Teaching argument writing is an important part of the high school English curriculum, especially for those of us who are preparing their students for the AP® Lang exam and/or the ACT® essay. Wondering how to teach argument writing? Keep reading for my best tips!
1. Start with Fun Argument Topics
Teaching argument writing can be intimidating for both students and teachers. That’s why I recommend beginning with fun argument topics.
Here are some fun debate topics:
- Is a hotdog a sandwich?
- Is cereal soup?
- How should a cat wear pants?
- How should a giraffe wear a tie?
- Which restaurant has the best fries?
With the hotdog and soup question above, students often define what “sandwich” and “soup” mean in order to logically prove their claim. Defining terms is a great argument writing technique that students can practice with these fun argument topics and then use later when addressing more challenging argument essay prompts.
For the “cat” and “giraffe” prompts, there are pictures available online to show students the options. The “cat” question essentially asks if the pants would go on all four legs or just the back legs. Similarly, the “giraffe” question asks wear a giraffe would wear a tie: at the top of its neck or the base of its neck? I like this debate because students often want to set additional parameters, such as what type of tie, a regular tie or a bow tie. Setting these parameters allows students to practice qualifying an argument.
Additionally, the “best fries” question is a great debate because most, if not all, students have a reference point for fries. However, you could change the prompt to chips, snack cakes, cookies, ice cream, etc,
Other fun argument topics
These fun argument topics can be great for bell-work or you can set up multiple questions and try “speed debating.”
After doing some fun argument prompts, I like to do a bracket. Think March Madness but with a topic like food or movies. Want more info about fun argument prompts? I’ve included them in week 1 of my 5-week argument unit. Click here for details.
2. The Continuum Activity
This activity is a great way to help student practice making complex or nuanced claims.
Step 1: Create a question. For the picture below, my students read an article as supplemental reading for The Immortal Life of Henrietta Lacks, but the prompt of your choice. If you’re an AP® Lang teacher, you can use past exam prompts for synthesis or argument.
Step 2: Next, draw the continuum on the board and explain the process to students. For this activity, students worked in small groups (2-4 students) to construct a claim in response to the question.
Step 3: Have students place their sticky note on (or under) the continuum. If student claims occupy the same “spot” on the continuum, have them stack them sticky notes like in the photo below.
For more information about writing a claim, check out this video.
3. Assign Quick Writes
I assign a weekly Quick Write to help students practice writing with specific evidence. Quick Writes are a great way for students to expand their argument essays of learn more about topics that interest them.
Sometimes the Quick Write is tied to what we’re talking about in class. For example, I might have students read a supplemental article or listen to a related podcast and then write a summary and reflection.
Other weeks, I let them choose their prompt. They might write about a memorable personal experience, or they might watch a documentary and write about it. I like reading the student choice Quick Writes because I learn so much.
Click here for free Quick Write Prompts for High School.
4. Choose a Mnemonic
Speaking of specific evidence, choose a mnemonic to help students think of different types of evidence for argument essays. Personally, I use the mnemonic CHORES, which stands for current events, history, outside knowledge, reading, experience, and science.
Outside knowledge is a “catch all” category. Students can include examples from sports, pop culture, theater, etc.
And, yes, students can write about personal experience. The “e” in CHORES is for experience–either the student’s experience or the experience of someone they know. For more information about writing about personal experience, check out this blog post.
5. Practice Essays
In general, when it comes to teaching writing, I like to start with shorter assignments like a having students write a thesis statement and topic sentences or a paragraph. Doing so helps them understand the components of an essay and how to create a line of reasoning. It also lets me provide writing feedback without having an endless pile of essays.
We build to the essays. After practicing a thesis and topic sentence and a body paragraph for a couple prompts, students are comfortable writing essays in response to an argument essay prompt.
With my AP® Lang students, I like to do timed essays throughout the year to help them learn to pace for the exam. For the first timed essay, they know the prompt in advance. However, as we get closer to the exam, they do a “cold read,” meaning that they do not know the prompt in advance and must plan and write the argument essay in a single class period.
For practice essays, I like to use released prompts from past AP® Lang exams as well as some teacher-created prompts.
Teaching a novel or longer work of nonfiction? Chances are you can create an argument prompt and have students use the text as evidence.
Looking for approachable prompts? Here are some of my favorites. Some of these are included in my argument writing lesson plans resource.
- What is the value of disobedience?
- What is the value of failure?
- What is the value of competition?
- What is the value of curiosity?
- What is the value of courage?
- To what extent do schools “kill” creativity?
Well, teachers, there you have it: 5 tips for teaching argument writing. Want more tips about how to teach argument writing? Be sure to sign up for my email list. When you do you’ll receive my 5 Tips for Teaching Rhetorical Analysis plus bi-weekly emails full of tips, resources, and more.
