1920s argumentative essay

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A 1920s Lesson for Today’s History Textbook Wars

T he teaching of history has become a flashpoint in the culture wars . But while the battle is fierce, it’s not new. An earlier round in the conflict in the 1920s — over the teaching of the American Revolution — indicates that it will be crucial for historians to weigh in loudly and forcefully during the current debate. That will give them the space to continue to teach the most accurate, up-to-date version of U.S. History and prevent forces that fundamentally don’t understand the job of historians from shaping what American children learn about the past.

In the late 19th century, the writing of American history was dominated by good writers who were not trained historians. They idealized the Founders and presented the American Revolution as heroic and fully justified.

After 1900, the writing of history shifted to professionals trained in recently established history Ph.D. programs. They replaced the one-sided, simplistic interpretation of the Revolution with discussion of the complexities behind the revolt.

Accustomed to the comforting pre-1900 hagiography, critics — including newspaper columnists, politicians, and patriotic organizations — considered the new interpretation an affront. In the early 1920s, they took to the attack against leading textbooks. Critics decried how the historian-authors questioned the motives of revolutionary leaders as well as their claims against British tyranny. The attacks resonated with much of the public in the wake of the emphasis on “100% Americanism” during World War I and the post-war “Red Scare.”

In 1921-1922, Charles Grant Miller, a columnist with the Chicago Herald and Examiner wrote a series of columns that targeted eight textbooks for allegedly unpatriotic, pro-British presentations of the Revolution. The Herald and Examiner was owned by newspaper magnate William Randolph Hearst and other papers in the Hearst chain reprinted the columns. They were also edited and printed as a pamphlet. Other newspapers reported on Miller’s allegations.

As the furor grew, anxious Americans tuned in to what their children were learning. New York, Chicago, and other cities began investigating the history texts used in their schools. School boards and citizens’ committees started hunting for pro-British, “unpatriotic” interpretations of the Revolution. Patriotic groups also joined the fray. The campaign was, in the words of historian Joseph Moreau , a “revolt against the professors” who were peddling “Anglo-Saxonism.”

Read More: Why Laws Targeting Critical Race Theory Would Also Prevent Me From Teaching World War II

By 1923, a dozen popular texts were on at least one list of suspect books.

The public outrage prompted state legislatures to weigh in. A 1923 Oregon statute required school officials to buy only books that “adequately stress the services rendered and the sacrifices made by the founders of the Republic, which shall inculcate love for and loyalty to our country.” Wisconsin passed a similar law while other states adopted less sweeping legislation. Even some states that didn’t pass new laws, like New York and California, came close.

The textbook reports issued by investigating groups and the laws themselves stopped just short of banning specific books or advocating for it, but they did lay out criteria for schools to follow in adopting history textbooks. Educators began using the discretion recommended in the textbook reports or mandated by the new laws to select history books.

The uproar caught historians off guard. 

They had never been attacked in such a broad way like this. It forced the profession to appeal to the public, explaining just what it was that historians did, why it was important, why they needed independence, and why objectivity mattered so much. Historians like Charles H. Ward and Claude Van Tyne wrote letters to the editor and op-ed pieces defending the work under attack and asserting that critics had cherry-picked passages, pulled things out of context, and distorted books’ messages. 

The American Historical Association took the lead in the fight with strong public resolution in 1923 denouncing “agitation” and “propaganda” by irresponsible newspapers and politicians.  “Attempts, however well meant, to foster national arrogance and boastfulness and indiscriminate worship of national ‘heroes’ can only tend to promote a harmful pseudo-patriotism,” said the statement. The assertion that thousands of school teachers and school officials are “so stupid or disloyal” that they would give students treasonable books is “inherently and obviously absurd.” The AHA’s resolve steeled historians and educators and got a good deal of press attention.

In 1923, Pulitzer Prize-winning professor James Truslow Adams took to the Atlantic Monthly to defend the texts. He argued that historians were seeking truth and balance and took the forefathers off their pedestals to present them accurately as “living, struggling men.”

Three years later, Smith College historian Harold U. Faulkner accused critics of peddling “the old, moth-eaten, discredited and dangerous ‘nationalistic interpretation of history.’”

Even so, a few historians revised their textbooks to eliminate errors or to clarify points that the critics had misinterpreted or misrepresented. Some just stated their interpretations more directly. 

David S. Muzzey’s 1920 book An American History had made several critics’ lists for explaining that “there were two opinions as to colonial rights and British oppression.” This assertion about the complexity of issues and motivations leading up to the Revolution made it a lightning rod for critics.

In 1925, Muzzey issued a revised edition . The Revolution was “an armed protest against the invasion of the British Parliament of rights long cherished by the American colonies,” the new book said, leaving no doubt. The new edition concluded that “the separation” owed “chiefly to the conduct of King George III” — including promoting ministers who favored confrontation, pressuring Parliament for coercive acts, refusing to compromise, and “ignoring impassioned warnings” from American patriots. Gone was the complexity of the 1920 edition. 

Despite the revisions to books, several Hearst newspapers and a few independent papers continued to stoke the fury. But many others soon began opposing text censorship. Their editorial comments echoed what historians were saying about their role and need for independence. 

“Is the truth to be suppressed just because it happens to be unpleasant to recall and discreditable to some times and some people?” asked a 1925 Washington Post editorial. The public was tired of hearing historians’ critics claim that “history is something that can be cut and shaped to suit the purposes of the moment," said influential columnist Walter Lippman in his 1928 book American Inquisitors .

Read More: How Ron DeSantis Could Wind Up Dictating Your Kids’ Textbooks

Dixon Ryan Fox, president of the New York State Historical Association, provided a final assessment in an essay entitled “ Americanizing American History. ” "[P]atriotism is insistently prescribed as an ingredient of history teaching in many countries," he noted, and the attack on historians had been intended to force that in the U.S. He argued, however, that, thanks to lax enforcement of new laws and fading public attention to the issue, critics had only succeeded in compelling historians to make changes that they should have made (and probably would have made) anyway. But Fox warned the attack showed that “propagandist societies or politicians anxious to capture the votes of groups with special interests” could disrupt and discredit historians’ work.

Fox was right. The question of who controls history in the schools would appear periodically over the next century, including in our own day.

The struggles of a century ago show that historians need to keep explaining their work and role to the public. That includes defending their right and obligation to present research-based, objective history — and to rethink historical understandings in the light of new evidence, insights, and perspectives. Such communication is crucial to enabling historians to present young Americans with the best understanding of our past, including its good chapters, its bad chapters, and everything in between.

Failing to make an affirmative case for good history, by contrast, risks politicians, self-designated patriots, interest groups, and pundits discrediting historians, sidelining objective history, and putting history to use to further their own agendas. 

Bruce W. Dearstyne has taught history at SUNY Albany, SUNY Potsdam, and Russell Sage College. He was also a professor at the University of Maryland College of Information Studies. His most recent books are The Spirit of New York: Defining Events in the Empire State's History (2nd ed., 2022); The Crucible of Public Policy: New York Courts in the Progressive Era (2022); and Progressive New York: Change and Reform in the Empire State, 1900-1920 – A Reader (2024).

Made by History takes readers beyond the headlines with articles written and edited by professional historians. Learn more about Made by History at TIME here . Opinions expressed do not necessarily reflect the views of TIME editors .

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Write to Bruce W. Dearstyne / Made by History at [email protected]

Eng 102 - The Argumentative Essay: Harlem Renaissance

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Harlem Renaissance

Issues and Controversies in American History  is an excellent source for information on the Harlem Renaissance . 

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The issue:  Should Harlem Renaissance writers and artists primarily seek to integrate with mainstream culture and advance the political goals of the civil rights establishment through their works? Or should Renaissance artists be free to express authentic and distinctly African American themes?

• Arguments for cultural integration:  In order to counter more than a century of racist stereotypes of blacks in American pop culture, Renaissance artists have an obligation to convey "respectable" images of African Americans to white society. In other words, art should be used as a political means, not for its own sake. Once black culture is accepted and integrated into mainstream culture, then political, social and economic equality will follow. Furthermore, the whole notion of "black art" is stereotypical in its own right; artists should express a wide array of themes and subject matter that aims to transcend racial identity.
• Arguments against cultural integration:  Countering racist portrayals in popular culture is crucial to achieving equality for African Americans, but not at the cost of sacrificing authentic and realistic forms of black artistry. A Renaissance artist should capture the unique voice of the black masses, not the whitewashed, "proper" portrayals that cater to the elite tastes of the black bourgeoisie and white society. The melting pot of cultural integration should be rejected in favor of the mosaic of cultural harmony, in which many cultures coexist apart from one another. Only when African Americans are accepted and respected for their own unique culture can genuine equality follow.

Harlem 1900-1940 . The website for the Schomburg Center for Research in Black Culture contains an online exhibition on black life in Harlem during the era of the Harlem Renaissance. Includes timeline of events, images, text, bibliography, and resources for teachers.

Jim Crow Museum of Racist Memorabilia . A project Ferris State University, the Jim Crow Museum website houses an exhaustive collection of artifacts documenting the Jim Crow era.

Rhapsodies in Black . The Institute of International Visual Arts presents an online exhibition of text and images highlighting the history and culture of the Harlem Renaissance. 

The Rise and Fall of Jim Crow . The website for the PBS series includes brief summary text and images exploring the Harlem Renaissance. Links to related topics and larger themes provided.  

Second Resource:

The Gale In Context: U.S. History database provides access to Academic Journals, Magazines, Primary Sources, Reference Books, and Biographies related to the Harlem Renaissance . 

The Harlem Renaissance (c. 1918- c. 1937) was an important period in the development of African American culture. During this era, a group of influential figures in the creative arts helped to turn the New York City neighborhood of Harlem into a major center of African American music, literature, politics, and culture. It was less a movement than an attempt by artists to support each other in a cultural environment during a period in American history when there was not broad support for African American creative expression.

Also called the “New Negro Movement,” the Harlem Renaissance was merely the most famous of several urban clusters of African American expression. Cities such as Chicago, Kansas City, Memphis, and Cleveland were also...

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MLA Citations are provided for all featured articles and associated sources.

"Harlem Renaissance."  Gale U.S. History Online Collection , Gale, 2020.  Gale In Context: U.S. History , https://link-gale-com.ezproxy.tmcc.edu/apps/doc/CSVSGR697740729/UHIC?u=tmcc_main&sid=UHIC&xid=5f9a33e3. Accessed 9 Apr. 2020.

The EBSCO ebook collection provides access to dozens of books dedicated to the Harlem Renaissance.

Use the Table of Contents to identify specific aspects of the Harlem Renaissance. 

Subjects:  SOCIAL SCIENCE / Ethnic Studies / American / African American Studies; American literature--African American authors--History and criticism; African American arts--New York (State)--New York--20th century; African American arts--20th century; African Americans--Intellectual life--20th century;  Harlem Renaissance ; African Americans--New York (State)--New York--Intellectual life--20th century

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MLA Citations are provided:

Huggins, Nathan Irvin.  Harlem Renaissance . Vol. Updated ed, Oxford University Press, 2007.  EBSCOhost , search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=362479&site=ehost-live&scope=site.

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Primary Sources: The 1920s: General

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• O'Keeffe, Georgia
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Online Sources: General - The 1920s

• Library of Congress - Digital Collections - American Leaders Speak more... less... "The Nation's Forum recordings were made between 1918 and 1920 in an effort to preserve the voices of prominent Americans; in most cases, they are the only surviving recordings of a speaker. The project originated with St. Louis attorney Guy Golterman (1879-1967), an active supporter of the opera and other performing arts. With the endorsement of the Department of State's Committee on Public Information -- a governmental propaganda ministry -- the Nation's Forum sought speakers, and the Columbia Graphophone Company pressed and distributed the recordings under the Nation's Forum label."
• American Memory: Prosperity and Thrift 1921-1929 more... less... "... assembles a wide array of Library of Congress source materials from the 1920s that document the widespread prosperity of the Coolidge years, the nation's transition to a mass consumer economy, and the role of government in this transition. The collection includes nearly 150 selections from twelve collections of personal papers and two collections of institutional papers from the Manuscript Division; 74 books, pamphlets, and legislative documents from the General Collections, along with selections from 34 consumer and trade journals; 185 photographs from the Prints and Photographs Division and the Manuscript Division; and 5 short films and 7 audio selections of Coolidge speeches from the Motion Picture, Broadcasting, and Recorded Sound Division. The collection is particularly strong in advertising and mass-marketing materials and will be of special interest to those seeking to understand economic and political forces at work in the 1920s. "
• American Memory: Words and Deeds in American History more... less... "... online display approximately ninety representative documents spanning from the fifteenth century to the mid-twentieth century. Included are the papers of presidents, cabinet ministers, members of Congress, Supreme Court justices, military officers and diplomats, reformers and political activists, artists and writers, scientists and inventors, and other prominent Americans whose lives reflect our country's evolution. "
• Library of Congress - Digital Collections - Printed Ephemera Three Centuries of Broadsides and Other Printed Ephemera more... less... "The collection contains, among other materials, posters, playbills, songsheets, notices, invitations, proclamations, petitions, timetables, leaflets, propaganda, manifestos, ballots, tickets, menus, and business cards. There are more than 28,000 items in the collection with 10,172 available online. The material dates from the seventeenth century to the present day and covers innumerable topics."
• Becoming Modern: America in the 1920s more... less... "... presents an expansive collection of primary sources designed to enhance classroom study of the 1920s—a brief but defining period in American history, perhaps the first that seems immediately recognizable to us in the 21st century." America in Class
• British Pathe 1920-1929 more... less... Newsreels from the British Pathe covering the 1920s, mostly, in England and Ireland.
• The Case Against the Younger Generation more... less... The Literary Digest, June 17, 1922
• Clash of Cultures in the 1910s and 1920s more... less... An online exhibit providing access to a variety of primary source materials related to the changing American culture in the early 1900s. The site was created by The Ohio State University Harvey Goldberg Center for Excellence in Teaching in the Department of History.
• Fox Movietone News collection more... less... "The collection contains seven million feet of nitrate motion picture film and four million feet of safety motion picture film documenting the national and global politics and culture from 1919 through 1934 and from September 1942 through August 1944."
• Old Magazine Articles more... less... Access a collection of articles on a variety of topics from old magazines. A site that is privately owned and operated by an "old magazine enthusiast." "All articles are free to read on line, however should you wish to have a version that can be printed, this can be done for the cost of $5.00. Click here to have an article emailed or faxed to you."
• Oral Histories of the American South (DocSouth) more... less... ""Oral Histories of the American South" is a three-year project to select, digitize and make available 500 oral history interviews gathered by the Southern Oral History Program (SOHP). These 500 are being selected from a collection of over 4,000 interviews, housed at the Southern Historical Collection, that cover a range of fascinating topics. This project is made possible by a grant from the Institute of Museum and Library Services. " Part of the Documenting the American South Collection at UNC Chapel Hill
• Under Cover Reporting more... less... "... is a resource for scholars, researchers, and journalists that provides links or reproductions of both recent and long-buried journalistic investigations in all media, going back nearly two hundred years." NYU

Book Sources: General - The 1920s

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Roaring Twenties

In the Roaring Twenties, a surging economy created an era of mass consumerism, as Jazz-Age flappers flouted Prohibition laws and the Harlem Renaissance redefined arts and culture.

The Roaring Twenties

The Roaring Twenties were a Jazz Age burst of prosperity and freedom for flappers and others during the Prohibition era, until the economy crashed in 1929.

Women’s Independence Multiple factors—political, cultural and technological—led to the rise of the flappers. During World War I, women entered the workforce in large numbers, receiving higher wages that many working women were not inclined to give up during peacetime. In August 1920, women’s independence took another step forward with the passage of the 19th Amendment, […]

Teapot Dome Scandal

The Teapot Dome Scandal of the 1920s shocked Americans by revealing an unprecedented level of greed and corruption within the federal government.

Tulsa Race Massacre

Tulsa’s Black Wall Street In much of the country, the years following World War I saw a spike in racial tensions, including the resurgence of the white supremacist group the Ku Klux Klan, numerous lynchings and other acts of racially motivated violence, as well as efforts by African Americans to prevent such attacks on their […]

Warren Harding’s presidency was rocked by scandal, including one that didn’t come to light until after he left office.

Prohibition Raid

Police raid a garage in Chicago that contained five hundred and thirty-seven barrels of alcoholic beverage, $30,000 worth of illegal drink.

18th and 21st Amendments

Did you know it wasn’t illegal to drink during Prohibition? Get the whole story behind the “noble experiment.”

Flashback: Scopes Monkey – Rare Footage of the “Trial of the Century”

The 1925 Scopes Monkey Trial was one of the most important legal battles of its time. Two of the greatest speakers of the era, Clarence Darrow and William Jennings Bryan, faced off in a debate encompassing science, religion, and Constitutional rights.

The Multiple Scandals of President Warren G. Harding

Hush money to mistresses, secret payments for an out-of-wedlock child and far-reaching corruption tainted the 29th president’s legacy.

9 Entrepreneurs Who Helped Build Tulsa’s ‘Black Wall Street’

Before the Tulsa Race Massacre, the city’s African American district thrived as a community of business leaders and visionaries.

7 Writers of the Harlem Renaissance

These writers were part of the larger cultural movement centered in New York City’s Harlem neighborhood and offered complex portraits of Black life in America.

How Prohibition Put the ‘Organized’ in Organized Crime

Kingpins like Al Capone were able to rake in up to $100 million each year thanks to the overwhelming business opportunity of illegal booze.

This Day in History

Chanel No. 5 perfume launches

This Day in History Video: What Happened on February 14

This Day in History Video: What Happened on August 23

Charles lindbergh takes off across the atlantic in the spirit of st. louis, star of the silent-screen rudolph valentino dies, sacco and vanzetti executed.

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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
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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.

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General Education

Need to defend your opinion on an issue? Argumentative essays are one of the most popular types of essays you’ll write in school. They combine persuasive arguments with fact-based research, and, when done well, can be powerful tools for making someone agree with your point of view. If you’re struggling to write an argumentative essay or just want to learn more about them, seeing examples can be a big help.

After giving an overview of this type of essay, we provide three argumentative essay examples. After each essay, we explain in-depth how the essay was structured, what worked, and where the essay could be improved. We end with tips for making your own argumentative essay as strong as possible.

What Is an Argumentative Essay?

An argumentative essay is an essay that uses evidence and facts to support the claim it’s making. Its purpose is to persuade the reader to agree with the argument being made.

A good argumentative essay will use facts and evidence to support the argument, rather than just the author’s thoughts and opinions. For example, say you wanted to write an argumentative essay stating that Charleston, SC is a great destination for families. You couldn’t just say that it’s a great place because you took your family there and enjoyed it. For it to be an argumentative essay, you need to have facts and data to support your argument, such as the number of child-friendly attractions in Charleston, special deals you can get with kids, and surveys of people who visited Charleston as a family and enjoyed it. The first argument is based entirely on feelings, whereas the second is based on evidence that can be proven.

The standard five paragraph format is common, but not required, for argumentative essays. These essays typically follow one of two formats: the Toulmin model or the Rogerian model.

• The Toulmin model is the most common. It begins with an introduction, follows with a thesis/claim, and gives data and evidence to support that claim. This style of essay also includes rebuttals of counterarguments.
• The Rogerian model analyzes two sides of an argument and reaches a conclusion after weighing the strengths and weaknesses of each.

3 Good Argumentative Essay Examples + Analysis

Below are three examples of argumentative essays, written by yours truly in my school days, as well as analysis of what each did well and where it could be improved.

Argumentative Essay Example 1

Proponents of this idea state that it will save local cities and towns money because libraries are expensive to maintain. They also believe it will encourage more people to read because they won’t have to travel to a library to get a book; they can simply click on what they want to read and read it from wherever they are. They could also access more materials because libraries won’t have to buy physical copies of books; they can simply rent out as many digital copies as they need.

However, it would be a serious mistake to replace libraries with tablets. First, digital books and resources are associated with less learning and more problems than print resources. A study done on tablet vs book reading found that people read 20-30% slower on tablets, retain 20% less information, and understand 10% less of what they read compared to people who read the same information in print. Additionally, staring too long at a screen has been shown to cause numerous health problems, including blurred vision, dizziness, dry eyes, headaches, and eye strain, at much higher instances than reading print does. People who use tablets and mobile devices excessively also have a higher incidence of more serious health issues such as fibromyalgia, shoulder and back pain, carpal tunnel syndrome, and muscle strain. I know that whenever I read from my e-reader for too long, my eyes begin to feel tired and my neck hurts. We should not add to these problems by giving people, especially young people, more reasons to look at screens.

Second, it is incredibly narrow-minded to assume that the only service libraries offer is book lending. Libraries have a multitude of benefits, and many are only available if the library has a physical location. Some of these benefits include acting as a quiet study space, giving people a way to converse with their neighbors, holding classes on a variety of topics, providing jobs, answering patron questions, and keeping the community connected. One neighborhood found that, after a local library instituted community events such as play times for toddlers and parents, job fairs for teenagers, and meeting spaces for senior citizens, over a third of residents reported feeling more connected to their community. Similarly, a Pew survey conducted in 2015 found that nearly two-thirds of American adults feel that closing their local library would have a major impact on their community. People see libraries as a way to connect with others and get their questions answered, benefits tablets can’t offer nearly as well or as easily.

While replacing libraries with tablets may seem like a simple solution, it would encourage people to spend even more time looking at digital screens, despite the myriad issues surrounding them. It would also end access to many of the benefits of libraries that people have come to rely on. In many areas, libraries are such an important part of the community network that they could never be replaced by a simple object.

The author begins by giving an overview of the counter-argument, then the thesis appears as the first sentence in the third paragraph. The essay then spends the rest of the paper dismantling the counter argument and showing why readers should believe the other side.

What this essay does well:

• Although it’s a bit unusual to have the thesis appear fairly far into the essay, it works because, once the thesis is stated, the rest of the essay focuses on supporting it since the counter-argument has already been discussed earlier in the paper.
• This essay includes numerous facts and cites studies to support its case. By having specific data to rely on, the author’s argument is stronger and readers will be more inclined to agree with it.
• For every argument the other side makes, the author makes sure to refute it and follow up with why her opinion is the stronger one. In order to make a strong argument, it’s important to dismantle the other side, which this essay does this by making the author's view appear stronger.
• This is a shorter paper, and if it needed to be expanded to meet length requirements, it could include more examples and go more into depth with them, such as by explaining specific cases where people benefited from local libraries.
• Additionally, while the paper uses lots of data, the author also mentions their own experience with using tablets. This should be removed since argumentative essays focus on facts and data to support an argument, not the author’s own opinion or experiences. Replacing that with more data on health issues associated with screen time would strengthen the essay.
• Some of the points made aren't completely accurate , particularly the one about digital books being cheaper. It actually often costs a library more money to rent out numerous digital copies of a book compared to buying a single physical copy. Make sure in your own essay you thoroughly research each of the points and rebuttals you make, otherwise you'll look like you don't know the issue that well.

Argumentative Essay Example 2

There are multiple drugs available to treat malaria, and many of them work well and save lives, but malaria eradication programs that focus too much on them and not enough on prevention haven’t seen long-term success in Sub-Saharan Africa. A major program to combat malaria was WHO’s Global Malaria Eradication Programme. Started in 1955, it had a goal of eliminating malaria in Africa within the next ten years. Based upon previously successful programs in Brazil and the United States, the program focused mainly on vector control. This included widely distributing chloroquine and spraying large amounts of DDT. More than one billion dollars was spent trying to abolish malaria. However, the program suffered from many problems and in 1969, WHO was forced to admit that the program had not succeeded in eradicating malaria. The number of people in Sub-Saharan Africa who contracted malaria as well as the number of malaria deaths had actually increased over 10% during the time the program was active.

One of the major reasons for the failure of the project was that it set uniform strategies and policies. By failing to consider variations between governments, geography, and infrastructure, the program was not nearly as successful as it could have been. Sub-Saharan Africa has neither the money nor the infrastructure to support such an elaborate program, and it couldn’t be run the way it was meant to. Most African countries don't have the resources to send all their people to doctors and get shots, nor can they afford to clear wetlands or other malaria prone areas. The continent’s spending per person for eradicating malaria was just a quarter of what Brazil spent. Sub-Saharan Africa simply can’t rely on a plan that requires more money, infrastructure, and expertise than they have to spare.

Additionally, the widespread use of chloroquine has created drug resistant parasites which are now plaguing Sub-Saharan Africa. Because chloroquine was used widely but inconsistently, mosquitoes developed resistance, and chloroquine is now nearly completely ineffective in Sub-Saharan Africa, with over 95% of mosquitoes resistant to it. As a result, newer, more expensive drugs need to be used to prevent and treat malaria, which further drives up the cost of malaria treatment for a region that can ill afford it.

Instead of developing plans to treat malaria after the infection has incurred, programs should focus on preventing infection from occurring in the first place. Not only is this plan cheaper and more effective, reducing the number of people who contract malaria also reduces loss of work/school days which can further bring down the productivity of the region.

One of the cheapest and most effective ways of preventing malaria is to implement insecticide-treated bed nets (ITNs).  These nets provide a protective barrier around the person or people using them. While untreated bed nets are still helpful, those treated with insecticides are much more useful because they stop mosquitoes from biting people through the nets, and they help reduce mosquito populations in a community, thus helping people who don’t even own bed nets.  Bed nets are also very effective because most mosquito bites occur while the person is sleeping, so bed nets would be able to drastically reduce the number of transmissions during the night. In fact, transmission of malaria can be reduced by as much as 90% in areas where the use of ITNs is widespread. Because money is so scarce in Sub-Saharan Africa, the low cost is a great benefit and a major reason why the program is so successful. Bed nets cost roughly 2 USD to make, last several years, and can protect two adults. Studies have shown that, for every 100-1000 more nets are being used, one less child dies of malaria. With an estimated 300 million people in Africa not being protected by mosquito nets, there’s the potential to save three million lives by spending just a few dollars per person.

Reducing the number of people who contract malaria would also reduce poverty levels in Africa significantly, thus improving other aspects of society like education levels and the economy. Vector control is more effective than treatment strategies because it means fewer people are getting sick. When fewer people get sick, the working population is stronger as a whole because people are not put out of work from malaria, nor are they caring for sick relatives. Malaria-afflicted families can typically only harvest 40% of the crops that healthy families can harvest. Additionally, a family with members who have malaria spends roughly a quarter of its income treatment, not including the loss of work they also must deal with due to the illness. It’s estimated that malaria costs Africa 12 billion USD in lost income every year. A strong working population creates a stronger economy, which Sub-Saharan Africa is in desperate need of.  

This essay begins with an introduction, which ends with the thesis (that malaria eradication plans in Sub-Saharan Africa should focus on prevention rather than treatment). The first part of the essay lays out why the counter argument (treatment rather than prevention) is not as effective, and the second part of the essay focuses on why prevention of malaria is the better path to take.

• The thesis appears early, is stated clearly, and is supported throughout the rest of the essay. This makes the argument clear for readers to understand and follow throughout the essay.
• There’s lots of solid research in this essay, including specific programs that were conducted and how successful they were, as well as specific data mentioned throughout. This evidence helps strengthen the author’s argument.
• The author makes a case for using expanding bed net use over waiting until malaria occurs and beginning treatment, but not much of a plan is given for how the bed nets would be distributed or how to ensure they’re being used properly. By going more into detail of what she believes should be done, the author would be making a stronger argument.
• The introduction of the essay does a good job of laying out the seriousness of the problem, but the conclusion is short and abrupt. Expanding it into its own paragraph would give the author a final way to convince readers of her side of the argument.

Argumentative Essay Example 3

There are many ways payments could work. They could be in the form of a free-market approach, where athletes are able to earn whatever the market is willing to pay them, it could be a set amount of money per athlete, or student athletes could earn income from endorsements, autographs, and control of their likeness, similar to the way top Olympians earn money.

Proponents of the idea believe that, because college athletes are the ones who are training, participating in games, and bringing in audiences, they should receive some sort of compensation for their work. If there were no college athletes, the NCAA wouldn’t exist, college coaches wouldn’t receive there (sometimes very high) salaries, and brands like Nike couldn’t profit from college sports. In fact, the NCAA brings in roughly $1 billion in revenue a year, but college athletes don’t receive any of that money in the form of a paycheck. Additionally, people who believe college athletes should be paid state that paying college athletes will actually encourage them to remain in college longer and not turn pro as quickly, either by giving them a way to begin earning money in college or requiring them to sign a contract stating they’ll stay at the university for a certain number of years while making an agreed-upon salary.  

Supporters of this idea point to Zion Williamson, the Duke basketball superstar, who, during his freshman year, sustained a serious knee injury. Many argued that, even if he enjoyed playing for Duke, it wasn’t worth risking another injury and ending his professional career before it even began for a program that wasn’t paying him. Williamson seems to have agreed with them and declared his eligibility for the NCAA draft later that year. If he was being paid, he may have stayed at Duke longer. In fact, roughly a third of student athletes surveyed stated that receiving a salary while in college would make them “strongly consider” remaining collegiate athletes longer before turning pro.

Paying athletes could also stop the recruitment scandals that have plagued the NCAA. In 2018, the NCAA stripped the University of Louisville's men's basketball team of its 2013 national championship title because it was discovered coaches were using sex workers to entice recruits to join the team. There have been dozens of other recruitment scandals where college athletes and recruits have been bribed with anything from having their grades changed, to getting free cars, to being straight out bribed. By paying college athletes and putting their salaries out in the open, the NCAA could end the illegal and underhanded ways some schools and coaches try to entice athletes to join.

People who argue against the idea of paying college athletes believe the practice could be disastrous for college sports. By paying athletes, they argue, they’d turn college sports into a bidding war, where only the richest schools could afford top athletes, and the majority of schools would be shut out from developing a talented team (though some argue this already happens because the best players often go to the most established college sports programs, who typically pay their coaches millions of dollars per year). It could also ruin the tight camaraderie of many college teams if players become jealous that certain teammates are making more money than they are.

They also argue that paying college athletes actually means only a small fraction would make significant money. Out of the 350 Division I athletic departments, fewer than a dozen earn any money. Nearly all the money the NCAA makes comes from men’s football and basketball, so paying college athletes would make a small group of men--who likely will be signed to pro teams and begin making millions immediately out of college--rich at the expense of other players.

Those against paying college athletes also believe that the athletes are receiving enough benefits already. The top athletes already receive scholarships that are worth tens of thousands per year, they receive free food/housing/textbooks, have access to top medical care if they are injured, receive top coaching, get travel perks and free gear, and can use their time in college as a way to capture the attention of professional recruiters. No other college students receive anywhere near as much from their schools.

People on this side also point out that, while the NCAA brings in a massive amount of money each year, it is still a non-profit organization. How? Because over 95% of those profits are redistributed to its members’ institutions in the form of scholarships, grants, conferences, support for Division II and Division III teams, and educational programs. Taking away a significant part of that revenue would hurt smaller programs that rely on that money to keep running.

While both sides have good points, it’s clear that the negatives of paying college athletes far outweigh the positives. College athletes spend a significant amount of time and energy playing for their school, but they are compensated for it by the scholarships and perks they receive. Adding a salary to that would result in a college athletic system where only a small handful of athletes (those likely to become millionaires in the professional leagues) are paid by a handful of schools who enter bidding wars to recruit them, while the majority of student athletics and college athletic programs suffer or even shut down for lack of money. Continuing to offer the current level of benefits to student athletes makes it possible for as many people to benefit from and enjoy college sports as possible.

This argumentative essay follows the Rogerian model. It discusses each side, first laying out multiple reasons people believe student athletes should be paid, then discussing reasons why the athletes shouldn’t be paid. It ends by stating that college athletes shouldn’t be paid by arguing that paying them would destroy college athletics programs and cause them to have many of the issues professional sports leagues have.

• Both sides of the argument are well developed, with multiple reasons why people agree with each side. It allows readers to get a full view of the argument and its nuances.
• Certain statements on both sides are directly rebuffed in order to show where the strengths and weaknesses of each side lie and give a more complete and sophisticated look at the argument.
• Using the Rogerian model can be tricky because oftentimes you don’t explicitly state your argument until the end of the paper. Here, the thesis doesn’t appear until the first sentence of the final paragraph. That doesn’t give readers a lot of time to be convinced that your argument is the right one, compared to a paper where the thesis is stated in the beginning and then supported throughout the paper. This paper could be strengthened if the final paragraph was expanded to more fully explain why the author supports the view, or if the paper had made it clearer that paying athletes was the weaker argument throughout.

3 Tips for Writing a Good Argumentative Essay

Now that you’ve seen examples of what good argumentative essay samples look like, follow these three tips when crafting your own essay.

#1: Make Your Thesis Crystal Clear

The thesis is the key to your argumentative essay; if it isn’t clear or readers can’t find it easily, your entire essay will be weak as a result. Always make sure that your thesis statement is easy to find. The typical spot for it is the final sentence of the introduction paragraph, but if it doesn’t fit in that spot for your essay, try to at least put it as the first or last sentence of a different paragraph so it stands out more.

Also make sure that your thesis makes clear what side of the argument you’re on. After you’ve written it, it’s a great idea to show your thesis to a couple different people--classmates are great for this. Just by reading your thesis they should be able to understand what point you’ll be trying to make with the rest of your essay.

#2: Show Why the Other Side Is Weak

When writing your essay, you may be tempted to ignore the other side of the argument and just focus on your side, but don’t do this. The best argumentative essays really tear apart the other side to show why readers shouldn’t believe it. Before you begin writing your essay, research what the other side believes, and what their strongest points are. Then, in your essay, be sure to mention each of these and use evidence to explain why they’re incorrect/weak arguments. That’ll make your essay much more effective than if you only focused on your side of the argument.

#3: Use Evidence to Support Your Side

Remember, an essay can’t be an argumentative essay if it doesn’t support its argument with evidence. For every point you make, make sure you have facts to back it up. Some examples are previous studies done on the topic, surveys of large groups of people, data points, etc. There should be lots of numbers in your argumentative essay that support your side of the argument. This will make your essay much stronger compared to only relying on your own opinions to support your argument.

Summary: Argumentative Essay Sample

Argumentative essays are persuasive essays that use facts and evidence to support their side of the argument. Most argumentative essays follow either the Toulmin model or the Rogerian model. By reading good argumentative essay examples, you can learn how to develop your essay and provide enough support to make readers agree with your opinion. When writing your essay, remember to always make your thesis clear, show where the other side is weak, and back up your opinion with data and evidence.

What's Next?

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Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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Free Argumentative Essay Generator

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State an opposing point to be discussed in body paragraph

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State a contrasting aspect to be discussed

So, you’ve tried every possible method and technique, but your argumentative essays are still not as good as they should be. What's worse, they take a lot of time to write. Is there a way out?

Yes, there is! With the help of our revolutionary argumentative essay generator, you will boost your creativity and improve the quality of your texts. Use it 100% free of charge to write a perfect argumentative essay!

• ️🚀 How to Use This Tool
• ️💡 Why Use Our Generator?
• ️✍️ What Is an Argumentative Essay?
• ️📚 Essay Structure
• ️🗣️ Types of Arguments
• ️🔥 How to Write
• ️🔗 References

🚀 How to Use Our Argumentative Essay Maker

Our tool is a must-have for all students. Essays that it makes can serve as examples to boost your inspiration. Here’s how to use it effectively:

• Type in your topic.
• Select how many body paragraphs with supporting arguments you want.
• Choose the number of body paragraphs with counterarguments.
• Customize the main body by adjusting the app’s settings (optionally.)
• Press “Generate” and get a fantastic result.

💡 Why Use Our Argumentative Essay Generator?

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✍️ What Is an Argumentative Essay?

An argumentative essay is a type of writing where you research a specific subject, state your point of view, and gather evidence. Its aim is to persuade readers to side with your viewpoint.

Assignments for argumentative essays usually require substantial research of literature and previously published material. Additionally, you may need to conduct an empirical investigation . It means that you will gather information through interviews, surveys, observations, or experiments.

📚 Argumentative Essay Structure

An argumentative essay has a simple structure. It consists of 3 core parts: introduction, body, and conclusion. Let’s take a look at each of them separately.

Introduction

Your essay's introduction will consist of 3 parts:

• Every paper begins with a captivating hook that motivates the audience to read your text thoroughly. It can be a shocking fact, a striking piece of statistics, or a humorous phrase.
• The hook is then followed by a brief review of the topic's background .
• Finally, a thesis statement that encapsulates the main ideas and sets the objectives for the entire essay.

An argumentative essay usually includes 3 or more body paragraphs that provide supporting or opposing arguments for the chosen topic. There, you usually list examples, evidence, statistics, studies, and citations to strengthen your position. Each paragraph starts with a short topic sentence summarizing its main argument.

A conclusion wraps up the entire assignment and links all the elements together. It aims to give a general overview of the whole essay and give it closure. A well-written conclusion appeals to the reader's emotions and effectively explains why it was essential to analyze the chosen topic in the first place.

🗣️ Types of Arguments

Good argumentation is the secret of a good essay. Even the greatest ideas will sink into the air if not supported by convincing facts. To help you with this task, we present to you 3 most popular argumentation techniques. Choose the one that suits you most!

Classic (Aristotelian)

Let's start with a default framework, also known as Aristotelian . It uses reasoning in combination with logical facts. You can apply it to almost any concept except those that haven’t been researched enough. Aristotelian argumentation is perfect for narrow and straightforward topics.

It has the following structure:

• A brief description of the topic.
• A paragraph that explains your viewpoint.
• A section that describes the opposing idea.
• A presentation of proof that supports your position.

The Toulmin technique works best for unraveling complex issues that can be viewed from many angles. It has 7 primary sections that you can rearrange in any way that works best for your essay:

• A concise statement of your viewpoint.
• Several paragraphs that include supporting proof, such as statistics or scientific facts.
• A paragraph that explains the relationship between your claim and evidence.
• Additional findings to back up your assertion.
• A review of opposing viewpoints.

Note that if you choose the Toulmin approach, your arguments should be used only to refute another claim. So, instead of researching a topic, your Toulmin essay will solely aim at disproving an opposing viewpoint.

The Rogerian technique is somewhere between Aristotelian and Toulmin. If you use it, you accept the legitimacy of both your and the opposition's stance. It's the least aggressive and most courteous approach, which aids in persuading skeptical readers.

It is structured in five steps as follows:

• A description of the topic.
• A paragraph about your opponent’s ideas.
• A section about your viewpoint.
• A proposition of compromise that allows both points of view to coexist.
• A conclusion.

🔥 How to Write an Argumentative Essay

Writing an argumentative essay may initially seem complicated, but knowing the specifics makes it much easier. Here you’ll find a small step-by-step guide that will help you ace your task.

1. Answer the Question from the Topic

An argumentative essay requires you to present a clear opinion. To do it, you can ask yourself a major topic-oriented question. Then, develop your thesis statement as a response to that question. For instance, your question may be, "What is the best drink?" Then your thesis will say: the best drink is pineapple juice.

This technique simplifies the writing process because you’ve chosen a position from the start and won’t have to formulate your opinion later in the main body.

2. State Why the Opposing Argument Is Wrong

To effectively defeat opposing viewpoints , try stating your objections right away. For example, "Some people believe that apple juice is the best, but not everyone supports this opinion. Compared to apple's sour taste, pineapple juice offers a much more balanced flavor that combines sweet and sour." This approach works well since it backs up your point of view with proof and doesn’t allow your opponent to win.

3. Outline Your Main Points

It’s vital to support each claim you make with facts. To do it, make sure to find enough adequate evidence that can serve as key assertions. It’s best if you select the strongest of them and write them down in an outline. To strengthen your claims even further, don't hesitate to make a list of references and citations from different sources.

4. Write a Draft

It's now time to start writing the first draft of your argumentative essay. All you have to do at this stage is to collect all the parts of your outline together. Ensure a logical flow between paragraphs, and use transitional words to connect your ideas.

Additionally, you may use our argumentative essay generator to create a perfect draft that can serve as a basis for your essay. You can then edit and improve it as you see fit.

5. Edit and Proofread

After the draft is complete, you can start polishing and proofreading it. This time, try to locate and resolve all the grammatical and logical mistakes . Look for areas of your essay that can be clarified or arguments that lack persuasiveness.

Finally, when you feel like your essay is perfect, you can call it a day. Until then, try not to hurry and be sure to revise everything carefully.

As you can see, there is nothing impossible about writing an argumentative essay, especially if you have great AI helpers like our free generator. Try it now and see how the quality of your papers goes through the roof!

We also recommend trying out our business tools such as SOAR analysis matrix and STP template .

❓ Argumentative Essay Generator FAQ

❓ what are the 5 parts of an argumentative essay.

The 5 parts of an argumentative essay include an introduction with a hook, background information on your chosen topic, a thesis statement, body paragraphs with an argument for or against your point of view, and a conclusion.

❓ What is the purpose of an argumentative essay?

A compelling argumentative essay aims to state a specific point of view regarding the chosen topic. To do it, you can use different arguments, evidence, and other proof. Aside from that, an argumentative essay also aims to disprove the opposing viewpoint.

❓ How to start the prewriting process for an argumentative essay?

The first step in prewriting the argumentative essay is to research and gather evidence and facts to support your thesis. Also, sometimes you might have to do empirical research. It means gathering information through interviews, surveys, observations, or experiments.

❓ In an argumentative essay, what tone should the author use?

The tone of an argumentative essay should be persuasive and authoritative. Persuasiveness means that you convince the reader that your position is correct and the opposing view is wrong. An authoritative tone will further demonstrate your expertise. Try to strike a balance in tone, and you'll succeed.

🔗 References

• Argumentative Essay/Commentary: The University of Toledo
• How to Write a Good Argumentative Essay: Easy Step-by-Step Guide: Masterclass
• How to Write a Standout Argumentative Essay: Grammarly
• Suggestions for Developing Argumentative Essays: University of California Berkeley
• Tips for Organizing an Argumentative Essay: Valparaiso University