Recent changes in international travel.
Anargumentativeessayis an essay in which you agree or disagree with an issue using reasons to support your opinion. Your goal is to convince your reader that your opinion is right. Argumentation is a popular kind of essay question because it forces students to think on their own: They have to take a stand on an issue, support their stand with solid reasons, and support their reasons with solid evidence.
In a general writing test such as the TOEFL exam, you might encounter questions such as these:
*The Government declaration of a country wide lockdown was an economic disaster. Agree or disagree with this statement. Support your opinion with reasons and examples.
*The most important element in virus control is social distancing. Agree or disagree with this statement. Support your opinion with reasons and examples.
Organization ofArgumentativeEssays
There are several ways to organize an argumentative essay. We will use a block pattern. Like this:
BlockPattern
I. Introduction
Explanation of the issue, including a summary of the other side's arguments in the Thesis statement.
II. Body
A. Statement of the other side's first argument and rebuttal with your own counterargument.
B. Statement of the other side's secondargument and rebuttal with your own counterargument.
C. Statement of the other side's third argument and rebuttal with your own counterargument.
III.Conclusionmay include a summary of your point of view
There are many variations on these patterns. Which pattern you use will depend on your topic. With some topics, one pattern works better than others. The important thing is to present your side and rebut the other side in a logical and organized way.
As you read the following model essay, study its organization.
Separating theSexes, JustfortheToughYears
The middle school years (grades 7 and 8) are known to be the tough years. These are the years when the uneven pace of girls' and boys' physical, emotional, and cognitive development is most noticeable. Girls are ahead of boys on all counts, and both suffer. Educators debate whether separating boys and girls during these difficult years might improve students' academic performance. Separate classes are now prohibited in public schools that receive federal funds, but a change in the federal law that prohibits them is under consideration. Some parents and teachers oppose same-sex classes; however, many educational researchers think there is some evidence that separating boys and girls in middle school yields positive results.
Opponents of single-sex education claim that test scores of students in all-girl or all-boy classes are no higher than those of students in mixed classes (Study 2015). However, the research is inconclusive. Despite the fact that someresearch shows no improvement in test scores, other research shows exactly opposite results (Blum 2011). More important, many psychologists believe that testscoresarethe wrong measuring sticks. They believe that self-confidence and self-esteem issues are more important than test scores. In same-sex classes, girls report increased confidence and improved attitudes toward math and science, for example (Study 2015). These are results that cannot be calculated by a test but that will help adolescents become successful adults long after the difficult years of middle school are past. New York University professor Carol Gilligan is certain that girls are more likely to be creative thinkers and risk takers as adults if educated apart from boys in middle school (Gross p17). Boys, too, gain confidence when they do not have to compete with girls. Boys at this age become angry and fight back in middle school because they feel inferior when compared to girls, who literally "out-think” them. With no girls in the classroom, they are more at ease with themselvesandmorereceptivetolearning (Gross p19).
Opponents also maintain that separate classes (or separate schools) send the message that males and females cannot work together. They say that when students go into the work force, they will have to work side-by-side with the opposite sex, and attending all-girl or all-boy schools denies them the opportunity to learn how to do so (North p27). However, such an argument completely ignores the fact that children constantly interact with members of the opposite sex outside school. From playing and squabbling with siblings to squabaling allowances, chores, and privileges with their opposite-sex parent, childrenlearn and practice on a daily basis the skills they will need in their future workplaces.
The final argument advanced by opponents of same-sex education is that it is discriminatory and, therefore, unconstitutional. However,research supportsexactly the opposite conclusion: that discrimination is widespread in mixedclasses. Several studies have shown that boys dominate discussions andreceive more attention than girls and that teachers call on boys more often than they call on girls, even when girls raise their hands (North p32). Clearly, this is discriminatory.
It should be evident that the arguments against same-sex classes are not valid. On the contrary, many people involved in middle-school education saythat same-sex classes provide a better learning environment. Boys and gms pay less attention to each other and more attention to their schoolwork (Marquez 39). As one teacher noted that the girls are more relaxed and ask more questions; boys are less disruptive and more focused (North p85). Girls are less fearful of making mistakes and asking questions in math and science; boys are less inhibited about sharing their ideas in language and literature. Furthermore, schoolchildren are not disadvantaged by lack of contact with the opposite sex because they have many opportunities outside the school setting to interact with one another. Finally, discrimination occurs in mixed classes, so discrimination is not a valid argument. Therefore, in my opinion, the law prohibiting same-sex classes in public schools should be changed..
Writing Technique Questions
1. In which paragraph does the writer give background information to help readers understand the issue?
2. Does the thesis statement mention both sides of the issue, or does it give the writer's point of view only?
3. How many opposing arguments are given? Where are they given?
4. Where does the writer rebut the opposing arguments—in one paragraph or
in separate paragraphs?
5. What is the function ofthe last paragraph?
6. What type of organization does this essay use?
Practice 1
Complete the outline of the model essay.
SeparatingtheSexes,Just fortheToughYears.
I. Introduction (explaining the issue in 5 key words)
Thesis statement:
II. Body
A. Opposing argument 1
Opponents of single-sex education claim that test scores show that there is no advantage to all-girl or all-boy classes.
Rebuttal to argument 1
1. Research is inconclusive—show opposite results 2. Other results that cannot be calculated
a. Girls.
b. Boys
B. Opposing argument 2
Rebuttal to argument 2
a. Settling squabbles with siblings
b. Negotiating with opposite sex parent
c. Opposing argument 3
C.Rebuttal to argument 3
a. -
b. Teachers call on boys more often
D. Own point of view
1. Same-sex classes provide a better learning environment 2. Reasons
a. Boys and girls b. Girls
c. Boys
III. Conclusion
Five
Keys
An argumentative essay contains these five key elements:
1. An explanation of the issue
2. A clear thesis statement
3. A summary of the opposing arguments
4. Rebuttals to the opposing arguments
5. Your own arguments
Introductory Paragraph
The introductory paragraph of the model contains an explanation of the issue, which is a necessary part of an argumentative essay.
A thesis statement often mentions the opposing point of view. Notice that the writer's opinion is expressed in the main (independent) clause, and the opposing point of view is normally put into a subordinate structure.
Although some parents and teachers oppose same-sex classes, educational researchers think there is some evidence that separating boys and girls in middle school yields positive results.
Use expressions such as the following to introduce opposing points of view.
Somedoctors feelthe United States should have a national health care plan like Canada's.
Many researchers thinkgenetically engineered crops are a grave danger to the environment.
Smokers saythatthey have a right to smoke.
Then connect the opposing point of view to your own with transition signals ofcontrast.
Some doctors feel that the United States should have a national health care plan like Canada's;however, others feel that government should stay out of the health care business.
Although/Even thoughmany biologists think that genetically engineered crops are a grave danger to the environment; however, many farmers feel such crops can alleviate world hunger and malnutrition.
Smokers say that they have a right to smoke; however, many health workers have evidence that smoking will kill them.