How To End A Body Paragraph In An Argumentative Essay

2 Sample Refutation Paragraphs
(Each these samples have 2-paragraph refutation; some essays may only have a 1 paragraph refutation while other essays, like research papers, may require a much longer refutation)

Charter Schools Vs. Public Schools (School Choice)
By Mark Liles

Thesis: School choice turns out to not only be a bad idea; it’s also a violation of our constitution.

Refutation: ...[Introduce Opposing Arguments] Considering the many challenges facing public schools, it’s understandable that many people would be eager to pursue new options. Supporters of school choice point out that under the current public school system, parents with economic means already exercise school choice by moving from areas with failing or dangerous schools to neighborhoods with better, safer schools. Their argument is that school choice would allow all parents the freedom, regardless of income level, to select the school that provides the best education (Chub and Moe). Schools would then have to compete for students by offering higher academic results and greater safety. Schools unable to measure up to the standards of successful schools would fail and possibly close. [Acknowledge Valid Parts] Activists within the school choice movement can be applauded for seeking to improve public education, but the changes they propose would in fact seriously damage public education as a whole.

[Counter Arguments] One of the biggest dangers of school choice is the power behind large corporations specializing in opening and operating charter schools. Two notable companies are Green Dot, which is the leading public school operator in Los Angeles (Green Dot), and KIPP, which operates 65 schools in 19 different states [KIPP]. These companies represent a growing trend of privatization of public schools by large corporations. It is feared that these corporations could grow to a point that public control of education would be lost. Education policy would be left in the hands of entrepreneurial think tanks, corporate boards of directors, and lobbyists who are more interested in profit than educating students [Miller and Gerson]. [Begin Concluding] Education should be left in the hands of professional educators and not business people with MBAs. To do otherwise is not only dangerous, it defies common sense.

What I liked about this refutation: The writer calmly and clearly outlines the true concerns and reasons why people oppose the opinion. He makes sure the reader knows that he is outlining opposing viewpoints because he gives hints like "Supporters of school choice point out that..." or "Their argument is that...". This is a nice way for readers to be aware of what others think.

Also, towards the end of the first paragraph, and throughout the second paragraph, the writer spends time clearly attacking these opposing views. He helps the reader feel like the opposing views might SEEM good on the surface, but they are indeed not good enough. He helps the reader see this with hints like "One of the biggest dangers of school choice is..." or "It is feared that...". This paragraph particularly draws in any hostile readers; the writer cunningly draws them in by complimenting their views when he says "Activists within the school choice movement can be applauded for seeking to improve public education," but he immediately points out the flaws, saying that " the changes they propose would in fact seriously damage public education as a whole." Complimenting the opposing argument really invites all your hesitant readers; they’re not threatened, and they’re now more willing to listen to the arguments.

Finally, at the end of the refutation, there is a clear conclusion.

Safe Traveler Cards
Taken from College Writers pg. 733-734

........[Introduce Opposing Arguments] As attractive as Safe Traveler Cards or national ID cards are, they are not without drawbacks. For one thing, as Easterbrook notes, these cards would expedite security procedures only for travelers who do not mind volunteering such information to obtain a card. Moreover they would not prevent passengers with "clean" backgrounds from bringing weapons or explosives on board, as was the case in the September 11 attacks. Perhaps the biggest drawback is that some people believe that these cards would deprive people of their privacy and that for this reason, their disadvantages outweigh their advantages (168).

........However, there are many who disagree with these contentions. [Acknowledge Valid Parts] While national ID cards could lessen a person's anonymity and privacy, [Counter Argument] this is a small loss that would be offset by a great increase in personal security. To Dershowitz--a self proclaimed civil libertarian--this tradeoff would be well worth it. According to Dershowitz, the national ID card would be only a little more intrusive than a photo ID card or social security card. Best of all, it would reduce or eliminate the need for racial profiling: "Anyone who had the [national ID] card could be allowed to pass through airports or building security more expeditiously, and anyone who opted out could be examined much more closely" (590). Such cards would enable airport security officials to do instant background checks on everyone. [Begin Concluding] The personal information in the system would stay in the system and never be made public. The only information on the card would be a person's "name, address, photo, and [finger]print" (Dershowitz 591).

Traditional Academic Essays In Three Parts

Part I: The Introduction

An introduction is usually the first paragraph of your academic essay. If you’re writing a long essay, you might need 2 or 3 paragraphs to introduce your topic to your reader. A good introduction does 2 things:

  1. Gets the reader’s attention. You can get a reader’s attention by telling a story, providing a statistic, pointing out something strange or interesting, providing and discussing an interesting quote, etc. Be interesting and find some original angle via which to engage others in your topic.
  2. Provides a specific and debatable thesis statement. The thesis statement is usually just one sentence long, but it might be longer—even a whole paragraph—if the essay you’re writing is long. A good thesis statement makes a debatable point, meaning a point someone might disagree with and argue against. It also serves as a roadmap for what you argue in your paper.

Part II: The Body Paragraphs

Body paragraphs help you prove your thesis and move you along a compelling trajectory from your introduction to your conclusion. If your thesis is a simple one, you might not need a lot of body paragraphs to prove it. If it’s more complicated, you’ll need more body paragraphs. An easy way to remember the parts of a body paragraph is to think of them as the MEAT of your essay:

Main Idea. The part of a topic sentence that states the main idea of the body paragraph. All of the sentences in the paragraph connect to it. Keep in mind that main ideas are…

  • like labels. They appear in the first sentence of the paragraph and tell your reader what’s inside the paragraph.
  • arguable. They’re not statements of fact; they’re debatable points that you prove with evidence.
  • focused. Make a specific point in each paragraph and then prove that point.

Evidence.The parts of a paragraph that prove the main idea. You might include different types of evidence in different sentences. Keep in mind that different disciplines have different ideas about what counts as evidence and they adhere to different citation styles. Examples of evidence include…

  • quotations and/or paraphrases from sources.
  • facts, e.g. statistics or findings from studies you’ve conducted.
  • narratives and/or descriptions, e.g. of your own experiences.

Analysis.The parts of a paragraph that explain the evidence. Make sure you tie the evidence you provide back to the paragraph’s main idea. In other words, discuss the evidence.

Transition.The part of a paragraph that helps you move fluidly from the last paragraph. Transitions appear in topic sentences along with main ideas, and they look both backward and forward in order to help you connect your ideas for your reader. Don’t end paragraphs with transitions; start with them.

Keep in mind that MEAT does not occur in that order. The “Transition” and the “Main Idea” often combine to form the first sentence—the topic sentence—and then paragraphs contain multiple sentences of evidence and analysis. For example, a paragraph might look like this: TM. E. E. A. E. E. A. A.

Part III: The Conclusion

A conclusion is the last paragraph of your essay, or, if you’re writing a really long essay, you might need 2 or 3 paragraphs to conclude. A conclusion typically does one of two things—or, of course, it can do both:

  1. Summarizes the argument. Some instructors expect you not to say anything new in your conclusion. They just want you to restate your main points. Especially if you’ve made a long and complicated argument, it’s useful to restate your main points for your reader by the time you’ve gotten to your conclusion. If you opt to do so, keep in mind that you should use different language than you used in your introduction and your body paragraphs. The introduction and conclusion shouldn’t be the same.
  2. Explains the significance of the argument. Some instructors want you to avoid restating your main points; they instead want you to explain your argument’s significance. In other words, they want you to answer the “so what” question by giving your reader a clearer sense of why your argument matters.
    • For example, your argument might be significant to studies of a certain time period.
    • Alternately, it might be significant to a certain geographical region.
    • Alternately still, it might influence how your readers think about the future. You might even opt to speculate about the future and/or call your readers to action in your conclusion.

Handout by Dr. Liliana Naydan. Do not reproduce without permission.

0 thoughts on “How To End A Body Paragraph In An Argumentative Essay

Leave a Reply

Your email address will not be published. Required fields are marked *