2. !""#$%&$
'()'*')+,-$./0.!
! You will individually research the issue you and
your group has decided on
! Your essay should be 300 – 500 words long
! your research and your stand and your
conclusion should be of your own.
! Takes 20% of your final grade.
CRS Unit 4: Writing an Argument
9. Five Key Questions
1. Do you have a specific intended audience?
2. Who is your intended audience? What are their
personal characteristics?
3. What is their job, profession, or field of expertise?
4. What does your audience know about your topic?
What could they NOT know about your topic,
considering their personal characteristics?
5. What is their level of need/interest regarding your
writing? How will your audience use your writing?
16. Why?
" to prepare your audience for the body of the essay.
" To acts as a bridge between the attention grabbing
“hook” and your stand.
CRS Unit 3: Writing an Argument
17. Structure Content – when you do Content and Language
the planning and – when you actually
searching for get down to writing
information
Issue Paragraph 1 & 2 Paragraph 1
Topic sentence
Introduction Supporting details
Hook Paragraph 2
Background Topic Sentence
Summary of Arguments Supporting Details
Argument 1 Paragraph 3 Paragraph 3
Argument Topic sentence
Reason Supporting details
Supporting Evidence
Argument 2 Paragraph 4 Paragraph 4
Argument Topic sentence
Reason Supporting details
Supporting Evidence
Argument 3 Paragraph 5 Paragraph 5
Argument Topic sentence
Reason Supporting details
CRS Unit 3: Writing an Argument Supporting Evidence
18. Title: Is the flag-raising ceremony a good way of
instilling patriotism in students?
" Example 1
" Example 2
CRS Unit 3: Writing an Argument
19. Example 1
" The sound system was blaring the national anthem. One would expect the students to
sing their anthem with pride. However, one could hear some giggles from the back.
Faint murmurs were heard from those who were actually singing. Others were just
mouthing the words. One could not sense any pride at all during the singing of the
anthem.
" The national anthem was officially adopted in 1965 when Singapore separated from
Malaysia. For the new nation then, it was important to have a symbol, or an activity in
which all the citizens could identify with. As such, the practice of holding a daily flag-
raising ceremony began. Students renew their pledge of allegiance to the country
daily by singing the national anthem and reciting the pledge.
" Recently, there has been concern that Singapore students do not know or care much
about the affairs of Singapore. Thus, the ways in which patriotism is inculcated in our
young are being questioned. This includes the daily singing of the national anthem in
schools.
" Singing a song and reciting a pledge cannot be equated with allegiance to the
country. Surely, there must be better ways to demonstrate love for the country. In the
next few paragraphs, I will explain why I think flag-raising ceremonies are unnecessary.
20. Example 2
" Ask a typical secondary school student to translate the national
anthem to English. Aside from the Malay students, it is likely that
many will not be able to go beyond the title, “Majulah Singapura”.
So, what is the issue if Singaporean students cannot do a translation
of the national anthem?
" After graduation, a number of them will bring their ignorance and
their indifference with them into society. This apathetic attitude is
worrying to the government.
" But who are we kidding? If singing a song could make a teen love
his/her country, the government would be bringing the likes of F4
and Westlife to promote and market our anthem.
" Inculcating a love for the country must go beyond the daily singing
of a song. I will now explain why.
21. Example: “for” the issue
In this essay, I will explore the negative
impact of globalization on indigenous
culture (argument 1), manual labour
(argument 2) and the environment
(argument 3).
Note:
each argument is concise and precise
CRS Unit 3: Writing an Argument
22. Example: “against” the issue
Globalization is a boon because it promotes
international trade (argument 1), raises
living standards (argument 2), and exposes
human rights abuses (argument 3).
Note:
each argument is concise and precise
CRS Unit 3: Writing an Argument
24. The Argument
Body
CRS Unit 3: Writing an Argument
25. Arguments
" Begin from strongest to weakest.
" Look for new interesting information
" Counter Arguments, decide if each counter-argument
can be destroyed, discredited or weakened.
26. Structure Content – when you do Content and Language
the planning and – when you actually
searching for get down to writing
information
Issue Paragraph 1 & 2 Paragraph 1
Topic sentence
Introduction Supporting details
Hook Paragraph 2
background Topic Sentence
Supporting Details
Argument 1 Paragraph 3 Paragraph 3
Argument Topic sentence
Reason Supporting details
Supporting Evidence
Argument 2 Paragraph 4 Paragraph 4
Argument Topic sentence
Reason Supporting details
Supporting Evidence
Argument 3 Paragraph 5 Paragraph 5
Argument Topic sentence
Reason Supporting details
Supporting Evidence
CRS Unit 3: Writing an Argument
27. Examples of Supporting Details
" General information
# use general information to support your stand
" Case studies
# research and use relevant materials from your case studies related to
your issue
" Statistical evidence
# use statistics to give an unbiased support
" Expert opinions
# use testimonies / quotes from experts , people in power or individuals
in positions of authority to support as evidence
CRS Unit 3: Writing an Argument
31. Structure Content – when you do Content and Language
the planning and – when you actually
searching for get down to writing
information
Counter-arguments Paragraph 6 Paragraph 6
Acknowledgement of
Counter-Argument
Acknowledgement Topic sentence
Refute the counter- Supporting details
Argument
Conclusions Paragraph 7 Paragraph 7
Satisfying Ending Topic sentence
Supporting details
CRS Unit 3: Writing an Argument
32. Counter Argument
" 3 main ways:
" Acknowledge the opposition’s point is good BUT so is the
point you make
" Say that while the opponent’s point is good, yours is
better
" Simply disclaim the opponent’s as false.
33. How to Counter-argue?
" You can begin a counter-argument with
" However, one might argue that...
" It might seem that...
" It’s true that…
" Admittedly…
" Of course,…
" But how...?
" But why...?
" But isn't this just...
" But if this is so, what about...?
CRS Unit 3: Writing an Argument
34. How to Rebut?
" In your rebuttal, you can do the following:
" State Opposition’s View first.
" Acknowledge it has some validity
" Show why the counter-argument is weak
" Provide elaboration and evidence and
" Reaffirm your stand.
CRS Unit 3: Writing an Argument
38. Structure Content – when you do Content and Language
the planning and – when you actually
searching for get down to writing
information
Counter-arguments Paragraph 6 Paragraph 6
Acknowledgement of
Counter-Argument
Acknowledgement Topic sentence
Refute the counter- Supporting details
Argument
Conclusions Paragraph 7 Paragraph 7
Satisfying Ending Topic sentence
Supporting details
CRS Unit 3: Writing an Argument
39. Eg. 1 – using a quotation
Example 1
There is definitely a need for students to participate in the
flag-raising ceremony. Participation in common activities
raises communal spirit. I believe that love is gradually
internalised when the national anthem is sung and the
pledge recited everyday. This daily renewal of love for
one’s country will cause it to grow in each individual. I
agree with the writer Willa Cather, who wrote,
“The history of every country begins in the heart of a man or
woman”
CRS Unit 3: Writing an Argument
40. Eg. 2 Summary of Argument
To sum up, the act of singing the national anthem and
reciting the pledge is a routine, and sometimes, mindless
activity for youths. Making students perform these tasks
will not instill any love for the country. An appreciation of
our past is far more important. To instill the spirit of
“Onward Singapore” (Majulah Singapura), there is an
urgent need to return to our past. Singaporean youths
need to know about their country before they love it.
CRS Unit 3: Writing an Argument
41. Your Conclusion Is Important!
" Make Sure you:
" Allocate time to write your conclusion.
" Summarise your main arguments briefly.
" Do not present new arguments in your conclusion.
" Convince the reader of your stand by leaving a lasting
impression.
CRS Unit 3: Writing an Argument
42. Citing Resources
• Based on studies done by …….,
• According to credible sources from …..,
• As mentioned in….,
• As reported by….,
• Studies conducted by …. have shown that….
• Evidence has shown that…
• Various findings have established that…
CRS Unit 3: Writing an Argument
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CRS Unit 4: Writing an Argument
44. Title--why do you need one?
" Introduces the topic of
discussion
" Generates reader interest
CRS Unit 4: Writing an Argument Purdue University Writing Lab
45. Creating a Title
" Attention Grabbing
" Offering a provocative image
" Using words or examples offered
in the body or conclusion
" asking a question
" Don’t be too general
CRS Unit 3: Writing an Argument Purdue University Writing Lab
46. Lastly…
" Be ready to come into class this week with your
arguments and research materials for consultation time.
" All the Best!
" See you in class this week!
