good argument phrases

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• 40 Useful Words and Phrases for Top-Notch Essays

To be truly brilliant, an essay needs to utilise the right language. You could make a great point, but if it’s not intelligently articulated, you almost needn’t have bothered.

Developing the language skills to build an argument and to write persuasively is crucial if you’re to write outstanding essays every time. In this article, we’re going to equip you with the words and phrases you need to write a top-notch essay, along with examples of how to utilise them.

It’s by no means an exhaustive list, and there will often be other ways of using the words and phrases we describe that we won’t have room to include, but there should be more than enough below to help you make an instant improvement to your essay-writing skills.

If you’re interested in developing your language and persuasive skills, Oxford Royale offers summer courses at its Oxford Summer School , Cambridge Summer School , London Summer School , San Francisco Summer School and Yale Summer School . You can study courses to learn english , prepare for careers in law , medicine , business , engineering and leadership.

General explaining

Let’s start by looking at language for general explanations of complex points.

1. In order to

Usage: “In order to” can be used to introduce an explanation for the purpose of an argument. Example: “In order to understand X, we need first to understand Y.”

2. In other words

Usage: Use “in other words” when you want to express something in a different way (more simply), to make it easier to understand, or to emphasise or expand on a point. Example: “Frogs are amphibians. In other words, they live on the land and in the water.”

3. To put it another way

Usage: This phrase is another way of saying “in other words”, and can be used in particularly complex points, when you feel that an alternative way of wording a problem may help the reader achieve a better understanding of its significance. Example: “Plants rely on photosynthesis. To put it another way, they will die without the sun.”

4. That is to say

Usage: “That is” and “that is to say” can be used to add further detail to your explanation, or to be more precise. Example: “Whales are mammals. That is to say, they must breathe air.”

5. To that end

Usage: Use “to that end” or “to this end” in a similar way to “in order to” or “so”. Example: “Zoologists have long sought to understand how animals communicate with each other. To that end, a new study has been launched that looks at elephant sounds and their possible meanings.”

Adding additional information to support a point

Students often make the mistake of using synonyms of “and” each time they want to add further information in support of a point they’re making, or to build an argument . Here are some cleverer ways of doing this.

6. Moreover

Usage: Employ “moreover” at the start of a sentence to add extra information in support of a point you’re making. Example: “Moreover, the results of a recent piece of research provide compelling evidence in support of…”

7. Furthermore

Usage:This is also generally used at the start of a sentence, to add extra information. Example: “Furthermore, there is evidence to suggest that…”

8. What’s more

Usage: This is used in the same way as “moreover” and “furthermore”. Example: “What’s more, this isn’t the only evidence that supports this hypothesis.”

9. Likewise

Usage: Use “likewise” when you want to talk about something that agrees with what you’ve just mentioned. Example: “Scholar A believes X. Likewise, Scholar B argues compellingly in favour of this point of view.”

10. Similarly

Usage: Use “similarly” in the same way as “likewise”. Example: “Audiences at the time reacted with shock to Beethoven’s new work, because it was very different to what they were used to. Similarly, we have a tendency to react with surprise to the unfamiliar.”

11. Another key thing to remember

Usage: Use the phrase “another key point to remember” or “another key fact to remember” to introduce additional facts without using the word “also”. Example: “As a Romantic, Blake was a proponent of a closer relationship between humans and nature. Another key point to remember is that Blake was writing during the Industrial Revolution, which had a major impact on the world around him.”

12. As well as

Usage: Use “as well as” instead of “also” or “and”. Example: “Scholar A argued that this was due to X, as well as Y.”

13. Not only… but also

Usage: This wording is used to add an extra piece of information, often something that’s in some way more surprising or unexpected than the first piece of information. Example: “Not only did Edmund Hillary have the honour of being the first to reach the summit of Everest, but he was also appointed Knight Commander of the Order of the British Empire.”

14. Coupled with

Usage: Used when considering two or more arguments at a time. Example: “Coupled with the literary evidence, the statistics paint a compelling view of…”

15. Firstly, secondly, thirdly…

Usage: This can be used to structure an argument, presenting facts clearly one after the other. Example: “There are many points in support of this view. Firstly, X. Secondly, Y. And thirdly, Z.

16. Not to mention/to say nothing of

Usage: “Not to mention” and “to say nothing of” can be used to add extra information with a bit of emphasis. Example: “The war caused unprecedented suffering to millions of people, not to mention its impact on the country’s economy.”

Words and phrases for demonstrating contrast

When you’re developing an argument, you will often need to present contrasting or opposing opinions or evidence – “it could show this, but it could also show this”, or “X says this, but Y disagrees”. This section covers words you can use instead of the “but” in these examples, to make your writing sound more intelligent and interesting.

17. However

Usage: Use “however” to introduce a point that disagrees with what you’ve just said. Example: “Scholar A thinks this. However, Scholar B reached a different conclusion.”

18. On the other hand

Usage: Usage of this phrase includes introducing a contrasting interpretation of the same piece of evidence, a different piece of evidence that suggests something else, or an opposing opinion. Example: “The historical evidence appears to suggest a clear-cut situation. On the other hand, the archaeological evidence presents a somewhat less straightforward picture of what happened that day.”

19. Having said that

Usage: Used in a similar manner to “on the other hand” or “but”. Example: “The historians are unanimous in telling us X, an agreement that suggests that this version of events must be an accurate account. Having said that, the archaeology tells a different story.”

20. By contrast/in comparison

Usage: Use “by contrast” or “in comparison” when you’re comparing and contrasting pieces of evidence. Example: “Scholar A’s opinion, then, is based on insufficient evidence. By contrast, Scholar B’s opinion seems more plausible.”

21. Then again

Usage: Use this to cast doubt on an assertion. Example: “Writer A asserts that this was the reason for what happened. Then again, it’s possible that he was being paid to say this.”

22. That said

Usage: This is used in the same way as “then again”. Example: “The evidence ostensibly appears to point to this conclusion. That said, much of the evidence is unreliable at best.”

Usage: Use this when you want to introduce a contrasting idea. Example: “Much of scholarship has focused on this evidence. Yet not everyone agrees that this is the most important aspect of the situation.”

Adding a proviso or acknowledging reservations

Sometimes, you may need to acknowledge a shortfalling in a piece of evidence, or add a proviso. Here are some ways of doing so.

24. Despite this

Usage: Use “despite this” or “in spite of this” when you want to outline a point that stands regardless of a shortfalling in the evidence. Example: “The sample size was small, but the results were important despite this.”

25. With this in mind

Usage: Use this when you want your reader to consider a point in the knowledge of something else. Example: “We’ve seen that the methods used in the 19th century study did not always live up to the rigorous standards expected in scientific research today, which makes it difficult to draw definite conclusions. With this in mind, let’s look at a more recent study to see how the results compare.”

26. Provided that

Usage: This means “on condition that”. You can also say “providing that” or just “providing” to mean the same thing. Example: “We may use this as evidence to support our argument, provided that we bear in mind the limitations of the methods used to obtain it.”

27. In view of/in light of

Usage: These phrases are used when something has shed light on something else. Example: “In light of the evidence from the 2013 study, we have a better understanding of…”

28. Nonetheless

Usage: This is similar to “despite this”. Example: “The study had its limitations, but it was nonetheless groundbreaking for its day.”

29. Nevertheless

Usage: This is the same as “nonetheless”. Example: “The study was flawed, but it was important nevertheless.”

30. Notwithstanding

Usage: This is another way of saying “nonetheless”. Example: “Notwithstanding the limitations of the methodology used, it was an important study in the development of how we view the workings of the human mind.”

Giving examples

Good essays always back up points with examples, but it’s going to get boring if you use the expression “for example” every time. Here are a couple of other ways of saying the same thing.

31. For instance

Example: “Some birds migrate to avoid harsher winter climates. Swallows, for instance, leave the UK in early winter and fly south…”

32. To give an illustration

Example: “To give an illustration of what I mean, let’s look at the case of…”

Signifying importance

When you want to demonstrate that a point is particularly important, there are several ways of highlighting it as such.

33. Significantly

Usage: Used to introduce a point that is loaded with meaning that might not be immediately apparent. Example: “Significantly, Tacitus omits to tell us the kind of gossip prevalent in Suetonius’ accounts of the same period.”

34. Notably

Usage: This can be used to mean “significantly” (as above), and it can also be used interchangeably with “in particular” (the example below demonstrates the first of these ways of using it). Example: “Actual figures are notably absent from Scholar A’s analysis.”

35. Importantly

Usage: Use “importantly” interchangeably with “significantly”. Example: “Importantly, Scholar A was being employed by X when he wrote this work, and was presumably therefore under pressure to portray the situation more favourably than he perhaps might otherwise have done.”

Summarising

You’ve almost made it to the end of the essay, but your work isn’t over yet. You need to end by wrapping up everything you’ve talked about, showing that you’ve considered the arguments on both sides and reached the most likely conclusion. Here are some words and phrases to help you.

36. In conclusion

Usage: Typically used to introduce the concluding paragraph or sentence of an essay, summarising what you’ve discussed in a broad overview. Example: “In conclusion, the evidence points almost exclusively to Argument A.”

37. Above all

Usage: Used to signify what you believe to be the most significant point, and the main takeaway from the essay. Example: “Above all, it seems pertinent to remember that…”

38. Persuasive

Usage: This is a useful word to use when summarising which argument you find most convincing. Example: “Scholar A’s point – that Constanze Mozart was motivated by financial gain – seems to me to be the most persuasive argument for her actions following Mozart’s death.”

39. Compelling

Usage: Use in the same way as “persuasive” above. Example: “The most compelling argument is presented by Scholar A.”

40. All things considered

Usage: This means “taking everything into account”. Example: “All things considered, it seems reasonable to assume that…”

How many of these words and phrases will you get into your next essay? And are any of your favourite essay terms missing from our list? Let us know in the comments below, or get in touch here to find out more about courses that can help you with your essays.

At Oxford Royale Academy, we offer a number of  summer school courses for young people who are keen to improve their essay writing skills. Click here to apply for one of our courses today, including law , business , medicine  and engineering .

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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.

What Is an Argumentative Essay?

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

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

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

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

3 Good Argumentative Essay Examples + Analysis

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

Argumentative Essay Example 1

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

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

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

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

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

What this essay does well:

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

Argumentative Essay Example 2

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

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

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

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

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

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

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

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

Argumentative Essay Example 3

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

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

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

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

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

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

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

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

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

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

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

3 Tips for Writing a Good Argumentative Essay

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

#1: Make Your Thesis Crystal Clear

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

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

#2: Show Why the Other Side Is Weak

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

#3: Use Evidence to Support Your Side

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

Summary: Argumentative Essay Sample

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

What's Next?

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.

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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• How to write an argumentative essay | Examples & tips

How to Write an Argumentative Essay | Examples & Tips

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

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

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Table of contents

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

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

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

Argumentative writing at college level

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

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

Examples of argumentative essay prompts

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

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

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

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

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

Toulmin arguments

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

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

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

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

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

Rogerian arguments

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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52 Argumentative Essay Ideas that are Actually Interesting

What’s covered:, how to pick a good argumentative essay topic, elements of a strong argumentative essay, argumentative essay idea example topics.

Are you having writer’s block? Coming up with an essay topic can be the hardest part of the process. You have very likely encountered argumentative essay writing in high school and have been asked to write your own. If you’re having trouble finding a topic, we’ve created a list of 52 essay ideas to help jumpstart your brainstorming process! In addition, this post will cover strategies for picking a topic and how to make your argument a strong one. Ultimately, the goal is to convince your reader. 

An argumentative essay tasks the writer with presenting an assertion and bolstering that assertion with proper research. You’ll present the claim’s authenticity. This means that whatever argument you’re making must be empirically true! Writing an argumentative essay without any evidence will leave you stranded without any facts to back up your claim. When choosing your essay topic, begin by thinking about themes that have been researched before. Readers will be more engaged with an argument that is supported by data.

This isn’t to say that your argumentative essay topic has to be as well-known, like “Gravity: Does it Exist?” but it shouldn’t be so obscure that there isn’t ample evidence. Finding a topic with multiple sources confirming its validity will help you support your thesis throughout your essay. If upon review of these articles you begin to doubt their worth due to small sample sizes, biased funding sources, or scientific disintegrity, don’t be afraid to move on to a different topic. Your ultimate goal should be proving to your audience that your argument is true because the data supports it.

The hardest essays to write are the ones that you don’t care about. If you don’t care about your topic, why should someone else? Topics that are more personal to the reader are immediately more thoughtful and meaningful because the author’s passion shines through. If you are free to choose an argumentative essay topic, find a topic where the papers you read and cite are fun to read. It’s much easier to write when the passion is already inside of you!

However, you won’t always have the choice to pick your topic. You may receive an assignment to write an argumentative essay that you feel is boring. There is still value in writing an argumentative essay on a topic that may not be of interest to you. It will push you to study a new topic, and broaden your ability to write on a variety of topics. Getting good at proving a point thoroughly and effectively will help you to both understand different fields more completely and increase your comfort with scientific writing.

Convincing Thesis Statement

It’s important to remember the general essay structure: an introduction paragraph with a thesis statement, body paragraphs, and a conclusion. A strong thesis statement will set your essay up for success. What is it? A succinct, concise, and pithy sentence found in your first paragraph that summarizes your main point. Pour over this statement to ensure that you can set up your reader to understand your essay. You should also restate your thesis throughout your essay to keep your reader focused on your point.

Ample Research

A typical argumentative essay prompt may look like this: “What has been the most important invention of the 21st century? Support your claim with evidence.” This question is open-ended and gives you flexibility. But that also means it requires research to prove your point convincingly. The strongest essays weave scientific quotes and results into your writing. You can use recent articles, primary sources, or news sources. Maybe you even cite your own research. Remember, this process takes time, so be sure you set aside enough time to dive deep into your topic.

Clear Structure

If the reader can’t follow your argument, all your research could be for nothing! Structure is key to persuading your audience. Below are two common argumentative essay structures that you can use to organize your essays.

The Toulmin argument and the Rogerian argument each contain the four sections mentioned above but executes them in different ways. Be sure to familiarize yourself with both essay structures so that your essay is the most effective it can be.

The Toulmin argument has a straightforward presentation. You begin with your assertion, your thesis statement. You then list the evidence that supports your point and why these are valid sources. The bulk of your essay should be explaining how your sources support your claim. You then end your essay by acknowledging and discussing the problems or flaws that readers may find in your presentation. Then, you should list the solutions to these and alternative perspectives and prove your argument is stronger.

The Rogerian argument has a more complex structure. You begin with a discussion of what opposing sides do right and the validity of their arguments. This is effective because it allows you to piece apart your opponent’s argument. The next section contains your position on the questions. In this section, it is important to list problems with your opponent’s argument that your argument fixes. This way, your position feels much stronger. Your essay ends with suggesting a possible compromise between the two sides. A combination of the two sides could be the most effective solution.

• Is the death penalty effective?
• Is our election process fair?
• Is the electoral college outdated?
• Should we have lower taxes?
• How many Supreme Court Justices should there be?
• Should there be different term limits for elected officials?
• Should the drinking age be lowered?
• Does religion cause war?
• Should the country legalize marijuana?
• Should the country have tighter gun control laws?
• Should men get paternity leave?
• Should maternity leave be longer?
• Should smoking be banned?
• Should the government have a say in our diet?
• Should birth control be free?
• Should we increase access to condoms for teens?
• Should abortion be legal?
• Do school uniforms help educational attainment?
• Are kids better or worse students than they were ten years ago?
• Should students be allowed to cheat?
• Is school too long?
• Does school start too early?
• Are there benefits to attending a single-sex school?
• Is summer break still relevant?
• Is college too expensive?

Art / Culture

• How can you reform copyright law?
• What was the best decade for music?
• Do video games cause students to be more violent?
• Should content online be more harshly regulated?
• Should graffiti be considered art or vandalism?
• Should schools ban books?
• How important is art education?
• Should music be taught in school?
• Are music-sharing services helpful to artists?
• What is the best way to teach science in a religious school?
• Should fracking be legal?
• Should parents be allowed to modify their unborn children?
• Should vaccinations be required for attending school?
• Are GMOs helpful or harmful?
• Are we too dependent on our phones?
• Should everyone have internet access?
• Should internet access be free?
• Should the police force be required to wear body cams?
• Should social media companies be allowed to collect data from their users?
• How has the internet impacted human society?
• Should self-driving cars be allowed on the streets?
• Should athletes be held to high moral standards?
• Are professional athletes paid too much?
• Should the U.S. have more professional sports teams?
• Should sports be separated by gender?
• Should college athletes be paid?
• What are the best ways to increase safety in sports?

Where to Get More Argumentative Essay Topic Ideas

If you need more help brainstorming topics, especially those that are personalized to your interests, you can use CollegeVine’s free AI tutor, Ivy . Ivy can help you come up with original argumentative essay ideas, and she can also help with the rest of your homework, from math to languages.

Related CollegeVine Blog Posts

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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12 Essential Steps for Writing an Argumentative Essay (with 10 example essays)

Bonus Material: 10 complete example essays

Writing an essay can often feel like a Herculean task. How do you go from a prompt… to pages of beautifully-written and clearly-supported writing?

This 12-step method is for students who want to write a great essay that makes a clear argument.

In fact, using the strategies from this post, in just 88 minutes, one of our students revised her C+ draft to an A.

If you’re interested in learning how to write awesome argumentative essays and improve your writing grades, this post will teach you exactly how to do it.

First, grab our download so you can follow along with the complete examples.

Then keep reading to see all 12 essential steps to writing a great essay.

Download 10 example essays

Why you need to have a plan

One of the most common mistakes that students make when writing is to just dive in haphazardly without a plan.

Writing is a bit like cooking. If you’re making a meal, would you start throwing ingredients at random into a pot? Probably not!

Instead, you’d probably start by thinking about what you want to cook. Then you’d gather the ingredients, and go to the store if you don’t already have them in your kitchen. Then you’d follow a recipe, step by step, to make your meal.

Here’s our 12-step recipe for writing a great argumentative essay:

• Pick a topic
• Choose your research sources
• Read your sources and take notes
• Create a thesis statement
• Choose three main arguments to support your thesis statement —now you have a skeleton outline
• Populate your outline with the research that supports each argument
• Do more research if necessary
• Add your own analysis
• Add transitions and concluding sentences to each paragraph
• Write an introduction and conclusion for your essay
• Add citations and bibliography

Grab our download to see the complete example at every stage, along with 9 great student essays. Then let’s go through the steps together and write an A+ essay!

1. Pick a topic

Sometimes you might be assigned a topic by your instructor, but often you’ll have to come up with your own idea! 

If you don’t pick the right topic, you can be setting yourself up for failure.

Be careful that your topic is something that’s actually arguable —it has more than one side. Check out our carefully-vetted list of 99 topic ideas .

Let’s pick the topic of laboratory animals . Our question is should animals be used for testing and research ?

Download our set of 10 great example essays to jump to the finished version of this essay.

2. Choose your research sources

One of the big differences between the way an academic argumentative essay and the version of the assignment that you may have done in elementary school is that for an academic argumentative essay, we need to support our arguments with evidence .

Where do we get that evidence?

Let’s be honest, we all are likely to start with Google and Wikipedia.

Now, Wikipedia can be a useful starting place if you don’t know very much about a topic, but don’t use Wikipedia as your main source of evidence for your essay. 

Instead, look for reputable sources that you can show to your readers as proof of your arguments. It can be helpful to read some sources from either side of your issue.

Look for recently-published sources (within the last 20 years), unless there’s a specific reason to do otherwise.

Good places to look for sources are:

• Books published by academic presses
• Academic journals
• Academic databases like JSTOR and EBSCO
• Nationally-published newspapers and magazines like The New York Times or The Atlantic
• Websites and publications of national institutions like the NIH
• Websites and publications of universities

Some of these sources are typically behind a paywall. This can be frustrating when you’re a middle-school or high-school student.

However, there are often ways to get access to these sources. Librarians (at your school library or local public library) can be fantastic resources, and they can often help you find a copy of the article or book you want to read. In particular, librarians can help you use Interlibrary Loan to order books or journals to your local library!

More and more scientists and other researchers are trying to publish their articles for free online, in order to encourage the free exchange of knowledge. Check out respected open-access platforms like arxiv.org and PLOS ONE .

How do you find these sources?

If you have access to an academic database like JSTOR or EBSCO , that’s a great place to start.

Everyone can use Google Scholar to search for articles. This is a powerful tool and highly recommended!

Of course, if there’s a term you come across that you don’t recognize, you can always just Google it!

How many sources do you need? That depends on the length of your essay and on the assignment. If your instructor doesn’t give you any other guidance, assume that you should have at least three good sources.

For our topic of animal research, here’s a few sources that we could assemble:

Geoff Watts. “Animal Testing: Is It Worth It?” BMJ: British Medical Journal , Jan. 27, 2007, Vol. 334, No. 7586 (Jan. 27, 2007), pp. 182-184.

Kim Bartel Sheehan and Joonghwa Lee. “What’s Cruel About Cruelty Free: An Exploration of Consumers, Moral Heuristics, and Public Policy.” Journal of Animal Ethics , Vol. 4, No. 2 (Fall 2014), pp. 1-15.

Justin Goodman, Alka Chandna and Katherine Roe. “Trends in animal use at US research facilities.” Journal of Medical Ethics , July 2015, Vol. 41, No. 7 (July 2015), pp. 567-569.

Katy Taylor. “Recent Developments in Alternatives to Animal Testing.” In Animal Experimentation: Working Towards a Paradigm Change . Brill 2019.

Thomas Hartung. “Research and Testing Without Animals: Where Are We Now and Where Are We Heading?” In Animal Experimentation: Working Towards a Paradigm Change . Brill 2019.

Bonus: download 10 example essays now .

3. Read your sources and take notes

Once you have a nice pile of sources, it’s time to read them!

As we read, we want to take notes that will be useful to us later as we write our essay.

We want to be careful to keep the source’s ideas separate from our own ideas . Come up with a system to clearly mark the difference as you’re taking notes: use different colors, or use little arrows to represent the ideas that are yours and not the source’s ideas.

We can use this structure to keep notes in an organized way:

Download a template for these research notes here .

For our topic of animal research, our notes might look something like this:

Grab our download to read the rest of the notes and see more examples of how to do thoughtful research!

4. Create a thesis

What major themes did you find in your reading? What did you find most interesting or convincing?

Now is the point when you need to pick a side on your topic, if you haven’t already done so. Now that you’ve read more about the issue, what do you think? Write down your position on the issue:

Animal testing is necessary but should be reduced.

Next, it’s time to add more detail to your thesis. What reasons do you have to support that position? Add those to your sentence.

Animal testing is necessary but should be reduced by eliminating testing for cosmetics, ensuring that any testing is scientifically sound, and replacing animal models with other methods as much as possible.

Add qualifiers to refine your position. Are there situations in which your position would not apply? Or are there other conditions that need to be met? 

For our topic of animal research, our final thesis statement (with lead-in) might look something like this:

The argument: Animal testing and research should not be abolished, as doing so would upend important medical research and substance testing. However, scientific advances mean that in many situations animal testing can be replaced by other methods that not only avoid the ethical problems of animal testing, but also are less costly and more accurate. Governments and other regulatory bodies should further regulate animal testing to outlaw testing for cosmetics and other recreational products, ensure that the tests conducted are both necessary and scientifically rigorous, and encourage the replacement of animal use with other methods whenever possible.

The highlighted bit at the end is the thesis statement, but the lead-in is useful to help us set up the argument—and having it there already will make writing our introduction easier!

The thesis statement is the single most important sentence of your essay. Without a strong thesis, there’s no chance of writing a great essay. Read more about it here .

See how nine real students wrote great thesis statements in 9 example essays now.

5. Create three supporting arguments

Think of three good arguments why your position is true. We’re going to make each one into a body paragraph of your essay.

For now, write them out as 1–2 sentences. These will be topic sentences for each body paragraph.

For our essay about animal testing, it might look like this:

Supporting argument #1: For ethical reasons, animal testing should not be allowed for cosmetics and recreational products.

Supporting argument #2: The tests that are conducted with animals should be both necessary (for the greater good) and scientifically rigorous—which isn’t always the case currently. This should be regulated by governments and institutions.

Supporting argument #3: Governments and institutions should do more to encourage the replacement of animal testing with other methods.

Optional: Find a counterargument and respond to it

Think of a potential counterargument to your position. Consider writing a fourth paragraph anticipating this counterargument, or find a way to include it in your other body paragraphs. 

For our essay, that might be:

Possible counterargument: Animal testing is unethical and should not be used in any circumstances.

Response to the counterargument: Animal testing is deeply entrenched in many research projects and medical procedures. Abruptly ceasing animal testing would upend the scientific and medical communities. But there are many ways that animal testing could be reduced.

With these three arguments, a counterargument, and a thesis, we now have a skeleton outline! See each step of this essay in full in our handy download .

6. Start populating your outline with the evidence you found in your research

Look through your research. What did you find that would support each of your three arguments?

Copy and paste those quotes or paraphrases into the outline. Make sure that each one is annotated so that you know which source it came from!

Ideally you already started thinking about these sources when you were doing your research—that’s the ideas in the rightmost column of our research template. Use this stuff too! 

A good rule of thumb would be to use at least three pieces of evidence per body paragraph.

Think about in what order it would make most sense to present your points. Rearrange your quotes accordingly! As you reorder them, feel free to start adding short sentences indicating the flow of ideas .

For our essay about animal testing, part of our populated outline might look something like:

Argument #1: For ethical reasons, animal testing should not be allowed for cosmetics and recreational products.

Lots of animals are used for testing and research.

In the US, about 22 million animals were used annually in the early 1990s, mostly rodents (BMJ 1993, 1020).

But there are ethical problems with using animals in laboratory settings. Opinions about the divide between humans and animals might be shifting.

McIsaac refers to “the essential moral dilemma: how to balance the welfare of humans with the welfare of other species” (Hubel, McIsaac 29).

The fundamental legal texts used to justify animal use in biomedical research were created after WWII, and drew a clear line between experiments on animals and on humans. The Nuremburg Code states that “the experiment should be so designed and based on the results of animal experimentation and a knowledge of the natural history of the disease or other problem under study that the anticipated results will justify the performance of the experiment” (Ferrari, 197). The 1964  Declaration of the World Medical Association on the Ethical Principles for Medical Research Involving Human Subjects (known as the Helsinki Declaration) states that “Medical research involving human subjects must conform to generally accepted scientific principles, be based on a thorough knowledge of the scientific literature, other relevant sources of information, and adequate laboratory and, as appropriate, animal experimentation. The welfare of animals used for research must be respected” (Ferrari, 197).

→ Context? The Nuremberg Code is a set of ethical research principles, developed in 1947 in the wake of Nazi atrocities during WWII, specifically the inhumane and often fatal experimentation on human subjects without consent.

“Since the 1970s, the animal-rights movement has challenged the use of animals in modern Western society by rejecting the idea of dominion of human beings over nature and animals and stressing the intrinsic value and rights of individual animals” (van Roten, 539, referencing works by Singer, Clark, Regan, and Jasper and Nelkin).

“The old (animal) model simply does not fully meet the needs of scientific and economic progress; it fails in cost, speed, level of detail of understanding, and human relevance. On top of this, animal experimentation lacks acceptance by an ethically evolving society” (Hartung, 682).

Knight’s article summarizes negative impacts on laboratory animals—invasive procedures, stress, pain, and death (Knight, 333). These aren’t very widely or clearly reported (Knight, 333). → Reading about these definitely produces an emotional reaction—they sound bad.

Given this context, it makes sense to ban animal testing in situations where it’s just for recreational products like cosmetics.

Fortunately, animal testing for cosmetics is less common than we might think.

A Gallup poll published in 1990 found that 14% of people thought that the most frequent reason for using animals to test cosmetics for safety—but figures from the UK Home Office in 1991 found that less than 1% of animals were used for tests for cosmetics and toiletries (BMJ 1993, 1019). → So in the early 1990s there was a big difference between what people thought was happening and what actually was happening!

But it still happens, and there are very few regulations of it (apart from in the EU).

Because there are many definitions of the phrase “cruelty-free,” many companies “can (and do) use the term when the product or its ingredients were indeed tested on animals” (Sheehan and Lee, 1).

The authors compare “cruelty-free” to the term “fair trade.” There is an independent inspection and certification group (Flo-Cert) that reviews products labeled as “fair trade,” but there’s no analogous process for “cruelty-free” (Sheehan and Lee, 2). → So anyone can just put that label on a product? Apparently, apart from in the European Union. That seems really easy to abuse for marketing purposes.

Companies can also hire outside firms to test products and ingredients on animals (Sheehan and Lee, 3).

Animal testing for recreational, non-medical purposes should be banned, like it is in the EU.

Download the full example outline here .

7. Do more research if necessary

Occasionally you might realize that there’s a hole in your research, and you don’t have enough evidence to support one of your points.

In this situation, either change your argument to fit the evidence that you do have, or do a bit more research to fill the hole!

For example, looking at our outline for argument #1 for our essay on animal testing, it’s clear that this paragraph is missing a small but crucial bit of evidence—a reference to this specific ban on animal testing for cosmetics in Europe. Time for a bit more research!

A visit to the official website of the European Commission yields a copy of the law, which we can add to our populated outline:

“The cosmetics directive provides the regulatory framework for the phasing out of animal testing for cosmetics purposes. Specifically, it establishes (1) a testing ban – prohibition to test finished cosmetic products and cosmetic ingredients on animals, and (2) a marketing ban – prohibition to market finished cosmetic products and ingredients in the EU which were tested on animals. The same provisions are contained in the cosmetics regulation , which replaced the cosmetics directive as of 11 July 2013. The testing ban on finished cosmetic products applies since 11 September 2004. The testing ban on ingredients or combination of ingredients applies since 11 March 2009. The marketing ban applies since 11 March 2009 for all human health effects with the exception of repeated-dose toxicity, reproductive toxicity, and toxicokinetics. For these specific health effects, the marketing ban applies since 11 March 2013, irrespective of the availability of alternative non-animal tests.” (website of the European Commission, “Ban on animal testing”)

Alright, now this supporting argument has the necessary ingredients!

You don’t need to use all of the evidence that you found in your research. In fact, you probably won’t use all of it!

This part of the writing process requires you to think critically about your arguments and what evidence is relevant to your points .

8. Add your own analysis and synthesis of these points

Once you’ve organized your evidence and decided what you want to use for your essay, now you get to start adding your own analysis!

You may have already started synthesizing and evaluating your sources when you were doing your research (the stuff on the right-hand side of our template). This gives you a great starting place!

For each piece of evidence, follow this formula:

• Context and transitions: introduce your piece of evidence and any relevant background info and signal the logical flow of ideas
• Reproduce the paraphrase or direct quote (with citation )
• Explanation : explain what the quote/paraphrase means in your own words
• Analysis : analyze how this piece of evidence proves your thesis
• Relate it back to the thesis: don’t forget to relate this point back to your overarching thesis! 

If you follow this fool-proof formula as you write, you will create clear, well-evidenced arguments.

As you get more experienced, you might stray a bit from the formula—but a good essay will always intermix evidence with explanation and analysis, and will always contain signposts back to the thesis throughout.

For our essay about animal testing, our first body paragraph might look like:

Every year, millions of animals—mostly rodents—are used for testing and research (BMJ 1993, 1020) . This testing poses an ethical dilemma: “how to balance the welfare of humans with the welfare of other species” (Hubel, McIsaac 29) . Many of the fundamental legal tests that are used to justify animal use in biomedical research were created in wake of the horrors of World War II, when the Nazi regime engaged in terrible experimentation on their human prisoners. In response to these atrocities, philosophers and lawmakers drew a clear line between experimenting on humans without consent and experimenting on (non-human) animals. For example, the 1947 Nuremberg Code stated that “the experiment should be so designed and based on the results of animal experimentation and a knowledge of the natural history of the disease or other problem under study that the anticipated results will justify the performance of the experiment” (Ferrari, 197) . Created two years after the war, the code established a set of ethical research principles to demarcate ethical differences between animals and humans, clarifying differences between Nazi atrocities and more everyday research practices. However, in the following decades, the animal-rights movement has challenged the philosophical boundaries between humans and animals and questioned humanity’s right to exert dominion over animals (van Roten, 539, referencing works by Singer, Clark, Regan, and Jasper and Nelkin) . These concerns are not without justification, as animals used in laboratories are subject to invasive procedures, stress, pain, and death (Knight, 333) . Indeed, reading detailed descriptions of this research can be difficult to stomach . In light of this, while some animal testing that contributes to vital medical research and ultimately saves millions of lives may be ethically justified, animal testing that is purely for recreational purposes like cosmetics cannot be ethically justified . Fortunately, animal testing for cosmetics is less common than we might think . In 1990, a poll found that 14% of people in the UK thought that the most frequent reason for using animals to test cosmetics for safety—but actual figures were less than 1% (BMJ 1993, 1019) . Unfortunately, animal testing for cosmetics is not subject to very much regulation . In particular, companies can use the phrase “cruelty-free” to mean just about anything, and many companies “can (and do) use the term when the product or its ingredients were indeed tested on animals” (Sheehan and Lee, 1) . Unlike the term “fair trade,” which has an independent inspection and certification group (Flo-Cert) that reviews products using the label, there’s no analogous process for “cruelty-free” (Sheehan and Lee, 2) . Without regulation, the term is regularly abused by marketers . Companies can also hire outside firms to test products and ingredients on animals and thereby pass the blame (Sheehan and Lee, 3) . Consumers trying to avoid products tested on animals are frequently tricked . Greater regulation of terms would help, but the only way to end this kind of deceit will be to ban animal testing for recreational, non-medical purposes . The European Union is the only governmental body yet to accomplish this . In a series of regulations, the EU first banned testing finished cosmetic products (2004), then testing ingredients or marketing products which were tested on animals (2009); exceptions for specific health effects ended in 2013 (website of the European Commission, “Ban on animal testing”) . The result is that the EU bans testing cosmetic ingredients or finished cosmetic products on animals, as well as marketing any cosmetic ingredients and products which were tested on animals elsewhere (Regulation 1223/2009/EU, known as the “Cosmetics Regulation”) . The rest of the world should follow this example and ban animal testing on cosmetic ingredients and products, which do not contribute significantly to the greater good and therefore cannot outweigh the cost to animal lives .

Edit down the quotes/paraphrases as you go. In many cases, you might copy out a great long quote from a source…but only end up using a few words of it as a direct quote, or you might only paraphrase it!

There were several good quotes in our previous step that just didn’t end up fitting here. That’s fine!

Take a look at the words and phrases highlighted in red. Notice how sometimes a single word can help to provide necessary context and create a logical transition for a new idea. Don’t forget the transitions! These words and phrases are essential to good writing.

The end of the paragraph should very clearly tie back to the thesis statement.

As you write, consider your audience

If it’s not specified in your assignment prompt, it’s always appropriate to ask your instructor who the intended audience of your essay or paper might be. (Your instructor will usually be impressed by this question!) 

If you don’t get any specific guidance, imagine that your audience is the typical readership of a newspaper like the New York Times —people who are generally educated, but who don’t have any specialized  knowledge of the specific subject, especially if it’s more technical.

That means that you should explain any words or phrases that aren’t everyday terminology!

Equally important, you don’t want to leave logical leaps for your readers to make. Connect all of the dots for them!

See the other body paragraphs of this essay, along with 9 student essays, here .

9. Add paragraph transitions and concluding sentences to each body paragraph

By now you should have at least three strong body paragraphs, each one with 3–5 pieces of evidence plus your own analysis and synthesis of the evidence. 

Each paragraph has a main topic sentence, which we wrote back when we made the outline. This is a good time to check that the topic sentences still match what the rest of the paragraph says!

Think about how these arguments relate to each other. What is the most logical order for them? Re-order your paragraphs if necessary.

Then add a few sentences at the end of each paragraph and/or the beginning of the next paragraph to connect these ideas. This step is often the difference between an okay essay and a really great one!

You want your essay to have a great flow. We didn’t worry about this at the beginning of our writing, but now is the time to start improving the flow of ideas!

10. The final additions: write an introduction and a conclusion

Follow this formula to write a great introduction:

• It begins with some kind of “hook”: this can be an anecdote, quote, statistic, provocative statement, question, etc. 

(Pro tip: don’t use phrases like “throughout history,” “since the dawn of humankind,” etc. It’s good to think broadly, but you don’t have to make generalizations for all of history.)

• It gives some background information that is relevant to understand the ethical dilemma or debate
• It has a lead-up to the thesis
• At the end of the introduction, the thesis is clearly stated

This makes a smooth funnel that starts more broadly and smoothly zeroes in on the specific argument.

Your conclusion is kind of like your introduction, but in reverse. It starts with your thesis and ends a little more broadly.

For the conclusion, try and summarize your entire argument without being redundant. Start by restating your thesis but with slightly different wording . Then summarize each of your main points.

If you can, it’s nice to point to the larger significance of the issue. What are the potential consequences of this issue? What are some future directions for it to go in? What remains to be explored?

See how nine students wrote introductions in different styles here .

11. Add citations and bibliography

Check what bibliographic style your instructor wants you to use. If this isn’t clearly stated, it’s a good question to ask them!

Typically the instructions will say something like “Chicago style,” “APA,” etc., or they’ll give you their own rules. 

These rules will dictate how exactly you’ll write your citations in the body of your essay (either in parentheses after the quote/paraphrase or else with a footnote or endnote) and how you’ll write your “works cited” with the full bibliographic information at the end.

Follow these rules! The most important thing is to be consistent and clear.

Pro tip: if you’re struggling with this step, your librarians can often help! They’re literally pros at this. 🙂

Now you have a complete draft!

Read it from beginning to end. Does it make sense? Are there any orphan quotes or paraphrases that aren’t clearly explained? Are there any abrupt changes of topic? Fix it!

Are there any problems with grammar or spelling ? Fix them!

Edit for clarity.

Ideally, you’ll finish your draft at least a few days before it’s due to be submitted. Give it a break for a day or two, and then come back to it. Things to be revised are more likely to jump out after a little break!

Try reading your essay out loud. Are there any sentences that don’t sound quite right? Rewrite them!

Double-check your thesis statement. This is the make-or-break moment of your essay, and without a clear thesis it’s pretty impossible for an essay to be a great one. Is it:

• Arguable: it’s not just the facts—someone could disagree with this position
• Narrow & specific: don’t pick a position that’s so broad you could never back it up
• Complex: show that you are thinking deeply—one way to do this is to consider objections/qualifiers in your thesis

Try giving your essay to a friend or family member to read. Sometimes (if you’re lucky) your instructors will offer to read a draft if you turn it in early. What feedback do they have? Edit accordingly!

See the result of this process with 10 example essays now .

You’re done!

You did it! Feel proud of yourself 🙂

We regularly help students work through all of these steps to write great academic essays in our Academic Writing Workshop or our one-on-one writing tutoring . We’re happy to chat more about what’s challenging for you and provide you customized guidance to help you write better papers and improve your grades on writing assignments!

Want to see what this looks like when it’s all pulled together? We compiled nine examples of great student essays, plus all of the steps used to create this model essay, in this handy resource. Download it here !

Emily graduated  summa cum laude  from Princeton University and holds an MA from the University of Notre Dame. She was a National Merit Scholar and has won numerous academic prizes and fellowships. A veteran of the publishing industry, she has helped professors at Harvard, Yale, and Princeton revise their books and articles. Over the last decade, Emily has successfully mentored hundreds of students in all aspects of the college admissions process, including the SAT, ACT, and college application essay. 

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Words, Phrases, and Arguments to Use in Persuasive Writing

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• Writing Research Papers
• Writing Essays
• English Grammar
• University of Maine

Persuasive writing is tough for kids to get used to, especially if they’re not argumentative by nature. A few tools and shortcuts can help your child learn how to write well enough to convince someone (even you!) to change his mind about an issue that really matters to him or her.

Persuasive Strategies and Devices

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There are common persuasion techniques sometimes referred to as persuasive devices that can be used to back up an argument in writing . Knowing the names of the strategies and how they work can make it easier to remember them when it’s time to write. The five common persuasive strategies are:

• Pathos: Pathos involves using emotional language that is designed to draw the reader in and make them feel for you. For example: "If my allowance isn’t increased, I won’t be able to go out with my friends and do everything they do."
• Big Names: The big names strategy involves using the names of experts or well-known people who support your position. For example: "Dad agrees that increasing my allowance will..."
• Research and Logos: These strategies involve using studies, data, charts , illustrations, and logic to back up her position and points. For example: "As you can see in the pie chart, at my age the average child’s allowance is..."
• Ethos: The ethos strategy of persuasion involves using language that shows that the writer is trustworthy and believable. For example: "As you may recall, I’ve always been willing to put ten percent of my allowance in my bank account, thus..."
• Kairos: This type of argument creates a sense of urgency about how this is the right moment to act. For example: "If I don’t get an increase in my allowance today, I will miss out on the chance to..."

Phrases and Words to Use in Persuasive Writing

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Once your child has figured out the techniques she can use in her persuasive writing, she will need to find some words and phrases that help her to be convincing. Using phrases like "I think" or "It seems that" don’t convey a sense of confidence in her position. Instead, she needs to use word combinations that show how much she believes in what she is writing.

• Phrases to Illustrate a Point: For instance, for example, specifically, in particular, namely, such as, like
• Phrases to Introduce an Example:  For example, thus, as an example, in the instance of, in other words, to illustrate
• Phrases to Make Suggestions:  To this end, keeping this in mind, for this purpose, therefore
• Phrases to Transition Between Information: Also, furthermore, additionally, besides that, equally as important, similarly, likewise, as a result, otherwise, however
• Phrases to Contrast Points: On the other hand, nevertheless, despite, in spite of, yet, conversely, instead, by the same token
• Phrases for Conclusions and Summarizing: With this in mind, as a result of, because of this, for this reason, so, due to, since, finally, in short, in conclusion

Other Handy Phrases for Persuasive Writing

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Some phrases don’t easily fit into a category and are just good for general use in persuasive writing. Here are a few to remember:

• I am certain. . .
• I’m sure that you can see that . . .
• What needs to be done/what we need to do. . .
• I ask you to think about . . .
• I am writing in order to . . .
• Nevertheless . . .
• On the other hand . . .
• It has come to my attention that . . .
• If you move forward with . . .
• Obviously. . .
• Surely . . .
• Regardless . . .
• If [ ] were to happen, then . . .
• This can be fixed by . . .
• Although it may seem...
• Convince Me: A Persuasive Writing Activity
• Ethos, Logos, Pathos for Persuasion
• How to Write a Persuasive Essay
• Writing Prompt (Composition)
• Use Social Media to Teach Ethos, Pathos and Logos
• Persuasive Writing: For and Against
• Tips on How to Write an Argumentative Essay
• How to Write and Structure a Persuasive Speech
• What Is a Rhetorical Device? Definition, List, Examples
• Persuasion and Rhetorical Definition
• AP English Exam: 101 Key Terms
• Concession Used in Rhetoric
• Artistic Proofs: Definitions and Examples
• What Is Phronesis?
• Definition and Examples of Ethos in Classical Rhetoric
• Argument (Rhetoric and Composition)

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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11 Science-Backed Tips for Winning an Argument

By starre vartan | sep 18, 2018.

For many people, arguing is something to avoid. But arguments can be used for good—they can inform, sharpen thinking, and challenge old ideas in important ways. The expert tips below will help you argue more incisively, which, in turn, will probably make you more likely to win the discussion. (Of course, winning means different things to different people—so not all of these concepts are about making someone else think you’re right.)

1. DETERMINE THE NATURE OF THE ARGUMENT.

According to Mark Porrovecchio , a professor of rhetoric and a debate coach at Oregon State University, understanding the nature of a disagreement will help you determine how best to handle it. “Argument styles vary according to context [and] genre,” he tells Mental Floss. “What might work when arguing with a significant other could backfire when debating with a colleague. The goal is to be mindful of the type of situation you are in … and to be willing to adjust your approach based on a host of situational factors.”

You should adjust your tone—and even the content of your argument—depending on the person with whom you are having it and the place it’s happening. The conversation in a private setting may be a different from one in a public space. This particular tactic, Porrovecchio says, is as old as debate itself: Both the Sophists and Aristotle used it.

2. KNOW YOUR OPPONENT'S PERSONALITY TYPE …

Sometimes you won’t know what your opponent values or what their background is—but sometimes, you will. Use that information.

Most people are either reactive or analytical, says Prince Ghuman, a professor at Hult International Business School and coauthor of the book Allure : the Neuroscience of Consumerism . “Some people tend to be more reactive, so you can convince them using techniques that appeal to them—emotion and empathy," he tells Mental Floss. "Others seem to be more deliberate—you’ll need to provide an analytical support for your argument."

3. … AND MORAL IDENTITY.

In political and ideological arguments, different sides often have fundamentally different ways of looking at the world. According to the moral foundations theory , a framework proposed by a group of social psychologists , most people see society through six different binaries: care/harm, fairness/cheating, loyalty/betrayal, authority/subversion, sanctity/degradation, and liberty/oppression. A politically liberal person, for example, might be more affected by an argument that stresses compassion and fairness, whereas conservatives might find loyalty and authority to be more important. Each person will have a unique idea of which concept in each pair carries more weight, and in an argument, knowing what the other side values can help frame your talking points.

“One reason it’s so hard to reach across the ideological divide is that people tend to present their arguments in a way that appeals to the ethics of their own side, rather than that of their opponents,” journalist Olga Khazan explained in an Atlantic video. Framing your argument to appeal to your opponents' moral code rather than your own can help you win.

4. USE EMOTION—BUT DON'T REST YOUR ENTIRE ARGUMENT ON IT.

Not only is arguing sans emotion almost impossible if you're a human being, it’s also not a great way to succeed. “Every argument, even many seemingly factual arguments, contains an emotional element,” Porrovecchio says.

According to psychologist Sherrie Campbell , author of Success Equations : A Path to Living an Emotionally Wealthy Life , you should include feelings when you make your case, but don’t go too far with an emotional point—especially in professional settings. When it comes to personal disagreements, uncomfortable feelings can sometimes be necessary, and while kindness is important, so is honesty.

“Sometimes emotional arguments that bring about sadness can help people get to the core of where the hurt and frustration is," Campbell says. "As long as the person you're arguing with has empathy and can put caring over being right, then emotional arguments can be effective.”

Ideally, you should try to keep it balanced. “An argument that relies solely on emotion should be treated with suspicion,” Porrovecchio says. Feelings without information or details to back them up fall flat if the other person can’t relate.

5. MAKE YOUR CASE WITH EMPATHY.

“Connect to the listener by conveying your story through one person’s example. Personify, rather than generalize,” Ghuman suggests. He cites research [ PDF ] by psychologists at the University of Oregon that shows people will donate more money to an individual in need than a group of people. That’s because most of us can empathize with one person but find it harder to relate to groups in the same way. When arguing, use this tactic to your advantage by finding (or imagining) a specific person who might be helped by what you are arguing for.

For instance, if you are arguing that Peggy shouldn’t be fined for parking her car in a tow zone because she was trying to rescue a dog in the street, it would make more sense to describe who she is specifically. Rather than call her “Peggy, a dog owner,” describing her as “Peggy, who has adopted a mutt, a pitbull, and an elderly chihuahua,” would render her more sympathetic. Empathetic details shouldn't be used as replacements for factual information, though; they should be additions to the facts.

6. USE STORYTELLING.

Storytelling works hand-in-hand with empathy and puts data to support your argument in context. Pull all your information together—using empathy, facts, and emotions—to create a compelling story, and your argument will be tougher to beat. When your point seems part of a narrative arc, each aspect of what you're arguing is harder to pick on.

Need a template? Porovecchio recommends the TED format. “I think TED Talks have gained popular cachet because they often manage to balance a degree of detail and fact with a personable, narrative-driven delivery style,” he says.

7. INFLUENCE YOUR ADVERSARY WITH PHYSICAL CUES.

People unconsciously mimic others in social situations, a behavior that psychologists believe is associated with emotional connection. Consciously imitating the posture and movement of your opponent is also a well-known way to bring someone over to your side. Try leaning back if your opponent does so, or cross your arms or legs the way they do. Looking them in the eye when you are listening to them speak is another to reduce their confidence in their own argument—and you’ll look stronger, too. You can even lower your voice a notch to sound more dominant, according to this study .

8. REMAIN CALM.

Whether you are using or responding to an analytic or emotional argument, keep it as relaxed as possible. “The best thing to do when in an argument is to stay calm and talk slowly—you can't yell and talk slowly at the same time,” Campbell says. “Forcing yourself to talk slowly helps to keep the emotions under control and your thoughts rational.” If that sounds like a challenge, it is: “This takes a lot of discipline, but it's a simple thing to focus on.”

9. PRACTICE YOUR DELIVERY.

Like most other skills, spending time arguing will make you better at it. Debate in high school, college, or in a professional-development context “should be viewed as a way to practice the skills of arguing,” Porrovecchio says. “You work to improve your technique, your content, your delivery; then use what you have learned in real world situations.” Porrovecchio says he’s seen his students become not just better debaters over time, but also “better public speakers and critical thinkers.”

10. REFRAME THE DEBATE.

Not all arguments have to be about being right, which some people define as winning. You might consider it a win if your opinion is valued and considered by the person you are disagreeing with—even if you don't change their mind. “Instead of the word argument , replace it with conversation . If you're just having a conversation, then winning is off the table, and a productive discussion can occur,” Campbell says.

11. IF ALL ELSE FAILS, WALK AWAY.

Sometimes it gets ugly, or the argument seems to be going in circles. If you’re not getting anywhere in a discussion, “ask your opponent directly: ‘Is there anything I can do to change your mind?’ If they say that nothing will change their mind, believe them, and walk away,” Ghuman says. Sometimes an argument is a draw—and that’s OK. You’ve won if you’ve learned something, Ghuman adds: “Healthy argument can expand your perspective and open your mind.”

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2.9: Common Argument Phrases

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Here are all of the common phrases discussed in Chapter 2 for introducing different elements of an argument.   The section headings link to more information.

Claims of policy

• We should _____________.
• We ought to _____________.
• We must _____________.
• Let’s _____________.
• The best course is _____________.
• The solution is to _____________.
• The next step should be _____________.
• We should consider _____________.
• Further research should be done to determine _____________.

Claims of fact

• Research suggests that _____________.
• The data indicate that _____________.
• _____________is increasing or decreasing.
• There is a trend toward _____________.
• _____________causes _____________
• _____________leads to _____________.

Claims of value

• _____________is terrible/disappointing/underwhelming.
• _____________is mediocre/average/decent/acceptable.
• We should celebrate _____________.
• _____________is great/wonderful/fantastic/impressive.

Comparative claims of value

• _____________is the best _____________.
• _____________is the worst _____________.
• _____________is better than _____________.
• _____________is worse than _____________.
• _____________is just as good as _____________.
• _____________is just as bad as _____________
• Because_____________, _____________.
• Because of this, _____________.
• If_____________, then _____________.
• Since_____________, _____________.
• For this reason,_____________.
• We can conclude_____________.
• Therefore, _____________.
• So_____________.
• Consequently, _____________.
• As a result, _____________.
• Hence_____________.
• Thus_____________.
• It follows that _____________.

Counterarguments

Mistaken counterarguments.

• It is a popular misconception that_____________.
• Some have fallen for the idea that_____________.
• Many people mistakenly believe that_____________.

Neutrally described counterarguments

• Many people think _____________.
• Some, on the other hand, will argue that _____________.
• Some might disagree, claiming that _____________.
• Of course, many have claimed that _____________.
• Some will take issue with _____________, arguing that _____________.
• Some will object that _____________.
• Some will dispute the idea that _____________, claiming that _____________.
• One criticism of this way of thinking is that _____________.

Counterarguments that have merit

• It is true that ___________.
• I do concede_____________.
• We should grant that_____________.
• We must admit that_____________.
• I acknowledge that _____________.
• X has a point that _____________.
• Admittedly, _____________.
• Of course, _____________.
• To be sure, _____________.
• There may be something to the idea that _____________.

Rebuttal to a counterargument

• This idea misses the fact that _____________.
• I disagree because _____________.
• This depends on the assumption that _____________ which is incorrect because _____________.
• This argument overlooks _____________.
• This argument contradicts itself _____________.
• This is mistaken because _____________.

Concession to a counterargument

• It is true that ___________, but___________.
• I do concede_____________, and yet___________.
• We should grant that_____________, but we must still acknowledge that ___________.
• We can admit that____________ and still believe that ___________..
• I acknowledge that _____________, and yet we should nevertheless recognize that _____________.
• Critics have a point that _____________; however it is more important that we focus on _____________.
• Admittedly, _____________. However, ___________.
• Of course, _____________, but I still insist that__________..
• To be sure, _____________; but _____________.
• There may be something to the idea that _____________, and yet _____________.

Less than perfect certainty

• Perhaps, ________.
• It is worth considering the idea that ________.
• ________ may________.
• ________might________.
• ________could possibly________.
• Probably, ________.
• Very likely, ________.
• Almost certainly,________.

Narrowing the scope of the argument

• Few ________.
• Some________.
• Many________.
• Most________.
• The vast majority of ________.
• Almost all________.
• ________ unless________.
• If it is not the case that________, then ________.
• ________, except in the case that ________.
• We can exclude cases where _____________.

How to Win Every Argument

I n his 1936 work How to Win Friends and Influence People , now one of the bestselling books of all time, Dale Carnegie wrote: “I have come to the conclusion that there is only one way under high heaven to get the best of an argument — and that is to avoid it. Avoid it as you would avoid rattlesnakes and earthquakes.” This aversion to arguments is common, but it depends on a mistaken view of arguments that causes profound problems for our personal and social lives — and in many ways misses the point of arguing in the first place.

Carnegie would be right if arguments were fights, which is how we often think of them. Like physical fights, verbal fights can leave both sides bloodied . Even when you win, you end up no better off. Your prospects would be almost as dismal if arguments were even just competitions — like, say, tennis tournaments. Pairs of opponents hit the ball back and forth until one victor emerges from all who entered. Everybody else loses. This kind of thinking is why so many people try to avoid arguments, especially about politics and religion.

These views of arguments also undermine reason. If you see a conversation as a fight or competition, you can win by cheating as long as you don’t get caught. You will be happy to convince people with bad arguments . You don’t mind interrupting them. You can call their views crazy, stupid, silly or ridiculous, or you can joke about how ignorant they are, how short they are or how small their hands are. None of these tricks will help you understand them, their positions or the issues that divide you, but they can help you win — in one way.

There is a better way to win arguments . Imagine that you favor increasing the minimum wage in our state, and I do not. If you yell, “Yes,” and I yell, “No,” then you see me as selfish, and I see you as thoughtless. Neither of us learns anything, so we neither understand nor respect each other, and we have no basis for compromise or cooperation. In contrast, suppose you give a reasonable argument: that full-time workers should not have to live in poverty. Then I counter with another reasonable argument: that a higher minimum wage will force businesses to employ less people for less time. Now we can understand each other’s positions and recognize our shared values, since we both care about needy workers.

What if, in the end, you convince me that we should increase the minimum wage because there are ways to do so without creating unemployment or underemployment? Who won? You ended up in exactly the position where you started, so you did not “win” anything, except perhaps some minor fleeting joy at beating me. On the other side, I gained a lot: more accurate beliefs, stronger evidence and deeper understanding of the issues, of you and of myself. If what I wanted was truth, reason and understanding, then I got what I wanted. In that way, I won. Instead of resenting you for beating me, I should thank you for helping me. That positive reaction undermines the common view of arguments as fights or competitions, while enhancing our personal relationships.

Of course, many discussions are not so successful. We cannot learn from our interlocutors if we do not listen to them patiently or do not trust them to express their real values. Constructive conversation becomes impossible —or at least much more difficult—if neither side gives any arguments or reasons for their positions. The mistaken tendency to avoid arguments, as Carnegie did, results from misunderstanding the point of argument, which is to appreciate each other and work together. The growing political polarization in the United States and around the world can, to this extent, be traced to a failure to give, expect and appreciate arguments.

Admittedly, many arguments are bad. They pretend to give reasons without really presenting anything worthy of the name. When someone argues simply, “You must be wrong because you are stupid (or liberal or conservative),” they do not really give any reason for their conclusion. Still, we need to be careful not to accuse opponents of such fallacies too quickly. Nobody benefits if I misrepresent your position and then attack it viciously, or if I interrupt you so that you never finish your thought. We need to learn how to spell out arguments charitably and thoroughly step-by-step from premises to conclusion. Then we need to learn how to evaluate them properly — how to tell good arguments from bad. A large part of evaluation is calling out bad arguments, but we also need to admit good arguments by opponents and to apply the same critical standards to ourselves. ( Why do I believe my premises? Is my argument valid or strong? Does my argument beg the question? What is the strongest objection to my view? ) And when someone else tells you how bad your arguments were, it doesn’t help to get defensive. Humility requires you to recognize weaknesses in your own arguments and sometimes also to accept reasons on the opposite side. You still might hold on to your convictions, but you will have learned a great deal about the issues, about your opponents and about yourself.

None of this will be easy, but you can start even if others remain recalcitrant. Next time you state your position, formulate an argument for what you claim and honestly ask yourself whether your argument is any good. Next time you talk with someone who takes a stand, ask them to give you a reason for their view. Spell out their argument fully and charitably. Assess its strength impartially. Raise objections and listen carefully to their replies. This method will require effort, but practice will make you better at it.

These tools can help you win every argument—not in the unhelpful sense of beating your opponents but in the better sense of learning about the issues that divide people, learning why they disagree with us and learning to talk and work together with them. If we readjust our view of arguments—from a verbal fight or tennis game to a reasoned exchange through which we all gain mutual respect and understanding—then we change the very nature of what it means to “win” an argument.

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Start a food fight with this one, especially if you’ll be arguing with someone from New England, or Wisconsin: Do cheddar cheese and apple pie go together?

Let’s close things out with the ultimate classic example of an argument-starting question: How does the roll of toilet paper go on the holder?

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Building a Better Argument

Critical thinking.

Whether it’s an ad for burger chains, the closing scene of a “Law & Order” spin-off, a discussion with the parents about your social life or a coach disputing a close call, arguments are an inescapable part of our lives. In this lesson, students will learn to create good arguments by getting a handle on the basic structure. The lesson will provide useful tips for picking out premises and conclusions and for analyzing the effectiveness of arguments.

In this lesson, students will:

• Discover the basic terminology of arguments.
• Learn strategies for reliably distinguishing between premises and conclusions.
• Explore the differences between arguments and explanations.
• Argument: A conclusion together with the premises that support it.
• Premise: A reason offered as support for another claim.
• Conclusion: The claim being supported by a premise or premises.
• Explanation: A statement or set of statements designed to show why something is true rather than that it is true.

Logic has been a formal academic discipline for almost 2,500 years now. The Greek philosopher Aristotle first systematized formal logic in the 4th century B.C.E., and university logic courses teach Aristotelian logic to this day. For much of western history, logic was one of the three legs of the trivium (or the classical curriculum, which consisted of grammar, logic and rhetoric ). With the growth of more specialized disciplines and wider curricula in the 20th century, formal logic got lost in the shuffle. In its place, philosophers began formulating courses in what we now call critical thinking, or informal logic. Formal rules and the reduction of sentences to things like axßy[Ax µ [(Qx v Rx) · Sy]]

are reserved for university logic courses. Critical thinking deals with ordinary language arguments, offering us tools for assessing those arguments without the need to learn complicated sets of rules for turning sentences into formal symbols.

Instructions

Make enough copies of Student Handouts #1 and #2 so that each student can have one. Have enough blank 3×5 index cards on hand to pass out to everyone at the start of Exercise #3.

• Monty Python, “The Argument Clinic”
• Student Handout #1, Finding Premises and Conclusions
• Student Handout #2, Argument Examples
• Teacher Handout #1, Argument Examples

Exercise #1 – Identifying Arguments

To the teacher: Students cannot really begin to analyze arguments until they become good at recognizing them. Many students are not very analytical to begin with, so they will require some help in identifying (a) that something is an argument and (b) what the various parts of the argument actually are.

Most of what appears below also appears in condensed form on Student Handout #1 (except for the section on implied premises and conclusions), but you should go over it with your students. They can follow along on paper.

Pass out Student Handouts #1 and #2, Finding Premises and Conclusions, and Argument Examples. We then begin with some basic technical vocabulary.

Premise: a reason offered as support for another claim

Conclusion: the claim being supported by a premise or premises

Argument: a conclusion together with the premises that support it

So, to take the oldest example in logic, one that Aristotle used in teaching at his Academy:

• All men are mortal.
• Socrates was a man.
• Therefore Socrates is mortal.

The three lines taken together constitute an argument. Line 3 is the conclusion. Lines 1 and 2 are premises. Now, there are a few important things to remember about arguments. First, arguments can be either really short (like the one about Socrates) or they can be really long (most op-eds are extended arguments; lots of books are really long extended arguments). But really long arguments will usually be broken down into series of shorter ones.

Second, it’s important to remind students that “argument,” as it is used in critical thinking, is not the same as what they have with, say, their parents when they stay out too late. A humorous (and pretty effective) way to make that point is to show the old Monty Python skit, “The Argument Clinic.” That skit also makes the point that having an argument doesn’t mean that your argument is any good. An argument might be such that its premises are false or irrelevant to the conclusion, or that they fail entirely to support the conclusion.

But before we can analyze arguments, we have to identify them. That, in turn, means identifying the premises and the conclusions. There are several strategies for doing so. The easiest is to examine the text for clues.

Unfortunately, not all arguments will contain these helpful indicators, which means that we need some backup strategies. Another useful tool is paraphrasing, or taking a complicated argument and rewriting it to help us see what the claims really are. And finally, a really useful method is what one could call the 3-year-old approach. Read a sentence and ask, as 3-year-olds are inclined to do, “Why should I believe that?” Look at the rest of the passage and see if you can find anything that looks like an answer to the why question. If you find an answer, then the answer is a premise and the original claim (the sentence about which you asked why) is a conclusion. Repeat the process for each claim.

There is, unfortunately, one small complication. Not all arguments have all of the claims stated explicitly. Sometimes there are implied premises or conclusions. Consider the following argument:

You spilled it. Whoever makes the mess cleans up the mess.

What is clearly implied here is the conclusion: You clean up the mess. Now consider the following argument:

You should not eat that greasy hamburger. It is loaded with fat.

Again, there is something implied, but this time, what’s implied is a premise: You should not eat anything that is loaded with fat.

Finally, it is important to remember that sometimes arguments can have more than one conclusion. Look at the following argument:

Since yesterday’s editorial cartoon succeeded in making the mayor look silly, the cartoonist must have finally regained his touch. And the mayor probably won’t be reelected.

This argument can be thought of as having two different arguments in it. We can analyze it in the following way:

Premise: Yesterday’s editorial cartoon succeeded in making the mayor look silly.

Conclusion: The cartoonist has finally regained his touch.

Conclusion: The mayor probably won’t be reelected.

Exercise: Look at the arguments on Student Handout #2, Argument Examples. Have the students identify the premises and the conclusions for each argument. Students can work individually or in small groups of 3 to 5 students. Ask the students to pick out which premises support which conclusions. After students have completed the task, have them report on their answers. Tell students to:

• Remember to check for premise indicators (since, because, for, given that) and for conclusion indicators (therefore, consequently, so, thus).
• Keep in mind the 3-year-old method. Read each statement and then ask “why?” Statements that answer why questions are premises. Statements that are supported by other statements are conclusions.
• Finally, remember that sometimes premises and conclusions can be implied. In other words, sometimes the speaker/writer will assume that the reader can fill in the missing piece(s) of the argument.

Exercise #2 – Arguments and Explanations

To the teacher: Some statements look a bit like arguments but aren’t. In particular, the difference between an argument and an explanation can be tricky. Both answer the question “why?” but do so in different ways. The premise of an argument answers the question, “Why should I accept this conclusion?” An explanation, on the other hand, takes the conclusion as a given – as a fact about the world – and then offers a story about why that particular thing is the case. This exercise will help students learn to distinguish the two.

There are some who will tell you that everything really is an argument for something. In fact, one popular composition textbook is titled “Everything’s an Argument.” There’s just one problem with that claim: It’s false. The idea behind the “everything’s an argument” movement is that we always are trying to persuade someone of something. So when I explain something to you, I’m really trying to convince you that what I’m saying is true. When I say that a picture is beautiful, I’m trying to convince you of its beauty, for instance. There may be something to this as a method for teaching writing, namely, when we write, we should be aware that we’re always trying to get the reader to do something, even if it’s just to share our point of view for the moment. But from the point of view of the logician, not everything is an argument. Remember our definition of an argument:

Argument: a conclusion together with the premises that support it.

Not all passages are of that sort. Sometimes we try to convince a person that something is true. Other times we want to explain why something is true. So we might contrast an argument with an explanation:

Explanation: a statement or set of statements designed to show why something is the case rather than that it is the case.

Consider the following exchange:

Ms. Jones: You didn’t turn in your homework, Katie.

Katie: My cat ate my homework.

Here Katie is offering an explanation for why it is that she failed to turn in her homework. Note that she is not trying to convince Ms. Jones that she failed to turn in her homework: Both Katie and Ms. Jones agree that Katie failed to turn it in. Instead, Katie is trying to tell Ms. Jones why she failed to turn it in. Katie is offering an explanation, not an argument. But now consider a similar exchange:

Jason: Why did I fail this course, Mr. Smith?

Mr. Smith: You didn’t turn in your homework, Jason.

Jason: My cat ate my homework.

Jason’s sentence is identical to Katie’s, but Jason’s sentence is best understood as offering an argument. Jason is claiming, implicitly at least, that he shouldn’t fail the class because his cat ate his homework. Although Katie’s and Jason’s sentences are the same, they are doing two entirely different things. In other words, it is Jason’s intentions that make his sentence an explanation. To determine what a passage is doing, we will often have to go beyond the words themselves and ask ourselves instead what it is that the author is trying to accomplish.

Exercise: Arrange the chairs in the class into a circle. Give each student a 3×5 index card. On one side of the card, students should write either an argument or an explanation. On the other side of the card, they should write “argument” or “explanation” (whichever is appropriate to their particular example). When everyone has finished writing, have students pass their cards to the person to their right. Students should read the card and decide whether they are reading an argument or an explanation. Have the students continue to pass their cards to the right until they have read all the cards. (Alternatively, this activity can be done in small groups of 5 students each, with the activity ending after all the members of the group have shared their cards.)

After students have read all the cards, collect them and discuss the examples with the class. Students may find it frustrating that critical thinking doesn’t always provide clear-cut answers. But remind them that life is often complicated, and our language reflects that messiness. It may be unclear whether an example is an argument or an explanation. In such cases, one can look at the various possibilities. One can, for instance, say things like: “If this is an argument, then it’s a good (or bad) one because ____,” or, ”If this is an explanation, then it is a bad (or good) one because ____.”

About the Author

Joe Miller received his Ph.D. in philosophy from the University of Virginia. He is a former staff writer at FactCheck.org , a project of the University of Pennsylvania’s Annenberg Public Policy Center. Before FactCheck, he served as an assistant professor of philosophy at West Point and at the University of North Carolina at Pembroke, where he taught logic, critical thinking, ethics and political theory. Joe won an Outstanding Teacher award at UNC-Pembroke and an Outstanding Graduate Teaching Assistant award at the University of Virginia. He is a member of American Philosophical Association and the Association for Political Theory.

Standards Alignment

• Standard 12
• National Mathematics Standards
• X. Civic Ideals and Practices

Related Resources

• Website: Congressional Research Service
• Website: Brookings Institution
• Website: Social Science Research Council
• Handout: Monty Python and the Quest for the Perfect Fallacy

Some experts argue that focusing on individual actions to combat climate change takes the focus away from the collective action required to keep carbon levels from rising. Change will not be effected, say some others, unless individual actions raise the necessary awareness.

While a reader can see the connection between the sentences above, it’s not immediately clear that the second sentence is providing a counterargument to the first. In the example below, key “old information” is repeated in the second sentence to help readers quickly see the connection. This makes the sequence of ideas easier to follow.  

Sentence pair #2: Effective Transition

Some experts argue that focusing on individual actions to combat climate change takes the focus away from the collective action required to keep carbon levels from rising. Other experts argue that individual actions are key to raising the awareness necessary to effect change.

You can use this same technique to create clear transitions between paragraphs. Here’s an example:

Some experts argue that focusing on individual actions to combat climate change takes the focus away from the collective action required to keep carbon levels from rising. Other experts argue that individual actions are key to raising the awareness necessary to effect change. According to Annie Lowery, individual actions are important to making social change because when individuals take action, they can change values, which can lead to more people becoming invested in fighting climate change. She writes, “Researchers believe that these kinds of household-led trends can help avert climate catastrophe, even if government and corporate actions are far more important” (Lowery).

So, what’s an individual household supposed to do?

The repetition of the word “household” in the new paragraph helps readers see the connection between what has come before (a discussion of whether household actions matter) and what is about to come (a proposal for what types of actions households can take to combat climate change).

Sometimes, transitional words can help readers see how ideas are connected. But it’s not enough to just include a “therefore,” “moreover,” “also,” or “in addition.” You should choose these words carefully to show your readers what kind of connection you are making between your ideas.

To decide which transitional word to use, start by identifying the relationship between your ideas. For example, you might be

• making a comparison or showing a contrast Transitional words that compare and contrast include also, in the same way, similarly, in contrast, yet, on the one hand, on the other hand. But before you signal comparison, ask these questions: Do your readers need another example of the same thing? Is there a new nuance in this next point that distinguishes it from the previous example? For those relationships between ideas, you might try this type of transition: While x may appear the same, it actually raises a new question in a slightly different way. 
• expressing agreement or disagreement When you are making an argument, you need to signal to readers where you stand in relation to other scholars and critics. You may agree with another person’s claim, you may want to concede some part of the argument even if you don’t agree with everything, or you may disagree. Transitional words that signal agreement, concession, and disagreement include however, nevertheless, actually, still, despite, admittedly, still, on the contrary, nonetheless .
• showing cause and effect Transitional phrases that show cause and effect include therefore, hence, consequently, thus, so. Before you choose one of these words, make sure that what you are about to illustrate is really a causal link. Novice writers tend to add therefore and hence when they aren’t sure how to transition; you should reserve these words for when they accurately signal the progression of your ideas.
• explaining or elaborating Transitions can signal to readers that you are going to expand on a point that you have just made or explain something further. Transitional words that signal explanation or elaboration include in other words, for example, for instance, in particular, that is, to illustrate, moreover .
• drawing conclusions You can use transitions to signal to readers that you are moving from the body of your argument to your conclusions. Before you use transitional words to signal conclusions, consider whether you can write a stronger conclusion by creating a transition that shows the relationship between your ideas rather than by flagging the paragraph simply as a conclusion. Transitional words that signal a conclusion include in conclusion , as a result, ultimately, overall— but strong conclusions do not necessarily have to include those phrases.

If you’re not sure which transitional words to use—or whether to use one at all—see if you can explain the connection between your paragraphs or sentence either out loud or in the margins of your draft.

For example, if you write a paragraph in which you summarize physician Atul Gawande’s argument about the value of incremental care, and then you move on to a paragraph that challenges those ideas, you might write down something like this next to the first paragraph: “In this paragraph I summarize Gawande’s main claim.” Then, next to the second paragraph, you might write, “In this paragraph I present a challenge to Gawande’s main claim.” Now that you have identified the relationship between those two paragraphs, you can choose the most effective transition between them. Since the second paragraph in this example challenges the ideas in the first, you might begin with something like “but,” or “however,” to signal that shift for your readers.  

• picture_as_pdf Transitions

6 Red Flag Phrases Narcissists Use To Manipulate You During An Argument

Wellness Reporter, HuffPost

Getting into a disagreement with another person is never easy. It often brings up uncomfortable feelings like stress , anger or sadness. But while arguments are generally uncomfortable with just about anyone, they are extra difficult with narcissists.

Narcissists are manipulative and have a desire to control others, making disagreements really, really frustrating, said Monica Cwynar , a licensed clinical social worker with Thriveworks in Pittsburgh .

Just because you have an unpleasant interaction with another person doesn’t make them a narcissist. Just .5-5% of the U.S. population has narcissistic personality disorder, or NPD, according to Manahil Riaz , a psychotherapist in Houston and the owner of Riaz Counseling in Texas. So while someone can have narcissistic traits ― such as self-centeredness or a lack of empathy ― it does not mean they have NPD, Riaz added.

Instead, narcissism is a continuum that ranges from healthy narcissism , which is defined as an “integrated sense of self and healthy self-esteem to pathological narcissism and narcissistic personality disorder,” Justine Grosso , a somatic trauma psychologist, told HuffPost via email.

“Someone with pathological narcissistic traits may meet some but not all criteria for NPD,” Grosso added. These criteria includes entitlement, a lack of empathy, a desire for praise and admiration, exploiting others, arrogance and grandiosity, Grosso said.

These traits are hard to deal with on a normal day, and are that much harder when a narcissist is upset with you. We asked therapists to share the phrases and behaviors narcissists commonly use in conflict. Here’s what they are:

1. “You’re overreacting.”

“When talking to someone with pathological narcissism or NPD, they may repeatedly dismiss, deflect, or invalidate your concerns or hurt feelings in order to avoid taking accountability for their impact on you,” Grosso said.

This can sound like phrases such as “you’re overreacting” or “you’re too sensitive,” which can be used to control the narrative, said Cwynar, and make you feel like you’re the one causing a problem.

Instead of doubling down on your stance, comments like this likely make you doubt yourself and your feelings, and withdraw your complaint, Grosso said.

2. “I’m not angry, you’re angry.”

“People with pathological narcissism or NPD use an unconscious defense mechanism called projection in which they disown their own emotions and believe they belong to someone else,” Grosso said.

Say you’re in the middle of a fight with a narcissist, you may hear them telling you that you’re the angry one as they yell, scream and say condescending things, Grosso gave as an example.

“People with pathological narcissism or NPD deny their vulnerable feelings because of toxic shame and emotion phobia,” she said.

3. “I can’t believe you’re attacking me, I always get blamed.”

No matter how wrong your loved one is, they can never see themselves that way. Instead, they’re always the victim.

“Narcissists often see themselves as victims due to their deep-seated sense of entitlement, fragile self-esteem and lack of empathy for others,” Cwynar said. This victim mentality leads narcissists to believe they are “constantly being wronged or mistreated by others.”

You may hear a narcissist say things like, “I can’t believe you’re attacking me like this. I’m the one who always gets blamed for everything, even when it’s not my fault,” or “No matter what I do, it’s never good enough for you. I’m constantly being criticized and judged unfairly,” she said.

“By portraying themselves as victims, narcissists can manipulate others to gain attention, sympathy or control in relationships,” Cwynar said. “They may use their perceived victimhood as a tool to elicit support or to shift focus away from their own problematic behavior.”

As a result, they can deflect blame and responsibility, and instead put the blame on someone or something else, she noted.

4. “If you loved me, you would do this.”

During a conflict, it’s common for narcissistic people to lean into manipulation, according to Cwynar. This language is intended to control so they can get what they want.

“They will use strong language like ... “If you love me, [you’d do this for me] ... if you don’t do this, I might hurt myself ... if you leave here, then you never loved me,” Cwynar explained.

Statements like this make it hard to stand up to the person you’re quarreling with, likely leading you to retreat and put the control back in their hands.

5. “You should have known I was upset.”

“While many people with personality disorders and relational trauma may believe that others should read their mind, this is especially prominent in people with NPD,” said Grosso.

So, you may hear someone with narcissistic personality disorder say, “You should have known I was angry,” fully expecting you to anticipate their emotions and understand what they’re feeling without any kind of communication.

“A phrase like this may lead the other person to feel hypervigilant, like they’re walking on eggshells,” Grosso explained.

Additionally, feelings of fear, guilt and obligation may bubble up, too, which takes power away from the wronged individual, she noted.

6. Long-winded expressions that don’t touch on the point.

“There’s this concept called ‘word salad,’ where they just might say things that don’t make sense,” said Riaz. So, they may spout statements that don’t connect just to confuse you, she added.

“Like, ‘I do everything for this family, you sit at home, and I’m thinking about the future and what we can do better, and I’m trying to get my education,’” Riaz said. “And they just go on and on and on and on.”

Eventually, you forget why you’re even fighting because the conversation has gone so far left, she added.

A bonus red flag: There’s often little or no negotiation or compromise.

When in an argument with another person, typically there is some sort of negotiation. Maybe after a fight about cleanliness, you agree to take the trash out more often while your partner agrees to wipe down the countertops after they cook.

This is not the case for someone in a relationship with someone with narcissistic personality disorder. “There’s typically no negotiation because their patterns are just so disagreeable,” Riaz said.

Additionally, negotiation isn’t a goal because this person just wants to get their way, Cwynar noted. “So, if they’re having a disagreement with you, it’s about them being able to control the narrative, control the situation,” Cwynar said, not to get to a solution or compromise.

If you are in a relationship with a narcissist, it’s important to take care of yourself.

All in all, it’s really tough to frequently deal with someone who uses the controlling, manipulative behavior mentioned above.

To cope, Riaz said it’s important to seek therapy. “A good therapist will help you recognize, ‘Wow, it sounds like you’re really struggling, you’re trying everything you can — maybe it’s not you,’” Riaz said. Therapy can help you decide what you want to do about this relationship while processing the impact it has on you.

“You need to set boundaries so that you can maintain a healthy relationship with the person,” Cwynar said. If this is a person you need to have in your life, it’s important to have boundaries to protect yourself from them.

It’s also important to have a support system, whether that’s family, friends or a church group, said Riaz. You need folks you can count on and talk to about the things going on in your life. If you don’t have this kind of support, it’s important to create it by joining local groups, signing up for clubs and meeting new people, Riaz added.

When it comes to the toxic relationship itself, “If you can walk away, I would definitely say walk away,” Riaz said. But she acknowledged that it’s not always possible to do so, like if you co-parent with someone who has narcissistic personality disorder or have a narcissistic boss at a high-paying job that you can’t leave.

“So, either we can walk away and do no contact, or we can have really strong boundaries and have low contact,” Riaz said.

In the end, it’s important that you take care of your physical and emotional needs. “Understanding the ‘why’ behind abusive behavior does not excuse the impact and harmful nature of the behavior on your well-being,” Grosso said.

Need help? In the U.S., call 1-866-331-9474 or text “loveis” to 22522 for the National Dating Abuse Helpline .

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Ditch these 10 common crutch phrases, says Stanford expert—they ‘undermine our competence and intelligence'

You probably use the occasional crutch word or phrase without realizing it. Most people do.

But beware, says Stanford University communication expert Matt Abrahams: They can get you into trouble, by negatively impacting the way other people see you. Crutch phrases often include "hedging language" that water down your sentences and make you seem less smart , he says.

"[They] can actually undermine our competence and intelligence," Abrahams, a communication consultant and organizational behavior lecturer at the Stanford Graduate School of Business, tells CNBC Make It.

Here are 10 hedging phrases Abrahams says people should steer clear from, especially in professional settings:

• "I think"
• "Sort of"
• "Kind of"
• "It seems"
• "Perhaps"
• "It might be"
• "It looks like"
• "Possibly"
• "Maybe"
• "I feel like"

Instead, opt for "declarative statements," says Abrahams.

Say your boss asks you to take on a big project, for example. Responding, "I think I can pull it off," can make you sound like you lack confidence —  especially in comparison to a more confident "Yes, I'd be happy to take it."

Even more simply, you can swap "I think" out for "I know" or "I believe," Abrahams says: "If I say, 'I kind of think we should do this,' it's very different from, 'We should do this.' And [the latter] sounds more confident and strong."

If you really want to sound competent — particularly when someone is explaining a complex topic or subject to you — you can repeat what they said back to them, or ask them a question.

"Saying something like, 'So what I hear you saying is,' demonstrates that you've actually really listened to the person. It demonstrates understanding and builds your confidence in the eyes of other people," Abrahams says.

A 2015 study series from Harvard and Wharton researchers backs him up. Students were asked to solve a brain teaser with a partner, and given three options for communication: asking for advice, telling their partner, "I hope you did well," or saying nothing at all. Those who asked questions were viewed as more intelligent than those who didn't, the studies found.

"By showing that I've taken the time to listen to you [and ask questions], that makes you think, 'Well, he's smart enough to understand what I'm saying," says Abrahams.

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Eid-al-Fitr 2024: Wish your friends and family 'Eid Mubarak' with these quotes, WhatsApp messages

Eid-al-Fitr, the biggest Muslim festival, marks the end of Ramadan fasting. Celebration date depends on moon sighting.

Eid, also known as Eid-al-Fitr, is among the biggest Muslim festivals. It is celebrated on the first date of the 10th Shawwal in the Islamic calendar. 

Eid marks the end of month-long observation of fasting during the holy Ramadan or Ramzan. The day of celebration depends on when the moon is sighted.

Catch live updates on Eid-al-Fitr

The festivities of the upcoming Eid-al-Fitr , also known as the Meethi Eid, will commence on April 11 on most parts of India. However, the Eid will be celebrated on April 10 in Kerala, Jammu and Kashmir, and Ladakh.  

Here are some messages you can send your loves ones this Eid-al-Fitr:

• Eid Mubarak! May this blessed occasion fill your heart with joy, your home with warmth, and your life with prosperity.
• May Allah fulfill all your dreams and hopes. Eid Mubarak!
• Sending all my love and good wishes to you! Eid Mubarak!
• May the blessings of Allah be with you and your family forever and always. Happy Eid!
• May Allah bless your life and fulfill all your wishes and Dua’s. May His guidance be your light. Eid Mubarak! Also read: Eid Al Fitr 2024: Date and timing of Meethi Eid in India, its history and significance
• May this Eid bring peace, prosperity, and happiness to everyone’s life. Eid Mubarak!
• Wishing you peace, happiness, and prosperity! May Allah open the doors of joy for you. Eid Mubarak!
• May every moment of this Eid be filled with warm memories, special moments, and the love of family and friends. Eid Mubarak!
• May Allah shower countless blessings on you because you deserve all of them. Be grateful to Him for His kindness. Eid Mubarak!
• May this Eid day be filled with happiness, spiritual wisdom, and divine guidance. Eid Mubarak!
• Wishing you peace and prosperity throughout your life, and praying that Allah grants all your prayers. Eid Mubarak!
• May the colours and joy of Eid brighten your day and fill your life with happiness. Eid mubarak to you and your family.
• May the blessings of Allah illuminate your path, fill your heart with joy, and grant you peace. Eid Mubarak!
• May this Eid bring you closer to your family, strengthen your faith, and shower you with happiness. Eid Mubarak!
• Wishing you a day filled with love, laughter, and cherished moments. May your prayers be answered. Eid Mubarak!
• May your home be blessed with warmth, your heart with contentment, and your life with prosperity. Eid Mubarak!
• On this auspicious occasion, may Allah’s grace be upon you, and may your days be filled with blessings. Eid Mubarak!

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Scheana Shay understands Lala Kent’s ‘frustration’ with Ariana Madix after rumored reunion fight

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Scheana Shay can see why Lala Kent was frustrated with Ariana Madix during their rumored confrontation at the “Vanderpump Rules” Season 11 reunion .

When Shay appeared on “Watch What Happens Live” Tuesday, Andy Cohen asked her how she feels about “Lala talking about your best friend Ariana so poorly.”

“Here’s the thing, I understand Lala’s frustration, and I will say that, on the contrary, Lala has said a lot of things about me recently that I really appreciate, and I think she is loyal as hell, and she’s an incredible friend,” she replied.

Shay, 38, teased that “after the reunion and finale airs, everyone will understand as well.”

The “Good as Gold” singer shared her take amid rampant speculation that Kent, 33, and Madix, 38, had a falling out over their heated argument at the reunion.

Rumors about the feud first surfaced with a viral tweet that claimed Madix had “eviscerated” Kent, causing their friendship to end.

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However, Kent later insinuated that she was the person who did the eviscerating , which Lisa Vanderpump agreed with .

“I wouldn’t say Ariana eviscerated Lala,” the “Real Housewives of Beverly Hills” alum said on Page Six’s “Virtual Reali-Tea” podcast last week. “I don’t think Lala ever wastes any time letting anybody know what she feels, which is why we kind of like her.”

Vanderpump, 63, explained that the situation was “very complicated” but implied that the argument had something to do with Tom Sandoval’s mental health as he continued to face backlash over his affair with Rachel Leviss while still dating Madix .

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The “Vanderpump Villa” star shared that Kent was more willing to hear out Sandoval’s struggles, while Madix was not.

“When we jumped into that, there was a lot of heightened feelings,” she said.

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Despite the former friends seemingly not being on speaking terms at the moment, Vanderpump thinks there is a light at the end of the tunnel.

“This group is very outspoken but also pretty forgiving if you think [about] what we’ve been through,” she explained.

Madix, for her part, has kept tight-lipped about the reunion and confrontation.

“Vanderpump Rules” airs Tuesdays at 8 pm. ET on Bravo, with episodes streaming the next day on Peacock.

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The good doctor season 7 episode 6 review: m.c.e..

Asher's death shocked and angered fans as much as it did the characters who loved him.

The Good Doctor Season 7 Episode 6 opened with his funeral. Soon, everyone had to rush off to deal with a mass casualty situation, not even allowing Jordan to finish her eulogy.

As the doctors got to work, Asher was gone but not forgotten, but it wasn't the tribute he deserved.

The hour opened with a large photo of Asher at a memorial service in the hospital chapel. I was dreading this moment almost as much as I had in real life when I had to go to a funeral for someone I loved who died suddenly.

If the entire hour had been devoted to the funeral, it would have been depressing and not in line with The Good Doctor's brand. Still, Asher Wolke was a beloved character who deserved something more than what he got.

The service was in the hospital chapel so doctors and staff could pay their respects, but it bothered me that it wasn't a Jewish service.

Asher struggled with his religious identity, but he embraced his Judaism right before his death, and he was killed because he asserted his identity as a Jewish gay man. 

Hospital chapels are always non-denominational, but it seemed doubly disrespectful not to have a rabbi officiating and for Jordan to speak on a stage adorned with crosses when you consider the reason Asher was dead.

Asher was one of the most courageous people I knew. He had the courage to leave everyone he loved behind to be who he really was. Jordan Permalink: Asher was one of the most courageous people I knew. He had the courage to leave everyone he...

Jordan's speech encapsulated who Asher was. Their friendship was exceptional, and she was the perfect person to eulogize him. They were platonic soulmates -- people who had no romantic interest in each other but otherwise were as close as a married couple.

It sucked that she didn't get to finish it because of the crisis.

Jordan's Reaction to Her Patient Was The Best Part of the Hour

The idea of a doctor struggling with keeping their oath to do no harm when their patient has hurt others is somewhat of a tired TV trope on medical dramas, but in this case, it worked.

Jordan's anger was more than justified, especially since Riley had committed an act of violence that was as senseless as Asher's murder had been.

We never discovered his motive for driving his car into a crowd of people having fun at a festival. His mother said something about mental illness and being different, and I wish she hadn't.

I'm tired of the myth that mental illness makes people violent or that people who have mental health issues can't control their behavior.

It's nonsense that harms real people who have mental health conditions, and The Good Doctor used to know better. The series' premise centers around including neurodivergent people like Shaun in mainstream settings.

The Good Doctor used to provide some of the most moving mental health stories on TV, but now it's falling into pernicious stereotypes, and it needs to stop.

However, Jordan's lack of sympathy for Riley was the strongest part of the hour. She didn't get to finish memorializing her best friend because Riley hurt a bunch of other people for no damn reason, and then she was expected not only to save his life but to ensure he had as little pain as possible.

She had every right to be pissed off about that, even if her idea were way off base that making the perpetrators of these crimes hurt would change anything.

Lim's PTSD Seemed LIke a Rerun

Lim's reaction was on the opposite end of the spectrum. Her patient looked vaguely like Asher, triggering her grief over Asher's death.

It makes sense that she would react this way since she had similar PTSD reactions after dealing with the COVID-19 pandemic.

However, the scenes were so similar that it felt like deja vu.

Then, as now, Lim's world moved in slow motion, and voices sounded far away. And I get that that's how PTSD affects many people and that this is the best way to depict that on TV, but it didn't do anything for me.

It needed something, anything, to differentiate it from her last experience with PTSD. Even confiding in someone that she was having the same symptoms would show growth and awareness for Audrey Lim despite the way grief was triggering her.

In real life, people may have the same symptoms repeatedly without making much progress, but on TV, we need more than that so that the story doesn't feel redundant.

Shaun Realizes Charlie's Worth

Charlie helped Shaun through a near meltdown, and just like that, they don't hate each other anymore.

He admitted she might be able to be an "adequate" surgeon, and she withdrew her complaint—that's the end of the story.

That was as predictable as it was pointless. There was no reason for Charlie to take legal action against Shaun if she would drop the whole thing the second he was semi-nice to her.

Fan chatter on social media suggests that Charlie is not a popular character. Many people don't understand why she was brought on when the series is ending and find her annoying. This resolution didn't help that.

I want to love Charlie.

I love that an autistic actress plays her; we need that representation.

However,  we don't need an autistic person who acts like a clone of Shaun circa The Good Doctor Season 1 and who is so desperate for his approval she'll take whatever crumbs of kindness she can get from him.

Everyone but Shaun sees something in her, and it would have been fun for her to work with Glassman a while longer. Glassman was Shaun's mentor, and Shaun likely wouldn't like him taking Charlie under his wing now.

Despite the predictability of the Shaun/Charlie storyline, there were a few emotional moments.

Shaun: Get Asher. Nurse: Get Asher? Shaun: Oh. He's dead. Permalink: Oh. He's dead.

Shaun forgetting that Asher was not there to assist with the emergency was an effective way of demonstrating how needed and missed Asher was. I loved when Charlie talked him through his overwhelm, showing she could be helpful.

Everyone Was There For Jerome

Jerome didn't get enough screen time. He was planning to propose the night Asher was killed, so his grief should have taken a more central role in the episode.

What he did get was moving. His difficulty going home to an empty apartment or cleaning out Asher's locker was realistic and emotional, and it sucked that he couldn't even visit Asher's grave because Asher's family had buried him out of state.

Asher's family didn't respect his gay identity or his relationship in the end, bringing him back to the community after his death, even though that's not what he would have wanted.

It was beautiful that everyone at the hospital was there for Jerome, even if none of this ever should have happened this way.

What did you think, The Good Doctor fanatics?

Hit the big, blue SHOW COMMENTS button and let us know!

The Good Doctor airs on ABC on Tuesdays at 10/9c. The next new episode airs on April 30, 2024.

M.C.E. Review

Jack Ori is a senior staff writer for TV Fanatic. His debut young adult novel, Reinventing Hannah , is available on Amazon. Follow him on X .

The Good Doctor Season 7 Episode 6 Quotes

Park: Springfest was ilke six blocks away from us. You were gonna take Eden. Morgan: I know it's horrible, but these things don't happen often. Park: Do they? Look at Asher. Permalink: Do they? Look at Asher. Added: April 09, 2024

Asher was one of the most courageous people I knew. He had the courage to leave everyone he loved behind to be who he really was. Jordan Permalink: Asher was one of the most courageous people I knew. He had the courage to leave everyone he... Added: April 09, 2024

The Good Doctor Season 7 Episode 6 Photos

4/9/24 The Good Doctor Season 7 Episode 6 M.C.E.

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Wills Point pro angler says hot start allowed for good scouting

BYRDSTOWN, Tenn. (KTRE) - A professional angler from Wills Point said his hot start on Monday allowed him to “lay off” and get good practice time in.

Jeff Sprague finished Monday’s opening round in second place and in a good spot to advance to the Knockout Round at the Bass Pro Tour PowerStop Brakes Stage Three. He credited Major League Fishing’s Scoretracker for allowing him a chance to scout the lake.

“Once you have a really hot start like we had the first day, it allows me to fish more freely,” Sprague said in an interview Tuesday on East Texas Now. “Whereas someone in a traditional fishing format doesn’t know what his fellow competitors have and he’s having to keep grinding in the same waters. I’m able to sidepocket mine and keep looking for more fish which will help me further down in the event.”

Sprague asked to give his mother a “shout-out.” He said his mother is currently hospitalized.

“I want to tell her I love her,” he said. “She’s not doing good. She’s at a hospital there in Tyler. My heart goes out to my family right now.”

Copyright 2024 KTRE. All rights reserved.

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