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• How to write an argumentative essay | Examples & tips

How to Write an Argumentative Essay | Examples & Tips

Published on July 24, 2020 by Jack Caulfield . Revised on July 23, 2023.

An argumentative essay expresses an extended argument for a particular thesis statement . The author takes a clearly defined stance on their subject and builds up an evidence-based case for it.

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Table of contents

When do you write an argumentative essay, approaches to argumentative essays, introducing your argument, the body: developing your argument, concluding your argument, other interesting articles, frequently asked questions about argumentative essays.

You might be assigned an argumentative essay as a writing exercise in high school or in a composition class. The prompt will often ask you to argue for one of two positions, and may include terms like “argue” or “argument.” It will frequently take the form of a question.

The prompt may also be more open-ended in terms of the possible arguments you could make.

Argumentative writing at college level

At university, the vast majority of essays or papers you write will involve some form of argumentation. For example, both rhetorical analysis and literary analysis essays involve making arguments about texts.

In this context, you won’t necessarily be told to write an argumentative essay—but making an evidence-based argument is an essential goal of most academic writing, and this should be your default approach unless you’re told otherwise.

Examples of argumentative essay prompts

At a university level, all the prompts below imply an argumentative essay as the appropriate response.

Your research should lead you to develop a specific position on the topic. The essay then argues for that position and aims to convince the reader by presenting your evidence, evaluation and analysis.

• Don’t just list all the effects you can think of.
• Do develop a focused argument about the overall effect and why it matters, backed up by evidence from sources.
• Don’t just provide a selection of data on the measures’ effectiveness.
• Do build up your own argument about which kinds of measures have been most or least effective, and why.
• Don’t just analyze a random selection of doppelgänger characters.
• Do form an argument about specific texts, comparing and contrasting how they express their thematic concerns through doppelgänger characters.

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An argumentative essay should be objective in its approach; your arguments should rely on logic and evidence, not on exaggeration or appeals to emotion.

There are many possible approaches to argumentative essays, but there are two common models that can help you start outlining your arguments: The Toulmin model and the Rogerian model.

Toulmin arguments

The Toulmin model consists of four steps, which may be repeated as many times as necessary for the argument:

• Make a claim
• Provide the grounds (evidence) for the claim
• Explain the warrant (how the grounds support the claim)
• Discuss possible rebuttals to the claim, identifying the limits of the argument and showing that you have considered alternative perspectives

The Toulmin model is a common approach in academic essays. You don’t have to use these specific terms (grounds, warrants, rebuttals), but establishing a clear connection between your claims and the evidence supporting them is crucial in an argumentative essay.

Say you’re making an argument about the effectiveness of workplace anti-discrimination measures. You might:

• Claim that unconscious bias training does not have the desired results, and resources would be better spent on other approaches
• Cite data to support your claim
• Explain how the data indicates that the method is ineffective
• Anticipate objections to your claim based on other data, indicating whether these objections are valid, and if not, why not.

Rogerian arguments

The Rogerian model also consists of four steps you might repeat throughout your essay:

• Discuss what the opposing position gets right and why people might hold this position
• Highlight the problems with this position
• Present your own position , showing how it addresses these problems
• Suggest a possible compromise —what elements of your position would proponents of the opposing position benefit from adopting?

This model builds up a clear picture of both sides of an argument and seeks a compromise. It is particularly useful when people tend to disagree strongly on the issue discussed, allowing you to approach opposing arguments in good faith.

Say you want to argue that the internet has had a positive impact on education. You might:

• Acknowledge that students rely too much on websites like Wikipedia
• Argue that teachers view Wikipedia as more unreliable than it really is
• Suggest that Wikipedia’s system of citations can actually teach students about referencing
• Suggest critical engagement with Wikipedia as a possible assignment for teachers who are skeptical of its usefulness.

You don’t necessarily have to pick one of these models—you may even use elements of both in different parts of your essay—but it’s worth considering them if you struggle to structure your arguments.

Regardless of which approach you take, your essay should always be structured using an introduction , a body , and a conclusion .

Like other academic essays, an argumentative essay begins with an introduction . The introduction serves to capture the reader’s interest, provide background information, present your thesis statement , and (in longer essays) to summarize the structure of the body.

Hover over different parts of the example below to see how a typical introduction works.

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.

The body of an argumentative essay is where you develop your arguments in detail. Here you’ll present evidence, analysis, and reasoning to convince the reader that your thesis statement is true.

In the standard five-paragraph format for short essays, the body takes up three of your five paragraphs. In longer essays, it will be more paragraphs, and might be divided into sections with headings.

Each paragraph covers its own topic, introduced with a topic sentence . Each of these topics must contribute to your overall argument; don’t include irrelevant information.

This example paragraph takes a Rogerian approach: It first acknowledges the merits of the opposing position and then highlights problems with that position.

Hover over different parts of the example to see how a body paragraph is constructed.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

An argumentative essay ends with a conclusion that summarizes and reflects on the arguments made in the body.

No new arguments or evidence appear here, but in longer essays you may discuss the strengths and weaknesses of your argument and suggest topics for future research. In all conclusions, you should stress the relevance and importance of your argument.

Hover over the following example to see the typical elements of a conclusion.

The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

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An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.

In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.

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Miscellaneous

You'll no doubt have to write a number of argumentative essays in both high school and college, but what, exactly, is an argumentative essay and how do you write the best one possible? Let's take a look.

A great argumentative essay always combines the same basic elements: approaching an argument from a rational perspective, researching sources, supporting your claims using facts rather than opinion, and articulating your reasoning into the most cogent and reasoned points. Argumentative essays are great building blocks for all sorts of research and rhetoric, so your teachers will expect you to master the technique before long.

But if this sounds daunting, never fear! We'll show how an argumentative essay differs from other kinds of papers, how to research and write them, how to pick an argumentative essay topic, and where to find example essays. So let's get started.

What Is an Argumentative Essay? How Is it Different from Other Kinds of Essays?

There are two basic requirements for any and all essays: to state a claim (a thesis statement) and to support that claim with evidence.

Though every essay is founded on these two ideas, there are several different types of essays, differentiated by the style of the writing, how the writer presents the thesis, and the types of evidence used to support the thesis statement.

Essays can be roughly divided into four different types:

#1: Argumentative #2: Persuasive #3: Expository #4: Analytical

So let's look at each type and what the differences are between them before we focus the rest of our time to argumentative essays.

Argumentative Essay

Argumentative essays are what this article is all about, so let's talk about them first.

An argumentative essay attempts to convince a reader to agree with a particular argument (the writer's thesis statement). The writer takes a firm stand one way or another on a topic and then uses hard evidence to support that stance.

An argumentative essay seeks to prove to the reader that one argument —the writer's argument— is the factually and logically correct one. This means that an argumentative essay must use only evidence-based support to back up a claim , rather than emotional or philosophical reasoning (which is often allowed in other types of essays). Thus, an argumentative essay has a burden of substantiated proof and sources , whereas some other types of essays (namely persuasive essays) do not.

You can write an argumentative essay on any topic, so long as there's room for argument. Generally, you can use the same topics for both a persuasive essay or an argumentative one, so long as you support the argumentative essay with hard evidence.

Example topics of an argumentative essay:

• "Should farmers be allowed to shoot wolves if those wolves injure or kill farm animals?"
• "Should the drinking age be lowered in the United States?"
• "Are alternatives to democracy effective and/or feasible to implement?"

The next three types of essays are not argumentative essays, but you may have written them in school. We're going to cover them so you know what not to do for your argumentative essay.

Persuasive Essay

Persuasive essays are similar to argumentative essays, so it can be easy to get them confused. But knowing what makes an argumentative essay different than a persuasive essay can often mean the difference between an excellent grade and an average one.

Persuasive essays seek to persuade a reader to agree with the point of view of the writer, whether that point of view is based on factual evidence or not. The writer has much more flexibility in the evidence they can use, with the ability to use moral, cultural, or opinion-based reasoning as well as factual reasoning to persuade the reader to agree the writer's side of a given issue.

Instead of being forced to use "pure" reason as one would in an argumentative essay, the writer of a persuasive essay can manipulate or appeal to the reader's emotions. So long as the writer attempts to steer the readers into agreeing with the thesis statement, the writer doesn't necessarily need hard evidence in favor of the argument.

Often, you can use the same topics for both a persuasive essay or an argumentative one—the difference is all in the approach and the evidence you present.

Example topics of a persuasive essay:

• "Should children be responsible for their parents' debts?"
• "Should cheating on a test be automatic grounds for expulsion?"
• "How much should sports leagues be held accountable for player injuries and the long-term consequences of those injuries?"

Expository Essay

An expository essay is typically a short essay in which the writer explains an idea, issue, or theme , or discusses the history of a person, place, or idea.

This is typically a fact-forward essay with little argument or opinion one way or the other.

Example topics of an expository essay:

• "The History of the Philadelphia Liberty Bell"
• "The Reasons I Always Wanted to be a Doctor"
• "The Meaning Behind the Colloquialism ‘People in Glass Houses Shouldn't Throw Stones'"

Analytical Essay

An analytical essay seeks to delve into the deeper meaning of a text or work of art, or unpack a complicated idea . These kinds of essays closely interpret a source and look into its meaning by analyzing it at both a macro and micro level.

This type of analysis can be augmented by historical context or other expert or widely-regarded opinions on the subject, but is mainly supported directly through the original source (the piece or art or text being analyzed) .

Example topics of an analytical essay:

• "Victory Gin in Place of Water: The Symbolism Behind Gin as the Only Potable Substance in George Orwell's 1984"
• "Amarna Period Art: The Meaning Behind the Shift from Rigid to Fluid Poses"
• "Adultery During WWII, as Told Through a Series of Letters to and from Soldiers"

There are many different types of essay and, over time, you'll be able to master them all.

A Typical Argumentative Essay Assignment

The average argumentative essay is between three to five pages, and will require at least three or four separate sources with which to back your claims . As for the essay topic , you'll most often be asked to write an argumentative essay in an English class on a "general" topic of your choice, ranging the gamut from science, to history, to literature.

But while the topics of an argumentative essay can span several different fields, the structure of an argumentative essay is always the same: you must support a claim—a claim that can reasonably have multiple sides—using multiple sources and using a standard essay format (which we'll talk about later on).

This is why many argumentative essay topics begin with the word "should," as in:

• "Should all students be required to learn chemistry in high school?"
• "Should children be required to learn a second language?"
• "Should schools or governments be allowed to ban books?"

These topics all have at least two sides of the argument: Yes or no. And you must support the side you choose with evidence as to why your side is the correct one.

But there are also plenty of other ways to frame an argumentative essay as well:

• "Does using social media do more to benefit or harm people?"
• "Does the legal status of artwork or its creators—graffiti and vandalism, pirated media, a creator who's in jail—have an impact on the art itself?"
• "Is or should anyone ever be ‘above the law?'"

Though these are worded differently than the first three, you're still essentially forced to pick between two sides of an issue: yes or no, for or against, benefit or detriment. Though your argument might not fall entirely into one side of the divide or another—for instance, you could claim that social media has positively impacted some aspects of modern life while being a detriment to others—your essay should still support one side of the argument above all. Your final stance would be that overall , social media is beneficial or overall , social media is harmful.

If your argument is one that is mostly text-based or backed by a single source (e.g., "How does Salinger show that Holden Caulfield is an unreliable narrator?" or "Does Gatsby personify the American Dream?"), then it's an analytical essay, rather than an argumentative essay. An argumentative essay will always be focused on more general topics so that you can use multiple sources to back up your claims.

Good Argumentative Essay Topics

So you know the basic idea behind an argumentative essay, but what topic should you write about?

Again, almost always, you'll be asked to write an argumentative essay on a free topic of your choice, or you'll be asked to select between a few given topics . If you're given complete free reign of topics, then it'll be up to you to find an essay topic that no only appeals to you, but that you can turn into an A+ argumentative essay.

What makes a "good" argumentative essay topic depends on both the subject matter and your personal interest —it can be hard to give your best effort on something that bores you to tears! But it can also be near impossible to write an argumentative essay on a topic that has no room for debate.

As we said earlier, a good argumentative essay topic will be one that has the potential to reasonably go in at least two directions—for or against, yes or no, and why . For example, it's pretty hard to write an argumentative essay on whether or not people should be allowed to murder one another—not a whole lot of debate there for most people!—but writing an essay for or against the death penalty has a lot more wiggle room for evidence and argument.

A good topic is also one that can be substantiated through hard evidence and relevant sources . So be sure to pick a topic that other people have studied (or at least studied elements of) so that you can use their data in your argument. For example, if you're arguing that it should be mandatory for all middle school children to play a sport, you might have to apply smaller scientific data points to the larger picture you're trying to justify. There are probably several studies you could cite on the benefits of physical activity and the positive effect structure and teamwork has on young minds, but there's probably no study you could use where a group of scientists put all middle-schoolers in one jurisdiction into a mandatory sports program (since that's probably never happened). So long as your evidence is relevant to your point and you can extrapolate from it to form a larger whole, you can use it as a part of your resource material.

And if you need ideas on where to get started, or just want to see sample argumentative essay topics, then check out these links for hundreds of potential argumentative essay topics.

101 Persuasive (or Argumentative) Essay and Speech Topics

301 Prompts for Argumentative Writing

Top 50 Ideas for Argumentative/Persuasive Essay Writing

[Note: some of these say "persuasive essay topics," but just remember that the same topic can often be used for both a persuasive essay and an argumentative essay; the difference is in your writing style and the evidence you use to support your claims.]

KO! Find that one argumentative essay topic you can absolutely conquer.

Argumentative Essay Format

Argumentative Essays are composed of four main elements:

• A position (your argument)
• Your reasons
• Supporting evidence for those reasons (from reliable sources)
• Counterargument(s) (possible opposing arguments and reasons why those arguments are incorrect)

If you're familiar with essay writing in general, then you're also probably familiar with the five paragraph essay structure . This structure is a simple tool to show how one outlines an essay and breaks it down into its component parts, although it can be expanded into as many paragraphs as you want beyond the core five.

The standard argumentative essay is often 3-5 pages, which will usually mean a lot more than five paragraphs, but your overall structure will look the same as a much shorter essay.

An argumentative essay at its simplest structure will look like:

Paragraph 1: Intro

• Set up the story/problem/issue
• Thesis/claim

Paragraph 2: Support

• Reason #1 claim is correct
• Supporting evidence with sources

Paragraph 3: Support

• Reason #2 claim is correct

Paragraph 4: Counterargument

• Explanation of argument for the other side
• Refutation of opposing argument with supporting evidence

Paragraph 5: Conclusion

• Re-state claim
• Sum up reasons and support of claim from the essay to prove claim is correct

Now let's unpack each of these paragraph types to see how they work (with examples!), what goes into them, and why.

Paragraph 1—Set Up and Claim

Your first task is to introduce the reader to the topic at hand so they'll be prepared for your claim. Give a little background information, set the scene, and give the reader some stakes so that they care about the issue you're going to discuss.

Next, you absolutely must have a position on an argument and make that position clear to the readers. It's not an argumentative essay unless you're arguing for a specific claim, and this claim will be your thesis statement.

Your thesis CANNOT be a mere statement of fact (e.g., "Washington DC is the capital of the United States"). Your thesis must instead be an opinion which can be backed up with evidence and has the potential to be argued against (e.g., "New York should be the capital of the United States").

Paragraphs 2 and 3—Your Evidence

These are your body paragraphs in which you give the reasons why your argument is the best one and back up this reasoning with concrete evidence .

The argument supporting the thesis of an argumentative essay should be one that can be supported by facts and evidence, rather than personal opinion or cultural or religious mores.

For example, if you're arguing that New York should be the new capital of the US, you would have to back up that fact by discussing the factual contrasts between New York and DC in terms of location, population, revenue, and laws. You would then have to talk about the precedents for what makes for a good capital city and why New York fits the bill more than DC does.

Your argument can't simply be that a lot of people think New York is the best city ever and that you agree.

In addition to using concrete evidence, you always want to keep the tone of your essay passionate, but impersonal . Even though you're writing your argument from a single opinion, don't use first person language—"I think," "I feel," "I believe,"—to present your claims. Doing so is repetitive, since by writing the essay you're already telling the audience what you feel, and using first person language weakens your writing voice.

For example,

"I think that Washington DC is no longer suited to be the capital city of the United States."

"Washington DC is no longer suited to be the capital city of the United States."

The second statement sounds far stronger and more analytical.

Paragraph 4—Argument for the Other Side and Refutation

Even without a counter argument, you can make a pretty persuasive claim, but a counterargument will round out your essay into one that is much more persuasive and substantial.

By anticipating an argument against your claim and taking the initiative to counter it, you're allowing yourself to get ahead of the game. This way, you show that you've given great thought to all sides of the issue before choosing your position, and you demonstrate in multiple ways how yours is the more reasoned and supported side.

Paragraph 5—Conclusion

This paragraph is where you re-state your argument and summarize why it's the best claim.

Briefly touch on your supporting evidence and voila! A finished argumentative essay.

Your essay should have just as awesome a skeleton as this plesiosaur does. (In other words: a ridiculously awesome skeleton)

Argumentative Essay Example: 5-Paragraph Style

It always helps to have an example to learn from. I've written a full 5-paragraph argumentative essay here. Look at how I state my thesis in paragraph 1, give supporting evidence in paragraphs 2 and 3, address a counterargument in paragraph 4, and conclude in paragraph 5.

Topic: Is it possible to maintain conflicting loyalties?

Paragraph 1

It is almost impossible to go through life without encountering a situation where your loyalties to different people or causes come into conflict with each other. Maybe you have a loving relationship with your sister, but she disagrees with your decision to join the army, or you find yourself torn between your cultural beliefs and your scientific ones. These conflicting loyalties can often be maintained for a time, but as examples from both history and psychological theory illustrate, sooner or later, people have to make a choice between competing loyalties, as no one can maintain a conflicting loyalty or belief system forever.

The first two sentences set the scene and give some hypothetical examples and stakes for the reader to care about.

The third sentence finishes off the intro with the thesis statement, making very clear how the author stands on the issue ("people have to make a choice between competing loyalties, as no one can maintain a conflicting loyalty or belief system forever." )

Paragraphs 2 and 3

Psychological theory states that human beings are not equipped to maintain conflicting loyalties indefinitely and that attempting to do so leads to a state called "cognitive dissonance." Cognitive dissonance theory is the psychological idea that people undergo tremendous mental stress or anxiety when holding contradictory beliefs, values, or loyalties (Festinger, 1957). Even if human beings initially hold a conflicting loyalty, they will do their best to find a mental equilibrium by making a choice between those loyalties—stay stalwart to a belief system or change their beliefs. One of the earliest formal examples of cognitive dissonance theory comes from Leon Festinger's When Prophesy Fails . Members of an apocalyptic cult are told that the end of the world will occur on a specific date and that they alone will be spared the Earth's destruction. When that day comes and goes with no apocalypse, the cult members face a cognitive dissonance between what they see and what they've been led to believe (Festinger, 1956). Some choose to believe that the cult's beliefs are still correct, but that the Earth was simply spared from destruction by mercy, while others choose to believe that they were lied to and that the cult was fraudulent all along. Both beliefs cannot be correct at the same time, and so the cult members are forced to make their choice.

But even when conflicting loyalties can lead to potentially physical, rather than just mental, consequences, people will always make a choice to fall on one side or other of a dividing line. Take, for instance, Nicolaus Copernicus, a man born and raised in Catholic Poland (and educated in Catholic Italy). Though the Catholic church dictated specific scientific teachings, Copernicus' loyalty to his own observations and scientific evidence won out over his loyalty to his country's government and belief system. When he published his heliocentric model of the solar system--in opposition to the geocentric model that had been widely accepted for hundreds of years (Hannam, 2011)-- Copernicus was making a choice between his loyalties. In an attempt t o maintain his fealty both to the established system and to what he believed, h e sat on his findings for a number of years (Fantoli, 1994). But, ultimately, Copernicus made the choice to side with his beliefs and observations above all and published his work for the world to see (even though, in doing so, he risked both his reputation and personal freedoms).

These two paragraphs provide the reasons why the author supports the main argument and uses substantiated sources to back those reasons.

The paragraph on cognitive dissonance theory gives both broad supporting evidence and more narrow, detailed supporting evidence to show why the thesis statement is correct not just anecdotally but also scientifically and psychologically. First, we see why people in general have a difficult time accepting conflicting loyalties and desires and then how this applies to individuals through the example of the cult members from the Dr. Festinger's research.

The next paragraph continues to use more detailed examples from history to provide further evidence of why the thesis that people cannot indefinitely maintain conflicting loyalties is true.

Paragraph 4

Some will claim that it is possible to maintain conflicting beliefs or loyalties permanently, but this is often more a matter of people deluding themselves and still making a choice for one side or the other, rather than truly maintaining loyalty to both sides equally. For example, Lancelot du Lac typifies a person who claims to maintain a balanced loyalty between to two parties, but his attempt to do so fails (as all attempts to permanently maintain conflicting loyalties must). Lancelot tells himself and others that he is equally devoted to both King Arthur and his court and to being Queen Guinevere's knight (Malory, 2008). But he can neither be in two places at once to protect both the king and queen, nor can he help but let his romantic feelings for the queen to interfere with his duties to the king and the kingdom. Ultimately, he and Queen Guinevere give into their feelings for one another and Lancelot—though he denies it—chooses his loyalty to her over his loyalty to Arthur. This decision plunges the kingdom into a civil war, ages Lancelot prematurely, and ultimately leads to Camelot's ruin (Raabe, 1987). Though Lancelot claimed to have been loyal to both the king and the queen, this loyalty was ultimately in conflict, and he could not maintain it.

Here we have the acknowledgement of a potential counter-argument and the evidence as to why it isn't true.

The argument is that some people (or literary characters) have asserted that they give equal weight to their conflicting loyalties. The refutation is that, though some may claim to be able to maintain conflicting loyalties, they're either lying to others or deceiving themselves. The paragraph shows why this is true by providing an example of this in action.

Paragraph 5

Whether it be through literature or history, time and time again, people demonstrate the challenges of trying to manage conflicting loyalties and the inevitable consequences of doing so. Though belief systems are malleable and will often change over time, it is not possible to maintain two mutually exclusive loyalties or beliefs at once. In the end, people always make a choice, and loyalty for one party or one side of an issue will always trump loyalty to the other.

The concluding paragraph summarizes the essay, touches on the evidence presented, and re-states the thesis statement.

How to Write an Argumentative Essay: 8 Steps

Writing the best argumentative essay is all about the preparation, so let's talk steps:

#1: Preliminary Research

If you have the option to pick your own argumentative essay topic (which you most likely will), then choose one or two topics you find the most intriguing or that you have a vested interest in and do some preliminary research on both sides of the debate.

Do an open internet search just to see what the general chatter is on the topic and what the research trends are.

Did your preliminary reading influence you to pick a side or change your side? Without diving into all the scholarly articles at length, do you believe there's enough evidence to support your claim? Have there been scientific studies? Experiments? Does a noted scholar in the field agree with you? If not, you may need to pick another topic or side of the argument to support.

#2: Pick Your Side and Form Your Thesis

Now's the time to pick the side of the argument you feel you can support the best and summarize your main point into your thesis statement.

Your thesis will be the basis of your entire essay, so make sure you know which side you're on, that you've stated it clearly, and that you stick by your argument throughout the entire essay .

#3: Heavy-Duty Research Time

You've taken a gander at what the internet at large has to say on your argument, but now's the time to actually read those sources and take notes.

Check scholarly journals online at Google Scholar , the Directory of Open Access Journals , or JStor . You can also search individual university or school libraries and websites to see what kinds of academic articles you can access for free. Keep track of your important quotes and page numbers and put them somewhere that's easy to find later.

And don't forget to check your school or local libraries as well!

#4: Outline

Follow the five-paragraph outline structure from the previous section.

Fill in your topic, your reasons, and your supporting evidence into each of the categories.

Before you begin to flesh out the essay, take a look at what you've got. Is your thesis statement in the first paragraph? Is it clear? Is your argument logical? Does your supporting evidence support your reasoning?

By outlining your essay, you streamline your process and take care of any logic gaps before you dive headfirst into the writing. This will save you a lot of grief later on if you need to change your sources or your structure, so don't get too trigger-happy and skip this step.

Now that you've laid out exactly what you'll need for your essay and where, it's time to fill in all the gaps by writing it out.

Take it one step at a time and expand your ideas into complete sentences and substantiated claims. It may feel daunting to turn an outline into a complete draft, but just remember that you've already laid out all the groundwork; now you're just filling in the gaps.

If you have the time before deadline, give yourself a day or two (or even just an hour!) away from your essay . Looking it over with fresh eyes will allow you to see errors, both minor and major, that you likely would have missed had you tried to edit when it was still raw.

Take a first pass over the entire essay and try your best to ignore any minor spelling or grammar mistakes—you're just looking at the big picture right now. Does it make sense as a whole? Did the essay succeed in making an argument and backing that argument up logically? (Do you feel persuaded?)

If not, go back and make notes so that you can fix it for your final draft.

Once you've made your revisions to the overall structure, mark all your small errors and grammar problems so you can fix them in the next draft.

#7: Final Draft

Use the notes you made on the rough draft and go in and hack and smooth away until you're satisfied with the final result.

A checklist for your final draft:

• Formatting is correct according to your teacher's standards
• No errors in spelling, grammar, and punctuation
• Essay is the right length and size for the assignment
• The argument is present, consistent, and concise
• Each reason is supported by relevant evidence
• The essay makes sense overall

#8: Celebrate!

Once you've brought that final draft to a perfect polish and turned in your assignment, you're done! Go you!

Be prepared and ♪ you'll never go hungry again ♪, *cough*, or struggle with your argumentative essay-writing again. (Walt Disney Studios)

Good Examples of Argumentative Essays Online

Theory is all well and good, but examples are key. Just to get you started on what a fully-fleshed out argumentative essay looks like, let's see some examples in action.

Check out these two argumentative essay examples on the use of landmines and freons (and note the excellent use of concrete sources to back up their arguments!).

The Use of Landmines

A Shattered Sky

The Take-Aways: Keys to Writing an Argumentative Essay

At first, writing an argumentative essay may seem like a monstrous hurdle to overcome, but with the proper preparation and understanding, you'll be able to knock yours out of the park.

Remember the differences between a persuasive essay and an argumentative one, make sure your thesis is clear, and double-check that your supporting evidence is both relevant to your point and well-sourced . Pick your topic, do your research, make your outline, and fill in the gaps. Before you know it, you'll have yourself an A+ argumentative essay there, my friend.

What's Next?

Now you know the ins and outs of an argumentative essay, but how comfortable are you writing in other styles? Learn more about the four writing styles and when it makes sense to use each .

Understand how to make an argument, but still having trouble organizing your thoughts? Check out our guide to three popular essay formats and choose which one is right for you.

Ready to make your case, but not sure what to write about? We've created a list of 50 potential argumentative essay topics to spark your imagination.

Courtney scored in the 99th percentile on the SAT in high school and went on to graduate from Stanford University with a degree in Cultural and Social Anthropology. She is passionate about bringing education and the tools to succeed to students from all backgrounds and walks of life, as she believes open education is one of the great societal equalizers. She has years of tutoring experience and writes creative works in her free time.

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What Is a Claim in an Essay? Read This Before Writing

What is a claim in an essay?

In this article, you’ll find the essay claim definition, characteristics, types, and examples. Let’s learn where to use claims and how to write them.

Get ready for up-to-date and practical information only!

What Is a Claim in Writing?

A claim is the core argument defining an essay’s goal and direction. (1) It’s assertive, debatable, and supported by evidence. Also, it is complex, specific, and detailed.

Also known as a thesis, a claim is a little different from statements and opinions. Keep reading to reveal the nuances.

Claims vs. statements vs. opinions

Where to use claims.

To answer the “What is claim in writing?”, it’s critical to understand that this definition isn’t only for high school or college essays. Below are the types of writing with claims:

• Argumentative articles. Consider a controversial issue, proving it with evidence throughout your paper.
• Literary analysis. Build a claim about a book , and use evidence from it to support your claim.
• Research papers. Present a hypothesis and provide evidence to confirm or refute it.
• Speeches. State a claim and persuade the audience that you’re right.
• Persuasive essays and memos. State a thesis and use fact-based evidence to back it up..

What can you use as evidence in essays?

• Facts and other data from relevant and respectful resources (no Wikipedia or other sources like this)
• Primary research
• Secondary research (science magazines’ articles, literature reviews, etc.)
• Personal observation
• Expert quotes (opinions)
• Info from expert interviews

How to Write a Claim in Essays

Two points to consider when making a claim in a college paper:

First, remember that a claim may have counterarguments. You’ll need to respond to them to make your argument stronger. Use transition words like “despite,” “yet,” “although,” and others to show those counterclaims.

Second, good claims are more complex than simple “I’m right” statements. Be ready to explain your claim, answering the “So what?” question.

And now, to details:

Types of claims in an essay (2)

Writing a claim: details to consider.

What makes a good claim? Three characteristics (3):

• It’s assertive. (You have a strong position about a topic.)
• It’s specific. (Your assertion is as precise as possible.)
• It’s provable. (You can prove your position with evidence.)

When writing a claim, avoid generalizations, questions, and cliches. Also, don’t state the obvious.

• Poor claim: Pollution is bad for the environment.
• Good claim: At least 25% of the federal budget should be spent upgrading businesses to clean technologies and researching renewable energy sources to control or cut pollution.

How to start a claim in an essay?

Answer the essay prompt. Use an active voice when writing a claim for readers to understand your point. Here is the basic formula:

When writing, avoid:

• First-person statements
• Emotional appeal
• Cluttering your claim with several ideas; focus on one instead

How long should a claim be in an essay?

1-2 sentences. A claim is your essay’s thesis: Write it in the first paragraph (intro), presenting a topic and your position about it.

Examples of Claims

Below are a few claim examples depending on the type. I asked our expert writers to provide some for you to better understand how to write it.

Feel free to use them for inspiration, or don’t hesitate to “steal” if they appear relevant to your essay topic. Also, remember that you can always ask our writers to assist with a claim for your papers.

Final Words

Now that you know what is a claim in an essay, I hope you don’t find it super challenging to write anymore. It’s like writing a thesis statement; make it assertive, specific, and provable.

If you still have questions or doubts, ask Writing-Help writers for support. They’ll help you build an A-worthy claim for an essay.

References:

• https://www.pvcc.edu/files/making_a_claim.pdf
• https://lsa.umich.edu/content/dam/sweetland-assets/sweetland-documents/teachingresources/TeachingArgumentation/Supplement2_%20SixCommonTypesofClaim.pdf  
• https://students.tippie.uiowa.edu/sites/students.tippie.uiowa.edu/files/2022-05/effective_claims.pdf
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How to Write an Effective Claim for an Essay

Often, people use claim statements and thesis statements interchangeably. And they are not wrong because a thesis statement is a type of a claim. In most cases, essays contain further claims other than the thesis statement, depending on the topic in question. Nevertheless, claims overlap the line between fact and opinion. A strong claim leads to a powerful essay that always scores the best marks.

A good claim is debatable either for or against and must be sufficiently specific so that you explore all the aspects and angles of a given topic.

Yet even with this knowledge, people find themselves confused when asked to formulate a claim for an essay. Failure to structure an argument the right way makes it difficult to persuade an audience. Claims help structure your argument using reasoning and evidence to support your stance.

Given the confusion that sometimes surrounds claims and claim statements, we have put together this guide to take you through the process of writing claims in five steps, using examples and illustrations where necessary for you to master the art of writing claims in an essay.

What is a claim in an essay?

A claim statement is the main point or a debatable statement in the essay that asserts your argument . When you write an essay, you do it to convince or inform the reader about something. What you are trying to convince the reader about is what is referred to as a claim.

The main point or argument in an essay is its most important part. This is because it quickly informs the reader about the objective of the essay, its direction, and its scope.

It is important to note that an opinion is not a claim and cannot be used as the main argument when writing an essay. The easiest way to know if your essay's main argument is a good claim is to ask yourself if it is specific, focused, detailed, relevant, and debatable. If your answer to these questions is yes, you most probably have a good claim.

A claim is usually substantiated with evidence, research, testimony, and academic reasoning. It addresses the -so what?- question the implications of why your audience should care anyway. Unlike a subjective opinion, a claim is always objective.

In a nutshell, a claim:

• Refers to the main argument of an essay
• Defines the goals, scope, and direction of a paper
• It is supported by facts, evidence, argumentation, statistics, telling details, and quotations.
• It is specific, nuanced, detailed, complex, and focused.
• It is the starting point for your thesis and allows readers to think critically about the topic.
• Persuades, argues, and proves a point to the reader.

Types of claims with examples

With the definition of claims in mind, let's explore the different types of claims you can use when writing a paper on any topic.

1. Factual claims

Factual claims are arguments or statements that state facts. Any statement that is a fact is a factual claim. Factual claims are usually easy to support with evidence.

When writing a research essay, a claim of fact or definition defines the fact as you see it and provides evidence to back the claim.

Examples of factual claims that are easy to support:

• The United States is the world's biggest economy.
• New York is the home of the United Nations.
• Donald Trump was the 45 th President of the USA.
• The invention of computing technology has transformed every sector of the global economy.

2. Value claims

Value claims or claims of value are arguments that include a judgment. They are primarily opinion-based. A typical value claim will judge something or someone using terms such as good/bad, right/wrong, moral/immoral, and fair/unfair. A value claim is usually followed by explaining the value claim or argument to provide context.

Examples of value claims:

• Online dating is
• It is right for the West to sanction private individuals for Russian government actions.
• It is unfair for some businesses to be exempted from tax.
• Emotional health is as important as physical and mental health.

3. Definitional claims

Definitional claims are arguments defining something as one thing or the other. For example, a good value claim will define or describe something or someone as a particular thing and then provide an explanation why.

An excellent example of a definitional claim:

• Hunting is not a sport because it does not include regular competition.

4. Cause and effect claims

Cause and effect claims are arguments that are very logical in structure. A typical cause-and-effect claim argues that one thing causes something else. For a cause-and-effect claim to be successfully proven, you must show clearly how the cause leads to the effect.

An excellent example of a cause-and-effect claim:

• Wars in the Middle East caused Europe's biggest refugee crisis.

5. Descriptive claims

Descriptive claims are arguments that describe or state things. The work of proving a descriptive claim is usually quite simple and straightforward.

Here are good examples of descriptive claims:

• Peter weighs 220 pounds.
• He is the world marathon record holder.
• The house has three master en suite bedrooms.

6. Argumentative claims

All argumentative essays have an argumentative claim at the core. An argumentative claim is an argument that is clear, focused, specific, and debatable. The thing that makes argumentative claims argumentative is the fact that they are debatable. In other words, the claims usually have two clear sides. The side you have picked should be clear in the claim so the audience can read your essay to understand why you picked that side.

Here are good examples of argumentative claims:

• In light of reduced and erratic rainfalls, farmers in East Africa are increasingly abandoning agriculture for city life.
• Running provides both mental and physical health benefits.
• Increasing cases of cyberbullying can be prevented by banning anonymous social media accounts.
• Yoga improves physical, mental, and emotional strength.
• School uniforms help promote inclusive environments where students can interact without barriers.
• College students should learn new languages and skills to help them gain skills to take them through life.
• Concrete is by far the best building material for commercial houses.
• Owning a home is better compared to renting.
• Children under 12 should not be posted on social media by their parents.
• Generation Z should be taught about financial literacy.
• Cooking at home is healthier and cheaper compared to fast food.

7. Exploratory claims

Exploratory claims are very different from argumentative claims. The reason why is that they are written to explore all the different opinions or sides of a debate. No exploratory claim will focus on one position.

A typical exploratory claim will include information about the subject to be written about, the different positions or debates about the subject, and the writer's thoughts about the subject.

Here is an example of an exploratory claim:

• Marijuana was recently legalized for recreational use in New York, leading to a heated debate online on the benefits and drawbacks of the drug. It is essential to look at both sides of the debate to make a fair conclusion on the matter.

8. Assertive claims

Assertive claims are strong arguments or statements. The use of an assertive statement is to explain the thesis a bit or show the importance of the thesis. Without an assertive claim, it becomes challenging to hook the reader to try and read the rest of your essay.

Here is an excellent example of an assertive claim:

• Online driving courses are not as good as physical ones because they minimize hands-on or one-on-one training experience.

9. Policy claims

Policy claims are also known as solution claims. A characteristic policy claim will state a problem and then its solution.

Examples of policy claims:

• Western European countries are over-dependent on Russian oil and gas and, therefore, should try to be more energy-independent.
• Non-violent drug users who are caught should be rehabilitated instead of being incarcerated.

Where to use Claims when writing

As we have already discussed, academic writing has different types of claims. You can use these claims when writing different kinds of papers. Here are some types of writing that use claims:

• Argumentative essay. Claims in argumentative essays are used to support the central argument or the thesis. In this type of essay, you must focus on a controversial or debatable issue and present evidence to support your thesis statement. Your claims help to fortify the thesis in your argumentative essay.
• Literary analysis essays. In a literary analysis essay, you can make a claim about the literary work in question and then offer evidence to support the claim.
• Persuasive essays. Like the argumentative essay, you can use a claim in a persuasive essay. In this case, you will use evidence-based information to support your claim.
• Research papers. You can use evidence to support or refute the hypothesis, a type of claim.
• Persuasive speeches. Although presented orally, persuasive speeches entail providing claims and then using evidence to support the claims.
• Persuasive memos. You can write a persuasive memo to convince the audience about a claim you support with evidence.
• Compare and contrast essays . You can use claims when comparing two items or subjects.

You can also use claims when writing professional papers such as reports, letters, memos, or social media posts.

Related Article: Writing good analytical essays for better grades.

Features of a reasonable claim

Below are the features of a good claim:

1. A good claim is a statement and not a question

A good claim is usually a statement and not a question. The purpose of making a claim is to present a debate and the writer's position on the debate. Using a question, there is no way to present a debate and clarify your position.

2. A good claim challenges the status quo

The purpose of writing essays is to improve the existing body of knowledge. Simply writing another essay supporting the current beliefs, behaviors, rules, or policies does not enhance the body of knowledge. This is why it is vital to make your claim challenge the status quo so that you can write about something new that everyone doesn't already agree with.

An excellent example of a claim that challenges that status quo is that "The United States should shut down all its nuclear power plants in the next year to eliminate the chance of a disaster happening."

This statement challenges the status quo: nuclear power plants are needed in the USA for the foreseeable future to provide much-needed power.

3. A good claim is unbiased

Claims should always be put to provide an opportunity to defend or support either position. Phrasing a claim in a way that leaves no room for the audience to think that an alternative position can exist is not right. It removes objectivity and makes a claim look biased and unwise.

4. A good claim is particular

Broad claims do not provide any insight. This is because they are easy to agree with. They are also easy to prove. In contrast, specific claims narrow the focus and improve argumentation. So, to write a good essay, it is vital to make your claim specific and detailed so that whatever you write is focused and provides good insight.

5. A good claim promotes an argumentative essay

Make a claim that is easy to agree with. Your essay will not be engaging because it will be a description or a story. In contrast, you create an argumentative environment when you make a claim supporting one of two sides. In other words, you create a situation where you provide evidence to support or defend the side of the argument you have picked.

Claim vs. Claim Statement

A claim is an argument. When writing an academic paper (essay, speech, or research), you will have your main claim (main argument). In addition, you will have your sub-claims or supporting arguments throughout your paper or essay.

An essay's central claim or argument is the claim statement. It is also referred to as the thesis statement. In brief, the main difference between a claim and a claim statement is that the former is just an argument while the latter is the main argument.

The requirements for writing a claim and a claim statement are very similar. However, sub-claims or supporting arguments in the body paragraphs do not need to be debatable. In contrast, a good claim statement should always be detailed and debatable.

Claim vs. Thesis Statement vs. Counterclaim

Steps to writing the best claim in an essay.

A claim is an argument. It is pretty easy to write an argument in an essay. The most straightforward essay will include the main claim or argument in the introduction , a supporting argument beginning each body paragraph, and a conclusion.

The most important part when writing an essay is usually the main claim or argument. It is also referred to as the claim statement. A good claim statement will help you to write a good essay. A lousy claim statement will make it challenging to write a good essay.

Follow the steps below to learn how to write a good claim statement.

1. Pick a topic and find out more information about it

The first thing you need to do when writing a claim statement is to pick a topic. Even if you can choose any topic, select one that interests you and can research and write an entire essay.

Once you choose the topic, find out more information about it. This will help you narrow the topic, find something interesting to write about, and make arguments. You also develop many aspects of the topic and choose one to help you write your claim.

As an example, suppose you are writing about climate change. Then, you can focus on global warming as a subject and present why it is a top cause of climate change.

2. Phrase the exciting topic as a question

Once you find something interesting about a topic, you should frame the topic as a question. As you frame the question, ensure you answer it with your thesis.

The easiest way to write a question is to imagine you are a professor asking your students to write an easy essay on the topic. This will help you to phrase the topic as a question quickly. The question will help you to come up with the claim statement and to write a good essay.

For example, suppose your research on a topic leads you to want to write about the harmful effects of Instagram on teenage girls. In that case, you could phrase this topic as a question. For example, one way you can phrase this topic as a question is, "What are the harmful effects of Instagram on teenage girls?"

Phrasing the topic this way makes it easy to write the claim and thesis statements.

3. Define the objective of your essay

To write a good essay, you need to set the objective. The objective of your essay will determine what type of claim statement you write. For example, suppose your objective is to convince the audience that something is good or bad. In that case, you must decide after phrasing your essay topic as a question.

4. Take a position on the issue

After deciding your essay's objective, you need to take a position on the topic now. This position or claim will be your essay's main claim or claim statement. In addition, it will inform what your supporting arguments will be.

At this stage, you should rephrase your question into a claim statement (the question you constructed in step 2). Our example question was, "What are the harmful effects of Instagram on teenage girls?"

To rephrase this question into a claim statement, state how you would answer it in detail. For example, one way you could do this is, "This paper looks at the harmful effects of Instagram on girls under 18 years of age in the USA."

This statement makes it clear what your essay will be all about. It is focused, detailed, and debatable.

5. Develop sub-claims

After creating the claim statement, you need to write an outline to help you write your essay. Your claim statement will inform the outline.

And the most critical parts of the outline will be the sub-claims. The sub-claims are the supporting arguments you will use in your essay. They are the arguments that support your main argument.

If you are writing a typical 5-paragraph essay with an introduction, three body paragraphs, and a conclusion " the three body paragraphs will include a sub-claim at the beginning. The sub-claim will be an argument that supports your main position.

Following the five steps above, you can quickly develop a good essay with all the necessary claims and sub-claims. If, for any reason, you feel like it will be challenging for you to develop a good claim statement and sub-claims, contact us for help with your essay. We have professional essay tutors ready to help you write any essay before you hit the deadline.

Dos and don'ts when writing A claim in an Essay

You now know everything important about claims. You know all the major types of claims and how to write an eye-catching claim statement. In this section, you will learn all the critical dos and don'ts when writing any kind of claim.

• Choose a good topic. It is important to choose a good topic if you are permitted to. A good topic is interesting, has lots of facts and data, and is easy to take a stand on.
• Have fun. If essays are stressing you up, maybe you should re-evaluate your major or minor. Whatever topic you choose, you should have fun learning more about it and taking a stand. If you do this, your genuine passion will be evident to the reader.
• Take a position. It is important to take a position when writing about a topic. Writing about something without supporting or defending a position will not help you. You need to embrace a position and stick to it.
• Narrow your focus. It is crucial to narrow the focus of your writing to a particular thing or group. If your claim is too broad, it will not be compelling, and your essay won't be very informative.

Don'ts

• Avoid using first-person when writing a claim statement. Using the first-person perspective  will make your argument subjective and not very objective.
• Avoid using emotional appeal. When writing, ensure that you appeal to facts and data. So don't appeal to emotions; that will water down your arguments.
• Lose focus. Cluttering your claim with other ideas will make it challenging to support. It will also make your writing less understandable and less robust.

Final Remarks

Consider a claim as the branches and the thesis statement as the trunk that holds your paper together. It can be a compound or short sentence that asserts your position on an issue or topic.

Related Readings:

• How to write an argumentative essay.
• How to write a perfect case study paper.
• How to write counterarguments.

Using controversial claims makes essays engaging and appetizes your readers. So ensure that your claim is straightforward, specific, and contestable. And to maintain a good balance, try to rope in a counterclaim.

Now that you understand what a claim is, the different types of claims, and the steps to take when writing a claim, all we can say is all the best. Of course, you will need our wishes as you craft your essay. But in case you need any help, don't hesitate to place an order. Let our argumentative essay writers help you out!

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What this handout is about

This handout will define what an argument is and explain why you need one in most of your academic essays.

Arguments are everywhere

You may be surprised to hear that the word “argument” does not have to be written anywhere in your assignment for it to be an important part of your task. In fact, making an argument—expressing a point of view on a subject and supporting it with evidence—is often the aim of academic writing. Your instructors may assume that you know this and thus may not explain the importance of arguments in class.

Most material you learn in college is or has been debated by someone, somewhere, at some time. Even when the material you read or hear is presented as a simple fact, it may actually be one person’s interpretation of a set of information. Instructors may call on you to examine that interpretation and defend it, refute it, or offer some new view of your own. In writing assignments, you will almost always need to do more than just summarize information that you have gathered or regurgitate facts that have been discussed in class. You will need to develop a point of view on or interpretation of that material and provide evidence for your position.

Consider an example. For nearly 2000 years, educated people in many Western cultures believed that bloodletting—deliberately causing a sick person to lose blood—was the most effective treatment for a variety of illnesses. The claim that bloodletting is beneficial to human health was not widely questioned until the 1800s, and some physicians continued to recommend bloodletting as late as the 1920s. Medical practices have now changed because some people began to doubt the effectiveness of bloodletting; these people argued against it and provided convincing evidence. Human knowledge grows out of such differences of opinion, and scholars like your instructors spend their lives engaged in debate over what claims may be counted as accurate in their fields. In their courses, they want you to engage in similar kinds of critical thinking and debate.

Argumentation is not just what your instructors do. We all use argumentation on a daily basis, and you probably already have some skill at crafting an argument. The more you improve your skills in this area, the better you will be at thinking critically, reasoning, making choices, and weighing evidence.

Making a claim

What is an argument? In academic writing, an argument is usually a main idea, often called a “claim” or “thesis statement,” backed up with evidence that supports the idea. In the majority of college papers, you will need to make some sort of claim and use evidence to support it, and your ability to do this well will separate your papers from those of students who see assignments as mere accumulations of fact and detail. In other words, gone are the happy days of being given a “topic” about which you can write anything. It is time to stake out a position and prove why it is a good position for a thinking person to hold. See our handout on thesis statements .

Claims can be as simple as “Protons are positively charged and electrons are negatively charged,” with evidence such as, “In this experiment, protons and electrons acted in such and such a way.” Claims can also be as complex as “Genre is the most important element to the contract of expectations between filmmaker and audience,” using reasoning and evidence such as, “defying genre expectations can create a complete apocalypse of story form and content, leaving us stranded in a sort of genre-less abyss.” In either case, the rest of your paper will detail the reasoning and evidence that have led you to believe that your position is best.

When beginning to write a paper, ask yourself, “What is my point?” For example, the point of this handout is to help you become a better writer, and we are arguing that an important step in the process of writing effective arguments is understanding the concept of argumentation. If your papers do not have a main point, they cannot be arguing for anything. Asking yourself what your point is can help you avoid a mere “information dump.” Consider this: your instructors probably know a lot more than you do about your subject matter. Why, then, would you want to provide them with material they already know? Instructors are usually looking for two things:

• Proof that you understand the material
• A demonstration of your ability to use or apply the material in ways that go beyond what you have read or heard.

This second part can be done in many ways: you can critique the material, apply it to something else, or even just explain it in a different way. In order to succeed at this second step, though, you must have a particular point to argue.

Arguments in academic writing are usually complex and take time to develop. Your argument will need to be more than a simple or obvious statement such as “Frank Lloyd Wright was a great architect.” Such a statement might capture your initial impressions of Wright as you have studied him in class; however, you need to look deeper and express specifically what caused that “greatness.” Your instructor will probably expect something more complicated, such as “Frank Lloyd Wright’s architecture combines elements of European modernism, Asian aesthetic form, and locally found materials to create a unique new style,” or “There are many strong similarities between Wright’s building designs and those of his mother, which suggests that he may have borrowed some of her ideas.” To develop your argument, you would then define your terms and prove your claim with evidence from Wright’s drawings and buildings and those of the other architects you mentioned.

Do not stop with having a point. You have to back up your point with evidence. The strength of your evidence, and your use of it, can make or break your argument. See our handout on evidence . You already have the natural inclination for this type of thinking, if not in an academic setting. Think about how you talked your parents into letting you borrow the family car. Did you present them with lots of instances of your past trustworthiness? Did you make them feel guilty because your friends’ parents all let them drive? Did you whine until they just wanted you to shut up? Did you look up statistics on teen driving and use them to show how you didn’t fit the dangerous-driver profile? These are all types of argumentation, and they exist in academia in similar forms.

Every field has slightly different requirements for acceptable evidence, so familiarize yourself with some arguments from within that field instead of just applying whatever evidence you like best. Pay attention to your textbooks and your instructor’s lectures. What types of argument and evidence are they using? The type of evidence that sways an English instructor may not work to convince a sociology instructor. Find out what counts as proof that something is true in that field. Is it statistics, a logical development of points, something from the object being discussed (art work, text, culture, or atom), the way something works, or some combination of more than one of these things?

Be consistent with your evidence. Unlike negotiating for the use of your parents’ car, a college paper is not the place for an all-out blitz of every type of argument. You can often use more than one type of evidence within a paper, but make sure that within each section you are providing the reader with evidence appropriate to each claim. So, if you start a paragraph or section with a statement like “Putting the student seating area closer to the basketball court will raise player performance,” do not follow with your evidence on how much more money the university could raise by letting more students go to games for free. Information about how fan support raises player morale, which then results in better play, would be a better follow-up. Your next section could offer clear reasons why undergraduates have as much or more right to attend an undergraduate event as wealthy alumni—but this information would not go in the same section as the fan support stuff. You cannot convince a confused person, so keep things tidy and ordered.

Counterargument

One way to strengthen your argument and show that you have a deep understanding of the issue you are discussing is to anticipate and address counterarguments or objections. By considering what someone who disagrees with your position might have to say about your argument, you show that you have thought things through, and you dispose of some of the reasons your audience might have for not accepting your argument. Recall our discussion of student seating in the Dean Dome. To make the most effective argument possible, you should consider not only what students would say about seating but also what alumni who have paid a lot to get good seats might say.

You can generate counterarguments by asking yourself how someone who disagrees with you might respond to each of the points you’ve made or your position as a whole. If you can’t immediately imagine another position, here are some strategies to try:

• Do some research. It may seem to you that no one could possibly disagree with the position you are arguing, but someone probably has. For example, some people argue that a hotdog is a sandwich. If you are making an argument concerning, for example, the characteristics of an exceptional sandwich, you might want to see what some of these people have to say.
• Talk with a friend or with your teacher. Another person may be able to imagine counterarguments that haven’t occurred to you.
• Consider your conclusion or claim and the premises of your argument and imagine someone who denies each of them. For example, if you argued, “Cats make the best pets. This is because they are clean and independent,” you might imagine someone saying, “Cats do not make the best pets. They are dirty and needy.”

Once you have thought up some counterarguments, consider how you will respond to them—will you concede that your opponent has a point but explain why your audience should nonetheless accept your argument? Will you reject the counterargument and explain why it is mistaken? Either way, you will want to leave your reader with a sense that your argument is stronger than opposing arguments.

When you are summarizing opposing arguments, be charitable. Present each argument fairly and objectively, rather than trying to make it look foolish. You want to show that you have considered the many sides of the issue. If you simply attack or caricature your opponent (also referred to as presenting a “straw man”), you suggest that your argument is only capable of defeating an extremely weak adversary, which may undermine your argument rather than enhance it.

It is usually better to consider one or two serious counterarguments in some depth, rather than to give a long but superficial list of many different counterarguments and replies.

Be sure that your reply is consistent with your original argument. If considering a counterargument changes your position, you will need to go back and revise your original argument accordingly.

Audience is a very important consideration in argument. Take a look at our handout on audience . A lifetime of dealing with your family members has helped you figure out which arguments work best to persuade each of them. Maybe whining works with one parent, but the other will only accept cold, hard statistics. Your kid brother may listen only to the sound of money in his palm. It’s usually wise to think of your audience in an academic setting as someone who is perfectly smart but who doesn’t necessarily agree with you. You are not just expressing your opinion in an argument (“It’s true because I said so”), and in most cases your audience will know something about the subject at hand—so you will need sturdy proof. At the same time, do not think of your audience as capable of reading your mind. You have to come out and state both your claim and your evidence clearly. Do not assume that because the instructor knows the material, he or she understands what part of it you are using, what you think about it, and why you have taken the position you’ve chosen.

Critical reading

Critical reading is a big part of understanding argument. Although some of the material you read will be very persuasive, do not fall under the spell of the printed word as authority. Very few of your instructors think of the texts they assign as the last word on the subject. Remember that the author of every text has an agenda, something that he or she wants you to believe. This is OK—everything is written from someone’s perspective—but it’s a good thing to be aware of. For more information on objectivity and bias and on reading sources carefully, read our handouts on evaluating print sources and reading to write .

Take notes either in the margins of your source (if you are using a photocopy or your own book) or on a separate sheet as you read. Put away that highlighter! Simply highlighting a text is good for memorizing the main ideas in that text—it does not encourage critical reading. Part of your goal as a reader should be to put the author’s ideas in your own words. Then you can stop thinking of these ideas as facts and start thinking of them as arguments.

When you read, ask yourself questions like “What is the author trying to prove?” and “What is the author assuming I will agree with?” Do you agree with the author? Does the author adequately defend her argument? What kind of proof does she use? Is there something she leaves out that you would put in? Does putting it in hurt her argument? As you get used to reading critically, you will start to see the sometimes hidden agendas of other writers, and you can use this skill to improve your own ability to craft effective arguments.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Booth, Wayne C., Gregory G. Colomb, Joseph M. Williams, Joseph Bizup, and William T. FitzGerald. 2016. The Craft of Research , 4th ed. Chicago: University of Chicago Press.

Ede, Lisa. 2004. Work in Progress: A Guide to Academic Writing and Revising , 6th ed. Boston: Bedford/St Martin’s.

Gage, John T. 2005. The Shape of Reason: Argumentative Writing in College , 4th ed. New York: Longman.

Lunsford, Andrea A., and John J. Ruszkiewicz. 2016. Everything’s an Argument , 7th ed. Boston: Bedford/St Martin’s.

Rosen, Leonard J., and Laurence Behrens. 2003. The Allyn & Bacon Handbook , 5th ed. New York: Longman.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Organizing Your Argument

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This page summarizes three historical methods for argumentation, providing structural templates for each.

How can I effectively present my argument?

In order for your argument to be persuasive, it must use an organizational structure that the audience perceives as both logical and easy to parse. Three argumentative methods —the  Toulmin Method , Classical Method , and Rogerian Method — give guidance for how to organize the points in an argument.

Note that these are only three of the most popular models for organizing an argument. Alternatives exist. Be sure to consult your instructor and/or defer to your assignment’s directions if you’re unsure which to use (if any).

Toulmin Method

The  Toulmin Method  is a formula that allows writers to build a sturdy logical foundation for their arguments. First proposed by author Stephen Toulmin in  The Uses of Argument (1958), the Toulmin Method emphasizes building a thorough support structure for each of an argument's key claims.

The basic format for the Toulmin Method  is as follows:

Claim:  In this section, you explain your overall thesis on the subject. In other words, you make your main argument.

Data (Grounds):  You should use evidence to support the claim. In other words, provide the reader with facts that prove your argument is strong.

Warrant (Bridge):  In this section, you explain why or how your data supports the claim. As a result, the underlying assumption that you build your argument on is grounded in reason.

Backing (Foundation):  Here, you provide any additional logic or reasoning that may be necessary to support the warrant.

Counterclaim:  You should anticipate a counterclaim that negates the main points in your argument. Don't avoid arguments that oppose your own. Instead, become familiar with the opposing perspective.   If you respond to counterclaims, you appear unbiased (and, therefore, you earn the respect of your readers). You may even want to include several counterclaims to show that you have thoroughly researched the topic.

Rebuttal:  In this section, you incorporate your own evidence that disagrees with the counterclaim. It is essential to include a thorough warrant or bridge to strengthen your essay’s argument. If you present data to your audience without explaining how it supports your thesis, your readers may not make a connection between the two, or they may draw different conclusions.

Example of the Toulmin Method:

Claim:  Hybrid cars are an effective strategy to fight pollution.

Data1:  Driving a private car is a typical citizen's most air-polluting activity.

Warrant 1:  Due to the fact that cars are the largest source of private (as opposed to industrial) air pollution, switching to hybrid cars should have an impact on fighting pollution.

Data 2:  Each vehicle produced is going to stay on the road for roughly 12 to 15 years.

Warrant 2:  Cars generally have a long lifespan, meaning that the decision to switch to a hybrid car will make a long-term impact on pollution levels.

Data 3:  Hybrid cars combine a gasoline engine with a battery-powered electric motor.

Warrant 3:  The combination of these technologies produces less pollution.

Counterclaim:  Instead of focusing on cars, which still encourages an inefficient culture of driving even as it cuts down on pollution, the nation should focus on building and encouraging the use of mass transit systems.

Rebuttal:  While mass transit is an idea that should be encouraged, it is not feasible in many rural and suburban areas, or for people who must commute to work. Thus, hybrid cars are a better solution for much of the nation's population.

Rogerian Method

The Rogerian Method  (named for, but not developed by, influential American psychotherapist Carl R. Rogers) is a popular method for controversial issues. This strategy seeks to find a common ground between parties by making the audience understand perspectives that stretch beyond (or even run counter to) the writer’s position. Moreso than other methods, it places an emphasis on reiterating an opponent's argument to his or her satisfaction. The persuasive power of the Rogerian Method lies in its ability to define the terms of the argument in such a way that:

• your position seems like a reasonable compromise.
• you seem compassionate and empathetic.

The basic format of the Rogerian Method  is as follows:

Introduction:  Introduce the issue to the audience, striving to remain as objective as possible.

Opposing View : Explain the other side’s position in an unbiased way. When you discuss the counterargument without judgement, the opposing side can see how you do not directly dismiss perspectives which conflict with your stance.

Statement of Validity (Understanding):  This section discusses how you acknowledge how the other side’s points can be valid under certain circumstances. You identify how and why their perspective makes sense in a specific context, but still present your own argument.

Statement of Your Position:  By this point, you have demonstrated that you understand the other side’s viewpoint. In this section, you explain your own stance.

Statement of Contexts : Explore scenarios in which your position has merit. When you explain how your argument is most appropriate for certain contexts, the reader can recognize that you acknowledge the multiple ways to view the complex issue.

Statement of Benefits:  You should conclude by explaining to the opposing side why they would benefit from accepting your position. By explaining the advantages of your argument, you close on a positive note without completely dismissing the other side’s perspective.

Example of the Rogerian Method:

Introduction:  The issue of whether children should wear school uniforms is subject to some debate.

Opposing View:  Some parents think that requiring children to wear uniforms is best.

Statement of Validity (Understanding):  Those parents who support uniforms argue that, when all students wear the same uniform, the students can develop a unified sense of school pride and inclusiveness.

Statement of Your Position : Students should not be required to wear school uniforms. Mandatory uniforms would forbid choices that allow students to be creative and express themselves through clothing.

Statement of Contexts:  However, even if uniforms might hypothetically promote inclusivity, in most real-life contexts, administrators can use uniform policies to enforce conformity. Students should have the option to explore their identity through clothing without the fear of being ostracized.

Statement of Benefits:  Though both sides seek to promote students' best interests, students should not be required to wear school uniforms. By giving students freedom over their choice, students can explore their self-identity by choosing how to present themselves to their peers.

Classical Method

The Classical Method of structuring an argument is another common way to organize your points. Originally devised by the Greek philosopher Aristotle (and then later developed by Roman thinkers like Cicero and Quintilian), classical arguments tend to focus on issues of definition and the careful application of evidence. Thus, the underlying assumption of classical argumentation is that, when all parties understand the issue perfectly, the correct course of action will be clear.

The basic format of the Classical Method  is as follows:

Introduction (Exordium): Introduce the issue and explain its significance. You should also establish your credibility and the topic’s legitimacy.

Statement of Background (Narratio): Present vital contextual or historical information to the audience to further their understanding of the issue. By doing so, you provide the reader with a working knowledge about the topic independent of your own stance.

Proposition (Propositio): After you provide the reader with contextual knowledge, you are ready to state your claims which relate to the information you have provided previously. This section outlines your major points for the reader.

Proof (Confirmatio): You should explain your reasons and evidence to the reader. Be sure to thoroughly justify your reasons. In this section, if necessary, you can provide supplementary evidence and subpoints.

Refutation (Refuatio): In this section, you address anticipated counterarguments that disagree with your thesis. Though you acknowledge the other side’s perspective, it is important to prove why your stance is more logical.  

Conclusion (Peroratio): You should summarize your main points. The conclusion also caters to the reader’s emotions and values. The use of pathos here makes the reader more inclined to consider your argument.  

Example of the Classical Method:  

Introduction (Exordium): Millions of workers are paid a set hourly wage nationwide. The federal minimum wage is standardized to protect workers from being paid too little. Research points to many viewpoints on how much to pay these workers. Some families cannot afford to support their households on the current wages provided for performing a minimum wage job .

Statement of Background (Narratio): Currently, millions of American workers struggle to make ends meet on a minimum wage. This puts a strain on workers’ personal and professional lives. Some work multiple jobs to provide for their families.

Proposition (Propositio): The current federal minimum wage should be increased to better accommodate millions of overworked Americans. By raising the minimum wage, workers can spend more time cultivating their livelihoods.

Proof (Confirmatio): According to the United States Department of Labor, 80.4 million Americans work for an hourly wage, but nearly 1.3 million receive wages less than the federal minimum. The pay raise will alleviate the stress of these workers. Their lives would benefit from this raise because it affects multiple areas of their lives.

Refutation (Refuatio): There is some evidence that raising the federal wage might increase the cost of living. However, other evidence contradicts this or suggests that the increase would not be great. Additionally,   worries about a cost of living increase must be balanced with the benefits of providing necessary funds to millions of hardworking Americans.

Conclusion (Peroratio): If the federal minimum wage was raised, many workers could alleviate some of their financial burdens. As a result, their emotional wellbeing would improve overall. Though some argue that the cost of living could increase, the benefits outweigh the potential drawbacks.

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Using evidence.

Like a lawyer in a jury trial, a writer must convince her audience of the validity of her argument by using evidence effectively. As a writer, you must also use evidence to persuade your readers to accept your claims. But how do you use evidence to your advantage? By leading your reader through your reasoning.

The types of evidence you use change from discipline to discipline--you might use quotations from a poem or a literary critic, for example, in a literature paper; you might use data from an experiment in a lab report.

The process of putting together your argument is called analysis --it interprets evidence in order to support, test, and/or refine a claim . The chief claim in an analytical essay is called the thesis . A thesis provides the controlling idea for a paper and should be original (that is, not completely obvious), assertive, and arguable. A strong thesis also requires solid evidence to support and develop it because without evidence, a claim is merely an unsubstantiated idea or opinion.

This Web page will cover these basic issues (you can click or scroll down to a particular topic):

• Incorporating evidence effectively.
• Integrating quotations smoothly.
• Citing your sources.

Incorporating Evidence Into Your Essay

When should you incorporate evidence.

Once you have formulated your claim, your thesis (see the WTS pamphlet, " How to Write a Thesis Statement ," for ideas and tips), you should use evidence to help strengthen your thesis and any assertion you make that relates to your thesis. Here are some ways to work evidence into your writing:

• Offer evidence that agrees with your stance up to a point, then add to it with ideas of your own.
• Present evidence that contradicts your stance, and then argue against (refute) that evidence and therefore strengthen your position.
• Use sources against each other, as if they were experts on a panel discussing your proposition.
• Use quotations to support your assertion, not merely to state or restate your claim.

Weak and Strong Uses of Evidence

In order to use evidence effectively, you need to integrate it smoothly into your essay by following this pattern:

• State your claim.
• Give your evidence, remembering to relate it to the claim.
• Comment on the evidence to show how it supports the claim.

To see the differences between strong and weak uses of evidence, here are two paragraphs.

Weak use of evidence

Today, we are too self-centered. Most families no longer sit down to eat together, preferring instead to eat on the go while rushing to the next appointment (Gleick 148). Everything is about what we want.

This is a weak example of evidence because the evidence is not related to the claim. What does the claim about self-centeredness have to do with families eating together? The writer doesn't explain the connection.

The same evidence can be used to support the same claim, but only with the addition of a clear connection between claim and evidence, and some analysis of the evidence cited.

Stronger use of evidence

Today, Americans are too self-centered. Even our families don't matter as much anymore as they once did. Other people and activities take precedence. In fact, the evidence shows that most American families no longer eat together, preferring instead to eat on the go while rushing to the next appointment (Gleick 148). Sit-down meals are a time to share and connect with others; however, that connection has become less valued, as families begin to prize individual activities over shared time, promoting self-centeredness over group identity.

This is a far better example, as the evidence is more smoothly integrated into the text, the link between the claim and the evidence is strengthened, and the evidence itself is analyzed to provide support for the claim.

Using Quotations: A Special Type of Evidence

One effective way to support your claim is to use quotations. However, because quotations involve someone else's words, you need to take special care to integrate this kind of evidence into your essay. Here are two examples using quotations, one less effective and one more so.

Ineffective Use of Quotation

Today, we are too self-centered. "We are consumers-on-the-run . . . the very notion of the family meal as a sit-down occasion is vanishing. Adults and children alike eat . . . on the way to their next activity" (Gleick 148). Everything is about what we want.

This example is ineffective because the quotation is not integrated with the writer's ideas. Notice how the writer has dropped the quotation into the paragraph without making any connection between it and the claim. Furthermore, she has not discussed the quotation's significance, which makes it difficult for the reader to see the relationship between the evidence and the writer's point.

A More Effective Use of Quotation

Today, Americans are too self-centered. Even our families don't matter as much any more as they once did. Other people and activities take precedence, as James Gleick says in his book, Faster . "We are consumers-on-the-run . . . the very notion of the family meal as a sit-down occasion is vanishing. Adults and children alike eat . . . on the way to their next activity" (148). Sit-down meals are a time to share and connect with others; however, that connection has become less valued, as families begin to prize individual activities over shared time, promoting self-centeredness over group identity.

The second example is more effective because it follows the guidelines for incorporating evidence into an essay. Notice, too, that it uses a lead-in phrase (". . . as James Gleick says in his book, Faster ") to introduce the direct quotation. This lead-in phrase helps to integrate the quotation with the writer's ideas. Also notice that the writer discusses and comments upon the quotation immediately afterwards, which allows the reader to see the quotation's connection to the writer's point.

REMEMBER: Discussing the significance of your evidence develops and expands your paper!

Citing Your Sources

Evidence appears in essays in the form of quotations and paraphrasing. Both forms of evidence must be cited in your text. Citing evidence means distinguishing other writers' information from your own ideas and giving credit to your sources. There are plenty of general ways to do citations. Note both the lead-in phrases and the punctuation (except the brackets) in the following examples:

Quoting: According to Source X, "[direct quotation]" ([date or page #]).

Paraphrasing: Although Source Z argues that [his/her point in your own words], a better way to view the issue is [your own point] ([citation]).

Summarizing: In her book, Source P's main points are Q, R, and S [citation].

Your job during the course of your essay is to persuade your readers that your claims are feasible and are the most effective way of interpreting the evidence.

Questions to Ask Yourself When Revising Your Paper

• Have I offered my reader evidence to substantiate each assertion I make in my paper?
• Do I thoroughly explain why/how my evidence backs up my ideas?
• Do I avoid generalizing in my paper by specifically explaining how my evidence is representative?
• Do I provide evidence that not only confirms but also qualifies my paper's main claims?
• Do I use evidence to test and evolve my ideas, rather than to just confirm them?
• Do I cite my sources thoroughly and correctly?

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How to Write an Effective Claim (with Examples)

Formulating a claim for your essay can be difficult even if you are already a masterful debater — especially if you are not quite sure what a claim is, and how it may differ from a counterclaim or thesis statement. This guide will make it easy to decide on your claim!

Essay Claim Basics

In essay writing, a claim can most succinctly be defined as "a debatable statement" — which the writer then defends with supporting evidence and rhetoric. It is easy to confuse a claim and a thesis statement, because the thesis is indeed a type of claim as well. Essays can contain further claims that orbit the topic of the thesis statement, however.

Claims straddle the line between opinion and fact. If you're hoping to make a strong claim that seamlessly fits into a powerful essay, you will need to make sure that your claim ticks the right boxes:

• Your claim can debated — solid arguments can be made both in favor and against. Therefore, statements such as "I live in Queens" or "Joe Biden is the President" are not claims. In an argumentative essay, "the death penalty should be abolished" is an example of a claim. Even scientific papers make claims, such as "Keyboards contain more germs than toilet seats", which can be tested. These are called hypotheses.
• You will state your claim as a matter of fact. "Many people oppose the death penalty, and with good reason" is not a good claim, but "the death penalty is no longer an appropriate punishment in modern America" can be.
• Your claim is sufficiently specific to allow you to explore all aspects that you intend to tackle. "The Victorian era was Britain's darkest era" give you more bite than you can comfortably chew. "Fast food should be taxed to reduce obesity rates" is more specific.

Types of Claim (With Examples!)

Claims are debatable statements, but there are numerous different types. If you have specifically been asked to present a claim in an essay, you may be able to choose what kind of claim you would like to work with.

1. Claim of Fact or Definition

In research essays, a claim of fact or definition is one that defines a fact, as you see it, and proceeds to lay out the evidence in favor of the claim. Here are some examples to show you how it works:

• Plant species are becoming extinct at a faster rate than animal species, yet the plight of plants has been overlooked.
• Amazon's Alexa has revolutionized many people's daily lives — but this appliance also makes us vulnerable to new forms of hacking.
• Commercial air travel transformed the way in which we do business.

2. Claim of Cause & Effect

In a claim of cause and effect, you argue that one thing causes another, such as:

• Internet gaming has a widespread negative effect on students' grades.
• Lax enforcement of preventative measures against Covid has enabled the pandemic to continue for much longer than it need have.
• Playing jigsaw puzzles leads to novel cognitive connections that help senior citizens stay sharp.

3. Claim of Value

Claims of value are more heavily opinion-based than other types of claims. If you are making a claim of value, you will usually want to compare two things. For example:

• George W Bush was a better President than George W H Bush.
• Emotional health is just as important as physical health.
• Stephen King is the best horror writer of al time.

4. Claim of Solution or Policy

Claims of solution or policy state a position on a proposed course of action. In high school and college essays, they typically focus on something that should be done, or something that should no longer be done. Examples might include:

• Depressed patients should always be offered talk therapy before they receive a prescription for antidepressants.
• The United States should not accept refugees from Afghanistan.
• First-time offenders should be given lighter sentences.

Claim vs. Counterclaim vs. Thesis Statement

If you've been told to make an essay claim, you may be confused about the differences between a claim, counterclaim, and thesis statement. That's understandable, because some people believe that there's no difference between a claim and a thesis statement.

There are important distinctions between these three concepts, however, and if you want to write a killer essay, it's important to be aware of them:

• A thesis statement is the very foundation of your essay — everything else rests on it. The thesis statement should contain no more than one or two sentences, and summarize the heart of your argument. "Regular exercise has consistently been shown to increase productivity in the workplace. Therefore, employers should offer office workers, who would otherwise be largely sedentary, opportunities to work out."
• A claim is a statement you can defend with arguments and evidence. A thesis statement is a type of claim, but you'll want to include other claims that fit neatly into the subject matter as well. For instance, "Employers should establish gyms for employees."
• A counterclaim is a statement that contradicts, refutes, or opposes a claim. Why would you want to argue against yourself? You can do so to show that arguments that oppose the claim are weak. For instance, "Many employers would balk at the idea of facilitating costly exercise classes or providing a gym space — employees can work out in their own time, after all. Why should the boss pay for workers to engage in recreational activities at work? Recent studies have shown, however, that workplaces that have incorporated aerobics classes enjoy 120% increase in productivity, showing that this step serves the bottom line."

Together, a thesis statement, claims, and some well-placed counterclaims make up the threads of your story, leading to a coherent essay that is interesting to read.

How to Write an Effective Claim

Now that you've seen some examples, you are well on your way to writing an effective claim for your essay. Need some extra tips? We've got you covered.

First things first — how do you start a claim in an essay? Your claim sentence or sentences should be written in the active voice, starting with the subject, so that your readers can immediately understand what you are talking about.

They'll be formulated as an "[Subject] should be [proposed action], because [argument]. You can stay with this general structure while making different word choices, however, such as:

• It is about time that
• We have an obligation to
• Is the only logical choice
• It is imperative that

Once you have formulated a claim, you will want to see if you can hook your readers with an interesting or provocative statement that can really get them thinking. You will want to break your argument down into sections. This will lead you to sub-claims. If your claim is your main argument, your sub-claims are smaller arguments that work to support it. They will typically appear naturally once you contemplate the subject deeply — just brainstorm, and as you research, keep considering why your claim is true. The reasons you come up with will sprout sub-claims.

Still not sure what to write? Take a look at these examples of strong claim statements:

• A lack of work experience has proven to be the main barrier to finding satisfying employment, so businesses should be incentivized to hire recent graduates.
• The rise in uncertified "emotional support animals" directly causes suffering for people suffering from severe pet dander allergies. Such pets must be outlawed in public places to alleviate the very real harm allergy patients now experience on a daily basis.
• Emerging private space exploration ventures may be exciting, but they greatly increase CO2 emissions. At a time when the planet is in crisis, private space exploration should be banned.

Additional Tips in Writing a Claim the Right Way

You now know what you need to include in a claim paragraph to leave a strong impression. Understanding what not to do is equally important, however.

• Take a stand — if you're writing an argumentative essay, it is perfectly OK to take a controversial opinion, and no matter what you write, it is bound to have the potential to offend someone . Don't sit on the fence. Even when you're defending a position you disagree with, embrace it wholeheartedly.
• Narrow your claim down. The more specific you can get, the more compelling your argument can be, and the more depth you can add to each aspect of your argument.
• Have fun! You want your essay to be interesting to read, and any genuine passion you have will be apparent.
• Choose the right subject — one about which you can find a lot of data and facts.

What should you avoid in writing a claim, you wonder? Don't:

• Use any first-person statements. The claim is about your ideas, not about you.
• Base your claim on emotional appeal. You can work some pathos in, but don't make feelings your center.
• Clutter your claim with too many separate ideas, which will make the rest of your essay harder to read, less powerful, and unwieldy for you to develop.

How do you use a claim?

When you're writing your essay, you can think of the thesis statement as the spine. The claims you make are, then, your "ribs", so to speak. If you prefer a different analogy, the thesis is your trunk, and the claims branches. You use them to build a strong final product that shows you have considered all aspects of your argument, and can back them up with evidence and logic.

What is a good way to start a claim?

You can start with a shocking fact, objective data from a reliable source, or even an anecdote — or, if you prefer, you can simply offer your argument without bells and whistles.

Can a claim be in a paragraph or is it a single sentence only?

Claims are almost always limited to a single sentence. It can be a long compound sentence, though! The claim does not have to remain all alone in the paragraph. You can immediately surround it with rhetorical punches or further facts.

What are some examples of argumentative claims?

So, you want to learn to argue like a pro? Watching speeches politicians make is a great way to look out for claims, and court transcripts and academic debates are two other places you can look for great argumentative claims.

Is there a claim generator you can use?

Yes! Some claim generators are free to use, while others require a subscription. These tools can be interesting to play with, and can serve as inspiration. However, it's always best to tweak your final claim to fit your needs.

Related posts:

• Bone of Contention - Meaning, Usage and Origin
• I Beg to Differ - Meaning, Origin and Usage
• Chewing the Fat - Meaning, Usage and Origin
• All that Glitters is Not Gold - Meaning, Origin and Usage
• Ginning Up - Meaning, Usage and Origin
• Chime In - Meaning, Origin and Usage

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While Sandel argues that pursuing perfection through genetic engineering would decrease our sense of humility, he claims that the sense of solidarity we would lose is also important.

This thesis summarizes several points in Sandel’s argument, but it does not make a claim about how we should understand his argument. A reader who read Sandel’s argument would not also need to read an essay based on this descriptive thesis.  

Broad thesis (arguable, but difficult to support with evidence) 

Michael Sandel’s arguments about genetic engineering do not take into consideration all the relevant issues.

This is an arguable claim because it would be possible to argue against it by saying that Michael Sandel’s arguments do take all of the relevant issues into consideration. But the claim is too broad. Because the thesis does not specify which “issues” it is focused on—or why it matters if they are considered—readers won’t know what the rest of the essay will argue, and the writer won’t know what to focus on. If there is a particular issue that Sandel does not address, then a more specific version of the thesis would include that issue—hand an explanation of why it is important.  

Arguable thesis with analytical claim 

While Sandel argues persuasively that our instinct to “remake” (54) ourselves into something ever more perfect is a problem, his belief that we can always draw a line between what is medically necessary and what makes us simply “better than well” (51) is less convincing.

This is an arguable analytical claim. To argue for this claim, the essay writer will need to show how evidence from the article itself points to this interpretation. It’s also a reasonable scope for a thesis because it can be supported with evidence available in the text and is neither too broad nor too narrow.  

Arguable thesis with normative claim 

Given Sandel’s argument against genetic enhancement, we should not allow parents to decide on using Human Growth Hormone for their children.

This thesis tells us what we should do about a particular issue discussed in Sandel’s article, but it does not tell us how we should understand Sandel’s argument.  

Questions to ask about your thesis 

• Is the thesis truly arguable? Does it speak to a genuine dilemma in the source, or would most readers automatically agree with it?  
• Is the thesis too obvious? Again, would most or all readers agree with it without needing to see your argument?  
• Is the thesis complex enough to require a whole essay's worth of argument?  
• Is the thesis supportable with evidence from the text rather than with generalizations or outside research?  
• Would anyone want to read a paper in which this thesis was developed? That is, can you explain what this paper is adding to our understanding of a problem, question, or topic?
• picture_as_pdf Thesis

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Chapter 11. Developing a Convincing Argument

In this chapter, we will be applying the concepts presented to you in Chapter 10: Persuasion . Working through the self-practice exercise will help you to develop a strong, convincing argument on a topic of your choice. At the end of Section 11.3: Organizing Your Ideas , you will need to produce an outline to show to your instructor.

11.1 Coming Up With a Topic

Learning objectives.

• Identify the requirements for your persuasive essay
• Generate ideas on a topic for your persuasive essay
• Formulate a research question
• Create a working thesis showing your topic and your controlling point of view
• Conduct preliminary research

The Requirements This assessment is divided into three parts (the requirements of each are described below): A formal outline due week 11 A rough draft due week 12 A final draft due week 13. You will receive 2.5% each for parts 1 and 2, and the final essay is worth 25%.

Essay 3: Persuasion (2.5 % +2.5 % +25%)

Choose a controversial topic on which you can base a persuasive discussion of 1,350 to 1,500 words.

• Demonstrate the application of dialectics and consideration of altering points of view
• Construct and follow a logical argument discussion
• Provide supporting evidence from five to seven supplemental sources and include a reference page and citations.

Part A: Essay 3: Persuasive formal outline/5 marks (2.5%) ** Due week 11 **

Create a formal, sentence outline for your instructor’s approval. You must include:

• A working thesis
• A working outline
• Topic sentences for each supporting paragraph
• Notes of how you plan to develop your ideas
• The sourcing information of where you will get evidence to support your ideas.

You will be marked on level of completion of the five components described above. You do not have to stick to the outline exactly when you start working on your draft, but you will need to demonstrate you have done some of the preliminary work.

Part B: Essay 3: Persuasive draft/10 marks (2.5%) ** Due week 12 **

Create a first draft of your persuasive essay. You must include:

• A complete introduction
• A complete conclusion
• Paragraph development
• A demonstration of idea development
• A draft reference page

Part C: Essay 3: Persuasive final submission/100 marks (25%) ** Due week 13 **

Write a 1,350 to 1,500 word persuasive essay on a controversial topic. Use the thesis, evidence, opposing argument, and concessionary statement as the basis for writing a full persuasive essay. You must include:

An engaging introduction

Clear explanations of all the evidence you present

A strong conclusion.

The Controversy A controversial topic is one on which people have strong views. Imagine the type of discussion that can become really heated, usually when the subject is something people are passionate about. But a person who is passionate about a particular issue does not necessarily mean he or she recognizes the merits of the other view (although that often happens); it just means that the person has collected evidence (from a variety of sources) and synthesized those ideas to arrive at a particular point of view. When you are trying to choose your topic for your persuasive paper, it is easier if you choose a topic about which you feel very strongly. You probably have realized by this point that when you are writing, it is a lot easier to write about a topic you already have some background knowledge on, and something you are extremely interested in. This helps to engage you and keep you interested in the writing process. No matter the topic you eventually decide to discuss, there are a few things you need to think about before you begin the writing process. You will need to make sure your subject is: Significant . Is a discussion of this topic one that has the potential to contribute to a field of study? Will it make an impact? This does not mean every discussion has to change lives, but it needs to be something relatively important. For example, a significant topic would be to convince your reader that eating at fast-food restaurants is detrimental to people’s cardiovascular system. A less significant discussion would be if you were to try to convince your reader why one fast-food restaurant is better than another. Singular . This means you need to focus on one subject. Using the fast-food restaurant example, if you were to focus on both the effects on the cardiovascular and endocrine system, the discussion would lose that singular focus and there would be too much for you to cover. Specific . Similar to the point above, your topic needs to be narrow enough to allow for you to really discuss the topic within the essay parameters (i.e., word count). Many writers are afraid of getting too specific because they feel they will run out of things to say. If you develop the idea completely and give thorough explanations and plenty of examples, the specificity should not be a problem. Supportable . Does evidence for what you want to discuss actually exist? There is probably some form of evidence out there even for the most obscure topics or points of view. However, you need to remember you should use credible sources. Someone’s opinions posted on a blog about why one fast-food restaurant is the best does not count as credible support for your ideas.

Self – Practice EXERCISE 11.1

In previous chapters, you learned strategies for generating and narrowing a topic for a research paper. Review the list of general topics below. Also, think about which topics you feel very strongly.

Freewrite for five minutes on one of the topics below. Remember, you will need to focus your ideas to a manageable size for a five – to seven – page research paper.

You are also welcome to choose another topic; you may want to double-check with your instructor if it is suitable. It is important to remember that you want your paper to be unique and stand out from others’; writing on overly common topics may not help with this. Since we have already discussed the death penalty as a form of punishment in the last chapter and already developed ideas, you should probably not choose this topic because your instructor wants you to demonstrate you have applied the process of critical thinking on another topic.

Identify the key words you will use in the next self – practice exercise to preliminary research to narrow down your topic.

Some appropriate controversial topics are:

• Illegal immigration in Canada
• Bias in the media
• The role of religion in educational systems
• The possibility of life in outer space
• Modern day slavery around the world, ie. Human trafficking
• Foreign policy
• Television and advertising
• Stereotypes and prejudice
• Gender roles and the workplace
• Driving and cell phones

Formulating a Research Question

In forming a research question, you are setting a goal for your research. Your main research question should be substantial enough to form the guiding principle of your paper, but focused enough to guide your research. A strong research question requires you not only to find information but also to put together different pieces of information, interpret and analyze them, and figure out what you think. As you consider potential research questions, ask yourself whether they would be too hard or too easy to answer.

To determine your research question, review the freewriting you completed earlier. Skim through books, articles, and websites and list the questions you have. (You may wish to use the 5WH strategy to help you formulate questions.) Include simple, factual questions and more complex questions that require analysis and interpretation. Determine your main question—the primary focus of your paper—and several subquestions that you will need to research to answer that main question.

Here are the research questions Jorge will use to focus his research. Notice that his main research question has no obvious, straightforward answer. Jorge will need to research his subquestions, which address narrower topics, to answer his main question.

Self – Practice EXERCISE 11.2

Using the ideas you came up with in Self – Practice Exercise 11.1 , create a research question you would like to find the answer to through your research and persuasive paper development. This is something you will use to help guide you in your writing and to check back with to make sure you are answering that question along the way.

_________________________________________________________________________

Collaborate with a partner and share your questions. Describe your topic and point of view and ask your partner if that question connects to that topic and point of view .

Self Practice EXERCISE 11.3

Working with the topic you have identified, use the research skills you learned in previous chapters to locate approximately five potentially useful print or electronic sources of information about the topic.

Create a list that includes the following:

One subject-specific periodicals database likely to include relevant articles on your topic

Two articles about your topic written for an educated general audience

At least one article about your topic written for an audience with specialized knowledge

Organize your list of resources into primary and secondary sources. What makes them either primary or secondary? Pick one primary source and one secondary source and write a sentence or two summarizing the information that each provide s .

Then answer these questions:

What type of primary source did you choose? Who wrote it, and why? Do you think this source provides accurate information, or is it biased in some way?

Where did the information in the secondary source come from? Was the author citing an initial study, piece of literature, or work of art? Where could you find the primary source?

Self – practice EXERCISE 11.4

With the topic from Self – Practice Exercise 11.1 and the preliminary research you conducted in Self – Practice 11.3 and referring to Section 10.2: The Structure of a Persuasive Essay , develop a working thesis and scratch outline.

Note that after reading Section 11.2: Dialectics , you will most likely revise your outline.

How to B e Really Convincing Sometimes it can be very challenging to convince someone of your ideas and that your point of view is valid. If your reader has strong contrary views or has had emotional experiences in the past connected to that topic, your job in persuading will be more challenging. However, if you consider your audience and tone (as discussed in Section 10.3: Being Critical ) and think about the answers to the following questions in C hecklist 11.1, Who Is My Audience? , you will be better able to predict possible objections your reader may have to your argument and address those accordingly. It will also help you make recognize how much and what kind of background information you need to provide your reader with context for your discussion.

Checklist 11.1  Who Is My Audience?

Who are my readers?

What do they already know on the subject?

What are they likely to be interested in?

How impartial or biased are they?

Is the subject one that may challenge their ethical or moral beliefs?

What values do we share?

What types of evidence will be most effective?

Self – practice EXERCISE 11.5

Look back at the two persuasive essay examples in Section 10.4: Examples: Persuasi ve Essays . With a partner, discuss the strengths and weaknesses of each example. Look at the credibility, tone, appropriateness to audience, and completeness of the ideas presented.

Collaboration: W ith your partner, discuss how you could make each of these arguments stronger.

11.2 Dialectics

• Explain the components, practice, and benefits of dialectical thinking
• Conduct a dialect discussion to consider other points of view on your topic

As you read in Chapter 10, Section 10.3: Being Critical , a strong persuasive essay will respectfully identify and discuss perspectives of the same topic. When you do this, you are presenting a well-rounded and complete discussion to your reader that shows you have critically thought about the topic and have been selective in choosing your points. As a result, there is a higher probably that you will convince your reader . The process of looking at multiple sides of a topic is called dialectics .

Dialectics is the act of using logical reasoning to combine, juxtapose, or synthesize opposing ideas to arrive at a strong conclusion.

The Components of Dialectics To begin the dialectic process, you first need to come up with an idea of what topic will be discussed; this is the thesis behind the discussion. Once you have determined your thesis, through various methods (the easiest being discussion with someone else), you will explore opposing sides to the topic, eventually discovering at least one antithesis . Combining those two perspectives, you can then make your own conclusions. Maybe this process will result in you standing by the original thesis, or maybe the antithesis is incredibly convincing and you will switch sides of the argument, or maybe you still believe the original thesis but accept there are other conditions that have credibility as well. This end result is called the synthesis : the blending of ideas. Essentially, the process would look like this:

Considering both your thesis and the discovered antithetical perspectives will help you to arrive at a wider view of a topic: one that has more credibility. Looking back to the persuasive essay samples you read in Section 10.4 and discussed in Self – Practice Exercise 11.5 , consider to what degree the authors acknowledged opposing views. How did they justify their opinions? Consider how integrating dialectics into each of those arguments to a greater degree would have strengthened their points of view, ultimately making their arguments more convincing.

Self – practice EXERCISE 11. 6

Based on the thesis “ Governments use capital punishment as an effective tool for deterring violent crime , ” answer the following questions and complete the table.

What is your stance on this statement? To what extent do you agree/disagree?

_____________________________________________________________________

Complete the table considering the thesis statement given above.

First complete the side of the table with ideas supporting the point of view you described in question #1.

Then, challenge yourself to come up with ideas (you may need to do a little bit of research) that would support the other side of the discussion.

Collaboration: D iscuss your answers with a partner. Do you both have the same ideas, or can you add to your list based on what your partner has come up with.

After coming up with and considering the other perspective, has your point of view changed at all?

Do you still stick by your same point of view 100 percent? Or do you concede that there are valid points from the other perspective?

Self – Practice Exercise 11. 7 /Discussion 3

Using both the scratch outline and the working thesis you created in Self – Practice Exercise 11.4 , create a table like the one you used in Self – Practice Exercise 11.6 , only filling in the side with information that supports your thesis.

Once you have created that table with your thesis given, share your table and thesis with a classmate.

Collaborate : Conduct a dialectic discussion on your topic and possible for and against the working thesis you presented. Add any points to your original table.

Remember to be aware of the process of synthesis you have gone through. Did your original point of view change at all? Is there anything you can make concessions on being valid? This may impact your thesis.

Using one or two of the opposing ideas your partner helped you come up with, revise your scratch outline from Self – Practice Exercise 11.4 .

11.3 Organizing Your Ideas

• Revise your working thesis
• Create an outline including your thesis and main and supporting points
• Determine an appropriate organizational structure for a persuasive essay that uses critical analysis to connect your ideas and information taken from sources

For this section, you will need to refer back to Section 10.2: The Structure of a Persuasive Essay to help you piece your supporting and opposing ideas together.

Creating an Introduction and Thesis

The persuasive essay begins with an engaging introduction that presents the general topic. The thesis typically appears somewhere in the introduction and states the writer’s point of view.

Re – evaluate Your Working Thesis

A careful analysis of your notes will help you re-evaluate your working thesis and determine whether you need to revise it. Remember that your working thesis was the starting point—not necessarily the end point—of your research. You should revise your working thesis if your ideas changed based on what you read. Even if your sources generally confirmed your preliminary thinking on the topic, it is still a good idea to tweak the wording of your thesis to incorporate the specific details you learned from research.

Jorge realized that his working thesis oversimplified the issues. He still believed that the media was exaggerating the benefits of low-carb diets. However, his research led him to conclude that these diets did have some advantages. Read Jorge’s revised thesis.

Avoid forming a thesis based on a negative claim. For example, “The hourly minimum wage is not high enough for the average worker to live on.” This is probably a true statement, but persuasive arguments should make a positive case. That is, the thesis statement should focus on how the hourly minimum wage is low or insufficient.

Self – practice EXERCISE 11. 8

On a sheet of paper, use your working thesis and the revised outline from Self – Practice Exercise 11.7 and list the types of evidence you might use in support of that thesis. Essentially, you are expanding your outline to include more source information.

Synthesizing and Organizing Information

By now, your thinking on your topic is taking shape. You have a sense of what major ideas to address in your paper, what points you can easily support, and what questions or subtopics might need a little more thought. In short, you have begun the process of synthesizing information—that is, of putting the pieces together into a coherent whole.

It is normal to find this part of the process a little difficult. Some questions or concepts may still be unclear to you. You may not yet know how you will tie all of your research together. Synthesizing information is a complex, demanding mental task, and even experienced researchers struggle with it at times. A little uncertainty is often a good sign! It means you are challenging yourself to work thoughtfully with your topic instead of simply restating the same information.

Synthesiz ing Information

You have already considered how your notes fit with your working thesis. Now, take your synthesis a step further. Organize your notes with headings that correspond to points and subpoints you came up with through dialectics and compiled in your outline, which you presented to your instructor. As you proceed, you might identify some more important subtopics that were not part of your original plan, or you might decide that some points are not relevant to your paper.

Categorize information carefully and continue to think critically about the material. Ask yourself whether the sources are reliable and whether the connections between ideas are clear.

Remember, your ideas and conclusions will shape the paper. They are the glue that holds the rest of the content together. As you work, begin jotting down the big ideas you will use to connect the dots for your reader. (If you are not sure where to begin, try answering your major research question and subquestions. Add and answer new questions as appropriate.) You might record these big ideas on sticky notes or type and highlight them within an electronic document.

Jorge looked back on the list of research questions that he had written down earlier. He changed a few to match his new thesis, and he began a rough outline for his paper.

You may be wondering how your ideas are supposed to shape the paper, especially since you are writing a research paper based on your research. Integrating your ideas and your information from research is a complex process, and sometimes it can be difficult to separate the two.

Some paragraphs in your paper will consist mostly of details from your research. That is fine, as long as you explain what those details mean or how they are linked. You should also include sentences and transitions that show the relationship between different facts from your research by grouping related ideas or pointing out connections or contrasts. The result is that you are not simply presenting information; you are synthesizing, analyzing, and interpreting it.

Plan How to Organize Your Paper

The final step to complete before beginning your draft is to choose an organizational structure. For some assignments, this may be determined by the instructor’s requirements. For instance, if you are asked to explore the impact of a new communications device, a cause-and-effect structure is obviously appropriate. In other cases, you will need to determine the structure based on what suits your topic and purpose.

The purpose of Jorge’s paper was primarily to persuade. With that in mind, he planned the following outline.

Essay 3: outline (2.5%)

Review the organizational structure discussed in Chapter 10: Persuasion . Working with the notes you organized earlier, follow these steps to begin planning how to organize your paper.

Create an outline that includes your working thesis, major subtopics, and supporting points.

The major headings in your outline will become sections or paragraphs in your paper. Remember that your ideas should form the backbone of the paper. For each major section of your outline, write a topic sentence stating the main point you will make in that section.

As you complete step 2, you may find that some points are too complex to explain in a sentence. Consider whether any major sections of your outline need to be broken up and jot down additional topic sentences as needed.

Review your notes and determine how the different pieces of information fit into your outline as supporting points.

Add any sources you have identified that you plan on using to support your ideas.

Collaboration

• Please share the outline you created with a classmate.
• Examine your classmate’s outline and see if any questions come to mind or if you see any area that would benefit from an additional point or clarification. Return the outlines to each other and compare observations.
• After you have discussed your formal outline with a classmate, submit it to your instructor for approval.

You will receive up to 2.5% toward your final grade depending on how thoroughly you have conducted a dialectical discussion and developed your outline.

11.4 Critical Thinking and Research Applications

• Analyze source materials to determine how they support or refute the thesis
• Identify connections between source materials and eliminate redundant or irrelevant source materials

At this point in your project, you are preparing to move from the research phase to the writing phase. You have gathered much of the information you will use, and soon you will be ready to begin writing your draft. This section helps you transition smoothly from one phase to the next.

Beginning writers sometimes attempt to transform a pile of note cards into a formal research paper without any intermediary step. This approach presents problems. The writer’s original question and thesis may be buried in a flood of disconnected details taken from research sources. The first draft may present redundant or contradictory information. Worst of all, the writer’s ideas and voice may be lost.

An effective research paper focuses on the writer’s ideas—from the question that sparked the research process to how the writer answers that question based on the research findings. Before beginning a draft, or even an outline, good writers pause and reflect. They ask themselves questions such as the following:

How has my thinking changed based on my research? What have I learned?

Was my working thesis on target? Do I need to rework my thesis based on what I have learned?

How does the information in my sources mesh with my research questions and help me answer those questions? Have any additional important questions or subtopics come up that I will need to address in my paper?

How do my sources complement each other? What ideas or facts recur in multiple sources?

Where do my sources disagree with each other, and why?

In this section, you will reflect on your research and review the information you have gathered. You will determine what you now think about your topic. You will synthesize , or put together, different pieces of information that help you answer your research questions. Finally, you will determine the organizational structure that works best for your paper and revise the outline you have already made and had approved to be a more formal sentence outline (an outline that contains more information like topic sentences, your supporting ideas organized more appropriately, and the sources you plan to use.

Selecting Useful Information

At this point in the research process, you have gathered information from a wide variety of sources. Now it is time to think about how you will use this information as a writer.

When you conduct research, you keep an open mind and seek out many promising sources. You take notes on any information that looks like it might help you answer your research questions. Often, new ideas and terms come up in your reading, and these, too, find their way into your notes. You may record facts or quotations that catch your attention even if they did not seem immediately relevant to your research question. By now, you have probably amassed an impressively detailed collection of notes. You will not use all of your notes in your paper.

Good researchers are thorough. They look at multiple perspectives, facts, and ideas related to their topic, and they gather a great deal of information. Effective writers, however, are selective. They determine which information is most relevant and appropriate for their purpose. They include details that develop or explain their ideas—and they leave out details that do not. The writer, not the pile of notes, is the controlling force. The writer shapes the content of the research paper.

In Chapter 7: Sources: Choosing the Right Ones , you used strategies to filter out unreliable or irrelevant sources and details. Now you will apply your critical thinking skills to the information you recorded—analyzing how it is relevant, determining how it meshes with your ideas, and finding how it forms connections and patterns.

Writing at Work

When you create workplace documents based on research, selectivity remains important. A project team may spend months conducting market surveys to prepare for rolling out a new product, but few managers have time to read the research in its entirety. Most employees want the research distilled into a few well-supported points. Focused, concise writing is highly valued in the workplace.

Identify Information That Supports Your Thesis

Begin by identifying the notes that clearly support your thesis. Mark or group these, either physically or using the cut-and-paste function in your word processing program. As you identify the crucial details that support your thesis, make sure you analyze them critically. Ask the following questions to focus your thinking:

Is this detail from a reliable, high-quality source? Is it appropriate for me to cite this source in an academic paper?  The bulk of the support for your thesis should come from reliable, reputable sources. If most of the details that support your thesis are from less-reliable sources, you may need to do additional research or modify your thesis.

Is the link between this information and my thesis obvious , or will I need to explain it to my readers?  Remember, you have spent more time thinking and reading about this topic than your audience. Some connections might be obvious to both you and your readers. More often, however, you will need to provide the analysis or explanation that shows how the information supports your thesis. As you read through your notes, jot down ideas you have for making those connections clear.

What personal biases or experiences might affect the way I interpret this information?  No researcher is 100 percent objective. We all have personal opinions and experiences that influence our reactions to what we read and learn. Good researchers are aware of this human tendency. They keep an open mind when they read opinions or facts that contradict their beliefs.

It can be tempting to ignore information that does not support your thesis or that contradicts it outright. However, such information is important. At the very least, it gives you a sense of what has been written about the issue. More importantly, it can help you question and refine your own thinking so that writing your research paper is a true learning process.

Find Connections between Your Sources

As you find connections between your ideas and information in your sources, also look for information that connects your sources. Do most sources seem to agree on a particular idea? Are some facts mentioned repeatedly in many different sources? What key terms or major concepts come up in most of your sources regardless of whether the sources agree on the finer points? Identifying these connections will help you identify important ideas to discuss in your paper.

Look for subtler ways your sources complement one another, too. Does one author refer to another’s book or article? How do sources that are more recent build upon the ideas developed in earlier sources?

Be aware of any redundancies in your sources. If you have amassed solid support from a reputable source, such as a scholarly journal, there is no need to cite the same facts from an online encyclopedia article that is many steps removed from any primary research. If a given source adds nothing new to your discussion and you can cite a stronger source for the same information, use the stronger source.

Determine how you will address any contradictions found among different sources. For instance, if one source cites a startling fact that you cannot confirm anywhere else, it is safe to dismiss the information as unreliable. However, if you find significant disagreements among reliable sources, you will need to review them and evaluate each source. Which source presents a more sound argument or more solid evidence? It is up to you to determine which source is the most credible and why.

Finally, do not ignore any information simply because it does not support your thesis. Carefully consider how that information fits into the big picture of your research. You may decide that the source is unreliable or the information is not relevant, or you may decide that it is an important point you need to bring up. What matters is that you give it careful consideration.

Self – practice EXERCISE 11. 9

Consider the information you have included in the outline that was approved by your instructor and the source information you compiled in Self – Practice Exercise 11.8 . Apply the information in this section to critically evaluate the usefulness, relevance, and appropriateness of the sources you have selected to support your ideas. Eliminate any that you feel take you off topic or are not credible sources.

Key Takeaways

• An effective research paper focuses on presenting the writer’s ideas using information from research as support.
• Effective writers spend time reviewing, synthesizing, and organizing their research notes before they begin drafting a research paper.
• It is important for writers to revisit their research questions and working thesis as they transition from the research phase to the writing phrase of a project. Usually, the working thesis will need at least minor adjustments.
• To organize a research paper, writers choose a structure that is appropriate for the topic and purpose. Longer papers may make use of more than one structure.

Journal entry #11

Write multiple paragraphs responding to the following. This is your final journal entry, so you want to make sure you reflect on what you have learned throughout the semester and your general writing skills.

What is the topic around which you would like to base your persuasive essay discussion?

Why did you choose this topic?

What challenges do you think you may face when writing about this topic?

Reflect on your writing skill development over the semester. Be as specific as possible.

What are you most confident doing? W hat do you still need to practis e?

What do you think is your biggest accomplishment this semester?

Remember as mentioned in the Assessment Descriptions in your syllabus:

You will be expected to respond to the questions by reflecting on and discussing your experiences with the semester’s material.

When writing your journals, you should focus on freewriting—writing without (overly) considering formal writing structures – but remember that it will be read by the instructor, who needs to be able to understand your ideas.

Your instructor will begin reading your Journal Package 2 this week . (2.5%)

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Posted on 27th February 2019

Enriching Your Writing with Strong Supporting Evidence

By Cite This For Me

At this point in the school year, you’ve probably heard your English teacher or professor use the word “evidence” at least 100 times.

Maybe you’ve seen it scrawled across your essays in red pen: “Where’s your evidence?” or, “This point needs stronger evidence.” Whether you’re writing an argumentative essay, a research paper, or a literary analysis, you must have evidence to support your claims. But what exactly is strong supporting evidence, and why is it so important?

Why does supporting evidence matter?

Evidence lends credibility to your argument or claim. Without evidence, you appear uninformed, and your argument is weak. Like a building without a strong foundation, an argument without evidence will crumble.  

Have you ever had a debate with a friend that only a quick Google search could resolve? Or have you responded, “Prove it,” when someone makes a claim? That’s because you want evidence. Unless you know for sure that a statement is true, you don’t want to just take someone’s word for it.

And neither does the reader(s) of your essay or research paper. If you want your writing to be convincing and credible, strong evidence is a must.  

What is strong evidence?

Strong evidence must meet several criteria. It should be:

• Relevant to the topic of your paper.
• In support of the argument you’re advancing.
• From a credible source.
• Verified by multiple sources.
• Current (in most cases).
• Specific, not general.

Keep in mind that you’ll need to explain each piece of evidence you include in your paper. What does this information imply? How is it connected to your claim or thesis? Why does this evidence matter? If you can’t clearly answer these questions, your argument won’t be as strong, so it’s best to find a different piece of evidence.

Types of strong evidence

Strong evidence may include:

• Quotes (from subject matter experts, from articles or reports by credible sources)

You can find this evidence in books or academic journals, in news reports verified by multiple sources, and on reliable Internet sites. Your school library is a great place to start looking for strong evidence.     

Finding evidence from credible sources

We mentioned above that strong evidence must be “from a credible source.” But many students (and adults) don’t know how to determine if a source is credible. After all, inaccurate information from unreliable sources goes viral on social media all the time.

You can use academic databases and search engines to filter out many untrustworthy sources. It’s also a good idea to see if other sources are reporting the same statistics and information.

When in doubt, try using the acronym RADCAB to evaluate a source. RADCAB stands for:

Appropriateness

Here’s a closer look at each criterion:

Is the information relevant to the topic or question you’re exploring? Use specific search terms to find facts with maximum relevance. Make sure that you understand exactly what the piece of evidence means. Otherwise, you risk accidentally including off-topic or irrelevant evidence.

It’s also important to find the appropriate type of sources for your paper. For instance, a quote from a fictional novel would be perfect for a literary analysis of the novel in question. However, it wouldn’t be appropriate evidence for a research paper.

An anecdote about fishing trips with your grandfather would fit well in a personal narrative but certainly wouldn’t make strong evidence in an argumentative essay about preserving aquatic habitats.

Before you begin researching, ask yourself what type(s) of sources you should find. Peer-reviewed scientific journals? Primary source historical documents? Interviews with subject matter experts?  

A good source will offer adequate depth of coverage on the topic you’re researching. Online, browse the sitemap, in-text citations , Works Cited, titles, subheadings, and graphics of a website to see if it provides in-depth, detailed information on your topic. Specific details are much stronger than general information.

Check the date your source was published or last updated. In some cases, such as historical research papers, older sources are appropriate. But most of the time, you want the most current, up-to-date evidence for your paper.

If you were writing an essay on a current medical topic, for instance, you certainly wouldn’t want to cite a medical study from 1993.  

Is this author, organization, website, or company qualified to educate others about this topic? Why? What are their credentials?  

Make sure you don’t only evaluate information, but also the person or organization behind the information.  

Bias  

In your own paper, you’ll want to appear balanced and unbiased. This won’t be possible if you pull evidence from biased sources. Biased sources report information with some sort of agenda, spin, or angle. Does the information exist because someone wants to inform, persuade, entertain, or sell something?

Ask yourself if the source in question has any hidden motives. Pay attention to the tone, website name, author, and mission statement. See if other sources are reporting the same information. Is there anything that your source, in particular, has added or omitted? Is there any reason why?  

Using strong evidence

You’ll want to use both paraphrases and quotations when mentioning strong evidence in the context of your paper. Don’t forget to include in-text citations and a full reference or Works Cited list. By including citations, you demonstrate that you are a responsible researcher and can support your points with actual evidence.

Popular citation styles include Harvard referencing , MLA style , and APA style , but thousands exist. If you are unsure of which one to use, consult your teacher or professor.

When you make a claim or advance an argument, strong supporting evidence is vital. Without evidence, your argument is essentially this: “Because I said so.” You need quotes, statistics, and facts to make your paper persuasive and credible.

Look for specific, current information from trustworthy sources, and be sure the information is relevant and supportive of your claims.

Be sure to include citations that links back to your sources and to demonstrate that you are an ethical researcher.

Not all evidence is created equal. Take the time to find strong evidence, and your persuasion skills will soar.

Reading Skills

Using textual evidence to support claims.

• The Albert Team
• Last Updated On: November 1, 2023

What We Review

Introduction

When you’re making your point in an essay or a class debate, it’s super important to back it up with evidence from the text you’re discussing. Think of it like showing your work in math class; without that step, you’re just sharing an opinion that might not seem well-founded.

It’s not the most exciting thing to search for text evidence to incorporate into your writing. It takes work! Digging to find the right evidence, integrating it, citing it correctly, and explaining how it ultimately supports your claim is no simple task.

However, this process is an immensely powerful exercise in teaching students how to become effective communicators. High school is all about learning to juggle different kinds of reading – stories, factual articles, you name it – and making strong points about them. And this isn’t just for getting good grades. This skill will follow you to college and even to your future job, where being able to back up your ideas with solid facts will really matter.

What is Textual Evidence?

Alright, let’s break it down: What’s this thing called textual evidence? It’s pretty much any part of a book or article that you use to back up your points. It could be an exact line taken straight from the text (a direct quote), your own version of what the author said (a paraphrase), or even a boiled-down version of a big section (a summary). No matter how you slice it, the goal is the same: to support your argument.

In high school, you’ll often be asked to dig deep into books and write a literary analysis. This is just a fancy way of looking closely at a particular piece of the book, like the theme or how the characters change over time. Take, for example, if you’re asked to write about how Harper Lee’s To Kill a Mockingbird deals with racial discrimination.

You’d go on a sort of scavenger hunt through the novel, hunting for every bit that shows racial discrimination. Then, in your essay, you’ll bring out these examples to back up your point. Like, you might sum up the trial of Tom Robinson to show that even though there wasn’t enough evidence to prove he did anything wrong, he was still convicted. That’s a powerful piece of textual evidence to help explain the book’s message about the unfairness of racial prejudice.

Identifying Textual Evidence

Now let’s figure out how to spot the right textual evidence. When you need to back up your points, picking the right evidence from the text can be tricky. If you closely read the text, you’ll be in a way better position to choose the strongest evidence for your argument.

So, you’ve read closely and marked up the text with notes and highlights. When it’s time to write your essay, these annotations are like a treasure map. You don’t have to reread everything; just skim through your notes to see which bits connect to your point. Find a section that fits with what you’re saying? Great—now decide how to use it best in your essay. Sometimes you’ll use the exact words (a direct quote), and other times you’ll put it in your own words (paraphrase).

Let’s say you’re looking at “To Kill a Mockingbird,” and you note where the Black community sits during Tom Robinson’s trial—in a separate balcony. This detail doesn’t come from someone’s mouth, but it’s a powerful snapshot of racial segregation, so you don’t need to quote anyone. On the flip side, when Atticus Finch nails it with his speech about the false belief that all Black people are not to be trusted, his exact words are gold. They directly show the theme of racial discrimination, so you’d definitely quote him directly in your essay.

Evaluating Textual Evidence

When you’re writing an essay for English class, you know the books and stories you study are solid sources. But what about when you’re on your own, searching online for that perfect piece of evidence to make your essay shine? It’s not always easy to know if what you find on the internet is reliable. Here’s a quick guide to judge if an online source is up to the mark:

• Who Wrote It: Check out who’s behind the article or webpage. What’s their background or education? Are they an expert? This matters because you want info from people who are trusted in their field.
• Fact-Check: Look at the info you find and cross-check it with other sources. If a website claims “To Kill a Mockingbird” is about how to catch birds, that’s a red flag—it’s way off from the book’s actual content.
• Look for Citations: Good authors back up their points with evidence, just like you’re doing in your essays. If the webpage or article lists its sources, that’s a sign the author has done their homework.
• Watch for Bias: It’s okay for sources to have a point of view , but you should know what that bias is. Understanding an author’s perspective helps you consider how their opinion might shape the information they present.
• Freshness: How recent is the information? Check when the article was written or last updated. While the latest isn’t always the greatest, especially for classic literature, it’s still good to know if the information is current.

Remember, picking the right evidence isn’t just about filling in quotes—it’s about building a case that what you’re saying is legit. And that means being choosy about where you get your facts from, especially online.

Incorporating Textual Evidence into Analysis

Got your claim and your evidence lined up? Great, now let’s talk about how to weave that into your essay without it sounding like a jumbled mess. Kick things off with a clear thesis statement. This is where you lay out your main argument and hint at how you will prove it.

Now, when chatting with friends, you probably introduce cool facts or stories with a casual “Hey, did you know…” or “For instance…” Use that same approach in your essay. Phrases like “For example” or “As [this character] states in the text…” are your friends here. They help you slide your evidence into your essay smoothly.

Don’t forget about those punctuation marks when you’re using direct quotes; they’re like traffic signals for your reader, so they don’t get lost. And whether you’re quoting directly, paraphrasing, or summarizing, always pop an in-text citation in there to give credit where it’s due. It’s like saying, “Hey, don’t just take my word for it; here’s where I got it from.”

Finally, don’t just drop a quote and run. Follow it up with a clear explanation. This is where you tie your evidence back to your claim, showing how it backs up your argument. Think of it as the grand finale of your evidence presentation—it makes your case convincing.

Textual Evidence in Action: Dissecting Discrimination in To Kill a Mockingbird

Below is an example from an essay on racial discrimination in To Kill a Mockingbird that uses these conventions.

“In Harper Lee’s novel, To Kill a Mockingbird, the theme of racial discrimination is revealed through the events of Tom Robinson’s trial, from the threats he received at the jail, to Atticus’ charge to the jury, and finally, in the trial’s unjust verdict. For example, in Chapter 15, Tom Robinson is being held at the local jail, and Atticus Finch takes it upon himself to guard Tom’s cell. Finch’s decision is not unwarranted, as several cars pulled up to the jail, men got out of their cars, and these men surrounded Atticus (Lee 127). Finch knew that these men racially discriminated against Tom and intended violence against him as a Black man, and Finch was determined to protect Tom and ensure that Tom was granted a chance at a fair trial.”

Common Pitfalls and Mistakes

When it comes to writing a killer literary analysis, there are a few traps students tend to fall into. For starters, getting citations wrong or skipping them altogether is a big no-no. Luckily, resources like the Purdue OWL website are there to help you nail the citation game.

Another slip-up is making your evidence say too much or too little. Imagine saying, “Some mad guys chatted with Atticus at the jail and bounced.” That’s way too vague and doesn’t do the job of explaining how it supports your point. Plus, it kind of twists what actually happened in “To Kill a Mockingbird”.

Picking evidence that doesn’t fit your claim is another common blunder. Say you’re talking about racism, and you bring up how the people of Maycomb don’t trust the Ewells. If you’re using that to show racial discrimination, you’re off track because their mistrust is about the Ewells’ nasty reputation, not their race.

What is the best way to sidestep these errors? Make sure you really get the text. That means reading closely and carefully so that when it’s time to write, you choose the best bits of the book that really back up your argument.

Wrapping it up, when you’re making a point about what you’ve read, it’s crucial to back it up with solid text evidence. You’ve got to be on the ball with picking out the right parts of the text, judging which online sources are legit, and mixing your evidence into your argument just right. Learning to stand up for your ideas with clear writing and confident talking is a game-changer. It’s all about getting your point across with evidence that packs a punch. That’s how you go from just saying something to really proving it—and that’s a skill that’ll take you places – in school and beyond.

Practice Makes Perfect

To truly hone your skills in analyzing and supporting arguments with textual evidence, regular practice is key—and that’s where Albert comes into play. It’s not just about reading; it’s about engaging with a range of texts to sharpen your analytical tools.

If you’re just starting out, our Short Readings course is ideal. It uses brief passages to solidify those vital reading skills.

Another option for practice is our  Leveled Readings  course, where you’ll find a range of Lexile® leveled passages that all revolve around essential questions. This ensures that everyone is engaged, no matter their reading level. Click  here  for more information about the Lexile® framework!

Albert.io isn’t just about the practice—it’s about practicing smart. With a user-friendly interface and feedback that actually teaches you something, it’s your go-to for mastering close reading and getting to grips with complex texts. When it comes to backing up your points with the right evidence, you’ll be doing it with confidence and flair.

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4.3: Using Evidence to Support Claims

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• Gabriel Winer & Elizabeth Wadell
• Berkeley City College & Laney College via ASCCC Open Educational Resources Initiative (OERI)

Supporting claims with evidence

In any essay or research paper that you write, you will make claims about your topic, and support your claims with evidence. This evidence shows the reader why you came to the conclusions that you are presenting.

The types of support you develop and include in an essay will depend on what you are writing and why you are writing. For example, if you are writing a reflective or response essay, you will use more of your own personal experiences, observations, and examples. On the other hand, if you are writing a research paper, you will rely on quotations, reasons, and facts. If you do use personal experience or observations, those should be additional support for points that are already supported by your research.

Types of evidence

Here are examples of the main types of evidence or support used in academic writing:

• General Facts (with a citation if this was learned through research): Some parents believe that it is more important to learn the new language of the new country where they live (Brown 31).
• Statistics (facts that rely on numbers) (with a citation): More than ten percent of children in the US public school system are not native speakers of English (Mata-McMahon).
• Quotations or paraphrases from experts (with a citation): Catherine Snow, Professor of Education at Harvard University, insists that "[i]t’s ironic that we have students walking up staircases at one end of their school building to attend Spanish foreign language classes while at the other end of the same building native Spanish speakers are being taught English and content in ways that lead to their loss of Spanish."
• Examples (with a citation if this was learned through research): As a Korean immigrant father named Mr. Rhee explains, his family "spen[t] a whole summer in Korea last year. Henry was 5 years old. . . . We just sent him to a local kindergarten there, so that he could meet and make friends with Korean kids around his age. His Korean was improved a lot during that time period” (qtd. in Kang 435).
• Personal Experience or Observations : It was easy for my cousins who were born in Switzerland to learn Portuguese because there is a large Portuguese community there. In contrast, my niece is growing up in the United States and I am her only Portuguese-speaking relative. Consequently, she understands almost everything, but she cannot speak Portuguese.

Recognizing evidence

Let's look at a paragraph from a paper on heritage languages and see what evidence the writer uses:

Notice this!

What types of evidence do you see in this example paragraph?

On the other hand, unfortunately, some immigrant do not prioritize teaching their children their home language. Clara Lee Brown, an associate professor of the College of Education, Health and Human Sciences, at the University of Tennessee, claims that some parents believe that it is more important to learn the new language of the new country where they live. So, they speak that language at home in the hope that children will learn this new language faster (Brown 31). However, it is important to also consider the fact that “second-generation children who are fluently bilingual performed better on academic tests and had better GPAs compared to monolinguals…” (San Diego, Rumbaut & Cornelius qtd. in Tran 261). Additionally, many children refuse to speak their heritage language when they grew up, and frequently just the oldest child speaks the native language whereas younger siblings start to communicate with each other in the new language and do not master home language. Thus, parents should motivate children to learn their heritage language making them feel proud of their culture.

Using different types of evidence

Let's try adding evidence from an article about bilingual education, such as in the classroom in figure 4.3.1, to a body paragraph.

• Read this short article and look for different kinds of evidence to support this topic sentence: "Public schools should help immigrant children to maintain their heritage language."
• Choose one fact that can be used to support the topic sentence. Paraphrase it and write it down with a correct citation.
• Choose one quotation from an expert or statistic that can be used to support the topic sentence. Write it down with a correct citation.
• Think about if you have any personal experiences or observations related to this topic, or if you know of an example. If you do, write it down.
• Write a concluding explanation of how this evidence supports the topic sentence.
• Check the sample body paragraph. How similar or different is it to your paragraph?

Reading from an online magazine: 1 in 10 US students are English learners

Jennifer Mata-McMahon, University of Maryland, Baltimore County

More than 1 in 10 of the nation’s approximately 50 million public school students speak a native language other than English, according to the latest federal data. Roughly 3 in 4 of these English learners speak Spanish.

The percentage of U.S. students who are learning how to speak English has grown significantly in recent years, rising from 8% in fall of 2000 to 10% by 2017, the data indicate.

The prevalence of these students varies greatly across the country, ranging from 0.8% in West Virginia to 19.2% in California. The share of English learners is highest among young children, hovering around 16% between kindergarten and second grade. Typically, younger children have less exposure than older students to English because they are primarily communicating with relatives in their native languages. By the time students are nearing high school graduation, the percentage of English learners drops to 4.6%.

Students who remain fluent in their native language while learning to speak English become bilingual, which has many advantages. Bilingual people tend to be better at connecting with others from different ethnic backgrounds and cultures. They are also better at solving problems.

Once they grow up, bilingual adults often have better job opportunities and may earn higher salaries than those who no longer speak their native language. Also, research indicates that being bilingual can increase creativity and heighten cognitive ability.

Researchers have found that attending dual-language programs, where instructional time is split between English and another language (oftentimes Spanish), attended by both native and non-native English speakers, help children become bilingual. But only 35 states offered these programs, according to the Department of Education’s latest data.

Without those opportunities, English learners tend to stop being fluent in their first language when they reach high school and miss out on all the benefits of becoming bilingual students.

This article is republished from The Conversation under a Creative Commons license. Read the original article .

(To see a sample body paragraph, check 4.12: Integrating Evidence Answer Key )

Works Cited

Brown, Clara Lee. “Maintaining Heritage Language: Perspectives of Korean Parents.” Multicultural Education , vol. 19, no. 1, Fall 2011, pp. 31-37. Eric.ed.gov.

Kang, Hyun-Sook. “Korean-Immigrant Parents' Support of Their American-Born Children's Development and Maintenance of the Home Language.” Early Childhood Education Journal , vol. 41, no. 6, Nov. 2013, pp. 431-438. EBSCOhost.

Mata-McMahon, Jennifer. “1 In 10 US Students Are English Learners.” The Conversation , 28 Oct. 2021.

Snow, Catherine. “The True Failure of Foreign Language Instruction.” The Conversation , 24 Mar. 2021.

Tran, Van C. “English Gain Vs. Spanish Loss? Language Assimilation among Second-Generation Latinos in Young Adulthood.” Social Forces , vol. 89, no. 1, Sept. 2010, pp. 257-284. EBSCOhost.

Licenses and Attributions

Authored by Annie Agard and Elizabeth Wadell, Laney College. License: CC BY NC.

Body paragraph on heritage languages and examples of fact, example, and personal experience are from "Heritage Languages: the Language of Emotions", a research paper by Joana Coelho Silverio. License: CC BY.

CC Licensed Content: Previously Published

"Supporting Claims with Evidence" and some of the types of evidence are adapted from 6.2 “Types of Support” in the text Writing, Reading, and College Success: A First-Year Composition Course for All Learners . License: CC BY NC SA.

"1 in 10 US Students are English Learners" is reprinted from The Conversation. License: CC BY ND.

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What is an Author’s Claim? – Examples and Samples

Each argumentative writing comes with a thesis statement that provides the main argument or idea to clear the stand of the thesis. Another word for the claim is demand and you can use it to understand the meaning of this word. This thesis statement is what we refer to as an author’s claim in your essay. This definition gives you a clue about what is a claim in writing.

It is an excellent starting point for your thesis because it gives the reader a reason to critically think about your work. Argumentative thesis claims are generally debatable. It creates interest in your audience and gives them a reason to read your essay.

The essay has several sub-arguments or claims. However, the central claim should strongly prove your position in the thesis. Most students don’t know how to write a claim yet it’s an important section in your essay. The next section provides a better definition on what is an author’s claim.

• What Is An Author’s Claim?
• What Should You Include in a Claim Paragraph?

What Kind of a Claim Statement Should I Use?

How to put your claim in writing, step-by-step guide on writing a claim statement, what is the definition of a claim statement in an essay, examples of the claim statement in an essay, what is an author’s claim.

A claim refers to a debatable argument that states a fact that is not merely a personal opinion. The primary focus of an author’s claim is supporting and proving the main idea. You will be claiming by arguing to prove your position.

A well-written claim statement will keep your readers interested. It creates questions in the minds of the reader and they will likely get the answers in your essay. Several arguments support your main idea and the reader will find some to be acceptable while others are not. However, all of them work towards the fulfillment of the reader’s expectations.

Here are some examples of the author’s claim statements:

• Science indicates that veterans who use medical marijuana have lower chances of reporting Post-Traumatic Stress Disorder.
• More college students and teens who use smartphones and social media networks have reported that cyberbullying keeps getting worse by the day.

What Should You Include in a Claim Paragraph?

Your authors claim paragraph should have the following:

• A hook to make the introductory paragraph more appealing and irresistible.
• Summarize your texts, and unless you do that, the reader might not be interested to learn more about what you are about to say.
• State the writer’s claims in a story or text to have a gist of what they will learn from the whole paper.

It is good to understand the various types of claims so that you don’t confuse yourself. Some of them include opposing claims, value claims, and definitive claims among others. You need to choose the most appropriate claim type that will support the main idea in your thesis. The main types of claim statements include:

• Cause and effect

You use this claim to discuss an effect with supportive arguments that describe the cause of the issue. You should write the strongest and central claim that had a particular effect. For instance, you may discuss a particular decision or certain laws that have affected people’s behavior or a particular class in the community significantly. One of the best cause and effect claim examples would read “GST implementation has made significant contributions to India’s economic growth.” The claim synonym is demand and it needs to reflect the cause-and-effect relationship.

• The claim of policies or solutions

In this author’s claim, you will either be opposing or supporting a policy. In most cases, you use it in mass-level solutions or policies essays. The claim of solution or policy will provide a strong reason to oppose and doesn’t have to be biased or personal. An excellent example of such a claim can read “We should reduce the consumption of oil and increase the use of renewable energy instead of looking for more oil fields.”

• Definitive or factual claims

When the writer presents a definition or fact together with a strong argument in his or her claim statement, we refer to it as a claim of fact. You can use it in researching essays where you discover or establish a fact and then put forward a very strong argument that your reader cannot afford to ignore. These claims argue over a definition of something or some settled fact. One of the best claim examples under this category can be “Presence of life on earth the world requires greenhouse gases but the over-remittance has increased the temperatures on the surface of the earth leading to global warming.”

• The claim of value

The claim will argue over how valuable something is and how you can value certain things. It is more applicable when you are writing an essay that studies something that people ignore most of the time. It can be a specific societal concern or policy issue. A good example of a claim of value would read as follows “We need to have more concern about forest areas that are being decreased instead of only paying attention to industrialization.”

The claim statement will determine whether the person will continue to read your essay or not. The process is complex and you need to follow certain rules. Here are some tips from professional writers that will help you to write a perfect author claim:

The first step is to choose a topic that interests you and explore it. You can easily write an author’s claim if you have an interesting topic. Once you have a topic, narrow it to a specific subject and then make an argument on it. There are several aspects of the topic and you need to choose one that will prove your claim.

The next step is to set a question and then answer it in the thesis. A thesis is a question or problem. Therefore, the author’s claim definition will not be complete without providing an answer. The central claim forms the theme of your essay. You could ask something like “why should human beings use online shopping to meet their daily needs?”

The last element of the author’s claim definition is defining a goal for your essay. The claim statement you write depends on the primary objective of your paper. If you write an argumentative essay, the thing that you write may try to change the opinion of the reader.

A writer’s claim statement should come at the end of the introductory paragraph. From the claim statement, the reader should notice the author’s point and know what your essay is all about. Note that the nature and type of your claim will vary based on the type of essay you are writing. Here’s how you do it:

• Begin With a Question 

Your assignment should naturally have a question. You can come up with your own if it lacks one. Think about what you are trying to find out or what you would like to decide about the topic of discussion.

Again, your author’s claim statement doesn’t have to be in the form of a question. But the main idea is to help you come up with something interesting for your readers. We all know that internet users usually are looking for answers on the web.

• Give Your Initial Answer

Once you have a question, it is wise to research it. Based on your findings, it is possible to have a tentative answer to your question. Up to now, things should be a little simpler. Researching and writing your answer will be a more straightforward process.

Suppose your essay is argumentative; your essay claim answer should take one side and stick to it throughout the paper. For instance, you might want to say something like, “on education, the internet has had more positive than negative implications.” Be careful not to make a conclusive statement. At least make it open-ended so that you have more things to write about the topic.

• Develop the Answer

The previous one was just an initial answer. Now you have to come up with something more substantial. At this stage, you want to figure out why you have chosen that answer and how you can convince your readers to agree with you.

Be sure to give your essay claim answer in more detail as you keep researching. That way, you will have a writer’s claim that covers more than just your idea of the topic and touches on the entire argument. Well, this might sound like a lot of work, but you only need to have a great understanding of the topic in question.

From the claim definition literature, a claim statement in an essay lets you portray the primary idea of the text like you are arguing. You will then go ahead to support your claim with logical evidence in the rest of the essay. In your essay writing, it is vital to have a robust claim.

Claim statements are more like thesis statements. Try to think of a claim in writing essays as an opinion that you can only support using proven facts derived from trusted sources. You can either use primary or secondary sources to justify your author’s claim in the most professional manner possible.

Ready to look at an example of an essay claim? Writing the main claim shouldn’t take so much of your time. Here are some of the best claim statement examples to help you understand what writing a claim is all about:

• Every boy in the school owns a new smartphone.
• The economy will get better thanks to the influx of digital money into the market.
• Local municipalities should fund libraries heavily because they are an essential resource for communities.

From the author’s claim definition and as you can see above, these claim examples will need some facts to justify. If you were to write any of the claims without evidence in your essay, they would become mere speculations. A good claim evokes the readers’ curiosity and gives you enough room to put in the necessary details and facts.

There we go! We hope this piece’s claim statement definition, examples, and explanation enables you to learn more about writing different types of claims in an essay to help improve the quality of your writing If you think this is not enough and want more professional and useful help, you can always turn to our writers , who are ready to help you write an author’s claim. Good luck!

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Module 3: Writing Essentials

Paragraph development: supporting claims, learning objectives.

• Analyze the types and uses of evidence and supporting details in paragraphs

Main Ideas in Paragraphs

A paragraph is composed of multiple sentences focused on a single, clearly-defined topic. There should be one main idea per paragraph, so whenever a writer moves on to a new idea, the writer will start a new paragraph. For example, this paragraph defines what a paragraph is, and now we will start a new paragraph to deal with a new idea: how a paragraph is structured.

Paragraphs are actually organized much like how persuasive papers are organized. Just like an essay has a thesis statement  followed by a body of supportive evidence, paragraphs have a topic or key sentence followed by several sentences of support or explanation.

After the topic or key sentence introduces the main idea, the remainder of the sentences in a paragraph should support or explain this topic. These additional sentences might detail the author’s position on the topic. They might also provide examples, statistics, or other evidence to support that position. At the end of the paragraph, the author may include some sort of conclusion or a transition that sets up the next idea in the essay. 

Using the Thesis to Organize Paragraphs

While your main claim should guide the entire argument, key ideas included in the thesis statement can be used in topic sentences to guide your paragraphs.

Using the sample thesis statement, “Social media sites like Twitter, Facebook, and YouTube have been indispensable tools to young activists from Tahrir Square to Wall Street,” the argument might be outlined as follows:

• Introduction: Social media sites like Twitter, Facebook, and YouTube have been indispensable tools to young activists from Tahrir Square to Wall Street.
• the Arab Spring
• Occupy Wall Street
• Conclusion: The Arab Spring and Occupy Wall Street movements used of social media to organize people and share ideas.

In the outline above, Twitter, Facebook, and YouTube are used to divide the body of the essay into three main sections, and then those sections are subdivided into Egypt and the United States. Alternately, you could divide the body of the essay into two main sections—one for Egypt and the other for the United States—and then subdivide by Twitter, Facebook, and YouTube. The resulting outline would look like this:

• Conclusion:  The Arab Spring and Occupy Wall Street movements used of social media to organize people and share ideas.

With both of these outlines, the writers established a clear progression from the thesis statement and would help the reader to see how each key idea furthers the main claim.

Supporting Ideas and Details

A text’s thesis statement helps guide its overall organization and the development of the topic sentences that will constitute the body paragraphs. Now let’s examine what makes a paragraph work.

First, watch this video and pay close attention to the relationship between a topic or key sentence and supporting details. Using the metaphor of a house, the narrator of the video establishes the difference between major and minor details.

(The video has instrumental guitar for audio, but no spoken words, so can be watched without sound if desired.)

You can view the descriptive transcript for “Supporting Details” here (opens in new window) .

The following image shows a flowchart of a visual relationship between the overall thesis, topic sentences, and supporting ideas:

Figure 2 . The topic is the general subject, the main idea is the primary point made about the subject, and supporting details help develop the main idea. For example, in a paper about the flu shot, the topic is the flu shot, the main idea would be the importance of getting it, and the supporting details would be statistics about its effectiveness and details about how the vaccine prevents the spread of the flu.

Remember, readers often expect the topic or key sentences to be at the beginning of the paragraph. Sometimes the paragraph’s purpose in a larger piece of writing necessitates that its topic sentence occurs elsewhere.

This image shows where a topic sentence might reside in the paragraph, in relation to the rest of the supporting details:

Figure 3 . The topic sentence is often included at the beginning of a paragraph, as shown in the first column. But sometimes the topic sentence is located within the paragraph, or even at both the beginning and end of a paragraph, as shown in the last column, to reinforce or reiterate the key concept.

How does the structure of a body paragraph support a thesis?

Figure 4 . The PIE method consists of first pointing out the main idea, illustrating and explaining that idea.

Many authors use the PIE format to structure their essays.

PIE = point, illustration, explanation

The point furthers a thesis or claim, the illustration provides support for the point, and the explanation tells the audience why the evidence provided furthers the point and/or the thesis.

For example, let’s consider an essay written by a college student, Tareq Hajj. He argues that his university should not use a plus/minus grading scale because the proposed scale does not include a higher weight for A+ scores/. In his argument he makes the point that “Without the A+, students with high grades in the class would be less motivated to work even harder in order to increase their grades.”

He illustrates with a quote from a professor who argues, “‘(students) have less incentive to try’” (Fesheraki, 2013).

Hajj then explains that “not providing [the most motivated students] with additional motivation of a higher grade … is inequitable.”

Through his explanation, Hajj links back to his claim that,  “A plus-minus grading scale … should not be used…” because it is “inequitable.”  The PIE structure of his paragraph has served to help him support his thesis.

Using Evidence

Ever heard the phrase “everyone is entitled to his opinion”? It is indeed true that people are free to believe whatever they wish. However, the mere fact that a person believes something is not an argument in support of a position. If a text’s goal is to communicate a person’s ideas effectively, it must provide valid explanations and sufficient and relevant evidence to convince its audience to accept that position. 

What are the types of evidence?

Any text should provide illustrations for each of its points, but it is especially important to provide reliable evidence in an academic argument. This evidence can be based on primary source material or data (the author’s own experience and/or interviews, surveys, polls, experiments, that she may have created and administered). Evidence can also stem from secondary source material or data (books, journals, newspapers, magazines, websites or surveys, experiments, statistics, polls, and other data collected by others).

Let’s say, for example, that you are reading an argument that college instructors should let students use cell phones in class. Primary source material might include a survey the author administered that asks students if policies forbidding cell phone usage actually stops them from using their phones in class. Secondary sources might include articles about the issue of cell phone usage in class from scholarly or academic journals.

How do authors use rhetoric in their writing? 

You’ve likely learned in the past about different types of rhetorical techniques that writers use when making claims in their writing. These rhetorical appeals are referred to by their Greek names:  logos (the appeal to logic), pathos (the appeal to emotion), and ethos (the appeal to authority). 

Figure 5 . Paragraphs consist of supporting evidence to persuade readers about the accuracy of their thesis statement. This evidence is supported by appeals to readers by using logos, ethos, and pathos.

Logical Appeals (Logos)

Authors using logic to support their claims will include a combination of different types of evidence. These include the following:

• established facts
• case studies
• experiments
• analogies and logical reasoning
• citation of recognized experts on the issue

Ethical Appeals (Ethos)

Writers use their own authority as thinkers and scholars to support their claims. They may draw from different sources as evidence for their claims. These may include the following:

• personal anecdotes based on substantial personal experience
• illustration of deep knowledge on the issue
• testimony of those involved first-hand on the issue

Emotional Appeals (Pathos)

Authors using emotional appeal might support their claims with some of the same kinds of evidence listed above, but they try to invoke an emotional response in their readers. These include the following:

• personal anecdotes that readers may relate to
• compelling narratives
• emotional or stirring testimony of those involved first-hand on the issue

As you can see, there is some overlap on these lists. One technique might work simultaneously on multiple levels for different readers. Regardless of what kind of evidence you use, an effective paragraph will guide the reader with a clear topic sentence that articulates the claim and then uses evidence, illustration, support, and discussion to convince the reader.

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Guide on How to Support Your Claim in Writing

Understanding What is Claim in Writing

Making a strong claim statement in different types of research essays and academic papers is the key to creating a professional persuasive product. As you began reading the article, your primary question probably would be - what is claim in writing? A claim is a substantial part of the thesis statement of your essay. The core idea of your paper should be projected in the claim. Writing a claim requires doing extensive research on the related issue and formulating an assertive opinion with the support of specific evidence.

The next major question formulates as such - how to make a good claim? First of all, keep in mind that the claim statement holds major importance in the process of constructing a high-quality essay. Therefore, you need to develop it in a very precise and organized manner. The main claim of the essay can only be convincing with supported evidence. This requires students to present evidence in the form of quotes from authoritative figures and trusted resources such as books, journals, etc. Claims in writing should assert a focused argument in order for the writer's position to be shared by the readers.

So, what's a claim statement? Find out in detail in the rest of the article prepared by our book report writing service .

In constructing persuasive arguments to support your claim in writing, a strong foundation of evidence and clear articulation are paramount. This skill not only serves you well in academic discourse but is also a critical asset when applying for college scholarships. As a high school senior, mastering the art of substantiating your claims in essays is a precursor to successfully navigating scholarship applications. A well-argued scholarship essay can be your ticket to substantial financial aid, easing the transition to higher education. The journey towards obtaining financial support begins with identifying the right opportunities. Explore a curated list of the best college scholarships for high school seniors to find those that align with your academic and personal aspirations. As you delve into the intricacies of supporting your claims in writing, remember that each scholarship application is a platform to showcase your evolving skills and a stepping stone towards your academic future.

Claim Examples for Illustration

The theory is always best understood within its implementation through practice. So, let's take a look at some of the claim examples we have prepared for you, along with reliable shreds of evidence. A claim plays its unique role and should not be equated with a statement. Statements are based on facts, while writing a claim might be based on a unique opinion.

• Claim : Free ownership of guns should be banned in the United States of America.

Supporting Evidence : Loose gun control laws have resulted in more than 300,000 school children having experienced gun violence at school ever since 1999, according to The Washington Post.

• Claim : College athletes should be paid.

Supporting Evidence : Investing time and energy in academic performances and being a part of sports teams at college requires much effort and a firm mindset. Plus, college athletes officially represent the school around the country, which should be rewarded with some kind of stipend.

• Claim : Taking a gap year before going to college should be obligatory.

Supporting Evidence : Most high school students do not have sufficient information and experience to make a firm decision regarding their future profession at the age of 17, which is why they need some time off to reflect on their careers.

• Claim : Global warming should be taken seriously by both big and small countries worldwide.

Supporting Evidence : Active usage of electronics, as well as modern cars, result in increased greenhouse gas emissions from huge states around the world, such as the US and China, as well as smaller ones, like Croatia, Greece, etc. Released toxic chemicals add up to the ozone layer, resulting in aggravated climate change consequences.

• Claim : Standardized tests should not determine whether or not a student goes to the upper level at school.

Supporting Evidence : According to Finland's education system, the structure of the tests should not be universal for all students because not every one of them can project their knowledge with specific standardized examinations. Finland's education system is considered to be the best in the world.

You can create your own claim with the help of our team of essay writers today. Do not hesitate to request - ' write my research paper ' for immediate assistance.

Tips on How to Make a Good Claim

Wondering how to write a claim? Writing a claim requires following specific tips and guidelines on how to turn your personal opinions into persuasive claim statements in writing:

• Make your claim statement specific.

Example: China's rapid decline in population proves that governments should not have the freedom to restrict the number of children in each family since the UN's demographic modeling proves that its population will decrease by more than a billion in a few decades due to the past 'one child policy.'

• Be affirmative and assertive.

Example: I believe that reducing speed limits on highways by at least 10 km/h can be a small but firm step taken towards reducing oil consumption and tackling the global energy crisis.

• Use evidence effectively.

Example: Denmark's case shows that using at least 15% of the government's budget for investments in researching sustainable energy resources contributes to controlling air pollution.

• Make sure to eliminate probable opposing views.

Example: Governments of developing countries should subsidize money from the government's budget to provide free meals to school children. Statistical analysis projects that children of primary and secondary school in third world countries show a lack of motivation and low academic performance due to insufficient amount of food consumed daily.

• Make your claim relevant and timely.

Example: Rapid development of Artificial Intelligence is highly likely to result in a reduced number of jobs for people around the world.

Any further questions on how to make a claim in an essay? Proceed with the next paragraphs.

FAQs on Claims in Writing

Writing a claim in essay is your chance to form a personal opinion regarding a specific issue and provide evidence to support it. The same evidence should not be used to reinforce the opposing claim, so make it specific and avoid generalization.

Having additional questions regarding the right formation of the claim statement, providing relatable support, and addressing its essence correctly is completely natural. Our scholarship essay writing service experts have structured detailed answers to the abovementioned topics.

How Do I Support My Claim with Evidence?

Do you wish to create a claim the reader can hardly ever disagree with? One obvious way to establish a firm statement is to offer evidence. A piece of good evidence supports the claim statement with relative statistics, expert opinions, and other reliable sources.

Students are more than welcome to showcase statistical data to affirm their viewpoints. For instance, the latter can be implemented to highlight the importance of allocating the government's budget to create green space areas (just like in the example above). Statistics can depict the air pollution index before and after the allocation of funds.

Claims in writing can also be supported with corresponding opinions formed by experts in the fields related to the content of the claim. For example, you could interview an expert from the Ministry of Education if you want to assert the idea that children are much more motivated to learn when they are nourished properly.

How Do You Start a Claim in an Essay?

The magic formula to start writing a claim does not exist. However, keep in mind to nurture the reader's curiosity from the very first sentence. Grabbing their attention from the beginning is the core driving force that fosters their desire to continue reading academic work till the end.

That goal cannot be achieved by simply mentioning something casual and normal. You need to craft a startling fact supporting your opinion and formulate it in a clear and organized manner. Additionally, you can write a provocative statement that stands out from the opinion that most people share. After all, writing an essay claim is your chance to highlight your unique worldview toward a specific subject.

Don't forget you can simply ask to write essay for me and expect tons of claim examples from experts in academic writing.

How to Write a Claim in an Argumentative Essay?

How to write a claim in an argumentative essay? Primarily, form your viewpoint on either side of the provided topic. The next step is to make it debatable by actively inserting provocative statements. Lastly, present evidence to sound persuasive to the reader. Projecting supporting claims in addition to your opinion can be an asset.

However, keep in mind that not everyone will agree with the idea behind your claim of an essay. Chances are that most of your readers will, and that is what truly matters.

Key Takeaways

At this point, you can freely use the provided information in practice by forming a unique claim for an essay. Do not shy away from stating what the majority of society does not find agreeable. Instead, reveal your individualism through it and provide enough evidence to prove your truth.

Don't forget that our team provides a range of services that can add value to your academic journey. If you're about to finish high school, it's important to comprehend what is a capstone essay , and we have resources to help you with that. Additionally, we offer a list of fully accredited online universities that enable you to study from the comfort of your home!

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AI Prompt Engineering Isn’t the Future

• Oguz A. Acar

Asking the perfect question is less important than really understanding the problem you’re trying to solve.

Despite the buzz surrounding it, the prominence of prompt engineering may be fleeting. A more enduring and adaptable skill will keep enabling us to harness the potential of generative AI? It is called problem formulation — the ability to identify, analyze, and delineate problems.

Prompt engineering has taken the generative AI world by storm. The job, which entails optimizing textual input to effectively communicate with large language models, has been hailed by World Economic Forum as the number one “job of the future” while Open AI CEO Sam Altman characterized it as an “amazingly high-leveraged skill.” Social media brims with a new wave of influencers showcasing “magic prompts” and pledging amazing outcomes.

• Oguz A. Acar is a Chair in Marketing at King’s Business School, King’s College London.

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