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Writing Argumentative Essays

Argumentative Essays
I. Analyzing an argumentative essay: Read the essay and answer the question below.

Proficiency Examinationswho needs them?

Im so frustrated! These were the words of a friend of mine the other day, an international student on an F-1 visa studying at this university. Although he is a junior in electrical engineering and doing well in his engineering courses, he has again failed the English Departments proficiency examination in composition. And he is not the only one. I know several international students who can pass differential calculus with no-problem, but cannot seem to get out of freshman English, you must be able to write a 500-word essay in fifty minutes with no more than two major errors and five minor errors. While most native speakers of English manage to do this after two or three semesters of freshman English, nonnative speakers have a much more difficult time. The reason for this is obvious. Non-native speakers needs to spend some of their fifty minutes looking up new vocabulary words, carefully going over grammar constructions, and looking everywhere for a missing third-person S. While international students may have some more original ideas than native speakers, they may fail for superficial grammatical reasons. This seems very unfair to me. It seems clear that international students should be considered special cases, and therefore the composition proficiency requirements as now stated should not apply. The case of international students at an American university is indeed special. First, most international students are using English as their second language. When it comes to writing a composition, international students using a second language require more time than native speakers. International students must spend part of their precious fifty minutes looking up words, checking over grammar constructions, and rephrasing tricky idioms. Furthermore, the composition proficiency exam is biased against international students. As you know, it counts grammar errors, which often have nothing to do with meaning. A good example of this is the complement after verbs. Often international students have very good ideas and concentrate on expressing them. Then they fail the test because they use an ing participle instead of an infinitive. For most American speakers of English, the complement after verbs are automatic; they do not have to think about them at all. Even if native speakers do not have very good ideas, they can still pass the test because they do not make any grammar errors. Therefore, it seems to me that international students should not be judged so severely on grammar errors, but should be judged more on the quality of their ideas. My opponents might argue that international students need the level of English proficiency indicated by the exam to get through their other courses. They fear that international students will fail their math, science, history, psychology courses if they cannot write compositions. This is just not true. First, 75% of international students are majoring in math and science. In these classes, professors do problems on the board or demonstrations in the laboratory. Virtually no English composition skills are necessary. For further proof, I can give several more examples, like my friends above, who are proving every day that they can do very well (As and Bs) in their math and science courses without having passed the composition test. It seems clear that international students do not need to write English as well
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Writing Argumentative Essays

as my opponents think they do. But what about history and psychology courses, courses that normally require a certain amount of writing skills? Here, too, I can easily show that the proficiency level demanded on the test is not necessary. On the sophomore level, most introductory courses in history and psychology are mass lecture courses in which multiple choice tests, not essay tests, are given. As long as international students can read the textbooks and tape record the lectures, they can most likely pass these courses with no more writing than a circle around the correct letter. The level of proficiency that the composition test requires is simply not necessary for most international students to pass courses in an American university. Perhaps one might argue that the proficiency requirements are not necessary for American students, either. However, here I must point out several things. First, part of the point of writing composition is to express oneself well in language. Since English is the first language for most Americans, they will surely need to have this skill in their native language. And because most native speakers rarely study composition thoroughly in high school, they really need a thorough study of it at the college level. (Of course, if they have studied it in high school, they can generally pass the test with no problem.) On the other hand, many international students have studied composition in their own language quite thoroughly in high school. If they passed high school, they can already express themselves well in their first language. So, further practice in composition is not necessary. Furthermore, in terms of future use, American students might need to write well in English for their careers. But most international students will not need English for their careers when they go back home; they will use their own language. It seems clear, then, that the case of international students at American universities is special. They are using a second language, and this fact should be taken into consideration when the English Department reads the final proficiency tests. Further, since the level of proficiency required on the test is not necessary for most students to pass their courses, I would propose that the standard used to judge international student papers be relaxed or done away with. After all, if students can show that they can pass their other courses, why should the university block their way with superficial but often insurmountable barriers? Questions: 1. What is the thesis statement of the essay? ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------2. What is the topic? ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------3. What is the central idea? ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------4. What is the topic sentence of paragraph 2?

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Writing Argumentative Essays

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------5. What is the authors purpose in writing paragraph 2? ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------6. What is the topic sentence of paragraph 3? ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------7. What is the authors purpose in writing paragraph 3? ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------8. What is the topic sentence of paragraph 4? ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------9. What is the authors purpose in writing paragraph 4? ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------10. In the conclusion, what is the restated topic? ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------11. What is the restated central idea? ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------OUTLINE Proficiency Examinationswho needs them? I. INTRODUCTION: Paragraph 1: Thesis statement: International students (Topic 1) should be considered special cases (Central idea 1) The composition proficiency requirements as now stated (Topic 2) should not apply (Central idea 2). II. BODY: Paragraph 2: My reason/argument: The case of international students at an American university is indeed special. (1)First, most international students are using English as their 2nd language. (2)Furthermore, the composition proficiency exam is biased against international students.
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Writing Argumentative Essays

Paragraph 3: My opponents 1st reason/argument: International students need the level of English proficiency indicated by the exam to get through their other courses. (1)In math, science, history, psychology courses My refutation: This is just not true. First, 75% of international students are majoring in math and science, where virtually no English composition skills are necessary. For further proof, I can give several more examples, like my friends above, who can do very well in their math and science courses without having passed the composition test. (2)In history and psychology courses My refutation: Here, too, I can easily show that the proficiency level [demanded on the test]is not necessary because most introductory courses in history and psychology are mass lecture courses in which multiple choice tests, not essay tests, are given. The level of proficiency that the composition test requires is simply not necessary for most international students to pass courses in an American university. Paragraph 4: My opponents 2ndreason/argument: The proficiency requirements are not necessary for American students, either. My refutation: However, here I must point out several things. (1)First, most Americans will surely need to have this skill of writing composition in their native language. Because most native speakers rarely study composition thoroughly in high school, they really need a thorough study of it at the college level. (2)On the other hand, many international students have studied composition in their own language quite thoroughly in high school. If they passed high school, they can already express themselves well in their first language. So, further practice in composition is not necessary. (3)Furthermore, in terms of future use, American students might need to write well in English for their careers. But most international students will not need English for their careers when they go back home; they will use their own language. III. CONCLUSION: Paragraph 5: -The case of international students at American universities (Restated Topic 1) is special (Restated central idea 1). - The standard used to judge international student papers (Restated Topic 2) be relaxed or done away with (Restated Central idea 2).

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Writing Argumentative Essays

II. Planning for an argumentative essay: When you are planning an argumentative essay, be aware that the essay should contain the following characteristics: 1. The argumentative essay should introduce and explain the issue or case. This point is obvious; clearly the reader needs to understand the issue being argued. In addition, it is often necessary to define any ambiguous terms that are keys to the discussion. For example, if you were arguing that the government should not cut funding of basic research, it would no doubt be useful for your audience to define what you mean by basic research. Part of good arguing is clear communication, and clear communication requires that each party understand the terms being used. 2. The essay should offer reasons and support for those reasons. In other words, the essay should prove its points. 3. The essay should refute1 opposing arguments. It is this characteristic that is more particular to the argumentative essay than to expository essays. Since there are two sides to the issue, and since you the writer want to convince the reader that you are right, not only must you prove your own case, but you should also prove that the opponent is wrong, or at least that your points are more valid or significant. In short, you will have to deal with the opponents reasons and prove that yours are more valid or superior. Note how this writer states the opposing argument and then refutes it: Execution preferably in public should be a solemn ritual of great significance a ritual that powerfully announces to all its citizens that the state so values human life that it must mark its violation with the most awful penalty available. Those who assert that capital punishment2 is wrong because the state should not itself take on the guilt of murder completely miss the point. For by failing to take the life of those who murder their fellow man, the state becomes a passive accessory3 after the fact. The state says, in effect, that murder is no more serious an offense than embezzlement 4 or shoplifting. When children grow up in a state that often releases even the most sadistic murderer after a relatively short prison sentence, or in the extreme, no sentence at all], how can these children fail to get the message: that neither their elders nor their society gives great weight to human life or its destruction. Nettie Leef. Respect for life and Capital Punishment, Too. The New York Times, June 30, 1975 4. If the opponent does have a valid point, concede5 that point. It does little good in an argument to ignore any valid points the other side may have. You can concede them and then go on to show that your points are more important anyway.
refute means to prove wrong by argument or to show that something is wrong / erroneous. punishments by death 3 accessory (to sth.) (law) person who helps another in crime: an accessory to murder 4 embezzle v [Tn] use (money placed in ones care) in a wrong way to benefit oneself 5 concede sth. (to sb.) admit that something is true, valid, proper, etc.
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Writing Argumentative Essays

Although it is true that we have had no real damage from any nuclear power plant breakdowns, the potential for devastation still exists 5. The conclusion should logically follow from argument. As discussed in earlier chapters, the conclusion can summarize the main points and reassert the thesis; in an argumentative essay, however, it is very common to make a demand for some action. For example, an argument against the construction of nuclear power plants might conclude with a demand that all plants in construction now be closed down. Another way to warp up argument is to offer alternatives. In your antinuclear power plant essay, for instance, you might suggest that the funds now used for those plants be used for an alternative source of energy, such as nuclear fusion or solar power. III. Organizing the Argumentative Essay Although there is no set pattern for the argumentative essay, there is a basic, workable approach that is commonly used:
1. Introduction. State your opinion, focusing on the topic. Sometimes the writer breaks down the introductory material into two paragraphs: the first one introducing the problem and the thesis and the second one explaining additional information, providing definition, in other words, giving background information necessary for the argument.

2. Reasons. It is a good idea to spend one paragraph for each reason. Two or three reasons are typical. 2.1. Paragraph 2: Develop the first reason for your opinion with detailed examples. 2.2. Paragraph 3: Develop the second reason for your opinion with detailed examples. 2.3. Paragraph 4: Develop the third reason for your opinion with detailed examples. 3. Refutation. Depending on how many points the writer wishes to address, the refutation can take from one to three paragraphs. 3.1. Paragraph 5: Develop the first counter-argument for your opinion with detailed examples/ reasoning. 3.2. Paragraph 6: Develop the second counter-argument for your opinion with detailed examples/ reasoning. 4. Conclusion. Summarize your point of view. It is not uncommon, however, to see arguments in which the refutation comes before the reason section.

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Writing Argumentative Essays

Exercise: Read the following essay and make an outline.

Teenagers and Jobs

The pressure for a teenager to work is great, and not just because of the economic plight in the world today. Much of it is peer pressure to have a little bit of freedom and independence, and to have their own spending money. The concern we have is when the part-time work becomes the primary focus. These are the words of Roxanne Bradshaw, educator and officer of the National Education Association. Many people argue that working can be a valuable experience for the young. However, working more than about fifteen hours a week is harmful to adolescents because it reduces their involvement with school, encourages a materialistic and expensive lifestyle, and increases the chance of having problems with drugs and alcohol. Schoolwork and the benefits of extra-curricular activities tend to go by the wayside when adolescents work long hours. As more and more teens have filled the numerous part-time jobs offered by fast-food restaurants and malls, teachers have faced increasing difficulties. They must both keep the attention of tired pupils and give homework to students who simply dont have time to do it. In addition, educators have noticed less involvement in the extra-curricular activities that many consider a healthy influence on young people. School bands and athletic teams are losing players to work, and sports events are poorly attended by working students. Those teens who try to do it allhomework, extra-curricular activities, and workmay find themselves exhausted and prone to illness. A recent newspaper story, for example, described a girl in Pennsylvania who came down with mononucleosis as a result of aiming for good grades, playing on two school athletic teams, and working thirty hours a week. Another drawback of too much work is that it may promote materialism and an unrealistic lifestyle. Some parents claim that working helps teach adolescents the value of a dollar. Undoubtedly that can be true. Its also true that some teens work to help out with the family budget or to save for college. However, surveys have shown that the majority of working teens use their earnings to buy luxuriesvideo game systems, CD players and disks, clothing, even cars. These young people, some of whom earn $400 or more a month, dont worry about spending wiselythey can just about have it all. In many cases, experts point out, they are becoming accustomed to a lifestyle they wont be able to afford several years down the road, when they no longer have parents paying for car insurance, food, lodging, and so on. At the point, theyll be hard-pressed to pay for necessities as well as luxuries. Finally, teenagers who work a lot are more likely than others to get involved with alcohol and drugs. Teens who put in long hours may seek a quick release from stress, just like the adults who need to drink a couple of martinis after a hard day at work. Stress is probably greater in our society today than it has been at any time in the past. Also, teens who have money are more likely to get involved with drugs. Teenagers can enjoy the benefits of work while avoiding its drawbacks, simply by limiting their work hours during the school year. As is often the case, a moderate approach will be the most healthy and rewarding.

Nguyn V Phng, M.A.