Argumentative writing

1. Argumentative writing

2. Introduction • Hook • Introduce Topic/Background/Summary • Thesis/Claim

3. Hook • Quote • Question • Story • Interesting Fact • Metaphor or Simile

4. Hook • Quote • “Learn to laugh” is something my kindergarten teacher told me after Ralph Thorsten spilled paint on my daffodil picture. • Question • Who is the greatest athlete of all time? • Story • Interesting Fact • 90% of Germans voted for Hitler when he was elected. • Metaphor or Simile • My life has been a carnival. • My family is like an open book.

5. Introduce Topic, Background, or Summary • Set the stage for your argument • Describe a brief history of the topic • Any other information that will help your reader understand your argument better

6. Thesis or Claim • Take a stance! • What are you trying to prove? • How will you prove your claim? Claim—using should or shouldn’t because , , and . Although counterclaim , I think claim because , , and .

7. Claim—using should or shouldn’t because , , and . • Cell phones shouldn’t be used in school because they’re distracting and there are other devices intended for education that should be used instead of cell phones.

8. Although counterclaim , I think claim because , , and . • Even though cell phones can be useful, they should not be allowed in schools because they are too distracting, there are other devices better suited for educational use, and many students don’t have access to them.

9. Body Paragraph • Topic Sentence • Introduction to evidence—summary • Evidence (example, quote, fact, stat, etc.) • Why did you choose this piece of evidence? • How does this piece of evidence relate to your thesis? • Repeat • Introduction to evidence—summary • Evidence (example, quote, fact, stat, etc.) • Why did you choose this piece of evidence? • How does this piece of evidence relate to your thesis? • Concluding Statement

10. Even though cell phones can be useful, they should not be allowed in schools because they are too distracting, there are other devices better suited for educational use, and many students don’t have access to them. Cell phones can be useful in the classroom, but the biggest concern is whether or not they’re distracting to students. The majority of students in schools today bring a cell phone into the classroom with them. According to the Timberline Technology survey taken in 2012, 86% of students carry a cell phone into class with them. This survey shows that the vast majority of students are bringing cell phones into the classroom. Many students may not be distracted by their cell phones, but the sheer number of students that have cell phones suggests that at least one student in every class is going to be distracted. Thus, cell phones should be better regulated in the classroom to prevent distraction

11. Even though cell phones can be useful, they should not be allowed in schools because they are too distracting, there are other devices better suited for educational use, and many students don’t have access to them. Cell phones can be useful in the classroom, but the biggest concern is whether or not they’re distracting to students. The majority of students in schools today bring a cell phone into the classroom with them. According to the Timberline Technology survey taken in 2012, 86% of students carry a cell phone into class with them. This survey shows that the vast majority of students are bringing cell phones into the classroom. Many students may not be distracted by their cell phones, but the sheer number of students that have cell phones suggests that at least one student in every class is going to be distracted. Furthermore, in the same survey taken in 2012 46% of students that bring their cell phones to class say that they’re distracted by them. This survey supports the claim that cell phones are indeed distracting.