essay claim definition

What Is a Claim in an Essay? Read This Before Writing

What is a claim in an essay?

In this article, you’ll find the essay claim definition, characteristics, types, and examples. Let’s learn where to use claims and how to write them.

Get ready for up-to-date and practical information only!

What Is a Claim in Writing?

A claim is the core argument defining an essay’s goal and direction. (1) It’s assertive, debatable, and supported by evidence. Also, it is complex, specific, and detailed.

Also known as a thesis, a claim is a little different from statements and opinions. Keep reading to reveal the nuances.

Claims vs. statements vs. opinions

Where to use claims

To answer the “What is claim in writing?”, it’s critical to understand that this definition isn’t only for high school or college essays. Below are the types of writing with claims:

• Argumentative articles. Consider a controversial issue, proving it with evidence throughout your paper.
• Literary analysis. Build a claim about a book , and use evidence from it to support your claim.
• Research papers. Present a hypothesis and provide evidence to confirm or refute it.
• Speeches. State a claim and persuade the audience that you’re right.
• Persuasive essays and memos. State a thesis and use fact-based evidence to back it up..

What can you use as evidence in essays?

• Facts and other data from relevant and respectful resources (no Wikipedia or other sources like this)
• Primary research
• Secondary research (science magazines’ articles, literature reviews, etc.)
• Personal observation
• Expert quotes (opinions)
• Info from expert interviews

How to Write a Claim in Essays

Two points to consider when making a claim in a college paper:

First, remember that a claim may have counterarguments. You’ll need to respond to them to make your argument stronger. Use transition words like “despite,” “yet,” “although,” and others to show those counterclaims.

Second, good claims are more complex than simple “I’m right” statements. Be ready to explain your claim, answering the “So what?” question.

And now, to details:

Types of claims in an essay (2)

Writing a claim: Details to consider

What makes a good claim? Three characteristics (3):

• It’s assertive. (You have a strong position about a topic.)
• It’s specific. (Your assertion is as precise as possible.)
• It’s provable. (You can prove your position with evidence.)

When writing a claim, avoid generalizations, questions, and cliches. Also, don’t state the obvious.

• Poor claim: Pollution is bad for the environment.
• Good claim: At least 25% of the federal budget should be spent upgrading businesses to clean technologies and researching renewable energy sources to control or cut pollution.

How to start a claim in an essay?

Answer the essay prompt. Use an active voice when writing a claim for readers to understand your point. Here is the basic formula:

When writing, avoid:

• First-person statements
• Emotional appeal
• Cluttering your claim with several ideas; focus on one instead

How long should a claim be in an essay?

1-2 sentences. A claim is your essay’s thesis: Write it in the first paragraph (intro), presenting a topic and your position about it.

Examples of Claims

Below are a few claim examples depending on the type. I asked our expert writers to provide some for you to better understand how to write it.

Feel free to use them for inspiration, or don’t hesitate to “steal” if they appear relevant to your essay topic. Also, remember that you can always ask our writers to assist with a claim for your papers.

Final Words

Now that you know what is a claim in an essay, I hope you don’t find it super challenging to write anymore. It’s like writing a thesis statement; make it assertive, specific, and provable.

If you still have questions or doubts, ask Writing-Help writers for support. They’ll help you build an A-worthy claim for an essay.

References:

• https://www.pvcc.edu/files/making_a_claim.pdf
• https://lsa.umich.edu/content/dam/sweetland-assets/sweetland-documents/teachingresources/TeachingArgumentation/Supplement2_%20SixCommonTypesofClaim.pdf  
• https://students.tippie.uiowa.edu/sites/students.tippie.uiowa.edu/files/2022-05/effective_claims.pdf
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What Is a Claim in Writing? [Explained + 30 Examples]

Ever wondered what gives a piece of writing its backbone? It’s the claim!

A claim is what sets the stage for your argument, providing a clear and compelling statement that you’ll back up with evidence. This guide will walk you through everything you need to know about claims in writing, from the different types to how to create them step-by-step.

But first, let’s fully answer the main question, What is a claim in writing?

Here Is the Definition of a Claim in Writing:

A claim is a debatable statement that forms the core of your argument. Unlike a fact, which is indisputable, a claim requires evidence and justification. It’s the statement around which the rest of the essay or piece revolves. In essence, a claim is what you’re trying to prove to your reader.

Table of Contents

Types of Claims

There are many different types of claims you need to know:

• Example : “Climate change is caused by human activities.”
• Support : Temperature records, scientific studies.
• Example : “Social media negatively impacts mental health.”
• Support : Psychological studies, expert opinions.
• Example : “The government should implement stricter gun control laws.”
• Support : Crime statistics, case studies of other countries.
• Example : “Regular exercise improves mental health.”
• Support : Health studies, testimonials.
• Example : “Freedom of speech includes the right to criticize the government.”
• Support : Legal precedents, philosophical arguments.
• Example : “Electric cars are more efficient than gasoline cars.”
• Support : Efficiency studies, environmental impact reports.

How to Write Effective Claims

To write effective claims, start with a clear statement, support that statement, and apply the best practices below.

Clarity and Precision

An effective claim is clear and precise. It should be specific enough to be arguable and focused enough to be manageable within the scope of your essay. Ambiguous or overly broad claims can confuse readers and weaken your argument.

Example of a weak claim : “Technology is bad.”

Example of a strong claim : “The overuse of technology in classrooms can hinder students’ social skills and critical thinking abilities.”

Debatable and Supportable

A good claim is debatable, meaning that it presents a point that some people might disagree with.

If everyone agrees with your claim, there’s no argument to be made. Additionally, your claim must be supportable with evidence. You should be able to back up your claim with facts, statistics, expert opinions, and real-life examples.

Example : “Lowering the voting age to 16 would lead to more informed and engaged citizens.”

Strategies for Writing Effective Claims

• Example : Instead of “Pollution is bad,” say “Air pollution in urban areas increases respiratory health issues.”
• Example : “Implementing renewable energy sources will reduce carbon emissions.”
• Example : For a local audience, “Banning plastic bags in our city will reduce local waterway pollution.”
• Example : “School uniforms improve student discipline and focus.”
• Example : “Universal healthcare will decrease overall healthcare costs.”

Supporting Your Claims

One of the most important parts of how to write a claim is to come up with good support.

You’ll want to explore the evidence, counterclaims, and rebuttals.

Types of Evidence

Supporting a claim involves providing evidence and analyzing how that evidence backs up your claim. Different types of evidence include:

• Example : “According to the CDC, smoking is responsible for over 480,000 deaths per year in the U.S.”
• Example : “Dr. Smith, a renowned cardiologist, states that regular exercise can reduce the risk of heart disease.”
• Example : “My friend quit smoking and noticed significant improvements in his health within months.”
• Example : “Just as a balanced diet is essential for physical health, a balanced curriculum is vital for educational success.”

Counterclaims and Rebuttals

Addressing counterclaims is crucial in strengthening your argument. Acknowledging opposing viewpoints and then refuting them shows that you have considered different perspectives and have a well-rounded understanding of the issue.

Example : “While some argue that 16-year-olds lack the maturity to vote responsibly, studies indicate that younger voters are just as capable of making informed decisions as older voters, especially when given the appropriate civic education.”

Developing the Argument

Each body paragraph should focus on a single supporting point for your claim.

Start with a topic sentence that introduces the point, followed by evidence and analysis that supports it. Include a counterclaim and rebuttal to demonstrate critical thinking and thorough understanding.

• Topic Sentence : “Mental health education helps reduce stigma and promotes awareness.”
• Evidence : Studies showing decreased stigma in schools with mental health programs.
• Analysis : Explain how awareness leads to early intervention and better outcomes.
• Counterclaim : “Some argue that discussing mental health in schools could lead to increased anxiety among students.”
• Rebuttal : “However, research indicates that education reduces anxiety by providing students with coping strategies and support.”

Structuring Your Argument

People often overlook the power of structure — yet, a good structure can make or break your claim.

As a quick overview, the structure is:

• Introduction
• Development

Introduction of a Claim

In the introduction, present your claim clearly and concisely. It should be part of your thesis statement, which outlines the main argument of your essay.

Example : “To address the growing mental health crisis among adolescents, schools should implement mandatory mental health education, which has been shown to improve students’ well-being and academic performance.”

Summarize your main points and restate your claim in a way that underscores its importance.

Highlight the broader implications of your argument and suggest areas for further research or action.

Example : “In conclusion, mandatory mental health education in schools is a crucial step towards addressing the mental health crisis among adolescents. By reducing stigma and providing essential support, these programs can lead to a healthier, more informed student population.”

Common Mistakes to Avoid

Over the years, I’ve noticed patterns of mistakes when it comes to writing claims.

Avoid these common claim writing mistakes to level up your persuasive prowess.

Overly Broad Claims

Claims that are too broad can be difficult to support with evidence. Narrow your focus to a specific aspect of the issue.

Example of a broad claim : “Technology affects education.”

Revised claim : “The integration of artificial intelligence in education can enhance personalized learning experiences.”

Unsupported Claims

Claims without evidence are simply opinions. Ensure that every claim is backed up with solid evidence.

Example of an unsupported claim : “Social media is bad for teenagers.”

Supported claim : “Social media usage among teenagers is linked to higher rates of anxiety and depression, according to multiple studies.”

Vague Language

Avoid vague language that can confuse readers. Be specific and clear in your assertions.

Example of vague language : “People should be healthier.”

Revised language : “Regular exercise and a balanced diet are essential for maintaining physical health and preventing chronic diseases.”

Lack of Counterarguments

Ignoring counterarguments can weaken your position.

Addressing and refuting counterclaims shows that you have considered multiple perspectives.

Example : “While some argue that electric cars are too expensive, government incentives and falling battery costs are making them more affordable.”

Check out this popular and helpful video about claims in writing:

Examples of Claims in Writing

In this section, I’ve put together 100 examples of claims in writing.

Read through them and see if you can spot the different tips and techniques that we’ve covered throughout his guide.

Fact Claims

• “The global population has surpassed 8 billion people.”
• “Renewable energy sources are now cheaper than fossil fuels.”
• “Honey never spoils and can last indefinitely.”
• “The Amazon rainforest produces 20% of the world’s oxygen.”
• “Venus is the hottest planet in our solar system.”
• “Human brains continue to develop until the age of 25.”
• “Eating too much sugar can lead to type 2 diabetes.”
• “The Great Wall of China is visible from space.”
• “Smoking is the leading cause of lung cancer.”
• “More people die from car accidents than plane crashes.”

Value Claims

• “A vegetarian diet is healthier than a meat-based diet.”
• “Classical literature is more enriching than modern fiction.”
• “Handwritten letters are more personal than emails.”
• “Watching too much television is bad for children’s development.”
• “Recycling is the best way to combat waste.”
• “Public libraries are essential to community development.”
• “High school should start later in the morning.”
• “Art is a vital part of human culture.”
• “Learning a second language is crucial in today’s global society.”
• “Exercise is the best way to maintain mental health.”

Policy Claims

• “Governments should invest more in renewable energy sources.”
• “The legal drinking age should be raised to 21.”
• “Schools should require students to wear uniforms.”
• “The use of plastic bags should be banned worldwide.”
• “Healthcare should be free for all citizens.”
• “Public transportation should be expanded in urban areas.”
• “Corporations should be held accountable for their carbon emissions.”
• “Voting should be mandatory for all eligible citizens.”
• “There should be stricter regulations on data privacy.”
• “The minimum wage should be increased to reflect the cost of living.”

Definition Claims

• “Success is defined by personal happiness, not wealth.”
• “Freedom of speech includes the right to offend.”
• “Art encompasses all forms of creative expression.”
• “Patriotism means supporting your country but also criticizing it.”
• “Leadership is about inspiring others, not commanding them.”
• “Intelligence includes emotional awareness and interpersonal skills.”
• “Justice means equality for all, regardless of background.”
• “Democracy requires active participation from its citizens.”
• “Innovation is the process of creating new and useful ideas.”
• “Beauty is subjective and varies across cultures.”

Cause and Effect Claims

• “Deforestation leads to loss of biodiversity.”
• “Excessive screen time can cause eye strain and headaches.”
• “A lack of exercise can lead to obesity.”
• “Poor nutrition can affect cognitive development in children.”
• “Climate change causes more frequent and severe weather events.”
• “Social isolation can lead to mental health issues.”
• “Pollution contributes to respiratory problems.”
• “Lack of sleep negatively impacts academic performance.”
• “Economic inequality leads to social unrest.”
• “Regular physical activity reduces the risk of chronic diseases.”

Additional Fact Claims

• “Antibiotic resistance is a growing global health threat.”
• “Sharks have existed for over 400 million years.”
• “The Pacific Ocean is the largest and deepest ocean on Earth.”
• “The human genome contains approximately 20,000-25,000 genes.”
• “Electric cars have lower lifetime carbon emissions than gasoline cars.”
• “Mount Everest is the tallest mountain above sea level.”
• “The Earth’s atmosphere is composed of 78% nitrogen.”
• “The average human body temperature is approximately 98.6°F (37°C).”
• “Water is a universal solvent.”
• “Venus spins in the opposite direction to most other planets.”

Additional Value Claims

• “Music education should be a part of every school curriculum.”
• “Reading daily improves cognitive function.”
• “Volunteering is a rewarding and valuable experience.”
• “Traveling broadens one’s perspective and understanding of the world.”
• “Meditation is beneficial for mental and emotional well-being.”
• “Healthy relationships are key to a fulfilling life.”
• “Supporting local businesses strengthens communities.”
• “Sustainable living is crucial for future generations.”
• “Outdoor activities are essential for a healthy lifestyle.”
• “Creativity is an important skill in any profession.”

Additional Policy Claims

• “The government should subsidize renewable energy projects.”
• “Education reform is necessary to improve public schools.”
• “There should be stricter gun control laws.”
• “Mental health services should be more accessible.”
• “The use of fossil fuels should be heavily taxed.”
• “Public parks should be preserved and maintained.”
• “There should be incentives for companies to reduce their carbon footprint.”
• “Urban planning should prioritize green spaces.”
• “Sex education should be mandatory in schools.”
• “The criminal justice system needs significant reform.”

Additional Definition Claims

• “Work-life balance means prioritizing personal time as much as work.”
• “Friendship is based on mutual respect and understanding.”
• “Success in life is achieving one’s personal goals and happiness.”
• “Innovation is the application of better solutions to meet new requirements.”
• “Equality means providing the same opportunities for all individuals.”
• “A hero is someone who acts selflessly for the benefit of others.”
• “Integrity is adhering to moral and ethical principles.”
• “Creativity is the ability to generate original ideas.”
• “Education is the process of facilitating learning and acquisition of knowledge.”
• “Respect means acknowledging the worth and dignity of others.”

Additional Cause and Effect Claims

• “Excessive alcohol consumption can lead to liver disease.”
• “Lack of parental involvement can affect a child’s academic performance.”
• “Air pollution contributes to global warming.”
• “Regular exercise improves mental health.”
• “Stress can lead to high blood pressure.”
• “Deforestation can cause soil erosion.”
• “Smoking during pregnancy can harm fetal development.”
• “High sugar intake can lead to cavities.”
• “Prolonged exposure to loud noise can cause hearing loss.”
• “Inadequate sleep can impair immune function.”

Final Thoughts: What Is a Claim in Writing?

Writing a strong claim is like laying the foundation for a great argument. It’s the starting point that guides your entire piece.

Remember, a good claim is clear, specific, and backed by solid evidence. Don’t be afraid to take a stance and make your argument compelling. Happy writing, and may your claims always be strong and persuasive!

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What Is A Claim In An Essay?

• Euphresia Kwamboka
• April 9, 2020
• Essay Guides and Topics

Here's What We'll Cover

Have you ever asked yourself, what is a claim in an essay? A claim refers to a debatable statement or argument in your paper backed up with evidence or factual support. Its main aim is to persuade, argue, convince, and prove a point to a reader who may not have the same opinion as you. All essays contain a debatable topic the writer wants the reader to agree or disagree and for a good essay, you have to argue effectively in favor of your claim. 

For example, if your claim says university fees should be reduced, your paper will focus on supporting this claim with evidence. Other examples of argumentative claims include “college student-athletes should be paid” or “guns should not be sold easily over the counter”. When writing compelling essays, it is essential to understand your claim and how you’ll structure your essay. If you want to learn how to write a claim sentence and haven’t considered argumentative essay writing help , this post will guide you in creating a good claim in your essay.

The Difference Between A Claim And a Thesis Statement

When formulating a claim in an essay, it is important to note that the thesis is not the claim. A thesis is the general or main argument of your essay. Everything in your essay should tie back to your thesis. A thesis statement gives the backbone of your writing, and it usually appears at the end of the introductory paragraph. On the other hand, argumentative claims are the specific arguments that make up your thesis. They develop, support, and explain your thesis thoroughly throughout the essay.

Types Of Claims For Written Arguments

It is important to have an interesting topic and a strong thesis statement when writing essays. The thesis is considered the ‘main claim’ of an essay. You can use different types of claims to create possible arguments for the topics you choose to examine . At times, a debatable thesis can have two or more claims. It is better to incorporate various claims to make your essay more compelling and longer. The types of claims include;

1. Claims Of Fact 

Claims of fact assert that something can be proved or disapproved with factual evidence. They argue whether something is accurate, valid, or correct and answer questions like: Is it true? Is it real? What happened? Claims have to be debatable and present an assertion. Therefore, a claim of definition for a logical argument cannot comprise a proven fact or statistic alone. For example, you cannot say the earth is flat. Is there evidence to prove that? You might decide to go with; Rock music has led to the increase of violence among teens.

Claims of fact need to be centered on an assertion that incorporates facts as backup, even though the evidence provided might still be debatable. Writing an argumentative essay uses this type of claim.

If you were to argue that basketball was a slow game with no rules, it would only take a minute for a researcher to google the facts and find out that it has plenty of rules and is fast-paced. Hence, this claim is not debatable, and there would be no argument here. Arguments from claims of fact should have reliable data, clearly defined terms, and a clear line between inference and facts. 

2. Claims of Definition

This claim argues how something is defined. It answers the question; what is it? How should it be classified or interpreted? How does its usual meaning change in a particular context? Claims of definition offer an in-depth explanation of a specific subject. This goes hand in hand with the definition of claim in literature.

For example, if you are arguing that even though therapeutic massage is done on nude bodies, it’s not a form of prostitution. You could start by defining what therapeutic massage is. You could even look at the legal definition of prostitution and demonstrate to your peers that therapeutic massage does not fall into the legal definition of prostitution because it does not involve the behaviors characterized by that definition.

3. Claims of Cause And Effect

A claim of cause and effect argues that one thing caused another thing to happen. This type of claim answers questions like; Why did it happen? Where did it come from? What is the likely result now and in the future? Like claims of fact, claims of cause and effects should be debatable. For example, you could argue that corruption has affected Kenya’s economic growth. 

4. Claims of Value

Claims of value argue that something is bad or good or that one thing is better than the other. They call into question a standard of comparison, resulting in an essay with a lot of evaluation. For example, if you say Nike is better than Adidas or Titanic is the greatest movie of all time, you are making a claim of value. When developing arguments from claims of value, ensure that your statement establishes the evaluation standards and their advantages. Also, Identify the priority value, and include examples and credible sources for support. It is essential to anticipate your response to the opposing viewpoint when dealing with this type of claim. 

A claim of value seeks answers to questions like: Is it right or wrong? Is it good or bad? Is it moral or immoral? Who thinks so? What do those people value? What criteria should I use to establish how good or bad something is?

5. Claims of Solution or Policy

A claim of solution maintains that specific conditions must exist or that an action should be taken or not taken to solve a problem. If your value of claim was climate change has led to more intense drought, your solution claim will focus on what should be done to fix the occurrence of frequent drought periods. 

A claim of solution seeks answers to questions like: How can we solve this issue? What action should we take? What should be the future policies? As you answer the questions or provide solutions, ensure that your evidence contains a clear proposed action, justification, workable plan, benefits, and consideration of counter-arguments.

How To Craft A Great Claim Statement

A claim determines the direction your essay will take. The point is to ensure you develop a central argument to give your first draft an organizing and unifying idea. A great, reasonable claim will give you a good debatable essay, while an illogical claim won’t stand strong on its own or convince the reader. Here are things you need to consider when crafting a claim in an essay.

1. Explore The Topic Of Interest

You need to gather as much information as you can about your topic. Brainstorm questions and answers to gain more knowledge and have a better idea of the topic. If you talk about something you don’t know, no one will take you seriously. You won’t convince them because they already see you as a joke and have lost trust in you. It’s also important to have a specific topic to give you a clear debate.

For example, if you are talking about women’s healthcare, you can narrow that down to the effects of Kenya’s free maternity service policy. This way, you will be able to argue better and convince your reader.

2. Define The Goal Of Your Paper

The effectiveness, quality, and complexity of your essay lean on your claim. The type of claim statement you will use depends on the goal of your paper. It will help you know what to include in your essay and what to pay the most attention to. Your objective might be to change your reader’s opinion on something, or it might be to challenge them to take a particular action. If you are using claims of value in your essay, you can probably argue that Fenty Beauty products are the best skin care products in the market. 

3. Choose What You Can Prove

As discussed earlier, a claim in an essay needs to be backed up by research, evidence, and facts. If you choose a claim that’s not debatable, your essay won’t be interesting or compelling.   It’s also important to use logic to support your claims and pick a simple and easy claim that you can prove. 

How To Start A Claim Paragraph and What To Include

Your introduction needs to grab the attention of the reader and hook them to your paper. If you lose the reader’s attention from the start, it’ll be hard to convince them that what you are saying is interesting or makes sense. Writing short and simple sentences is the best way to get your points across.

Once you have hooked the reader, the next step is to Introduce your topic, so the reader knows exactly what the essay will be about. If your topic is about smoking, you can talk about why it’s an issue of controversy and then make your claim, for example, smoking shouldn’t be allowed in public spaces. If your topic is about phones, you can say, children below the age of fifteen shouldn’t have access to smartphones.

After making your claim, have two or three paragraphs that have evidence to support your claim, then have your counterclaim paragraph and conclusion.

Tips On How To Write A Claim In An Essay

The claim of an article or essay is the spine that holds everything together. A controversial claim will make the essay engaging, while a boring one will set the tone for a dull paper. Therefore, it is essential to take the time to create a good claim before you start writing. Here are some of the things you need to consider when making a good claim;

1. Make It Straightforward 

A good claim doesn’t beat around the bush. While many people advocate for creating some mystery in the claim, it is not the best advice. An essay does not have to hold the reader in suspense the entire time. Making a straightforward claim from the beginning helps the reader know what to expect in your essay. Additionally, making your claim clear allows the reader to take a stand and contribute to further academic research. 

2. Make Your Claim Specific 

In your academic life, you will get people advising you to have a broad claim in your essays more often than not. While this is a good idea because it allows you to access multiple research materials, it does not make your essay hold weight.  A broad claim in an essay will mean the evidential support you provide will also be broad. Additionally, the essay will also fail to convince, and readers can easily point out inefficiencies in how you illustrate your points. A good essay has a specific claim, requiring specific evidential support that wins the reader’s opinion. 

3. Don’t Worry About The Truthfulness Of Your Claim

Many students lose the plot when they try to focus on the truthfulness of their claim. When writing an essay, whether the claim you make is true or false is not the main reason why a reader will want to read the essay. The purpose of the essay is to gauge how effectively you communicate your ideas and the evidential support you provide to prove your point. Additionally, your target is to get the reader to agree with you whether the claim is true or false.

4. Make Your Claim Contestable 

When writing, the worst mistake you can make is coming up with a claim that the reader can respond to with a yes or no answer. Such a weak claim will make the essay boring because the reader has already formed their opinion. A good claim ignites a debate. The reader should want to read more to understand why you make a specific claim that does not correspond with him or her. At the end of your essay, you might be able to change their mind or not.

Counterclaim

Just like a coin has two sides, every argument has two sides—the supporting side and the one that disagrees. So, a counterclaim can be defined as the opposite of a claim or the argument opposing your claim. It is also called a rebuttal. For example, if you tell your mum you want to move schools, you’ve already made your claim. If your mum says something like, “How can you say that, yet you don’t pay the school fee? That’s her counterclaim. 

When writing an essay, you need a counterclaim paragraph that addresses the valid points of the other side of the argument. A counterclaim shows your reader that you have thoughtfully considered both sides of the issue before arriving at your claim. You can then argue and say you find the counterclaim weak or invalid. When this paragraph is done well, it gives you a chance to respond to the reader’s potential arguments before they finish reading the essay. 

Major Claim Vs. Sub Claim

A major claim is an essay’s central argument, while sub claims support the ideas of the primary claim. Sub claims add specific details to the main claim. They also reinforce the validity of the main point. A major claim is revealed in the introduction, while sub claims appear in the body of the other paragraphs.

For example, if your thesis is “Unversity fee should be reduced to prevent students from dropping out of school, that will be my central argument. You may also talk about how many students have dropped out of school or how hard it is for most of them to access specific courses because of how expensive they are. You can further talk about how this is killing their dream or even how expensive it is to repay student loans because of high unemployment rates. These mini statements are your sub claim, and they support your primary claim which is, why University fees should be reduced.

For an effective essay , you need evidence to support each sub claim. For instance, if you talk about how many students have dropped out of university because they can’t afford the fee, you might use a report released from the Ministry of Education or the student body.

The Difference Between Claim, Counterclaim, and Thesis Statement

Conclusion 

It is essential to read through the essay question to understand clearly what it asks before making your claim. Ensure that your claim is specific and controversial to spike the interest of the reader. Additionally, avoid leaving the reader in suspense on what is the claim you make in your essay. If you’re still struggling with writing a proper claim for your essay, you might consider buying your term papers online .

An example of how to make a claim in an essay

Claims are the debatable statements writers use to prove their point in an essay. In simpler words, a claim is an argument. If a child says they want a new phone to access the internet, that’s their claim.  Or if someone says rock music leads to violence among teens, that’s their claim.

A good claim is a type that is debatable, specific, and has evidence to support it. A claim shouldn’t be an opinion or a feeling because then it won’t be a claim. Remember, you must have strong arguments to support your claims.

First, you have to identify your topic of discussion. Second, formulate questions around the topic then your answers will help you develop the claim.Note that, a claim is introduced in the first paragraph of an essay. This way, readers will know what you are talking about without reading too much or losing their focus.

Below are the steps that you need to follow to make a strong claim: 1. A claim must state a fact that is debatable with evidence. 2. A claim should define your goals, scope, and direction you will follow. 3. A claim should be specific and upholds a focused argument.

The main purpose of a claim is to support and establish your main argument. This will create questions in your readers’ minds which will be answered in the essay.

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What Is a Claim in an Essay? Unpacking the Core Element with Writing Tips

Picture yourself as a captain steering your ship, a.k.a. your essay, across a wild ocean of ideas. Your secret weapon? The claim. It’s not just some fancy statement – it’s the backbone of your essay, the big point you’re itching to make and stand by.

Getting the hang of crafting a killer claim is like hitting the jackpot for any essay writer. It sets the mood, points the way, and basically makes or breaks your essay. So, let’s dive deep into what makes a claim tick.

What’s a Claim, Anyway?

Think of a claim as your essay’s thesis or main argument. It’s way more than an opinion. It’s a bold, assertive statement that lays down the foundation of your argument. Depending on your essay’s vibe, claims can come in different flavors:

• Factual claims ─ The straight-up truths, like “The Earth does its dance around the Sun.”
• Definitional claims ─ The “what’s what” of things, like “Genetically modified munchies can totally be called organic.”
• Cause and effect claims ─ The “this led to that” stuff, like “Scrolling through Insta all day shoots up anxiety in teens.”
• Value claims ─ Your judgment call, like “Free speech is the lifeblood of democracy, no question.”
• Policy claims ─ The “let’s shake things up” kind, like “Making buses free could clear up city smog.”

Figuring out your type of claim is like choosing the right gear before setting off on an essay adventure.

Building a Rock-Solid Claim

A solid claim is like a good cup of coffee – clear, strong, specific, and just what you need:

• Clear as day ─ It’s got to be easy to get, no beating around the bush.
• Open for debate ─ A tasty claim gets people talking, not just nodding along.
• Specific ─ It zeros in on your essay’s heart, with no wandering off.
• Relevant ─ It’s got to jive with your essay’s main jam.

Cooking Up a Strong Claim

Crafting a top-notch claim? It’s like making a masterpiece. Start broad, then get down to the nitty-gritty:

• Brainstorm central ─ Kick off by throwing ideas around. Ask questions, scribble thoughts, and play with different angles.
• Idea filter ─ Sift through your thoughts, and pick the ones that have that zing of debate.
• Wordplay ─ Your choice of words and tone is key. Be bold, but keep it in line with your essay’s style .
• Learning by example ─ Check out strong and weak claims to see what makes or breaks them.

Rooting Your Claim with Evidence

Your claim needs roots, like a tree. That’s your evidence – the stuff that makes your claim stand up tall:

• Back it up ─ Throw in facts, stats, expert say-so, and real-life tales to beef up your claim.
• Keep It balanced ─ Your evidence should be like a good sidekick – supportive but not stealing the spotlight.
• Counterpunch ─ Tackle the naysayers head-on. It shows you’ve done your homework and you’re not afraid of a little debate.

Claims in Different Essay Worlds

Your claim shifts gears depending on your essay type:

• Analytical essays ─ Here, you’re dissecting stuff like books or historical events to dig out hidden treasures.
• Argumentative essays ─ You’re taking a stand on a hot-button issue, backed by evidence that packs a punch.
• Expository essays ─ You’re the explainer, shining a light on concepts, often with a “here’s the 411” vibe.

Watch Out for These Slip-Ups

Even seasoned essay sailors can hit rough waters:

• Overgeneralizing ─ Steers clear of claims that are too broad. Specific is terrific.
• Evidence MIA ─ Don’t leave your claims hanging without backup. That’s just asking for trouble.
• Going in circles ─ Don’t use your claim to prove your claim. That’s like saying, “It’s true because I say so.”

Fine-tuning Your Claim Crafting a Claim Can Be a Trial-and-error Deal

• Draft city ─ Play around with different versions. Mix and match perspectives and wording.
• Revise for impact ─ Get feedback, then tweak and polish your claim until it shines.
• Open ears ─ Good feedback can turn a decent claim into a showstopper. Embrace it.

The Bottom Line

A well-crafted claim is like the heart of your essay, pumping life and direction into your arguments. Getting good at building strong claims is a game-changer for essay writing. Practice, pay attention to the details, and you’ll be churning out claims that grip your readers and don’t let go. And hey, if you hit a wall, remember there’s help out there – like  custom essay writing services – ready to give you a leg up. Keep at it, and you’ll be the master of claims in no time!

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What is a claim?

A claim is a statement that presents an idea or series of ideas as arguments. Arguments therefore consist of claims, or another way to put it is, to say that claims are the building blocks of a good argument.

In research writing, claims will be the backbone that form a thesis or a hypothesis (here the term ‘hypothesis’ refers to the argument that is evidenced within the scope of the work).

According to Heady (2013) “Claims are the points you want to prove, interpretations you want to offer, and assertions you want to make” (p. 74). Importantly, in academia claims are statements that can be supported by evidence.

‘Traditional classroom teaching is boring’

For example, claiming that traditional classroom teaching is boring is not a good claim because it lacks definition (what does ‘traditional classroom teaching’ actually mean? and how do we measure ‘boring’)? It may also be a ‘sweeping statement’ (meaning it’s far too general in scope). However, claiming that “traditional teaching methods, like didactic instruction, do not provide sufficient interaction with students and lead to poor learning outcomes” is a good argumentative claim, because it can be investigated and measured.

Characteristics of a good claim

In order to make effective claims it is important to understand the difference between statements  and  sentences. While a statement is also a sentence (in that it is a grammatical unit with subject, verb, object clause), not all sentences are statements (in other words, not all sentences consist of a stance or a position).

The following provides examples of the difference between sentences and statements. The statements present a stance or position about the topic under discussion. This is important to understand as all claims must consist of a stance towards the topic.

Function of claims

The function of claims in academic writing is to provoke, analyse, or interpret rather than merely describe or present facts. They can do this by affirming, acknowledging, confirming, or refuting the proposition being made. In this way, claims do the job of building an overall argument or thesis in a piece of work (i.e. each claim progresses the key argument). It is for this reason that claims will appear in topic sentences, thesis statements, introductory and concluding sentences/paragraphs.

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Research and Writing Skills for Academic and Graduate Researchers Copyright © 2022 by RMIT University is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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What Is a Claim in Writing? Definition, Types, & Examples

• February 20, 2024
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What is a claim in writing, claim of fact, claim of value, claim of policy, types of writing with claims, examples of claims in writing, what is the difference between claims, opinions and facts, why do we use claims in writing, what is a counterclaim in writing, faqs on claim in writing, we also recommend.

When it comes to writing, making a claim is a crucial aspect of building a strong argument. But what exactly is a claim? Essentially, a claim is a statement that asserts a particular point or position on a specific topic. Claims serve as the foundation for persuasive writing and are essential for effectively making your case to your audience.

Understanding the different types of claims and how to effectively use them can greatly enhance the persuasiveness of your writing. Whether you are writing an essay, a research paper, or a persuasive speech, knowing how to craft strong claims is key to convincing your audience of your point of view.

In this article, we will explore the definition of a claim in writing, the various types of claims you can make, and provide examples to help you better understand how claims function in different contexts. By mastering the art of making compelling claims, you can elevate the quality of your writing and make a more convincing argument every time.

A claim in writing is the core argument defining an essay’s goal and direction. It’s assertive, debatable, and supported by evidence. Also, it is complex, specific, and detailed.

Think of a claim as a specific, debatable statement you, the writer, intend to prove or support. It’s the central argument in your essay, the core message of your blog post , and the foundation of your persuasive pitch. Unlike opinions, which are subjective beliefs without the burden of proof, claims demand justification. They’re the battle cry, the call to action, inviting your reader to join you on a quest for understanding and agreement.

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What Are The Types Of Claims In Writing?

There are three types of claims:  claims of fact, claims of value, and claims of policy . Each type of claim focuses on a different aspect of a topic. To best participate in an argument, it is beneficial to understand the type of claim that is being argued.

A claim of fact declares the existence, current presence, or future occurrence of something measurable. The core issue within a factual claim revolves around the reasonableness of the stated fact. To put it differently, a claim of fact engages in a discussion about the accuracy or inaccuracy, validity or invalidity, truth or falsehood of the statement. When making such assertions, our reasoning typically progresses from the known to the unknown. Claims of fact also center on examining cause-and-effect relationships.

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A claim of value makes qualitative assessments of people, things, and events in one’s surroundings on a good-to-bad continuum. You have made a valuable claim if you formulate an opinion that says something is good, terrible, or superior to another. Claims of worth include things like “Indian food is the best food of all,” “The Wizard of Oz is the greatest movie of all time,” and “Snowboarding is the greatest way to spend a vacation.”

A claim of policy makes the assertion that someone should or shouldn’t do a certain action. It suggests that a certain course of action ought to be followed, however, it’s not a given that it will. The conditional verb “should,” which indicates that a certain action ought to be taken but not that it must or will be taken, is crucial when making a claim about policy. For example, “Students should read the assigned text material before the instructor lectures on it,” or “The United States should send a manned expedition to Mars.”

Here’s a list of the types of writing with claims:

• Argumentative articles.  Consider a controversial issue, proving it with evidence throughout your paper.
• Literary analysis.  Build a claim about a book, and use evidence from it to support your claim.
• Research papers.  Present a hypothesis and provide evidence to confirm or refute it.
• Speeches.  State a claim and persuade the audience that you’re right.
• Persuasive essays and memos.  State a thesis and use fact-based evidence to back it up..

What can you use as evidence in essays?

• Facts and other data from relevant and respectful resources (no Wikipedia or other sources like this)
• Primary research
• Secondary research (science magazines’ articles, literature reviews, etc.)
• Personal observation
• Expert quotes (opinions)
• Info from expert interviews

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Here’s a rundown of examples of claims based on types:

Here’s how claims differentiate themselves from their close cousins:

• Opinions:  These are personal beliefs, unsupported by evidence. Saying “Pizza is the best food ever” is an opinion, not a claim.
• Facts:  These are verifiable truths, independent of interpretation. “The Earth revolves around the Sun” is a fact, not a claim.
• Claims:  These are debatable propositions that require evidence to be convincing. “Eating spicy food boosts metabolism” is a claim, as it needs proof to be accepted.

All forms of writing rely on claims to maintain the interest of the reader, give characters more nuance and depth, and convey the author’s own viewpoint on the issues covered.

The objective of a claim in writing is to persuade the reader of anything. Claims drive the reader towards a specific solution, even when they may not agree with the author’s statement at first or may need more information to come to their own opinion. If a reader already concurs with an author’s assertion, the material offered just strengthens and validates the reader’s position.

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When someone presents an alternative argument to your claim, that is a counterclaim. Another word for a counterclaim is a rebuttal. When someone presents a counterclaim, they are making a claim of their own. It will be up to them to state their counterclaim, and then seek to back it up with evidence (just as you did when making the initial claim).

A claim is a statement that asserts a particular stance or viewpoint, while an opinion is a subjective expression of personal beliefs or preferences.

Make your claims more persuasive by providing clear evidence, avoiding overgeneralization, and addressing potential counterarguments.

Writers should be cautious when making claims without sufficient evidence or in areas where the topic is highly subjective and lacks objectivity.

It depends on the nature of the evidence and the claims. In some cases, a well-supported piece of evidence may contribute to multiple related claims.

Claims in writing showcase the diverse ways in which writers express their perspectives and influence their audience. Whether rooted in facts, values, or policies, claims form the bedrock of effective communication. Crafting and evaluating claims require a thoughtful approach, ensuring that writers engage their readers with clarity, evidence, and nuance.

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Table of Contents

Collaboration, information literacy, writing process.

Learn how to use logical reasoning methods when making a claim.

What is a Claim?

Claims are assertions , arguments, and conclusions about something. For instance, claims can be about definitions, causes and effects, claims of fact, or policies. A claim may me a macro-claim —i.e., a major claim that informs an entire text . Or a claim may be a micro-claim —a subclaim attached to a larger claim. Logical reasoning may require proof of a number of smaller claims to reach a larger claim.

Key Concepts: Argument ; Toulmin Heuristic; Organizational Scenario; Direct

Types of Claims

In written discourse , writers, speakers, and knowledge workers . . . engage in rhetorical reasoning and rhetorical analysis so that they know how to best craft claims for particular rhetorical situations . Claims , like rhetorical situations , may be nuanced and complex. Examples of typical types of claim include the following.

Cause & Effects

Example: “Learning to write well helps people achieve financial independence.”

Claims of Fact

Example: “U.S. literacy levels are ranked #13 in the world, after countries like Japan, Czech Republic, Slovak Republic, according to the Program for the International Assessment of Adult Competencies .”

Definitions

Example: “Literacy is ‘the ability to use printed and written information to function in society, to achieve one’s goals, and to develop one’s knowledge and potential’ ( National Center for Education Statistics ).”

Example: “Students should be given opportunities to write frequently and receive critical feedback.”

Example: “Learning to write well is the best way to prepare people for future challenges.”

Related Articles:

Knowledge claim, recommended.

Academic Writing – How to Write for the Academic Community

Structured Revision – How to Revise Your Work

Professional Writing – How to Write for the Professional World

Credibility & Authority – How to Be Credible & Authoritative in Speech & Writing

Citation Guide – Learn How to Cite Sources in Academic and Professional Writing

Page Design – How to Design Messages for Maximum Impact

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• How to write an argumentative essay | Examples & tips

How to Write an Argumentative Essay | Examples & Tips

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

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

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Table of contents

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

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

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

Argumentative writing at college level

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

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

Examples of argumentative essay prompts

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

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

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

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

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

Toulmin arguments

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

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

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

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

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

Rogerian arguments

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

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

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

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

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

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

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

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

Cite this Scribbr article

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How to Write an Effective Claim (with Examples)

Formulating a claim for your essay can be difficult even if you are already a masterful debater — especially if you are not quite sure what a claim is, and how it may differ from a counterclaim or thesis statement. This guide will make it easy to decide on your claim!

Essay Claim Basics

In essay writing, a claim can most succinctly be defined as "a debatable statement" — which the writer then defends with supporting evidence and rhetoric. It is easy to confuse a claim and a thesis statement, because the thesis is indeed a type of claim as well. Essays can contain further claims that orbit the topic of the thesis statement, however.

Claims straddle the line between opinion and fact. If you're hoping to make a strong claim that seamlessly fits into a powerful essay, you will need to make sure that your claim ticks the right boxes:

• Your claim can debated — solid arguments can be made both in favor and against. Therefore, statements such as "I live in Queens" or "Joe Biden is the President" are not claims. In an argumentative essay, "the death penalty should be abolished" is an example of a claim. Even scientific papers make claims, such as "Keyboards contain more germs than toilet seats", which can be tested. These are called hypotheses.
• You will state your claim as a matter of fact. "Many people oppose the death penalty, and with good reason" is not a good claim, but "the death penalty is no longer an appropriate punishment in modern America" can be.
• Your claim is sufficiently specific to allow you to explore all aspects that you intend to tackle. "The Victorian era was Britain's darkest era" give you more bite than you can comfortably chew. "Fast food should be taxed to reduce obesity rates" is more specific.

Types of Claim (With Examples!)

Claims are debatable statements, but there are numerous different types. If you have specifically been asked to present a claim in an essay, you may be able to choose what kind of claim you would like to work with.

1. Claim of Fact or Definition

In research essays, a claim of fact or definition is one that defines a fact, as you see it, and proceeds to lay out the evidence in favor of the claim. Here are some examples to show you how it works:

• Plant species are becoming extinct at a faster rate than animal species, yet the plight of plants has been overlooked.
• Amazon's Alexa has revolutionized many people's daily lives — but this appliance also makes us vulnerable to new forms of hacking.
• Commercial air travel transformed the way in which we do business.

2. Claim of Cause & Effect

In a claim of cause and effect, you argue that one thing causes another, such as:

• Internet gaming has a widespread negative effect on students' grades.
• Lax enforcement of preventative measures against Covid has enabled the pandemic to continue for much longer than it need have.
• Playing jigsaw puzzles leads to novel cognitive connections that help senior citizens stay sharp.

3. Claim of Value

Claims of value are more heavily opinion-based than other types of claims. If you are making a claim of value, you will usually want to compare two things. For example:

• George W Bush was a better President than George W H Bush.
• Emotional health is just as important as physical health.
• Stephen King is the best horror writer of al time.

4. Claim of Solution or Policy

Claims of solution or policy state a position on a proposed course of action. In high school and college essays, they typically focus on something that should be done, or something that should no longer be done. Examples might include:

• Depressed patients should always be offered talk therapy before they receive a prescription for antidepressants.
• The United States should not accept refugees from Afghanistan.
• First-time offenders should be given lighter sentences.

Claim vs. Counterclaim vs. Thesis Statement

If you've been told to make an essay claim, you may be confused about the differences between a claim, counterclaim, and thesis statement. That's understandable, because some people believe that there's no difference between a claim and a thesis statement.

There are important distinctions between these three concepts, however, and if you want to write a killer essay, it's important to be aware of them:

• A thesis statement is the very foundation of your essay — everything else rests on it. The thesis statement should contain no more than one or two sentences, and summarize the heart of your argument. "Regular exercise has consistently been shown to increase productivity in the workplace. Therefore, employers should offer office workers, who would otherwise be largely sedentary, opportunities to work out."
• A claim is a statement you can defend with arguments and evidence. A thesis statement is a type of claim, but you'll want to include other claims that fit neatly into the subject matter as well. For instance, "Employers should establish gyms for employees."
• A counterclaim is a statement that contradicts, refutes, or opposes a claim. Why would you want to argue against yourself? You can do so to show that arguments that oppose the claim are weak. For instance, "Many employers would balk at the idea of facilitating costly exercise classes or providing a gym space — employees can work out in their own time, after all. Why should the boss pay for workers to engage in recreational activities at work? Recent studies have shown, however, that workplaces that have incorporated aerobics classes enjoy 120% increase in productivity, showing that this step serves the bottom line."

Together, a thesis statement, claims, and some well-placed counterclaims make up the threads of your story, leading to a coherent essay that is interesting to read.

How to Write an Effective Claim

Now that you've seen some examples, you are well on your way to writing an effective claim for your essay. Need some extra tips? We've got you covered.

First things first — how do you start a claim in an essay? Your claim sentence or sentences should be written in the active voice, starting with the subject, so that your readers can immediately understand what you are talking about.

They'll be formulated as an "[Subject] should be [proposed action], because [argument]. You can stay with this general structure while making different word choices, however, such as:

• It is about time that
• We have an obligation to
• Is the only logical choice
• It is imperative that

Once you have formulated a claim, you will want to see if you can hook your readers with an interesting or provocative statement that can really get them thinking. You will want to break your argument down into sections. This will lead you to sub-claims. If your claim is your main argument, your sub-claims are smaller arguments that work to support it. They will typically appear naturally once you contemplate the subject deeply — just brainstorm, and as you research, keep considering why your claim is true. The reasons you come up with will sprout sub-claims.

Still not sure what to write? Take a look at these examples of strong claim statements:

• A lack of work experience has proven to be the main barrier to finding satisfying employment, so businesses should be incentivized to hire recent graduates.
• The rise in uncertified "emotional support animals" directly causes suffering for people suffering from severe pet dander allergies. Such pets must be outlawed in public places to alleviate the very real harm allergy patients now experience on a daily basis.
• Emerging private space exploration ventures may be exciting, but they greatly increase CO2 emissions. At a time when the planet is in crisis, private space exploration should be banned.

Additional Tips in Writing a Claim the Right Way

You now know what you need to include in a claim paragraph to leave a strong impression. Understanding what not to do is equally important, however.

• Take a stand — if you're writing an argumentative essay, it is perfectly OK to take a controversial opinion, and no matter what you write, it is bound to have the potential to offend someone . Don't sit on the fence. Even when you're defending a position you disagree with, embrace it wholeheartedly.
• Narrow your claim down. The more specific you can get, the more compelling your argument can be, and the more depth you can add to each aspect of your argument.
• Have fun! You want your essay to be interesting to read, and any genuine passion you have will be apparent.
• Choose the right subject — one about which you can find a lot of data and facts.

What should you avoid in writing a claim, you wonder? Don't:

• Use any first-person statements. The claim is about your ideas, not about you.
• Base your claim on emotional appeal. You can work some pathos in, but don't make feelings your center.
• Clutter your claim with too many separate ideas, which will make the rest of your essay harder to read, less powerful, and unwieldy for you to develop.

How do you use a claim?

When you're writing your essay, you can think of the thesis statement as the spine. The claims you make are, then, your "ribs", so to speak. If you prefer a different analogy, the thesis is your trunk, and the claims branches. You use them to build a strong final product that shows you have considered all aspects of your argument, and can back them up with evidence and logic.

What is a good way to start a claim?

You can start with a shocking fact, objective data from a reliable source, or even an anecdote — or, if you prefer, you can simply offer your argument without bells and whistles.

Can a claim be in a paragraph or is it a single sentence only?

Claims are almost always limited to a single sentence. It can be a long compound sentence, though! The claim does not have to remain all alone in the paragraph. You can immediately surround it with rhetorical punches or further facts.

What are some examples of argumentative claims?

So, you want to learn to argue like a pro? Watching speeches politicians make is a great way to look out for claims, and court transcripts and academic debates are two other places you can look for great argumentative claims.

Is there a claim generator you can use?

Yes! Some claim generators are free to use, while others require a subscription. These tools can be interesting to play with, and can serve as inspiration. However, it's always best to tweak your final claim to fit your needs.

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What Does It Mean to Make a Claim During an Argument?

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• An Introduction to Punctuation
• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

Claims backed by reasons that are supported by evidence are called arguments. To win an argument, you first have to make a claim that is more than just an assertion. You use critical thinking skills and argue your case using claims, reason, and evidence. In rhetoric  and argumentation , a claim is an arguable statement—an idea that a rhetor (a speaker or writer) asks an audience to accept.

Persuasive Claims

Generally, there are three primary types of claims in an argument, also called persuasive claims:

• Claims of fact assert that something is true or not true.
• Claims of value assert that something is good or bad, or more or less desirable.
• Claims of policy assert that one course of action is superior to another.

A persuasive claim is an opinion, idea, or assertion. In rational arguments, all three types of claims must be supported by evidence . Jason Del Gandio, in the book, "Rhetoric for Radicals," gives these examples of persuasive claims in an argument:

"I think we should have universal health care.

"I believe the government is corrupt.

"We need a revolution."

Gandio explains that these claims make sense, but they need to be backed up with evidence and reasoning.

Identifying Claims

The University of Washington says a claim "persuades, argues, convinces, proves, or provocatively suggests something to a reader who may or may not initially agree with you." A claim is more than an opinion but it is less than a universally agreed upon truth, such as "The sky is blue" or "Birds fly in the sky."

An academic claim—a claim you make in an argument—is considered debatable or up for inquiry. James Jasinski explains in "Argument: Sourcebook on Rhetoric" that a claim "expresses a specific position on some doubtful or controversial issue that the arguer wants the audience to accept."

A claim is not, then, an opinion, such as "I think Twinkies are delicious." But if you took that same sentence and recrafted it into an arguable statement, you could create a claim, such as "Twinkies and other sugary, processed foods can make you fat." Not everyone might agree with your claim, but you would be able to use scientific and medical evidence (such as studies showing that sugary processed foods lead to weight gain and other health problems) to support your claim.

Types of Claims

You can further break claims in an argument into four basic types, says Mesa Community College :

Claims of fact or definition: Particularly in this day and age, people disagree on hitherto commonly accepted facts. A claim of fact or definition might be that grades do not accurately measure student progress or lie detector tests are inaccurate. Traditionally, grades have been the common measure of student success, but you could argue that they do not really represent a student's true abilities. And lie detector tests were at one point thought to provide clear and accurate evidence, but you could use facts to argue that they can be unreliable.

Claims About Cause and Effect: This type of claim argues that given causes lead to specific effects, such as watching too much television when young leads to obesity or poor school performance. To make this claim, you would have to present evidence (scientific studies, for example) that show television leads to these outcomes. Another debatable cause-and-effect claim would be that video games that depict violence lead to real violence.

Claims About Solutions or Policies: This kind of claim might argue that because the health care system does not adequately assist Americans (you would argue that this is a fact), it should be reformed (you argue for the solution/policy), says Mesa Community College.

Claims About Value: This type of claim might be the trickiest to argue because you are trying to prove that one thing is better or superior to another. For example, you might claim that people who are blind or deaf have a unique culture of blindness or deafness. You could support either argument by researching and presenting facts that these two areas of disability do indeed have unique cultures and communities.

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Argumentative Essay

Definition of argumentative essay, models for argumentative essays, five types of argument claims in essay writing  , three major types of argument and how to apply them, classical argument, toulmin argument, rogerian argument, four steps to outline and argumentative essay, examples of argumentative essay in literature, example #1: put a little science in your life by brian greene.

“When we consider the ubiquity of cellphones, iPods, personal computers and the Internet, it’s easy to see how science (and the technology to which it leads) is woven into the fabric of our day-to-day activities . When we benefit from CT scanners, M.R.I. devices, pacemakers and arterial stents, we can immediately appreciate how science affects the quality of our lives. When we assess the state of the world, and identify looming challenges like climate change, global pandemics, security threats and diminishing resources, we don’t hesitate in turning to science to gauge the problems and find solutions. And when we look at the wealth of opportunities hovering on the horizon—stem cells, genomic sequencing, personalized medicine, longevity research, nanoscience, brain-machine interface, quantum computers, space technology—we realize how crucial it is to cultivate a general public that can engage with scientific issues; there’s simply no other way that as a society we will be prepared to make informed decisions on a range of issues that will shape the future.”

Example #2: Boys Here, Girls There: Sure, If Equality’s the Goal by Karen Stabiner

“The first objections last week came from the National Organization for Women and the New York Civil Liberties Union, both of which opposed the opening of TYWLS in the fall of 1996. The two groups continue to insist—as though it were 1896 and they were arguing Plessy v. Ferguson—that separate can never be equal. I appreciate NOW ’s wariness of the Bush administration’s endorsement of single-sex public schools, since I am of the generation that still considers the label “feminist” to be a compliment—and many feminists still fear that any public acknowledgment of differences between the sexes will hinder their fight for equality .”

Example #3: The Flight from Conversation by Sherry Turkle

“We’ve become accustomed to a new way of being “ alone together.” Technology-enabled, we are able to be with one another, and also elsewhere, connected to wherever we want to be. We want to customize our lives. We want to move in and out of where we are because the thing we value most is control over where we focus our attention. We have gotten used to the idea of being in a tribe of one, loyal to our own party.”

Function of Argumentative Essay

Synonyms of argumentative essay, related posts:, post navigation.

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How to Write a Claim for An Argumentative Essay Step-By-Step

by  Antony W

October 24, 2022

Have you searched for a guide on how to write a claim for an argumentative essay but came out empty?

You’ve come to the right place.

Whether you’re looking forward to working on a difficult argumentative essay topic or you already have easy subject to work on, this guide will show you how to write a claim that you can defend using evidence and reason.  

Key Takeaways

• A claim is a declaration sentence subject to debate.
• Claims are different from topic sentences in that they appear only in the thesis statement of the essay. A topic sentence appears in every paragraph of an essay.
• For a sentence to be a claim, it should communicate a message that engages an audience to do something or act in a certain way.

What is a Claim in an Argumentative Essay?

A claim in an essay is a debatable statement and a part of an argument’s declaration sentence. In respect to academic writing standards, a claim must exclude personal feelings and already known facts and it must leave room for debate.

Just as personal opinions are unacceptable in argumentative writing, a claim must not have a link to how you feel about a subject. Rather making a bold statement that potentially demonstrate that you’re right about an issue, you must bind your claim up for inquiry within the specific subject.

The purpose of a claim in an argument is to convince, persuade, or give proof to move your audience to agree with your point of view. You can focus on communicating a message, but it’s best to double down on moving an audience to think in a certain way.  

Types of Claims in Argumentative Essay

A claim is one of the elements that drive an argument . For the best outcome, you need to use the right type of claim depending on the topic presented in the prompt.

You can make a:

• Claim of fact
• Claim of definition
• Claim of cause and effect
• Claim of value
• Claim of policy

Let’s look at each of these types of claims to help you understand what they mean.

Claim of Fact

How valid is the statement you’re about to give? Is there an element of truth in the statement you intend to present?

Should such be the statement you want to present, you’re looking at making a claim of fact.

A claim of fact mainly presents an argument that demonstrates whether something is true or false. It holds that if you’re going to challenge what we consider as facts, you must have concrete research to back it up. 

Claim of Definition

A claim of definition argues about definitions of things or phenomena. Ideally, you may argue that something means another thing altogether, even if some people don’t consider your definition sounding.

Rather than offering a discount explanation of your claim, you shouldn’t hesitate to give your personal explanation. However, you must ensure that you sound neither emotional nor biased.

Pay attention to the information that you provide when dealing with a claim of definition. Remember that when writing an argumentative essay, even a claim of definition must be debatable.

Claim of Cause and Effect

The claim of cause and effect requires you to do two things:

First, you should describe the cause of an event. Second, you should explain the implication or impact the issue has.

By doing so, your essay will be so comprehensive and valuable that you earn top grades.

Claim of Value

If you’re going to base your argument on the significance of the topic in question, you will have to make a claim of value. 

Claim of Policy

You can also make a claim of policy in your argumentative essay.

This type of claim seeks to give readers the reasons why they should care about what you have to say. It also should suggest what they should do after reading your essay.

How to Write a Claim for an Argumentative Essay

You’ve learned three important things so far. You know what claim is in an essay, why the claim is important, and the types of claims you can write in your argument.

But how do you write a claim for an argumentative essay?

1. Explore the Essay’s Topic

Exploring your focus topic is a good way to determine what claim can best fit in your argumentative essay.

Whether you’ve selected your own idea or received a focus topic from your teacher, you should do preliminary research and develop concrete ideas that you can easily argue.

Let’s say you’re working on a topic about global warning. Deforestation would make a good focus topic here. From this, you can present evidence and give reasons why cutting down trees is the major cause of global warming.

2. Ask a Question

Narrowing down to a specific subject has two benefits.

• It’s easy to come up with tons of useful ideas for your central argument.
• You can develop reasonable questions to help you develop a relevant claim for the essay.

The most relevant question for the project is one that summarizes your thoughts. For the claim to be bold, you must follow the question with a short, clear, and direct response to summarize your positon.

3. Determine the Goal of the Essay

Another way to come up with a strong claim for an argumentative essay is to look at the assignment brief once more to understand the primary goal of the argument .

Determining the goal of the assignment can help you to develop a claim that can easily challenge the opinion of your readers regardless of what they assume to be true.

From a writing standpoint, your essay will focus on multiple issues. However, you’ll need to ensure that they all tie together to address the central theme in the thesis statement. In this respect, your claim should demonstrate a clear stand on the main issue. 

4. Take a Unique Approach

We’ve looked at hundreds of argumentative essay samples in the last few months. What we discovered is a similarity in the way students approach the assignment.

Either they state arguable facts followed by blunt claims.

There’s nothing with this. The problem, though, is that it becomes difficult to grab the attention of a reader.

So we recommend that you take a different approach. By doing so, you can write a claim that’s not only interesting but also sustainable.

Our team of professional writers and editor, who hold college and university degrees in various fields will research, write, and validate the information in the essay and deliver results that exceed your expectations.

About the author 

Antony W is a professional writer and coach at Help for Assessment. He spends countless hours every day researching and writing great content filled with expert advice on how to write engaging essays, research papers, and assignments.

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Evolving a central claim: example 1, how an initial idea evolves to become a central claim.

In their Writing Analytically  textbook, Writing Studies scholars David Rosenwsasser and Jill Stephens illustrate how a central claim evolves by revealing a set of questions a student writer asks of her object of study. Here is their illustration of that process:

Because the writing process is a way not just of recording but of discovering ideas, writers, especially in the early stages of drafting, often set out with one idea or direction in mind and then, in the process of writing, happen upon another, potentially better idea that only begins to emerge in the draft. Once you’re recognized them, these emerging thoughts may lead to your evolving a markedly different central claim, or they may provide you with the means of extending your paper’s original thesis well beyond the point you settled for initially.

Writers undertake this kind of conceptual revision–locating and defining the central claim–in different ways. Some writers rely on repeatedly revising while they work their way through a first draft (which, when finished, will b e close to a final draft). Others move through the first draft without much revision and then comprehensively rethink and restructure it (sometimes two, three, or more times).Whatever mode of revision works best for you, the thinking processes we demonstrate here are central. They are the common denominators of he various stages of the drafting process.

Our means of demonstrating how writers use exploratory writing to locate and develop a workable thesis [central claim] is to take you through the steps a student writer would follow in revising her initial draft on a painting,  Las Meninas (Spanish for “the ladies in waiting”) by the seventeenth-century painter, Diego Velázquez. We are using a paper on a painting because all of the writer’s data (the details of the painting) are on one page, allowing you to think with the writer as she develops her ideas.

As you read the draft, watch how the writer goes about developing the claim made at the end of her first paragraph–that, despite its complexity, the painting clearly reveals at least some of the painter’s intentions (referred to elsewhere in the paper as what the painting is saying, what it suggests, or what the painter wants). We have underlined each appearance of potential central claims in the text of the paper.  Using square brackets at the ends of paragraphs, we have described the writer’s methods for arriving at ideas: NOTICE AND FOCUS, THE METHOD, and ASKING “SO WHAT?”

There are a number of good things about this student paper when considered as an exploratory draft. Studying it will help you train yourself to turn a more discriminating eye on your own works in progress, especially in that all-important early stage in which you are writing in order to discover ideas.

 A Student’s Work in Progress 

Draft Title: Velázquez’s Intentions in Las Meninas 

Paragraph 1

Velázquez has been noted as being one of the best Spanish artists of all time. It seems that as Velázquez got older, his paintings became better. Toward the end of his life, he painted his masterpiece, Las Meninas. Out of all his works,  Las Meninas is the only known self-portrait of Velázquez. There is much to be said about Las Meninas.  The painting is very complex, but some of the intentions that Velázquez had in painting  Las Meninas are very clear.  [The writer opens with background information and a broad working central claim (underlined).] Paragraph 2 First, we must look at the painting as a whole. The question that must be answered is who is in the painting? The people are all members of the Royal Court of the Spanish monarch Philip IV. In the center is the king’s daughter, who eventually became Empress of Spain. Around her are her  meninas or ladies-in-waiting. These  meninas are all daughters of influential men. To the right of the  meninas is a dwarf who is a servant, and the family dog who looks fierce but is easily tamed by the foot of a child. The more unique people in the painting are Velázquez, himself, who stands to the left in front of the canvas; the king and queen, whose faces are captured in the obscure mirror; the man in the doorway; and the nun and man behind the  meninas . To analyze this painting further, the relationship between characters must be understood.  [The writer describes the evidence and arrives at an operating assertion—focusing on the relationship among characters.]

Paragraph 3

Where is this scene occurring? Most likely it is in the palace. But why is there no visible furniture? Is it because Velázquez didn’t want the viewer to become distracted from his true intentions? I believe it is to show that this is not just a painting of an actual event. This is an event out of his imagination. [The writer begins pushing observations to tentative conclusions by ASKING SO WHAT?] Paragraph 4 Now, let us become better acquainted with the characters. The child in the center is the most visible. All the light is shining on her.  Maybe Velázquez is suggesting that she is the next light for Spain and that even God has approved her by shining all the available light on her. Back in those days there was a belief in the divine right of kings, so this just might be what Velázquez is saying.  [The writer starts ranking evidence for importance and continues to ask, SO WHAT?; she arrives at a possible interpretation of the painter’s intention.]

Paragraph 5

The next people of interest are the ones behind the  meninas . The woman in the habit might be a nun and the man a priest. The king and queen are in the mirror, which is to suggest they are present, but they are not as visible as they might be. Velázquez suggests that they are not always at the center where everyone would expect them to be.  [The writer continues using NOTICE AND FOCUS plus asking SO WHAT?; in addition to looking for pattern in the painting’s details, the writer has begun to notice evidence—the minimal presence of the king and queen in the painting—that could complicated her initial interpretation about the divine right of kings.]

Paragraph 6

The last person and the most interesting is Velázquez. He dominates the painting along with the little girl. He takes up the whole left side along with his gigantic easel. But what is he painting? As I previously said, he might be painting the king and queen. But I also think he could be pretending to paint us, the viewers. The easel really gives this portrait an air of mystery because Velázquez knows that we, the viewers, want to know what he is painting.  [The writer locates what she finds to be the most significant detail—the size and prominence of the painter.]

Paragraph 7

The appearance of Velázquez is also interesting. His eyes are focused outward here. They are not focused on what is going on around him. It is a steady stare. Also interesting is his confident stance. He was confident enough to place himself in the painting of the royal court.  I think that Velázquez wants the king to give him the recognition he deserves by including him in the “family.” And the symbol of his vest is the symbol given to a painter by the king to  show that his status and brilliance have been appreciated by the monarch. It is unknown how it got there. It is unlikely that Velázquez put it there himself. That would be too outright, and Velázquez was the type to give his messages subtly. Some say that after Velázquez’s death, King Philip IV himself painted it to finally give Velázquez the credit he deserved for being a loyal friend and servant.  [The writer continues to analyze the most significant detail and to ask SO WHAT? about the painter’s appearance; this takes her to three tentative central claims (underlined above).]

Paragraph 8

I believe that Velázquez was very ingenious by putting his thoughts and feelings into a painting. He didn’t want to offend the kind, who had done so much for him. It paid off for Velázquez because he did finally get what he wanted, even if it was after he died.  [The writer concludes and is now ready to redraft to tighten links between evidence and claims, formulate a better central claim, and make this central claim evolve.]

From Details to Ideas: Arriving at a WorkingThesis in an Exploratory Draft

An exploratory draft uses writing as a means of arriving at a working central claim that the next draft can more fully evolve. Most writers find that their best ideas emerge near the end of the exploratory draft, which is the case in this student’s draft (see the three claims underlined in Paragraph 7).

The  Las Meninas  paper is a good exploratory draft. The writer has begun to interpret details and draw possible conclusions from what she sees, rather than just describing the scene depicted on the canvas or responding loosely to it with her unanalyzed impressions. The move from description to analysis and interpretation begins when you select certain details in your evidence as more important than others and explain what they seem to you to suggest. The writer has done both of these things, and so has gotten to the point where she can begin methodically evolving her initial ideas into a perceptive analysis.

What is especially good about the draft is that it reveals the writer’s willingness to push on from her first idea (reading the painting as an endorsement of the divine right of kings, expressed by the light shining on the princess) by seeking out complicating evidence. The process of revising for ideas begins in earnest when you start checking to make sue that the thesis you have formulated accounts for as much of the available evidence as possible and does not avoid evidence that might complicate or contradict it.

The writer’s first idea (about divine right), for example, does not account for enough of the evidence and is undermined by evidence that clearly doesn’t fit, such as the small size and decentering of the king and queen, and the large size and foregrounding of the painter himself. Rather than ignoring these troublesome details, the writer instead zooms in on them. She focuses on the painter’s representation of himself and of his employers, the king and queen, as the most significant evidence to be taken into account and analyzed in depth.

What this handout is about

This handout will define what an argument is and explain why you need one in most of your academic essays.

Arguments are everywhere

You may be surprised to hear that the word “argument” does not have to be written anywhere in your assignment for it to be an important part of your task. In fact, making an argument—expressing a point of view on a subject and supporting it with evidence—is often the aim of academic writing. Your instructors may assume that you know this and thus may not explain the importance of arguments in class.

Most material you learn in college is or has been debated by someone, somewhere, at some time. Even when the material you read or hear is presented as a simple fact, it may actually be one person’s interpretation of a set of information. Instructors may call on you to examine that interpretation and defend it, refute it, or offer some new view of your own. In writing assignments, you will almost always need to do more than just summarize information that you have gathered or regurgitate facts that have been discussed in class. You will need to develop a point of view on or interpretation of that material and provide evidence for your position.

Consider an example. For nearly 2000 years, educated people in many Western cultures believed that bloodletting—deliberately causing a sick person to lose blood—was the most effective treatment for a variety of illnesses. The claim that bloodletting is beneficial to human health was not widely questioned until the 1800s, and some physicians continued to recommend bloodletting as late as the 1920s. Medical practices have now changed because some people began to doubt the effectiveness of bloodletting; these people argued against it and provided convincing evidence. Human knowledge grows out of such differences of opinion, and scholars like your instructors spend their lives engaged in debate over what claims may be counted as accurate in their fields. In their courses, they want you to engage in similar kinds of critical thinking and debate.

Argumentation is not just what your instructors do. We all use argumentation on a daily basis, and you probably already have some skill at crafting an argument. The more you improve your skills in this area, the better you will be at thinking critically, reasoning, making choices, and weighing evidence.

Making a claim

What is an argument? In academic writing, an argument is usually a main idea, often called a “claim” or “thesis statement,” backed up with evidence that supports the idea. In the majority of college papers, you will need to make some sort of claim and use evidence to support it, and your ability to do this well will separate your papers from those of students who see assignments as mere accumulations of fact and detail. In other words, gone are the happy days of being given a “topic” about which you can write anything. It is time to stake out a position and prove why it is a good position for a thinking person to hold. See our handout on thesis statements .

Claims can be as simple as “Protons are positively charged and electrons are negatively charged,” with evidence such as, “In this experiment, protons and electrons acted in such and such a way.” Claims can also be as complex as “Genre is the most important element to the contract of expectations between filmmaker and audience,” using reasoning and evidence such as, “defying genre expectations can create a complete apocalypse of story form and content, leaving us stranded in a sort of genre-less abyss.” In either case, the rest of your paper will detail the reasoning and evidence that have led you to believe that your position is best.

When beginning to write a paper, ask yourself, “What is my point?” For example, the point of this handout is to help you become a better writer, and we are arguing that an important step in the process of writing effective arguments is understanding the concept of argumentation. If your papers do not have a main point, they cannot be arguing for anything. Asking yourself what your point is can help you avoid a mere “information dump.” Consider this: your instructors probably know a lot more than you do about your subject matter. Why, then, would you want to provide them with material they already know? Instructors are usually looking for two things:

• Proof that you understand the material
• A demonstration of your ability to use or apply the material in ways that go beyond what you have read or heard.

This second part can be done in many ways: you can critique the material, apply it to something else, or even just explain it in a different way. In order to succeed at this second step, though, you must have a particular point to argue.

Arguments in academic writing are usually complex and take time to develop. Your argument will need to be more than a simple or obvious statement such as “Frank Lloyd Wright was a great architect.” Such a statement might capture your initial impressions of Wright as you have studied him in class; however, you need to look deeper and express specifically what caused that “greatness.” Your instructor will probably expect something more complicated, such as “Frank Lloyd Wright’s architecture combines elements of European modernism, Asian aesthetic form, and locally found materials to create a unique new style,” or “There are many strong similarities between Wright’s building designs and those of his mother, which suggests that he may have borrowed some of her ideas.” To develop your argument, you would then define your terms and prove your claim with evidence from Wright’s drawings and buildings and those of the other architects you mentioned.

Do not stop with having a point. You have to back up your point with evidence. The strength of your evidence, and your use of it, can make or break your argument. See our handout on evidence . You already have the natural inclination for this type of thinking, if not in an academic setting. Think about how you talked your parents into letting you borrow the family car. Did you present them with lots of instances of your past trustworthiness? Did you make them feel guilty because your friends’ parents all let them drive? Did you whine until they just wanted you to shut up? Did you look up statistics on teen driving and use them to show how you didn’t fit the dangerous-driver profile? These are all types of argumentation, and they exist in academia in similar forms.

Every field has slightly different requirements for acceptable evidence, so familiarize yourself with some arguments from within that field instead of just applying whatever evidence you like best. Pay attention to your textbooks and your instructor’s lectures. What types of argument and evidence are they using? The type of evidence that sways an English instructor may not work to convince a sociology instructor. Find out what counts as proof that something is true in that field. Is it statistics, a logical development of points, something from the object being discussed (art work, text, culture, or atom), the way something works, or some combination of more than one of these things?

Be consistent with your evidence. Unlike negotiating for the use of your parents’ car, a college paper is not the place for an all-out blitz of every type of argument. You can often use more than one type of evidence within a paper, but make sure that within each section you are providing the reader with evidence appropriate to each claim. So, if you start a paragraph or section with a statement like “Putting the student seating area closer to the basketball court will raise player performance,” do not follow with your evidence on how much more money the university could raise by letting more students go to games for free. Information about how fan support raises player morale, which then results in better play, would be a better follow-up. Your next section could offer clear reasons why undergraduates have as much or more right to attend an undergraduate event as wealthy alumni—but this information would not go in the same section as the fan support stuff. You cannot convince a confused person, so keep things tidy and ordered.

Counterargument

One way to strengthen your argument and show that you have a deep understanding of the issue you are discussing is to anticipate and address counterarguments or objections. By considering what someone who disagrees with your position might have to say about your argument, you show that you have thought things through, and you dispose of some of the reasons your audience might have for not accepting your argument. Recall our discussion of student seating in the Dean Dome. To make the most effective argument possible, you should consider not only what students would say about seating but also what alumni who have paid a lot to get good seats might say.

You can generate counterarguments by asking yourself how someone who disagrees with you might respond to each of the points you’ve made or your position as a whole. If you can’t immediately imagine another position, here are some strategies to try:

• Do some research. It may seem to you that no one could possibly disagree with the position you are arguing, but someone probably has. For example, some people argue that a hotdog is a sandwich. If you are making an argument concerning, for example, the characteristics of an exceptional sandwich, you might want to see what some of these people have to say.
• Talk with a friend or with your teacher. Another person may be able to imagine counterarguments that haven’t occurred to you.
• Consider your conclusion or claim and the premises of your argument and imagine someone who denies each of them. For example, if you argued, “Cats make the best pets. This is because they are clean and independent,” you might imagine someone saying, “Cats do not make the best pets. They are dirty and needy.”

Once you have thought up some counterarguments, consider how you will respond to them—will you concede that your opponent has a point but explain why your audience should nonetheless accept your argument? Will you reject the counterargument and explain why it is mistaken? Either way, you will want to leave your reader with a sense that your argument is stronger than opposing arguments.

When you are summarizing opposing arguments, be charitable. Present each argument fairly and objectively, rather than trying to make it look foolish. You want to show that you have considered the many sides of the issue. If you simply attack or caricature your opponent (also referred to as presenting a “straw man”), you suggest that your argument is only capable of defeating an extremely weak adversary, which may undermine your argument rather than enhance it.

It is usually better to consider one or two serious counterarguments in some depth, rather than to give a long but superficial list of many different counterarguments and replies.

Be sure that your reply is consistent with your original argument. If considering a counterargument changes your position, you will need to go back and revise your original argument accordingly.

Audience is a very important consideration in argument. Take a look at our handout on audience . A lifetime of dealing with your family members has helped you figure out which arguments work best to persuade each of them. Maybe whining works with one parent, but the other will only accept cold, hard statistics. Your kid brother may listen only to the sound of money in his palm. It’s usually wise to think of your audience in an academic setting as someone who is perfectly smart but who doesn’t necessarily agree with you. You are not just expressing your opinion in an argument (“It’s true because I said so”), and in most cases your audience will know something about the subject at hand—so you will need sturdy proof. At the same time, do not think of your audience as capable of reading your mind. You have to come out and state both your claim and your evidence clearly. Do not assume that because the instructor knows the material, he or she understands what part of it you are using, what you think about it, and why you have taken the position you’ve chosen.

Critical reading

Critical reading is a big part of understanding argument. Although some of the material you read will be very persuasive, do not fall under the spell of the printed word as authority. Very few of your instructors think of the texts they assign as the last word on the subject. Remember that the author of every text has an agenda, something that he or she wants you to believe. This is OK—everything is written from someone’s perspective—but it’s a good thing to be aware of. For more information on objectivity and bias and on reading sources carefully, read our handouts on evaluating print sources and reading to write .

Take notes either in the margins of your source (if you are using a photocopy or your own book) or on a separate sheet as you read. Put away that highlighter! Simply highlighting a text is good for memorizing the main ideas in that text—it does not encourage critical reading. Part of your goal as a reader should be to put the author’s ideas in your own words. Then you can stop thinking of these ideas as facts and start thinking of them as arguments.

When you read, ask yourself questions like “What is the author trying to prove?” and “What is the author assuming I will agree with?” Do you agree with the author? Does the author adequately defend her argument? What kind of proof does she use? Is there something she leaves out that you would put in? Does putting it in hurt her argument? As you get used to reading critically, you will start to see the sometimes hidden agendas of other writers, and you can use this skill to improve your own ability to craft effective arguments.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Booth, Wayne C., Gregory G. Colomb, Joseph M. Williams, Joseph Bizup, and William T. FitzGerald. 2016. The Craft of Research , 4th ed. Chicago: University of Chicago Press.

Ede, Lisa. 2004. Work in Progress: A Guide to Academic Writing and Revising , 6th ed. Boston: Bedford/St Martin’s.

Gage, John T. 2005. The Shape of Reason: Argumentative Writing in College , 4th ed. New York: Longman.

Lunsford, Andrea A., and John J. Ruszkiewicz. 2016. Everything’s an Argument , 7th ed. Boston: Bedford/St Martin’s.

Rosen, Leonard J., and Laurence Behrens. 2003. The Allyn & Bacon Handbook , 5th ed. New York: Longman.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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• Literary Terms
• Definition & Examples
• When & How to Write an Essay

I. What is an Essay?

An essay is a form of writing in paragraph form that uses informal language, although it can be written formally. Essays may be written in first-person point of view (I, ours, mine), but third-person (people, he, she) is preferable in most academic essays. Essays do not require research as most academic reports and papers do; however, they should cite any literary works that are used within the paper.

When thinking of essays, we normally think of the five-paragraph essay: Paragraph 1 is the introduction, paragraphs 2-4 are the body covering three main ideas, and paragraph 5 is the conclusion. Sixth and seventh graders may start out with three paragraph essays in order to learn the concepts. However, essays may be longer than five paragraphs. Essays are easier and quicker to read than books, so are a preferred way to express ideas and concepts when bringing them to public attention.

II. Examples of Essays

Many of our most famous Americans have written essays. Benjamin Franklin, Thomas Paine, and Thomas Jefferson wrote essays about being good citizens and concepts to build the new United States. In the pre-Civil War days of the 1800s, people such as:

• Ralph Waldo Emerson (an author) wrote essays on self-improvement
• Susan B. Anthony wrote on women’s right to vote
• Frederick Douglass wrote on the issue of African Americans’ future in the U.S.

Through each era of American history, well-known figures in areas such as politics, literature, the arts, business, etc., voiced their opinions through short and long essays.

The ultimate persuasive essay that most students learn about and read in social studies is the “Declaration of Independence” by Thomas Jefferson in 1776. Other founding fathers edited and critiqued it, but he drafted the first version. He builds a strong argument by stating his premise (claim) then proceeds to give the evidence in a straightforward manner before coming to his logical conclusion.

III. Types of Essays

A. expository.

Essays written to explore and explain ideas are called expository essays (they expose truths). These will be more formal types of essays usually written in third person, to be more objective. There are many forms, each one having its own organizational pattern.  Cause/Effect essays explain the reason (cause) for something that happens after (effect). Definition essays define an idea or concept. Compare/ Contrast essays will look at two items and show how they are similar (compare) and different (contrast).

b. Persuasive

An argumentative paper presents an idea or concept with the intention of attempting to change a reader’s mind or actions . These may be written in second person, using “you” in order to speak to the reader. This is called a persuasive essay. There will be a premise (claim) followed by evidence to show why you should believe the claim.

c. Narrative

Narrative means story, so narrative essays will illustrate and describe an event of some kind to tell a story. Most times, they will be written in first person. The writer will use descriptive terms, and may have paragraphs that tell a beginning, middle, and end in place of the five paragraphs with introduction, body, and conclusion. However, if there is a lesson to be learned, a five-paragraph may be used to ensure the lesson is shown.

d. Descriptive

The goal of a descriptive essay is to vividly describe an event, item, place, memory, etc. This essay may be written in any point of view, depending on what’s being described. There is a lot of freedom of language in descriptive essays, which can include figurative language, as well.

IV. The Importance of Essays

Essays are an important piece of literature that can be used in a variety of situations. They’re a flexible type of writing, which makes them useful in many settings . History can be traced and understood through essays from theorists, leaders, artists of various arts, and regular citizens of countries throughout the world and time. For students, learning to write essays is also important because as they leave school and enter college and/or the work force, it is vital for them to be able to express themselves well.

V. Examples of Essays in Literature

Sir Francis Bacon was a leading philosopher who influenced the colonies in the 1600s. Many of America’s founding fathers also favored his philosophies toward government. Bacon wrote an essay titled “Of Nobility” in 1601 , in which he defines the concept of nobility in relation to people and government. The following is the introduction of his definition essay. Note the use of “we” for his point of view, which includes his readers while still sounding rather formal.

 “We will speak of nobility, first as a portion of an estate, then as a condition of particular persons. A monarchy, where there is no nobility at all, is ever a pure and absolute tyranny; as that of the Turks. For nobility attempers sovereignty, and draws the eyes of the people, somewhat aside from the line royal. But for democracies, they need it not; and they are commonly more quiet, and less subject to sedition, than where there are stirps of nobles. For men’s eyes are upon the business, and not upon the persons; or if upon the persons, it is for the business’ sake, as fittest, and not for flags and pedigree. We see the Switzers last well, notwithstanding their diversity of religion, and of cantons. For utility is their bond, and not respects. The united provinces of the Low Countries, in their government, excel; for where there is an equality, the consultations are more indifferent, and the payments and tributes, more cheerful. A great and potent nobility, addeth majesty to a monarch, but diminisheth power; and putteth life and spirit into the people, but presseth their fortune. It is well, when nobles are not too great for sovereignty nor for justice; and yet maintained in that height, as the insolency of inferiors may be broken upon them, before it come on too fast upon the majesty of kings. A numerous nobility causeth poverty, and inconvenience in a state; for it is a surcharge of expense; and besides, it being of necessity, that many of the nobility fall, in time, to be weak in fortune, it maketh a kind of disproportion, between honor and means.”

A popular modern day essayist is Barbara Kingsolver. Her book, “Small Wonders,” is full of essays describing her thoughts and experiences both at home and around the world. Her intention with her essays is to make her readers think about various social issues, mainly concerning the environment and how people treat each other. The link below is to an essay in which a child in an Iranian village she visited had disappeared. The boy was found three days later in a bear’s cave, alive and well, protected by a mother bear. She uses a narrative essay to tell her story.

VI. Examples of Essays in Pop Culture

Many rap songs are basically mini essays, expressing outrage and sorrow over social issues today, just as the 1960s had a lot of anti-war and peace songs that told stories and described social problems of that time. Any good song writer will pay attention to current events and express ideas in a creative way.

A well-known essay written in 1997 by Mary Schmich, a columnist with the Chicago Tribune, was made into a popular video on MTV by Baz Luhrmann. Schmich’s thesis is to wear sunscreen, but she adds strong advice with supporting details throughout the body of her essay, reverting to her thesis in the conclusion.

VII. Related Terms

Research paper.

Research papers follow the same basic format of an essay. They have an introductory paragraph, the body, and a conclusion. However, research papers have strict guidelines regarding a title page, header, sub-headers within the paper, citations throughout and in a bibliography page, the size and type of font, and margins. The purpose of a research paper is to explore an area by looking at previous research. Some research papers may include additional studies by the author, which would then be compared to previous research. The point of view is an objective third-person. No opinion is allowed. Any claims must be backed up with research.

VIII. Conclusion

Students dread hearing that they are going to write an essay, but essays are one of the easiest and most relaxed types of writing they will learn. Mastering the essay will make research papers much easier, since they have the same basic structure. Many historical events can be better understood through essays written by people involved in those times. The continuation of essays in today’s times will allow future historians to understand how our new world of technology and information impacted us.

List of Terms

• Alliteration
• Amplification
• Anachronism
• Anthropomorphism
• Antonomasia
• APA Citation
• Aposiopesis
• Autobiography
• Bildungsroman
• Characterization
• Circumlocution
• Cliffhanger
• Comic Relief
• Connotation
• Deus ex machina
• Deuteragonist
• Doppelganger
• Double Entendre
• Dramatic irony
• Equivocation
• Extended Metaphor
• Figures of Speech
• Flash-forward
• Foreshadowing
• Intertextuality
• Juxtaposition
• Literary Device
• Malapropism
• Onomatopoeia
• Parallelism
• Pathetic Fallacy
• Personification
• Point of View
• Polysyndeton
• Protagonist
• Red Herring
• Rhetorical Device
• Rhetorical Question
• Science Fiction
• Self-Fulfilling Prophecy
• Synesthesia
• Turning Point
• Understatement
• Urban Legend
• Verisimilitude
• Essay Guide
• Cite This Website

AP ® Lang teachers: looking to help your students improve their rhetorical analysis essays?

Coach Hall Writes

clear, concise rhetorical analysis instruction.

What is a claim?

September 2, 2022 by Beth Hall

Claims are a statement or assertion.

As an AP Lang student, you’ll need to identify claims within texts. You’ll also need to write claims in your essays.

Types of Claims

There are three types of claims that are useful to know: claims of fact, claims of value, and claims of policy.

What is a claim of fact?

As the name suggests, a claim of fact is a debatable claim that can be proven or disproven with factual evidence.

Here’s an example: The ozone layer is being depleted.

What is a claim of value?

A claim of value argues that something is “good” or “bad” or that one thing is better than another.

Here’s an example: Cheating on tests in wrong.

What is a claim of policy?

Claims of policy argue that certain conditions should exist or that something should or should not be done in order to solve a problem.

Here’s an example: Schools should provide all students with a free breakfast and lunch.

Want more practice? Check out this identifying claim and evidence worksheet.

Thesis Statements and Topic Sentences

In your essays, you’ll need a thesis (the overarching claim of your essay) and topic sentences (a claim that conveys the main idea of the paragraph.)

For a rhetorical analysis thesis, be sure to include the specific rhetorical choices and the author’s message, argument, or purpose.

For more information about rhetorical analysis thesis statements, check out this blog post.

Thesis statements for argument and synthesis essays are similar. Most students write a counterargument thesis or a closed thesis. It’s okay to reference your main ideas, but don’t include your evidence in your thesis. Doing so makes your essay seem redundant.

Want to see some examples of how to write an effective topic sentence? Check out the video below.

When writing claims, try to write it as a complex sentence , meaning that there should be a dependent clause and an independent clause. While there is a time and place for simple sentences, complex sentences often lead to a more insightful thesis and a stronger argument.

For more information about how to do this, including some examples, check out the video below.

AP® Lang Teachers

Looking to help your students improve their rhetorical analysis essays?

[…] for subsequent body paragraphs. This activity is a simple way to reinforce the concept of writing claims and creating a line of […]

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Elements of Argument

10 Types of Claims

By jim marteney.

There are three types of claims: claims of fact, claims of value, and claims of policy . Each type of claim focuses on a different aspect of a topic. To best participate in an argument, it is beneficial to understand the type of claim that is being argued.

Claim of Fact

A c laim of f act asserts that something quantifiable has existed, does exist, or will exist. The center of controversy in a factual claim is over the reasonableness of the fact in question. In other words, a claim of fact debates whether the statement of the claim is correct or incorrect, valid or invalid, true or false. In making such implications, we reason from something that is known to something that is unknown. Claims of fact also focus on cause-to-effect relationships.

The goal in arguing for a claim of fact is to gain audience acceptance that something that is currently not accepted as fact or that something that is currently considered a fact should no longer be considered as such. The goal in arguing against a claim of fact is to get your audience to deny acceptance of some proposed new fact or to defend the status quo that something that is a fact should remain so. Claims of fact may be assertions about the past, present, or future.

Past claims of fact tend to deal with the assigning of motive or responsibility for historical actions. Examples are “ General Custer was responsible for the massacre at the Battle of the Little Big Horn ,” or “ Democrat policies caused the rise of terrorism .”

Present claims of fact tend to deal with events of current importance. Examples are “ There is a God ,” “ Divorce is causing increased juvenile crime ,” “Video games lead to the increase of violence among teens,” or “Climate change is exacerbated by people.”

Future claims of fact deal with making predictions about the nature of future events; such as “ Tuition at community colleges will be increased next year ,” “ Oil prices will continue to rise ” or “ The Tesla Model 3 will become the best-selling sedan in the United States .”

Claims of fact are quantifiable. That is, establishing the correctness of factual claims depends heavily on empirical verification. Such verification, or evidence, usually consists of using some combination of sensory data (sight, smell, touch, sound, and taste).

Claim of Value

A c laim of v alue asserts qualitative judgments along a good-to-bad continuum relating to persons, events, and things in one’s environment. If you construct a position claiming that something is good or bad or one thing is better than another, you’ve made a claim of value. Examples of claims of value are “ The Wizard of Oz is the greatest movie of all time ,” “ Snowboarding is the greatest way to spend a vacation ,” or “ Indian food is the best food of all .”

The center of argument in a value claim is over the criteria used in making the judgment. Value claims call into question a standard of comparison: bad as compared to what, good as compared to what, superior as compared to what? All judgments we make are opinions that compare two or more items and assert that one of the items is, by comparison, the better one. For instance, “ Coke is better than Pepsi ,” “ Natural gas is our best energy source ,” and “ George Washington is the greatest President of all time .” How do you define words like “ better ,” “ best ,” and “ greatest ”? And more importantly, do you and the person you are arguing with define them identically? If not, that difference must be resolved first with agreed-upon definitions of these key terms. Then you can begin your argument.

In our everyday decisions, we make many kinds of value judgments. Our own experiences reveal how difficult it often is to empirically quantify these judgments. Your parents ask you not to associate with a certain person because they are a “ bad influence .” You go to a certain college to get a “good” education. You buy a certain car because it is “ better ” than other similar cars. What is a “bad” influence, a “good” education, a “better” car? These words have no universality or common understanding. This puts you in the position of having to define how value judgments are made in a particular situation, to argue for that definition, and to assess how well the person/thing being judged meets that definition.

For example, with the claim “Abraham Lincoln is the greatest president ever,” the advocate would have to prove either or both that Lincoln meets the criteria for a great president, which involves arguing for the criteria as well as judging his play against that criteria AND that he meets the criteria better than any other president, which involves comparing and contrasting his presidency to other presidents.

A person’s values are often called into play when a person is arguing morality. Since value claims cannot be empirically supported, our arguments with others tend to be qualitative and without much factual support. One significant problem in social argumentation is that we tend to view claims of value as claims of fact, and thus we shift the focus of argument from good and bad to true or false. Value claims are the hardest on which to reach consensus because of the lack of objective criteria.

A major problem we often face is that we frequently argue claims of value as if they are claims of fact. Look at the following claims:

• Law and Order is the best program on television.
• Barack Obama was a great president.
• Abortion is morally wrong.
• The Lakers are better than the Celtics.

All of these claims are claims of value. We tend, however, to often debate them as if they were claims of fact, or “true or false” statements. Instead of getting others to accept our position as having the same validity as theirs does, successful conflict resolution demands that one of us abandon our “false” position and accept the other’s “true” position.

We do this without the universal criteria necessary for such “truthfulness” to be argued. We expect that others will accept our value judgments as “true,” without the empirical data necessary to prove such judgments. This is why social argumentation occasionally breaks down into quarreling and bickering, and why we have such a difficult time getting along with others who see the world differently than we do. Because most values are personal, and because the process of argumentation calls for one side or the other to abandon a value, constructive conflict resolution is hard to achieve when debating value claims.

Claim of Policy

A c laim of p olicy asserts that something should or should not be done by someone about something. It proposes that some specific course of action should, but not necessarily will, be taken. The key word in a claim of policy is the conditional verb “should” which implies that some action ought to be taken, but not that it must or will be taken. For instance, “The United States should send a manned expedition to Mars,” or “Students should read the assigned text material before the instructor lectures on it.” Policy claims are analyzed by locating the sub-claims of fact (the need for a policy change in the status quo) or value claims (the desirability of making such a change) inherent in the policy claim.

For example, the following claim has been advanced, “All professional athletes should be randomly drug-tested . ” We can analyze this claim by first finding the sub-claims of fact, which center around the need for drug testing of athletes. We might discover the following: drug use among athletes has increased, drug use affects athletic performance, athletes are role models for youth, and other methods to discourage drug use have not worked. In order to discover the sub-claims of value, we need to discuss the desirability of drug testing on athletes. We might discover the following: athletic performance will be greatly improved if we have mandatory drug testing, fans will have greater respect for athletes if they submit to drug tests, or random drug testing is the best way to deal with drug use in sports. We can now debate the original claim using these sub-claims as the major arguments that will determine pro or con adherence.

With a claim of policy, the pro-side in a debate must establish a need in the system for a change and desirability of their approach. The con-side only needs to defeat one of the two to defeat the claim.

• Claims of fact are quantifiable statements that focus on the accuracy, correctness, or validity of such statements and can be verified using some objective evidence.
• Claims of value are qualitative statements that focus on judgments made about the environment and invite comparisons.
• Claims of policy are statements that focus on actions that should be taken to change the status quo.

Attributions

“Types of Claims” by Jim Marteney is licensed under CC-BY-NC 4.0

Writing Arguments in STEM Copyright © by Jason Peters; Jennifer Bates; Erin Martin-Elston; Sadie Johann; Rebekah Maples; Anne Regan; and Morgan White is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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• Definitional Argument Essay

For a definitional essay, you need to write an argument that a borderline or contested case fits (or does not fit) within a particular category by classifying that particular case and defining the category.

Definitional arguments require a definition of key terms:

Example: Joe is too bossy.

Define “bossy” and provide examples of his bossy attitude (poor listening skills, shouting at people, making decisions without asking committee—these are what define “bossy” in your argument.

Example : Low-carb diets are dangerous.

Define what constitutes “low-carb” and define what you mean by “dangerous.” Cite studies showing harmful effects, how substances affect the body, etc.

Criteria-Match Structure:

The criteria section of your argument explains and illustrates your criteria.

The match section of your argument persuades the reader that your example meets those criteria.

Example: Although the Hercules Shoe Company is nonpolluting and provides a socially useful product, [CLAIM] it is not a socially responsible company [BECAUSE CLAUSE] because it treats its workers unjustly.

Criteria Part: What points must be met for a company to be deemed “socially responsible”?

• (1) Research how others have defined your term (dictionaries, judicial opinions, expert testimony, etc.
• (2) Use your own critical thinking to make your own extended definition.

Match Part : In what ways does the shoe company meet those points?

• (1) Supply examples of how this and other situations meet your criteria.
• (2) Give other evidence about how your example meets your criteria.

For your Definitional Argument Essay :

• introduce the issue and state the claim
• define key terms
• present your first criterion and argument that your case meets your definition
• present your second criterion and argument that your case meets your definition
• present your third criterion and argument that your case meets your definition (if necessary)
• anticipate and respond to possible objections/arguments
• conclude with return to the “big picture,” what is at stake, why your argument is important, etc.

Definitional Argument Essay Proposal

• What vague or arguable term, phrase, or situation are you defining?
• What scenario are you going to use to introduce your claim?
• What is your first (1) criterion and (2) argument that your case meets your definition?
• What is your second (1) criterion and (2) argument that your case meets your definition?
• What is your third (1) criterion and (2) argument that your case meets your definition?
• What are your (1) anticipated objections/arguments and (2) responses to them?
• How will you conclude with return to the “big picture,” what is at stake, why your argument is important, etc?
• Definition Argument. Provided by : Martin's College English. Located at : http://www.oercommons.org/courses/definitional-argument-essay/view# . License : CC BY-SA: Attribution-ShareAlike
• Table of Contents

Instructor Resources (Access Requires Login)

• Overview of Instructor Resources

An Overview of the Writing Process

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

Using Sources

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

Definition Essay

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

Narrative Essay

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

Illustration/Example Essay

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

Compare/Contrast Essay

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

Cause-and-Effect Essay

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

Argument Essay

• Introduction to Argument Essay
• Rogerian Argument
• "The Case Against Torture," by Alisa Soloman
• "The Case for Torture" by Michael Levin
• How to Write a Summary by Paraphrasing Source Material
• Writing for Success: Argument
• Student Sample: Argument Essay
• Grammar/Mechanics Mini-lessons
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Definition of claim

 (Entry 1 of 2)

transitive verb

Definition of claim  (Entry 2 of 2)

• pretence

demand , claim , require , exact mean to ask or call for something as due or as necessary.

demand implies peremptoriness and insistence and often the right to make requests that are to be regarded as commands.

claim implies a demand for the delivery or concession of something due as one's own or one's right.

require suggests the imperativeness that arises from inner necessity, compulsion of law or regulation, or the exigencies of the situation.

exact implies not only demanding but getting what one demands.

Examples of claim in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'claim.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

Verb and Noun

Middle English, from Anglo-French claimer, clamer , from Latin clamare to cry out, shout; akin to Latin calare to call — more at low entry 3

14th century, in the meaning defined at sense 1a

14th century, in the meaning defined at sense 1

Phrases Containing claim

• baggage claim
• claim someone's life
• claim to fame
• cross - claim
• stake a claim

Dictionary Entries Near claim

claik goose

claim adjuster

Cite this Entry

“Claim.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/claim. Accessed 25 Jun. 2024.

Kids Definition

Kids definition of claim.

Kids Definition of claim  (Entry 2 of 2)

Middle English claimen "to ask for as a right, claim," from early French clamer (same meaning), from Latin clamare "to shout" — related to acclaim , clamor

Legal Definition

Legal definition of claim.

Note: A cause of action may encompass more than one claim as the term is used in sense 3a. Claim is often used to mean cause of action , however, especially in modern federal practice.

Old French, from clamer to call, claim, from Latin clamare to shout, proclaim

More from Merriam-Webster on claim

Nglish: Translation of claim for Spanish Speakers

Britannica English: Translation of claim for Arabic Speakers

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A claim is a formal request for compensation, reimbursement, or acknowledgment of a right. It often involves submitting relevant documentation to support the demand. For instance, a Payment Claim is submitted to receive due payment for services rendered, while an Authorization Letter to Claim grants permission for another person to claim on behalf of the rightful owner. In specialized fields, a Construction Claim addresses disputes or additional costs in building projects, and an Insurance Claim seeks financial recovery for losses covered under an insurance policy.

What is Claim?

A claim is a formal request for compensation, reimbursement, or acknowledgment of a right, often supported by relevant documentation. It is commonly used in various contexts such as payments, insurance, and legal disputes.

Examples of Claim

• Payment Claim – Requesting payment for completed work or services rendered.
• Insurance Claim – Seeking compensation for damages covered by an insurance policy.
• Warranty Claim – Requesting repair or replacement of a defective product under warranty.
• Construction Claim – Demanding additional payment due to unforeseen costs or changes in a construction project.
• Medical Claim – Seeking reimbursement for medical expenses from an insurance provider.
• Travel Claim – Requesting compensation for travel-related issues like delays or cancellations.
• Tax Claim – Filing for a refund of overpaid taxes.
• Unemployment Claim – Applying for unemployment benefits after losing a job.
• Legal Claim – Initiating a lawsuit to seek damages or enforce rights.
• Return Claim – Requesting a refund or exchange for a purchased product.
• Accident Claim – Seeking compensation for injuries or damages from an accident.
• Compensation Claim – Requesting payment for work-related injuries or losses.
• Insurance Claim for Natural Disaster – Asking for financial assistance after damages from a natural disaster.
• Shipping Claim – Seeking reimbursement for lost or damaged goods during shipping.
• Bank Claim – Disputing unauthorized transactions on a bank account.
• Intellectual Property Claim – Asserting rights over copyrighted or patented material.
• Rebate Claim – Requesting a partial refund for a purchased product as part of a promotion.
• Inheritance Claim – Seeking a share of an estate as an heir.
• Student Loan Claim – Requesting forgiveness or discharge of student loan debt.
• Utility Claim – Disputing charges or requesting reimbursement for service outages from utility providers.

Types of Claims

• Factual Claims: Statements that can be proven true or false based on evidence or facts. They rely on verifiable data and objective research.
• Value Claims: Assertions that evaluate the worth, rightness, or morality of something. These claims often reflect personal or societal values and are subjective.
• Policy Claims: Proposals for action or change, suggesting what should be done in a particular situation. They advocate for specific policies or courses of action.
• Definition Claims: Arguments about the meaning or categorization of a term or concept. They seek to define or redefine the way something is understood.
• Cause and Effect Claims: Statements that argue a cause-and-effect relationship between two or more things. They explain how one event leads to another.
• Comparative Claims: Assertions that compare one thing to another, highlighting similarities or differences. These claims evaluate relative qualities or characteristics.
• Predictive Claims: Forecasts about what will happen in the future based on current evidence or trends. They anticipate outcomes and future events.

Claim in a sentences

A claim in a sentence is a statement or assertion that expresses a belief, opinion, or point of view, often serving as the main argument or thesis in a piece of writing. For example, “Regular exercise improves mental health by reducing stress and anxiety.

What is Claim Reason Evidence in Writing?

Claim : A claim is the main argument or thesis statement of a piece of writing. It is the writer’s position on a particular topic or issue. The claim should be specific, debatable, and clearly stated.

Example: Claim: “School uniforms improve student behavior and academic performance.”

Reason : A reason explains why the claim is valid. It provides the rationale behind the claim and shows why the reader should accept it. Reasons should be logical and directly support the claim.

Example: Reason: “Uniforms create a sense of equality among students, reducing peer pressure and distractions.”

Evidence : Evidence consists of facts, statistics, examples, expert opinions, or other data that support the reason. It provides concrete proof that the reason is valid and, consequently, that the claim is true.

Example: Evidence: “A study conducted by XYZ University found that schools with uniform policies saw a 20% decrease in disciplinary issues and a 15% increase in test scores.”

Claim of policy

A claim of policy is a statement that advocates for a specific course of action or change in policy. It suggests that certain actions should be taken to address a problem or improve a situation. This type of claim often includes a proposal for a solution and is typically supported by evidence showing why the proposed action is necessary and beneficial.

Examples of Claims of Policy:

• Education: “Schools should implement a mandatory financial literacy curriculum to better prepare students for managing their personal finances.”
• Environment: “The government should ban single-use plastics to reduce environmental pollution and protect marine life.”
• Healthcare: “All countries should adopt universal healthcare systems to ensure that every citizen has access to essential medical services.”
• Workplace: “Companies should offer flexible work-from-home options to improve employee productivity and job satisfaction.”
• Public Safety: “Cities should invest in more extensive public transportation networks to reduce traffic congestion and lower carbon emissions.”

Components of a Claim of Policy:

• Problem Identification: Clearly define the issue that needs to be addressed.
• Proposed Solution: Outline the specific action or change in policy being advocated.
• Justification: Provide reasons and evidence to support why the proposed solution is necessary and beneficial.
• Implementation: Suggest how the proposed policy can be effectively implemented.

Argumentative Essay of Claim

Writing an argumentative essay involves presenting a clear stance on a particular issue and providing evidence to support your position. This type of essay requires critical thinking, strong reasoning, and a structured approach to persuade the reader of your viewpoint. Below is a step-by-step guide to help you craft a compelling argumentative essay.

Understanding the Argumentative Essay

An argumentative essay is a piece of writing that presents a claim and supports it with evidence and reasoning. The goal is to convince the reader to accept or at least seriously consider your perspective.

Structure of an Argumentative Essay

• Introduction
• Thesis Statement
• Body Paragraphs
• Counterarguments and Rebuttals

1. Introduction

The introduction sets the stage for your essay. It should:

• Provide background information on the topic.
• Present the issue at hand.
• Capture the reader’s attention.

“In today’s digital age, the use of social media has become ubiquitous. While it offers numerous benefits, there is a growing concern about its impact on mental health. This essay will argue that excessive social media use leads to increased anxiety and depression among teenagers.”

2. Thesis Statement

The thesis statement clearly states your main argument. It should be concise and specific.

“Excessive use of social media contributes to heightened anxiety and depression among teenagers.”

3. Body Paragraphs

Each body paragraph should focus on one main idea that supports your thesis. Include evidence such as statistics, quotes, studies, and real-life examples.

Paragraph 1:

• Topic Sentence: Excessive social media use disrupts sleep patterns.
• Evidence: Studies show that teens who use social media excessively are more likely to experience poor sleep quality.
• Explanation: Poor sleep quality is linked to increased anxiety and depression.

Paragraph 2:

• Topic Sentence: Social media promotes unrealistic expectations.
• Evidence: A survey revealed that 60% of teenagers feel pressured to look perfect on social media.
• Explanation: This pressure can lead to low self-esteem and mental health issues.

Paragraph 3:

• Topic Sentence: Online bullying is prevalent on social media platforms.
• Evidence: Reports indicate that 30% of teenagers have experienced cyberbullying.
• Explanation: Victims of cyberbullying are more likely to suffer from anxiety and depression.

4. Counterarguments and Rebuttals

Addressing counterarguments strengthens your essay by showing you have considered multiple viewpoints.

Counterargument: Some argue that social media helps teenagers build social connections and support networks.

Rebuttal: While social media can facilitate connections, it often leads to superficial relationships. Moreover, the negative effects on mental health outweigh the potential benefits of these connections.

5. Conclusion

The conclusion should summarize your main points and restate the thesis in light of the evidence presented. It should also provide a final thought or call to action.

What is a claim in an argumentative essay?

A claim is the main argument or stance you take on a particular issue in your essay.

How should I state my claim?

State your claim clearly and concisely in the thesis statement of your introduction.

Can a claim be a question?

No, a claim should be a declarative statement, not a question.

How many claims should an essay have?

Generally, one main claim is supported by several smaller, supporting claims.

What makes a strong claim?

A strong claim is specific, debatable, and backed by evidence.

Can a claim be a fact?

No, a claim should be an argument that requires support and evidence, not a universally accepted fact.

Do I need to address counterclaims?

Yes, addressing counterclaims strengthens your argument by showing consideration of opposing views.

Can a claim change during the writing process?

Yes, refining your claim as you gather more evidence and insights is common.

What is the difference between a claim and a topic sentence?

A claim is the main argument of the essay, while a topic sentence introduces the main idea of a paragraph.

How do I make my claim debatable?

Ensure your claim presents a viewpoint that others might dispute or have differing opinions on.

Text prompt

• Instructive
• Professional

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