The Argumentative Essay

1. The Argumentative Essay • Learning objectives: • Lesson 1: To practise developing the content for an argumentative essay • Understand supporting evidence - line debate • Recognise interconnected arguments – mind-map / lists • Construct a thesis - submit argument • Lesson 2: To practise structuring an argumentative (persuasive) essay what -> why -> how • Identify points of argument, evidence and linking sentences • Correctly sequence sentences in a paragraph • Explore the elements of an introduction and conclusion

2. Argumentative… Discursive…

3. What is distinct about argumentative essays? • The task is to convince through strong points and evidence • Try to weaken other points of view- don’t ignore that they exist! • You can use personal pronouns – ‘you’, ‘I’, ‘we’ – when asked to give your opinion Please remember: • to uselinking words such as ‘Furthermore…’, ‘In addition…’, ‘Nevertheless…’ and ‘On the other hand…’ • to argue the view that’s easiest to defend • not to get too emotional and descriptive • to use three-point structures as they are elegant and authoritative

4. 'Children today are too pampered.’ Do you agree? 2) ‘Obtaining a degree is a good measure of one's success in life.’ What are your views? 3) ‘Teenagers should be given freedom of choice.’ What are your views? 4) ‘Single Sex schools are better than co-ed schools.’ Do you agree? • In your groups, come up with 4-5 arguments for and against a statement • Share your points (3 pro’s, 2 con’s) & write each group’s points down in a mind-map or columns • How will you decide which way to argue? [prev. slide]

5. FOCUS: CONTENT Think, speak, consider different arguments, then write. ACTIVITY 1: class debate & mind-map / list of pro’s and cons.

6. Learning objectives: • Lesson 1: To practise developing the content for an argumentative essay • Demonstrate understanding through a line debate • Show recognition of competing arguments through a mind-map / lists • Have your points checked before planning your essay as a group • _________________________________ • Lesson 2: To practise structuring an argumentative (persuasive) essay • Identify points of argument, evidence and linking sentences correctly • Write your own points, provide evidence, and show how they link to other points • Explore the elements of an introduction and conclusion

7. FOCUS: STRUCTURE TASK 2 – write a full introduction and conclusion + supporting paragraphs in dot form. What isn’t completed in class can be completed at home and emailed to Kate newerapedagogy@gmail.com

8. FOCUS ON PLANNING YOUR BODY FIRSTyour introduction and conclusion are dependent on the body

9. Introduction A – 4th As a result, the issue is a very controversial one and has attracted a lot of debate. B – 6th It will then put forward a number of reasons why Australia should change to a republican form of government. C – 3rd The question of whether we maintain the monarchy is not merely a legal detail but is intrinsically linked to the way we perceive ourselves as a distinct nation of people with its own identity and culture. D – 1st Since the time of federation, Australia has been a constitutional monarchy with the Queen of the United Kingdom as its head of state. E – 5th This essay will consider some of the arguments for maintaining the monarch as head of state and will outline some of the problems with this position. F – 2nd However, today many Australians are questioning whether this form of government is still relevant or appropriate and are suggesting that we move towards the establishment of a republic.

10. Body (4-5 paragraphs) topic sentence + elaboration (explanation, example, links to previous and next point) + sequences paragraphs in a logical order A commonly held belief is that students who attend co-educational schools get distracted by the presence of the opposite sex.However, our society is not segregated along gender lines and we need to think more long-term. There is a pervasive assumption that students who attend single-sex schools during their adolescence will be ‘saved’ from an obsession with the opposite sex. But what about the law of supply and demand? A single-sex education could make our students more interested in the opposite sex as they become a rare commodity. As well as rendering the opposite sex ‘exotic’, if we ‘protect’ teenagers from distraction by segregating them as school students, how will they cope working in mixed groups once they reach university or the workplace? Separating the sexes merely delays the onset of infatuation. Parents who want to protect their children from becoming boy or girl crazy often cite their child’s career goals as a reason. Whilst reputable research has shown that girls achieve more highly in traditionally-male subject areas when they study in single-sex environments, being exposed to role models who have broken out of gender-typical occupations is arguably more beneficial than having female students get A’s in mathematics but not seeing a future for themselves in a maths-related field. Segregating male and female learners does not guarantee that gender-typical behaviours and careers will be questioned or that boys and girls will feel ‘equally qualified’ once they graduate. Instead of segregating the sexes, teachers of male-dominated subjects can decorate their classrooms with images and biographies of successful men and women in their fields. Schools could also employ more male language teachers and more female physics teachers to provide local role models. Concerted effort by school administration to tackle common arguments against co-educational schools extends to….

11. Conclusion A – 4th If we fail to meet our obligations in this area, we will be sacrificing our present and future well-being merely in order to appease outdated notions of family life and to achieve short-term financial savings. B – 1st In conclusion, it is essential that we support the nation’s parents and children by funding more childcare places. C – 2nd Only in this way can we provide the valuable learning environments that Australians need while, at the same time, utilising the skills of all productive members of our society. D – 3rd The entire national community will then be enriched economically, socially and culturally.

13. Learning objectives: • Lesson 1: To practise developing the content for an argumentative essay • Demonstrate understanding through a line debate • Show recognition of competing arguments through a mind-map / lists • Submit your argument to the teacher before planning your essay • Lesson 2: To practise structuring an argumentative (persuasive) essay • Identify points of argument, evidence and linking sentences correctly • Write your own points, provide evidence, and show how they link to other points • Explore the elements of an introduction and conclusion

14. Additional:

16. More tips on the writing process • Make sure your thinking responds to the keywords in the essay • Record points of argument in a mind-map or list them in columns. Show interconnections (this will help you order your arguments) • Essential planning: select the most-suitable material, relevant to the essay title (guided by the highlighted keywords). Abandon some material. Practise identifying five main points (and provide supporting examples) as a way to practise prioritising materials. Use these points to inform your essay plan. • Essential paragraphing: don’t focus on intro and conclusion yet. Write a topic sentence before focusing on supporting detail and leading into the next point. Each paragraph should have one central idea and consist of 4-5 sentences. • To maximum effectiveness of presentation, arrange paragraphs in a thoughtful order. Signpost the direction of the argument for the reader’s convenience. The beginning of each paragraph should provide signposting through single words such as: ‘however’, ‘but’, ‘on the other hand’, ‘another way in which’, ‘similarly…’, ‘The main reason’, ‘another reason’, ‘Also…’, ‘As well as…’, ‘Another…’, ‘However…’, ‘Like…’) • Discuss counterarguments but argue that ‘on the balance of evidence’ your argument is stronger. • Edit: Check that your sentences are clear. Have you used spelling and grammar accurately?

17. Additional Reading • www.bbc.co.uk/education/asguru/english • www.angelfire.com/wi/writingprocess/ • www.beginningwriters.com • www.ngfl.gov.uk • www.ipl.org/ • www.XtremePapers.com2 • www.cambridgestudents.org.uk • http://papers.xtremepapers.com/CIE/Cambridge%20International%20A%20and%20AS%20Level/English%20-%20Language%20(8693)/8693_y03_sw_6.pdf

18. You can begin an argumentative essay with: * an unexpected claim (controversy) * a provocative statement (paraphrase) * a summary of a situation (historical detail) * a famous quotation (proverb) * a direct (rhetorical) question Conclusion = Final thoughts, recommendations, present an imaginary scenario, rhetorical question (*don’t overuse rhetorical questions). If you repeat previously-stated arguments, use different phrasing.