Equity: We Need to Inspire Change by Raghav Pallapothu

The Red Flood of Ignorance by Davies Roberts

Education Inequality: The Need for Reform by Justin Schlag

Dollars for Scholars by Sophia Strobel

Thirty-One Seconds by Shaina Dashiell

Tangled Love by Catherine Milburn

The Dealer's Daughter by Kendall Pifer

Personal Essays

State-Owned by Abigail Bailey

Chronology of My Neighborhood by Avelyn Bailey

Roadkills by Kimora Brown

The State of My Identity by Eunwoo Choi

Subarus, Trucks, Giraffes, and Unity by Kristin Rotchford

Acknowledgements

The annual South Carolina High School Writing Contest wouldn’t be possible without other individuals and organizations. We thank South Carolina Honors College alumnus  Thad Westbrook , the  Pat Conroy Literary Center  (Jonathan Haupt, executive director); the  South Carolina State Library  (Leesa Aiken, director);  South Carolina Academy of Authors (Wilmot Irvin, chair); and the  South Carolina Writers Association  (Ash Smith, president). We also thank Felicia Mitchell , grand judge for this year’s contest, and the many high school guidance counselors and teachers who encouraged students to submit. The students in the fall 2023 semester of SCHC 384, Finding Your Voice: Writing and Editing for Life, were the first editors of volume 11. They are Alex Alleyne, Allison DeHart, Catherine DeMino, Lauren Douglas, Abigail Elliott, Seth Gould, Isabel Jordan, Hannah Augsbach Lamma, Sanskruti Patel, Paul Ward Pratz, Ronnie Rahenkamp, Rylyn Reynolds, Alexis Simpson, Caroline Smith and Kennedy Westendorff. 

Challenge the conventional. Create the exceptional. No Limits.

Your Best College Essay

Maybe you love to write, or maybe you don’t. Either way, there’s a chance that the thought of writing your college essay is making you sweat. No need for nerves! We’re here to give you the important details on how to make the process as anxiety-free as possible.

What's the College Essay?

When we say “The College Essay” (capitalization for emphasis – say it out loud with the capitals and you’ll know what we mean) we’re talking about the 550-650 word essay required by most colleges and universities. Prompts for this essay can be found on the college’s website, the Common Application, or the Coalition Application. We’re not talking about the many smaller supplemental essays you might need to write in order to apply to college. Not all institutions require the essay, but most colleges and universities that are at least semi-selective do.

How do I get started?

Look for the prompts on whatever application you’re using to apply to schools (almost all of the time – with a few notable exceptions – this is the Common Application). If one of them calls out to you, awesome! You can jump right in and start to brainstorm. If none of them are giving you the right vibes, don’t worry. They’re so broad that almost anything you write can fit into one of the prompts after you’re done. Working backwards like this is totally fine and can be really useful!

What if I have writer's block?

You aren’t alone. Staring at a blank Google Doc and thinking about how this is the one chance to tell an admissions officer your story can make you freeze. Thinking about some of these questions might help you find the right topic:

• What is something about you that people have pointed out as distinctive?
• If you had to pick three words to describe yourself, what would they be? What are things you’ve done that demonstrate these qualities?
• What’s something about you that has changed over your years in high school? How or why did it change?
• What’s something you like most about yourself?
• What’s something you love so much that you lose track of the rest of the world while you do it?

If you’re still stuck on a topic, ask your family members, friends, or other trusted adults: what’s something they always think about when they think about you? What’s something they think you should be proud of? They might help you find something about yourself that you wouldn’t have surfaced on your own.  

How do I grab my reader's attention?

It’s no secret that admissions officers are reading dozens – and sometimes hundreds – of essays every day. That can feel like a lot of pressure to stand out. But if you try to write the most unique essay in the world, it might end up seeming forced if it’s not genuinely you. So, what’s there to do? Our advice: start your essay with a story. Tell the reader about something you’ve done, complete with sensory details, and maybe even dialogue. Then, in the second paragraph, back up and tell us why this story is important and what it tells them about you and the theme of the essay.

THE WORD LIMIT IS SO LIMITING. HOW DO I TELL A COLLEGE MY WHOLE LIFE STORY IN 650 WORDS?

Don’t! Don’t try to tell an admissions officer about everything you’ve loved and done since you were a child. Instead, pick one or two things about yourself that you’re hoping to get across and stick to those. They’ll see the rest on the activities section of your application.

I'M STUCK ON THE CONCLUSION. HELP?

If you can’t think of another way to end the essay, talk about how the qualities you’ve discussed in your essays have prepared you for college. Try to wrap up with a sentence that refers back to the story you told in your first paragraph, if you took that route.

SHOULD I PROOFREAD MY ESSAY?

YES, proofread the essay, and have a trusted adult proofread it as well. Know that any suggestions they give you are coming from a good place, but make sure they aren’t writing your essay for you or putting it into their own voice. Admissions officers want to hear the voice of you, the applicant. Before you submit your essay anywhere, our number one advice is to read it out loud to yourself. When you read out loud you’ll catch small errors you may not have noticed before, and hear sentences that aren’t quite right.

ANY OTHER ADVICE?

Be yourself. If you’re not a naturally serious person, don’t force formality. If you’re the comedian in your friend group, go ahead and be funny. But ultimately, write as your authentic (and grammatically correct) self and trust the process.

And remember, thousands of other students your age are faced with this same essay writing task, right now. You can do it!

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What I’ve Learned From My Students’ College Essays

The genre is often maligned for being formulaic and melodramatic, but it’s more important than you think.

By Nell Freudenberger

Most high school seniors approach the college essay with dread. Either their upbringing hasn’t supplied them with several hundred words of adversity, or worse, they’re afraid that packaging the genuine trauma they’ve experienced is the only way to secure their future. The college counselor at the Brooklyn high school where I’m a writing tutor advises against trauma porn. “Keep it brief , ” she says, “and show how you rose above it.”

I started volunteering in New York City schools in my 20s, before I had kids of my own. At the time, I liked hanging out with teenagers, whom I sometimes had more interesting conversations with than I did my peers. Often I worked with students who spoke English as a second language or who used slang in their writing, and at first I was hung up on grammar. Should I correct any deviation from “standard English” to appeal to some Wizard of Oz behind the curtains of a college admissions office? Or should I encourage students to write the way they speak, in pursuit of an authentic voice, that most elusive of literary qualities?

In fact, I was missing the point. One of many lessons the students have taught me is to let the story dictate the voice of the essay. A few years ago, I worked with a boy who claimed to have nothing to write about. His life had been ordinary, he said; nothing had happened to him. I asked if he wanted to try writing about a family member, his favorite school subject, a summer job? He glanced at his phone, his posture and expression suggesting that he’d rather be anywhere but in front of a computer with me. “Hobbies?” I suggested, without much hope. He gave me a shy glance. “I like to box,” he said.

I’ve had this experience with reluctant writers again and again — when a topic clicks with a student, an essay can unfurl spontaneously. Of course the primary goal of a college essay is to help its author get an education that leads to a career. Changes in testing policies and financial aid have made applying to college more confusing than ever, but essays have remained basically the same. I would argue that they’re much more than an onerous task or rote exercise, and that unlike standardized tests they are infinitely variable and sometimes beautiful. College essays also provide an opportunity to learn precision, clarity and the process of working toward the truth through multiple revisions.

When a topic clicks with a student, an essay can unfurl spontaneously.

Even if writing doesn’t end up being fundamental to their future professions, students learn to choose language carefully and to be suspicious of the first words that come to mind. Especially now, as college students shoulder so much of the country’s ethical responsibility for war with their protest movement, essay writing teaches prospective students an increasingly urgent lesson: that choosing their own words over ready-made phrases is the only reliable way to ensure they’re thinking for themselves.

Teenagers are ideal writers for several reasons. They’re usually free of preconceptions about writing, and they tend not to use self-consciously ‘‘literary’’ language. They’re allergic to hypocrisy and are generally unfiltered: They overshare, ask personal questions and call you out for microaggressions as well as less egregious (but still mortifying) verbal errors, such as referring to weed as ‘‘pot.’’ Most important, they have yet to put down their best stories in a finished form.

I can imagine an essay taking a risk and distinguishing itself formally — a poem or a one-act play — but most kids use a more straightforward model: a hook followed by a narrative built around “small moments” that lead to a concluding lesson or aspiration for the future. I never get tired of working with students on these essays because each one is different, and the short, rigid form sometimes makes an emotional story even more powerful. Before I read Javier Zamora’s wrenching “Solito,” I worked with a student who had been transported by a coyote into the U.S. and was reunited with his mother in the parking lot of a big-box store. I don’t remember whether this essay focused on specific skills or coping mechanisms that he gained from his ordeal. I remember only the bliss of the parent-and-child reunion in that uninspiring setting. If I were making a case to an admissions officer, I would suggest that simply being able to convey that experience demonstrates the kind of resilience that any college should admire.

The essays that have stayed with me over the years don’t follow a pattern. There are some narratives on very predictable topics — living up to the expectations of immigrant parents, or suffering from depression in 2020 — that are moving because of the attention with which the student describes the experience. One girl determined to become an engineer while watching her father build furniture from scraps after work; a boy, grieving for his mother during lockdown, began taking pictures of the sky.

If, as Lorrie Moore said, “a short story is a love affair; a novel is a marriage,” what is a college essay? Every once in a while I sit down next to a student and start reading, and I have to suppress my excitement, because there on the Google Doc in front of me is a real writer’s voice. One of the first students I ever worked with wrote about falling in love with another girl in dance class, the absolute magic of watching her move and the terror in the conflict between her feelings and the instruction of her religious middle school. She made me think that college essays are less like love than limerence: one-sided, obsessive, idiosyncratic but profound, the first draft of the most personal story their writers will ever tell.

Nell Freudenberger’s novel “The Limits” was published by Knopf last month. She volunteers through the PEN America Writers in the Schools program.