argumentative writing exercises

Samantha in Secondary

10 Argumentative Writing Tasks That Are NOT Another Paper

September 13, 2021 by Samantha H.

When it comes to teaching argumentative writing, there are so many ways to allow students to demonstrate what they have learned. You absolutely do not need to write a full paper each time you’re teaching a specific skill. Consider alternative tasks to a paper such as letters, video, speeches, etc.

Here’s why you should consider scrapping the essay for your argumentative writing.

Reason One: Argumentative Writing Is a Genre, Not an Essay

What is it that you really want your students to get out of learning to write an argument? 

The genre of argumentative writing can be broken down into these basics:

• The student investigates a topic.
• The student collects, generates, and evaluates the evidence.
• The student establishes a position in a concise manner. 

But it doesn’t have to be a paper. If your assessment covers these basics, why not allow for some flexibility? 

Reason Two: Your Students Could Use a Paper Break

When we assign papers, we often are not just looking for the content of the paper. We also grade for organization, fluency, spelling, punctuation, use of transition words, and a proper works cited page. Basically, we tend to grade for much more than just the content.

Some might say, “That’s just the way of English class.” But truthfully, this can be overwhelming for students. You might have heard the strategy to just grade for a few items off your rubric, but why not change the game entirely and let students work more creatively?

Reason Three: You Could Use a Paper Break

I’m always impressed when I see the work my students turn in, but I also like a little something different now and again. Giving my students creative options allows me a break from grading another essay with the same grading rubrics I’ve used over and over again. And I get to see a lot more insight into the way my students’ minds work and what they thrive in when I change up assessments.

Here are 10 argumentative writing assessments that are NOT just another paper.

Have students write a letter to a stakeholder in the situation they are researching. This is a great way to demonstrate the impact of audience and purpose as well.

Some of your more literary students might love the challenge of arguing something in poetic form. 

#3: Graphic Organizer

Sometimes all students need to understand the larger task at hand is to fill out a graphic organizer as if they were going to write a paper. This stops just short of writing the entire paper and allows students to go through the entire argumentative process while focusing on the big picture rather than the sometimes overwhelming task of crafting an entire paper.

#4: Public Service Announcement

Creating PSA’s is a great way to get your students engaged in the argumentative process. 

Have your students create a poster with software like Canva or even Google Slides. This is a great way for students to share their information using a creative, 21st century medium.

#6: Podcast

Podcasts are an amazing way to enhance speaking and listening skills. What better way to have students share their arguments than by creating a podcast? 

When crafting a blog, students can share what they’ve learned in an easy, relevant way. 

Have your students preview examples before writing their own speech. A speech can be a powerful tool for students to hone their argumentative skills.

Many students love creating videos. You can have them create a basic video or challenge them to create a TikTok or Reel as if they were creating for social media.

#10: Infographic

Creating infographics is an intriguing way for students to transfer what they’ve learned to an eye-catching medium. Canva and Piktochart have great templates. 

Get 50 Argumentative Writing Prompts!

Another thing I like to do is start each day in my argumentative unit with an interesting bell ringer. I’ve been using these argumentative writing prompts with a lot of success. Students love the variety and I love that they are practicing their skills every day!

Have you tried any alternatives to an argumentative paper for your students? Let me know in the comments or continue the conversation with me over on IG and FB . I look forward to hearing what other ideas you love!

Happy teaching!

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Engaging Strategies for Teaching Persuasion, Argument, and Debate

Year after year, I love teaching persuasion. I love persuading my students that persuasion is a life skill worth learning. (Because isn’t all teaching just persuading kids to listen and learn?!) Luckily, with the right mix of ethos, pathos, and logos, this is usually an easy sell to my audience of adolescents.

After all, teens love to argue…with their peers, their parents, and *gasp* their teachers. They have plenty of practice with real-life persuasion, whether it’s convincing their parents to stay out past their curfew or proposing just one extra day to work on that project. And they’re always dying to debate: which sports team is superior, why they deserve more freedom, and what’s wrong with school, society, and this world! If you’ve ever taught teenagers, you know that they have no shortage of opinions. So suffice it to say: your students are already arguers.

The challenge, of course, is helping students channel their opinions and energy into structured, academic argumentation. To do this, you’ll need high-engagement activities that match your students’ energy… not the ancient 5-paragraph persuasive essay over a subject on that random list of 100 debatable topics you found online. If we want to move students to a more sophisticated level of debate, we need to offer them student-centered, authentic, and relevant tasks to practice their persuasion.

Ready to ditch the 5-paragraph persuasive essay and engage your students in meaningful persuasion? Here are dozen different strategies for your ELA classroom.

MOCK TRIALS

Want to teach students how important it is to support your argument with evidence (and what happens when you don’t)? Ready to watch your class eagerly annotate a text and cite said evidence *without* complaints?

I wasn’t sure my students would ever see citing evidence as more than a chore until I dressed up as “Judge G,” borrowed a gavel, and facilitated my first mock trial!

A mock trial is the perfect way to practice persuasion and argumentation because it’s student-centered, inherently engaging, and 100% authentic. You’ll watch students become intrigued, take ownership, and get competitive real quick! Because students know they’ll be arguing in front of a jury of their peers, the standards become strategy. Citing textual evidence is no longer a chore, but a competition! The stakes are higher than a grade from the teacher because the real prize is bragging rights. 

To structure a mock trial in your ELA classroom, you’ll need a murder, crime, ethical dilemma, or essential question. In other words: literature! From there, you’ll want to divide students into teams of prosecution, defense, and jury. After that, students will get to work within their groups. In my classroom, this is what it looks like:

The prosecution and defense teams prepare evidence-based claims and rebuttals. Each student is responsible for a section, whether that’s the opening, a claim, a rebuttal, or the closing. Meanwhile, the jury works together to create a rubric and anticipate the arguments they may hear during the trial.

You can read more about mock trials HERE or find everything you need to facilitate a virtual or in-person trial HERE.

RHETORICAL BAR GRAPHS

Bar graphs in ELA? Oh yes you can! Getting a gold star from her math cohorts, Ashley Bible at Building Book Love has her students create rhetorical bar graphs to analyze persuasion.

This digital or tactile strategy is simple yet highly effective!  All you do is assign each appeal a color before taking students on a color-coded text hunt.  (In her rhetoric lesson plan , Ashley uses: Pink Pathos, Light Blue Logos, and Emerald Green Ethos). 

Once students have each appeal coded, they arrange the rhetorical devices into a bar graph and analyze which appeal the speaker relies most heavily on and how they could make their argument stronger. This visualization technique always generates important insights about the topic at hand!

From analyzing speeches in Julius Caesar , to recognizing propaganda in Animal Farm , to tackling social justice in Dolly Parton’s America , this strategy is a gift that keeps on giving! Tag her @BuildingBookLove if you give it a try! 

ANALYZING COMMERCIALS & ADVERTISEMENTS

To help students identify persuasive appeals and techniques in action, Shana Ramin from Hello, Teacher Lady suggests deconstructing commercials and advertisements.

When teaching in person, Shana enjoys facilitating this type of analysis with the tried-and-true “chalk talk” approach. After gathering a series of printed advertisements, Shana glues each one in the center of large chart paper and places them at various points around the room. Students rotate through each station with a small group, annotating each ad silently with an eye for purpose, audience, tone, etc. At the end of the activity, students return to their original stations and share out their final observations with the class. 

To mimic this activity in a hybrid or digital environment, Shana recommends using Jamboard, an easy-to-use, digital whiteboard app by Google. The setup process is pretty much the same, but replace the printed ads with image screenshots and the white chart paper with a digital Jamboard slide. Students can then use the sticky note and marker features on Jamboard to annotate the images in breakout rooms. 

Click here to learn more about the collaborative features of Google Jamboard .

ARGUMENT OLYMPICS

The Argument Olympics are Emily Aierstok’s favorite way to teach middle and high school students evidence based writing. Emily, from Read it. Write it. Learn it. , uses an Olympic theme to deconstruct arguments, write outlines, and compete in the “strongest evidence” game complete with gold medals! Kids LOVE it and quickly understand the qualities of strong evidence in their writing. 

To really create an Olympic games feel, Emily creates a very simple (and free!) classroom transformation. She strings red, yellow, and blue streamers around the room, plays the Olympic theme song from YouTube, and prints gold medals to hand out for gold-medal-level deconstructed essays, strongest outlines, and strongest evidence. 

Next, Emily introduces the “Olympic events.” For example, the first Olympic Event she introduces to students is The Strongest Evidence Competition. Students are given two sides of an argument topic and asked to find three pieces of evidence to support each argument. After finding their evidence, students are tasked with identifying the evidence that’s the strongest. Students become so motivated to find the strongest evidence, and they’re practicing essential analysis skills. The quality of evidence students find is amazing. 

You can read more about implementing the Argument Olympics in your classroom here . 

SILENT DISCUSSIONS

Jenna, @DrJennaCopper , loves using silent discussions for students to debate the impact of articles and artifacts. The rules are simple: students are only allowed to write. This type of stipulation helps students really think about their responses since they can’t talk.

Here’s how it works:

• Choose an artifact or article.
• Get a big piece of poster board or a big paper and paste the article or artifact in the center.
• Tell students to read the article and then, discuss with the stipulation that they are only allowed to write. No talking! It helps if students color-code their writing.
• As students “discuss,” walk around the room and comment (in writing, of course!) to generate more debate.
• When the discussion is over, place the posters on the walls and give students a chance to walk around and view.
• Facilitate a talking classroom discussion to discuss insights and observations.

That’s it! Not only will your students be highly engaged, but you’ll also enjoy the few short minutes of precious silence!

As a bonus, this activity works great for a remote lesson as well. Just paste your article or artifact in a Google Doc and share it so they all have editing access. They can complete their silent discussions right in the document. 

STUDYING FAMOUS SPEECHES

Lauralee from the Language Arts Classroom frequently uses famous speeches and commercials to teach persuasion. By bringing in authentic examples to the classroom, this strategy offers history and media lessons, too.

When students realize that they see strategies every day in social media, on their phones, and within stores, they engage and are excited to apply those concepts to their public speaking endeavors.

For instance, students can study the techniques in a Susan B. Anthony speech and then apply those techniques to their own speeches. Teachers can even pair her speech with a narrative speech assignment. Students can then employ sentence structure, tone, and logos into their speeches. Although ELA teachers often use persuasive techniques during public speaking lessons, many of the same activities work well with argumentative writing.

NAILED IT! & SHARK TANK

Staci Lamb from The Engaging Station loves switching up her creative lessons on ethos, logos, and pathos every year. She has had students watch Shark Tank and sell their own products, but last year, she was inspired to try something new by making a connection to the Netflix show Nailed It .

Right before winter break, she went to Walmart to buy graham crackers, icing, candies, and more. Dollar Tree also had a great selection of inexpensive candy. Students had to create a gingerbread masterpiece and then use ethos, logos, and pathos to justify why their house was the best. The kids had a lot of fun, and it was an engaging activity to end the calendar year.

You can see this idea and more with free resources on her blog post Creative Ways to Teach Persuasive Appeals .

REAL WORLD TOPICS + CHOICE

Today, students have access to more information than ever at their fingertips. Tanesha from Tanesha B. Forman leverages real world topics – that students want to debate in the classroom – with argu mentative writing lessons. Choice is the bedrock of Tanesha’s approach to lit eracy and she offers students a choice on a topic (e.g. should college athletes be paid?), and tells them the format (e.g. speech, letter). 

Next, students research their topic. Tanesha always warns students to think about their position, but be open to changing based on what the research from credible sources reveals. Students spend a day or two gathering information for their writing assignment. For students who need support with this, Tanesha has 3-4 sources readily available. Once students have their evidence, they enter the writing process that Tanesha creates mini-lessons aligned to their needs and they present their work. Throughout the year, Tanesha encourages students to share topics they want to “argue” and she repeats the cycle.

THE ELEVATOR PITCH

No matter what you’re reading or learning about, adding a persuasive pitch to “sell” an idea, is a great way to include elements of persuasion beyond a persuasive unit.

For example, if students are creating something to aid a character , rather than just explain it, challenge your students to create a short elevator pitch! It can even be used with literary analysis by asking a question such as: Which character is the most (insert character trait here)?  Staci from Donut Lovin’ Teacher finds that when students have to pitch their ideas, they really begin to reflect on their work and what makes it great, and also where it can grow. 

Staci likes starting with a graphic organizer to get students thinking and then begins layering in mini-lessons that consider the audience, point of view, tone, and rhetorical appeals, depending on how much time you have. Students can then begin crafting their pitch on a guided template and practice saying it aloud. If you’re able to incorporate this multiple times throughout the year, your students will really grow confidence in their speaking skills, too!

MUSICAL DEBATES

Middle and high school students can at times feel intimidated by debate and persuasion. That’s why Melissa from Reading and Writing Haven recommends a mini debate activity that engages all students and makes debate relaxed and approachable.

Musical debates amplify the energy, creativity, and social interaction in the physical classroom and online. By adding a simple twist of music, it lightens the mood and provides natural brain breaks so students have time to collect their thoughts. 

Here are Melissa’s simple steps for using this debate-style discussion strategy in your classroom:

• Give students a thought-provoking or humorous prompt.
• Play music as students think, research, jot notes, and (if possible) walk around the room. 
• Stop the music and have students get into groups of two or three.
• Students quickly choose roles. Two of the students need to take one of the sides (pro / con or for / against). The third person is a neutral judge who can build on what the speakers say, offer a different perspective, or make connections between ideas.
• After a set amount of time, follow up with a question that digs deeper into the topic or provides another angle. Play music, and allow students to brainstorm again, or take some notes.
• Students then pair up again with different peers. 
• After as many rounds as you would like to run, bring the whole class together and use a Jamboard, Mentimeter, or Padlet as a common visual location to share ideas as a whole group.

To make this strategy work online, you can use breakout rooms to group students together randomly. 

Of course, you can run the same type of mini debates without the music. And, that’s fun, too! But, for students, the music adds energy and connectedness. Plus, it reduces the anxiety for students who are more reluctant to engage in debates. 

Musical debates create a warm, relaxed environment conducive to critical thinking and dialogue. And, students have multiple short opportunities to hone their skills and hear a variety of perspectives. Melissa wrote about engaging variations, prompts for musical discussions, and how to prepare students on her blog. Click here to read the post .

PSA PASSION PROJECTS

One way that Christina, The Daring English Teacher , likes to incorporate persuasion, argument, and debate into the classroom is by assigning a PSA Passion Project to students.

After learning about rhetorical appeals and argument writing , Christina assigns her students a PSA Passion Project. Her students select an important social issue and create a public service announcement campaign to raise awareness for their chosen issue.

The public service campaign usually includes a variety of items. To place students in charge of their learning, they choose several products to produce from a list of items: a speech, a persuasive letter, a graphic essay , a poster, an infographic, an informational video, a narrative video, a social media campaign, and more. It is important to make sure that students choose at least two items, and that their combination includes a writing component and a media literacy component.

To make the class project more fun, no two students can choose the same topic. To share their projects with the class, Christina likes to use Padlet.

ANALYZING MUSIC

Amanda from Mud and Ink Teaching likes to head the Disney direction when it comes to learning the ins and outs of argumentation. 

So many great Disney songs offer an argumentative core, and their popularity and familiarity help build engagement with students.  Take “Under the Sea” for example:  Sebastian has quite the task in front of him.  Somehow, he must convince an uninterested Ariel to curb her curiosity about the human world and appreciate her home under ‘de water.  Reversely, Moana sings of the importance of heeding the call to the ocean in “How Far I’ll Go” as she debates within herself how far she is actually willing to go.  Each of these speakers has an important message to impart, and these are things that students are comfortable wrestling with.

Amanda’s favorite song to teach, however, is the well-loved classic “Be Our Guest” from Beauty and the Beast .  In this lesson that she outlines in her blog post and provides a free Google Slide lesson download , Amanda teaches students the importance of understanding the rhetorical situation (the rhetorical triangle) as well as the devices and techniques that the speaker uses to communicate his message.  Through practice and discussion with familiar texts and characters, students begin to embrace the fundamental ideas of argumentation.

I hope this post helps you make persuasion more engaging, authentic, and student-centered! What are your other favorite activities to teach persuasion? Let me know in the comments!

If you like any of these ideas, don’t forget to pin them! 🙂

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Templates for structuring argumentative essays with practice exercises and solutions

On this page, thesis statement, referring to others’ work.

• Using impersonal language

Agreeing with what you’ve reviewed in the “They say” section

Disagreeing with what you’ve reviewed in the “they say” section.

• Agreeing and disagreeing simultaneously

My critics say

This page introduces a framework for writing argumentative/analytical essays, following a structure dubbed “They Say, I Say, My Critics Say, I Respond.” [1]

This page also includes a number of templates [2]   or examples that you may find helpful for writing argumentative/analytical essays. Keep in mind that it is possible to change the sequence of the framework sections. Also, the templates can be used interchangeably.

A principal element of an argumentative/analytical essay is the thesis statement.

A thesis statement is one or two sentences (maybe more in longer essays) typically occurring near the end of an essay introduction; it shows your position regarding the topic you are investigating or your answer(s) to the question(s) that you are responding to.

Here are some templates that may help you write an effective thesis statement:

• In this paper, I argue that .......... because ..........
• In the pages that follow, I will argue that .......... because ..........
• Although/Even though .......... this essay argues that/I will argue that .......... because ..........
• This paper attempts to show that ..........
• This paper contests the claim that ..........
• This paper argues that .......... 
• The central thesis of this paper is ..........
• In this essay, I attempt to defend the view that ..........

Thesis statement exercise and solutions

Imagine that you have been asked to write an argumentative essay about physical education in the Canadian high school system. Use one of the templates suggested to write a thesis statement about this topic.

• In the pages that follow, I will argue that physical education in the Canadian high school system has been largely ineffective because it has remained limited in its range of exercises and has failed to connect with students’ actual interests, such a dance and martial arts.
• This paper attempts to show that physical education is a crucial aspect of the Canadian high school system because many teenagers do not experience encouragement to do physical activity outside of school and contemporary life is increasingly sedentary for people of all ages.

The body of an essay usually begins by providing a background of the topic or a summary of the resources that you have reviewed (this is sometimes called a literature review). Here, you bring other people’s views into the paper. You want to show your readers what other scholars say (“they say”) about the topic, using techniques like paraphrasing, summarizing, and direct quotation.

You can start this section using one the following templates or examples to delve into the topic.

They say exercise and solutions

Imagine that you are now trying to incorporate some sources into your academic paper about physical education in the Canadian high school system. Try using a couple of templates from the “They Say” section of the handout.

Bonus exercise: See if you can identify the “template” structure that each of the sentences below is using (hint, they are different from the templates provided above).

• Brown (2018) rejects the idea that the levels of climate change we are currently seeing can be considered “natural” or “cyclical” (p. 108).
• According to Marshall (2017), we can see evidence of both code-switching and code-meshing in students’ reflective essay writing (p. 88).
• Previous studies of physical education have revealed that teenagers experience a significant degree of dissatisfaction with their gym classes (Wilson, 2010; Vowel et al, 1999; Mossman, 1986).
• A number of studies conducted prior to the 1990s have demonstrated that teenagers used to experience more encouragement to engage in physical activities outside of school hours (Sohal, 1954; Silverman, 1965; Lu, 1970; Mossman, 1986).
• Jones’ (2017) investigations of sedentariness among young people have shown significant increases in illness among teenagers who do not engage in regular physical activity.

After the background section (e.g., summary or literature review), you need to include your own position on the topic (“I say”). Tell your reader if, for instance, you agree, disagree, or even both agree and disagree with the work you have reviewed.

You can use one of the following templates or samples to bring your voice in:

• It could be argued that ..........
• It is evident/clear/obvious that the role of modern arts is ..........
• Clearly/Evidently, the role of education is ..........
• There is no little doubt that ..........
• I agree (that) ..........
• I support the view that ...........
• I concur with the view that ..........
• I disagree (that) ..........
• I disagree with the view that ..........
• I challenge/contest the view that ..........
• I oppose/am opposed to ..........
• I disagree with X’s view that .......... because, as recent research has shown, ..........
• X contradicts herself/can’t have it both ways. On the one hand, she argues ........... On the other hand, she also says ..........
• By focusing on .........., X overlooks the deeper problem of ..........
• Although I agree with X up to a point, I cannot accept his overriding assumption that ..........
• Although I disagree with much that X says, I fully endorse his final conclusion that ..........
• Though I concede that .........., I still insist that ..........
• X is right that .........., but she seems on more dubious ground that when she claims that ..........
• While X is probably wrong when she claims tha ..........., she is right that ..........
• Whereas X provides ample evidence that .........., Y and Z’s research on .......... and .......... convinces me that .......... instead.
• I’m of two minds about X’s claim that ........... On the one hand, I agree that .......... On the other hand, I’m not sure if ..........
• My feelings on the issue are mixed. I do support X’s position that .........., but I find Y’s argument about .......... and Z’s research on .......... to be equally persuasive.

I say exercises and solutions

Try using a template from each of the sections below to bring your own position into your writing:

• Agreeing with what you’ve reviewed
• Disagreeing with that you’ve reviewed

Using impersonal language There is little doubt that the teenage years are important for establishing life-long habits.

Agreeing with what you’ve reviewed in the “They say” section I support the view, presented by Vowel et al (1999) that effective physical education needs to consider the heightened self-consciousness that many teenagers experience and, in particular, needs to be sensitive to the body image issues that can be pervasive among young people.

Disagreeing with what you’ve reviewed in the “They say” section By focusing on school physical education programs and their shortcomings, Wilson (2010) overlooks the deeper problem that young people are experiencing a lack of motivation to incorporate healthy exercise into their daily lives.

Agreeing and Disagreeing simultaneously Though I concede that school physical education programs are valuable, I still insist that they cannot be the sole or even the primary way that we promote an active lifestyle among young people.

In a good argumentative essay, in addition to expressing your position and argument, you should consider possible opposing views to your argument: refer to what your opponents say (“my critics say”) and why they may disagree with your argument.

Including the ideas of those who may disagree with you makes up the counterargument section of your paper. You can refer to actual people, including other research scholars who may disagree with you, or try and imagine what those who disagree with you might say.

Remember, a thesis should be debatable, so you should be able to imagine someone disagreeing you’re your position. Here are some templates that may help you in writing counterargument:

My critics say exercise and solutions

Using one of the templates, try imagining a counterargument for the thesis you drafted earlier.

Sociocultural theorists used to believe that adolescence was a time of “natural defiance” (Fung, 1995) and therefore discounted the role of educational programs aimed at supporting teenagers to form healthy habits. Much of the focus of schooling therefore became about teaching specific content and skills.

Critics may call into question my assumption that effective physical education can help establish life-long healthy living habits.

After explaining what your opponents say, you have to refute them. This is sometimes called the rebuttal. Here, you can show your readers that your opponents either fail to provide enough evidence to support their argument or their evidence lacks credibility and/or is flawed.

Alternatively, you may argue that your opponents’ argument is valid, but not persuasive enough to be used in your study, or that their argument could be valid in a different context.

Don’t forget that for each part of your argument, you must provide enough evidence for the claims that you make. This means that if you include one of these templates in your essays, you have to explain the evidence it presents in a way that is clear and convincing for your reader.

I respond exercise and solutions

Using one of the templates, craft a rebuttal to the counterargument you just created.

Sociocultural theorists used to believe that adolescence was a time of “natural defiance” (Fung, 1995) and therefore discounted the role of educational programs aimed at supporting teenagers to form healthy habits. Much of the focus of schooling therefore became about teaching specific content and skills. However, this argument fails to demonstrate that the defiance observed during adolescence was “natural” or inherent and not a product of a specific cultural environment. It therefore does not convince me that education during the adolescent years needs to remain rigidly focused on content and skills.

Critics may call into question my assumption that effective physical education can help establish life-long healthy living habits. While it is true that we cannot assume that physical education will automatically lead to the establishment of healthy habits, I maintain that the creation of such habits, rather than simply teaching specific physical education content or skills, should be the central goal of an effective physical education program.

Graff, G., & Birkenstein, C. (2017). They say / I say: The moves that matter in academic writing, with readings (3rd ed.). New York: Norton W. W. Company.

Marshall, S. (2017). Advance in academic writing: Integrating research, critical thinking, academic reading and writing. Toronto, Canada: Pearson Education ESL.

Morley, J. (2014). Academic phrasebank. Retrieved from http://www.phrasebank.manchester.ac.uk/

[1] Adapted from Graff and Birkenstein (2016).

[2] The templates used in this handout are adapted from Morley (2014), Marshall (2017), and Graff and Birkenstein (2016).

Teaching Argumentation and Persuasion: 6 Engaging Activities Beyond the Argumentative Essay

There are many engaging activities to use when teaching argumentation and persuasion beyond the classic essay. While the argumentative essay can certainly be effective, try something new with one of these 6 engaging activities. Your students will be excited and eager to apply argumentation and persuasion in the classroom and beyond.

When it comes to teaching argumentation and persuasion, I’m like a kid on Christmas morning. I’m eager, excited, and full of energy. Yet, over the years, I’ve found that my students don’t always meet me with the same enthusiasm. Instead, they roll their figurative eyes at the thought of writing yet another essay.

I had to do something to save my favorite holiday– I mean unit– of the year.

I’ve spent more hours than I’d like to admit, wracking my brain for activities that would make teaching argumentation and persuasion, dare I say, fun! But the time and effort paid off. When I started implementing activities beyond the argumentative essays, my students were engaged and active participants. It was a win-win.

Lucky for you, I’ve done the work (and put in the time) so you don’t have to. Instead, simply keep reading to uncover some of my secret weapons for teaching argumentation and persuasion. The following activities can be used instead of or in conjunction with the classic argumentative essay. It’s totally up to you and what will best suit your students’ needs. Regardless, you don’t have to spend the hours brainstorming from square one. You can thank me later. In the meantime, read on, my teacher friends!

Laying the Foundation for Teaching Argumentation and Persuasion

Before jumping into one of the activities below, you need to set your students up for success. Therefore, be sure to teach the essential concepts for effective argumentation and persuasion. Afterall, both argumentation and persuasion are cornerstone communication skills in the 21st century.

So, not only do you want to do these topics justice for the sake of your classroom. But, they’re also some of the most transferable skills your students will use in the real world.

Note: if you’re just looking for the activities, no problem! Keep scrolling– I promise they’re there.

Understanding the Difference Between Argumentation and Persuasion

While these two topics are often taught together, it’s important for students to know that they aren’t exactly synonyms. Instead, you could argue (see what I did there) these two concepts act as compliments to one another. In many cases, persuasion can strengthen an argument, and vice versa. But again, they’re not exactly the same when it comes to speaking or writing. (However, I find it useful to remind students of one of the most important aspects they do share: there has to be at least two sides.) You can clarify the major differences between the two by looking at the main goal for each type of writing or speech:

• The goal of argumentative writing is to get the audience to acknowledge your stance on a topic. Moreover, a strong argument shows the reader your viewpoint is valid and deserves consideration. Therefore, argumentative writing is heavily rooted in logic and facts and addressed counterclaims.
• Goal of persuasive writing is to get the audience to agree with you and your stance on a particular topic or viewpoint. While logic most certainly strengthens persuasion, there is also a heavy emphasis on emotional elements as well.

The truth is, the two are often used hand in hand in the real world with everything from marketing and public service campaigns to politics and law. And, in most cases, persuasive writing is more personal and passionate for students. Therefore, I strive to teach the two together to increase student engagement and real word application. Talk about a dream duo for students and teachers alike!

Rhetoric and Rhetorical Appeals

I absolutely love comparing persuasion and argumentation to art. Why? Because it’s a true craft. Do I explain it that way to my students? Abso-freakin-lutely. Why? Because they need to understand that presenting a sound and persuasive argument is a skill. That these writing and speaking skills take time and effort to develop.

Enter: Rhetoric. I always begin this unit by defining argumentation, persuasion, and rhetoric, explaining how the latter literally means the art of persuasion. Then, I introduce the three main rhetorical appeals (shout out Aristotle). Rather than simply giving the students the definitions of ethos, pathos, and logos, I begin by asking questions to help reveal the definitions. Here are some of the questions I use– and that you can most certainly steal for your own classroom:

• To introduce ethos , I ask, “Who would you trust to give advice about toothpaste? Why?”
• To introduce logos , I might ask, “If you wanted to learn how to build a successful business, what is the benefit of a successful entrepreneur giving you step-by-step guidance?”
• To introduce pathos , I ask, “Think about a time where you got emotional during a commercial, song, or movie. What was it that made you so emotional?”

The Power of Words

Once students have an understanding of these essential definitions, it’s time to move on to a more abstract, yet highly significant, concept: the power of words. This is where I introduce the importance (and power) of diction. This is the perfect time to explain how words impact reader/audience experience.

One of the simplest examples to make a case for this claim is asking students to analyze the difference between the terms house and home. I’ve never had a class not come to the conclusion that a house is a structure and place of living, where a home is a place filled with love.

To round out the discussion on why and how words have an impact on the audience, introduce connotation and denotation. Spending a handful of minutes explaining the emotional meaning behind words (connotation) can be a game changer. It reminds students that there is, in fact, emotional power in the words we use. To drive the point home, you can ask them to compare times when they were upset vs. angry vs. furious.

A Fun and Engaging Warm-Up Activity for Teaching Argumentation and Persuasion

What tween or teen doesn’t like arguing with adults? (Trust me. They’re far and few between.) In other words, students will eat this activity up. Rather than focusing on deep and heavy topics that require a great deal of research and unpacking, this activity is a lighthearted warm-up. The goal is to get students to start thinking about what goes into a sound and persuasive argument.

• Arguing with “Adults”

Working independently or in small groups, students will pick a “silly” or lighthearted topic. Encourage them to think of things they’d like to convince their parents, teachers, or other adults. Since these topics are light hearted and often come from a place of passion, students will have no problem coming up with reasons why their curfew should be extended by an hour or two or why homework should be abolished. They’re excited to argue why their parents should buy them a car or why a puppy is a must-have addition to their family.

Next, allow students five minutes to choose a topic and brainstorm their argument. Then, give them 10-20 minutes to write their argument. (The timing of this activity is flexible, so you can adjust it based on the structure of your class.) After they write out their argument, it’s time to share– and let the discussion unfold. As each student (or group) shares their argument, have fun playing devil’s advocate. Challenge them to push their arguments and reasoning further.

While you might want to guide the students through the discussion, let them really come to terms with the idea of what makes a sound and persuasive argument. And if you really want to play up the fun? Challenge the other students to play that role! Have your students in the audience play the role of the adults to whom the argument is targeted. This will challenge students to find holes in the arguments, brainstorming ways to make an argument even stronger. Additionally, it challenges them to think about the importance of audience perspective , looking beyond their own interests, blind spots, and biases. The end result? Develop a list of student generated “check-points” for an argument that is both powerful and persuasive.

Engaging Activities for Teaching Argumentation and Persuasion

Watching TV. Driving down the highway. Scrolling through social media. The art of argumentation and persuasion are everywhere . So, why not bring some of those real-life examples to your classroom? Because the truth is, persuasion and argumentation comes in all shapes and sizes. Therefore, it might be time to look beyond the traditional argumentative essay. And with these activities, you can.

An oldie but a goodie. In fact, discussing teaching argumentation and persuasion wouldn’t feel right without some sort of debate. So, to begin this student-centered activity, select (or have students choose) a topic to argue. This can be a murder or crime– and you can even have fun with historical topics like the Salem witch trials if it’s around Halloween or you’re reading The Crucible . Alternatively, you can root your debate in an ethical dilemma or an essential question. Generally speaking, you can look toward real life events or literature for inspiration. You can even head to your state bar association website for mock trial resources and cases– like these from the state of NH . As long as there is evidence to be found and a case to make, you should be good to go.

Before really diving into the mock trial, spend time reviewing the basics of the justice system and trials. Then, once you choose your topic, divide students into teams of prosecution and defense. Once the teams are determined, students can dive into researching and crafting their arguments. However, be sure to emphasize the need for evidence based claims while also discussing the power of persuasion in the courtroom. (There are plenty of video clips you can show and analyze to see these two elements in action.) Each group, both the prosecution and defense, are responsible for crafting an opening statement, a claim, a rebuttal, and a closing statement. For smaller classes, you can serve as the judge and jury. For larger classes, you can run several trials, letting the other groups act as the jury if they’re not presenting. Either way, students will be far more eager to win the jury over with their evidence than they are to write a paper.

There’s no better way for students to show off their new persuasive skills and knowledge of ethos, logos, and pathos than to craft their own arguments. And a mock trial allows them to do so in a way other than the classic essay. But with a verdict on the line, there’s a lot at stake. Therefore, this activity amps up eager participation.

Mock Trial Teacher Tip. Mock trials make debating more exciting– especially if you really play up the trial theme. (Have an old graduation gown? Use it as the judge’s robe! A wig? Yes please! A gavel? A must.)  So, grab your gavel and give this engaging activity a try!

• Students Do Shark Tank

This activity brings the worlds of business, marketing, and advertisements into the conversation. Talk about real world connection! Most older students will be familiar with this show. However, it’s always fun to show a clip for an episode or two just in case. Plus. Who doesn’t love watching videos in class? (Teachers and students alike.) Shark Tank is all about the pitch. So, have fun replicating this idea in your classroom! And instead of presenting to the likes of Mark Cuban, students will present to you . If you’re able, try getting a few other guest sharks on the “show”.

Before diving into the project, in addition to watching a few clips of the show, take some time to analyze the world of advertising. Encourage students to find connections between argumentative and persuasive writing and real-life commercials, social media campaigns, and print advertisements. Then, put students in small groups and together they will create their own product. Alternatively, you can have them pick an existing product they’re passionate about. Then, the fun begins.

Using their new knowledge of persuasive language techniques and argumentation, students must convince the sharks to invest in their product! For a fun twist that gets everyone involved, let the audience in on the investments. Print out a set amount of “money” for each student. After all the presentations, allow them to “invest” in their favorite products. As for the presentations themselves, I like to require a visual advertisement– like a poster– and a written component– like an elevator pitch. Students can then display their visuals as they give their speech. Later, students can view all of the visuals as they decide where to “invest” their money.

Shark Tank Teacher Tip. Looking to beef up the argumentative writing side of things? You can have students submit a short research-based argumentative paper that supports the need for their product. Regardless of the specifics, students will be eager to dive into this activity with such real world application.

• Speech Remix

From Abraham Lincoln’s  “The Gettysburg Address” and Martin Luther King Jr.’s “I Have a Dream,” history has its fair share of powerful speeches. And they’re great examples of argumentation and persuasion as well. So, begin this activity by analyzing a mentor text as a class. Then, turn it over to the students to showcase their knowledge on their own.

Have students choose a historical speech (you can refer to this bank of speeches here ) to analyze. They can turn in annotations or a short response analyzing the rhetoric of their chosen speech. Here’s the twist. After analyzing the speech, they then use it as a mentor text, implementing its sentence structure, tone and rhetorical techniques as they write their own speech. This is where student choice really kicks up a notch. Allow students to choose a topic, cause, or issue they feel passionate about. However, I always recommend having a list of potential topics on hand for students who need a little more guidance.

Additionally, it might be useful to encourage a backwards design approach. Have students select their topic first, and then find a speech that is a good match. For example, a social justice issue might pair well with Martin Luther King Jr.’s “I Have a Dream” speech. However, be sure students choosing unique and more modern topics are not dissuaded if they can’t find the perfect match. Regardless, in the end, this activity pays homage to great speeches of the past while allowing students to take ownership as they apply the argumentative and persuasive techniques to modern day.

Speech Remix Teacher Tip. Why limit yourself to the four walls of your classroom? This activity is a perfect opportunity for cross-curricular collaboration. Consider reaching out to the history teachers and focus your class study on a speech that lines up with the social studies curriculum. This will allow students to have a more in depth background knowledge, giving them more context for the speaker’s rhetorical approach. Similarly, a speech of this caliber might be less intimidating if they understand the context, allowing them to really focus on the rhetorical approach.

• #Influencer

In the age of social media, companies make a pretty penny using influencer campaigns. And it’s really quite fitting. Afterall, argumentation and persuasion is all about influence . So, to kick off this activity, spend some time looking at social media ads and influencer accounts. Be sure to analyze everything from photos to captions to hashtags.

After looking at real word examples, it’s time for students to take on the role of an “influencer” – they can be themselves or create an influencer persona. The next step is for them to choose which product of service they are “fit” to promote and, ideally, sell. Students should pick something they have experience with or knowledge about, from video games to make-up. Then, have students write a letter to the “company” (aka you) to convince them that they are capable of being an influencer. This is where they really need to tap into ethos. They should clearly explain why they are a reputable source and should be trusted to sell “your” product. If they’ve convinced you, then they can sign a “contract” (aka the assignment requirements) that outlines the agreement.

Here’s where the fun and creativity happens. While you can determine the specific requirements, students should create a portfolio of campaign materials to promote their chosen product. This is where you can determine how in depth or brief you want the assignment to be. The portfolio can include artifacts like a series of social media posts, youtube videos or scripts, an email funnel, or even blog posts– or a portfolio combining various types of artifacts.

#Influencer Teacher Tip. If you’re looking to amp up the requirements and turn this into a unit-long assignment or a full blown summative assessment, you totally can. Consider adjusting the assignment to be a multigenre project of sorts. Present students with a list and overview of various genres they can include as part of their project. Then, let them select the ones they wish to include in their multigenre portfolio.

• PSA – The Passion Project

The name alone screams engagement, right? Even better, this activity is engaging.  Instead of assigning a list of overused (and sometimes outdated) argumentative prompts, let students take the reins by choosing a topic that matters to them . So, after teaching your students about rhetorical appeals, the appropriate use of persuasion, and the basics of argumentative writing, let students showcase their newfound skills with the PSA Passion Project. In this project, rather than simply writing an essay for the sake of getting grades, students are diving into an issue of their choice in hopes of raising awareness.

Begin by having students select a social or environmental issue that is important to them. These can range from animal testing in the beauty industry to the impact of social media on mental health. In other words, there’s a wide variety of topics out there, so your students are bound to find something that matters to them. Then, they must plan, develop, and create a public service announcement campaign around the issue. This is where you can really drive home the idea of call to action with persuasion. The challenge with the PSA assignment is crafting an argument that is applicable and persuasive for a mass audience. Afterall, when it comes to wide-spread change, there is power in numbers. (This activity can serve as its own unit or work in conjunction with the study of classic essays like “On The Duty of Civil Disobedience” by Thoreau or “A Letter From Birmingham County Jail” by MLK Jr..

This activity has plenty of room for creativity and student choice. However, that doesn’t mean you have to give up a writing component. Instead, require students to complete a minimum of two items: a written piece and a visual or media element. The writing pieces can range from a more traditional argumentative essay to back up their media component. Alternatively, they can write a speech, persuasive letter, or educational blog post. Then, for the media components, they can create a poster, a video, a social media post, or an infographic– just to name a few. Now, if you’re really looking to diversify the elements of this project, consider turning the PSA Passion Project into a full blown multigenre project!

PSA Passion Project Teacher Tip. Despite your best efforts, some students will claim they can’t find a topic they’re passionate about. (Teenagers.) That’s why I always come prepared with a list of topics students can choose from. Even students eager to choose their own topic might like to see a list for inspiration. Save yourself some time by giving them ideas from this list of engaging argumentative writing prompts!

A Final Note on the Art of Teaching Argumentation and Persuasion

Remember, I’m not saying traditional essays are bad. But I think it’s worth looking beyond the traditions and asking ourselves, how can we make this better ? Better for the students. More reflective of and applicable to the world we live in. If there’s some fun to be had along the way, so be it! (In fact, I encourage it!)

So, as you go one to try any one (or all!) of these activities in your classroom, feel free to make adjustments as needed. And If you’re still looking for a more traditional essay to be your summative assessment, that’s A-OK too! In fact, the activities above can be shortened and adjusted to serve as a mini-lesson or formative assignments before writing a more traditional argumentative essay.

The bottom line is this…

Ever since I changed my approach to teaching argumentation and persuasion, it’s become something my students and I enjoy together . Imagine that!

1 thought on “Teaching Argumentation and Persuasion: 6 Engaging Activities Beyond the Argumentative Essay”

awesome advice and ideas. My semester just got a lot better!!!

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Strategies for Teaching Argument Writing

Three simple ways a ninth-grade teacher scaffolds argument writing for students.

My ninth-grade students love to argue. They enjoy pushing back against authority, sharing their opinions, and having those opinions validated by their classmates. That’s no surprise—it’s invigorating to feel right about a hot-button topic. But through the teaching of argument writing, we can show our students that argumentation isn’t just about convincing someone of your viewpoint—it’s also about researching the issues, gathering evidence, and forming a nuanced claim.

Argument writing is a crucial skill for the real world, no matter what future lies ahead of a student. The Common Core State Standards support the teaching of argument writing , and students in the elementary grades on up who know how to support their claims with evidence will reap long-term benefits.

Argument Writing as Bell Work

One of the ways I teach argument writing is by making it part of our bell work routine, done in addition to our core lessons. This is a useful way to implement argument writing in class because there’s no need to carve out two weeks for a new unit.

Instead, at the bell, I provide students with an article to read that is relevant to our coursework and that expresses a clear opinion on an issue. They fill out the first section of the graphic organizer I’ve included here, which helps them identify the claim, supporting evidence, and hypothetical counterclaims. After three days of reading nonfiction texts from different perspectives, their graphic organizer becomes a useful resource for forming their own claim with supporting evidence in a short piece of writing.

The graphic organizer I use was inspired by the resources on argument writing provided by the National Writing Project through the College, Career, and Community Writers Program . They have resources for elementary and secondary teachers interested in argument writing instruction. I also like to check Kelly Gallagher’s Article of the Week for current nonfiction texts.

Moves of Argument Writing

Another way to practice argument writing is by teaching students to be aware of, and to use effectively, common moves found in argument writing. Joseph Harris’s book Rewriting: How to Do Things With Texts outlines some common moves:

• Illustrating: Using examples, usually from other sources, to explain your point.
• Authorizing: Calling upon the credibility of a source to help support to your argument.
• Borrowing: Using the terminology of other writers to help add legitimacy to a point.
• Extending: Adding commentary to the conversation on the issue at hand.
• Countering: Addressing opposing arguments with valid solutions.

Teaching students to identify these moves in writing is an effective way to improve reading comprehension, especially of nonfiction articles. Furthermore, teaching students to use these moves in their own writing will make for more intentional choices and, subsequently, better writing.

Argument Writing With Templates

Students who purposefully read arguments with the mindset of a writer can be taught to recognize the moves identified above and more. Knowing how to identify when and why authors use certain sentence starters, transitions, and other syntactic strategies can help students learn how to make their own point effectively.

To supplement our students’ knowledge of these syntactic strategies, Gerald Graff and Cathy Birkenstein recommend writing with templates in their book They Say, I Say: The Moves That Matter in Academic Writing . Graff and Birkenstein provide copious templates for students to use in specific argument writing scenarios. For example, consider these phrases that appear commonly in argument writing:

• On the one hand...
• On the other hand...
• I agree that...
• This is not to say that...

If you’re wary of having your students write using a template, I once felt the same way. But when I had my students purposefully integrate these words into their writing, I saw a significant improvement in their argument writing. Providing students with phrases like these helps them organize their thoughts in a way that better suits the format of their argument writing.

When we teach students the language of arguing, we are helping them gain traction in the real world. Throughout their lives, they’ll need to convince others to support their goals. In this way, argument writing is one of the most important tools we can teach our students to use.

EnglishForEveryone.org

Writing practice worksheets terms of use, finish the story writing worksheets.

• Beginning Finish the Story - The Snow Day
• Beginning Finish the Story - The Fair
• Beginning Finish the Story - Summer Camp
• Beginning Finish the Story - The Birthday Party
• Beginning Finish the Story - The Halloween Costume
• Beginning Finish the Story - The 4th of July
• Intermediate Finish the Story - The Beach Trip
• Intermediate Finish the Story - The Great Find
• Intermediate Finish the Story - Which Way?
• Intermediate Finish the Story - Finding Muffin
• Intermediate Finish the Story - The Zoo
• Advanced Finish the Story - The Troublemaker

Question Response Writing Worksheets

• Beginning Question Response - Your Favorite Color
• Beginning Question Response - Your Favorite Day
• Beginning Question Response - Your Favorite Number
• Beginning Question Response - In Your Family
• Beginning Question Response - Your Favorite Sport
• Beginning Question Response - Your Favorite Clothes
• Beginning Question Response - Your Favorite Music
• Beginning Question Response - How You Relax
• Beginning Question Response - Lunch Time
• Beginning Question Response - With Your Friends
• Beginning Question Response - Collecting Stamps
• Beginning Question Response - Your Birthplace
• Beginning Question Response - Starting Your Day
• Intermediate Question Response - Your Favorite Food
• Intermediate Question Response - Your Favorite Movie
• Intermediate Question Response - Your Favorite Song
• Intermediate Question Response - TV Programs
• Intermediate Question Response - Your Favorite Time
• Intermediate Question Response - Which Country?
• Intermediate Question Response - The Wisest Person
• Intermediate Question Response - Someone You Admire
• Advanced Question Response - A Great Accomplishment
• Advanced Question Response - The Most Exciting Thing
• Advanced Question Response - Oldest Memory
• Advanced Question Response - The Most Productive Day of the Week
• Advanced Question Response - An Interesting Person
• Advanced Question Response - What Have You Built?
• Advanced Question Response - What You Like to Read

Practical Writing Worksheets

• Beginning Practical - Grocery List
• Beginning Practical - TO Do List
• Beginning Practical - At the Beach
• Beginning Practical - The Newspaper
• Intermediate Practical - Absent From Work
• Intermediate Practical - Your Invitation
• Intermediate Practical - Paycheck
• Intermediate Practical - The New House
• Advanced Practical - Soccer Game Meeting
• Advanced Practical - Note About Dinner
• Advanced Practical - A Problem
• Advanced Practical - A Letter to Your Landlord
• Advanced Practical - A Product

Argumentative Writing Worksheets

• Intermediate Argumentative - Cat, Star, or Book?
• Intermediate Argumentative - Soccer or Basketball?
• Intermediate Argumentative - Giving and Receiving
• Intermediate Argumentative - Does Practice Make Perfect?
• Advanced Argumentative - Five Dollars or a Lottery Ticket?
• Advanced Argumentative - The Most Important Word
• Advanced Argumentative - An Apple
• Advanced Argumentative - Too Many Cooks

Writing Worksheets

• Beginning Writing Worksheet
• Intermediate Writing Worksheet
• Advanced Writing Worksheet

Using Precise Language

• Using Precise Language - An Introduction
• Using Precise Language Practice Quiz

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10 Ways to Teach Argument-Writing With The New York Times

By Katherine Schulten

• Oct. 5, 2017

Updated, Feb. 2020

How can writing change people’s understanding of the world? How can it influence public opinion? How can it lead to meaningful action?

Below, we round up the best pieces we’ve published over the years about how to use the riches of The Times’s Opinion section p to teach and learn.

We’ve sorted the ideas — many of them from teachers — into two sections. The first helps students do close-readings of editorials and Op-Eds, as well as Times Op-Docs, Op-Art and editorial cartoons. The second suggests ways for students to discover their own voices on the issues they care about. We believe they, too, can “write to change the world.”

Ideas for Reading Opinion Pieces

1. Explore the role of a newspaper opinion section.

How would your students describe the differences between the news sections of a newspaper and the opinion section? What do they have in common? How do they differ? Where else in newspapers are opinions — for instance, in the form of reviews or personal essays — often published?

Bring in a few print copies of a newspaper, whether The Times or a local or school paper, and have your students work in small groups to contrast a news page with an opinion page and see what they discover.

Though this piece, “ And Now a Word From Op-Ed ,” is from 2004, it still provides a useful and quick overview of The Times’s Opinion section, even if the section then was mostly a print product. It begins this way:

Here at the Op-Ed page, there are certain questions that are as constant as the seasons. How does one get published? Who chooses the articles? Does The Times have an agenda? And, of course, why was my submission rejected? Now that I’ve been Op-Ed editor for a year, let me try to offer a few answers.

This 2013 article, “ Op-Ed and You ,” also helps both readers of the section, and potential writers for it, understand how Times Opinion works:

Anything can be an Op-Ed. We’re not only interested in policy, politics or government. We’re interested in everything, if it’s opinionated and we believe our readers will find it worth reading. We are especially interested in finding points of view that are different from those expressed in Times editorials. If you read the editorials, you know that they present a pretty consistent liberal point of view. There are lots of other ways of looking at the world, to the left and right of that position, and we are particularly interested in presenting those points of view.

After students have read one or both of these overviews, invite them to explore the Times’s Opinion section , noting what they find and raising questions as they go. You might ask:

• What pieces look most interesting to you? Why?

• What subsections are featured in the links across the top of the section (“Columnists”; “Series”; “Editorials”; “Op-Ed”; “Letters”; etc.) and what do you find in each? How do they seem to work together?

• How do you think the editors of this section decide what to publish?

• What role does this section seem to play in The Times as a whole?

• Would you ever want to write an Op-Ed or a letter to the editor? What might you write about?

If your students are confused about where and how news and opinion can sometimes bleed together, our lesson plan, News and ‘News Analysis’: Navigating Fact and Opinion in The Times , can help.

And to go even deeper, this lesson plan from 2010 focuses on a special section produced that year, “ Op-Ed at 40: Four Decades of Argument and Illustration .” It helps students understand the role the Op-Ed page has played at The Times since 1970, and links to many classic pieces.

2. Know the difference between fact and opinion.

In our lesson plan Distinguishing Between Fact and Opinion , you’ll find activities students can use with any day’s Times to practice.

For instance, you might invite them to read an Op-Ed and underline the facts and circle the opinion statements they find, then compare their work in small groups.

Or, read a news report and an opinion piece on the same topic and look for the differences. For example, which of the first paragraphs below about the shooting in Las Vegas is from a news article and which is from an opinion piece? How can they tell?

Paragraph A: After the horrific mass shooting in Las Vegas, the impulse of politicians will be to lower flags, offer moments of silence, and lead a national mourning. Yet what we need most of all isn’t mourning, but action to lower the toll of guns in America. (From “ Preventing Mass Shootings Like the Vegas Strip Attack ”) Paragraph B: A gunman on a high floor of a Las Vegas hotel rained a rapid-fire barrage on an outdoor concert festival on Sunday night, leaving at least 59 people dead, injuring 527 others, and sending thousands of terrified survivors fleeing for cover, in one of the deadliest mass shootings in American history. (From “ Multiple Weapons Found in Las Vegas Gunman’s Hotel Room ”)

3. Analyze the use of rhetorical strategies like ethos , pathos and logos.

Do your students know what ethos , pathos and logos mean? The video above, “ What Aristotle and Joshua Bell Can Teach Us About Persuasion ,” can help. We use it in this lesson plan , in which students explore the use of these rhetorical devices via the Op-Ed “ Rap Lyrics on Trial ” and more. The lesson also helps students try out their own use of rhetoric to make a persuasive argument.

In the post, we quote a New Yorker article, “The Six Things That Make Stories Go Viral Will Amaze, and Maybe Infuriate, You,” that explains the strategies in a way that students may readily understand:

In 350 B.C., Aristotle was already wondering what could make content — in his case, a speech — persuasive and memorable, so that its ideas would pass from person to person. The answer, he argued, was three principles: ethos, pathos, and logos. Content should have an ethical appeal, an emotional appeal, or a logical appeal. A rhetorician strong on all three was likely to leave behind a persuaded audience. Replace rhetorician with online content creator, and Aristotle’s insights seem entirely modern. Ethics, emotion, logic — it’s credible and worthy, it appeals to me, it makes sense. If you look at the last few links you shared on your Facebook page or Twitter stream, or the last article you e-mailed or recommended to a friend, chances are good that they’ll fit into those categories.

Take the New Yorker’s advice and invite them to choose viral content from their social networks and identify ethos , pathos and logos at work.

Or, use the handouts and ideas in our post An Argument-Writing Unit: Crafting Student Editorials , in which Kayleen Everitt, an eighth-grade English teacher, has her students take on advertising the same way.

Finally, if you’d like a recommendation for a specific Op-Ed that will richly reward student analysis of these elements, Kabby Hong, a teacher at Verona Area High School in Wisconsin, who will be our guest on our “Write to Change the World” webinar, recommends Nicholas Kristof’s column “ If Americans Love Moms, Why Do We Let Them Die? “

4. Identify claims and evidence.

The Common Core Standards put argument front and center in American education, and even young readers are now expected to be able to identify claims in opinion pieces and find the evidence to support them.

We have a number of lesson plans that can help.

First, Constructing Arguments: “Room for Debate” and the Common Core Standards , uses an Opinion feature that, though now defunct, can still be a great resource for teachers. Use the archives of Room for Debate , which featured succinct arguments on interesting topics from a number of points of view, to introduce students to perspectives on everything from complex geopolitical or theological topics to whether people are giving Too Much Information in today’s Facebook world .

We also have two comprehensive lesson plans — For the Sake of Argument: Writing Persuasively to Craft Short, Evidence-Based Editorials and I Don’t Think So: Writing Effective Counterarguments — that were written to support students in crafting their own editorials for our annual contest . In both, we first introduce readers to “mentor texts,” from The Times and elsewhere, that help them see how effective claims, evidence and counterclaims function in making a strong argument.

Finally, if you’re looking for a fun way to practice, we often hear from teachers that our What’s Going On in This Picture? feature works well. To participate, students must make a claim about what they believe is “going on” in a work of Times photojournalism stripped of its caption, then come up with evidence to support what they say.

5. Adopt a columnist.

This Is What a Refugee Looks Like

If elena, 14, is sent back to her country, she may be murdered..

VISUAL AUDIO Nick debarks plane B-roll streets of Mexico, B-roll rural Mexico, on truck, train passing Nick [VO]: We’re in Southern Mexico on the Guatemala-Mexico border, an area where you have hundreds of thousands of Central Americans, in many cases aiming to get to the US. B-roll people getting on bus Nick [VO]: These are not economic migrants. These are people who are fleeing gangs and sexual violence. Nick talking to women outside refugee agency INTV Nick B-roll Tapachula sky Nick [VO]:The homicide rates in Central America are some of the highest in the world. If you or I were there, we would be fleeing this as well. INSERT TITLE CARD Nick greeting Brenda Nick walks up steps to apartment Nick: Hola Brenda, Buenos dias. Brenda: Buenos dia, que tal? Nick [VO]: One of the people we met, Brenda, has applied for refugee status for her and for her daughters and she’s waiting. Nick meets Brenda’s children Translator: Hello. What’s your name? Kimberly: Kimberly. Nick: Kimberly, okay. Translator: She’s Kimberly. Brenda: Nestor Nick: Nestor! How are you? Inside Brenda’s apartment Nick talking to Elena Brenda: She’s Zoila Elena Nick: Elena, you are 14? Is that right? Translator: You’re 14 years old, right? Elena: Si. Nick: Kimberly… once? Elena: Doce. Nick: Doce! Translator: It’s twelve now. Nick: Okay. ElenaB-roll washing up in apartment, preparing chicken feet Her mother joins her INTV Elena on stairs Elena: My family calls me Elena. The house where I lived was in Honduras. Before, in our neighborhood, you could go out at whatever time you wanted, you could go out to play. But now these gangs arrived, the men from the 18th Street Gang, they started to establish rules. Everything was different, and that’s when our mother brought us here. Nick interviewing Elena inside house CU Brenda crying Nick: There’s special dangers for girls growing up from the maras . Did you have any girlfriends who were attacked by boys, did you worry about that happening to you? Elena: Yes I know someone. She was dating someone from the 18th Street Gang. They forced her by saying that if she didn’t join them… they would kill her whole family. So that nothing would happen to her family she had to do it. So they arranged to meet at the river. And she went to the river. She ended up getting raped. And when she left the river. she came out with a bullet in here and had to walk naked to her house. Well from then on we didn’t hear from her again. Nick: So you saw her coming from the river, naked, bleeding from a gunshot wound in the stomach? Elena: I was just like this, and I was shocked. But I couldn’t do anything because the gangsters were there and… if they would see us helping her, something could have happened to us. Nick: Did the gang members ever pay attention to you in ways that made you feel dangerous, that they might do the same thing to you? Elena: And there was one that told me that if I didn’t go out with him, he was going to kill my mom and dad. So I sent him a text message saying yes, agreeing to it. Nick: And how old were you when he wanted you to be his girlfriend? Elena: Eleven and a half years old. Translator: Eleven years. Nick: And you were able to say no to him then? Elena: No... because if I didn’t agree... he would have killed my family. Because he forced me.... even though I did not want to. So, I had to say yes... in order to protect my family. B-roll border checkpoint INTV Nick Nick [VO]: The United States and Mexico together have sent back 800,000 adults over the last 5 years, and 40,000 children to just those 3 countries of Guatemala, El Salvador, and Honduras. Brenda and her kids inside apartment Brenda: I think I’m moving forward, whether or not I have to go through, what I already went through. I don’t have anywhere else to go. Nick [VO]: If they’re sent back, her daughters will be perhaps killed and preyed upon by the gangs. Nick in taxi Brenda’s family in apartment Nick [VO]: What would you do if you were Elena? Stay in Honduras and be forced into a relationship with a gang member? I doubt it. Elena in apartment with family INTV Elena Elena: And now we are moving from one place to another, and people think we are less important because we are immigrants. But they don’t know what we are running from.

We have heard from many teachers over the years that a favorite assignment is to have students each “adopt” a different newspaper columnist, and follow him or her over weeks or months, noting the issues they focus on and the rhetorical strategies they use to make their cases. Throughout, students can compare what they find — and, of course, apply what they learn to their own writing.

One teacher, Charles Costello, wrote up the details of his yearlong “Follow a Columnist” project for us. If you would like to try it with The Times, here are the current Op-Ed columnists:

Charles M. Blow

Jamelle Bouie

David Brooks

Frank Bruni

Roger Cohen

Gail Collins

Ross Douthat

Maureen Dowd

Thomas L. Friedman

Michelle Goldberg

Nicholas Kristof

Paul Krugman

David Leonhardt

Farhad Manjoo

Jennifer Senior

Bret Stephens

6. Explore visual argument-making via Times Op-Art, editorial cartoons and Op-Docs.

The New York Times regularly commissions artists and cartoonists to create work to accompany Opinion pieces. How do illustrations like the one above add meaning to a text, while grabbing readers’ attention at the same time? What can students infer about the argument being made in an Op-Ed article by looking at the illustration alone?

In this lesson plan , students investigate how art works together with text to emphasize a point of view. They then create their own original illustrations to go with a Times editorial, Op-Ed article or letter to the editor. We also suggest that they can illustrate an Opinion piece or letter to the editor that does not have an illustration associated with it.

Recently, Clara Lieu, a teacher at the Rhode Island School of Design, told us how she uses that very idea to help her student-artists to create their own pieces. To see some of their work, check out “ Finding Artistic Inspiration in The New York Times’s Opinion Section .”

If your students would like to go further and create their own editorial cartoons, we offer an annual student contest . Invite your students to check out the work of this year’s winners for inspiration. We also have a lesson plan, Drawing for Change: Analyzing and Making Political Cartoons , to go with it.

Another way to use visual journalism to teach argument-making? Use Op-Docs , The Times’s short documentary series (most under 15 minutes), that touches on issues like race and gender identity, technology and society, civil rights, criminal justice, ethics, and artistic and scientific exploration — issues that both matter to teenagers and complement classroom content.

Every Friday during the school year, we host a Film Club in which we select short Op-Docs we think will inspire powerful conversations — and then invite teenagers and teachers from around the world to have those conversations here, on our site.

And for a great classroom example of how this might work in practice, check out Using an Op-Doc Video to Teach Argumentative Writing , a Reader Idea from Allison Marchetti, an English teacher at Trinity Episcopal School in Richmond, Va. She details how her students analyzed the seven-minute film “China’s Web Junkies” to see how the filmmakers used evidence to support an argument, including expert testimony, facts, interview, imagery, statistics and anecdotes.

Ideas for Writing Opinion Pieces

7. Use our student writing prompts to practice making arguments for a real audience.

Does Technology Make Us More Alone?

Is It Ethical to Eat Meat?

Is It O.K. for Men and Boys to Comment on Women and Girls on the Street?

Are Some Youth Sports Too Intense?

Does Reality TV Promote Dangerous Stereotypes?

When Do You Become an Adult?

Is America Headed in the Right Direction?

Every day during the school year we invite teenagers to share their opinions about questions like these, and hundreds do, posting arguments, reflections and anecdotes to our Student Opinion feature. We have also curated a list drawn from this feature of 401 Prompts for Argumentative Writing on an array of topics like technology, politics, sports, education, health, parenting, science and pop culture.

Teachers tell us they use our writing prompts because they offer an opportunity for students to write for an “authentic audience.” But we also consider our daily questions to be a chance for the kind of “low-stakes” writing that can help students practice thinking through thorny questions informally.

We also call out our favorite comments weekly via our Current Events Conversation feature. Will your students’ posts be next?

8. Participate in our annual Student Editorial Contest.

What issues matter most to your students?

Every year, we invite teenagers to channel their passions into formal pieces : short, evidence-based persuasive essays like the editorials The New York Times publishes every day.

The challenge is pretty straightforward. Choose a topic you care about, gather evidence from sources both within and outside of The New York Times, and write a concise editorial (450 words or less) to convince readers of your point of view.

Our judges use this rubric (PDF) for selecting winners to publish on The Learning Network.

And at a time when breaking out of one’s “filter bubble” is more important than ever, we hope this contest also encourages students to broaden their news diets by using multiple sources, ideally ones that offer a range of perspectives on their chosen issue.

This school year, as you can see from our 2019-20 Student Contest Calendar , the challenge will run from Feb. 13 to March 31, 2020. You can find the submission form and all the details here .

To help guide this contest, we have published two additional ideas from teachers:

• In “ A New Research and Argument-Writing Approach Helps Students Break Out of the Echo Chamber, ” Jacqueline Hesse and Christine McCartney describe methods for helping students examine multiple viewpoints and make thoughtful, nuanced claims about a range of hot-button issues.

• In “ Helping Students Discover and Write About the Issues that Matter to Them ,” Beth Pandolpho describes how she takes her students through the process of finding a topic for our annual Student Editorial Contest, then writing, revising and submitting their final drafts.

9. Take advice from writers and editors at the Times’s Opinion section.

How can you write a powerful Op-Ed or editorial?

Well, over the years, many Times editors and writers have given the aspiring opiners advice. In the video above, for instance, Andrew Rosenthal, in his previous role as Editorial Page editor, detailed seven pointers for the students who participate in our annual Editorial Contest.

In 2017 Times Op-Ed columnist Bret Stephens wrote his own Tips for Aspiring Op-Ed Writers .

And on our 2017 webinar , Op-Ed columnist Nicholas Kristof suggested his own ten ideas. (Scroll down to see what they are, as well as to find related Op-Ed columns.)

Finally, if you’d like to get a letter to the editor published, here is what Tom Feyer, the longtime head of that section, recommends. Until Feb. 16, 2020, that section is offering a special letter-writing challenge for high school students . Submit a letter to the editor in response to a recent news article, editorial, column or Op-Ed essay, and they will pick a selection of the best entries and publish them.

10. Use the published work of young people as mentor texts.

In 2017, five students of Kabby Hong, the teacher who joined us for our Oct. 10 webinar, were either winners, runners-up or honorable mentions in our Student Editorial Contest.

How did he do it? First, he helps his students brainstorm by asking them the questions on this sheet . (The first page shows his own sample answers since he models them for his students.)

Then, he uses the work of previous student winners alongside famous pieces like “ Letter from Birmingham Jail ” to show his class what effective persuasive writing looks like. Here is a PDF of the handout Mr. Hong gave out last year, which he calls “Layering in Brushstrokes,” and which analyzes aspects of each of these winning essays:

•“ In Three and a Half Hours, an Alarm Will Go Off ”

•“ Redefining Ladylike ”

•“ Why I, a Heterosexual Teenage Boy, Want to See More Men in Speedos ”

Another great source of published opinion writing by young people? The Times series “ On Campus .” Though it is now discontinued, you can stil read essays by college students on everything from “ The Looming Uncertainty for Dreamers Like Me ” to “ Dropping Out of College Into Life .”

Update: Links from Our 2017 Webinar

On our 2017 webinar (still available on-demand), Nicholas Kristof talked teachers through ten ways anyone can make their persuasive writing stronger. Here is a list of his tips, along with the columns that relate to each — though you’ll need to watch the full webinar to hear the stories and examples that illustrate them.

Nicholas Kristof’s Ten Tips for Writing Op-Eds

1. Start out with a very clear idea in your own mind about the point you want to make.

Related: Preventing Mass Shootings Like the Vegas Strip Attack

2. Don’t choose a topic, choose an argument.

Related: On Death Row, but Is He Innocent?

3. Start with a bang.

Related: If Americans Love Moms, Why Do We Let Them Die?

4. Personal stories are often very powerful to make a point.

Related: This is What a Refugee Looks Like

5. If the platform allows it, use photos or video or music or whatever.

Related: The Photos the U.S. and Saudi Arabia Don’t Want You to See

6. Don’t feel the need to be formal and stodgy.

Related: Meet the World’s Leaders, in Hypocrisy

7. Acknowledge shortcomings in your arguments if the readers are likely to be aware of them, and address them openly.

Related: A Solution When a Nation’s Schools Fail

8. It’s often useful to cite an example of what you’re criticizing, or quote from an antagonist, because it clarifies what you’re against.

Related: Anne Frank Today Is a Syrian Girl

9. If you’re really trying to persuade people who are on the fence, remember that their way of thinking may not be yours.

Related: We Don’t Deny Harvey, So Why Deny Climate Change?

10. When your work is published, spread the word through social media or emails or any other avenue you can think of.

Related: You can find Nicholas Kristof on Twitter , Facebook , Instagram , his Times blog , and via his free newsletter .

Skyrocket Your Argument Skills: 70 Prompts for Persuasive Writing

By: Author Brilliantio Team

Posted on Published: August 25, 2023  - Last updated: December 8, 2023

Categories Writing

You’re here because you’ve got a point to make, and you want it to stick. Well, persuasive writing’s your ticket! It’s not just about winning arguments—it’s about influencing minds, shaping opinions.

But how do you craft compelling content? Don’t worry! We’ve lined up some handy prompts to guide you through the art of persuasive writing.

Ready to sway your audience with eloquence? Let’s dive in!

Key Takeaways

• Identifying biases and examining personal prejudice
• Crafting a precise and compelling thesis statement
• Considering potential biased perspectives and addressing them head-on
• Utilizing emotional appeals to connect with the audience on a deeper level

70 Prompts for Persuasive Writing

In order to understand the guts of persuasive writing, and practice it, there’s nothing like scanning a list of prompts:

Here are 70 prompts for persuasive writing:

• Should students be required to wear uniforms in school?
• Is the death penalty a necessary deterrent to crime?
• Should voting be mandatory for all eligible citizens?
• Should animal testing be banned?
• Does television have a positive influence on society?
• Should plastic bags be banned globally to protect the environment?
• Is technology making us more isolated?
• Should schools ban junk food?
• Does violent video games contribute to youth violence?
• Should smoking in public places be banned?
• Should schools start later in the day?
• Is a college education worth the cost?
• Should the drinking age be lowered?
• Should social media platforms censor content?
• Do beauty pageants do more harm than good?
• Are professional athletes overpaid?
• Should recycling be made mandatory?
• Does the school year need to be longer?
• Should homeschooling be encouraged?
• Should genetically modified foods be labelled?
• Does the gender pay gap exist and how can it be addressed?
• Should the use of drones be regulated?
• Are cell phones dangerous to our health?
• Should all students learn a second language?
• Should the government limit the size of sugary drinks?
• Is it ethical to keep animals in zoos?
• Should privacy rights be sacrificed for national security?
• Should textbooks be replaced by tablets in schools?
• Should fast food companies be blamed for obesity?
• Should the voting age be lowered?
• Should the age for obtaining a driver’s license be raised?
• Should vaccinations be mandatory?
• Do standardized tests accurately measure intelligence?
• Should countries increase their use of renewable energy?
• Should the government provide universal healthcare?
• Should the minimum wage be raised?
• Do celebrities have a right to privacy?
• Should companies be allowed to advertise in schools?
• Should students be graded on their handwriting?
• Is vegetarianism a healthier way of life?
• Should college athletes be paid?
• Should reality television be banned?
• Should the government regulate the internet?
• Should parents be held responsible for their child’s crimes?
• Is it ethical to eat meat?
• Should the use of animals for scientific research be banned?
• Should students be required to take physical education courses?
• Should the government invest more in space exploration?
• Does society place too much emphasis on physical appearance?
• Should the sale of violent video games to minors be banned?
• Should performance enhancing drugs be allowed in sports?
• Should schools provide gender-neutral bathrooms?
• Is it ethical to clone animals or humans?
• Should countries prioritize the fight against climate change?
• Should the government regulate the price of prescription drugs?
• Can online education replace traditional education?
• Should the government provide free internet access to everyone?
• Should people be allowed to keep exotic pets?
• Should schools teach sex education?
• Should euthanasia be legalized?
• Should society accept transgender individuals?
• Should the government fund art programs in schools?
• Does religion cause more harm than good?
• Should the sale of firearms be restricted?
• Should citizens be allowed to vote online?
• Should some laws change?
• Should governments provide a basic income for all citizens?
• Should countries adopt a four-day workweek?
• Should junk food advertising be banned during children’s television programs?
• Should animals have rights similar to human rights?

Understanding the Basics of Persuasive Writing

It’s crucial to grasp the fundamentals of persuasive writing if you’re aiming to sway your reader’s viewpoint.

Identifying biases is a key element in this process; it means recognizing and examining your own prejudice, ensuring they don’t cloud your argument. This self-awareness enables you to present a compelling case that is rooted in facts rather than personal opinions.

Next, audience analysis plays an integral role. It involves scrutinizing who’ll be reading your work and what their likely stance might be on the topic at hand.

Understanding their views, values, or concerns will help craft an argument that resonates with them personally.

The Importance of a Strong Thesis Statement

You’ll find your argument falls flat if you don’t have a strong thesis statement.

In Thesis Development, crafting a precise and compelling statement is the backbone of your persuasive writing.

Your focus should be on Statement Specificity; it’s not enough to merely scratch the surface of your topic.

Dig deep into your subject matter, showing that you’ve thought critically about it. Don’t just make broad claims; instead, pinpoint exactly what you want to argue for or against in clear terms.

This specificity gives direction to your essay and sets expectations for your readers.

Crafting Persuasive Arguments

Crafting compelling arguments requires not just strong facts, but also a keen understanding of your audience’s perspective. It’s essential to consider potential biased perspectives that could cloud their judgment and affect how they perceive your argument.

You can’t ignore these biases; instead, you should address them head-on, providing sound reasoning to counteract any preconceived notions.

Equally important is topic relevancy. If you’re arguing about something irrelevant to your audience, even the most logically constructed argument won’t resonate with them.

So, understand what matters to them. Use this information as a guide when forming your argument and selecting supporting evidence.

Utilizing Emotional Appeals in Writing

Utilizing emotional appeals in your arguments isn’t just about tugging at heartstrings; it’s about connecting with your audience on a deeper level. You’re engaging their feelings and making them part of the narrative you’re constructing.

However, be wary of emotional manipulation risks. It’s a fine line between persuasion and manipulation. Cross it, and you risk losing trust.

The role of empathy is paramount here. If you can genuinely understand and share your audience’s feelings, they’ll sense that sincerity. It strengthens your bond with them more than any logical argument could.

Logical Reasoning in Persuasive Writing

In contrast to emotional appeals, logical reasoning is the backbone of a strong argument. It provides solid ground for your claims and helps your audience understand why they should agree with you.

It’s all about presenting a well-structured argument that’s easy to follow and convincing.

Your aim is to weave together facts and evidence in a way that supports your case convincingly. Fallacy detection is crucial here—it helps keep your arguments clean and free from logical errors that could undermine its credibility.

Analyzing argument structure can help you detect these fallacies, ensuring the consistency of your logic flow.

Ethical Considerations in Persuasive Writing

Ethical considerations aren’t just an afterthought when making your argument. They’re a vital part of ensuring credibility and respect for your audience.

Manipulative tactics might seem tempting as quick wins to sway opinion, but beware! They can undermine trust and harm your reputation in the long run.

It’d be best if you aimed for bias avoidance, providing balanced viewpoints while persuading.

Engaging with ethics means practicing honesty, fairness, and respect. Don’t misrepresent facts or distort others’ arguments. It’s crucial to verify information before including it in your argument.

Encourage open dialogue and consider counterarguments seriously. This isn’t just about winning debates; it’s about fostering understanding through respectful persuasion.

Techniques to Improve Your Persuasive Writing Skills

You’ll see a notable improvement in your argumentative skills if you start incorporating certain techniques into your daily practice.

The right persuasive language selection is crucial, as well as understanding the audience analysis.

Here’s what you can do:

• Start by identifying your target audience and their interests. This will help you craft arguments that resonate with them.
• Choose words and phrases that are persuasive but not inflammatory or offensive. Your aim should be to persuade, not offend.
• Present evidence to support your points – Facts and data speak louder than just opinions.
• Finally, always conclude with a strong call-to-action.

Common Mistakes in Persuasive Writing

There are a number of common pitfalls that can undermine your persuasive writing.

Weak argument construction, ignoring counterarguments, and misuse of evidence are each a trap that you’ve probably fallen into without even realizing it.

Weak Argument Construction

Weak argument construction can severely undermine your persuasive writing, making it less effective and impactful. It’s a common pitfall to use biased language or fallacy usage, which can alienate readers instead of drawing them in.

Ensure you’re avoiding these mistakes:

• Overgeneralization: Try not to make broad statements without sufficient evidence.
• Circular reasoning: Don’t rely on your conclusion as proof of the argument itself.
• Biased language: Remember that this can unintentionally sway your argument and detract from its credibility.
• Fallacy usage: Avoid logical inconsistencies that can confuse readers or weaken your stance.

Ignoring Counterarguments

Ignoring counterarguments isn’t just a bad strategy; it can actually harm the credibility of your stance. By avoiding these counterarguments, you’re essentially turning a blind eye to potential flaws or weaknesses in your argument.

This is known as ‘Counterargument avoidance’, and it’s not something you want to be guilty of.

Instead, face those opposing viewpoints head-on. Dismissive tactics may seem easier in the short run, but they’ll undermine your position over time. It’s crucial that you understand and address any counterarguments effectively. You should dissect them meticulously, understand their premise, and respond thoughtfully.

This approach not only strengthens your own argument but also shows respect for differing perspectives.

Misuse of Evidence

Misusing evidence is another pitfall that can seriously dent the integrity of your argument. You may be tempted to distort evidence or rely on unverified sources, but it’s important to resist these shortcuts. Instead, strive for accuracy and credibility.

Watch out for these common mistakes:

• Distorting Evidence : Shaping facts to fit your narrative isn’t fair play. It’s more likely to backfire, undermining your argument.
• Using Unverified Sources : Always check the reliability of your sources before using them.
• Cherry-Picking Data : Choosing only data that supports your viewpoint while ignoring contrary evidence can weaken your argument.
• Overgeneralizing from Limited Data : Drawing broad conclusions from a small sample can lead to misleading assertions.

Practice Exercises for Persuasive Writing

You’ll find these practice exercises for persuasive writing incredibly helpful in honing your skills. They are designed to aid you in creating compelling persuasive narratives while maintaining tone consistency.

Imagine, you’re crafting a captivating story that sways the reader’s perspective – it’s an art, and like all arts, it needs practice.

The first exercise could be rewriting a neutral narrative into a persuasive one, focusing on tone consistency. This means keeping your arguments assertive without sounding aggressive throughout the narrative.

The second exercise might involve creating powerful introductions and conclusions for given topics. Remember, it’s not just about winning the argument but winning the reader!

With consistent practice, you’ll see your persuasive writing skills drastically improve.

So, you’ve got the basics down, right? You’re now ready to craft strong thesis statements and persuasive arguments.

Remember, don’t shy away from emotional appeals and logical reasoning. Keep ethics in mind too!

Don’t forget to practice with those prompts to avoid common pitfalls.

Now, it’s time for you to go forth and persuade!

Teaching Argumentative Writing Tips and Tricks

by Gordana S | Dec 12, 2020 | Skills & Career | 0 comments

Table of Contents

Teaching Argumentative Writing—Skills and Strategies

High school students need to possess strong writing skills and learn various writing strategies to be successful in college and the career of their choice . They have to be able to argue opinions, present viewpoints, and comment on events or phenomena using clear and effective language. It is a teacher’s job to identify which types of writing skills their students need to master to create persuasive argumentative texts.

Your students will need to practice critical writing to be able to do college essays and compose other types of argumentative and persuasive writing . School assignments and academic success aren’t the only reason why reading and writing skills are important for your students. Above all else, honing those skills in adolescence teaches your students to think for themselves, helps them determine what career path they want to take, and makes them more successful on that path. 

Let’s take a look at what skills and strategies your students need to master argumentative writing and what activities you can implement in the classroom to help them become better writers and thinkers.

Credit: Mike Tinnion

Argumentative Writing—Definition and Characteristics

Argumentative writing is an essay or research paper that aims to comment on events, ideas, or phenomena. The author takes a stand and argues a point, supporting it by thorough theoretical and empirical research and conclusive evidence that backs up their claims. 

An argumentative essay has some similarities to an expository essay , which is why the terms are often used interchangeably even though, in reality, they are two different genres of writing.

Here are some key differences between the two:

Characteristics of Argumentative Essays

Credit: Dan Dimmock

Argumentative writing follows a specific structure. Your students need to learn it and use it in their essays.

The structural parts of an argumentative paper, whether it’s a shorter or longer work, are:

• Introduction
• Body paragraphs

A crucial characteristic of argumentative writing is the transition from one paragraph to the next. The points made need to be clearly connected and interrelated for the essay to make sense and argue a point successfully. 

Other important aspects are the clarity of the evidence presented and the persuasiveness the author employs to convince the reader their point is valid. Your students can learn how to do this efficiently if you teach them the skills needed to write argumentative essays.

Argumentative Writing Skills

Extensive knowledge of vocabulary and sentence constructions is integral for argumentative writing. This form of writing also requires solid:

• Reading skills
• Research skills
• Cognitive abilities
• Argumentative skills

Reading Skills

Argumentative writing is a response to another person’s essay, a societal issue, or a world phenomenon. For your students to write argumentatively, they need to research the topic well by reading about it extensively. For this reason, you need to equip your students with various reading comprehension strategies that make a substantial part of the prewriting process. Feel free to use fun ways to teach your students reading before you make them work on their writing skills as the two are inevitably interconnected.

Your students will also benefit from learning critical reading because it will:

• Improve their vocabulary
• Show them different writing strategies they can employ
• Give them ideas to use in their work
• Help them develop research and cognitive skills

Research Skills

Using supporting evidence is an inseparable part of argumentative writing. You should teach your students to research their topics properly before they start writing argumentative essays. This means that they should be able to locate the relevant material for their topic, compare and contrast the gathered sources, and determine which ones they will use in their essays.

Some students may struggle with research and fail to find the sources for the topic they need to cover. One reason for this is that they use the wrong keywords in their search. Another is that they waste hours on end going over the sources that are irrelevant for their purposes or they don’t even end up using.

You need to teach your students how to do research regularly and conscientiously so that they can avoid those traps. Ultimately, they should spend more time writing than digging for information.

Cognitive Abilities

To do research and write effortlessly, your students need to possess many cognitive skills, including:

• Language usage
• Problem-solving 

Cognitive abilities play a significant role in the prewriting process and beyond. Your students need to be able to evaluate the evidence they have gathered through research, weigh the pros and cons of an issue, and present their point of view convincingly. Training your students to sharpen their memory, broaden their attention spans, and use problem-solving skills is instrumental for teaching them how to write a quality argumentative text.

Argumentative Skills

It’s not a surprise that your students need a set of argumentative skills to write successful argumentative texts. Many of the already mentioned skills fall under this category, like: 

• Critical thinking
• Evaluating sources
• Taking a stand

A crucial aspect of argumentation is persuasion. Your students need to use it to convince their audience that the argument they’re presenting in their writing is the correct one. This is done through careful use of language, a successful rebuttal of the opposing argument, and enough implementation of credible evidence to support the main point.

Argumentative Writing Strategies

Credit: Kelly Sikkema

You should teach your students how to approach any genre of writing—from descriptive to persuasive—if you want them to write stellar essays. Here are the strategies you should teach your students to employ when they write argumentative essays:

• Choosing the side of an issue
• Presenting and refuting the opposing view
• Outlining the essay
• Connecting ideas
• Using linking words
• Reviewing their work

Where Do You Stand?

A prerequisite for argumentative writing is taking a stand. This is a strategy you can teach your students through various activities. A good idea is to have a classroom debate on a specific topic and to let your students present opposing views on it and decide which they would rather side with.

You should also teach them what opening statements are and how to compose them. The first sentence of their essay should explain the topic broadly, but it should also be catchy enough to grab the reader’s attention.

Don’t Ignore the Other Side

Your students’ argumentative essays will be more persuasive if they include an opposing viewpoint and refute it efficiently. Counter arguments are often an obligatory part of an argumentative essay assignment. 

Maybe your students are writing a paper that has only two or three body paragraphs. If so, tell them to introduce the opposing argument in the first one and rebut it in the following paragraphs in which they’ll argue their case.

Organization in Writing

Creating an outline is an unavoidable part of any longer written piece. Even if your students are writing an argumentative essay of no more than 350 words, they should approach it with a plan in mind. Putting such a plan to paper, i.e., creating an outline, will not only help your students write a well organized final draft but also teach them how to:

• Structure their essays properly
• Contrast and compare ideas and evidence 
• Refer to the sources in adequate parts of the essay

Connecting Ideas 

A conclusion is often seen as a paraphrase of the introductory paragraph. You have to teach your students that this isn’t true. Even though they should restate the main idea in the conclusion, they shouldn’t only paraphrase their thesis statement and stop there.

Teach your students how to connect and summarize all the ideas from the essay in their conclusion. Their concluding paragraph should emphasize the main points, the evidence presented, and the call for the reader to side with the argument defended.

Transitions Are Key

What will help your students express their argument efficiently and connect the ideas from various parts of their essay into a unified piece of writing is linking words. Though they are often considered overused, if your students are just beginning to write argumentation, transition words will help them drive the point home in their essay. They will also make it easier for the reader to understand the ideas expressed in the text.  

Appreciating Feedback

Another important strategy for any writing is getting feedback and revising the text according to it. You should give your students feedback on their outlines, opening statements, individual paragraphs, and the entire essays when they’re done. You can also implement peer-reviews and aid your students in learning from each other’s work.

Activities for Teaching Argumentative Writing in High School

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Your students need to know the skills and strategies that go into writing argumentative essays. Once they do, what will help them acquire those skills is regular practice.

Here are some ideas for classroom activities that you can assign to help your students hone their argumentative writing skills:

• The missing linking phrases
• Different opening statements
• Argumentative essay examples
• Peer reviews
• Argumentative presentation

Adding The Missing Linking Words

You will give a lesson on the structure of argumentative essays before you ask your students to write them. While you’re at it, you have to teach them linking phrases and the purpose they serve.

You can give your students a list of the linking phrases with explanations of what they’re used for—for example, yet and however are both used for comparison. When your students have studied the list, give them an essay from which you have previously removed all linking phrases and ask them to supply the most appropriate linker in the blanks. Their answers don’t need to match the original transition words, but they do need to choose the ones that fit in with the context of the text logically and complement it.

The purpose of this exercise is to make your students:

• Learn linking words and when they are used
• See how devoid of clarity an essay can be without them
• Realize the importance of effective transitions in an essay

Coming Up With Another Hook

Authors use intriguing opening sentences to hook readers to their work. The primary purpose of any piece of writing is to get the audience interested in it and read it to the end. 

Here are some ways in which your students could start an argumentative essay:

• Contrasting statements
• Question and answer

Find the examples of each of these methods in an essay introduction and give them to your students to study. You can then assign them a topic and a specific method to try out on their own.

Studying Other Argumentative Essays

When you introduce argumentative writing to your students, give them time to analyze the new form by studying example essays before they start writing their own. Many websites offer examples of argumentative writing for free, so you are bound to stumble upon different essay samples you can use in the classroom.

While your students are analyzing other people’s essays, ask them to identify the structural parts you had previously taught them. They can also fact-check the arguments the authors made to support their claims. They’ll get more engaged with the text and hone their critical thinking and research skills along the way. They should discuss how effective the argumentative essay they’re reading is, i.e., whether the author managed to prove their point and convince the reader.

Reviewing Peer Assignments

While you should provide thorough feedback on your students’ work, you can also delegate that duty to them every once in a while. Peer review will certainly be a fun activity for them. They can help each other reflect on their progress and improve together. To give them some direction, tell your students they have to answer these four questions about their classmates’ essays:

• Whether the introduction is sufficiently intriguing to make the audience keep reading
• How much evidence the author uses to prove a point
• Whether the conclusion is inviting the reader to side with the author’s view
• How well the author employed the transition techniques

Another fun spin on the peer review method is instructing your students to create an outline for the essay they’re reading. This is called backward outlining, and it helps your students identify the key parts of the finished text.

Oral Argumentation

When you are teaching students argumentative writing, you aren’t only doing it to help them write better papers but to help them improve their overall argumentative and reasoning skills. They will need those skills to be more confident, employ their logical thinking abilities, and use their voice and agency in every aspect of their life.

An excellent activity to demonstrate to your students that they need argumentative skills for more than writing an amazing essay is a presentation debate task. Teach your students all they need to prepare and execute a speech (like how to start a speech in a school competition ), assign them some thought-provoking topics, and have them sharpen their argumentation skills orally through debate.

Scribbling Down Ideas as They Come

A standardized argumentative essay outline is a clear, linear plan for what the essay will look like, which is likely to demotivate your students from the get-go.

Brainstorming is an interesting and unexpected activity that teaches your students to love the messiness of the writing process. Before they put their ideas into an outline, they should draw a mind map of everything that pops into their head and put those ideas on paper. They are bound to get creative and practice the different skills of the prewriting process at the same time.

How To Teach Argumentative Writing—What Do You Say?

If you feel we have neglected to mention some of the most fun ways to teach argumentative writing to high school students, why not offer some ideas of your own?

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Warm-Up for Argument Writing

Not all arguments are created equal. Some involve people screaming at each other and throwing chairs. Others involve people rationally and logically analyzing an issue in order to come to an effective conclusion. When you write an argument essay, you need to do the latter, not the former. Tantrums only convince readers that you are a child. A logical argument that recognizes all sides but presents and supports a specific position can convince readers about an important issue.

In order to build a logical argument, though, you need to first understand what "logic" means.

What Is Logic?

Listen to "What Is Logic?"

The word logic derives from the Greek word logos , which means simply "word." So in its simplest form, logic is using words to build a case for a specific position. Logic is a technique for using words, just as math is a technique for using numbers.

In fact, the two intersect. In geometry, you may have learned how to create logical proofs. You start with "givens" (statements accepted to be true) and something you are supposed to prove. Then you make a series of statements about the givens, providing reasons that those statements are correct, in order to prove the conclusion.

When you write an argument essay , you use a similar, stepwise approach. Along the way, you provide reasons supported with facts, statistics, examples, quotations, and other forms of evidence. You also address key objections to your position.

You can start thinking about arguments by exploring controversial issues around you.

Thinking About Controversy

Effective argument essays focus on controversial issues. A controversy is a subject about which people disagree. Facts don't leave much room for disagreement because they can be directly proven. Controversial topics involve the following:

• Opinions are personal preferences such as the best rapper or the right kinds of pizza toppings. One person states an opinion and provides reasons to support it, but someone else can have an opposing opinion.
• Proposals are suggestions about what should be done in the future. Since no one knows for certain the future outcome of any action taken now, proposals cannot be directly proven until after they have consequences.
• Hypotheses are explanations for how something might be working. They are "educated guesses" about what is going on. Arguments and experiments can provide reasonable support for them, but hypotheses only become scientific theories or laws after extensive experimentation.

You can think about these three kinds of controversies among your friends and family members. They present differing opinions, proposals, and hypotheses all the time. For example, one student gathered the following controversies from his friends, family, and teachers:

Controversies

Write down one controversial position that interests you:

We should upgrade the gymnasium.

What reasons do people give to support this position?

The gym is old. It is used by gym classes and by sports teams. The wrestlers have to haul their mats out before every practice and put them back afterward.

Do you agree or disagree with this position? What reasons do you have?

I agree that the gymnasium should be upgraded, but I don't agree that it is the highest priority. Our auditorium is old also and cannot fit an all-school assembly. New freshman orientation has to happen in the gym because freshmen and parents can't fit in the auditorium. Also, our arts need a better space for plays, bands, and choirs.

Think about your controversies.

In a gathering grid of your own, write down opinions, proposals, and hypotheses that you, your friends, your family, and your teachers have. Then think about the reasons they hold these positions. Ask yourself if you agree, and think of your reasons. Make a copy of this Google doc or download a Word template .

Teaching Tip

This activity helps students think about controversial topics in their everyday lives. As they consider the differing opinions, proposals, and hypotheses that they hear from those around them, they'll become more comfortable dealing with similar controversies in their communities, nation, and world.

© 2024 Thoughtful Learning. Copying is permitted.

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Essential Opinion and Argument Writing Templates and Worksheets

Opinion and argument writing is a great topic if you have good activities and exercises to develop students’ ideas.  Brainstorming and organizing exercises help students generate language and ideas that can be the basis of good opinion/argumentative writing.

1  Controversial  topics

  This is a discussion and argument essay brainstorm worksheet for controversial topics. Students need to decide whether they are pro or con each issue and support their position with three reasons.  

Controversial topics (PDF)

(see the YouTube video)

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2 Working from home vs working in the office argument essay lesson

This is an excellent engaging essay writing lesson. It’s topical, engaging and highly relevant to students’ lives. The lesson includes vocabulary, brainstorming, sentence writing and essay outlining.

Working from home vs working in the office (PDF)

3 Elementary opinion writing lesson

This is an elementary  and introductory opinion writing lesson for lower level or beginner students including brainstorming, outlining and paragraph writing.

Elementary opinion writing lesson (PDF)

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4 Brainstorming  controversial Issues (opinion/argument essay icebreaker)

This exercise is a great way to get students started on opinion or argument essay writing. It’s a brainstorming worksheet for controversial issues. Students try to fill the worksheet in with appropriate topics, sub-topics and questions about controversial issues.

Brainstorming controversial issues(PDF)

 5 Brainstorming for an argument essay exercise

           This is a brainstorming template  for an argument or opinion essay. Students choose a topic for  their essay, write it in the centre of the worksheet and  then brainstorm the benefits/disadvantages ..pros/cons …etc.

Brainstorming for an argument essay (PDF)

6  ‘Distracted Driving” Opinion Essay Outline Exercise (with answers)

This is a matching exercise for an opinion essay outline. Students have to match the sentences of an essay about distracted driving on page 2 to the correct parts of the essay outline on page 1. This helps reinforce or review students’ knowledge of essay structure. Answers are provided on page 3 of the PDF file.

Opinion essay outline matching exercise (PDF)

7 Opinion essay box outline template/worksheet

This is an outlining exercise for an opinion essay. Students choose a topic for their essay and then try to plan their essay by filling out the worksheet with ideas and information appropriate to each part of the essay. The first page of the PDF worksheet has an example essay template already filled out for reference.

Opinion essay box outline template/worksheet (PDF)

  8 Opinion paragraph outline exercise: Uniforms

As above , this is another exercise practicing the outlining of an opinion paragraph.  Also, before this exercise, it could be a good idea to brainstorm about uniforms.   Click here for brainstorm worksheet

“Uniforms or Casual Clothes” outline worksheet (PDF)

 9 Opinion paragraph outline exercise: “Lotteries”

This an exercise for practicing the outlining of an opinion paragraph. Students look at the information already filled in. Then they complete the outline with their own ideas.

Lotteries outline worksheet (PDF)

10 Writing opinion sentences about new technologies (with answers)

This worksheet that can be used  to help students  improve their writing skills and express their opinions about automated and robotic technologies including driverless vehicles, smartphone payments and smart watches.

Writing opinion sentences about automated devices/new technologies (PDF)

11 Opinion essay exercise: “Autonomous Vehicles”

This is English language exercise for practicing essay writing. The topic is Students look at the information already filled in. Then they complete the essay with their own ideas.

Autonomous vehicles essay writing practice (PDF)

11 Classroom Debate and Discussion Language and Critical Thinking Activities

8 Dynamic Classroom Brainstorming Techniques

6 ESL Exercises and Worksheets for Talking about Cities

15 Captivating Computing, Technology and Innovation Vocabulary and Language Exercises

12 Argument essay: advantages /disadvantages of starting a small business

This an argument essay exercise including a brainstorming activity to generate language and vocabulary about the advantages and disadvantages of  starting a   small business followed by an outlining exercise for an essay on this topic.

Advantages/disadvantages of starting a small business(PDF)

6 Replies to “Essential opinion and argument paragraph and essay writing worksheets”

Hey, anyone who uses these exercises. I’d appreciate a comment…..

They are great and appreciated!

thanks a lot i do appreciated what you have done

Good activities for the special ed. crowd.

good exercises for beginners

Thank you! Using these with inmates studying for the GED.

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