argument essay tips ap lang

argument essay tips ap lang

Effective Strategies for Writing Argument Essays in AP Language and Composition

1. Introduction to Argument Essays in AP Language and Composition

Each unit in my AP English class contains a number of exams, including tools we will use “formally” – quizzes and essays that are graded – and tools we will use “informally” – writing activities and reading and analyzing activities and reviews of material in the class. In this chapter, however, we get down to the brass tacks of an average six-week unit of an AP English Language and Composition course – a study of the language of public discourse, its strategies, and its underlying assumptions in which observing and dissecting the rhetorical strategies present in written and visual public discourse provide practice in persuasive and analytical writing. While everyone who enrolls in AP Language should have the skills to select a valid argument without too much trouble, those who do not are quickly taught. The rhetorical analysis section of the prompt is always the first piece to attack, and everyone can do it.

2. Structuring Your Argument Essay

The main ingredients of language are clarity and style. A clear style is best understood when combined with ideal structure in a documentary. Each person should make a choice that they will be content with when it is developed to its extremes. Good sense and calm flexibility make good choices between competing appellations. In order to lose the label of being prejudiced, an author should avoid being mild or moderate. Avoid confusion and complexity, and the rule of expression will be obeyed. Clarify your ideas by paraphrasing them. Argumentative essays open with different combinations of argument, understanding, and logic. All arguments and explanations are bound together and composed of simple ideas and propositions separated and defined by differences. All arguments and positions are connected and related with reasoning organized and formatted by the linguistic form of a paragraph. Separate and identify your positions and avoid conversational schizophrenia.

Argument essays in AP Language and Composition should focus on the following areas of concern: – The activity of reading – The cooperative activity of discourse – The laws of writing, speaking, and responsible human interaction – The effects knowledge has had on the world

3. Incorporating Evidence and Examples

What is the best way to present evidence? Often, students simply plop a quote or paraphrase of a piece of evidence into their papers, expecting it to speak for itself. However, this is ineffective. Quotes and examples should be seamlessly integrated into sentences. They should not stand by themselves in a block. Otherwise, the language of the writer will not be able to serve as a bridge to and from the evidence and examples. The most successful strategy for incorporating evidence and examples is known as the CDL model. In this model, the writer first introduces the example (C), either in full or in paraphrase. The example should never start a sentence. Instead, the writer should always place at least a modifier that leads into the example. Then, the writer should discuss (D) the significance of the example of its usefulness in support of the argument at length. Finally, the writer should conclude (L) the example by stating its relevance to the argument. Upon paragraphing a longer argument essay, this CDL model of incorporating evidence and examples appears multiple times in each paragraph. By following this model of showing the argument first, discussing its significance, and concluding the point, students ensure that they leave their reader with a clear understanding of a point’s importance. In conclusion, students should always show the reader how and why evidence supports their claims before moving on. Through incorporating evidence and examples in the CDL model, the reader understands why and how the evidence works and becomes convinced and persuaded at the necessity of its use.

All argument essays require evidence. Upon reading the prompt, students should immediately be able to think of examples to use in support of their argument. These examples may come from history, literature, personal experiences, current events, or observations of the conditions that make up their everyday lives. When teaching students the importance of examples, I first have them do a fun exercise where they list everything they do in a day, from the moment they wake up until they go to sleep. After analyzing their list, they realize how often they use examples to support their positions against parents, peers, or teachers. During the brainstorming process, I regularly remind students to include examples that they can use in their essays. Sometimes, I even have a class listing of potential examples that students may draw upon when writing their essays.

4. Counterarguments and Rebuttals

Have one or even multiple warrants and have the logical verbal link between claim and evidence that provides a reason or basis for the claim. In other words, a warrant is an appeal made with inclusive, authorized materials that are effective in producing an agreement. This is often seen as an underlying assumption that justifies the claim and links it to the evidence that supports it. This idea was proposed by Toulmin in 1958, and warrants can be signified with terms such as since, thus, and because. What Toulmin stated is that in making an argument, the favor and grounds represent the construction of the building, but those educated in rhetoric use warrants to get the audience on board; subsequently, the warrant is not usually stated but it is often implied.

The Warrants: Part 1 – Counter ARGUMENTS are important because they define the parameters of a claim. Facts are easy. They are straightforward, objective, and verifiable through research and proof. Claims are challenging because they propose a judgment, position, or argument, and are usually opinions that are open to interpretation. Indeed, a claim is debatable. The language or factors that link the data or evidence to the claims or conclusion is known as a warrant. In virtually all human gatherings, disputes are inevitable. Warrants mend these inconvenient seams. There are different types of warrants, including: argumentative (e.g., backing, rebuttal), Definitional (e.g., defin, criteria, action), and nonargumentative (e.g., legal, original warrant). In specific, claims:

The fourth and arguably most important component of a well-written argument essay in AP L&C is the counterclaim and rebuttal. In order to fully articulate a strong claim and support for it, it is critical to understand how or why your claim might be limited, narrow, or problematic. It is thinking about logic and supporting evidence from the perspective of the opposing side. Sami Yousif, an ESL writing teacher and tutor at Seattle’s South Seattle Community College in Washington, reported that taking an opponent’s position can also help students recognize the elements of an effective argument. “My pre-university (ESL) students often tell me that this is one of the most fun exercises in class where also most improvement takes place! They enjoy clarifying their own position and combining solid evidence to refute the other side,” he said. This understanding ultimately makes your own claim stronger.

5. Concluding Your Argument Essay

Finally, if you don’t give your intended meaning and instead write about what you think might convey your intended meaning, expect to be misunderstood. Also, if you don’t think before writing, you may not realize that you are contradicting yourself. Often syntax issues are due to style. You are using big words and long sentences, longer than the 10-12 printed lines relevant to your research should be. Less is more when it comes to language, so long as that language fully conveys meaning. Try to clarify or rewrite; often you will need to search through a thesaurus instead of merely rephrasing. Avoid cliches like the plague they are, and beware of foreign words in your own language. Try different sentence structures; utilize the variegated literature, and proofread relentlessly. Chances are, you might need to redefine or redefine the transitions in connecting language. However, if it flows as smoothly as your research, you are in good shape.

Your conclusion represents the last chance to present your point of view and convince your audience. You must reinforce the main points, offer an evaluation, and push the reader to deeper consideration of the argument. The writer should take an authoritative stance rather than a musty academic-strategy stance or a personal stance. This authoritativeness is achieved by stepping back from the specifics and providing a sense of the ramifications of your argument. Try not to introduce new information in your conclusion, but restate your thesis or your key points using the most persuasive material. When you have finished the paper, reread it to ensure that what you have written is able to compel people to greater consideration of the issue. If it cannot, you must go back and sharpen the research that will grow into your paper. Your conclusion should function as a paragraph that reinforces the argument, gives it full closure, and states with finality what the research will do. Use conclusion-prompting words. However, ultimately, indeed, invariably, similarly, thus.