1. ARGUMENTATIVE ESSAY

2. DO THESE THREE THINGS… Understand the nature of the position taken in the prompt Take a specific stand Clearly and logically support your claim

3. AFTER CAREFULLY READING THE PROMPT– ASK YOURSELF… 1.Do I think about this subject in the same way as the writer/ speaker?– AGREE 2.Do I think the writer/ speaker is totally wrong?– DISAGREE 3.Do I think some of what is said is correct and some incorrect?– QUALIFY Remember—there are other words for “agree,” “refute,” “qualify”

4. A SAMPLE PROMPT Directions: Consider carefully the following excerpt and the assignment below it. The plan and write an essay that explains your ideas as persuasively as possible. Keep in mind that the support you provide— both reasons and examples—will help make your view convincing to the reader. A popular song says, “You don’t know what you got ‘til it’s gone.” And Holocaust survivor Elie Wiesel, accepting the Nobel Prize, said “No one is as capable of gratitude as one who has emerged from the kingdom of night.” Assignment: What is your view of the claim that we often appreciate the things that we have not when we gain them but when we lose them? In an essay, support your position by discussing an example (or examples) from literature, the arts, science and technology, current events, or your own experience or observation.

5. THE PROMPT THAT WE LOOKED AT “Tough challenges reveal our strengths and weaknesses.” This statement is certainly true; adversity helps us discover who we are. Hardships can often lead us to examine who we are and to question what is important in life. In fact, people who have experienced seriously adverse events frequently report that they were positively changed by their negative experiences. Assignment: Do you think that ease does not challenge us and that we need adversity to help us discover who we are? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.

6. TIPS Length is important. Use most of the booklet! Depth is better than breadth. Make sure to develop your ideas at length. Don’t just list a whole bunch of ideas/examples without support. Consider your audience. Catch their attention right away.

7. USE THE PROMPT Make sure you stay on topic (duh, right?) You need to agree or disagree, and it’s okay to do either as long as you are EMPHATIC & PERSUASIVE!!! Address the prompt directly so that the reader knows you’re answering it.

8. READING THE PROMPT… Read, think, read, think Take some time to decide your position—you may not choose the side that first appeals to you Take some time to plan your support and weigh in the potential fallacies of your points Create a strong claim for your thesis Don’t forget to consider the thoughts and position of the opposing side

9. EXAMPLES OF GOOD EVIDENCE FOR YOU TO USE IN YOUR RESPONSE… Facts/ statistics Details Quotations Dialogue Needed definitions Recognition of the opposition Examples Anecdotes Contrasts and comparisons Cause and effect Appeal to authority

10. EXAMPLES/EVIDENCE: SOOO CRUCIAL These are the bread and butter of your essay. You MUST have them! Make them accessible and understandable for the reader. Tie them to your position and the prompt. Try to use three examples from three different ‘categories.’ Make sure to explain the relevant part of the example AND connect it to your position with specific commentary.

11. EXAMPLES: LITERATURE Stick to the ‘Classics.’ If you’ve read it in your high school English class, it’s fine. I know you may love The Hunger Games or the Gossip Girl books, but it probably won’t get you a good score. Don’t spend too much time explaining the plot; focus on the themes. Examples: To Kill A Mockingbird, Lord of the Flies, Things Fall Apart, Of Mice and Men

12. EXAMPLES: HISTORY They should be events that are taught in almost every high school in the US. Think of events with universal themes… things you can say a lot about. Examples: The Holocaust, The Civil Rights Movement, WWII, The Revolutionary War, The Civil War, etc.

13. EXAMPLES: CURRENT EVENTS Anything that has been in the news lately will qualify here. You may want to avoid controversial topics or opinions so that you don’t offend the reader (Iraq, abortion, the death penalty). Examples: the US Election, the Summer Olympics in London

14. CLASSICAL ARGUMENTATIVE SCHEME Part 1: Introductory Paragraph -catch interest -present the issue or topic with concrete image or anecdote [refer specifically to the prompt] -provide any relevant background information -define pertinent terms -clearly state claim [your position on the issue]

15. CLASSICAL ARGUMENTATIVE SCHEME CON’T. Part 2: Concession and Refutation -ignoring the other side is dangerous -perhaps find weaknesses within the opposing reasons, facts, testimonies, etc. -“yes,” is the concession; “but” is the refutation -you still must demonstrate that your claims are more valid -you may concede or refute in the introductory paragraph or through the body paragraphs as you bring up additional points

16. CLASSICAL ARGUMENTATIVE SCHEME CON’T. Part 3: Confirmation Paragraphs -the most important and longest section of the argument -provides the reasons and the evidence of a writer’s claim -shows the logical development of the argument -should include both logical reasons and evidence but also emotional appeals to human needs or values -incorporate other modes of discourse to further develop your writing

17. CLASSICAL ARGUMENTATIVE SCHEME CON’T. Part 4: Concluding Paragraph -wrap up the argument -restate the claim -provide a new appeal to needs or values -enrich with additional commentary -voice a final plea for readers to take action or to change thinking -refrain from repeating any information