Grade 7 · Writing to Persuade · Argument Essays
Writing an Argument Essay
Plan a thesis with two reasons.
Learning objectives
- Plan a thesis with two reasons
- Build a body paragraph with evidence and reasoning
- Answer a counterclaim fairly
AERO English Language Arts alignment
AERO.ELA.7.W.1
Write arguments to support claims with clear reasons, relevant evidence and acknowledgement of alternative positions. Grade 7 / MYP 2 emphasis: work independently with two related texts and explain how a writer's choices create effects.
AERO.ELA.7.W.5
Develop and strengthen writing as needed by planning, drafting, revising, editing and rewriting, with feedback from peers and teachers. Grade 7 / MYP 2 emphasis: work independently with two related texts and explain how a writer's choices create effects.
AERO.ELA.7.W.10
Write routinely over extended time frames and shorter time frames for a range of tasks, purposes and audiences. Grade 7 / MYP 2 emphasis: work independently with two related texts and explain how a writer's choices create effects.
AERO.ELA.7.W.6
Use technology, including the internet, to produce, publish and collaborate on writing, and to present relationships between information and ideas. Grade 7 / MYP 2 emphasis: work independently with two related texts and explain how a writer's choices create effects.
AERO.ELA.7.W.8
Gather relevant information from multiple print and digital sources, assess the credibility of each source, quote or paraphrase accurately and avoid plagiarism. Grade 7 / MYP 2 emphasis: work independently with two related texts and explain how a writer's choices create effects.
MYP criteria
- Criterion A — Analysing
- Criterion C — Producing text
ENGAGE
What Makes an Argument Convincing?
Imagine your school is considering a shaded outdoor reading area. You may support the idea because students could read comfortably outside, or you may question it because the space could become noisy. A strong argument is more than a personal opinion. You need a clear thesis, connected reasons, relevant evidence and careful reasoning. You should also acknowledge another position fairly. In this lesson, you will use two related sources to plan and begin an argument essay.
Think about it
- What would make an outdoor reading area successful?
- Which evidence would help you defend your view?
EXPLORE
Read Two Related Sources
Reading purpose
Read these original practice sources. Notice the facts, viewpoints and concerns that could support an argument.
Source A: Facilities note. During one school week in May, the facilities team compared two courtyards at midday. The shaded courtyard was, on average, nine degrees cooler than the unshaded space. It had benches for 32 students and was used by three classes for quiet reading. Teachers reported that students settled quickly because they did not need to move chairs or search for cooler places. The team recommended adding shade cloth and fixed seating to another courtyard, while keeping clear walking routes.
Source B: Student council summary. The student council asked 120 students where they preferred to read during break. Seventy-eight chose a shaded outdoor area, twenty-four chose the library, and eighteen chose an indoor classroom. However, several students worried that outdoor areas could become noisy. Nineteen respondents suggested a quiet-zone sign, and twelve requested a booking timetable for classes. The council concluded that an outdoor reading space would be useful only if the school set clear expectations and reviewed the plan after one term.
| Source | Main contribution | Writer’s choice and effect |
|---|---|---|
| A | Information about temperature, seating and classroom use | Precise measurements make the recommendation appear practical. |
| B | Student preferences, concerns and possible solutions | Survey figures show different views and help the conclusion appear balanced. |
Think about it
- Which details from Source A could support the claim that a shaded reading area would improve comfort?
- How does Source B acknowledge an alternative position?
- Why do both writers include numerical evidence, and what effect does it have on the reader?
EXPLAIN
Build a Clear and Balanced Argument
An argument essay presents a claim and supports it logically. A useful plan is: introduction with thesis, first reason, second reason, counterclaim and response, then conclusion. Your ideas should stay focused on the same issue.
| Thesis part | Purpose | Example |
|---|---|---|
| Claim | States your position | The school should create a shaded outdoor reading area |
| Reason 1 | Gives the first line of support | because it would provide a cooler reading environment |
| Reason 2 | Gives the second line of support | and offer students another organised place to read |
| Complete thesis | Joins the claim and reasons | The school should create a shaded outdoor reading area because it would provide a cooler reading environment and offer students another organised place to read. |
Evidence is not reasoning
Evidence shows what a source says. Reasoning explains how that evidence supports your reason and thesis. Never leave a fact or quotation unexplained.
Use the PEER structure for a body paragraph
Point: A shaded space would make outdoor reading more comfortable. Evidence: Source A reports that the shaded courtyard was nine degrees cooler than the unshaded one. Explain: This difference matters because students are more likely to concentrate when they do not need to search for a cooler place. Relate: Therefore, the temperature evidence supports the thesis that a shaded reading area would improve the school’s learning spaces.
Answer a counterclaim fairly
Name a genuine concern before responding: “Some students may argue that an outdoor space could become noisy. This concern is reasonable; however, Source B suggests a quiet-zone sign and a booking timetable, which could reduce disruption.” Avoid describing the other side as foolish or careless.
- Check that your thesis includes one clear claim and two distinct reasons.
- Use evidence from both sources accurately; do not invent or change figures.
- After each piece of evidence, explain how it supports your point.
- Use linking words such as because, therefore, however and as a result.
- Revise for logical order, formal tone and a fair response to the counterclaim.
MYP_PRACTICE
Plan and Draft Your Argument
Write for a school decision-making group considering this question: Should the school create a shaded outdoor reading area? Use both practice sources. Plan a thesis with two reasons, then draft one PEER body paragraph and a fair counterclaim response. Finish by revising your work for clarity and logical connections.
- Choose your position and write a thesis containing your claim and two different reasons.
- Select one relevant detail from each source. Record the figures accurately and note which reason each detail supports.
- Draft one body paragraph using point, evidence, explanation and a link back to your thesis.
- State a reasonable counterclaim, acknowledge why someone might hold it, and answer it with evidence or a practical solution.
- Revise independently: underline your claim, circle your reasons, box your evidence and add any missing reasoning.
EXIT_TICKET
Before you close this lesson
Think about it
- Which sentence in your work most clearly explains how your evidence supports your thesis?
- How did acknowledging a counterclaim make your argument more balanced or convincing?
Watch
How to Argue - Philosophical Reasoning: Crash Course Philosophy #2
CrashCourse · 10 min
Learn how premises, conclusions, validity, and sound reasoning form a strong argument.
Before you watch: How is a reasoned argument different from a quarrel?
- What roles do premises and conclusions play in an argument?
- How can you test whether a conclusion follows logically from its premises?
Watch
What Aristotle and Joshua Bell can teach us about persuasion - Conor Neill
TED-Ed · 5 min
Explore how Aristotle's ideas and a real-world performance demonstrate the importance of persuasive context and appeal.
Before you watch: What makes an audience accept a speaker's message?
- Which persuasive appeal from the video seemed most effective?
- How can context change an audience's response to the same message?
Interactive practice · two source argument builder
Build Your Argument Paragraph
Complete each field using the two sources. Turn your notes into a connected paragraph, then revise it using the checklist.
Check your answer
Task
Question: Should the school create a shaded outdoor reading area?
Record your findings
Sentence frames
Your answer
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Key vocabulary
- thesis
- The sentence that states your main claim and supporting reasons.
- evidence
- Relevant facts, examples or details that support a claim.
- reasoning
- Your explanation of how evidence supports your claim.
- counterclaim
- A position that challenges or differs from your claim.
Practice questions
0/3 correct
Level 1 · Criterion C
Which sentence is the strongest thesis for this argument?
Level 2 · Criterion A
Which evidence best supports the reason that shade would improve students’ comfort?
Level 2 · Criterion C
Which sentence answers the noise counterclaim most fairly?
MYP criterion tasks
Level 2 · Criterion C
Write a thesis supporting or opposing the outdoor reading area. Include one clear claim and two distinct reasons.
Level 3 · Criterion A
Explain how the student council writer’s use of survey figures and the word “however” affects the reader.
Reflect & track
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