# How to write an argumentative essay

Canonical: https://duckyhelper.com/learn/essay-writing/argumentative-essay/
Updated: 2026-10-01

An argumentative essay takes a clear position on a debatable question and proves it with evidence. Open with context and a thesis that states your claim. Give each reason its own body paragraph with evidence and explanation. Then present the strongest opposing view fairly and answer it; this is the counterargument and rebuttal. End by showing why your position matters. Use evidence, not just opinion.

## The structure

| Part | What it does | Example (topic: phones in class) |
| --- | --- | --- |
| Introduction | Hook, context, thesis | Thesis: *Phones should be stored away during class, because they distract students and make cheating easier.* |
| Body 1 | Reason 1 + evidence + explanation | Distraction: time teachers lose to phone reminders, what research says about attention. |
| Body 2 | Reason 2 + evidence + explanation | Cheating: how phones make it easy to share quiz answers. |
| Counterargument and rebuttal | Strongest opposing view, stated fairly, then your answer | *Parents want students reachable in emergencies.* Answer: the front office can always reach students, and phones can be checked between classes. |
| Conclusion | Thesis in new words, why it matters | Classes with fewer interruptions, a fairer test for everyone. |

Purdue OWL describes the argumentative essay as one where you investigate a topic, collect and evaluate evidence, and take a clear position. It also recommends giving one or two paragraphs to opposing views, depending on the essay's length, and warns that leaving out evidence that does not support your thesis is unethical.

## Weak vs strong

| Weak | Strong | Why |
| --- | --- | --- |
| *Everyone knows phones are bad.* | *In a survey of our school's teachers, most said they ask students to put phones away at least once a class.* | Evidence beats claims that everyone agrees. Name the source. |
| Ignoring the other side | Stating the best opposing argument fairly, then answering it | Answering the strongest objection makes your case more convincing. |
| *People who disagree just want to play games all day.* | *Some parents worry they could not reach their child in an emergency.* | Twisting the other side into a weaker version (a straw man) loses the reader's trust. |
| Arguing a fact (*The Earth orbits the Sun*) | Arguing a debatable question (*Should our city ban cars downtown on weekends?*) | If no reasonable person disagrees, there is no argument. |

## Three mistakes in reasoning to avoid

| Mistake | Example | Better |
| --- | --- | --- |
| Straw man: attacking a weaker version of the other side | *Opponents want students to sleep all day.* | Quote or describe their real argument. |
| Hasty generalization: a big claim from too few cases | *My cousin's school started later and grades went up, so it works everywhere.* | Use larger studies or several examples. |
| Bandwagon: it is true because many people believe it | *Most students want later starts, so it must be right.* | Show why it is right, with evidence. |

## Worked examples

**Example 1: from topic to plan**

Problem: Prompt: Should schools require community service to graduate?

1. Pick a side and write a thesis: *Schools should require 20 hours of community service to graduate, because it connects students to their town and builds real-world skills.*
2. List evidence you need for each reason: examples of local projects, skills students gain, any data you can find and cite.
3. Name the strongest objection: *Students already have too little time.* Plan the answer: *20 hours over four years is about 5 hours a year, and service can count toward clubs students already join.*

Answer: A thesis, two reasons with planned evidence, and a counterargument with a rebuttal.

**Example 2: write a fair rebuttal**

Problem: Counterargument: *A later school start would make sports practice end too late.*

1. Admit what is true about it: *Practice times would have to change.*
2. Answer it with a reason or evidence: *Practices could move to shorter weekday sessions or weekend mornings.*
3. Weigh it against your main point: *A later practice is a smaller cost than a year of lost sleep.*

Answer: *It is true that practice times would have to change. But practices could move to shorter weekday sessions or weekend mornings, and a later practice is a smaller cost than a year of lost sleep.*

## Common mistakes and fixes

| Mistake | Fix |
| --- | --- |
| Only opinion, no evidence | Back every reason with facts, examples or expert sources, and cite them. |
| Skipping the counterargument | Add one paragraph that states the best objection fairly and answers it. |
| A weak rebuttal (*That is wrong*) | Give a reason or evidence for why the objection does not change your conclusion. |
| Emotional language instead of reasons | Some emotion is fine, but reasons and evidence carry an argument. |
| A thesis that sits on the fence | Pick a side. You can admit limits and still take a position. |

## Practice

**Five argument questions**

1. Which topic works best for an argumentative essay?
   A. Should cities ban cars from downtown streets on weekends?
   B. What year did World War II end?
   C. The life cycle of a frog
   D. My favorite summer vacation

   Answer: Should cities ban cars from downtown streets on weekends?. It is a debatable question with reasonable people on both sides. The World War II question has a factual answer, the frog life cycle calls for an explanation, and a favorite vacation is a personal story.

2. What is a counterargument?
   A. A summary of your essay
   B. Your own main reason, repeated
   C. The strongest opposing view, stated fairly
   D. Any argument that you cannot answer

   Answer: The strongest opposing view, stated fairly. A counterargument presents the other side's best case so you can answer it. It is not your own reason, a summary, or a point you leave unanswered.

3. Objection: *A later school start would make sports practice end too late.* Which sentence is a real rebuttal?
   A. Sports are not important.
   B. That is a bad argument.
   C. Practices could move to shorter weekday sessions or weekend mornings, and a later practice is a smaller cost than lost sleep.
   D. Many students play sports.

   Answer: Practices could move to shorter weekday sessions or weekend mornings, and a later practice is a smaller cost than lost sleep.. A rebuttal answers the objection with a reason. *Sports are not important* dismisses it, *That is a bad argument* gives no reason, and *Many students play sports* only restates part of the problem.

4. Which sentence is a straw man?
   A. Some parents worry that they could not reach their child in an emergency.
   B. Some teachers prefer early mornings for their own schedules.
   C. Moving start times would cost money for new bus routes.
   D. People who oppose later start times want students to be tired and fail.

   Answer: People who oppose later start times want students to be tired and fail.. It twists the other side into a ridiculous position nobody holds. The other three describe real concerns fairly.

5. Which evidence best supports this claim: *Our school should add water bottle filling stations*?
   A. Water is made of hydrogen and oxygen.
   B. Last year, students bought about 9,000 plastic water bottles from the school's vending machines, according to the school's sales records.
   C. My friend thinks it is a good idea.
   D. Plastic was invented more than a hundred years ago.

   Answer: Last year, students bought about 9,000 plastic water bottles from the school's vending machines, according to the school's sales records.. It is specific, sourced, and directly related to the claim, since filling stations would cut bottle use. The others are unrelated facts or one person's opinion.

## Frequently asked questions

### What is the difference between an argumentative and a persuasive essay?

They overlap, and some teachers use the terms the same way. Usually an argumentative essay leans on evidence and deals fairly with the other side, while a persuasive essay may lean more on emotion and the writer's voice. Check your assignment's directions for what your teacher expects.

### Where does the counterargument go?

Often in its own paragraph just before the conclusion. It can also go right after the introduction, or inside a body paragraph when an objection fits one reason. Purdue OWL suggests one or two paragraphs for opposing views, depending on the essay's length.

### Can I use I in an argumentative essay?

Many teachers prefer that you avoid *I think* and *I believe*, because the claim and evidence should stand on their own. Some assignments allow first person. Follow your teacher's rules; either way, focus on reasons and evidence rather than your feelings.

## Sources

- [Purdue OWL, Argumentative Essays](https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/argumentative_essays.html), accessed 2026-10-01
- [Purdue OWL, Argument Papers](https://owl.purdue.edu/owl/general_writing/common_writing_assignments/argument_papers/index.html), accessed 2026-10-01

## Related

- [How to write a thesis statement](https://duckyhelper.com/learn/essay-writing/thesis-statement/)
- [How to write a body paragraph](https://duckyhelper.com/learn/essay-writing/body-paragraphs/)
- [Citing sources: MLA vs APA basics](https://duckyhelper.com/learn/essay-writing/citing-sources-mla-vs-apa/)
- [Essay Writing study guides](https://duckyhelper.com/learn/essay-writing/)

## Try asking Ducky

- "What is the strongest argument against my thesis? Then let me try to answer it."
- "Check my essay for straw man arguments or claims without evidence."
- "Read my rebuttal paragraph and tell me if it actually answers the objection."

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