The document provides guidance on writing an argumentative supporting paragraph, including incorporating ethos, logos, and pathos. It recommends including a topic sentence, explanation, evidence from credible sources cited correctly, analysis of the evidence, a transition to a second piece of evidence involving human experience or emotion, further explanation and analysis tying back to the topic sentence and thesis statement. An example paragraph demonstrates these elements effectively supporting the thesis that comprehensive sexual education is needed in colleges by addressing stereotypes about HIV/AIDS risk.

1. How to Write an Argumentative
Supporting Paragraph
Developing Paragraphs and Incorporating Ethos, Logos, and Pathos

2. Parts of a Supporting Idea Paragraph
1. Topic sentence that makes a claim (it should be your reason why).
2. Explanation sentence (if necessary) that explains your topic sentence.
3. Evidence (logos/logic): Quote or paraphrase from a source; cite it correctly.
a. The first time you intro an author, include his or her full name and title (ethos/credibility).
b. Use a strong signal verb like explains, argues, illuminates to integrate the quote.
4. Explanation of evidence.
a. What does it mean?
5. Analyze your evidence.
a. So what? Who cares? Why does it matter?
6. Transition to a second evidence that includes the human experience
(pathos/emotion).
7. Explain your evidence (if necessary).
8. Analyze and relate it to your topic sentence.
9. Tie it back to your thesis statement; say the same thing in a different way.

3. Example Supporting Paragraph
The stereotypes that many people believe about HIV/AIDS influence whether or not we
think we are at risk of contracting the disease. According to the Human Rights Campaign,
one of the most prevalent stereotypes about AIDS risk is that AIDS only affects the gay
community. While this stereotype is inaccurate, research suggests that HIV stereotypes
play a powerful role in at-risk people’s assessment of their HIV risk, perhaps more so than
their actual engagement in HIV risk behaviors (Earnshaw 43). In other words, many
students do not feel like engaging in sexual activity alone is enough to put them at risk. For
example, if a student believes that gay men are most at risk for HIV and he does not
identify as a gay man, then he may believe that he is at a low risk for HIV even if he is
sexually active. In reality, however, biologists and physicians have found that “HIV is easily
transmittable and can infect anyone, as the virus does not discriminate upon gender, sexual
orientation/preference, race, socioeconomic status, or religion” (Burnett 326). Ultimately,
it’s important to recognize that such stereotypes can influence our risk assessment
regardless of our behavior, but more comprehensive education might help college students
realize that anyone who engages in unsafe sex is at risk.

4. Breakdown
TOPIC SENTENCE: The stereotypes that many people believe about
HIV/AIDS influence whether or not we think we are at risk of
contracting the disease.
EVIDENCE: According to the Human Rights Campaign, one of the most
prevalent stereotypes about AIDS risk is that AIDS only affects the gay
community.
EVIDENCE/EXPLANATION: While this stereotype is inaccurate, research
suggests that HIV stereotypes play a powerful role in at-risk people’s
assessment of their HIV risk, perhaps more so than their actual
engagement in HIV risk behaviors (Earnshaw 43).
ANALYSIS: In other words, many students do not feel like engaging in
sexual activity alone is enough to put them at risk.

5. Breakdown cont.
EXAMPLE: For example, if a student believes that gay men are most at
risk for HIV and he does not identify as a gay man, then he may believe
that he is at a low risk for HIV even if he is sexually active.
EVIDENCE/EXPLANATION: In reality, however, biologists and physicians
have found that “HIV is easily transmittable and can infect anyone, as
the virus does not discriminate upon gender, sexual
orientation/preference, race, socioeconomic status, or religion”
(Burnett 326).
ANALYSIS/REFERENCE TO THESIS: Ultimately, it’s important to recognize
that such stereotypes can influence our risk assessment regardless of
our behavior, but more comprehensive education might help college
students realize that anyone who engages in unsafe sex is at risk.

6. Explanation
• All the evidence in this paragraph is credible and logically explained.
• Pathos is included in the hypothetical example of a student.
• A variety of quotes and paraphrases is used.
• All the sources are cited correctly in MLA.
• The thesis of this paper is that comprehensive sexual education
classes should be required in all colleges.
• All the information in the paragraph supports the thesis and is
connected back to the thesis.

7. Types of Evidence: Logos
Quote or Paraphrase one of the following:
• Statistics
• Facts
• Surveys/polls
• Research
• Authorities
• Established theory
• Law or precedent
• Analogies or metaphors

8. Types of Evidence: Pathos
Paraphrase or summarize one of the following:
• Case studies
• Examples
• Anecdotes
• Hypothetical situations
• Analogies or metaphors
• Personal experience (be sure it’s relevant!)

9. Types of Evidence: Ethos
• Ethos is showing that you, the writer, are credible. You do that by
including credible sources in your paper.
• Introduce your sources with the author’s full name and title to prove
they have the authority and have earned the right to discuss the
topic.
• If you quote or paraphrase from that author again, you can just use
his or her last name in the sentence or following it in parentheses like
this (Jones 15). Don’t forget a page number for your academic
sources!

10. Final Thoughts
• Don’t forget to CITE everything you learned in the research process!
• Remember that these templates are just guidelines. You can move the
middle parts around. In other words, you might introduce pathos first
and logos second.
• Do what feels right for your evidence and the paper. You have
ownership to make these decisions.
• Include your personality. It’s your paper! Make it sound like YOU.