essay evidence examples

What this handout is about

This handout will provide a broad overview of gathering and using evidence. It will help you decide what counts as evidence, put evidence to work in your writing, and determine whether you have enough evidence. It will also offer links to additional resources.

Introduction

Many papers that you write in college will require you to make an argument ; this means that you must take a position on the subject you are discussing and support that position with evidence. It’s important that you use the right kind of evidence, that you use it effectively, and that you have an appropriate amount of it. If, for example, your philosophy professor didn’t like it that you used a survey of public opinion as your primary evidence in your ethics paper, you need to find out more about what philosophers count as good evidence. If your instructor has told you that you need more analysis, suggested that you’re “just listing” points or giving a “laundry list,” or asked you how certain points are related to your argument, it may mean that you can do more to fully incorporate your evidence into your argument. Comments like “for example?,” “proof?,” “go deeper,” or “expand” in the margins of your graded paper suggest that you may need more evidence. Let’s take a look at each of these issues—understanding what counts as evidence, using evidence in your argument, and deciding whether you need more evidence.

What counts as evidence?

Before you begin gathering information for possible use as evidence in your argument, you need to be sure that you understand the purpose of your assignment. If you are working on a project for a class, look carefully at the assignment prompt. It may give you clues about what sorts of evidence you will need. Does the instructor mention any particular books you should use in writing your paper or the names of any authors who have written about your topic? How long should your paper be (longer works may require more, or more varied, evidence)? What themes or topics come up in the text of the prompt? Our handout on understanding writing assignments can help you interpret your assignment. It’s also a good idea to think over what has been said about the assignment in class and to talk with your instructor if you need clarification or guidance.

What matters to instructors?

Instructors in different academic fields expect different kinds of arguments and evidence—your chemistry paper might include graphs, charts, statistics, and other quantitative data as evidence, whereas your English paper might include passages from a novel, examples of recurring symbols, or discussions of characterization in the novel. Consider what kinds of sources and evidence you have seen in course readings and lectures. You may wish to see whether the Writing Center has a handout regarding the specific academic field you’re working in—for example, literature , sociology , or history .

What are primary and secondary sources?

A note on terminology: many researchers distinguish between primary and secondary sources of evidence (in this case, “primary” means “first” or “original,” not “most important”). Primary sources include original documents, photographs, interviews, and so forth. Secondary sources present information that has already been processed or interpreted by someone else. For example, if you are writing a paper about the movie “The Matrix,” the movie itself, an interview with the director, and production photos could serve as primary sources of evidence. A movie review from a magazine or a collection of essays about the film would be secondary sources. Depending on the context, the same item could be either a primary or a secondary source: if I am writing about people’s relationships with animals, a collection of stories about animals might be a secondary source; if I am writing about how editors gather diverse stories into collections, the same book might now function as a primary source.

Where can I find evidence?

Here are some examples of sources of information and tips about how to use them in gathering evidence. Ask your instructor if you aren’t sure whether a certain source would be appropriate for your paper.

Print and electronic sources

Books, journals, websites, newspapers, magazines, and documentary films are some of the most common sources of evidence for academic writing. Our handout on evaluating print sources will help you choose your print sources wisely, and the library has a tutorial on evaluating both print sources and websites. A librarian can help you find sources that are appropriate for the type of assignment you are completing. Just visit the reference desk at Davis or the Undergraduate Library or chat with a librarian online (the library’s IM screen name is undergradref).

Observation

Sometimes you can directly observe the thing you are interested in, by watching, listening to, touching, tasting, or smelling it. For example, if you were asked to write about Mozart’s music, you could listen to it; if your topic was how businesses attract traffic, you might go and look at window displays at the mall.

An interview is a good way to collect information that you can’t find through any other type of research. An interview can provide an expert’s opinion, biographical or first-hand experiences, and suggestions for further research.

Surveys allow you to find out some of what a group of people thinks about a topic. Designing an effective survey and interpreting the data you get can be challenging, so it’s a good idea to check with your instructor before creating or administering a survey.

Experiments

Experimental data serve as the primary form of scientific evidence. For scientific experiments, you should follow the specific guidelines of the discipline you are studying. For writing in other fields, more informal experiments might be acceptable as evidence. For example, if you want to prove that food choices in a cafeteria are affected by gender norms, you might ask classmates to undermine those norms on purpose and observe how others react. What would happen if a football player were eating dinner with his teammates and he brought a small salad and diet drink to the table, all the while murmuring about his waistline and wondering how many fat grams the salad dressing contained?

Personal experience

Using your own experiences can be a powerful way to appeal to your readers. You should, however, use personal experience only when it is appropriate to your topic, your writing goals, and your audience. Personal experience should not be your only form of evidence in most papers, and some disciplines frown on using personal experience at all. For example, a story about the microscope you received as a Christmas gift when you were nine years old is probably not applicable to your biology lab report.

Using evidence in an argument

Does evidence speak for itself.

Absolutely not. After you introduce evidence into your writing, you must say why and how this evidence supports your argument. In other words, you have to explain the significance of the evidence and its function in your paper. What turns a fact or piece of information into evidence is the connection it has with a larger claim or argument: evidence is always evidence for or against something, and you have to make that link clear.

As writers, we sometimes assume that our readers already know what we are talking about; we may be wary of elaborating too much because we think the point is obvious. But readers can’t read our minds: although they may be familiar with many of the ideas we are discussing, they don’t know what we are trying to do with those ideas unless we indicate it through explanations, organization, transitions, and so forth. Try to spell out the connections that you were making in your mind when you chose your evidence, decided where to place it in your paper, and drew conclusions based on it. Remember, you can always cut prose from your paper later if you decide that you are stating the obvious.

Here are some questions you can ask yourself about a particular bit of evidence:

• OK, I’ve just stated this point, but so what? Why is it interesting? Why should anyone care?
• What does this information imply?
• What are the consequences of thinking this way or looking at a problem this way?
• I’ve just described what something is like or how I see it, but why is it like that?
• I’ve just said that something happens—so how does it happen? How does it come to be the way it is?
• Why is this information important? Why does it matter?
• How is this idea related to my thesis? What connections exist between them? Does it support my thesis? If so, how does it do that?
• Can I give an example to illustrate this point?

Answering these questions may help you explain how your evidence is related to your overall argument.

How can I incorporate evidence into my paper?

There are many ways to present your evidence. Often, your evidence will be included as text in the body of your paper, as a quotation, paraphrase, or summary. Sometimes you might include graphs, charts, or tables; excerpts from an interview; or photographs or illustrations with accompanying captions.

When you quote, you are reproducing another writer’s words exactly as they appear on the page. Here are some tips to help you decide when to use quotations:

• Quote if you can’t say it any better and the author’s words are particularly brilliant, witty, edgy, distinctive, a good illustration of a point you’re making, or otherwise interesting.
• Quote if you are using a particularly authoritative source and you need the author’s expertise to back up your point.
• Quote if you are analyzing diction, tone, or a writer’s use of a specific word or phrase.
• Quote if you are taking a position that relies on the reader’s understanding exactly what another writer says about the topic.

Be sure to introduce each quotation you use, and always cite your sources. See our handout on quotations for more details on when to quote and how to format quotations.

Like all pieces of evidence, a quotation can’t speak for itself. If you end a paragraph with a quotation, that may be a sign that you have neglected to discuss the importance of the quotation in terms of your argument. It’s important to avoid “plop quotations,” that is, quotations that are just dropped into your paper without any introduction, discussion, or follow-up.

Paraphrasing

When you paraphrase, you take a specific section of a text and put it into your own words. Putting it into your own words doesn’t mean just changing or rearranging a few of the author’s words: to paraphrase well and avoid plagiarism, try setting your source aside and restating the sentence or paragraph you have just read, as though you were describing it to another person. Paraphrasing is different than summary because a paraphrase focuses on a particular, fairly short bit of text (like a phrase, sentence, or paragraph). You’ll need to indicate when you are paraphrasing someone else’s text by citing your source correctly, just as you would with a quotation.

When might you want to paraphrase?

• Paraphrase when you want to introduce a writer’s position, but their original words aren’t special enough to quote.
• Paraphrase when you are supporting a particular point and need to draw on a certain place in a text that supports your point—for example, when one paragraph in a source is especially relevant.
• Paraphrase when you want to present a writer’s view on a topic that differs from your position or that of another writer; you can then refute writer’s specific points in your own words after you paraphrase.
• Paraphrase when you want to comment on a particular example that another writer uses.
• Paraphrase when you need to present information that’s unlikely to be questioned.

When you summarize, you are offering an overview of an entire text, or at least a lengthy section of a text. Summary is useful when you are providing background information, grounding your own argument, or mentioning a source as a counter-argument. A summary is less nuanced than paraphrased material. It can be the most effective way to incorporate a large number of sources when you don’t have a lot of space. When you are summarizing someone else’s argument or ideas, be sure this is clear to the reader and cite your source appropriately.

Statistics, data, charts, graphs, photographs, illustrations

Sometimes the best evidence for your argument is a hard fact or visual representation of a fact. This type of evidence can be a solid backbone for your argument, but you still need to create context for your reader and draw the connections you want them to make. Remember that statistics, data, charts, graph, photographs, and illustrations are all open to interpretation. Guide the reader through the interpretation process. Again, always, cite the origin of your evidence if you didn’t produce the material you are using yourself.

Do I need more evidence?

Let’s say that you’ve identified some appropriate sources, found some evidence, explained to the reader how it fits into your overall argument, incorporated it into your draft effectively, and cited your sources. How do you tell whether you’ve got enough evidence and whether it’s working well in the service of a strong argument or analysis? Here are some techniques you can use to review your draft and assess your use of evidence.

Make a reverse outline

A reverse outline is a great technique for helping you see how each paragraph contributes to proving your thesis. When you make a reverse outline, you record the main ideas in each paragraph in a shorter (outline-like) form so that you can see at a glance what is in your paper. The reverse outline is helpful in at least three ways. First, it lets you see where you have dealt with too many topics in one paragraph (in general, you should have one main idea per paragraph). Second, the reverse outline can help you see where you need more evidence to prove your point or more analysis of that evidence. Third, the reverse outline can help you write your topic sentences: once you have decided what you want each paragraph to be about, you can write topic sentences that explain the topics of the paragraphs and state the relationship of each topic to the overall thesis of the paper.

For tips on making a reverse outline, see our handout on organization .

Color code your paper

You will need three highlighters or colored pencils for this exercise. Use one color to highlight general assertions. These will typically be the topic sentences in your paper. Next, use another color to highlight the specific evidence you provide for each assertion (including quotations, paraphrased or summarized material, statistics, examples, and your own ideas). Lastly, use another color to highlight analysis of your evidence. Which assertions are key to your overall argument? Which ones are especially contestable? How much evidence do you have for each assertion? How much analysis? In general, you should have at least as much analysis as you do evidence, or your paper runs the risk of being more summary than argument. The more controversial an assertion is, the more evidence you may need to provide in order to persuade your reader.

Play devil’s advocate, act like a child, or doubt everything

This technique may be easiest to use with a partner. Ask your friend to take on one of the roles above, then read your paper aloud to them. After each section, pause and let your friend interrogate you. If your friend is playing devil’s advocate, they will always take the opposing viewpoint and force you to keep defending yourself. If your friend is acting like a child, they will question every sentence, even seemingly self-explanatory ones. If your friend is a doubter, they won’t believe anything you say. Justifying your position verbally or explaining yourself will force you to strengthen the evidence in your paper. If you already have enough evidence but haven’t connected it clearly enough to your main argument, explaining to your friend how the evidence is relevant or what it proves may help you to do so.

Common questions and additional resources

• I have a general topic in mind; how can I develop it so I’ll know what evidence I need? And how can I get ideas for more evidence? See our handout on brainstorming .
• Who can help me find evidence on my topic? Check out UNC Libraries .
• I’m writing for a specific purpose; how can I tell what kind of evidence my audience wants? See our handouts on audience , writing for specific disciplines , and particular writing assignments .
• How should I read materials to gather evidence? See our handout on reading to write .
• How can I make a good argument? Check out our handouts on argument and thesis statements .
• How do I tell if my paragraphs and my paper are well-organized? Review our handouts on paragraph development , transitions , and reorganizing drafts .
• How do I quote my sources and incorporate those quotes into my text? Our handouts on quotations and avoiding plagiarism offer useful tips.
• How do I cite my evidence? See the UNC Libraries citation tutorial .
• I think that I’m giving evidence, but my instructor says I’m using too much summary. How can I tell? Check out our handout on using summary wisely.
• I want to use personal experience as evidence, but can I say “I”? We have a handout on when to use “I.”

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.

Lunsford, Andrea A., and John J. Ruszkiewicz. 2016. Everything’s an Argument , 7th ed. Boston: Bedford/St Martin’s.

Miller, Richard E., and Kurt Spellmeyer. 2016. The New Humanities Reader , 5th ed. Boston: Cengage.

University of Maryland. 2019. “Research Using Primary Sources.” Research Guides. Last updated October 28, 2019. https://lib.guides.umd.edu/researchusingprimarysources .

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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Writing Tutorial Services

Using evidence.

Like a lawyer in a jury trial, a writer must convince her audience of the validity of her argument by using evidence effectively. As a writer, you must also use evidence to persuade your readers to accept your claims. But how do you use evidence to your advantage? By leading your reader through your reasoning.

The types of evidence you use change from discipline to discipline--you might use quotations from a poem or a literary critic, for example, in a literature paper; you might use data from an experiment in a lab report.

The process of putting together your argument is called analysis --it interprets evidence in order to support, test, and/or refine a claim . The chief claim in an analytical essay is called the thesis . A thesis provides the controlling idea for a paper and should be original (that is, not completely obvious), assertive, and arguable. A strong thesis also requires solid evidence to support and develop it because without evidence, a claim is merely an unsubstantiated idea or opinion.

This Web page will cover these basic issues (you can click or scroll down to a particular topic):

• Incorporating evidence effectively.
• Integrating quotations smoothly.
• Citing your sources.

Incorporating Evidence Into Your Essay

When should you incorporate evidence.

Once you have formulated your claim, your thesis (see the WTS pamphlet, " How to Write a Thesis Statement ," for ideas and tips), you should use evidence to help strengthen your thesis and any assertion you make that relates to your thesis. Here are some ways to work evidence into your writing:

• Offer evidence that agrees with your stance up to a point, then add to it with ideas of your own.
• Present evidence that contradicts your stance, and then argue against (refute) that evidence and therefore strengthen your position.
• Use sources against each other, as if they were experts on a panel discussing your proposition.
• Use quotations to support your assertion, not merely to state or restate your claim.

Weak and Strong Uses of Evidence

In order to use evidence effectively, you need to integrate it smoothly into your essay by following this pattern:

• State your claim.
• Give your evidence, remembering to relate it to the claim.
• Comment on the evidence to show how it supports the claim.

To see the differences between strong and weak uses of evidence, here are two paragraphs.

Weak use of evidence

Today, we are too self-centered. Most families no longer sit down to eat together, preferring instead to eat on the go while rushing to the next appointment (Gleick 148). Everything is about what we want.

This is a weak example of evidence because the evidence is not related to the claim. What does the claim about self-centeredness have to do with families eating together? The writer doesn't explain the connection.

The same evidence can be used to support the same claim, but only with the addition of a clear connection between claim and evidence, and some analysis of the evidence cited.

Stronger use of evidence

Today, Americans are too self-centered. Even our families don't matter as much anymore as they once did. Other people and activities take precedence. In fact, the evidence shows that most American families no longer eat together, preferring instead to eat on the go while rushing to the next appointment (Gleick 148). Sit-down meals are a time to share and connect with others; however, that connection has become less valued, as families begin to prize individual activities over shared time, promoting self-centeredness over group identity.

This is a far better example, as the evidence is more smoothly integrated into the text, the link between the claim and the evidence is strengthened, and the evidence itself is analyzed to provide support for the claim.

Using Quotations: A Special Type of Evidence

One effective way to support your claim is to use quotations. However, because quotations involve someone else's words, you need to take special care to integrate this kind of evidence into your essay. Here are two examples using quotations, one less effective and one more so.

Ineffective Use of Quotation

Today, we are too self-centered. "We are consumers-on-the-run . . . the very notion of the family meal as a sit-down occasion is vanishing. Adults and children alike eat . . . on the way to their next activity" (Gleick 148). Everything is about what we want.

This example is ineffective because the quotation is not integrated with the writer's ideas. Notice how the writer has dropped the quotation into the paragraph without making any connection between it and the claim. Furthermore, she has not discussed the quotation's significance, which makes it difficult for the reader to see the relationship between the evidence and the writer's point.

A More Effective Use of Quotation

Today, Americans are too self-centered. Even our families don't matter as much any more as they once did. Other people and activities take precedence, as James Gleick says in his book, Faster . "We are consumers-on-the-run . . . the very notion of the family meal as a sit-down occasion is vanishing. Adults and children alike eat . . . on the way to their next activity" (148). Sit-down meals are a time to share and connect with others; however, that connection has become less valued, as families begin to prize individual activities over shared time, promoting self-centeredness over group identity.

The second example is more effective because it follows the guidelines for incorporating evidence into an essay. Notice, too, that it uses a lead-in phrase (". . . as James Gleick says in his book, Faster ") to introduce the direct quotation. This lead-in phrase helps to integrate the quotation with the writer's ideas. Also notice that the writer discusses and comments upon the quotation immediately afterwards, which allows the reader to see the quotation's connection to the writer's point.

REMEMBER: Discussing the significance of your evidence develops and expands your paper!

Citing Your Sources

Evidence appears in essays in the form of quotations and paraphrasing. Both forms of evidence must be cited in your text. Citing evidence means distinguishing other writers' information from your own ideas and giving credit to your sources. There are plenty of general ways to do citations. Note both the lead-in phrases and the punctuation (except the brackets) in the following examples:

Quoting: According to Source X, "[direct quotation]" ([date or page #]).

Paraphrasing: Although Source Z argues that [his/her point in your own words], a better way to view the issue is [your own point] ([citation]).

Summarizing: In her book, Source P's main points are Q, R, and S [citation].

Your job during the course of your essay is to persuade your readers that your claims are feasible and are the most effective way of interpreting the evidence.

Questions to Ask Yourself When Revising Your Paper

• Have I offered my reader evidence to substantiate each assertion I make in my paper?
• Do I thoroughly explain why/how my evidence backs up my ideas?
• Do I avoid generalizing in my paper by specifically explaining how my evidence is representative?
• Do I provide evidence that not only confirms but also qualifies my paper's main claims?
• Do I use evidence to test and evolve my ideas, rather than to just confirm them?
• Do I cite my sources thoroughly and correctly?

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Academic writing often requires students to use evidence, and learning how to use evidence effectively is an important skill for college writers to master. Often, the evidence college writers are asked to use comes from their textbooks, course readings, or other written work by professional scholars. It is important to learn how to use these writings responsibly and accurately.

General Considerations

There are three methods of incorporating the writing of others into your paper as evidence:

• quotation , which is anything from a word to several sentences taken word-for-word from the original source and enclosed in quotation marks
• paraphrase , which is a rephrasing in your own voice and sentence structure of one portion of the original source and is about the same length as the original sentence or sentences you are paraphrasing
• summary , which is shorter than the original source and gives the text’s central idea in your own words

Some words to use in signal phrases are argues, asserts, contends, emphasizes, explains, observes, suggests, writes.

In what follows, you will learn some strategies for using these methods of incorporating evidence into your paper.

In Practice

Quoting When you use a q uotation as evidence, you should integrate it into your own writing using a “signal phrase.” Take, for example, this quotation, taken from page 418 of the essay “Prejudice and the Individual” by Gordon Allport: “Much prejudice is caught rather than directly taught.” Here are three ways to integrate Allport’s quotation into a sentence of your own with a signal phrase:

Allport claims that “prejudice is caught rather than directly taught” (418). “Much prejudice is caught rather than directly taught,” claims Allport (418). “Much prejudice,” Allport claims, “is caught rather than directly taught” (418).

You can adapt a quotation to fit your own paragraph and sentence structure by making small changes to words and indicating those changes with square brackets. Say, for example, you liked this quotation from Allport:

“It should be added that overgeneralized prejudgments of this sort are prejudices only if they are not reversible when exposed to new knowledge” (417).

However, you want to apply Allport’s words to a specific example of your own. You could adapt the quotation like this:

The young man in my example was not prejudiced, according to Allport’s definition; his opinion was “reversible when [he was] exposed to new knowledge” (417).

You can also use ellipses to indicate that you have left irrelevant words out of a quotation. Again, say you wanted to use this quotation from Allport:

“The best opinion today says that if we eliminate discrimination, then—as people become acquainted with one another on equal terms—attitudes are likely to change, perhaps more rapidly than through the continued preaching or teaching of tolerance” (417).

But the middle part is less important to your paper than what Allport says at the start and the end. You could modify the quotation like this:

“The best opinion today says that if we eliminate discrimination . . . attitudes are likely to change, perhaps more rapidly than through the continued preaching or teaching of tolerance” (417).

Longer quotations must be formatted in a special way; usually, they are indented from the left margin and/or single-spaced. Depending on what citation style you use, guidelines differ regarding what defines a long quotation and how a long quotation should be formatted. Typically, a quotation of four or five lines is considered long.

Paraphrasing To paraphrase a source for use as evidence, you should use as little of the original language as possible and put the passage in your own voice and sentence structure. Also, because paraphrasing involves wrapping your words around someone else’s idea, people often forget to give credit to the author. Even though a paraphrase is in your words, it is not your idea. Remember to cite your source when you paraphrase. Here is another quotation from Allport and an example of weak and strong paraphrase:

“Education combats easy overgeneralizations, and as the educational level rises we find a reduction in stereotyped thinking” (Allport 422).

WEAK PARAPHRASE: Learning fights against stereotypes, and as more people are more educated we notice a decrease in prejudice (422).

STRONG PARAPHRASE: Allport explains that the more we learn, the harder we will find it to make unfair assumptions about groups of people, which means as more people pursue more education, prejudice decreases (422).

In the weak example above, you can see the sentence structure in the paraphrase is very similar to the quotation—notice, for instance, the use in both the original sentence and the weak paraphrase of a comma plus the conjunction “and.” Also, the replacement of Allport’s words with synonyms makes the paraphrase too close to the original—Allport’s “education” is replaced with “learning” in the paraphrase; his “combats” is exchanged for “fights”; “overgeneralizations” becomes “stereotypes.” The strong example above does a better job of restating Allport’s idea in a new sentence structure and without simple word substitution. Also, notice the weak paraphrase does not give Allport credit by mentioning him, but the strong one does.

Summarizing When you summarize another writer’s idea to use as evidence in a paper of your own, you are taking the essence of the writer’s idea and stating it more briefly, with less detail and explanation, than in the original. You may summarize an article or a chapter, or even a book, in a sentence, a paragraph, a page, or more—the purpose of your summary should dictate how specific you are. Summaries should be mostly in your own words, but often summaries include quotations or paraphrases when it is necessary to highlight a certain key point. When you are writing a summary, you need to be very careful not to use the original writer’s words without putting those words in quotation marks. You also need to be sure that when you summarize, you are fairly representing the original writer’s main idea. Here is a paragraph from Allport and examples of weak and strong summary:

“While discrimination ultimately rests on prejudice, the two processes are not identical. Discrimination denies people their natural or legal rights because of their membership in some unfavored group. Many people discriminate automatically without being prejudiced; and others, the “gentle people of prejudice,” feel irrational aversion, but are careful not to show it in discriminatory behavior. Yet in general, discrimination reinforces prejudices, and prejudices provide rationalizations for discrimination. The two concepts are most distinct when it comes to seeking remedies. The corrections for discrimination are legal, or lie in a direct change of social practices; whereas the remedy for prejudice lies in education and the conversion of attitudes. The best opinion today says that if we eliminate discrimination, then—as people become acquainted with one another on equal terms—attitudes are likely to change, perhaps more rapidly than through the continued preaching or teaching of tolerance.” (Allport 417)

WEAK SUMMARY: Discrimination is when people are denied their rights because they belong to some unfavored group, and it is addressed with legal action or a change in social practices. Eliminating discrimination from society would have a drastic effect on social attitudes overall, according to Allport (417).

STRONG SUMMARY: Allport explains that discrimination occurs when an individual is refused rights because he or she belongs to a group which is the object of prejudice. In this way, discrimination reinforces prejudice, but if instances of discrimination are ruled illegal or seen as socially unacceptable, prejudice will likely decrease along with discrimination (417).

You will notice that the weak summary above uses exact words and phrases from the source (“unfavored group,” “social practices”) and also some words and phrases very close to the original (“when people are denied,” “eliminating discrimination”). It does not effectively restate the original in different language. It also does not fairly represent the complete idea of the source paragraph: it does not explain the relationship between discrimination and prejudice, an important part of what Allport says. The strong example does a better job using independent language and fairly conveying Allport’s point.

How to choose which method of incorporating evidence to use These methods of incorporating evidence into your paper are helpful in different ways. Think carefully about what you need each piece of evidence to do for you in your paper, then choose the method that most suits your needs.

You should use a quotation if

• you are relying on the reputation of the writer of the original source to give authority or credibility to your paper.
• the original wording is so remarkable that paraphrasing would diminish it.

A paraphrase is a good choice if

• you need to provide a supporting fact or detail but the original writer’s exact words are not important.
• you need to use just one specific idea from a source and the rest of the source is not as important.

Summary is useful when

• you need to give an overview of a source to orient your reader.
• you want to provide background that leads up to the point of your paper.

Last but certainly not least, remember that anytime you use another person’s ideas or language, you must give credit to that person. If you do not know the name of the person whose idea or language you are using, you must still give credit by referring to a title or any such available information. You should always check with your instructor to see what method of citing and documenting sources you should use. The examples on this handout are cited using MLA style.

The sample text in these exercises is Holly Devor’s “Gender Role Behaviors and Attitudes.”

1. Read the paragraph from Devor below, then identify which summary of it is weak and which is strong.

“Body postures and demeanors which communicate subordinate status and vulnerability to trespass through a message of "no threat" make people appear to be feminine. They demonstrate subordination through a minimizing of spatial use: people appear to be feminine when they keep their arms closer to their bodies, their legs closer together, and their torsos and heads less vertical than do masculine-looking individuals. People also look feminine when they point their toes inward and use their hands in small or childlike gestures.” (486)

A. Devor argues that body language suggests a great deal about gender and power in our society. People who minimize the body space they occupy and whose physical gestures are minimal and unobtrusive appear inferior and feminine (486).

B. Devor says that body postures and demeanors that imply weakness make people look feminine. Minimizing the space one takes up and using infantile gestures also makes one appear feminine (486).

2. Read the sentence from Devor below, then identify which paraphrase of it is weak and which is strong.

“They demonstrate subordination through a minimizing of spatial use: people appear to be feminine when they keep their arms closer to their bodies, their legs closer together, and their torsos and heads less vertical than do masculine-looking individuals.” (486)

A. Devor explains that people demonstrate a lesser position by using less space, keeping arms close, legs together, and head less upright (486).

B. According to Devor, taking up less space with one’s body—keeping arms and legs close and hunching to reduce height—makes one appear inferior and implies femininity (486).

3. The quotations of Devor below, taken from the paragraph in exercise 1, contain technical errors. Identify and correct them.

A. Devor argues that “[b]ody postures and demeanors which communicate subordinate status and vulnerability make people appear to be feminine” (486).

B. The actress looked particularly feminine because she “point their toes inward and use their hands in small or childlike gestures” (486).

C. Devor claims that “using their hands in small or childlike gestures” makes people look feminine (486).

Answers: 1. A. STRONG B. WEAK – This example uses too many exact words and phrases from the original.

2. A. WEAK – This example uses too many exact words and phrases from the source, and its sentence structure is also too close to the original. B. STRONG

3. A. Devor argues that “[b]ody postures and demeanors which communicate subordinate status and vulnerability . . . make people appear to be feminine.” B. The actress looked particularly feminine because she “point[s her] toes inward and use[s her] hands in small or childlike gestures.” C. Devor claims that “us[ing] their hands in small or childlike gestures” makes people look feminine.

Allport, Gordon, “Prejudice and the Individual,” in The Borozoi College Reader , 6th ed. Eds. Charles Muscatine and Marlene Griffith (New York: Alfred A Knopf, 1988): 416-22.

Devor, Holly, “Gender Role Behaviors and Attitudes,” in Signs of Life in the USA: Readings on Popular Culture for Writers , 4th ed. Eds. Sonia Maasik and Jack Solomon (New York: Bedford / St Martin's, 2003): 484-89.

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How to Introduce Evidence in an Essay

Last Updated: December 5, 2023

This article was co-authored by Tristen Bonacci . Tristen Bonacci is a Licensed English Teacher with more than 20 years of experience. Tristen has taught in both the United States and overseas. She specializes in teaching in a secondary education environment and sharing wisdom with others, no matter the environment. Tristen holds a BA in English Literature from The University of Colorado and an MEd from The University of Phoenix. This article has been viewed 235,346 times.

When well integrated into your argument, evidence helps prove that you've done your research and thought critically about your topic. But what's the best way to introduce evidence so it feels seamless and has the highest impact? There are actually quite a few effective strategies you can use, and we've rounded up the best ones for you here. Try some of the tips below to introduce evidence in your essay and make a persuasive argument.

Setting up the Evidence

• You can use 1-2 sentences to set up the evidence, if needed, but usually more concise you are, the better.

• For example, you may make an argument like, “Desire is a complicated, confusing emotion that causes pain to others.”
• Or you may make an assertion like, “The treatment of addiction must consider root cause issues like mental health and poor living conditions.”

• For example, you may write, “The novel explores the theme of adolescent love and desire.”
• Or you may write, “Many studies show that addiction is a mental health issue.”

Putting in the Evidence

• For example, you may use an introductory clause like, “According to Anne Carson…”, "In the following chart...," “The author states…," "The survey shows...." or “The study argues…”
• Place a comma after the introductory clause if you are using a quote. For example, “According to Anne Carson, ‘Desire is no light thing" or "The study notes, 'levels of addiction rise as levels of poverty and homelessness also rise.'"
• A list of introductory clauses can be found here: https://student.unsw.edu.au/introducing-quotations-and-paraphrases .

• For example, you may write, “In the novel, Carson is never shy about how her characters express desire for each other: ‘When they made love/ Geryon liked to touch in slow succession each of the bones of Herakles' back…’”
• Or you may write, "The study charts the rise in addiction levels, concluding: 'There is a higher level of addiction in specific areas of the United States.'"

• For example, you may write, “Carson views events as inevitable, as man moving through time like “a harpoon,” much like the fates of her characters.”
• Or you may write, "The chart indicates the rising levels of addiction in young people, an "epidemic" that shows no sign of slowing down."

• For example, you may write in the first mention, “In Anne Carson’s The Autobiography of Red , the color red signifies desire, love, and monstrosity.” Or you may write, "In the study Addiction Rates conducted by the Harvard Review...".
• After the first mention, you can write, “Carson states…” or “The study explores…”.
• If you are citing the author’s name in-text as part of your citation style, you do not need to note their name in the text. You can just use the quote and then place the citation at the end.

• If you are paraphrasing a source, you may still use quotation marks around any text you are lifting directly from the source.

• For example, you may write, “In the novel, the characters express desire for each other: ‘When they made love/ Geryon liked to touch in slow succession each of the bones of Herakles' back (Carson, 48).”
• Or you may write, "Based on the data in the graph below, the study shows the 'intersection between opioid addiction and income' (Branson, 10)."
• If you are using footnotes or endnotes, make sure you use the appropriate citation for each piece of evidence you place in your essay.

• You may also mention the title of the work or source you are paraphrasing or summarizing and the author's name in the paraphrase or summary.
• For example, you may write a paraphrase like, "As noted in various studies, the correlation between addiction and mental illness is often ignored by medical health professionals (Deder, 10)."
• Or you may write a summary like, " The Autobiography of Red is an exploration of desire and love between strange beings, what critics have called a hybrid work that combines ancient meter with modern language (Zambreno, 15)."

• The only time you should place 2 pieces of evidence together is when you want to directly compare 2 short quotes (each less than 1 line long).
• Your analysis should then include a complete compare and contrast of the 2 quotes to show you have thought critically about them both.

Analyzing the Evidence

• For example, you may write, “In the novel, Carson is never shy about how her characters express desire for each other: ‘When they made love/ Geryon liked to touch in slow succession each of the bones of Herakles' back (Carson, 48). The connection between Geryon and Herakles is intimate and gentle, a love that connects the two characters in a physical and emotional way.”
• Or you may write, "In the study Addiction Rates conducted by the Harvard Review, the data shows a 50% rise in addiction levels in specific areas across the United States. The study illustrates a clear connection between addiction levels and communities where income falls below the poverty line and there is a housing shortage or crisis."

• For example, you may write, “Carson’s treatment of the relationship between Geryon and Herakles can be linked back to her approach to desire as a whole in the novel, which acts as both a catalyst and an impediment for her characters.”
• Or you may write, "The survey conducted by Dr. Paula Bronson, accompanied by a detailed academic dissertation, supports the argument that addiction is not a stand alone issue that can be addressed in isolation."

• For example, you may write, “The value of love between two people is not romanticized, but it is still considered essential, similar to the feeling of belonging, another key theme in the novel.”
• Or you may write, "There is clearly a need to reassess the current thinking around addiction and mental illness so the health and sciences community can better study these pressing issues."

Expert Q&A

You Might Also Like

• ↑ Tristen Bonacci. Licensed English Teacher. Expert Interview. 21 December 2021.
• ↑ https://writing.wisc.edu/handbook/assignments/quoliterature/
• ↑ https://writingcenter.unc.edu/tips-and-tools/evidence/
• ↑ https://wts.indiana.edu/writing-guides/using-evidence.html

About This Article

Before you introduce evidence into your essay, begin the paragraph with a topic sentence. This sentence should give the reader an overview of the point you’ll be arguing or making with the evidence. When you get to citing the evidence, begin the sentence with a clause like, “The study finds” or “According to Anne Carson.” You can also include a short quotation in the middle of a sentence without introducing it with a clause. Remember to introduce the author’s first and last name when you use the evidence for the first time. Afterwards, you can just mention their last name. Once you’ve presented the evidence, take time to explain in your own words how it backs up the point you’re making. For tips on how to reference your evidence correctly, keep reading! Did this summary help you? Yes No

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Argument Essay: Evidence

9 min read • october 30, 2020

Stephanie Kirk

We aren’t sure where it started, but many teachers use REHUGO to help students find evidence on the Argument FRQ .  This acronym provides a quick check that can help you build logical evidence that supports your claim .

R - Reading - Something you have read, fiction or nonfiction, that connects the given topic.

E - Entertainment - A movie or song with dialogue or lyrics that present related ideas.

H - History - An event, document, speech, or person from history that aligns with the given topic.

U - Universal Truths - A common maxim or socially-accepted quote people tend to accept as truth.

G - Government - A national or international current event or governmental situation related to the topic.

O - Observations - Any cultural, technical, or societal trend that relates to the topic.

Suggested Guided Questions for the Argument FRQ

Now that you have a better understanding of the Argument FRQ ’s expectations and scoring, let’s visit a sample prompt and add a few guided questions that you can use to help plan your own writings.

Guided Question 1: What does the prompt say?

Why do I do this? Understanding the concept or idea presented by the prompt is vital to planning a response that thoroughly addresses the prompt and stays on topic throughout.  This is where you are going to BAT the PROMPT .

What does it look like?   Break down the prompt to identify what the given assertion is saying to decide what your position on the given topic will be.

Background : Gladwell asserts that society should trust each other in order to continue to be productive. Assuming the best about each other presents a better outcome than assuming the worst about each other.

Advice : The new stable prompt wording does not give much advice , but you should revisit advice you learned in class or from us as Fiveable -- things like using Toulmin to plan your response and planning modes of development that help progress your reasoning.

Task : Write an essay giving your position about the importance of trust. Specifically, is Gladwell right or wrong? And why?

🎥 Watch: AP Lang - Argumentation, Part I: It's a Trap!

Rhetorical Situation : When writing for AP Lang, it is important to consider the rhetorical situation and write in a manner that demonstrates an understanding of all elements of that situation. 

Context - the historical, social, and cultural movements in the time of the text

Occasion - special circumstances, atmosphere, attitudes, and events surrounding the creation of the text

Exigence - the urgency that leads to an action

Purpose - the goal the speaker wants to achieve and the desired audience movement

Speaker - the person or group who creates a text

Persona - the “mask” shown to his/her audience

Audience - listener, viewer, or reader of a text

Think : The goal is to present the information in a way the audience will understand ( diction / syntax ). May have a primary audience , but a secondary or unintended audience may be created if the text ends up on social media, etc.

Image Courtesy of Dana Anderson, Writing Unleashed

Guided Question 2: What do I think?

Why do I do this?   Taking a moment to brainstorm ideas can help organize thoughts and build an outline that you can revisit if you lose your train of thought in the stress of timed writing.  

What does it look like?   This might just be stream-of-consciousness in your head, cloud diagrams, or even bulleted notes on the side of your prompt, but it needs to end with a clear position statement you can use for your thesis statement . For example:

Trust is important. It does suck to get betrayed though but having a positive outlook creates positive results. Thinking the worst makes people act negatively because they project in a way that leads toward the worst response. ⬇️

Thesis Statement : Although some people believe humanity seems self-interested, a trusting nature enables individuals to focus on the positive and treat others with the respect that foster positive interrelationships.

Guided Question 3: What evidence can I use?

Why do I do this?   Revisit REHUGO and use Toulmin to plan your body paragraphs based on the thesis statement you came to when brainstorming ideas.

Modes of Development : When writing, it is helpful to arrange the overall essay and its parts in a way that aligns with the purpose .  Consider these basic modes and how you might use them in writing an argumentative essay.

Cause and Effect attempt to follow the chain of events and establish causation. The description brings imagery and details into a text so that it set up the tone and ensures the reader can follow the mood.

Classification allows the speaker to categorize things in a way that guides the reader to follow the line of reasoning.

Comparison , looking at the similarities and differences, helps to analyze the intricate details of a given topic.  Because this describes differing elements, it may be structured by the element or by the characteristic.

Definition works to explain what something is or is not. By defining the subject being discussed, the speaker is able to control the thinking about that subject.  Because this helps to clarify the topic, it is generally used in the introductory section of argumentation.

Exemplification is used when explaining the topic or situation by giving examples to help lead the audience to the desired conclusion.

Narration tells a story or gives an anecdote to help illustrate the point.

Process Analysis serves to explain the process by which something is done.

What does it look like?   I always use a version of the T-chart because one side is my evidence and the other side helps me consider multiple perspectives.  You may not have an idea in all areas, and you may have multiple ideas in one area. Try to time yourself so that you get plenty of strong evidence without wasting too much time.

🎥 Watch: AP Lang - Review: Argument Body Paragraphs

PRO TIP: What if you have more evidence for the other side? Well, you haven’t started writing just yet, so it isn’t too late to go back and revise the thesis statement . Sometimes this happens in looking for evidence, and that’s perfectly okay.  In fact, many times students will say they wrote an essay using evidence that went completely against what they felt in their head or heart just because they couldn’t put a logical argument on paper without getting too emotional. Know your audience , and build your argument.

Guided Question 4: How should I effectively organize my response?

Why do I do this?   This step helps to outline the response so that your ideas are organized before you start writing.  The general advice is to follow the structure of Classical Argumentation , but there is no rule saying that must be done to score well on the rubric. 💯

What does it look like?   One way of doing this would be to mark numbers by ideas tracked and written in the brainstorm, but some do take a moment to build an outline with topic sentences. 

Start by creating Toulmin Position Statements that can be used for topic sentences and then move into a writing plan. Here’s a sample for this prompt:

Sample Outline:

Intro - Summarize idea, define trust

Revised Thesis: Although some people believe trust must be earned, maintaining a trusting nature is important because it enables society to focus on positivity and create positive interrelationships that lead to positive outcomes. 

At the most basic level, trust is important because the human experience has taught us that the foundation of a relationship is trust.

Universal truth

Observation

Indeed historical perspective can give more credible evidence as to why trust is vital to society.

Certainly, there have been times where trust resulted in less-than-desirable situations.

Entertainment - refute

Conclude: When considering the value of trust in society, it is clear that the benefits of granting trust far outweigh the consequences of withholding it.

Key Terms to Review ( 35 )

Argument FRQ

BAT the PROMPT

Cause and Effect

Classical Argumentation

Classification

Description

Entertainment

Exemplification

Logical Evidence

Modes of Development

Observations

Process Analysis

Rhetorical Situation

Thesis Statement

Toulmin method

Trust in modern society

Universal Truths

Stay Connected

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Definition and Examples of Evidence in Argument

• An Introduction to Punctuation
• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

In argument, evidence refers to facts, documentation or testimony used to strengthen a claim, support an argument or reach a conclusion.

The evidence isn't the same as proof. "Whereas evidence allows for professional judgment, the proof is absolute and incontestable," said Denis Hayes in "Learning and Teaching in Primary Schools." 

Observations About Evidence

• "Without evidence to support them, any statements you make in your writing have little or no value; they're simply opinions, and 10 people may have 10 different opinions, none of which is more valid than the others unless there is clear and potent evidence to support it." Neil Murray, "Writing Essays in English Language and Linguistics ," 2012
• "When conducting empirical research, the researcher's primary responsibility is to provide evidence to support his or her claim about the relationship between the variables described in the research hypothesis. T]he researcher must collect data that will convince us of the accuracy of his or her predictions." Bart L. Weathington et al., "Research Methods for the Behavioral and Social Sciences," 2010

Making Connections

David Rosenwasser and Jill Stephen comment on making connections that leave out the steps that lead to them in 2009's "Writing Analytically."  

"A common assumption about evidence is that is is 'the stuff that proves I'm right.' Although this way of thinking about evidence is not wrong, it is much too limited. Corroboration (proving the validity of a claim) is one of the functions of evidence, but not the only one. Writing well means sharing your thought process with your readers, telling them why you believe the evidence means what you say it does.

"Writers who think that evidence speaks for itself often do very little with their evidence except put it next to their claims: 'The party was terrible: There was no alcohol' -- or, alternatively, 'The party was great: There was no alcohol.' Just juxtaposing the evidence with the claim leaves out the thinking that connects them, thereby implying that the logic of the connection is obvious.

"But even for readers prone to agreeing with a given claim, simply pointing to the evidence is not enough." 

Qualitative and Quantitative Evidence

Julie M. Farrar defines two kinds of evidence in "Evidence: Encyclopedia of Rhetoric and Composition ," from 2006.

"The mere presence of information does not constitute evidence; the informative statements must be accepted as evidence by an audience and believed by it to be relevant to the claim at issue. Evidence can be generally classified as qualitative and quantitative. The former emphasizes explanation and description, appearing continuous rather than discrete, while the latter offers measurement and prediction. Both kinds of information require interpretation, for at no time do the facts speak for themselves."

Opening the Door

In "Evidence: Practice Under the Rules" from 1999, Christopher B. Mueller and Laird C. Kirkpatrick discuss evidence as it relates to trial law.

"The more far-reaching effect of introducing evidence [in a trial] is to pave the way for other parties to introduce evidence, question witnesses and offer argument on the subject in attempts to rebut or confine the initial evidence. In the customary phrase, the party who offers evidence on a point is said to have 'opened the door,' meaning that the other side may now make countermoves to answer or rebut the initial evidence, 'fighting fire with fire.'"

Dubious Evidence

In "Not on the Doctor’s Checklist, but Touch Matters" from 2010 in The New York Times, Danielle Ofri discusses findings called evidence that isn't actually valid.

"[I]s there any research to show that a physical exam -- in a healthy person -- is of any benefit? Despite a long and storied tradition, a physical exam is more a habit than a clinically proven method of picking up the disease in asymptomatic people. There is scant evidence to suggest that routinely listening to every healthy person’s lungs or pressing on every normal person’s liver will find a disease that wasn’t suggested by the patient’s history. For a healthy person, an 'abnormal finding' on a physical exam is more likely to be a false positive than a real sign of illness."

Other Examples of Dubious Evidence

• "America must not ignore the threat gathering against us. Facing clear evidence of peril, we cannot wait for the final proof, the smoking gun that could come in the form of a mushroom cloud." President George W. Bush, in justifying the invasion of Iraq in 2003
•  "We have it. The smoking gun. The evidence. The potential weapon of mass destruction we have been looking for as our pretext of invading Iraq. There's just one problem: it's in North Korea." Jon Stewart, "The Daily Show," 2005
• What Is an Argument?
• How to Write a Critical Essay
• Proof in Rhetoric
• How Do Creationists Explain Dinosaurs?
• Argument (Rhetoric and Composition)
• What Does It Mean to Make a Claim During an Argument?
• Enthymeme - Definition and Examples
• Tips on How to Write an Argumentative Essay
• Propositions in Debate Definition and Examples
• An Introduction to Academic Writing
• Definition and Examples of Syllogisms
• Weighing the Evidence: Was Cleopatra Black?
• What Is an Appeal to Ignorance (Fallacy)?
• AP English Exam: 101 Key Terms
• Definitions and Examples of Debates

Unit 4: Fundamentals of Academic Essay Writing

28 Introduction to Evidence Integration

Including your “voice”.

It is important to include your voice in your writing. When writing a research paper, you need to show your thought process to the reader. Although your research paper will be based on your opinion which is supported with evidence, you must integrate the evidence into your own argument, with appropriate signal language. Your “voice” is your interpretation of the evidence and how it supports your claims.

Expressing your voice in academic writing can be explained using two different, but complementary frameworks, the ICE Framework and the Hamburger Analogy.

1 The ICE Framework

Writing effective academic essays requires the use of evidence to support your ideas. Your body paragraphs will include a topic sentence along with evidence you have selected from your sources. In addition, you must introduce, cite, and explain the evidence because the reader cannot see inside your head. You need to comment on the evidence in order to help the reader see its relevance. One framework for integrating evidence is known as “ICE:”

• I = I NTRODUCE the evidence.
• C = Paraphrase the evidence and include a C ITATION
• E = E XPLAIN the evidence.

Read the example paragraph from the model essay. In addition to the topic sentence and concluding sentence, the paragraph also includes:

• Introduction of the evidence
• Paraphrase and citation of the evidence
• Explanation of the evidence

Peer review seems to have some unexpected benefits for the reviewer. T here are some studies that show that students who review peers’ papers are more likely to improve their writing ability than students who receive peers’ comments. Lundstrom and Baker (2009) conducted a study which compared the improvements in writing between givers and receivers of peer feedback and found that of the two groups, the giver group made more progress in writing than the receiver group (p. 32). The givers (or reviewers) learned to judge their own work self-critically by evaluating their peers’ writing and transferring this knowledge to their own writing, resulting in significant improvements on their own papers. Thus, responding to a peer’s paper is an important way for a student to improve his/her own writing.

In the paragraph above, the writer has effectively incorporated the evidence into their argument. Notice that the writer’s “voice” or argument is present in the way they introduce and interpret the evidence. The ICE framework is widely used in higher education, and you’ll expand on this skill in ESL 118.

Another way to talk about evidence integration is to visualize it as a “hamburger.”

2 The Hamburger Analogy

• The i ntroduction of the evidence is the TOP BUN.
• The paraphrase of the evidence with the c itation is the MEAT.
• Your e xplanation of the evidence is the BOTTOM BUN.

In order to connect your evidence to the topic sentence, you need a “top bun.” The evidence – the “meat” – should relate to your thesis statement and support your argument. Perhaps the most important part of the hamburger, however, is the bottom bun: it is your responsibility, as a writer, to explain the significance of the evidence. This analysis of the evidence is YOUR explanation of why the evidence is important and how it relates to the topic sentence – and ultimately your thesis statement. In fact, a wise 117 student once said, “Without a bottom bun the meat will fall on the floor.”

Like the ICE Framework above, the “buns” represent your “voice.” Note that the paraphrased text does not dominate the paragraph, but rather supports the writer’s argument. In fact, a wise 117 student once said, “Without a bottom bun the meat will fall on the floor.”

As you read your own and your peers’ essays, try to identify the top and bottom buns and consider to what extent they “ICE” the evidence . Can you find a top bun? Has the “meat” been correctly cited? Is there a bottom bun? And does the bottom bun sufficiently explain the evidence? Mastering the skill of evidence integration will allow you to succeed in any academic writing course where you will write source-based essays.

Academic Writing I Copyright © by UW-Madison ESL Program is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License , except where otherwise noted.

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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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How to Introduce Evidence: 41 Effective Phrases & Examples

Research requires us to scrutinize information and assess its credibility. Accordingly, when we think about various phenomena, we examine empirical data and craft detailed explanations justifying our interpretations. An essential component of constructing our research narratives is thus providing supporting evidence and examples.

The type of proof we provide can either bolster our claims or leave readers confused or skeptical of our analysis. Therefore, it’s crucial that we use appropriate, logical phrases that guide readers clearly from one idea to the next. In this article, we explain how evidence and examples should be introduced according to different contexts in academic writing and catalog effective language you can use to support your arguments, examples included.

When to Introduce Evidence and Examples in a Paper

Evidence and examples create the foundation upon which your claims can stand firm. Without proof, your arguments lack credibility and teeth. However, laundry listing evidence is as bad as failing to provide any materials or information that can substantiate your conclusions. Therefore, when you introduce examples, make sure to judiciously provide evidence when needed and use phrases that will appropriately and clearly explain how the proof supports your argument.

There are different types of claims and different types of evidence in writing. You should introduce and link your arguments to evidence when you

• state information that is not “common knowledge”;
• draw conclusions, make inferences, or suggest implications based on specific data;
• need to clarify a prior statement, and it would be more effectively done with an illustration;
• need to identify representative examples of a category;
• desire to distinguish concepts; and
• emphasize a point by highlighting a specific situation.

Introductory Phrases to Use and Their Contexts

To assist you with effectively supporting your statements, we have organized the introductory phrases below according to their function. This list is not exhaustive but will provide you with ideas of the types of phrases you can use.

Although any research author can make use of these helpful phrases and bolster their academic writing by entering them into their work, before submitting to a journal, it is a good idea to let a professional English editing service take a look to ensure that all terms and phrases make sense in the given research context. Wordvice offers paper editing , thesis editing , and dissertation editing services that help elevate your academic language and make your writing more compelling to journal authors and researchers alike.

For more examples of strong verbs for research writing , effective transition words for academic papers , or commonly confused words , head over to the Wordvice Academic Resources website.

OASIS: Writing Center

Using evidence: analysis.

Beyond introducing and integrating your paraphrases and quotations, you also need to analyze the evidence in your paragraphs. Analysis is your opportunity to contextualize and explain the evidence for your reader. Your analysis might tell the reader why the evidence is important, what it means, or how it connects to other ideas in your writing.

Note that analysis often leads to synthesis , an extension and more complicated form of analysis. See our synthesis page for more information.

Example 1 of Analysis

Without analysis.

Embryonic stem cell research uses the stem cells from an embryo, causing much ethical debate in the scientific and political communities (Robinson, 2011). "Politicians don't know science" (James, 2010, p. 24). Academic discussion of both should continue (Robinson, 2011).

With Analysis (Added in Bold)

Embryonic stem cell research uses the stem cells from an embryo, causing much ethical debate in the scientific and political communities (Robinson, 2011). However, many politicians use the issue to stir up unnecessary emotion on both sides of the issues. James (2010) explained that "politicians don't know science," (p. 24) so scientists should not be listening to politics. Instead, Robinson (2011) suggested that academic discussion of both embryonic and adult stem cell research should continue in order for scientists to best utilize their resources while being mindful of ethical challenges.

Note that in the first example, the reader cannot know how the quotation fits into the paragraph. Also, note that the word both was unclear. In the revision, however, that the writer clearly (a) explained the quotations as well as the source material, (b) introduced the information sufficiently, and (c) integrated the ideas into the paragraph.

Example 2 of Analysis

Trow (1939) measured the effects of emotional responses on learning and found that student memorization dropped greatly with the introduction of a clock. Errors increased even more when intellectual inferiority regarding grades became a factor (Trow, 1939). The group that was allowed to learn free of restrictions from grades and time limits performed better on all tasks (Trow, 1939).

In this example, the author has successfully paraphrased the key findings from a study. However, there is no conclusion being drawn about those findings. Readers have a difficult time processing the evidence without some sort of ending explanation, an answer to the question so what? So what about this study? Why does it even matter?

Trow (1939) measured the effects of emotional responses on learning and found that student memorization dropped greatly with the introduction of a clock. Errors increased even more when intellectual inferiority regarding grades became a factor (Trow, 1939). The group that was allowed to learn free of restrictions from grades and time limits performed better on all tasks (Trow, 1939). Therefore, negative learning environments and students' emotional reactions can indeed hinder achievement.

Here the meaning becomes clear. The study’s findings support the claim the reader is making: that school environment affects achievement.

Analysis Video Playlist

Note that these videos were created while APA 6 was the style guide edition in use. There may be some examples of writing that have not been updated to APA 7 guidelines.

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Argumentative Essay Examples to Inspire You (+ Free Formula)

Table of contents

Meredith Sell

Have you ever been asked to explain your opinion on a controversial issue? 

• Maybe your family got into a discussion about chemical pesticides
• Someone at work argues against investing resources into your project
• Your partner thinks intermittent fasting is the best way to lose weight and you disagree

Proving your point in an argumentative essay can be challenging, unless you are using a proven formula.

Argumentative essay formula & example

In the image below, you can see a recommended structure for argumentative essays. It starts with the topic sentence, which establishes the main idea of the essay. Next, this hypothesis is developed in the development stage. Then, the rebuttal, or the refutal of the main counter argument or arguments. Then, again, development of the rebuttal. This is followed by an example, and ends with a summary. This is a very basic structure, but it gives you a bird-eye-view of how a proper argumentative essay can be built.

Writing an argumentative essay (for a class, a news outlet, or just for fun) can help you improve your understanding of an issue and sharpen your thinking on the matter. Using researched facts and data, you can explain why you or others think the way you do, even while other reasonable people disagree.

Free AI argumentative essay generator > Free AI argumentative essay generator >

What Is an Argumentative Essay?

An argumentative essay is an explanatory essay that takes a side.

Instead of appealing to emotion and personal experience to change the reader’s mind, an argumentative essay uses logic and well-researched factual information to explain why the thesis in question is the most reasonable opinion on the matter.  

Over several paragraphs or pages, the author systematically walks through:

• The opposition (and supporting evidence)
• The chosen thesis (and its supporting evidence)

At the end, the author leaves the decision up to the reader, trusting that the case they’ve made will do the work of changing the reader’s mind. Even if the reader’s opinion doesn’t change, they come away from the essay with a greater understanding of the perspective presented — and perhaps a better understanding of their original opinion.

All of that might make it seem like writing an argumentative essay is way harder than an emotionally-driven persuasive essay — but if you’re like me and much more comfortable spouting facts and figures than making impassioned pleas, you may find that an argumentative essay is easier to write. 

Plus, the process of researching an argumentative essay means you can check your assumptions and develop an opinion that’s more based in reality than what you originally thought. I know for sure that my opinions need to be fact checked — don’t yours?

So how exactly do we write the argumentative essay?

How do you start an argumentative essay

First, gain a clear understanding of what exactly an argumentative essay is. To formulate a proper topic sentence, you have to be clear on your topic, and to explore it through research.

Students have difficulty starting an essay because the whole task seems intimidating, and they are afraid of spending too much time on the topic sentence. Experienced writers, however, know that there is no set time to spend on figuring out your topic. It's a real exploration that is based to a large extent on intuition.

6 Steps to Write an Argumentative Essay (Persuasion Formula)

Use this checklist to tackle your essay one step at a time:

1. Research an issue with an arguable question

To start, you need to identify an issue that well-informed people have varying opinions on. Here, it’s helpful to think of one core topic and how it intersects with another (or several other) issues. That intersection is where hot takes and reasonable (or unreasonable) opinions abound. 

I find it helpful to stage the issue as a question.

For example: 

Is it better to legislate the minimum size of chicken enclosures or to outlaw the sale of eggs from chickens who don’t have enough space?

Should snow removal policies focus more on effectively keeping roads clear for traffic or the environmental impacts of snow removal methods?

Once you have your arguable question ready, start researching the basic facts and specific opinions and arguments on the issue. Do your best to stay focused on gathering information that is directly relevant to your topic. Depending on what your essay is for, you may reference academic studies, government reports, or newspaper articles.

‍ Research your opposition and the facts that support their viewpoint as much as you research your own position . You’ll need to address your opposition in your essay, so you’ll want to know their argument from the inside out.

2. Choose a side based on your research

You likely started with an inclination toward one side or the other, but your research should ultimately shape your perspective. So once you’ve completed the research, nail down your opinion and start articulating the what and why of your take. 

What: I think it’s better to outlaw selling eggs from chickens whose enclosures are too small.

Why: Because if you regulate the enclosure size directly, egg producers outside of the government’s jurisdiction could ship eggs into your territory and put nearby egg producers out of business by offering better prices because they don’t have the added cost of larger enclosures.

This is an early form of your thesis and the basic logic of your argument. You’ll want to iterate on this a few times and develop a one-sentence statement that sums up the thesis of your essay.

Thesis: Outlawing the sale of eggs from chickens with cramped living spaces is better for business than regulating the size of chicken enclosures.

Now that you’ve articulated your thesis , spell out the counterargument(s) as well. Putting your opposition’s take into words will help you throughout the rest of the essay-writing process. (You can start by choosing the counter argument option with Wordtune Spices .)

Counterargument: Outlawing the sale of eggs from chickens with too small enclosures will immediately drive up egg prices for consumers, making the low-cost protein source harder to afford — especially for low-income consumers.

There may be one main counterargument to articulate, or several. Write them all out and start thinking about how you’ll use evidence to address each of them or show why your argument is still the best option.

3. Organize the evidence — for your side and the opposition

You did all of that research for a reason. Now’s the time to use it. 

Hopefully, you kept detailed notes in a document, complete with links and titles of all your source material. Go through your research document and copy the evidence for your argument and your opposition’s into another document.

List the main points of your argument. Then, below each point, paste the evidence that backs them up.

If you’re writing about chicken enclosures, maybe you found evidence that shows the spread of disease among birds kept in close quarters is worse than among birds who have more space. Or maybe you found information that says eggs from free-range chickens are more flavorful or nutritious. Put that information next to the appropriate part of your argument. 

Repeat the process with your opposition’s argument: What information did you find that supports your opposition? Paste it beside your opposition’s argument.

You could also put information here that refutes your opposition, but organize it in a way that clearly tells you — at a glance — that the information disproves their point.

Counterargument: Outlawing the sale of eggs from chickens with too small enclosures will immediately drive up egg prices for consumers.

BUT: Sicknesses like avian flu spread more easily through small enclosures and could cause a shortage that would drive up egg prices naturally, so ensuring larger enclosures is still a better policy for consumers over the long term.

As you organize your research and see the evidence all together, start thinking through the best way to order your points.  

Will it be better to present your argument all at once or to break it up with opposition claims you can quickly refute? Would some points set up other points well? Does a more complicated point require that the reader understands a simpler point first?

Play around and rearrange your notes to see how your essay might flow one way or another.

4. Freewrite or outline to think through your argument

Is your brain buzzing yet? At this point in the process, it can be helpful to take out a notebook or open a fresh document and dump whatever you’re thinking on the page.

Where should your essay start? What ground-level information do you need to provide your readers before you can dive into the issue?

Use your organized evidence document from step 3 to think through your argument from beginning to end, and determine the structure of your essay.

There are three typical structures for argumentative essays:

• Make your argument and tackle opposition claims one by one, as they come up in relation to the points of your argument - In this approach, the whole essay — from beginning to end — focuses on your argument, but as you make each point, you address the relevant opposition claims individually. This approach works well if your opposition’s views can be quickly explained and refuted and if they directly relate to specific points in your argument.
• Make the bulk of your argument, and then address the opposition all at once in a paragraph (or a few) - This approach puts the opposition in its own section, separate from your main argument. After you’ve made your case, with ample evidence to convince your readers, you write about the opposition, explaining their viewpoint and supporting evidence — and showing readers why the opposition’s argument is unconvincing. Once you’ve addressed the opposition, you write a conclusion that sums up why your argument is the better one.
• Open your essay by talking about the opposition and where it falls short. Build your entire argument to show how it is superior to that opposition - With this structure, you’re showing your readers “a better way” to address the issue. After opening your piece by showing how your opposition’s approaches fail, you launch into your argument, providing readers with ample evidence that backs you up.

As you think through your argument and examine your evidence document, consider which structure will serve your argument best. Sketch out an outline to give yourself a map to follow in the writing process. You could also rearrange your evidence document again to match your outline, so it will be easy to find what you need when you start writing.

5. Write your first draft

You have an outline and an organized document with all your points and evidence lined up and ready. Now you just have to write your essay.

In your first draft, focus on getting your ideas on the page. Your wording may not be perfect (whose is?), but you know what you’re trying to say — so even if you’re overly wordy and taking too much space to say what you need to say, put those words on the page.

Follow your outline, and draw from that evidence document to flesh out each point of your argument. Explain what the evidence means for your argument and your opposition. Connect the dots for your readers so they can follow you, point by point, and understand what you’re trying to say.

As you write, be sure to include:

1. Any background information your reader needs in order to understand the issue in question.

2. Evidence for both your argument and the counterargument(s). This shows that you’ve done your homework and builds trust with your reader, while also setting you up to make a more convincing argument. (If you find gaps in your research while you’re writing, Wordtune Spices can source statistics or historical facts on the fly!)

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3. A conclusion that sums up your overall argument and evidence — and leaves the reader with an understanding of the issue and its significance. This sort of conclusion brings your essay to a strong ending that doesn’t waste readers’ time, but actually adds value to your case.

6. Revise (with Wordtune)

The hard work is done: you have a first draft. Now, let’s fine tune your writing.

I like to step away from what I’ve written for a day (or at least a night of sleep) before attempting to revise. It helps me approach clunky phrases and rough transitions with fresh eyes. If you don’t have that luxury, just get away from your computer for a few minutes — use the bathroom, do some jumping jacks, eat an apple — and then come back and read through your piece.

As you revise, make sure you …

• Get the facts right. An argument with false evidence falls apart pretty quickly, so check your facts to make yours rock solid.
• Don’t misrepresent the opposition or their evidence. If someone who holds the opposing view reads your essay, they should affirm how you explain their side — even if they disagree with your rebuttal.
• Present a case that builds over the course of your essay, makes sense, and ends on a strong note. One point should naturally lead to the next. Your readers shouldn’t feel like you’re constantly changing subjects. You’re making a variety of points, but your argument should feel like a cohesive whole.
• Paraphrase sources and cite them appropriately. Did you skip citations when writing your first draft? No worries — you can add them now. And check that you don’t overly rely on quotations. (Need help paraphrasing? Wordtune can help. Simply highlight the sentence or phrase you want to adjust and sort through Wordtune’s suggestions.)
• Tighten up overly wordy explanations and sharpen any convoluted ideas. Wordtune makes a great sidekick for this too 😉

Words to start an argumentative essay

The best way to introduce a convincing argument is to provide a strong thesis statement . These are the words I usually use to start an argumentative essay:

• It is indisputable that the world today is facing a multitude of issues
• With the rise of ____, the potential to make a positive difference has never been more accessible
• It is essential that we take action now and tackle these issues head-on
• it is critical to understand the underlying causes of the problems standing before us
• Opponents of this idea claim
• Those who are against these ideas may say
• Some people may disagree with this idea
• Some people may say that ____, however

When refuting an opposing concept, use:

• These researchers have a point in thinking
• To a certain extent they are right
• After seeing this evidence, there is no way one can agree with this idea
• This argument is irrelevant to the topic

Are you convinced by your own argument yet? Ready to brave the next get-together where everyone’s talking like they know something about intermittent fasting , chicken enclosures , or snow removal policies? 

Now if someone asks you to explain your evidence-based but controversial opinion, you can hand them your essay and ask them to report back after they’ve read it.

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Make Your Essay Structure Rock-Solid with These Tips

So you’ve been assigned an essay. Or, probably more realistically, two, three, or four essays  . . . and they’re all due the same week. 

We’ve all been there: overwhelmed, staring down that blank screen, and not sure which essay to start with or how to get it started. 

In high school and college, it’s not enough to just write strong essays. One of the most important skills to develop is writing strong essays efficiently . And the foundation of that skill is knowing how to structure an essay. With a template for the basic essay structure in hand, you can focus on what really matters when you’re writing essays: your arguments and the evidence you’re using to support them. Take a look at the basic essay structure below and see how the parts of an essay work together to present a coherent, well-reasoned position, no matter what topic you’re writing about. 

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Basic essay structure: the 3 main parts of an essay

Almost every single essay that’s ever been written follows the same basic structure: 

Introduction

Body paragraphs.

This structure has stood the test of time for one simple reason: It works. It clearly presents the writer’s position, supports that position with relevant examples, and neatly ties their supporting arguments together in a way that makes their position evident. 

It all starts here. This is where you introduce the topic you’re discussing in your essay and briefly summarize the points you’ll make in the paragraphs that follow. 

This is also where you state your thesis. Your thesis is the most important part of your essay because it’s the point you’re making . It needs to take a clear stance and shouldn’t include hedging language that undermines that stance like “seems to” or “possibly could.”

Here are a few examples of thesis statements:

• In the final scene of The Awakening , Edna Pontellier’s decision demonstrates that it was impossible for her to have the lifestyle she truly wanted in the society in which she lived.
• Due to its volatility and lack of government regulation, Bitcoin cannot become a viable currency for everyday purchases.
• While the habitability of Mars has not yet been proven, evidence suggests that it was once possible due to bacteria samples found on the Red Planet.

An easy way to write your thesis statement is to think of it as a summary of your essay. Your thesis makes and supports your essay’s point in one concise sentence. 

When you proofread your finished essay, make sure your thesis is clearly stated in your introduction paragraph. If it’s not clear, go back and write a definitive thesis statement. 

>>Read More: How to Write a Persuasive Essay

Your essay’s body paragraphs are where you support your thesis statement with facts and evidence. Each body paragraph should focus on one supporting argument for your thesis by discussing related data, content, or events. 

If you’re not sure whether you should include a specific point or detail in your body paragraphs, refer back to your thesis statement. If the detail supports your thesis, it should be in your essay. If it doesn’t, leave it out. Your thesis statement is the core of your basic essay structure, so everything else in the essay needs to relate to it in some way. 

In your essay’s conclusion paragraph , you summarize the points you made and bring your argument to its logical conclusion. Because your reader is now familiar with your thesis, the summary in your conclusion paragraph can be more direct and conclusive than the one in your intro paragraph.

>>Read More: 7 Writing Tips from Professors to Help you Crush your First Essays

How many paragraphs are in an essay?

There’s no hard-and-fast requirement for college essays. In high school, you were probably taught to write five-paragraph essays. This is a solid essay structure to work with, but in college, you generally have more flexibility with assignment lengths and formats. 

Now, consider five the minimum—not the standard—number of paragraphs you should include in your essays. 

Essay structure examples

There are a few different ways to present information in an essay. Often, your assignment will tell you what kind of essay to write, such as a chronological, compare and contrast, or problems-methods-solution essay. If you’re not sure which is best for your assignment, ask your instructor. 

Chronological

A chronological essay guides the reader through a series of events. This essay structure is ideal if you’re writing about:

• A current or historical event
• A book or article you read for class
• A process or procedure

With this kind of essay, you first introduce your topic and summarize the series of events in your introduction paragraph. Then, each body paragraph takes the reader through a key stage in that series, which might be a decisive battle in history, a pivotal scene in a novel, or a critical stage in a judicial process. In your conclusion, you present the end result of the series you discussed, underscoring your thesis with this result. 

Compare and contrast

A compare-and-contrast essay has a structure that discusses multiple subjects, like several novels, concepts, or essays you’ve been assigned to read.

There are a few different ways to structure a compare-and-contrast essay. The most obvious is to spend one paragraph discussing the similarities between the topics you’re covering (comparing), then one paragraph detailing their differences (contrasting), followed by a paragraph that explores whether they’re more alike or more different from each other. 

Another method is to only compare, where each of your body paragraphs discusses a similarity between the topics at hand. Or you can go the only-contrast route, where your body paragraphs explore the differences. Whichever you decide on, make sure each paragraph is focused on one topic sentence . Every new comparison or contrast should occupy its own paragraph.

Problems-methods-solution

As its name implies, this kind of essay structure presents the writer’s position in three segments:

• Ways to resolve the problem 
• The solution achieved by using these strategies to resolve the problem 

This kind of essay works great if you’re discussing methods for resolving a problem, like knowing how to distinguish between credible and non-credible sources when you’re doing research for assignments. It can also work when you’re tasked with explaining why certain solutions haven’t worked to fix the problems they were created for. 

With this kind of essay, begin by introducing the problem at hand. In the subsequent body paragraphs, cover possible methods for resolving the problem, discussing how each is suited to fixing the problem, and potential challenges that can arise with each. You can certainly state which you think is the best choice—that could even be your thesis statement. In your conclusion paragraph, summarize the problem again and the desired resolution, endorsing your method of choice (if you have one). 

In this kind of essay, you can also include a call to action in your final paragraph. A call to action is a direct order for the reader to take a specific action, like “call your congressperson today and tell them to vote no” or “visit grammarly.com today to add Grammarly browser extension for free.”

>>Read More: How to Write Better Essays: 5 Concepts you Must Master

With the basic essay structure down, you can get to writing

For a lot of students, getting started is the hardest part of writing an essay. Knowing how to structure an essay can get you past this seemingly insurmountable first step because it gives you a clear skeleton upon which to flesh out your thoughts. With that step conquered, you’re on your way to crushing your assignment.

How to Write a Policy Analysis Paper in 6 Easy Steps (+Examples)

Working on a policy analysis paper is both challenging and fulfilling. In this article, we'll guide you through the process, whether you're new to the field or experienced. Understanding how policies are made, evaluated, and recommended is crucial for making a difference in public discussions and decisions. We'll cover everything from defining your goals to researching thoroughly, analyzing data, and presenting persuasive arguments. By following these steps, you'll be able to communicate your ideas effectively, shape procedure debates, and contribute to positive changes in society. Should you need more hands-on aid with the assignment, hire a college essay writer for the maximum result.

What Is a Policy Analysis Paper

A policy analysis essay definition is a comprehensive examination and evaluation of a particular policy or set of policies within a given context. It involves analyzing the rationale behind the system, its objectives, implementation strategies, and its intended and unintended consequences. This type of paper aims to provide insights into the effectiveness, efficiency, equity, and feasibility of the approach, often considering various perspectives, stakeholders, and alternatives. Through rigorous research, data analysis, and critical reasoning, procedure analysis papers aim to inform decision-makers, scholars, and the public about the strengths and weaknesses of existing policies and propose recommendations for improvement or alternative courses of action.

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Policy Analysis Paper Purpose

The purpose of a policy analysis paper is to critically assess a specific procedure or set of policies in order to provide valuable insights into its effectiveness, implications, and potential areas for improvement. By examining the underlying rationale, objectives, and outcomes of the implementation, this type of paper aims to inform decision-makers, stakeholders, and the public about its strengths, weaknesses, and impacts on society. 

Students are writing a policy analysis paper in college for several reasons. Firstly, it allows them to develop critical thinking and analytical skills by evaluating real-world policies and their implications. Additionally, it helps students understand the complexities of policy-making processes and how policies impact various stakeholders. Writing analysis papers also enhances research and writing skills, as students must gather and synthesize information from diverse sources to support their arguments effectively. Furthermore, engaging with procedure analysis fosters civic engagement and social responsibility, encouraging students to contribute to public discourse and advocate for evidence-based solutions. Are you dealing with multiple assignments all at the same time? If you’re about to address the audience, say, ‘ write a speech for me ,’ so our experts can relieve your workload.

Topic Ideas for Policy Analysis Paper

Here’s a collection of 50 thought-provoking policy analysis paper topics for your inspiration. In addition, we’d like to offer you informative essay topics for the purpose of learning and self-education.

• The viability of a universal healthcare system: An analysis.
• Plastic bag bans: Environmental implications examined.
• Tax credits for renewable energy adoption: Assessing effectiveness.
• Social security and raising the retirement age: Exploring implications.
• Implementing a four-day workweek: Feasibility assessment.
• Community policing strategies: Effectiveness in crime reduction.
• Increasing the minimum wage: Consequences evaluated.
• School voucher programs: Impact on educational equity.
• Congestion pricing for urban areas: Benefits and drawbacks analyzed.
• Government subsidies for electric vehicles: Effectiveness assessed.
• Zoning laws and affordable housing availability: An investigation.
• National carbon tax: Feasibility and impact explored.
• Mandatory voting laws: Consequences for political participation.
• Drug rehabilitation programs: Effectiveness in reducing recidivism.
• Legalizing marijuana: Public health implications examined.
• Immigration policies and cultural diversity: Assessing impact.
• Privatizing water utilities: Consequences analyzed.
• Anti-bullying policies in schools: Effectiveness evaluated.
• Free college tuition programs: Benefits and drawbacks assessed.
• Wealth tax implementation: Feasibility analysis.
• Ride-sharing services and traditional taxi industries: Impact assessment.
• Gender quotas in corporate leadership: Effectiveness examined.
• National gun registry: Implications and feasibility explored.
• Expanding nuclear energy production: Consequences evaluated.
• Mandatory parental leave policies: Effectiveness assessment.
• Charter school expansion: Impact on public education explored.
• Basic income implementation: Viability and consequences assessed.
• Affordable housing initiatives: Success factors examined.
• Internet privacy regulations: Impact on data security analyzed.
• Corporate tax breaks: Economic implications assessed.
• Universal preschool programs: Long-term benefits explored.
• Climate change adaptation policies: Effectiveness in resilience building.
• Universal voting by mail: Implications for voter turnout examined.
• Reducing military spending: Consequences and feasibility analyzed.
• Workplace diversity training: Effectiveness in promoting inclusivity.
• Renewable energy subsidies: Impact on energy independence assessed.
• Telecommuting incentives: Feasibility and impact on traffic analyzed.
• Carbon capture and storage initiatives: Viability and effectiveness.
• Local food sourcing policies: Benefits for communities examined.
• Police body camera mandates: Impact on accountability assessed.
• Community land trust programs: Success factors and limitations.
• Mental health parity laws: Effectiveness in improving access.
• Corporate social responsibility regulations: Impact on sustainability.
• Universal pre-kindergarten education: Social and economic benefits.
• Land value tax implementation: Impact on property markets assessed.
• Affordable childcare initiatives: Impact on workforce participation.
• Smart city technology investments: Benefits for urban development.
• Flexible work hour policies: Impact on productivity and well-being.
• Prescription drug pricing regulations: Consequences for affordability.
• Public-private partnerships for infrastructure development: Effectiveness and risks assessed.

If you need more ideas, you may want to consult our guide on argumentative essay topics , which will definitely help kickstart your creativity. 

How to Structure a Policy Analysis Paper

A policy analysis paper format demands organizing your content coherently and logically to effectively communicate your analysis and findings. Here's a typical structure you can follow:

Introduction

• Provide an overview of the issue or problem you're analyzing.
• Clearly state the purpose of your analysis.
• Introduce the policy or policies under review.
• Provide background information to contextualize the issue.
• State your thesis or research question.

Policy Context and Background

• Provide more in-depth background information on the issue.
• Describe the historical development of the policies.
• Discuss the context in which the procedure was implemented.
• Identify key stakeholders and their interests in the strategy.

Policy Analysis Framework

• Explain the framework or methodology you're using to analyze the policy.
• Define key concepts and terms relevant to your analysis.
• Discuss any theoretical frameworks or models guiding your analysis.
• Outline the criteria or criteria you will use to evaluate the procedure's effectiveness.

Policy Goals and Objectives

• Identify and discuss the stated goals and objectives of the policy.
• Evaluate the clarity and coherence of these goals.
• Discuss any potential conflicts or contradictions among the goals.

Policy Implementation

• Describe how the policy has been implemented in practice.
• Discuss any challenges or barriers to implementation.
• Evaluate the effectiveness of implementation strategies.

Policy Outcomes and Impacts

• Assess the outcomes and impacts of the policy.
• Evaluate the extent to which the procedure has achieved its intended goals.
• Discuss any unintended consequences or side effects of the approach.

Policy Alternatives

• Identify and discuss alternative policy options or approaches.
• Evaluate the strengths and weaknesses of each alternative.
• Discuss the potential trade-offs associated with each alternative.

Recommendations

• Based on your analysis, provide recommendations for policymakers.
• Discuss specific actions or changes that could improve the process.
• Justify your recommendations with evidence from your analysis.
• Summarize the main findings of your analysis.
• Restate your thesis or research question.
• Reflect on the broader implications of your analysis.
• Discuss any limitations or areas for further research.
• Provide a list of sources cited in your paper.
• Follow the appropriate citation style (e.g., APA, MLA, Chicago).

Need help with the assignment at this stage? Use our political science essay assistance to save time and secure optimal academic results.

How to Write a Policy Analysis Paper

In this section, we'll cover the basics of writing a policy analysis paper. This type of paper involves breaking down complicated policy issues, figuring out how well they're working, and suggesting ways to make them better. We'll walk you through the steps, like defining the goals of the implementation, looking at how it's being put into action, and checking what effects it's having. By the end, you'll have the skills to write a clear, well-reasoned paper that can help shape policies for the better. 

Understanding the Policy Issue

Start by thoroughly understanding the policy issue or problem you're analyzing. Research its background, context, and significance. Identify key stakeholders, relevant laws or regulations, and any existing policies addressing the issue.

Defining the Scope and Purpose

Clearly define the scope and purpose of your analysis. Determine what specific aspect of the approach you'll focus on and why it's important. Clarify the goals of your analysis and what you hope to achieve with your paper. Use an expert essay writing service to streamline your effort in producing a first-class paper. 

Gathering Data and Evidence

Collect relevant data and evidence to support your analysis. This may include statistical information, case studies, expert opinions, and academic research. Use credible sources and ensure your data is accurate and up-to-date.

Analyzing the Policy

A policy analysis paper evaluates the legislative program’s effectiveness, strengths, weaknesses, and implications. Use a structured approach, such as a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) or cost-benefit analysis, to assess the procedure from multiple perspectives. Consider its intended goals, implementation strategies, outcomes, and unintended consequences. If you need help with SWOT analysis, using our analytical essay writing service is highly recommended. 

Developing Recommendations

Based on your analysis, develop clear and actionable recommendations for policymakers or stakeholders. Identify specific changes or improvements that could enhance the system’s effectiveness or address its shortcomings. Support your recommendations with evidence and reasoning.

Writing and Communicating Your Analysis

Organize your analysis into a coherent and persuasive paper. Structure your paper with an introduction, background information, analysis, recommendations, and conclusion. Use clear and concise language, avoiding jargon or technical terms unless necessary. Provide citations for your sources and evidence. Finally, ensure your paper is well-written, logically organized, and effectively communicates your insights and recommendations.

Policy Analysis Paper Example

A policy analysis paper example serves as a valuable learning tool for students by providing a concrete model to follow and reference when undertaking their own analysis assignments. By studying an example paper, students can gain insights into the structure, content, and methodology of analysis, helping them understand how to effectively frame their analysis, support their arguments with evidence, and formulate actionable recommendations.

Example 1: “Implementing Universal Basic Income”

This policy analysis paper examines the feasibility and potential impacts of implementing a Universal Basic Income (UBI) program in the United States. It explores various options for UBI design, including cost and financing considerations, labor market effects, poverty reduction potential, and administrative feasibility. By reviewing existing evidence and debates surrounding UBI, the paper aims to provide a comprehensive understanding of the opportunities and challenges associated with adopting such a program, ultimately highlighting the need for careful analysis, experimentation, and stakeholder engagement in shaping effective UBI policies.

Example 2: “Addressing Climate Change through Carbon Pricing”

This policy analysis paper examines the role of carbon pricing policies in addressing climate change, evaluating their efficacy, implementation challenges, and potential impacts. Carbon pricing mechanisms, including carbon taxes and cap-and-trade systems, aim to internalize the external costs of carbon emissions and incentivize emission reductions. The paper discusses the economic efficiency of carbon pricing in promoting innovation and investment in clean technologies while also addressing equity considerations regarding its distributional impacts on low-income households and vulnerable communities.

Writing a policy analysis paper is super important for students because it helps them learn how to tackle tough societal problems and make smart decisions. You get to sharpen your thinking skills, learn how to research thoroughly and become better at expressing yourself clearly. Plus, writing these papers helps students practice effectively communicating their ideas, which is a skill they'll need in their future careers, whether they work in government, nonprofits, or elsewhere. By digging into real-world issues, students also get a better grip on how politics, economics, and society all fit together. If you’re not committed to handling this task yourself, instruct our experts, saying, ‘ write my essay ,’ and receive the most competent help within hours. 

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• How to Write a Thesis Statement | 4 Steps & Examples

How to Write a Thesis Statement | 4 Steps & Examples

Published on January 11, 2019 by Shona McCombes . Revised on August 15, 2023 by Eoghan Ryan.

A thesis statement is a sentence that sums up the central point of your paper or essay . It usually comes near the end of your introduction .

Your thesis will look a bit different depending on the type of essay you’re writing. But the thesis statement should always clearly state the main idea you want to get across. Everything else in your essay should relate back to this idea.

You can write your thesis statement by following four simple steps:

• Start with a question
• Write your initial answer
• Develop your answer
• Refine your thesis statement

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Table of contents

What is a thesis statement, placement of the thesis statement, step 1: start with a question, step 2: write your initial answer, step 3: develop your answer, step 4: refine your thesis statement, types of thesis statements, other interesting articles, frequently asked questions about thesis statements.

A thesis statement summarizes the central points of your essay. It is a signpost telling the reader what the essay will argue and why.

The best thesis statements are:

• Concise: A good thesis statement is short and sweet—don’t use more words than necessary. State your point clearly and directly in one or two sentences.
• Contentious: Your thesis shouldn’t be a simple statement of fact that everyone already knows. A good thesis statement is a claim that requires further evidence or analysis to back it up.
• Coherent: Everything mentioned in your thesis statement must be supported and explained in the rest of your paper.

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The thesis statement generally appears at the end of your essay introduction or research paper introduction .

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts and among young people more generally is hotly debated. For many who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its many benefits for education: the internet facilitates easier access to information, exposure to different perspectives, and a flexible learning environment for both students and teachers.

You should come up with an initial thesis, sometimes called a working thesis , early in the writing process . As soon as you’ve decided on your essay topic , you need to work out what you want to say about it—a clear thesis will give your essay direction and structure.

You might already have a question in your assignment, but if not, try to come up with your own. What would you like to find out or decide about your topic?

For example, you might ask:

After some initial research, you can formulate a tentative answer to this question. At this stage it can be simple, and it should guide the research process and writing process .

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Now you need to consider why this is your answer and how you will convince your reader to agree with you. As you read more about your topic and begin writing, your answer should get more detailed.

In your essay about the internet and education, the thesis states your position and sketches out the key arguments you’ll use to support it.

The negatives of internet use are outweighed by its many benefits for education because it facilitates easier access to information.

In your essay about braille, the thesis statement summarizes the key historical development that you’ll explain.

The invention of braille in the 19th century transformed the lives of blind people, allowing them to participate more actively in public life.

A strong thesis statement should tell the reader:

• Why you hold this position
• What they’ll learn from your essay
• The key points of your argument or narrative

The final thesis statement doesn’t just state your position, but summarizes your overall argument or the entire topic you’re going to explain. To strengthen a weak thesis statement, it can help to consider the broader context of your topic.

These examples are more specific and show that you’ll explore your topic in depth.

Your thesis statement should match the goals of your essay, which vary depending on the type of essay you’re writing:

• In an argumentative essay , your thesis statement should take a strong position. Your aim in the essay is to convince your reader of this thesis based on evidence and logical reasoning.
• In an expository essay , you’ll aim to explain the facts of a topic or process. Your thesis statement doesn’t have to include a strong opinion in this case, but it should clearly state the central point you want to make, and mention the key elements you’ll explain.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

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A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

Follow these four steps to come up with a thesis statement :

• Ask a question about your topic .
• Write your initial answer.
• Develop your answer by including reasons.
• Refine your answer, adding more detail and nuance.

The thesis statement should be placed at the end of your essay introduction .

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