1. Argumentative Papers

2. What Is an Argumentative Paper?
Rather than merely describing a situation, event, person, etc., an argumentative paper attempts to persuade the reader to adopt your opinion.
Elements
Introduction, points, counter points, conclusion
We will focus on the 6 paragraph form
Intro, three points, one counter point, conclusion
Be sure students understand that not all papers are five or six paragraph form. Anyone who has read an academic book (not a novel) can attest to this fact. However, it is a good outline to keep in mind when they begin to explore other forms.

3. Elements of an Introduction
Hook- interesting anecdote, startling quote or statement, or a surprising fact to “hook” readers attention.
Background information- tailor to your audience.
Thesis- the main argument. Needs to answer a “why or how” question. More on that next.
Roadmap- briefly tell your reader what your three points or body paragraphs will be.
As you get more experience writing you can mix up the order of these elements a bit; however, when just starting to learn, follow this formula.
For background information: If you are writing a paper for your teacher or an expert in the field, you don’t need to include as much background information because the audience is already familiar with the topic. However, if you are writing a paper for you classmates or general public, you will need to include more background information so the audience can understand what you are talking about and why it matters.
Thesis: we will talk more about this on the next slide.
Roadmap- helps your readers mentally organize what they are about to read. Also helps you keep your paper focused. Many teachers want the thesis last, but in this class put the road map last.

4. Theses Continued…
Answer a “why or how” question, not a “yes or no” question.
Prompt: Write your opinion about uniforms.
Reformulate to a “why or how” question
Why should or shouldn’t PVMS require students to wear uniforms?
Strong thesis: PVMS should not require uniforms because uniforms prevent students from expressing themselves.
NOT a “yes or no” question
Should PVMS require uniforms?
Weak thesis: PVMS should require uniforms.
Good thesis statements tell your reader exactly why you think the way you do. In this example you would then devote the rest of your paper to showing how dress codes inhibit creativity. Bad thesis statements only vaguely answer yes or no questions. They don’t really tell your reader anything useful about your opinion other than you have one.

5. Example of an Introduction
The percentage of U.S. public schools that use school uniforms nearly doubled between and 2010 (“Fast Facts: School Uniforms”). Despite this recent increase, debate surrounding school uniforms has been raging for ages. Supporters argue loose dress codes distract from learning. Opponents argue uniforms choke creative expression. Regardless of these disadvantages, public schools nationwide should adopt uniforms because uniforms help students focus on academics. This argument is demonstrated by uniforms’ effects on family finances, gang violence, and time management.
Explain to students this essay is just an example, not an eager campaign for uniforms. Explain that each color represents a different part of the intro.
Red- is the hook, a startling fact that grabs the readers attention.
Purple- citation. We will discuss this more later.
Blue- background information. Introduces readers to the debate.
Green- the thesis statement. Answers the question “why should schools adopt uniforms?” Uniforms help students focus on academics.
Orange- the roadmap. This sentence tells the reader your three points will be about family finances, gang violence, and time management.
This introduction is very simple. Every element only has one or two sentences. However, you will find that frequently authors will spend paragraphs on any of these elements. Except the thesis, this should always be very brief.

6. Elements of a Point Transition: Always first
Eases the reader into the coming paragraph.
Claim: Almost always second
The sub-argument you are trying to prove that relates to the thesis.
Evidence and Citations: Sometimes third
The facts you will use to support your claim and where they came from.
Statistics, quotations, anecdotes, examples, etc.
Warrant: Sometimes fourth
Explains the logical connection between the claim and the evidence.
As you become better writers you have a lot more flexibility in where you place certain elements of your papers. The transition and claim always come first and second. Sometimes the evidence comes third and sometimes fourth, same with the warrant. This completely depends on the flow of you paper and what sounds better when you read it out loud. However, when you are just learning, follow this format of transition, claim, evidence, warrant. This will help you stay organized and focused. You will repeat this pattern for all remaining points. It is best to start with your strongest point, because readers are more likely to remember what they read first. Then move on to your next strongest argument, then onto your least strong argument.

7. Example of a Point
First, uniforms help students focus more on academics and less on the financial burdens of impressing each other. Families of students who wear uniforms save an average of $180 per year on school clothes compared to students who do not wear uniforms (“School Uniform Facts”). Many students feel name brands protect them from peer cruelty or rejection, which are distractions from quality academic work. However, many students cannot afford to “purchase” peer acceptance. When students spend more money on clothes they also spend more time worrying their clothing is being judged, which means less attention on academic work.
Red- transition. This one is really simple. Tells the reader this is the first point.
Blue- claim. It connects the point about saving money to the thesis in the introduction. That uniforms help students focus on school.
Green- evidence. Shows that uniforms actually help save money.
Purple- the citation, we will discuss this more in depth later. Tells reader where you got the source of your information.
Orange- warrant. Try reading this paragraph without the warrant. The paragraph doesn’t seem finished. While the evidence shows uniforms save money, without the warrant the reader would fail to understand how uniforms and saving money would help students stay focused in school. As you gain more experience writing and reading, you will see that frequently arguments don’t follow this very neat structure of one claim, one warrant, one piece of evidence. Some argumentative essays will have dozens of pieces of evidence and connecting warrants that all support one claim. But for now, work with this form. Repeat this format with all other points/ body paragraphs.

8. Another Example of a Point
Uniforms have more than just financial benefits. Uniforms also help students and teachers to focus in school by reducing distractions caused by gang interactions. The State of California implemented limited uniform laws because teachers were spending more time enforcing gang related dress codes than teaching students math and other subjects (“California Ed Code 35183”).” The California State Legislature recognized that clothing is often a marker of gang membership and a distraction in school to teachers and students.
Red- transition. You can see this transition is different than in the first body paragraph. This transition is a full sentence. However, it has the same function as the transition in the preceding slide. It helps ease the reader into the next point.
Blue- the claim. You can see that this claim is much like the last one. It connects this point to the thesis in the introduction. That uniforms help students focus in school.
Green- the evidence. Shows that some objective third party source supports your claim. In this case, state of California also recognizes that uniforms help everyone focus on academics and less on the gang culture.
Purple- the citation. They just go after the specific information your borrowed from another source. More on this later.
Orange- the warrant. Connects the claim, that uniforms help students focus, to the evidence.

9. Third Example of a Point
Aside from reducing gang violence, uniforms also help students focus on school by reducing time spent getting ready for school and freeing up more time for studying. A Boston high school senior commented that “for some people it takes hours to get dressed. If we had uniforms it would take three minutes” (Gentile, 2). As this Boston student demonstrated, students frequently spend an inordinate amount of time choosing clothing in the morning, time they could spend studying or catching up on sleep.
Red- transition. Lets the reader know you are changing points.
Blue- the claim. Connects point to the thesis in the introduction.
Green- the evidence. This time in the form of a quote from a high school student.
Purple- citation.
Orange- the warrant. Expands on the claim and connects it to the evidence.

10. Counter Points Transition Explain one opposing point
Explain why it is invalid

11. Example of a Counter Point
Despite these benefits, many oppose school uniforms because they believe uniforms impinge on creative expression among students. However, these opponents limit their ideas of creative expression to fashion. Many avenues of creative expression exist. Without the distraction of casual clothing students may better express themselves through art classes, science projects, and writing.
Red- transition. Lets readers know you are moving on to another point.
Blue- Explains one opposing claim.
Purple- Explains why it is invalid.

12. Elements of a Conclusion
Transition
Summarize points
Restate thesis statement
Don’t use exact wording from introduction: paraphrase yourself.
Closing remark
DON’T introduce any new points or evidence.
Think of your essay as a circle. The conclusion should end by tying in with, or contextualizing, the body paragraphs and introduction. Closing remark should turn focus toward the bigger picture or reflect the introductory hook. As I mentioned before, with more experience you can experiment with the placement of these elements. But for now just follow this formula.

13. Example of a Conclusion
In conclusion, school uniforms are so much more than an argument over creative expression. Requiring school uniforms in all public schools would reduce financial pressure on students to impress their peers, reduce gang violence, and help students allot more time for studying. All of these outcomes are desirable by themselves, but have the added benefit of reducing classroom distractions and helping students stay focused on academics. With any luck, the percentage of public schools that require uniforms will double again in the coming decade.
Red- the transition. Moves us from the counterpoint into the conclusion.
Blue- summary. Summarizes the points made in the body paragraphs.
Green- restates the thesis statement using language that is not identical to the introduction.
Purple- reflects the statistic used in the introduction and turns the readers focus to the future or the big picture.

14. Note
All examples adapted from: Hatch, Scott and Lisa Zimmer Hatch. ACT for Dummies. Hoboken, NJ: John Wiley & Sons, Inc., Print. Pages