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The case study houses forever changed american architecture.

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Scenes from the new showroom of Herman Miller which shows classic designs by Charles and Ray Eames, ... [+] in Culver City, Ca., Oct. 1, 2009. (Photo by Jay L. Clendenin/Los Angeles Times via Getty Images)

The Case Study House Program’s vision belonged to Los Angeles-based Arts & Architecture magazine Editor John Entenza.

Entenza sponsored and publicized some design competitions in the magazine and emphasized modern, affordable, easily built houses.

He announced the Case Study House Program's launch in the January 1945 issue of Arts & Architecture magazine . He envisioned the program to solve the problem of housing shortages and anticipated the coming building boom that would follow War World II and the Depression.

The front side of the Eames House Case Study #8 designed by architects Charles and Ray Eames in ... [+] Pacific Palisades. June 30, 2005. (Photo by Mark Boster/Los Angeles Times via Getty Images)

A 1937 Harwell Harris house has a Streamline Moderne exterior with a white curved porte cochere in ... [+] front (wide enough for the original owner, powerful architecture magazine editor John Entenza s 1925 Ford) and a round bedroom wall in back overlooking Santa Monica Canyon. Peter Rabitz, a co–worker visiting from Germany, enjoys the view into the canyon on a recent visit. (Photo by Gina Ferazzi/Los Angeles Times via Getty Images)

A 1937 Harwell Harris house has the porte cochere at left and entrance to house at right. (Photo by ... [+] Gina Ferazzi/Los Angeles Times via Getty Images)

The goal of the program was for each architect to create a home "capable of duplication and in no sense being an individual performance," Entenza said in his announcement.

"It is important that the best materials available be used in the best possible way in order to arrive at a good solution of each problem, which in the overall program will be general enough to be of practical assistance to the average American in search of a home in which he can afford to live in," he noted.

Architect Pierre Koenig designed two of the iconic Modernist houses in Los Angeles in the 1950s ... [+] known as Case Study House 21 and 22. Drawing of one of Koenig's designs. (Photo by Anacleto Rapping/Los Angeles Times via Getty Images)

The Case Study House Program served as a model for post-war living, providing the public and the building industry an opportunity to access affordable, mid-century modernism and simple designs.

Floor-to-ceiling glass, steel frames, horizontal lines, modular components, open-floor plans and multi-purpose rooms were all elements of the Case Study’s take on modernism. The furnished projects provided places for owners to enjoy a family-friendly home with public and private spaces to relax, watch TV, listen to music and entertain, merging indoor and outdoor worlds with walls of steel and glass to allow ample light.

Initially, Entenza invited Richard Neutra, Charles Eames, Eero Saarinen and five other architects to submit prototypes and planned that all eight houses would be open to the public until they were occupied. The project was ambitious. The Eames and Entenza houses were designed in 1945 but not completed until 1949. Still, the Case Study program was so successful that it ran until 1966 and saw 350,000 visitors tour the open homes before clients took up residence.

Architect Pierre Koenig designed two of the iconic Modernist houses in Los Angeles in the 1950s ... [+] known as Case Study House 21 and 22. Photos of Pierre and Gloria Koenig main living room inside their West Los Angeles home which Pierre designed. (Photo by Anacleto Rapping/Los Angeles Times via Getty Images)

Twenty homes remain today, but 36 experimental prototypes, many unbuilt, documenting new ideas and residential designs, appeared in the magazine.

The majority of the homes were built in Southern California; some are located in San Diego and Northern California; a group of Case Study apartments was built in Phoenix.

Many architects such as Ray and Charles Eames, Saarinen, Craig Ellwood and Pierre Koenig became icons of modernism and earned international followings. The Case Study Houses launched the reputations of local architects such as Thornton Bell, Whitney R. Smith and Rodney Walker.

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The Eames House (also known as Case Study House No. 8) is a landmark of mid-20th century modern architecture located in the Pacific Palisades neighborhood of Los Angeles. It was designed and constructed in 1949 by husband-and-wife Charles and Ray Eames to serve as their home and studio.

It was one of roughly two dozen homes built as part of The Case Study House Program. Begun in the mid-1940s and continuing through the early 1960s, the program was spearheaded by John Entenza, the publisher of  Arts & Architecture magazine. It was developed to address a looming issue: a housing crisis. Millions of soldiers would be returning from the battlefields of World War II, and were wanting to start families. John Entenza recognized that houses needed to be built quickly, inexpensively, yet without sacrificing good design. In a challenge to the architectural community, the magazine announced that it would be the client for a series of homes designed to express man’s life in the modern world. These homes were to be built and furnished using materials and techniques derived from the experiences of the Second World War. Each home was designed with a real or hypothetical client in mind, taking into consideration their particular housing needs.

Click here to see their design brief more clearly from the December 1945 issue of Arts & Architecture .

First Design: Bridge House (unbuilt)

The first plan of the Eameses’ home, known as the Bridge House, was designed in 1945 by Charles Eames and Eero Saarinen. The design used pre-fabricated materials ordered from catalogues, a continuation of the idea of mass-production. The parts were ordered and the Bridge House design was published in the December 1945 issue of the magazine, but due to a war-driven shortage, the steel did not arrive until late 1948.

While they were waiting for delivery, Charles and Ray picnicked in the meadow with family and friends, flew kites and did archery.  By then, Charles and Ray had “fallen in love with the meadow,” in Ray’s words, and they realized that they wanted to avoid what many architects had done: destroy what they loved most about a site by building across it.

Second Design: Eames House

Charles and Ray then set themselves a new problem: How to build a house that would 1) not destroy the meadow and trees, and 2) “maximize volume from minimal materials”.  Using the same off-the-shelf parts, but notably ordering one extra steel beam, Charles and Ray re-configured the House. The new design integrated the House into the landscape, rather than imposing the House on it. These plans were published in the May 1949 issue of Arts & Architecture .  It is this design that was built and is seen today.

Charles and Ray moved into the House on Christmas Eve, 1949, and lived there for the rest of their lives.  The interior, its objects and its collections remain very much the way they were in Charles and Ray’s lifetimes.  The house they created offered them a space where work, play, life, and nature co-existed.

While many icons of the modern movement are depicted as stark, barren spaces devoid of human use, photographs and motion pictures taken at the Eames house reveal a richly decorated, almost cluttered space full of folk art, thousands of books, shells, rocks, prisms, etc. The Eameses’ gracious live-work lifestyle continues to be an influential model.

The House has now become something of an iconographic structure visited by people from around the world.  The charm and appeal of the House is perhaps best explained in the words of the Case Study House Program founder, John Entenza, who felt that the Eames House “represented an attempt to state an idea rather than a fixed architectural pattern.”

Help us share the Eameses’ joy and rigor with future visitors, so they may have a direct experience of Charles and Ray’s approach to life and work.

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Case Study Houses

The Case Study Houses served as a blueprint and inspiration for Mid-Century homes in Southern California.

In 2013, ten Case Study House program residences were added to the National Register of Historic Places.

Relevant Places

Bass House (Case Study House #20B)

Case Study House #1

Case Study House #10

Case Study House #16

Case Study House #28

Entenza House (Case Study House #9)

Stahl House (Case Study House #22)

Triad (Case Study House #23A)

Triad (Case Study House #23C)

West House (Case Study House #18)

Launched in 1945 by John Entenza’s  Arts + Architecture  magazine, the Case Study House program commissioned architects to study, plan, design, and ultimately construct houses in anticipation of renewed building in the postwar years.

While the Case Study House program did not achieve its initial goals for mass production and affordability, it was responsible for some of Los Angeles’ most iconic and internationally recognized modern residences, such as the  Eames House (Case Study House #8)  by Charles and Ray Eames and the Pierre Koenig-designed  Stahl House (Case Study House #22) , famously photographed by Julius Shulman.

After a decade-long effort, L.A. Conservancy’s Modern Committee succeeded in listing ten Case Study residences on the National Register of Historic Places.

About This Issue

With an emphasis on experimentation, and a goal of promoting good, modern, affordable design for single-family homes, the program helped to disseminate the midcentury modern aesthetic through its thirty-five published plans. Of these, twenty-five houses and one apartment building were built in California and Arizona.

The program offered an unparalleled opportunity for commissions and publicity for established architects including Richard Neutra, J. R. Davidson, Sumner Spaulding, and William Wurster. It helped raise the profile of then-lesser-known designers including Craig Ellwood, A. Quincy Jones, Edward Killingsworth, Ralph Rapson, Eero Saarinen, and Raphael Soriano.

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On November 21, 2013, the  Los Angeles Conservancy Modern Committee was awarded a Governor’s Historic Preservation Award to recognize its work in nominating eleven Case Study Houses to the National Register of Historic Places.

Through the efforts of the Los Angeles Conservancy Modern Committee, eleven Case Study House residences in Los Angeles, San Diego, and Ventura counties are now recognized as nationally historic. Ten are officially listed in the National Register of Historic Places, and an eleventh was deemed eligible for listing.

Few of the Case Study Houses currently have preservation protections, and some have been demolished or significantly altered. This proactive step recognizes the eleven nominated homes and raises greater awareness about the Case Study House program while providing a historic context for future designation of the remaining eligible properties.

On May 1, 2013, the State Historical Resources Commission voted to recommend listing of ten Case Study Houses in the National Register of Historic Places.  These ten residences with certifying recommendations were submitted to the National Park Service for final review and listing by the Keeper of the National Trust.  They were formally listed on July 24, 2013.

An eleventh nominated residence, Case Study House #23A, was not formally listed because of owner objection, but it received a determination of eligibility for listing in the National Register. All eleven residences will be considered historic resources and will enjoy the same protections under the California Environmental Quality Act (CEQA).

Several Case Study Houses were not included in the nomination — if they’ve been altered or demolished, or for other reasons — but with this platform in place, it will be easier for other CSH homes to be nominated in the future.

Likewise, a few CSH houses, such as the  Eames House  (CSH #8), weren’t included because they’re already individually listed.

Case Study House residences included in nomination:

Los Angeles County

• Case Study House #1 , 10152 Toluca Lake Ave., Los Angeles
• Case Study House #9 , 205 Chautauqua Blvd., Los Angeles
• Case Study House #10 , 711 S. San Rafael Ave., Pasadena
• Case Study House #16 , 1811 Bel Air Rd., Los Angeles
• Case Study House #18 , 199 Chautauqua Blvd., Los Angeles
• Case Study House #20 , 2275 N. Santa Rosa Ave., Altadena
• Case Study House #21 , 9038 Wonderland Park Ave., Los Angeles
• Case Study House #22 , 1635 Woods Dr., Los Angeles

San Diego County 

• Case Study House #23A , 2342 Rue de Anne, La Jolla, San Diego (determined eligible)
• Case Study House #23C , 2339 Rue de Anne, La Jolla, San Diego

Ventura County

• Case Study House #28 , 91 Inverness Rd., Thousand Oaks

Case Study House Program

The case study house program: origins, meanings, and protagonists, on the participation of northern california architects to the case study house program.

________________________________________

Case Study House #3

Information Description Plan Photos Architect’s Biography

Case Study House #19

Case study house #26.

Information Description Plans Photos Architect’s Biography

Case Study House #27

References & further reading, bay area architects’ designs for the, case study house program, 1949 – 1963.

By Pierluigi Serraino

The Case Study House program and the magazine Arts and Architecture are two inseparable twins in the historical narratives of California Modernism in its post-war phase. Common denominator of both was John Entenza (1905-1984), as editor from 1940 to 1962 of the magazine California Arts and Architecture, a title he changed in 1945 to Arts and Architecture, gave an international manner — both in terms of its compellingly lanky graphics and its cerebral content — to what had been mostly a regional periodical of limited distribution. Both the magazine and the Case Study House Program he masterminded hinged upon the recognition that the architecture of his time was rooted in technology, a symbolic source of its outer expression in the public realm.  

The long span, steel, joinery, plywood, modularity, open plan, car mobility, aluminum, and glazing systems, were the tools and the lexicon of the post-war architect and the citizen of a technological society. For Entenza, the environmental habitat of California had to arise from the civilian application of the radical innovations in mechanical systems, new materials, and building science advancements gained during the World War II, especially because of the military industry’s major presence in California.

The Case Study House program started as Entenza’s personal project, partially financed through his own resources, that lasted two decades. This initiative was the game-changer in the authoritative aura that California Modernism acquired worldwide. Entenza led the program from 1945 to 1962 till he moved to Chicago to head the Graham Foundation. David Travers continued it from 1962 until its end in 1966. They both handpicked the architects that were going to be included in the program, absent of a truly objective criteria or checklist. While Entenza wrote the program’s manifesto himself and published it, the houses and architects chosen for inclusion are an eclectic mix of design expressions.

While most of the built (and unbuilt) residential projects of the Case Study House program are located in Southern California, the design community behind this renown cultural initiative is far from regional. In fact, the roaster of architects Entenza and Travers selected during their respective tenure offers a revealing picture of both the composite nature of signatures called to fulfill the promises of the January 1st , 1945, manifesto and of what flavor of modernism was being disseminated for the post-war home.

Some household names are from California- William Wurster from Stockton, Ray Kaiser from Sacramento, Pierre Koenig from San Francisco- as well as some lesser-known, such as Ed Killingsworth. John Rex, Worley Wong, and Calvin Straub, among others. A sizeable group of CSH architects was from out of state and had a cultural connection with the Cranbrook Academy of Art in Michigan, the legendary design school founded by Eliel Saarinen. From that milieu, the list is truly impressive: Charles Eames, Eero Saarinen, Ralph Rapson, Don Knorr. Others were from other parts of the country and landed either for family reasons or for college to Southern California. Additionally, others

came from Europe, most notably Richard Neutra from Vienna, Julius Ralph Davidson from Berlin, and Raphael Soriano from Rhodes, Greece. In this eclectic mix, various gradations of common themes- relationship with WWII technology, and material, open planning, one-level single-family homes, and an overall permeable relationship between indoor and outdoor, found specific manifestations in the talent of these creatives. These prototypes for living were conceived as models to shape much of post-war living for present and future generations.

Four teams of Bay Area architects were involved in the CSH Program. Under the Entenza’s era, there was the now-demolished CSH #3 in Los Angeles designed and built in 1945 by William Wurster and Theodore Bernardi and the unbuilt CSH #19 by Don Knorr for a site in the San Francisco South Bay in 1957. During the Traver’s lead, Beverley David Thorne’s CSH #26 was realized in 1962 in San Rafael, whereas CSH #27 by Campbell & Wong, in association with Don Allen Fong, of 1963 for a site in Smoke Rise, New Jersey, remained on paper. These Bay Area contributions have been intermittently acknowledged in the publications surrounding this one-of-a-kind initiative.

Yet, they provide documentary evidence of the commitment of the local community of designers to offering updated architectural propositions consistent with the changing needs of the California, and American, post-war society.

Past Exhibitions

Architecture + the City Festival

Whitney Young Jr.

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The Case Study houses that made Los Angeles a modernist mecca

Mapping the homes that helped to define an era

Los Angeles is full of fantastic residential architecture styles, from Spanish Colonial Revival to Streamline Moderne. But the modernist Case Study Houses , sponsored by Arts & Architecture and designed between the 1940s and 1960s, are both native to Southern California and particularly emblematic of the region.

The Case Study series showcased homes commissioned by the magazine and designed by some of the most influential designers and architects of the era, including Charles and Ray Eames, Richard Neutra, and Pierre Koenig. The residences were intended to be relatively affordable, replicable houses for post-World War II family living, with an emphasis on “new materials and new techniques in house construction,” as the magazine’s program intro put it.

Technological innovation and practical, economical design features were emphasized—though the homes’ scintillating locations, on roomy lots in neighborhoods like Pacific Palisades and the Hollywood Hills , gave them a luxurious allure.

With the help of photographer Julius Shulman , who shot most of the homes, the most impressive of the homes came to represent not only new styles of home design, but the postwar lifestyle of the booming Southern California region.

A total of 36 houses and apartment buildings were commissioned; a couple dozen were built, and about 20 still stand in the greater Los Angeles area (there’s also one in Northern California, a set near San Diego, and a small apartment complex in Phoenix). Some have been remodeled, but others have been well preserved. Eleven were added to the National Register of Historic Places in 2013.

Here’s a guide to all the houses left to see—but keep in mind that, true to LA form, most are still private residences. The Eames and Stahl houses, two of the most famous Case Study Houses, are regularly open to visitors.

As for the unconventional house numbering, post-1962 A&A publisher David Travers writes that the explanation is “inexplicable, locked in the past.”

Case Study House No. 1

J.R. Davidson (with Greta Davidson) designed this house in 1948 (it was actually his second go at Case Study House No. 1). It was intended for “a hypothetical family" with two working parents and was designed to require "minimum maintenance.”

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Case Study House No. 2

Case Study House No. 2 was designed in 1947 by Sumner Spaulding and John Rex. Arts & Architecture wrote that the home’s layout “achieves a sense of spaciousness and flexibility,” with an open living area and glass doors that lead out to adjoining terraces.

View this post on Instagram A post shared by Samuel Dematraz (@samueldematraz) on Oct 28, 2018 at 1:07am PDT

Case Study House No. 7

Case Study House No. 7 was designed in 1948 by Thornton M. Abell. It has a “three-zone living area,” with space for study, activity, and relaxation/conversation; the areas can be separated by sliding panels or combined.

Eames House (Case Study House No. 8)

Legendary designer couple Charles and Ray Eames designed the Eames House in 1949 and even Arts & Architecture seemed kind of blown away by it. The home is built into a hillside behind a row of Eucalyptus trees on a bluff above Pacific Palisades. It's recognizable by its bright blue, red, and yellow panels. The Eameses lived in the house until their deaths. It’s now open to visitors five days per week, though reservations are required.

Entenza House (Case Study House No. 9)

The Entenza House was built in 1949 and designed by Charles Eames and Eero Saarinen for Arts & Architecture editor John Entenza. According to the magazine, “In general, the purpose was to enclose as much space as possible within a reasonably simple construction.”

Case Study House No. 10

Case Study House No. 10 was designed in 1947 by Kemper Nomland. The house is built on several levels to mold into its sloping site. Recently restored, the home sold to Kristen Wiig in 2017.

Case Study House No. 15

Designed by J.R. Davidson in 1947, Case Study House No. 15 has south walls made of huge glass panels. Its flagstone patio and indoor floor are at the same level for that seamless indoor-outdoor feel. According to the magazine, the floorplan “is basically that of another Davidson house, Case Study House No. 11,” which has been demolished.

View this post on Instagram A post shared by Samuel Dematraz (@samueldematraz) on Nov 15, 2018 at 6:13am PST

Case Study House for 1953

Craig Ellwood’s Case Study House for 1953 is usually numbered as 16 in the Case Study series . It has a modular steel structure and “the basic plan is a four-foot modular rectangle.” But the interior walls stick out past the exterior walls to bring the indoors out and the outdoors in. The Bel Air house hit the market in November with a $3 million price tag.

Case Study House No. 17 (A)

Case Study House No. 17 (A) was designed by Rodney Walker in 1947. A tight budget kept the house at just 1,560 square feet, “but more space was gained through the use of many glass areas.” The house also has a large front terrace with a fireplace that connects the indoor living room fireplace. The house has been remodeled .

View this post on Instagram A post shared by Case Study House #17, 1947 (@casestudy17) on Jun 11, 2016 at 2:20pm PDT

Case Study House No. 17 (B)

Case Study House No. 17 (B) was designed in 1956 by Craig Ellwood, but “governed by a specific program set forth by the client.” Ellwood took into account the clients' collection of contemporary paintings and made the living room “purposely undersized” to work best for small gatherings. The house was extensively remodeled in the sixties by Hollywood Regency architect John Elgin Woolf and his partner, interior designer Robert Koch Woolf.

View this post on Instagram A post shared by BAUKUNST™ El Arte de Construir (@i_volante) on Aug 13, 2017 at 4:42pm PDT

West House (Case Study House No. 18 [A])

Case Study House No. 18 (A) was designed by Rodney Walker in 1948. The house is oriented toward the ocean, but set back from the cliff edge it sits on to avoid noise issues. As A&A says, "High above the ocean, the privacy of the open south and east exposures of Case Study House No. 18 can be threatened only by an occasional sea-gull." The house features a "bricked garden room" separated from the living room by a two-sided fireplace.

View this post on Instagram A post shared by CaseStudyHouse18A (@casestudyhouse18a) on Oct 6, 2018 at 8:44pm PDT

Fields House (Case Study House No. 18 [B])

Case Study House No. 18 (B) was designed by Craig Ellwood in 1958. Ellwood didn’t attempt to hide that the house was prefabricated (the magazine explains that he believed “that the increasing cost of labor and the decline of the craftsman will within not too many years force a complete mechanization of residential construction methods”). The components of the house, however, are “strongly defined with color: ceiling and panels are off-white and the steel framework is blue.” According to A&A' s website, the house has been remodeled.

View this post on Instagram A post shared by MCM Daily (@dc_hillier) on Oct 29, 2018 at 8:32pm PDT

Case Study House No. 20 [A])

This two-bedroom house was meant “to serve young parents who find they can afford just that much,” according to architect Richard Neutra’s description. He also wrote that he used several different kinds of natural wood in the house.

Bass House (Case Study House No. 20 [B])

The Bass House was designed in 1958 by Buff, Straub, and Hensman for famed graphic designer Saul Bass. It's “unique in that it was based upon the experimental use of several prefabricated Douglas fir plywood products as part of the structural concept,” including hollow-core plywood vaults that covered the central part of the house.

Case Study House No. 21

Pierre Koenig designed Case Study House No. 21 in 1958. It was originally completely surrounded by water, with a walkway and driveway spanning the moat at the front door and carport, respectively. The house was severely messed with over the years, but restored in the ’90s with help from Koenig.

Stahl House (Case Study House No. 22)

Pierre Koenig's Stahl House , designed in 1960, is probably the most famous house in Los Angeles, thanks to an iconic photo by Julius Shulman . The house isn't much to look at from the street, but its backside is mostly glass surrounding a cliff's-edge pool. Tours are available Mondays, Wednesdays, and Friday—but book well ahead of time, as they sell out quickly.

Case Study House for 1950

The unnumbered Case Study House for 1950 was designed by Raphael Soriano. It's rectangular, with living room and bedrooms facing out to the view. However, in the kitchen and eating areas, the house “turns upon itself and living develops around a large kitchen-dining plan opening upon a terrace which leads directly into the living room interrupted only by the mass of two fireplaces.” According to A&A 's website, the house has been remodeled.

Frank House (Case Study House No. 25)

The two-story Frank House was designed by Killingsworth, Brady, and Smith and Associates in 1962 and it sits on a canal in Long Beach. A reflecting pool with stepping stones leads to its huge front door and inside to an 18-foot high courtyard. The house sold in 2015 with some unfortunate remodeling .

Case Study House No. 28

Case Study House No. 28 was designed in 1966 by Conrad Buff and Donald Hensman. According to the magazine, “the architects were asked to design a house that incorporated face brick as the primary structural material to demonstrate its particular advantages.” They came up with a plan for two symmetrical wings joined by glass galleries.

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Case Study Houses: The Latest Architecture and News

Foster + partners reimagines william pereora's television city in california, united states.

Foster + Partners, l ed by Normal Foster, has just been selected to reimagine the Television City studio complex in Los Angeles, following a global competition. The project involves the restoration of William Pereira’s iconic 1952 buildings and the transformation of the 25-acre site into a low-rise multi-modal campus and draws inspiration from the Los Angeles’ renowned Case Study Houses. The campus will feature new sound stages, production offices, creative workspace, and retail surrounding its perimeter.

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Defining Afro-Contemporary Homes: The Role of Case Study Houses

The home is a fundamental expression of architectural movements within the fabric of a city. As one of the smallest typologies, it is the simplest canvas to exhibit the design ethos of any particular era. African cities have continuously negotiated the meaning of their residential dwellings, from traditional architecture to colonial architecture, and the influx of post-colonial modern architecture. Vernacular architecture explored homes with spatial patterns rooted in cultural dexterity, envelopes built with indigenous materials and forms, endowed with traditional motifs. These were in stark contrast to colonial homes that featured a range of imported architectural styles across the continent, neglecting their climatic and cultural contexts while amplifying social class.

How Did Materials Shape the Case Study Houses?

The Case Study Houses (1945-1966), sponsored by the Arts & Architecture Magazine and immortalized by Julius Shulman ’s iconic black-and-white photographs, may be some of the most famous examples of modern American architecture in history. Designed to address the postwar housing crisis with quick construction and inexpensive materials, while simultaneously embracing the tenets of modernist design and advanced contemporary technology, the Case Study Houses were molded by their central focus on materials and structural design. While each of the homes were designed by different architects for a range of clients, these shared aims unified the many case study homes around several core aesthetic and structural strategies: open plans, simple volumes, panoramic windows, steel frames, and more. Although some of the Case Study Houses’ materials and strategies would become outdated in the following decades, these unique products and features would come to define a historic era of architectural design in the United States.

Modern, Low-Budget and Easy to Build Living Spaces: the Case Study House Program

Between 1945 and 1966, the Case Study Houses program , following the Weißenhof-siedlung exposition, commissioned a study of economic, easy-to-build houses. The study included the creation of 36 prototypes that were to be built leading up to post-war residential development. The initiative by John Entenza, editor of Arts & Architecture magazine, brought a team to Los Angeles that featured some of the biggest names in architecture at the time, including Richard Neutra , Charles & Ray Eames, Pierre Koenig, and Eero Saarinen , among others.

The program's experiment not only defined the modern home and set it apart from its predecessors, but it also pioneered new construction materials and methods in residential development that continue to influence international architecture to this day. Take a detailed look at some of the program's most emblematic work together with recommendations for facing contemporary challenges. 

When Minimalism Gets Extravagant: A Virtual Look at the Case Study House 17(2)

Arts & Architecture ’s Case Study House program was supposed to be about creating replicable, affordable designs for post-war living—stylish but modest homes for young families on a budget. And then came house #17(2).

To be fair, this house was designed for real clients, with specific and ambitious requirements. The Hoffmans had four children, a household staff, and an art collection. So this was never going to be just another suburban three-bedroom.

A Virtual Look Into J R Davidson's Case Study House #11

The editorial notes on Arts & Architecture ’s 11th Case Study House set out the “basic principles of modern architecture”: an emphasis on “order, fitness and simplicity.” Livability and practicality are key, and “sham” is frowned on. As with other houses in the series, this design by JR Davidson adheres to these goals with clean, horizontal lines, an open floor plan, and integration of the outdoor space.

It’s a modest, compact home, less high-concept than some of the other houses in the programme—no indoor plantings or reflecting pools; no complicated backstory for the imagined clients (think of the next two, #12 and especially #13 )—but arguably more successful in providing a model for the average American home. Its value doesn’t depend on dramatic landscaping or views, but on thoughtful design and attention to solving everyday problems. Walking through Archilogic ’s 3D model reveals the elegance of Davidson’s approach.

A Virtual Look Inside Case Study House #10 by Kemper Nomland & Kemper Nomland Jr

The tenth Case Study House wasn’t actually intended for the Arts & Architecture programme. It was added on its completion in 1947, to fill out the roster, as many houses remained unbuilt. Clearly, the Nomland design earned its place on the list, having many features in common with other Case Study homes and, most importantly, meeting the stated aims of economy, simplicity, new materials and techniques, and indoor/outdoor integration. The different departure point, however, can be seen in the layout. Whereas Case Study homes were designed primarily for families, this plan is for “a family of adults”—which is to say, a childless couple.

The World's First Freeform 3D-Printed House Enters Development Phase

WATG Urban's first prize design for The Freeform Home Design Challenge in 2016 is now moving one step closer to becoming a reality. Since winning the competition, WATG 's Chicago office has been developing the winning design, dubbed Curve Appeal, alongside Branch Technology . Curve Appeal is now undergoing the "wall section testing, research and development phase" with an anticipated goal of breaking ground later this year. This revolutionary project could change the way we construct complex, freeform structures.

A Virtual Look Inside Case Study House #7 by Thornton M Abell

The seventh house in the Arts & Architecture Case Study program was built with real clients in mind: a family of three with creative hobbies. The result, designed by Thornton M Abell , is a flexible home with a distinctive functional character.

The house divides neatly into three separate areas: to the left of the entrance, working spaces make up nearly half of the full floorplan, with living and sleeping areas off to the right and extending forward into the garden. Sliding panels between the roomy central reception/dining area and the cozy living room create the option of privacy or extra space, as required, with the terrace and splash pool beyond offering further possibilities for summer entertaining. A small planting area beside the sliding door blurs the line between indoors and out.

A Virtual Look Inside Case Study House #4, Ralph Rapson’s "Greenbelt House"

The fourth house in Arts & Architecture ’s Case Study program departed from the trend with a noticeably more introverted design. Intended for a modestly sized urban lot, rather than the dramatic and expansive canyon or forest locations of so many other Case Study homes, it couldn’t borrow drama from the landscape, nor would the residents welcome curious glances from their close neighbors—so the house looks entirely inward.

Rapson called his design the “Greenbelt House” for the glass-covered atrium that divides the living and sleeping areas. In his original drawings and model, as in Archilogic ’s 3D model shown here, this strip is shown filled with plant beds in a striking geometric pattern. However, Rapson imagined that it could be put to many uses, according to the residents’ tastes: a croquet court or even a swimming pool could find their place here. This “brings the outdoors indoors” rather more literally than, for instance, Richard Neutra ’s expansive, open-door designs.

A Virtual Look Inside the Case Study House #23A by Killingsworth, Brady & Smith

Only three of the Arts & Architecture Case Study Houses were built outside Los Angeles , and those three formed a united concept. The Triad Houses in La Jolla, a seaside suburb of San Diego , share a single driveway, motor court, and design vocabulary, while being created to meet different needs.

In keeping with the Case Study mission, all three houses used open-plan design, affordable modern materials (such as aluminium and concrete with wood frames), and plenty of glass to create a fresh and open mood. The emphasis was on strong geometric forms, careful detailing, horizontal lines (with perfectly flat roofs) and – this being the Californian coastline – dramatic views and outdoor living space, creating the illusion of more interior space than was actually present.

AD Classics: The Entenza House (Case Study #9) / Charles & Ray Eames, Eero Saarinen & Associates

Nestled in the verdant seaside hills of the Pacific Palisades in southern California, the Entenza House is the ninth of the famous Case Study Houses built between 1945 and 1962. With a vast, open-plan living room that connects to the backyard through floor-to-ceiling glass sliding doors, the house brings its natural surroundings into a metal Modernist box, allowing the two to coexist as one harmonious space.

Like its peers in the Case Study Program, the house was designed not only to serve as a comfortable and functional residence, but to showcase how modular steel construction could be used to create low-cost housing for a society still recovering from the the Second World War. The man responsible for initiating the program was John Entenza , Editor of the magazine Arts and Architecture. The result was a series of minimalist homes that employed steel frames and open plans to reflect the more casual and independent way of life that had arisen in the automotive age.[1]

A Virtual Look Inside the Case Study House #3 by William W Wurster & Theodore Bernardi

The third Arts & Architecture Case Study House has a noticeably different sensibility to that of many of the other designs in the series. While equally engaged with the goal of maximizing enjoyment of the natural surroundings, in this design the architects show more concern for privacy and protection.

The approach from the street is somewhat forbidding; aluminum siding presents an impenetrable front. Besides the front and garage doors, the small, high kitchen windows are the only visible openings, though it is possible to peer over the fence of grape stakes into the children’s private garden.

A Virtual Look Inside the Case Study House #2 by Sumner Spaulding and John Rex

The second house in Arts & Architecture magazine’s Case Study Houses program shows the hallmarks of the series: an emphasis on light-soaked living areas, indoor-outdoor living, strong horizontal lines dominated by a flat roof, and so on. It is distinguished, though, by particularly creative details linking the indoor and outdoor areas, and by a strong awareness of function.

A Virtual Look Into Richard Neutra's Case Study House #20, the Bailey House

The Bailey house—one of Richard Neutra ’s four Case Study designs for Arts & Architecture —forms one of five Bluff houses, standing high above the ocean. The brief was to create a low-budget home for a young family, with just two bedrooms, but offering the possibility of expansion as time went by (which did in fact transpire; additional Neutra-designed wings were later built).

Neutra employed the same indoor-outdoor philosophy that can be seen at work in his unbuilt Alpha and Omega houses, using large sliding glass doors to create light and a visual sense of space, as well as ensuring that the house physically opened up to, as he put it, “borrow space from the outdoors.” With this sunny Californian ocean-view setting, it made perfect sense to use the back garden and terrace as living and dining room.

A Virtual Look Inside the Case study house #12 by Whitney R Smith

In designing his (unbuilt) house for the Arts & Architecture Case Study program , Whitney Smith, like Richard Neutra , prioritized the connection to outdoor space. His motivation, however, was more specific than a desire to extend the living area of a small house. Rather, he wanted to create a highly personal space, geared to the passion of his hypothetical client. Seeing conventional plans as a straitjacket for residents who craved appropriate working space within their home (be it a sewing studio or a photography darkroom), he aspired to fit this house to the needs of a keen horticulturist.

A Virtual Look Into Richard Neutra's Unbuilt Case Study House #13, The Alpha House

Of the four homes designed by Richard Neutra for the Case Study Houses program, post-war thought experiments commissioned by Arts & Architecture , only one was ever realized. In the imaginary village of the program's many unbuilt homes, next to #6, the Omega house , stands #13, named Alpha. Archilogic ’s 3D model gives us a unique chance to experience this innovative concept home.

Each of Neutra’s projects was designed for a family of five, and each reveals his psychoanalytic approach to architecture, in which the house itself is an intimate part of family relationships, as important as the personalities involved. (Neutra was personally acquainted with Freud, and a committed follower of birth trauma theorist Otto Rank.) Underlining this Freudian view, his imaginary clients are not just neighbours—they are related; Mrs Alpha being sister to Mrs Omega.

A Virtual Look Into Mies van der Rohe's Core House

Architecture depends on its time. It is the crystallization of its inner structure, the slow unfolding of its form. – Ludwig Mies van der Rohe

In 1951, Mies van der Rohe designed the Core House, a participative design structure which could be completed by its inhabitants.

This flexible model challenged certain architectural concepts, explored new industrial technologies, and proposed a modular system to improve the quality and affordability of housing.

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Case Study Houses: The Complete CSH Program 1945-1966 Hardcover – July 20, 2021

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The Case Study House program (1945–1966) was an exceptional, innovative event in the history of American architecture and remains to this day unique. The program, which concentrated on the Los Angeles area and oversaw the design of 36 prototype homes, sought to make available plans for modern residences that could be easily and cheaply constructed during the postwar building boom.

The program’s chief motivating force was Arts & Architecture editor John Entenza, a champion of modernism who had all the right connections to attract some of architecture’s greatest talents, such as Richard Neutra, Charles and Ray Eames, and Eero Saarinen. Highly experimental, the program generated houses that were designed to redefine the modern home, and had a pronounced influence on architecture—American and international—both during the program’s existence and even to this day.

TASCHEN brings you a retrospective of the entire program with comprehensive documentation, brilliant photographs from the period and, for the houses still in existence, contemporary photos, as well as extensive floor plans and sketches.

About the series

TASCHEN is 40! Since we started our work as cultural archaeologists in 1980, TASCHEN has become synonymous with accessible publishing, helping bookworms around the world curate their own library of art, anthropology, and aphrodisia at an unbeatable price. Today we celebrate 40 years of incredible books by staying true to our company credo. The 40 series presents new editions of some of the stars of our program—now more compact, friendly in price, and still realized with the same commitment to impeccable production.

• Print length 512 pages
• Language Multilingual
• Publisher Taschen America Llc
• Publication date July 20, 2021
• Dimensions 8.86 x 1.73 x 6.46 inches
• ISBN-10 3836587874
• ISBN-13 978-3836587877
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About the author.

Elizabeth A. T. Smith is Executive Director of the Helen Frankenthaler Foundation, based in New York. Previously, she was Executive Director, Curatorial Affairs, at the Art Gallery of Ontario in Toronto; Chief Curator and Deputy Director of Programs at the Museum of Contemporary Art in Chicago, and Curator at the Museum of Contemporary Art in Los Angeles. While at LA MOCA she curated the 1989 exhibition Blueprints for Modern Living: History and Legacy of the Case Study Houses . She has curated, published, and lectured widely on a variety of topics in contemporary art and architecture.

Peter Gössel runs an agency for museum and exhibition design. He has published TASCHEN monographs on Julius Shulman, R. M. Schindler, John Lautner, and Richard Neutra, as well as several titles in the Basic Architecture series.

American photographer Julius Shulman ’s images of Californian architecture have burned themselves into the retina of the 20th century. A book on modern architecture without Shulman is inconceivable. Some of his architectural photographs, like the iconic shots of Frank Lloyd Wright’s or Pierre Koenig’s remarkable structures, have been published countless times. The brilliance of buildings like those by Charles Eames, as well as those of his close friend, Richard Neutra, was first brought to light by Shulman’s photography. The clarity of his work demanded that architectural photography had to be considered as an independent art form. Each Shulman image unites perception and understanding for the buildings and their place in the landscape. The precise compositions reveal not just the architectural ideas behind a building’s surface, but also the visions and hopes of an entire age. A sense of humanity is always present in his work, even when the human figure is absent from the actual photographs. Today, a great many of the buildings documented by Shulman have disappeared or been crudely converted, but the thirst for his pioneering images is stronger than ever before.

Product details

• Publisher ‏ : ‎ Taschen America Llc; Multilingual edition (July 20, 2021)
• Language ‏ : ‎ Multilingual
• Hardcover ‏ : ‎ 512 pages
• ISBN-10 ‏ : ‎ 3836587874
• ISBN-13 ‏ : ‎ 978-3836587877
• Item Weight ‏ : ‎ 3.12 pounds
• Dimensions ‏ : ‎ 8.86 x 1.73 x 6.46 inches
• #94 in Residential Architecture
• #1,196 in U.S. State & Local History

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The Case Study Houses Program

We selected the best Case Study Houses ever built from the famous post-war architectural program. The Case Study Houses program aimed to bring Modernist principles to the masses.

Architects as Richard Neutra, Pierre Koenig, Craig Ellwood and Rodney Walker participated into the program with one or more projects. Unfortunately not all projects proposed were built but many still stand, we selected the most representative ones.

The Case Study Houses Program, Raphael Soriano CSH 1950

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1 what is an argumentative essay

What is an argumentative essay how to write it (with examples).

We define an argumentative essay as a type of essay that presents arguments about both sides of an issue. The purpose is to convince the reader to accept a particular viewpoint or action. In an argumentative essay, the writer takes a stance on a controversial or debatable topic and supports their position with evidence, reasoning, and examples. The essay should also address counterarguments, demonstrating a thorough understanding of the topic.

Table of Contents

• What is an argumentative essay?  
• Argumentative essay structure 
• Argumentative essay outline 
• Types of argument claims 

How to write an argumentative essay?

• Argumentative essay writing tips 
• Good argumentative essay example 

How to write a good thesis

Frequently asked questions, what is an argumentative essay.

An argumentative essay is a type of writing that presents a coherent and logical analysis of a specific topic. 1 The goal is to convince the reader to accept the writer’s point of view or opinion on a particular issue. Here are the key elements of an argumentative essay: 

• Thesis Statement : The central claim or argument that the essay aims to prove. 
• Introduction : Provides background information and introduces the thesis statement. 
• Body Paragraphs : Each paragraph addresses a specific aspect of the argument, presents evidence, and may include counterarguments. 
• Evidence : Supports the main argument with relevant facts, examples, statistics, or expert opinions. 
• Counterarguments : Anticipates and addresses opposing viewpoints to strengthen the overall argument. 
• Conclusion : Summarizes the main points, reinforces the thesis, and may suggest implications or actions. 

Argumentative essay structure

Aristotelian, Rogerian, and Toulmin are three distinct approaches to argumentative essay structures, each with its principles and methods. 2 The choice depends on the purpose and nature of the topic. Here’s an overview of each type of argumentative essay format.

Argumentative essay outline

An argumentative essay presents a specific claim or argument and supports it with evidence and reasoning. Here’s an outline for an argumentative essay, along with examples for each section: 3  

1.  Introduction : 

• Hook : Start with a compelling statement, question, or anecdote to grab the reader’s attention. 

Example: “Did you know that plastic pollution is threatening marine life at an alarming rate?” 

• Background information : Provide brief context about the issue. 

Example: “Plastic pollution has become a global environmental concern, with millions of tons of plastic waste entering our oceans yearly.” 

• Thesis statement : Clearly state your main argument or position. 

Example: “We must take immediate action to reduce plastic usage and implement more sustainable alternatives to protect our marine ecosystem.” 

2.  Body Paragraphs : 

• Topic sentence : Introduce the main idea of each paragraph. 

Example: “The first step towards addressing the plastic pollution crisis is reducing single-use plastic consumption.” 

• Evidence/Support : Provide evidence, facts, statistics, or examples that support your argument. 

Example: “Research shows that plastic straws alone contribute to millions of tons of plastic waste annually, and many marine animals suffer from ingestion or entanglement.” 

• Counterargument/Refutation : Acknowledge and refute opposing viewpoints. 

Example: “Some argue that banning plastic straws is inconvenient for consumers, but the long-term environmental benefits far outweigh the temporary inconvenience.” 

• Transition : Connect each paragraph to the next. 

Example: “Having addressed the issue of single-use plastics, the focus must now shift to promoting sustainable alternatives.” 

3.  Counterargument Paragraph : 

• Acknowledgement of opposing views : Recognize alternative perspectives on the issue. 

Example: “While some may argue that individual actions cannot significantly impact global plastic pollution, the cumulative effect of collective efforts must be considered.” 

• Counterargument and rebuttal : Present and refute the main counterargument. 

Example: “However, individual actions, when multiplied across millions of people, can substantially reduce plastic waste. Small changes in behavior, such as using reusable bags and containers, can have a significant positive impact.” 

4.  Conclusion : 

• Restatement of thesis : Summarize your main argument. 

Example: “In conclusion, adopting sustainable practices and reducing single-use plastic is crucial for preserving our oceans and marine life.” 

• Call to action : Encourage the reader to take specific steps or consider the argument’s implications. 

Example: “It is our responsibility to make environmentally conscious choices and advocate for policies that prioritize the health of our planet. By collectively embracing sustainable alternatives, we can contribute to a cleaner and healthier future.” 

Types of argument claims

A claim is a statement or proposition a writer puts forward with evidence to persuade the reader. 4 Here are some common types of argument claims, along with examples: 

• Fact Claims : These claims assert that something is true or false and can often be verified through evidence.  Example: “Water boils at 100°C at sea level.”
• Value Claims : Value claims express judgments about the worth or morality of something, often based on personal beliefs or societal values. Example: “Organic farming is more ethical than conventional farming.” 
• Policy Claims : Policy claims propose a course of action or argue for a specific policy, law, or regulation change.  Example: “Schools should adopt a year-round education system to improve student learning outcomes.” 
• Cause and Effect Claims : These claims argue that one event or condition leads to another, establishing a cause-and-effect relationship.  Example: “Excessive use of social media is a leading cause of increased feelings of loneliness among young adults.” 
• Definition Claims : Definition claims assert the meaning or classification of a concept or term.  Example: “Artificial intelligence can be defined as machines exhibiting human-like cognitive functions.” 
• Comparative Claims : Comparative claims assert that one thing is better or worse than another in certain respects.  Example: “Online education is more cost-effective than traditional classroom learning.” 
• Evaluation Claims : Evaluation claims assess the quality, significance, or effectiveness of something based on specific criteria.  Example: “The new healthcare policy is more effective in providing affordable healthcare to all citizens.” 

Understanding these argument claims can help writers construct more persuasive and well-supported arguments tailored to the specific nature of the claim.  

If you’re wondering how to start an argumentative essay, here’s a step-by-step guide to help you with the argumentative essay format and writing process.

• Choose a Topic: Select a topic that you are passionate about or interested in. Ensure that the topic is debatable and has two or more sides.
• Define Your Position: Clearly state your stance on the issue. Consider opposing viewpoints and be ready to counter them.
• Conduct Research: Gather relevant information from credible sources, such as books, articles, and academic journals. Take notes on key points and supporting evidence.
• Create a Thesis Statement: Develop a concise and clear thesis statement that outlines your main argument. Convey your position on the issue and provide a roadmap for the essay.
• Outline Your Argumentative Essay: Organize your ideas logically by creating an outline. Include an introduction, body paragraphs, and a conclusion. Each body paragraph should focus on a single point that supports your thesis.
• Write the Introduction: Start with a hook to grab the reader’s attention (a quote, a question, a surprising fact). Provide background information on the topic. Present your thesis statement at the end of the introduction.
• Develop Body Paragraphs: Begin each paragraph with a clear topic sentence that relates to the thesis. Support your points with evidence and examples. Address counterarguments and refute them to strengthen your position. Ensure smooth transitions between paragraphs.
• Address Counterarguments: Acknowledge and respond to opposing viewpoints. Anticipate objections and provide evidence to counter them.
• Write the Conclusion: Summarize the main points of your argumentative essay. Reinforce the significance of your argument. End with a call to action, a prediction, or a thought-provoking statement.
• Revise, Edit, and Share: Review your essay for clarity, coherence, and consistency. Check for grammatical and spelling errors. Share your essay with peers, friends, or instructors for constructive feedback.
• Finalize Your Argumentative Essay: Make final edits based on feedback received. Ensure that your essay follows the required formatting and citation style.

Argumentative essay writing tips

Here are eight strategies to craft a compelling argumentative essay: 

• Choose a Clear and Controversial Topic : Select a topic that sparks debate and has opposing viewpoints. A clear and controversial issue provides a solid foundation for a strong argument. 
• Conduct Thorough Research : Gather relevant information from reputable sources to support your argument. Use a variety of sources, such as academic journals, books, reputable websites, and expert opinions, to strengthen your position. 
• Create a Strong Thesis Statement : Clearly articulate your main argument in a concise thesis statement. Your thesis should convey your stance on the issue and provide a roadmap for the reader to follow your argument. 
• Develop a Logical Structure : Organize your essay with a clear introduction, body paragraphs, and conclusion. Each paragraph should focus on a specific point of evidence that contributes to your overall argument. Ensure a logical flow from one point to the next. 
• Provide Strong Evidence : Support your claims with solid evidence. Use facts, statistics, examples, and expert opinions to support your arguments. Be sure to cite your sources appropriately to maintain credibility. 
• Address Counterarguments : Acknowledge opposing viewpoints and counterarguments. Addressing and refuting alternative perspectives strengthens your essay and demonstrates a thorough understanding of the issue. Be mindful of maintaining a respectful tone even when discussing opposing views. 
• Use Persuasive Language : Employ persuasive language to make your points effectively. Avoid emotional appeals without supporting evidence and strive for a respectful and professional tone. 
• Craft a Compelling Conclusion : Summarize your main points, restate your thesis, and leave a lasting impression in your conclusion. Encourage readers to consider the implications of your argument and potentially take action. 

Good argumentative essay example

Let’s consider a sample of argumentative essay on how social media enhances connectivity:

In the digital age, social media has emerged as a powerful tool that transcends geographical boundaries, connecting individuals from diverse backgrounds and providing a platform for an array of voices to be heard. While critics argue that social media fosters division and amplifies negativity, it is essential to recognize the positive aspects of this digital revolution and how it enhances connectivity by providing a platform for diverse voices to flourish. One of the primary benefits of social media is its ability to facilitate instant communication and connection across the globe. Platforms such as Facebook, Twitter, and Instagram break down geographical barriers, enabling people to establish and maintain relationships regardless of physical location and fostering a sense of global community. Furthermore, social media has transformed how people stay connected with friends and family. Whether separated by miles or time zones, social media ensures that relationships remain dynamic and relevant, contributing to a more interconnected world. Moreover, social media has played a pivotal role in giving voice to social justice movements and marginalized communities. Movements such as #BlackLivesMatter, #MeToo, and #ClimateStrike have gained momentum through social media, allowing individuals to share their stories and advocate for change on a global scale. This digital activism can shape public opinion and hold institutions accountable. Social media platforms provide a dynamic space for open dialogue and discourse. Users can engage in discussions, share information, and challenge each other’s perspectives, fostering a culture of critical thinking. This open exchange of ideas contributes to a more informed and enlightened society where individuals can broaden their horizons and develop a nuanced understanding of complex issues. While criticisms of social media abound, it is crucial to recognize its positive impact on connectivity and the amplification of diverse voices. Social media transcends physical and cultural barriers, connecting people across the globe and providing a platform for marginalized voices to be heard. By fostering open dialogue and facilitating the exchange of ideas, social media contributes to a more interconnected and empowered society. Embracing the positive aspects of social media allows us to harness its potential for positive change and collective growth.

• Clearly Define Your Thesis Statement:   Your thesis statement is the core of your argumentative essay. Clearly articulate your main argument or position on the issue. Avoid vague or general statements.  
• Provide Strong Supporting Evidence:   Back up your thesis with solid evidence from reliable sources and examples. This can include facts, statistics, expert opinions, anecdotes, or real-life examples. Make sure your evidence is relevant to your argument, as it impacts the overall persuasiveness of your thesis.  
• Anticipate Counterarguments and Address Them:   Acknowledge and address opposing viewpoints to strengthen credibility. This also shows that you engage critically with the topic rather than presenting a one-sided argument. 

The length of an argumentative essay can vary, but it typically falls within the range of 1,000 to 2,500 words. However, the specific requirements may depend on the guidelines provided.

You might write an argumentative essay when:  1. You want to convince others of the validity of your position.  2. There is a controversial or debatable issue that requires discussion.  3. You need to present evidence and logical reasoning to support your claims.  4. You want to explore and critically analyze different perspectives on a topic. 

Argumentative Essay:  Purpose : An argumentative essay aims to persuade the reader to accept or agree with a specific point of view or argument.  Structure : It follows a clear structure with an introduction, thesis statement, body paragraphs presenting arguments and evidence, counterarguments and refutations, and a conclusion.  Tone : The tone is formal and relies on logical reasoning, evidence, and critical analysis.    Narrative/Descriptive Essay:  Purpose : These aim to tell a story or describe an experience, while a descriptive essay focuses on creating a vivid picture of a person, place, or thing.  Structure : They may have a more flexible structure. They often include an engaging introduction, a well-developed body that builds the story or description, and a conclusion.  Tone : The tone is more personal and expressive to evoke emotions or provide sensory details. 

• Gladd, J. (2020). Tips for Writing Academic Persuasive Essays.  Write What Matters . 
• Nimehchisalem, V. (2018). Pyramid of argumentation: Towards an integrated model for teaching and assessing ESL writing.  Language & Communication ,  5 (2), 185-200. 
• Press, B. (2022).  Argumentative Essays: A Step-by-Step Guide . Broadview Press. 
• Rieke, R. D., Sillars, M. O., & Peterson, T. R. (2005).  Argumentation and critical decision making . Pearson/Allyn & Bacon. 

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• Writing Tips

How to Write an Argumentative Essay

4-minute read

• 30th April 2022

An argumentative essay is a structured, compelling piece of writing where an author clearly defines their stance on a specific topic. This is a very popular style of writing assigned to students at schools, colleges, and universities. Learn the steps to researching, structuring, and writing an effective argumentative essay below.

Requirements of an Argumentative Essay

To effectively achieve its purpose, an argumentative essay must contain:

●  A concise thesis statement that introduces readers to the central argument of the essay

●  A clear, logical, argument that engages readers

●  Ample research and evidence that supports your argument

Approaches to Use in Your Argumentative Essay

1.   classical.

●  Clearly present the central argument.

●  Outline your opinion.

●  Provide enough evidence to support your theory.

2.   Toulmin

●  State your claim.

●  Supply the evidence for your stance.

●  Explain how these findings support the argument.

●  Include and discuss any limitations of your belief.

3.   Rogerian

●  Explain the opposing stance of your argument.

●  Discuss the problems with adopting this viewpoint.

●  Offer your position on the matter.

●  Provide reasons for why yours is the more beneficial stance.

●  Include a potential compromise for the topic at hand.

Tips for Writing a Well-Written Argumentative Essay

●  Introduce your topic in a bold, direct, and engaging manner to captivate your readers and encourage them to keep reading.

●  Provide sufficient evidence to justify your argument and convince readers to adopt this point of view.

●  Consider, include, and fairly present all sides of the topic.

●  Structure your argument in a clear, logical manner that helps your readers to understand your thought process.

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●  Discuss any counterarguments that might be posed.

●  Use persuasive writing that’s appropriate for your target audience and motivates them to agree with you.

Steps to Write an Argumentative Essay

Follow these basic steps to write a powerful and meaningful argumentative essay :

Step 1: Choose a topic that you’re passionate about

If you’ve already been given a topic to write about, pick a stance that resonates deeply with you. This will shine through in your writing, make the research process easier, and positively influence the outcome of your argument.

Step 2: Conduct ample research to prove the validity of your argument

To write an emotive argumentative essay , finding enough research to support your theory is a must. You’ll need solid evidence to convince readers to agree with your take on the matter. You’ll also need to logically organize the research so that it naturally convinces readers of your viewpoint and leaves no room for questioning.

Step 3: Follow a simple, easy-to-follow structure and compile your essay

A good structure to ensure a well-written and effective argumentative essay includes:

• Introduction

●  Introduce your topic.

●  Offer background information on the claim.

●  Discuss the evidence you’ll present to support your argument.

●  State your thesis statement, a one-to-two sentence summary of your claim.

●  This is the section where you’ll develop and expand on your argument.

●  It should be split into three or four coherent paragraphs, with each one presenting its own idea.

●  Start each paragraph with a topic sentence that indicates why readers should adopt your belief or stance.

●  Include your research, statistics, citations, and other supporting evidence.

●  Discuss opposing viewpoints and why they’re invalid.

●  This part typically consists of one paragraph.

●  Summarize your research and the findings that were presented.

●  Emphasize your initial thesis statement.

●  Persuade readers to agree with your stance.

We certainly hope that you feel inspired to use these tips when writing your next argumentative essay . And, if you’re currently elbow-deep in writing one, consider submitting a free sample to us once it’s completed. Our expert team of editors can help ensure that it’s concise, error-free, and effective!

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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Argumentative Essays

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

The Modes of Discourse—Exposition, Description, Narration, Argumentation (EDNA)—are common paper assignments you may encounter in your writing classes. Although these genres have been criticized by some composition scholars, the Purdue OWL recognizes the wide spread use of these approaches and students’ need to understand and produce them.

What is an argumentative essay?

The argumentative essay is a genre of writing that requires the student to investigate a topic; collect, generate, and evaluate evidence; and establish a position on the topic in a concise manner.

Please note : Some confusion may occur between the argumentative essay and the expository essay. These two genres are similar, but the argumentative essay differs from the expository essay in the amount of pre-writing (invention) and research involved. The argumentative essay is commonly assigned as a capstone or final project in first year writing or advanced composition courses and involves lengthy, detailed research. Expository essays involve less research and are shorter in length. Expository essays are often used for in-class writing exercises or tests, such as the GED or GRE.

Argumentative essay assignments generally call for extensive research of literature or previously published material. Argumentative assignments may also require empirical research where the student collects data through interviews, surveys, observations, or experiments. Detailed research allows the student to learn about the topic and to understand different points of view regarding the topic so that she/he may choose a position and support it with the evidence collected during research. Regardless of the amount or type of research involved, argumentative essays must establish a clear thesis and follow sound reasoning.

The structure of the argumentative essay is held together by the following.

• A clear, concise, and defined thesis statement that occurs in the first paragraph of the essay.

In the first paragraph of an argument essay, students should set the context by reviewing the topic in a general way. Next the author should explain why the topic is important ( exigence ) or why readers should care about the issue. Lastly, students should present the thesis statement. It is essential that this thesis statement be appropriately narrowed to follow the guidelines set forth in the assignment. If the student does not master this portion of the essay, it will be quite difficult to compose an effective or persuasive essay.

• Clear and logical transitions between the introduction, body, and conclusion.

Transitions are the mortar that holds the foundation of the essay together. Without logical progression of thought, the reader is unable to follow the essay’s argument, and the structure will collapse. Transitions should wrap up the idea from the previous section and introduce the idea that is to follow in the next section.

• Body paragraphs that include evidential support.

Each paragraph should be limited to the discussion of one general idea. This will allow for clarity and direction throughout the essay. In addition, such conciseness creates an ease of readability for one’s audience. It is important to note that each paragraph in the body of the essay must have some logical connection to the thesis statement in the opening paragraph. Some paragraphs will directly support the thesis statement with evidence collected during research. It is also important to explain how and why the evidence supports the thesis ( warrant ).

However, argumentative essays should also consider and explain differing points of view regarding the topic. Depending on the length of the assignment, students should dedicate one or two paragraphs of an argumentative essay to discussing conflicting opinions on the topic. Rather than explaining how these differing opinions are wrong outright, students should note how opinions that do not align with their thesis might not be well informed or how they might be out of date.

• Evidential support (whether factual, logical, statistical, or anecdotal).

The argumentative essay requires well-researched, accurate, detailed, and current information to support the thesis statement and consider other points of view. Some factual, logical, statistical, or anecdotal evidence should support the thesis. However, students must consider multiple points of view when collecting evidence. As noted in the paragraph above, a successful and well-rounded argumentative essay will also discuss opinions not aligning with the thesis. It is unethical to exclude evidence that may not support the thesis. It is not the student’s job to point out how other positions are wrong outright, but rather to explain how other positions may not be well informed or up to date on the topic.

• A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided.

It is at this point of the essay that students may begin to struggle. This is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical. Do not introduce any new information into the conclusion; rather, synthesize the information presented in the body of the essay. Restate why the topic is important, review the main points, and review your thesis. You may also want to include a short discussion of more research that should be completed in light of your work.

A complete argument

Perhaps it is helpful to think of an essay in terms of a conversation or debate with a classmate. If I were to discuss the cause of World War II and its current effect on those who lived through the tumultuous time, there would be a beginning, middle, and end to the conversation. In fact, if I were to end the argument in the middle of my second point, questions would arise concerning the current effects on those who lived through the conflict. Therefore, the argumentative essay must be complete, and logically so, leaving no doubt as to its intent or argument.

The five-paragraph essay

A common method for writing an argumentative essay is the five-paragraph approach. This is, however, by no means the only formula for writing such essays. If it sounds straightforward, that is because it is; in fact, the method consists of (a) an introductory paragraph (b) three evidentiary body paragraphs that may include discussion of opposing views and (c) a conclusion.

Longer argumentative essays

Complex issues and detailed research call for complex and detailed essays. Argumentative essays discussing a number of research sources or empirical research will most certainly be longer than five paragraphs. Authors may have to discuss the context surrounding the topic, sources of information and their credibility, as well as a number of different opinions on the issue before concluding the essay. Many of these factors will be determined by the assignment.

8 Effective Strategies to Write Argumentative Essays

In a bustling university town, there lived a student named Alex. Popular for creativity and wit, one challenge seemed insurmountable for Alex– the dreaded argumentative essay!

One gloomy afternoon, as the rain tapped against the window pane, Alex sat at his cluttered desk, staring at a blank document on the computer screen. The assignment loomed large: a 350-600-word argumentative essay on a topic of their choice . With a sigh, he decided to seek help of mentor, Professor Mitchell, who was known for his passion for writing.

Entering Professor Mitchell’s office was like stepping into a treasure of knowledge. Bookshelves lined every wall, faint aroma of old manuscripts in the air and sticky notes over the wall. Alex took a deep breath and knocked on his door.

“Ah, Alex,” Professor Mitchell greeted with a warm smile. “What brings you here today?”

Alex confessed his struggles with the argumentative essay. After hearing his concerns, Professor Mitchell said, “Ah, the argumentative essay! Don’t worry, Let’s take a look at it together.” As he guided Alex to the corner shelf, Alex asked,

“What is an Argumentative Essay?”

The professor replied, “An argumentative essay is a type of academic writing that presents a clear argument or a firm position on a contentious issue. Unlike other forms of essays, such as descriptive or narrative essays, these essays require you to take a stance, present evidence, and convince your audience of the validity of your viewpoint with supporting evidence. A well-crafted argumentative essay relies on concrete facts and supporting evidence rather than merely expressing the author’s personal opinions . Furthermore, these essays demand comprehensive research on the chosen topic and typically follows a structured format consisting of three primary sections: an introductory paragraph, three body paragraphs, and a concluding paragraph.”

He continued, “Argumentative essays are written in a wide range of subject areas, reflecting their applicability across disciplines. They are written in different subject areas like literature and philosophy, history, science and technology, political science, psychology, economics and so on.

Alex asked,

“When is an Argumentative Essay Written?”

The professor answered, “Argumentative essays are often assigned in academic settings, but they can also be written for various other purposes, such as editorials, opinion pieces, or blog posts. Some situations to write argumentative essays include:

1. Academic assignments

In school or college, teachers may assign argumentative essays as part of coursework. It help students to develop critical thinking and persuasive writing skills .

2. Debates and discussions

Argumentative essays can serve as the basis for debates or discussions in academic or competitive settings. Moreover, they provide a structured way to present and defend your viewpoint.

3. Opinion pieces

Newspapers, magazines, and online publications often feature opinion pieces that present an argument on a current issue or topic to influence public opinion.

4. Policy proposals

In government and policy-related fields, argumentative essays are used to propose and defend specific policy changes or solutions to societal problems.

5. Persuasive speeches

Before delivering a persuasive speech, it’s common to prepare an argumentative essay as a foundation for your presentation.

Regardless of the context, an argumentative essay should present a clear thesis statement , provide evidence and reasoning to support your position, address counterarguments, and conclude with a compelling summary of your main points. The goal is to persuade readers or listeners to accept your viewpoint or at least consider it seriously.”

Handing over a book, the professor continued, “Take a look on the elements or structure of an argumentative essay.”

Elements of an Argumentative Essay

An argumentative essay comprises five essential components:

Claim in argumentative writing is the central argument or viewpoint that the writer aims to establish and defend throughout the essay. A claim must assert your position on an issue and must be arguable. It can guide the entire argument.

2. Evidence

Evidence must consist of factual information, data, examples, or expert opinions that support the claim. Also, it lends credibility by strengthening the writer’s position.

3. Counterarguments

Presenting a counterclaim demonstrates fairness and awareness of alternative perspectives.

4. Rebuttal

After presenting the counterclaim, the writer refutes it by offering counterarguments or providing evidence that weakens the opposing viewpoint. It shows that the writer has considered multiple perspectives and is prepared to defend their position.

The format of an argumentative essay typically follows the structure to ensure clarity and effectiveness in presenting an argument.

How to Write An Argumentative Essay

Here’s a step-by-step guide on how to write an argumentative essay:

1. Introduction

• Begin with a compelling sentence or question to grab the reader’s attention.
• Provide context for the issue, including relevant facts, statistics, or historical background.
• Provide a concise thesis statement to present your position on the topic.

2. Body Paragraphs (usually three or more)

• Start each paragraph with a clear and focused topic sentence that relates to your thesis statement.
• Furthermore, provide evidence and explain the facts, statistics, examples, expert opinions, and quotations from credible sources that supports your thesis.
• Use transition sentences to smoothly move from one point to the next.

3. Counterargument and Rebuttal

• Acknowledge opposing viewpoints or potential objections to your argument.
• Also, address these counterarguments with evidence and explain why they do not weaken your position.

4. Conclusion

• Restate your thesis statement and summarize the key points you’ve made in the body of the essay.
• Leave the reader with a final thought, call to action, or broader implication related to the topic.

5. Citations and References

• Properly cite all the sources you use in your essay using a consistent citation style.
• Also, include a bibliography or works cited at the end of your essay.

6. Formatting and Style

• Follow any specific formatting guidelines provided by your instructor or institution.
• Use a professional and academic tone in your writing and edit your essay to avoid content, spelling and grammar mistakes .

Remember that the specific requirements for formatting an argumentative essay may vary depending on your instructor’s guidelines or the citation style you’re using (e.g., APA, MLA, Chicago). Always check the assignment instructions or style guide for any additional requirements or variations in formatting.

Did you understand what Prof. Mitchell explained Alex? Check it now!

Fill the Details to Check Your Score

Prof. Mitchell continued, “An argumentative essay can adopt various approaches when dealing with opposing perspectives. It may offer a balanced presentation of both sides, providing equal weight to each, or it may advocate more strongly for one side while still acknowledging the existence of opposing views.” As Alex listened carefully to the Professor’s thoughts, his eyes fell on a page with examples of argumentative essay.

Example of an Argumentative Essay

Alex picked the book and read the example. It helped him to understand the concept. Furthermore, he could now connect better to the elements and steps of the essay which Prof. Mitchell had mentioned earlier. Aren’t you keen to know how an argumentative essay should be like? Here is an example of a well-crafted argumentative essay , which was read by Alex. After Alex finished reading the example, the professor turned the page and continued, “Check this page to know the importance of writing an argumentative essay in developing skills of an individual.”

Importance of an Argumentative Essay

After understanding the benefits, Alex was convinced by the ability of the argumentative essays in advocating one’s beliefs and favor the author’s position. Alex asked,

“How are argumentative essays different from the other types?”

Prof. Mitchell answered, “Argumentative essays differ from other types of essays primarily in their purpose, structure, and approach in presenting information. Unlike expository essays, argumentative essays persuade the reader to adopt a particular point of view or take a specific action on a controversial issue. Furthermore, they differ from descriptive essays by not focusing vividly on describing a topic. Also, they are less engaging through storytelling as compared to the narrative essays.

Alex said, “Given the direct and persuasive nature of argumentative essays, can you suggest some strategies to write an effective argumentative essay?

Turning the pages of the book, Prof. Mitchell replied, “Sure! You can check this infographic to get some tips for writing an argumentative essay.”

Effective Strategies to Write an Argumentative Essay

As days turned into weeks, Alex diligently worked on his essay. He researched, gathered evidence, and refined his thesis. It was a long and challenging journey, filled with countless drafts and revisions.

Finally, the day arrived when Alex submitted their essay. As he clicked the “Submit” button, a sense of accomplishment washed over him. He realized that the argumentative essay, while challenging, had improved his critical thinking and transformed him into a more confident writer. Furthermore, Alex received feedback from his professor, a mix of praise and constructive criticism. It was a humbling experience, a reminder that every journey has its obstacles and opportunities for growth.

Frequently Asked Questions

An argumentative essay can be written as follows- 1. Choose a Topic 2. Research and Collect Evidences 3. Develop a Clear Thesis Statement 4. Outline Your Essay- Introduction, Body Paragraphs and Conclusion 5. Revise and Edit 6. Format and Cite Sources 7. Final Review

One must choose a clear, concise and specific statement as a claim. It must be debatable and establish your position. Avoid using ambiguous or unclear while making a claim. To strengthen your claim, address potential counterarguments or opposing viewpoints. Additionally, use persuasive language and rhetoric to make your claim more compelling

Starting an argument essay effectively is crucial to engage your readers and establish the context for your argument. Here’s how you can start an argument essay are: 1. Begin With an Engaging Hook 2. Provide Background Information 3. Present Your Thesis Statement 4. Briefly Outline Your Main 5. Establish Your Credibility

The key features of an argumentative essay are: 1. Clear and Specific Thesis Statement 2. Credible Evidence 3. Counterarguments 4. Structured Body Paragraph 5. Logical Flow 6. Use of Persuasive Techniques 7. Formal Language

An argumentative essay typically consists of the following main parts or sections: 1. Introduction 2. Body Paragraphs 3. Counterargument and Rebuttal 4. Conclusion 5. References (if applicable)

The main purpose of an argumentative essay is to persuade the reader to accept or agree with a particular viewpoint or position on a controversial or debatable topic. In other words, the primary goal of an argumentative essay is to convince the audience that the author's argument or thesis statement is valid, logical, and well-supported by evidence and reasoning.

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Argumentative Essay – Outline, Form, and Examples

An argumentative essay requires the writer to investigate a specific topic by collecting and evaluating evidence to establish a position on the subject matter.

When preparing to compose a good argumentative essay, utilize the following steps:

Step 1: Select a topic.

Step 2: Identify a position.

Step 3: Locate appropriate resources.

Step 4: Identify evidence supporting the position. ( NOTE: If there is little evidence in support of the claim, consider re-examining the main argument.)

When gathering evidence, use credible sources . To determine the credibility of the source, consider authority, currency, accuracy, and objectivity:

Who is the author ? Are they an expert in the field? Has a reputable publisher published the work?

How current is the information in the source? Does the currency of the source matter? Does the age of the source impact the content? Is there newer information that disproves the source’s information?

Can other sources verify the accuracy of the information? Does the information contradict that found in other commonly accepted sources?

Is there any evidence of bias, or is the source objective ? Is the research sponsored by an organization that may skew the information?

The following are typically recognized as providing appropriate, credible research material:

Peer-reviewed journals/research papers

Government agencies

Professional organizations

Library databases

Reference books

Writers should avoid using the following sources:

Social media posts

Out-of-date materials

Step 5: Utilize the research to determine a thesis statement that identifies the topic, position, and support(s).

Step 6: Use the evidence to construct an outline, detailing the main supports and relevant evidence.

After gathering all of the necessary research, the next step in composing an argumentative essay focuses on organizing the information through the use of an outline:

Attention Grabber/Hook

Background Information: Include any background information pertinent to the topic that the reader needs to know to understand the argument.

Thesis: State the position in connection to the main topic and identify the supports that will help prove the argument.

Topic sentence

Identify evidence in support of the claim in the topic sentence

Explain how the evidence supports the argument

Evidence 3 (Continue as needed)

Support 2 (Continue as needed)

Restate thesis

Review main supports

Concluding statement

Invite the audience to take a specific action.

Identify the overall importance of the topic and position.

How to write an argumentative essay

Regardless of the writer’s topic or point of view, an argumentative essay should include an introductory paragraph, body paragraphs, a conclusion, and works cited.

Background information

Body Paragraphs

Analysis of evidence

Rephrased thesis

Review of main ideas

Call to action

Works Cited

Argumentative essay introduction

The introduction sets the tone for the entire paper and introduces the argument. In general, the first paragraph(s) should attract the reader’s attention, provide relevant context, and conclude with a thesis statement.

To attract the reader's attention , start with an introductory device. There are several attention-grabbing techniques, the most common of which consist of the following:

The writer can emphasize the topic’s importance by explaining the current interest in the topic or indicating that the subject is influential.

Pertinent statistics give the paper an air of authority.

There are many reasons for a stimulating statement to surprise a reader. Sometimes it is joyful; sometimes it is shocking; sometimes it is surprising because of who said it.

An interesting incident or anecdote can act as a teaser to lure the reader into the remainder of the essay. Be sure that the device is appropriate for the subject and focus of what follows.

Provide the reader with relevant context and background information necessary to understand the topic.

Conclude with a thesis statement that identifies the overall purpose of the essay (topic and position). Writers can also include their support directly in the thesis, which outlines the structure of the essay for the reader.

Avoid the following when writing the introduction to argumentative writing:

Starting with dictionary definitions is too overdone and unappealing.

Do not make an announcement of the topic like “In this paper I will…” or “The purpose of this essay is to….”

Evidence supporting or developing the thesis should be in the body paragraphs, not the introduction.

Beginning the essay with general or absolute statements such as “throughout history...” or “as human beings we always...” or similar statements suggest the writer knows all of history or that all people behave or think in the same way.

Argumentative essay thesis

The thesis statement is the single, specific claim the writer sets out to prove and is typically positioned as the last sentence of the introduction . It is the controlling idea of the entire argument that identifies the topic, position, and reasoning.

When constructing a thesis for an argumentative paper, make sure it contains a side of the argument, not simply a topic. An argumentative thesis identifies the writer’s position on a given topic. If a position cannot be taken, then it is not argumentative thesis:

Topic: Capital punishment is practiced in many states.

Thesis: Capital punishment should be illegal.

While not always required, the thesis statement can include the supports the writer will use to prove the main claim. Therefore, a thesis statement can be structured as follows:

TOPIC + POSITION (+ SUPPORTS)

No Supports: College athletes (TOPIC) should be financially compensated (POSITION).

Supports: College athletes (TOPIC) should be financially compensated (POSITION) because they sacrifice their minds and bodies (SUPPORT 1), cannot hold

Argumentative essay body paragraphs

Body paragraphs can be of varying lengths, but they must present a coherent argument unified under a single topic. They are rarely ever longer than one page, double-spaced; usually they are much shorter.

Lengthy paragraphs indicate a lack of structure. Identify the main ideas of a lengthy paragraph to determine if they make more sense as separate topics in separate paragraphs.

Shorter paragraphs usually indicate a lack of substance; there is not enough evidence or analysis to prove the argument. Develop the ideas more or integrate the information into another paragraph.

The structure of an argumentative paragraph should include a topic sentence, evidence, and a transition.

The topic sentence is the thesis of the paragraph that identifies the arguable point in support of the main argument. The reader should know exactly what the writer is trying to prove within the paragraph by reading the first sentence.

The supporting evidence and analysis provide information to support the claim. There should be a balance between the evidence (facts, quotations, summary of events/plot, etc.) and analysis (interpretation of evidence). If the paragraph is evidence-heavy, there is not much of an argument; if it is analysis-heavy, there is not enough evidence in support of the claim.

The transition can be at the beginning or the end of a paragraph. However, it is much easier to combine the transition with the concluding observation to help the paragraphs flow into one another. Transitions in academic writing should tell the reader where you were, where you are going, and relate to the thesis.

Some essays may benefit from the inclusion of rebuttals to potential counterarguments of the writer’s position.

Argumentative essay conclusion

The conclusion should make readers glad they read the paper. It can suggest broader implications that will not only interest readers but also enrich their understanding in some way. There are three aspects to follow when constructing the conclusion: rephrase the thesis, synthesize information, and call the reader to action.

Rephrased the thesis in the first sentence of the conclusion. It must be in different words; do not simply write it verbatim.

Synthesize the argument by showing how the paper's main points support the argument.

Propose a course of action or a solution to an issue. This can redirect the reader's thought process to apply the ideas to their life or to see the broader implications of the topic.

Avoid the following when constructing the conclusion:

Beginning with an unnecessary, overused phrase such as "in conclusion," "in summary," or "in closing;" although these phrases can work in speeches, they come across as trite in writing

Introducing a new idea or subtopic in the conclusion

Making sentimental, emotional appeals that are out of character with the rest of the paper

Including evidence (quotations, statistics, etc.) that should be in the body of the paper

Argumentative essay examples

Examples of argumentative essays vary depending upon the type:

Academic essays differ based upon the topic and position. These essays follow a more traditional structure and are typically assigned in high school or college. Examples of academic argumentative essay topics include the following:

Advantages or disadvantages of social media

Animal testing

Art education

Benefit or detriment of homework

Capital punishment

Class warfare

Immigration

School uniforms

Universal healthcare

Violence in video games

Argumentative literary essays are typically more informal and do not follow the same structure as an academic essay. The following are popular examples of argumentative literary essays:

“Letter from Birmingham Jail” by Martin Luther King, Jr.

“Death of the Moth” by Virginia Woolf

“Shooting an Elephant” by George Orwell

“Thoughts for the Times on War and Death” by Sigmund Freud

“Does the Truth Matter? Science, Pseudoscience, and Civilization” by Carl Sagan

“Self-Reliance” by Ralph Waldo Emerson

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The argumentative essay is a staple in university courses, and writing this style of essay is a key skill for students across multiple disciplines. Here’s what you need to know to write an effective and compelling argumentative essay.

An argumentative essay takes a stance on an issue and presents an argument to defend that stance with the intent of persuading the reader to agree. It generally requires extensive research into a topic so that you have a deep grasp of its subtleties and nuances, are able to take a position on the issue, and can make a detailed and logical case for one side or the other.

It’s not enough to merely have an opinion on an issue—you have to present points to justify your opinion, often using data and other supporting evidence.

When you are assigned an argumentative essay, you will typically be asked to take a position, usually in response to a question, and mount an argument for it. The question can be two-sided or open-ended, as in the examples provided below.

Examples of argumentative essay prompts:

Two-sided Question

Should completing a certain number of volunteer hours be a requirement to graduate from high school? Support your argument with evidence.

Open-ended Question

What is the most significant impact that social media has had on this generation of young people?

Once again, it’s important to remember that you’re not just conveying facts or information in an argumentative essay. In the course of researching your topic, you should develop a stance on the issue. Your essay will then express that stance and attempt to persuade the reader of its legitimacy and correctness through discussion, assessment, and evaluation.

The main types of argumentative essays

Although you are advancing a particular viewpoint, your argumentative essay must flow from a position of objectivity. Your argument should evolve thoughtfully and rationally from evidence and logic rather than emotion.

There are two main models that provide a good starting point for crafting your essay: the Toulmin model and the Rogerian model.

The Toulmin Model

This model is commonly used in academic essays. It mounts an argument through the following four steps:

• Make a claim.
• Present the evidence, or grounds, for the claim.
• Explain how the grounds support the claim.
• Address potential objections to the claim, demonstrating that you’ve given thought to the opposing side and identified its limitations and deficiencies.

As an example of how to put the Toulmin model into practice, here’s how you might structure an argument about the impact of devoting public funding to building low-income housing.

• Make your claim that low-income housing effectively solves several social issues that drain a city’s resources, providing a significant return on investment.
• Cite data that shows how an increase in low-income housing is related to a reduction in crime rates, homelessness, etc.
• Explain how this data proves the beneficial impact of funding low-income housing.
• Preemptively counter objections to your claim and use data to demonstrate whether these objections are valid or not.

The Rogerian Model

This model is also frequently used within academia, and it also builds an argument using four steps, although in a slightly different fashion:

• Acknowledge the merits of the opposing position and what might compel people to agree with it.
• Draw attention to the problems with this position.
• Lay out your own position and identify how it resolves those problems.
• Proffer some middle ground between the two viewpoints and make the case that proponents of the opposing position might benefit from adopting at least some elements of your view.

The persuasiveness of this model owes to the fact that it offers a balanced view of the issue and attempts to find a compromise. For this reason, it works especially well for topics that are polarizing and where it’s important to demonstrate that you’re arguing in good faith.

To illustrate, here’s how you could argue that smartphones should be permitted in classrooms.

• Concede that smartphones can be a distraction for students.
• Argue that what teachers view as disruptions are actually opportunities for learning.
• Offer the view that smartphones, and students’ interest in them, can be harnessed as teaching tools.
• Suggest teaching activities that involve smartphones as a potential resource for teachers who are not convinced of their value.

It’s not essential to adhere strictly to one model or the other—you can borrow elements from both models to structure your essay. However, no matter which model of argumentation you choose, your essay will need to have an outline that effectively presents and develops your position.

How to outline and write an argumentative essay

A clear and straightforward structure works best for argumentative essays since you want to make it easy for your reader to understand your position and follow your arguments. The traditional essay outline comprises an introductory paragraph that announces your thesis statement, body paragraphs that unfold your argument point by point, and a concluding paragraph that summarizes your thesis and supporting points.

Introductory paragraph

This paragraph provides an overview of your topic and any background information that your readers will need in order to understand the context and your position. It generally concludes with an explicit statement of your position on the topic, which is known as your thesis statement.

Over the last decade, smartphones have transformed nearly every aspect of our lives, socially, culturally, and personally. They are now incorporated into almost every facet of daily life, and this includes making their way into classrooms. There are many educators who view smartphones with suspicion and see them as a threat to the sanctity of the classroom. Although there are reasons to regard smartphones with caution, there are ways to use them responsibly to teach and educate the next generation of young minds. Indeed, the value they hold as teaching tools is nearly unlimited: as a way to teach digital literacy, to reach students through a medium that is familiar and fun for them, and to provide a nimble and adaptable learning environment.

Body paragraphs

Most argumentative essays have at least three body paragraphs that lay out the supporting points in favor of your argument. Each paragraph should open with a topic sentence that presents a separate point that is then fleshed out and backed up by research, facts, figures, data, and other evidence. Remember that your aim in writing an argumentative essay is to convince or persuade your reader, and your body paragraphs are where you present your most compelling pieces of information in order to do just that.

The body of your essay is also where you should address any opposing arguments and make your case against them, either disproving them or stating the reasons why you disagree. Responding to potential rebuttals strengthens your argument and builds your credibility with your readers.

A frequent objection that teachers have to smartphones in the classroom is that students use them to socialize when they should be learning. This view overlooks the fact that students are using smartphones to connect with each other and this is a valuable skill that should be encouraged, not discouraged, in the classroom. A 2014 study demonstrated the benefits of providing students with individual smartphones. Sanctioned smartphone use in the classroom proved to be of particular importance in improving educational outcomes for low-income and at-risk students. What’s more, learning apps have been developed specifically to take advantage of the potential of smartphones to reach learners of various levels and backgrounds, and many offer the ability to customize the method and delivery of lessons to individual learner preferences. This shows that the untapped potential of smartphones is huge, and many teachers would do well to consider incorporating them into their classrooms.

Your concluding paragraph wraps up your essay by restating your thesis and recapping the arguments you presented in your body paragraphs. No new information should be introduced in your conclusion, however, you may consider shifting the lens of your argument to make a comment on how this issue affects the world at large or you personally, always keeping in mind that objectivity and relevance are your guiding principles.

Smartphones have a growing place in the world of education, and despite the presence of legitimate concerns about their use, their value as teaching tools has been clearly established. With more and more of our lives going digital and with the growing emphasis on offering distance learning as an option, educators with an eye to the future won't wait to embrace smartphones and find ways to use them to their fullest effect. As much time and space as we could devote to weighing the pros and cons of smartphones, the fact is that they are not going to disappear from our lives, and our best bet is to develop their, and our students', potential.

Frequently Asked Questions about argumentative essays

Your argumentative essay starts with an introductory paragraph. This paragraph provides an overview of your topic and any background information that your readers will need in order to understand the context and your position.

Like any traditional essay, the argumentative essay consists of three parts:

There are do's and don'ts in argumentative writing. This article summarizes some of them well - you should, for example, avoid coming to an argument based on feelings, without any evidence. Everything you say needs to be backed up by evidence, unless you are the renowned expert in the field.

Yes, you can start your argumentative essay with a question or with a thesis statement. Or you can do both - ask a question and then immediately answer it with a statement.

There are contrasting views on that. In some situations it can make sense to end your argumentative essay with a question - for example, when you want to create room for further discussions or want the reader to leave thinking about the question.

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Argumentative Essay Examples to Inspire You (+ Free Formula)

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Meredith Sell

Have you ever been asked to explain your opinion on a controversial issue? 

• Maybe your family got into a discussion about chemical pesticides
• Someone at work argues against investing resources into your project
• Your partner thinks intermittent fasting is the best way to lose weight and you disagree

Proving your point in an argumentative essay can be challenging, unless you are using a proven formula.

Argumentative essay formula & example

In the image below, you can see a recommended structure for argumentative essays. It starts with the topic sentence, which establishes the main idea of the essay. Next, this hypothesis is developed in the development stage. Then, the rebuttal, or the refutal of the main counter argument or arguments. Then, again, development of the rebuttal. This is followed by an example, and ends with a summary. This is a very basic structure, but it gives you a bird-eye-view of how a proper argumentative essay can be built.

Writing an argumentative essay (for a class, a news outlet, or just for fun) can help you improve your understanding of an issue and sharpen your thinking on the matter. Using researched facts and data, you can explain why you or others think the way you do, even while other reasonable people disagree.

Free AI argumentative essay generator > Free AI argumentative essay generator >

What Is an Argumentative Essay?

An argumentative essay is an explanatory essay that takes a side.

Instead of appealing to emotion and personal experience to change the reader’s mind, an argumentative essay uses logic and well-researched factual information to explain why the thesis in question is the most reasonable opinion on the matter.  

Over several paragraphs or pages, the author systematically walks through:

• The opposition (and supporting evidence)
• The chosen thesis (and its supporting evidence)

At the end, the author leaves the decision up to the reader, trusting that the case they’ve made will do the work of changing the reader’s mind. Even if the reader’s opinion doesn’t change, they come away from the essay with a greater understanding of the perspective presented — and perhaps a better understanding of their original opinion.

All of that might make it seem like writing an argumentative essay is way harder than an emotionally-driven persuasive essay — but if you’re like me and much more comfortable spouting facts and figures than making impassioned pleas, you may find that an argumentative essay is easier to write. 

Plus, the process of researching an argumentative essay means you can check your assumptions and develop an opinion that’s more based in reality than what you originally thought. I know for sure that my opinions need to be fact checked — don’t yours?

So how exactly do we write the argumentative essay?

How do you start an argumentative essay

First, gain a clear understanding of what exactly an argumentative essay is. To formulate a proper topic sentence, you have to be clear on your topic, and to explore it through research.

Students have difficulty starting an essay because the whole task seems intimidating, and they are afraid of spending too much time on the topic sentence. Experienced writers, however, know that there is no set time to spend on figuring out your topic. It's a real exploration that is based to a large extent on intuition.

6 Steps to Write an Argumentative Essay (Persuasion Formula)

Use this checklist to tackle your essay one step at a time:

1. Research an issue with an arguable question

To start, you need to identify an issue that well-informed people have varying opinions on. Here, it’s helpful to think of one core topic and how it intersects with another (or several other) issues. That intersection is where hot takes and reasonable (or unreasonable) opinions abound. 

I find it helpful to stage the issue as a question.

For example: 

Is it better to legislate the minimum size of chicken enclosures or to outlaw the sale of eggs from chickens who don’t have enough space?

Should snow removal policies focus more on effectively keeping roads clear for traffic or the environmental impacts of snow removal methods?

Once you have your arguable question ready, start researching the basic facts and specific opinions and arguments on the issue. Do your best to stay focused on gathering information that is directly relevant to your topic. Depending on what your essay is for, you may reference academic studies, government reports, or newspaper articles.

‍ Research your opposition and the facts that support their viewpoint as much as you research your own position . You’ll need to address your opposition in your essay, so you’ll want to know their argument from the inside out.

2. Choose a side based on your research

You likely started with an inclination toward one side or the other, but your research should ultimately shape your perspective. So once you’ve completed the research, nail down your opinion and start articulating the what and why of your take. 

What: I think it’s better to outlaw selling eggs from chickens whose enclosures are too small.

Why: Because if you regulate the enclosure size directly, egg producers outside of the government’s jurisdiction could ship eggs into your territory and put nearby egg producers out of business by offering better prices because they don’t have the added cost of larger enclosures.

This is an early form of your thesis and the basic logic of your argument. You’ll want to iterate on this a few times and develop a one-sentence statement that sums up the thesis of your essay.

Thesis: Outlawing the sale of eggs from chickens with cramped living spaces is better for business than regulating the size of chicken enclosures.

Now that you’ve articulated your thesis , spell out the counterargument(s) as well. Putting your opposition’s take into words will help you throughout the rest of the essay-writing process. (You can start by choosing the counter argument option with Wordtune Spices .)

Counterargument: Outlawing the sale of eggs from chickens with too small enclosures will immediately drive up egg prices for consumers, making the low-cost protein source harder to afford — especially for low-income consumers.

There may be one main counterargument to articulate, or several. Write them all out and start thinking about how you’ll use evidence to address each of them or show why your argument is still the best option.

3. Organize the evidence — for your side and the opposition

You did all of that research for a reason. Now’s the time to use it. 

Hopefully, you kept detailed notes in a document, complete with links and titles of all your source material. Go through your research document and copy the evidence for your argument and your opposition’s into another document.

List the main points of your argument. Then, below each point, paste the evidence that backs them up.

If you’re writing about chicken enclosures, maybe you found evidence that shows the spread of disease among birds kept in close quarters is worse than among birds who have more space. Or maybe you found information that says eggs from free-range chickens are more flavorful or nutritious. Put that information next to the appropriate part of your argument. 

Repeat the process with your opposition’s argument: What information did you find that supports your opposition? Paste it beside your opposition’s argument.

You could also put information here that refutes your opposition, but organize it in a way that clearly tells you — at a glance — that the information disproves their point.

Counterargument: Outlawing the sale of eggs from chickens with too small enclosures will immediately drive up egg prices for consumers.

BUT: Sicknesses like avian flu spread more easily through small enclosures and could cause a shortage that would drive up egg prices naturally, so ensuring larger enclosures is still a better policy for consumers over the long term.

As you organize your research and see the evidence all together, start thinking through the best way to order your points.  

Will it be better to present your argument all at once or to break it up with opposition claims you can quickly refute? Would some points set up other points well? Does a more complicated point require that the reader understands a simpler point first?

Play around and rearrange your notes to see how your essay might flow one way or another.

4. Freewrite or outline to think through your argument

Is your brain buzzing yet? At this point in the process, it can be helpful to take out a notebook or open a fresh document and dump whatever you’re thinking on the page.

Where should your essay start? What ground-level information do you need to provide your readers before you can dive into the issue?

Use your organized evidence document from step 3 to think through your argument from beginning to end, and determine the structure of your essay.

There are three typical structures for argumentative essays:

• Make your argument and tackle opposition claims one by one, as they come up in relation to the points of your argument - In this approach, the whole essay — from beginning to end — focuses on your argument, but as you make each point, you address the relevant opposition claims individually. This approach works well if your opposition’s views can be quickly explained and refuted and if they directly relate to specific points in your argument.
• Make the bulk of your argument, and then address the opposition all at once in a paragraph (or a few) - This approach puts the opposition in its own section, separate from your main argument. After you’ve made your case, with ample evidence to convince your readers, you write about the opposition, explaining their viewpoint and supporting evidence — and showing readers why the opposition’s argument is unconvincing. Once you’ve addressed the opposition, you write a conclusion that sums up why your argument is the better one.
• Open your essay by talking about the opposition and where it falls short. Build your entire argument to show how it is superior to that opposition - With this structure, you’re showing your readers “a better way” to address the issue. After opening your piece by showing how your opposition’s approaches fail, you launch into your argument, providing readers with ample evidence that backs you up.

As you think through your argument and examine your evidence document, consider which structure will serve your argument best. Sketch out an outline to give yourself a map to follow in the writing process. You could also rearrange your evidence document again to match your outline, so it will be easy to find what you need when you start writing.

5. Write your first draft

You have an outline and an organized document with all your points and evidence lined up and ready. Now you just have to write your essay.

In your first draft, focus on getting your ideas on the page. Your wording may not be perfect (whose is?), but you know what you’re trying to say — so even if you’re overly wordy and taking too much space to say what you need to say, put those words on the page.

Follow your outline, and draw from that evidence document to flesh out each point of your argument. Explain what the evidence means for your argument and your opposition. Connect the dots for your readers so they can follow you, point by point, and understand what you’re trying to say.

As you write, be sure to include:

1. Any background information your reader needs in order to understand the issue in question.

2. Evidence for both your argument and the counterargument(s). This shows that you’ve done your homework and builds trust with your reader, while also setting you up to make a more convincing argument. (If you find gaps in your research while you’re writing, Wordtune Spices can source statistics or historical facts on the fly!)

Get Wordtune for free > Get Wordtune for free >

3. A conclusion that sums up your overall argument and evidence — and leaves the reader with an understanding of the issue and its significance. This sort of conclusion brings your essay to a strong ending that doesn’t waste readers’ time, but actually adds value to your case.

6. Revise (with Wordtune)

The hard work is done: you have a first draft. Now, let’s fine tune your writing.

I like to step away from what I’ve written for a day (or at least a night of sleep) before attempting to revise. It helps me approach clunky phrases and rough transitions with fresh eyes. If you don’t have that luxury, just get away from your computer for a few minutes — use the bathroom, do some jumping jacks, eat an apple — and then come back and read through your piece.

As you revise, make sure you …

• Get the facts right. An argument with false evidence falls apart pretty quickly, so check your facts to make yours rock solid.
• Don’t misrepresent the opposition or their evidence. If someone who holds the opposing view reads your essay, they should affirm how you explain their side — even if they disagree with your rebuttal.
• Present a case that builds over the course of your essay, makes sense, and ends on a strong note. One point should naturally lead to the next. Your readers shouldn’t feel like you’re constantly changing subjects. You’re making a variety of points, but your argument should feel like a cohesive whole.
• Paraphrase sources and cite them appropriately. Did you skip citations when writing your first draft? No worries — you can add them now. And check that you don’t overly rely on quotations. (Need help paraphrasing? Wordtune can help. Simply highlight the sentence or phrase you want to adjust and sort through Wordtune’s suggestions.)
• Tighten up overly wordy explanations and sharpen any convoluted ideas. Wordtune makes a great sidekick for this too 😉

Words to start an argumentative essay

The best way to introduce a convincing argument is to provide a strong thesis statement . These are the words I usually use to start an argumentative essay:

• It is indisputable that the world today is facing a multitude of issues
• With the rise of ____, the potential to make a positive difference has never been more accessible
• It is essential that we take action now and tackle these issues head-on
• it is critical to understand the underlying causes of the problems standing before us
• Opponents of this idea claim
• Those who are against these ideas may say
• Some people may disagree with this idea
• Some people may say that ____, however

When refuting an opposing concept, use:

• These researchers have a point in thinking
• To a certain extent they are right
• After seeing this evidence, there is no way one can agree with this idea
• This argument is irrelevant to the topic

Are you convinced by your own argument yet? Ready to brave the next get-together where everyone’s talking like they know something about intermittent fasting , chicken enclosures , or snow removal policies? 

Now if someone asks you to explain your evidence-based but controversial opinion, you can hand them your essay and ask them to report back after they’ve read it.

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9.3: The Argumentative Essay

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Learning Objectives

• Examine types of argumentative essays

You may have heard it said that all writing is an argument of some kind. Even if you’re writing an informative essay, you still have the job of trying to convince your audience that the information is important. However, there are times you’ll be asked to write an essay that is specifically an argumentative piece.

An argumentative essay is one that makes a clear assertion or argument about some topic or issue. When you’re writing an argumentative essay, it’s important to remember that an academic argument is quite different from a regular, emotional argument. Note that sometimes students forget the academic aspect of an argumentative essay and write essays that are much too emotional for an academic audience. It’s important for you to choose a topic you feel passionately about (if you’re allowed to pick your topic), but you have to be sure you aren’t too emotionally attached to a topic. In an academic argument, you’ll have a lot more constraints you have to consider, and you’ll focus much more on logic and reasoning than emotions.

Argumentative essays are quite common in academic writing and are often an important part of writing in all disciplines. You may be asked to take a stand on a social issue in your introduction to writing course, but you could also be asked to take a stand on an issue related to health care in your nursing courses or make a case for solving a local environmental problem in your biology class. And, since argument is such a common essay assignment, it’s important to be aware of some basic elements of a good argumentative essay.

When your professor asks you to write an argumentative essay, you’ll often be given something specific to write about. For example, you may be asked to take a stand on an issue you have been discussing in class. Perhaps, in your education class, you would be asked to write about standardized testing in public schools. Or, in your literature class, you might be asked to argue the effects of protest literature on public policy in the United States.

However, there are times when you’ll be given a choice of topics. You might even be asked to write an argumentative essay on any topic related to your field of study or a topic you feel that is important personally.

Whatever the case, having some knowledge of some basic argumentative techniques or strategies will be helpful as you write. Below are some common types of arguments.

Causal Arguments

• In this type of argument, you argue that something has caused something else. For example, you might explore the causes of the decline of large mammals in the world’s ocean and make a case for your cause.

Evaluation Arguments

• In this type of argument, you make an argumentative evaluation of something as “good” or “bad,” but you need to establish the criteria for “good” or “bad.” For example, you might evaluate a children’s book for your education class, but you would need to establish clear criteria for your evaluation for your audience.

Proposal Arguments

• In this type of argument, you must propose a solution to a problem. First, you must establish a clear problem and then propose a specific solution to that problem. For example, you might argue for a proposal that would increase retention rates at your college.

Narrative Arguments

• In this type of argument, you make your case by telling a story with a clear point related to your argument. For example, you might write a narrative about your experiences with standardized testing in order to make a case for reform.

Rebuttal Arguments

• In a rebuttal argument, you build your case around refuting an idea or ideas that have come before. In other words, your starting point is to challenge the ideas of the past.

Definition Arguments

• In this type of argument, you use a definition as the starting point for making your case. For example, in a definition argument, you might argue that NCAA basketball players should be defined as professional players and, therefore, should be paid.

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Essay Examples

• Click here to read an argumentative essay on the consequences of fast fashion . Read it and look at the comments to recognize strategies and techniques the author uses to convey her ideas.
• In this example, you’ll see a sample argumentative paper from a psychology class submitted in APA format. Key parts of the argumentative structure have been noted for you in the sample.

Link to Learning

For more examples of types of argumentative essays, visit the Argumentative Purposes section of the Excelsior OWL .

Contributors and Attributions

• Argumentative Essay. Provided by : Excelsior OWL. Located at : https://owl.excelsior.edu/rhetorical-styles/argumentative-essay/ . License : CC BY: Attribution
• Image of a man with a heart and a brain. Authored by : Mohamed Hassan. Provided by : Pixabay. Located at : pixabay.com/illustrations/decision-brain-heart-mind-4083469/. License : Other . License Terms : pixabay.com/service/terms/#license

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• The four main types of essay | Quick guide with examples

The Four Main Types of Essay | Quick Guide with Examples

Published on September 4, 2020 by Jack Caulfield . Revised on July 23, 2023.

An essay is a focused piece of writing designed to inform or persuade. There are many different types of essay, but they are often defined in four categories: argumentative, expository, narrative, and descriptive essays.

Argumentative and expository essays are focused on conveying information and making clear points, while narrative and descriptive essays are about exercising creativity and writing in an interesting way. At university level, argumentative essays are the most common type. 

In high school and college, you will also often have to write textual analysis essays, which test your skills in close reading and interpretation.

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Argumentative essays, expository essays, narrative essays, descriptive essays, textual analysis essays, other interesting articles, frequently asked questions about types of essays.

An argumentative essay presents an extended, evidence-based argument. It requires a strong thesis statement —a clearly defined stance on your topic. Your aim is to convince the reader of your thesis using evidence (such as quotations ) and analysis.

Argumentative essays test your ability to research and present your own position on a topic. This is the most common type of essay at college level—most papers you write will involve some kind of argumentation.

The essay is divided into an introduction, body, and conclusion:

• The introduction provides your topic and thesis statement
• The body presents your evidence and arguments
• The conclusion summarizes your argument and emphasizes its importance

The example below is a paragraph from the body of an argumentative essay about the effects of the internet on education. Mouse over it to learn more.

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.

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An expository essay provides a clear, focused explanation of a topic. It doesn’t require an original argument, just a balanced and well-organized view of the topic.

Expository essays test your familiarity with a topic and your ability to organize and convey information. They are commonly assigned at high school or in exam questions at college level.

The introduction of an expository essay states your topic and provides some general background, the body presents the details, and the conclusion summarizes the information presented.

A typical body paragraph from an expository essay about the invention of the printing press is shown below. Mouse over it to learn more.

The invention of the printing press in 1440 changed this situation dramatically. Johannes Gutenberg, who had worked as a goldsmith, used his knowledge of metals in the design of the press. He made his type from an alloy of lead, tin, and antimony, whose durability allowed for the reliable production of high-quality books. This new technology allowed texts to be reproduced and disseminated on a much larger scale than was previously possible. The Gutenberg Bible appeared in the 1450s, and a large number of printing presses sprang up across the continent in the following decades. Gutenberg’s invention rapidly transformed cultural production in Europe; among other things, it would lead to the Protestant Reformation.

A narrative essay is one that tells a story. This is usually a story about a personal experience you had, but it may also be an imaginative exploration of something you have not experienced.

Narrative essays test your ability to build up a narrative in an engaging, well-structured way. They are much more personal and creative than other kinds of academic writing . Writing a personal statement for an application requires the same skills as a narrative essay.

A narrative essay isn’t strictly divided into introduction, body, and conclusion, but it should still begin by setting up the narrative and finish by expressing the point of the story—what you learned from your experience, or why it made an impression on you.

Mouse over the example below, a short narrative essay responding to the prompt “Write about an experience where you learned something about yourself,” to explore its structure.

Since elementary school, I have always favored subjects like science and math over the humanities. My instinct was always to think of these subjects as more solid and serious than classes like English. If there was no right answer, I thought, why bother? But recently I had an experience that taught me my academic interests are more flexible than I had thought: I took my first philosophy class.

Before I entered the classroom, I was skeptical. I waited outside with the other students and wondered what exactly philosophy would involve—I really had no idea. I imagined something pretty abstract: long, stilted conversations pondering the meaning of life. But what I got was something quite different.

A young man in jeans, Mr. Jones—“but you can call me Rob”—was far from the white-haired, buttoned-up old man I had half-expected. And rather than pulling us into pedantic arguments about obscure philosophical points, Rob engaged us on our level. To talk free will, we looked at our own choices. To talk ethics, we looked at dilemmas we had faced ourselves. By the end of class, I’d discovered that questions with no right answer can turn out to be the most interesting ones.

The experience has taught me to look at things a little more “philosophically”—and not just because it was a philosophy class! I learned that if I let go of my preconceptions, I can actually get a lot out of subjects I was previously dismissive of. The class taught me—in more ways than one—to look at things with an open mind.

A descriptive essay provides a detailed sensory description of something. Like narrative essays, they allow you to be more creative than most academic writing, but they are more tightly focused than narrative essays. You might describe a specific place or object, rather than telling a whole story.

Descriptive essays test your ability to use language creatively, making striking word choices to convey a memorable picture of what you’re describing.

A descriptive essay can be quite loosely structured, though it should usually begin by introducing the object of your description and end by drawing an overall picture of it. The important thing is to use careful word choices and figurative language to create an original description of your object.

Mouse over the example below, a response to the prompt “Describe a place you love to spend time in,” to learn more about descriptive essays.

On Sunday afternoons I like to spend my time in the garden behind my house. The garden is narrow but long, a corridor of green extending from the back of the house, and I sit on a lawn chair at the far end to read and relax. I am in my small peaceful paradise: the shade of the tree, the feel of the grass on my feet, the gentle activity of the fish in the pond beside me.

My cat crosses the garden nimbly and leaps onto the fence to survey it from above. From his perch he can watch over his little kingdom and keep an eye on the neighbours. He does this until the barking of next door’s dog scares him from his post and he bolts for the cat flap to govern from the safety of the kitchen.

With that, I am left alone with the fish, whose whole world is the pond by my feet. The fish explore the pond every day as if for the first time, prodding and inspecting every stone. I sometimes feel the same about sitting here in the garden; I know the place better than anyone, but whenever I return I still feel compelled to pay attention to all its details and novelties—a new bird perched in the tree, the growth of the grass, and the movement of the insects it shelters…

Sitting out in the garden, I feel serene. I feel at home. And yet I always feel there is more to discover. The bounds of my garden may be small, but there is a whole world contained within it, and it is one I will never get tired of inhabiting.

Though every essay type tests your writing skills, some essays also test your ability to read carefully and critically. In a textual analysis essay, you don’t just present information on a topic, but closely analyze a text to explain how it achieves certain effects.

Rhetorical analysis

A rhetorical analysis looks at a persuasive text (e.g. a speech, an essay, a political cartoon) in terms of the rhetorical devices it uses, and evaluates their effectiveness.

The goal is not to state whether you agree with the author’s argument but to look at how they have constructed it.

The introduction of a rhetorical analysis presents the text, some background information, and your thesis statement; the body comprises the analysis itself; and the conclusion wraps up your analysis of the text, emphasizing its relevance to broader concerns.

The example below is from a rhetorical analysis of Martin Luther King Jr.’s “I Have a Dream” speech . Mouse over it to learn more.

King’s speech is infused with prophetic language throughout. Even before the famous “dream” part of the speech, King’s language consistently strikes a prophetic tone. He refers to the Lincoln Memorial as a “hallowed spot” and speaks of rising “from the dark and desolate valley of segregation” to “make justice a reality for all of God’s children.” The assumption of this prophetic voice constitutes the text’s strongest ethical appeal; after linking himself with political figures like Lincoln and the Founding Fathers, King’s ethos adopts a distinctly religious tone, recalling Biblical prophets and preachers of change from across history. This adds significant force to his words; standing before an audience of hundreds of thousands, he states not just what the future should be, but what it will be: “The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.” This warning is almost apocalyptic in tone, though it concludes with the positive image of the “bright day of justice.” The power of King’s rhetoric thus stems not only from the pathos of his vision of a brighter future, but from the ethos of the prophetic voice he adopts in expressing this vision.

Literary analysis

A literary analysis essay presents a close reading of a work of literature—e.g. a poem or novel—to explore the choices made by the author and how they help to convey the text’s theme. It is not simply a book report or a review, but an in-depth interpretation of the text.

Literary analysis looks at things like setting, characters, themes, and figurative language. The goal is to closely analyze what the author conveys and how.

The introduction of a literary analysis essay presents the text and background, and provides your thesis statement; the body consists of close readings of the text with quotations and analysis in support of your argument; and the conclusion emphasizes what your approach tells us about the text.

Mouse over the example below, the introduction to a literary analysis essay on Frankenstein , to learn more.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.

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

College essays

• Choosing Essay Topic
• Write a College Essay
• Write a Diversity Essay
• College Essay Format & Structure
• Comparing and Contrasting in an Essay

 (AI) Tools

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• Text Summarizer
• AI Detector
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At high school and in composition classes at university, you’ll often be told to write a specific type of essay , but you might also just be given prompts.

Look for keywords in these prompts that suggest a certain approach: The word “explain” suggests you should write an expository essay , while the word “describe” implies a descriptive essay . An argumentative essay might be prompted with the word “assess” or “argue.”

The vast majority of essays written at university are some sort of argumentative essay . Almost all academic writing involves building up an argument, though other types of essay might be assigned in composition classes.

Essays can present arguments about all kinds of different topics. For example:

• In a literary analysis essay, you might make an argument for a specific interpretation of a text
• In a history essay, you might present an argument for the importance of a particular event
• In a politics essay, you might argue for the validity of a certain political theory

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.

The key difference is that a narrative essay is designed to tell a complete story, while a descriptive essay is meant to convey an intense description of a particular place, object, or concept.

Narrative and descriptive essays both allow you to write more personally and creatively than other kinds of essays , and similar writing skills can apply to both.

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Praxis Core Writing

Course: praxis core writing   >   unit 1, argumentative essay | quick guide.

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Argumentative essay (30 minutes)

• states or clearly implies the writer’s position or thesis
• organizes and develops ideas logically, making insightful connections between them
• clearly explains key ideas, supporting them with well-chosen reasons, examples, or details
• displays effective sentence variety
• clearly displays facility in the use of language
• is generally free from errors in grammar, usage, and mechanics
• organizes and develops ideas clearly, making connections between them
• explains key ideas, supporting them with relevant reasons, examples, or details
• displays some sentence variety
• displays facility in the use of language
• states or implies the writer’s position or thesis
• shows control in the organization and development of ideas
• explains some key ideas, supporting them with adequate reasons, examples, or details
• displays adequate use of language
• shows control of grammar, usage, and mechanics, but may display errors
• limited in stating or implying a position or thesis
• limited control in the organization and development of ideas
• inadequate reasons, examples, or details to explain key ideas
• an accumulation of errors in the use of language
• an accumulation of errors in grammar, usage, and mechanics
• no clear position or thesis
• weak organization or very little development
• few or no relevant reasons, examples, or details
• frequent serious errors in the use of language
• frequent serious errors in grammar, usage, and mechanics
• contains serious and persistent writing errors or
• is incoherent or
• is undeveloped or
• is off-topic

How should I build a thesis?

• (Choice A)   Kids should find role models that are worthier than celebrities because celebrities may be famous for reasons that aren't admirable. A Kids should find role models that are worthier than celebrities because celebrities may be famous for reasons that aren't admirable.
• (Choice B)   Because they profit from the admiration of youths, celebrities have a moral responsibility for the reactions their behaviors provoke in fans. B Because they profit from the admiration of youths, celebrities have a moral responsibility for the reactions their behaviors provoke in fans.
• (Choice C)   Celebrities may have more imitators than most people, but they hold no more responsibility over the example they set than the average person. C Celebrities may have more imitators than most people, but they hold no more responsibility over the example they set than the average person.
• (Choice D)   Notoriety is not always a choice, and some celebrities may not want to be role models. D Notoriety is not always a choice, and some celebrities may not want to be role models.
• (Choice E)   Parents have a moral responsibility to serve as immediate role models for their children. E Parents have a moral responsibility to serve as immediate role models for their children.

How should I support my thesis?

• (Choice A)   As basketball star Charles Barkley stated in a famous advertising campaign for Nike, he was paid to dominate on the basketball court, not to raise your kids. A As basketball star Charles Barkley stated in a famous advertising campaign for Nike, he was paid to dominate on the basketball court, not to raise your kids.
• (Choice B)   Many celebrities do consider themselves responsible for setting a good example and create non-profit organizations through which they can benefit youths. B Many celebrities do consider themselves responsible for setting a good example and create non-profit organizations through which they can benefit youths.
• (Choice C)   Many celebrities, like Kylie Jenner with her billion-dollar cosmetics company, profit directly from being imitated by fans who purchase sponsored products. C Many celebrities, like Kylie Jenner with her billion-dollar cosmetics company, profit directly from being imitated by fans who purchase sponsored products.
• (Choice D)   My ten-year-old nephew may love Drake's music, but his behaviors are more similar to those of the adults he interacts with on a daily basis, like his parents and teachers. D My ten-year-old nephew may love Drake's music, but his behaviors are more similar to those of the adults he interacts with on a daily basis, like his parents and teachers.
• (Choice E)   It's very common for young people to wear fashions similar to those of their favorite celebrities. E It's very common for young people to wear fashions similar to those of their favorite celebrities.

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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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Module 9: Academic Argument

The argumentative essay, learning objectives.

You may have heard it said that all writing is an argument of some kind. Even if you’re writing an informative essay, you still have the job of trying to convince your audience that the information is important. However, there are times you’ll be asked to write an essay that is specifically an argumentative piece.

An argumentative essay is one that makes a clear assertion or argument about some topic or issue. When you’re writing an argumentative essay, it’s important to remember that an academic argument is quite different from a regular, emotional argument. Note that sometimes students forget the academic aspect of an argumentative essay and write essays that are much too emotional for an academic audience. It’s important for you to choose a topic you feel passionately about (if you’re allowed to pick your topic), but you have to be sure you aren’t too emotionally attached to a topic. In an academic argument, you’ll have a lot more constraints you have to consider, and you’ll focus much more on logic and reasoning than emotions.

Figure 1 . When writing an argumentative essay, students must be able to separate emotion based arguments from logic based arguments in order to appeal to an academic audience.

Argumentative essays are quite common in academic writing and are often an important part of writing in all disciplines. You may be asked to take a stand on a social issue in your introduction to writing course, but you could also be asked to take a stand on an issue related to health care in your nursing courses or make a case for solving a local environmental problem in your biology class. And, since argument is such a common essay assignment, it’s important to be aware of some basic elements of a good argumentative essay.

When your professor asks you to write an argumentative essay, you’ll often be given something specific to write about. For example, you may be asked to take a stand on an issue you have been discussing in class. Perhaps, in your education class, you would be asked to write about standardized testing in public schools. Or, in your literature class, you might be asked to argue the effects of protest literature on public policy in the United States.

However, there are times when you’ll be given a choice of topics. You might even be asked to write an argumentative essay on any topic related to your field of study or a topic you feel that is important personally.

• You write about how something has caused something else. For example, you might explore the increase of industrial pollution and the resulting decline of large mammals in the world’s ocean.
• You can write an argumentative evaluation of something as “good” or “bad,” but you also need to establish the criteria for “good” or “bad.” For example, you might evaluate a children’s book for your Introduction to Educational Theory class, but you would need to establish clear criteria for your evaluation for your audience.
• With this type of writing, you need to propose a solution to a problem. First, you must establish a clear problem and then propose a specific solution to that problem. For example, you might argue for a removal of parking fines on students who use the parking deck on campus.
• For this type of argument, you make your case by telling a story with a clear point related to your argument. For example, you might write a narrative about your negative experiences with standardized testing in order to make a case for reform.
• In a rebuttal argument, you build your case around refuting an idea or ideas that have come before. In other words, your starting point is to challenge the ideas of the past. For this type of writing assignment, you have to explain what you are refuting first, and then you can expand on your new ideas or perspectives.
• You can read more about an argumentative essay on the consequences of fast fashion . Read it and look at the comments to recognize strategies and techniques the author uses to convey her ideas.
• In this example, you’ll see a sample argumentative paper from a psychology class submitted in APA format. Key parts of the argumentative structure have been noted for you in the sample.

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Sat / act prep online guides and tips, 3 strong argumentative essay examples, analyzed.

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.

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?

Do you need to write an argumentative essay as well?  Check out our guide on the best argumentative essay topics for ideas!

You'll probably also need to write research papers for school.  We've got you covered with 113 potential topics for research papers.

Your college admissions essay may end up being one of the most important essays you write. Follow our step-by-step guide on writing a personal statement to have an essay that'll impress colleges.

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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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Student Opinion

310 Prompts for Argumentative Writing

Questions on everything from mental health and sports to video games and dating. Which ones inspire you to take a stand?

By Natalie Proulx

Does social media harm young people’s mental health? Do video games deserve the bad rap they often get? Should parents track their children? Who is the greatest athlete of all time?

Every school day, we publish new questions for students based on the news of the day, including prompts, like these, that inspire persuasive writing.

Below, we’ve rounded up over 300 of those argumentative prompts, organized by topic, all in one place. They cover everything from parenting and schools to music and social media. Each one, drawn from our Student Opinion column , links to a free New York Times article as well as additional subquestions that can help you think more deeply about it.

You can use these prompts however you like, whether to inspire an entry for our new Open Letter Contest , to hone your persuasive writing skills or simply to share your opinions on the issues of today. So scroll through the list below and see which ones inspire you to take a stand.

If you enjoy these questions, know that you can find all of our argumentative writing prompts, as they publish, here . Students 13 and up from anywhere in the world are invited to comment.

Argumentative Prompt Topics

Technology and social media, college, work and money, health and relationships, gender and race, arts and entertainment, parenting and childhood, government and politics, animals, science and time.

Social Media

1. Does Social Media Harm Young People’s Mental Health? 2. How Much Should Speech Be Moderated on Social Media? 3. Should the United States Ban TikTok? 4. How Young Is Too Young to Use Social Media? 5. Should Kids Be Social Media Influencers? 6. What Should Be Done to Protect Children Online? 7. Should There Be Separate Social Media Apps for Children? 8. Are You a Fan of ‘School Accounts’ on Social Media? 9. Will Social Media Help or Hurt Your College and Career Goals? 10. Is It Ever OK to Use Strangers as Content for Social Media?

Phones and Devices

11. Should More Teenagers Ditch Their Smartphones? 12. Should the Adults in Your Life Be Worried by How Much You Use Your Phone? 13. Should Phones Ever Be a Part of Family or Holiday Gatherings? 14. What Are Your Texting Dos and Don’ts? 15. Does Grammar Still Matter in the Age of Twitter? 16. Is Your Phone Love Hurting Your Relationships? 17. Should Texting While Driving Be Treated Like Drunken Driving? 18. How Young Is Too Young for an Apple Watch?

The Internet

19. Do Memes Make the Internet a Better Place? 20. How Excited Are You About the Metaverse? 21. Should Websites Force Users to Prove How Old They Are? 22. What Is the Best Way to Stop Abusive Language Online? 23. How Do You Feel About Cancel Culture? 24. Does Online Public Shaming Prevent Us From Being Able to Grow and Change? 25. Do You Think Online Conspiracy Theories Can Be Dangerous? 26. Does Technology Make Us More Alone?

School Discipline and Attendance

27. Should Schools Ban Cellphones? 28. How Should Schools Hold Students Accountable for Hurting Others? 29. What Are Your Thoughts on Uniforms and Strict Dress Codes? 30. Should Schools Test Their Students for Nicotine and Drug Use? 31. How Can Schools Engage Students Who Are at Risk of Dropping Out? 32. Should Students Be Allowed to Miss School for Mental Health Reasons? 33. Should Your School Day Start Later? 34. Should There Still Be Snow Days? 35. Do Kids Need Recess? 36. Should Students Be Punished for Not Having Lunch Money?

School Quality and Effectiveness

37. How Do You Think American Education Could Be Improved? 38. Do Schools Need to Do More to Hold Students Accountable? 39. Are Straight A’s Always a Good Thing? 40. Should Students Have the Same Teachers Year After Year? 41. Do Teachers Assign Too Much Homework? 42. Should We Get Rid of Homework? 43. Should We Eliminate Gifted and Talented Programs? 44. Is It Time to Get Rid of Timed Tests? 45. What Role Should Textbooks Play in Education? 46. How Should Senior Year in High School Be Spent? 47. Does Your School Need More Money? 48. Do School Employees Deserve More Respect — and Pay? 49. Should Public Preschool Be a Right for All Children?

Teaching and Learning

50. Do You Think We Need to Change the Way Math Is Taught? 51. Should Financial Literacy Be a Required Course in School? 52. Should Schools Teach Students Kitchen and Household Skills? 53. Do We Need Better Music Education? 54. What Are the Most Important Things Students Should Learn in School? 55. What Is the Purpose of Teaching U.S. History? 56. Do Schools Need to Do More to Support Visual Thinkers? 57. Is School a Place for Self-Expression? 58. Should Media Literacy Be a Required Course in School? 59. Can Empathy Be Taught? Should Schools Try to Help Us Feel One Another’s Pain? 60. Should Schools Teach You How to Be Happy? 61. Should All Schools Teach Cursive? 62. Should Kids Still Learn to Tell Time? 63. How Important Is Knowing a Foreign Language

Technology in School

64. How Should Schools Respond to ChatGPT? 65. Does Learning to Be a Good Writer Still Matter in the Age of A.I.? 66. Is Online Learning Effective? 67. Should Students Be Monitored When Taking Online Tests? 68. Should Schools Be Able to Discipline Students for What They Say on Social Media? 69. Can Social Media Be a Tool for Learning and Growth in Schools? 70. Should Facial Recognition Technology Be Used in Schools? 71. Is Live-Streaming Classrooms a Good Idea? 72. Should Teachers and Professors Ban Student Use of Laptops in Class? 73. Are the Web Filters at Your School Too Restrictive?

Education Politics

74. Do You Feel Your School and Teachers Welcome Both Conservative and Liberal Points of View? 75. Should Students Learn About Climate Change in School? 76. Should Teachers Provide Trigger Warnings for ‘Traumatic Content’? 77. Should Teachers Be Allowed to Wear Political Symbols? 78. What Do You Think About Efforts to Ban Books From School Libraries? 79. What Is Your Reaction to the Growing Fight Over What Young People Can Read? 80. What Do You Think About the Controversy Surrounding the New A.P. Course on African American Studies? 81. Should Schools or Employers Be Allowed to Tell People How They Should Wear Their Hair? 82. Does Prayer Have Any Place in Public Schools? 83. Should Schools Be Allowed to Censor Student Newspapers?

College Admissions

84. Should Colleges Consider Standardized Tests in Admissions? 85. Should Students Let ChatGPT Help Them Write Their College Essays? 86. What Is Your Reaction to the End of Race-Based Affirmative Action in College Admissions? 87. Are Early-Decision Programs Unfair? Should Colleges Do Away With Them? 88. Is the College Admissions Process Fair? 89. How Much Do You Think It Matters Where You Go to College? 90. Should Everyone Go to College? 91. Should College Be Free? 92. Is Student Debt Worth It? 93. Should High Schools Post Their Annual College Lists?

Campus Life

94. What Should Free Speech Look Like on Campus? 95. Should Greek Life on College Campuses Come to an End? 96. Should Universities Work to Curtail Student Drinking? 97. How Should the Problem of Sexual Assault on Campuses Be Addressed? 98. Are Lavish Amenities on College Campuses Useful or Frivolous? 99. Should ‘Despised Dissenters’ Be Allowed to Speak on College Campuses? 100. Should Emotional Support Animals Be Allowed on College Campuses?

Jobs and Careers

101. Is High School a Good Time to Train for a Career? 102. Is There Such a Thing as a ‘Useless’ College Major? 103. Should All High School Students Have Part-Time Jobs? 104. Should National Service Be Required for All Young Americans? 105. Is It OK to Use Family Connections to Get a Job?

Money and Business

106. Do You Think the American Dream Is Real? 107. Should All Young People Learn How to Invest in the Stock Market? 108. Should We All Go Cashless? 109. When Should You Tip? 110. Should We End the Practice of Tipping? 111. Are You a Crypto Optimist or Skeptic? 112. Do Celebrities and Influencers Make You Want to Buy What They’re Selling? 113. Is $1 Billion Too Much Money for Any One Person to Have? 114. Are C.E.O.s Paid Too Much? 115. Is It Immoral to Increase the Price of Goods During a Crisis? 116. What Should Stores Do With Unsold Goods? 117. Is There a ‘Right Way’ to Be a Tourist? 118. Who Should We Honor on Our Money?

Mental Health

119. Is Teen Mental Health in a State of Crisis? 120. ‘Love-Bombing.’ ‘Gaslighting.’ ‘Victim.’ Is ‘Trauma Talk’ Overused? 121. Does Achieving Success Always Include Being Happy? 122. Is Struggle Essential to Happiness? 123. Should Schools Teach Mindfulness? 124. How Can We Bring an End to the ‘Epidemic of Loneliness’? 125. Does Every Country Need a ‘Loneliness Minister’? 126. What Ideas Do You Have to Bring Your Community Closer Together? 127. Are Emotional-Support Animals a Scam? 128. Is It OK to Laugh During Dark Times?

Dating and Relationships

129. Who Should Pay for Dates? 130. Do Marriage Proposals Still Have a Place in Today’s Society? 131. Should Your Significant Other Be Your Best Friend? 132. How Do You Think Technology Affects Dating?

Physical Health

133. Should Governments Do More to Discourage People From Smoking and Vaping? 134. How Should Adults Talk to Kids About Drugs? 135. Can Laziness Be a Good Thing? 136. Should There Be Requirements for Teens Who Want to Ride E-Bikes? 137. What Advice Should Parents and Counselors Give Teenagers About Sexting? 138. Should All Children Be Vaccinated? 139. Do We Worry Too Much About Germs?

140. Is It Becoming More Acceptable for Men and Boys to Cry? 141. Is It Harder for Men and Boys to Make and Keep Friends? 142. Should Award Shows Eliminate Gendered Categories? 143. Should There Be More Gender Options on Identification Documents? 144. Justice Ginsburg Fought for Gender Equality. How Close Are We to Achieving That Goal? 145. What Should #MeToo Mean for Teenage Boys? 146. What Is Hard About Being a Boy? 147. Should There Be More Boy Dolls? 148. Is Single-Sex Education Still Useful? 149. Are Beauty Pageants Still Relevant? 150. Should Period Products Be Free? 151. What Are Your Thoughts on Last Names? 152. What Rules Should Apply to Transgender Athletes When They Compete? 153. What Is Your Reaction to the Recent Wave of Legislation That Seeks to Regulate the Lives of Transgender Youths? 154. What Do You Wish Lawmakers Knew About How Anti-L.G.B.T.Q. Legislation Affects Teenagers?

Identity, Race and Ethnicity

155. How Should Schools Respond to Racist Jokes? 156. How Should Parents Teach Their Children About Race and Racism? 157. What Is Your Reaction to Efforts to Limit Teaching on Race in Schools? 158. How Should Racial Slurs in Literature Be Handled in the Classroom? 159. Should Confederate Statues Be Removed or Remain in Place? 160. Should We Rename Schools Named for Historical Figures With Ties to Racism, Sexism or Slavery? 161. How Should We Remember the Problematic Actions of the Nation’s Founders? 162. Does the United States Owe Reparations to the Descendants of Enslaved People? 163. What Can History Teach Us About Resilience? 164. Should All Americans Receive Anti-Bias Education? 165. Is Fear of ‘The Other’ Poisoning Public Life? 166. What Stereotypical Characters Make You Cringe? 167. When Talking About Identity, How Much Do Words Matter? 168. How Useful Is It to Be Multilingual?

TV and Movies

169. Is True Crime As a Form of Entertainment Ethical? 170. Should Old TV Shows Be Brought Back? 171. Does Reality TV Deserve Its Bad Rap? 172. How Closely Should Actors’ Identities Reflect the Roles They Play? 173. In the Age of Digital Streaming, Are Movie Theaters Still Relevant? 174. Do We Need More Female Superheroes? 175. Is Hollywood Becoming More Diverse? 176. When Does Lying in Comedy Cross a Line? 177. How Do You Feel About ‘Nepotism Babies’?

Music and Video Games

178. Will A.I. Replace Pop Stars? 179. If Two Songs Sound Alike, Is It Stealing? 180. Should Musicians Be Allowed to Copy or Borrow From Other Artists? 181. How Do You Feel About Censored Music? 182. What Are the Greatest Songs of All Time? 183. Do Video Games Deserve the Bad Rap They Often Get? 184. Should There Be Limits on How Much Time Young People Spend Playing Video Games? 185. Should More Parents Play Video Games With Their Kids?

186. Are A.I.-Generated Pictures Art? 187. What Work of Art Should Your Friends Fall in Love With? 188. If Artwork Offends People, Should It Be Removed? 189. Should Museums Return Looted Artifacts to Their Countries of Origin? 190. Should Art Come With Trigger Warnings? 191. Is the Digital Era Improving or Ruining the Experience of Art? 192. Are Museums Still Important in the Digital Age? 193. Can You Separate Art From the Artist? 194. Are There Subjects That Should Be Off-Limits to Artists, or to Certain Artists in Particular? 195. Should Graffiti Be Protected?

Books and Literature

196. Is Listening to a Book Just as Good as Reading It? 197. Should Classic Children’s Books Be Updated for Today’s Young Readers? 198. Should White Writers Translate a Black Author’s Work? 199. Is There Any Benefit to Reading Books You Hate? 200. Should Libraries Get Rid of Late Fees?

201. What’s the Best — and Worst — Part of Being a Sports Fan? 202. Who Is the GOAT? 203. Do Women’s Sports Deserve More Attention? 204. What Should Be Done About the Gender Pay Gap in Sports? 205. Should Girls and Boys Sports Teams Compete in the Same League? 206. Should More Sports Be Coed? 207. College Athletes Can Now Be Paid. But Not All of Them Are Seeing Money. Is That Fair? 208. Should High School-Age Basketball Players Be Able to Get Paid? 209. Are Some Youth Sports Too Intense? 210. Are Youth Sports Too Competitive? 211. Is It Bad Sportsmanship to Run Up the Score in Youth Sports? 212. Is It Ethical to Be a Football Fan? 213. Does the N.F.L. Have a Race Problem? 214. What New Rules Would Improve Your Favorite Sport? 215. What Sports Deserve More Hype? 216. How Should We Punish Sports Cheaters? 217. Should Technology in Sports Be Limited? 218. Does Better Sports Equipment Unfairly Improve Athletic Ability? 219. Is It Offensive for Sports Teams and Their Fans to Use Native American Names, Imagery and Gestures? 220. Is It Selfish to Pursue Risky Sports Like Extreme Mountain Climbing? 221. Should Cheerleading Be an Olympic Sport?

Related Writing Prompt

222. Should Parents Ever Be Held Responsible for the Harmful Actions of Their Children? 223. Where Is the Line Between Helping a Child Become More Resilient and Pushing Them Too Hard? 224. Should Parents Give Children More Responsibility at Younger Ages? 225. Should Parents Tell Children the Truth About Santa? 226. Should Parents Weigh in on Their Kids’ Dating Lives? 227. Should Parents Track Their Children? 228. How Should Parents Support a Student Who Has Fallen Behind in School? 229. Do Parents Ever Cross a Line by Helping Too Much With Schoolwork? 230. What’s the Best Way to Discipline Children? 231. What Are Your Thoughts on ‘Snowplow Parents’? 232. Should Stay-at-Home Parents Be Paid? 233. Should Parents Bribe Their Children?

Childhood and Growing Up

234. Is It Harder to Grow Up in the 21st Century Than It Was in the Past? 235. Is Childhood Today Over-Supervised? 236. When Do You Become an Adult? 237. Who Should Decide Whether a Teenager Can Get a Tattoo or Piercing? 238. Do We Give Children Too Many Trophies? 239. What Can Older Generations Learn From Gen Z? 240. What Is the Worst Toy Ever?

Legislation and Policy

241. Should the Death Penalty Be Abolished? 242. Should Marijuana Be Legal? 243. Should the United States Decriminalize the Possession of Drugs? 244. What Is Your Reaction to the State of Abortion Rights? 245. Should the Government Cancel Student Debt? 246. Should Public Transit Be Free? 247. Should There Be More Public Restrooms? 248. Should the U.S. Be Doing More to Prevent Child Poverty? 249. Should the Government Provide a Guaranteed Income for Families With Children? 250. Should Law Enforcement Be Able to Use DNA Data From Genealogy Websites for Criminal Investigations?

Gun Violence

251. Are You Concerned About Violence in America? 252. How Should Americans Deal With the Problem of Gun Violence? 253. What Should Lawmakers Do About Guns and Gun Violence? 254. Should the U.S. Ban Military-Style Semiautomatic Weapons? 255. Should Teachers Be Armed With Guns?

Voting and Elections

256. How Much Faith Do You Have in the U.S. Political System? 257. Is the Electoral College a Problem? Does It Need to Be Fixed? 258. Does Everyone Have a Responsibility to Vote? 259. Should We All Be Able to Vote by Mail? 260. Should There Be a Minimum Voting Age? 261. Should the Voting Age Be Lowered to 16? 262. Should Ex-Felons Have the Right to Vote? 263. Are Presidential Debates Helpful to Voters? Or Should They Be Scrapped?

Freedoms and Rights

264. How Important Is Freedom of the Press? 265. Why Does the Right to Protest Matter? 266. Does the U.S. Constitution Need an Equal Rights Amendment? 267. Do You Care Who Sits on the Supreme Court? Should We Care? 268. Should You Have a Right to Be Rude? 269. Should Prisons Offer Incarcerated People Education Opportunities?

Civic Participation

270. Are You Optimistic About the State of the World? 271. If You Could Take On One Problem Facing Our World, What Would It Be? 272. If You Were Mayor, What Problems Facing Your Community Would You Tackle? 273. Do You Think Teenagers Can Make a Difference in the World? 274. Do You Think It Is Important for Teenagers to Participate in Political Activism? 275. Is Your Generation Doing Its Part to Strengthen Our Democracy? 276. How Is Your Generation Changing Politics? 277. Why Is It Important for People With Different Political Beliefs to Talk to Each Other? 278. Are We Being Bad Citizens If We Don’t Keep Up With the News? 279. Why Do Bystanders Sometimes Fail to Help When They See Someone in Danger? 280. When Is It OK to Be a Snitch? 281. Should Reporters Ever Help the People They Are Covering? 282. Should Celebrities Weigh In on Politics? 283. Should Athletes Speak Out On Social and Political Issues? 284. Should Corporations Take Political Stands? 285. What Do You Think the Role of the First Lady — or First Spouse — Should Be Today?

286. Is Animal Testing Ever Justified? 287. What Is Our Responsibility to Lab Animals? 288. What Are Your Thoughts About Hunting Animals? 289. Should We Be Concerned With Where We Get Our Pets? 290. What Do You Think of Pet Weddings? 291. Is It Wrong to Focus on Animal Welfare When Humans Are Suffering? 292. Should We Bring Back Animals From Extinction? 293. Are Zoos Immoral? 294. Do Bugs Deserve More Respect?

Environment and Science

295. What Role Should Young People Play in the Fight Against Climate Change? 296. Should We Be More Optimistic About Efforts to Combat Climate Change? 297. How Far Is Too Far in the Fight Against Climate Change? 298. Should Plastic Bags Be Banned Everywhere? 299. Is It Ethical to Create Genetically Edited Humans? 300. Should We Still Be Sending Astronauts to Space? 301. Do You Think Pluto Should Be a Planet? 302. Should We Treat Robots Like People?

Time and Seasons

303. What Is the Best Month of the Year? What Is the Worst? 304. Would Life Be Better Without Time Zones? 305. Do You Think It Is Time to Get Rid of Daylight Saving Time? 306. When Do Holiday Decorations Go From Festive to Excessive? 307. Should We Rethink Thanksgiving? 308. When Does a Halloween Costume Cross the Line? 309. Should School Be a Place to Celebrate Halloween? 310. Should the Week Be Four Days Instead of Five?

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.

Find more Student Opinion questions here. Teachers, check out this guide to learn how you can incorporate these prompts into your classroom.

Natalie Proulx joined The Learning Network as a staff editor in 2017 after working as an English language arts teacher and curriculum writer. More about Natalie Proulx

Tips for Writing an Effective Application Essay

How to Write an Effective Essay

Writing an essay for college admission gives you a chance to use your authentic voice and show your personality. It's an excellent opportunity to personalize your application beyond your academic credentials, and a well-written essay can have a positive influence come decision time.

Want to know how to draft an essay for your college application ? Here are some tips to keep in mind when writing.

Tips for Essay Writing

A typical college application essay, also known as a personal statement, is 400-600 words. Although that may seem short, writing about yourself can be challenging. It's not something you want to rush or put off at the last moment. Think of it as a critical piece of the application process. Follow these tips to write an impactful essay that can work in your favor.

1. Start Early.

Few people write well under pressure. Try to complete your first draft a few weeks before you have to turn it in. Many advisers recommend starting as early as the summer before your senior year in high school. That way, you have ample time to think about the prompt and craft the best personal statement possible.

You don't have to work on your essay every day, but you'll want to give yourself time to revise and edit. You may discover that you want to change your topic or think of a better way to frame it. Either way, the sooner you start, the better.

2. Understand the Prompt and Instructions.

Before you begin the writing process, take time to understand what the college wants from you. The worst thing you can do is skim through the instructions and submit a piece that doesn't even fit the bare minimum requirements or address the essay topic. Look at the prompt, consider the required word count, and note any unique details each school wants.

3. Create a Strong Opener.

Students seeking help for their application essays often have trouble getting things started. It's a challenging writing process. Finding the right words to start can be the hardest part.

Spending more time working on your opener is always a good idea. The opening sentence sets the stage for the rest of your piece. The introductory paragraph is what piques the interest of the reader, and it can immediately set your essay apart from the others.

4. Stay on Topic.

One of the most important things to remember is to keep to the essay topic. If you're applying to 10 or more colleges, it's easy to veer off course with so many application essays.

A common mistake many students make is trying to fit previously written essays into the mold of another college's requirements. This seems like a time-saving way to avoid writing new pieces entirely, but it often backfires. The result is usually a final piece that's generic, unfocused, or confusing. Always write a new essay for every application, no matter how long it takes.

5. Think About Your Response.

Don't try to guess what the admissions officials want to read. Your essay will be easier to write─and more exciting to read─if you’re genuinely enthusiastic about your subject. Here’s an example: If all your friends are writing application essays about covid-19, it may be a good idea to avoid that topic, unless during the pandemic you had a vivid, life-changing experience you're burning to share. Whatever topic you choose, avoid canned responses. Be creative.

6. Focus on You.

Essay prompts typically give you plenty of latitude, but panel members expect you to focus on a subject that is personal (although not overly intimate) and particular to you. Admissions counselors say the best essays help them learn something about the candidate that they would never know from reading the rest of the application.

7. Stay True to Your Voice.

Use your usual vocabulary. Avoid fancy language you wouldn't use in real life. Imagine yourself reading this essay aloud to a classroom full of people who have never met you. Keep a confident tone. Be wary of words and phrases that undercut that tone.

8. Be Specific and Factual.

Capitalize on real-life experiences. Your essay may give you the time and space to explain why a particular achievement meant so much to you. But resist the urge to exaggerate and embellish. Admissions counselors read thousands of essays each year. They can easily spot a fake.

9. Edit and Proofread.

When you finish the final draft, run it through the spell checker on your computer. Then don’t read your essay for a few days. You'll be more apt to spot typos and awkward grammar when you reread it. After that, ask a teacher, parent, or college student (preferably an English or communications major) to give it a quick read. While you're at it, double-check your word count.

Writing essays for college admission can be daunting, but it doesn't have to be. A well-crafted essay could be the deciding factor─in your favor. Keep these tips in mind, and you'll have no problem creating memorable pieces for every application.

What is the format of a college application essay?

Generally, essays for college admission follow a simple format that includes an opening paragraph, a lengthier body section, and a closing paragraph. You don't need to include a title, which will only take up extra space. Keep in mind that the exact format can vary from one college application to the next. Read the instructions and prompt for more guidance.

Most online applications will include a text box for your essay. If you're attaching it as a document, however, be sure to use a standard, 12-point font and use 1.5-spaced or double-spaced lines, unless the application specifies different font and spacing.

How do you start an essay?

The goal here is to use an attention grabber. Think of it as a way to reel the reader in and interest an admissions officer in what you have to say. There's no trick on how to start a college application essay. The best way you can approach this task is to flex your creative muscles and think outside the box.

You can start with openers such as relevant quotes, exciting anecdotes, or questions. Either way, the first sentence should be unique and intrigue the reader.

What should an essay include?

Every application essay you write should include details about yourself and past experiences. It's another opportunity to make yourself look like a fantastic applicant. Leverage your experiences. Tell a riveting story that fulfills the prompt.

What shouldn’t be included in an essay?

When writing a college application essay, it's usually best to avoid overly personal details and controversial topics. Although these topics might make for an intriguing essay, they can be tricky to express well. If you’re unsure if a topic is appropriate for your essay, check with your school counselor. An essay for college admission shouldn't include a list of achievements or academic accolades either. Your essay isn’t meant to be a rehashing of information the admissions panel can find elsewhere in your application.

How can you make your essay personal and interesting?

The best way to make your essay interesting is to write about something genuinely important to you. That could be an experience that changed your life or a valuable lesson that had an enormous impact on you. Whatever the case, speak from the heart, and be honest.

Is it OK to discuss mental health in an essay?

Mental health struggles can create challenges you must overcome during your education and could be an opportunity for you to show how you’ve handled challenges and overcome obstacles. If you’re considering writing your essay for college admission on this topic, consider talking to your school counselor or with an English teacher on how to frame the essay.

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• Study protocol
• Open access
• Published: 16 April 2024

Study protocol for a randomized controlled trial of the Parent–Child Assistance Program: a case management and home visiting program for people using substances during pregnancy

• Erin J. Maher   ORCID: orcid.org/0000-0001-7606-2249 1   na1 ,
• Susan A. Stoner 2   na1 ,
• Julie Gerlinger 1 ,
• A. C. Ferraro 1 &
• Heather Lepper-Pappan 1  

Trials volume  25 , Article number:  264 ( 2024 ) Cite this article

50 Accesses

Metrics details

Perinatal substance use can have significant adverse effects on maternal and child health and family stability. Few interventions are specifically designed to address this significant public health problem. The Parent–Child Assistance Program (PCAP) is a 3-year case management and home-visiting intervention that seeks to help birthing persons with at-risk substance use during pregnancy to achieve and maintain substance use disorder recovery and avoid exposing future children to substances prenatally. At-risk refers to a level of substance use that creates problems in the individuals’ lives or puts them or their children at risk of harm either prenatally or postnatally. Although the program has consistently shown substantial pre- to post-intervention improvements in its participants, PCAP remains to be tested with a rigorous randomized controlled trial (RCT). This study protocol describes a randomized controlled trial that aims to examine the effectiveness of the intervention compared to services as usual in affecting primary outcomes related to substance use and family planning. Secondary outcomes will concern connection to recovery support services and family preservation.

Using an intent-to-treat design, the study will recruit from two metro areas in Oklahoma and enroll 200 birthing individuals who are pregnant or up to 24 months postpartum with at-risk substance use during their current or most recent pregnancy. Participants will be randomly assigned, stratified by location, to receive either PCAP or services as usual for 3 years. Participants in the PCAP condition will meet with their case manager approximately biweekly over the course of the intervention period, in their local communities or in their own homes whenever possible. Case managers will assist with goal setting and provide practical assistance in support of participants’ goals. Primary and secondary outcomes will be assessed at baseline and 12, 24, and 36 months post-baseline using the Addiction Severity Index interview and a self-administered survey.

Results from this trial will help to gauge the effectiveness of PCAP in improving parent and child well-being. Results will be reviewed by federal clearinghouses on home-visiting and foster care prevention to determine the strength of evidence of effectiveness with implications for federal financing of this program model at the state level.

Trial registration

ClinicalTrials.gov NCT05534568. Registered on 6/8/2022.

Peer Review reports

Background {6a}

Prevalence of perinatal substance use.

Perinatal substance use is a significant public health problem associated with adverse maternal [ 1 , 2 ] and neonatal [ 3 , 4 ] outcomes. According to the 2022 National Survey on Drug Use and Health, 5.3% of pregnant women reported past month binge alcohol use and 9.6% reported past month illicit drug use [ 5 ]. In a 2019 population-based sample of postpartum women, one in 15 (6.6%) self-reported using prescription opioid pain relievers during pregnancy, and of those, one in five indicated misuse [ 6 ]. Rates of substance use disorders (SUDs) among pregnant and parenting women are concerningly high, particularly among low-income women. One study examining three state Medicaid programs from 2013 to 2016 found 11.3% of postpartum women had a SUD [ 7 ], and an examination of delivery hospitalizations between 2000 and 2018 revealed that the prevalence of SUD diagnoses has been increasing [ 1 ]. Among those who achieved abstinence in the last month of pregnancy, rates of relapse can be as high as 80% in the 2 years after delivery [ 8 ].

Poor outcomes from perinatal substance use

Perinatal substance use can have significant adverse effects on maternal and child health. Drug overdose is now a leading cause of death during and shortly after pregnancy. Overdose deaths among pregnant and postpartum individuals increased by 81% from 2017 to 2020 [ 9 ], and up to 22% of pregnancy-associated deaths are attributable to substance use [ 10 ]. Substance use during pregnancy is linked to decreased prenatal and postpartum care access [ 11 ], and the use of opioids or illicit stimulants during pregnancy is associated with a fourfold increase in risk of postpartum readmission [ 2 ]. Women with SUDs have a 6.2-fold increased risk of postpartum suicide attempts, and the risk nearly doubles for those with both SUD and psychiatric diagnoses [ 12 ].

Poor outcomes for children

Alcohol use during pregnancy is a leading cause of preventable birth defects [ 13 ] and results in fetal alcohol spectrum disorders with lifelong impacts [ 14 ] and high costs of care [ 15 ]. Prenatal exposure to cannabis, opioids, and stimulants has also been found to have adverse effects on newborns. Cannabis is often believed to be harmless or even beneficial by those who use it during pregnancy [ 16 ], yet such use has been linked to lower birthweight, decreased length, and smaller head circumference [ 17 ]. Prenatal opioid use is associated with maternal mortality, stillbirth, preterm birth, low birthweight for gestational age, neonatal abstinence syndrome, need for neonatal intensive care, and prolonged hospital stays [ 18 , 19 ]. Prenatal stimulant use is linked to fetal growth restriction, preterm birth, and low birthweight for gestational age [ 20 , 21 ].

Need for effective interventions

Given the scope and impact of perinatal substance use on maternal and child health outcomes, effective interventions to address this problem are sorely needed. Currently under the federal Maternal, Infant, and Early Childhood Home Visiting (MIECHV) program’s clearinghouse—the Home Visiting Evidence for Effectiveness Clearinghouse (HomeVEE)—no programs with strong evidence of effectiveness are targeted specifically to pregnant people or parents with SUDs. Moreover, the number of HomeVEE-rated programs that meet criteria for strong evidence and produce statistically significant results on parental SUDs is meager and limited in scope. At the time of this writing, only Family Spirit [ 22 ], Nurse Family Partnership [ 23 ], and Healthy Families America [ 24 ] have documented significant effects on parental SUD. Only two programs are rated as highly effective for addressing parental SUD to prevent foster care placements under the new clearinghouse for reviewing foster care prevention programs established by the Family First Prevention Services Act of 2018 (FFPSA) (42 USC § 675a).

In this article, we describe a study protocol to evaluate a program specifically designed to address perinatal substance use. The Parent–Child Assistance Program (PCAP) is a 3-year case management and home-visiting intervention for pregnant and postpartum individuals with at-risk substance use during their most recent pregnancy, that is, a level of substance use that creates problems in the individuals’ lives or puts them or their children at risk of harm either prenatally or postnatally. Although individuals completing the program have consistently shown significant pre- to post-intervention improvements, PCAP remains to be tested with a rigorous randomized controlled trial (RCT), often a requirement to be considered an evidence-based program under federal research standards [ 25 , 26 ]. Therefore, we are conducting a RCT of PCAP within the state of Oklahoma. In state fiscal year 2020, 1,024 newborns who were tested were substance exposed, justifying the target sample size and the need for this project in Oklahoma [ 27 ].

Research design and methods

Research objectives {7}.

The purpose of this RCT is to evaluate the impacts of PCAP on parental recovery, connection to recovery support services, family well-being, and the likelihood of future substance-exposed births. Consistent with our focus on prevention of prenatal substance exposure, this trial focuses on pregnant and postpartum birthing individuals, which includes people with different gender identities who are capable of becoming pregnant. Footnote 1

We hypothesize that individuals receiving the intervention will experience better outcomes than those receiving services as usual in the community over the same 3-year period. Primary outcomes include those related to SUD recovery and the prevention of substance-exposed births. Secondary outcomes include connection to recovery support services, parental custody, criminal justice involvement, and financial stability. The study protocol has been approved by the University of Oklahoma Institutional Review Board, which is responsible for ongoing oversight, the Oklahoma Department of Mental Health and Substance Abuse Services, and the Oklahoma Department of Human Services. The project has received a Certificate of Confidentiality from the National Institutes of Health and is registered on ClinicalTrials.gov.

Study design {8} {9} {14}

We will evaluate PCAP using a RCT with an intent-to-treat design in two sites in Oklahoma: Oklahoma City and Tulsa, including their surrounding areas. The study will recruit and enroll 200 participants, with 50 control and 50 treatment group participants at each site. Both groups will participate in data collection at baseline and at 12, 24, and 36 months post-baseline, with 36 months post-baseline being the primary endpoint. Study participants will not be constrained from accessing any other services or interventions that may be available in their community.

Description of the intervention {11a} {11b} {11d}

The Parent–Child Assistance Program (PCAP) has been described in detail elsewhere [ 25 , 28 ]. In brief, PCAP is a 3-year intervention for pregnant and post-partum individuals with problematic or at-risk substance use during their most recent pregnancy. Built on the theoretical foundations of relational theory [ 29 ], the transtheoretical model of behavior change [ 30 ], and harm reduction [ 31 ], PCAP aims to support birthing individuals in completing SUD treatment and link them with comprehensive community resources to help them stay in recovery, build healthy lives, and avoid exposing any future children to alcohol or drugs prenatally. PCAP provides program participants with a bachelor’s-level case manager (CM), with whom they meet approximately bi-weekly, in participants’ own homes or elsewhere in the community. CMs typically work with up to 20 participants and their families, serve as role models, help them to articulate their own goals and take steps to reach them, and provide transportation and practical assistance when needed in support of participants’ goals. The intervention manual is available at https://pcapwa.org/manual . There are no formal criteria for modifying the intervention for a given participant. The design of the intervention provides for flexibility to adjust the frequency of contacts according to the participant’s needs and preferences while aiming for an average of two face-to-face contacts per month over the course of the intervention. Consistent with the intent-to-treat approach, participants who ask to suspend their participation in the intervention or withdraw from the intervention completely will remain in the study unless they specifically ask to withdraw from the study as a whole.

Description of the control condition {6b}

Participants randomly assigned to the control condition will not receive PCAP but will not be constrained from accessing available services as usual in their community. They will be provided with a list of local services and resources. These resources include information for accessing substance use disorder and mental health treatment and support, health care, family planning, domestic violence services, housing and food assistance, and legal services.

Participants and recruitment {15}

The recruitment strategy will leverage a database of service providers that includes SUD treatment facilities, hospitals, birthing centers, judicial personnel, tribal groups, Indian health centers, mental health providers, and other service providers and agencies that may encounter the target population, such as WIC/SNAP/food stamp/welfare offices, emergency rooms/urgent care, homeless shelters, parenting classes, health departments, domestic violence shelters, community health centers (taking Medicaid), Planned Parenthood, and hospital social workers. The database is compiled by research and direct service staff based on their knowledge of service providers in the communities. Recruitment also occurs through public webinars, presentations and vendor tables at local and state conferences and symposia, presentations at local organizations, media attention, flyers, and social media.

Screening, consent, enrollment {10} {26a} {26b}

Prospective participants may self-refer or be referred by friends, family, or service providers via phone or by completing a referral form on the project Web page. A brief screening conducted by research staff ascertains eligibility. Inclusion criteria are as follows: (1) being pregnant or up to 24 months postpartum, (2) self-reporting at-risk alcohol or drug use during the most recent pregnancy, and (3) lacking adequate connection to community/social/health service providers. Alternatively, consistent with the PCAP model, individuals are eligible if they have a child (of any age) with Fetal Alcohol Spectrum Disorder, continue to use alcohol, and are in their childbearing years. Exclusion criteria include not being able to communicate in English, being under the age 18 years, having a significant cognitive or mental health condition that would preclude the ability to consent to be in the study, and being enrolled in a program that provides duplicative services. Informed consent will be obtained from eligible individuals by the Research Coordinator before administering the baseline data collection instruments. Randomization will occur upon completion of the baseline data collection.

Assessment procedures

Whenever feasible, participants will complete study assessments at a private workstation at one of the study sites, connecting with the research coordinator via Zoom videoconferencing. In situations where a participant cannot come to the site, assessments may be conducted with the interview portion via phone and the survey portion completed via web link or on paper forms to be returned via US Mail to the research office. Alerts will be used to remind research staff of data collection intervals. To maintain currency of contact information, research staff will check in with study participants in both groups every 3 months between data collection intervals with a brief online form sent by text message.

Randomization procedures {16a} {16b} {16c}

Group assignment will occur via an online random assignment generator called Research Randomizer [ 32 ], which relies on a computer algorithm for randomization within REDCap, the data management system described below. Randomization will be stratified by location to produce equal numbers of participants in the treatment and control groups at each site. Neither the research staff using the system nor the participant will know the group assignment before the baseline data are collected. Figure  1 displays enrollment and randomization processes.

Randomization and enrollment process

Blinding {17a} {17b}

Group membership will not be blinded after assignment. Participants and staff will be aware of whether a participant is assigned to the treatment or control group by necessity given the nature of the intervention.

Post trial care {30}

Participants will continue with services as usual post-trial.

Measures {12} {20a}

For this study, primary outcomes concern parental SUD recovery and prevention of future substance-exposed births. Specifically, we will assess substance use (recency and frequency), SUD treatment completion, duration of abstinence from substance use, use of family planning methods, and number of subsequent substance-exposed births. Secondary outcomes concern parent–child linkage to recovery supports and social services, prevention of foster care placement, parent–child reunification, and family stability. Recovery supports/social services include housing, health care, family planning, mental health treatment, support groups, food assistance, daycare/childcare, and legal services. Prevention of foster care placement and parent–child reunification will be examined in terms of the living arrangement and legal custody of the index child and the number of months the child lived with the participant. Family stability refers to parental education and employment status, stable housing, and no new involvement with the criminal justice system.

Data management {19}

Whenever possible, data will be directly entered into REDCap, a HIPAA-compliant data management platform. During the interview portion of the assessment, the research coordinator will enter participant responses into REDCap as they are given. When the self-administered survey is completed online, data will be stored as each question is answered. We anticipate that participants’ completing the self-administered survey on paper will be rare. When that happens, the paper forms will be stored in a locked cabinet until the data are entered by the research coordinator and data entry accuracy is verified by another study staff member, after which the paper forms will be shredded (Table  1 ).

The 5 th edition of the Addiction Severity Index (ASI) is a semi-structured interview instrument that assesses the following domains: medical status, employment/support status, substance use, legal status, family history, family/social relationships, and psychiatric status [ 33 ]. This instrument has been supplemented with additional items developed by subject matter experts, straightforwardly worded. These include items to assess drug use during pregnancy, reproductive history, and adverse life experiences not assessed in the ASI. Substances assessed include and expand upon those in the ASI: alcohol, heroin, fentanyl, methadone, other opiates/analgesics, barbiturates, sedatives/tranquilizers, cocaine, methamphetamine, other amphetamines, cannabis, hallucinogens, inhalants, and other substances. Additional items assess birth control use, number and living situation of biological children, adverse life experiences, and child protective services involvement. Items have also been created to assess the services participants have received in the preceding year, including healthcare for mother and child(ren), family planning, mental health, housing, emergency funds, food/clothing/supplies, legal aid, domestic violence, childcare, support groups, public schools, and public health nursing. Each service is coded as to whether the participant expressed a need for that service (yes = 1/no = 0) and whether the service was received (yes = 1/no = 0). An abbreviated (brief) version of the ASI that omits time invariant/historical information is administered at the annual follow-up assessments.

Self-administered survey (SAS)

The SAS was developed by the investigator team, drawing primarily upon standardized scales and measures used in addictions research and related subfields that have solid psychometric properties. The SAS elicits information from participants along several dimensions covering a wide range of participant behavior metrics and social psychological concepts important for addiction research, including criminal justice involvement, additional adverse childhood experiences (ACEs) from an expanded ACEs instrument [ 34 ], social support [ 35 ], maternal attachment (antenatal [ 36 ] and postnatal [ 37 ]), mental health (PTSD [ 38 ] and psychological distress [ 39 ]), self-esteem [ 40 ] and self-efficacy [ 41 ], addiction beliefs [ 42 , 43 ], parenting practices [ 44 ], and parent/child experiences [ 45 ] and child development [ 46 ]. These measures allow us to examine both predictors of success, as well as additional secondary outcomes stemming from the intervention. Figure  2 presents the schedule of enrollment, intervention, and assessments.

Schedule of enrollment, intervention, and assessments {13}

Intervention adherence {11c} {18b}

Adherence to the intervention on the part of the participant is defined as engagement with the CM. Strategies to improve adherence will include (1) requiring the CMs to reach out proactively to participants in the intervention condition to arrange biweekly face-to-face meetings, (2) offering transportation to participants in support of their goals, (3) helping participants to access tangible goods (e.g., diapers, food assistance) in support of family needs, and (4) obtaining consent to contact a friend or family member in the event the participant cannot be reached/located.

Fidelity monitoring

Fidelity to the PCAP model will be monitored by examining time logs for CMs and monthly and semi-annual reports of participant status. CMs will record the amount of time spent working directly with or on behalf of each participant, including face-to-face meetings, time spent transporting the participant, phone communication with the participant, and other time spent working on a participant’s case without the participant present, such as working with an agency on behalf of the participant, time spent with participant’s family, and time spent corresponding with the participant. Specifically, we will monitor the number of visits per month, maintaining an expectation that CMs meet with each intervention participant twice per month and that CMs spend at least 55% of their time working with or on behalf of intervention participants. A case management supervisor will monitor time spent with participants and intervention milestones, providing feedback when deviations from fidelity are noted.

Data analysis plan {20b} {20c}

After checking for equivalency between groups on key baseline measures, we will conduct cross-sectional, bivariate analyses to assess differences between treatment and control groups at 12-, 24-, and 36-month timepoints. Evaluation of effectiveness will utilize both intent-to-treat (ITT) and as-treated (AT) approaches [ 47 ]. In the ITT analysis, all randomly assigned participants will be included in the analysis, regardless of the extent to which they received the intervention. In the AT analysis, only those who remain engaged in the intervention at the timepoint of interest will be included. Additionally, we will examine the dosage of the intervention and intervention site as moderators of between-group effects. Other potential moderators to be examined include participant race/ethnicity, marital status, age, and criminal justice involvement.

We anticipate that missing data will not be missing completely at random and are unlikely to be missing at random due to the nature of SUD research. For example, participants with more severe SUDs may be more likely to die from overdose and thus contribute to missing data. We will acknowledge this limitation when the findings are disseminated. Bivariate analyses will use pairwise deletion in the case of missing data. Regression analysis examining mediation and moderation will use listwise deletion. Statistical modeling will use full information maximum likelihood estimation whenever possible.

Power and sample size

The sample size of 200 participants will provide power of .80 to detect at least small-to-medium effects (Cohen’s d  = .40) using two-tailed, between-groups, planned comparisons with an error probability of .05, reflecting the ceiling of statistical power. Given the nature of SUDs and their potential impact on the stability of participants’ lives, we conservatively estimate that 33% will attrit from the study before the primary endpoint of 36 months. This is more conservative than what has been observed in Washington State, where 72% of participants who enrolled in PCAP remained in the program for 36 months. A sample size of 132 participants will provide power of .80 to detect at least medium effects (Cohen’s d  = .50), reflecting the anticipated floor of statistical power.

Data and safety monitoring {21a} {21b} {22} {24}

All procedures will be reviewed and approved by the University of Oklahoma IRB with annual reviews. Exclusively using psychosocial methods, the intervention to be evaluated in this study is deemed low risk. Accordingly, an external data and safety monitoring board will not be used. The study PIs (EM, SS) will be jointly responsible for data and safety monitoring and will meet for this purpose at least semi-annually. Interim analyses will be conducted at least every 6 months. Every week, the investigators review recruitment and retention rates. Semi-annually, they review baseline demographics, adverse events, and primary and secondary outcomes and consider whether there are relatively greater risks in either arm of the trial that warrant stopping the trial. Anticipated potential and reportable adverse events include but are not limited to breaches of confidentiality, death of a subject, reports of acts of violence, child abuse, and complaints about the study or the research team. Per state law, child abuse will be reported to Children’s Protective Services within 48 h, as stated in the consent form. Should an unanticipated adverse event occur, the following steps will be taken: (1) the participant will be informed as to the nature of the event, and its possible implications; (2) the PIs will immediately notify the IRB; (3) the PIs will consult with the Co-Is to review existing safeguards to determine how and why the event occurred; (4) data collection will be halted until new/modified safeguards are developed and implemented; (5) the IRB will review the new procedures, and data collection will resume after a new approval is granted. In addition, the funding agencies will be informed of any actions taken by the IRB at any time as a result of continuing reviews.

Frequency and plans for auditing trial {23}

The trial is overseen by a group of investigators and a full-time Project Director at the University of Oklahoma and the University of Washington. A full-time research coordinator is responsible for data collection. This group oversees the implementation and evaluation of PCAP. The direct services are managed by a Supervisory/Manager in OU Outreach’s Southwest Prevention Center (SWPC). The Project Director meets weekly with the research coordinator and the investigator team, along with other meetings as needed. The investigator team and Project Director meet monthly with the SWPC to coordinate activities. The Direct Services team meets weekly with the SWPC Manager. The investigators meet weekly to closely monitor the PCAP trial and discuss the progress of the study and any issues that may arise during its conduct. Given the low-risk nature of the intervention, no external monitoring committee is used. The project also has a Parent Advisory Committee with their own leadership structure who meet quarterly with the full project teams. The Parent Advisory Committee also is invited to monthly investigator team meetings. They have advised on measurement, recruitment, retention, hiring, and direct services. They have also attended conferences and represented PCAP in public forums. We have no plans for an independent monitor.

Protocol amendments {25}

Since this project employs continuous quality improvement procedures, modifications to data collection forms or documented procedures are submitted to the IRB of record. Amendments to the study protocol will only be made if deemed essential in the face of emergent problems according to the study PIs. If the IRB deems it necessary, previously enrolled participants will be informed and re-consented. All modifications are documented in our research and direct service guides. Any deviations to the protocol or adverse events will be reported to the IRB. Sponsors and funders are notified of any significant changes in our regular progress reporting. Major protocol modifications will be uploaded to the clinical trial registry.

Confidentiality {27}

Participants will sign a HIPAA waiver to allow their protected health information to be maintained and used by the study. As noted, data will be managed with a HIPAA-compliant platform (REDCap) and stored on a secure, HIPAA- and HITECH-compliant server at the University of Oklahoma Health Sciences Center. Direct identifiers will be destroyed upon completion of the trial or as dictated by the IRB. In accordance with HIPAA and 42 CFR Part 2, participants’ written consent will be required to identify their connection to the trial, which will have a federal certificate of confidentiality from the National Institutes of Health.

Dissemination {31a} {31b} {31c}

Access to de-identified data will be provided upon reasonable request, including to the study sponsors, with execution of a formal data use agreement. Findings will be published regardless of whether study hypotheses are supported. Trial results will be disseminated via ClinicalTrials.gov, publications in peer-reviewed journals, presentations at national scientific meetings, presentations to the community, summaries on the study website, and reports to study sponsors, federal clearinghouses, and state policy makers. Authorship eligibility will be restricted to those who have made substantive contributions to conception or design or conduct of the study and who have contributed to the preparation of the work. All authors must be accountable for the work and approve of the final version to be published.

This RCT fills a gap for impact studies on programs for pregnant and parenting people with problematic substance use during pregnancy. In the protocol, we outline our major goals for the evaluation of PCAP and the primary and secondary outcomes, which we hypothesize to be impacted by the intervention. One of the strengths and challenges of this trial is primary data collection on a highly vulnerable population. This vulnerability of the study population translates into experiences that lead to tenuous circumstances with high degrees of residential mobility, thus making it difficult for researchers to conduct field-based trials. As noted, we anticipate attrition during the 3-year study period. Previous studies have shown that a 3-year intervention study requires a lot of resources to keep participants engaged and located [ 25 , 28 ]. It is because of these difficulties, in part, that this population has gone understudied and few evidence-based interventions exist. While the collection of primary data (vs. solely relying on administrative data) provides us with a depth of theory-driven information on study participants and will allow us to examine mechanisms that mediate the intervention’s effects, a limitation of this approach is the reliance on self-reported measures, including substance use. Our consent form allows for future linking of participant records with cross-sector administrative records to test the validity of this approach, as funding allows.

Ancillary goals of this RCT include getting rated by federal clearinghouses for evidence-based programs in the realms of home-visiting and foster care prevention. In this regard, it fits squarely within the context of evidence-based policy making, which incentivizes social programs to conduct impact evaluations [ 48 ]. In the realm of home visiting and child welfare, the federal government provides financial incentives for states to select and implement evidence-based programs. Most importantly, PCAP provides intensive services to a highly vulnerable population with the potential to improve outcomes for both parents and children. If successful, and if the program shows positive impacts on the outcomes of interest, this trial could lead to substantial spread and replication of PCAP and help address the crisis of perinatal substance misuse nationwide.

Trial status

The study protocol version is 1.18 11/14/23, which involved minor changes to the wording of the recruitment flyer for simplicity and clarification regarding eligibility criteria. This study began enrolling participants in December 2022 and is expected to enroll participants until December 2024.

Availability of data and materials {29}

We are happy to make any study materials (e.g., consent form and study instruments) available to other researchers upon request. For verification purposes, we can make de-identified data available, upon request, to the maximum extent that is legally allowed under the terms of our IRBs and data use agreements.

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Abbreviations

Substance use disorder

Maternal, Infant, and Early Childhood Home Visiting

Home Visiting Evidence for Effectiveness Clearinghouse

Family First Prevention Services Act

The Parent–Child Assistance Program

• Randomized controlled trial

Case manager

Intent-to-treat

Principal investigator

Co-investigator

Institutional review board

Health Insurance Portability and Accountability Act

Health Information Technology for Economic and Clinical Health

Code of Federal Regulations

Research Electronic Data Capture (software)

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Acknowledgements

We thank Angela Harnden, Ph.D., for her contributions to the development of the protocol and its submission to the IRB.

Roles and responsibilities: sponsors and funders {5c}

Our project has multiple funders/sponsors, and we communicate with them on project progress according to their required reporting requirements. They are not involved in the study design, data collection or management, analysis, or interpretation of data. They will not be co-authors on any study reports nor have authority over these activities. We have used them to brainstorm recruitment ideas.

This project has been funded by a consortium of public and private consortium of funders including the Arnall Family Foundation, the Oklahoma Department of Human Services, the Oklahoma Department of Mental Health and Substance Abuse Services, Casey Family Programs, and the University of Oklahoma.

Author information

Erin J. Maher and Susan A. Stoner contributed equally as first authors to the development of the protocol and protocol paper.

Authors and Affiliations

Department of Sociology, University of Oklahoma, 780 Van Vleet Oval, Kaufman Hall 311, Norman, OK, 73019, USA

Erin J. Maher, Julie Gerlinger, A. C. Ferraro & Heather Lepper-Pappan

Department of Psychiatry & Behavioral Sciences, Addictions, Drug & Alcohol Institute, University of Washington School of Medicine, 1959 NE Pacific Street, Box 356560, Seattle, WA, 98195-6560, USA

Susan A. Stoner

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Contributions

EM and SS contributed equally to the development of the study protocol and this published manuscript as first authors, leading the framing and discussion. JG is the lead quantitative analyst and contributed to the analytical sections. AF and HLP each contributed to the other methods section of the manuscript.

Corresponding author

Correspondence to Erin J. Maher .

Ethics declarations

Ethics approval and consent to participate.

All participants provided informed consent to the study procedures, which were reviewed by three institutional review boards: University of Oklahoma IRB (#14394), Oklahoma Department of Human Services IRB (#76052022), and the Oklahoma Department of Mental Health and Substance Use Disorders IRB (#22-03). This project also has a NIH Certificate of Confidentiality (#CC-OD-22-2938). We are willing to provide our consent form upon request.

Consent for publication

We have consent to publish information from this study without identifying information. Our manuscript does not contain any identifiable information.

Competing interests {28}

SS is the director of a statewide program delivering PCAP in Washington State. As the University of Oklahoma is leading the evaluation component, SS’ directorship is not expected to influence the results of the present study.

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Maher, E.J., Stoner, S.A., Gerlinger, J. et al. Study protocol for a randomized controlled trial of the Parent–Child Assistance Program: a case management and home visiting program for people using substances during pregnancy. Trials 25 , 264 (2024). https://doi.org/10.1186/s13063-024-08098-6

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Received : 29 December 2023

Accepted : 09 April 2024

Published : 16 April 2024

DOI : https://doi.org/10.1186/s13063-024-08098-6

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• Early childhood
• Home visiting
• Case management
• Substance use disorders
• Recovery support services

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