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Assignment: Argument Essay

Due Date: ____________________


Task: ​Your assignment is to write an argumentative essay about a topic relating to the criminal justice system
or the environment that interests you. If you are passionate about your topic, you will make a better argument.
An argument incorporates ethos, logos, pathos, and refutation/concession. You will also need to use a strong,
assertive voice. If your voice is that of a doubter (someone who is unsure of their position and uses words like
probably, may, most likely, might) your essay will not be very convincing . In a fight, posture tells a lot about
the fighters. Your posture, shown through your voice, diction, and tone, will tell a lot about how serious you are.
Make sure to avoid slang and use a formal, academic tone.
Topic:

Audience:​​ ​Your audience is the general public.

Purpose:​​ ​To convince your audience you are right while considering the other aspects of the debate.

Form:​​ ​For this argumentative you will write a ​multi-paragraph, 3-5 page ​essay using the classical argument
structure: 1) introduction, 2) narration, 3) confirmation, 4) refutation and concession, and 5) conclusion. Even
though there are five components, ​that does not mean you will have only five paragraphs​.

The ​introduction​​ serves to capture your audience’s interest and set out your point of view for the argument.
This requires careful planning on your part. You might capture interest by using a focusing anecdote or
quotation, a shocking statistic, or by restating a problem or controversy in a new way. You could also begin with
an analogy or parallel case, a personal statement, or (if you genuinely believe your audience will agree with you)
a bold statement of your thesis.

In the ​narration, ​you want to establish a context for your argument. This means that you need to explain the
situation to which your argument is responding, as well as any relevant background information, history,
statistics, and so on that affect it. By the end of this section, the readers should understand what’s at stake in this
argument–the issues and alternatives the community faces–so that they can evaluate your claims fairly.

The ​confirmation​​ section allows you to explain why you believe in your thesis. It takes up several ​supporting
claims individually, so that you can develop each one by bringing in facts, examples, testimony, definitions, and
so on. It’s important that you explain why the evidence for each claim supports it and the larger thesis; this
builds a ​chain of reasoning​ in support of your argument. This is where you can integrate ethos, logos, and
pathos into your argument.

The ​refutation and concession​​ can often be the strongest part of an argument, for when you show an audience
that you have anticipated potential opposition and objections—and have an answer for them—you defuse the
audience’s ability to oppose you and persuade them to accept your point of view. If there are places where you
agree with your opposition, ​conceding​ their points creates goodwill and respect without weakening your thesis,
but ​refuting t​ hem is key.

It’s tempting in the ​conclusion​​ just to restate the claims and thesis, but this doesn’t give a sense of momentum
or closure to your argument. Instead, try to harken back to the narration and the issues–remind your readers
what’s at stake here, and try to show why your thesis provides the best solution to the issue being faced. This
gives readers a sense of closure and completeness of your argument.

Resourced from ​https://www.winthrop.edu/uploadedFiles/writingcenter/centerHandoutClassicalArgument.pdf


Topic and Research: ​You will be developing your topic using the New York Times forum “Room for Debate”
as an inspiration (www.nytimes.com/roomfordebate). The purpose of the forum is to “invite knowledgeable
outside contributors to discuss news events and other timely issues.” The list of topics is nearly endless. You can
find topics related to environmental issues or the criminal justice system. Take some time to explore the topics
you’re interested in. Then, choose a topic ​of national or international importance ​that you are truly interested in
learning about (you don’t need to choose from this forum, but you can if you want). Once you have decided,
brainstorm possible stances you could take on the issue. For example, with the topic “Should America change its
gun laws because of the recent mass shootings?” you could approach the debate from these angles:

- No, we should have armed guards and tighter security in all public places (malls, theaters, schools).
- No, we should not stop there but should arm everyone (citizens, workers, teachers).
- Yes, we must take semiautomatic military-style weapons out of the hands of people who want to kill.
- Yes, more guns equals more homicides, so we must drastically reduce all types of guns in America.
- No, guns are not the problem -- people are -- and we must help those who are mentally ill.

Do some research before deciding which stance you will take.


To find information on your topic, visit the FHS toolbox:
1. Click Classroom Connections tab
2. Click For Everyone tab
3. Click Research Tools
Search through the databases. “Opposing viewpoints” and “Student Resource Center” may be particularly
helpful. Use evidence from at least four sources to support your position.
​Challenge option:​​ Use one of the databases through Multnomah County Library to find your sources. JSTOR
is a database that you will use in college.

Requirements:
1. 3-5 pages
2. Follow the specified format above
3. Use ethos, pathos and logos in your argument.
4. Proper in-text citations and works cited page with at least four sources.

Possible Topics around which to frame your argument:

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