Argumentative Essays

English 6

Jesper Haraldsson

Nyköpings Gymnasium

2023-12-31

Learning Objectives

By the end of this lesson you will be able to:

  • explain the purpose of an argumentative essay
  • apply the elements of argument to the writing of an argumentative essay
  • write an argumentive essay
  • use various strategies to develop and support your arguments
  • use comparison and contrast, where approproate, to develop your argumentative

and if there’s time:

  • discuss second chances
  • avoid fallacies
  • integrate quotations

Argumentation

  • to yell
  • convince or persuade the reader
  • highly persuasive and logical

Vocabulary1

Argumentation ____

Refutation ____

Proponent ____

Opponent ____

Counter Argument ____

Pro Argument ____

  1. a person who disagrees with something and speaks against it
  2. the act or process of forming reasons, drawing conclusions, and applying them to a case in discussion
  3. point or statement that supports one’s ideas and/or thesis
  4. point or statement in opposition to the argument being made in a written document or speech
  5. the process of discrediting the arguments that oppose your thesis statement
  6. someone who argues in favor of something; advocate

Argumentatation 2

Refutation 5

Proponent 6

Opponent 1

Counter Argument 4

Pro Argument 3

  1. a person who disagrees with something and speaks against it
  2. the act or process of forming reasons, drawing conclusions, and applying them to a case in discussion
  3. point or statement that supports one’s ideas and/or thesis
  4. point or statement in opposition to the argument being made in a written document or speech
  5. the process of discrediting the arguments that oppose your thesis statement
  6. someone who argues in favor of something; advocate

Argue vs Inform1

Use Arg for argument and Inf for inform.

  1. _____ Censorship is the best way of controlling the minds of the citizens.

  2. _____ Parents control their children’s TV viewing habits in three ways.

  3. _____ In war journalism, it is never appropriate to show on the news how a country’s soldiers suffer in combat.

  4. _____ Politicians use various strategies to influence the media during their election campaigns.

  5. _____ The only way to receive high ratings for a TV series is to cast attractive actors or actresses.

Use Arg for argument and Inf for inform.

  1. Arg Censorship is the best way of controlling the minds of the citizens.

  2. Inf Parents control their children’s TV viewing habits in three ways.

  3. Inf In war journalism, it is never appropriate to show on the news how a country’s soldiers suffer in combat.

  4. Arg Politicians use various strategies to influence the media during their election campaigns.

  5. Arg The only way to receive high ratings for a TV series is to cast attractive actors or actresses.

One more word… Thesis

A thesis states your main claim.

  • make or break your paper
  • too broad - you cannot do justice to the argument
  • too narrow - it just states a commonly known fact
  • if it’s obvious to everyone it isn’t an arguable thesis

How do I know??

The four test questions

  1. Is it arguable?
  2. Is it specific?
  3. Is it manageable given your length and time requirements?
  4. Is it interesting to your intended readers?

Thesis Practice 1

We should take action to resolve the serious traffic problem in our city.

  1. Is it arguable? The thesis is arguable, but it lacks a focus.

  2. Is it specific? The thesis is too broad.

  3. Is it manageable? Transportation is a complex issue. New highways and rail systems are expensive and take many years to build. Furthermore, citizens don’t want new roads running through their neighborhoods.

  4. Is it interesting? The topic has the potential to be interesting if the writer can propose a specific solution to a problem that everyone in the city recognizes.

The existing freight railway that runs through the center of the city should be converted to a passenger railway because this is the cheapest and quickest way to decrease traffic congestion downtown.

More than 60 percent of Americans play computer games on a regular basis.

  1. Is it arguable?
  2. Is it specific?
  3. Is it manageable given your length and time requirements?
  4. Is it interesting to your intended readers?
  1. Is it arguable? The thesis states a commonly acknowledged fact. It is not arguable.
  2. Is it specific? The thesis is too narrow.
  3. Is it manageable? A known fact is stated in the thesis, so there is little to research. Many surveys report this finding.
  4. Is it interesting? The popularity of computer games is well established. Nearly everyone is aware of the trend.

Computer games are valuable because they improve children’s visual attention skills, literacy skills, and computer literacy skills.

Essay Structure1

These may be extended to break the “five paragraph essay” structure.

Model A

  • introduction
  • main opposing Arg A
  • refutation of Arg A
  • main positive Arg 1
  • conclusion

Model B

  • introduction
  • positive Arg 1
  • positive Arg 2
  • opposing Arg A with refutation
  • conclusion

Model C

  • introduction
  • positive Arg 1
  • opposing Arg A
  • refutation Arg A with positive Arg 2
  • conclusion

Essay Structure contd.

The classical high school argumentative essay:

  • introduction
  • positive Arg 1
  • positive Arg 2
  • counter Arg A
  • positive Arg 3
  • conclusion

Select the structure that works best for your argument (unless your teacher has listed a preference).

Introduction

Pick and mix1 :

  • state your thesis concisely
  • provide a hard-hitting fact
  • ask a question that your paper will answer
  • give a vivid description of a problem that your paper will solve
  • discuss a contradiction or paradox
  • describe a concrete scenario or personal anecdote

But don’t forget the title!

Social Media is Destroying Teen Mental Health

In this essay, I will argue that social media is harmful to teenagers’ mental health. It’s a fact that excessive use of these platforms can lead to issues like anxiety and low self-esteem among young people. The question I aim to explore is: How does social media negatively impact the mental health of teenagers, and what can be done to address this growing problem?

Social Media is Destroying Teen Mental Health

When my friend Sara started using social media, her life seemed to become more vibrant and exciting, filled with likes, comments, and endless scrolling. But soon, I noticed a change in her: less laughter, more anxiety, and a constant obsession with her online image. This shift from joy to distress mirrors a widespread issue among teenagers today, where social media, initially a platform for connection, becomes a source of relentless pressure. In this essay, I will argue that the harmful effects of social media on teenagers’ mental health are profound and require urgent managing to protect their well-being.

Body Paragraphs

  • Purpose: Introduces the main idea of the paragraph.

Social media platforms, while designed for connectivity, often lead to increased feelings of isolation and loneliness among teenagers.

  • Evidence: Cite studies, statistics, or real-life examples.
  • Analysis: Discuss how the evidence supports the topic sentence.

A study by the University of Pennsylvania found a direct correlation between time spent on social media and increased levels of loneliness and depression among adolescents.

  • Clarification: Further explain the evidence and its implications.
  • Connection: Link the evidence to the broader argument about social media’s negative impact.

This increase in loneliness can be attributed to the unrealistic portrayals of life on social media, leading teenagers to feel inadequate and disconnected from their peers.

  • Summary: Reiterates the main point of the paragraph.
  • Transition: Leads to the next point or paragraph.

Thus, the paradox of social media lies in its ability to connect yet concurrently isolate, underscoring its detrimental effect on the mental health of young users.

Evidence

Evidence must be:

  • Accurate
    • Do most experts agree on the information?
    • Is it up to date?
  • Complete
    • Does the evidence tell the “whole story”? Or do some legitimate counterarguments seem to be ignored?
  • Relevant
    • Is all the evidence related to the main point?

Use F for fact and O for opinion.

  1. ______ A study by the American Psychological Association found that teenagers who spend more than three hours a day on social media are at a higher risk of mental health problems.
  2. ______ Social media platforms are inherently damaging to teenagers’ self-esteem due to the constant exposure to edited and unrealistic images.
  3. ______ Teenagers would lead happier, more fulfilling lives if they spent less time on social media and more time in real-world interactions.
  4. ______ Research has shown that the use of social media sites like Instagram and Facebook is linked to increased rates of anxiety and depression among adolescents.
  5. ______ The benefits of social media, like global connectivity and access to information, far outweigh any negative impacts on mental health.
  6. ______ Sara Nillson, a professor of food psychology at Stockholm University, noted in her 2021 dissertation that teens who spent more than five hours on their phone were more likely to have order pizza instead of pasta at restaraunts than those who spent two hours or less on their mobiles.

Use F for fact and O for opinion.

  1. F A study by the American Psychological Association found that teenagers who spend more than three hours a day on social media are at a higher risk of mental health problems.
  2. O Social media platforms are inherently damaging to teenagers’ self-esteem due to the constant exposure to edited and unrealistic images.
  3. O Teenagers would lead happier, more fulfilling lives if they spent less time on social media and more time in real-world interactions.
  4. F Research has shown that the use of social media sites like Instagram and Facebook is linked to increased rates of anxiety and depression among adolescents.
  5. O The benefits of social media, like global connectivity and access to information, far outweigh any negative impacts on mental health.
  6. F Sara Nillson, a professor of food psychology at Stockholm University, noted in her 2021 dissertation that teens who spent more than five hours on their phone were more likely to have order pizza instead of pasta at restaraunts than those who spent two hours or less on their mobiles.

Use E for good evidence and BE for bad evidence for our essay.

  1. ______ A study by the American Psychological Association found that teenagers who spend more than three hours a day on social media are at a higher risk of mental health problems.
  2. ______ Social media platforms are inherently damaging to teenagers’ self-esteem due to the constant exposure to edited and unrealistic images.
  3. ______ Teenagers would lead happier, more fulfilling lives if they spent less time on social media and more time in real-world interactions.
  4. ______ Research has shown that the use of social media sites like Instagram and Facebook is linked to increased rates of anxiety and depression among adolescents.
  5. ______ The benefits of social media, like global connectivity and access to information, far outweigh any negative impacts on mental health.
  6. ______ Sara Nillson, a professor of food psychology at Stockholm University, noted in her 2021 dissertation that teens who spent more than five hours on their phone were more likely to have order pizza instead of pasta at restaraunts than those who spent two hours or less on their mobiles.

Use E for good evidence and BE for bad evidence for our essay.

  1. E A study by the American Psychological Association found that teenagers who spend more than three hours a day on social media are at a higher risk of mental health problems.
  2. BE Social media platforms are inherently damaging to teenagers’ self-esteem due to the constant exposure to edited and unrealistic images.
  3. BE Teenagers would lead happier, more fulfilling lives if they spent less time on social media and more time in real-world interactions.
  4. E Research has shown that the use of social media sites like Instagram and Facebook is linked to increased rates of anxiety and depression among adolescents.
  5. BE The benefits of social media, like global connectivity and access to information, far outweigh any negative impacts on mental health.
  6. BE Sara Nillson, a professor of food psychology at Stockholm University, noted in her 2021 dissertation that teens who spent more than five hours on their phone were more likely to have order pizza instead of pasta at restaraunts than those who spent two hours or less on their mobiles.

Integrating evidence

Don’t just list a fact integrate it.

Using Introductory Phrases

  • According to…
  • As stated in…
  • Research by [Author/Institution] shows that…
  • For instance,…
  • An example of this is…

Commenting on Evidence

  • This suggests that…
  • This evidence highlights…
  • From this, one can conclude that…

Embedding Evidence

  • In their study, [Author] found that…
  • This is supported by [Author]’s finding that…
  • [Statistic] demonstrates that…

Use I for integrated and N for not integrated.

  1. ____ According to a study by the University of Cambridge, teenagers who spend more than five hours on social media are twice as likely to experience depression.
  2. ____ This evidence highlights the link between excessive screen time and decreased physical activity among young adults.
  3. ____ A survey conducted in 2022 revealed that 60% of teenagers feel pressure to post content that will receive likes and comments.
  4. ____ 45% of high school students reported feeling anxious due to academic pressures, as per the National Health Survey.
  5. ____ In their research, Smith and Jones found that regular interaction with nature significantly reduces stress levels in adolescents.

Use I for integrated and N for not integrated.

  1. I According to a study by the University of Cambridge, teenagers who spend more than five hours on social media are twice as likely to experience depression.
  2. I This evidence highlights the link between excessive screen time and decreased physical activity among young adults.
  3. N A survey conducted in 2022 revealed that 60% of teenagers feel pressure to post content that will receive likes and comments.
  4. N 45% of high school students reported feeling anxious due to academic pressures, as per the National Health Survey.
  5. I In their research, Smith and Jones found that regular interaction with nature significantly reduces stress levels in adolescents.

Conclusion

Pick and mix1:

  • issue a call to action
  • discuss the implications
  • make recommendations
  • project into the future
  • tell an anecdote that illustrates a key point

Use signal and transition words too (next slide).

In conclusion, the negative impact of social media on teenagers’ mental health is evident and alarming. Through examining the ways in which these platforms contribute to anxiety, depression, and low self-esteem, it becomes clear that there is an urgent need for action. Strategies such as promoting digital literacy, encouraging balanced online behaviors, and providing mental health resources are essential. We must prioritize the mental well-being of our youth in this digital age, ensuring that social media becomes a tool for positive connection rather than a source of harm.

To conclude, the story of Sara is not unique but a reflection of a broader crisis in teenage mental health exacerbated by social media. This essay has highlighted the deep and damaging effects that social media can have on the psyche of young individuals. It is imperative that we address this issue head-on, through educational initiatives, parental guidance, and policy changes aimed at making social media a safer space for teenagers. Protecting the mental health of our younger generation requires a concerted effort to transform the way social media is interacted with and perceived.

Signal and Transitions Words

Signal and Transition words help you move smoothly from one idea to the next1.

  • however
  • alternatively
  • in addition
  • although
  • on the other hand
  • also
  • nevertheless
  • as far
  • similarly
  • prior to
  • equivalent
  • conversely

Which of these words could you use to transition from introducing a counterargument to refuting it (proving it “wrong”)?

These say “there is an order to these ideas”

  • next
  • last
  • prior to
  • first, second, etc.
  • in the first place
  • then
  • before
  • after
  • later
  • earlier
  • subsequently
  • thereafter
  • followed by
  • initally
  • last of all
  • last but not least
  • in this order
  • respectively
  • on the heels of
  • from this point

These say “pay attention: there are more ideas to come”

  • a final reason
  • additionally
  • again
  • along with
  • also
  • other
  • and finally
  • correspondingly
  • coupled with
  • equally important
  • as well as
  • besides
  • first, second, etc.
  • for one thing
  • furthermore
  • first of all
  • identically
  • not to mention
  • not only
  • similarly
  • too
  • what’s more
  • likewise
  • moreover

These say “now you’ll see how A and B are alike”

  • alike
  • along the same lines
  • also
  • and
  • as
  • as well as
  • best
  • both
  • by and large
  • compared to
  • by the same token
  • comparable
  • comparatively
  • either
  • equal
  • identical
  • in similar fashion
  • in the same manner
  • synonymous with
  • resembling

These say “now you’ll see how A is different from B”

  • a clear difference
  • a countering argument
  • a dissident voice
  • a striking distance apart
  • a variation of
  • although
  • as opposed to
  • balanced against
  • by contrast
  • contrary to
  • despite the fact
  • differ
  • distinct from
  • in opposition to
  • in spire of
  • on the other hand
  • stands out
  • the antithesis of
  • the reverse of
  • yet

These say “the discussion ends here, and this is the takeaway”

  • a final thought
  • accordingly
  • all in all
  • as a result
  • at last
  • brings us to the end
  • close by saying
  • consequently
  • finally
  • from this we see
  • hence
  • in closing
  • in conclusion
  • in short
  • last of all
  • nevertheless
  • on the whole
  • therefore
  • thus
  • to conclude

Second Chances

Pros Cons
Promotes Growth and Learning: Second chances allow individuals to learn from their mistakes and grow as a result. Risk of Recurring Mistakes: Offering a second chance can lead to repeated mistakes, as some may not learn from their first error.
Fosters Forgiveness and Empathy: Giving a second chance can foster a culture of forgiveness and empathy, essential for healthy relationships and societies. Can Undermine Accountability: Constantly giving second chances can lead to a lack of accountability and responsibility.
Encourages Reformation and Change: Second chances can motivate people to change for the better, leading to positive personal and societal change. Potential for Unfairness: Some argue that second chances can be unfairly distributed, favoring some individuals over others.
Restorative Justice: They align with the principles of restorative justice, focusing rehabilitation rather than punishment.on Possible Diminishing of Standards: Repeated second chances might lead to a lowering of standards or expectations.

Fallacies1

One of the most common mistakes in student argumentative writing is the use of fallacies2. A fallacy is a statement that may sound reasonable or true but is deceptive and dishonest. Examples of this are:

Begging the Question

  • Involves assuming the conclusion in the premises.
  • Essentially, the argument’s conclusion is taken for granted in the argument itself, without any real evidence.

The belief in aliens is universal because everyone believes in them.

False Analogy

  • Comparing two things that aren’t really comparable in a significant way.
  • The analogy used to prove or disprove an argument is misleading or superficial.

Employees are like nails. Just as nails must be hit on the head to get them to work, so must employees.

Personal Attacks (Ad Hominem)

  • Attacking the person making the argument rather than the argument itself.
  • This fallacy shifts the focus from the merits of the argument to the character of the person.

You shouldn’t listen to her argument on climate change; she’s not even a scientist.

Red Herring

  • Introducing an irrelevant topic to divert attention from the subject of the argument.
  • This tactic avoids the key issues, often by moving the argument to a different, unrelated topic.

We can’t worry about the environment when we are in the midst of an economic crisis.

Misleading Statistics

  • Using statistical evidence in a way that is deceptive or manipulative.
  • This can involve cherry-picking data, misrepresenting data, or using statistics that are not relevant to the argument.

90% of individuals who tried this diet saw weight loss in the first week.

Post Hoc Reasoning (Post Hoc Ergo Propter Hoc)

  • Assuming that because one event followed another, the first event caused the second.
  • This fallacy confuses correlation with causation.

Every time I wash my car, it rains the next day. Washing my car must cause rain.

Non Sequitur

  • Making a conclusion that does not logically follow from the premises.
  • The argument’s conclusion does not necessarily result from its premises and may be unrelated.

He’s wearing a red shirt, so he must be a Communist.

Integrating Quotations

  • Purpose: Seamlessly incorporate quotes into your text.
  • Method: Use introductory phrases and ensure the quote is relevant to your point.

According to Smith (2020), “Social media significantly influences teenage behavior.”

  • Similar to in Swedish writing, “Enligt Smith…” or “Smith påpekar att…”
  • Purpose: Blend the quote into your own sentence structure.
  • Method: Integrate quotes as part of your sentence.

The phenomenon of “digital fatigue among adolescents is increasingly prevalent” (Johnson, 2019), highlighting the need for regulated screen time.

  • Purpose: Analyze or explain the quotation.
  • Method: Follow up the quote with your interpretation or analysis.

“The impact of online learning on student engagement is profound” (Doe, 2018); this suggests a need for more interactive educational technologies.

  • APA Style: (Author’s Last Name, Year)
  • MLA Style: (Author’s Last Name page number)
  • Chicago Style: (Author’s Last Name, Year, Page Number)

“This trend is indicative of a larger social shift” (Brown, 2021).

In English you’ll normally use MLA. Remember to check with your teacher!

  • Rule: End periods and commas should be inside the quotation marks in American English.

As observed by Green (2022), “The rate of digital literacy is growing rapidly.”

References

Boardworks. Writing to Argue. 2013.
Faigley, Lester, et al. Good Reasons with Contemporary Arguments. Seventh Edition, Pearson, 2018.
Kress, Jacqueline E., and Edward B. Fry. The Reading Teacher’s Book of Lists. Sixth edition, Jossey-Bass, 2016.
Lismay, Leli. “Logical Fallacies on Students’ Argumentative Writing.” ELP (Journal of English Language Pedagogy), vol. 5, no. 2, July 2020, pp. 21–27. DOI.org (Crossref), https://doi.org/10.36665/elp.v5i2.321.
Nadell, Judith, et al. The Longman Writer: Rhetoric, Reader, and Research Guide. 7th ed, Pearson Longman, 2009.
Waymon, Troynelius. Argumentative Essay Powerpoint. Atlantic Public Schools, 2012, https://www.atlantapublicschools.us/cms/lib/GA01000924/Centricity/Domain/6439/ARGUMENTATIVE%20ESSAY%20POWERPOINT.ppt.

Haraldsson - Argumentative Essays