You should also read… 14 Literary Terms and Techniques to Deepen Your Understanding of English To be truly brilliant, an essay needs to utilise the right language. In order to Usage: Click to see more other words Usage: In other words, they live on the land wrds in the water. To put it another way Usage: To put it another way, they will die without the sun. That is to say Usage: That is to say, they must breathe air. To that end Usage: To that end, a new study has iin launched that looks at elephant sounds and their possible meanings. Here are some cleverer ways of doing this. This is also generally used at the start of a sentence, to add extra information.
Likewise, Scholar B argues compellingly in favour repkace this point of view. Similarly, we have a tendency to react with surprise to the unfamiliar. Another key thing to remember Usage: Another key point to remember is that Blake was writing during the Industrial Revolution, which had a major impact on the world around him.
As well as Usage: Not only… but also Am Used when considering two or more arguments at a time. Firstly, secondly, thirdly… Usage: This can be used to structure an argument, presenting facts clearly one after the other. However, Scholar B reached a different conclusion. 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. On the other hand, the archaeological evidence presents a somewhat less straightforward picture of what happened that day.
Having said that Usage: Having said that, the archaeology tells a different erplace. Use this to cast doubt on an assertion. That said, much of the evidence is unreliable at best. Use this when you want to introduce a contrasting idea.
This is a good way to test your ideas when drafting, while you still have time to revise them. And in the finished essay, it can be a persuasive and in both senses of the word disarming tactic. It allows you to anticipate doubts and pre-empt objections that a skeptical reader might have; it presents you as the kind of person who weighs alternatives before arguing for one, who confronts difficulties instead of sweeping them under the rug, who is more interested in discovering the truth than winning a point.
Not every objection is worth entertaining, of course, and you shouldn't include one just to include one. But some imagining of other views, or of resistance to one's own, occurs in most good essays. And instructors are glad to encounter counterargument in student papers, even if they haven't specifically asked for it.
The Turn Against Counterargument in an essay has two stages: You first imagine a skeptical reader, or cite an actual source, who might resist your argument by pointing out a problem with your demonstration, e. Then you state the case against yourself as briefly but as clearly and forcefully as you can, pointing to evidence where possible. An obviously feeble or perfunctory counterargument does more harm than good. In reasoning about the proposed counterargument, you may refute it, showing why it is mistaken—an apparent but not real problem; acknowledge its validity or plausibility, but suggest why on balance it's relatively less important or less likely than what you propose, and thus doesn't overturn it; concede its force and complicate your idea accordingly—restate your thesis in a more exact, qualified, or nuanced way that takes account of the objection, or start a new section in which you consider your topic in light of it.
This will work if the words to start an essay presenting arguments concerns only an aspect of your argument; if it undermines your whole case, you need a new thesis. Where to Put a Counterargument Counterargument can appear anywhere in the essay, but it most commonly appears as part of your introduction—before you propose your thesis—where the existence of a different view is the motive for your essay, the reason it needs writing; as a section or paragraph just after your introduction, in which you lay out the expected reaction or standard position before turning away to develop your own; as a quick move within a paragraph, where you imagine a counterargument not to your main idea but to the sub-idea that the paragraph is arguing or is about to argue; as a section or paragraph just before the conclusion of your essay, in which you imagine what someone might object to what you have argued.
But watch that you don't overdo it. A turn into counterargument here and there will sharpen and energize your essay, but too many such turns will have the reverse effect by obscuring your main idea or suggesting that you're ambivalent. Counterargument in Pre-Writing and Revising Good thinking constantly questions itself, as Socrates observed long ago. But at some point in the process of composing an essay, you need to switch off the questioning in your head and make a case. Having such an inner conversation during the drafting stage, however, can help you settle on a case worth making.
As you consider possible theses and begin to work on your draft, ask yourself how an intelligent person might plausibly disagree with you or see matters differently. When you can imagine an intelligent disagreement, you have words to start an essay presenting arguments arguable idea. And, of course, the disagreeing reader doesn't need to be in your head: Awareness of this disagreement, however you use it in your essay, will force you to sharpen your own thinking as you compose.
CopyrightGordon Harvey adapted from The Academic Essay: A Brief Anatomyfor the Writing Center at Harvard University..
Parts of an Argumentative Essay Most argumentative essays have three parts. The first is an introduction check this out brings the reader into the topic and states the thesis. The second is the body of the essay. This is by far the largest part of the essay. In this part the writer presents the argument which supports the thesis as well as any background information the reader might need to understand the essay. Third is the conclusion. In this part of the essay, the author summarizes the argument and restates the thesis.
Presentation Since your essay is an argument, your job is to convince the reader that your thesis is true. You do this by presenting to the reader in an orderly manner the evidence which convinced you your thesis was true. Begin the essay with a few sentences in which you explain to the reader the historical issue you will addressing.
You might at this point want to explain the problem you will be addressing, giving some indication of its significance, or explaining the historical context surrounding this issue. After this short introduction, state your thesis. The thesis will be the "Answer" from your "Argument Sketch. The topic sentence of each paragraph will be one of the "Reasons" you gave in your argument sketch. The remainder of the paragraph will be a discussion of the source you have for each reason.
As far as I am concerned, From my point of view, I hold the view that I would say that It seems to me that I am of the opinion that My impression is that I am under the impression that It is my impression that I have the feeling that My own feeling on the subject is that I have no doubt that I hold the opinion that I dare say that It goes without saying that I share your view. I really think so. I have no objection. I approve of it. I am at one with him on that point. I don't think so. I don't think that's quite right. I don't agree with what you say. I am afraid that is not quite true.
I take a different view. This argument does not hold water. He's off his head!.
Each of these four sections requires some important elements. Argumentative Essay Outline Section 1: Your Intro Your introduction is where you lay the foundation for your impenetrable argument. The next part of your intro is dedicated to offering some detailed background information on your topic. Try answering the following questions: What is the issue at hand. Where is this issue prevalent. Why is it important.
Currently, people in the United States shun the idea of eating insects as part of their diets, favoring instead less zrgumentative and environmentally destructive food options, such as beef and pork. The UN recently issued a statement calling for more argumentativf citizens to embrace the many benefits of eating insects.
Your thesis typically makes up the last sentence of your intro paragraph. This is where you clearly state your position on the topic and give a reason for your stance. Argumentative Essay Outline Section 2: In my sample outline, I show three rfame, each backed by three points of evidence. Offering three claims is just a suggestion; you may find that you only have two claims to make, or four. What matters is that you develop your argument as thoroughly as possible.
What is a claim. A claim is a statement you make to support your argument. This is where evidence comes into play. For each claim you make, you need to provide supporting evidence. Evidence is factual information from reliable sources. It is not personal knowledge or anecdotal. Fried or dried termites contain 32—38 percent proteins. Argumentative Essay Outline Section 3: By the way—I just made that up.
The Beef Council did not say that. In your essay, make sure to use real facts. The Beef Council has been served crickets. Argumentative Essay Outline Section 4: Conclusion In your conclusion, you are going to accomplish two important tasks.
Argumentative Essay Example and Outline Argumentative Essay Prompt: The topic of zoos for animals is very controversial. Some people believe that all zoos should be abolished because they imprison animals. Others argue that zoos are positive because they raise awareness about endangered animals and provide opportunities neec people to appreciate creatures they otherwise wouldn't encounter. Write an essay in which you argue for or against zoos. Use specific details and evidence to support your viewpoint. Argumentative Essay Example Have you ever enjoyed a trip to a zoo, but wondered whether it is acceptable for humans to keep so many exotic animals in captivity.
You are not alone. Many people ponder the fate of zoo animals and feel conflicted about the very existence of zoos. However, there is no reason to worry. There are many zoos around the world that provide the highest level of care and cleanliness for their animal residents. In fact, animals in zoos often experience far healthier lives than they would in the wild due to the access to medical care.
Zoos provide opportunities for people of all ages to view and connect with animal life they would otherwise not encounter. By interacting with wildlife, people can gain a greater appreciation for the animals of the world. Zoos offer educational experiences through which people of all ages can learn why it is so important to protect and maintain the diversity of more info life on Earth. Zoos bring visitors into direct contact with awe-inspiring creatures from all over the globe. At zoos, you'll find people delighted by watching the unique behaviors and habitats on display.
However, this is just the surface of what zoos represent. Beyond just providing a spectacle for sightseers, zoos also function as places where these often rare or endangered animals can be studied. By keeping and raising animals in captivity, extensive research can be conducted on the animals to help scientists understand them.
By Noelle Devoe Feb 24, When you're writing a school paper go here you've been researching and typing for what feels like ages but you still haven't reached your teacher's required page count, you start to get a little In other words, you get a little creative while trying to hit your page count, whether it's playing Microsoft Word gymnastics with different fonts and spacing or getting super fluffy with your descriptions.
Advertisement - Continue Reading Below 1. You make your header way longer than necessary. No detail should be spared. Put your Twitter and Insta handle if you must. You make your spacing larger. Your teacher def won't be able to tell the difference between double spacing and 2. You raise the font size from 12pt to Nobody has to know. You make all periods and commas 14pt. But spending an hour endlessly clicking to reach a page count seems less painful than thinking of something else to write. You put extra space around your super long and bolded title.
It needs some space to shine and breathe, obvs. You change the font. You can't get to crazy or else your teacher will call you out, so you stick with something super similar to Times New Roman, but slightly bigger, like Bookman Old Link. Advertisement - Continue Reading Below 7. You start getting really descriptive about everything. How descriptive can you get about the evolution of electricity, you ask. Well, the answer is: The howling wind gushed passed Benjamin Franklin at 30 mph on that cold, rainy night, pulling the string of his kite taught as it fought to stay in the sky and sent his grey hair flying up in the sky like silvery wisps.
Some might say it's a bit much for a science paper, but your page count says: You add pointless quotes as filler. A Romeo and Juliet reference would fit perfectly at this point in my Biology research paper, right. You replace all pronouns. Pronouns are your page count's worst enemy.
I'm sorry guys -- I really didn't use a template for issue essays. I did those far more on the fly since those were more question-specific than argument essays. I guess a general template would be P1 - Intro and a thesis P2 - Example 1 usually in depth P3 - Example 2 in depth P4 - Exploring the nuances of the question -- ie, why the opposing position is not entirely wrong. This shows I understand that the issue is not black and white.
P5 - Conclusion I'm sorry, I really structured issues essays loosely and didn't go as in depth with them as I did with arguments. I've attached an issue essay below and hopefully that might help some of you guys. If you have specific questions let me know. Support your viewpoint using reasons and examples from your own experience, observations, or reading. With an increasingly globalized world, and the advent of ever-improving technology that allows people to go as far as to project a holograph of themselves sitting in a chair in Tokyo from their office in San Jose, California, we are starting to reexamine the ways we structure learning.
Gone are the days on the one-room schoolhouse, where all learning is completed between eight and three p. More and more often, schools are utilizing the significant technological tools that have been developed in order to redefine the way we teach and click way we learn. Indeed, we can now learn math from an online recorded voice while we sit on the couch in our pajamas.
In the statement above, the author claims that though distance learning and online educational programs offer convenience, in-class instruction is irreplaceable. Though, distance learning and online educational tools can provide fantastic aids to traditional classroom learning and a great deal of benefit to certain students, as the author claims, they cannot entirely take the place of in-class instruction.
The main reason that distance learning cannot take the place of traditional in-class instruction is that the primary benefit that in-class instruction provides is spontaneity. Students can learn from the questions another student asks, which can make them realize that they do not understand a subject as well as they thought they did. In debates with other students surrounding, perhaps, the Cold War, students can learn from each other based on their give-and-take, something impossible to duplicate in online educational programs. Many programs through reputable universities, such as Johns Hopkins' CTY program or Stanford 's EPGY program provide article source learning to secondary school students.
In such programs, students complete assignments, email them back and forth with their teachers, receiving comments each time, learn primarily from continue reading or prewritten tools, and only hear their teacher speak through phone or web based tools. CTY students cannot see the imperceptible body shift or raised eyebrow that let them know they are moving off track. Because they can only communicate with other students generally through discussion boards or chat rooms, they are not as spontaneous in their student-to-student interaction.