What does an argument essay strive to achive?
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Although an argument is the presentation of facts in an essay in an effort to convince an audience of the validity of your point of view or belief, in an argumentative essay it will be necessary to point out the rhetorical opinions that a writer is wanting to override or prove inadequate or false in order to prove the finer points in a writer's opinion and thusly convince the audience.  Jose
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1. analyze the title (what does it mean?);\n2. write the central idea (or argument), which is, obviously, related to the title;\n3. try to understand what the author is DOING (comparing, contrasting, refuting an idea, etc.);\n4. see if there are two opposing viewpoints; if so, which one does the author favor?\n5. reread the conclusion: how does the author sum up what (s)he has just discussed?\n6. try to come up with at least 3 key-words (these are directly related to content);\n7. based on the key-words (that is, on the ideas behind them), write a critical evaluation of the author´s thesis (= central argument).\nGood luck!
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This is a five paragraph essay outline, acceptable for most highschool applications\n\nIntroduction\n\n    -Introductory statements, state the problem, idea,etc\n    *Thesis statement (you know what this is right?)\n\nBody\n\n    -First supporting idea \n     *Transition into your topic sentence\n     *Use discussion, examples, and analysis to support what     \n      you are saying\n  \n    -Second supporting idea \n     *Transition into your topic sentence\n     *Use discussion, examples, and analysis to support what     \n     you are saying\n              \n    -Third supporting idea \n     *Transition into your topic sentence\n     *Use discussion, examples, and analysis to support what     \n      you are saying\n               \nConclusion\n\n    -Transition, then a statement that basically reiterates \n     your thesis\n    -Restate the key points (1,2,3 of the body)\n    -Then end with a summary or a conclusion, "to sum the argument..." or "this essay showed..." "You should agree with the argument because..." that sort of thing.
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The first step is to decide what your subject is about. Then you need to determine your purpose and audience. Your purpose may be writing to inform, persuade, compare and contrast, entertain, etc. When you decided your purpose, you then tailor it to your audience. These are two very important aspects for writing. They help to govern what will and will not be included in your essay. \n\nThe next step is to pre-write. I like doing two or three different kinds, depending on what I'm doing. Brainstorm for ideas, list, create a venn diagram, develop an outline (usually a later step, to help organize), develop a web diagram, talk into a tape recorder. Do what ever you need to start your paper. \n\nThe Second pre-writing stage, should be some sort of organization. You do not have to stay to this organization. Instead its used to guide you as you write your paper.\n\nThird, start drafting. Don't worry about mistakes. Those will be taken care of later. Jut get your thoughts down. My suggestions is to write on paper, every other line (this helps with revisions), unless you absoulutley cannot write without the computer. There is no one area you have to start with. You can start with the body paragraphs, and then join them later with the intro and conclusion, or you can start with the intro, and work your way down. As you write your paper, remeber you need to support it well. Think of it as an elephant. If an elephant has 0-2 legs, it will not stand. Three legs will allow it remain standing, but will still be a little wobley. However, four legs gives it perfect balance. \n\nDo not put in to much information, as your paragraphs may be come crowded with details. Instead, if it looks like you may have seval ideas that branch off and flow, then you might have several paragraphs in one. \n\nThe fourth step is to revise. This does not include grammatical, punctuation, or spelling. Those will be taken care of at a later time. Instead, concentrate on the major issues. There is a good acronym to help you remember what to do here: ARMS-Add, Remove, Move, or Start all over. Look at your paper and decide if you need to add information, remove it, move sentences to another location, or if you need to start all over again. Do not be afraid to start all over. Sometimes, are first efforts do not do the job. So instead, we need to rewrite. If you wrote it out on every other line, you will be able to add your revisions in the spaces not written. Make sure to use a different colored ink or pencil, to help you find the changes. Also, use highlighters, to color code your changes, if your a very visual person. If possible, have others make comments over your paper. \n\nThe final step is to edit. Once you have rewritten your paper, you need to then start looking for the minor mistakes, that prevent your paper from flowing smoothly. If you want, you can type it on the computer. There are many programs that will help with editting, if you are not sure about what to correct.  \n\nGood luck
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Writing a Persuasive Essay.\n\nIn persuasive writing, a writer takes a position FOR or AGAINST an issue and writes to convince the reader to believe or do something.\n\nhttp://www.orangeusd.k12.ca.us/yorba/persuasive_writing1.htm\n\nIn persuasive or argumentative writing, we try to convince others to agree with our facts, share our values, accept our argument and conclusions, and adopt our way of thinking. \n\nhttp://www.studygs.net/wrtstr4.htm\n\nWriting Tips \n\nThis page contains a collection of tips for essay writing and editing.\n\nhttp://www.essaytoday.com/writingtips.shtml\n\nWriting a Persuasive Essay\n\nhttp://www.cerritos.edu/fquaas/resources/English100/persuade.htm\n\nProblems in Writing Persuasive Essays: No Opinions.\n\nhttp://modena.intergate.ca/personal/gslj/noopinions.html\n\nWriting a Persuasive Essay\n\nIn a persuasive essay you are going to try to convince the reader that your point of view is best.  To accomplish this, you must chose a topic which is clear and to the point and one which has more than one side that can be debated.  It is important that you understand the other sides of the position so that you can give strong reasons why your way is best.  In your essay, you will only present one side.\n\n Like all kinds of five paragraph essays, there is a specific format to be followed.\n\nhttp://www.susq-town.org/byer/New%20Reading%20Themes/writing_a_persuasive_essay.htm\n\nDefinition: Persuasive writing works to convince the reader that a point of view is valid or persuades the reader to take specific action. It is based on a topic that is limited in scope, manageable, and debatable; a topic about which there could be more than one point of view. \n\nhttp://coolschool.k12.or.us/courses/101100/lessons/persuasive.html\n\nBasic Structure\n\nhttp://members.tripod.com/~lklivingston/essay/\n\n\nFREE ESSAYS and LETTERS.\n\nfree online resource for students of literature.\n\nhttp://www.freeessays.cc/free-essays-listing.shtml\n\nhttp://www.mytermpapers.com/\n\nhttp://www.123helpme.com/\n\nhttp://www.cyberessays.com/\n\nhttp://www.allfreeessays.com/\n\nhttp://www.bgfl.org/services/foi/templates.htm\n\nhttp://uk.geocities.com/essays4free2000/index.html\n\nhttp://www.megaessays.com/\n\nhttp://www.midlandit.co.uk/education/index.htm\n\nhttp://www.thepaperexperts.com/personale\n\nhttp://www.freeforessay.com/\n\nhttp://members.tripod.com/\n\nhttp://www.academicdb.com/\n\nhttp://www.4freeessays.com/\n\nhttp://mrbraiman.com\n\nhttp://uk.geocities.com/essays4free2000/index.html\n\nGood luck\n\nKevin, Liverpool, England.
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Tips for Writing an Argumentative Paper\n\nDr. Dyson’s tips for writing the \nARGUMENTATIVE RESEARCH PAPER\n\n1) By definition, an argumentative paper must have a THESIS. Your goal is to persuade your reader of a particular interpretation, not to describe a subject textbook-style. Be sure that you know and make clear to your reader what your point is. \n2) Avoid colloquialisms and very long paragraphs unless you have some pressing need for them (laziness does not count). \n3) Do not use subject headings: this is an argument, not a textbook. \n4) Do not just plunk down quotations: discuss them. This is important. Though often difficult, analyzing texts is the heart of scholarship. In general, long quotations should not end a paragraph. \n5) Footnote clearly, making it obvious what is your original contribution and what is not. \n6) Include a title page at the beginning and a list of "Works Cited" at the end. \n7) Cite ancient works by parenthetical references within the text, not by footnotes: e.g., (Iliad 10.45-53), (Aen. 6.112-23), (Suet. Aug. 44). Most ancient poetic works have book and line numbers, while most ancient prose works are divided into numbered sections. DO NOT refer to ancient works by page number within the translation unless there is no other way (as when translators, irresponsibly, neglect to give line or section numbers). Be sure to list the translations you use in your "Works Cited." \n8) Number your pages, starting with the first page of the text (not the title page). The length requirement given means text + footnotes; the list of works cited should be numbered but does not count for length (e.g. it would be page 11 of a 10-page paper). Staple the pages once in the upper left-hand corner. Do NOT use a folder. \n9) Indent and single-space quotations longer than 4 lines. \n10) Master The Elements of Style, the best guide to writing English prose. (If nothing else, obey this command: "Do not join independent clauses by a comma." I HATE comma splices.) Treasure this gem from the Introduction: \nVigorous writing is concise. A sentence should contain no unnecessary words, a paragraph no unnecessary sentences, for the same reason that a drawing should have no unnecessary lines and a machine no unnecessary parts. This requires not that the writer make all his sentences short, or that he avoid all detail and treat his subjects only in outline, but that every word tell.\n11) On bibliography: in general, \n- A few well-chosen sources are better than many ill-chosen ones. \n- Look first for things published recently and by major presses. \n- Journal articles are the life-blood of scholarship in many fields. Put in your interlibrary loan requests early (expect at least a 2-week delay). \n- Secondary literature should be used to stimulate your thinking and alert you to the issues other scholars have found important. The main focus should be your own analysis of primary evidence.\n12) Read the paper aloud once you have finished. Never write a sentence you would be ashamed to say. And remember, good writing is rewriting what you have already rewritten.\n\nClick this website for more information that might be helpful;\nhttp://home.att.net/~profmulder/ESSAY.htm\n\nTopics for Writing\n\nBioethics ethics in Life Sciences \nAssisted Suicide \nGenetic Research \nComputing Issues the social implications \nIntellectual Property & Piracy \nCybercrime and Privacy \nConstitutional Issues our rights under the Constitution \nGun Control \nThe Death Penalty \nSocial Concerns quality of life \nAnimal Rights\nGambling\nGay Marriages \nEducation Issues our public schools\n         Testing to Improve Educational Standards\n         School Choice - charter schools & vouchers\n         Intercollegiate Athletics and Ethics \n\nI got these suggestions from this website;\nhttp://www.gc.maricopa.edu/English/topicarg.html\nIf you go to this website you can click on the topic you like and get information about that
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The whole point of the exercise is to see what YOU think, what YOUR line of reasoning is, and how YOU develop your line of argument.  If someone gives you an excellent thesis statement, you won't know what to do with it because you have no supporting argument.  How can you?  The premise is for an argument that isn't yours.\n\nThe way you do these is to reason within yourself how you believe, then write out your arguments to convince yourself and others that your line of reasoning is sound.  There is no "right" answer; but your logic will either be consistent or inconsistent.  If it is consistent, you will have a logical argument.\n\nAfter that, the thesis statement will write itself.
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The key to writing an essay is inspiration and structure. Assuming you have a topic, gather what information you can about it, allow your mind to explore the boundaries of that information and see what intersts you about it, then write down a list of those things in th eorder that they appear to be connected. Think of how you can interst your reader in that subject, a catchy title and a few words of introduction. Then work your way through each of your main points (depending on essay length there shouldn't be more than three or four) saying something engaging about each. Now think how you can wrap up what you are saying to finish off with a neat ending. For me the ending always referred back to the introduction in some way and included the words of the title. That brings the whole to a satisfactory conclusion in arounded sort of way. You have posed a question for your reader and and answered it. Try to vary your sentence lengths so as not to be too clunky and keep the language simple. Use of long or obscure words may seem clever at first sight but if they are not in common use can look like bragging - and if you get the wrong meaning of them will only make you look silly. Write in a manner that can be easily read aloud without tripping over or hesitation and you should do well. Good luck - essay writing was my favourite.... And remeber to check your spellings!
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Here are some commonly used peer review guidelines.\n\nThesis Statement: \n1.Does the thesis statement reveal the subject of the essay and the writer’s attitude toward the subject?  If so, what is the subject and the attitude?  Ex:  Lack of state funding is the greatest impediment to superior school systems in Arizona.  (The subject is the lack of state funding, and the attitude is that it is bad for schools.) \n\n\n2.Where is does the thesis statement appear?  In a short essay (500-700 words) as expected in this course, the thesis statement should appear at the end of a brief (approx. 3 to 6 sentences) introductory paragraph.  However, the writer may place it elsewhere in the introduction if he or she wishes to create a specific effect at the beginning of a paper.  \n\n\n3.Is the thesis statement stated indirectly?  A thesis statement always reveals the subject in an indirect manner.  It is never stated directly such as this:  “This essay is about….” or  “I am going to write about…..”etc.  \n\n4.Does the thesis present a subject that is worth discussing?  Does it seem relevant in today’s society, or would it be of interest to most people?  Be sure the thesis doesn’t merely state the obvious, therefore not warranting discussion.\n\n5.Does the thesis reflect the mode of development the essay is supposed to follow (narrative, comparison/contrast, classification, persuasive, causal analysis, literary analysis)? What is the mode of development implied in the thesis?  The reader should be able to tell which mode of writing the essay will follow when he or she reads the thesis statement.\nEx:  In order to provide better futures for their children, citizens of Arizona must become more involved in legislative decisions about funding for education. (persuasive)\nEx:  Though two separate breeds, the Sheltie and collie have more similarities than differences.  (comparison/contrast)\n\nIntroductory Paragraph/s:\n1.Evaluate the introduction. What technique does the author use to invite the reader's interest? (Does the writer use a short anecdote, a shocking statement, a rhetorical question, a quotation, etc. as a motivator to draw the reader into the essay?)\n\n2.Does the motivator lead smoothly and appropriately to the thesis statement?  \n\nDevelopmental Paragraphs:\n1.Does each body paragraph have a topic sentence that relates directly to a point about the thesis?  If not, which topic sentence needs improvement?\n\n2.Does each supporting sentence of each paragraph contain sufficient examples, explanations, details, or commentary (comments about the examples or explanations)to provide an ample discussion of the topics introduced in the topic sentences? Evaluate the quality of these examples for clarity, relevancy, pertinence, logic, uniqueness, strength, color, interest, credibility, etc.  Where might improvement be needed? \n\n\n3.Do the body paragraphs seem coherent (connected in a logical manner and smooth and flowing)?  To create coherence, sentences should appear in a logical order.  Transitions are used appropriately to help connect the ideas presented in the paragraph.  Transitions are words or phrases such as these: \n\naccordingly    before long   consequentlyeven if   finally      first, (second..)  hencehowever\nin addition  in spite oflatermeanwhile neverthelessnextonceon the contrary\nsimilarly      thentherefore         thus\nalso    andas a resultbesides\nbutfor examplefurthermoremoreover\norotherwise       to begin withwhen\nafter that  as soon asinsteadafterward\n       \nWhat are some of the transitions used to move the paper from paragraph to paragraph logically and smoothly?\n\n4.Comment on any place where the paper contains extraneous material that detracts from the main point or confuses the direction of the paper. \n\nConcluding Paragraph/s:\n1.Evaluate the conclusion and how the author provides a sense of closure at the end. Is the thesis still apparent and relevant?  What technique/s does th
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An argument is a passage that contains a conclusion, at least one reason to support that conclusion and it must represent an attempt to persuade the audience to accept the truth of the conclusion.\n\nA good argument will have a logical chain of reasoning leading to the conclusion.  The author will be consistent.  Supporting evidence will be relevant.  The author will reason his way to the conclusion rather than relying on irrelevant or emotional appeals or other fallacies.
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Here is a website on Tips on writing Essays\n\nhttp://www2.actden.com/writ%5Fden/tips/essay/\n\nA complete essay is more than really can be posted in an answer here.\n\nIf you are having difficulty in finding research material for an essay, talk to the librarian at your library, they can help you find research material.
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All good writing is rewriting.  I hope you have a good word processor, because it may take a dozen rewrites to submit your very best essay.\n\nStart by reading the description of what the scholarship board wants in the essay, and be sure to follow it closely.  Make the sentence structure as clean and simple as possible; don't run on and connect things with "and" and so on, or with punctuation, or anything else, the way this sentence does.  Cut out useless repetition, and don't repeat yourself (as this sentence does).  Go over it and over it and over it to avoid over-using the same word over and over.\n\nStick to the word limit provided, and come as close to it as you can.  If they want 500 words, they do not want 502, but they will love 498.\n\nSee what I mean?  All that you have been taught in all your English classes must come into play, and polish that little gem until it glows.  Sound idealistic, but not too idealistic; realism must be acknowledged.  Sound enthusiastic, flexible, honorable; pack every virtue into it that you can.  And don't forget to spell-check and proof-read the final draft.
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State what you are going to prove.  List 5 ideas that prove your statement.  Conclude by saying what you just proved.  (e,g, BEGINNING: It's not good for kids under the age of ___ to walk to and home from school alone. FIVE SUPPORTING POINTS:  1. it subjects children to victimization by criminals; 2. it subjects kids to physical injury while crossing the street; 3. kids who are victims of crime are subject to grow up with deep traumas and sometimes have lasting phobias; 4. parents whose children are kidnapped, murdered, molested, etc. are sometimes more likely to be less productive members of society due to life-long grief and related emotional problems; 5(a). parents who fail to adequately provide for the safety of their children increase the burden on law enforcement agencies who have to incur time and resources in locating children, or 5(b) all society is hurt when children are hurt because everyone loves children. CONCLUSION:  Therefore, due to the fact that -------, ----, -----, -----, and ----, parents should not allow children under the age of ___ to walk to and from school unchaparoned by an adult or responsible older child.\n\nThat's just an example.\n\nYour essay is something you want to prove.  It has a beginning, a middle and an end.  It can be anything from "Why it's tough to make it in the world today," to "Why I've chosen to be a ____" when I graduate.  Have fun with it - and goodluck.  \n\nBe sure to choose a NARROW topic - it gets crazy when you choose a broad topic. Then brainstorm only stopping to make rough notes of what comes out of your mind.  Just let all your thoughts about the subject flow out uninhibited. Don't interrupt the flow. Then look closely at all the rough ideas and select the best ones.  Hopefully, you'll have 10 or more. Next, pick the top five-your very best-points.  Now you have your topic and 5 excellent points to support your topic.\n\nP.S.  It's a good idea to deal with ideas that are the extreme position of yours, but discuss them in your essay to dispel them or break them down.  Whenever you write anything, assume that the reader already knows the other side.  So deal with it, acknowledging it, BUT topple it with your points. For example:  for point 1 above, which reads: subjects children to victimization by criminals.  Some parents will say, "we live in a safe neighborhood and no children have ever been harmed in our neighborhood" -- you might want to write:  Some parents believe their neighborhoods are safe and permit their children to walk to and from school.  Other parents allow their children to walk to and from school because the school is onely a couple of blocks down the street.  The reason neither of these ideas are good ones is because statistics have shown that child molesters are subject to pick up kids from affluent neighborhoods as they are from other ones.  [sometime like that - gotta run - hope it helps]
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after you read the question, take a minute (literally, not more) to write a quick outline of your essay on some scrap paper or the margin- that way you'll know where you want to go with your essay, and you'll be able to leave out time-consuming stuff that doesn't add to your argument.  Beyond that, practice keeping an eye on the clock.\n\nWorked for me in AP history/government. Good luck.
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Hi, I'm an english teacher.To write a good essay, you must remember one crucial thing- WRITE THE ESSAY (OR ANY OTHER ANSWER) ASSUMING THAT THE TEACHER READING IT KNOWS NOTHING ABOUT THE TOPIC, AND YOU ALONE CAN EXPLAIN IT TO HIM/HER IN THE BEST MANNER. Your answer automatically becomes good.\n\nnext,technically an essay has 3 parts.\n1. the introduction: where you define/introduce your topic. if its a festival, tell WHY,WHEN,WHERE it is celebrated. If it's about a preson- tell WHO HE IS,WHERE HE WAS BORN,WHAT IS SPECIAL ABOUT HIM. If its a moral issue-tell WHAT it means, WHY it's important.All this needs to fit in about 50-60 words.\n\n2. the matter: is where you explain the entire topic in 3-5 paragraphs.Each paragraph must have a theme.Which means that if you're writing about the positive aspect,the whole paragraph must be about it.Don't mix ideas within a single paragraph. Write the positives/negatives, or expaling the entire concept in detail.\n\n3.the conclusion: here write a SHORT account,where you summarize your matter.give SUGGESTIONS or ADVICE or give your own OPINION here. that's all.\n\nMoreover, you must TRY !! good luck.
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This is the introduction of a persuasive essay\n\nIn the persuasive essay, you must defend your side of an argument. You are no longer merely showing, you are convincing. \n\nThe persuasive essay must choose a side, make a case for it, consider and refute alternative arguments, and prove to the undecided reader that the opinion it presents is the best one. You must be aware of other sides and be fair to them; dismissing them completely will weaken your own argument. \n\nIt is always best to take a side that you believe in, preferably with the most supporting evidence. It can often be educational to adopt a different position from what you might normally choose (debating requires this kind of flexibility).\n\n\nhttp://web.uvic.ca/wguide/Pages/PersuasiveEssay.html
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"The most important function of your paper's introductory paragraph, however, is to present a clear statement of your paper's argument. This sentence is your paper's thesis. Without a thesis, it is impossible for you to present an effective argument. The thesis sentence should reflect both the position that you will argue and the organizational pattern with which you will present and support your argument. A useful way to think about the construction of a thesis sentence is to view it in terms of stating both the "what" and the "how" of ~he paper's argument. The "what" is simply the basic argument in your paper: what exactly are you arguing? The "how" is the strategy you will use to present this argument. The following are helpful questions for you to consider when formulating a thesis sentence."\nhttp://www.hamilton.edu/academics/resource/WC/Effective_essays.html\n\n\nalso:\nhttp://daphne.palomar.edu/handbook/thesis.htm#whatis