what language feature of argumentative essay expresses the writer's attitude to the topic

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II. Getting Started

2.4 Purpose, Audience, Tone, and Content

Kathryn Crowther; Lauren Curtright; Nancy Gilbert; Barbara Hall; Tracienne Ravita; Kirk Swenson; and Terri Pantuso

Now that you have determined the assignment parameters , it’s time to begin drafting. While doing so, it is important to remain focused on your topic and thesis in order to guide your reader through the essay. Imagine reading one long block of text with each idea blurring into the next. Even if you are reading a thrilling novel or an interesting news article, you will likely lose interest in what the author has to say very quickly. During the writing process, it is helpful to position yourself as a reader. Ask yourself whether you can focus easily on each point you make. Keep in mind that three main elements shape the content of each essay (see Figure 2.4.1). [1]

Purpose: The reason the writer composes the essay.
Audience: The individual or group whom the writer intends to address.
Tone: The attitude the writer conveys about the essay’s subject.

A triangle with the three points labeled Audience, Tone, and Purpose. Inside the triangle, two-headed arrows are between the three points and the word Content in the center.

The assignment’s purpose, audience, and tone dictate what each paragraph of the essay covers and how the paragraph supports the main point or thesis.

Identifying Common Academic Purposes

The purpose for a piece of writing identifies the reason you write it by, basically, answering the question “Why?” For example, why write a play? To entertain a packed theater. Why write instructions to the babysitter? To inform him or her of your schedule and rules. Why write a letter to your congressman? To persuade him to address your community’s needs.

In academic settings, the reasons for writing typically fulfill four main purposes:

to classify
to synthesize
to evaluate

A classification shrinks a large amount of information into only the essentials , using your own words; although shorter than the original piece of writing, a classification should still communicate all the key points and key support of the original document without quoting the original text. Keep in mind that classification moves beyond simple summary to be informative .

An analysis , on the other hand, separates complex materials into their different parts and studies how the parts relate to one another. In the sciences, for example, the analysis of simple table salt would require a deconstruction of its parts—the elements sodium (Na) and chloride (Cl). Then, scientists would study how the two elements interact to create the compound NaCl, or sodium chloride: simple table salt.

In an academic analysis , instead of deconstructing compounds, the essay takes apart a primary source (an essay, a book, an article, etc.) point by point. It communicates the main points of the document by examining individual points and identifying how the points relate to one another.

The third type of writing— synthesis —combines two or more items to create an entirely new item. Take, for example, the electronic musical instrument aptly named the synthesizer. It looks like a simple keyboard but displays a dashboard of switches, buttons, and levers. With the flip of a few switches, a musician may combine the distinct sounds of a piano, a flute, or a guitar—or any other combination of instruments—to create a new sound. The purpose of an academic synthesis is to blend individual documents into a new document by considering the main points from one or more pieces of writing and linking the main points together to create a new point, one not replicated in either document.

Finally, an evaluation judges the value of something and determines its worth. Evaluations in everyday life are often not only dictated by set standards but also influenced by opinion and prior knowledge such as a supervisor’s evaluation of an employee in a particular job. Academic evaluations, likewise, communicate your opinion and its justifications about a particular document or a topic of discussion. They are influenced by your reading of the document as well as your prior knowledge and experience with the topic or issue. Evaluations typically require more critical thinking and a combination of classifying , analysis , and synthesis skills.

You will encounter these four purposes not only as you read for your classes but also as you read for work or pleasure and, because reading and writing work together, your writing skills will improve as you read. Remember that the purpose for writing will guide you through each part of your paper, helping you make decisions about content and style .

When reviewing directions for assignments, look for the verbs that ask you to classify, analyze, synthesize, or evaluate. Instructors often use these words to clearly indicate the assignment’s purpose. These words will cue you on how to complete the assignment because you will know its exact purpose.

Identifying the Audience

Imagine you must give a presentation to a group of executives in an office. Weeks before the big day, you spend time creating and rehearsing the presentation. You must make important, careful decisions not only about the content but also about your delivery. Will the presentation require technology to project figures and charts? Should the presentation define important words, or will the executives already know the terms? Should you wear your suit and dress shirt? The answers to these questions will help you develop an appropriate relationship with your audience, making them more receptive to your message.

Now imagine you must explain the same business concepts from your presentation to a group of high school students. Those important questions you previously answered may now require different answers. The figures and charts may be too sophisticated, and the terms will certainly require definitions. You may even reconsider your outfit and sport a more casual look. Because the audience has shifted, your presentation and delivery will shift as well to create a new relationship with the new audience.

In these two situations, the audience —the individuals who will watch and listen to the presentation—plays a role in the development of presentation. As you prepare the presentation, you visualize the audience to anticipate their expectations and reactions. What you imagine affects the information you choose to present and how you will present it. Then, during the presentation, you meet the audience in person and discover immediately how well you perform.

Although the audience for writing assignments—your readers—may not appear in person, they play an equally vital role. Even in everyday writing activities, you identify your readers’ characteristics, interests, and expectations before making decisions about what you write. In fact, thinking about the audience has become so common that you may not even detect the audience-driven decisions. For example, you update your status on a social networking site with the awareness of who will digitally follow the post. If you want to brag about a good grade, you may write the post to please family members. If you want to describe a funny moment, you may write with your friends’ senses of humor in mind. Even at work, you send emails with an awareness of an unintended receiver who could intercept the message.

In other words, being aware of “invisible” readers is a skill you most likely already possess and one you rely on every day. Consider the following paragraphs. Which one would the author send to her parents? Which one would she send to her best friend?

Last Saturday, I volunteered at a local hospital. The visit was fun and rewarding. I even learned how to do cardiopulmonary resuscitation, or CPR. Unfortunately, I think I caught a cold from one of the patients. This week, I will rest in bed and drink plenty of clear fluids. I hope I am well by next Saturday to volunteer again.

OMG! You won’t believe this! My advisor forced me to do my community service hours at this hospital all weekend! We learned CPR but we did it on dummies, not even real peeps. And some kid sneezed on me and got me sick! I was so bored and sniffling all weekend; I hope I don’t have to go back next week. I def do NOT want to miss the basketball tournament!

Most likely, you matched each paragraph to its intended audience with little hesitation. Because each paragraph reveals the author’s relationship with the intended readers, you can identify the audience fairly quickly. When writing your own essays, you must engage with your audience to build an appropriate relationship given your subject.

Imagining your readers during each stage of the writing process will help you make decisions about your writing. Ultimately, the people you visualize will affect what and how you write.

While giving a speech, you may articulate an inspiring or critical message, but if you left your hair a mess and laced up mismatched shoes, your audience might not take you seriously. They may be too distracted by your appearance to listen to your words.

Similarly, grammar and sentence structure serve as the appearance of a piece of writing. Polishing your work using correct grammar will impress your readers and allow them to focus on what you have to say.

Because focusing on your intended audience will enhance your writing, your process, and your finished product, you must consider the specific traits of your audience members. Use your imagination to anticipate the readers’ demographics, education, prior knowledge, and expectations.

Demographics

These measure important data about a group of people such as their age range, their ethnicity, their religious beliefs, or their gender. Certain topics and assignments will require these kinds of considerations about your audience. For other topics and assignments, these measurements may not influence your writing in the end. Regardless, it is important to consider demographics when you begin to think about your purpose for writing.

Education considers the audience’s level of schooling. If audience members have earned a doctorate degree, for example, you may need to elevate your style and use more formal language. Or, if audience members are still in college, you could write in a more relaxed style. An audience member’s major or emphasis may also dictate your writing.

Prior Knowledge

This refers to what the audience already knows about your topic. If your readers have studied certain topics, they may already know some terms and concepts related to the topic. You may decide whether to define terms and explain concepts based on your audience’s prior knowledge. Although you cannot peer inside the brains of your readers to discover their knowledge, you can make reasonable assumptions . For instance, a nursing major would presumably know more about health-related topics than a business major would.

Expectations

These indicate what readers will look for while reading your assignment. Readers may expect consistencies in the assignment’s appearance such as correct grammar and traditional formatting like double-spaced lines and legible font. Readers may also have content-based expectations given the assignment’s purpose and organization. In an essay titled “The Economics of Enlightenment: The Effects of Rising Tuition,” for example, audience members may expect to read about the economic repercussions of college tuition costs.

Selecting an Appropriate Tone

Tone identifies a speaker’s attitude toward a subject or another person. You may pick up a person’s tone of voice fairly easily in conversation. A friend who tells you about her weekend may speak excitedly about a fun skiing trip. An instructor who means business may speak in a low, slow voice to emphasize her serious mood. Or, a coworker who needs to let off some steam after a long meeting may crack a sarcastic joke.

Just as speakers transmit emotion through voice, writers can transmit a range of attitudes and emotions through prose –from excited and humorous to somber and critical. These emotions create connections among the audience, the author, and the subject, ultimately building a relationship between the audience and the text. To stimulate these connections, writers convey their attitudes and feelings with useful devices such as sentence structure, word choice, punctuation, and formal or informal language. Keep in mind that the writer’s attitude should always appropriately match the audience and the purpose.

Read the following paragraph and consider the writer’s tone. How would you describe the writer’s attitude toward wildlife conservation?

“Many species of plants and animals are disappearing right before our eyes. If we don’t act fast, it might be too late to save them. Human activities, including pollution, deforestation, hunting, and overpopulation, are devastating the natural environment. Without our help, many species will not survive long enough for our children to see them in the wild. Take the tiger, for example. Today, tigers occupy just seven percent of their historical range, and many local populations are already extinct. Hunted for their beautiful pelts and other body parts, the tiger population has plummeted from one hundred thousand in 1920 to just a few thousand. Contact your local wildlife conservation society today to find out how you can stop this terrible destruction.”

Choosing Appropriate, Interesting Content

Content refers to all the written substance in a document. After selecting an audience and a purpose, you must choose what information will make it to the page. Content may consist of examples, statistics, facts, anecdotes , testimonies , and observations, but no matter the type, the information must be appropriate and interesting for the audience and purpose. An essay written for third graders that summarizes the legislative process, for example, would have to contain succinct and simple content.

Content is also shaped by tone . When the tone matches the content, the audience will be more engaged, and you will build a stronger relationship with your readers. When applied to that audience of third graders, you would choose simple content that the audience would easily understand, and you would express that content through an enthusiastic tone.

The same considerations apply to all audiences and purposes.

Practice Activity

This section contains material from:

Crowther, Kathryn, Lauren Curtright, Nancy Gilbert, Barbara Hall, Tracienne Ravita, and Kirk Swenson. Successful College Composition . 2nd edition. Book 8. Georgia: English Open Textbooks, 2016. http://oer.galileo.usg.edu/english-textbooks/8 . Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . Archival link: https://web.archive.org/web/20230711203012/https://oer.galileo.usg.edu/english-textbooks/8/

“The Rhetorical Triangle” was derived by Brandi Gomez from an image in: Kathryn Crowther et al., Successful College Composition, 2nd ed. Book 8. (Georgia: English Open Textbooks, 2016), https://oer.galileo.usg.edu/english-textbooks/8/ . Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . ↵

The bounds, limits, or confines of something.

A statement, usually one sentence, that summarizes an argument that will later be explained, expanded upon, and developed in a longer essay or research paper. In undergraduate writing, a thesis statement is often found in the introductory paragraph of an essay. The plural of thesis is theses .

The essence of something; those things that compose the foundational elements of a thing; the basics.

A brief and concise statement or series of statements that outlines the main point(s) of a longer work. To summarize is to create a brief and concise statement or series of statements that outlines the main point(s) of a longer work.

To give or relay information; explanatory.

The fusion, combination, or integration of two or more ideas or objects that create new ideas or objects.

To copy, duplicate, or reproduce.

To organize or arrange.

The process of critically examining, investigating, or interpreting a specific topic or subject matter in order to come to an original conclusion.

The subject matter; the information contained within a text; the configuration of ideas that make up an argument.

The choices that a writer makes in order to make their argument or express their ideas; putting different elements of writing together in order to present an argument. Style refers to the way an argument is framed, written, and presented.

To interrupt, stop, or prevent someone or something from coming to pass or getting from one place to the other.

Clear or lucid speech; the expression of an idea in a coherent or logical manner; the communication of a concept in a way that is easily understandable to an audience.

The person or group of people who view and analyze the work of a writer, researcher, or other content creator.

Qualities, features, or attributes relating to something, particularly personal characteristics.

Taking something for granted; an expected result; to be predisposed towards a certain outcome.

Consequences; the impact, usually negative, of an action or event.

Writing that is produced in sentence form; the opposite of poetry, verse, or song. Some of the most common types of prose include research papers, essays, articles, novels, and short stories.

A short account or telling of an incident or story, either personal or historical; anecdotal evidence is frequently found in the form of a personal experience rather than objective data or widespread occurrence.

Verbal or written proof from an individual; the statement made by a witness that is understood to be truth. Testimony can be a formal process, such as a testimony made in official court proceedings, or an informal process, such as claiming that a company’s product or service works.

To express an idea in as few words as possible; concise, brief, or to the point.

The feeling or attitude of the writer which can be inferred by the reader, usually conveyed through vocabulary, word choice, and phrasing; associated with emotion.

2.4 Purpose, Audience, Tone, and Content Copyright © 2023 by Kathryn Crowther; Lauren Curtright; Nancy Gilbert; Barbara Hall; Tracienne Ravita; Kirk Swenson; and Terri Pantuso is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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

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

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

Argumentative writing at college level

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

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

Examples of argumentative essay prompts

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

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

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

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

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

Toulmin arguments

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

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

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

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

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

Rogerian arguments

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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what language feature of argumentative essay expresses the writer's attitude to the topic

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!

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

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

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

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

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

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

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

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Academic Writing Style

eWriting > Academic Writing > 4.5

What is Argument?
Formulating an Argument
Formulating a Thesis Statement
Structure of an Essay
Language of Argumentation
Self-Test B
Reporting Verbs

4.5 Language of Argumentation

The language of argumentation embraces certain terminology or turn of phrase that assists the writer to present a case in an impersonal way. Further, the type of argumentation that the question is requiring is often embedded in keywords found in the question , such as: discuss, analyse, evaluate. Lastly, the introduction of evidence into the context of the argument requires the use of reporting verbs .

Terms that are used in analytical writing: Factor : One of the circumstances, facts or influences which produce a result Issue : A point of contention or debate Concept : A notion or idea

Terms one can use to draw a conclusion: In conclusion it seems ... To conclude that ... It can be concluded that ... Thus,... So, in summary ... It seems clear that ... ... allows the inference that ... ...gives reason for believing that ...

Terms that can be used to show how the conclusions are the result of claims and evidence: ...is shown by ... ...is indicated by ... ...is proven by ... ...is implied by ... ...is established by ... ...is entailed by ...

Terms that can be used so that the direction of argument is made clear. ( They point towards the conclusion of a paragraph): ...so ... ...thus ... ...therefore ... ...hence ... ...it can be concluded that ... ...consequently ...

Terms that can be used to show how claims and evidence lead to a certain conclusion: ...shows that ... ...indicates that ... ...proves that ... ...entails ... ...implies that ... ...establishes that ...

Keywords in a question that direct the writer:

Analyse : break a question/issue into its component parts and explain how they relate to one another.

Assess : estimate the importance or value of something.

Compare : examine similarities and differences.

Contrast : concentrate on the differences.

Criticise : point out the faults, limitations and usefulness of the subject in question.

Define : explain the precise meaning of something.

Describe : give a detailed account of a topic.

Discuss : Explain the meaning of something and present a logical argument exploring it.

Evaluate : weigh up the importance, success or value of something, using evidence to support your view.

Examine: give a detailed account of something, questioning and exploring relevant issues.

Explain: give a precise account of something, with reasons for why or how it is as it is.

Illustrate: use examples from a range of sources to demonstrate the subject of the essay. This may include written description of visual materials, eg., diagrams, photographs.

Justify or prove: make a case for a particular perspective. Establish the truth of something through supporting evidence or logical reasoning.

Review: examine how a topic has been studied and comment on the value and limitations of its treatment.

Literature review: survey the literature written on a subject, outlining key themes, points of discussion and gaps.

State: write the main points relating to the subject.

Summarise: give the main points of something.

To what extent? : Similar to evaluate: explore the case for and against a claim

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Writing Tips

How to Write an Argumentative Essay

4-minute read

30th April 2022

An argumentative essay is a structured, compelling piece of writing where an author clearly defines their stance on a specific topic. This is a very popular style of writing assigned to students at schools, colleges, and universities. Learn the steps to researching, structuring, and writing an effective argumentative essay below.

Requirements of an Argumentative Essay

To effectively achieve its purpose, an argumentative essay must contain:

● A concise thesis statement that introduces readers to the central argument of the essay

● A clear, logical, argument that engages readers

● Ample research and evidence that supports your argument

Approaches to Use in Your Argumentative Essay

1. classical.

● Clearly present the central argument.

● Outline your opinion.

● Provide enough evidence to support your theory.

2. Toulmin

● State your claim.

● Supply the evidence for your stance.

● Explain how these findings support the argument.

● Include and discuss any limitations of your belief.

3. Rogerian

● Explain the opposing stance of your argument.

● Discuss the problems with adopting this viewpoint.

● Offer your position on the matter.

● Provide reasons for why yours is the more beneficial stance.

● Include a potential compromise for the topic at hand.

Tips for Writing a Well-Written Argumentative Essay

● Introduce your topic in a bold, direct, and engaging manner to captivate your readers and encourage them to keep reading.

● Provide sufficient evidence to justify your argument and convince readers to adopt this point of view.

● Consider, include, and fairly present all sides of the topic.

● Structure your argument in a clear, logical manner that helps your readers to understand your thought process.

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● Discuss any counterarguments that might be posed.

● Use persuasive writing that’s appropriate for your target audience and motivates them to agree with you.

Steps to Write an Argumentative Essay

Follow these basic steps to write a powerful and meaningful argumentative essay :

Step 1: Choose a topic that you’re passionate about

If you’ve already been given a topic to write about, pick a stance that resonates deeply with you. This will shine through in your writing, make the research process easier, and positively influence the outcome of your argument.

Step 2: Conduct ample research to prove the validity of your argument

To write an emotive argumentative essay , finding enough research to support your theory is a must. You’ll need solid evidence to convince readers to agree with your take on the matter. You’ll also need to logically organize the research so that it naturally convinces readers of your viewpoint and leaves no room for questioning.

Step 3: Follow a simple, easy-to-follow structure and compile your essay

A good structure to ensure a well-written and effective argumentative essay includes:

Introduction

● Introduce your topic.

● Offer background information on the claim.

● Discuss the evidence you’ll present to support your argument.

● State your thesis statement, a one-to-two sentence summary of your claim.

● This is the section where you’ll develop and expand on your argument.

● It should be split into three or four coherent paragraphs, with each one presenting its own idea.

● Start each paragraph with a topic sentence that indicates why readers should adopt your belief or stance.

● Include your research, statistics, citations, and other supporting evidence.

● Discuss opposing viewpoints and why they’re invalid.

● This part typically consists of one paragraph.

● Summarize your research and the findings that were presented.

● Emphasize your initial thesis statement.

● Persuade readers to agree with your stance.

We certainly hope that you feel inspired to use these tips when writing your next argumentative essay . And, if you’re currently elbow-deep in writing one, consider submitting a free sample to us once it’s completed. Our expert team of editors can help ensure that it’s concise, error-free, and effective!

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Interactions in EFL argumentative writing: effects of topic, L1 background, and L2 proficiency on interactional metadiscourse

Published: 03 September 2020
Volume 34 , pages 705–725, ( 2021 )

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Hyung-Jo Yoon ORCID: orcid.org/0000-0002-8553-3708 1

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This study examined how students of English as a foreign language (EFL) with different first language (L1) backgrounds use interactional metadiscourse markers in argumentative writing. Specifically, to explore unique patterns of metadiscourse features that reflect context and development, the essays written by Chinese, Japanese, and Korean EFL students at three proficiency levels were analyzed for topic, L1 background, and L2 proficiency. For a comprehensive analysis of 1986 essays, I used a natural language processing tool that generates quantity scores for Hyland’s (2005) metadiscourse categories (i.e., hedges, boosters, attitude markers, self-mentions, reader pronouns, and directives). The results showed notable differences in the students’ use of metadiscourse features across topics, and significant variation was also found across different L1 groups. However, their use of interactional metadiscourse did not differ by L2 proficiency. A post hoc analysis of a parallel native-speaker corpus further revealed EFL students’ underuse of hedges and overuse of reader pronouns. Findings are discussed in terms of academic writing instruction, writing prompt development, and L2 learner categorization.

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Yoon, HJ. Interactions in EFL argumentative writing: effects of topic, L1 background, and L2 proficiency on interactional metadiscourse. Read Writ 34 , 705–725 (2021). https://doi.org/10.1007/s11145-020-10085-7

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Published : 03 September 2020

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DOI : https://doi.org/10.1007/s11145-020-10085-7

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Authorial voice
Corpus-based research
Difference across L1 groups
EFL writing
Interactional metadiscourse
Topic effect
Second language writing
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