how to make a strong claim in an essay

How to Write an Effective Claim (with Examples)

Formulating a claim for your essay can be difficult even if you are already a masterful debater — especially if you are not quite sure what a claim is, and how it may differ from a counterclaim or thesis statement. This guide will make it easy to decide on your claim!

Essay Claim Basics

In essay writing, a claim can most succinctly be defined as "a debatable statement" — which the writer then defends with supporting evidence and rhetoric. It is easy to confuse a claim and a thesis statement, because the thesis is indeed a type of claim as well. Essays can contain further claims that orbit the topic of the thesis statement, however.

Claims straddle the line between opinion and fact. If you're hoping to make a strong claim that seamlessly fits into a powerful essay, you will need to make sure that your claim ticks the right boxes:

Your claim can debated — solid arguments can be made both in favor and against. Therefore, statements such as "I live in Queens" or "Joe Biden is the President" are not claims. In an argumentative essay, "the death penalty should be abolished" is an example of a claim. Even scientific papers make claims, such as "Keyboards contain more germs than toilet seats", which can be tested. These are called hypotheses.
You will state your claim as a matter of fact. "Many people oppose the death penalty, and with good reason" is not a good claim, but "the death penalty is no longer an appropriate punishment in modern America" can be.
Your claim is sufficiently specific to allow you to explore all aspects that you intend to tackle. "The Victorian era was Britain's darkest era" give you more bite than you can comfortably chew. "Fast food should be taxed to reduce obesity rates" is more specific.

Types of Claim (With Examples!)

Claims are debatable statements, but there are numerous different types. If you have specifically been asked to present a claim in an essay, you may be able to choose what kind of claim you would like to work with.

1. Claim of Fact or Definition

In research essays, a claim of fact or definition is one that defines a fact, as you see it, and proceeds to lay out the evidence in favor of the claim. Here are some examples to show you how it works:

Plant species are becoming extinct at a faster rate than animal species, yet the plight of plants has been overlooked.
Amazon's Alexa has revolutionized many people's daily lives — but this appliance also makes us vulnerable to new forms of hacking.
Commercial air travel transformed the way in which we do business.

2. Claim of Cause & Effect

In a claim of cause and effect, you argue that one thing causes another, such as:

Internet gaming has a widespread negative effect on students' grades.
Lax enforcement of preventative measures against Covid has enabled the pandemic to continue for much longer than it need have.
Playing jigsaw puzzles leads to novel cognitive connections that help senior citizens stay sharp.

3. Claim of Value

Claims of value are more heavily opinion-based than other types of claims. If you are making a claim of value, you will usually want to compare two things. For example:

George W Bush was a better President than George W H Bush.
Emotional health is just as important as physical health.
Stephen King is the best horror writer of al time.

4. Claim of Solution or Policy

Claims of solution or policy state a position on a proposed course of action. In high school and college essays, they typically focus on something that should be done, or something that should no longer be done. Examples might include:

Depressed patients should always be offered talk therapy before they receive a prescription for antidepressants.
The United States should not accept refugees from Afghanistan.
First-time offenders should be given lighter sentences.

Claim vs. Counterclaim vs. Thesis Statement

If you've been told to make an essay claim, you may be confused about the differences between a claim, counterclaim, and thesis statement. That's understandable, because some people believe that there's no difference between a claim and a thesis statement.

There are important distinctions between these three concepts, however, and if you want to write a killer essay, it's important to be aware of them:

A thesis statement is the very foundation of your essay — everything else rests on it. The thesis statement should contain no more than one or two sentences, and summarize the heart of your argument. "Regular exercise has consistently been shown to increase productivity in the workplace. Therefore, employers should offer office workers, who would otherwise be largely sedentary, opportunities to work out."
A claim is a statement you can defend with arguments and evidence. A thesis statement is a type of claim, but you'll want to include other claims that fit neatly into the subject matter as well. For instance, "Employers should establish gyms for employees."
A counterclaim is a statement that contradicts, refutes, or opposes a claim. Why would you want to argue against yourself? You can do so to show that arguments that oppose the claim are weak. For instance, "Many employers would balk at the idea of facilitating costly exercise classes or providing a gym space — employees can work out in their own time, after all. Why should the boss pay for workers to engage in recreational activities at work? Recent studies have shown, however, that workplaces that have incorporated aerobics classes enjoy 120% increase in productivity, showing that this step serves the bottom line."

Together, a thesis statement, claims, and some well-placed counterclaims make up the threads of your story, leading to a coherent essay that is interesting to read.

How to Write an Effective Claim

Now that you've seen some examples, you are well on your way to writing an effective claim for your essay. Need some extra tips? We've got you covered.

First things first — how do you start a claim in an essay? Your claim sentence or sentences should be written in the active voice, starting with the subject, so that your readers can immediately understand what you are talking about.

They'll be formulated as an "[Subject] should be [proposed action], because [argument]. You can stay with this general structure while making different word choices, however, such as:

It is about time that
We have an obligation to
Is the only logical choice
It is imperative that

Once you have formulated a claim, you will want to see if you can hook your readers with an interesting or provocative statement that can really get them thinking. You will want to break your argument down into sections. This will lead you to sub-claims. If your claim is your main argument, your sub-claims are smaller arguments that work to support it. They will typically appear naturally once you contemplate the subject deeply — just brainstorm, and as you research, keep considering why your claim is true. The reasons you come up with will sprout sub-claims.

Still not sure what to write? Take a look at these examples of strong claim statements:

A lack of work experience has proven to be the main barrier to finding satisfying employment, so businesses should be incentivized to hire recent graduates.
The rise in uncertified "emotional support animals" directly causes suffering for people suffering from severe pet dander allergies. Such pets must be outlawed in public places to alleviate the very real harm allergy patients now experience on a daily basis.
Emerging private space exploration ventures may be exciting, but they greatly increase CO2 emissions. At a time when the planet is in crisis, private space exploration should be banned.

Additional Tips in Writing a Claim the Right Way

You now know what you need to include in a claim paragraph to leave a strong impression. Understanding what not to do is equally important, however.

Take a stand — if you're writing an argumentative essay, it is perfectly OK to take a controversial opinion, and no matter what you write, it is bound to have the potential to offend someone . Don't sit on the fence. Even when you're defending a position you disagree with, embrace it wholeheartedly.
Narrow your claim down. The more specific you can get, the more compelling your argument can be, and the more depth you can add to each aspect of your argument.
Have fun! You want your essay to be interesting to read, and any genuine passion you have will be apparent.
Choose the right subject — one about which you can find a lot of data and facts.

What should you avoid in writing a claim, you wonder? Don't:

Use any first-person statements. The claim is about your ideas, not about you.
Base your claim on emotional appeal. You can work some pathos in, but don't make feelings your center.
Clutter your claim with too many separate ideas, which will make the rest of your essay harder to read, less powerful, and unwieldy for you to develop.

How do you use a claim?

When you're writing your essay, you can think of the thesis statement as the spine. The claims you make are, then, your "ribs", so to speak. If you prefer a different analogy, the thesis is your trunk, and the claims branches. You use them to build a strong final product that shows you have considered all aspects of your argument, and can back them up with evidence and logic.

What is a good way to start a claim?

You can start with a shocking fact, objective data from a reliable source, or even an anecdote — or, if you prefer, you can simply offer your argument without bells and whistles.

Can a claim be in a paragraph or is it a single sentence only?

Claims are almost always limited to a single sentence. It can be a long compound sentence, though! The claim does not have to remain all alone in the paragraph. You can immediately surround it with rhetorical punches or further facts.

What are some examples of argumentative claims?

So, you want to learn to argue like a pro? Watching speeches politicians make is a great way to look out for claims, and court transcripts and academic debates are two other places you can look for great argumentative claims.

Is there a claim generator you can use?

Yes! Some claim generators are free to use, while others require a subscription. These tools can be interesting to play with, and can serve as inspiration. However, it's always best to tweak your final claim to fit your needs.

Bone of Contention - Meaning, Usage and Origin
I Beg to Differ - Meaning, Origin and Usage
Chewing the Fat - Meaning, Usage and Origin
All that Glitters is Not Gold - Meaning, Origin and Usage
Ginning Up - Meaning, Usage and Origin
Chime In - Meaning, Origin and Usage

How to Write an Effective Claim for an Essay

Often, people use claim statements and thesis statements interchangeably. And they are not wrong because a thesis statement is a type of a claim. In most cases, essays contain further claims other than the thesis statement, depending on the topic in question. Nevertheless, claims overlap the line between fact and opinion. A strong claim leads to a powerful essay that always scores the best marks.

A good claim is debatable either for or against and must be sufficiently specific so that you explore all the aspects and angles of a given topic.

Yet even with this knowledge, people find themselves confused when asked to formulate a claim for an essay. Failure to structure an argument the right way makes it difficult to persuade an audience. Claims help structure your argument using reasoning and evidence to support your stance.

Given the confusion that sometimes surrounds claims and claim statements, we have put together this guide to take you through the process of writing claims in five steps, using examples and illustrations where necessary for you to master the art of writing claims in an essay.

What is a claim in an essay?

A claim statement is the main point or a debatable statement in the essay that asserts your argument . When you write an essay, you do it to convince or inform the reader about something. What you are trying to convince the reader about is what is referred to as a claim.

The main point or argument in an essay is its most important part. This is because it quickly informs the reader about the objective of the essay, its direction, and its scope.

It is important to note that an opinion is not a claim and cannot be used as the main argument when writing an essay. The easiest way to know if your essay's main argument is a good claim is to ask yourself if it is specific, focused, detailed, relevant, and debatable. If your answer to these questions is yes, you most probably have a good claim.

A claim is usually substantiated with evidence, research, testimony, and academic reasoning. It addresses the -so what?- question the implications of why your audience should care anyway. Unlike a subjective opinion, a claim is always objective.

In a nutshell, a claim:

Refers to the main argument of an essay
Defines the goals, scope, and direction of a paper
It is supported by facts, evidence, argumentation, statistics, telling details, and quotations.
It is specific, nuanced, detailed, complex, and focused.
It is the starting point for your thesis and allows readers to think critically about the topic.
Persuades, argues, and proves a point to the reader.

Types of claims with examples

With the definition of claims in mind, let's explore the different types of claims you can use when writing a paper on any topic.

1. Factual claims

Factual claims are arguments or statements that state facts. Any statement that is a fact is a factual claim. Factual claims are usually easy to support with evidence.

When writing a research essay, a claim of fact or definition defines the fact as you see it and provides evidence to back the claim.

Examples of factual claims that are easy to support:

The United States is the world's biggest economy.
New York is the home of the United Nations.
Donald Trump was the 45 th President of the USA.
The invention of computing technology has transformed every sector of the global economy.

2. Value claims

Value claims or claims of value are arguments that include a judgment. They are primarily opinion-based. A typical value claim will judge something or someone using terms such as good/bad, right/wrong, moral/immoral, and fair/unfair. A value claim is usually followed by explaining the value claim or argument to provide context.

Examples of value claims:

Online dating is
It is right for the West to sanction private individuals for Russian government actions.
It is unfair for some businesses to be exempted from tax.
Emotional health is as important as physical and mental health.

3. Definitional claims

Definitional claims are arguments defining something as one thing or the other. For example, a good value claim will define or describe something or someone as a particular thing and then provide an explanation why.

An excellent example of a definitional claim:

Hunting is not a sport because it does not include regular competition.

4. Cause and effect claims

Cause and effect claims are arguments that are very logical in structure. A typical cause-and-effect claim argues that one thing causes something else. For a cause-and-effect claim to be successfully proven, you must show clearly how the cause leads to the effect.

An excellent example of a cause-and-effect claim:

Wars in the Middle East caused Europe's biggest refugee crisis.

5. Descriptive claims

Descriptive claims are arguments that describe or state things. The work of proving a descriptive claim is usually quite simple and straightforward.

Here are good examples of descriptive claims:

Peter weighs 220 pounds.
He is the world marathon record holder.
The house has three master en suite bedrooms.

6. Argumentative claims

All argumentative essays have an argumentative claim at the core. An argumentative claim is an argument that is clear, focused, specific, and debatable. The thing that makes argumentative claims argumentative is the fact that they are debatable. In other words, the claims usually have two clear sides. The side you have picked should be clear in the claim so the audience can read your essay to understand why you picked that side.

Here are good examples of argumentative claims:

In light of reduced and erratic rainfalls, farmers in East Africa are increasingly abandoning agriculture for city life.
Running provides both mental and physical health benefits.
Increasing cases of cyberbullying can be prevented by banning anonymous social media accounts.
Yoga improves physical, mental, and emotional strength.
School uniforms help promote inclusive environments where students can interact without barriers.
College students should learn new languages and skills to help them gain skills to take them through life.
Concrete is by far the best building material for commercial houses.
Owning a home is better compared to renting.
Children under 12 should not be posted on social media by their parents.
Generation Z should be taught about financial literacy.
Cooking at home is healthier and cheaper compared to fast food.

7. Exploratory claims

Exploratory claims are very different from argumentative claims. The reason why is that they are written to explore all the different opinions or sides of a debate. No exploratory claim will focus on one position.

A typical exploratory claim will include information about the subject to be written about, the different positions or debates about the subject, and the writer's thoughts about the subject.

Here is an example of an exploratory claim:

Marijuana was recently legalized for recreational use in New York, leading to a heated debate online on the benefits and drawbacks of the drug. It is essential to look at both sides of the debate to make a fair conclusion on the matter.

8. Assertive claims

Assertive claims are strong arguments or statements. The use of an assertive statement is to explain the thesis a bit or show the importance of the thesis. Without an assertive claim, it becomes challenging to hook the reader to try and read the rest of your essay.

Here is an excellent example of an assertive claim:

Online driving courses are not as good as physical ones because they minimize hands-on or one-on-one training experience.

9. Policy claims

Policy claims are also known as solution claims. A characteristic policy claim will state a problem and then its solution.

Examples of policy claims:

Western European countries are over-dependent on Russian oil and gas and, therefore, should try to be more energy-independent.
Non-violent drug users who are caught should be rehabilitated instead of being incarcerated.

Where to use Claims when writing

As we have already discussed, academic writing has different types of claims. You can use these claims when writing different kinds of papers. Here are some types of writing that use claims:

Argumentative essay. Claims in argumentative essays are used to support the central argument or the thesis. In this type of essay, you must focus on a controversial or debatable issue and present evidence to support your thesis statement. Your claims help to fortify the thesis in your argumentative essay.
Literary analysis essays. In a literary analysis essay, you can make a claim about the literary work in question and then offer evidence to support the claim.
Persuasive essays. Like the argumentative essay, you can use a claim in a persuasive essay. In this case, you will use evidence-based information to support your claim.
Research papers. You can use evidence to support or refute the hypothesis, a type of claim.
Persuasive speeches. Although presented orally, persuasive speeches entail providing claims and then using evidence to support the claims.
Persuasive memos. You can write a persuasive memo to convince the audience about a claim you support with evidence.
Compare and contrast essays . You can use claims when comparing two items or subjects.

You can also use claims when writing professional papers such as reports, letters, memos, or social media posts.

Related Article: Writing good analytical essays for better grades.

Features of a reasonable claim

Below are the features of a good claim:

1. A good claim is a statement and not a question

A good claim is usually a statement and not a question. The purpose of making a claim is to present a debate and the writer's position on the debate. Using a question, there is no way to present a debate and clarify your position.

2. A good claim challenges the status quo

The purpose of writing essays is to improve the existing body of knowledge. Simply writing another essay supporting the current beliefs, behaviors, rules, or policies does not enhance the body of knowledge. This is why it is vital to make your claim challenge the status quo so that you can write about something new that everyone doesn't already agree with.

An excellent example of a claim that challenges that status quo is that "The United States should shut down all its nuclear power plants in the next year to eliminate the chance of a disaster happening."

This statement challenges the status quo: nuclear power plants are needed in the USA for the foreseeable future to provide much-needed power.

3. A good claim is unbiased

Claims should always be put to provide an opportunity to defend or support either position. Phrasing a claim in a way that leaves no room for the audience to think that an alternative position can exist is not right. It removes objectivity and makes a claim look biased and unwise.

4. A good claim is particular

Broad claims do not provide any insight. This is because they are easy to agree with. They are also easy to prove. In contrast, specific claims narrow the focus and improve argumentation. So, to write a good essay, it is vital to make your claim specific and detailed so that whatever you write is focused and provides good insight.

5. A good claim promotes an argumentative essay

Make a claim that is easy to agree with. Your essay will not be engaging because it will be a description or a story. In contrast, you create an argumentative environment when you make a claim supporting one of two sides. In other words, you create a situation where you provide evidence to support or defend the side of the argument you have picked.

Claim vs. Claim Statement

A claim is an argument. When writing an academic paper (essay, speech, or research), you will have your main claim (main argument). In addition, you will have your sub-claims or supporting arguments throughout your paper or essay.

An essay's central claim or argument is the claim statement. It is also referred to as the thesis statement. In brief, the main difference between a claim and a claim statement is that the former is just an argument while the latter is the main argument.

The requirements for writing a claim and a claim statement are very similar. However, sub-claims or supporting arguments in the body paragraphs do not need to be debatable. In contrast, a good claim statement should always be detailed and debatable.

Claim vs. Thesis Statement vs. Counterclaim

Steps to writing the best claim in an essay.

A claim is an argument. It is pretty easy to write an argument in an essay. The most straightforward essay will include the main claim or argument in the introduction , a supporting argument beginning each body paragraph, and a conclusion.

The most important part when writing an essay is usually the main claim or argument. It is also referred to as the claim statement. A good claim statement will help you to write a good essay. A lousy claim statement will make it challenging to write a good essay.

Follow the steps below to learn how to write a good claim statement.

1. Pick a topic and find out more information about it

The first thing you need to do when writing a claim statement is to pick a topic. Even if you can choose any topic, select one that interests you and can research and write an entire essay.

Once you choose the topic, find out more information about it. This will help you narrow the topic, find something interesting to write about, and make arguments. You also develop many aspects of the topic and choose one to help you write your claim.

As an example, suppose you are writing about climate change. Then, you can focus on global warming as a subject and present why it is a top cause of climate change.

2. Phrase the exciting topic as a question

Once you find something interesting about a topic, you should frame the topic as a question. As you frame the question, ensure you answer it with your thesis.

The easiest way to write a question is to imagine you are a professor asking your students to write an easy essay on the topic. This will help you to phrase the topic as a question quickly. The question will help you to come up with the claim statement and to write a good essay.

For example, suppose your research on a topic leads you to want to write about the harmful effects of Instagram on teenage girls. In that case, you could phrase this topic as a question. For example, one way you can phrase this topic as a question is, "What are the harmful effects of Instagram on teenage girls?"

Phrasing the topic this way makes it easy to write the claim and thesis statements.

3. Define the objective of your essay

To write a good essay, you need to set the objective. The objective of your essay will determine what type of claim statement you write. For example, suppose your objective is to convince the audience that something is good or bad. In that case, you must decide after phrasing your essay topic as a question.

4. Take a position on the issue

After deciding your essay's objective, you need to take a position on the topic now. This position or claim will be your essay's main claim or claim statement. In addition, it will inform what your supporting arguments will be.

At this stage, you should rephrase your question into a claim statement (the question you constructed in step 2). Our example question was, "What are the harmful effects of Instagram on teenage girls?"

To rephrase this question into a claim statement, state how you would answer it in detail. For example, one way you could do this is, "This paper looks at the harmful effects of Instagram on girls under 18 years of age in the USA."

This statement makes it clear what your essay will be all about. It is focused, detailed, and debatable.

5. Develop sub-claims

After creating the claim statement, you need to write an outline to help you write your essay. Your claim statement will inform the outline.

And the most critical parts of the outline will be the sub-claims. The sub-claims are the supporting arguments you will use in your essay. They are the arguments that support your main argument.

If you are writing a typical 5-paragraph essay with an introduction, three body paragraphs, and a conclusion " the three body paragraphs will include a sub-claim at the beginning. The sub-claim will be an argument that supports your main position.

Following the five steps above, you can quickly develop a good essay with all the necessary claims and sub-claims. If, for any reason, you feel like it will be challenging for you to develop a good claim statement and sub-claims, contact us for help with your essay. We have professional essay tutors ready to help you write any essay before you hit the deadline.

Dos and don'ts when writing A claim in an Essay

You now know everything important about claims. You know all the major types of claims and how to write an eye-catching claim statement. In this section, you will learn all the critical dos and don'ts when writing any kind of claim.

Choose a good topic. It is important to choose a good topic if you are permitted to. A good topic is interesting, has lots of facts and data, and is easy to take a stand on.
Have fun. If essays are stressing you up, maybe you should re-evaluate your major or minor. Whatever topic you choose, you should have fun learning more about it and taking a stand. If you do this, your genuine passion will be evident to the reader.
Take a position. It is important to take a position when writing about a topic. Writing about something without supporting or defending a position will not help you. You need to embrace a position and stick to it.
Narrow your focus. It is crucial to narrow the focus of your writing to a particular thing or group. If your claim is too broad, it will not be compelling, and your essay won't be very informative.

Don'ts

Avoid using first-person when writing a claim statement. Using the first-person perspective will make your argument subjective and not very objective.
Avoid using emotional appeal. When writing, ensure that you appeal to facts and data. So don't appeal to emotions; that will water down your arguments.
Lose focus. Cluttering your claim with other ideas will make it challenging to support. It will also make your writing less understandable and less robust.

Final Remarks

Consider a claim as the branches and the thesis statement as the trunk that holds your paper together. It can be a compound or short sentence that asserts your position on an issue or topic.

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Nathaniel Tower

Juggling writing and life

Understanding Claims in Writing and How to Craft Effective Ones

Last Updated on July 7, 2023 by Nathaniel Tower

In the realm of academic and persuasive writing, a claim holds significant importance. A claim serves as the central assertion or argument made by a writer to support their position or viewpoint. It is the backbone of an essay or any piece of writing, providing a clear focus and direction for the reader. Crafting a strong claim requires careful thought, analysis, and supporting evidence. In this article, we will delve into the concept of claims in writing and explore effective strategies for constructing compelling and persuasive claims.

What is a Claim?

A claim is a declarative statement that expresses the writer’s position or viewpoint on a particular subject. It is often referred to as a thesis statement or central argument. A well-crafted claim should be concise, specific, and debatable. It presents an opinion or interpretation that can be supported or challenged through logical reasoning and evidence.

Claims can take various forms, including factual claims that present verifiable information, value claims that express opinions about what is good or bad, and policy claims that propose specific courses of action. Regardless of the type, a claim should be formulated in a way that engages the reader and compels them to consider the writer’s perspective.

How to Write an Effective Claim

Revise and Refine : Once you have drafted your claim, review and revise it to ensure clarity and effectiveness. Check for any logical fallacies, inconsistencies, or weak points in your argument. Seek feedback from peers or instructors to gain different perspectives and improve your claim.

What is a counterclaim in writing?

In writing, a counterclaim refers to a rebuttal or opposing argument presented by the writer to challenge or refute the main claim or thesis statement. It serves as a counterargument that acknowledges the opposing viewpoint and attempts to undermine its credibility or validity. A counterclaim adds depth and complexity to an argument by considering different perspectives and engaging in a more comprehensive analysis of the topic.

When constructing a counterclaim, it is essential to present a strong and logical argument that challenges the original claim. This entails conducting thorough research, gathering evidence, and providing convincing reasoning to support the counterargument. By doing so, the writer demonstrates their ability to critically evaluate multiple viewpoints and engage in a balanced discussion.

A well-crafted counterclaim should address the opposing side’s key points, highlight any weaknesses or fallacies in their argument, and provide a compelling alternative perspective. It is crucial to maintain a respectful tone and avoid personal attacks or derogatory language while presenting the counterclaim. Instead, focus on presenting a coherent and evidence-based argument that can effectively challenge the original claim.

In addition to presenting the counterclaim, it is essential to refute the opposing viewpoint by offering counter-evidence or providing a different interpretation of the existing evidence. This helps strengthen the writer’s position and credibility by demonstrating a comprehensive understanding of the topic and a willingness to engage with alternative perspectives.

By including a counterclaim in their writing, the author not only acknowledges the complexity of the issue but also shows a commitment to intellectual rigor and fairness. It encourages readers to consider multiple viewpoints, critically evaluate arguments, and arrive at a well-informed conclusion. In academic writing, including counterclaims demonstrates the writer’s ability to engage in scholarly discourse and contributes to the overall quality and credibility of the work.

Conclusion

Crafting a strong claim is essential for writing compelling and persuasive pieces. A well-constructed claim provides a clear focus and direction, engages the reader, and supports the writer’s position or viewpoint. By understanding the purpose of your writing, conducting thorough research, formulating a clear claim, providing evidence, and considering counterarguments, you can create a robust claim that strengthens your overall argument. Remember to revise and refine your claim to ensure its effectiveness. With a well-crafted claim, you can captivate your audience and present a convincing argument in your writing.

What Is a Claim in an Essay? Read This Before Writing

What is a claim in an essay?

In this article, you’ll find the essay claim definition, characteristics, types, and examples. Let’s learn where to use claims and how to write them.

Get ready for up-to-date and practical information only!

What Is a Claim in Writing?

A claim is the core argument defining an essay’s goal and direction. (1) It’s assertive, debatable, and supported by evidence. Also, it is complex, specific, and detailed.

Also known as a thesis, a claim is a little different from statements and opinions. Keep reading to reveal the nuances.

Claims vs. statements vs. opinions

Where to use claims.

To answer the “What is claim in writing?”, it’s critical to understand that this definition isn’t only for high school or college essays. Below are the types of writing with claims:

Argumentative articles. Consider a controversial issue, proving it with evidence throughout your paper.
Literary analysis. Build a claim about a book , and use evidence from it to support your claim.
Research papers. Present a hypothesis and provide evidence to confirm or refute it.
Speeches. State a claim and persuade the audience that you’re right.
Persuasive essays and memos. State a thesis and use fact-based evidence to back it up..

What can you use as evidence in essays?

Facts and other data from relevant and respectful resources (no Wikipedia or other sources like this)
Primary research
Secondary research (science magazines’ articles, literature reviews, etc.)
Personal observation
Expert quotes (opinions)
Info from expert interviews

How to Write a Claim in Essays

Two points to consider when making a claim in a college paper:

First, remember that a claim may have counterarguments. You’ll need to respond to them to make your argument stronger. Use transition words like “despite,” “yet,” “although,” and others to show those counterclaims.

Second, good claims are more complex than simple “I’m right” statements. Be ready to explain your claim, answering the “So what?” question.

And now, to details:

Types of claims in an essay (2)

Writing a claim: details to consider.

What makes a good claim? Three characteristics (3):

It’s assertive. (You have a strong position about a topic.)
It’s specific. (Your assertion is as precise as possible.)
It’s provable. (You can prove your position with evidence.)

When writing a claim, avoid generalizations, questions, and cliches. Also, don’t state the obvious.

Poor claim: Pollution is bad for the environment.
Good claim: At least 25% of the federal budget should be spent upgrading businesses to clean technologies and researching renewable energy sources to control or cut pollution.

How to start a claim in an essay?

Answer the essay prompt. Use an active voice when writing a claim for readers to understand your point. Here is the basic formula:

When writing, avoid:

First-person statements
Emotional appeal
Cluttering your claim with several ideas; focus on one instead

How long should a claim be in an essay?

1-2 sentences. A claim is your essay’s thesis: Write it in the first paragraph (intro), presenting a topic and your position about it.

Examples of Claims

Below are a few claim examples depending on the type. I asked our expert writers to provide some for you to better understand how to write it.

Feel free to use them for inspiration, or don’t hesitate to “steal” if they appear relevant to your essay topic. Also, remember that you can always ask our writers to assist with a claim for your papers.

Final Words

Now that you know what is a claim in an essay, I hope you don’t find it super challenging to write anymore. It’s like writing a thesis statement; make it assertive, specific, and provable.

If you still have questions or doubts, ask Writing-Help writers for support. They’ll help you build an A-worthy claim for an essay.

References:

https://www.pvcc.edu/files/making_a_claim.pdf
https://lsa.umich.edu/content/dam/sweetland-assets/sweetland-documents/teachingresources/TeachingArgumentation/Supplement2_%20SixCommonTypesofClaim.pdf
https://students.tippie.uiowa.edu/sites/students.tippie.uiowa.edu/files/2022-05/effective_claims.pdf
Essay samples
Essay writing
Writing tips

What this handout is about

This handout will define what an argument is and explain why you need one in most of your academic essays.

Arguments are everywhere

You may be surprised to hear that the word “argument” does not have to be written anywhere in your assignment for it to be an important part of your task. In fact, making an argument—expressing a point of view on a subject and supporting it with evidence—is often the aim of academic writing. Your instructors may assume that you know this and thus may not explain the importance of arguments in class.

Most material you learn in college is or has been debated by someone, somewhere, at some time. Even when the material you read or hear is presented as a simple fact, it may actually be one person’s interpretation of a set of information. Instructors may call on you to examine that interpretation and defend it, refute it, or offer some new view of your own. In writing assignments, you will almost always need to do more than just summarize information that you have gathered or regurgitate facts that have been discussed in class. You will need to develop a point of view on or interpretation of that material and provide evidence for your position.

Consider an example. For nearly 2000 years, educated people in many Western cultures believed that bloodletting—deliberately causing a sick person to lose blood—was the most effective treatment for a variety of illnesses. The claim that bloodletting is beneficial to human health was not widely questioned until the 1800s, and some physicians continued to recommend bloodletting as late as the 1920s. Medical practices have now changed because some people began to doubt the effectiveness of bloodletting; these people argued against it and provided convincing evidence. Human knowledge grows out of such differences of opinion, and scholars like your instructors spend their lives engaged in debate over what claims may be counted as accurate in their fields. In their courses, they want you to engage in similar kinds of critical thinking and debate.

Argumentation is not just what your instructors do. We all use argumentation on a daily basis, and you probably already have some skill at crafting an argument. The more you improve your skills in this area, the better you will be at thinking critically, reasoning, making choices, and weighing evidence.

Making a claim

What is an argument? In academic writing, an argument is usually a main idea, often called a “claim” or “thesis statement,” backed up with evidence that supports the idea. In the majority of college papers, you will need to make some sort of claim and use evidence to support it, and your ability to do this well will separate your papers from those of students who see assignments as mere accumulations of fact and detail. In other words, gone are the happy days of being given a “topic” about which you can write anything. It is time to stake out a position and prove why it is a good position for a thinking person to hold. See our handout on thesis statements .

Claims can be as simple as “Protons are positively charged and electrons are negatively charged,” with evidence such as, “In this experiment, protons and electrons acted in such and such a way.” Claims can also be as complex as “Genre is the most important element to the contract of expectations between filmmaker and audience,” using reasoning and evidence such as, “defying genre expectations can create a complete apocalypse of story form and content, leaving us stranded in a sort of genre-less abyss.” In either case, the rest of your paper will detail the reasoning and evidence that have led you to believe that your position is best.

When beginning to write a paper, ask yourself, “What is my point?” For example, the point of this handout is to help you become a better writer, and we are arguing that an important step in the process of writing effective arguments is understanding the concept of argumentation. If your papers do not have a main point, they cannot be arguing for anything. Asking yourself what your point is can help you avoid a mere “information dump.” Consider this: your instructors probably know a lot more than you do about your subject matter. Why, then, would you want to provide them with material they already know? Instructors are usually looking for two things:

Proof that you understand the material
A demonstration of your ability to use or apply the material in ways that go beyond what you have read or heard.

This second part can be done in many ways: you can critique the material, apply it to something else, or even just explain it in a different way. In order to succeed at this second step, though, you must have a particular point to argue.

Arguments in academic writing are usually complex and take time to develop. Your argument will need to be more than a simple or obvious statement such as “Frank Lloyd Wright was a great architect.” Such a statement might capture your initial impressions of Wright as you have studied him in class; however, you need to look deeper and express specifically what caused that “greatness.” Your instructor will probably expect something more complicated, such as “Frank Lloyd Wright’s architecture combines elements of European modernism, Asian aesthetic form, and locally found materials to create a unique new style,” or “There are many strong similarities between Wright’s building designs and those of his mother, which suggests that he may have borrowed some of her ideas.” To develop your argument, you would then define your terms and prove your claim with evidence from Wright’s drawings and buildings and those of the other architects you mentioned.

Do not stop with having a point. You have to back up your point with evidence. The strength of your evidence, and your use of it, can make or break your argument. See our handout on evidence . You already have the natural inclination for this type of thinking, if not in an academic setting. Think about how you talked your parents into letting you borrow the family car. Did you present them with lots of instances of your past trustworthiness? Did you make them feel guilty because your friends’ parents all let them drive? Did you whine until they just wanted you to shut up? Did you look up statistics on teen driving and use them to show how you didn’t fit the dangerous-driver profile? These are all types of argumentation, and they exist in academia in similar forms.

Every field has slightly different requirements for acceptable evidence, so familiarize yourself with some arguments from within that field instead of just applying whatever evidence you like best. Pay attention to your textbooks and your instructor’s lectures. What types of argument and evidence are they using? The type of evidence that sways an English instructor may not work to convince a sociology instructor. Find out what counts as proof that something is true in that field. Is it statistics, a logical development of points, something from the object being discussed (art work, text, culture, or atom), the way something works, or some combination of more than one of these things?

Be consistent with your evidence. Unlike negotiating for the use of your parents’ car, a college paper is not the place for an all-out blitz of every type of argument. You can often use more than one type of evidence within a paper, but make sure that within each section you are providing the reader with evidence appropriate to each claim. So, if you start a paragraph or section with a statement like “Putting the student seating area closer to the basketball court will raise player performance,” do not follow with your evidence on how much more money the university could raise by letting more students go to games for free. Information about how fan support raises player morale, which then results in better play, would be a better follow-up. Your next section could offer clear reasons why undergraduates have as much or more right to attend an undergraduate event as wealthy alumni—but this information would not go in the same section as the fan support stuff. You cannot convince a confused person, so keep things tidy and ordered.

Counterargument

One way to strengthen your argument and show that you have a deep understanding of the issue you are discussing is to anticipate and address counterarguments or objections. By considering what someone who disagrees with your position might have to say about your argument, you show that you have thought things through, and you dispose of some of the reasons your audience might have for not accepting your argument. Recall our discussion of student seating in the Dean Dome. To make the most effective argument possible, you should consider not only what students would say about seating but also what alumni who have paid a lot to get good seats might say.

You can generate counterarguments by asking yourself how someone who disagrees with you might respond to each of the points you’ve made or your position as a whole. If you can’t immediately imagine another position, here are some strategies to try:

Do some research. It may seem to you that no one could possibly disagree with the position you are arguing, but someone probably has. For example, some people argue that a hotdog is a sandwich. If you are making an argument concerning, for example, the characteristics of an exceptional sandwich, you might want to see what some of these people have to say.
Talk with a friend or with your teacher. Another person may be able to imagine counterarguments that haven’t occurred to you.
Consider your conclusion or claim and the premises of your argument and imagine someone who denies each of them. For example, if you argued, “Cats make the best pets. This is because they are clean and independent,” you might imagine someone saying, “Cats do not make the best pets. They are dirty and needy.”

Once you have thought up some counterarguments, consider how you will respond to them—will you concede that your opponent has a point but explain why your audience should nonetheless accept your argument? Will you reject the counterargument and explain why it is mistaken? Either way, you will want to leave your reader with a sense that your argument is stronger than opposing arguments.

When you are summarizing opposing arguments, be charitable. Present each argument fairly and objectively, rather than trying to make it look foolish. You want to show that you have considered the many sides of the issue. If you simply attack or caricature your opponent (also referred to as presenting a “straw man”), you suggest that your argument is only capable of defeating an extremely weak adversary, which may undermine your argument rather than enhance it.

It is usually better to consider one or two serious counterarguments in some depth, rather than to give a long but superficial list of many different counterarguments and replies.

Be sure that your reply is consistent with your original argument. If considering a counterargument changes your position, you will need to go back and revise your original argument accordingly.

Audience is a very important consideration in argument. Take a look at our handout on audience . A lifetime of dealing with your family members has helped you figure out which arguments work best to persuade each of them. Maybe whining works with one parent, but the other will only accept cold, hard statistics. Your kid brother may listen only to the sound of money in his palm. It’s usually wise to think of your audience in an academic setting as someone who is perfectly smart but who doesn’t necessarily agree with you. You are not just expressing your opinion in an argument (“It’s true because I said so”), and in most cases your audience will know something about the subject at hand—so you will need sturdy proof. At the same time, do not think of your audience as capable of reading your mind. You have to come out and state both your claim and your evidence clearly. Do not assume that because the instructor knows the material, he or she understands what part of it you are using, what you think about it, and why you have taken the position you’ve chosen.

Critical reading

Critical reading is a big part of understanding argument. Although some of the material you read will be very persuasive, do not fall under the spell of the printed word as authority. Very few of your instructors think of the texts they assign as the last word on the subject. Remember that the author of every text has an agenda, something that he or she wants you to believe. This is OK—everything is written from someone’s perspective—but it’s a good thing to be aware of. For more information on objectivity and bias and on reading sources carefully, read our handouts on evaluating print sources and reading to write .

Take notes either in the margins of your source (if you are using a photocopy or your own book) or on a separate sheet as you read. Put away that highlighter! Simply highlighting a text is good for memorizing the main ideas in that text—it does not encourage critical reading. Part of your goal as a reader should be to put the author’s ideas in your own words. Then you can stop thinking of these ideas as facts and start thinking of them as arguments.

When you read, ask yourself questions like “What is the author trying to prove?” and “What is the author assuming I will agree with?” Do you agree with the author? Does the author adequately defend her argument? What kind of proof does she use? Is there something she leaves out that you would put in? Does putting it in hurt her argument? As you get used to reading critically, you will start to see the sometimes hidden agendas of other writers, and you can use this skill to improve your own ability to craft effective arguments.

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.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Booth, Wayne C., Gregory G. Colomb, Joseph M. Williams, Joseph Bizup, and William T. FitzGerald. 2016. The Craft of Research , 4th ed. Chicago: University of Chicago Press.

Ede, Lisa. 2004. Work in Progress: A Guide to Academic Writing and Revising , 6th ed. Boston: Bedford/St Martin’s.

Gage, John T. 2005. The Shape of Reason: Argumentative Writing in College , 4th ed. New York: Longman.

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

Rosen, Leonard J., and Laurence Behrens. 2003. The Allyn & Bacon Handbook , 5th ed. New York: Longman.

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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Organizing Your Argument

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How can I effectively present my argument?

In order for your argument to be persuasive, it must use an organizational structure that the audience perceives as both logical and easy to parse. Three argumentative methods —the Toulmin Method , Classical Method , and Rogerian Method — give guidance for how to organize the points in an argument.

Note that these are only three of the most popular models for organizing an argument. Alternatives exist. Be sure to consult your instructor and/or defer to your assignment’s directions if you’re unsure which to use (if any).

Toulmin Method

The Toulmin Method is a formula that allows writers to build a sturdy logical foundation for their arguments. First proposed by author Stephen Toulmin in The Uses of Argument (1958), the Toulmin Method emphasizes building a thorough support structure for each of an argument's key claims.

The basic format for the Toulmin Method is as follows:

Claim: In this section, you explain your overall thesis on the subject. In other words, you make your main argument.

Data (Grounds): You should use evidence to support the claim. In other words, provide the reader with facts that prove your argument is strong.

Warrant (Bridge): In this section, you explain why or how your data supports the claim. As a result, the underlying assumption that you build your argument on is grounded in reason.

Backing (Foundation): Here, you provide any additional logic or reasoning that may be necessary to support the warrant.

Counterclaim: You should anticipate a counterclaim that negates the main points in your argument. Don't avoid arguments that oppose your own. Instead, become familiar with the opposing perspective. If you respond to counterclaims, you appear unbiased (and, therefore, you earn the respect of your readers). You may even want to include several counterclaims to show that you have thoroughly researched the topic.

Rebuttal: In this section, you incorporate your own evidence that disagrees with the counterclaim. It is essential to include a thorough warrant or bridge to strengthen your essay’s argument. If you present data to your audience without explaining how it supports your thesis, your readers may not make a connection between the two, or they may draw different conclusions.

Example of the Toulmin Method:

Claim: Hybrid cars are an effective strategy to fight pollution.

Data1: Driving a private car is a typical citizen's most air-polluting activity.

Warrant 1: Due to the fact that cars are the largest source of private (as opposed to industrial) air pollution, switching to hybrid cars should have an impact on fighting pollution.

Data 2: Each vehicle produced is going to stay on the road for roughly 12 to 15 years.

Warrant 2: Cars generally have a long lifespan, meaning that the decision to switch to a hybrid car will make a long-term impact on pollution levels.

Data 3: Hybrid cars combine a gasoline engine with a battery-powered electric motor.

Warrant 3: The combination of these technologies produces less pollution.

Counterclaim: Instead of focusing on cars, which still encourages an inefficient culture of driving even as it cuts down on pollution, the nation should focus on building and encouraging the use of mass transit systems.

Rebuttal: While mass transit is an idea that should be encouraged, it is not feasible in many rural and suburban areas, or for people who must commute to work. Thus, hybrid cars are a better solution for much of the nation's population.

Rogerian Method

The Rogerian Method (named for, but not developed by, influential American psychotherapist Carl R. Rogers) is a popular method for controversial issues. This strategy seeks to find a common ground between parties by making the audience understand perspectives that stretch beyond (or even run counter to) the writer’s position. Moreso than other methods, it places an emphasis on reiterating an opponent's argument to his or her satisfaction. The persuasive power of the Rogerian Method lies in its ability to define the terms of the argument in such a way that:

your position seems like a reasonable compromise.
you seem compassionate and empathetic.

The basic format of the Rogerian Method is as follows:

Introduction: Introduce the issue to the audience, striving to remain as objective as possible.

Opposing View : Explain the other side’s position in an unbiased way. When you discuss the counterargument without judgement, the opposing side can see how you do not directly dismiss perspectives which conflict with your stance.

Statement of Validity (Understanding): This section discusses how you acknowledge how the other side’s points can be valid under certain circumstances. You identify how and why their perspective makes sense in a specific context, but still present your own argument.

Statement of Your Position: By this point, you have demonstrated that you understand the other side’s viewpoint. In this section, you explain your own stance.

Statement of Contexts : Explore scenarios in which your position has merit. When you explain how your argument is most appropriate for certain contexts, the reader can recognize that you acknowledge the multiple ways to view the complex issue.

Statement of Benefits: You should conclude by explaining to the opposing side why they would benefit from accepting your position. By explaining the advantages of your argument, you close on a positive note without completely dismissing the other side’s perspective.

Example of the Rogerian Method:

Introduction: The issue of whether children should wear school uniforms is subject to some debate.

Opposing View: Some parents think that requiring children to wear uniforms is best.

Statement of Validity (Understanding): Those parents who support uniforms argue that, when all students wear the same uniform, the students can develop a unified sense of school pride and inclusiveness.

Statement of Your Position : Students should not be required to wear school uniforms. Mandatory uniforms would forbid choices that allow students to be creative and express themselves through clothing.

Statement of Contexts: However, even if uniforms might hypothetically promote inclusivity, in most real-life contexts, administrators can use uniform policies to enforce conformity. Students should have the option to explore their identity through clothing without the fear of being ostracized.

Statement of Benefits: Though both sides seek to promote students' best interests, students should not be required to wear school uniforms. By giving students freedom over their choice, students can explore their self-identity by choosing how to present themselves to their peers.

Classical Method

The Classical Method of structuring an argument is another common way to organize your points. Originally devised by the Greek philosopher Aristotle (and then later developed by Roman thinkers like Cicero and Quintilian), classical arguments tend to focus on issues of definition and the careful application of evidence. Thus, the underlying assumption of classical argumentation is that, when all parties understand the issue perfectly, the correct course of action will be clear.

The basic format of the Classical Method is as follows:

Introduction (Exordium): Introduce the issue and explain its significance. You should also establish your credibility and the topic’s legitimacy.

Statement of Background (Narratio): Present vital contextual or historical information to the audience to further their understanding of the issue. By doing so, you provide the reader with a working knowledge about the topic independent of your own stance.

Proposition (Propositio): After you provide the reader with contextual knowledge, you are ready to state your claims which relate to the information you have provided previously. This section outlines your major points for the reader.

Proof (Confirmatio): You should explain your reasons and evidence to the reader. Be sure to thoroughly justify your reasons. In this section, if necessary, you can provide supplementary evidence and subpoints.

Refutation (Refuatio): In this section, you address anticipated counterarguments that disagree with your thesis. Though you acknowledge the other side’s perspective, it is important to prove why your stance is more logical.

Conclusion (Peroratio): You should summarize your main points. The conclusion also caters to the reader’s emotions and values. The use of pathos here makes the reader more inclined to consider your argument.

Example of the Classical Method:

Introduction (Exordium): Millions of workers are paid a set hourly wage nationwide. The federal minimum wage is standardized to protect workers from being paid too little. Research points to many viewpoints on how much to pay these workers. Some families cannot afford to support their households on the current wages provided for performing a minimum wage job .

Statement of Background (Narratio): Currently, millions of American workers struggle to make ends meet on a minimum wage. This puts a strain on workers’ personal and professional lives. Some work multiple jobs to provide for their families.

Proposition (Propositio): The current federal minimum wage should be increased to better accommodate millions of overworked Americans. By raising the minimum wage, workers can spend more time cultivating their livelihoods.

Proof (Confirmatio): According to the United States Department of Labor, 80.4 million Americans work for an hourly wage, but nearly 1.3 million receive wages less than the federal minimum. The pay raise will alleviate the stress of these workers. Their lives would benefit from this raise because it affects multiple areas of their lives.

Refutation (Refuatio): There is some evidence that raising the federal wage might increase the cost of living. However, other evidence contradicts this or suggests that the increase would not be great. Additionally, worries about a cost of living increase must be balanced with the benefits of providing necessary funds to millions of hardworking Americans.

Conclusion (Peroratio): If the federal minimum wage was raised, many workers could alleviate some of their financial burdens. As a result, their emotional wellbeing would improve overall. Though some argue that the cost of living could increase, the benefits outweigh the potential drawbacks.

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What is a claim?

A claim is a statement that presents an idea or series of ideas as arguments. Arguments therefore consist of claims, or another way to put it is, to say that claims are the building blocks of a good argument.

In research writing, claims will be the backbone that form a thesis or a hypothesis (here the term ‘hypothesis’ refers to the argument that is evidenced within the scope of the work).

According to Heady (2013) “Claims are the points you want to prove, interpretations you want to offer, and assertions you want to make” (p. 74). Importantly, in academia claims are statements that can be supported by evidence.

‘Traditional classroom teaching is boring’

For example, claiming that traditional classroom teaching is boring is not a good claim because it lacks definition (what does ‘traditional classroom teaching’ actually mean? and how do we measure ‘boring’)? It may also be a ‘sweeping statement’ (meaning it’s far too general in scope). However, claiming that “traditional teaching methods, like didactic instruction, do not provide sufficient interaction with students and lead to poor learning outcomes” is a good argumentative claim, because it can be investigated and measured.

Characteristics of a good claim

In order to make effective claims it is important to understand the difference between statements and sentences. While a statement is also a sentence (in that it is a grammatical unit with subject, verb, object clause), not all sentences are statements (in other words, not all sentences consist of a stance or a position).

The following provides examples of the difference between sentences and statements. The statements present a stance or position about the topic under discussion. This is important to understand as all claims must consist of a stance towards the topic.

Function of claims

The function of claims in academic writing is to provoke, analyse, or interpret rather than merely describe or present facts. They can do this by affirming, acknowledging, confirming, or refuting the proposition being made. In this way, claims do the job of building an overall argument or thesis in a piece of work (i.e. each claim progresses the key argument). It is for this reason that claims will appear in topic sentences, thesis statements, introductory and concluding sentences/paragraphs.

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26 Claims, Support, and Structure

Core Curriculum; Christina Frasier; and Kirsten DeVries

Learning Objectives

Compose debatable claims about a topic
Support claims with evidence
Organize evidence in a structured argument
Compose effective counterarguments

Both as a student and as a professional, you may be asked to examine complicated situations and to develop and support positions that reflect the complexity of the issues involved. For example, if you go into education, you may be asked to develop and support a recommendation for a remedial reading program based upon a careful analysis of the costs and impacts of competing proposals. If you go into a medical field, you may be asked to develop and support a recommendation for the long-term care of a patient who has suffered a catastrophic injury. Whatever field you enter—management, criminal justice, social work, information technology, or any other—you are likely to confront challenging issues that require you to analyze data and evidence and to report out your conclusions in professional language and according to a professional format. The Academic Argument assignment is intended to help you develop the writing skills necessary to perform such an analysis and to report the results.

In the course of this assignment, you will write a thesis-driven essay that articulates reasons and examples that support your claims. Your objectives as you work your way through this assignment will be to

make a debatable claim about a topic,
support all claims with evidence,
analyze a multifaceted issue in writing, and
acknowledge the legitimate concerns of others.

Objective 1. Make a debatable claim about a topic.

Central to any Academic Argument is a claim. This section will define this fundamental concept and address related concepts, such as how the claim is reflected in a thesis statement and how it is used to guide the development of the essay. In particular, this section will answer the following questions:

What is a claim?
When is a claim debatable?
How do I begin an argument essay?
How do I introduce a topic and explain its significance?
How do I use my thesis statement to state a main claim and key supporting ideas at the same time?
How do I use my thesis statement and key ideas to organize my argument?
How do I use my thesis and key ideas to organize my argument when speaking?
What is the purpose of a body paragraph in an argument essay?
How do I structure a body paragraph to support my thesis?

1. What is a claim?

A claim is an idea—or point—about a topic or issue that a writer or speaker makes in an argument. It is the equivalent of a thesis sentence for an argumentative essay. For example, let’s say that your topic is social media. Claims about social media might include one of the following:

Social media help people stay in touch across long distances.
Social media are hurting the communication skills of young Americans.

Social media are useful tools for social movements.

Social media are responsible for “slacktivism.”

2. When is a claim debatable?

A claim is debatable when it says something about the topic or issue that is not common knowledge or that most people have not generally agreed upon. Once again taking the topic of social media as an example, making the claim that “many people use social media” would not be debatable. But writing that “social media are hurting the communication skills of young Americans” would be debatable because the author must prove both that there is a problem with the communication skills of younger Americans and that social media are the cause of it.

3. How do I begin an argument essay?

Many students make the mistake of beginning their essays in overwhelmingly broad or obvious terms. For example, a student writing about the politics of same-sex marriage might begin a paper by saying, “People have been falling in love and getting married for thousands of years.” A sentence like this simply postpones the real work of an essay by giving its audience information that any reasonable person would already know. Students usually write overly vague introductions because they have been taught to “start broad” and then “narrow their focus.” More experienced writers understand that everything in an introduction needs to contribute substantially to their argument.

There is no strict formula for composing an introduction, but effective introductions usually do the following:

introduce the problem or issue;
explain the problem or topic’s significance to a community that may include the reader;
make a debatable claim about the topic or issue in a thesis statement, possibly one that includes supporting arguments; and
explain how the thesis contributes to the conversation in some way.

4. How do I introduce a topic and explain its significance?

There is no single formula for introducing a topic and explaining its significance, but here are some methods that writers return to again and again:

Providing information or data that draw the audience’s attention to the problem or issue. To present her research on electric car usage and ownership, Yuliya Chernova writes:

Electric cars are still such a novelty that little is known about their owners and how they use the vehicles. But recent research is beginning to unlock some of the mysteries. Plug-in vehicles—those that run entirely on battery power or that combine electric and gasoline drives—represent less than 1% of total U.S. vehicle sales, but in the past three years their numbers have grown rapidly. Sales nearly tripled in 2012 and are on track to nearly double this year, according to the Electric Drive Transportation Association, a trade group. (Chernova, 2013)

Employing anecdotes that dramatize the problem or issue. Brad Tuttle begins his article, ”The Major Problem with Cheap Electric Cars,” with the following account:

Mitsubishi is the latest in a long line of automakers to slash prices on an electric car, the unpronounceable, unfortunately named i-MiEV. The model is now the cheapest electric vehicle (EV) on the market, yet it’s still hard to imagine many drivers excitedly running out to buy one. (Tuttle, 2013)

Responding to a quotation that addresses the problem or issue in some way. Columnist George F. Will quotes President Barack Obama to begin his own argument about the United States’ policy on Iran’s nuclear program:

In his disproportionate praise of the six-month agreement with Iran, Barack Obama said: “For the first time in nearly a decade, we have halted progress of the Iranian nuclear program.” But if the program, now several decades old, had really been “halted” shortly after U.S. forces invaded neighboring Iraq, we would not be desperately pursuing agreements to stop it now, as about 10,000 centrifuges spin to enrich uranium. (Will, 2013)

5. How do I state a main claim and key supporting ideas at the same time?

Yo u can use your thesis statement to state your main claim—the central point of the essay—but you also can use it to forecast the supporting claims that will explain and illustrate the main claim.

Here is a basic thesis statement:

This thesis statement, while it could be the main claim of an essay, does not hint at the path you will follow to explain and illustrate your claim.

Now look at this second, more elaborate thesis statement:

Social media sites like Twitter, Facebook, and YouTube have been indispensable tools to young activists from the Arab Spring movement to the Black Lives Matter movement.

Here the general claim about social media has been made more specific as you have introduced particular examples of social media and occasions when these media proved to be significant. You have given your readers a clearer picture of what the essay will be about.

6. How do I use my claim and key ideas to organize my argument?

While your main claim should guide the entire argument, key ideas included in the thesis statement can be used in topic sentences to guide your paragraphs.

Using the sample claim, “Social media sites like Twitter, Facebook, and YouTube have been indispensable tools to young activists from the Arab Spring movement to the Black Lives Matter movement.” the argument might be outlined as follows:

Introduction: Social media sites like Twitter, Facebook, and YouTube have been indispensable tools to young activists from he Arab Spring movement to the Black Lives Matter movement.
Arab Spring
Black Lives Matter
Conclusion: The Arab Spring and Black Lives Matter movements may not have happened without the use of social media.

In the above outline, Twitter, Facebook, and YouTube are used to divide the body of the essay into three main sections, and then those sections are subdivided into Egypt and the United States. Alternately, you could divide the body of the essay into two main sections—one for Egypt and the other for the United States—and then subdivide by Twitter, Facebook, and YouTube. The resulting outline would look like this:

Introduction: Social media sites like Twitter, Facebook, and YouTube have been indispensable tools to young activists from Tahrir Square to decentralized movements like black Lives Matter.

Either of these outlines would be a clear progression from the thesis statement and would help the reader to see how each key idea furthers the main claim. An element missing in these examples are counterarguments, which are key in reducing bias. Read more about them and how to structure an essay with counterarguments HERE ADD INTERNAL CITATION

7. How do I use my claim and key ideas to organize my argument when speaking?

A thesis statement that includes key ideas is a useful way to guide organization in both written and oral communication. Consider the thesis “Social media sites like Twitter, Facebook, and YouTube have been indispensable tools to young activists involved in the Arab Spring and Black Lives Matter movements.” The audien ce knows up front that you will cover at least three social media sites and at least two social movements in your discussion of young activists. They are well prepared for what will be covered in your speech and will be more likely to follow your argument. Conversely, if you promise these details and skip something, you are likely to confuse or disappoint your audience.

8. What’s the purpose of a body paragraph in an argument essay?

As with a personal essay, a body paragraph in an argument should be organized around a single point or supporting claim that furthers the thesis, should be fully developed with evidence (such as an illustration or an example), should contain a transition from the paragraph that precedes it, and should prepare the way for the paragraph that will follow it.

9. How do I structure a body paragraph to support my thesis?

Many authors use the PIE format to structure their essays. PIE = point, illustration, explanation. The point furthers your thesis or claim, the illustration provides support for the point, and the explanation tells your audience why the evidence you have provided furthers your point and/or your thesis.

For example, in his argument against the +/- grading system at Radford, student-writer Tareq Hajj makes the P oint that “Without the A+, students with high grades in the class would be less motivated to work even harder in order to increase their grades.”

He I llustrates with a quote from a professor who argues, “ ‘(students) have less incentive to try’ (Fesheraki, 2013).”

Hajj then E xplains that “not providing [the most motivated students] with additional motivation of a higher grade … is inequitable.”

Through his explanation, Hajj links back to his claim that “A plus-minus grading scale … should not be used at Radford University” because, as he explains, it is “inequitable.” The PIE structure of his paragraph has served to support his thesis.

Objective II. Support all claims with evidence.

Nowadays, it is common to read or hear the statement that “everyone is entitled to his opinion.” It is indeed true that people are free to believe whatever they wish. However, the mere fact that you believe something is not an argument in support of a position. If your goal is to communicate effectively, you must provide valid explanations and sufficient and relevant evidence to convince your audience to accept your position. If you cannot, it may be time to modify that position. In other words, “everyone is entitled to his opinion, but no one is entitled to have his opinion go unchallenged.” So “challenge” your opinion by considering how it stands up to the answers to the following questions.

What are the types of evidence?
How do you decide how much evidence you need?
How can you use STAR to assess appeals to logos?
What makes evidence relevant, not just related?

1. What are the types of evidence?

Any essay should provide illustrations for each of its points, but it is especially important to provide reliable evidence when preparing an academic argument. Evidence for an academic argument can be based on primary source material or data (your own experience and/or interviews, surveys, polls, experiments, that you have created and administered). Evidence can also stem from secondary source material or data (books, journals, newspapers, magazines, websites or surveys, experiments, statistics, polls, and other data collected by others).

Let’s say, for example, that you are arguing that college instructors should let students use cell phones in class. Primary source material might include a survey that asks students if policies forbidding cell phone usage actually stop them from using their phones in class and/or interviews with professors about what their cell phone policies are. Secondary sources might include articles about the issue from Faculty Focus or The Chronicle of Higher Education .

2. How do you decide how much evidence you need?

Four important terms are defined in the Approaches to Written Argument section of this Handbook: ethos* , logos *, pathos*, and *kairos . Writers and speakers are generally most successful with their audiences when they can skillfully and appropriately balance these, including the appeal to logos, which refers to the evidence and reasoning presented in support of a thesis. In appealing to the reasoning ability of the audience, an author or speaker might use a combination of different types of evidence, such as anecdotes, accepted facts, case studies, statistics, and experiments; analogies and logical reasoning; and citation of recognized experts on an issue.

How much of such evidence and reasoning is enough? This question is not always easy to answer. You cannot rely on intuition or on any formula. Rather, you need to become a careful, skilled judge of the quality and quantity of evidence and of the reasoning offered in support of claims. In addition, the answer to how much evidence to present will depend upon what kind of argument you are trying to make.

3. How can you use STAR to assess appeals to logos?

Mapping or diagramming your arguments may help you judge whether you are adequately supporting an appeal that depends upon evidence and reasoning. Applying the STAR Criteria— S ufficiency, T ypicality, A ccuracy, and R elevance—is one such technique for assessing whether your argument has sufficient depth and clarity.

Measure Question Examples & Notes

4. what makes evidence relevant, not just related.

The last element of the STAR criteria is Relevance . The evidence you are considering as potential support for your claims may be related in some way to the issue you are discussing, but you must ask yourself whether it actually serves to prove your claims or to disprove the claims of those who disagree with your assertions—in other words, whether it is relevant .

The difference betwe en ‘relevant’ and ‘related’ can be illustrated by the claim that:

College instructors should let students use cell phones in class.

Relevant support for that claim would be:

surveys by yourself or others that show that strict policies prohibiting cell phones do not discourage students from using them.

You could use that relevant information to argue that:

instructors should instead consider finding ways to incorporate smart phones into their teaching methods, for example, by asking students to use a student response app on their phones during class .

Evidence that is related, in this case, might include sources on:

laptop or tablet usage in class. Neither your argument nor your claims focus on the use of those devices. However, in cases where specific information about cell phone use is unavailable, this related material might still provide useful information. You may be able to argue by analogy, suggesting that student use of laptops or tablets may parallel student use of cellphones.

Objective III. Analyze a multifaceted issue in writing.

The popular news media tend to present every issue as an either/or argument: Democrat vs. Republican; right vs. wrong; Mac vs. PC. Such divisions do make information easy to digest and categorize. In academia and in the professional world, however, people strive to unearth the complexities in every argument. Every issue you will encounter in these settings is multifaceted—many-sided—and will prompt more questions than answers. A primary way in which academics and professionals make sense of this complexity is through writing. As John C. Bean (2011) has argued, writing helps us to develop our critical thinking skills and communicate our ideas effectively (p. 4). These two skills are essential in every discipline and profession, so it is important that you begin to develop them early on in your college career. The following sections will provide you with some principles for engaging complex subjects in writing by answering the following questions:

Why is it important to be able to analyze an issue?
What kinds of things should I consider when analyzing an issue?
How do I identify the different people involved in an issue?
How do I identify a stakeholder’s assumptions?
How do I identify the facts of an issue?
How do I identify what is at stake in an issue?
How do I conclude an argument?

1. Why is it important to be able to analyze an issue?

Strong critical thinking skills help you to make better decisions personally and professionally. Your critical thinking skills will be put to the test every day of your life, whether you are preparing a proposal at work, deciding which candidate to vote for, or choosing which type of car to buy. It is in your best interest, then, to develop your critical thinking skills as much as possible.

In addition to the personal and professional benefits, thinking critically also has social benefits. Frequently, you will find yourself in positions where you may wish to convince people that your ideas are worth considering. You may speak or write to encourage a transformation in your community or to help others better understand an issue you find significant. Regardless of whether you want to find alternative sources of energy, explain the role of gender in popular culture, or improve parking on campus, you will need to communicate effectively, showing that you understand the topic at hand and illustrating how your ideas contribute to the conversation.

2. What kinds of things should I consider when analyzing an issue?

In order to understand an issue thoroughly, you will need to analyze the different facets of the issue: namely, the facts of the issue and what is at stake and the people involved in the conversation,. You will need to identify their various opinions, the reasons given for those opinions, and the attitudes and beliefs that underlie those opinions.

Questions to consider include these :

What reasons do people give in support of their opinions? To what extent are those reasons backed up by reliable facts?
What kinds of philosophies or belief systems underlie particular opinions on an issue? To what extent is there room for compromise between different perspectives?
What are the consequences or implications of different perspectives or opinions on an issue?
Which opinions (if any) do you agree with? What is convincing about the opinions that you agree with? What is unconvincing about the opinions that you disagree with?
What new and unique perspective, opinion, or approach can you add to the conversation?
How does your own opinion or your own perspective impact the way you respond to viewpoints on an issue?

3. How do I identify the different people involved in an issue?

Usually, any complex topic features multiple stakeholders : people who have an interest in or are affected by the outcome of decisions revolving around the issue. One of your goals as a student or a professional will be to identify the main parties involved. As you read a text, ask yourself:

Who are the different individuals or groups involved?
What are the interests of these individuals or groups?
What opinions have been stated or arguments made by the individuals or groups?
Who are the different individuals or groups affected by decisions about this issue?
What are the interests of each affected individual or group?
What opinions have been stated or arguments made by affected individuals or groups?
Does the bias or agenda of any of the above stakeholders weaken the credibility of their arguments?
Are the authors of any of the sources you are using associated with any individuals or groups that could be considered stakeholders? Does that association weaken the credibility of those sources?

When trying to identify the different people involved in an issue, it can be very helpful to take notes on the people or groups cited by the author. Write down what each person or group says about the topic and compare their positions.

The following example from CNN.com illustrates an issue with numerous stakeholders:

Since news first broke about the shooting at a Connecticut elementary school, people began wondering how something so horrible could happen. Within a few hours, before the magnitude of the tragedy was fully known, reports began to surface that the shooter, Adam Lanza, was autistic or had Asperger’s syndrome in addition to a possible personality or anxiety disorder such as obsessive-compulsive disorder. … However, national autism organizations cautioned against speculation about a link between violence and autism or Asperger’s. (Falco, 2012)

It is relatively easy to determine the stakeholders in the above quotation. While the most obvious are the alleged shooter, the victims, their families, and of course, anyone concerned with preventing violence in schools, Falco’s article provides insight into two other groups of people who have interest in the shootings: mental health professionals and those with mental conditions. The rest of the article lists the opinions of experts, who argue against a link between those with Autism Spectrum Disorder and violence.

4. How do I identify a stakeholder’s assumptions?

Often a writer or speaker expects her audience to share a particular belief or attitude. Such an assumption might not be an outright part of an argument. In fact, assumptions frequently are implied instead of being directly stated. However, an assumption may be part of an argument’s foundation because the writer or speaker is constructing that argument in the belief that the audience shares her attitudes or beliefs. The assumption is often a byproduct of a person’s standpoint, social position, and/or political leanings.

An example of an assumption might be the following opening to a piece on tanning beds:

“We all want that perfect summer tan.”

What is the author assuming here? Are there people who might not want “that perfect summer tan”? Who might they be? How can you point out a person’s assumptions without attacking the her personally?

5. How do I identify the facts of an issue?

When identifying the facts of an issue, a good place to start is with recently-published sources that strive to be as objective as possible. For more on evaluating sources for their accuracy and relevance, see the above sections that answer these questions: How can you use STAR to assess appeals to logos? and What makes evidence relevant, not just related?

After you find several sources that meet proper standards for reliability and accuracy, look for aspects of the issue on which all or most of your sources agree, or try to find those aspects that nobody contests. The information that you gather as a result of this process will help you construct a baseline that you can use as you examine and evaluate the arguments of people with various positions on the issue.

6. How do I identify what is at stake in an issue?

Good writers always ask themselves the questions “so what?” or “why should people care about my ideas?” It’s the writer’s job to articulate what’s at stake in his writing, and it’s the reader’s job to understand what’s at stake. Sometimes, writers can be very straightforward, leaving little room for mistaking or overlooking what is at stake. Writing about how a scandal involving the British banking system can affect her audience, Denver Business Journal writer Heather Draper declares,

A global scandal involving London-based Barclays bank and the London Interbank Offered Rate (LIBOR) may seem like a distant problem, but it could affect Denver taxpayers. (Draper, 2012)

While Draper clearly states that a problem in one part of the world can affect a community thousands of miles away, other writers are less explicit. Take, for example, the following editorial from The Roanoke Times , which talks in general about the significance of a relatively minor compromise in the U.S. House of Representatives:

The level of comfort most Americans are feeling over the budget deal approved by the House of Representatives last week speaks more to the national hunger for boring but stable governance than to the brilliance of the compromise itself. Compromises, of course, are not designed to tickle anyone’s fancy. Their beauty lies in the aversion of more sorrowful consequences. Those consequences are well-known, lurking not in the imagination but in our collective short-term memory. October’s government shutdown and near miss with the menace of a credit default visited harm on the nation’s economy and its good name. (“A small but significant deal”, 2013)

Though not as explicit as Draper’s article, the editorial from The Roanoke Times argues that Americans’ happiness with the budget deal is an indication of how much they have come to expect partisan fighting and a shutdown of the United States government in October, 2013.

7. How do I conclude an argument?

You want the conclusion to grow naturally out of the ideas in the paragraphs that preceded it, and you want to avoid bringing up new issues not previously covered in the essay. Specific strategies that worked for the conclusion of the personal essay may work for an argument as well, such as returning to something, such as a question, from the beginning of the essay or speech in order create a sense of closure.

One very natural move to make in the conclusion is to show why the argument matters. What is the significance of the issue that has been the subject of the argument? What are the implications for stakeholders, who may include members of the audience? Will their lives be impacted, for better or worse, by facets of the issue that is under debate?

Another natural move to make in the conclusion is to advocate action. What steps should be taken by stakeholders, their representatives, or society as a whole? Would it be wise for society to invest in research and search for a solution to a problem identified in the argument? Are there changes people should make in their lives? Are there political or social reforms stakeholders should be advocating? Should individuals or groups be taking steps to get involved in a political process or a social movement?

Showing why the argument matters and proposing actions are ways to “conclude” while at the same time encouraging the audience to continue thinking about the issue that has been the subject of the argument.

FROM DEVRIES

What Is a Counterargument?

Remember that arguments are multi-sided. As you brainstorm and prepare to present your idea and your support for it, consider other sides of the issue. These other sides are counterarguments . Make a list of counterarguments as you work through the writing process, and use them to build your case – to widen your idea to include a valid counterargument, to explain how a counterargument might be defeated, to illustrate how a counterargument may not withstand the scrutiny your research has uncovered, and/or to show that you are aware of and have taken into account other possibilities.

For example, you might choose the issue of declawing cats and set up your search with the question should I have my indoor cat declawed? Your research, interviews, surveys, personal experiences might yield several angles on this question: Yes, it will save your furniture and your arms and ankles. No, it causes psychological issues for the cat. No, if the cat should get outside, he will be without defense. As a writer, be prepared to address alternate arguments and to include them to the extent that it will illustrate your reasoning.

Almost anything claimed in a paper can be refuted or challenged. Opposing points of view and arguments exist in every debate. It is smart to anticipate possible objections to your arguments – and to do so will make your arguments stronger. Another term for a counterargument is antithesis (i.e., the opposition to a thesis). To find possible counterarguments (and keep in mind there can be many counterpoints to one claim), ask the following questions:

Could someone draw a different conclusion from the facts or examples you present?
Could a reader question any of your assumptions or claims?
Could a reader offer a different explanation of an issue?
Is there any evidence out there that could weaken your position?

If the answer to any of these questions is yes, the next set of questions can help you respond to these potential objections:

Is it possible to concede the point of the opposition, but then challenge that point’s importance/usefulness?

Can you offer an explanation of why a reader should question a piece of evidence or consider a different point of view?
Can you explain how your position responds to any contradicting evidence?
Can you put forward a different interpretation of evidence?

It may not seem likely at first, but clearly recognizing and addressing different sides of the argument, the ones that are not your own, can make your argument and paper stronger. By addressing the antithesis of your argument essay, you are showing your readers that you have carefully considered the issue and accept that there are often other ways to view the same thing.

You can use signal phrases in your paper to alert readers that you are about to present an objection. Consider using one of these phrases–or ones like them–at the beginning of a paragraph:

Researchers have challenged these claims with…
Critics argue that this view…
Some readers may point to…

Acknowledge Counterarguments

Arguments take place in the context of real world situations, and each situation affects a wide range of people. These people can be considered stakeholders—individuals who have an interest in the outcome of an issue—and they may be part of your audience. To help you communicate with stakeholders, this section will answer two questions:

Why is it important to acknowledge the legitimate concerns of others?
How do I acknowledge counterarguments?
Structures for essay with counterarguments

1. Why is it important to acknowledge counterarguments?

Like you, stakeholders have needs and wants, and like you, they will want to be heard. In order to achieve your goals, you need to be able to work with these stakeholders to see how both your goals and their goals can be achieved. Working with them requires that you communicate to them your willingness to listen to them, just as you hope they will be willing to listen to you.

When you’re studying a situation in order to develop an argument, then, you need to figure out who is affected by the situation and how they are affected. Consider the following questions:

Who are the people who benefit from the current situation?
How are people who benefit likely to be affected by any changes?
Who are the people who are harmed?
How are people who are harmed likely to be affected by any changes?
How do your priorities match up to those who benefit?
How do your priorities match up to those who are harmed by the current situation?

2. How do I acknowledge counterarguments without conceding my claim?

After you have analyzed the different facets of an issue you will be ready to respond with your own perspective. Remember that the purpose of scholarly writing or speaking is to participate in a larger conversation. To be an ethical—and effective—participant in that conversation, it is important for you to thoughtfully and respectfully acknowledge the views of other people, whether you agree with their positions or not.

Acknowledge the philosophies or belief systems that underlie the views of other people. Show that you understand that it is legitimate for people to have approaches, beliefs, and priorities different from your own.
Show that you have read and understood other people’s opinions by careful and accurate use of sources.
Show that you are fair and respectful by avoiding loaded or biased language when you paraphrase or summarize the opinions of others.
Consider directly quoting key statements to show that you are willing to let other people “speak up” even if you disagree with them in whole or in part. Be careful to quote accurately and to avoid placing the quotations in a context that might create a misleading impression.
Show readers that you are not afraid to let them consider other points of view by using documentation to help them to locate sources that contain opinions different from your own.

Having accurately and ethically represented the positions of others, you are now ready to present and explain your own position. In fact, by acknowledging different viewpoints, you are actually preparing yourself to write the strongest argument possible. Acknowledging opposing positions in advance allows you to respond to those positions and decreases the likelihood that your audience will think of a challenge to your argument that will be left unanswered.

Failing to acknowledge legitimate counterarguments sets your paper up for bias, which limits your paper’s logos, or credibility.

After presenting the counterargument, you must refute the counterargument. Refutation reiterate your message to shore up any doubt you may have created for the reader in presenting your counterargument.

3. Structures for arguments containing counterarguments

A classic argument structure incorporates a counterargument. Let’s take another look at one of the organizational plans from above:

Introduction: Social media sites like Twitter, Facebook, and YouTube have been indispensable tools to young activists from Tahrir Square to Wall Street.

To limit bias in this proposed essay, we must add a counterargument, as below:

Some of the social media companies above had more impact than others
Traditional media also played a major role in both
Refutation: Although social media companies has differing amounts of impact and traditional media still played a role in both movements, the core method of engagement for young activists was social media.

Another method of organization incorporates the counterargument within each paragraph:

Introduction: Although most scientists agree on the phenomenon of climate change, some people still deny its impact on our environment.
The Earth’s climate has always changed, with temperatures fluctuating.

3. Counterargument 2:

Climate is not real because it still gets cold

4. Counteragument 3:

Climate change is a problem for future generations

5. Conclusion: People who deny climate climate owe it to themselves and future generations to take the scientific evidence regarding its causes, effects, and impacts on our planet more seriously.

References for Academic Argument

A small but significant deal. [Editorial]. (2013, December 16). The Roanoke Times . Retrieved from http://www.roanoke.com/opinion/editorial/2451620-12/a-small-but-significant-deal.html

Bean, J. C. (2011). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. 2 nd ed. San Francisco: John Wiley & Sons.

Chernova, Y. (2013, September 23). Who drives electric cars? A close-up look at a small but fast-growing group of Americans. The Wall Street Journal . Retrieved from http://online.wsj.com/news/articles/SB10001424127887324123004579055112450200336

Draper, H. (2012, July 20). LIBOR scandal may cost Denver schools money. Denver Business Journal . Retrieved from http://www.bizjournals.com/denver/print-edition/2012/07/20/libor-scandal-may-cost-denver-schools.html

Falco, M. (2012, December 19). Groups: Autism not to blame for violence. CNN.com . Retrieved from http://www.cnn.com/2012/12/17/health/connecticut-shooting-autism/index.html?iref=allsearch

Tuttle, B. (2013, December 7). The major problem with cheap electric cars. Time . Retrieved from http://business.time.com/2013/12/07/the-major-problem-with-electric-cars/?hpt=hp_t5

Will, G.F. (2013, December 8). Nuclear “containment” least worst option in Iran. The Boston Herald . Retrieved from http://bostonherald.com/news_opinion/opinion/op_ed/2013/12/nuclear_containment_least_worst_option_in_iran

Adapted from Let’s Get Writing! by Elizabeth Browning; Kirsten DeVries; Kathy Boylan; Jenifer Kurtz; and Katelyn Burton, CC BY-SA 4.0

Adapted from Radford University Core Handbook , by Core Curriculum, Public Domain

This work ( Claims, Support, and Structure by Core Curriculum; Christina Frasier; and Kirsten DeVries) is free of known copyright restrictions.

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3.2: Introducing the Argument and the Main Claim

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Introducing the Argument

Almost immediately, the reader of any summary will need some basic information about the argument summarized. We can name title and author in an introductory phrase. If the publication date and the publication name seem important, we can work those in too. For example, a summary could introduce the basic data on the sample border argument with the phrase "In her 2019 article “Wouldn’t We All Cross the Border?”, Anna Mills..." and follow it with a description of the topic, purpose, or main claim. Some options for introductory phrases include the following:

In an article for _____________, writer _____________...
The account of _____________ in the piece _____________ by _____________...
Writing in the journal _____________, the scholar _____________ ...

Next, probably right after the introductory phrase, the reader will want to know the main point of that argument. To introduce the main claim, we’ll need a well-chosen verb to describe the author’s intention, her purpose in writing. The most general possible verb to describe a main claim would be “says,” as in “ In her 2019 article “Wouldn’t We All Cross the Border?”, Anna Mills says… ” But that would tell us so little about what Anna Mills is trying to do. Readers will be bored and will learn nothing from “says.” If we choose a more dramatic and precise verb like “calls for,” “criticizes,” “describes,” “argues,” or “questions,” then readers will feel the dynamism and momentum of both the argument and the summary. We can convey a lot about the structure of the argument, its degree of conviction or moderation, its tone and attitude by the word or phrase we choose to introduce each claim. As we choose those phrases, we will also be pushing ourselves to get an even clearer picture of the argument than we did by mapping it.

A hand outstretched toward a distant lake from a high vantage point as if presenting that lake.

Just as a person might gesture toward a central feature of a landscape, a summary points readers toward the main claim of a text. Photo by Drew Saurus on Unsplash under the Unsplash License .

Describing Claims of Fact

If the argument’s main purpose is to describe reality in some way, we will want to let readers know if it is controversial or not. Is the writer defending their idea against obvious objections or counterarguments, or are they aiming to inform us about something we may not be aware of?

Phrases to introduce controversial claims of fact

They argue that _____________.
She maintains that _____________.
He contends that _____________.
They assert that _____________.
She holds that _____________.
He insists that _____________.
She thinks_____________.
They believe that_____________.

Phrases to introduce widely accepted claims of fact

He informs us of _____________.
She describes_____________.
They note that _____________.
He observes that _____________.
She explains that _____________.
The writer points out the way in which_____________.

Describing Claims of Value

If the argument’s main purpose is to convince us that something is bad or good or of mixed value, we can signal that evaluation to the reader right off the bat. How dramatic is the claim about its praise or critique? We can ask ourselves how many stars the argument is giving the thing it evaluates. A five-star rating “celebrates” or “applauds” its subject while a four-star rating might be said to “endorse it with some reservations.”

Phrases to describe a positive claim of value

They praise_____________.
He celebrates_____________.
She applauds the notion that_____________.
They endorse_____________.
He admires_____________.
She finds value in_____________.
They rave about_____________.

Phrases to describe a negative claim of value

The author criticizes_____________.
She deplores____________.
He finds fault in_____________.
They regret that_____________.
They complain that_____________.
The authors are disappointed in _____________.

Phrases to describe a mixed claim of value

The author gives a mixed review of_____________.
She sees strengths and weaknesses in_____________.
They endorse_____________ with some reservations.
He praises_____________ while finding some fault in _____________
The authors have mixed feelings about _____________. On the one hand, they are impressed by_____________, but on the other hand, they find much to be desired in_____________.

Describing Claims of Policy

If, as in the case of our sample argument, the author wants to push for some kind of action, then we can signal to the reader how sure the writer seems of the recommendation and how much urgency they feel. Since the border argument uses words like “must” and “justice” in its final paragraph, we will want to convey that sense of moral conviction if we can, with a verb like “urges.” Here is one possible first sentence of a summary of that argument:

In her 2019 article “Wouldn’t We All Cross the Border?”, Anna Mills urges us to seek a new border policy that helps desperate migrants rather than criminalizing them.

If we think there should be even more sense of urgency, we might choose the verb “demands.” “Demands” would make Mills seem more insistent, possibly pushy. Is she that insistent? We will want to glance back at the original, probably many times, to double-check that our word choice fits.

If the border argument ended with a more restrained tone, as if to convey politeness and humility or even uncertainty, we might summarize it with a sentence like the following:

In her 2019 article 'Wouldn’t We All Cross the Border?', Anna Mills asks us to consider how we can change border policy to help desperate undocumented migrants rather than criminalizing them.

Phrases to describe a strongly felt claim of policy

They advocate for_____________.
She recommends_____________.
They encourage_____________to _____________.
The writers urge_____________.
The author is promoting_____________.
He calls for_____________.
She demands_____________.

Phrases to describe a more tentative claim of policy

He suggests_____________.
The researchers explore the possibility of_____________.
They hope that_____________can take action to_____________.
She shows why we should give more thought to developing a plan to_____________.
The writer asks us to consider_____________.

Elaborating on the Main Claim

Depending on the length of the summary we are writing, we may add in additional sentences to further clarify the argument’s main claim. In the border argument example, the summary we have thus far focuses on the idea of helping migrants, but the argument itself has another, related dimension which focuses on the attitudes we should take toward migrants. If we are asked to write only a very short summary, we might leave the explanation of the main claim as it is. If we have a little more leeway, we might add to it to reflect this nuance thus:

In her 2019 article “Wouldn’t We All Cross the Border?”, Anna Mills urges us to seek a new border policy that helps desperate undocumented migrants rather than criminalizing them. She calls for a shift away from blame toward respect and empathy, questioning the very idea that crossing illegally is wrong.

Of course, the border argument is short, and we have given an even briefer summary of it. College courses will also ask us to summarize longer, multi-part arguments or even a whole book. In that case, we will need to summarize each sub-section of the argument as its own claim.

Practice Exercise \(\PageIndex{1}\)

For each claim below, decide whether it is a claim of fact, value, or policy. Write a paraphrase of each claim and introduce it with a phrase that helps us see the writer’s purpose.

Students should embrace coffee to help them study.

Coffee is the most powerful, safe substance available to jumpstart the mind.

Coffee’s effect is universal.

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9 Ways to Construct a Compelling Argument

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But especially in the circumstances that we’re deeply convinced of the rightness of our points, putting them across in a compelling way that will change other people’s mind is a challenge. If you feel that your opinion is obviously right, it’s hard work even to understand why other people might disagree. Some people reach this point and don’t bother to try, instead concluding that those who disagree with them must be stupid, misled or just plain immoral. And it’s almost impossible to construct an argument that will persuade someone if you’re starting from the perspective that they’re either dim or evil. In the opposite set of circumstances – when you only weakly believe your perspective to be right – it can also be tricky to construct a good argument. In the absence of conviction, arguments tend to lack coherence or force. In this article, we take a look at how you can put together an argument, whether for an essay, debate speech or social media post, that is forceful, cogent and – if you’re lucky – might just change someone’s mind.

1. Keep it simple

Almost all good essays focus on a single powerful idea, drawing in every point made back to that same idea so that even someone skim-reading will soon pick up the author’s thesis. But when you care passionately about something, it’s easy to let this go. If you can see twenty different reasons why you’re right, it’s tempting to put all of them into your argument, because it feels as if the sheer weight of twenty reasons will be much more persuasive than just focusing on one or two; after all, someone may be able rebut a couple of reasons, but can they rebut all twenty? Yet from the outside, an argument with endless different reasons is much less persuasive than one with focus and precision on a small number of reasons. The debate in the UK about whether or not to stay in the EU was a great example of this. The Remain campaign had dozens of different reasons. Car manufacturing! Overfishing! Cleaner beaches! Key workers for the NHS! Medical research links! Economic opportunities! The difficulty of overcoming trade barriers! The Northern Irish border! Meanwhile, the Leave campaign boiled their argument down to just one: membership of the EU means relinquishing control. Leaving it means taking back control. And despite most expectations and the advice of most experts, the simple, straightforward message won. Voters struggled to remember the many different messages put out by the Remain campaign, as compelling as each of those reasons might have been; but they remembered the message about taking back control.

2. Be fair on your opponent

One of the most commonly used rhetorical fallacies is the Strawman Fallacy. This involves constructing a version of your opponent’s argument that is much weaker than the arguments they might use themselves, in order than you can defeat it more easily. For instance, in the area of crime and punishment, you might be arguing in favour of harsher prison sentences, while your opponent argues in favour of early release where possible. A Strawman would be to say that your opponent is weak on crime, wanting violent criminals to be let out on to the streets without adequate punishment or deterrence, to commit the same crimes again. In reality, your opponent’s idea might exclude violent criminals, and focus on community-based restorative justice that could lead to lower rates of recidivism. To anyone who knows the topic well, if your argument includes a Strawman, then you will immediately have lost credibility by demonstrating that either you don’t really understand the opposing point of view, or that you simply don’t care about rebutting it properly. Neither is persuasive. Instead, you should be fair to your opponent and represent their argument honestly, and your readers will take you seriously as a result

3. Avoid other common fallacies

It’s worth taking the time to read about logical fallacies and making sure that you’re not making them, as argument that rest of fallacious foundations can be more easily demolished. (This may not apply on social media, but it does in formal debating and in writing essays). Some fallacies are straightforward to understand, such as the appeal to popularity (roughly “everyone agrees with me, so I must be right!”), but others are a little trickier. Take “begging the question”, which is often misunderstood. It gets used to mean “raises the question” (e.g. “this politician has defended terrorists, which raises the question – can we trust her?”), but the fallacy it refers to is a bit more complicated. It’s when an argument rests on the assumption that its conclusions are true. For example, someone might argue that fizzy drinks shouldn’t be banned in schools, on the grounds that they’re not bad for students’ health. How can we know that they’re not bad for students’ health? Why, if they were, they would be banned in schools! When put in a condensed form like this example, the flaw in this approach is obvious, but you can imagine how you might fall for it over the course of a whole essay – for instance, paragraphs arguing that teachers would have objected to hyperactive students, parents would have complained, and we can see that none of this has happened because they haven’t yet been banned. With more verbosity, a bad argument can be hidden, so check that you’re not falling prey to it in your own writing.

4. Make your assumptions clear

Every argument rests on assumptions. Some of these assumptions are so obvious that you’re not going to be aware that you’re making them – for instance, you might make an argument about different economic systems that rests on the assumption that reducing global poverty is a good thing. While very few people would disagree with you on that, in general, if your assumption can be proven false, then the entire basis of your argument is undermined. A more controversial example might be an argument that rests on the assumption that everyone can trust the police force – for instance, if you’re arguing for tougher enforcement of minor offences in order to prevent them from mounting into major ones. But in countries where the police are frequently bribed, or where policing has obvious biases, such enforcement could be counterproductive. If you’re aware of such assumptions underpinning your argument, tackle them head on by making them clear and explaining why they are valid; so you could argue that your law enforcement proposal is valid in the particular circumstances that you’re suggesting because the police force there can be relied on, even if it wouldn’t work everywhere.

5. Rest your argument on solid foundations

If you think that you’re right in your argument, you should also be able to assemble a good amount of evidence that you’re right. That means putting the effort in and finding something that genuinely backs up what you’re saying; don’t fall back on dubious statistics or fake news . Doing the research to ensure that your evidence is solid can be time-consuming, but it’s worthwhile, as then you’ve removed another basis on which your argument could be challenged. What happens if you can’t find any evidence for your argument? The first thing to consider is whether you might be wrong! If you find lots of evidence against your position, and minimal evidence for it, it would be logical to change your mind. But if you’re struggling to find evidence either way, it may simply be that the area is under-researched. Prove what you can, including your assumptions, and work from there.

6. Use evidence your readers will believe

So far we’ve focused on how to construct an argument that is solid and hard to challenge; from this point onward, we focus on what it takes to make an argument persuasive. One thing you can do is to choose your evidence with your audience in mind. For instance, if you’re writing about current affairs, a left-wing audience will find an article from the Guardian to be more persuasive (as they’re more likely to trust its reporting), while a right-wing audience might be more swayed by the Telegraph. This principle doesn’t just hold in terms of politics. It can also be useful in terms of sides in an academic debate, for instance. You can similarly bear in mind the demographics of your likely audience – it may be that an older audience is more skeptical of footnotes that consist solely of web addresses. And it isn’t just about statistics and references. The focus of your evidence as a whole can take your probable audience into account; for example, if you were arguing that a particular drug should be banned on health grounds and your main audience was teenagers, you might want to focus more on the immediate health risks, rather than ones that might only appear years or decades later.

7. Avoid platitudes and generalisations, and be specific

A platitude is a phrase used to the point of meaninglessness – and it may not have had that much meaning to begin with. If you find yourself writing something like “because family life is all-important” to support one of your claims, you’ve slipped into using platitudes. Platitudes are likely to annoy your readers without helping to persuade them. Because they’re meaningless and uncontroversial statements, using them doesn’t tell your reader anything new. If you say that working hours need to be restricted because family ought to come first, you haven’t really given your reader any new information. Instead, bring the importance of family to life for your reader, and then explain just how long hours are interrupting it. Similarly, being specific can demonstrate the grasp you have on your subject, and can bring it to life for your reader. Imagine that you were arguing in favour of nationalising the railways, and one of your points was that the service now was of low quality. Saying “many commuter trains are frequently delayed” is much less impactful than if you have the full facts to hand, e.g. “in Letchworth Garden City, one key commuter hub, half of all peak-time trains to London were delayed by ten minutes or more.”

8. Understand the opposing point of view

As we noted in the introduction, you can’t construct a compelling argument unless you understand why someone might think you were wrong, and you can come up with reasons other than them being mistaken or stupid. After all, we almost all target them same end goals, whether that’s wanting to increase our understanding of the world in academia, or increase people’s opportunities to flourish and seek happiness in politics. Yet we come to divergent conclusions. In his book The Righteous Mind , Jonathan Haidt explores the different perspectives of people who are politically right or left-wing. He summarises the different ideals people might value, namely justice, equality, authority, sanctity and loyalty, and concludes that while most people see that these things have some value, different political persuasions value them to different degrees. For instance, someone who opposes equal marriage might argue that they don’t oppose equality – but they do feel that on balance, sanctity is more important. An argument that focuses solely on equality won’t sway them, but an argument that addresses sanctity might.

9. Make it easy for your opponent to change their mind

It’s tricky to think of the last time you changed your mind about something really important. Perhaps to preserve our pride, we frequently forget that we ever believed something different. This survey of British voters’ attitudes to the Iraq war demonstrates the point beautifully. 54% of people supporting invading Iraq in 2003; but twelve years on, with the war a demonstrable failure, only 37% were still willing to admit that they had supported it at the time. The effect in the USA was even more dramatic. It would be tempting for anyone who genuinely did oppose the war at the time to be quite smug towards anyone who changed their mind, especially those who won’t admit it. But if changing your mind comes with additional consequences (e.g. the implication that you were daft ever to have believed something, even if you’ve since come to a different conclusion), then the incentive to do so is reduced. Your argument needs to avoid vilifying people who have only recently come around to your point of view; instead, to be truly persuasive, you should welcome them.

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How to Support a Claim in an Essay: The Complete Guide

by Antony W

February 16, 2023

how to support a claim in an essay explained

Making a claim in an essay isn’t enough to get people to agree with your stance in an argument. You also have to support your statement with objective reasons and evidence to make your essay convincing enough. That’s why in this guide, you’ll learn how to support a claim in an essay without trying so hard.

Remember, someone reading your essay won’t necessarily agree with your position on an issue and will often try to throw in an opposing point of view to challenge your stand.

By making a claim, and using the strongest evidence to handle counterclaims, you can easily prove to your audience that you’ve done in-depth research on the topic and, if possible, make them consider your stance even if they didn’t agree with you initially.

Before we look at how to support a claim in an essay, it’s important to note that a claim isn’t the same as a descriptive statement or an opinion. A claim is debatable, it needs support for evidence, and it gives a concise answer to the “so what” question.

With that out of the way, let’s look at the different ways to support the claim you make in an argumentative essay .

What Makes A Claim in an Essay?

Before we look at the different ways to support a claim in any type of essay that you write, it’s important to learn what makes a claim in an essay.

We define a claim as a statement of truth subject to debate. With this respect, the claim you make in your essay should invite debate while defining your writing’s goals, direction, and scope. Unlike personal opinion packed with emotions and subjective ideas, the claim you make will require inquiry and evidence.

More importantly, a claim can’t be broad. It needs to be specific in kind to assert a focused argument that you can easily explore and defend.

Types of Claims in an Essay

To take this even further, we strongly believe that it’s important to touch on the different types of claims in brief so you write this part of the assignment with clarity and precision.

So here we go:

Claims of definition or facts: Here, your intention is to argue the definition of an issue or to find out whether the issue is an already established fact.
Claims about value: The requirement in this case is that you present an argument that show someone, something, or an issue is of a certain value and you should therefore rate it in a given way.
Claim of cause and effect: The claim you make in this case suggests that you intend to argue how one person, thing, or event is the cause of an issue.
Claims about policies or solutions: This one is simple. It’s where one gives a declarative statement for or against a certain policy or solution.

How to Write a Claim

Before you learn how to support a claim in an essay, we need to be sure you know exactly how to write the claim in the first place.

So here’s how you should write a claim in your essay:

1. Start with a Question

Pose a question you can comfortably answer based on the positon you take. The question you ask should be clear, concise, and debatable.

Here’s an example:

Are cellphone bad?
Should 12-year-old kids have smartphones?

From an academic standpoint, you don’t have to look at the first question to know that it’s plain vague. That’s not the kind of question to ask when you want to write a claim for your essay.

Go with the second question instead. It’s clear, focused, concise, and current. What’s more? It even invites an argument because not everyone can agree with what the question suggests.

2. Convert the Question into a Statement

This is a no brainer.

Really all you have to do is to take the relevant question and convert it into an arguable statement.

You need to do two thing to get this right:

First, answer the question you just asked. Your answer describes the stance you take on the issue. Second, give reasons why you believe your position is valid. Remember, your reason shouldn’t be any specific evidence that can justify your stance. Rather, it should be a generic statement.

Different Ways to Support a Claim in an Essay

You’ve learned quite a lot already in this guide. At least, you now know what a claim is, what makes a good claim, types of claims you can make, and the best way to write a claim for your essay.

The question is:

How exactly do you support a claim in an essay?

Here’s how:

1. Use Statistics to Support Your Declarative Statement

Even when used sparingly with written explanations of why the data is significant for your argument, statistics can defend your position in a way mere explanations of your claim never can. Statistics are factual, and they can be incredibly helpful if you can provide the full context of the data.

Including the data isn’t going to make your audience reconsider their stand on issue if you can’t show the source of your data. With this respect, it’s important that you credit the source of the data, and then state the conclusion the reader can draw from your analysis.

2. Use Relevant Examples to Support Claims in Your Essay

There are many examples you can use to support a claim in your essay, but it’s important that you choose something that’s relevant to the topic you’re investigating.

Examples are good for a reason.

They convince your reader that the statement you’ve presented is true by providing details that support your claim. More often than not, examples easily capture readers’ attention and can help to convince them to reconsider their position on the issue and accept your opposing point of view in the argument.

3. Include Expert Opinion in Your Essay

We strongly recommend including expert opinions in your essay because they’re factual evidence that can support your claim.

About the author

Antony W is a professional writer and coach at Help for Assessment. He spends countless hours every day researching and writing great content filled with expert advice on how to write engaging essays, research papers, and assignments.

IMAGES

How to Write a Claim: A Step-by-step Guide and Expert Tips
Argumentative Claims
How to Write a Claim for An Argumentative Essay Step-By-Step
How To Write a Compelling Argumentative Essay: Expert Tips & Guide
Tips on How to Write an Argumentative Essay
What Is a Claim in Writing? Examples of Argumentative Statements

VIDEO

Steps for Planning to Write an Argument
How to Write the Claim of Fact Essay
Claim of Fact Essay Prompt
Claim of Fact Essay Conclusion and General Advice
How To Write A Claim In An Essay
What's a good claim?

COMMENTS

How to Write an Effective Claim (with Examples)
Essays can contain further claims that orbit the topic of the thesis statement, however. Claims straddle the line between opinion and fact. If you're hoping to make a strong claim that seamlessly fits into a powerful essay, you will need to make sure that your claim ticks the right boxes: Your claim can debated — solid arguments can be made ...
PDF Strategies for Essay Writing
Your thesis is the central claim in your essay—your main insight or idea about your source or topic. Your thesis should appear early in an academic essay, followed by a logically constructed argument that supports this central claim. A strong thesis is arguable, which means a thoughtful reader could disagree with it and therefore needs
Claim Statements: Guide, examples, and tips to write effectively
Steps to writing the best claim in an essay. A claim is an argument. It is pretty easy to write an argument in an essay. The most straightforward essay will include the main claim or argument in the introduction, a supporting argument beginning each body paragraph, and a conclusion.. The most important part when writing an essay is usually the main claim or argument.
Thesis
Thesis. Your thesis is the central claim in your essay—your main insight or idea about your source or topic. Your thesis should appear early in an academic essay, followed by a logically constructed argument that supports this central claim. A strong thesis is arguable, which means a thoughtful reader could disagree with it and therefore ...
Understanding Claims in Writing and How to Craft Effective Ones
How to Write an Effective Claim. Understand the Prompt or Purpose: Before writing a claim, thoroughly comprehend the purpose of your essay or writing piece. Identify the key question or issue you aim to address and consider the context in which your claim will be presented. Conduct Research: To support your claim, gather relevant information ...
What Is a Claim in Writing? Examples of Argumentative Statements
It's not all that far off from a claim you might make out loud. Learn more about when you're making a claim right here. ... Review the examples below to develop a better understanding of what is a claim in an essay. ... (arguments) and counterclaims (rebuttals). When people participate in a debate, they prepare arguments for their claims and ...
What Is a Claim in an Essay? Definition and Examples
A claim is the core argument defining an essay's goal and direction. (1) It's assertive, debatable, and supported by evidence. Also, it is complex, specific, and detailed. Also known as a thesis, a claim is a little different from statements and opinions. Keep reading to reveal the nuances.
Strong Thesis Statements
This thesis statement is not debatable. First, the word pollution implies that something is bad or negative in some way. Furthermore, all studies agree that pollution is a problem; they simply disagree on the impact it will have or the scope of the problem. No one could reasonably argue that pollution is unambiguously good.
Thesis Statements
A thesis statement: tells the reader how you will interpret the significance of the subject matter under discussion. is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper. directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself.
Argument
In academic writing, an argument is usually a main idea, often called a "claim" or "thesis statement," backed up with evidence that supports the idea. In the majority of college papers, you will need to make some sort of claim and use evidence to support it, and your ability to do this well will separate your papers from those of ...
Organizing Your Argument
Claim: In this section, you explain your overall thesis on the subject. In other words, you make your main argument. Data (Grounds): You should use evidence to support the claim. In other words, provide the reader with facts that prove your argument is strong. Warrant (Bridge): In this section, you explain why or how your data supports the ...
What is a claim?
Definition. A claim is a statement that presents an idea or series of ideas as arguments. Arguments therefore consist of claims, or another way to put it is, to say that claims are the building blocks of a good argument. In research writing, claims will be the backbone that form a thesis or a hypothesis (here the term 'hypothesis' refers to ...
Claims, Support, and Structure
support all claims with evidence, analyze a multifaceted issue in writing, and. acknowledge the legitimate concerns of others. Objective 1. Make a debatable claim about a topic. Central to any Academic Argument is a claim. This section will define this fundamental concept and address related concepts, such as how the claim is reflected in a ...
Claim & Counterclaim in Argumentative Writing
Writers should state claims as fact and be as straightforward and concise as possible. In an essay or any other form of argumentative writing, the claim is usually found at the end of the first ...
How to Write an Argumentative Essay
Make a claim. Provide the grounds (evidence) for the claim. Explain the warrant (how the grounds support the claim) Discuss possible rebuttals to the claim, identifying the limits of the argument and showing that you have considered alternative perspectives. The Toulmin model is a common approach in academic essays.
How to Write a Thesis Statement
Step 1: Start with a question. 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.
PDF Tips for Organizing Your Essay
If you are used to writing essays that are similar to the five-paragraph essay (one claim and then three points that support that claim), it can be daunting to think about how to ... Each argument you will make in an essay will be different, but this strategy will often be a useful first step in figuring out the path of your argument. ...
3.2: Introducing the Argument and the Main Claim
Practice Exercise 3.2.1 3.2. 1. For each claim below, decide whether it is a claim of fact, value, or policy. Write a paraphrase of each claim and introduce it with a phrase that helps us see the writer's purpose. Students should embrace coffee to help them study.
9 Ways to Construct a Compelling Argument
1. Keep it simple. Keep your argument concise. Almost all good essays focus on a single powerful idea, drawing in every point made back to that same idea so that even someone skim-reading will soon pick up the author's thesis. But when you care passionately about something, it's easy to let this go.
How to Support a Claim in an Essay: The Complete Guide
Different Ways to Support a Claim in an Essay. You've learned quite a lot already in this guide. At least, you now know what a claim is, what makes a good claim, types of claims you can make, and the best way to write a claim for your essay. The question is: How exactly do you support a claim in an essay? Here's how: 1.
Claim Statements in Arguments
The Three Elements of an Argument. An argument breaks down into three primary categories: a strong claim (also referred to as a strong statement), reasons or justifications for the claim, and ...
PDF Thesis
1. Thesis. Your thesis is the central claim in your essay—your main insight or idea about your source or topic. Your thesis should appear early in an academic essay, followed by a logically constructed argument that supports this central claim. A strong thesis is arguable, which means a thoughtful reader could disagree with it and therefore ...
How to Conclude an Essay
Step 1: Return to your thesis. To begin your conclusion, signal that the essay is coming to an end by returning to your overall argument. Don't just repeat your thesis statement —instead, try to rephrase your argument in a way that shows how it has been developed since the introduction. Example: Returning to the thesis.

How to Write an Effective Claim (with Examples)

Essay Claim Basics

Types of Claim (With Examples!)

1. Claim of Fact or Definition

2. Claim of Cause & Effect

3. Claim of Value

4. Claim of Solution or Policy

Claim vs. Counterclaim vs. Thesis Statement

How to Write an Effective Claim

Additional Tips in Writing a Claim the Right Way

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How to Write an Effective Claim for an Essay

What is a claim in an essay?

Types of claims with examples

1. Factual claims

2. Value claims

3. Definitional claims

4. Cause and effect claims

5. Descriptive claims

6. Argumentative claims

7. Exploratory claims

8. Assertive claims

9. Policy claims

Where to use Claims when writing

Features of a reasonable claim

1. A good claim is a statement and not a question

2. A good claim challenges the status quo

3. A good claim is unbiased

4. A good claim is particular

5. A good claim promotes an argumentative essay

Claim vs. Claim Statement

Claim vs. Thesis Statement vs. Counterclaim

1. Pick a topic and find out more information about it

2. Phrase the exciting topic as a question

3. Define the objective of your essay

4. Take a position on the issue

5. Develop sub-claims

Dos and don'ts when writing A claim in an Essay

Don'ts

Final Remarks

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Understanding Claims in Writing and How to Craft Effective Ones

What is a Claim?

How to Write an Effective Claim

What is a counterclaim in writing?

Conclusion

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What Is a Claim in an Essay? Read This Before Writing

What Is a Claim in Writing?

Claims vs. statements vs. opinions

How to Write a Claim in Essays

Types of claims in an essay (2)

Examples of Claims

Final Words

Recent Posts

What this handout is about

Arguments are everywhere

Making a claim

Counterargument

Critical reading

Works consulted

Organizing Your Argument

Welcome to the Purdue OWL

How can I effectively present my argument?

Toulmin Method

Example of the Toulmin Method:

Rogerian Method

Example of the Rogerian Method:

Classical Method

Example of the Classical Method:

What is a claim?

Characteristics of a good claim

Function of claims

Check your understanding