Argumentative Essays
Argue a case with reasons and evidence. Anticipate objections and show why your position holds.
Parts of a strong argument
- Claim: a clear statement of position.
- Evidence: facts, statistics, expert views, or examples.
- Reasoning: explain why the evidence supports the claim.
- Counterclaim & rebuttal: show you understand objections and respond to them.
- Conclusion: restate impact and broader significance.
Finding and using evidence
Good evidence is relevant, recent (when appropriate), and from reliable sources. Use statistics, short case studies, or quotations from experts. Always explain its connection to your claim.
Example: "A 2021 government report found a 12% increase in attendance where schools implemented mentoring programmes."
Explain: say how the statistic supports your point (e.g., higher attendance suggests mentoring helps engagement).
Logical fallacies to avoid (with quick examples)
- Straw man: misrepresenting the opposing view. Example: "Opponents say we must ban TV; they actually argued for limits."
- Ad hominem: attacking the person, not the idea. Example: "You can't trust her view because she's young."
- False cause: assuming correlation is causation. Example: "Ice cream sales and drownings both rise in summer, so ice cream causes drownings."
Model paragraph with commentary
Claim: Extending the school day by one hour would improve learning outcomes.
Evidence: A pilot study showed that an extra hour of structured study correlated with a 5% rise in test scores after six months.
Reasoning: The extra hour gives pupils guided time to review difficult topics, so gaps in understanding are addressed before they become entrenched.
Counterclaim: Critics say longer days cause tiredness and reduce extracurricular time. Rebuttal: A balanced schedule keeps extracurriculars and includes short breaks to maintain energy.
Commentary: Note the paragraph links evidence to claim with clear reasoning and addresses an obvious objection with a realistic rebuttal.
Practice tasks
- Choose a topical school issue (uniforms, later start times, homework). Write a one-sentence claim and find one statistic or fact to support it.
- Write a paragraph including a counterclaim and a rebuttal; underline the sentence that links evidence to the claim.
- Peer feedback: identify any fallacy or weak reasoning in a partner's paragraph and suggest a fix.
Full model argumentative essay (approx. 420 words)
Later school start times improve student learning
Many teenagers suffer from sleep deprivation because early school start times clash with natural adolescent sleep cycles. Delaying the start of the school day by 30–60 minutes can improve attendance, mood and exam performance. This measure supports both wellbeing and academic outcomes.
Evidence: Research shows that a later start can increase total sleep and improve attention in class. A study of several secondary schools found a 7% rise in grades after a trial of later starts and noted reductions in tardiness.
Reasoning: Sleep affects memory consolidation and executive function. When pupils are well-rested they can concentrate better, retain information more easily and take part constructively in lessons. Improved concentration translates into better classroom behaviour and more effective learning time.
Counterclaim: Opponents argue that later starts interfere with after-school activities and parental work schedules. Rebuttal: Schools can adapt timetables by shortening non-essential form time, offering optional club time after school, and coordinating with parents to adjust pick-up arrangements. The benefits to attainment and wellbeing outweigh these logistical challenges.
Conclusion: Later starts tackle a root cause of low attention and poor retention among teenagers. With careful planning and community dialogue, the change is feasible and likely to yield clear academic and wellbeing benefits.
Evaluating evidence and sources (teacher checklist)
- Is the source reputable (academic, government, established media)?
- Is the evidence recent enough to be relevant?
- Does the evidence directly support the specific claim?
- Is the sample size or method transparent (for studies)?
- Are there alternative explanations that the source ignores?
Assessment rubric (short)
4 (Excellent): Clear claim, three well-developed paragraphs, strong and cited evidence, effective counterclaim and rebuttal, accurate linking of evidence to claim.
3 (Good): Clear claim, two or three paragraphs with evidence, some attempt at counterclaim, mostly accurate reasoning.
2 (Satisfactory): Claim present but unclear; limited evidence or weak reasoning; counterclaim missing or weak.
1 (Needs work): No clear claim, little evidence, many logical errors or fallacies.