Argumentative Papers What Is an Argumentative Paper Rather

Argumentative Papers

What Is an Argumentative Paper? � Rather than merely describing a situation, event, person, etc. , an argumentative paper attempts to persuade the reader to adopt your opinion on an issue. � Elements ◦ Introduction, points, counter points, conclusion. �We will focus on the 6 paragraph form: �Intro, three points, one counter point, conclusion

Elements of an Introduction � Hook- interesting anecdote, startling quote or statement, or a surprising fact to “hook” readers attention. � Background information- basic history, background, essential facts, and both sides of the debate. Tailor to your audience. � Thesis- the main argument (your opinion). Needs to answer a “why or how” question. ◦ More on that next. � Roadmap- briefly tell your reader what your three points or body paragraphs will be.

Theses Continued… � Answer a “why or how” question, not a “yes or no” question. ◦ Prompt: Write your opinion about uniforms. ◦ Reformulate to a “why or how” question �Why should or shouldn’t PVMS require students to wear uniforms? �Strong thesis: PVMS should not require uniforms because uniforms prevent students from expressing themselves. ◦ NOT a “yes or no” question �Should PVMS require uniforms? �Weak thesis: PVMS should require uniforms.

Example of an Introduction � According to “Fast Facts: School Uniforms, ” the percentage of U. S. public schools that use school uniforms nearly doubled between 2000 and 2010 (Reynolds 1). Despite this recent increase, debate surrounding school uniforms has been raging for ages. Supporters argue loose dress codes distract from learning. Opponents argue uniforms choke creative expression. Regardless of these disadvantages, public schools nationwide should adopt uniforms because uniforms help students focus on academics. This argument is demonstrated by uniforms’ effects on family finances, gang violence, and time management.

Elements of a Point � Transition: Always first ◦ Eases the reader into the coming paragraph. � Claim: Almost always second ◦ The sub-argument you are trying to prove that relates to thesis. (First reason listed in your roadmap. ) � Evidence and Citations: Sometimes third ◦ The facts you will use to support your claim and where they came from. ◦ Statistics, quotations, anecdotes, examples, etc. � Warrant/Reasoning: Sometimes fourth ◦ Explains the logical reasoning and connection between the claim and the evidence.

Example of a Point � First, uniforms help students focus more on academics and less on the financial burdens of impressing each other. In “School Uniforms Facts, ” Charlie Burns reveals, “Families of students who wear uniforms save an average of $180 per year on school clothes compared to students who do not wear uniforms” (15). Many students feel name brands protect them from peer cruelty or rejection, which are distractions from quality academic work. However, many students cannot afford to “purchase” peer acceptance. When students spend more money on clothes they also spend more time worrying their clothing is being judged, which means less attention on academic work.

Another Example of a Point � Uniforms have more than just financial benefits. Uniforms also help students and teachers to focus in school by reducing distractions caused by gang interactions. According to “California Ed Code 35183, ” the State of California implemented limited uniform laws because teachers were spending more time enforcing gang related dress codes than teaching students math and other subjects. The California State Legislature recognized that clothing is often a marker of gang membership and a distraction in school to teachers and students.

In-text Citations You must use evidence to support your claims in your essay, and you must give credit to the sources where you found your evidence. Here is an easy formula to use to cite your sources: � � Standard MLA Citation: � In “_______, ” _______ says, “_____” (__). “Title of the article” Author’s name “Direct quote” page #

Third Example of a Point � Aside from reducing gang violence, uniforms also help students focus on school by reducing time spent getting ready for school and freeing up more time for studying. In a 2014 interview, a Boston high school senior commented that “for some people it takes hours to get dressed. If we had uniforms it would take three minutes” (Gentile 2). As this Boston student demonstrated, students frequently spend an inordinate amount of time choosing clothing in the morning, time they could spend studying or catching up on sleep.

Counter Points �Transition �Counterclaim: Explain one opposing point. Be specific. �Rebuttal: invalid. Explain LOGICALLY why it is

Example of a Counter Point � Despite these benefits, many oppose school uniforms because they believe uniforms impinge on creative expression among students. However, these opponents limit their ideas of creative expression to fashion. Many avenues of creative expression exist. Without the distraction of casual clothing students may better express themselves through art classes, science projects, and writing. � Transition, Counterclaim – opposing point, Rebuttal – logically explain why

Elements of a Conclusion �Transition �Summarize points �Restate thesis statement �Don’t use exact wording from introduction; paraphrase yourself. �Closing remark ◦ DON’T introduce any new points or evidence. ◦ What is the “take-away value” of your essay? By the end of the essay, what do you want your readers to know, believe, or do?

Example of a Conclusion � In conclusion, school uniforms are so much more than an argument over creative expression. Requiring school uniforms in all public schools would reduce financial pressure on students to impress their peers, reduce gang violence, and help students allot more time for studying. All of these outcomes are desirable by themselves, but have the added benefit of reducing classroom distractions and helping students stay focused on academics. With any luck, the percentage of public schools that require uniforms will double again in the coming decade.

Note � All examples adapted from: Hatch, Scott and Lisa Zimmer Hatch. ACT for Dummies. Hoboken, NJ: John Wiley & Sons, Inc. , 2011. Print. Pages 190 -191.