1. Argument Writing: The Definition and Purpose Argument writing is a mode of writing that requires the student to investigate a topic; collect, generate, and evaluate evidence; and establish a position on the topic in a concise manner. Different from persuasive writing in several ways: The objective of a persuasive essay is to "win" the reader over to your side of an argument, while the primary objective of an argumentative essay is just to show that you have a valid argument, allowing the reader either to adopt your position or to "agree to disagree". Another difference between the two types of essay is that in the persuasive essay, although you acknowledge the opposing view, only one side of the issue is debated. An important part of the argumentative essay is to use evidence both to substantiate one's own position and to refute the opposing argument.

2. The elements: hook (Introduction) Early in an argument essay, writers should create interest in and/or convey the urgency of the subject they are planning to explore within the essay. Writers do this by providing some general background information before presenting a claim (thesis).

3. The elements: Claim/Thesis (Introduction) A claim persuades, argues, convinces, proves, or provocatively suggests something to a reader who may or may not initially agree with you. A claim is the main argument of an essay. A claim defines your paper’s goals, direction, and scope, and is supported by evidence, quotations, argumentation, expert opinion, statistics, and telling details. A claim must be argumentative. When you make a claim, you are arguing for a certain interpretation or understanding of your subject. A good claim is specific. It makes a focused argument. A claim is a proposition that conveys the writer's interpretations of or beliefs about something. Claims are not facts but rather conclusions that the writer draws from facts.

4. The elements: Evidence/Support/Warrants (Body) Good argument begins with looking at the data that is likely to become the evidence (support) in an argument and which gives rise to a thesis statement/major claim. That is, the thesis statement arises from a question, which in turn rises from the examination of information or data of some sort. To be useful evidence must be relevant and verifiable. Evidence is what you use to support the claims that you present. All good arguments must be supported by a strong foundation of facts. Typically support/evidence consists of anecdotes, direct quotations from primary sources, and/or statistics all derived from the writer’s research. A warrant is the logical connection between a claim and a supporting fact. The writer needs to explain how and why a particular piece of evidence is good support for a specific claim. (In the essays we’ve written so far this year, we have denoted the second ANA as completing this function.)

5. The Elements: Counterclaim (Concessions)/Rebuttal (Refutations) (Body) A counterclaim/concession is a claim that negates or disagrees with the thesis/claim. In presenting a counterclaim, the writer is turning against his own argument to challenge it. Avoid weak counterclaims. Consider the strongest opposition to your claim so that your argument strength can be tested. A rebuttal/refutation is evidence that negates or disagrees with the counterclaim.

6. Simple example Every year, prospective college freshmen scramble to take the SAT exam for a second, or maybe even, third time. These students believe that if they can just get a score of a few points more, their college acceptance will be a guarantee. These students pay a significant amount of money to hire tutors and to register for the actual exam. Additionally, students endure untold amounts of stress in preparation for and during the exams. In the end, some may succeed, but many end up disillusioned and frustrated. In light of this, the emphasis placed on the SAT exam as a college entrance qualification should be reduced significantly. The immense cost with little reward merit a reduction in the emphasis placed on SAT scores as indicators of students’ potential college success. According to the Institute for Research in Higher Education, 93% of high school seniors have taken the SAT more than once. The average amount of attempts was two with students reporting only minor score increases between the first and second attempt. The same research organization reports that students spend an average of $600 preparing for and taking the exam. Those same students also reported that their college of choice still didn’t admit them. This information demonstrates the negative effect of placing so much importance on the SAT exam. Some may say that despite the cost and seemingly insignificant score gain that the SAT is still worth taking and is still the best indicator of a students’ potential to handle the rigors of college. According to the Institute of Colleges and Universities, 89% of incoming freshmen in the year 2012 with SAT scores that aligned with the minimum university requirements were experiencing success in their classes. When interviewed later in their university careers, these students reported satisfaction with their school choice, consistent grades, and a plan to graduate. Despite these promising statistics, the stress sustained by these students strongly suggests that the current emphasis placed on the SAT exam needs to change. The National Institute of Adolescent Health reports that 78% of high school seniors experience stress related illness like colds, flu and panic attacks, that cause them to miss school. The same institute posits that other afflictions suffered by adolescents like eating disorders and sleep deprivation are most likely attributable to the intense pressure placed on the SAT exam. Health related impacts provide further support to demote the prominence currently held by this standardized entrance exam. Colleges and universities can no longer ignore the statistics and research that reveal the detrimental impact of placing so much emphasis on one exam.