thesis in argument essay

Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Developing a Thesis Statement

Many papers you write require developing a thesis statement. In this section you’ll learn what a thesis statement is and how to write one.

Keep in mind that not all papers require thesis statements . If in doubt, please consult your instructor for assistance.

What is a thesis statement?

A thesis statement . . .

• Makes an argumentative assertion about a topic; it states the conclusions that you have reached about your topic.
• Makes a promise to the reader about the scope, purpose, and direction of your paper.
• Is focused and specific enough to be “proven” within the boundaries of your paper.
• Is generally located near the end of the introduction ; sometimes, in a long paper, the thesis will be expressed in several sentences or in an entire paragraph.
• Identifies the relationships between the pieces of evidence that you are using to support your argument.

Not all papers require thesis statements! Ask your instructor if you’re in doubt whether you need one.

Identify a topic

Your topic is the subject about which you will write. Your assignment may suggest several ways of looking at a topic; or it may name a fairly general concept that you will explore or analyze in your paper.

Consider what your assignment asks you to do

Inform yourself about your topic, focus on one aspect of your topic, ask yourself whether your topic is worthy of your efforts, generate a topic from an assignment.

Below are some possible topics based on sample assignments.

Sample assignment 1

Analyze Spain’s neutrality in World War II.

Identified topic

Franco’s role in the diplomatic relationships between the Allies and the Axis

This topic avoids generalities such as “Spain” and “World War II,” addressing instead on Franco’s role (a specific aspect of “Spain”) and the diplomatic relations between the Allies and Axis (a specific aspect of World War II).

Sample assignment 2

Analyze one of Homer’s epic similes in the Iliad.

The relationship between the portrayal of warfare and the epic simile about Simoisius at 4.547-64.

This topic focuses on a single simile and relates it to a single aspect of the Iliad ( warfare being a major theme in that work).

Developing a Thesis Statement–Additional information

Your assignment may suggest several ways of looking at a topic, or it may name a fairly general concept that you will explore or analyze in your paper. You’ll want to read your assignment carefully, looking for key terms that you can use to focus your topic.

Sample assignment: Analyze Spain’s neutrality in World War II Key terms: analyze, Spain’s neutrality, World War II

After you’ve identified the key words in your topic, the next step is to read about them in several sources, or generate as much information as possible through an analysis of your topic. Obviously, the more material or knowledge you have, the more possibilities will be available for a strong argument. For the sample assignment above, you’ll want to look at books and articles on World War II in general, and Spain’s neutrality in particular.

As you consider your options, you must decide to focus on one aspect of your topic. This means that you cannot include everything you’ve learned about your topic, nor should you go off in several directions. If you end up covering too many different aspects of a topic, your paper will sprawl and be unconvincing in its argument, and it most likely will not fulfull the assignment requirements.

For the sample assignment above, both Spain’s neutrality and World War II are topics far too broad to explore in a paper. You may instead decide to focus on Franco’s role in the diplomatic relationships between the Allies and the Axis , which narrows down what aspects of Spain’s neutrality and World War II you want to discuss, as well as establishes a specific link between those two aspects.

Before you go too far, however, ask yourself whether your topic is worthy of your efforts. Try to avoid topics that already have too much written about them (i.e., “eating disorders and body image among adolescent women”) or that simply are not important (i.e. “why I like ice cream”). These topics may lead to a thesis that is either dry fact or a weird claim that cannot be supported. A good thesis falls somewhere between the two extremes. To arrive at this point, ask yourself what is new, interesting, contestable, or controversial about your topic.

As you work on your thesis, remember to keep the rest of your paper in mind at all times . Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Derive a main point from topic

Once you have a topic, you will have to decide what the main point of your paper will be. This point, the “controlling idea,” becomes the core of your argument (thesis statement) and it is the unifying idea to which you will relate all your sub-theses. You can then turn this “controlling idea” into a purpose statement about what you intend to do in your paper.

Look for patterns in your evidence

Compose a purpose statement.

Consult the examples below for suggestions on how to look for patterns in your evidence and construct a purpose statement.

• Franco first tried to negotiate with the Axis
• Franco turned to the Allies when he couldn’t get some concessions that he wanted from the Axis

Possible conclusion:

Spain’s neutrality in WWII occurred for an entirely personal reason: Franco’s desire to preserve his own (and Spain’s) power.

Purpose statement

This paper will analyze Franco’s diplomacy during World War II to see how it contributed to Spain’s neutrality.

• The simile compares Simoisius to a tree, which is a peaceful, natural image.
• The tree in the simile is chopped down to make wheels for a chariot, which is an object used in warfare.

At first, the simile seems to take the reader away from the world of warfare, but we end up back in that world by the end.

This paper will analyze the way the simile about Simoisius at 4.547-64 moves in and out of the world of warfare.

Derive purpose statement from topic

To find out what your “controlling idea” is, you have to examine and evaluate your evidence . As you consider your evidence, you may notice patterns emerging, data repeated in more than one source, or facts that favor one view more than another. These patterns or data may then lead you to some conclusions about your topic and suggest that you can successfully argue for one idea better than another.

For instance, you might find out that Franco first tried to negotiate with the Axis, but when he couldn’t get some concessions that he wanted from them, he turned to the Allies. As you read more about Franco’s decisions, you may conclude that Spain’s neutrality in WWII occurred for an entirely personal reason: his desire to preserve his own (and Spain’s) power. Based on this conclusion, you can then write a trial thesis statement to help you decide what material belongs in your paper.

Sometimes you won’t be able to find a focus or identify your “spin” or specific argument immediately. Like some writers, you might begin with a purpose statement just to get yourself going. A purpose statement is one or more sentences that announce your topic and indicate the structure of the paper but do not state the conclusions you have drawn . Thus, you might begin with something like this:

• This paper will look at modern language to see if it reflects male dominance or female oppression.
• I plan to analyze anger and derision in offensive language to see if they represent a challenge of society’s authority.

At some point, you can turn a purpose statement into a thesis statement. As you think and write about your topic, you can restrict, clarify, and refine your argument, crafting your thesis statement to reflect your thinking.

As you work on your thesis, remember to keep the rest of your paper in mind at all times. Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Compose a draft thesis statement

If you are writing a paper that will have an argumentative thesis and are having trouble getting started, the techniques in the table below may help you develop a temporary or “working” thesis statement.

Begin with a purpose statement that you will later turn into a thesis statement.

Assignment: Discuss the history of the Reform Party and explain its influence on the 1990 presidential and Congressional election.

Purpose Statement: This paper briefly sketches the history of the grassroots, conservative, Perot-led Reform Party and analyzes how it influenced the economic and social ideologies of the two mainstream parties.

Question-to-Assertion

If your assignment asks a specific question(s), turn the question(s) into an assertion and give reasons why it is true or reasons for your opinion.

Assignment : What do Aylmer and Rappaccini have to be proud of? Why aren’t they satisfied with these things? How does pride, as demonstrated in “The Birthmark” and “Rappaccini’s Daughter,” lead to unexpected problems?

Beginning thesis statement: Alymer and Rappaccinni are proud of their great knowledge; however, they are also very greedy and are driven to use their knowledge to alter some aspect of nature as a test of their ability. Evil results when they try to “play God.”

Write a sentence that summarizes the main idea of the essay you plan to write.

Main idea: The reason some toys succeed in the market is that they appeal to the consumers’ sense of the ridiculous and their basic desire to laugh at themselves.

Make a list of the ideas that you want to include; consider the ideas and try to group them.

• nature = peaceful
• war matériel = violent (competes with 1?)
• need for time and space to mourn the dead
• war is inescapable (competes with 3?)

Use a formula to arrive at a working thesis statement (you will revise this later).

• although most readers of _______ have argued that _______, closer examination shows that _______.
• _______ uses _______ and _____ to prove that ________.
• phenomenon x is a result of the combination of __________, __________, and _________.

What to keep in mind as you draft an initial thesis statement

Beginning statements obtained through the methods illustrated above can serve as a framework for planning or drafting your paper, but remember they’re not yet the specific, argumentative thesis you want for the final version of your paper. In fact, in its first stages, a thesis statement usually is ill-formed or rough and serves only as a planning tool.

As you write, you may discover evidence that does not fit your temporary or “working” thesis. Or you may reach deeper insights about your topic as you do more research, and you will find that your thesis statement has to be more complicated to match the evidence that you want to use.

You must be willing to reject or omit some evidence in order to keep your paper cohesive and your reader focused. Or you may have to revise your thesis to match the evidence and insights that you want to discuss. Read your draft carefully, noting the conclusions you have drawn and the major ideas which support or prove those conclusions. These will be the elements of your final thesis statement.

Sometimes you will not be able to identify these elements in your early drafts, but as you consider how your argument is developing and how your evidence supports your main idea, ask yourself, “ What is the main point that I want to prove/discuss? ” and “ How will I convince the reader that this is true? ” When you can answer these questions, then you can begin to refine the thesis statement.

Refine and polish the thesis statement

To get to your final thesis, you’ll need to refine your draft thesis so that it’s specific and arguable.

• Ask if your draft thesis addresses the assignment
• Question each part of your draft thesis
• Clarify vague phrases and assertions
• Investigate alternatives to your draft thesis

Consult the example below for suggestions on how to refine your draft thesis statement.

Sample Assignment

Choose an activity and define it as a symbol of American culture. Your essay should cause the reader to think critically about the society which produces and enjoys that activity.

• Ask The phenomenon of drive-in facilities is an interesting symbol of american culture, and these facilities demonstrate significant characteristics of our society.This statement does not fulfill the assignment because it does not require the reader to think critically about society.

Drive-ins are an interesting symbol of American culture because they represent Americans’ significant creativity and business ingenuity.

Among the types of drive-in facilities familiar during the twentieth century, drive-in movie theaters best represent American creativity, not merely because they were the forerunner of later drive-ins and drive-throughs, but because of their impact on our culture: they changed our relationship to the automobile, changed the way people experienced movies, and changed movie-going into a family activity.

While drive-in facilities such as those at fast-food establishments, banks, pharmacies, and dry cleaners symbolize America’s economic ingenuity, they also have affected our personal standards.

While drive-in facilities such as those at fast- food restaurants, banks, pharmacies, and dry cleaners symbolize (1) Americans’ business ingenuity, they also have contributed (2) to an increasing homogenization of our culture, (3) a willingness to depersonalize relationships with others, and (4) a tendency to sacrifice quality for convenience.

This statement is now specific and fulfills all parts of the assignment. This version, like any good thesis, is not self-evident; its points, 1-4, will have to be proven with evidence in the body of the paper. The numbers in this statement indicate the order in which the points will be presented. Depending on the length of the paper, there could be one paragraph for each numbered item or there could be blocks of paragraph for even pages for each one.

Complete the final thesis statement

The bottom line.

As you move through the process of crafting a thesis, you’ll need to remember four things:

• Context matters! Think about your course materials and lectures. Try to relate your thesis to the ideas your instructor is discussing.
• As you go through the process described in this section, always keep your assignment in mind . You will be more successful when your thesis (and paper) responds to the assignment than if it argues a semi-related idea.
• Your thesis statement should be precise, focused, and contestable ; it should predict the sub-theses or blocks of information that you will use to prove your argument.
• Make sure that you keep the rest of your paper in mind at all times. Change your thesis as your paper evolves, because you do not want your thesis to promise more than your paper actually delivers.

In the beginning, the thesis statement was a tool to help you sharpen your focus, limit material and establish the paper’s purpose. When your paper is finished, however, the thesis statement becomes a tool for your reader. It tells the reader what you have learned about your topic and what evidence led you to your conclusion. It keeps the reader on track–well able to understand and appreciate your argument.

Writing Process and Structure

This is an accordion element with a series of buttons that open and close related content panels.

Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for

Creating an Argument

Thesis vs. Purpose Statements

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Generating Ideas for Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

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Praxis Core Writing

Course: praxis core writing   >   unit 1, argumentative essay | quick guide.

• Source-based essay | Quick guide
• Revision in context | Quick guide
• Within-sentence punctuation | Quick guide
• Subordination and coordination | Quick guide
• Independent and dependent Clauses | Video lesson
• Parallel structure | Quick guide
• Modifier placement | Quick guide
• Shifts in verb tense | Quick guide
• Pronoun clarity | Quick guide
• Pronoun agreement | Quick guide
• Subject-verb agreement | Quick guide
• Noun agreement | Quick guide
• Frequently confused words | Quick guide
• Conventional expressions | Quick guide
• Logical comparison | Quick guide
• Concision | Quick guide
• Adjective/adverb confusion | Quick guide
• Negation | Quick guide
• Capitalization | Quick guide
• Apostrophe use | Quick guide
• Research skills | Quick guide

Argumentative essay (30 minutes)

• states or clearly implies the writer’s position or thesis
• organizes and develops ideas logically, making insightful connections between them
• clearly explains key ideas, supporting them with well-chosen reasons, examples, or details
• displays effective sentence variety
• clearly displays facility in the use of language
• is generally free from errors in grammar, usage, and mechanics
• organizes and develops ideas clearly, making connections between them
• explains key ideas, supporting them with relevant reasons, examples, or details
• displays some sentence variety
• displays facility in the use of language
• states or implies the writer’s position or thesis
• shows control in the organization and development of ideas
• explains some key ideas, supporting them with adequate reasons, examples, or details
• displays adequate use of language
• shows control of grammar, usage, and mechanics, but may display errors
• limited in stating or implying a position or thesis
• limited control in the organization and development of ideas
• inadequate reasons, examples, or details to explain key ideas
• an accumulation of errors in the use of language
• an accumulation of errors in grammar, usage, and mechanics
• no clear position or thesis
• weak organization or very little development
• few or no relevant reasons, examples, or details
• frequent serious errors in the use of language
• frequent serious errors in grammar, usage, and mechanics
• contains serious and persistent writing errors or
• is incoherent or
• is undeveloped or
• is off-topic

How should I build a thesis?

• (Choice A)   Kids should find role models that are worthier than celebrities because celebrities may be famous for reasons that aren't admirable. A Kids should find role models that are worthier than celebrities because celebrities may be famous for reasons that aren't admirable.
• (Choice B)   Because they profit from the admiration of youths, celebrities have a moral responsibility for the reactions their behaviors provoke in fans. B Because they profit from the admiration of youths, celebrities have a moral responsibility for the reactions their behaviors provoke in fans.
• (Choice C)   Celebrities may have more imitators than most people, but they hold no more responsibility over the example they set than the average person. C Celebrities may have more imitators than most people, but they hold no more responsibility over the example they set than the average person.
• (Choice D)   Notoriety is not always a choice, and some celebrities may not want to be role models. D Notoriety is not always a choice, and some celebrities may not want to be role models.
• (Choice E)   Parents have a moral responsibility to serve as immediate role models for their children. E Parents have a moral responsibility to serve as immediate role models for their children.

How should I support my thesis?

• (Choice A)   As basketball star Charles Barkley stated in a famous advertising campaign for Nike, he was paid to dominate on the basketball court, not to raise your kids. A As basketball star Charles Barkley stated in a famous advertising campaign for Nike, he was paid to dominate on the basketball court, not to raise your kids.
• (Choice B)   Many celebrities do consider themselves responsible for setting a good example and create non-profit organizations through which they can benefit youths. B Many celebrities do consider themselves responsible for setting a good example and create non-profit organizations through which they can benefit youths.
• (Choice C)   Many celebrities, like Kylie Jenner with her billion-dollar cosmetics company, profit directly from being imitated by fans who purchase sponsored products. C Many celebrities, like Kylie Jenner with her billion-dollar cosmetics company, profit directly from being imitated by fans who purchase sponsored products.
• (Choice D)   My ten-year-old nephew may love Drake's music, but his behaviors are more similar to those of the adults he interacts with on a daily basis, like his parents and teachers. D My ten-year-old nephew may love Drake's music, but his behaviors are more similar to those of the adults he interacts with on a daily basis, like his parents and teachers.
• (Choice E)   It's very common for young people to wear fashions similar to those of their favorite celebrities. E It's very common for young people to wear fashions similar to those of their favorite celebrities.

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How to write a thesis statement, what is a thesis statement.

Almost all of us—even if we don’t do it consciously—look early in an essay for a one- or two-sentence condensation of the argument or analysis that is to follow. We refer to that condensation as a thesis statement.

Why Should Your Essay Contain a Thesis Statement?

• to test your ideas by distilling them into a sentence or two
• to better organize and develop your argument
• to provide your reader with a “guide” to your argument

In general, your thesis statement will accomplish these goals if you think of the thesis as the answer to the question your paper explores.

How Can You Write a Good Thesis Statement?

Here are some helpful hints to get you started. You can either scroll down or select a link to a specific topic.

How to Generate a Thesis Statement if the Topic is Assigned How to Generate a Thesis Statement if the Topic is not Assigned How to Tell a Strong Thesis Statement from a Weak One

How to Generate a Thesis Statement if the Topic is Assigned

Almost all assignments, no matter how complicated, can be reduced to a single question. Your first step, then, is to distill the assignment into a specific question. For example, if your assignment is, “Write a report to the local school board explaining the potential benefits of using computers in a fourth-grade class,” turn the request into a question like, “What are the potential benefits of using computers in a fourth-grade class?” After you’ve chosen the question your essay will answer, compose one or two complete sentences answering that question.

Q: “What are the potential benefits of using computers in a fourth-grade class?” A: “The potential benefits of using computers in a fourth-grade class are . . .”

A: “Using computers in a fourth-grade class promises to improve . . .”

The answer to the question is the thesis statement for the essay.

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How to Generate a Thesis Statement if the Topic is not Assigned

Even if your assignment doesn’t ask a specific question, your thesis statement still needs to answer a question about the issue you’d like to explore. In this situation, your job is to figure out what question you’d like to write about.

A good thesis statement will usually include the following four attributes:

• take on a subject upon which reasonable people could disagree
• deal with a subject that can be adequately treated given the nature of the assignment
• express one main idea
• assert your conclusions about a subject

Let’s see how to generate a thesis statement for a social policy paper.

Brainstorm the topic . Let’s say that your class focuses upon the problems posed by changes in the dietary habits of Americans. You find that you are interested in the amount of sugar Americans consume.

You start out with a thesis statement like this:

Sugar consumption.

This fragment isn’t a thesis statement. Instead, it simply indicates a general subject. Furthermore, your reader doesn’t know what you want to say about sugar consumption.

Narrow the topic . Your readings about the topic, however, have led you to the conclusion that elementary school children are consuming far more sugar than is healthy.

You change your thesis to look like this:

Reducing sugar consumption by elementary school children.

This fragment not only announces your subject, but it focuses on one segment of the population: elementary school children. Furthermore, it raises a subject upon which reasonable people could disagree, because while most people might agree that children consume more sugar than they used to, not everyone would agree on what should be done or who should do it. You should note that this fragment is not a thesis statement because your reader doesn’t know your conclusions on the topic.

Take a position on the topic. After reflecting on the topic a little while longer, you decide that what you really want to say about this topic is that something should be done to reduce the amount of sugar these children consume.

You revise your thesis statement to look like this:

More attention should be paid to the food and beverage choices available to elementary school children.

This statement asserts your position, but the terms more attention and food and beverage choices are vague.

Use specific language . You decide to explain what you mean about food and beverage choices , so you write:

Experts estimate that half of elementary school children consume nine times the recommended daily allowance of sugar.

This statement is specific, but it isn’t a thesis. It merely reports a statistic instead of making an assertion.

Make an assertion based on clearly stated support. You finally revise your thesis statement one more time to look like this:

Because half of all American elementary school children consume nine times the recommended daily allowance of sugar, schools should be required to replace the beverages in soda machines with healthy alternatives.

Notice how the thesis answers the question, “What should be done to reduce sugar consumption by children, and who should do it?” When you started thinking about the paper, you may not have had a specific question in mind, but as you became more involved in the topic, your ideas became more specific. Your thesis changed to reflect your new insights.

How to Tell a Strong Thesis Statement from a Weak One

1. a strong thesis statement takes some sort of stand..

Remember that your thesis needs to show your conclusions about a subject. For example, if you are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss product to evaluate. Here are two thesis statements:

There are some negative and positive aspects to the Banana Herb Tea Supplement.

This is a weak thesis statement. First, it fails to take a stand. Second, the phrase negative and positive aspects is vague.

Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.

This is a strong thesis because it takes a stand, and because it's specific.

2. A strong thesis statement justifies discussion.

Your thesis should indicate the point of the discussion. If your assignment is to write a paper on kinship systems, using your own family as an example, you might come up with either of these two thesis statements:

My family is an extended family.

This is a weak thesis because it merely states an observation. Your reader won’t be able to tell the point of the statement, and will probably stop reading.

While most American families would view consanguineal marriage as a threat to the nuclear family structure, many Iranian families, like my own, believe that these marriages help reinforce kinship ties in an extended family.

This is a strong thesis because it shows how your experience contradicts a widely-accepted view. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.

3. A strong thesis statement expresses one main idea.

Readers need to be able to see that your paper has one main point. If your thesis statement expresses more than one idea, then you might confuse your readers about the subject of your paper. For example:

Companies need to exploit the marketing potential of the Internet, and Web pages can provide both advertising and customer support.

This is a weak thesis statement because the reader can’t decide whether the paper is about marketing on the Internet or Web pages. To revise the thesis, the relationship between the two ideas needs to become more clear. One way to revise the thesis would be to write:

Because the Internet is filled with tremendous marketing potential, companies should exploit this potential by using Web pages that offer both advertising and customer support.

This is a strong thesis because it shows that the two ideas are related. Hint: a great many clear and engaging thesis statements contain words like because , since , so , although , unless , and however .

4. A strong thesis statement is specific.

A thesis statement should show exactly what your paper will be about, and will help you keep your paper to a manageable topic. For example, if you're writing a seven-to-ten page paper on hunger, you might say:

World hunger has many causes and effects.

This is a weak thesis statement for two major reasons. First, world hunger can’t be discussed thoroughly in seven to ten pages. Second, many causes and effects is vague. You should be able to identify specific causes and effects. A revised thesis might look like this:

Hunger persists in Glandelinia because jobs are scarce and farming in the infertile soil is rarely profitable.

This is a strong thesis statement because it narrows the subject to a more specific and manageable topic, and it also identifies the specific causes for the existence of hunger.

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Argumentative Essays

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What is an argumentative essay?

The argumentative essay is a genre of writing that requires the student to investigate a topic; collect, generate, and evaluate evidence; and establish a position on the topic in a concise manner.

Please note : Some confusion may occur between the argumentative essay and the expository essay. These two genres are similar, but the argumentative essay differs from the expository essay in the amount of pre-writing (invention) and research involved. The argumentative essay is commonly assigned as a capstone or final project in first year writing or advanced composition courses and involves lengthy, detailed research. Expository essays involve less research and are shorter in length. Expository essays are often used for in-class writing exercises or tests, such as the GED or GRE.

Argumentative essay assignments generally call for extensive research of literature or previously published material. Argumentative assignments may also require empirical research where the student collects data through interviews, surveys, observations, or experiments. Detailed research allows the student to learn about the topic and to understand different points of view regarding the topic so that she/he may choose a position and support it with the evidence collected during research. Regardless of the amount or type of research involved, argumentative essays must establish a clear thesis and follow sound reasoning.

The structure of the argumentative essay is held together by the following.

• A clear, concise, and defined thesis statement that occurs in the first paragraph of the essay.

In the first paragraph of an argument essay, students should set the context by reviewing the topic in a general way. Next the author should explain why the topic is important ( exigence ) or why readers should care about the issue. Lastly, students should present the thesis statement. It is essential that this thesis statement be appropriately narrowed to follow the guidelines set forth in the assignment. If the student does not master this portion of the essay, it will be quite difficult to compose an effective or persuasive essay.

• Clear and logical transitions between the introduction, body, and conclusion.

Transitions are the mortar that holds the foundation of the essay together. Without logical progression of thought, the reader is unable to follow the essay’s argument, and the structure will collapse. Transitions should wrap up the idea from the previous section and introduce the idea that is to follow in the next section.

• Body paragraphs that include evidential support.

Each paragraph should be limited to the discussion of one general idea. This will allow for clarity and direction throughout the essay. In addition, such conciseness creates an ease of readability for one’s audience. It is important to note that each paragraph in the body of the essay must have some logical connection to the thesis statement in the opening paragraph. Some paragraphs will directly support the thesis statement with evidence collected during research. It is also important to explain how and why the evidence supports the thesis ( warrant ).

However, argumentative essays should also consider and explain differing points of view regarding the topic. Depending on the length of the assignment, students should dedicate one or two paragraphs of an argumentative essay to discussing conflicting opinions on the topic. Rather than explaining how these differing opinions are wrong outright, students should note how opinions that do not align with their thesis might not be well informed or how they might be out of date.

• Evidential support (whether factual, logical, statistical, or anecdotal).

The argumentative essay requires well-researched, accurate, detailed, and current information to support the thesis statement and consider other points of view. Some factual, logical, statistical, or anecdotal evidence should support the thesis. However, students must consider multiple points of view when collecting evidence. As noted in the paragraph above, a successful and well-rounded argumentative essay will also discuss opinions not aligning with the thesis. It is unethical to exclude evidence that may not support the thesis. It is not the student’s job to point out how other positions are wrong outright, but rather to explain how other positions may not be well informed or up to date on the topic.

• A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided.

It is at this point of the essay that students may begin to struggle. This is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical. Do not introduce any new information into the conclusion; rather, synthesize the information presented in the body of the essay. Restate why the topic is important, review the main points, and review your thesis. You may also want to include a short discussion of more research that should be completed in light of your work.

A complete argument

Perhaps it is helpful to think of an essay in terms of a conversation or debate with a classmate. If I were to discuss the cause of World War II and its current effect on those who lived through the tumultuous time, there would be a beginning, middle, and end to the conversation. In fact, if I were to end the argument in the middle of my second point, questions would arise concerning the current effects on those who lived through the conflict. Therefore, the argumentative essay must be complete, and logically so, leaving no doubt as to its intent or argument.

The five-paragraph essay

A common method for writing an argumentative essay is the five-paragraph approach. This is, however, by no means the only formula for writing such essays. If it sounds straightforward, that is because it is; in fact, the method consists of (a) an introductory paragraph (b) three evidentiary body paragraphs that may include discussion of opposing views and (c) a conclusion.

Longer argumentative essays

Complex issues and detailed research call for complex and detailed essays. Argumentative essays discussing a number of research sources or empirical research will most certainly be longer than five paragraphs. Authors may have to discuss the context surrounding the topic, sources of information and their credibility, as well as a number of different opinions on the issue before concluding the essay. Many of these factors will be determined by the assignment.

50 Argumentative Essay Thesis Statement Examples

A thesis statement in an argumentative essay needs to present a point of view . The biggest mistake you can make is to provide a thesis statement that doesn’t demonstrate what your argument will be. So, your thesis statement should set a clear argument, perspective, or position in relation to a debate. Check out the examples below.

Thesis Statements for Argumentative Essays

1. mandatory school uniforms.

For: “School uniforms should be mandatory as they promote equality and reduce distractions, fostering a better learning environment.”

Against: “Mandatory school uniforms infringe on students’ freedom of expression and fail to address the root causes of bullying and social stratification.”

Read More: School Uniform Pros and Cons

2. School Should Start Later

For: “Schools should start later in the morning to align with adolescents’ natural sleep cycles, resulting in improved mental health, increased academic performance, and better overall student well-being.”

Against: “Starting school later in the morning disrupts family routines, poses logistical challenges for after-school activities and transportation, and fails to prepare students for the traditional workday schedule.”

Read More: School Should Start Later Arguments | School Should Start Earlier Arguments

3. College Athletes Should be Paid

For: “College athletes should be compensated for their contributions to the multi-billion dollar collegiate sports industry, as their commitment and efforts generate significant revenue and marketing value for their institutions.”

Against: “Paying college athletes undermines the spirit of amateurism in collegiate sports, complicates the primary focus on education, and poses significant financial and regulatory challenges for universities.”

Read More: Why College Athletes Should be Paid

4. Homework should be Banned

For: “Excessive homework can lead to student burnout, reduce family time, and is not always effective in enhancing learning.”

Against: “Homework is essential for reinforcing learning, fostering independent study skills, and preparing students for academic challenges.”

Read More: 21 Reasons Homework Should be Banned

5. Nature is More Important than Nurture

For: “Genetic predispositions play a more critical role in shaping an individual than environmental factors, highlighting the importance of nature in personal development.”

Against: “Environmental factors and upbringing have a more significant impact on an individual’s development than genetic factors, emphasizing the role of nurture.”

Read More: Nature vs Nurture

6. The American Dream is Unattainable

For: “The American Dream is an outdated and unachievable concept for many, masked by systemic inequalities and economic barriers.”

Against: “The American Dream is still a relevant and attainable goal, symbolizing hope, opportunity, and hard work in a land of limitless potential.”

Read More: Examples of the American Dream

7. Social Media is Good for Society

For: “Social media is a vital tool for modern communication, fostering global connectivity and democratizing information dissemination.”

Against: “Social media platforms contribute to mental health issues, spread misinformation, and erode quality face-to-face interactions.”

Read More: Social Media Pros and Cons

8. Globalization has been Bad for Society

For: “Globalization leads to the exploitation of developing countries, loss of cultural identity, and increased income inequality.”

Against: “Globalization is beneficial, driving economic growth, cultural exchange, and technological advancement on a global scale.”

Read More: Globalization Pros and Cons

9. Urbanization has been Good for Society

For: “Urbanization is a positive force for economic development and cultural diversity, offering improved opportunities and lifestyles.”

Against: “Rapid urbanization leads to environmental degradation, overpopulation, and heightened social inequalities.”

Read More: Urbanization Examples

10. Immigration is Good for Society

For: “Immigration enriches the social and economic fabric of the host country, bringing diversity and innovation.”

Against: “Uncontrolled immigration can strain public resources, disrupt local job markets, and lead to cultural clashes.”

Read More: Immigration Pros and Cons

11. Cultural Identity must be Preserved

For: “Maintaining cultural identity is essential to preserve historical heritage and promote diversity in a globalized world.”

Against: “Excessive emphasis on cultural identity can lead to isolationism and hinder integration and mutual understanding in multicultural societies.”

Read More: Cultural Identity Examples

12. Technology is Essential for Social Progress

For: “The advancement of technology is crucial for societal progress, improving efficiency, healthcare, and global communication.”

Against: “Over-dependence on technology leads to privacy concerns, job displacement, and a disconnection from the natural world.”

13. Capitalism is the Best Economic System

For: “Capitalism drives innovation, economic growth, and personal freedom, outperforming socialist systems in efficiency and prosperity.”

Against: “Capitalism creates vast inequalities and exploits workers and the environment, necessitating a shift towards socialist principles for a fairer society.”

14. Socialism is the Best Economic System

For: “Socialism promotes social welfare and equality, ensuring basic needs are met for all citizens, unlike the inequalities perpetuated by capitalism.”

Against: “Socialism stifles individual initiative and economic growth, often leading to governmental overreach and inefficiency.”

Read More: Socialism Pros and Cons

15. Pseudoscience has no Value to Society

For: “Pseudoscience is harmful as it misleads people, often resulting in health risks and the rejection of scientifically proven facts.”

Against: “Pseudoscience, while not scientifically validated, can offer alternative perspectives and comfort to individuals where mainstream science has limitations.”

Read More: Pseudoscience Examples

16. Free Will is Real

For: “Individuals possess free will, enabling them to make autonomous choices that shape their lives and moral character, independent of genetic or environmental determinism.”

Against: “The concept of free will is an illusion, with human behavior being the result of genetic and environmental influences beyond personal control.”

Read More: Free Will Examples

17. Gender Roles are Outdated

For: “Rigid gender roles are outdated and limit individual freedom, perpetuating inequality and stereotyping.”

Against: “Traditional gender roles provide structure and clarity to societal functions and personal relationships.”

Read More: Gender Roles Examples

18. Work-Life Ballance is Essential for a Good Life

For: “Achieving a work-life balance is essential for mental health, productivity, and personal fulfillment.”

Against: “The pursuit of work-life balance can lead to decreased professional ambition and economic growth, particularly in highly competitive industries.”

Read More: Work-Life Balance Examples

19. Universal Healthcare

For: “Universal healthcare is a fundamental human right, ensuring equitable access to medical services for all individuals.”

Against: “Universal healthcare can be inefficient and costly, potentially leading to lower quality of care and longer wait times.”

Read More: Universal Healthcare Pros and Cons

20. Raising the Minimum Wage

For: “Raising the minimum wage is necessary to provide a living wage, reduce poverty, and stimulate economic growth.”

Against: “Increasing the minimum wage can lead to higher unemployment and negatively impact small businesses.”

Read More: Raising the Minimum Wage Pros and Cons

21. Charter Schools are Better than Public Schools

For: “Charter schools provide valuable alternatives to traditional public schools, often offering innovative educational approaches and higher standards.”

Against: “Charter schools can drain resources from public schools and lack the same level of accountability and inclusivity.”

Read More: Charter Schools vs Public Schools

22. The Internet has had a Net Positive Effect

For: “The internet is a transformative tool for education, communication, and business, making information more accessible than ever before.”

Against: “The internet can be a platform for misinformation, privacy breaches, and unhealthy social comparison, negatively impacting society.”

Read Also: Pros and Cons of the Internet

23. Affirmative Action is Fair and Just

For: “Affirmative action is necessary to correct historical injustices and promote diversity in education and the workplace.”

Against: “Affirmative action can lead to reverse discrimination and undermine meritocracy, potentially harming those it aims to help.”

Read More: Pros and Cons of Affirmative Action

24. Soft Skills are the Most Important Workforce Skills

For: “Soft skills like communication and empathy are crucial in the modern workforce, contributing to a collaborative and adaptable work environment.”

Against: “Overemphasis on soft skills can neglect technical proficiency and practical skills that are essential in many professional fields.”

Read More: Examples of Soft Skills

25. Freedom of the Press has gone Too Far

For: “Unregulated freedom of the press can lead to the spread of misinformation and biased reporting, influencing public opinion unfairly.”

Against: “Freedom of the press is essential for a democratic society, ensuring transparency and accountability in governance.”

Read More: Free Press Examples

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Animism Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 10 Magical Thinking Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Social-Emotional Learning (Definition, Examples, Pros & Cons)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ What is Educational Psychology?

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9.3: The Argumentative Essay

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Learning Objectives

• Examine types of argumentative essays

Argumentative Essays

You may have heard it said that all writing is an argument of some kind. Even if you’re writing an informative essay, you still have the job of trying to convince your audience that the information is important. However, there are times you’ll be asked to write an essay that is specifically an argumentative piece.

An argumentative essay is one that makes a clear assertion or argument about some topic or issue. When you’re writing an argumentative essay, it’s important to remember that an academic argument is quite different from a regular, emotional argument. Note that sometimes students forget the academic aspect of an argumentative essay and write essays that are much too emotional for an academic audience. It’s important for you to choose a topic you feel passionately about (if you’re allowed to pick your topic), but you have to be sure you aren’t too emotionally attached to a topic. In an academic argument, you’ll have a lot more constraints you have to consider, and you’ll focus much more on logic and reasoning than emotions.

Argumentative essays are quite common in academic writing and are often an important part of writing in all disciplines. You may be asked to take a stand on a social issue in your introduction to writing course, but you could also be asked to take a stand on an issue related to health care in your nursing courses or make a case for solving a local environmental problem in your biology class. And, since argument is such a common essay assignment, it’s important to be aware of some basic elements of a good argumentative essay.

When your professor asks you to write an argumentative essay, you’ll often be given something specific to write about. For example, you may be asked to take a stand on an issue you have been discussing in class. Perhaps, in your education class, you would be asked to write about standardized testing in public schools. Or, in your literature class, you might be asked to argue the effects of protest literature on public policy in the United States.

However, there are times when you’ll be given a choice of topics. You might even be asked to write an argumentative essay on any topic related to your field of study or a topic you feel that is important personally.

Whatever the case, having some knowledge of some basic argumentative techniques or strategies will be helpful as you write. Below are some common types of arguments.

Causal Arguments

• In this type of argument, you argue that something has caused something else. For example, you might explore the causes of the decline of large mammals in the world’s ocean and make a case for your cause.

Evaluation Arguments

• In this type of argument, you make an argumentative evaluation of something as “good” or “bad,” but you need to establish the criteria for “good” or “bad.” For example, you might evaluate a children’s book for your education class, but you would need to establish clear criteria for your evaluation for your audience.

Proposal Arguments

• In this type of argument, you must propose a solution to a problem. First, you must establish a clear problem and then propose a specific solution to that problem. For example, you might argue for a proposal that would increase retention rates at your college.

Narrative Arguments

• In this type of argument, you make your case by telling a story with a clear point related to your argument. For example, you might write a narrative about your experiences with standardized testing in order to make a case for reform.

Rebuttal Arguments

• In a rebuttal argument, you build your case around refuting an idea or ideas that have come before. In other words, your starting point is to challenge the ideas of the past.

Definition Arguments

• In this type of argument, you use a definition as the starting point for making your case. For example, in a definition argument, you might argue that NCAA basketball players should be defined as professional players and, therefore, should be paid.

https://assessments.lumenlearning.co...essments/20277

Essay Examples

• Click here to read an argumentative essay on the consequences of fast fashion . Read it and look at the comments to recognize strategies and techniques the author uses to convey her ideas.
• In this example, you’ll see a sample argumentative paper from a psychology class submitted in APA format. Key parts of the argumentative structure have been noted for you in the sample.

Link to Learning

For more examples of types of argumentative essays, visit the Argumentative Purposes section of the Excelsior OWL .

Contributors and Attributions

• Argumentative Essay. Provided by : Excelsior OWL. Located at : https://owl.excelsior.edu/rhetorical-styles/argumentative-essay/ . License : CC BY: Attribution
• Image of a man with a heart and a brain. Authored by : Mohamed Hassan. Provided by : Pixabay. Located at : pixabay.com/illustrations/decision-brain-heart-mind-4083469/. License : Other . License Terms : pixabay.com/service/terms/#license

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How to Write the AP Lang Argument Essay + Examples

What’s covered:, what is the ap language argument essay, tips for writing the ap language argument essay, ap english language argument essay examples, how will ap scores impact my college chances.

In 2023, over 550,148 students across the U.S. took the AP English Language and Composition Exam, and 65.2% scored higher than a 3. The AP English Language Exam tests your ability to analyze a piece of writing, synthesize information, write a rhetorical essay, and create a cohesive argument. In this post, we’ll be discussing the best way to approach the argumentative essay section of the test, and we’ll give you tips and tricks so you can write a great essay.

The AP English Language Exam as of 2023 is structured as follows:

Section 1: 45 multiple choice questions to be completed in an hour. This portion counts for 45% of your score. This section requires students to analyze a piece of literature. The questions ask about its content and/or what could be edited within the passage.

Section 2: Three free response questions to be completed in the remaining two hours and 15 minutes. This section counts for 55% of your score. These essay questions include the synthesis essay, the rhetorical essay, and the argumentative essay.

• Synthesis essay: Read 6-7 sources and create an argument using at least three of the sources.
• Rhetorical analysis essay: Describe how a piece of writing evokes meaning and symbolism.
• Argumentative essay: Pick a side of a debate and create an argument based on evidence. In this essay, you should develop a logical argument in support of or against the given statement and provide ample evidence that supports your conclusion. Typically, a five paragraph format is great for this type of writing. This essay is scored holistically from 1 to 9 points.

Do you want more information on the structure of the full exam? Take a look at our in-depth overview of the AP Language and Composition Exam .

Although the AP Language Argument may seem daunting at first, once you understand how the essay should be structured, it will be a lot easier to create cohesive arguments.

Below are some tips to help you as you write the essay.

1. Organize your essay before writing

Instead of jumping right into your essay, plan out what you will say beforehand. It’s easiest to make a list of your arguments and write out what facts or evidence you will use to support each argument. In your outline, you can determine the best order for your arguments, especially if they build on each other or are chronological. Having a well-organized essay is crucial for success.

2. Pick one side of the argument, but acknowledge the other side

When you write the essay, it’s best if you pick one side of the debate and stick with it for the entire essay. All your evidence should be in support of that one side. However, in your introductory paragraph, as you introduce the debate, be sure to mention any merit the arguments of the other side has. This can make the essay a bit more nuanced and show that you did consider both sides before determining which one was better. Often, acknowledging another viewpoint then refuting it can make your essay stronger.

3. Provide evidence to support your claims

The AP readers will be looking for examples and evidence to support your argument. This doesn’t mean that you need to memorize a bunch of random facts before the exam. This just means that you should be able to provide concrete examples in support of your argument.

For example, if the essay topic is about whether the role of the media in society has been detrimental or not, and you argue that it has been, you may talk about the phenomenon of “fake news” during the 2016 presidential election.

AP readers are not looking for perfect examples, but they are looking to see if you can provide enough evidence to back your claim and make it easily understood.

4. Create a strong thesis statement

The thesis statement will set up your entire essay, so it’s important that it is focused and specific, and that it allows for the reader to understand your body paragraphs. Make sure your thesis statement is the very last sentence of your introductory paragraph. In this sentence, list out the key points you will be making in the essay in the same order that you will be writing them. Each new point you mention in your thesis should start a paragraph in your essay.

Below is a prompt and sample student essay from the May 2019 exam . We’ll look at what the student did well in their writing and where they could improve.

Prompt: “The term “overrated” is often used to diminish concepts, places, roles, etc. that the speaker believes do not deserve the prestige they commonly enjoy; for example, many writers have argued that success is overrated, a character in a novel by Anthony Burgess famously describes Rome as a “vastly overrated city,” and Queen Rania of Jordan herself has asserted that “[b]eing queen is overrated.”

Select a concept, place, role, etc. to which you believe that the term “overrated” should be applied. Then, write a well-developed essay in which you explain your judgment. Use appropriate evidence from your reading, experience, or observations to support your argument.

Sample Student Essay #1:

[1] Competition is “overrated.” The notion of motivation between peers has evolved into a source of unnecessary stress and even lack of morals. Whether it be in an academic environment or in the industry, this new idea of competition is harmful to those competing and those around them.

[2] Back in elementary school, competition was rather friendly. It could have been who could do the most pushups or who could get the most imaginary points in a classroom for a prize. If you couldn’t do the most pushups or win that smelly sticker, you would go home and improve yourself – there would be no strong feelings towards anyone, you would just focus on making yourself a better version of yourself. Then as high school rolled around, suddenly applying for college doesn’t seem so far away –GPA seems to be that one stat that defines you – extracurriculars seem to shape you – test scores seem to categorize you. Sleepless nights, studying for the next day’s exam, seem to become more and more frequent. Floating duck syndrome seems to surround you (FDS is where a competitive student pretends to not work hard but is furiously studying beneath the surface just like how a duck furiously kicks to stay afloat). All of your competitors appear to hope you fail – but in the end what do you and your competitor’s gain? Getting one extra point on the test? Does that self-satisfaction compensate for the tremendous amounts of acquired stress? This new type of “competition” is overrated – it serves nothing except a never-ending source of anxiety and seeks to weaken friendships and solidarity as a whole in the school setting.

[3] A similar idea of “competition” can be applied to business. On the most fundamental level, competition serves to be a beneficial regulator of prices and business models for both the business themselves and consumers. However, as businesses grew increasingly greedy and desperate, companies resorted to immoral tactics that only hurt their reputations and consumers as a whole. Whether it be McDonald’s coupons that force you to buy more food or tech companies like Apple intentionally slowing down your iPhone after 3 years to force you to upgrade to the newest device, consumers suffer and in turn speak down upon these companies. Similar to the evolved form of competition in school, this overrated form causes pain for all parties and has since diverged from the encouraging nature that the principle of competition was “founded” on.

The AP score for this essay was a 4/6, meaning that it captured the main purpose of the essay but there were still substantial parts missing. In this essay, the writer did a good job organizing the sections and making sure that their writing was in order according to the thesis statement. The essay first discusses how competition is harmful in elementary school and then discusses this topic in the context of business. This follows the chronological order of somebody’s life and flows nicely.

The arguments in this essay are problematic, as they do not provide enough examples of how exactly competition is overrated. The essay discusses the context in which competition is overrated but does not go far enough in explaining how this connects to the prompt.

In the first example, school stress is used to explain how competition manifests. This is a good starting point, but it does not talk about why competition is overrated; it simply mentions that competition can be unhealthy. The last sentence of that paragraph is the main point of the argument and should be expanded to discuss how the anxiety of school is overrated later on in life. 

In the second example, the writer discusses how competition can lead to harmful business practices, but again, this doesn’t reflect the reason this would be overrated. Is competition really overrated because Apple and McDonald’s force you to buy new products? This example could’ve been taken one step farther. Instead of explaining why business structures—such as monopolies—harm competition, the author should discuss how those particular structures are overrated.

Additionally, the examples the writer used lack detail. A stronger essay would’ve provided more in-depth examples. This essay seemed to mention examples only in passing without using them to defend the argument.

It should also be noted that the structure of the essay is incomplete. The introduction only has a thesis statement and no additional context. Also, there is no conclusion paragraph that sums up the essay. These missing components result in a 4/6.

Now let’s go through the prompt for a sample essay from the May 2022 exam . The prompt is as follows:

Colin Powell, a four-star general and former United States Secretary of State, wrote in his 1995 autobiography: “[W]e do not have the luxury of collecting information indefinitely. At some point, before we can have every possible fact in hand, we have to decide. The key is not to make quick decisions, but to make timely decisions.”

Write an essay that argues your position on the extent to which Powell’s claim about making decisions is valid. 

In your response you should do the following:

• Respond to the prompt with a thesis that presents a defensible position. 
• Provide evidence to support your line of reasoning. 
• Explain how the evidence supports your line of reasoning. 
• Use appropriate grammar and punctuation in communicating your argument.

Sample Student Essay #2:

Colin Powell, who was a four star general and a former United States Secretary of State. He wrote an autobiography and had made a claim about making decisions. In my personal opinion, Powell’s claim is true to full extent and shows an extremely valuable piece of advice that we do not consider when we make decisions.

Powell stated, “before we can have every possible fact in hand we have to decide…. but to make it a timely decision” (1995). With this statement Powell is telling the audience of his autobiography that it does not necessarily matter how many facts you have, and how many things you know. Being able to have access to everything possible takes a great amount of time and we don’t always have all of the time in the world. A decision has to be made with what you know, waiting for something else to come in while trying to make a decision whether that other fact is good or bad you already have a good amount of things that you know. Everyone’s time is valuable, including yours. At the end of the day the decision will have to be made and that is why it should be made in a “timely” manner.

This response was graded for a score of 2/6. Let’s break down the score to smaller points that signify where the student fell short.

The thesis in this essay is clearly outlined at the end of the first paragraph. The student states their agreement with Powell’s claim and frames the rest of their essay around this stance. The success in scoring here lies in the clear communication of the thesis and the direction the argument will take. It’s important to make the thesis statement concise, specific, and arguable, which the student has successfully done.

While the student did attempt to provide evidence to support their thesis, it’s clear that their explanation lacks specific detail and substance. They referenced Powell’s statement, but did not delve into how this statement has proven true in specific instances, and did not provide examples that could bring the argument to life.

Commentary is an essential part of this section’s score. It means explaining the significance of the evidence and connecting it back to the thesis. Unfortunately, the student’s commentary here is too vague and does not effectively elaborate on how the evidence supports their argument.

To improve, the student could use more concrete examples to demonstrate their point and discuss how each piece of evidence supports their thesis. For instance, they could discuss specific moments in Powell’s career where making a timely decision was more valuable than waiting for all possible facts. This would help illustrate the argument in a more engaging, understandable way.

A high score in the “sophistication” category of the grading rubric is given for demonstrating a complex understanding of the rhetorical situation (purpose, audience, context, etc.), making effective rhetorical choices, or establishing a line of reasoning. Here, the student’s response lacks complexity and sophistication. They’ve simply agreed with Powell’s claim and made a few general statements without providing a deeper analysis or effectively considering the rhetorical situation.

To increase sophistication, the student could explore possible counterarguments or complexities within Powell’s claim. They could discuss potential drawbacks of making decisions without all possible facts, or examine situations where timely decisions might not yield the best results. By acknowledging and refuting these potential counterarguments, they could add more depth to their analysis and showcase their understanding of the complexities involved in decision-making.

The student could also analyze why Powell, given his background and experiences, might have come to such a conclusion, thus providing more context and showing an understanding of the rhetorical situation.

Remember, sophistication in argumentation isn’t about using fancy words or complicated sentences. It’s about showing that you understand the complexity of the issue at hand and that you’re able to make thoughtful, nuanced arguments. Sophistication shows that you can think critically about the topic and make connections that aren’t immediately obvious.

Now that you’ve looked at an example essay and some tips for the argumentative essay, you know how to better prepare for the AP English Language and Composition Exam.

While your AP scores don’t usually impact your admissions chances , colleges do care a lot about your course rigor. So, taking as many APs as you can will certainly boost your chances! AP scores can be a way for high-performing students to set themselves apart, particularly when applying to prestigious universities. Through the process of self-reporting scores , you can show your hard work and intelligence to admissions counselors.

That said, the main benefit of scoring high on AP exams comes once you land at your dream school, as high scores can allow you to “test out” of entry-level requirements, often called GE requirements or distribution requirements. This will save you time and money.

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Sat / act prep online guides and tips, 3 strong argumentative essay examples, analyzed.

General Education

Need to defend your opinion on an issue? Argumentative essays are one of the most popular types of essays you’ll write in school. They combine persuasive arguments with fact-based research, and, when done well, can be powerful tools for making someone agree with your point of view. If you’re struggling to write an argumentative essay or just want to learn more about them, seeing examples can be a big help.

After giving an overview of this type of essay, we provide three argumentative essay examples. After each essay, we explain in-depth how the essay was structured, what worked, and where the essay could be improved. We end with tips for making your own argumentative essay as strong as possible.

What Is an Argumentative Essay?

An argumentative essay is an essay that uses evidence and facts to support the claim it’s making. Its purpose is to persuade the reader to agree with the argument being made.

A good argumentative essay will use facts and evidence to support the argument, rather than just the author’s thoughts and opinions. For example, say you wanted to write an argumentative essay stating that Charleston, SC is a great destination for families. You couldn’t just say that it’s a great place because you took your family there and enjoyed it. For it to be an argumentative essay, you need to have facts and data to support your argument, such as the number of child-friendly attractions in Charleston, special deals you can get with kids, and surveys of people who visited Charleston as a family and enjoyed it. The first argument is based entirely on feelings, whereas the second is based on evidence that can be proven.

The standard five paragraph format is common, but not required, for argumentative essays. These essays typically follow one of two formats: the Toulmin model or the Rogerian model.

• The Toulmin model is the most common. It begins with an introduction, follows with a thesis/claim, and gives data and evidence to support that claim. This style of essay also includes rebuttals of counterarguments.
• The Rogerian model analyzes two sides of an argument and reaches a conclusion after weighing the strengths and weaknesses of each.

3 Good Argumentative Essay Examples + Analysis

Below are three examples of argumentative essays, written by yours truly in my school days, as well as analysis of what each did well and where it could be improved.

Argumentative Essay Example 1

Proponents of this idea state that it will save local cities and towns money because libraries are expensive to maintain. They also believe it will encourage more people to read because they won’t have to travel to a library to get a book; they can simply click on what they want to read and read it from wherever they are. They could also access more materials because libraries won’t have to buy physical copies of books; they can simply rent out as many digital copies as they need.

However, it would be a serious mistake to replace libraries with tablets. First, digital books and resources are associated with less learning and more problems than print resources. A study done on tablet vs book reading found that people read 20-30% slower on tablets, retain 20% less information, and understand 10% less of what they read compared to people who read the same information in print. Additionally, staring too long at a screen has been shown to cause numerous health problems, including blurred vision, dizziness, dry eyes, headaches, and eye strain, at much higher instances than reading print does. People who use tablets and mobile devices excessively also have a higher incidence of more serious health issues such as fibromyalgia, shoulder and back pain, carpal tunnel syndrome, and muscle strain. I know that whenever I read from my e-reader for too long, my eyes begin to feel tired and my neck hurts. We should not add to these problems by giving people, especially young people, more reasons to look at screens.

Second, it is incredibly narrow-minded to assume that the only service libraries offer is book lending. Libraries have a multitude of benefits, and many are only available if the library has a physical location. Some of these benefits include acting as a quiet study space, giving people a way to converse with their neighbors, holding classes on a variety of topics, providing jobs, answering patron questions, and keeping the community connected. One neighborhood found that, after a local library instituted community events such as play times for toddlers and parents, job fairs for teenagers, and meeting spaces for senior citizens, over a third of residents reported feeling more connected to their community. Similarly, a Pew survey conducted in 2015 found that nearly two-thirds of American adults feel that closing their local library would have a major impact on their community. People see libraries as a way to connect with others and get their questions answered, benefits tablets can’t offer nearly as well or as easily.

While replacing libraries with tablets may seem like a simple solution, it would encourage people to spend even more time looking at digital screens, despite the myriad issues surrounding them. It would also end access to many of the benefits of libraries that people have come to rely on. In many areas, libraries are such an important part of the community network that they could never be replaced by a simple object.

The author begins by giving an overview of the counter-argument, then the thesis appears as the first sentence in the third paragraph. The essay then spends the rest of the paper dismantling the counter argument and showing why readers should believe the other side.

What this essay does well:

• Although it’s a bit unusual to have the thesis appear fairly far into the essay, it works because, once the thesis is stated, the rest of the essay focuses on supporting it since the counter-argument has already been discussed earlier in the paper.
• This essay includes numerous facts and cites studies to support its case. By having specific data to rely on, the author’s argument is stronger and readers will be more inclined to agree with it.
• For every argument the other side makes, the author makes sure to refute it and follow up with why her opinion is the stronger one. In order to make a strong argument, it’s important to dismantle the other side, which this essay does this by making the author's view appear stronger.
• This is a shorter paper, and if it needed to be expanded to meet length requirements, it could include more examples and go more into depth with them, such as by explaining specific cases where people benefited from local libraries.
• Additionally, while the paper uses lots of data, the author also mentions their own experience with using tablets. This should be removed since argumentative essays focus on facts and data to support an argument, not the author’s own opinion or experiences. Replacing that with more data on health issues associated with screen time would strengthen the essay.
• Some of the points made aren't completely accurate , particularly the one about digital books being cheaper. It actually often costs a library more money to rent out numerous digital copies of a book compared to buying a single physical copy. Make sure in your own essay you thoroughly research each of the points and rebuttals you make, otherwise you'll look like you don't know the issue that well.

Argumentative Essay Example 2

There are multiple drugs available to treat malaria, and many of them work well and save lives, but malaria eradication programs that focus too much on them and not enough on prevention haven’t seen long-term success in Sub-Saharan Africa. A major program to combat malaria was WHO’s Global Malaria Eradication Programme. Started in 1955, it had a goal of eliminating malaria in Africa within the next ten years. Based upon previously successful programs in Brazil and the United States, the program focused mainly on vector control. This included widely distributing chloroquine and spraying large amounts of DDT. More than one billion dollars was spent trying to abolish malaria. However, the program suffered from many problems and in 1969, WHO was forced to admit that the program had not succeeded in eradicating malaria. The number of people in Sub-Saharan Africa who contracted malaria as well as the number of malaria deaths had actually increased over 10% during the time the program was active.

One of the major reasons for the failure of the project was that it set uniform strategies and policies. By failing to consider variations between governments, geography, and infrastructure, the program was not nearly as successful as it could have been. Sub-Saharan Africa has neither the money nor the infrastructure to support such an elaborate program, and it couldn’t be run the way it was meant to. Most African countries don't have the resources to send all their people to doctors and get shots, nor can they afford to clear wetlands or other malaria prone areas. The continent’s spending per person for eradicating malaria was just a quarter of what Brazil spent. Sub-Saharan Africa simply can’t rely on a plan that requires more money, infrastructure, and expertise than they have to spare.

Additionally, the widespread use of chloroquine has created drug resistant parasites which are now plaguing Sub-Saharan Africa. Because chloroquine was used widely but inconsistently, mosquitoes developed resistance, and chloroquine is now nearly completely ineffective in Sub-Saharan Africa, with over 95% of mosquitoes resistant to it. As a result, newer, more expensive drugs need to be used to prevent and treat malaria, which further drives up the cost of malaria treatment for a region that can ill afford it.

Instead of developing plans to treat malaria after the infection has incurred, programs should focus on preventing infection from occurring in the first place. Not only is this plan cheaper and more effective, reducing the number of people who contract malaria also reduces loss of work/school days which can further bring down the productivity of the region.

One of the cheapest and most effective ways of preventing malaria is to implement insecticide-treated bed nets (ITNs).  These nets provide a protective barrier around the person or people using them. While untreated bed nets are still helpful, those treated with insecticides are much more useful because they stop mosquitoes from biting people through the nets, and they help reduce mosquito populations in a community, thus helping people who don’t even own bed nets.  Bed nets are also very effective because most mosquito bites occur while the person is sleeping, so bed nets would be able to drastically reduce the number of transmissions during the night. In fact, transmission of malaria can be reduced by as much as 90% in areas where the use of ITNs is widespread. Because money is so scarce in Sub-Saharan Africa, the low cost is a great benefit and a major reason why the program is so successful. Bed nets cost roughly 2 USD to make, last several years, and can protect two adults. Studies have shown that, for every 100-1000 more nets are being used, one less child dies of malaria. With an estimated 300 million people in Africa not being protected by mosquito nets, there’s the potential to save three million lives by spending just a few dollars per person.

Reducing the number of people who contract malaria would also reduce poverty levels in Africa significantly, thus improving other aspects of society like education levels and the economy. Vector control is more effective than treatment strategies because it means fewer people are getting sick. When fewer people get sick, the working population is stronger as a whole because people are not put out of work from malaria, nor are they caring for sick relatives. Malaria-afflicted families can typically only harvest 40% of the crops that healthy families can harvest. Additionally, a family with members who have malaria spends roughly a quarter of its income treatment, not including the loss of work they also must deal with due to the illness. It’s estimated that malaria costs Africa 12 billion USD in lost income every year. A strong working population creates a stronger economy, which Sub-Saharan Africa is in desperate need of.  

This essay begins with an introduction, which ends with the thesis (that malaria eradication plans in Sub-Saharan Africa should focus on prevention rather than treatment). The first part of the essay lays out why the counter argument (treatment rather than prevention) is not as effective, and the second part of the essay focuses on why prevention of malaria is the better path to take.

• The thesis appears early, is stated clearly, and is supported throughout the rest of the essay. This makes the argument clear for readers to understand and follow throughout the essay.
• There’s lots of solid research in this essay, including specific programs that were conducted and how successful they were, as well as specific data mentioned throughout. This evidence helps strengthen the author’s argument.
• The author makes a case for using expanding bed net use over waiting until malaria occurs and beginning treatment, but not much of a plan is given for how the bed nets would be distributed or how to ensure they’re being used properly. By going more into detail of what she believes should be done, the author would be making a stronger argument.
• The introduction of the essay does a good job of laying out the seriousness of the problem, but the conclusion is short and abrupt. Expanding it into its own paragraph would give the author a final way to convince readers of her side of the argument.

Argumentative Essay Example 3

There are many ways payments could work. They could be in the form of a free-market approach, where athletes are able to earn whatever the market is willing to pay them, it could be a set amount of money per athlete, or student athletes could earn income from endorsements, autographs, and control of their likeness, similar to the way top Olympians earn money.

Proponents of the idea believe that, because college athletes are the ones who are training, participating in games, and bringing in audiences, they should receive some sort of compensation for their work. If there were no college athletes, the NCAA wouldn’t exist, college coaches wouldn’t receive there (sometimes very high) salaries, and brands like Nike couldn’t profit from college sports. In fact, the NCAA brings in roughly $1 billion in revenue a year, but college athletes don’t receive any of that money in the form of a paycheck. Additionally, people who believe college athletes should be paid state that paying college athletes will actually encourage them to remain in college longer and not turn pro as quickly, either by giving them a way to begin earning money in college or requiring them to sign a contract stating they’ll stay at the university for a certain number of years while making an agreed-upon salary.  

Supporters of this idea point to Zion Williamson, the Duke basketball superstar, who, during his freshman year, sustained a serious knee injury. Many argued that, even if he enjoyed playing for Duke, it wasn’t worth risking another injury and ending his professional career before it even began for a program that wasn’t paying him. Williamson seems to have agreed with them and declared his eligibility for the NCAA draft later that year. If he was being paid, he may have stayed at Duke longer. In fact, roughly a third of student athletes surveyed stated that receiving a salary while in college would make them “strongly consider” remaining collegiate athletes longer before turning pro.

Paying athletes could also stop the recruitment scandals that have plagued the NCAA. In 2018, the NCAA stripped the University of Louisville's men's basketball team of its 2013 national championship title because it was discovered coaches were using sex workers to entice recruits to join the team. There have been dozens of other recruitment scandals where college athletes and recruits have been bribed with anything from having their grades changed, to getting free cars, to being straight out bribed. By paying college athletes and putting their salaries out in the open, the NCAA could end the illegal and underhanded ways some schools and coaches try to entice athletes to join.

People who argue against the idea of paying college athletes believe the practice could be disastrous for college sports. By paying athletes, they argue, they’d turn college sports into a bidding war, where only the richest schools could afford top athletes, and the majority of schools would be shut out from developing a talented team (though some argue this already happens because the best players often go to the most established college sports programs, who typically pay their coaches millions of dollars per year). It could also ruin the tight camaraderie of many college teams if players become jealous that certain teammates are making more money than they are.

They also argue that paying college athletes actually means only a small fraction would make significant money. Out of the 350 Division I athletic departments, fewer than a dozen earn any money. Nearly all the money the NCAA makes comes from men’s football and basketball, so paying college athletes would make a small group of men--who likely will be signed to pro teams and begin making millions immediately out of college--rich at the expense of other players.

Those against paying college athletes also believe that the athletes are receiving enough benefits already. The top athletes already receive scholarships that are worth tens of thousands per year, they receive free food/housing/textbooks, have access to top medical care if they are injured, receive top coaching, get travel perks and free gear, and can use their time in college as a way to capture the attention of professional recruiters. No other college students receive anywhere near as much from their schools.

People on this side also point out that, while the NCAA brings in a massive amount of money each year, it is still a non-profit organization. How? Because over 95% of those profits are redistributed to its members’ institutions in the form of scholarships, grants, conferences, support for Division II and Division III teams, and educational programs. Taking away a significant part of that revenue would hurt smaller programs that rely on that money to keep running.

While both sides have good points, it’s clear that the negatives of paying college athletes far outweigh the positives. College athletes spend a significant amount of time and energy playing for their school, but they are compensated for it by the scholarships and perks they receive. Adding a salary to that would result in a college athletic system where only a small handful of athletes (those likely to become millionaires in the professional leagues) are paid by a handful of schools who enter bidding wars to recruit them, while the majority of student athletics and college athletic programs suffer or even shut down for lack of money. Continuing to offer the current level of benefits to student athletes makes it possible for as many people to benefit from and enjoy college sports as possible.

This argumentative essay follows the Rogerian model. It discusses each side, first laying out multiple reasons people believe student athletes should be paid, then discussing reasons why the athletes shouldn’t be paid. It ends by stating that college athletes shouldn’t be paid by arguing that paying them would destroy college athletics programs and cause them to have many of the issues professional sports leagues have.

• Both sides of the argument are well developed, with multiple reasons why people agree with each side. It allows readers to get a full view of the argument and its nuances.
• Certain statements on both sides are directly rebuffed in order to show where the strengths and weaknesses of each side lie and give a more complete and sophisticated look at the argument.
• Using the Rogerian model can be tricky because oftentimes you don’t explicitly state your argument until the end of the paper. Here, the thesis doesn’t appear until the first sentence of the final paragraph. That doesn’t give readers a lot of time to be convinced that your argument is the right one, compared to a paper where the thesis is stated in the beginning and then supported throughout the paper. This paper could be strengthened if the final paragraph was expanded to more fully explain why the author supports the view, or if the paper had made it clearer that paying athletes was the weaker argument throughout.

3 Tips for Writing a Good Argumentative Essay

Now that you’ve seen examples of what good argumentative essay samples look like, follow these three tips when crafting your own essay.

#1: Make Your Thesis Crystal Clear

The thesis is the key to your argumentative essay; if it isn’t clear or readers can’t find it easily, your entire essay will be weak as a result. Always make sure that your thesis statement is easy to find. The typical spot for it is the final sentence of the introduction paragraph, but if it doesn’t fit in that spot for your essay, try to at least put it as the first or last sentence of a different paragraph so it stands out more.

Also make sure that your thesis makes clear what side of the argument you’re on. After you’ve written it, it’s a great idea to show your thesis to a couple different people--classmates are great for this. Just by reading your thesis they should be able to understand what point you’ll be trying to make with the rest of your essay.

#2: Show Why the Other Side Is Weak

When writing your essay, you may be tempted to ignore the other side of the argument and just focus on your side, but don’t do this. The best argumentative essays really tear apart the other side to show why readers shouldn’t believe it. Before you begin writing your essay, research what the other side believes, and what their strongest points are. Then, in your essay, be sure to mention each of these and use evidence to explain why they’re incorrect/weak arguments. That’ll make your essay much more effective than if you only focused on your side of the argument.

#3: Use Evidence to Support Your Side

Remember, an essay can’t be an argumentative essay if it doesn’t support its argument with evidence. For every point you make, make sure you have facts to back it up. Some examples are previous studies done on the topic, surveys of large groups of people, data points, etc. There should be lots of numbers in your argumentative essay that support your side of the argument. This will make your essay much stronger compared to only relying on your own opinions to support your argument.

Summary: Argumentative Essay Sample

Argumentative essays are persuasive essays that use facts and evidence to support their side of the argument. Most argumentative essays follow either the Toulmin model or the Rogerian model. By reading good argumentative essay examples, you can learn how to develop your essay and provide enough support to make readers agree with your opinion. When writing your essay, remember to always make your thesis clear, show where the other side is weak, and back up your opinion with data and evidence.

What's Next?

Do you need to write an argumentative essay as well? Check out our guide on the best argumentative essay topics for ideas!

You'll probably also need to write research papers for school. We've got you covered with 113 potential topics for research papers.

Your college admissions essay may end up being one of the most important essays you write. Follow our step-by-step guide on writing a personal statement to have an essay that'll impress colleges.

Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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Argumentative Thesis Statement

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In the realm of persuasive writing, the argumentative thesis statement stands as a pivotal element, guiding the entire context of an essay or research paper. It serves as the beacon that directs your work, letting readers know not only what to expect but also the position you’re advocating. This article dives into the depths of argumentative thesis statement examples, unraveling their significance, and offering a step-by-step guide on how to create one effectively.

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What is an Argumentative Thesis Statement?

Before we delve into the intricacies of crafting a compelling argumentative thesis statement, let’s clarify what this vital element entails. An argumentative thesis statement serves as the core assertion of your essay, presenting your stance on a particular theme or topic. It goes beyond a mere description of the subject; it takes a firm position that you will defend with logical reasoning, evidence, and persuasion.

How to Craft an Argumentative Thesis Statement

Creating an argumentative thesis statement requires a methodical approach. By following these steps, you’ll be better equipped to develop a thesis that not only captures the essence of your argument but also engages readers from the outset.

Step 1: Identify Your Topic and Stance

The first step involves identifying the simple subject you’re addressing and your position on it before starting with the introduction . Your stance could be an assertion, a judgment, or an evaluation, shaping the tone and direction of your entire argument.

Step 2: Analyze Your Audience

Understanding your audience is crucial. Consider their perspectives, beliefs, and potential objections. Tailoring your argumentative thesis statement to resonate with your readers enhances the persuasiveness of your message.

Step 3: Develop a Concise Thesis

A strong thesis is concise and focused. It should encapsulate your main argument while giving a glimpse of the supporting points you’ll discuss. Avoid vague language and ensure your thesis statement is clear and direct.

Step 4: Incorporate Cause and Effect

A compelling argumentative thesis statement often involves demonstrating the cause-and-effect relationship between your stance and the topic. Highlight how certain actions, beliefs, or decisions lead to specific outcomes.

Can my argumentative thesis statement evolve as I research and write?

Absolutely. Your thesis can and should evolve based on your research findings and the development of your argument. Flexibility allows you to refine and strengthen your position.

How can I avoid falling into clichés when crafting my thesis statement?

To avoid clichés , strive for originality. Instead of using well-worn phrases, express your position in a unique way that showcases your perspective and analytical depth.

Should I include counterarguments in my thesis statement?

While it’s not necessary to include counterarguments in your thesis statement, acknowledging opposing viewpoints can add credibility to your argument. However, save the detailed counterarguments for the body of your essay.

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How to Write a 3000 word Essay in Less Than 60 Minutes

Writing a 3000 word essay in under an hour might seem impossible, especially when facing a tight deadline. However, with the right approach, it's not as daunting as it sounds. A good example of this is our guide on how to write a 1000 word essay .

This article shares 5 practical tips and strategies to help you write efficiently and effectively within a limited timeframe.

EssayPro Guide on How to Write Your Essay Faster

Our team of experts has created a how-to guide for you on how to write your essay fast. Here you go:

Voice-to-Text Software

Voice-to-text software can significantly expedite essay writing by allowing users to dictate their thoughts and ideas, bypassing manual typing verbally. This technology enables a continuous writing flow, as individuals can speak their ideas naturally and conversationally without interruptions. 

For example, instead of pausing to search for the right words or phrases, users can express their thoughts fluidly, resulting in a faster and more efficient writing process. Additionally, voice-to-text software eliminates the physical strain associated with typing for extended periods, allowing users to maintain productivity and focus for longer durations.

Furthermore, voice-to-text software offers flexibility in writing environments, as users can dictate their essays from virtually anywhere using a smartphone, tablet, or computer. For instance, individuals can dictate their essays while commuting, exercising, or completing other tasks, maximizing their time and productivity.

You can use the following voice-to-text tools:

• Dragon NaturallySpeaking
• Google Docs Voice Typing
• Microsoft Dictate
• Apple Dictation

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Don’t strain yourself – use professional writing services . 

The Stream-of-Consciousness Writing

Stream-of-consciousness writing is a technique that involves recording thoughts as they come to mind, without filtering or censoring them. This approach can be particularly useful for writing essays in less than 60 minutes as it allows for a rapid flow of ideas and content generation. 

By bypassing the need for careful planning and organization, stream-of-consciousness writing enables writers to quickly capture their thoughts on paper and generate raw material for their essays. For example, writers can focus solely on expressing their ideas and arguments instead of worrying about sentence structure or grammar, resulting in a faster and more spontaneous writing process.

Moreover, stream-of-consciousness writing can help writers overcome writer's block and tap into their creativity more effectively. This can lead to more original and compelling essay content. For instance, writers may discover new angles or perspectives on their topic that they hadn't considered before, enriching their essays with fresh insights and perspectives.

Here’s a step-by-step guide on how to use the stream-of-consciousness technique to write an essay:

• Set a timer.
• Clear distractions.
• Choose a topic.
• Begin writing.
• Write continuously.
• Don't edit or censor.
• Keep the pen moving.
• Embrace tangents.
• Stay in the moment.
• Review and edit later.

AI Writing Tools

AI writing tools can significantly expedite the essay writing process by automating various aspects of content creation, such as generating ideas, structuring arguments, and even drafting entire paragraphs. These tools leverage advanced natural language processing (NLP) algorithms to analyze input data and produce coherent, contextually relevant text output. 

For example, platforms like OpenAI's GPT-3 and Grammarly's AI-powered writing assistant offer features such as auto-completion, grammar and style suggestions, and even content generation based on user prompts. 

Furthermore, AI writing tools can assist writers in overcoming writer's block and generating ideas more efficiently. For instance, tools like Articoolo and QuillBot can generate article outlines or paraphrase existing text to provide inspiration and generate new content. 

Here are reliable AI essay writing tools:

• EssayPro Writing App

WARNING: While these tools can aid in content creation and idea generation, relying too heavily on them may lead to plagiarism or submitting low-quality, unoriginal work. Writers should use AI writing tools to supplement their research and writing process rather than replace critical thinking and academic rigor.

Collage Essay Method

The collage essay method is a creative approach to essay writing that involves assembling visual and textual materials into a collage to represent different aspects of the essay topic. This technique can be particularly effective in generating ideas quickly and organizing thoughts in a visually engaging manner. 

For example, imagine you're tasked with writing an essay on climate change. You could gather images, quotes, statistics, and diagrams related to climate change and arrange them on a poster board or digital canvas. The collage is a brainstorming tool to spark ideas and inspire the writing process by visually representing key concepts and arguments.

Moreover, the collage essay method encourages a nonlinear approach to essay writing, allowing writers to explore ideas from multiple perspectives and make connections between different topic elements. 

For instance, while arranging materials for the climate change collage, you might notice patterns or themes emerging that you hadn't considered before. This can lead to new insights and angles for your essay, enriching the content with diverse perspectives and supporting evidence.

Here are some useful tips for using the collage essay method for writing an essay fast:

• Gather diverse materials.
• Start with a central theme.
• Arrange materials strategically.
• Focus on visual impact.
• Incorporate text and images.
• Make connections between elements.
• Be open to unexpected insights.
• Iterate and refine as needed.

Role-Playing Scenario

The role-playing scenario method offers a fresh and engaging approach to essay writing, injecting creativity and empathy into the process. By immersing oneself in a specific role, writers can tap into their imagination and explore complex topics from various angles. 

For instance, if you're tasked with writing about the ethical implications of artificial intelligence, you could adopt the perspective of a futuristic AI developer or a concerned citizen living in a world dominated by AI technology. This imaginative exercise sparks inspiration and encourages deeper reflection on the subject matter, leading to more insightful and thought-provoking essays.

Furthermore, the role-playing scenario cultivates empathy and understanding by encouraging writers to embody diverse viewpoints and experiences. Whether you're writing about climate change, social justice, or economic policy, stepping into the shoes of different characters allows you to see the world through their eyes and develop a more nuanced understanding of complex issues. 

For example, by pretending to be a climate scientist researching the effects of deforestation, you might gain a deeper appreciation for the urgency of environmental conservation efforts. This empathetic approach to essay writing fosters a greater connection with both the subject matter and the audience, resulting in essays that are not only informative but also engaging and impactful.

How to adopt the role-playing scenario technique for writing an essay:

• Choose a relevant persona.
• Research and understand their background.
• Embody the persona's mindset.
• Write from their perspective.
• Maintain consistency with the persona.
• Review and adjust as needed.
• Use insights to enrich your essay.

There’s nothing impossible if you put an effort into it. Although 60 minutes sounds like a very limited period, a smart student can use it to produce a pretty decent essay and even have a few minutes left! So, how to write essays faster ?

The tips we gave you above do work, which thousands of students with hectic schedules have already proved. A word of warning, though – don’t rush to use tools like ChatGPT to generate an essay in 5 minutes because it’s hazardous for academic integrity. Remember – AI tools are assistants, and generated texts are to be rewritten from A to Z, which can also be done in an hour or less. If you’re awfully tired and physically can’t think or type, you better ask a professional human writer to help you. 

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Can i write a 3000 word essay in 1 hour, how long does it take to write a 3000 words essay.

Daniel Parker

is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

• Howard, D. (2022, December 15). How to Write an Essay Fast . Nexus Education. https://nexus-education.com/blog-posts/how-to-write-an-essay-fast/
• 20 Top Tips for Writing an Essay in a Hurry . (2024, February 20). Oxford Royale. https://www.oxford-royale.com/articles/writing-essay-hurry/ ‍
• 4 Ways to Write Essays Faster – The Bookshelf . (n.d.). https://blogs.cornell.edu/learning/4-ways-to-write-essays-faster/

Related Articles

The Federalist Papers

Appearing in New York newspapers as the New York Ratification Convention met in Poughkeepsie, John Jay, Alexander Hamilton and James Madison wrote as Publius and addressed the citizens of New York through the Federalist Papers.  These essays subsequently circulated and were reprinted throughout the states as the Ratification process unfolded in other states.  Initially appearing as individual items in several New York newspapers, all eighty-five essays were eventually combined and published as The Federalist .  Click here to view a chronology of the Printing and Reprintings of The Federalist .   

Considerable debate has surrounded these essays since their publication. Many suggest they represent the best exposition of the Constitution to date. Their conceptual design would affirm this view.  Others contend that they were mere propaganda to allay fears of the opposition to the Constitution. Regardless, they are often included in the canon of the world’s great political writings. A complete introduction exploring the purpose, authorship, circulation, and reactions to The Federalist  can be found here.

General Introduction

• No. 1 (Hamilton) New York Independent Journal , 27 October 1787

Concerning Dangers from Foreign Force and Influence

• No. 2 (Jay) New York Independent Journal , 31 October 1787
• No. 3 (Jay) New York Independent Journal , 3 November 1787
• No. 4 (Jay) New York Independent Journal , 7 November 1787
• No. 5 (Jay) New York Independent Journal , 10 November 1787

Concerning Dangers from Dissensions Between the States

• No. 6 (Hamilton) New York Independent Journal , 14 November 1787
• No. 7 (Hamilton) New York Independent Journal , 17 November 1787
• No. 8 (Hamilton) New York Packet , 20 November 1787
• No. 9 (Hamilton) New York Independent Journal , 21 November 1787

The Union as a Safeguard Against Domestic Faction and Insurrection

• No. 10 (Madison) New York Daily Advertiser , 22 November 1787

The Utility of the Union in Respect to Commercial Relations and a Navy

• No. 11 (Hamilton) New York Independent Journal , 24 November 1787

The Utility of the Union in Respect to Revenue

• No. 12 (Hamilton) New York Packet , 27 November 1787

Advantage of the Union in Respect to Economy in Government

• No. 13 (Hamilton) New York Independent Journal , 28 November 1787

Objections to the Proposed Constitution from Extent of Territory Answered

• No. 14 (Madison) New York Packet , 30 November 1787

The Insufficiency of the Present Confederation to Preserve the Union

• No. 15 (Hamilton) New York Independent Journal , 1 December 1787
• No. 16 (Hamilton) New York Packet , 4 December 1787
• No. 17 (Hamilton) New York Independent Journal , 5 December 1787
• No. 18 (Madison with Hamilton) New York Packet , 7 December 1787
• No. 19 (Madison with Hamilton) New York Independent Journal , 8 December 1787
• No. 20 (Madison with Hamilton) New York Packet , 11 December 1787
• No. 21 (Hamilton) New York Independent Journal , 12 December 1787
• No. 22 (Hamilton) New York Packet , 14 December 1787

The Necessity of Energetic Government to Preserve of the Union

• No. 23 (Hamilton) New York Packet , 18 December 1787

Powers Necessary to the Common Defense Further Considered

• No. 24 (Hamilton) New York Independent Journal , 19 December 1787
• No. 25 (Hamilton) New York Packet , 21 December 1787

Restraining the Legislative Authority in Regard to the Common Defense

• No. 26 (Hamilton) New York Independent Journal , 22 December 1787
• No. 27 (Hamilton) New York Packet , 25 December 1787
• No. 28 (Hamilton) New York Independent Journal , 26 December 1787

Concerning the Militia

• No. 29 (Hamilton) New York Independent Journal , 9 January 1788

Concerning the General Power of Taxation

• No. 30 (Hamilton) New York Packet , 28 December 1787
• No. 31 (Hamilton) New York Packet , 1 January 1788
• Nos. 32–33 (Hamilton) New York Independent Journal , 2 January 1788
• No. 34 (Hamilton) New York Packet , 4 January 1788
• No. 35 (Hamilton) New York Independent Journal , 5 January 1788
• No. 36 (Hamilton) New York Packet , 8 January 1788

The Difficulties of the Convention in Devising a Proper Form of Government

• No. 37 (Madison) New York Daily Advertiser , 11 January 1788
• No. 38 (Madison) New York Independent Journal , 12 January 1788

The Conformity of the Plan to Republican Principles

• No. 39 (Madison) New York Independent Journal , 16 January 1788

The Powers of the Convention to Form a Mixed Government Examined

• No. 40 (Madison) New York Packet , 18 January 1788

General View of the Powers Conferred by the Constitution

• No. 41 (Madison) New York Independent Journal , 19 January 1788
• No. 42 (Madison) New York Packet , 22 January 1788
• No. 43 (Madison) New York Independent Journal , 23 January 1788

Restrictions on the Authority of the Several States

• No. 44 (Madison) New York Packet , 25 January 1788

Alleged Danger from the Powers of the Union to the State Governments

• No. 45 (Madison) New York Independent Journal , 26 January 1788

Influence of the State and Federal Governments Compared

• No. 46 (Madison) New York Packet , 29 January 1788

Structure of the New Government and the Distribution of Powers

• No. 47 (Madison) New York Independent Journal , 30 January 1788

Departments Should Not Be So Far Separated

• No. 48 (Madison) New York Packet , 1 February 1788

Guarding Against the Encroachments of Any One Department of Government

• No. 49 (Madison) New York Independent Journal , 2 February 1788

Periodic Appeals to the People Considered

• No. 50 (Madison) New York Packet , 5 February 1788

Structure of Government Must Furnish Proper Checks and Balances

• No. 51 (Madison) New York Independent Journal , 6 February 1788

The House of Representatives

• No. 52 (Madison?) New York Packet , 8 February 1788
• No. 53 (Madison or Hamilton) New York Independent Journal , 9 February 1788

The Apportionment of Members Among the States

• No. 54 (Madison) New York Packet , 12 February 1788

The Total Number of the House of Representatives

• No. 55 (Madison?) New York Independent Journal , 13 February 1788
• No. 56 (Madison?) New York Independent Journal , 16 February 1788

The Alleged Tendency of the Plan to Elevate the Few at the Expense of the Many

• No. 57 (Madison?) New York Packet , 19 February 1788

Objection That the Numbers Will Not Be Augmented as Population Increases

• No. 58 (Madison?) New York Independent Journal , 20 February 1788

Concerning the Power of Congress to Regulate the Election of Members

• No. 59 (Hamilton) New York Packet , 22 February 1788
• No. 60 (Hamilton) New York Independent Journal , 23 February 1788
• No. 61 (Hamilton) New York Packet , 26 February 1788
• No. 62 (Madison?) New York Independent Journal , 27 February 1788
• No. 63 (Madison?) New York Independent Journal , 1 March 1788
• No. 64 (Jay) New York Independent Journal , 5 March 1788
• No. 65 (Hamilton) New York Packet , 7 March 1788

Objections to the Power of the Senate to Set as a Court for Impeachments

• No. 66 (Hamilton) New York Independent Journal , 8 March 1788

The Executive Department

• No. 67 (Hamilton) New York Packet , 11 March 1788

The Mode of Electing the President

• No. 68 (Hamilton) New York Independent Journal , 12 March 1788

The Real Character of the Executive

• No. 69 (Hamilton) New York Packet , 14 March 1788

The Executive Department Further Considered

• No. 70 (Hamilton) New York Independent Journal , 15 March 1788

The Duration in Office of the Executive

• No. 71 (Hamilton) New York Packet , 18 March 1788

Re-Eligibility of the Executive Considered

• No. 72 (Hamilton) New York Independent Journal , 19 March 1788

Provision for The Support of the Executive, and the Veto Power

• No. 73 (Hamilton) New York Packet , 21 March 1788

The Command of the Military and Naval Forces, and the Pardoning Power

• No. 74 (Hamilton) New York Packet , 25 March 1788

The Treaty Making Power of the Executive

• No. 75 (Hamilton) New York Independent Journal , 26 March 1788

The Appointing Power of the Executive

• No. 76 (Hamilton) New York Packet , 1 April 1788

Appointing Power and Other Powers of the Executive Considered

• No. 77 (Hamilton) New York Independent Journal , 2 April 1788

The Judiciary Department

• No. 78 (Hamilton) Book Edition, Volume II, 28 May 1788
• No. 79 (Hamilton) Book Edition, Volume II, 28 May 1788

The Powers of the Judiciary

• No. 80 (Hamilton) Book Edition, Volume II, 28 May 1788

The Judiciary Continued, and the Distribution of the Judicial Authority

• No. 81 (Hamilton) Book Edition, Volume II, 28 May 1788

The Judiciary Continued

• No. 82 (Hamilton) Book Edition, Volume II, 28 May 1788

The Judiciary Continued in Relation to Trial by Jury

• No. 83 (Hamilton) Book Edition, Volume II, 28 May 1788

Miscellaneous Objections to the Constitution Considered

• No. 84 (Hamilton) Book Edition, Volume II, 28 May 1788

Concluding Remarks

• No. 85 (Hamilton) Book Edition, Volume II, 28 May 1788

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Book Review: Memoirist Lilly Dancyger’s penetrating essays explore the power of female friendships

This cover image released by Dial Press shows “First Love” by Lilly Dancyger. (Dial Press via AP)

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Who means more to you — your friends or your lovers? In a vivid, thoughtful and nuanced collection of essays, Lilly Dancyger explores the powerful role that female friendships played in her chaotic upbringing marked by her parents’ heroin use and her father’s untimely death when she was only 12.

“First Love: Essays on Friendship” begins with a beautiful paean to her cousin Sabina, who was raped and murdered at age 20 on her way home from a club. As little kids, their older relatives used to call them Snow White and Rose Red after the Grimm’s fairy tale, “two sisters who are not rivals or foils, but simply love each other.”

That simple, uncomplicated love would become the template for a series of subsequent relationships with girls and women that helped her survive her self-destructive adolescence and provided unconditional support as she scrambled to create a new identity as a “hypercompetent” writer, teacher and editor. “It’s true that I’ve never been satisfied with friendships that stay on the surface. That my friends are my family, my truest beloveds, each relationship a world of its own,” she writes in the title essay “First Love.”

The collection stands out not just for its elegant, unadorned writing but also for the way she effortlessly pivots between personal history and spot-on cultural criticism that both comments on and critiques the way that girls and women have been portrayed — and have portrayed themselves — in the media, including on online platforms like Tumblr and Instagram.

For instance, she examines the 1994 Peter Jackson film, “Heavenly Creatures,” based on the true story of two teenage girls who bludgeoned to death one of their mothers. And in the essay “Sad Girls,” about the suicide of a close friend, she analyzes the allure of self-destructive figures like Sylvia Plath and Janis Joplin to a certain type of teen, including herself, who wallows in sadness and wants to make sure “the world knew we were in pain.”

In the last essay, “On Murder Memoirs,” Dancyger considers the runaway popularity of true crime stories as she tries to explain her decision not to attend the trial of the man charged with killing her cousin — even though she was trained as a journalist and wrote a well-regarded book about her late father that relied on investigative reporting. “When I finally sat down to write about Sabina, the story that came out was not about murder at all,” she says. “It was a love story.”

Readers can be thankful that it did.

AP book reviews: https://apnews.com/hub/book-reviews

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Bret Stephens

What a ‘Free Palestine’ Means in Practice

By Bret Stephens

Opinion Columnist

Imagine that the campus protesters got their wish tomorrow: Not just “Cease-fire Now” in Gaza, but the creation of a “Free Palestine.” How free would that future Palestine be?

This isn’t a speculative question. Palestinians have had a measure of self-rule in the West Bank since Yasir Arafat entered Gaza in 1994 . Israel evacuated its settlers and soldiers from the Gaza Strip in 2005. Mahmoud Abbas was elected president of the Palestinian Authority that same year and Hamas won legislative elections the next.

How much freedom have Palestinians enjoyed since then? They and their allies abroad argue they’ve had none because Israel has denied it to them — not just by refusing to accept a Palestinian state, but also through road closings, land expropriations in the West Bank, an economic blockade of Gaza and frequent Israeli incursions into Palestinian areas.

There’s partial truth to this. Israeli settlers have run riot against their Palestinian neighbors . The Israeli government imposes heavy and unequal restrictions on Palestinians, as my colleague Megan Stack has reported in painful detail . The frequent mistreatment of Palestinians at Israeli checkpoints is a long-running disgrace.

At the same time, Israeli leaders have repeatedly offered the creation of a Palestinian state — offers Arafat and Abbas rejected. Charges of an Israeli economic blockade tend to ignore a few facts: Gaza also has a border with Egypt; many goods, including fuel and electricity , flowed from Israel to Gaza up until Oct. 7; much of the international aid given to Gaza to build civilian infrastructure was diverted for Hamas’s tunnels, and Hamas used the territory to start five wars with Israel in 15 years.

But there’s an equally important dimension to Palestinian politics that is purely domestic. When Abbas was elected in 2005, it was for a four-year term. He is now in the 20th year of his four-year term. When Hamas won the 2006 legislative elections, it didn’t just defeat its political rivals in Fatah. It overthrew the Palestinian Authority completely in Gaza after a brief civil war and followed it up with a killing, torture and terror spree that eliminated all political opposition.

Perhaps the absence of Palestinian democracy shouldn’t come as a shock. The regime established by Hamas isn’t merely autocratic. It’s more like the old East Germany, complete with its own version of the Stasi, which spied on, blackmailed and abused its own citizens.

“Hamas leaders, despite claiming to represent the people of Gaza, would not tolerate even a whiff of dissent,” The Times’s Adam Rasgon and Ronen Bergman reported on Monday . “Security officials trailed journalists and people they suspected of immoral behavior. Agents got criticism removed from social media and discussed ways to defame political adversaries. Political protests were viewed as threats to be undermined.”

Even this doesn’t quite capture the extent of Hamas’s cruelty. Consider its treatment of gay Palestinians — a point worth emphasizing since “ Queers for Palestine ” is a sign sometimes seen at anti-Israel marches.

In 2019, the Palestinian Authority banned an L.G.B.T.Q.-rights group’s activities in the West Bank , claiming they are “harmful to the higher values and ideals of Palestinian society.” In 2016, Hamas tortured and killed one of its own commanders, Mahmoud Ishtiwi, on suspicions of “moral turpitude” — code for homosexuality. “Relatives said Mr. Ishtiwi had told them he had been suspended from a ceiling for hours on end, for days in a row,” The Times’s Diaa Hadid and Majd Al Waheidi wrote .

Would an independent Palestinian state, living alongside Israel, improve its internal governance? Not if Hamas took control — which it almost certainly would if it isn’t utterly defeated in the current war. And what if the protesters achieved their larger goal — that is, a Palestine “from the river to the sea”?

We know something about what Hamas intends thanks to the concluding statement of a conference that it held in 2021 about its plans for “liberated” Gaza. Any Jew considered a “fighter” “must be killed”; Jews who flee could either “be left alone” or “prosecuted”; peaceful individuals could either be “integrated or given time to leave.” Finally, “educated Jews” with valuable skills “should not be allowed to leave.”

In other words, what the campus protesters happily envisage as a utopian, post-Zionist “state for all of its citizens” would under Hamas be one in which Jews were killed, exiled, prosecuted, integrated into an Islamist state or pressed into the servitude of a Levantine version of Solzhenitsyn’s First Circle. Those same protesters might rejoin that they don’t want a future to be led by Hamas — but that only raises the question of why they do absolutely nothing to oppose it.

This is not the first generation of Western activists who championed movements that promised liberation in theory and misery and murder in practice: The Khmer Rouge came to power in Cambodia in 1975 to the cheers of even mainstream liberal voices . Mao Zedong, possibly the greatest mass murderer of the past 100 years, never quite lost his cachet on the political left. And magazines like The Nation eulogized Hugo Chávez as a paragon of democracy.

These attitudes are a luxury that people living in safe and free societies can freely indulge. Israelis, whose freedom is made more precious by being less safe, can be forgiven for thinking differently.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow the New York Times Opinion section on Facebook , Instagram , TikTok , WhatsApp , X and Threads .

Bret Stephens is an Opinion columnist for The Times, writing about foreign policy, domestic politics and cultural issues. Facebook