1. Organizing Your Argument
Rationale: Welcome to “Organizing Your Argument.” This presentation is designed to introduce your students to the elements of an organized essay, including the introduction, the thesis, body paragraphs, topic sentences, counterarguments, and the conclusion. The twenty-one slides presented here are designed to aid the facilitator in an interactive presentation about constructing a well-organized argument. This presentation is ideal for the introduction of argument to a composition course, the beginning of a research unit, or the assignment of a written argument.
This presentation may be supplemented with OWL handouts, including “Developing an Outline” and “The Paragraph”.
Directions: Each slide is activated by a single mouse click, unless otherwise noted in bold at the bottom of each notes page.
Writer and Designer: Jennifer Liethen Kunka
Contributors: Muriel Harris, Karen Bishop, Bryan Kopp, Matthew Mooney, David Neyhart, and Andrew Kunka
Updated by H. Allen Brizee, 2007.
Design Contributor and Revising Author: Veronika Maliborska, 2014
Developed with resources courtesy of the Purdue University Writing Lab
Grant funding courtesy of the Multimedia Instructional Development Center at Purdue University
© Copyright Purdue University, 2000, 2007.

2. What is an Argument? An argument involves the process of…
establishing a claim and then
proving it with the use of
logical reasoning,
examples, and
research.
Activity: This slide offers a definition of the term “argument.” The facilitator may invite the audience to offer answers to the title question. Students often assume that building an argument is simply a confrontational activity designed to denigrate the opposition’s position. The facilitator may choose to explain to students that the focus of a strong argument should be upon a cohesive explanation of claims effectively paired with correlating evidence.

3. Persuasion vs. Argument
Both types of essays try to prove a point and attempt to convince the reader of its validity, but persuasion is able to use a broader range of support.
Argumentation uses:
Logic supported by verifiable examples and facts
Evidence-based argument builds the case for its claim out of available evidence.
Persuasion can use:
Unverifiable personal anecdotes and a more apparent emotional appeal to make its case.
In persuasion, the claim usually comes first; then the persuader builds a case to convince a particular audience to think or feel the same way.

4. An Example…
Trying to convince your friend to see a particular movie with you is likely persuasion. Sure, you may use some evidence from the movie to back up your claim, but you may also threaten to get upset with him or her if he or she refuses—or you may offer to buy the popcorn if he or she agrees to go.
Making the argument for why a movie is better (or worse) than the book it’s based on would be more argumentative, relying on analysis of examples from both works to build a case.

5. The claim (answers the question: “What do I think?”)
Components of an Argument
The claim (answers the question: “What do I think?”)
The reason(s) (answers the question: “Why do I think this?”)
The evidence (answers the question: “How do I know this is the case?”)

6. The Counterargument (answers the question: “What’s the opposition?”)
Components Continued…
The warrants (answer the question “Why is the evidence presented relevant to the claim at hand?”)
The Counterargument (answers the question: “What’s the opposition?”)
--The Rebuttal (answers the question: “How will you refute the oppositions argument?”

7. It is the most important sentence in your paper.
What is a
Thesis Statement?
It is the most important sentence in your paper.
It lets the reader know the main idea of the paper.
It answers the question: “What am I trying to prove?”
It is not a factual statement, but a claim that has to be proven throughout the paper
The thesis statement should guide your reader through your argument.
It is generally located in the introduction of the paper.
Key Concept: A definition of a thesis statement is offered in this slide. The facilitator may choose to emphasize to students the difference between a claim that has to be proven and a statement of fact.

8. V-chips in television sets:
Thesis Practice
V-chips in television sets:
Parents, often too busy to watch television shows with their families, can monitor their children’s viewing habits with the aid of the V-chip.
To help parents monitor their children’s viewing habits, the V-chip should be a required feature for television sets sold in the U.S.
I don’t like the V-chip in my television because it doesn’t allow me to make my own choices on what I want to watch.
Activity: The facilitator may ask students to identify the most effective thesis statement from the three listed examples. The first example, while a well-phrased informative sentence, offers a factual statement rather than an argumentative claim that needs to be proven. The third example also fails to provide an effective claim about the value of the V-chip. The second example is the strongest argumentative thesis; it clearly articulates the writer’s position on the issue and suggests that the writer will proceed to prove this claim throughout the rest of the paper.

9. Now, look at the thesis statements below…decide if they are: strong, broad, narrow
Media violence is harmful to society.
The death penalty is wrong.
I hate my school uniform because it’s too boring.
School uniforms provide many benefits to students, parents and educators.
My phone has been useful to me.
The election will do more harm than good.
Participating in volunteer work is essential to the development of strong character.

10. Change the Following Thesis Statements to Make Them Stronger…
Television commercials have an influence on children.

11. One hobby many young people especially enjoy is reading.

12. Playing team sports has many benefits.

13. What is an Introduction?
Introduction: acquaints the reader with the topic and purpose of the paper.
An introduction offers a plan for the ensuing argument:
Introduction: Tell them what you’re going to tell them.
Body: Tell them.
Conclusion: Tell them what you told them
Key Concept: The introduction continues upon the tasks of the title--it both introduces the topic and generates audience interest in reading the entire paper. The introduction also indicates the purpose of the paper--to inform, persuade, call to action, etc.--as well as offers a plan for the ensuing argument.

14. Methods for Constructing an Introduction
Example—real or hypothetical
Question
Quotation
Shocking statistics
Striking image
Activity: The facilitator may ask students about effective methods for beginning an introduction.
Key Concepts: A personal anecdote illustrates the writer’s involvement within the topic, as well as moves the topic from the abstract to the real. Examples, both real (have happened) and hypothetical (have the potential to happen) can also help to illustrate the problem. Posing an interesting question can also generate reader interest; however, the question should be answered within the course of the paper. A quotation can provide a branch for discussion. Quotations, however, should be made relevant to the topic of the paper. An explanation of shocking statistics or the presentation of a striking image can also invite the audience to continue reading the paper.

15. Body Paragraphs and Topic Sentences
Body paragraphs: (1) build upon the claims made in the introductory paragraph(s); (2) are organized with the use of topic sentences that illustrate the main idea of each paragraph.
Key Concepts: This slide explains the function of body paragraphs within an argument-to continue proving the claim posited in the thesis statement. Clearly stated topic sentences within each paragraph can help writers to focus their arguments around their thesis statements. The facilitator may also suggest that students offer a synopsis of the topic, including the history of the issue and recent changes in current events that affect the topic.

16. Body Paragraphs
Paragraphs may be ordered in several ways, depending upon the topic and purpose of your argument:
General
Specific
Most important
Least important
Key Concepts: Body paragraphs may be ordered in various patterns, depending upon the purpose, audience, and topic of the argument. This slide offers participants options for organizing their work.
Activity: The facilitator may choose to offer suggestions on organizing patterns for a current argumentative assignment.
Strongest claim
Weakest claim

17. Offering a Counterargument
Addressing the claims of the opposition is an important component in building a convincing argument.
It demonstrates your credibility as a writer—you have researched multiple sides of the argument and have come to an informed decision.
It shows you have considered other points of view - that other points of view are valid and reasonable.
Key Concepts: Concerned with asserting the importance of their own claims, writers sometimes overlook the importance of considering the views of the opposition within their own arguments. Countering oppositional claims demonstrates to the audience that the writer has carefully considered multiple components of the issue and has reached an educated decision. If a writer finds that the opposition cannot be countered effectively, he or she may need to reevaluate his or her own opinions and claims about the argument.

18. Locating a Counterargument
Counterarguments may be located at various locations within your body paragraphs. You may choose to:
Build each of your main points as a contrast to oppositional claims.
Offer a counterargument after you have articulated your main claims.
Key Concept: Counterarguments may be located at various points within a paper. It is important, however, that the writer offer a convincing response to the claims of the opposition.
Activity: The facilitator may choose to offer specific tips to students about counterarguing in a current argumentative assignment.

19. Effective Counterarguments
Consider your audience when you offer your counterargument:
Conceding to some of your opposition’s concerns can demonstrate respect for their opinions.
Using rude or deprecating language can cause your audience to reject your position. Remain tactful yet firm.
Key Concepts: This slide suggests the importance of considering the audience in offering a counterargument. If a writer is trying to argue about the dangers of second-hand smoke to a group of smokers, the writer needs to offer his or her opinion in such a way that the opposition can see the rationality of his or her claims. If the writer instead chooses to rant about how much he or she dislikes smokers, it is doubtful that the audience will feel any sympathy with the argued position and will reject the argument. The facilitator may choose to emphasize that tact and audience consideration are very important elements of effective counterarguments.

20. The Conclusion
Conclusion: Reemphasizes the main points made in your paper.
You may choose to reiterate a call to action or speculate on the future of your topic, when appropriate.
Avoid raising new claims in your conclusion.
Key Concepts: The conclusion is also an important paragraph in a paper--it provides the last words that a writer will present to his or her audience. Therefore, it should have a lasting impact. The conclusion should work to reemphasize the main claims of the argument, articulating the importance of the argued position and, when appropriate, the reader’s need to take action on the issue. Writers should also avoid raising new claims in concluding paragraphs--there is no more room to argue points comprehensively or convincingly. Such new points would be better repositioned within the body paragraphs.

21. Why You Need A Title
Title: (1) introduces the topic of discussion to the audience and (2) generates reader interest in the argument.
Tip: Use active verbs in titles
For example:
Clean Campus  Cleaning up Campus With Recycling Bins or Reducing Rubbish: Recycling on Campus
Key Concept: The title is often an overlooked component in the development of arguments. Indeed, the title provides the first words the audience encounters upon reading the paper. The title should introduce the topic of the argument as well as generate interest in reading the argument.

22. Considering Titles
Imagine you just wrote a paper offering solutions to the problem of road rage.
Which do you consider to be the best title?
Road Rage
Can’t Drive 55
Road Rage: Curing Our Highway Epidemic
Activity: The facilitator may have students consider which title for a paper on road rage is the most effective. “Road Rage” provides little to entice the reader, though it does introduce the topic. “Can’t Drive 55,” while offering an interesting image, would better fit a paper on the speed limit than on road rage, which is defined by more than speeding. Also, “Can’t Drive 55” is unoriginal (a title from a popular Sammy Hagar song). The third choice is the best selection here: it both introduces the topic and provides an interesting analogy to describe the seriousness of the problem.