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25 Writing Argument Essays

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Writing Argument Essays Chapter Opener

Start-Up Activity

Bring a rope to class and stage a tug of war. Pick two captains, and have them each choose three team members. Then have them compete against each other to win the contest.

Afterward, ask the rest of the class what the winning team did that got them the victory. They will probably say things such as, "Had the biggest, strongest people" or "Leaned back right away" or "Put people in the right order, with a strong anchor" or even "Had the best shoes for tug of war." All of these can be reasons for a tug-of-war team's success.

Let students know that when they write an argument essay, they are on one side of the rope, trying to pull the reader to their side. They can do so if they "Have the biggest, strongest ideas" and "Lean in to their position" and "Put their points in the right order, with a strong anchor" and even "Have the best details for arguing." This chapter (and the previous) will guide them to victory.

Think About It

“It takes all kinds to make the world go 'round. If everyone was straight-laced and uptight, it would sure be a drag. We need a little tug of war in society.”

—Nikki Sixx

TEKS Covered in This Chapter

Page 206 from Write Ahead

Sample Argument Essay

Before reading the sample argument essay, you can share the three basic appeals that the ancient Greeks identified:

  • The appeal to logos means using logic to persuade readers.
  • The appeal to ethos means persuading readers by ethically using ideas and sources.
  • The appeal to pathos means persuading readers by connecting with their emotions.

Point out to your students that the writer of the sample relies mostly on logical and ethical appeals. Then have student volunteers read each paragraph of the sample argument essay, on this page and those that follow.

Also share with students other free examples of high school argument (persuasive) writing.

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Page 207 from Write Ahead

Sample Argument Essay (Cont.)

Have volunteers continue to read aloud the sample essay.

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Page 208 from Write Ahead

Sample Argument Essay (Cont.)

Have volunteers finish reading the sample essay aloud. Then lead a discussion about it, using questions like these:

  • What problems does the writer identify in media depictions of Native Americans? (Underrepresentation, misrepresentation, stereotypical historic representation, unflattering modern representation, sports-team mascots)
  • What effects do these problems have on young Native Americans? (They damage self-esteem, community attitudes, academic ambitions, and mental health.)
  • What effects does media inattention have on Native Americans? (It prevents other Americans from recognizing and empathizing with the struggles of Native communities.)
  • What is the author doing in the second to last paragraph? (Exploring reasons for underrepresentation/Answering objections.)
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Page 209 from Write Ahead

Writing Guidelines

When your students are ready to write their own argument essays, support them with the material on this page. Help them select an interesting and timely topic, referring them to page 44 for more ideas. Help them then write an opinion statement, using the approach on page 201.

Afterward, help students gather supporting details. They can start with what they already know about the topic but should also conduct research to find more information. Help students select strong details by directing them to page 202.

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Page 210 from Write Ahead

Writing the First Draft

Once your students finish their prewriting, lead them through the material on this page to help them draft their ideas. Cover the three strategies for getting readers' attention, and then ask students to write one sentence for each strategy to introduce their topics. Have some students share, and tell the rest to choose the best result from their sentences.

Next, discuss how they can develop the middle parts of their essays. Tell them they should include reasons in support of their positions and should answer objections. Remind them that the order of details should depend on whether the audience is receptive or resistant (page 203). Then suggest the transitions on the page (and refer to those on page 100).

Finally, help students write an effective ending paragraph.

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Page 211 from Write Ahead

Revising and Editing

After your students complete their first drafts, use the material on this page to help them make improvements. The revising section focuses on voice. The three points about voice touch on the three appeals mentioned on page 206 in this teacher's guide:

  • Knowledge of the topic (appeal to logos)
  • Concern about the topic (appeal to pathos)
  • Respect for the reader (appeal to ethos)

To support students as they revise, provide them the Argument Revising Checklist. You can also use the Response Sheet to facilitate effective peer response sessions.

To support the final polish, provide students the Editing and Proofreading Checklist.

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Page 212 from Write Ahead

Evaluating Argument Essays

Provide your students the Argument Rubric to help them evaluate their essays.

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