Writing an Argumentative Science Essay These resources have been designed to help teach students how to write a well-structured argumentative science essay (approximately 1,250 words) over the course of a term.They will take part in four interactive in-class activity sessions (intended to last 50 – 60 min each) that each focus on a different, critical theme in writing essays, and which are designed to supplement pre-class homework readings and short activities.
State your opinion, and present the evidence that justifies your position.
The four in-class activity sessions will help students develop their essays (see Table 1).
Vague development example: “Science can solve starvation, disease and crime.” Stronger development example: “Science, through genetically modified foods and better crop fertilizers, can contribute to solving starvation.” Note that this second example provides the reader with information about the specific steps the writer is going to use to support the thesis that science can contribute to solving starvation; genetically modified foods and better crop fertilizers are the reasons that the author is going to expand on to support his/her claim that science can contribute to solving starvation. #What sort of information should appear in the conclusion to an essay?
Activity 1 (complete before the in-class session) Throughout these classes, you will develop an argumentative essay in which you state a clear thesis, make claims and supply reasons and evidence to support these reasons, and write a sound conclusion. #How should the main body of an essay be organized? Activity 3 (10 minutes) As a general rule, thesis statements in many essays are too general, which means it is not possible for the author to fully address them with reasons and evidence in his/her writing.
Main Body: Shows the reader how the writer is supporting the central argument by discussing the points stated in the thesis and development statement(s).
The topic sentence of each paragraph will be related to a point stated in the thesis and development statements.
Table 1: The four topics that will be covered in in-class activity sessions will help students develop their essays over the term.
‘PRE’ classes refer to readings and very short activities that must be completed before they come to the in-class sessions.
To stop this confusion arising, various writing and reading conventions have developed over time.
One of these conventions is the internal structure of an academic essay. The top horizontal bar represents the thesis, or part of the essay that will comprise a thesis statement and one or more development statements.