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For seven years, I was a writing teacher. Yes, I was certified to teach the full spectrum of English language arts—literature, grammar and usage, speech, drama, and so on—but my absolute favorite, the thing I loved doing the most, was teaching students how to write.
Most of the material on this site is directed at all teachers. I look for and put together resources that would appeal to any teacher who teaches any subject. That practice will continue for as long as I keep this up. But over the next year or so, I plan to also share more of what I know about teaching students to write. Although I know many of the people who visit here are not strictly English language arts teachers, my hope is that these posts will provide tons of value to those who are, and to those who teach all subjects, including writing.
So let’s begin with argumentative writing, or persuasive writing, as many of us used to call it. This overview will be most helpful to those who are new to teaching writing, or teachers who have not gotten good results with the approach you have taken up to now. I don’t claim to have the definitive answer on how to do this, but the method I share here worked pretty well for me, and it might do the same for you. If you are an experienced English language arts teacher, you probably already have a system for teaching this skill that you like. Then again, I’m always interested in how other people do the things I can already do; maybe you’re curious like that, too.
Before I start, I should note that what I describe in this post is a fairly formulaic style of essay writing. It’s not exactly the 5-paragraph essay, but it definitely builds on that model. I strongly believe students should be shown how to move past those kinds of structures into a style of writing that’s more natural and fitting to the task and audience, but I also think they should start with something that’s pretty clearly organized.
So here’s how I teach argumentative essay writing.
Step 1: Watch How It’s Done
One of the most effective ways to improve student writing is to show them mentor texts, examples of excellent writing within the genre students are about to attempt themselves. Ideally, this writing would come from real publications and not be fabricated by me in order to embody the form I’m looking for. (Although most experts on writing instruction employ some kind of mentor text study, the person I learned it from best was Katie Wood Ray in her book Study Driven). Since I want the writing to be high quality and the subject matter to be high interest, I might choose pieces like Jessica Lahey’s Students Who Lose Recess Are the Ones Who Need it Most and David Bulley’s School Suspensions Don’t Work.
I would have students read these texts, compare them, and find places where the authors used evidence to back up their assertions. I would ask students which author they feel did the best job of influencing the reader, and what suggestions they would make to improve the writing. I would also ask them to notice things like stories, facts and statistics, and other things the authors use to develop their ideas. Later, as students work on their own pieces, I would likely return to these pieces to show students how to execute certain writing moves.
Step 2: Informal Argument, Freestyle
Although many students might need more practice in writing an effective argument, many of them are excellent at arguing in person. To help them make this connection, I would have them do some informal debate on easy, high-interest topics. An activity like This or That (one of the classroom icebreakers I talked about last year) would be perfect here: I read a statement like “Women have the same opportunities in life as men.” Students who agree with the statement move to one side of the room, and those who disagree move to the other side. Then they take turns explaining why they are standing in that position. This ultimately looks a little bit like a debate, as students from either side tend to defend their position to those on the other side.
Every class of students I have ever had, from middle school to college, has loved loved LOVED this activity. It’s so simple, it gets them out of their seats, and for a unit on argument, it’s an easy way to get them thinking about how the art of argument is something they practice all the time.
Step 3: Informal Argument, Not so Freestyle
Once students have argued without the support of any kind of research or text, I would set up a second debate; this time with more structure and more time to research ahead of time. I would pose a different question, supply students with a few articles that would provide ammunition for either side, then give them time to read the articles and find the evidence they need.
Next, we’d have a Philosophical Chairs debate (learn about this in my discussion strategies post), which is very similar to “This or That,” except students use textual evidence to back up their points, and there are a few more rules. Here they are still doing verbal argument, but the experience should make them more likely to appreciate the value of evidence when trying to persuade.
Before leaving this step, I would have students transfer their thoughts from the discussion they just had into something that looks like the opening paragraph of a written argument: A statement of their point of view, plus three reasons to support that point of view. This lays the groundwork for what’s to come.
Step 4: Introduction of the Performance Assessment
Next I would show students their major assignment, the performance assessment that they will work on for the next few weeks. What does this look like? It’s generally a written prompt that describes the task, plus the rubric I will use to score their final product.
Anytime I give students a major writing assignment, I let them see these documents very early on. In my experience, I’ve found that students appreciate having a clear picture of what’s expected of them when beginning a writing assignment. At this time, I also show them a model of a piece of writing that meets the requirements of the assignment. Unlike the mentor texts we read on day 1, this sample would be something teacher-created (or an excellent student model from a previous year) to fit the parameters of the assignment.
Step 5: Building the Base
Before letting students loose to start working on their essays, I make sure they have a solid plan for writing. I would devote at least one more class period to having students consider their topic for the essay, drafting a thesis statement, and planning the main points of their essay in a graphic organizer.
I would also begin writing my own essay on a different topic. This has been my number one strategy for teaching students how to become better writers. Using a document camera or overhead projector, I start from scratch, thinking out loud and scribbling down my thoughts as they come. When students see how messy the process can be, it becomes less intimidating for them. They begin to understand how to take the thoughts that are stirring around in your head and turn them into something that makes sense in writing.
For some students, this early stage might take a few more days, and that’s fine: I would rather spend more time getting it right at the pre-writing stage than have a student go off willy-nilly, draft a full essay, then realize they need to start over. Meanwhile, students who have their plans in order will be allowed to move on to the next step.
Step 6: Writer’s Workshop
The next seven to ten days would be spent in writer’s workshop, where I would start class with a mini-lesson about a particular aspect of craft. I would show them how to choose credible, relevant evidence, how to skillfully weave evidence into an argument, how to consider the needs of an audience, and how to correctly cite sources. Once each mini-lesson was done, I would then give students the rest of the period to work independently on their writing. During this time, I would move around the room, helping students solve problems and offering feedback on whatever part of the piece they are working on. I would encourage students to share their work with peers and give feedback at all stages of the writing process.
If I wanted to make the unit even more student-centered, I would provide the mini-lessons in written or video format and let students work through them at their own pace, without me teaching them. (To learn more about this approach, read my post on self-paced learning).
As students begin to complete their essays, the mini-lessons would focus more on matters of style and usage. I almost never bother talking about spelling, punctuation, grammar, or usage until students have a draft that’s pretty close to done. Only then do we start fixing the smaller mistakes.
Step 7: Final Assessment
Finally, the finished essays are handed in for a grade. At this point, I’m pretty familiar with each student’s writing and have given them verbal (and sometimes written) feedback throughout the unit; that’s why I make the writer’s workshop phase last so long. I don’t really want students handing in work until they are pretty sure they’ve met the requirements to the best of their ability. I also don’t necessarily see “final copies” as final; if a student hands in an essay that’s still really lacking in some key areas, I will arrange to have that student revise it and resubmit for a higher grade.
So that’s it. If you haven’t had a lot of success teaching students to write persuasively, and if the approach outlined here is different from what you’ve been doing, give it a try. And let’s keep talking: Use the comments section below to share your techniques or ask questions about the most effective ways to teach argumentative writing.
Want this unit ready-made?
If you’re a writing teacher in grades 7-12 and you’d like a classroom-ready unit like the one described above, including mini-lessons, sample essays, and a library of high-interest online articles to use for gathering evidence, take a look at my Argumentative Writing unit. Just click on the image below and you’ll be taken to a page where you can read more and see a detailed preview of what’s included.
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Argumentative Essay and Persuasive Essay Writing: Building a Logical Argument
The argumentative essay, also called the persuasive essay, is an essay in which you try to convince readers to accept the argument you make. Through writing facts that back up your opinion or stance, you attempt to get readers to agree with your thinking. It often involves answering a question by taking one position over another.
Writing an argumentative or persuasive essay is about selecting a topic that has two clear sides or positions. You approach the topic by investigating it and collecting, generating and evaluating supporting evidence. The actual essay lays out your position concisely.
The building blocks of a well-written argumentative essay include the following:
- Well-established facts supported through research when necessary
- Values that are both relevant and clarified to give your readers perspective
- An argument that is sequenced by the priority of facts and the level of importance
- Conclusions formed throughout the paper and stated at the end
- Persuasion that establishes facts your readers agree with and values they share
- Confidence to communicate effectively with persuasion
- Inclusion of hot-button issues that evoke an emotional response
The structure of an argumentative or persuasive essay includes the following sections:
- An introduction with a clear thesis statement
- At least two body paragraphs with supporting evidence (the five-paragraph essay format is often used)
- A conclusion the ties the evidence in with the thesis statement and concludes the argument
Argumentative essay structure
The structure of an argumentative essay is important because it lays out the specifics and evidence of your argument and allows you to conclude it effectively. Before writing, make sure you have a narrow and clearly defined thesis, a working outline and the facts to back up your argument.
The introduction of the argumentative essay should do several things:
- Provide background information and introduce your topic
- Explain your point of view to readers by highlighting the importance of the topic or the reason readers should care
- Include a well-defined, concise and clear thesis that highlights at least two main points, with three preferable
- Stay engaging to make readers want to continue reading your essay
- Contain a transition into the body paragraphs
- Create an attention-grabbing lead into the argument
The body paragraphs contain the supporting evidence that backs up your position. The opposing positions should also be clearly stated and defined. Keep the following guidelines in mind when writing your body paragraphs:
- Stick to one main point per paragraph.
- Make sure to establish a logical connection to the thesis statement in each paragraph.
- Explain the connections to the thesis with respect to how and why.
- Devote at least one paragraph to the opposing viewpoint.
- Use evidence to support your points.
- Keep in mind that sources provide authority to your position, and cite any sources used.
- Avoid summarizing information because body paragraphs develop the ideas, not conclude them.
The evidence that supports your thesis statement might include facts, personal anecdotes, statistics or logic.
The conclusion re-introduces the thesis, but it is more than a simple rewording. Instead, it involves synthesizing the evidence from the body paragraphs with the thesis statement. Never add new information in your conclusion. Review the essay as a whole while clearly concluding the argument persuasively. This is your last chance to convince someone of your position, so make it count by using sound logic.
Including the opposing view in the argumentative or persuasive essay
Including the opposing view(s) in the body paragraphs of an argumentative essay is necessary. You want readers to draw the same conclusions you do, but you cannot in good conscience expect someone to take a position without at least some understanding of the opposing viewpoint. When including this information, shy away from simply stating that the position is wrong. Instead, explain why the position does not align with your thesis. Maybe the basis of the viewpoint is outdated. Maybe it is a viewpoint that is based on misinformation.
Whatever it is, present the opposing viewpoint fairly, objectively and accurately. Let readers draw their own conclusions; if you write a strong and convincing argument that is well-written and easy to follow logically, you can persuade your readers with open minds to see your viewpoint.
After writing your first draft, always go through the revision process, including proofreading and editing. The basic premise of writing an effective argumentative essay is in writing a persuasive and logical argument, so make a complete argument. With one, your essay’s intent or argument stays clear to readers. As a final note, follow any specific instructions you receive with the assignment, including writing under official style guides.