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Identifying and evaluating arguments.

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An argument differs from a description, a statement of belief or opinion, a hypothetical scenario, a command, or a mere set of facts. While each of these may have its own intents and purposes, an argument uses a series of statements to convince a listener or reader that certain facts, conditions, or positions are true.

Premises and Conclusions

An argument’s premise is an initial or foundational statement or assumption that sets forth the reason or evidence, and from which the conclusion of the argument follows. Often, the premises and the conclusions of an argument can be identified by the use of key words or phrases.

The following words and phrases might indicate a premise :

  • as indicated by
  • for the reason that
  • in as much as
  • may be inferred from
  • seeing that

The following words and phrases might indicate a conclusion :

  • accordingly
  • entails that
  • we may conclude
  • it must be that
  • it follows that
  • consequently
  • implies that
  • as a result

Useful Questions for Evaluating an Argument

1. what assumptions does the writer make.

Does the writer assume that you will come to the text with certain knowledge, or that you will share certain of his or her values?

2. Does the writer have an agenda?

If the writer has a particular political slant, for example, where does it show through in the argument? Does it sway or influence his or her interpretations of the evidence? How?

3. How does the author use language?

What is the writer’s tone of voice? Are there specific words that you find intriguing, effective, ineffective, or downright bizarre? Are there specific rhetorical “moves” being made, effectively or ineffectively?

4. How convincing is the writer’s evidence?

Does it come from trustworthy and credible sources? Is it relevant? Does the writer interpret that evidence in a way that makes sense?

5. How convincing is the writer’s overall argument?

Do you think the writer accomplishes what she set out to accomplish? Depending on the assignment, your answer to this question may be your thesis!

Last revised: 7/2008 |  Adapted for web delivery: 2/2021

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Revising an Argumentative Paper

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Introduction

You’ve written a full draft of an argumentative paper. You’ve figured out what you’re generally saying and have put together one way to say it. But you’re not done. The best writing is revised writing, and you want to re–view, re–see, re–consider your argument to make sure that it’s as strong as possible. You’ll come back to smaller issues later (e.g., Is your language compelling? Are your paragraphs clearly and seamlessly connected? Are any of your sentences confusing?). But before you get into the details of phrases and punctuation, you need to focus on making sure your argument is as strong and persuasive as it can be. This page provides you with eight specific strategies for how to take on the important challenge of revising an argument.

  • Give yourself time.
  • Outline your argumentative claims and evidence.
  • Analyze your argument’s assumptions.
  • Revise with your audience in mind.
  • Be your own most critical reader.
  • Look for dissonance.
  • Try “provocative revision.”
  • Ask others to look critically at your argument.

1. Give yourself time.

The best way to begin re–seeing your argument is first to stop seeing it. Set your paper aside for a weekend, a day, or even a couple of hours. Of course, this will require you to have started your writing process well before your paper is due. But giving yourself this time allows you to refresh your perspective and separate yourself from your initial ideas and organization. When you return to your paper, try to approach your argument as a tough, critical reader. Reread it carefully. Maybe even read it out loud to hear it in a fresh way. Let the distance you created inform how you now see the paper differently.

2. Outline your argumentative claims and evidence.

This strategy combines the structure of a reverse outline with elements of argument that philosopher Stephen Toulmin detailed in his influential book The Uses of Argument . As you’re rereading your work, have a blank piece of paper or a new document next to you and write out:

  • Your main claim (your thesis statement).
  • Your sub–claims (the smaller claims that contribute to the larger claim).
  • All the evidence you use to back up each of your claims.

Detailing these core elements of your argument helps you see its basic structure and assess whether or not your argument is convincing. This will also help you consider whether the most crucial elements of the argument are supported by the evidence and if they are logically sequenced to build upon each other.

argument writing checklist

In what follows we’ve provided a full example of what this kind of outline can look like. In this example, we’ve broken down the key argumentative claims and kinds of supporting evidence that Derek Thompson develops in his July/August 2015 Atlantic feature “ A World Without Work. ” This is a provocative and fascinating article, and we highly recommend it.

Charted Argumentative Claims and Evidence “ A World Without Work ” by Derek Thompson ( The Atlantic , July/August 2015) Main claim : Machines are making workers obsolete, and while this has the potential to disrupt and seriously damage American society, if handled strategically through governmental guidance, it also has the potential of helping us to live more communal, creative, and empathetic lives. Sub–claim : The disappearance of work would radically change the United States. Evidence: personal experience and observation Sub–claim : This is because work functions as something of an unofficial religion to Americans. Sub–claim : Technology has always guided the U.S. labor force. Evidence: historical examples Sub–claim: But now technology may be taking over our jobs. Sub–claim : However, the possibility that technology will take over our jobs isn’t anything new, nor is the fear that this possibility generates. Evidence: historical examples Sub–claim : So far, that fear hasn’t been justified, but it may now be because: 1. Businesses don’t require people to work like they used to. Evidence: statistics 2. More and more men and youths are unemployed. Evidence: statistics 3. Computer technology is advancing in majorly sophisticated ways. Evidence: historical examples and expert opinions Counter–argument: But technology has been radically advancing for 300 years and people aren’t out of work yet. Refutation: The same was once said about the horse. It was a key economic player; technology was built around it until technology began to surpass it. This parallels what will happen with retail workers, cashiers, food service employees, and office clerks. Evidence:: an academic study Counter–argument: But technology creates jobs too. Refutation: Yes, but not as quickly as it takes them away. Evidence: statistics Sub–claim : There are three overlapping visions of what the world might look like without work: 1. Consumption —People will not work and instead devote their freedom to leisure. Sub–claim : People don’t like their jobs. Evidence: polling data Sub–claim : But they need them. Evidence: expert insight Sub–claim : People might be happier if they didn’t have to work. Evidence: expert insight Counter–argument: But unemployed people don’t tend to be socially productive. Evidence: survey data Sub–claim : Americans feel guilty if they aren’t working. Evidence: statistics and academic studies Sub–claim : Future leisure activities may be nourishing enough to stave off this guilt. 2. Communal creativity —People will not work and will build productive, artistic, engaging communities outside the workplace. Sub–claim: This could be a good alternative to work. Evidence: personal experience and observation 3. Contingency —People will not work one big job like they used to and so will fight to regain their sense of productivity by piecing together small jobs. Evidence: personal experience and observation. Sub–claim : The internet facilitates gig work culture. Evidence: examples of internet-facilitated gig employment Sub–claim : No matter the form the labor force decline takes, it would require government support/intervention in regards to the issues of taxes and income distribution. Sub–claim : Productive things governments could do: • Local governments should create more and more ambitious community centers to respond to unemployment’s loneliness and its diminishment of community pride. • Government should create more small business incubators. Evidence: This worked in Youngstown. • Governments should encourage job sharing. Evidence: This worked for Germany. Counter–argument: Some jobs can’t be shared, and job sharing doesn’t fix the problem in the long term. Given this counter argument: • Governments should heavily tax the owners of capital and cut checks to all adults. Counter–argument: The capital owners would push against this, and this wouldn’t provide an alternative to the social function work plays. Refutation: Government should pay people to do something instead of nothing via an online job–posting board open up to governments, NGOs, and the like. • Governments should incentivize school by paying people to study. Sub–claim : There is a difference between jobs, careers, and calling, and a fulfilled life is lived in pursuit of a calling. Evidence: personal experience and observations

Some of the possible, revision-informing questions that this kind of outline can raise are:

  • Are all the claims thoroughly supported by evidence?
  • What kinds of evidence are used across the whole argument? Is the nature of the evidence appropriate given your context, purpose, and audience?
  • How are the sub–claims related to each other? How do they build off of each other and work together to logically further the larger claim?
  • Do any of your claims need to be qualified in order to be made more precise?
  • Where and how are counter–arguments raised? Are they fully and fairly addressed?

For more information about the Toulmin Method, we recommend John Ramage, John Bean, and June Johnson’s book Written Arguments: A Rhetoric with Readings.

3. Analyze your argument’s assumptions.

In building arguments we make assumptions either explicitly or implicitly that connect our evidence to our claims. For example, in “A World Without Work,” as Thompson makes claims about the way technology will change the future of work, he is assuming that computer technology will keep advancing in major and surprising ways. This assumption helps him connect the evidence he provides about technology’s historical precedents to his claims about the future of work. Many of us would agree that it is reasonable to assume that technological advancement will continue, but it’s still important to recognize this as an assumption underlying his argument.

To identify your assumptions, return to the claims and evidence that you outlined in response to recommendation #2. Ask yourself, “What assumptions am I making about this piece of evidence in order to connect this evidence to this claim?” Write down those assumptions, and then ask yourself, “Are these assumptions reasonable? Are they acknowledged in my argument? If not, do they need to be?”

Often you will not overtly acknowledge your assumptions, and that can be fine. But especially if your readers don’t share certain beliefs, values, or knowledge, you can’t guarantee that they will just go along with the assumptions you make. In these situations, it can be valuable to clearly account for some of your assumptions within your paper and maybe even rationalize them by providing additional evidence. For example, if Thompson were writing his article for an audience skeptical that technology will continue advancing, he might choose to identify openly why he is convinced that humanity’s progression towards more complex innovation won’t stop.

4. Revise with your audience in mind.

We touched on this in the previous recommendation, but it’s important enough to expand on it further. Just as you should think about what your readers know, believe, and value as you consider the kinds of assumptions you make in your argument, you should also think about your audience in relationship to the kind of evidence you use. Given who will read your paper, what kind of argumentative support will they find to be the most persuasive? Are these readers who are compelled by numbers and data? Would they be interested by a personal narrative? Would they expect you to draw from certain key scholars in their field or avoid popular press sources or only look to scholarship that has been published in the past ten years? Return to your argument and think about how your readers might respond to it and its supporting evidence.

5. Be your own most critical reader.

Sometimes writing handbooks call this being the devil’s advocate. It is about intentionally pushing against your own ideas. Reread your draft while embracing a skeptical attitude. Ask questions like, “Is that really true?” and, “Where’s the proof?” Be as hard on your argument as you can be, and then let your criticisms inform what you need to expand on, clarify, and eliminate.

This kind of reading can also help you think about how you might incorporate or strengthen a counter–argument. By focusing on possible criticisms to your argument, you might encounter some that are particularly compelling that you’ll need to include in your paper. Sometimes the best way to revise with criticism in mind is to face that criticism head on, fairly explain what it is and why it’s important to consider, and then rationalize why your argument still holds even in light of this other perspective.

6. Look for dissonance.

In her influential 1980 article about how expert and novice writers revise differently, writing studies scholar Nancy Sommers claims that “at the heart of revision is the process by which writers recognize and resolve the dissonance they sense in their writing” (385). In this case, dissonance can be understood as the tension that exists between what you want your text to be, do, or sound like and what is actually on the page. One strategy for re–seeing your argument is to seek out the places where you feel dissonance within your argument—that is, substantive differences between what, in your mind, you want to be arguing, and what is actually in your draft.

A key to strengthening a paper through considering dissonance is to look critically—really critically—at your draft. Read through your paper with an eye towards content, assertions, or logical leaps that you feel uncertain about, that make you squirm a little bit, or that just don’t line up as nicely as you’d like. Some possible sources of dissonance might include:

  • logical steps that are missing
  • questions a skeptical reader might raise that are left unanswered
  • examples that don’t actually connect to what you’re arguing
  • pieces of evidence that contradict each other
  • sources you read but aren’t mentioning because they disagree with you

Once you’ve identified dissonance within your paper, you have to decide what to do with it. Sometimes it’s tempting to take the easy way out and just delete the idea, claim, or section that is generating this sense of dissonance—to remove what seems to be causing the trouble. But don’t limit yourself to what is easy. Perhaps you need to add material or qualify something to make your argumentative claim more nuanced or more contextualized.

Even if the dissonance isn’t easily resolved, it’s still important to recognize. In fact, sometimes you can factor that recognition into how you revise; maybe your revision can involve considering how certain concepts or ideas don’t easily fit but are still important in some way. Maybe your revision can involve openly acknowledging and justifying the dissonance.

Sommers claims that whether expert writers are substituting, adding, deleting, or reordering material in response to dissonance, what they are really doing is locating and creating new meaning. Let your recognition of dissonance within your argument lead you through a process of discovery.

7. Try “provocative revision.”

Composition and writing center scholar Toby Fulwiler wrote in 1992 about the benefits of what he calls “provocative revision.” He says this kind of revision can take four forms. As you think about revising your argument, consider adopting one of these four strategies.

a. Limiting

As Fulwiler writes, “Generalization is death to good writing. Limiting is the cure for generality” (191). Generalization often takes the form of sweeping introduction statements (e.g., “Since the beginning of time, development has struggled against destruction.”), but arguments can be too general as well. Look back at your paper and ask yourself, “Is my argument ever not grounded in specifics? Is my evidence connected to a particular time, place, community, and circumstance?” If your claims are too broad, you may need to limit your scope and zoom in to the particular.

Inserting new content is a particularly common revision strategy. But when your focus is on revising an argument, make sure your addition of another source, another example, a more detailed description, or a closer analysis is in direct service to strengthening the argument. Adding material may be one way to respond to dissonance. It also can be useful for offering clarifications or for making previously implicit assumptions explicit. But adding isn’t just a matter of dropping new content into a paragraph. Adding something new in one place will probably influence other parts of the paper, so be prepared to make other additions to seamlessly weave together your new ideas.

c. Switching

For Fulwiler, switching is about radically altering the voice or tone of a text—changing from the first–person perspective to a third–person perspective or switching from an earnest appeal to a sarcastic critique. When it comes to revising your argument, it might not make sense to make any of these switches, but imaging what your argument might sound like coming from a very different voice might be generative. For example, how would Thompson’s “A World Without Work,” be altered if it was written from the voice and perspective of an unemployed steel mill worker or someone running for public office in Ohio or a mechanical robotics engineer? Re–visioning how your argument might come across if the primary voice, tone, and perspective was switched might help you think about how someone disinclined to agree with your ideas might approach your text and open additional avenues for revision.

d. Transforming

According to Fulwiler, transformation is about altering the genre and/or modality of a text—revising an expository essay into a letter to the editor, turning a persuasive research paper into a ballad. If you’re writing in response to a specific assignment, you may not have the chance to transform your argument in this way. But, as with switching, even reflecting on the possibilities of a genre or modality transformation can be useful in helping you think differently about your argument. If Thompson has been writing a commencement address instead of an article, how would “A World Without Work” need to change? How would he need to alter his focus and approach if it was a policy paper or a short documentary? Imagining your argument in a completely different context can help you to rethink how you are presenting your argument and engaging with your audience.

8. Ask others to look critically at your argument.

Sometimes the best thing you can do to figure out how your argument could improve is to get a second opinion. Of course, if you are a currently enrolled student at UW–Madison, you are welcome to make an appointment to talk with a tutor at our main center or stop by one of our satellite locations. But you have other ways to access quality feedback from other readers. You may want to ask someone else in your class, a roommate, or a friend to read through your paper with an eye towards how the argument could be improved. Be sure to provide your reader with specific questions to guide his or her attention towards specific parts of your argument (e.g., “How convincing do you find the connection I make between the claims on page 3 and the evidence on page 4?” “What would clarify further the causal relationship I’m suggesting between the first and second sub-argument?”). Be ready to listen graciously and critically to any recommendations these readers provide.

Works Cited

Fulwiler, Toby. “Provocative Revision.” Writing Center Journal, vol. 12, no. 2, 1992, pp. 190-204.

Ramage, John D., John C. Bean, and June Johnson. Writing Arguments: A Rhetoric with Readings, 8th ed., Longman, 2010.

Sommers, Nancy. “Revision Strategies of Student Writers and Experienced Adult Writers.” College Composition and Communication, vol. 31, no. 4, 1980, pp. 378-88.

Thompson, Derek. “A World Without Work.” The Atlantic, July/August 2015, https://www.theatlantic.com/magazine/archive/2015/07/world-without-work/395294/. Accessed 11 July 2017.

Toulmin, Stephen. The Uses of Argument. Updated ed., Cambridge University Press, 2003.

argument writing checklist

Writing Process and Structure

This is an accordion element with a series of buttons that open and close related content panels.

Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for Your Paper

Creating an Argument

Thesis vs. Purpose Statements

Developing a Thesis Statement

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

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  • Checklist for academic essays | Is your essay ready to submit?

Checklist for Academic Essays | Is Your Essay Ready to Submit?

Published on December 2, 2014 by Shane Bryson . Revised on July 23, 2023.

An academic essay is a focused piece of writing that aims to present a convincing argument using evidence, analysis and interpretation. It always has an introduction , a main body, and a conclusion .

When you’ve finished writing your essay, use this checklist to evaluate your work.

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Table of contents

Other interesting articles, checklist: essay.

My essay follows the requirements of the assignment (topic and length ).

My introduction sparks the reader’s interest and provides any necessary background information on the topic.

My introduction contains a thesis statement that states the focus and position of the essay.

I use paragraphs to structure the essay.

I use topic sentences to introduce each paragraph.

Each paragraph has a single focus and a clear connection to the thesis statement.

I make clear transitions between paragraphs and ideas.

My conclusion doesn’t just repeat my points, but draws connections between arguments.

I don’t introduce new arguments or evidence in the conclusion.

I have given an in-text citation for every quote or piece of information I got from another source.

I have included a reference page at the end of my essay, listing full details of all my sources.

My citations and references are correctly formatted according to the required citation style .

My essay has an interesting and informative title.

I have followed all formatting guidelines (e.g. font, page numbers, line spacing).

Your essay meets all the most important requirements. Our editors can give it a final check to help you submit with confidence.

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argument writing checklist

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Shane finished his master's degree in English literature in 2013 and has been working as a writing tutor and editor since 2009. He began proofreading and editing essays with Scribbr in early summer, 2014.

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Argumentative Essay Peer-Editing Checklist

I use the below checklist with my students so they can improve the drafts of their argumentative essays . Feel free to use it (or edit it as long as you don't redistribute it) if you find it useful for your class.  Note that there are APA-related questions.

There are two pages. The first page is for the prepared students who brought an essay draft to class to show their partners. The second page is for unprepared students who only have their essay in their heads (it's a verbal exercise). If your students are all prepared, then you can disregard the second page.

peer-editing checklist

Peer-review Checklist Preview

Argumentative Essay Draft Peer-Editing Checklist

Pair-work : Answer the below questions based on your partner’s essay.

  • The essay has a clear thesis statement presenting its stance at the end of the introduction paragraph. (YES/NO) If YES, write the essay’s thesis statement below:
  • The essay presents a counter-argument to the author’s stance. (YES/NO) If YES, write the counter-argument points below:
  • Can you easily find a refutation or response to each of the above points?

Point A: (YES/NO)

Point B: (YES/NO)

(Point C: (YES/NO))

  • If YES, is the refutation persuasive? (YES/Somewhat/No)
  • Does the essay ignore any obvious counter-arguments? (YES/NO) (Answer should be NO)
  • Do the regular body paragraphs begin with a clear topic sentence that states the overall topic of the paragraph? (Example topic sentence: “ Furthermore, outsourcing can reduce company costs .” < If this were the topic sentence, then the whole paragraph would be about reducing costs.) (YES/NO)
  • Does each paragraph have at least three sentences? (YES/NO)

If time allows…

  • Does each in-text citation contain the author’s last name and the year of publication? (YES/NO)
  • Count the number of authors cited. Do all of these authors appear in the References? (YES/NO)
  • Are there any non-cited authors in the References? (YES/NO) (Answer should be NO)
  • Are the References entries listed in alphabetical order?
  • Do all sources accessed online have a DOI or URL?
  • Are the sentences clear? Highlight the sentences you don’t understand.

Research Essay Worksheet – Verbal Explanation (Essay draft not Ready)

Part 1 (Pair Work) : Stance, Counter-argument, and Refutation

Present the below points to your partner about your essay. You do not need to write anything–explain it as clearly as possible verbally.

Stance/Thesis

  • My essay argues that ….

Counter-argument

  • Critics of this view argue that (1) ….
  • Some people also might argue that (2) ….

Refutation/Response

  • Point #1 is not (completely) true because ….
  • Point #2 is not (completely) true because ….

Part 2 : Once finished, give feedback to each other. Consider the following points:

  • Are the most obvious counter-arguments mentioned?
  • Does the refutation address the specific points of the counter-argument?
  • Is the refutation convincing

Part 3 : (Time Permitting) Verification of peer-reviewed sources

Paste a minimum of three peer-reviewed sources that you plan to use below.

Confirm with your partner that these sources are peer-reviewed, i.e. journal articles or published books.

Best of luck with your classes.

-- Peer-editing worksheet created by Matthew Barton (copyright) for Englishcurrent.com

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argument writing checklist

Introduction

Background on the Course

CO300 as a University Core Course

Short Description of the Course

Course Objectives

General Overview

Alternative Approaches and Assignments

(Possible) Differences between COCC150 and CO300

What CO300 Students Are Like

And You Thought...

Beginning with Critical Reading

Opportunities for Innovation

Portfolio Grading as an Option

Teaching in the computer classroom

Finally. . .

Classroom materials

Audience awareness and rhetorical contexts

Critical thinking and reading

Focusing and narrowing topics

Mid-course, group, and supplemental evaluations

More detailed explanation of Rogerian argument and Toulmin analysis

Policy statements and syllabi

Portfolio explanations, checklists, and postscripts

Presenting evidence and organizing arguments/counter-arguments

Research and documentation

Writing assignment sheets

Assignments for portfolio 1

Assignments for portfolio 2

Assignments for portfolio 3

Workshopping and workshop sheets

On workshopping generally

Workshop sheets for portfolio 1

Workshop sheets for portfolio 2

Workshop sheets for portfolio 3

Workshop sheets for general purposes

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Peer-Review Checklist for Draft of Argument Essay

Read the essay through, quickly. Then read it again, with the following questions in mind. Please write extensive comments either on your workshop partner's draft where applicable or on this handout. If you need more room, continue writing on the back of this page.

  • Does this draft respond to the assignment? (Argument of a debatable issue with Rogerian slant?)
  • Looking at the essay as whole, what thesis (main point including writer's opinion) is advanced? Please underline the thesis on your workshop partner's draft. If it is implied only, jot down what you perceive to be the thesis here.
  • Are the needs of the audience kept in mind? For instance, do some concepts or words need to be defined? Is the evidence (examples, testimony of authorities, personal observations) clear and effective? Get into the margins of the draft and comment.
  • Is any obvious evidence (or counter-evidence) overlooked?
  • Can you accept the writer's assumptions? If not, why not? Please be honest and specific.
  • Looking at each paragraph separately:
  • What is the basic point?
  • How does each paragraph relate to the essay's main idea or the previous paragraph?
  • Should some paragraphs be deleted? Be divided into two or more paragraphs? Be combined? Be put elsewhere? (If you outline the essay by jolting down the gist of each paragraph, you will get help in answering these questions.)
  • Is each sentence clearly related to the sentence that precedes it and to the sentence that follows?
  • Is each paragraph adequately developed? Are there sufficient details, perhaps brief quotations or paraphrases from credible sources?
  • Are the introductory and concluding paragraphs effective?
  • What are the paper's main strengths?
  • Make at least one specific suggestion that you think will assist the author to improve the paper.
  • Last but not least--mechanics. If time permits, point out errors in spelling or grammar that distract from the argument of this draft.

EL Education Curriculum

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  • ELA 2019 G8:M2:U3:L4

Write an Argument Essay: Analyze a Model

In this lesson, daily learning targets, ongoing assessment.

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Supporting English Language Learners

Materials from previous lessons, new materials, closing & assessments, you are here:.

  • ELA 2019 Grade 8
  • ELA 2019 G8:M2
  • ELA 2019 G8:M2:U3

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Focus Standards:  These are the standards the instruction addresses.

  • RI.8.1, W.8.1, W.8.4

Supporting Standards:  These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.

  • RI.8.4, RI.8.10, W.8.10, SL.8.1, L.8.4, L.8.6
  • I can find the gist of a model essay. ( RI.8.1 )
  • I can identify the parts of a model argument essay and explain the purpose of each. ( W.8.1 )
  • I can generate criteria for an effective argument essay. ( W.8.1, W.8.4 )
  • Opening A: Entrance Ticket: Unit 3, Lesson 4 ( W.8.1 )
  • Work Time B: Annotated, color-coded model argument essay ( W.8.1, W.8.4 )
  • Work Time C: Argument Writing checklist ( RI.8.1, W.8.1 )
  • Model Essay: "Transportation Choices"
  • Argument Writing checklist
  • Review the Paint an Essay lesson plan (for teacher reference) to become familiar with the color-coding and the purpose of each choice of color.
  • Strategically group students into pairs for the work in this lesson, with at least one strong reader per pair.
  • Create the Characteristics of Argument Writing anchor chart to be used in Closing and Assessment A.
  • Ensure there is a copy of Entrance Ticket: Unit 3, Lesson 4 at each student's workspace.
  • Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

  • Work Times A, B, and C: Prepare a device with a projector to display Entrance Ticket: Unit 3, Lesson 4; Model Essay: "Transportation Choices," and the Argument Writing checklist, or prepare devices for students if they will be using digital versions of these documents.
  • Continue to use the technology tools recommended throughout previous modules to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.

Supports guided in part by CA ELD Standards 8.II.A.1 and 8.II.A.2.

Important Points in the Lesson Itself

  • To support ELLs, this lesson introduces a new model essay and invites students to use the Painted Essay® to analyze its structure. Work with the Painted Essay® will help students understand the content and structure of the model essay, which students will apply when writing their own argument essays. Students work together to identify the characteristics of an argument essay using a checklist, as they have done with previous genres of writing. This consistent pattern of reading a model essay for gist, coding elements of the essay using the Painted Essay®, and using a checklist to analyze the characteristics of the essay sets students up for success in navigating the nuanced differences between different types of essays and allows them to focus on key differences by minimizing distractions that might come from acclimating to a new process.
  • ELLs may find it challenging to identify the characteristics of an argument essay and of argumentation, in general. Draw students’ attention to how language is used within the model to present claims and provide reasoning. Encourage students to annotate the model essay as they identify criteria from the Argument Writing checklist . If time allows, refer back to previous essays that students have written, and invite students to compare and contrast the similarities and differences between different types of essays.
  • counterclaim, main claim (A)
  • car sharing, light rail (DS)

(A): Academic Vocabulary

(DS): Domain-Specific Vocabulary

  • Domain-specific word wall (one for display; from Module 1, Unit 1, Lesson 1, Work Time B)
  • Painted Essay® template (one for display; from Module 1, Unit 3, Lesson 6, Work Time B)
  • Paint an Essay lesson plan (for teacher reference) (from Module 1, Unit 3, Lesson 6)
  • Academic word wall (one for display; from Module 1, Unit 1, Lesson 1, Work Time A)
  • Vocabulary logs (one per student; from Module 1, Unit 1, Lesson 2, Opening A)
  • Painted Essay® template (one per student; from Module 1, Unit 3, Lesson 6, Work Time B)
  • Device with projector (see Technology and Multimedia)
  • Entrance Ticket: Unit 3, Lesson 4 (example for teacher reference)
  • Model Essay: "Transportation Choices" (example for teacher reference)
  • Argument Writing checklist (example for teacher reference)
  • Characteristics of Argument Writing anchor chart (example for teacher reference)
  • Characteristics of Argument Writing anchor chart (one for display)
  • Homework: Argument Essay Structure (answers for teacher reference) (see Homework Resources)
  • Entrance Ticket: Unit 3, Lesson 4 (one per student)
  • Model Essay: "Transportation Choices" (one per student and one for display)
  • Colored pencils (red, yellow, blue, green; one of each per student)
  • Argument Writing checklist (one per student and one for display)
  • Homework: Argument Essay Structure (one per student; see Homework Resources)

Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.

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argument writing checklist

Persuasive, Opinion, and Argument Writing: Tips, Checklist, and Cheat Sheet

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How do you teach young minds to write persuasive arguments? It’s easy! You teach your students strategies, techniques, concepts, and vocabulary. Then your students prewrite, write, and rewrite. After your students finish writing, how do you know if your students have written an effective argument? Well, you can simply give them your opinion, or you can evaluate it using criteria.

Ideally, the strategies, techniques, concepts, and vocabulary that you teach your students are the criteria that you use to evaluate their writing.

Start with the end in mind. At a minimum, this checklist will ensure that all teachers and all writers start with the end in mind. In this checklist, I approach persuasion, opinion, and argument in many different ways: I point out the ideals, the goals, a few pitfalls to avoid, a few different approaches, a few techniques, a few strategies, a few models, and I use lots of important vocabulary words.

By the way, if you teach beginning writers or struggling writers and you want to get results that make sense to your students, be sure to check out Pattern Based Writing: Quick & Easy Essay . It’s the fastest, most effective way to teach students organized multi-paragraph essay writing… Guaranteed!

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25 Techniques for Persuasive, Opinion, and Argument Writing

1.   The writer clearly explains the issue, and the writer clearly states his or her position on the issue. The writer provides clear evidence supporting his or her position.

2.   The writer states his or her position in the form of a debatable thesis statement, and the writer places the thesis statement at the end of the introduction.

3.   Receptive or Neutral Audience : The writer states his or her position at the beginning and then argues for and proves the validity of that position.

4.   Hostile Audience: The writer clearly states the issue in the beginning but does not clearly state what position he or she is arguing for. Although the writer discusses both sides of the issue, the facts and evidence lead to one clear winner—the arguer’s position.

5.   The writer presents claims and reasons and provides support, evidence, and proof for those claims and reasons.

6.   The writer provides evidence for all claims and reasons: a) facts, b) statistics, c) quotes from authority, d) examples, e) incidents/events, and f) personal experiences.

7.   The writer made identifiable claims: a) claims of fact, b) claims of definition, c) claims of value, d) claims of cause and effect, e) claims about solutions or policies.

8.   The writer’s argument is logical, valid, and sound. The writer avoids all forms of logical fallacy. The writer treats the other side of the issue fairly by making concessions, but in the end, the writer is still able to demolish the other side of the argument.

pencil and paper

9.   The writer’s conclusion contains a compelling call to action and/or a powerful summary of the main points supporting the writer’s position.

10.   The writer combines giving claims and reasons with whatever other organizational patterns help make the point clear: e.g., problem-solution, pro vs. con with a recommendation, cause-and-effect with a call to action, etc. The writer’s goal is to create an effective argument, not follow a rigid formula.

11.   The writer maintains a persuasive focus. All roads lead to Rome.

12.   The writer effectively addresses and dismantles the other side of the argument. The writer predicts the opposing side’s counterclaims and refutes them proving them invalid. The writer does not accidentally provide ammunition against his or her own argument by addressing the opposing side’s argument but ineffectively refuting it. If the writer brings up the other side’s argument, the writer effectively destroys it. This is similar to the lawyer’s maxim, “Never ask a question you don’t already know the answer to.”

13.   The writer is powerfully set upon persuading an audience of real people who see things differently or who are uninformed. The writer communicates his or her argument with sincerity of purpose.

14.   The writer skillfully uses Aristotle’s Rhetorical Triangle: 1) appeals to logic/reason, 2) appeals to emotion, and 3) appeals to ethics/credibility/character. In short, the writer uses persuasive evidence (facts, statistics, etc.), along with persuasive stories, anecdotes, language, and rhetorical devices.

15.   The writer skillfully structures his or her argument using Aristotle’s Five-Step Persuasion Formula: 1) introduction, 2) narration/background, 3) confirmation 4) refutation/concession, 5) summation.

16.   The writer creates an effective argument structure using a persuasive argument formula: e.g., PPE: Point, Proof, Explanation.

17.   The writer effectively communicates benefits and consequences:

a. The reader sees how agreeing with the writer or taking the required action will benefit the reader. b. The reader sees how disagreeing with the writer or failing to take action will cost the reader.

18.   The writer used heightened language or rhetorical devices to stir the emotions and persuade the reader: e.g., “Ask not what your country can do for you; ask what you can do for your country.” “I have a dream.”

19.   The writer ended with a memorable and quotable takeaway.

20.   The writer uses an appropriate and effective format for the specific persuasive genre: advertisement, poster, essay, etc.

21.   The writer used various elements of Robert Cialdini’s Six Principles of Influence : 1) reciprocity, 2) commitment and consistency, 3) social proof, 4) liking, 5) authority, 6) scarcity.

22.   The writer’s evidence is relevant and convincing. The evidence clearly connects to and supports the writer’s claims and reasons.

23.   The writer knows the difference between opinions, arguable claims, reasons, reasoning, evidence, and proof. The writer uses them as tools to create and organize an effective and logical argument.

24.   The writer anticipates the other side’s claims, objections, and counterclaims, and preemptively refutes them. The writer skillfully communicates what he or she is arguing for and against.

25.   The writer understands the difference between mere opinions and claims that are appropriate for academic argument (arguable or debatable claims). Regardless of whether the writer has provided an opinion or an arguable claim, the writer provides reasons and support.

a) Opinion: Orange is my favorite color. It’s definitely the best color.

b) Arguable Claim: Highway construction workers should be required to wear bright orange jumpsuits so that drivers will see them.

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Argument Writing

Description.

In this unit, students are introduced to the skills, practices, and routines of argument writing by working collaboratively with their peers to examine argument models, plan for their writing, and gather evidence. Students independently practice writing and revising and also engage in peer review to revise their work. Throughout the unit, the class will construct an Argument Writing Checklist, which students will use to guide their drafting, review, and finalization. By the end of the unit, students will have produced fully developed arguments.

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In This Unit

  • lesson 1: Introduction to Argument Writing
  • lesson 2: Effective Argument Writing: Purpose and Audience
  • lesson 3: Argument Writing: Analyzing the Prompt
  • lesson 4: Argument Writing: Claims and Evidence
  • lesson 5: Argument Writing: More Claims and Evidence
  • lesson 6: Argument Writing: Processing the Information
  • lesson 7: Argument Writing: Drafting an Outline
  • lesson 8: Argument Writing: Drafting Body Paragraphs
  • lesson 9: Argument Writing: Drafting an Introduction
  • lesson 10: Argument Writing: Drafting a Conclusion
  • lesson 11: Argument Writing: Getting Feedback
  • lesson 12: Finalizing Argument Papers
  • lesson 13: Argument Writing: Reflecting on the Writing Process

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Argument Writing Plan

Our Argument Writing Plan will help students write arguments in all content areas.

Use our Argument Essay Rubric--aligned to the Common Core Standards--to clearly communicate your expectations for the writing task.

Where is this in the   Writing Process : Step 1

Explicitly Teach : Explain. Connect. Model. Practice.

Cycle  of  Independence : I do. We do. They do. You do.

Origin : Maxine Sagapolutele--a high school ESL/ELD teacher in the Grossmont Union High School District, San Diego--and Jonathan LeMaster developed this writing plan to support argumentative writing.

Additional Resources

Link to the ACT Argument Rubric  and ACT College and Career Readiness Standards for Writing .

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Argument Writing Plan Step-By-Step Process

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  3. High School Argumentative Writing Checklist

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  4. Argumentative Essay Template and Editing Checklist by The Teacher Cellar

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  6. Writing An Argumentative Essay Checklist

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  1. Argument Writing Workshop #6

  2. Livestream: Composing an Argumentative Essay

  3. Argument Writing for CAPF Paper 2 I Ex-AC Divya Gupta #capf #upsc #capfpaper2 #paper2

COMMENTS

  1. PDF Argumentative Essay: Revision Checklist REVISION CHECKLIST

    Microsoft Word - K12ELA6-5.3.3.1-Amy Kasten's-Argumentative-Essay-Revision-Checklist.docx. Argumentative Essay: Revision Checklist. REVISION CHECKLIST: Directions: Find, highlight, and revise these elements in your informational article. **If you don't have one of these things, ADD it!**. _____ The essay includes an attention-grabbing hook ...

  2. Identifying and Evaluating Arguments

    Identifying and Evaluating Arguments. In an effort to make our handouts more accessible, we have begun converting our PDF handouts to web pages. An argument differs from a description, a statement of belief or opinion, a hypothetical scenario, a command, or a mere set of facts. While each of these may have its own intents and purposes, an ...

  3. Revising an Argumentative Paper

    1. Give yourself time. The best way to begin re-seeing your argument is first to stop seeing it. Set your paper aside for a weekend, a day, or even a couple of hours. Of course, this will require you to have started your writing process well before your paper is due.

  4. How to Write an Argumentative Essay

    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.

  5. PDF Strategies for Essay Writing

    When you make an argument in an academic essay, you are writing for an audience that may not agree with you. In fact, your argument is worth making in the first place because your thesis will not be obvious—or obviously correct—to everyone who considers the question you are asking or the topic you're addressing. Once you figure

  6. Developing Evidence-Based Arguments from Texts

    Use these ReadWriteThink resources to help students build their plans into a fully developed evidence based argument about text: Modeling Academic Writing Through Scholarly Article Presentations. And I Quote. Essay Map. Have students use the Evidence-Based Argument Checklist to revise and strengthen their writing.

  7. PDF Writing Center Handout- Argument Checklist-3-7

    A Quick Checklist for Argument writing.swarthmore.edu 610.328.8659. This checklist will help you analyze the structure of your argument as you plan and as you revise. If you are checking a draft, you don't have to copy from it word-‐for-‐word: a brief paraphrase will do.

  8. Checklist for Academic Essays

    Checklist: Essay 0 / 14 My essay follows the requirements of the assignment (topic and length ). My introduction sparks the reader's interest and provides any necessary background information on the topic. My introduction contains a thesis statement that states the focus and position of the essay. I use paragraphs to structure the essay.

  9. Argumentative Writing

    The argument you are making should be clearly stated within your thesis statement. You should have several reasons or points of discussion that help you to support your argument. You will explain and support these reasons and points of discussion within the body paragraphs of your paper. As with all academic writing, you'll need to cite any ...

  10. PDF Evidence-Based Argument Checklist

    Evidence-Based Argument Checklist Early in the piece, I offer a clear and interesting claim about the text. The claim is arguable—someone could use evidence to offer a different interpretation or disagree with me. I use lots of direct evidence from the text to support my claim.

  11. Argumentative Essay Peer-Editing Checklist

    Argumentative Essay Peer-Editing Checklist English Level : EAP or college-level Skill Focus: reading, speaking Time Required: 40 - 60 minutes File Download: argumentative-essay-peer-editing.docx Brief Description: In pairs, students give feedback to each other on their essay drafts

  12. Peer-Review Checklist for Draft of Argument Essay

    Peer-Review Checklist for Draft of Argument Essay. Read the essay through, quickly. Then read it again, with the following questions in mind. Please write extensive comments either on your workshop partner's draft where applicable or on this handout. If you need more room, continue writing on the back of this page.

  13. PDF ARGUMENT CHECKLIST

    ARGUMENT CHECKLIST Instructions: As you reread your essay, use this checklist as a guide to evaluate your writing. COPYRIGHT © 2019 by Vantage Learning. All Rights Reserved.

  14. PDF A Self-assessment Checklist for Undergraduate Students' Argumentative

    specifically in writing argumentative essays. The existing self-assessment checklists designed for ESL argumentative writing do not seem to be able to help these students improve their argumentative writing skills. One of the few self-assessment checklists tested for their effectiveness is presented by Honsa (2013). The checklist was generic ...

  15. Write a Practice Argument Essay: Analyze and Draft a Conclusion

    "I can write the conclusion of my practice argument essay." Discuss the following criterion on the Argument Writing checklist, adding to the Characteristics column as needed, and answering any questions about the role of the conclusion in an argument essay. W.8.1e: "I have a conclusion that follows from and supports my argument."

  16. Write an Argument Essay: Analyze a Model

    C. Argument Writing Checklist - W.8.1 (10 minutes) Review the learning target relevant to the work to be completed in this section of the lesson: "I can generate criteria for an effective argument essay." Distribute and display the Argument Writing checklist. Prompt students to read the criteria on the checklist.

  17. PDF Argumentative Writing: A Key to Teaching Constructed Response

    lacking arguments of the previous position. The writer's information is precise, and he seems to use more studies than the first author. While the first author used studies from the 1970s, this one mentions a study done in 2007. The specifics of each study also improve the quality and seeming validity of the arguments made. The writer gives the

  18. Persuasive, Opinion, and Argument Writing: Tips, Checklist, and Cheat

    At a minimum, this checklist will ensure that all teachers and all writers start with the end in mind. In this checklist, I approach persuasion, opinion, and argument in many different ways: I point out the ideals, the goals, a few pitfalls to avoid, a few different approaches, a few techniques, a few strategies, a few models, and I use lots of ...

  19. ELA G10: Argument Writing

    Students independently practice writing and revising and also engage in peer review to revise their work. Throughout the unit, the class will construct an Argument Writing Checklist, which students will use to guide their drafting, review, and finalization. By the end of the unit, students will have produced fully developed arguments.

  20. Argument Writing Plan

    Our Argument Writing Plan will help students write arguments in all content areas. Use our Argument Essay Rubric--aligned to the Common Core Standards--to clearly communicate your expectations for the writing task. Where is this in the Writing Process: Step 1. Explicitly Teach: Explain. Connect.

  21. PDF Peer-Editing Argumentative Essay

    Peer-Editing Form for Argumentative Essay Directions: Check your partner's paper for the following items and write comments.

  22. PDF Argument Writing Checklist

    ay be photocopied for classroom use. by ucy alkins and olleagues from the eachers ollege eading and Writing roject from ( rst hand, ortsmouth, ). Argument Writing Checklist Grade 5 NOT YET STARTING TO YES! Structure Overall I made a claim or thesis on a topic or text, supported it with reasons, and provided a variety of evidence for each reason.

  23. PDF Argumentative Writing Self-Assessment Checklist Grade 8

    Argumentative Writing Self-Assessment Checklist Grade 8 I write arguments to support claims with clear reasons and relevant evidence. 3 Meets 2 Approaching 1 Not Yet Introduction (W.8.1a) I clearly introduced my claim(s) and acknowledged and distinguished my claim(s) from alternate or opposing claims. Organization (W.8.1a)

  24. PDF Argumentative Writing Self-Assessment Checklist Grade 7

    Argumentative Writing Self-Assessment Checklist Grade 7 I write arguments to support claims with clear reasons and relevant evidence. 3 Meets 2 Approaching 1 Not Yet Introduction (W.7.1a) I clearly introduced my claim(s) and acknowledged my claim(s) from alternate or opposing claims. Organization (W.7.1a)