(2 hours per week x 5 months)
43.3 hours
Hours monitoring and moving hoses *
(6 hours per week x 5 months)
129.6 hours
I can think of plenty of other things I'd rather do with this money and time. I am probably not alone in thinking there has to be a better way. It is well past time that Coloradoans gave up their old-fashioned Eastern lawns for landscaping that makes sense in the West. So why aren't we hearing about alternatives from the lawn care industry? Because they have a lot to lose--billions of our dollars.
Since the cost of maintaining an alternative is so low, lawn care experts have no stake in keeping us informed about more appropriate species or in making them easy to obtain. We get most of our information about lawn care and gardening from the lawn care industry itself. This is a conflict of interest. Most of the varieties of plants stocked in local nurseries require a lot of care and water to thrive. However, low-maintenance varieties are available and we can get the information we need to make good choices. We would do better to call our county extension office for information on species suitable to our area. In Fort Collins, an agent, referred to as a master gardener, can be reached at (970) 498-7400. They have been advocating alternative landscaping for some time.
The most impartial information comes from sources that do not stand to gain monetarily from our choice. The 's real estate section reprinted an article on landscaping from that stated, "Turf grasses are the foundation of every landscape plan, even when part of the plan is to reduce the percentage of grass in your yard. The only worthwhile suggestion here is to avoid traditional, short-root bluegrass varieties. These traditional turf grasses are notorious for their susceptibility to diseases and their reliance on huge quantities of water." It went on to describe a new variety of zoysia, Meyer Z-52, which was low maintenance, deep-rooted, less cold-sensitive, and stayed green longer (F1).
If Fort Collins nurseries do not stock alternative types of seeds, they can be ordered and are comparable in price to other lawn seeds. (Buffalo grass is about $8 per pound.) To spare the expense of putting in a whole new lawn, these seeds can be used to overseed and to repair bare patches. In this way, they will gradually fill in and reseed themselves.
Hardy trees, shrubs, groundcovers, and flowers that require almost no attention once they are established can be a beautiful alternative to turf, or a lovely compliment to smaller areas of an appropriate variety of turf. Flowers and shrubs that thrive in desertlike conditions and still produce beautiful foliage and blooms are available in local garden stores. The key is to plan, get good information, and choose plants appropriate to our region. A hardy groundcover like will take over an area in a season or two and requires no maintenance to achieve a carpet of variegated green foliage. Flowers like cosmos and dianthus thrive on poor soil and dry conditions to produce their delicate and colorful blooms throughout the spring and summer growing season. There are many beautiful wildflower mixes that do well in the Rocky Mountain West.
The cost of switching to less hungry and thirsty landscaping can quickly be made up in the cost saved on water and maintenance. Initial costs can be kept to a minimum by overseeding with these new types of grass seeds, seeding bare patches with them, and letting them take hold gradually. Lawn space can gradually be shrunk and given over to heat and drought-resistant varieties of flowers, trees, shrubs, and groundcovers. These new plants can be bought with the money saved from not having to buy chemicals and water. Choosing varieties that are perennial or that reseed themselves will also keep cost and maintenance to a minimum.
With a little thought, planning, and creativity, we who live in Fort Collins can have beautiful landscapes that serve as restful retreats for ourselves and our families without the cost and the effort of trying to maintain an Eastern water-hungry lawn in the arid West.
Bormann, Herbert F., Diana Balmori, and Gordon T. Geballe. . new Haven and London: Yale U P, 1993.
Bucks, Christine. "The Right Grass = A Great Lawn." May/Jun. 1995: 38-42.
D'Audni, Laurie. Phone interview. 24 Mar. 1997.
Meyer, Scott. "10 Common Lawn-Care Questions." Feb. 1996: 58-61.
Wasowski, Andy. "Cutting the Grass." Oct. 1996: 18-19.
"Year-round Interest Important in Landscaping." 30 Mar. 1997: F1.
Identifying the claim.
Our first step in the Toulmin Method is to identify the claim. In the case of this argument, the claim is stated in a very general way, then is elaborated on throughout the essay. (Therefore, there is no particular point in the essay where the writer states her claim in full.) However, the general statement of the claim could be said to come at the beginning of paragraph 2, where the writer argues, "It is time for us to rethink our landscaping practices." She elaborates on this somewhat in the sentence that follows: " In our arid Western climate and poor soil, the traditional lawn takes too much water, time, and harmful chemicals to maintain." The argument proceeds to prove that this is true, then offers alternatives to "the traditional lawn."
Having identified and paraphrased the claim in paragraph 2 as, "It is time for us to rethink our landscaping practices," the next step in the Toulmin Method is to examine this claim to see if the writer uses any qualifiers--words like "some," "many," "most of the time," etc. In this case, there are no such qualifiers. It can sometimes be damaging to an argument to omit qualifiers, particularly if there are also no exceptions provided. It is up to you as a reader to determine whether the writer's unqualified claim is damaging to this particular argument.
After looking for qualifying words in the claim, the next step is to determine what the writer considers to be the situations in which her claim doesn't apply. In other words, it is necessary to identify any exceptions she makes to her claim. In her argument, although she does not mention explicitly any exceptional situations, her claim implies one.
If we look at the writer's claim in paragraph 2, "It is time for us to rethink our landscaping practices," the first thing we should ask is "Who does she refer to when she uses the word `us'?" Clearly, this writer is addressing an audience like herself: homeowners in the West (in Ft. Collins, Colorado perhaps) who are interested in landscaping. Then if we look at the introductory paragraph of the essay, we see that she has described two landscaping situations: one in her home state of Ohio, and one in Fort Collins, Colorado, where she now lives. From all of this, we can assume that the writer intends for her argument to apply primarily to lawns in the West, and that (by implication) she excludes from her argument lawns in other parts of the country, where conditions are different.
Identifying all the reasons.
Once you have identified and examined the claim (for qualifiers and exceptions), the next step in the Toulmin Method is to identify and examine the reasons which support this claim. In the case of this essay, two of the reasons are given in the same breath as the general claim ("It is time for us to rethink our landscaping practices") in the second paragraph. The sentence which follows this claim is, "In our arid Western climate and poor soil, the traditional lawn takes too much water, time, and harmful chemicals to maintain," and it implies two of the three reasons that the writer will address in the essay. The third reason the writer will address is this: Maintaining the traditional lawn is unnecessary, since varieties of grass that are more appropriate to the West (and "less hungry and thirsty," as the writer says in paragraph 14) are readily available. Click on the reasons below to see where they occur in the example argument.
Maintaining the traditional lawn is:
In reading on from paragraph 2 to paragraph 3 of the essay, we see that the first reason the writer addresses is the question of harm. At the beginning of paragraph 3, she broaches this question in the following way: "In Fort Collins, we must use herbicides when growing these foreign turfs." The assumption here, of course, is that these herbicides are harmful and undesirable, and the writer shows how this is so by providing evidence of the threats they pose to the environment and to humans.
We have identified Reason One as "In Fort Collins, we must use herbicides [which, by implication, are harmful] when growing these foreign turfs [like Kentucky bluegrass]." Our next step is to determine whether or not this reason is (1) relevant and (2) effective.
When examining this reason, it is first necessary to ask the question, "Is it relevant to the claim it attempts to support?" When we look at the claim and this first reason side by side, we see that there is a clear connection between the two.
Reason: "In Fort Collins, we must use herbicides [which, by implication, are harmful] when growing these foreign turfs [like Kentucky bluegrass]."
For this reason...
Claim: "It is time for us to rethink our landscaping practices."
After determining that Reason One is indeed relevant to the argument's claim, we may go on to determine whether or not it is effective (or "good"). In other words, does the reason invoke a value that most people (most importantly, you as a reader) can believe in and accept?
In this case, the reason, having to do with the danger of herbicides to the environment and to people, invokes the reader's fear and distaste of such harm. This may or may not seem like an effective reason to you, and if it doesn't, then this is something to remember when you complete your analysis of this argument. However, we might predict that most readers would probably feel some kind of fear or distaste for the kinds of harm that the writer refers to, thus making this an effective reason.
In providing a bridge from Reason One to Reason Two, the writer draws on what we will here call Reason Three, paraphrasable as follows: Maintaining the traditional lawn is unnecessary, since varieties of grass that are more appropriate to the West are readily available. After she demonstrates that herbicides are dangerous, the writer shows that this danger is unnecessary, given the existence of buffalo grass and other varieties "that are more resistant to pests, disease, and weeds and better suited to the West" (paragraph 5). She then lists some of the merits of buffalo grass, which are (1) its appropriateness to our region and (2) the fact that it is almost maintenance-free, and therefore economical. This leads the writer directly into her second reason, which has to do with cost.
The writer's second reason, having to do with the cost of traditional landscaping in terms of money and time, is developed in paragraphs 6-9. (For the sake of simplicity, we will paraphrase Reason Two in the following way: "Traditional landscaping is costly in terms of both time and money.") Looking back at the essay, this reason can be most easily and clearly identified in two specific sentences:
Paragraph 6: "Choosing a variety that requires little or no watering also saves Fort Collins homeowners money." Paragraph 7: "More appropriate species of grass would save time and money by making fertilizers and amendments obsolete."
With the exception of these two sentences, the majority of the argument in paragraphs 6-9 is given to providing evidence to support these statements, as well as (in paragraph 8) mentioning the cost of having one's lawn professionally cared for.
We have identified Reason Two as (in paraphrased form) "Traditional landscaping is costly in terms of both time and money." Our next step is to determine whether or not this reason is (1) relevant and (2) effective.
Reason: "Traditional landscaping is costly in terms of both time and money."
After determining that Reason Two is indeed relevant to the argument's claim, we may go on to determine whether or not it is effective (or "good"). In other words, does the reason invoke a value that most people (most importantly, you as a reader) can believe in and accept?
In this case, the reason, having to do with the cost (in terms of both money and time) of maintaining traditional landscaping, invokes the value the reader places on money and time. This may or may not seem like an effective reason to you, and if it doesn't, then this is something to remember when you complete your analysis of this argument. However, we might predict that most readers would probably be compelled by an argument that proposes economy of both money and time. We could argue, therefore, that this is an effective reason.
In providing a bridge from Reason Two(having to do with various costs of traditional landscaping) to Reason Three(having to do with the availability of alternative varieties of grasses which are more suited to the West), the writer decides to deal with an objection she anticipates from her audience: "So how come we never hear about these alternative varieties of grasses and their benefits?" In paragraphs 10-12, the writer responds to this hypothetical objection, pointing out the biases of the lawn care industry and directing her audience toward less biased sources of information (or rather, those which are likely to give information about alternative varieties of grasses and means of landscaping).
As mentioned previously, we might paraphrase the writer's third reason in the following way: Maintaining the traditional lawn is unnecessary, since varieties of grass that are more appropriate to the West are readily available. Although she directly addresses the "availability" question only toward the end of her essay (in paragraphs 10-13), she refers to alternative varieties of grasses in several areas of the essay. For example, In Paragraph 5: "Varieties of grass that are more resistant to pests, disease, and weeds and better suited to the West make this risk unnecessary." In Paragraph 6: "Choosing a variety that requires little or no watering also saves Fort Collins homeowners money." In Paragraph 7: "More appropriate species of grass would save time and money by making fertilizers and amendments obsolete." In Paragraph 10: "Since the cost of maintaining an alternative lawn is so low, lawn care experts have no stake in keeping us informed about more appropriate species or in making them easy to obtain."
In paragraphs 11-13, however, the writer claims that these alternative varieties do exist and are available to Fort Collins residents, and she offers evidence to back this up.
We have identified Reason Three as (in paraphrased form) "Maintaining the traditional lawn is unnecessary, since varieties of grass that are more appropriate to the West are readily available." Our next step is to determine whether or not this reason is (1) relevant and (2) effective.
Reason: "Maintaining the traditional lawn is unnecessary, since varieties of grass that are more appropriate to the West are readily available."
After determining that Reason Three is indeed relevant to the argument's claim, we may go on to determine whether or not it is effective (or "good"). In other words, does the reason invoke a value that most people (most importantly, you as a reader) can believe in and accept?
In this case, the reason, which challenges the necessity of traditional landscaping methods and grasses when alternative ones (more appropriate to the West) are readily available, invokes the value the reader places on convenience and common sense. This may or may not seem like an effective reason to you, and if it doesn't, then this is something to remember when you complete your analysis of this argument. However, we might predict that most readers would probably be motivated by a desire to do something that "makes sense" if it is convenient to do so. Therefore, we might judge this to be an effective reason.
Once you have identified and examined the reasons supporting the claim in an argument, your next step is to examine the evidence which, in turn, supports those reasons.
The writer's first reason has to do with the danger of using herbicides. In support of this reason (in paragraphs 3 and 4), she offers several pieces of evidence:
Identifying the Evidence:
Examining the Evidence:
We must first ask ourselves, "Is this evidence sufficient?" That is, we must determine whether or not there is enough evidence offered to support the reason the writer is attempting to use. In this case, given the fact that the writer uses three different pieces of evidence (one from an "official" source and two from personal experience/observation), we could argue that she uses sufficient evidence.
Our second step is to ask ourselves, "Is this evidence credible?" In other words, can we trust the evidence the writer offers us? In this case, where the writer uses what seems to be a credible source (Bormann, Balmori, and Geballe's Redesigning the American Lawn), as well as fairly commonplace, believable personal experience, we could argue that she uses credible evidence.
Our third step is to ask ourselves, "Is this evidence accurate?" This is perhaps the most difficult step in examining the evidence, simply because we can't always be sure of accuracy without having the writer's sources in front of us or without having experienced what she has experienced. In this case, there seems to be no reason to question the accuracy of the evidence given, simply because it doesn't appear unrealistic or outlandish, and it has already been shown to be reasonably credible. Sometimes, however, you might suspect that the evidence offered in support of a reason is inaccurate, and that can be an excellent way to challenge an argument.
The writer's second reason has to do with the cost of traditional landscaping in terms of money and time, and it is supported (in paragraphs 6-9) with several pieces of evidence:
The writer's third reason has to do with the availability of alternative varieties of grasses which are more suited to the West. As mentioned previously, this reason is referred to throughout the essay, but it is treated most directly in paragraphs 10-13. Here is some of the evidence, given in different parts of the essay in support of the availability of alternative grasses:
When writing an argument, writers must anticipate any objections their audience might use to challenge that argument. In other words, they have to make sure, to the best of their ability, that they don't leave room for their audience to pull a card out of one of the levels of their "house of cards" (thereby causing the whole structure of the argument to tumble down). In this argument, the writer has addressed two possible oppositional arguments, one having to do with availability of information on alternative grasses, and one having to do with the cost of switching to alternative landscaping.
In providing a bridge from Reason Two (having to do with various costs of traditional landscaping) to Reason Three (having to do with the availability of alternative varieties of grasses which are more suited to the West), the writer decides to deal with an objection she anticipates from her audience: "So how come we never hear about these alternative varieties of grasses and their benefits?"
In paragraphs 10-12, the writer responds to this hypothetical objection, pointing out the biases of the lawn care industry and directing her audience toward less biased sources of information (or rather, those which are likely to give information about alternative varieties of grasses and means of landscaping).
Remember, too, that rebuttal evidence must be examined just like any other evidence. In other words, we have to judge whether or not the evidence offered in the rebuttal is valid in terms of sufficiency, credibility, and accuracy. In this case, we might notice that the writer gives no real evidence that the lawn care industry is biased, but we might also decide that such a thing is common sense, and therefore is well-argued. However, if we were looking for a way to call this reasoning into question, we might want to point out that the writer lacks evidence in this area.
In paragraph 14, the writer anticipates that her audience might be concerned about the expense of switching from traditional to alternative landscaping.
In forming her rebuttal to this second objection, the writer refers back to arguments she made in paragraph 6 about "the cost saved on water and maintenance." She also mentions in paragraph 14 the possibilities of shrinking lawn space and "giv[ing it] over to heat and drought-resistant varieties of flowers, trees, shrubs, and groundcovers." Finally, she mentions the ways that people can save money by "choosing varieties that are perennial or reseed themselves."
Remember, too, that rebuttal evidence must be examined just like any other evidence. In other words, we have to judge whether or not the evidence offered in the rebuttal is valid in terms of sufficiency, credibility, and accuracy. In this case, we will remember that she has already supported her argument about "the cost saved on water and maintenance." And we might consider that her arguments about shrinking lawn space and about "choosing varieties that are perennial or reseed themselves" to be self-evident (common-sensical), and therefore well-argued. However, if we were looking for a way to call her reasoning into question, we might want to point out that the writer lacks evidence on these last two points.
After completing this Toulmin Analysis of the essay, "Landscaping that Makes Sense for the West," it is our task to determine how to "interpret" the results. In other words, how do we take what we have discovered about the argument through analysis and translate it into a formal response to that argument?
The first step in drawing conclusions is to collect the results of our analysis. To do this, we go back to our responses on the different levels of our "house of cards": claim, reasons, evidence, and anticipated objections/rebuttal. In the case of our sample argument, we have determined that the writer's reasons and much of her evidence are quite strong. Some of her evidence is not as documentable as other evidence, and we could examine her claim (for lack of qualifications) and her rebuttal evidence more closely, but for the most part, our responses at the various levels of this analysis have been positive.
The first question you might ask yourself when "interpreting" the results of your analysis is a very general (and emotionally-based) question: Does this argument appeal to me? If it does appeal, then why and how does it appeal? In other words, how do the responses we made about the claim, reasons, evidence, etc. reinforce (or contradict) our "gut-level" response to the argument we have read? In the case of our example argument, we might say that the essay seems immediately compelling for a number of reasons (style, use of examples, the attractive color photo, etc.); then we might note that our overall response to and analysis of the parts of the argument supports this gut-level response.
In looking at the results of your analysis, it is important to notice how effective or ineffective the argument is based on the strengths or weaknesses you have noticed in the different parts of that argument. This is the part of interpretation which demands that you go beyond your gut-level responses to acknowledge (as "objectively" and as truthfully as possible) the parts of the argument which achieve their purpose effectively, and the parts which do this less effectively. Again, looking at our sample essay, we could argue that most of the parts of the argument (like the claim, reasons, and most evidence) are structured, supported, and expressed effectively, while there are very few areas of possible ineffectiveness (in credibility of evidence, thoroughness of rebuttal, or qualification of claim, for instance).
Overall, though, this argument would probably be considered a strong and well-supported one by most readers, and it is a bit of a stretch even to discuss these few areas of possible ineffectiveness.
The last stage of your analysis (and the first stage of writing a response to the essay) is to formulate a claim of your own, based on your analytical reading of the argument. In the case of our sample argument, our claim might read as follows: "Although this writer's argument has elements that might be slightly better qualified, supported, or documented, overall her argument for alternative landscaping is compelling and effective." (Of course, if as a reader you were inclined to disagree with her argument or to be critical of some of the reasons or evidence she offers, your claim would look quite different from this one.)
Nesbitt, Laurel. (2001). Using the Toulmin Method. Writing@CSU . Colorado State University. https://writing.colostate.edu/guides/guide.cfm?guideid=58
Have you ever been asked to explain your opinion on a controversial issue?
Proving your point in an argumentative essay can be challenging, unless you are using a proven formula.
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.
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:
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?
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.
Use this checklist to tackle your essay one step at a time:
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.
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 .)
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.
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 negatively affect prices and sales.
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.
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.
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.
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.
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 can help.
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.
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 …
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:
When refuting an opposing concept, use:
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.
Looking for fresh content, thank you your submission has been received.
Your chance of acceptance, your chancing factors, extracurriculars, argument analysis example.
I have to analyze an argumentative article for my English class and was wondering if anyone has a good example of an argument analysis essay that I could use as a reference. Any help would be appreciated, thanks!
Sure! I can provide an outline for an argument analysis essay that you can use as a reference while working on your assignment. Keep in mind that the actual content will depend on the article you're analyzing, but this outline should help provide a general structure for your essay.
1. Introduction
- Briefly introduce the argumentative article (mention the title, author, and publication).
- Provide some context or background information about the topic of the article.
- State the author's main argument or thesis.
- Give a brief overview of your analysis, including your main points.
2. Summary of the Article
- Describe, in your own words, the main points of the original argument.
- Provide a concise summary, but don't go into too much detail (save that for your analysis).
3. Analysis of the Author's Claims
- Identify the author's main claims (arguments) in the article.
- Evaluate the strength of each claim by considering the evidence provided, the logic of the argument, and any potential counterarguments.
- Discuss any flaws, assumptions, or weaknesses you find in the claims.
4. Analysis of the Author's Use of Rhetorical Strategies
- Analyze the author's use of rhetorical strategies, such as ethos, pathos, and logos.
- Evaluate the effectiveness of these strategies in persuading the reader and supporting the argument.
- Discuss any instances where the use of these strategies is weak or ineffective.
5. Evaluation of the Argument's Strength and Persuasiveness
- Based on your analysis of the author's claims and rhetorical strategies, assess the overall strength and persuasiveness of the argument.
- You can also consider the broader implications of the argument and discuss whether it provides meaningful insights or solutions to a social, political, or personal problem.
6. Conclusion
- Summarize the main points of your analysis.
- Restate your overall evaluation of the argument.
- Provide any final thoughts or recommendations for the reader.
Remember to always use examples and evidence from the article to support your analysis. Good luck with your assignment! I hope this outline helps you to craft a strong argument analysis essay.
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Argumentative Essay Writing
Argumentative Essay Examples
Published on: Mar 10, 2023
Last updated on: Jan 30, 2024
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Argumentative essays are one of the most common types of essay writing. Students are assigned to write such essays very frequently.
Despite being assigned so frequently, students still find it hard to write a good argumentative essay .
There are certain things that one needs to follow to write a good argumentative essay. The first thing is to choose an effective and interesting topic. Use all possible sources to dig out the best topic.
Afterward, the student should choose the model that they would follow to write this type of essay. Follow the steps of the chosen model and start writing the essay.
The models for writing an argumentative essay are the classical model, the Rogerian model, and the Toulmin model.
To make sure that you write a good argumentative essay, read the different types of examples mentioned in this blog.
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Argumentative essays are an inevitable part of academic life. To write a good argumentative essay, you need to see a few good examples of this type of essay.
To analyze whether the example is good to take help from or not. You need to look for a few things in it.
Make sure it follows one specific model and has an introductory paragraph, organized body paragraphs, and a formal conclusion.
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Learning how to start an argumentative essay example is a tricky thing for beginners. It is quite simple but can be challenging for newbies. To start an argumentative essay example, you need to write a brief and attractive introduction. It is written to convince the reader and make them understand your point of view .
Add body paragraphs after the introduction to support your thesis statement. Also, use body paragraphs to highlight the strengths and weaknesses of your side of the argument.
Write a formal conclusion for your essay and summarize all the key elements of your essay. Look at the example mentioned below to understand the concept more clearly.
Check out this video for more information!
Argumentative Essay Example (PDF)
Argumentative essays are assigned to university students more often than the students of schools and colleges.
It involves arguments over vast and sometimes bold topics as well.
For university students, usually, argumentative essay topics are not provided. They are required to search for the topic themselves and write accordingly.
The following examples will give an idea of how university students write argumentative essays.
Argumentative Essay Example for University (PDF)
For the college level, it is recommended to use simple language and avoid the use of complex words in essays.
Make sure that using simple language and valid evidence, you support your claim well and make it as convincing as possible
If you are a college student and want to write an argumentative essay, read the examples provided below. Focus on the formatting and the vocabulary used.
Argumentative Essay Example for College (PDF)
College Argumentative Essay Sample (PDF)
Being a middle school student, you must be wondering how we write an argumentative essay. And how can you support your argument?
Go through the following examples and hopefully, you will be able to write an effective argumentative essay very easily.
Argumentative Essay Example for Middle School(PDF)
Middle School Argumentative Essay Sample (PDF)
High school students are not very aware of all the skills that are needed to write research papers and essays.
Especially, when it comes to argumentative essays, it becomes quite a challenge for high schools to defend their argument
In this scenario, the best option is to look into some good examples. Here we have summed up two best examples of argumentative essays for high school students specifically.
Argumentative Essay Example for High School (PDF)
High School Argumentative Essay Sample (PDF)
The course outline for O levels is quite tough. O levels students need to have a good command of the English language and amazing writing skills.
If you are an O-level student, the following examples will guide you on how to write an argumentative essay.
Argumentative Essay Example for O Level (PDF)
Argumentative Essay for O Level Students (PDF)
A 5-paragraph essay is basically a formatting style for essay writing. It has the following five parts:
In the introduction, the writer introduces the topic and provides a glance at the collected data to support the main argument.
The first body paragraph discusses the first and most important point related to the argument. It starts with a topic sentence and has all the factual data to make the argument convincing.
The second body paragraph mentions the second most important element of the argument. A topic sentence is used to start these paragraphs. It gives the idea of the point that will discuss in the following paragraph.
The third paragraph discusses all the miscellaneous points. Also, it uses a transitional sentence at the end to show a relation to the conclusion.
The conclusion of a five-paragraph essay reiterates all the major elements of an argumentative essay. It also restates the thesis statement using a more convincing choice of words.
Look at the example below to see how a well-written five-paragraph essay looks like
5 Paragraph Argumentative Essay Example (PDF)
Students in 6th grade are at a point where they are learning new things every day.
Writing an argumentative essay is an interesting activity for them as they like to convince people of their point of view.
Argumentative essays written at such levels are very simple but well convincing.
The following example will give you more detail on how a 6th-grade student should write an argumentative essay.
6th Grade Argumentative Essay Example (PDF)
There is not much difference between a 6th-grade and a 7th-grade student. Both of them are enhancing their writing and academic skills.
Here is another example to help you with writing an effective argumentative essay.
7th Grade Argumentative Essay Example (PDF)
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For an argumentative essay, there is no specific limit for the word count. It only has to convince the readers and pass on the knowledge of the writer to the intended audience.
It can be short or detailed. It would be considered valid as far as it has an argument involved in it.
Following is an example of a short argumentative essay example
Short Argumentative Essay Example (PDF)
Immigration is a hot topic for a very long time now. People have different opinions regarding this issue.
Where there is more than one opinion, an argumentative essay can be written on that topic. The following are examples of argumentative essays on immigration.
Read them and try to understand how an effective argumentative essay is written on such a topic.
Argumentative Essay Example on Immigration (PDF)
Argumentative Essay Sample on Immigration (PDF)
Writing essays is usually a tiring and time-consuming assignment to do. Students already have a bunch of assignments for other subjects to complete. In this situation, asking for help from professional writers is the best choice.
If you are still in need of assistance, our essay writer AI can help you create a compelling essay that presents your argument clearly and effectively.
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What are the 7 types of arguments.
The seven types of arguments are as follows:
The structure of an argument consists of a main point (thesis statement) that is supported by evidence.
This evidence can include facts, statistics, examples, and other forms of data that help to prove or disprove the thesis statement.
After providing the evidence, arguments also often include a conclusion that summarizes the main points made throughout the argument.
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Identifying and evaluating arguments.
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An argument differs from a description, a statement of belief or opinion, a hypothetical scenario, a command, or a mere set of facts. While each of these may have its own intents and purposes, an argument uses a series of statements to convince a listener or reader that certain facts, conditions, or positions are true.
An argument’s premise is an initial or foundational statement or assumption that sets forth the reason or evidence, and from which the conclusion of the argument follows. Often, the premises and the conclusions of an argument can be identified by the use of key words or phrases.
1. what assumptions does the writer make.
Does the writer assume that you will come to the text with certain knowledge, or that you will share certain of his or her values?
If the writer has a particular political slant, for example, where does it show through in the argument? Does it sway or influence his or her interpretations of the evidence? How?
What is the writer’s tone of voice? Are there specific words that you find intriguing, effective, ineffective, or downright bizarre? Are there specific rhetorical “moves” being made, effectively or ineffectively?
Does it come from trustworthy and credible sources? Is it relevant? Does the writer interpret that evidence in a way that makes sense?
Do you think the writer accomplishes what she set out to accomplish? Depending on the assignment, your answer to this question may be your thesis!
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Are you unsure where to begin with the VCE argument and language analysis? If so, you’ve come to the right place.
The argument analysis essay is usually introduced in Year 11 English, and a part of your final exam in VCE English. Unlike your analytical or comparative pieces you are unlikely to have had much practice writing this type of essay in earlier years.
To get you started on how to write your argument analysis response, we have compiled everything you need to know right here!
Let’s get started!
What is the VCE Argument Analysis? Types of Pieces for Argument Analysis What Makes a Good Argument Analysis? Consider the Following Before Writing Your Response How to Write Your VCE Argument Analysis
The VCE Argument and language Analysis is one of three types of responses you are assessed on in Year 11 and 12 VCE English .
You are presented with an article from a source such as a newspaper and you are then asked to analyse the language that the writer has used, as well as how they convince an audience of their stance on an issue.
Make sure you’re ready for everything in the VCE English Language Study Design and read our guide !
Access our sample VCE Argument and Language Analysis
An editorial has the insignia of the newspaper in which it is published, and does not have the name of the writer . This type of article should be referred to as an editorial, an article or with the name of the newspaper when referred to in your response.
Want a deeper dive on the different types of feature articles? Check out our complete guide to writing feature articles !
A letter to the editor has the name of the writer and the place from which they have come . These articles are typically shorter in length and should be referred to with the writer’s last name, as a letter or an article.
An opinion article has the name of the writer and their credentials . These are generally longer articles . Can be referred to as an opinion article or by the last name of the writer.
The cartoonist’s name should be found on or near the illustration . Watch for what occupies much of the cartoon to show impactful analysis. Make sure to analyse what is presented in the foreground as well as the background.
Note: Not every article you will be asked to analyse will be from a newspaper, they may also be from a blogpost or a post from an online forum. It is important to identify precisely what type of article you have been presented with , so you can gauge why the article has used specific language and the specific audience they are targeting. Additionally, you also tackle some non-written texts in your SACs:
The alternative pieces you need to analyse require a different approach. For audio pieces, you need to take note of everything you notice throughout the piece . This can range from tone, talking speed, volume, language techniques, argument techniques and so on.
After the audio has been played, try organise your notes chronologically: beginning, middle and end . Just like with an article, you want to discuss everything in order. This will be your structure for the analytical piece.
Outside of that, everything else is the same, you write the same way, discuss the same components, and have the same analytical structure.
My biggest tip is to not overcomplicate it ! If you can write an analysis for an article you definitely can do one for a visual piece!
In these pieces, on top of analysing speech, you need to analyse what you see. This means taking note of imagery, so you’ll need to find some imagery techniques for use in your analysis. Some imagery techniques could include:
English visual techniques help convey a message in the form of an image. They may be used in many forms of still media like photos, picture books, book covers and photos.
Techniques | Definition |
---|---|
Allusions | Sometimes in the form of a parody (referencing another image but making it humorous), these usually recontextualise or “change the meaning” of the original media. |
Angles/lines | The ‘direction’ of an image based on the angles or lines within it. Horizontals create a sense of calm, verticals a sense of structure and diagonals a mood of unease or being off balance. |
Body Language | . Often focussed on overall body movement and positioning. |
Close-up Shot | When the frame is mostly or entirely filled with a character’s face, an important object, etc. Used to create viewer focus and show that whatever is being shown is important. Often used on character’s faces in highly emotional images. |
Colour (Hue/Tones) | . Purple is a colour of royalty, wealth and luxury whereas red symbolises lust, passion, anger and so on. Also consider how saturated colours are (are they bright and vivid or dull and desaturated?). |
Composition | What an image is made up of – , etc. This generally refers to the image as a whole. |
Contrast | Placing things that are considered opposite close to each other. Contrasts can be (black and white), (large and small), (rough and smooth), etc. to create interest and complexity. One small contrasting colour/size/shape in an image is also usually highly salient because it stands out. |
Framing | The camera shots and angles used in images/films to create different audience reactions and emotions. E.g. close-up, extreme close-up, mid shots, aerial shots, etc. |
Gaze | Where a character looks, which then directs viewer’s eyes. A ‘demand’ gaze involves direct eye contact between a character and the viewer, an ‘offer’ has the character look at something within the image, drawing the viewer’s eyes there too. Can also be used to express emotion/intent. |
High Angle Shot | A shot taken from slightly above something/someone, looking down on it/them. Creates a sense of the character being weak, helpless, intimidated, etc. May also be used to represent someone literally looking down at an object/scene (point of view). |
Law of Thirds | By dividing an image into equal thirds along the horizontal, the vertical axis you can break it into 9 equal sections which each have different connotations, Movement is expected to from the left thirds to the right thirds, otherwise it’s read as moving backwards (literally or figuratively). Characters in the top right third are seen as powerful or in control, while those in the bottom left thirds are weaker or being controlled. |
Lighting | How a shot is lit or not lit. This includes natural lighting (the sun, open windows, etc.) and man-made lighting (lamps, torches, etc.) as well as feature lighting such as coloured lights, spotlights, moving lights, etc. Lighting has a major impact on the mood and atmosphere of an image (low light is seedy, harsh light is unnerving, soft light is intimate, etc.). |
Long/Wide | A shot that is made up of a large landscape, cityscape or other kind of scene, Generally these are used to get across lots of information at once, such as the layout of a room, the location of an event, the number of people around, etc. |
Low Angle Shot | A shot taken from slightly below someone/something, used to present them/it as being in a position of power, dominance or control. It may also be used to have someone literally look up at someone/something (point of view) |
Mid Shot | A shot that is approximately half-filled with a figure, object, etc. Usually these are ‘regular’ shots and are very common for character conversations/interactions or showing a select area or object within an area (a desk, chair, etc.). |
Point of View | . Does the shot take the character’s point of view (a shot of a character leaning out a window cutting to an aerial shot looking down from a window) or is the audience placed level with, above or below the characters/objects/action? |
Positioning | Where have objects and characters been placed in the shot? What is in the foreground, middle ground and background and why have they been placed there? |
Salience | How much any section of an image draws the viewer’s eyes – the most salient feature of an image is whatever/wherever the viewer’s eyes are first drawn when they look at it. Salience is always deliberate and usually created through contrast, colour, framing and layout. |
Symbolism | . Religious symbolism, pop culture symbolism and animal symbolism are all very common. |
Text | Words used within images to convey a literal or figurative message. Consider the font, colour, size, weight, etc. of the text, where and how often it has been used and the connotations of the words actually used. |
Vectors | The lines or paths viewer’s eyes follow when looking at an image, usually vectors are deliberately created to lead the eyes to a focal point or important feature. Because we read left to right we tend to follow vectors in the same direction across an image. |
Film-specific techniques are visual tools used to convey messages in film, television episodes, documentaries and other forms of video.
Technique | Desfinition |
---|---|
Aerial Shot | A shot usually taken from a crane or helicopter to show a landscape, city, or many other elements within a single moving shot. Usually these are used to establish settings, large spaces/areas or a sense of scale. |
Costuming | The clothes, makeup, hairstyles, accessories, etc. designed to be worn by characters to represent their personality, status, heritage, culture, etc. Often characters clothes will fit within one or two similar colour palettes or tones and use fabrics of similar textures. Colour symbolism often comes into play here (a character wearing earthy colours may be associated with gardening, plants and nature). |
Cut | The splicing of two shots together so that one seems to instantly move to the other. There are many different types of cuts – jump cuts are more jagged and create a sense of fast pace or deliberately poor editing, match cuts involve cutting between two very visually similar shots to create a more seamless flow. |
Dialogue | The words spoken by characters. (metaphor, simile, personification, etc.) but also consider etc. as well as their vocal range (does the character have a deep voice? A high, feminine voice?). |
Diegetic Sound | The ‘literal sound’ created by the objects and people within a shot – sounds that the character is presumed to be hearing as well. This includes; character dialogue, fabric rustling, animals, background noise/voices, sounds made by objects (doors closing, rain), etc. |
Digital Effects | . Remember that all digital effects are deliberate and have been added for a reason – to change the mood of a shot, change character gesture, etc. |
Establishing Shot | The shot at the beginning of a film or scene that gives the basic or introductory information to viewers. Generally includes or introduces the location, characters, etc. |
Fade In/Out | A transition device whereby a shots fades into or out of black (or another image) at the end or beginning of the shot respectively. These are generally used to create a sense of slow movement, intimacy or ‘trailing off’ in a shot/scene. |
Montage | The cutting together or several shots that show small pieces of a larger scene or idea to create an overall sense of time passing/something occurring. Most commonly used in training sequences where a character must become skilled in a task over time, so many shots of them completing different training exercises are cut together to create a sense of them improving over time. |
Non-diegetic Sound | The ‘non-literal sound’ that has been added into a shot that the characters cannot hear. This includes; narration/voice-over, added sound effects, music (that isn’t shown to be produced from an onscreen source such as a tv, dance party, etc.) and the film score/soundtrack. |
Props | . Generally the most important props are those used or seen as important by characters, as well as recurring props that feature in several different scenes/shots throughout the film. |
Voice-over | Audio narration laid over the top of a shot’s regular soundtrack. . |
Tip: Don’t try to use and understand all of these techniques. Just use the ones that work best for you!
The concept and structure of an argument and language analysis are fairly simple to get your head around, therefore it is important to pay attention to some close details that will make your analysis of a particular article stand out.
Here are some tips!
Check out our definitive guide to each VCE English SAC text response !
Before you begin to analyse the writer’s persuasive techniques, it’s important that you have a thorough grasp on what they are trying to persuade the audience of .
This helps you better understand their techniques thereby resulting in better quality analysis. To achieve this make sure that you read the article slowly instead of rushing through it and take note of the title , as it is a good indicator for what you are going to read.
Argument analysis essays are very structural , and so there are certain aspects that you should be including in every single one of your responses.
By taking advantage of this ‘ticking the boxes’ approach , you can assure that you will receive marks by including certain things in your response. This includes the contention of the writer, target audience and the tone of the writer.
Tip: To make sure you include all of these points in your final essay, you should use the VCE Argument Analysis template for each response until it becomes intuitive.
Whilst having a structure is necessary, you should also consider the flow of your piece .
It is easy to fall into using repetitive sentence structures , with a pattern of bringing out the evidence from the article, followed by the persuasive technique that the writer is using, and then the impact it has on the reader.
Whilst it is important to include these in your essay, it should not be written in a choppy and disjointed manner .
Tip: In some parts of your essay, you could start by highlighting how the readers are positioned and then expand on how the writer has done this, in order to provide some variation .
This requires a bit of practice, so be patient and keep trying!
It’s normal to feel overwhelmed by the amount of text that you are presented with in an article, as well the short amount of time you have to analyse it. As surprising as it may sound, to write a good VCE argument analysis you do not need to analyse everything .
Instead, it is about how you pick out good pieces of evidence and show quality analysis .
A good way to choose the best evidence is to imagine you’re presenting a speech. Check out our guide to Acing Your VCE English Oral Presentation !
When you find a piece of evidence that you’re planning to use in your essay, don’t quote the entire thing . Instead, you should pick the few words that really make an impac t and show deep analysis of those. For example :
‘From the outset, Gill criticises the long-standing “intransigence of political leaders” towards pill testing. Through utilising the term “intransigence,” the health officials are led to feel attacked having been labelled unyielding and stubborn, reflecting Gill’s earlier claim that they are incapable of looking beyond their own limited experience.’
Of the details that sets apart an excellent analysis from an average one, the use of specific and varied vocabulary is a major distinguisher.
But, vice versa, don’t use extravagant and lengthy words if you are unsure of their exact meanings and relevance — most likely, the examiner can sense when you don’t know the actual meaning of a certain word.
Tip : You should memorise a list of persuasive words and tones as well as their definitions, so that you have an ingrained bank of terms to choose from as you are actively writing your analysis.
Check out our list of persuasive words and tones that we’ve compiled for you!
For | Against | ||
---|---|---|---|
Discusses | Voices | Attacks | Implicates |
Accentuates | Overstates | Doubts | Provokes |
Advances | Understates | Criticises | Mocks |
Advocates | Concurs | Denigrates | Derogates |
Asserts | Responds | Dismisses | Contradicts |
Condones | Contributes | Disputes | Divides |
Contends | Links | Rebuts | Protests |
Magnifies | Demonstrates | Refutes | Exposes |
Promotes | Signposts | Retorts | Challenges |
Positive | Neutral | Negative |
---|---|---|
Amused | Authoritative | Accusing |
Assertive | Bemused | Admonishing |
Confident | Considered | Antagonistic |
Earnest | Controlled | Condescending |
Encouraging | Measured | Contemptuous |
Enthusiastic | Pragmatic | Cynical |
Might need some help crafting a VCE Argument and language Analysis? Work with a tutor from our English tutoring Melbourne team !
When you are handed an article and once you’ve read through it, i t’s not the best idea to begin writing your VCE argument analysis straight away . Instead, try and identify the following points :
Points to consider for the introduction:
What issue has the article come as a response to? What is the name of the writer (if applicable), article type, and the title of the article? What are the credentials of the writer? where applicable. Find the main contention of the writer and write it out in your own words
Points to consider for the body paragraphs:
Identify the tone and the target audience of the writer Summarise the main arguments that are used to support the contention Consider the impact of headlines, captions and visuals and decide which argument they belong to Locate and identify words that illustrate the persuasive techniques that are used to support an argument Remember not to judge the quality of the argument, nor give your opinion of it – you are only assessing what intended effect the language is meant to have on the reader.
Access our comprehensive VCE Argument and Language Analysis Structure and Template !
Did you know that you can swap Year 11 English out for English Language in Year 12, or any subject in that case? Check out our guide to selecting VCE subjects!
Introduction .
Write a general statement about the issue to which the article has come as a response, this could be as large as a global issue such as the COVID-19 pandemic, or as small as implementing local infrastructure.
Usually, students like to use one of the following acronyms to structure their response:
The TIFWAC acronym gives you a comprehensive template for your introduction.
With TIFWAC, just follow the acronym chronologically in your introduction, one sentence per point of the acronym, and you’ll have your introduction!
There’s no need to add any detail, or summarise your body paragraphs, just follow TIFWAC.
CDFASTCAT is a more detailed version of TIFWAC.
Just like with TIFWAC, you should go through CDFASTCAT in your introduction chronologically. This will ensure you have a perfect introduction structure!
Although, one key consideration with this acronym is that students can fall into the trap of writing too much for the introduction .
So, be very careful with how much you write. Keep it short and concise .
Both acronyms are highly effective and recommended . There is not a better choice of acronym, so just choose the one that suits you best.
You should go through each point of the acronym – one point a sentence – chronologically . If you do this, you’ll have a really nice introduction paragraph.
Now, it’s important to note that you should write the introduction as concisely as possible. No need to elaborate and go on tangents like in an essay.
Just address each point of your chosen acronym structure , make sure it’s clear and concise , then move on to the body paragraphs. Your introduction should take you at most 5 minutes!
What should each body paragraph cover.
Body paragraphs are just as easy. Try and have a BME body paragraph structure, which means:
B: Your first paragraph covers the beginning of the piece. M: Your second paragraph covers the middle of the piece. E: Your final paragraph covers the end of the piece.
Going chronologically works well in the language analysis because you can show how the writer progresses and builds upon their argument throughout the piece.
Also, you can write 3-5 body paragraphs for an argument or language analysis. But try not to write more than 3 pages .
Why? Because occasionally you will have to analyse multiple pieces in one analysis. Here you will have to pivot and make a decision: how many body paragraphs do I use for each piece?
For example, if you need to analyse two articles, you could do two body paragraphs on each, split it to one and three paragraphs or two and one.
Wheras, if you needed to analyse three or four article (which has happened in a VCE exam before) you may have to analyse each piece with a single paragraph!
Additionally, here are some other points to consider:
Ready to smash your VCE Argument and language Analysis? Check out our master list of VCE English Past Papers !
Body paragraphs for an argument and language analysis should utilise the following structure.
What: what is the writer doing? How: how is the writer doing it? Why: why is the writer doing it? What is their intended effect on the audience.
Think of this as your TEEL structure for essays.
However, you’ll need to repeat the what how why structure 3 to 4 times a paragraph to ensure there is sufficient detail.
Think of this as the TEEL structure but for an argument analysis . Keep in mind though that you want to repeat the what, how, why cycle at least 3-4 times per paragraph.
This cycle ensures you are identifying how the piece is making arguments and what their arguments intend to do.
Try to place a lot of emphasis on the ‘why’ section of the analysis . This is because showing the marker that you understand how the audience is being effected, and why the writer is trying to effect them in that way, is the most important part of the whole analysis .
Each ‘why’ discussion should have at least 2-3 sentences!
Conclusions are really not that important in an argument or language analysis.
Just outline a brief summary of the argument presented by the writers . Then address how they argued , then finish your piece.
Honestly, most top students don’t use one at all.
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Abhisha Vaheesan completed her VCE in 2021 and is currently an undergraduate student studying Bachelor of Radiography and Medical Imaging (Honours) at Monash University. As much as she is invested in Biology and putting together the building blocks of life, she is equally immersed in debating the conflicts of modern literature. Aside from this, she loves listening to music, is an avid writer and K-drama fanatic.
How to write a captivating feature article (examples + structure), the comprehensive guide to acing your vce english oral presentation, everything you need to know from the vce english language study design, 45,861 students have a head start....
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Published on January 30, 2020 by Jack Caulfield . Revised on August 14, 2023.
Literary analysis means closely studying a text, interpreting its meanings, and exploring why the author made certain choices. It can be applied to novels, short stories, plays, poems, or any other form of literary writing.
A literary analysis essay is not a rhetorical analysis , nor is it just a summary of the plot or a book review. Instead, it is a type of argumentative essay where you need to analyze elements such as the language, perspective, and structure of the text, and explain how the author uses literary devices to create effects and convey ideas.
Before beginning a literary analysis essay, it’s essential to carefully read the text and c ome up with a thesis statement to keep your essay focused. As you write, follow the standard structure of an academic essay :
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Step 1: reading the text and identifying literary devices, step 2: coming up with a thesis, step 3: writing a title and introduction, step 4: writing the body of the essay, step 5: writing a conclusion, other interesting articles.
The first step is to carefully read the text(s) and take initial notes. As you read, pay attention to the things that are most intriguing, surprising, or even confusing in the writing—these are things you can dig into in your analysis.
Your goal in literary analysis is not simply to explain the events described in the text, but to analyze the writing itself and discuss how the text works on a deeper level. Primarily, you’re looking out for literary devices —textual elements that writers use to convey meaning and create effects. If you’re comparing and contrasting multiple texts, you can also look for connections between different texts.
To get started with your analysis, there are several key areas that you can focus on. As you analyze each aspect of the text, try to think about how they all relate to each other. You can use highlights or notes to keep track of important passages and quotes.
Consider what style of language the author uses. Are the sentences short and simple or more complex and poetic?
What word choices stand out as interesting or unusual? Are words used figuratively to mean something other than their literal definition? Figurative language includes things like metaphor (e.g. “her eyes were oceans”) and simile (e.g. “her eyes were like oceans”).
Also keep an eye out for imagery in the text—recurring images that create a certain atmosphere or symbolize something important. Remember that language is used in literary texts to say more than it means on the surface.
Ask yourself:
Is it a first-person narrator (“I”) who is personally involved in the story, or a third-person narrator who tells us about the characters from a distance?
Consider the narrator’s perspective . Is the narrator omniscient (where they know everything about all the characters and events), or do they only have partial knowledge? Are they an unreliable narrator who we are not supposed to take at face value? Authors often hint that their narrator might be giving us a distorted or dishonest version of events.
The tone of the text is also worth considering. Is the story intended to be comic, tragic, or something else? Are usually serious topics treated as funny, or vice versa ? Is the story realistic or fantastical (or somewhere in between)?
Consider how the text is structured, and how the structure relates to the story being told.
Think about why the author chose to divide the different parts of the text in the way they did.
There are also less formal structural elements to take into account. Does the story unfold in chronological order, or does it jump back and forth in time? Does it begin in medias res —in the middle of the action? Does the plot advance towards a clearly defined climax?
With poetry, consider how the rhyme and meter shape your understanding of the text and your impression of the tone. Try reading the poem aloud to get a sense of this.
In a play, you might consider how relationships between characters are built up through different scenes, and how the setting relates to the action. Watch out for dramatic irony , where the audience knows some detail that the characters don’t, creating a double meaning in their words, thoughts, or actions.
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Your thesis in a literary analysis essay is the point you want to make about the text. It’s the core argument that gives your essay direction and prevents it from just being a collection of random observations about a text.
If you’re given a prompt for your essay, your thesis must answer or relate to the prompt. For example:
Is Franz Kafka’s “Before the Law” a religious parable?
Your thesis statement should be an answer to this question—not a simple yes or no, but a statement of why this is or isn’t the case:
Franz Kafka’s “Before the Law” is not a religious parable, but a story about bureaucratic alienation.
Sometimes you’ll be given freedom to choose your own topic; in this case, you’ll have to come up with an original thesis. Consider what stood out to you in the text; ask yourself questions about the elements that interested you, and consider how you might answer them.
Your thesis should be something arguable—that is, something that you think is true about the text, but which is not a simple matter of fact. It must be complex enough to develop through evidence and arguments across the course of your essay.
Say you’re analyzing the novel Frankenstein . You could start by asking yourself:
Your initial answer might be a surface-level description:
The character Frankenstein is portrayed negatively in Mary Shelley’s Frankenstein .
However, this statement is too simple to be an interesting thesis. After reading the text and analyzing its narrative voice and structure, you can develop the answer into a more nuanced and arguable thesis statement:
Mary Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as.
Remember that you can revise your thesis statement throughout the writing process , so it doesn’t need to be perfectly formulated at this stage. The aim is to keep you focused as you analyze the text.
To support your thesis statement, your essay will build an argument using textual evidence —specific parts of the text that demonstrate your point. This evidence is quoted and analyzed throughout your essay to explain your argument to the reader.
It can be useful to comb through the text in search of relevant quotations before you start writing. You might not end up using everything you find, and you may have to return to the text for more evidence as you write, but collecting textual evidence from the beginning will help you to structure your arguments and assess whether they’re convincing.
To start your literary analysis paper, you’ll need two things: a good title, and an introduction.
Your title should clearly indicate what your analysis will focus on. It usually contains the name of the author and text(s) you’re analyzing. Keep it as concise and engaging as possible.
A common approach to the title is to use a relevant quote from the text, followed by a colon and then the rest of your title.
If you struggle to come up with a good title at first, don’t worry—this will be easier once you’ve begun writing the essay and have a better sense of your arguments.
“Fearful symmetry” : The violence of creation in William Blake’s “The Tyger”
The essay introduction provides a quick overview of where your argument is going. It should include your thesis statement and a summary of the essay’s structure.
A typical structure for an introduction is to begin with a general statement about the text and author, using this to lead into your thesis statement. You might refer to a commonly held idea about the text and show how your thesis will contradict it, or zoom in on a particular device you intend to focus on.
Then you can end with a brief indication of what’s coming up in the main body of the essay. This is called signposting. It will be more elaborate in longer essays, but in a short five-paragraph essay structure, it shouldn’t be more than one sentence.
Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.
Some students prefer to write the introduction later in the process, and it’s not a bad idea. After all, you’ll have a clearer idea of the overall shape of your arguments once you’ve begun writing them!
If you do write the introduction first, you should still return to it later to make sure it lines up with what you ended up writing, and edit as necessary.
The body of your essay is everything between the introduction and conclusion. It contains your arguments and the textual evidence that supports them.
A typical structure for a high school literary analysis essay consists of five paragraphs : the three paragraphs of the body, plus the introduction and conclusion.
Each paragraph in the main body should focus on one topic. In the five-paragraph model, try to divide your argument into three main areas of analysis, all linked to your thesis. Don’t try to include everything you can think of to say about the text—only analysis that drives your argument.
In longer essays, the same principle applies on a broader scale. For example, you might have two or three sections in your main body, each with multiple paragraphs. Within these sections, you still want to begin new paragraphs at logical moments—a turn in the argument or the introduction of a new idea.
Robert’s first encounter with Gil-Martin suggests something of his sinister power. Robert feels “a sort of invisible power that drew me towards him.” He identifies the moment of their meeting as “the beginning of a series of adventures which has puzzled myself, and will puzzle the world when I am no more in it” (p. 89). Gil-Martin’s “invisible power” seems to be at work even at this distance from the moment described; before continuing the story, Robert feels compelled to anticipate at length what readers will make of his narrative after his approaching death. With this interjection, Hogg emphasizes the fatal influence Gil-Martin exercises from his first appearance.
To keep your points focused, it’s important to use a topic sentence at the beginning of each paragraph.
A good topic sentence allows a reader to see at a glance what the paragraph is about. It can introduce a new line of argument and connect or contrast it with the previous paragraph. Transition words like “however” or “moreover” are useful for creating smooth transitions:
… The story’s focus, therefore, is not upon the divine revelation that may be waiting beyond the door, but upon the mundane process of aging undergone by the man as he waits.
Nevertheless, the “radiance” that appears to stream from the door is typically treated as religious symbolism.
This topic sentence signals that the paragraph will address the question of religious symbolism, while the linking word “nevertheless” points out a contrast with the previous paragraph’s conclusion.
A key part of literary analysis is backing up your arguments with relevant evidence from the text. This involves introducing quotes from the text and explaining their significance to your point.
It’s important to contextualize quotes and explain why you’re using them; they should be properly introduced and analyzed, not treated as self-explanatory:
It isn’t always necessary to use a quote. Quoting is useful when you’re discussing the author’s language, but sometimes you’ll have to refer to plot points or structural elements that can’t be captured in a short quote.
In these cases, it’s more appropriate to paraphrase or summarize parts of the text—that is, to describe the relevant part in your own words:
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The conclusion of your analysis shouldn’t introduce any new quotations or arguments. Instead, it’s about wrapping up the essay. Here, you summarize your key points and try to emphasize their significance to the reader.
A good way to approach this is to briefly summarize your key arguments, and then stress the conclusion they’ve led you to, highlighting the new perspective your thesis provides on the text as a whole:
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By tracing the depiction of Frankenstein through the novel’s three volumes, I have demonstrated how the narrative structure shifts our perception of the character. While the Frankenstein of the first volume is depicted as having innocent intentions, the second and third volumes—first in the creature’s accusatory voice, and then in his own voice—increasingly undermine him, causing him to appear alternately ridiculous and vindictive. Far from the one-dimensional villain he is often taken to be, the character of Frankenstein is compelling because of the dynamic narrative frame in which he is placed. In this frame, Frankenstein’s narrative self-presentation responds to the images of him we see from others’ perspectives. This conclusion sheds new light on the novel, foregrounding Shelley’s unique layering of narrative perspectives and its importance for the depiction of character.
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It is adaptable to many formats - for example, a blog post and responding comments, the latter of which may not contain enough material and techniques to sustain half your essay Introductions. The introduction to an argument analysis essay needs to demonstrate a comprehensive understanding of the piece's context.
Argument Analysis. Sometimes, the best way to learn how to write a good argument is to start by analyzing other arguments. When you do this, you get to see what works, what doesn't, what strategies another author uses, what structures seem to work well and why, and more. ... For example, when writing researched essays for the first time, many ...
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Sample argument analysis essay "Henig's Perspective on the Gender Revolution" accessible version with notes in parentheses This page titled 10.5: A Brief Sample Argument Analysis is shared under a CC BY-NC 4.0 license and was authored, remixed, and/or curated by Anna Mills ( ASCCC Open Educational Resources Initiative ) .
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Sure! I can provide an outline for an argument analysis essay that you can use as a reference while working on your assignment. Keep in mind that the actual content will depend on the article you're analyzing, but this outline should help provide a general structure for your essay. 1. Introduction - Briefly introduce the argumentative article (mention the title, author, and publication).
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Revised on July 23, 2023. A rhetorical analysis is a type of essay that looks at a text in terms of rhetoric. This means it is less concerned with what the author is saying than with how they say it: their goals, techniques, and appeals to the audience. A rhetorical analysis is structured similarly to other essays: an introduction presenting ...
Henig's Perspective on the Gender Revolution. The above excerpt is from Robin Marantz Henig's article in the January 2017 issue of National Geographic called "Gender Revolution: How Science Is Helping Us Understand Gender." (Note: The introduction signals that the argument analyzed contrasts the ideas of two other thinkers.) Here she offers two interesting points of view: that of Eric ...
Table of contents. Step 1: Reading the text and identifying literary devices. Step 2: Coming up with a thesis. Step 3: Writing a title and introduction. Step 4: Writing the body of the essay. Step 5: Writing a conclusion. Other interesting articles.