research paper about persuasive

How to Write a Persuasive Essay (This Convinced My Professor!)

Table of contents

Meredith Sell

You can make your essay more persuasive by getting straight to the point.

In fact, that's exactly what we did here, and that's just the first tip of this guide. Throughout this guide, we share the steps needed to prove an argument and create a persuasive essay.

This AI tool helps you improve your essay > This AI tool helps you improve your essay >

Key takeaways: - Proven process to make any argument persuasive - 5-step process to structure arguments - How to use AI to formulate and optimize your essay

Why is being persuasive so difficult?

"Write an essay that persuades the reader of your opinion on a topic of your choice."

You might be staring at an assignment description just like this 👆from your professor. Your computer is open to a blank document, the cursor blinking impatiently. Do I even have opinions?

The persuasive essay can be one of the most intimidating academic papers to write: not only do you need to identify a narrow topic and research it, but you also have to come up with a position on that topic that you can back up with research while simultaneously addressing different viewpoints.

That’s a big ask. And let’s be real: most opinion pieces in major news publications don’t fulfill these requirements.

The upside? By researching and writing your own opinion, you can learn how to better formulate not only an argument but the actual positions you decide to hold. 

Here, we break down exactly how to write a persuasive essay. We’ll start by taking a step that’s key for every piece of writing—defining the terms.

What Is a Persuasive Essay?

A persuasive essay is exactly what it sounds like: an essay that persuades . Over the course of several paragraphs or pages, you’ll use researched facts and logic to convince the reader of your opinion on a particular topic and discredit opposing opinions.

While you’ll spend some time explaining the topic or issue in question, most of your essay will flesh out your viewpoint and the evidence that supports it.

The 5 Must-Have Steps of a Persuasive Essay

If you’re intimidated by the idea of writing an argument, use this list to break your process into manageable chunks. Tackle researching and writing one element at a time, and then revise your essay so that it flows smoothly and coherently with every component in the optimal place.

1. A topic or issue to argue

This is probably the hardest step. You need to identify a topic or issue that is narrow enough to cover in the length of your piece—and is also arguable from more than one position. Your topic must call for an opinion , and not be a simple fact .

It might be helpful to walk through this process:

• Identify a random topic
• Ask a question about the topic that involves a value claim or analysis to answer
• Answer the question

That answer is your opinion.

Let’s consider some examples, from silly to serious:

Topic: Dolphins and mermaids

Question: In a mythical match, who would win: a dolphin or a mermaid?

Answer/Opinion: The mermaid would win in a match against a dolphin.

Topic: Autumn

Question: Which has a better fall: New England or Colorado?

Answer/Opinion: Fall is better in New England than Colorado.

Topic: Electric transportation options

Question: Would it be better for an urban dweller to buy an electric bike or an electric car?

Answer/Opinion: An electric bike is a better investment than an electric car.

Your turn: Walk through the three-step process described above to identify your topic and your tentative opinion. You may want to start by brainstorming a list of topics you find interesting and then going use the three-step process to find the opinion that would make the best essay topic.

2. An unequivocal thesis statement

If you walked through our three-step process above, you already have some semblance of a thesis—but don’t get attached too soon! 

A solid essay thesis is best developed through the research process. You shouldn’t land on an opinion before you know the facts. So press pause. Take a step back. And dive into your research.

You’ll want to learn:

• The basic facts of your topic. How long does fall last in New England vs. Colorado? What trees do they have? What colors do those trees turn?
• The facts specifically relevant to your question. Is there any science on how the varying colors of fall influence human brains and moods?
• What experts or other noteworthy and valid sources say about the question you’re considering. Has a well-known arborist waxed eloquent on the beauty of New England falls?

As you learn the different viewpoints people have on your topic, pay attention to the strengths and weaknesses of existing arguments. Is anyone arguing the perspective you’re leaning toward? Do you find their arguments convincing? What do you find unsatisfying about the various arguments? 

Allow the research process to change your mind and/or refine your thinking on the topic. Your opinion may change entirely or become more specific based on what you learn.

Once you’ve done enough research to feel confident in your understanding of the topic and your opinion on it, craft your thesis. 

Your thesis statement should be clear and concise. It should directly state your viewpoint on the topic, as well as the basic case for your thesis.

Thesis 1: In a mythical match, the mermaid would overcome the dolphin due to one distinct advantage: her ability to breathe underwater.

Thesis 2: The full spectrum of color displayed on New England hillsides is just one reason why fall in the northeast is better than in Colorado.

Thesis 3: In addition to not adding to vehicle traffic, electric bikes are a better investment than electric cars because they’re cheaper and require less energy to accomplish the same function of getting the rider from point A to point B.

Your turn: Dive into the research process with a radar up for the arguments your sources are making about your topic. What are the most convincing cases? Should you stick with your initial opinion or change it up? Write your fleshed-out thesis statement.

3. Evidence to back up your thesis

This is a typical place for everyone from undergrads to politicians to get stuck, but the good news is, if you developed your thesis from research, you already have a good bit of evidence to make your case.

Go back through your research notes and compile a list of every …

… or other piece of information that supports your thesis. 

This info can come from research studies you found in scholarly journals, government publications, news sources, encyclopedias, or other credible sources (as long as they fit your professor’s standards).

As you put this list together, watch for any gaps or weak points. Are you missing information on how electric cars versus electric bicycles charge or how long their batteries last? Did you verify that dolphins are, in fact, mammals and can’t breathe underwater like totally-real-and-not-at-all-fake 😉mermaids can? Track down that information.

Next, organize your list. Group the entries so that similar or closely related information is together, and as you do that, start thinking through how to articulate the individual arguments to support your case. 

Depending on the length of your essay, each argument may get only a paragraph or two of space. As you think through those specific arguments, consider what order to put them in. You’ll probably want to start with the simplest argument and work up to more complicated ones so that the arguments can build on each other. 

Your turn: Organize your evidence and write a rough draft of your arguments. Play around with the order to find the most compelling way to argue your case.

4. Rebuttals to disprove opposing theses

You can’t just present the evidence to support your case and totally ignore other viewpoints. To persuade your readers, you’ll need to address any opposing ideas they may hold about your topic. 

You probably found some holes in the opposing views during your research process. Now’s your chance to expose those holes. 

Take some time (and space) to: describe the opposing views and show why those views don’t hold up. You can accomplish this using both logic and facts.

Is a perspective based on a faulty assumption or misconception of the truth? Shoot it down by providing the facts that disprove the opinion.

Is another opinion drawn from bad or unsound reasoning? Show how that argument falls apart.

Some cases may truly be only a matter of opinion, but you still need to articulate why you don’t find the opposing perspective convincing.

Yes, a dolphin might be stronger than a mermaid, but as a mammal, the dolphin must continually return to the surface for air. A mermaid can breathe both underwater and above water, which gives her a distinct advantage in this mythical battle.

While the Rocky Mountain views are stunning, their limited colors—yellow from aspen trees and green from various evergreens—leaves the autumn-lover less than thrilled. The rich reds and oranges and yellows of the New England fall are more satisfying and awe-inspiring.

But what about longer trips that go beyond the city center into the suburbs and beyond? An electric bike wouldn’t be great for those excursions. Wouldn’t an electric car be the better choice then? 

Certainly, an electric car would be better in these cases than a gas-powered car, but if most of a person’s trips are in their hyper-local area, the electric bicycle is a more environmentally friendly option for those day-to-day outings. That person could then participate in a carshare or use public transit, a ride-sharing app, or even a gas-powered car for longer trips—and still use less energy overall than if they drove an electric car for hyper-local and longer area trips.

Your turn: Organize your rebuttal research and write a draft of each one.

5. A convincing conclusion

You have your arguments and rebuttals. You’ve proven your thesis is rock-solid. Now all you have to do is sum up your overall case and give your final word on the subject. 

Don’t repeat everything you’ve already said. Instead, your conclusion should logically draw from the arguments you’ve made to show how they coherently prove your thesis. You’re pulling everything together and zooming back out with a better understanding of the what and why of your thesis. 

A dolphin may never encounter a mermaid in the wild, but if it were to happen, we know how we’d place our bets. Long hair and fish tail, for the win.

For those of us who relish 50-degree days, sharp air, and the vibrant colors of fall, New England offers a season that’s cozier, longer-lasting, and more aesthetically pleasing than “colorful” Colorado. A leaf-peeper’s paradise.

When most of your trips from day to day are within five miles, the more energy-efficient—and yes, cost-efficient—choice is undoubtedly the electric bike. So strap on your helmet, fire up your pedals, and two-wheel away to your next destination with full confidence that you made the right decision for your wallet and the environment.

3 Quick Tips for Writing a Strong Argument

Once you have a draft to work with, use these tips to refine your argument and make sure you’re not losing readers for avoidable reasons.

1. Choose your words thoughtfully.

If you want to win people over to your side, don’t write in a way that shuts your opponents down. Avoid making abrasive or offensive statements. Instead, use a measured, reasonable tone. Appeal to shared values, and let your facts and logic do the hard work of changing people’s minds.

Choose words with AI

You can use AI to turn your general point into a readable argument. Then, you can paraphrase each sentence and choose between competing arguments generated by the AI, until your argument is well-articulated and concise.

2. Prioritize accuracy (and avoid fallacies).

Make sure the facts you use are actually factual. You don’t want to build your argument on false or disproven information. Use the most recent, respected research. Make sure you don’t misconstrue study findings. And when you’re building your case, avoid logical fallacies that undercut your argument.

A few common fallacies to watch out for:

• Strawman: Misrepresenting or oversimplifying an opposing argument to make it easier to refute.
• Appeal to ignorance: Arguing that a certain claim must be true because it hasn’t been proven false.
• Bandwagon: Assumes that if a group of people, experts, etc., agree with a claim, it must be true.
• Hasty generalization: Using a few examples, rather than substantial evidence, to make a sweeping claim.
• Appeal to authority: Overly relying on opinions of people who have authority of some kind.

The strongest arguments rely on trustworthy information and sound logic.

Research and add citations with AI

We recently wrote a three part piece on researching using AI, so be sure to check it out . Going through an organized process of researching and noting your sources correctly will make sure your written text is more accurate.

3. Persuasive essay structure

If you’re building a house, you start with the foundation and go from there. It’s the same with an argument. You want to build from the ground up: provide necessary background information, then your thesis. Then, start with the simplest part of your argument and build up in terms of complexity and the aspect of your thesis that the argument is tackling.

A consistent, internal logic will make it easier for the reader to follow your argument. Plus, you’ll avoid confusing your reader and you won’t be unnecessarily redundant.

The essay structure usually includes the following parts:

• Intro - Hook, Background information, Thesis statement
• Topic sentence #1 , with supporting facts or stats
• Concluding sentence
• Topic sentence #2 , with supporting facts or stats
• Concluding sentence Topic sentence #3 , with supporting facts or stats
• Conclusion - Thesis and main points restated, call to action, thought provoking ending

Are You Ready to Write?

Persuasive essays are a great way to hone your research, writing, and critical thinking skills. Approach this assignment well, and you’ll learn how to form opinions based on information (not just ideas) and make arguments that—if they don’t change minds—at least win readers’ respect. ‍

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How to Write a Persuasive Essay: Tips and Tricks

Allison Bressmer

Most composition classes you’ll take will teach the art of persuasive writing. That’s a good thing.

Knowing where you stand on issues and knowing how to argue for or against something is a skill that will serve you well both inside and outside of the classroom.

Persuasion is the art of using logic to prompt audiences to change their mind or take action , and is generally seen as accomplishing that goal by appealing to emotions and feelings.

A persuasive essay is one that attempts to get a reader to agree with your perspective.

Ready for some tips on how to produce a well-written, well-rounded, well-structured persuasive essay? Just say yes. I don’t want to have to write another essay to convince you!

How Do I Write a Persuasive Essay?

What are some good topics for a persuasive essay, how do i identify an audience for my persuasive essay, how do you create an effective persuasive essay, how should i edit my persuasive essay.

Your persuasive essay needs to have the three components required of any essay: the introduction , body , and conclusion .

That is essay structure. However, there is flexibility in that structure.

There is no rule (unless the assignment has specific rules) for how many paragraphs any of those sections need.

Although the components should be proportional; the body paragraphs will comprise most of your persuasive essay.

How Do I Start a Persuasive Essay?

As with any essay introduction, this paragraph is where you grab your audience’s attention, provide context for the topic of discussion, and present your thesis statement.

TIP 1: Some writers find it easier to write their introductions last. As long as you have your working thesis, this is a perfectly acceptable approach. From that thesis, you can plan your body paragraphs and then go back and write your introduction.

TIP 2: Avoid “announcing” your thesis. Don’t include statements like this:

• “In my essay I will show why extinct animals should (not) be regenerated.”
• “The purpose of my essay is to argue that extinct animals should (not) be regenerated.”

Announcements take away from the originality, authority, and sophistication of your writing.

Instead, write a convincing thesis statement that answers the question "so what?" Why is the topic important, what do you think about it, and why do you think that? Be specific.

How Many Paragraphs Should a Persuasive Essay Have?

This body of your persuasive essay is the section in which you develop the arguments that support your thesis. Consider these questions as you plan this section of your essay:

• What arguments support your thesis?
• What is the best order for your arguments?
• What evidence do you have?
• Will you address the opposing argument to your own?
• How can you conclude convincingly?

TIP: Brainstorm and do your research before you decide which arguments you’ll focus on in your discussion. Make a list of possibilities and go with the ones that are strongest, that you can discuss with the most confidence, and that help you balance your rhetorical triangle .

What Should I Put in the Conclusion of a Persuasive Essay?

The conclusion is your “mic-drop” moment. Think about how you can leave your audience with a strong final comment.

And while a conclusion often re-emphasizes the main points of a discussion, it shouldn’t simply repeat them.

TIP 1: Be careful not to introduce a new argument in the conclusion—there’s no time to develop it now that you’ve reached the end of your discussion!

TIP 2 : As with your thesis, avoid announcing your conclusion. Don’t start your conclusion with “in conclusion” or “to conclude” or “to end my essay” type statements. Your audience should be able to see that you are bringing the discussion to a close without those overused, less sophisticated signals.

If your instructor has assigned you a topic, then you’ve already got your issue; you’ll just have to determine where you stand on the issue. Where you stand on your topic is your position on that topic.

Your position will ultimately become the thesis of your persuasive essay: the statement the rest of the essay argues for and supports, intending to convince your audience to consider your point of view.

If you have to choose your own topic, use these guidelines to help you make your selection:

• Choose an issue you truly care about
• Choose an issue that is actually debatable

Simple “tastes” (likes and dislikes) can’t really be argued. No matter how many ways someone tries to convince me that milk chocolate rules, I just won’t agree.

It’s dark chocolate or nothing as far as my tastes are concerned.

Similarly, you can’t convince a person to “like” one film more than another in an essay.

You could argue that one movie has superior qualities than another: cinematography, acting, directing, etc. but you can’t convince a person that the film really appeals to them.

Once you’ve selected your issue, determine your position just as you would for an assigned topic. That position will ultimately become your thesis.

Until you’ve finalized your work, consider your thesis a “working thesis.”

This means that your statement represents your position, but you might change its phrasing or structure for that final version.

When you’re writing an essay for a class, it can seem strange to identify an audience—isn’t the audience the instructor?

Your instructor will read and evaluate your essay, and may be part of your greater audience, but you shouldn’t just write for your teacher.

Think about who your intended audience is.

For an argument essay, think of your audience as the people who disagree with you—the people who need convincing.

That population could be quite broad, for example, if you’re arguing a political issue, or narrow, if you’re trying to convince your parents to extend your curfew.

Once you’ve got a sense of your audience, it’s time to consult with Aristotle. Aristotle’s teaching on persuasion has shaped communication since about 330 BC. Apparently, it works.

Aristotle taught that in order to convince an audience of something, the communicator needs to balance the three elements of the rhetorical triangle to achieve the best results.

Those three elements are ethos , logos , and pathos .

Ethos relates to credibility and trustworthiness. How can you, as the writer, demonstrate your credibility as a source of information to your audience?

How will you show them you are worthy of their trust?

• You show you’ve done your research: you understand the issue, both sides
• You show respect for the opposing side: if you disrespect your audience, they won’t respect you or your ideas

Logos relates to logic. How will you convince your audience that your arguments and ideas are reasonable?

You provide facts or other supporting evidence to support your claims.

That evidence may take the form of studies or expert input or reasonable examples or a combination of all of those things, depending on the specific requirements of your assignment.

Remember: if you use someone else’s ideas or words in your essay, you need to give them credit.

ProWritingAid's Plagiarism Checker checks your work against over a billion web-pages, published works, and academic papers so you can be sure of its originality.

Find out more about ProWritingAid’s Plagiarism checks.

Pathos relates to emotion. Audiences are people and people are emotional beings. We respond to emotional prompts. How will you engage your audience with your arguments on an emotional level?

• You make strategic word choices : words have denotations (dictionary meanings) and also connotations, or emotional values. Use words whose connotations will help prompt the feelings you want your audience to experience.
• You use emotionally engaging examples to support your claims or make a point, prompting your audience to be moved by your discussion.

Be mindful as you lean into elements of the triangle. Too much pathos and your audience might end up feeling manipulated, roll their eyes and move on.

An “all logos” approach will leave your essay dry and without a sense of voice; it will probably bore your audience rather than make them care.

Once you’ve got your essay planned, start writing! Don’t worry about perfection, just get your ideas out of your head and off your list and into a rough essay format.

After you’ve written your draft, evaluate your work. What works and what doesn’t? For help with evaluating and revising your work, check out this ProWritingAid post on manuscript revision .

After you’ve evaluated your draft, revise it. Repeat that process as many times as you need to make your work the best it can be.

When you’re satisfied with the content and structure of the essay, take it through the editing process .

Grammatical or sentence-level errors can distract your audience or even detract from the ethos—the authority—of your work.

You don’t have to edit alone! ProWritingAid’s Realtime Report will find errors and make suggestions for improvements.

You can even use it on emails to your professors:

Try ProWritingAid with a free account.

How Can I Improve My Persuasion Skills?

You can develop your powers of persuasion every day just by observing what’s around you.

• How is that advertisement working to convince you to buy a product?
• How is a political candidate arguing for you to vote for them?
• How do you “argue” with friends about what to do over the weekend, or convince your boss to give you a raise?
• How are your parents working to convince you to follow a certain academic or career path?

As you observe these arguments in action, evaluate them. Why are they effective or why do they fail?

How could an argument be strengthened with more (or less) emphasis on ethos, logos, and pathos?

Every argument is an opportunity to learn! Observe them, evaluate them, and use them to perfect your own powers of persuasion.

Be confident about grammar

Check every email, essay, or story for grammar mistakes. Fix them before you press send.

Allison Bressmer is a professor of freshman composition and critical reading at a community college and a freelance writer. If she isn’t writing or teaching, you’ll likely find her reading a book or listening to a podcast while happily sipping a semi-sweet iced tea or happy-houring with friends. She lives in New York with her family. Connect at linkedin.com/in/allisonbressmer.

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Writing an Argumentative Research Paper

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• What is an Argumentative Research Essay?
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Examples of argumentative essays

Skyline College libguides: MLA Sample Argumentative Papers

Ebooks in Galileo

Video Tutorial

Structure & Outline

Usually written in the five-paragraph structure, the argumentative essay format consists of an introduction, 2-3 body paragraphs, and a conclusion.

A works cited page or reference page (depending on format) will be included at the end of the essay along with in-text citations within the essay.

When writing an argumentative research essay, create an outline to structure the research you find as well as help with the writing process. The outline of an argumentative essay should include an introduction with thesis statement, 3 main body paragraphs with supporting evidence and opposing viewpoints with evidence to disprove, along with an conclusion.

The example below is just a basic outline and structure

I. Introduction: tells what you are going to write about. Basic information about the issue along with your thesis statement.

 A. Basic information

B. Thesis Statement

II. Body 1 : Reason 1 write about the first reason that proves your claim on the issue and give supporting evidence

A. supporting evidence 

B. Supporting evidence 

II. Body 2 .: Reason 2 write about the third reason that proves your claim on the issue and give supporting evidence

A. supporting evidence

III. Body 3 : Reason 3 write about the fourth reason that proves your claim on the issue and give supporting evidence

IV. Counter arguments and responses. Write about opposing viewpoints and use evidence to refute their argument and persuade audience in your direction or viewpoint

A. Arguments from other side of the issue

B. Refute the arguments

V. Conclusion

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Research Methods: Persuasive Arguments

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What is Persuasive Research?

Persuasive or argumentative research asks you to take one side of an issue and support this side by looking at the research, facts, and news about the topic. You will need to research both sides of the topic, and may be required to conduct interviews, surveys, observations, or experiments to gather data for your argument. 

Start your argumentative research by selecting a topic and creating a clear and concise thesis. 

• Start My Research This is the library's main search tool. Search numerous resources available through Auraria Library including journals, articles, media, books, and more. Limit by material type, publication date, author, and more.

Excellent series of books on controversial topics include:

• Taking Sides 
• You Decide 

Add the series name to your topic to see if there is a volume for you.

You can also add words like “ controversial ” “ debates ” “ pro and con ”, or “ arguments ” to your search.

Multimedia Resources

• American Rhetoric Index to and growing database of 5000+ full text, audio and video (streaming) versions of public speeches, sermons, legal proceedings, lectures, debates, interviews, other recorded media events, and a declaration or two.

Key Resources

• CQ Researcher Online This link opens in a new window Provides in-depth coverage of the most important issues of the day. A wide range of topics are covered, from social and political issues to environment, health, education, crime, climate change, public policy, and science and technology.
• Opposing Viewpoints This link opens in a new window Presents an array of perspectives on a wide range of topics using fully cited articles, essays, primary documents, biographies, statistics, court cases, profiles of government and special interest groups, websites, and podcasts. Topics cover politics, the environment, health care, education, energy, and much, much more.
• ProCon.org This website promotes critical thinking, education, and informed citizenship by presenting controversial issues in a nonpartisan,primarily pro-con format. The topics researched are up-to-the-minute and relevant to today's world.

Special Resources

Congressional Hearings  are an excellent and sometimes overlooked resource for argumentative and position papers.  When members of Congressional committees convene a hearing, they call expert witnesses from all sides of an issue. Witnesses testify regarding the issue, and they also must testify as to their credentials to demonstrate their experience and knowledge on the issue.  In addition, the exact transcripts of the experts’ words are provided so they make an excellent source for quotes to reinforce your paper's position.

• Congressional Publications This link opens in a new window Comprehensive access to U.S. legislative information, including laws, proposed bills and statutes, hearings, legislative histories, congressional committee information, campaign contributions and PAC activities, the "Congressional Record", the historical "Congressional Index", and the "Serial Set", as well as articles from the "National Journal". Right-hand column has tips on how to use the Congressional interface.Note: Email yourself a copy of the article instead of a link.
• U.S. House of Representatives Search for hearings. A simple search like "global warming hearing" will work. The hearing can be viewed as a webcast or as a written transcript.
• U.S. Senate Search for hearings. A simple search like "global warming hearing" will work. The hearing can be viewed as a webcast or as a written transcript.

Newspapers  are a good source of information for papers and speeches.  Find articles reporting on current events, and opinion articles on major issues.  

• Access World News This link opens in a new window Includes thousands of full text local, regional, national and international newspapers, as well as newswires, blogs, and more. Has Colorado publications, including The Denver Post. Formerly known as Newsbank.

In addition to America's News, there are some news databases that lend themselves to  argumentative and persuasive assignments.   These resources cover newspapers that may depart from the majority opinions found in the Washington Post, New York Times, or other "white bread" papers.  For example, a topic like immigration might be covered very differently in an ethnic newspaper than in the Denver Post.

• Left Index This link opens in a new window A complete guide to the diverse literature of the left, with an emphasis on political, economic, social and culturally engaged scholarship inside and outside academia. A secondary emphasis is on significant but little known sources of news and ideas. Covers over 250 periodical publications + many classic texts.
• Ethnic NewsWatch This link opens in a new window Ethnic NewsWatch is a current resource of full-text newspapers, magazines, and journals of the ethnic and minority press. The complete collection also includes the module Ethnic NewsWatch: A History, which provides historical coverage of Native American, African American, and Hispanic American periodicals from 1959-1989. Together, these resources provide access to a full-text collection of more than 2.5 million articles from over 340 publications, including articles from major scholarly journals on ethnic studies.
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An inclusive, real-world investigation of persuasion in language and verbal behavior

Vivian p. ta.

1 Department of Psychology, Lake Forest College, 555 N. Sheridan Road, Lake Forest, IL 60045 USA

Ryan L. Boyd

2 Department of Psychology, Data Science Institute, Security Lancaster, Lancaster University, Lancaster, UK

Sarah Seraj

3 Department of Psychology, University of Texas at Austin, Austin, TX USA

Anne Keller

Caroline griffith.

4 Department of Counselor Education and Human Services, University of Dayton, Dayton, OH USA

Alexia Loggarakis

5 School of Social Work, Loyola University Chicago, Chicago, IL USA

Lael Medema

Linguistic features of a message necessarily shape its persuasive appeal. However, studies have largely examined the effect of linguistic features on persuasion in isolation and do not incorporate properties of language that are often involved in real-world persuasion. As such, little is known about the key verbal dimensions of persuasion or the relative impact of linguistic features on a message’s persuasive appeal in real-world social interactions. We collected large-scale data of online social interactions from a social media website in which users engage in debates in an attempt to change each other’s views on any topic. Messages that successfully changed a user’s views are explicitly marked by the user themselves. We simultaneously examined linguistic features that have been previously linked with message persuasiveness between persuasive and non-persuasive messages. Linguistic features that drive persuasion fell along three central dimensions: structural complexity, negative emotionality, and positive emotionality. Word count, lexical diversity, reading difficulty, analytical language, and self-references emerged as most essential to a message’s persuasive appeal: messages that were longer, more analytic, less anecdotal, more difficult to read, and less lexically varied had significantly greater odds of being persuasive. These results provide a more parsimonious understanding of the social psychological pathways to persuasion as it operates in the real world through verbal behavior. Our results inform theories that address the role of language in persuasion, and provide insight into effective persuasion in digital environments.

Introduction

Understanding persuasion —how people can fundamentally alter the thoughts, feelings, and behaviors of others—is a cornerstone of social psychology. Historically, social influence has been outstandingly difficult to study in the real-world, requiring researchers to piece together society-level puzzles either in the abstract [ 1 ] or through carefully-crafted field studies [ 2 ]. In recent years, technology has driven interest in studying social influence as digital traces make it possible to study how the behaviors of one individual or group cascade to change others’ behaviors [ 3 , 4 ]. Nevertheless, most social processes are complex, to the point where they are very difficult to study as they operate outside of the lab. However, the availability of digital data and computational techniques provide a ripe opportunity to begin understanding the precise mechanisms by which people influence the thoughts and feelings of others.

Today, persuasion is often transacted—partially or wholly—through verbal interactions that take place on the internet [ 5 ]: a message is transmitted from one person to another through the use of language, altering the recipient’s attitude. As such, researchers have sought to identify linguistic features 1 that are linked to a message’s persuasive appeal. A relatively sizable number of linguistic features that are important in message persuasiveness have emerged from this body of research and include features that indicate what a message conveys as well as how it was conveyed (Table ​ (Table1). 1 ). Models of persuasion, such as the Elaboration Likelihood Model (ELM) [ 6 ], have been used to identify these linguistic features and explain how they affect message persuasiveness.

Summary of linguistic features and predictions

Despite the impressive corpus of studies to date, the existing literature has several limitations. Studies have largely examined the effect of linguistic features on persuasion in isolation by only focusing on a small number of linguistic features (i.e., one or two) at a time. While this body of literature has collectively identified a relatively sizable number of linguistic features that are linked to message persuasiveness, it remains unclear how these links, taken together, inform the social aspects of verbal behavior in persuasion. In other words, what do the linguistic features connected with message persuasiveness reveal about the key verbal behaviors involved in persuasion? As language provides “a rich stream of ongoing social processes” [ 7 ], synthesizing these findings can provide a more complete understanding of the social psychological pathways to persuasion.

In the same vein, real-world messages are constructed using a varied combination of linguistic features to transmit complex thoughts, emotions, and information to others. Nevertheless, studies tend to examine how a single linguistic feature (or a small set of features) correlate with persuasion without taking into account other potentially important linguistic features within a given message [ 8 , 9 ]. The meaning of a given word or feature in any text is dependent on the context by which it was used which can be inferred by the words and features that surround it [ 10 , 11 ]. As such, the effect of any particular linguistic feature on message persuasiveness can be attenuated by the presence of other features in the message. As they are typically studied in isolation, little is known about the relative impact of linguistic features on a message’s persuasive appeal.

Furthermore, studies that examine the effect of linguistic features on persuasion tend to focus on persuasion in terms of engaging in specific behaviors [ 3 , 12 – 14 ] rather than changing attitudes in general. Persuading people to engage in a specific behavior is conceptually distinct from changing people’s attitude on a topic. Although changes in behavior can facilitate changes in attitude, changes in behavior can also be dependent on attitude change (e.g., an individual may not engage in behavior change unless they believe that the behavior will result in a desirable outcome). Although changes in behavior can facilitate changes in attitude, changes in behavior does not always indicate that attitude change has occurred (e.g., an individual may decide to ultimately receive the COVID-19 vaccine because their employer requires it and not because their views regarding vaccines have changed) [ 15 ].

Finally, many studies that investigate the effect of linguistic features on persuasion are conducted in controlled lab settings [ 16 , 17 ] due to the sheer difficulty of studying persuasion as it unfolds in the real-world. Given that persuasion often takes place through online social interactions [ 5 ], there is a need to study persuasion in this setting. Doing so also enables researchers to better understand how digital environments influence the process of persuasion, especially as digital environments are now progressively constructed to persuade the attitudes and behaviors of users [ 18 ] and there is “little consensus on how to persuade effectively within the digital realm” [ 19 ].

We sought to address these limitations in the current study. Specifically, we collected large-scale data from r/ChangeMyView , an online public forum on the social media website Reddit where users engage in debates in an attempt to change each other’s views on any topic. Most importantly, messages that successfully changed a user’s views are explicitly marked by the user themselves. That is, individuals are exposed to several messages and explicitly identified the message(s) that actually changed their views. We simultaneously examined linguistic features that have been previously linked with message persuasiveness (Table ​ (Table1) 1 ) between persuasive and non-persuasive messages to test the following research questions:

• What are the key linguistic dimensions of persuasion? Given that a relatively sizable number of linguistic features have been linked with persuasion, we first sought to determine whether these features could be meaningfully reduced to a smaller number of dimensions representing the key verbal processes of persuasion. We then assessed whether these dimensions were uniquely predictive of persuasion when controlling for the effects of the remaining dimensions.
• Which individual linguistic features, when assessed simultaneously, are the most essential and relevant to a message’s persuasive appeal? We then simultaneously assessed all linguistic features that have been linked with message persuasiveness in a single model to examine the relative impact of the features on a message’s persuasive appeal to identify features that were most crucial to message persuasiveness.

While theory-driven predictions can be made regarding how each linguistic feature relates to persuasion, there has been a considerable amount of variability across studies in terms of which features positively or negatively relate to persuasion, as well as studies that show mixed or inconclusive results pertaining to the effect of a given linguistic feature on persuasion (see Table ​ Table1). 1 ). Given that our primary goal was to obtain a more unified understanding of the social psychological pathways to persuasion via language, the current study is guided by a jointly data-driven and exploratory approach, with results informing our understanding of the directional relationship between the linguistic features and message persuasiveness. Overall, assessing the interplay between important linguistic features on persuasion using large-scale, real-world data help inform theories, such as ELM, that address how linguistic features influence persuasion to provide a parsimonious and ecologically-valid understanding of the social psychological processes that shape persuasion.

Although some previous studies have used r/ChangeMyView data to investigate the effect of linguistic features on persuasion, they differ from the current investigation in important ways. The types and combinations of linguistic features that have been examined vary across studies and typically feature a mix of linguistic features that have and have not been linked to persuasion. For example, Tan et al. [ 21 ] examined how some persuasion-linked linguistic features (including arousal, valence, reading difficulty, and hedges), some non-persuasion-linked features (e.g., formatting features such as use of italics and boldface), and interaction dynamics (e.g., the time a replier enters a debate) were associated with successful persuasion. Wei et al. [ 22 ] investigated how surface text features (e.g., reply length, punctuation), social interaction features (e.g., the number of replies stemming from a root comment), and argumentation-related features (e.g., argument relevance and originality) related to persuasion. Musi et al. [ 23 ] assessed the distribution of argumentative concessions in persuasive versus non-persuasive comments, and Priniski and Horne [ 24 ] examined persuasion through the presentation of evidence only in sociomoral topics. Moreover, studies tend to have greater emphasis on model building to accurately detect persuasive content online rather than interpretability and a more unified understanding of the social psychological pathways to persuasion via language. For instance, Khazaei et al. [ 20 ] assessed how all LIWC-based features varied across persuasive and non-persuasive replies and used this information to train a machine learning model to identify persuasive responses.

Data collection

We used data from the Reddit sub-community (i.e., “subreddit”) r/ChangeMyView , a forum in which users post their own views (referred to as “original posters”, or “OPs”) on any topic and invite others to debate them. Those who debate the OP (referred to as “repliers”) reply to the OP’s post in an attempt to change the OP’s view. The OP will award a delta (∆) to particular replies that changed their original views.

Using data from r/ChangeMyView presents several advantages. All replies in r/ChangeMyView are written with the purpose of persuasion. The replies that successfully change an OP’s view are explicitly marked by the OP themselves, allowing for a sample of persuasive and non-persuasive replies. All OPs and repliers must adhere to the official policies 2 of r/ChangeMyView . For instance, OPs are required to explain at a reasonable length (using 500 characters or more) why they hold their views and to interact with repliers within a reasonable time frame. Replies must be substantial, adequate, and on-topic. Because these policies are enforced by moderators, the resulting interactions are high in quality [ 21 ] and are conducted under similar conditions with similar expectations. OPs can also post their view on any topic, allowing for an examination of persuasion across a wide variety of topics.

All top-level replies (direct replies to the OP’s original statement of views) posted between January 2013 and October 2018 were initially collected from the Pushshift database [ 25 ]. We focused only on the top-level replies and omitted any additional replies that were in response to a direct reply (i.e., a direct reply’s “children”). This ensured that replies that were deemed persuasive were due to its contents and not due to any resulting “back-and-forth” interactions given that deltas can also be awarded to downstream replies. We also omitted any top-level replies that were made by a post’s OP and any replies that received a delta in which the delta was not awarded by the OP. Because the data contained a substantially greater number of non-persuasive replies (99.39%) than persuasive ones, analyses were conducted on a balanced subsample that included all top-level replies that were awarded a delta and a random subsample of top-level replies that were not awarded a delta that came from the original posts in which at least one delta was awarded. This allowed us to compare the persuasive and non-persuasive replies from the same original post while bypassing issues associated with class imbalances [ 26 ].

As an example, consider a parent post that garnered two top-level replies that were awarded a delta, and three top-level replies that were not awarded a delta. In this case, the two top-level replies that were awarded a delta were included in the subsample and two out of the three top-level replies that were not awarded a delta would be randomly selected for inclusion in the subsample. Using the random number generator in Microsoft Excel, the 3 top-level replies that were not awarded a delta were assigned a random number between 1 and 100. Replies with the lowest two values were then selected for inclusion in the subsample. Parent posts almost always contained a greater number of top-level replies that were not awarded a delta than top-level replies that were awarded a delta. However, for the very few instances in which a parent post contained a greater number of top-level replies that were awarded a delta than top-level replies that were not awarded a delta, we included all top-level replies in the subsample ( N  = 9020 top-level replies; n  = 4515 top-level replies that were awarded a delta; n  = 4505 top-level replies that were not awarded a delta). Example persuasive and non-persuasive replies can be found in Table ​ Table2 2 .

Example replies

Note : All example replies were derived from different parent posts

To gain an initial understanding of the types of topics that were raised for debate in the subreddit, we randomly selected 100 replies from the final dataset and manually coded their content. Six overarching topics emerged: legal and politics; race, culture, and gender; business and work; science and technology; behavior, attitudes, and relationships; and recreation. More information regarding debated topics can be found in the supplementary materials. 3 .

Linguistic features

Prior to extracting linguistic features from our data, we conducted a cursory search of the psychological literature to identify prominent linguistic features reported to have a significant relationship with message persuasiveness in at least one published study. These linguistic features are listed in Table ​ Table1. 1 . Each reply in the r/ChangeMyView dataset was analyzed separately using Language Inquiry and Word Count (LIWC) [ 27 ] which calculates the percentage-use of words belonging to psychologically or linguistically meaningful categories. We used LIWC to quantify word count, analytic thinking (analytical thinking formula = articles + prepositions—personal pronouns—impersonal pronouns—auxiliary verbs—conjunctions—adverbs—negations; relative frequencies are normalized within LIWC2015 to a 0-to-100 scale, with higher scores reflecting more analytical language and lower scores reflecting more informal and narrative-like language), the percentage-use of self-references (i.e., first-person singular pronouns, or “i-words”), and the percentage-use of certainty terms in each reply within our corpus. Dictionaries of terms that have been rated on emotionality 4 (i.e., valence, arousal, and dominance) from [ 28 ] were imported into LIWC to measure the percentage-use of language that scored high and low on valence, arousal, and dominance. A dictionary of hedges from [ 29 ] was also imported into LIWC to measure the percentage-use of hedges. Following [ 21 ], the use of examples was measured by occurrences of “for example”, “for instance”, and “e.g.”. Language abstraction/concreteness was measured using the linguistic category model, with higher scores indicating higher levels of language abstraction and lower scores indicating lower levels of language abstraction (i.e., greater language concreteness; formula for calculation = [(Descriptive Action Verbs × 1) + (Interpretative Action Verb × 2) + (State Verb × 3) + (Adjectives × 4)]/(Descriptive Action Verbs + Interpretative Action Verbs + State Verbs + Adjectives)) [ 30 ]. Type-token ratio, the ratio between the number of unique words in a message and the total number of words in the given message [ 31 ], was used to measure lexical diversity with higher scores indicating greater lexical diversity (type-token ratio formula = number of unique lexical terms/total number of words). Last, reading difficulty was measured via the SMOG Index which estimates the years of education the average person needs to completely comprehend a piece of text (SMOG Index formula = 1.0430 [√number of polysyllables × (30/number of sentences)] + 3.1291). Because a higher SMOG score indicates that higher education is needed to comprehend a piece of text, higher reading difficulty scores represent text that is more difficult to read and lower scores represent text that is easier to read [ 32 ]. More information about these linguistic features and example replies that scored high and low on each linguistic feature are reported in the supplementary.

Given that a relatively sizable number of linguistic features have been linked with persuasion, we first determined whether these features could be meaningfully reduced to a smaller number of dimensions representing the key verbal processes of persuasion. Second, we determined whether these dimensions were each uniquely predictive of persuasion when controlling for the effects of the remaining dimensions. Third, we simultaneously assessed all linguistic features that have been linked with message persuasiveness in a single model to understand how linguistic features interact with one another to influence a message’s persuasive appeal and identify features most crucial to message persuasiveness. All data and analytic code can be found in the supplementary. Descriptive statistics, zero-order correlations between all variables, and complete analytic outputs for all analyses are presented in the supplementary.

To identify the key linguistic dimensions of persuasion (RQ 1), we submitted all linguistic features into a principal components analysis (PCA) with a varimax rotation. Bartlett’s Sphericity Test ( p  < 0.001) and the Kaiser–Meyer–Olkin metric (KMO = 0.55) suggested that our data were suitable for analysis. Features with factor loadings greater than the absolute value of 0.50 were retained and used to quantify principal components. Three principal components were extracted that collectively accounted for 36.28% of the total variance: structural complexity, negative emotionality, and positive emotionality (see Table ​ Table3). 3 ). Structural complexity had high loadings in the direction of lower lexical diversity, higher word count, and greater reading difficulty. Negative emotionality had high loadings in the direction of greater percentage-use of terms that scored low on valence and low on dominance. Positive emotionality had high loadings in the direction of greater percentage-use of terms that scored high on dominance, high on valence, and hedges.

Results of PCA with Varimax Rotation

To assess if all three dimensions were uniquely important to message persuasiveness, we entered each component into a multilevel logistic regression analysis using lme4 [ 33 ]. This procedure corrects for non-independence of replies (i.e., replies to the same parent post) on the dependent variable: persuasion (delta awarded = 1, no delta awarded = 0). We include random intercepts for replies nested within parent posts and replies nested within repliers (i.e., some repliers provided replies to multiple original posts). All three components emerged as significant predictors of persuasion. For a one-unit increase in structural complexity, the odds of receiving a delta increase by a factor of 2.25, 95% CI [2.11, 2.39]. For a one-unit increase in negative emotionality, the odds of receiving a delta decrease by a factor of 0.89, 95% CI [0.85, 0.94]. For a one-unit increase in positive emotionality, the odds of receiving a delta also decrease by a factor of 0.92, 95% CI [0.88, 0.97]. Post-hoc power analyses conducted using the simr package in R (Version 1.0.5) [ 34 ] revealed that we had at least 96% power to detect a small effect (i.e., 0.15) for each of these factors on persuasion.

Next, the individual linguistic features were assessed simultaneously to identify those that were the most essential and relevant to a message’s persuasive appeal (RQ 2). A logistic least absolute shrinkage and selection operator (LASSO) regression was performed using glmmLasso [ 35 ]. A LASSO regression is a penalized regression analysis that performs variable selection to prevent overfitting by adding a penalty ( λ ) to the cost function (i.e., the sum of squared errors) equal to the sum of the absolute value of the coefficients. This penalty results in sparse models with few coefficients. In other words, this method selects a parsimonious set of variables that best predict the outcome variable and has many advantages over other feature selection methods [ 36 ]. All linguistic features were entered into the LASSO regression model. A grid search was performed to identify the most optimal shrinkage parameter based on BIC. Five features emerged with nonzero coefficients: word count, lexical diversity, reading difficulty, analytical thinking, and self-references (Table ​ (Table4 4 ).

Results of LASSO regression

*** p  < 0.001; ** p  < 0.01; λ = 62

These variables were subsequently entered into a multilevel logistic regression. Again, persuasion was entered as the dependent variable and we included random intercepts for replies nested within parent posts and replies nested within repliers. All five predictors emerged as significant predictors of persuasion. Specifically, for a one-unit increase in word count, the odds of receiving a delta increase by a factor of 1.23, 95% CI [1.13, 1.35]. For a one-unit increase in reading difficulty scores (i.e., greater difficulty in reading comprehension), the odds of receiving a delta increase by a factor of 1.10, 95% CI [1.04, 1.16]. For a one-unit increase in analytical thinking, the odds of receiving a delta increase by a factor of 1.10, 95% CI [1.05, 1.17]. For a one-unit increase in self-references, the odds of receiving a delta decrease by a factor of 0.92, 95% CI [0.87, 0.98]. Last, for a one-unit increase in lexical diversity, the odds of receiving a delta decrease by a factor of 0.54, 95% CI [0.50, 0.59]. Post-hoc power analyses conducted using the simr [ 34 ] revealed that we had at least 96% power to detect a small effect (i.e., 0.15) for each of these predictors on persuasion.

Previous studies have largely examined the effect of linguistic features on persuasion in isolation and do not incorporate properties of language that are often involved in real-world persuasion. As such, little is known about the key verbal dimensions of persuasion or the relative impact of linguistic features on a message’s persuasive appeal in real-world social interactions. To address these limitations, we collected large-scale data of online social interactions from a public forum in which users engage in debates in an attempt to change each other’s views on any topic. Messages that successfully changed a user’s views are explicitly marked by the user themselves. We simultaneously examined linguistic features that have been previously linked with message persuasiveness between persuasive and non-persuasive messages. Our findings provide a parsimonious and ecologically-valid understanding of the social psychological pathways to persuasion as it operates in the real world through verbal behavior.

Three linguistic dimensions appeared to underlie the tested features: structural complexity, negative emotionality, and positive emotionality. Each dimension uniquely predicted persuasion when the effects of the remaining dimensions were statistically controlled, with greater structural complexity exhibiting the highest odds of persuasion. Interestingly, messages marked with less emotionality had higher odds of persuasion than messages marked with more emotionality, regardless of whether it was positive or negative. Emotionality can help persuasion in specific contexts [ 37 , 38 ], but emotional appeals can also backfire when audiences prefer cognitive appeals [ 39 ]. Given that OPs were publicly inviting others to debate them, it is plausible that they preferred cognitively-appealing responses—ones that include an abundance of clear and valid reasons to support an argument—rather than emotionally-appealing responses.

The linguistic features that made a message longer, more analytic, less anecdotal, more difficult to read, and less lexically diverse were most essential to a message’s persuasive appeal and uniquely predictive of persuasion. Longer messages provide more context and likely contain more arguments than shorter messages. Presenting more arguments can be more persuasive even if the arguments themselves are not compelling [ 40 ]. Longer messages likely provided more opportunities for the OP to engage with material that could potentially change their mind, thus increasing the likelihood of persuasion.

Although more readable content is easier to understand and less aversive than less readable content [ 41 ], greater reading difficulty and comprehension can engender more interest, attention, and engagement [ 42 , 43 ]. It can also facilitate deeper cognitive processing that leads to greater learning and long-term retention [ 44 , 45 ]. This is especially true for individuals intrinsically motivated or capable of engaging in complex and novel tasks [ 46 ]. OPs were likely capable of and intrinsically motivated to engage in content that challenged their beliefs considering they were inviting others to debate them. The interpretation of users being intrinsically motivated to challenge their beliefs is also in line with the link that emerged between greater usage of analytical language and persuasion. Similarly, messages that focused less on one’s own personal experiences may have provided more objective evidence to support a particular argument, facilitating persuasion.

Last, while greater lexical repetitions may be perceived as less interesting [ 31 , 47 ], it facilitated persuasion in this context. Lexical repetitions provide effective ways for speakers to communicate complex topics as it keeps “lexical strings relatively simple, while complex lexical relations are constructed around them” [ 48 ]. Lexical repetitions are advantageous for navigating through the order and logic of an argument, providing “textual markers” that help readers connect important aspects of an argument together [ 49 ]. Lower lexical diversity, then, appeared to be beneficial for building arguments that are more cohesive, more coherent, and thus, more persuasive.

Altogether, our findings reveal that the linguistic features linked to persuasion fall along three dimensions pertaining to structural complexity, negative emotionality, and positive emotionality. Our findings also highlight the importance of linguistic features related to a message’s structural complexity, particularly the verbal behaviors that provide a greater amount of factual evidence in a way that enables readers to connect important aspects of the information in an appropriately stimulating manner. Although the other linguistic features that were examined in this study may contribute to message persuasiveness to some degree, our results indicate that they are relatively less important after word count, lexical diversity, reading difficulty, analytical thinking, and self-references are taken into account. These findings also seem to reflect r/ChangeMyView’s digital environment. A central feature of r/ChangeMyView is ensuring that all posts and replies meaningfully contribute to the conversations. As such, OPs and repliers must adhere to all moderator-enforced policies of interaction. In addition, users who post on r/ChangeMyView are likely individuals who are open to attitude change given that they are publicly inviting others to debate them on a topic they already have an opinion on. This suggests that, in digital environments that underscore meaningful contributions to conversations, the ability to convey more objective information while fostering engagement and a holistic understanding of an argument are most vital to the alteration of established attitudes among open-minded individuals.

Our findings also have implications for the process by which persuasion research via language is conducted. Assessing the relative importance of a linguistic feature on message persuasiveness allowed us to understand its interconnections with other linguistic features and its link to persuasion, yielding a more comprehensive and well-rounded understanding of the feature’s role in message persuasiveness. Consider word count , for example: without assessing word count’s relative importance on message persuasiveness in the current study, we would not have been able to ascertain its link to message persuasiveness via a message’s structural complexity and the importance of providing more content in a way that enables readers to connect important aspects of the information in an appropriately stimulating manner. Because the meaning of a word or linguistic feature in any text is dependent on the context by which it is used, understanding the social psychological pathways to persuasion via language requires researchers to account for the presence of multiple linguistic features within a given message when assessing a linguistic feature’s link to message persuasiveness. This holistic approach may also help reconcile conflicting results from previous research on language and persuasion.

Our findings also inform theories, such as ELM, that address how linguistic features influence persuasion and provide a more precise understanding of the social psychological pathways to persuasion. For example, ELM states that here are two main routes to persuasion: the central route, which focuses on the message quality on persuasion, and the peripheral route, which uses heuristics and peripheral cues to help influence individual decisions regarding a topic [ 6 ]. Individuals are more likely persuaded via the central route if they have the ability and motivation to process the information. On the other hand, individuals are more likely persuaded via the peripheral route if involvement is low and information processing capability is diminished. OPs likely have the ability and motivation to process arguments from repliers and are thus likely persuaded via the central route given that they are publicly inviting others to debate them. Supplying more information to support a conclusion may be more likely to persuade via the central route, but this information also needs to be organized in a way that helps readers connect important aspects of the information together. A wealth of information that is structured in an incoherent manner would undoubtedly hinder comprehension, and thus, persuasion.

Strengths and limitations

Our dataset contained a large sample of replies that spanned a wide variety of topics, and provided high ecological validity given that it captured the process of persuasion as it occurred naturally without elicitation. The enforcement of rules on r/ChangeMyView yielded interactions that were conducted under similar conditions and expectations. This helped to minimize interaction variance without interfering with the naturalistic nature of the data. However, OPs can award deltas to responses within subtrees (the “children” of direct replies) typically as the result of “back-and-forth” interactions with repliers. These were not included in the current study as we only examined top-level responses. Our results could also differ by topic, recency of the post, and post length, and it is possible non-linguistic features such as the popularity of a post, the number of “upvotes” (i.e., the number of instances other users have registered agreement with a particular post or reply) a reply receives, and the number of deltas a replier has ever received may also impact message persuasiveness. Future studies should determine if these variables moderate the findings, and doing so would also address the relative importance of linguistic versus non-linguistic features on message persuasiveness.

Although it is a policy on r/ChangeMyView that OPs must post a non-neutral opinion (i.e., their post must take a non-neutral stance on a topic), and posts that violate this rule are removed by moderators, it is possible that an OP’s post did not accurately reflect their true attitude or attitude strength. Given the nature of the data, this study cannot address whether the resulting attitude changes were long-lasting, nor if the OP’s attitude strength moderated their attitude change. Longitudinal studies can assess these points. Because there were substantially more non-persuasive replies (99.39%) than persuasive ones, we constructed a balanced subsample and conducted our analyses on this balanced subsample. While this strategy limited biased outcomes stemming from a large class imbalance, it also limits the generalizability of results to posts in which no persuasion occurred. Further examinations of the class imbalance are needed to address this issue. For example, it is possible that posts in which no persuasion occurred are systematically different from posts in which persuasion occurred. Or, perhaps the class imbalance simply reflects the rigid nature of attitudes. In addition, our results may only reflect a particular population given that Reddit users tend to skew younger and male [ 50 ]. Since we did not have access to subjects’ demographic information, we cannot assert the representativeness of our sample. Future research should investigate persuasion that takes place on other debate-style forums and websites to incorporate more diverse subjects, interaction modes, and digital environments.

Acknowledgements

We thank Haley Bader, Carolynn Boatfield, Maria Civitello, Katie Kauth, and Xinyu Wang for their assistance in data cleaning, Arthur Bousquet and Leonardo Carrico for their assistance in data analysis, and David Johnson for his helpful feedback on earlier drafts of this paper. Preparation of this manuscript was funded, in part, by grants from the Swiss National Science Foundation (#196255) and the Federal Bureau of Investigation (15F06718R0006603). The views, opinions, and findings contained in this document are those of the authors and should not be construed as position, policy, or decision of the aforementioned agencies, unless so designated by other documents.

Author contributions

VT developed the concept of the study, conducted data analysis, and wrote the manuscript. RL Boyd collected the data, assisted with study development, natural language and statistical analyses and provided critical revisions. SS assisted with data preparation and analyses and provided critical revisions. AK, CG, AL, and LM assisted with data cleaning and literature review.

Not applicable.

Declarations

On behalf of all authors, the corresponding author states that there is no conflict of interest.

https://osf.io/4rj26/?view_only=5556b511084b4e75bc14808e47d15dce .

Approval granted by Lancaster University’s ethics committee (Reference #FST19067).

Not applicable; data was non-identifiable and publicly available.

1 We define linguistic feature as a characteristic used to classify a word or corpus of text based on their linguistic properties. Examples include reading difficulty, words denoting high or low emotionality, hedges, etc.

2 For all of r/ChangeMyView’s policies, visit https://www.reddit.com/r/changemyview/wiki/rules#wiki_rule_a .

3 Supplementary materials can be found here: https://osf.io/4rj26/?view_only=5556b511084b4e75bc14808e47d15dce

4 We adopted the Valence-Arousal-Dominance circumplex model of emotion (Bradley & Lang, 1994; Russell, 1980) and the PAD emotion state model (Mehrabian, 1980; Bales, 2001) and conceptualize valence, arousal, and dominance as the dimensions of emotion. All three dimensions have been linked to message persuasiveness (see Table ​ Table1 1 ).

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How to Write an Argumentative Research Paper

Last Updated: December 9, 2022 Fact Checked

This article was co-authored by Christopher Taylor, PhD . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. There are 14 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 369,201 times.

An argumentative essay requires you to make an argument about something and support your point of view using evidence in the form of primary and secondary sources. The argumentative essay is a common assignment, but teachers may present it in a variety of different ways. You can learn how to write an argumentative essay by following some standard steps for writing an essay as well as by doing some things that are required for argumentative essays, such as citing your sources.

Sample Outlines

Getting Started

• a thesis statement that makes a clear argument (provided in the first paragraph)
• claims that help prove your overall argument
• logical transitions that connect paragraphs and sentences
• support for your claims from your sources
• a conclusion that considers the evidence you have presented
• in-text citations throughout your essay to indicate where you have used sources (ask your teacher about what citation style to use)
• a works cited page with an entry for each of your sources (ask your teacher about what citation style to use)

• Make sure that you understand how to cite your sources for the paper and how to use the documentation style your teacher prefers. If you’re not sure, just ask.
• Don’t feel bad if you have questions. It is better to ask and make sure that you understand than to do the assignment wrong and get a bad grade.

• Listing List all of the ideas that you have for your essay (good or bad) and then look over the list you have made and group similar ideas together. Expand those lists by adding more ideas or by using another prewriting activity. [3] X Research source
• Freewriting Write nonstop for about 10 minutes. Write whatever comes to mind and don’t edit yourself. When you are done, review what you have written and highlight or underline the most useful information. Repeat the freewriting exercise using the passages you underlined as a starting point. You can repeat this exercise multiple times to continue to refine and develop your ideas. [4] X Research source
• Clustering Write a brief explanation (phrase or short sentence) of the subject of your argumentative essay on the center of a piece of paper and circle it. Then draw three or more lines extending from the circle. Write a corresponding idea at the end of each of these lines. Continue developing your cluster until you have explored as many connections as you can. [5] X Research source
• Questioning On a piece of paper, write out “Who? What? When? Where? Why? How?” Space the questions about two or three lines apart on the paper so that you can write your answers on these lines. Respond to each question in as much detail as you can. [6] X Research source

• Ethos refers to a writer’s credibility or trustworthiness. To convince your readers that your argument is valid, you need to convince them that you are trustworthy. You can accomplish this goal by presenting yourself as confident, fair, and approachable. You can achieve these objectives by avoiding wishy-washy statements, presenting information in an unbiased manner, and identifying common ground between yourself and your readers(including the ones that may disagree with you). You can also show your authority, another aspect of ethos, by demonstrating that you’ve done thorough research on the topic.
• Pathos refers to your use of emotional appeals. Emotional appeals have a place in argumentative writing, but overuse of them may lead a reader to reject your argument. Make sure that your use of emotional appeals is minimal and appropriate. Some ways that you can incorporate pathos into your paper without turning off your readers includes using descriptive language that evokes the desired reaction (positive or negative) to your subject, especially when you use other people’s language—such as quotes—to do so (which avoids damaging your ethos with overly emotional language). You can also invoke pathos by providing relevant examples that evoke an emotional response in your readers and using figurative language (such as metaphors) to help your readers understand and sympathize with your point of view.
• Logos refers to your use of logic, reasoning, and sequencing. This means setting up your argument in a way that uses logic to achieve your desired endpoint or reaction, often through inductive and deductive reasoning. For example, you can appeal to your readers’ desire for logic by organizing your examples in a way that shows your argument in the best light and is easy to follow, such as chronologically, by cause and effect, or by problem and solution.

• Place your thesis statement at the end of your first paragraph unless your instructor tells you to place it elsewhere. The end of the first paragraph is the traditional place to provide your thesis in an academic essay.

• For example, an arguable thesis statement might be something like, “The drinking age should be reduced to 18 in the United States.” This statement is arguable because it presents a position that others might debate by saying “The drinking age should not be reduced to 18 in the US.” Or, others might argue that the drinking age should be abolished altogether or even raised. There are many possibilities for a counter argument, which makes this topic arguable.

• For example, a detailed thesis statement might be something like, “Because youth are more drawn to drinking as a way to rebel, lowering the drinking age to 18 in the United States would help to reduce binge drinking among teenagers and college students.” This thesis still provides a position that could be debated, but it also explains the reasoning behind the position. Providing this detail gives readers a good sense of what the rest of the paper will discuss.
• Your thesis should tell your reader why your argument matters, and for whom.

• Organize your outline by essay part and then break those parts into subsections. For example, part 1 might be your introduction, which could then be broken into three sub-parts: a)Opening sentence, b)context/background information c)thesis statement.

Research Your Topic

• For example, some relevant key terms and phrases for a paper on lowering the drinking age to 18 might be: “drinking”, “underage”, “minors”, “binge”, “rebellion”, “drinking age”, “binge drinking culture”, “countries with low drinking age”, “drinking and rebellion”, etc.

• Use your library’s databases rather than a general internet search. University libraries subscribe to many databases, such as EBSCO and JSTOR. These databases provide you with free access to articles and other resources that you cannot usually gain access to by using a search engine. Schedule an appointment with a librarian at your school’s library if you are not sure about how to use the library databases.
• If your university doesn’t subscribe to any databases, use Google Scholar.

• Author's credentials Choose sources that include an author’s name and that provide credentials for that author. The credentials should indicate something about why this person is qualified to speak as an authority on the subject. For example, an article about a medical condition will be more trustworthy if the author is a medical doctor. If you find a source where no author is listed or the author does not have any credentials, then this source may not be trustworthy.
• Citations Think about whether or not this author has adequately researched the topic. Check the author’s bibliography or works cited page. If the author has provided few or no sources, then this source may not be trustworthy.
• Bias Think about whether or not this author has presented an objective, well-reasoned account of the topic. How often does the tone indicate a strong preference for one side of the argument? How often does the argument dismiss or disregard the opposition’s concerns or valid arguments? If these are regular occurrences in the source, then it may not be a good choice.
• Publication date Think about whether or not this source presents the most up to date information on the subject. Noting the publication date is especially important for scientific subjects, since new technologies and techniques have made some earlier findings irrelevant.
• Information provided in the source If you are still questioning the trustworthiness of this source, cross check some of the information provided against a trustworthy source. If the information that this author presents contradicts one of your trustworthy sources, then it might not be a good source to use in your paper.

• To be certain that you understand your sources and that you are capable of responding to each of them, try writing a paragraph summary and response after you finish each one. Some people find keeping notecards on their sources to be a helpful way of organizing their ideas about each one. [15] X Research source
• Misunderstanding and misrepresenting your sources can damage your credibility as an author and also have a negative effect on your grade. Give yourself plenty of time to read your sources and understand what they are saying.

• Be careful to properly cite your sources when taking notes. Even accidental plagiarism may result in a failing grade on a paper.

Drafting Your Essay

• For example, an argumentative essay about lowering the drinking age might begin with something like, “Binge drinking culture is killing teens in the United States, but it hasn’t always been this way.” This sentence offers a compelling statement and it also acts as a launch pad for you to provide some background on your topic.

• For example, if you are arguing that lowering the drinking age would help to counter binge drinking among teens and young adults, your introduction should talk about the damage that is being done by binge drinking. Tell your readers about this problem in more detail so that they will begin to see why something needs to change.
• Keep in mind that your background information in the first paragraph should lead up to your thesis statement. Explain everything the reader needs to know to understand what your topic is about, then narrow it down until you reach the topic itself.

• For example, a thesis statement for a paper on lowering the drinking age might look something like, “Because the current drinking age of 21 in the United States does more harm than good by proliferating binge drinking culture among teens, the drinking age should be lowered to 18.” This thesis provides a straightforward position and reason for that position that readers can easily identify as the author’s main argument.
• In your thesis, you should also address how you’ll support your argument and why your argument matters.

• For example, one of your body paragraphs might begin with something like, “Teens are more likely to engage in binge drinking in the United States than in countries where the drinking age is lower or non-existent.”
• You might then follow up this claim with evidence from your sources. For example, you could provide statistics on teen drinking in other countries where the drinking age is lower, or you could summarize an interview with an authority of the subject, or cite an article that explains the psychological basis of this phenomenon. Whatever source(s) you choose, make sure that they are relevant that they offer convincing support for your claim.

• Rephrase your thesis. It is often helpful to remind your readers of the initial argument, but don’t simply restate your thesis if you do this. Rephrase it so that it sounds different but has the same meaning. Summarize some of the most important evidence you have offered in your essay and say remind readers of how that evidence has contributed to supporting your thesis.
• Synthesize what you have discussed. Put everything together for your readers and explain what other lessons might be gained from your argument. How might this discussion change the way others view your subject?
• Explain why your topic matters. Help your readers to see why this topic deserve their attention. How does this topic affect your readers? What are the broader implications of this topic? Why does your topic matter?
• Return to your opening discussion. If you offered an anecdote or a quote early in your paper, it might be helpful to revisit that opening discussion and explore how the information you have gathered implicates that discussion.

• Ask your teacher what documentation style he or she prefers that you use if it is not mentioned in the assignment guidelines.
• Visit your school’s writing center for additional help with your works cited page and in-text citations.

Revising Your Essay

• What is your main point? How might you clarify your main point?
• Who is your audience? Have you considered their needs and expectations?
• What is your purpose? Have you accomplished your purpose with this paper?
• How effective is your evidence? How might your strengthen your evidence?
• Does every part of your paper relate back to your thesis? How might you improve these connections?
• Is anything confusing about your language or organization? How might your clarify your language or organization?
• Have you made any errors with grammar, punctuation, or spelling? How can you correct these errors?
• What might someone who disagrees with you say about your paper? How can you address these opposing arguments in your paper? [25] X Research source

Community Q&A

• If you're still stumped, ask your teacher for help. He or she will most likely be more than happy to help you AND you'll get on his or her good side for "taking the initiative." Thanks Helpful 0 Not Helpful 0

• Plagiarism is a serious offense in the academic world. If you plagiarize your paper you may fail the assignment and even the course altogether. Make sure that you fully understand what is and is not considered plagiarism before you write your paper. Ask your teacher if you have any concerns or questions about your school’s plagiarism policy. Thanks Helpful 5 Not Helpful 0

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• ↑ https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/argumentative_essays.html
• ↑ http://writing.ku.edu/prewriting-strategies
• ↑ https://stlcc.edu/student-support/academic-success-and-tutoring/writing-center/writing-resources/pathos-logos-and-ethos.aspx
• ↑ https://owl.english.purdue.edu/owl/resource/673/1/
• ↑ http://writingcenter.unc.edu/handouts/thesis-statements/
• ↑ https://academicguides.waldenu.edu/writingcenter/writingprocess/outlining
• ↑ https://apus.libanswers.com/faq/2316
• ↑ https://libguides.schoolcraft.edu/c.php?g=430555&p=3011200
• ↑ http://guides.jwcc.edu/content.php?pid=65900&sid=538553
• ↑ http://www.writing.utoronto.ca/advice/reading-and-researching/notes-from-research
• ↑ https://www.grammarly.com/blog/argumentative-essay/
• ↑ https://writing.wisc.edu/handbook/process/revisingargument/
• ↑ https://owl.english.purdue.edu/owl/resource/561/05/
• ↑ https://writingcenter.unc.edu/tips-and-tools/editing-and-proofreading/

About This Article

To write an argumentative research paper, choose a topic that can be argued from one or more perspectives, then pick a side. Start your paper with a thesis statement summing up your position, then support your statement with facts and arguments gathered from reputable sources. Use background information or context to help guide your readers through your essay, telling them what they need to know to understand the rest of your argument. For different approaches you can use while revising your paper, read on! Did this summary help you? Yes No

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150+ Persuasive Research Paper Topics: Unlocking the Power of Persuasion

Welcome, readers, to the world of persuasive research paper topics, where the art of persuasion meets the rigor of research. Selecting the right topic is the key to crafting an impactful research paper that not only engages but also convinces your audience. 

In this blog post, we’ll delve into the intricacies of choosing persuasive research paper topics that captivate minds and spark meaningful discussions.

Characteristics of Persuasive Research Topics

Table of Contents

Relevance to the Audience

Identifying your target audience is the first step in selecting a persuasive research paper topic. Consider their interests, concerns, and perspectives. Tailoring your topic to align with your audience’s values ensures that your research resonates with them, making your argument more persuasive.

Controversy and Debate

A persuasive research paper thrives on controversy and debate. Choosing topics with varying perspectives allows for a robust exploration of ideas. The goal is not just to present information but to engage your audience in critical thinking and thoughtful consideration of multiple viewpoints.

Real-world Significance

Ground your research paper in real-world significance by linking it to current events or societal issues. Highlighting the practical implications of your research adds weight to your argument and emphasizes the relevance of your chosen topic in the broader context.

150+ Persuasive Research Paper Topics: Categories

Social issues.

• Impact of Social Media on Mental Health
• Advocating for Sustainable Practices to Combat Climate Change
• Gender Equality in the Workplace
• Addressing Racial Inequality in Criminal Justice
• The Role of Education in Breaking the Poverty Cycle

Health and Medicine

• Benefits and Risks of Genetic Modification
• Mental Health Stigma: Breaking the Silence
• Improving Healthcare Access in Underserved Communities
• Vaccination Mandates: Balancing Individual Rights and Public Health
• The Influence of Lifestyle on Longevity and Well-being

Technology and Innovation

• Ethical Implications of Facial Recognition Technology
• Privacy Concerns in the Era of Big Data
• The Role of Artificial Intelligence in Enhancing Education
• Cybersecurity Challenges in the Digital Age
• Balancing Innovation and Ethical Considerations in Biotechnology

Education and Learning

• The Efficacy of Online Learning Platforms
• Inclusive Education: Addressing the Needs of Diverse Learners
• The Impact of Standardized Testing on Student Well-being
• Integrating Technology into Classroom Instruction
• The Role of Arts Education in Holistic Development

Economics and Business

• Corporate Social Responsibility: Beyond Profit
• Sustainable Business Practices for a Greener Future
• Income Inequality and Its Effects on Society
• The Gig Economy: Balancing Flexibility and Job Security
• The Impact of Globalization on Local Economies

Environmental Issues

• Biodiversity Conservation: Preserving Earth’s Ecosystems
• Renewable Energy: A Path to a Sustainable Future
• Plastic Pollution: Finding Alternatives for a Cleaner Planet
• Deforestation and its Consequences on Climate Change
• Water Scarcity: Addressing the Global Crisis

Legal and Ethical Dilemmas

• The Ethics of Human Cloning
• Legalization of Marijuana: Balancing Health and Individual Freedom
• Cybersecurity Laws and Internet Privacy
• Animal Rights and Ethical Treatment in Research
• The Death Penalty: Examining its Efficacy and Morality

Political Issues

• Electoral Reform: Strengthening Democratic Systems
• Immigration Policies and Humanitarian Considerations
• Media Influence on Political Discourse
• National Security vs. Individual Privacy: Striking the Balance
• The Role of Youth in Shaping Political Movements

Cultural and Identity Issues

• Cultural Appropriation: Understanding Boundaries
• LGBTQ+ Rights: Striving for Equality Worldwide
• Preserving Indigenous Languages and Cultures
• The Impact of Pop Culture on Society’s Values
• Immigrant Experiences: Navigating Identity in a New Culture

Psychology and Behavior

• The Influence of Advertising on Consumer Behavior
• Exploring the Psychology of Prejudice and Discrimination
• The Role of Parenting Styles in Child Development
• Addiction Treatment: Balancing Medical and Behavioral Approaches
• The Impact of Social Influence on Decision-Making

Technology and Society

• The Ethics of Drone Warfare: Balancing National Security and Civil Liberties
• Augmented Reality in Education: Enhancing Learning Experiences
• Digital Divide: Bridging the Gap for Equitable Technology Access
• The Dark Web: Unraveling the Hidden Layers of the Internet
• 3D Printing: Revolutionizing Manufacturing and Its Ethical Implications

Global Health Challenges

• Access to Clean Water: A Global Human Right
• Emerging Infectious Diseases: Preparedness and Response
• Mental Health in Developing Countries: Breaking Stigmas
• Maternal and Child Health in Low-Income Nations
• The Impact of Globalization on the Spread of Infectious Diseases

Science and Ethics

• CRISPR Technology: Editing Genes and Ethical Considerations
• The Ethics of Animal Testing in Scientific Research
• Space Exploration: Balancing Scientific Discovery and Environmental Impact
• Human Enhancement Technologies: Navigating Ethical Boundaries
• Biomedical Research and Informed Consent: Striking a Balance

Education Reforms

• Project-Based Learning: Fostering Creativity and Critical Thinking
• Competency-Based Education: Rethinking Traditional Grading Systems
• Teacher Empowerment: Enhancing Professional Development
• The Role of Arts Education in STEM Fields
• Homeschooling: Exploring Alternatives to Traditional Education

Economic Development

• Microfinance and its Impact on Alleviating Poverty
• Cryptocurrencies and the Future of Global Finance
• Fair Trade Practices: Ensuring Equitable Treatment of Workers
• The Green Economy: Balancing Profit and Environmental Sustainability
• Universal Basic Income: A Solution to Economic Inequality?

Climate Change Mitigation

• Carbon Capture and Storage: A Solution to Reduce Greenhouse Gas Emissions
• Sustainable Agriculture: Nurturing the Planet and Feeding the Population
• Electric Vehicles: Transforming Transportation for a Greener Future
• The Role of Forests in Climate Change Mitigation
• Green Infrastructure: Building Resilient Cities for the Future

Human Rights Issues

• Cybersecurity and Human Rights: Protecting Online Freedom
• Child Labor: Eradicating Exploitative Practices Globally
• Freedom of Speech in the Digital Age: Challenges and Solutions
• Disability Rights: Ensuring Inclusivity in Society
• Refugee Crisis: Addressing Humanitarian Concerns on a Global Scale

Social Justice Movements

• #MeToo Movement: Addressing Sexual Harassment and Assault
• Black Lives Matter: Advocating for Racial Equality and Justice
• Disability Activism: Breaking Barriers and Challenging Stigmas
• Indigenous Rights: Preserving Heritage and Ensuring Equality
• Youth-Led Climate Activism: Inspiring Change for a Sustainable Future

Artificial Intelligence and Society

• Bias in AI Algorithms: Addressing Ethical Concerns
• Autonomous Vehicles: Balancing Safety and Technological Advancements
• AI in Healthcare: Improving Diagnostics and Patient Care
• Social Robots: Exploring the Impact on Human Relationships
• Ethical Considerations in AI-Powered Decision-Making Systems

Public Health Policies

• Sugar Tax: Tackling Obesity and Promoting Healthy Lifestyles
• Mental Health First Aid: Empowering Communities to Provide Support
• E-cigarettes and Vaping: Balancing Harm Reduction and Regulation
• Healthcare Disparities: Strategies for Achieving Health Equity
• Universal Healthcare: Assessing Feasibility and Benefits

Tips for Selecting Persuasive Research Paper Topics

• Researching Current Trends and Issues: Stay informed about current trends and issues by utilizing reliable news sources and monitoring academic publications. Choose topics with ongoing debates to ensure the availability of diverse perspectives and up-to-date information.
• Considering Personal Interest and Passion: Connect with your topic on a personal level. Your genuine enthusiasm for the subject matter enhances the persuasive power of your argument, making it more compelling for your audience.
• Evaluating Credible Sources: Ensure your chosen topic has a wealth of credible sources. Avoid topics with limited academic literature, as a well-supported argument is more likely to persuade your audience.

Examples of Persuasive Research Paper Topics

Let’s explore some examples to inspire your research journey:

• Analyzing the impact of social media on mental health
• Advocating for sustainable practices to combat climate change
• Exploring the benefits and risks of genetic modification
• Examining the role of telemedicine in improving healthcare access
• Evaluating the ethical implications of facial recognition technology
• Arguing for increased regulation of artificial intelligence development

In the realm of persuasive research paper topics, your choices matter. Select topics that not only align with your audience’s interests but also contribute meaningfully to ongoing discussions. As you embark on your research journey, remember that the power of persuasion lies in your ability to engage, inform, and inspire change. Happy researching!

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Choose Your Test

Sat / act prep online guides and tips, 3 strong argumentative essay examples, analyzed.

General Education

Need to defend your opinion on an issue? Argumentative essays are one of the most popular types of essays you’ll write in school. They combine persuasive arguments with fact-based research, and, when done well, can be powerful tools for making someone agree with your point of view. If you’re struggling to write an argumentative essay or just want to learn more about them, seeing examples can be a big help.

After giving an overview of this type of essay, we provide three argumentative essay examples. After each essay, we explain in-depth how the essay was structured, what worked, and where the essay could be improved. We end with tips for making your own argumentative essay as strong as possible.

What Is an Argumentative Essay?

An argumentative essay is an essay that uses evidence and facts to support the claim it’s making. Its purpose is to persuade the reader to agree with the argument being made.

A good argumentative essay will use facts and evidence to support the argument, rather than just the author’s thoughts and opinions. For example, say you wanted to write an argumentative essay stating that Charleston, SC is a great destination for families. You couldn’t just say that it’s a great place because you took your family there and enjoyed it. For it to be an argumentative essay, you need to have facts and data to support your argument, such as the number of child-friendly attractions in Charleston, special deals you can get with kids, and surveys of people who visited Charleston as a family and enjoyed it. The first argument is based entirely on feelings, whereas the second is based on evidence that can be proven.

The standard five paragraph format is common, but not required, for argumentative essays. These essays typically follow one of two formats: the Toulmin model or the Rogerian model.

• The Toulmin model is the most common. It begins with an introduction, follows with a thesis/claim, and gives data and evidence to support that claim. This style of essay also includes rebuttals of counterarguments.
• The Rogerian model analyzes two sides of an argument and reaches a conclusion after weighing the strengths and weaknesses of each.

3 Good Argumentative Essay Examples + Analysis

Below are three examples of argumentative essays, written by yours truly in my school days, as well as analysis of what each did well and where it could be improved.

Argumentative Essay Example 1

Proponents of this idea state that it will save local cities and towns money because libraries are expensive to maintain. They also believe it will encourage more people to read because they won’t have to travel to a library to get a book; they can simply click on what they want to read and read it from wherever they are. They could also access more materials because libraries won’t have to buy physical copies of books; they can simply rent out as many digital copies as they need.

However, it would be a serious mistake to replace libraries with tablets. First, digital books and resources are associated with less learning and more problems than print resources. A study done on tablet vs book reading found that people read 20-30% slower on tablets, retain 20% less information, and understand 10% less of what they read compared to people who read the same information in print. Additionally, staring too long at a screen has been shown to cause numerous health problems, including blurred vision, dizziness, dry eyes, headaches, and eye strain, at much higher instances than reading print does. People who use tablets and mobile devices excessively also have a higher incidence of more serious health issues such as fibromyalgia, shoulder and back pain, carpal tunnel syndrome, and muscle strain. I know that whenever I read from my e-reader for too long, my eyes begin to feel tired and my neck hurts. We should not add to these problems by giving people, especially young people, more reasons to look at screens.

Second, it is incredibly narrow-minded to assume that the only service libraries offer is book lending. Libraries have a multitude of benefits, and many are only available if the library has a physical location. Some of these benefits include acting as a quiet study space, giving people a way to converse with their neighbors, holding classes on a variety of topics, providing jobs, answering patron questions, and keeping the community connected. One neighborhood found that, after a local library instituted community events such as play times for toddlers and parents, job fairs for teenagers, and meeting spaces for senior citizens, over a third of residents reported feeling more connected to their community. Similarly, a Pew survey conducted in 2015 found that nearly two-thirds of American adults feel that closing their local library would have a major impact on their community. People see libraries as a way to connect with others and get their questions answered, benefits tablets can’t offer nearly as well or as easily.

While replacing libraries with tablets may seem like a simple solution, it would encourage people to spend even more time looking at digital screens, despite the myriad issues surrounding them. It would also end access to many of the benefits of libraries that people have come to rely on. In many areas, libraries are such an important part of the community network that they could never be replaced by a simple object.

The author begins by giving an overview of the counter-argument, then the thesis appears as the first sentence in the third paragraph. The essay then spends the rest of the paper dismantling the counter argument and showing why readers should believe the other side.

What this essay does well:

• Although it’s a bit unusual to have the thesis appear fairly far into the essay, it works because, once the thesis is stated, the rest of the essay focuses on supporting it since the counter-argument has already been discussed earlier in the paper.
• This essay includes numerous facts and cites studies to support its case. By having specific data to rely on, the author’s argument is stronger and readers will be more inclined to agree with it.
• For every argument the other side makes, the author makes sure to refute it and follow up with why her opinion is the stronger one. In order to make a strong argument, it’s important to dismantle the other side, which this essay does this by making the author's view appear stronger.
• This is a shorter paper, and if it needed to be expanded to meet length requirements, it could include more examples and go more into depth with them, such as by explaining specific cases where people benefited from local libraries.
• Additionally, while the paper uses lots of data, the author also mentions their own experience with using tablets. This should be removed since argumentative essays focus on facts and data to support an argument, not the author’s own opinion or experiences. Replacing that with more data on health issues associated with screen time would strengthen the essay.
• Some of the points made aren't completely accurate , particularly the one about digital books being cheaper. It actually often costs a library more money to rent out numerous digital copies of a book compared to buying a single physical copy. Make sure in your own essay you thoroughly research each of the points and rebuttals you make, otherwise you'll look like you don't know the issue that well.

Argumentative Essay Example 2

There are multiple drugs available to treat malaria, and many of them work well and save lives, but malaria eradication programs that focus too much on them and not enough on prevention haven’t seen long-term success in Sub-Saharan Africa. A major program to combat malaria was WHO’s Global Malaria Eradication Programme. Started in 1955, it had a goal of eliminating malaria in Africa within the next ten years. Based upon previously successful programs in Brazil and the United States, the program focused mainly on vector control. This included widely distributing chloroquine and spraying large amounts of DDT. More than one billion dollars was spent trying to abolish malaria. However, the program suffered from many problems and in 1969, WHO was forced to admit that the program had not succeeded in eradicating malaria. The number of people in Sub-Saharan Africa who contracted malaria as well as the number of malaria deaths had actually increased over 10% during the time the program was active.

One of the major reasons for the failure of the project was that it set uniform strategies and policies. By failing to consider variations between governments, geography, and infrastructure, the program was not nearly as successful as it could have been. Sub-Saharan Africa has neither the money nor the infrastructure to support such an elaborate program, and it couldn’t be run the way it was meant to. Most African countries don't have the resources to send all their people to doctors and get shots, nor can they afford to clear wetlands or other malaria prone areas. The continent’s spending per person for eradicating malaria was just a quarter of what Brazil spent. Sub-Saharan Africa simply can’t rely on a plan that requires more money, infrastructure, and expertise than they have to spare.

Additionally, the widespread use of chloroquine has created drug resistant parasites which are now plaguing Sub-Saharan Africa. Because chloroquine was used widely but inconsistently, mosquitoes developed resistance, and chloroquine is now nearly completely ineffective in Sub-Saharan Africa, with over 95% of mosquitoes resistant to it. As a result, newer, more expensive drugs need to be used to prevent and treat malaria, which further drives up the cost of malaria treatment for a region that can ill afford it.

Instead of developing plans to treat malaria after the infection has incurred, programs should focus on preventing infection from occurring in the first place. Not only is this plan cheaper and more effective, reducing the number of people who contract malaria also reduces loss of work/school days which can further bring down the productivity of the region.

One of the cheapest and most effective ways of preventing malaria is to implement insecticide-treated bed nets (ITNs).  These nets provide a protective barrier around the person or people using them. While untreated bed nets are still helpful, those treated with insecticides are much more useful because they stop mosquitoes from biting people through the nets, and they help reduce mosquito populations in a community, thus helping people who don’t even own bed nets.  Bed nets are also very effective because most mosquito bites occur while the person is sleeping, so bed nets would be able to drastically reduce the number of transmissions during the night. In fact, transmission of malaria can be reduced by as much as 90% in areas where the use of ITNs is widespread. Because money is so scarce in Sub-Saharan Africa, the low cost is a great benefit and a major reason why the program is so successful. Bed nets cost roughly 2 USD to make, last several years, and can protect two adults. Studies have shown that, for every 100-1000 more nets are being used, one less child dies of malaria. With an estimated 300 million people in Africa not being protected by mosquito nets, there’s the potential to save three million lives by spending just a few dollars per person.

Reducing the number of people who contract malaria would also reduce poverty levels in Africa significantly, thus improving other aspects of society like education levels and the economy. Vector control is more effective than treatment strategies because it means fewer people are getting sick. When fewer people get sick, the working population is stronger as a whole because people are not put out of work from malaria, nor are they caring for sick relatives. Malaria-afflicted families can typically only harvest 40% of the crops that healthy families can harvest. Additionally, a family with members who have malaria spends roughly a quarter of its income treatment, not including the loss of work they also must deal with due to the illness. It’s estimated that malaria costs Africa 12 billion USD in lost income every year. A strong working population creates a stronger economy, which Sub-Saharan Africa is in desperate need of.  

This essay begins with an introduction, which ends with the thesis (that malaria eradication plans in Sub-Saharan Africa should focus on prevention rather than treatment). The first part of the essay lays out why the counter argument (treatment rather than prevention) is not as effective, and the second part of the essay focuses on why prevention of malaria is the better path to take.

• The thesis appears early, is stated clearly, and is supported throughout the rest of the essay. This makes the argument clear for readers to understand and follow throughout the essay.
• There’s lots of solid research in this essay, including specific programs that were conducted and how successful they were, as well as specific data mentioned throughout. This evidence helps strengthen the author’s argument.
• The author makes a case for using expanding bed net use over waiting until malaria occurs and beginning treatment, but not much of a plan is given for how the bed nets would be distributed or how to ensure they’re being used properly. By going more into detail of what she believes should be done, the author would be making a stronger argument.
• The introduction of the essay does a good job of laying out the seriousness of the problem, but the conclusion is short and abrupt. Expanding it into its own paragraph would give the author a final way to convince readers of her side of the argument.

Argumentative Essay Example 3

There are many ways payments could work. They could be in the form of a free-market approach, where athletes are able to earn whatever the market is willing to pay them, it could be a set amount of money per athlete, or student athletes could earn income from endorsements, autographs, and control of their likeness, similar to the way top Olympians earn money.

Proponents of the idea believe that, because college athletes are the ones who are training, participating in games, and bringing in audiences, they should receive some sort of compensation for their work. If there were no college athletes, the NCAA wouldn’t exist, college coaches wouldn’t receive there (sometimes very high) salaries, and brands like Nike couldn’t profit from college sports. In fact, the NCAA brings in roughly $1 billion in revenue a year, but college athletes don’t receive any of that money in the form of a paycheck. Additionally, people who believe college athletes should be paid state that paying college athletes will actually encourage them to remain in college longer and not turn pro as quickly, either by giving them a way to begin earning money in college or requiring them to sign a contract stating they’ll stay at the university for a certain number of years while making an agreed-upon salary.  

Supporters of this idea point to Zion Williamson, the Duke basketball superstar, who, during his freshman year, sustained a serious knee injury. Many argued that, even if he enjoyed playing for Duke, it wasn’t worth risking another injury and ending his professional career before it even began for a program that wasn’t paying him. Williamson seems to have agreed with them and declared his eligibility for the NCAA draft later that year. If he was being paid, he may have stayed at Duke longer. In fact, roughly a third of student athletes surveyed stated that receiving a salary while in college would make them “strongly consider” remaining collegiate athletes longer before turning pro.

Paying athletes could also stop the recruitment scandals that have plagued the NCAA. In 2018, the NCAA stripped the University of Louisville's men's basketball team of its 2013 national championship title because it was discovered coaches were using sex workers to entice recruits to join the team. There have been dozens of other recruitment scandals where college athletes and recruits have been bribed with anything from having their grades changed, to getting free cars, to being straight out bribed. By paying college athletes and putting their salaries out in the open, the NCAA could end the illegal and underhanded ways some schools and coaches try to entice athletes to join.

People who argue against the idea of paying college athletes believe the practice could be disastrous for college sports. By paying athletes, they argue, they’d turn college sports into a bidding war, where only the richest schools could afford top athletes, and the majority of schools would be shut out from developing a talented team (though some argue this already happens because the best players often go to the most established college sports programs, who typically pay their coaches millions of dollars per year). It could also ruin the tight camaraderie of many college teams if players become jealous that certain teammates are making more money than they are.

They also argue that paying college athletes actually means only a small fraction would make significant money. Out of the 350 Division I athletic departments, fewer than a dozen earn any money. Nearly all the money the NCAA makes comes from men’s football and basketball, so paying college athletes would make a small group of men--who likely will be signed to pro teams and begin making millions immediately out of college--rich at the expense of other players.

Those against paying college athletes also believe that the athletes are receiving enough benefits already. The top athletes already receive scholarships that are worth tens of thousands per year, they receive free food/housing/textbooks, have access to top medical care if they are injured, receive top coaching, get travel perks and free gear, and can use their time in college as a way to capture the attention of professional recruiters. No other college students receive anywhere near as much from their schools.

People on this side also point out that, while the NCAA brings in a massive amount of money each year, it is still a non-profit organization. How? Because over 95% of those profits are redistributed to its members’ institutions in the form of scholarships, grants, conferences, support for Division II and Division III teams, and educational programs. Taking away a significant part of that revenue would hurt smaller programs that rely on that money to keep running.

While both sides have good points, it’s clear that the negatives of paying college athletes far outweigh the positives. College athletes spend a significant amount of time and energy playing for their school, but they are compensated for it by the scholarships and perks they receive. Adding a salary to that would result in a college athletic system where only a small handful of athletes (those likely to become millionaires in the professional leagues) are paid by a handful of schools who enter bidding wars to recruit them, while the majority of student athletics and college athletic programs suffer or even shut down for lack of money. Continuing to offer the current level of benefits to student athletes makes it possible for as many people to benefit from and enjoy college sports as possible.

This argumentative essay follows the Rogerian model. It discusses each side, first laying out multiple reasons people believe student athletes should be paid, then discussing reasons why the athletes shouldn’t be paid. It ends by stating that college athletes shouldn’t be paid by arguing that paying them would destroy college athletics programs and cause them to have many of the issues professional sports leagues have.

• Both sides of the argument are well developed, with multiple reasons why people agree with each side. It allows readers to get a full view of the argument and its nuances.
• Certain statements on both sides are directly rebuffed in order to show where the strengths and weaknesses of each side lie and give a more complete and sophisticated look at the argument.
• Using the Rogerian model can be tricky because oftentimes you don’t explicitly state your argument until the end of the paper. Here, the thesis doesn’t appear until the first sentence of the final paragraph. That doesn’t give readers a lot of time to be convinced that your argument is the right one, compared to a paper where the thesis is stated in the beginning and then supported throughout the paper. This paper could be strengthened if the final paragraph was expanded to more fully explain why the author supports the view, or if the paper had made it clearer that paying athletes was the weaker argument throughout.

3 Tips for Writing a Good Argumentative Essay

Now that you’ve seen examples of what good argumentative essay samples look like, follow these three tips when crafting your own essay.

#1: Make Your Thesis Crystal Clear

The thesis is the key to your argumentative essay; if it isn’t clear or readers can’t find it easily, your entire essay will be weak as a result. Always make sure that your thesis statement is easy to find. The typical spot for it is the final sentence of the introduction paragraph, but if it doesn’t fit in that spot for your essay, try to at least put it as the first or last sentence of a different paragraph so it stands out more.

Also make sure that your thesis makes clear what side of the argument you’re on. After you’ve written it, it’s a great idea to show your thesis to a couple different people--classmates are great for this. Just by reading your thesis they should be able to understand what point you’ll be trying to make with the rest of your essay.

#2: Show Why the Other Side Is Weak

When writing your essay, you may be tempted to ignore the other side of the argument and just focus on your side, but don’t do this. The best argumentative essays really tear apart the other side to show why readers shouldn’t believe it. Before you begin writing your essay, research what the other side believes, and what their strongest points are. Then, in your essay, be sure to mention each of these and use evidence to explain why they’re incorrect/weak arguments. That’ll make your essay much more effective than if you only focused on your side of the argument.

#3: Use Evidence to Support Your Side

Remember, an essay can’t be an argumentative essay if it doesn’t support its argument with evidence. For every point you make, make sure you have facts to back it up. Some examples are previous studies done on the topic, surveys of large groups of people, data points, etc. There should be lots of numbers in your argumentative essay that support your side of the argument. This will make your essay much stronger compared to only relying on your own opinions to support your argument.

Summary: Argumentative Essay Sample

Argumentative essays are persuasive essays that use facts and evidence to support their side of the argument. Most argumentative essays follow either the Toulmin model or the Rogerian model. By reading good argumentative essay examples, you can learn how to develop your essay and provide enough support to make readers agree with your opinion. When writing your essay, remember to always make your thesis clear, show where the other side is weak, and back up your opinion with data and evidence.

What's Next?

Do you need to write an argumentative essay as well? Check out our guide on the best argumentative essay topics for ideas!

You'll probably also need to write research papers for school. We've got you covered with 113 potential topics for research papers.

Your college admissions essay may end up being one of the most important essays you write. Follow our step-by-step guide on writing a personal statement to have an essay that'll impress colleges.

Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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130 New Prompts for Argumentative Writing

Questions on everything from mental health and sports to video games and dating. Which ones inspire you to take a stand?

By The Learning Network

Note: We have an updated version of this list, with 300 new argumentative writing prompts .

What issues do you care most about? What topics do you find yourself discussing passionately, whether online, at the dinner table, in the classroom or with your friends?

In Unit 5 of our free yearlong writing curriculum and related Student Editorial Contest , we invite students to research and write about the issues that matter to them, whether that’s Shakespeare , health care , standardized testing or being messy .

But with so many possibilities, where does one even begin? Try our student writing prompts.

In 2017, we compiled a list of 401 argumentative writing prompts , all drawn from our daily Student Opinion column . Now, we’re rounding up 130 more we’ve published since then ( available here as a PDF ). Each prompt links to a free Times article as well as additional subquestions that can help you think more deeply about it.

You might use this list to inspire your own writing and to find links to reliable resources about the issues that intrigue you. But even if you’re not participating in our contest, you can use these prompts to practice the kind of low-stakes writing that can help you hone your argumentation skills.

So scroll through the list below with questions on everything from sports and mental health to dating and video games and see which ones inspire you to take a stand.

Please note: Many of these prompts are still open to comment by students 13 and up.

Technology & Social Media

1. Do Memes Make the Internet a Better Place? 2. Does Online Public Shaming Prevent Us From Being Able to Grow and Change? 3. How Young Is Too Young to Use Social Media? 4. Should the Adults in Your Life Be Worried by How Much You Use Your Phone? 5. Is Your Phone Love Hurting Your Relationships? 6. Should Kids Be Social Media Influencers? 7. Does Grammar Still Matter in the Age of Twitter? 8. Should Texting While Driving Be Treated Like Drunken Driving? 9. How Do You Think Technology Affects Dating?

10. Are Straight A’s Always a Good Thing? 11. Should Schools Teach You How to Be Happy? 12. How Do You Think American Education Could Be Improved? 13. Should Schools Test Their Students for Nicotine and Drug Use? 14. Can Social Media Be a Tool for Learning and Growth in Schools? 15. Should Facial Recognition Technology Be Used in Schools? 16. Should Your School Day Start Later? 17. How Should Senior Year in High School Be Spent? 18. Should Teachers Be Armed With Guns? 19. Is School a Place for Self-Expression? 20. Should Students Be Punished for Not Having Lunch Money? 21. Is Live-Streaming Classrooms a Good Idea? 22. Should Gifted and Talented Education Be Eliminated? 23. What Are the Most Important Things Students Should Learn in School? 24. Should Schools Be Allowed to Censor Student Newspapers? 25. Do You Feel Your School and Teachers Welcome Both Conservative and Liberal Points of View? 26. Should Teachers and Professors Ban Student Use of Laptops in Class? 27. Should Schools Teach About Climate Change? 28. Should All Schools Offer Music Programs? 29. Does Your School Need More Money? 30. Should All Schools Teach Cursive? 31. What Role Should Textbooks Play in Education? 32. Do Kids Need Recess?

College & Career

33. What Is Your Reaction to the College Admissions Cheating Scandal? 34. Is the College Admissions Process Fair? 35. Should Everyone Go to College? 36. Should College Be Free? 37. Are Lavish Amenities on College Campuses Useful or Frivolous? 38. Should ‘Despised Dissenters’ Be Allowed to Speak on College Campuses? 39. How Should the Problem of Sexual Assault on Campuses Be Addressed? 40. Should Fraternities Be Abolished? 41. Is Student Debt Worth It?

Mental & Physical Health

42. Should Students Get Mental Health Days Off From School? 43. Is Struggle Essential to Happiness? 44. Does Every Country Need a ‘Loneliness Minister’? 45. Should Schools Teach Mindfulness? 46. Should All Children Be Vaccinated? 47. What Do You Think About Vegetarianism? 48. Do We Worry Too Much About Germs? 49. What Advice Should Parents and Counselors Give Teenagers About Sexting? 50. Do You Think Porn Influences the Way Teenagers Think About Sex?

Race & Gender

51. How Should Parents Teach Their Children About Race and Racism? 52. Is America ‘Backsliding’ on Race? 53. Should All Americans Receive Anti-Bias Education? 54. Should All Companies Require Anti-Bias Training for Employees? 55. Should Columbus Day Be Replaced With Indigenous Peoples Day? 56. Is Fear of ‘The Other’ Poisoning Public Life? 57. Should the Boy Scouts Be Coed? 58. What Is Hard About Being a Boy?

59. Can You Separate Art From the Artist? 60. Are There Subjects That Should Be Off-Limits to Artists, or to Certain Artists in Particular? 61. Should Art Come With Trigger Warnings? 62. Should Graffiti Be Protected? 63. Is the Digital Era Improving or Ruining the Experience of Art? 64. Are Museums Still Important in the Digital Age? 65. In the Age of Digital Streaming, Are Movie Theaters Still Relevant? 66. Is Hollywood Becoming More Diverse? 67. What Stereotypical Characters Make You Cringe? 68. Do We Need More Female Superheroes? 69. Do Video Games Deserve the Bad Rap They Often Get? 70. Should Musicians Be Allowed to Copy or Borrow From Other Artists? 71. Is Listening to a Book Just as Good as Reading It? 72. Is There Any Benefit to Reading Books You Hate?

73. Should Girls and Boys Sports Teams Compete in the Same League? 74. Should College Athletes Be Paid? 75. Are Youth Sports Too Competitive? 76. Is It Selfish to Pursue Risky Sports Like Extreme Mountain Climbing? 77. How Should We Punish Sports Cheaters? 78. Should Technology in Sports Be Limited? 79. Should Blowouts Be Allowed in Youth Sports? 80. Is It Offensive for Sports Teams and Their Fans to Use Native American Names, Imagery and Gestures?

81. Is It Wrong to Focus on Animal Welfare When Humans Are Suffering? 82. Should Extinct Animals Be Resurrected? If So, Which Ones? 83. Are Emotional-Support Animals a Scam? 84. Is Animal Testing Ever Justified? 85. Should We Be Concerned With Where We Get Our Pets? 86. Is This Exhibit Animal Cruelty or Art?

Parenting & Childhood

87. Who Should Decide Whether a Teenager Can Get a Tattoo or Piercing? 88. Is It Harder to Grow Up in the 21st Century Than It Was in the Past? 89. Should Parents Track Their Teenager’s Location? 90. Is Childhood Today Over-Supervised? 91. How Should Parents Talk to Their Children About Drugs? 92. What Should We Call Your Generation? 93. Do Other People Care Too Much About Your Post-High School Plans? 94. Do Parents Ever Cross a Line by Helping Too Much With Schoolwork? 95. What’s the Best Way to Discipline Children? 96. What Are Your Thoughts on ‘Snowplow Parents’? 97. Should Stay-at-Home Parents Be Paid? 98. When Do You Become an Adult?

Ethics & Morality

99. Why Do Bystanders Sometimes Fail to Help When They See Someone in Danger? 100. Is It Ethical to Create Genetically Edited Humans? 101. Should Reporters Ever Help the People They Are Covering? 102. Is It O.K. to Use Family Connections to Get a Job? 103. Is $1 Billion Too Much Money for Any One Person to Have? 104. Are We Being Bad Citizens If We Don’t Keep Up With the News? 105. Should Prisons Offer Incarcerated People Education Opportunities? 106. Should Law Enforcement Be Able to Use DNA Data From Genealogy Websites for Criminal Investigations? 107. Should We Treat Robots Like People?

Government & Politics

108. Does the United States Owe Reparations to the Descendants of Enslaved People? 109. Do You Think It Is Important for Teenagers to Participate in Political Activism? 110. Should the Voting Age Be Lowered to 16? 111. What Should Lawmakers Do About Guns and Gun Violence? 112. Should Confederate Statues Be Removed or Remain in Place? 113. Does the U.S. Constitution Need an Equal Rights Amendment? 114. Should National Monuments Be Protected by the Government? 115. Should Free Speech Protections Include Self Expression That Discriminates? 116. How Important Is Freedom of the Press? 117. Should Ex-Felons Have the Right to Vote? 118. Should Marijuana Be Legal? 119. Should the United States Abolish Daylight Saving Time? 120. Should We Abolish the Death Penalty? 121. Should the U.S. Ban Military-Style Semiautomatic Weapons? 122. Should the U.S. Get Rid of the Electoral College? 123. What Do You Think of President Trump’s Use of Twitter? 124. Should Celebrities Weigh In on Politics? 125. Why Is It Important for People With Different Political Beliefs to Talk to Each Other?

Other Questions

126. Should the Week Be Four Days Instead of Five? 127. Should Public Transit Be Free? 128. How Important Is Knowing a Foreign Language? 129. Is There a ‘Right Way’ to Be a Tourist? 130. Should Your Significant Other Be Your Best Friend?

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CYBERSECEVAL 2: A Wide-Ranging Cybersecurity Evaluation Suite for Large Language Models

April 18, 2024

Large language models (LLMs) introduce new security risks, but there are few comprehensive evaluation suites to measure and reduce these risks. We present CYBERSECEVAL 2, a novel benchmark to quantify LLM security risks and capabilities. We introduce two new areas for testing: prompt injection and code interpreter abuse. We evaluated multiple state of the art (SOTA) LLMs, including GPT-4, Mistral, Meta Llama 3 70B-Instruct, and Code Llama. Our results show conditioning away risk of attack remains an unsolved problem; for example, all tested models showed between 25% and 50% successful prompt injection tests. Our code is open source and can be used to evaluate other LLMs. We further introduce the safety-utility tradeoff : conditioning an LLM to reject unsafe prompts can cause the LLM to falsely reject answering benign prompts, which lowers utility. We propose quantifying this tradeoff using False Refusal Rate (FRR). As an illustration, we introduce a novel test set to quantify FRR for cyberattack helpfulness risk. We find many LLMs able to successfully comply with “borderline” benign requests while still rejecting most unsafe requests. Finally, we quantify the utility of LLMs for automating a core cybersecurity task, that of exploiting software vulnerabilities. This is important because the offensive capabilities of LLMs are of intense interest; we quantify this by creating novel test sets for four representative problems. We find that models with coding capabilities perform better than those without, but that further work is needed for LLMs to become proficient at exploit generation. Our code is open source and can be used to evaluate other LLMs.

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Partisan divides over K-12 education in 8 charts

K-12 education is shaping up to be a key issue in the 2024 election cycle. Several prominent Republican leaders, including GOP presidential candidates, have sought to limit discussion of gender identity and race in schools , while the Biden administration has called for expanded protections for transgender students . The coronavirus pandemic also brought out partisan divides on many issues related to K-12 schools .

Today, the public is sharply divided along partisan lines on topics ranging from what should be taught in schools to how much influence parents should have over the curriculum. Here are eight charts that highlight partisan differences over K-12 education, based on recent surveys by Pew Research Center and external data.

Pew Research Center conducted this analysis to provide a snapshot of partisan divides in K-12 education in the run-up to the 2024 election. The analysis is based on data from various Center surveys and analyses conducted from 2021 to 2023, as well as survey data from Education Next, a research journal about education policy. Links to the methodology and questions for each survey or analysis can be found in the text of this analysis.

Most Democrats say K-12 schools are having a positive effect on the country , but a majority of Republicans say schools are having a negative effect, according to a Pew Research Center survey from October 2022. About seven-in-ten Democrats and Democratic-leaning independents (72%) said K-12 public schools were having a positive effect on the way things were going in the United States. About six-in-ten Republicans and GOP leaners (61%) said K-12 schools were having a negative effect.

About six-in-ten Democrats (62%) have a favorable opinion of the U.S. Department of Education , while a similar share of Republicans (65%) see it negatively, according to a March 2023 survey by the Center. Democrats and Republicans were more divided over the Department of Education than most of the other 15 federal departments and agencies the Center asked about.

In May 2023, after the survey was conducted, Republican lawmakers scrutinized the Department of Education’s priorities during a House Committee on Education and the Workforce hearing. The lawmakers pressed U.S. Secretary of Education Miguel Cardona on topics including transgender students’ participation in sports and how race-related concepts are taught in schools, while Democratic lawmakers focused on school shootings.

Partisan opinions of K-12 principals have become more divided. In a December 2021 Center survey, about three-quarters of Democrats (76%) expressed a great deal or fair amount of confidence in K-12 principals to act in the best interests of the public. A much smaller share of Republicans (52%) said the same. And nearly half of Republicans (47%) had not too much or no confidence at all in principals, compared with about a quarter of Democrats (24%).

This divide grew between April 2020 and December 2021. While confidence in K-12 principals declined significantly among people in both parties during that span, it fell by 27 percentage points among Republicans, compared with an 11-point decline among Democrats.

Democrats are much more likely than Republicans to say teachers’ unions are having a positive effect on schools. In a May 2022 survey by Education Next , 60% of Democrats said this, compared with 22% of Republicans. Meanwhile, 53% of Republicans and 17% of Democrats said that teachers’ unions were having a negative effect on schools. (In this survey, too, Democrats and Republicans include independents who lean toward each party.)

The 38-point difference between Democrats and Republicans on this question was the widest since Education Next first asked it in 2013. However, the gap has exceeded 30 points in four of the last five years for which data is available.

Republican and Democratic parents differ over how much influence they think governments, school boards and others should have on what K-12 schools teach. About half of Republican parents of K-12 students (52%) said in a fall 2022 Center survey that the federal government has too much influence on what their local public schools are teaching, compared with two-in-ten Democratic parents. Republican K-12 parents were also significantly more likely than their Democratic counterparts to say their state government (41% vs. 28%) and their local school board (30% vs. 17%) have too much influence.

On the other hand, more than four-in-ten Republican parents (44%) said parents themselves don’t have enough influence on what their local K-12 schools teach, compared with roughly a quarter of Democratic parents (23%). A larger share of Democratic parents – about a third (35%) – said teachers don’t have enough influence on what their local schools teach, compared with a quarter of Republican parents who held this view.

Republican and Democratic parents don’t agree on what their children should learn in school about certain topics. Take slavery, for example: While about nine-in-ten parents of K-12 students overall agreed in the fall 2022 survey that their children should learn about it in school, they differed by party over the specifics. About two-thirds of Republican K-12 parents said they would prefer that their children learn that slavery is part of American history but does not affect the position of Black people in American society today. On the other hand, 70% of Democratic parents said they would prefer for their children to learn that the legacy of slavery still affects the position of Black people in American society today.

Parents are also divided along partisan lines on the topics of gender identity, sex education and America’s position relative to other countries. Notably, 46% of Republican K-12 parents said their children should not learn about gender identity at all in school, compared with 28% of Democratic parents. Those shares were much larger than the shares of Republican and Democratic parents who said that their children should not learn about the other two topics in school.

Many Republican parents see a place for religion in public schools , whereas a majority of Democratic parents do not. About six-in-ten Republican parents of K-12 students (59%) said in the same survey that public school teachers should be allowed to lead students in Christian prayers, including 29% who said this should be the case even if prayers from other religions are not offered. In contrast, 63% of Democratic parents said that public school teachers should not be allowed to lead students in any type of prayers.

In June 2022, before the Center conducted the survey, the Supreme Court ruled in favor of a football coach at a public high school who had prayed with players at midfield after games. More recently, Texas lawmakers introduced several bills in the 2023 legislative session that would expand the role of religion in K-12 public schools in the state. Those proposals included a bill that would require the Ten Commandments to be displayed in every classroom, a bill that would allow schools to replace guidance counselors with chaplains, and a bill that would allow districts to mandate time during the school day for staff and students to pray and study religious materials.

Mentions of diversity, social-emotional learning and related topics in school mission statements are more common in Democratic areas than in Republican areas. K-12 mission statements from public schools in areas where the majority of residents voted Democratic in the 2020 general election are at least twice as likely as those in Republican-voting areas to include the words “diversity,” “equity” or “inclusion,” according to an April 2023 Pew Research Center analysis .

Also, about a third of mission statements in Democratic-voting areas (34%) use the word “social,” compared with a quarter of those in Republican-voting areas, and a similar gap exists for the word “emotional.” Like diversity, equity and inclusion, social-emotional learning is a contentious issue between Democrats and Republicans, even though most K-12 parents think it’s important for their children’s schools to teach these skills . Supporters argue that social-emotional learning helps address mental health needs and student well-being, but some critics consider it emotional manipulation and want it banned.

In contrast, there are broad similarities in school mission statements outside of these hot-button topics. Similar shares of mission statements in Democratic and Republican areas mention students’ future readiness, parent and community involvement, and providing a safe and healthy educational environment for students.

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About 1 in 4 U.S. teachers say their school went into a gun-related lockdown in the last school year

About half of americans say public k-12 education is going in the wrong direction, what public k-12 teachers want americans to know about teaching, what’s it like to be a teacher in america today, race and lgbtq issues in k-12 schools, most popular.

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Francis Collins: Why I’m going public with my prostate cancer diagnosis

I served medical research. now it’s serving me. and i don’t want to waste time..

Over my 40 years as a physician-scientist, I’ve had the privilege of advising many patients facing serious medical diagnoses. I’ve seen them go through the excruciating experience of waiting for the results of a critical blood test, biopsy or scan that could dramatically affect their future hopes and dreams.

But this time, I was the one lying in the PET scanner as it searched for possible evidence of spread of my aggressive prostate cancer . I spent those 30 minutes in quiet prayer. If that cancer had already spread to my lymph nodes, bones, lungs or brain, it could still be treated — but it would no longer be curable.

Why am I going public about this cancer that many men are uncomfortable talking about? Because I want to lift the veil and share lifesaving information, and I want all men to benefit from the medical research to which I’ve devoted my career and that is now guiding my care.

Five years before that fateful PET scan, my doctor had noted a slow rise in my PSA, the blood test for prostate-specific antigen. To contribute to knowledge and receive expert care, I enrolled in a clinical trial at the National Institutes of Health, the agency I led from 2009 through late 2021.

At first, there wasn’t much to worry about — targeted biopsies identified a slow-growing grade of prostate cancer that doesn’t require treatment and can be tracked via regular checkups, referred to as “active surveillance.” This initial diagnosis was not particularly surprising. Prostate cancer is the most commonly diagnosed cancer in men in the United States, and about 40 percent of men over age 65 — I’m 73 — have low-grade prostate cancer . Many of them never know it, and very few of them develop advanced disease.

Why am I going public about this cancer that many men are uncomfortable talking about? Because I want to lift the veil and share lifesaving information.

But in my case, things took a turn about a month ago when my PSA rose sharply to 22 — normal at my age is less than 5. An MRI scan showed that the tumor had significantly enlarged and might have even breached the capsule that surrounds the prostate, posing a significant risk that the cancer cells might have spread to other parts of the body.

New biopsies taken from the mass showed transformation into a much more aggressive cancer. When I heard the diagnosis was now a 9 on a cancer-grading scale that goes only to 10, I knew that everything had changed.

Thus, that PET scan, which was ordered to determine if the cancer had spread beyond the prostate, carried high significance. Would a cure still be possible, or would it be time to get my affairs in order? A few hours later, when my doctors showed me the scan results, I felt a rush of profound relief and gratitude. There was no detectable evidence of cancer outside of the primary tumor.

Later this month, I will undergo a radical prostatectomy — a procedure that will remove my entire prostate gland. This will be part of the same NIH research protocol — I want as much information as possible to be learned from my case, to help others in the future.

While there are no guarantees, my doctors believe I have a high likelihood of being cured by the surgery.

My situation is far better than my father’s when he was diagnosed with prostate cancer four decades ago. He was about the same age that I am now, but it wasn’t possible back then to assess how advanced the cancer might be. He was treated with a hormonal therapy that might not have been necessary and had a significant negative impact on his quality of life.

Because of research supported by NIH, along with highly effective collaborations with the private sector, prostate cancer can now be treated with individualized precision and improved outcomes.

As in my case, high-resolution MRI scans can now be used to delineate the precise location of a tumor. When combined with real-time ultrasound, this allows pinpoint targeting of the prostate biopsies. My surgeon will be assisted by a sophisticated robot named for Leonardo da Vinci that employs a less invasive surgical approach than previous techniques, requiring just a few small incisions.

Advances in clinical treatments have been informed by large-scale, rigorously designed trials that have assessed the risks and benefits and were possible because of the willingness of cancer patients to enroll in such trials.

I feel compelled to tell this story openly. I hope it helps someone. I don’t want to waste time.

If my cancer recurs, the DNA analysis that has been carried out on my tumor will guide the precise choice of therapies. As a researcher who had the privilege of leading the Human Genome Project , it is truly gratifying to see how these advances in genomics have transformed the diagnosis and treatment of cancer.

I want all men to have the same opportunity that I did. Prostate cancer is still the No. 2 cancer killer among men. I want the goals of the Cancer Moonshot to be met — to end cancer as we know it. Early detection really matters, and when combined with active surveillance can identify the risky cancers like mine, and leave the rest alone. The five-year relative survival rate for prostate cancer is 97 percent, according to the American Cancer Society , but it’s only 34 percent if the cancer has spread to distant areas of the body.

But lack of information and confusion about the best approach to prostate cancer screening have impeded progress. Currently, the U.S. Preventive Services Task Force recommends that all men age 55 to 69 discuss PSA screening with their primary-care physician, but it recommends against starting PSA screening after age 70.

Other groups, like the American Urological Association , suggest that screening should start earlier, especially for men with a family history — like me — and for African American men, who have a higher risk of prostate cancer. But these recommendations are not consistently being followed.

Our health-care system is afflicted with health inequities. For example, the image-guided biopsies are not available everywhere and to everyone. Finally, many men are fearful of the surgical approach to prostate cancer because of the risk of incontinence and impotence, but advances in surgical techniques have made those outcomes considerably less troublesome than in the past. Similarly, the alternative therapeutic approaches of radiation and hormonal therapy have seen significant advances.

A little over a year ago, while I was praying for a dying friend, I had the experience of receiving a clear and unmistakable message. This has almost never happened to me. It was just this: “Don’t waste your time, you may not have much left.” Gulp.

Having now received a diagnosis of aggressive prostate cancer and feeling grateful for all the ways I have benefited from research advances, I feel compelled to tell this story openly. I hope it helps someone. I don’t want to waste time.

Francis S. Collins served as director of the National Institutes of Health from 2009 to 2021 and as director of the National Human Genome Research Institute at NIH from 1993 to 2008. He is a physician-geneticist and leads a White House initiative to eliminate hepatitis C in the United States, while also continuing to pursue his research interests as a distinguished NIH investigator.

An earlier version of this article said prostate cancer is the No. 2 killer of men. It is the No. 2 cause of cancer death among men. The article has been updated.

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