claim for college essay

How to Write an Effective Claim (with Examples)

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

Essay Claim Basics

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

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

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

Types of Claim (With Examples!)

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

1. Claim of Fact or Definition

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

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

2. Claim of Cause & Effect

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

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

3. Claim of Value

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

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

4. Claim of Solution or Policy

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

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

Claim vs. Counterclaim vs. Thesis Statement

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

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

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

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

How to Write an Effective Claim

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

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

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

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

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

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

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

Additional Tips in Writing a Claim the Right Way

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

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

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

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

How do you use a claim?

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

What is a good way to start a claim?

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

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

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

What are some examples of argumentative claims?

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

Is there a claim generator you can use?

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

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

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

What is a claim in an essay?

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

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

What Is a Claim in Writing?

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

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

Claims vs. statements vs. opinions

Where to use claims.

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

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

What can you use as evidence in essays?

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

How to Write a Claim in Essays

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

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

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

And now, to details:

Types of claims in an essay (2)

Writing a claim: details to consider.

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

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

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

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

How to start a claim in an essay?

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

When writing, avoid:

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

How long should a claim be in an essay?

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

Examples of Claims

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

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

Final Words

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

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

References:

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

What Is a Claim in an Essay? Unpacking the Core Element with Writing Tips

Picture yourself as a captain steering your ship, a.k.a. your essay, across a wild ocean of ideas. Your secret weapon? The claim. It’s not just some fancy statement – it’s the backbone of your essay, the big point you’re itching to make and stand by.

Getting the hang of crafting a killer claim is like hitting the jackpot for any essay writer. It sets the mood, points the way, and basically makes or breaks your essay. So, let’s dive deep into what makes a claim tick.

What’s a Claim, Anyway?

Think of a claim as your essay’s thesis or main argument. It’s way more than an opinion. It’s a bold, assertive statement that lays down the foundation of your argument. Depending on your essay’s vibe, claims can come in different flavors:

Factual claims ─ The straight-up truths, like “The Earth does its dance around the Sun.”
Definitional claims ─ The “what’s what” of things, like “Genetically modified munchies can totally be called organic.”
Cause and effect claims ─ The “this led to that” stuff, like “Scrolling through Insta all day shoots up anxiety in teens.”
Value claims ─ Your judgment call, like “Free speech is the lifeblood of democracy, no question.”
Policy claims ─ The “let’s shake things up” kind, like “Making buses free could clear up city smog.”

Figuring out your type of claim is like choosing the right gear before setting off on an essay adventure.

Building a Rock-Solid Claim

A solid claim is like a good cup of coffee – clear, strong, specific, and just what you need:

Clear as day ─ It’s got to be easy to get, no beating around the bush.
Open for debate ─ A tasty claim gets people talking, not just nodding along.
Specific ─ It zeros in on your essay’s heart, with no wandering off.
Relevant ─ It’s got to jive with your essay’s main jam.

Cooking Up a Strong Claim

Crafting a top-notch claim? It’s like making a masterpiece. Start broad, then get down to the nitty-gritty:

Brainstorm central ─ Kick off by throwing ideas around. Ask questions, scribble thoughts, and play with different angles.
Idea filter ─ Sift through your thoughts, and pick the ones that have that zing of debate.
Wordplay ─ Your choice of words and tone is key. Be bold, but keep it in line with your essay’s style .
Learning by example ─ Check out strong and weak claims to see what makes or breaks them.

Rooting Your Claim with Evidence

Your claim needs roots, like a tree. That’s your evidence – the stuff that makes your claim stand up tall:

Back it up ─ Throw in facts, stats, expert say-so, and real-life tales to beef up your claim.
Keep It balanced ─ Your evidence should be like a good sidekick – supportive but not stealing the spotlight.
Counterpunch ─ Tackle the naysayers head-on. It shows you’ve done your homework and you’re not afraid of a little debate.

Claims in Different Essay Worlds

Your claim shifts gears depending on your essay type:

Analytical essays ─ Here, you’re dissecting stuff like books or historical events to dig out hidden treasures.
Argumentative essays ─ You’re taking a stand on a hot-button issue, backed by evidence that packs a punch.
Expository essays ─ You’re the explainer, shining a light on concepts, often with a “here’s the 411” vibe.

Watch Out for These Slip-Ups

Even seasoned essay sailors can hit rough waters:

Overgeneralizing ─ Steers clear of claims that are too broad. Specific is terrific.
Evidence MIA ─ Don’t leave your claims hanging without backup. That’s just asking for trouble.
Going in circles ─ Don’t use your claim to prove your claim. That’s like saying, “It’s true because I say so.”

Fine-tuning Your Claim Crafting a Claim Can Be a Trial-and-error Deal

Draft city ─ Play around with different versions. Mix and match perspectives and wording.
Revise for impact ─ Get feedback, then tweak and polish your claim until it shines.
Open ears ─ Good feedback can turn a decent claim into a showstopper. Embrace it.

The Bottom Line

A well-crafted claim is like the heart of your essay, pumping life and direction into your arguments. Getting good at building strong claims is a game-changer for essay writing. Practice, pay attention to the details, and you’ll be churning out claims that grip your readers and don’t let go. And hey, if you hit a wall, remember there’s help out there – like custom essay writing services – ready to give you a leg up. Keep at it, and you’ll be the master of claims in no time!

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Definition of What Is a Claim and Its Meaning

A claim is an assertion that convinces, argues, demonstrates, and suggests something to a reader who agrees with or disputes it based on available knowledge and understanding. Claims are useful in an essay since they define its scope and direction. In writing an argumentative essay , students use their thoughts to make claims and support them using evidence. The nature of the main assertions determines if the targeted audience can read through, agree, or disagree with the main message of an essay. In turn, a claim statement refers to a written sentence that reflects someone’s opinion. As a result, after choosing their essay topics , authors make argumentative statements to mean expressing their thoughts regarding a subject under discussion.

Claim vs. Statement

The main difference between a claim and a statement is the levels of agreeableness. For example, a claim means a debatable statement regarding a specific issue. Although readers may not disagree with statements, they can have diverse opinions regarding an argumentative claim. On the other hand, a statement may represent facts that are not debatable. An example of a general statement is: “The first African American president of the United States was Barack Obama.” One cannot dispute this statement because it represents a fact. However, an example of a claim is: “The election of Barack Obama as the American President marked the end of racism based on skin color.” In summary, some people may disagree with this argument under existing cases of racial discrimination against African Americans during and after President Obama’s tenure.

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Types of Claims

Writers can use various types of claims to make their essays more convincing. This section explains different types of assertions when writing a claim in an essay.

Cause and Effect . This claim contains information about two or more phenomena regarding their origin and effect.
Argumentative . Results from reasoning and reflects people’s opinion toward a subject. However, writers must use evidence to support any argumentative claim.
Fact . The factual statement is useful in arguing out the truth or falsity of some assertions. One must use facts to justify the correctness or invalidity of any statement.
Definition . This claim asserts that something is the case without providing evidence. Moreover, assertions accurately describe an object, event, or situation.
Solution . This assertion provides an answer to an existing problem or question of interest and responds directly to an inquiry or an existing doubt.
V alue . The value argument is a statement about what people should regard as worthwhile. Such claims should show different policies, things, beliefs, and facts that humans regard as more valuable than others.
Comparative . The comparative claim refers to an assertion that relates different objects or things to reveal their differences or similarities. Comparisons are necessary for showing the diversity of objects to enable readers to make informed choices depending on their needs.
Importance . This claim reveals the significance of a statement, information, object, or even opinion. An assertion of importance should convince the audience that an item is better than other similar things.

4 Easy Steps for Writing a Strong Claim for an Argumentative Essay

Developing a claim for an argumentative essay should contend for a certain interpretation or understanding debate topics . For example, students must understand a specific subject and take a position to justify it. However, the main assertion may contradict popular opinions regarding the subject. In turn, one must provide justifiable evidence to affirm any position taken. The following are the necessary steps that students should take to write a suitable claim for an argumentative essay.

Step 1: Exploring a Specific Topic

The first step in writing a claim for an argumentative essay is to explore sensitive or controversial debate topics . In this case, one must do preliminary research on the selected or assigned topic to develop concrete ideas for possible arguments. The information gathered should allow writers to support and justify a specific position. For example, if the topic concerns global warming, one may gather evidence to justify why cutting down trees is a major cause of heat waves experienced in different parts of the world.

Step 2: Asking Questions

The second step of making a claim in an essay should involve narrowing it down to a specific subject by asking critical questions regarding the evidence gathered. This stage is necessary to enable authors to determine the quality of the information obtained on the subject. Interrogating the evidence allows one to determine if the selected side of the argument is valid and convincing. As a result, examining the topic may lead to identifying possible counterclaims and valid opposite arguments.

Step 3: Determining an Essay’s Goal

Reviewing the assignment briefing to understand the primary goal of the argument is an important step in developing a strong claim. In this stage, writers should develop a deeper understanding of the primary goal of making a good argument. The resulting insights are necessary to focus the essay’s scope and develop a claim that challenges the target readers’ opinions. Besides, reviewing the goals is essential in refuting what one assumes to be true. On the other hand, reviewing the essay’s goals is important in combining related and relevant ideas. Even if argumentative essays focus on multiple issues, quality papers should address a central theme guided by a clear thesis statement. In turn, writers must connect related ideas to make refutable claims demonstrating a clear stand on the main subject.

Step 4: Taking a Unique Standpoint

The fourth step should involve a unique standpoint to make a refutable argument. Most students need to start stating arguable facts followed by straightforward claims. A quality essay should contain a unique argument that convinces the audience to develop an alternative thought on the subject. Moreover, students should critically evaluate the obtained evidence and deduce a unique position to argue about. As a result, all sides taken should rebut popular beliefs and truths and affirm a distinctive position.

Types of Essays, Use of Claims, and Difference

Different academic articles should have unique claims. In this case, students should identify the type of essay to make a suitable assertion, including a hook . The most common types of academic work encountered during academic studies include a research paper , an argumentative essay, a persuasive speech , a literary analysis , a persuasive essay , a rhetorical analysis, and a memo . This section contains information on the type of assertions one should make when writing these papers.

Research Paper . Claims used in this work should provide insights into specific research topics by informing readers more about the main idea or argument. Assertions used in research papers should lead to a greater understanding of the subject instead of presenting different viewpoints.
Argumentative Essay . Central claims used in this paper should take a clearly defined stance on a subject to allow writers to build an evidence-based case to support all positions. The most unique feature of argumentative claims is that they should be questionable.
Persuasive Speech . Students should present convincing opinions, ideas, or assertions. Such claims are useful in swaying or influencing people’s beliefs, attitudes, values, or behaviors.
Literary Analysis . Possible assertions used in literary analysis papers should affirm a certain position as truthful. Writers can make factual or judgmental claims to express their point of view, interpretation, evaluation, or critical assessment of a literary work.
Persuasive Essay . Claims used in this type of paper should convince the audience to accept a certain point of view. A persuasive assertion should openly communicate the central theme or idea presented in an essay and affirm its credibility.
Rhetorical Analysis . The claim used in rhetorical analysis should reflect the evidence or appeals used in a piece of work to convince readers. One should mention the rhetorical devices and appeals used in the specific work under evaluation.
Memo . The primary purpose of writing a memorandum is to inform a group of professionals about a specific problem, solution, event, or situation relevant to their institution. The claim used in a memo should state the proposed solution to a problem and important points on the identified course of action.

Types of Evidence for Writing Claims

Expert Opinions . Professionals in various areas of specialists give opinions regarding issues that contain credible information. Such views are important in shaping claims for an essay focusing on current issues.
Interviews . Researchers gather first-hand evidence by interviewing participants affected by a problem under investigation. Analysis of obtained views and opinions of participants should inform the formation of a central claim in an essay.
Direct Observation . Scholars may observe how humans behave in their natural settings without informing them. The findings may lead to the development of convincing claims regarding social behaviors.
Examples of Past Experience . Examples from past incidents allow people to gain unique insights regarding real-life issues. One may use the information to develop an argumentative claim for an essay.
Primary Research . Through primary research, students obtain first-hand evidence and knowledge, contributing to understanding real-life issues. The conclusion drawn from such studies is good for developing credible assertions for research papers.
Synthesis of Secondary Research . Scholars present their research findings in journal articles and reports. One can draw evidence from secondary sources to develop a claim for argumentative or persuasive essays on specific issues or topics of interest.
Facts, Statistics, or Other Data . Historical facts, statistics obtained from primary research, and other forms of credible sources are crucial in justifying an assumption, a hypothesis , or a theory under analysis. Critical evaluation of these reliable sources of information can lead to claims for memos, persuasive speeches, and various types of essays.

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Topic Examples for Making Claims in an Essay

Research Paper Topics

Excessive Use of Social Media Platforms Enhances Academic Performance Among Teenagers
Children From Divorced Families Demonstrate Greater Psychological Resilience
Low Salaries Are the Primary Cause of Corruption in Modern Societies

Argumentative Essay Topics

Impacts of Technology on Society
The Ethical Implications of Gene Editing: A Paradigm Shift in Medicine
Roles of Parental Attachment in Child Development
Balancing School Curriculum: Is Art Education as Important as Science?
Pros and Cons of Self-Driving Vehicles: Evaluating Safety and Efficiency
It Is Ethical for Doctors to Modify Unborn Fetuses to Meet Their Parents’ Desires Genetically
The Government Should Ban Social Media Platforms That Collect Users’ Data Without Consent
Abortion Is a Fundamental Right for Women

Persuasive Speech Topics

Reimagining the Role of Technology in Enhancing Sports Performance
Martin Luther King’s Speech “I Have a Dream” Changed People’s Lives
Doctors Should Embrace Art and Music Therapy to Enhance the Healing Process
Students Should Learn an Instrument in School to Boost Their Creativity
Introverts Make Great Leaders Than Extroverts

Literary Analysis Essay Topics

Great Gatsby Essay: The American Dream, Pursuit, and Corruption
Gender Roles in “The Great Gatsby”
Flower Symbolism in “A Rose for Emily”
Endurance in “The Old Man and the Sea”

Persuasive Essay Topics

Childhood Vaccinations and Their Importance in Society
Local Governments Should Regulate Gambling and Betting
Teenagers Should Be Allowed to Acquire Driving Licenses
Poverty Lowers Academic Achievement

Rhetorical Analysis Essay Topics

Rhetorical Analysis of Martin Luther King’s “Letter From a Birmingham Jail”
Problems in Education and Ken Robinson’s “Do Schools Kill Creativity”
Analysis Essay of Volodymyr Zelensky’s Speech “I Call for You to Do More”
Evaluating the Speech Writing Power in President Obama’s Inaugural Speech
Analyzing the Ise of Rhetorical Devices in Harry Porter

Memo Topics

Explaining Human Resource Policy Change
Company Budget Cuts
Summary of the 2023 Action Plan

Examples of Claims for Essays

Abortion is a fundamental right for women – Although some scholars argue that abortion is unethical because it terminates the life of an innocent fetus, women have a fundamental right to make decisions regarding their bodies, especially when they face terminal health risks.
Children from divorced families demonstrate greater psychological resilience – Because kids experience social and economic challenges, they develop greater psychological resilience as a coping mechanism.
Doctors should embrace art and music therapy to enhance the healing process – Doctors should include a method as an intervention to lower stress among admitted patients and enhance recovery because art and music create a soothing effect to enhance psychological well-being.
Gender roles in “The Great Gatsby” – The novel “The Great Gatsby” reflects on opposing values of social models through different female characters who become objectified by men.
Poverty lowers academic achievement – Because parents from low-income families cannot afford quality education, academic achievement among their children remains lower than those from middle- or high-income backgrounds.
Evaluating the rhetorical devices in Harry Porter – J. K. Rowling used literary devices, such as irony, symbolism, contrasting characters, pathos, and ethos, to present the theme of death.
Explaining human resource policy change – The board of directors agreed that employees must take their scheduled annual leave without fail to promote psychological resilience.

What to Include in a Claim Paragraph

A claim paragraph should contain adequate information to explain the focus of an essay or research paper. One should include an attention-getter or start with a quote to attract readers’ attention to go through the information provided. The passage should contain background information about the topic presented in the paper to provide the target audience with a glimpse of the main ideas. Other important details include the main argument of the essay’s thesis statement.

Thesis Statement as a Claim in an Essay

A central claim may serve as a thesis statement in an essay. Academic papers should have an introduction with an argumentative thesis statement, which serves as a central claim. In this case, the main assertions should be last sentences of a college essay introduction , which provide the paper’s overview and focus when used as a thesis statement.

A hypothesis in a research paper represents a statement that requires testing for validation. Such a claim represents an unvalidated relationship between independent and dependent variables. Researchers state their assumptions or predictions about what their research results will confirm. This statement represents a tentative answer to the research question. In this case, hypotheses do not represent claims because they indicate unjustified answers that may be correct or wrong.

The results from a research paper refer to the confirmed and justified findings. Scholars use available evidence, theories, and results to test and affirm hypotheses. In turn, conclusion examples made become the findings in specific research work. Besides, these results may take a form of claims since they represent a justifiable or debatable position on a topic of interest.

Body Paragraphs

A typical paragraph should have a topic sentence or claim, supporting evidence, and explanations. For example, any claim in an essay should begin with a statement followed by supporting evidence. One must provide a clear explanation linking the evidence to the assertion. In turn, justifications provided should link all claims to a central thesis statement.

What Is a Counter Claim and Its Meaning for an Essay

A counterclaim refers to a statement that refutes a central argument in an essay. Different scholars have unique views regarding a specific topic. Such opposing thoughts reveal an alternative way of understanding the subject. For instance, opposers in a debate make counterclaims to contest the motion, while proposers make assertions and rebuttals to counter opposing statements. In this case, rebuttals are unique counterclaims that allow debaters to justify their arguments.

20 Tips to Write a Good Claim in an Essay

Claims used in essays should be clear and easy to prove. Basically, one should choose a statement that is easy to justify using available evidence. Because assertions convey the main points in a paper or paragraph, writers should include a strong supporting statement. Besides, any claim should have a definitive and affirmative tone.

10 Things to Do When Making a Claim:

Choose a justifiable claim.
Use simple terms.
Cover a decisive tone.
Maintain a positive tone.
Take a single-issue stand.
Define a narrow and clear scope in logical order .
Create a unique approach to the topic.
Describe the issue clearly.
Follow active voice.
Include a short statement.

10 Things Not to Do:

Selecting a broad scope.
Implementing negative language.
Including complex vocabulary.
Writing first-person statements.
Basing claims on emotional appeal.
Cluttering arguments with multiple ideas.
Presenting wordy sentences with multiple fill-up words.
Using passive voice.
Placing claims in illogical order.
Covering ambiguous statements that are hard to prove.

Summing Up of What Is a Strong Claim in an Essay

Claims are important in an essay since they reflect the writer’s perspective.
All arguments should be clear and justifiable statements about a topic.
A central assertion must provide the accurate scope of an essay.
Some types of claims include cause and effect, argumentative, fact, definition, solution, value, comparative, and importance assertions.
Claim paragraphs are important in outlining the scope of an essay.
Good claims should be clear, specific, justifiable, and presented in a simple, assertive, and distinctive tone.

To Learn More, Read Relevant Articles

Impacts of social media on society: progress or peril, roles of ethics in artificial intelligence.

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Developing Strong Thesis Statements

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These OWL resources will help you develop and refine the arguments in your writing.

The thesis statement or main claim must be debatable

An argumentative or persuasive piece of writing must begin with a debatable thesis or claim. In other words, the thesis must be something that people could reasonably have differing opinions on. If your thesis is something that is generally agreed upon or accepted as fact then there is no reason to try to persuade people.

Example of a non-debatable thesis statement:

This thesis statement is not debatable. First, the word pollution implies that something is bad or negative in some way. Furthermore, all studies agree that pollution is a problem; they simply disagree on the impact it will have or the scope of the problem. No one could reasonably argue that pollution is unambiguously good.

Example of a debatable thesis statement:

This is an example of a debatable thesis because reasonable people could disagree with it. Some people might think that this is how we should spend the nation's money. Others might feel that we should be spending more money on education. Still others could argue that corporations, not the government, should be paying to limit pollution.

Another example of a debatable thesis statement:

In this example there is also room for disagreement between rational individuals. Some citizens might think focusing on recycling programs rather than private automobiles is the most effective strategy.

The thesis needs to be narrow

Although the scope of your paper might seem overwhelming at the start, generally the narrower the thesis the more effective your argument will be. Your thesis or claim must be supported by evidence. The broader your claim is, the more evidence you will need to convince readers that your position is right.

Example of a thesis that is too broad:

There are several reasons this statement is too broad to argue. First, what is included in the category "drugs"? Is the author talking about illegal drug use, recreational drug use (which might include alcohol and cigarettes), or all uses of medication in general? Second, in what ways are drugs detrimental? Is drug use causing deaths (and is the author equating deaths from overdoses and deaths from drug related violence)? Is drug use changing the moral climate or causing the economy to decline? Finally, what does the author mean by "society"? Is the author referring only to America or to the global population? Does the author make any distinction between the effects on children and adults? There are just too many questions that the claim leaves open. The author could not cover all of the topics listed above, yet the generality of the claim leaves all of these possibilities open to debate.

Example of a narrow or focused thesis:

In this example the topic of drugs has been narrowed down to illegal drugs and the detriment has been narrowed down to gang violence. This is a much more manageable topic.

We could narrow each debatable thesis from the previous examples in the following way:

Narrowed debatable thesis 1:

This thesis narrows the scope of the argument by specifying not just the amount of money used but also how the money could actually help to control pollution.

Narrowed debatable thesis 2:

This thesis narrows the scope of the argument by specifying not just what the focus of a national anti-pollution campaign should be but also why this is the appropriate focus.

Qualifiers such as " typically ," " generally ," " usually ," or " on average " also help to limit the scope of your claim by allowing for the almost inevitable exception to the rule.

Types of claims

Claims typically fall into one of four categories. Thinking about how you want to approach your topic, or, in other words, what type of claim you want to make, is one way to focus your thesis on one particular aspect of your broader topic.

Claims of fact or definition: These claims argue about what the definition of something is or whether something is a settled fact. Example:

Claims of cause and effect: These claims argue that one person, thing, or event caused another thing or event to occur. Example:

Claims about value: These are claims made of what something is worth, whether we value it or not, how we would rate or categorize something. Example:

Claims about solutions or policies: These are claims that argue for or against a certain solution or policy approach to a problem. Example:

Which type of claim is right for your argument? Which type of thesis or claim you use for your argument will depend on your position and knowledge of the topic, your audience, and the context of your paper. You might want to think about where you imagine your audience to be on this topic and pinpoint where you think the biggest difference in viewpoints might be. Even if you start with one type of claim you probably will be using several within the paper. Regardless of the type of claim you choose to utilize it is key to identify the controversy or debate you are addressing and to define your position early on in the paper.

The Writing Center • University of North Carolina at Chapel Hill

What this handout is about

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

Arguments are everywhere

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

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

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

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

Making a claim

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

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

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

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

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

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

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

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

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

Counterargument

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

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

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

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

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

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

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

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

Critical reading

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

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

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

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

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

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

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

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

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

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

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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173 Creating Evidence-Based Claims

When we think about boiling down argumentation in composition to its most essential form, two key elements will usually pop up: claims and evidence. Your claim is similar to your thesis in that it can be your central argument and position, it can be the main idea/s present within your writing, it can reveal why you think your topic is interesting or important, what you think your topic reveals about something, and why you think your topic matters not only to yourself but to your audience. Your claim taps into what you are attempting to argue and/or what you’re going to be analyzing and exploring.

Evidence is naturally connected to a claim because your evidence is used to support, flesh out, and uphold that stance. Now most students might see this as quite obvious, but there are so many different layers to why and how evidence can be helpful and needed in what you create in a composition course.

Evidence establishes your credibility, it shows that you are not alone in having these thoughts about the topic you’re discussing or writing about, and thus lends credibility and legitimacy to the thing you are trying to prove/explore. Taking examples from a variety of sources helps to highlight the research and observations you engaged in showing off your newfound expertise, showing an academic approach, and showing that you spent time with your topic. Within that space, evidence usually isn’t just an off-the-cuff research response. Rather it comes from you learning and thinking about your topic and gaining information through different avenues, so that you have some authority to discuss what you’re talking about. It helps show an engagement with the ongoing conversation surrounding your topic; the other voices who have come before you to say something important about what you are discussing.

Evidence helps you move from having a casual opinion on something to a more actualized and layered consideration and understanding of a topic. That layering ties into the fact that evidence helps support more fully what you’re discussing, it can provide pertinent examples, provide specific and contextual details, and shows your audience exactly what you mean and why. It helps curb generalization and vagueness. When we think about avoiding generalization and adding detail and examples to our writing, evidence can help out with that. If you say “This is a widespread issue that needs to be fixed,” evidence can provide examples of what you mean when you say it’s a problem, and why is it an issue that should be stopped. You can give your readers tangible examples of what you mean, and give specific and contextual details to help flesh out what you are talking about. Evidence can help to answer for both you and your audience:

What has made your topic become what it is?
What was it like in the past as compared to what it is now? What led to that point?
The big So What Question: Why is it interesting? Why should anyone care? Why is this information important? Why does it matter?
What do the data, the facts, the statistics, and the information reveal or imply about the topic? What are the consequences of these implications?
How is this idea related to my thesis? What connections exist between them? Does it support my thesis? If so, how does it do that?
What examples do I have that illustrate this point?
What are the conversations that others have about my topic, about my claim, about my point of view?

Evidence is also related to the three rhetorical appeals of ethos, logos, and pathos. If you’ll recall, ethos is based on character and authority, pathos is based on emotion, belief, and values, and logos is based on making a clear and reasonable case. You can utilize all these appeals in your writing and one of the best ways to do so is by finding research that taps into those descriptions.

But don’t forget about feelings in your evidence, both your own and your audience’s. What type of bodily reaction will your research elicit? Do you want your audience to feel and see your credibility or the credibility of your evidence? Do you want your audience to see and recognize and follow your line of thinking by providing them with content and evidence that is rational, sensible, and logically based? Do you want them to feel a certain emotion…sadness, anger, frustration, joy, or amusement? Do you want to call your audience into action? Do you want them to feel like they learned something?

Connectedly, How do you feel about your own engagement with evidence? What thoughts or feelings did you have when reading or listening to or watching your pieces of research? It can sometimes be highly effective for yourself and your audience to identify and understand the situation, feelings, or activities being described and depicted. Our senses (sight, hearing, smell, taste, touch, and intuition can be sources of information and evidence and help us to convince, connect with, and inform our audiences.

Contextualizing your Evidence:

After you introduce evidence into your writing, you must say why and how this evidence supports your argument. In other words, you have to explain the significance of the evidence and its function in your paper. What turns “a fact or piece of information into evidence is the connection it has with a larger claim or argument: evidence is always evidence for or against something, and you have to make that link clear” (“Evidence”).

Try incorporating analytical, “writerly” cue words such as reveals, implies, highlights, shows, symbolizes, proves, illustrates, signifies, epitomizes, illuminates, etc. For example:

The arguments presented in this article reveal that…
This research study proves that…
This example illustrates the problem with…

Moreover, utilize terminology such as interesting, significant, controversial, strange, revealing, imperative, vital, enlightening, curious, thought-provoking, etc. This will help you analyze your articles beyond just summarizing them. This will also help you in trying to explain why your evidence matters and/or help to prove your claim/s. For example:

These statistics and arguments are imperative in understanding this topic because…
This point is interesting because it reveals how…
This stance might be considered controversial because…
This story helps to illuminate the reality of…

Practice Activity

Let’s dive into a more specific example by looking at three sections of a student’s Profile of a Place essay (the bolded sections help highlight the claim and the piece of evidence that supports/proves that claim)

The Old Main Building at Texas Woman’s University (TWU), originally called The Girls Industrial College, was the first building constructed on the campus. It was built in 1903, and for many years, it was the only building that was used for educational purposes (Smith). It was founded in order for women to access a variety of programs that were not offered before the building was built, s o the Old Main Building played an important role in the availability of higher education for women in the North Texas area. As claimed by the Denton County Historical Markers, the first classes on campus began on September 23, 1903, including 186 students and 14 faculty members (“The First Building of Texas Woman’s University”). Although in the present there are other buildings meeting the educational programs and needs previously provided in the Old Main Building, it feels great to look back at how so many students have been successful learning within the walls of this very old building.

Upon entering the building, the next aspect I noticed was the Women’s Leadership Hall, which is located on the first floor and truly shows the significance of women earning their access to higher education. There is a poster of Minnie Fisher Cunningham present when you enter through the main entrance. She was one of the women who fought for women’s right to vote. She first worked as a pharmacist but realized that the men were getting paid twice as much as she was. Cunningham knew she had to fight for the rights of women (“Texas Originals”). It is so inspirational to see a poster of her as a reminder that we need to be doing our best to help ourselves as well as for the good of others surrounding us.

I feel proud to be a part of TWU, especially after going into this first building on campus. As pioneers, it helps us to be more confident and to believe that someday we might be pioneers in the fields we decide to work in. I walked around the building, to ask how the students who utilize this building on a daily basis interact with this space and to see how they felt about studying here. One of the students whom I spoke with, who is majoring in fashion design, described them being here as feeling “empowered” (Tammy). Another student I interviewed said that “coming here makes me feel more proud” (Mirali). Being a part of this community and being able to learn at the first building at TWU provides a “strong” connection (Tammy) to our roots and the history of women earning rights for equality.

Observations to Consider:

Notice how when the student makes a claim, for example: How the “Women’s Leadership Hall…truly shows the significance of women earning their access to higher education. They then prove and explore that claim with evidence: the presentation of the poster and story of Minnie Fisher.
Notice how when the student needs to provide contextual, helpful background information they do so with evidence. For example, setting up how the Old Main Building was the first building constructed on the campus and providing specific dates, “1903,” specific details how many students and faculty members there were, and context: “for many years, it was the only building that was used for educational purposes,”
Notice how the student calls forth how the building makes them and others feel, which helps to prove their overall claim of how important and integral the Old Main Building is for TWU and learning. For example, the claim is that the building helps pioneers “be more confident and to believe that someday we might be pioneers in the fields we decide to work in.” They then prove that claim with student interviews showing how the building makes them feel “empowered” and “proud.”

Questions to Consider:

How does the student use outside sources, observations, and interviews to help enhance and support their claims?
Do you think these pieces of evidence help flesh out and prove the points on display? Why or why not?

Helpful Video to Watch:

How To Write An Essay: Evidence and Citation

A Note on Sources as Evidence:

For the most part, evidence is usually acquired through research and acquiring and consuming the writings, creations, words, data, and information of others to

Professional, academic sources are those that have been deemed to have authority on the subject that they are talking about. You need to make sure your outside sources are credible and that the person who authored/created them is credible as well. That the person or persons or organization that created the source is a professional in the subject that they are writing about, has done the research themselves, uses and quote and properly cite other outside sources, relies on logic and facts and statistics and analysis and critical thinking, and carries a professional and open-minded tone. That tone includes acknowledging one’s bias, or even admitting that their position isn’t the end all be all and that uncertainty and grey areas can exist. Library databases are usually seen as the most valid way of finding credible information due to the fact that in order to be published in academic journals you have to have proper credentials and the information that is being presented has been through a rigorous screening and revision process. Many instructors only want their students to use database sources because they deem it the only way to really find valid sources. However, there are many different ways to find authoritative sources that move beyond using library databases (though it is always a nice place to start or come back to). These include accredited newspapers, magazines, professional organizations, some TedTalks, some podcasts, interviewing people who are either an expert on your topic or are directly impacted and involved in it, some YouTube or video resources, some documentaries, academics, and experts blogging, etc. But again, you should never take anything you read (even from legitimate news sources) at face value and must always be willing to look at your sources analytically and investigative-ally.

Here is a breakdown of scholarly vs popular sources:

Popular and Scholarly Sources: The Information Cycle

You usually want to avoid invalid or “unprofessional” sources. Those are sources that are written or presented by unprofessional, reactionary, untrained, unaccredited people/organizations. Sources that are clearly biased, simply provide speculation, are delivered via clickbait, etc. This can come in the form of biased news media companies, opinion-based only news media companies, blogs, dodgy, random list-like websites, random Facebook pop-ups, hyperbolic or salacious headline-grabbing articles, Tumblr or Reddit posts or Twitter threads that come from amateurs, influencers, etc.

Here is a breakdown of primary and secondary sources:

Quoting vs. paraphrasing.

You have to remember that every time you use outside information (your evidence), or an idea/fact/anecdote that you found on the internet or your other sources, you need to cite that in some way whether it be an in-text citation, integrating authorial information in the sentence, or embedding hyperlinks or footnotes.

That means that even if you are not directly quoting and you just use the spirit or the wording or the idea of the source, you still have to cite it.

Paraphrasing means that you are not directly quoting something you are putting a source in your own words. This does not mean that you simply change a few words of a sentence and put a synonym in its place. It means you are analyzing and interpreting and reporting what the author/outside source is saying in a completely different way that is unique to your style of writing and thought processes. It is you being able to understand what you have read and communicate that knowledge to a reader or audience or person.

It is also important to remember that it is not appropriate to quote an entire paragraph. If you quote, say, 8 sentences in a row of a source, you are taking authority away from your writing and relying too heavily on other authors to do the talking for you. This is your essay, not the authors of your research essay. Therefore, you have to do most of the writing. You have to be the one that constructs your essay and you have to be the one to prove your points. Quotes are meant to enhance your argument/essay, not do it for you. Quotes are meant to either serve as a means for you to bounce off the ideas of the people you are citing and/or serve as eloquent examples to do what you are trying to say and prove or even refute. This is important to keep in mind when you paraphrase as well. Your essay should not be just one long paraphrase of another source.

Here are 6 Steps to Effective Paraphrasing as suggested by Purdue Owl:

Reread the original passage until you understand its full meaning.
Set the original aside, and write your paraphrase on a notecard.
Jot down a few words below your paraphrase to remind you later how you envision using this material. At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase.
Check your rendition with the original to make sure that your version accurately expresses all the essential information in a new form.
Use quotation marks to identify any unique term or phraseology you have borrowed exactly from the source.
Record the source (including the page) on your note card so that you can credit it easily if you decide to incorporate the material into your paper.

To Conclude:

Using evidence and research within your writing helps establish your credibility and build support and fleshed-out reasoning for your claims
You need to make sure that this evidence is well-researched and from professional and authoritative sources
You will integrate and contextualize your evidence in both a citational and analytical way.

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How to Write Great Essay Hooks (Tips + Examples)

Yona Schnitzer

Blank screen. Cursor blinks. Clock ticks. Brain freezes.

You stressfully wonder, “How will I ever finish this essay?”

I’ve been there.

Every time you write an essay, you want to catch your readers’ undivided attention from the very first word. The opening hook has to be *perfect* — no compromises.

But, instead of reeling under pressure to come up with this elusively perfect essay hook at the eleventh hour, I’ve found a better way to write great essay hooks.

In this guide, I’ll tell you what it takes to write the most compelling and attention-grabbing hooks. I’ll also break down six awesome types of essay hooks you can experiment with and share examples to inspire your next opening statement.

What is an Essay Hook?

An essay hook is the opening statement of an essay, written to capture readers' attention and nudge them to learn more about the topic. Also known as a lede or lead, this hook introduces readers to the topic/theme of the essay and piques their curiosity to continue reading.

The hook creates the entire narrative for your essay. It tells readers what to expect from the rest of the essay and creates context around your main argument or thesis statement.

6 Types of Essay Hooks You Can Experiment With

I’ve created this handy list of six different types of essay hooks. You can choose the one that best fits your essay’s context and create a stellar opening statement within minutes.

1. Compelling fact or statistic

Lead with evidence and use a powerful fact or statistic as your essay hook. It’s one of the best ways to capture readers’ attention from the start and keep them intrigued throughout your essay.

For example, if you’re writing about the importance of time management for freelancers, you have two options to create your opening sentence:

Generic : “Managing time as a freelancer is no easy feat.”

Impactful : “Nearly 70% of freelancers struggle to effectively divide and manage their time between multiple clients.”

This data point, linked to the original research, sets a strong tone for your essay and draws people in to read more. It communicates

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2. Bold claim hook

When working on an argumentative essay , I always write with the mindset that nobody has the time to read my thoughts from start to finish. So, I have to get to the point quickly and make a solid argument worth people’s time.

That's when opening with a bold claim works best. Condense all your views on the topic into a few thought-provoking lines that would make readers go, hmmm…

But remember, you can't open with a claim that people already know and accept as fact. It has to be something original and unique to make your readers tick, nudging them to dive deeper into your essay.

For example, if you’re writing about water crisis, you have two options to open your essay:

‍ "In some regions, there is not enough clean water for people to use."

‍ "Imagine a world where every drop of water is a battle, a precious commodity fought over by scores of people and animals alike. This can become a reality as early as 2050."

This bold claim presents a convincing argument about the global water crisis. It also emphasizes the urgency of this argument with a research-backed statistic.

Create a bold claim suggestion using AI

Can’t think of a strong opening sentence for your essay? Wordtune can translate your thoughts into a bold claim and create a compelling essay hook.

Open your Wordtune editor and write a few lines related to your topic. These sentences should have a consensus among your audience. Then, choose the 'Counterargument' option from the list of suggestions.

And you’ll have a bold claim for your essay with no effort at all!

3. Story/Anecdote hook

In all my years of writing, I’ve noticed how stories have a unique effect on people. A good story can resonate with a bigger audience, pique their curiosity, and deliver a more personal message.

That's why you can cite a personal anecdote or talk about a publicly known story as a good hook for your essay. This hook allows you to play with words and work in more storytelling .

One of my favorite writing tips applies here: enter the scene as late as possible and leave as early as possible. You have to keep it crisp instead of rambling on and on.

Consider these two examples:

Either of these hooks could work fine if we were just writing a personal essay about a move to a new place. But if we’re specifically writing about the sky, the second example is better. It sticks to the point — the sky and the color of the sky — and doesn’t stray into irrelevant details.

Create a compelling story with AI

I get it—not all of us are natural storytellers. But you can use AI to your advantage to create a concise and exciting story for your essay.

Wordtune can help you write a short story from scratch or trim down your writing into a quick anecdote. Click on the expand or shorten button to edit your story any way you like.

4. Question Hook

Humans have a tendency to immediately look for answers every time they come across fascinating questions. Using questions as essay hooks can reel people into your essay and feed their curiosity.

But questions are also fairly overused in essays. You don't want to use a generic question that makes people say, " Not another question ."

Instead, think of questions that approach your topic from a fresh angle. This means honing in on what was especially interesting or surprising from your research—and maybe even brainstorming different questions to find the most fascinating one.

For example, if you’re writing about the psychology behind why we buy, you have two options to open your essay:

‍ “Do you know what factors compel us to buy certain things?”

Plugged in :

“Before buying anything, have you ever taken a moment to pause and think about possible reasons driving you to this purchase?”

The latter is more descriptive and creates a realistic scenario for readers to truly think about the topic of the essay.

5. Description hook

A descriptive hook works best when writing an explanatory or opinion-led essay. Descriptive hooks, as the name suggests, illustrate a topic in detail to create context for the essay. It's a good way to build awareness for and educate readers on lesser-known themes.

But a descriptive hook can easily become too plain or unexciting to read. To make it work, you have to write an engaging description using imagery, analogies, and other figures of speech.

Remember to make your hook reader-friendly by avoiding passive voice, mainstream cliches, and lengthy sentences.

Consider this example:

Describing a sunset is too cliche, so cross that one off the list. Describing the sky as it is on a normal day wouldn't be shocking or unexpected, so scratch that one, too.

This example creates something unique by using analogies to describe the color of the sky and painting a beautiful picture.

Write a gripping description with AI

Writing an exciting hook for a boring topic is more challenging than it looks. But Wordtune makes it a breeze with just two steps:

Open the Wordtune editor and write your essay topic.
Click on Explain or Emphasize and let it work its magic.

You can also change the tone of voice to make the text more in tune with your theme.

6. Metaphor hook

One of my favorite essay hooks is to open with a persuasive metaphor to contextualize the topic. Metaphors can help you approach the topic from a completely different lens and wow your readers with interesting insight.

Metaphors are also super versatile to make your writing more impactful. You can write a one-line metaphor or create a scenario comparing one thing to another and linking it to your topic.

For example, if you’re writing about the experience of working at a startup, you can open your essay with these two options:

Short & sweet: "Joining a startup is like strapping into a rollercoaster: be ready to witness thrilling highs and sinking drops."

Long & descriptive : “Picture a small sailboat navigating the unpredictable winds and tides in a vast ocean. That’s a startup operating in a massive market. And with the right vision, this journey is filled with risks and rewards.”

Create a convincing metaphor with AI

Writing good metaphors takes up a lot of creative brain power. You can always use Wordtune to find some extra inspiration if you're out of creative ideas.

Type your opening line in the Wordtune editor and click on the 'Give an analogy' option. You can ask for as many suggestions as you want till you find the best one!

What to Know About Your Essay (and Topic) Before You Write the Hook

Whether you’re writing a research paper on economics, an argumentative essay for your college composition class, or a personal essay sharing your thoughts on a topic, you need to nail down a few things before you settle on the first line for your essay.

‍ Let me break them down for you.

1. Gain in-depth knowledge of your topic

Before you start writing your essay, you need to know your topic — not just in name, but in-depth. You don't have to become a subject matter expert overnight. But you do need to research the topic inside out

Your research will help you:

Narrow your focus
Build an argument
Shape the narrative

Your research insights determine your essay’s structure and guide your choice of hook.

After organizing your research in a neat outline, think to yourself: ‍Did you uncover a shocking fact? A compelling anecdote? An interesting quote? Any of those things could be your hook.

⚡ ‍ Take action: After finishing your research, review your notes and think through your essay. Mark or make a list of anything compelling enough to be a good lead.

2. Type of essay

In academic settings, there are generally three kinds of essays:

Argumentative: Making the case for a certain stance or route of action.
Expository: Explaining the who, what, when, where, why, and how of some phenomenon.
Narrative: Telling a true story as a way to explore different ideas.

‍ The type of essay you’re writing is key to choosing the best hook for your piece.

A serious argumentative essay can start with a shocking statistic or a bold claim. And an expository essay can open with a descriptive hook while a metaphor hook would work best for a narrative essay.

⚡ ‍ Take action: Go through your list of potential hooks and cross out anything that doesn't fit the type of essay you're writing, whether it's persuasive , argumentative, or any other type.

3. Audience and tone

A best practice I often share with writers is to think of one reader and keep yourself in their shoes . This exercise can tell you so much about your audience — what kind of tone they like, what matters the most to them, what topics interest them, and so on.

You can use these insights to create a compelling essay hook. Here’s how:

For an argumentative essay, you’re trying to convince someone who doesn’t agree with you that what you’re claiming is right or, at least, reasonable. You don’t want to turn them off with snarky or offensive language — but you do want to be authoritative. Your hook should match that tone and support your effort.
A narrative essay is likely to welcome more lyrical language, so starting with a colorful description or an anecdote might make more sense than, say, a bold claim or surprising fact. Whatever tone you choose for your narrative essay — comical or gentle or bold — should be used for your hook.
‍ Expository essays can use all sorts of tones and be written to a variety of audiences, so think carefully about the tone that best fits your subject matter. An essay explaining how the human body shuts down when overdosed will likely require a different tone than one on the lives of circus masters in the late 1800s.

⚡ ‍ Take action: Look at your list. Can you write these potential hooks in a tone that suits your subject and audience?

4. Length of essay

Are you writing a 10-page paper or a three-page reflection? Or is this your senior thesis, pushing over 100 pages?

‍ If you’re writing a shorter paper, you’ll want to keep your hook quick and snappy.

Readers are expecting a quick read, and they don’t want to spend five minutes only going through the introduction.

In contrast, you can approach a longer essay — like a senior thesis or a term paper — with a longer hook. Just make sure your hook relates to and supports the core point of your essay. You don’t want to waste space describing a scene that ultimately has nothing to do with the rest of your piece.

⚡ ‍ Take action: If you write out the items on your list, how long will they be? A sentence or paragraph? Perfect. Two to five paragraphs? Unless your essay is on the longer side, you may want to save that information for later in the piece.

‍ Now that you know the basic facts about what you’re writing, let’s look at some approaches you could use to catch those readers — and reel them in.

3 Approaches to Avoid When Writing Hooks

I’ve read hundreds of essays — enough to recognize lazy writing from the first few words. It’s equally easy for readers to discard your essays as ‘poorly written’ just by reading the first line.

So, I made a list of three types of essay hooks you want to avoid at all costs because these hooks can only disappoint your readers.

1. Quotations

Quotes are probably the most overused type of hook in any form of writing. What's even worse is rinsing and repeating the same old quotes from Abraham Lincoln or Nelson Mandela in your essays.

No matter how powerful a quote sounds, you shouldn’t slap it at the opening of your essay. It doesn’t give readers the excitement of reading something original and looks lazy.

For example, if you’re writing an essay on productivity, here’s what a good and bad lede looks like:

“Amateurs sit and wait for inspiration, the rest of us just get up and go to work” – Stephen King

Did you know that consuming 100 gms of sugar can slash your productivity levels by over 50% in a day?

2. Definitions

The New Oxford American Dictionary defines a hook as "a thing designed to catch people's attention."

If I opened my article with this dictionary definition of a hook, you’d have either dozed off or left this page long back to find something more interesting.

Here's the thing: definitions put people to sleep. Readers don't want to see a formal, jargon-heavy definition of a topic as the very first line of an essay. Your opening statement should have some personality in it to show readers they're in for an exciting read.

For example, if you’re writing about happy hormones, here’s what a good and bad lede looks like:

Happy hormones are known to boost the happiness levels in your body by creating positive feelings.

Ever wondered why cat videos make you instantly happy, and ice creams give you an extra dose of energy? It's all about how happy hormones control our brain chemistry.

3. “Imagine this”

Opening your essay with "Imagine this" used to be an interesting way to put your readers in a scenario and set the context for your essay. But now, it's far too cliched and just another lazy attempt to write an essay hook.

You can create a relatable scenario for users without asking them to imagine or picture it. Use the descriptive hook format with an interesting choice of words to convey the same ideas more creatively.

For example, if you’re writing an essay on preparing for higher studies abroad, here’s what a good and bad lede looks like:

Imagine this: You’ve been applying to multiple universities, writing SOPs, and preparing for exams without guidance. Everything can go south any minute.

College application season is officially here. But with each passing day, you’re under more and more stress to apply to your chosen colleges and tick all the items off your list.

‍Our Go-To Trick for Writing Catchy Hooks

This opening statement can make or break your entire essay. While I’ve broken down my best tips to create the best essay hooks, here’s a surefire way to write compelling openings :

Go through your notes and either outline your essay or write the whole thing. This way, you’ll know the central thread (or throughline) that runs throughout your piece.

Once your essay or outline is complete, go back through and identify a particularly compelling fact, claim, or example that relates to that central thread.

‍Write up that fact, claim, or example as the hook for your essay using any of the methods we’ve covered. Then revise or write your essay so the hook leads smoothly into the rest of the piece and you don’t repeat that information elsewhere.

Does your hook spark curiosity in you?

Did that fact surprise you in the research stage?

Chances are, your readers will have the same reaction.

And that’s exactly what you want.

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Issue Analysis / Logical Argument

Types of claims.

Claims usually fall into one of three types:

Claims of fact
Claims of value
Claims of policy

Claims of Fact

A claim of fact makes an assertion about something that can be proved or disproved with factual evidence. However, keep in mind the basic quality of claims, that they have to be debatable, and offer an assertion about an issue. So a claim of fact for a logical argument cannot simply consist of a statistic or proven fact. It needs, instead, to focus on an assertion which uses facts to back it up, but for which the evidence might still be debatable.

Inappropriate claim of fact – a statistic or fact that is not debatable:

“the month of March 2017 was 1.03°C (1.9°F) above the 20th century average—this marked the first time the monthly temperature departure from average surpassed 1.0°C (1.8°F) in the absence of an El Niño episode in the tropical Pacific Ocean.” (from the U.S. Department of Commerce’s National Oceanic and Atmospheric Adminstration, NOAA, https://www.ncdc.noaa.gov/sotc/global/201713 )

Appropriate claim of fact – makes a claim that is debatable using factual evidence

Decreasing carbon dioxide emissions from car exhaust, manufacturing processes, fertilizers, and landfills, while slowing deforestation, may help slow the process of global warming.

Claims of Value

Sample claims of value:

It’s better to apply good nutritional choices at home than teach them at school, because good nutrition then becomes ingrained in the child’s experience.

Although immunotherapy has produced some good results in fighting cancer, overall it is less effective than chemotherapy.

Claims of Policy

Sample claims of policy:

The city’s board of education should institute an honors program not only for high school students, but for elementary and junior high school students as well.

Just as smoking ads have been banned in order to decrease the urge to engage in an unhealthy behavior, soda ads should be banned for the same reason.

No matter the type of claim, you will usually combine many types of support for that claim in order to write a logical argument, including facts, case studies, reasons, personal interviews, and more, as appropriate.

To strengthen your understanding of types of claims, take this nine question self-test. See if you can identify which type of claim the statement is making, then check the answer.

Vaping can lead to increased blood pressure, lung disease, and insulin resistance. Show Answer Claim of fact
The basic keys to success are perseverance and discipline. Show Answer Claim of value
Studies have shown that exposure to violent media is a risk factor for violent behaviors. Show Answer Claim of fact
The Career Support Network is an excellent resource for people who are considering a mid-life career change. Show Answer Claim of value
In order to insure that graduates are competitive for top jobs in their fields, the college must put additional resources into its career services office and internship programs. Show Answer Claim of policy
Although the International Astronomical Union announced that Pluto is not actually a planet, experts disagree on what characteristics define a planet. Show Answer Claim of fact
Increased investments in solar power will benefit national security by reducing dependence on fossil fuels. Show Answer Claim of policy
Parents should not only be aware of how their children are using social media, but also understand the potential positive and negative impacts of social media use. Show Answer Claim of policy
Advances in computer modeling have made it possible to create completely new types of architectural structures. Show Answer Claim of fact
Types of Claims. Authored by : Susan Oaks. Provided by : Empire State College, SUNY OER Services. Project : College Writing. License : CC BY-NC: Attribution-NonCommercial
image of magnifying glass over multiple iterations of the word Fact. Authored by : geralt. Provided by : Pixabay. Located at : https://pixabay.com/en/magnifying-glass-facts-examine-1607160/ . License : CC0: No Rights Reserved
image of a hand and three emoticon faces, one neutral, one positive, and one negative. The hand is pointing to the positive one.. Authored by : Tumisu. Provided by : Pixabay. Located at : https://pixabay.com/en/feedback-opinion-customer-1977986/ . License : CC0: No Rights Reserved
image of four people, each holding an idea bubble. Authored by : rawpixel. Provided by : Pixabay. Located at : https://pixabay.com/en/woman-man-group-office-teamwork-3365370/ . License : CC0: No Rights Reserved

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52 Argumentative Essay Ideas that are Actually Interesting

What’s covered:, how to pick a good argumentative essay topic, elements of a strong argumentative essay, argumentative essay idea example topics.

Are you having writer’s block? Coming up with an essay topic can be the hardest part of the process. You have very likely encountered argumentative essay writing in high school and have been asked to write your own. If you’re having trouble finding a topic, we’ve created a list of 52 essay ideas to help jumpstart your brainstorming process! In addition, this post will cover strategies for picking a topic and how to make your argument a strong one. Ultimately, the goal is to convince your reader.

An argumentative essay tasks the writer with presenting an assertion and bolstering that assertion with proper research. You’ll present the claim’s authenticity. This means that whatever argument you’re making must be empirically true! Writing an argumentative essay without any evidence will leave you stranded without any facts to back up your claim. When choosing your essay topic, begin by thinking about themes that have been researched before. Readers will be more engaged with an argument that is supported by data.

This isn’t to say that your argumentative essay topic has to be as well-known, like “Gravity: Does it Exist?” but it shouldn’t be so obscure that there isn’t ample evidence. Finding a topic with multiple sources confirming its validity will help you support your thesis throughout your essay. If upon review of these articles you begin to doubt their worth due to small sample sizes, biased funding sources, or scientific disintegrity, don’t be afraid to move on to a different topic. Your ultimate goal should be proving to your audience that your argument is true because the data supports it.

The hardest essays to write are the ones that you don’t care about. If you don’t care about your topic, why should someone else? Topics that are more personal to the reader are immediately more thoughtful and meaningful because the author’s passion shines through. If you are free to choose an argumentative essay topic, find a topic where the papers you read and cite are fun to read. It’s much easier to write when the passion is already inside of you!

However, you won’t always have the choice to pick your topic. You may receive an assignment to write an argumentative essay that you feel is boring. There is still value in writing an argumentative essay on a topic that may not be of interest to you. It will push you to study a new topic, and broaden your ability to write on a variety of topics. Getting good at proving a point thoroughly and effectively will help you to both understand different fields more completely and increase your comfort with scientific writing.

Convincing Thesis Statement

It’s important to remember the general essay structure: an introduction paragraph with a thesis statement, body paragraphs, and a conclusion. A strong thesis statement will set your essay up for success. What is it? A succinct, concise, and pithy sentence found in your first paragraph that summarizes your main point. Pour over this statement to ensure that you can set up your reader to understand your essay. You should also restate your thesis throughout your essay to keep your reader focused on your point.

Ample Research

A typical argumentative essay prompt may look like this: “What has been the most important invention of the 21st century? Support your claim with evidence.” This question is open-ended and gives you flexibility. But that also means it requires research to prove your point convincingly. The strongest essays weave scientific quotes and results into your writing. You can use recent articles, primary sources, or news sources. Maybe you even cite your own research. Remember, this process takes time, so be sure you set aside enough time to dive deep into your topic.

Clear Structure

If the reader can’t follow your argument, all your research could be for nothing! Structure is key to persuading your audience. Below are two common argumentative essay structures that you can use to organize your essays.

The Toulmin argument and the Rogerian argument each contain the four sections mentioned above but executes them in different ways. Be sure to familiarize yourself with both essay structures so that your essay is the most effective it can be.

The Toulmin argument has a straightforward presentation. You begin with your assertion, your thesis statement. You then list the evidence that supports your point and why these are valid sources. The bulk of your essay should be explaining how your sources support your claim. You then end your essay by acknowledging and discussing the problems or flaws that readers may find in your presentation. Then, you should list the solutions to these and alternative perspectives and prove your argument is stronger.

The Rogerian argument has a more complex structure. You begin with a discussion of what opposing sides do right and the validity of their arguments. This is effective because it allows you to piece apart your opponent’s argument. The next section contains your position on the questions. In this section, it is important to list problems with your opponent’s argument that your argument fixes. This way, your position feels much stronger. Your essay ends with suggesting a possible compromise between the two sides. A combination of the two sides could be the most effective solution.

Is the death penalty effective?
Is our election process fair?
Is the electoral college outdated?
Should we have lower taxes?
How many Supreme Court Justices should there be?
Should there be different term limits for elected officials?
Should the drinking age be lowered?
Does religion cause war?
Should the country legalize marijuana?
Should the country have tighter gun control laws?
Should men get paternity leave?
Should maternity leave be longer?
Should smoking be banned?
Should the government have a say in our diet?
Should birth control be free?
Should we increase access to condoms for teens?
Should abortion be legal?
Do school uniforms help educational attainment?
Are kids better or worse students than they were ten years ago?
Should students be allowed to cheat?
Is school too long?
Does school start too early?
Are there benefits to attending a single-sex school?
Is summer break still relevant?
Is college too expensive?

Art / Culture

How can you reform copyright law?
What was the best decade for music?
Do video games cause students to be more violent?
Should content online be more harshly regulated?
Should graffiti be considered art or vandalism?
Should schools ban books?
How important is art education?
Should music be taught in school?
Are music-sharing services helpful to artists?
What is the best way to teach science in a religious school?
Should fracking be legal?
Should parents be allowed to modify their unborn children?
Should vaccinations be required for attending school?
Are GMOs helpful or harmful?
Are we too dependent on our phones?
Should everyone have internet access?
Should internet access be free?
Should the police force be required to wear body cams?
Should social media companies be allowed to collect data from their users?
How has the internet impacted human society?
Should self-driving cars be allowed on the streets?
Should athletes be held to high moral standards?
Are professional athletes paid too much?
Should the U.S. have more professional sports teams?
Should sports be separated by gender?
Should college athletes be paid?
What are the best ways to increase safety in sports?

Where to Get More Argumentative Essay Topic Ideas

If you need more help brainstorming topics, especially those that are personalized to your interests, you can use CollegeVine’s free AI tutor, Ivy . Ivy can help you come up with original argumentative essay ideas, and she can also help with the rest of your homework, from math to languages.

Claim College Essays Samples For Students

1011 samples of this type

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For starters, you should browse our huge collection of free samples that cover most diverse Claim College Essay topics and showcase the best academic writing practices. Once you feel that you've studied the major principles of content presentation and drawn actionable insights from these expertly written College Essay samples, putting together your own academic work should go much easier.

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Principles Of Scientific Thinking Essay

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A Critical Evaluation Of Immanuel Kant's Notion Of Autonomy Essay Sample

Autonomy, defined as “self-directing freedom and especially moral independence” (Merriam-Webster, 2013), is a concept that encompasses human rationality. It is a notion that has strong linkages to the idea of freedom, although those definitions have different concepts based on various perspectives. Notwithstanding the variations, autonomy is a feature that characterizes the freethinking nature of humans. With freethinking comes openness to accept any possibilities that could emerge as consequences to particular actions thought autonomously.

Good Essay About Sustainable Development And International Business Law

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Free Essay On Weekly Activity #5: Data Analysis

Instruction: This week’s activity will focus on planning your Data Analysis for your Capstone. You may want to review Chapter 3’s table 3.3 for words associated with correlation (association claims) or significance testing (causal claim). You may also want to review the lectures on descriptive/frequency methods.

For the follow below, indicate whether you would need to conduct a frequency/descriptive study, correlational study (association claim), or significance testing (causal claim).

“Mars candy bars causes children to be hyper”

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The English legal system is based on elements of the Christian Bible and its tradition. This comes with some moral concepts like lying about other persons and spreading false information. Defamation is made up of libel and slander. Whereas libel is a false and damaging comment written down, slander refers to such a statement spoken orally. The purpose of this paper is to conduct a critical analysis of the concept of defamation and how it relates to media law.

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Does the US college essay still have value?

Now that it has moved so far from its original purpose – and is often written by AI or a ghostwriter – what purpose does the US college application essay actually serve?

Warren Emanuel

More on this topic

Student sitting at computer, looking thoughtful

The US college essay: a brief history

For the purposes of this exercise, let’s consider the college essay as the primary essay or personal statement required by the Common Application or by individual universities as part of the university application in the US.

It is important to note, however, that the term “college essay” is an oversimplification. In the US alone, there are myriad forms that the college essay or personal statement can take, including the Common Application essay. Yet not every applicant will use the Common Application to apply to university, or there might be university-specific supplemental essays required along with a personal statement.

Furthermore, there are key differences between the US college essay and the UK personal statement.

An inauspicious beginning

The origin of the application essay is not one that reflects well on US universities. The application essay traces its roots to early 20th-century antisemitism, with the “character-based application” used predominantly as a tool to keep unwanted minority groups out of prestigious institutions. Those curious to learn more might read The Chosen , by sociology professor Jerome Karabel.

The college application essay, of course, evolved. And so for several decades, along with a combination of academic transcript, standardised testing and letter of recommendation, it remained a tool by which admissions offices throughout the US could assess an applicant’s preparedness to succeed at that particular institution.

Embracing the mass

Marketing guru and social thinker Seth Godin frequently writes about our historical movement towards the mass: mass production, mass communication, mass marketing. Perhaps curiously, the college essay was included in this shift.

The Common Application, a convenient and free application form accepted by more than 1,000 schools globally, requires one primary college essay. It offers students a choice of six essay prompts, and a seventh, “topic of your choice”, each with a word limit of 650 words.

Until somewhat recently, there were only five prompts, and a limit of merely 500 words. Applicants thus had to embrace the mass, to find a way to stand out slightly within a rather rigid mass-market application structure.

For decades it worked. It was imperfect, but it worked. The college essay retained a dual purpose of articulating academic and intellectual preparedness through the use of grammar, syntax, styles and mechanics, along with values and interests (drivers of fit) through content.

Tipping point

Like so many practices and processes before it, the college-admissions process reached a tipping point fuelled by the confluence of globalisation, ranking systems, cost, prestige and shifting cultural values.

Colleges and universities no longer had to sort through applicants to assess who was qualified to attend. Instead, they had to sort through the qualified applicants to determine which of them fit the institutional values and needs in that particular year, all while shaping (somewhat) diverse communities.

Preparedness remained an integral purpose of the college essay. Yet more than ever, an applicant’s voice, interests and values needed to shine through, so that admissions offices could assess the nebulous concept of fit.

Increasingly, applicants were instructed to “be unique” – which, while well intentioned, is not particularly helpful advice. The college essay peaked in importance, required to convey so much more than perhaps originally intended.

The college essay, disrupted

The US Merriam-Webster dictionary should consider “disrupt” the word of the year, to reflect the current infatuation with disrupting absolutely everything. Of course, sometimes we need a little disruptive behaviour. Other times, disruption occurs before we fully consider the implications.

It was fascinating to read that Duke University – and likely other institutions – no longer assumes that applicants write their own college essays . This invites many questions:

Is it OK if applicants are not writing their own essays?
Who (ghostwriters) or what (AI) is writing them?
How does an admissions committee assess preparedness if essays are inauthentic and testing is optional?
What is the new purpose of the essay?

Contrary to any inclination towards fear or scepticism, there is ample reason to believe that the college essay, which has undergone multiple evolutions already, can still be beneficial to both applicant and admissions office. Consider the following questions:

Is the applicant able to use modern tools, including AI, with integrity?
Does the applicant share meaningful lived experience in a thoughtful and reflective way?
Can the applicant convey authentic personal values and interests?

Within these rhetorical questions, the current purpose of the college essay is found. Certainly many applicants will continue to pen their own essays without AI assistance for years to come.

But even for those who use AI or rely on a ghostwriter, it is worth remembering that the shift away from preparedness as the primary purpose of the college essay began long ago, and that values, interests and voice still have merit.

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Guest Essay

Elite College Admissions Have Turned Students Into Brands

An illustration of a doll in a box attired in a country-western outfit and surrounded by musical accessories and a laptop. The doll wears a distressed expression and is pushing against the front of the box, which is emblazoned with the words “Environmentally Conscious Musician” and “Awesome Applicant.” The backdrop is a range of pink with three twinkling lights surrounding the box.

By Sarah Bernstein

Ms. Bernstein is a playwright, a writing coach and an essayist in Brooklyn.

“I just can’t think of anything,” my student said.

After 10 years of teaching college essay writing, I was familiar with this reply. For some reason, when you’re asked to recount an important experience from your life, it is common to forget everything that has ever happened to you. It’s a long-form version of the anxiety that takes hold at a corporate retreat when you’re invited to say “one interesting thing about yourself,” and you suddenly believe that you are the most boring person in the entire world. Once during a version of this icebreaker, a man volunteered that he had only one kidney, and I remember feeling incredibly jealous of him.

I tried to jog this student’s memory. What about his love of music? Or his experience learning English? Or that time on a summer camping trip when he and his friends had nearly drowned? “I don’t know,” he said with a sigh. “That all seems kind of cliché.”

Applying to college has always been about standing out. When I teach college essay workshops and coach applicants one on one, I see my role as helping students to capture their voice and their way of processing the world, things that are, by definition, unique to each individual. Still, many of my students (and their parents) worry that as getting into college becomes increasingly competitive, this won’t be enough to set them apart.

Their anxiety is understandable. On Thursday, in a tradition known as “Ivy Day,” all eight Ivy League schools released their regular admission decisions. Top colleges often issue statements about how impressive (and competitive) their applicant pools were this cycle. The intention is to flatter accepted students and assuage rejected ones, but for those who have not yet applied to college, these statements reinforce the fear that there is an ever-expanding cohort of applicants with straight A’s and perfect SATs and harrowing camping trip stories all competing with one another for a vanishingly small number of spots.

This scarcity has led to a boom in the college consulting industry, now estimated to be a $2.9 billion business. In recent years, many of these advisers and companies have begun to promote the idea of personal branding — a way for teenagers to distinguish themselves by becoming as clear and memorable as a good tagline.

While this approach often leads to a strong application, students who brand themselves too early or too definitively risk missing out on the kind of exploration that will prepare them for adult life.

Like a corporate brand, the personal brand is meant to distill everything you stand for (honesty, integrity, high quality, low prices) into a cohesive identity that can be grasped at a glance. On its website, a college prep and advising company called Dallas Admissions explains the benefits of branding this way: “Each person is complex, yet admissions officers only have a small amount of time to spend learning about each prospective student. The smart student boils down key aspects of himself or herself into their personal ‘brand’ and sells that to the college admissions officer.”

Identifying the key aspects of yourself may seem like a lifelong project, but unfortunately, college applicants don’t have that kind of time. Online, there are dozens of lesson plans and seminars promising to walk students through the process of branding themselves in five to 10 easy steps. The majority begin with questions I would have found panic-inducing as a teenager, such as, “What is the story you want people to tell about you when you’re not in the room?”

Where I hoped others would describe me as “normal” or, in my wildest dreams, “cool,” today’s teenagers are expected to leave this exercise with labels like, Committed Athlete and Compassionate Leader or Environmentally Conscious Musician. Once students have a draft of their ideal self, they’re offered instructions for manifesting it (or at least, the appearance of it) in person and online. These range from common-sense tips (not posting illegal activity on social media) to more drastic recommendations (getting different friends).

It’s not just that these courses cut corners on self-discovery; it’s that they get the process backward. A personal brand is effective only if you can support it with action, so instead of finding their passion and values through experience, students are encouraged to select a passion as early as possible and then rack up the experience to substantiate it. Many college consultants suggest beginning to align your activities with your college ambitions by ninth grade, while the National Institute of Certified College Planners recommends students “talk with parents, guardians, and/or an academic adviser to create a clear plan for your education and career-related goals” in junior high.

The idea of a group of middle schoolers soberly mapping out their careers is both comical and depressing, but when I read student essays today, I can see that this advice is getting through. Over the past few years, I have been struck by how many high school seniors already have defined career goals as well as a C.V. of relevant extracurriculars to go with them. This widens the gap between wealthy students and those who lack the resources to secure a fancy research gig or start their own small business. (A shocking number of college applicants claim to have started a small business.) It also puts pressure on all students to define themselves at a moment when they are anxious to fit in and yet changing all the time.

In the world of branding, a word that appears again and again is “consistency.” If you are Charmin, that makes sense. People opening a roll of toilet paper do not want to be surprised. If you are a teenage human being, however, that is an unreasonable expectation. Changing one’s interests, opinions and presentation is a natural part of adolescence and an instructive one. I find that my students with scattershot résumés are often the most confident. They’re not afraid to push back against suggestions that ring false and will insist on revising their essay until it actually “feels like me.” On the other hand, many of my most accomplished students are so quick to accept feedback that I am wary of offering it, lest I become one more adult trying to shape them into an admission-worthy ideal.

I understand that for parents, prioritizing exploration can feel like a risky bet. Self-insight is hard to quantify and to communicate in a college application. When it comes to building a life, however, this kind of knowledge has more value than any accolade, and it cannot be generated through a brainstorming exercise in a six-step personal branding course online. To equip kids for the world, we need to provide them not just with opportunities for achievement, but with opportunities to fail, to learn, to wander and to change their minds.

In some ways, the college essay is a microcosm of modern adolescence. Depending on how you look at it, it’s either a forum for self-discovery or a high-stakes test you need to ace. I try to assure my students that it is the former. I tell them that it’s a chance to take stock of everything you’ve experienced and learned over the past 18 years and everything you have to offer as a result.

That can be a profound process. But to embark on it, students have to believe that colleges really want to see the person behind the brand. And they have to have the chance to know who that person is.

Sarah Bernstein is a playwright, a writing coach and an essayist.

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How to write an essay introduction | 4 steps & examples

How to Write an Essay Introduction | 4 Steps & Examples

Published on February 4, 2019 by Shona McCombes . Revised on July 23, 2023.

A good introduction paragraph is an essential part of any academic essay . It sets up your argument and tells the reader what to expect.

The main goals of an introduction are to:

Catch your reader’s attention.
Give background on your topic.
Present your thesis statement —the central point of your essay.

This introduction example is taken from our interactive essay example on the history of Braille.

The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

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Step 1: hook your reader, step 2: give background information, step 3: present your thesis statement, step 4: map your essay’s structure, step 5: check and revise, more examples of essay introductions, other interesting articles, frequently asked questions about the essay introduction.

Your first sentence sets the tone for the whole essay, so spend some time on writing an effective hook.

Avoid long, dense sentences—start with something clear, concise and catchy that will spark your reader’s curiosity.

The hook should lead the reader into your essay, giving a sense of the topic you’re writing about and why it’s interesting. Avoid overly broad claims or plain statements of fact.

Examples: Writing a good hook

Take a look at these examples of weak hooks and learn how to improve them.

Braille was an extremely important invention.
The invention of Braille was a major turning point in the history of disability.

The first sentence is a dry fact; the second sentence is more interesting, making a bold claim about exactly why the topic is important.

The internet is defined as “a global computer network providing a variety of information and communication facilities.”
The spread of the internet has had a world-changing effect, not least on the world of education.

Avoid using a dictionary definition as your hook, especially if it’s an obvious term that everyone knows. The improved example here is still broad, but it gives us a much clearer sense of what the essay will be about.

Mary Shelley’s Frankenstein is a famous book from the nineteenth century.
Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement.

Instead of just stating a fact that the reader already knows, the improved hook here tells us about the mainstream interpretation of the book, implying that this essay will offer a different interpretation.

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Next, give your reader the context they need to understand your topic and argument. Depending on the subject of your essay, this might include:

Historical, geographical, or social context
An outline of the debate you’re addressing
A summary of relevant theories or research about the topic
Definitions of key terms

The information here should be broad but clearly focused and relevant to your argument. Don’t give too much detail—you can mention points that you will return to later, but save your evidence and interpretation for the main body of the essay.

How much space you need for background depends on your topic and the scope of your essay. In our Braille example, we take a few sentences to introduce the topic and sketch the social context that the essay will address:

Now it’s time to narrow your focus and show exactly what you want to say about the topic. This is your thesis statement —a sentence or two that sums up your overall argument.

This is the most important part of your introduction. A good thesis isn’t just a statement of fact, but a claim that requires evidence and explanation.

The goal is to clearly convey your own position in a debate or your central point about a topic.

Particularly in longer essays, it’s helpful to end the introduction by signposting what will be covered in each part. Keep it concise and give your reader a clear sense of the direction your argument will take.

As you research and write, your argument might change focus or direction as you learn more.

For this reason, it’s often a good idea to wait until later in the writing process before you write the introduction paragraph—it can even be the very last thing you write.

When you’ve finished writing the essay body and conclusion , you should return to the introduction and check that it matches the content of the essay.

It’s especially important to make sure your thesis statement accurately represents what you do in the essay. If your argument has gone in a different direction than planned, tweak your thesis statement to match what you actually say.

To polish your writing, you can use something like a paraphrasing tool .

You can use the checklist below to make sure your introduction does everything it’s supposed to.

Checklist: Essay introduction

My first sentence is engaging and relevant.

I have introduced the topic with necessary background information.

I have defined any important terms.

My thesis statement clearly presents my main point or argument.

Everything in the introduction is relevant to the main body of the essay.

You have a strong introduction - now make sure the rest of your essay is just as good.

Argumentative
Literary analysis

This introduction to an argumentative essay sets up the debate about the internet and education, and then clearly states the position the essay will argue for.

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.

This introduction to a short expository essay leads into the topic (the invention of the printing press) and states the main point the essay will explain (the effect of this invention on European society).

In many ways, the invention of the printing press marked the end of the Middle Ages. The medieval period in Europe is often remembered as a time of intellectual and political stagnation. Prior to the Renaissance, the average person had very limited access to books and was unlikely to be literate. The invention of the printing press in the 15th century allowed for much less restricted circulation of information in Europe, paving the way for the Reformation.

This introduction to a literary analysis essay , about Mary Shelley’s Frankenstein , starts by describing a simplistic popular view of the story, and then states how the author will give a more complex analysis of the text’s literary devices.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale. Arguably the first science fiction novel, its plot can be read as a warning about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, and in popular culture representations of the character as a “mad scientist”, Victor Frankenstein represents the callous, arrogant ambition of modern science. However, far from providing a stable image of the character, Shelley uses shifting narrative perspectives to gradually transform our impression of Frankenstein, portraying him in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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Your essay introduction should include three main things, in this order:

An opening hook to catch the reader’s attention.
Relevant background information that the reader needs to know.
A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

The “hook” is the first sentence of your essay introduction . It should lead the reader into your essay, giving a sense of why it’s interesting.

To write a good hook, avoid overly broad statements or long, dense sentences. Try to start with something clear, concise and catchy that will spark your reader’s curiosity.

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

It gives your writing direction and focus.
It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

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Biden's bogus college claim is just latest in decades-long pattern of embellishment

President Biden falsely claimed earlier this week that he was the "first" person in his family to "go to college," continuing a decades-long habit of making false or embellished claims about his life.

Biden has been scrutinized several times over the years for fabricating tales, including claiming to have been arrested in apartheid-era South Africa, being in a helicopter that was "forced down" by Al-Qaeda insurgents in Afghanistan, and even trivial events involving an Amtrak conductor who had passed away before his alleged story took place.

Biden continued the trend on Monday while speaking in the battleground state of Wisconsin as he outlined his plan to provide "life-changing" relief to student loan debt.

TRUMP RIPS BIDEN ON KEY ISSUE IMPACTING VOTERS AFTER DAMAGING REPORT: ‘TOTALLY LOST CONTROL’

"I, like an awful lot of people in this audience, was the first in my family to go to college and watched by dad struggled to help me get there," Biden told the crowd.

However, less than two years ago, during a speech in Pennsylvania, Biden told an audience that his grandfather played college football.

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"My grandfather Finnegan from Scranton would really be proud of me right now,' Biden said in Pittsburgh in October 2022. "No, I'm not joking. He would. By the way, he was an All-American football player [inaudible] in Santa Clara."

When asked about his recent comments and his embellishments throughout the years, White House deputy press secretary Andrew Bates told Fox News Digital that President Biden "is proud to have restored honesty, integrity, and respect for the rule of law to the Oval Office."

He added that Biden is also proud "to be the first Biden to graduate college."

Biden's exaggerations regarding colleges also extend to a previous claim that he taught "political theory" at the University of Pennsylvania, which he mentioned in Maryland in September 2023.

"Democracy is at stake, folks. Our democracy is under attack. And we gotta fight for it," Biden said. "I taught at the University of Pennsylvania for four years. And I used to teach political theory. And folks, you always hear every generation has to fight for democracy. And I found myself – it's automatic, we didn't have to believe it – but we do. We do."

BIDEN ADMIN FACING LEGAL CHALLENGES AFTER DECLARING WAR ON CHEMICAL INDUSTRY

There is little to no evidence that Biden ever taught "political theory" at the University of Pennsylvania. While the university's website notes that the president was the Benjamin Franklin Presidential Professor of Practice from 2017 to 2021, a Snopes.com fact-check on his previous but similar claim – that he was a "full professor at the University of Pennsylvania" for four years – found that "he did not teach a semester's worth of courses" while in this role.

Snopes noted that this "role was honorary" and that he "gave lectures and talks to students on campus but did not teach a full semester's course load during that time."

Years before, when he ran for president in 1987, Biden exaggerated his academic record by bragging that he graduated "in the top half" of his class while berating a reporter on the campaign trail.

"I think I have a much higher I.Q. than you do, I suspect," Biden told the reporter in New Hampshire at the time. "I went to law school on a full academic scholarship, the only one in my class to have a full academic scholarship."

"In the first year of law school, I decided I didn't want to be in law school and ended up in the bottom two-thirds of my class," he said. "And then I decided to stay, went back to law school, and in fact ended up in the top half of my class."

He later admitted that he graduated 76th in a class of 85.

"I did not graduate in the top half of my class at law school, and my recollection of this was inaccurate," he told the New York Times.

"I graduated from the University of Delaware with a double major in history and political science," he said. "My reference to degrees at the Claremont event was intended to refer to these majors -—I said 'three' and should have said 'two.'"

The outlet pointed out that Biden received a single B.A. degree in history and political science.

REPUBLICAN STATE SUES BIDEN ADMIN OVER ENVIRONMENTAL JUSTICE ACTIONS: 'DYSTOPIAN NIGHTMARE'

Since then, Biden has told numerous stories that have also been deemed exaggerations. Mainstream outlets, including the Washington Post, have even called him out on them, including the publication's top fact-checker Glenn Kessler.

In September 2023, Kessler penned an article about how "Biden loves to retell certain stories" and how some lack credibility. His report assembled several of Biden's accounts, including one about an Amtrak conductor he claimed hailed him on having traveled more than two million miles on the railroad, exceeding the 1.2 million miles traveled on Air Force planes as vice president as of 2016.

However, the conductor retired in 1993 and passed away two years before Biden reached that milestone in the air.

Other stories Kessler addressed include Biden's claim that he and his father saw two men in suits kissing each other in public when he was a teenager, that he was arrested for trying to see Nelson Mandela in South Africa, and how, as vice president, he arranged for his uncle to be presented a Purple Heart that he was owed and never received, except the uncle died in 1999, long before Biden was vice president.

Biden has also been repeatedly called out for his claims of being very close with Somali cab drivers in Wilmington, Delaware.

"Somalis have made my city of Wilmington, Del. (their home) on a smaller scale. There is a very identifiable Somali community," then-Vice President Biden said. "I might add if you come to the train station with me you’ll notice I have great relationships with them because there’s an awful lot driving cabs and are friends of mine. For real. I’m not being solicitous. I’m being serious."

Politifact, a liberal fact checking website, rated the statement as "Pants on fire" and said the statement "set eyerolls rolling." Other outlets also covered the claim and dismissed it as "strange" and "insensitive."

Biden also repeated a false claim last year about his house burning down to try to relate to those who lost their houses from the wildfires ravaging Maui.

"I don’t want to compare difficulties, but we have a little sense, Jill and I, of what it was like to lose a home," Biden said. "Years ago, now, 15 years, I was in Washington doing ‘Meet the Press’… Lightning struck at home on a little lake outside the home, not a lake a big pond. It hit the wire and came up underneath our home, into the… air condition ducts.

"To make a long story short, I almost lost my wife, my '67 Corvette, and my cat," the president added.

A 2004 report from the Associated Press, archived by LexisNexis, said lightning struck the Bidens’ home and started a "small fire that was contained to the kitchen." The report said firefighters got the blaze under control in 20 minutes and that they were able to keep the flames from spreading beyond the kitchen.

Original article source: Biden's bogus college claim is just latest in decades-long pattern of embellishment

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The argumentative essay is one of the most frequently assigned types of essays in both high school and college writing-based courses. Instructors often ask students to write argumentative essays over topics that have “real-world relevance.” The question, “Should college athletes be paid?” is one of these real-world relevant topics that can make a great essay subject!

In this article, we’ll give you all the tools you need to write a solid essay arguing why college athletes should be paid and why college athletes should not be paid. We'll provide:

An explanation of the NCAA and what role it plays in the lives of student athletes
A summary of the pro side of the argument that's in favor of college athletes being paid
A summary of the con side of the argument that believes college athletes shouldn't be paid
Five tips that will help you write an argumentative essay that answers the question "Should college athletes be paid?"

The NCAA is the organization that oversees and regulates collegiate athletics.

What Is the NCAA?

In order to understand the context surrounding the question, “Should student athletes be paid?”, you have to understand what the NCAA is and how it relates to student-athletes.

NCAA stands for the National Collegiate Athletic Association (but people usually just call it the “N-C-double-A”). The NCAA is a nonprofit organization that serves as the national governing body for collegiate athletics.

The NCAA specifically regulates collegiate student athletes at the organization’s 1,098 “member schools.” Student-athletes at these member schools are required to follow the rules set by the NCAA for their academic performance and progress while in college and playing sports. Additionally, the NCAA sets the rules for each of their recognized sports to ensure everyone is playing by the same rules. ( They also change these rules occasionally, which can be pretty controversial! )

The NCAA website states that the organization is “dedicated to the well-being and lifelong success of college athletes” and prioritizes their well-being in academics, on the field, and in life beyond college sports. That means the NCAA sets some pretty strict guidelines about what their athletes can and can't do. And of course, right now, college athletes can't be paid for playing their sport.

As it stands, NCAA athletes are allowed to receive scholarships that cover their college tuition and related school expenses. But historically, they haven't been allowed to receive additional compensation. That meant athletes couldn't receive direct payment for their participation in sports in any form, including endorsement deals, product sponsorships, or gifts.

Athletes who violated the NCAA’s rules about compensation could be suspended from participating in college sports or kicked out of their athletic program altogether.

The Problem: Should College Athletes Be Paid?

You know now that one of the most well-known functions of the NCAA is regulating and limiting the compensation that student-athletes are able to receive. While many people might not question this policy, the question of why college athletes should be paid or shouldn't be paid has actually been a hot-button topic for several years.

The fact that people keep asking the question, “Should student athletes be paid?” indicates that there’s some heat out there surrounding this topic. The issue is frequently debated on sports talk shows , in the news media , and on social media . Most recently, the topic re-emerged in public discourse in the U.S. because of legislation that was passed by the state of California in 2019.

In September 2019, California governor Gavin Newsom signed a law that allowed college athletes in California to strike endorsement deals. An endorsement deal allows athletes to be paid for endorsing a product, like wearing a specific brand of shoes or appearing in an advertisement for a product.

In other words, endorsement deals allow athletes to receive compensation from companies and organizations because of their athletic talent. That means Governor Newsom’s bill explicitly contradicts the NCAA’s rules and regulations for financial compensation for student-athletes at member schools.

But why would Governor Newsom go against the NCAA? Here’s why: the California governor believes that it's unethical for the NCAA to make money based on the unpaid labor of its athletes . And the NCAA definitely makes money: each year, the NCAA upwards of a billion dollars in revenue as a result of its student-athlete talent, but the organization bans those same athletes from earning any money for their talent themselves. With the new California law, athletes would be able to book sponsorships and use agents to earn money, if they choose to do so.

The NCAA’s initial response to California’s new law was to push back hard. But after more states introduced similar legislation , the NCAA changed its tune. In October 2019, the NCAA pledged to pass new regulations when the board voted unanimously to allow student athletes to receive compensation for use of their name, image, and likeness.

Simply put: student athletes can now get paid through endorsement deals.

In the midst of new state legislation and the NCAA’s response, the ongoing debate about paying college athletes has returned to the spotlight. Everyone from politicians, to sports analysts, to college students are arguing about it. There are strong opinions on both sides of the issue, so we’ll look at how some of those opinions can serve as key points in an argumentative essay.

Let's take a look at the arguments in favor of paying student athletes!

The Pros: Why College Athletes Should B e Paid

Since the argument about whether college athletes should be paid has gotten a lot of public attention, there are some lines of reasoning that are frequently called upon to support the claim that college athletes should be paid.

In this section, we'll look at the three biggest arguments in favor of why college athletes should be paid. We'll also give you some ideas on how you can support these arguments in an argumentative essay.

Argument 1: The Talent Should Receive Some of the Profits

This argument on why college athletes should be paid is probably the one people cite the most. It’s also the easiest one to support with facts and evidence.

Essentially, this argument states that the NCAA makes millions of dollars because people pay to watch college athletes compete, and it isn’t fair that the athletes don't get a share of the profits

Without the student athletes, the NCAA wouldn’t earn over a billion dollars in annual revenue , and college and university athletic programs wouldn’t receive hundreds of thousands of dollars from the NCAA each year. In fact, without student athletes, the NCAA wouldn’t exist at all.

Because student athletes are the ones who generate all this revenue, people in favor of paying college athletes argue they deserve to receive some of it back. Otherwise, t he NCAA and other organizations (like media companies, colleges, and universities) are exploiting a bunch of talented young people for their own financial gain.

To support this argument in favor of paying college athletes, you should include specific data and revenue numbers that show how much money the NCAA makes (and what portion of that actually goes to student athletes). For example, they might point out the fact that the schools that make the most money in college sports only spend around 10% of their tens of millions in athletics revenue on scholarships for student-athletes. Analyzing the spending practices of the NCAA and its member institutions could serve as strong evidence to support this argument in a “why college athletes should be paid” essay.

I've you've ever been a college athlete, then you know how hard you have to train in order to compete. It can feel like a part-time job...which is why some people believe athletes should be paid for their work!

Argument 2: College Athletes Don’t Have Time to Work Other Jobs

People sometimes casually refer to being a student-athlete as a “full-time job.” For many student athletes, this is literally true. The demands on a student-athlete’s time are intense. Their days are often scheduled down to the minute, from early in the morning until late at night.

One thing there typically isn’t time for in a student-athlete’s schedule? Working an actual job.

Sports programs can imply that student-athletes should treat their sport like a full-time job as well. This can be problematic for many student-athletes, who may not have any financial resources to cover their education. (Not all NCAA athletes receive full, or even partial, scholarships!) While it may not be expressly forbidden for student-athletes to get a part-time job, the pressure to go all-in for your team while still maintaining your eligibility can be tremendous.

In addition to being a financial burden, the inability to work a real job as a student-athlete can have consequences for their professional future. Other college students get internships or other career-specific experience during college—opportunities that student-athletes rarely have time for. When they graduate, proponents of this stance argue, student-athletes are under-experienced and may face challenges with starting a career outside of the sports world.

Because of these factors, some argue that if people are going to refer to being a student-athlete as a “full-time job,” then student-athletes should be paid for doing that job.

To support an argument of this nature, you can offer real-life examples of a student-athlete’s daily or weekly schedule to show that student-athletes have to treat their sport as a full-time job. For instance, this Twitter thread includes a range of responses from real student-athletes to an NCAA video portraying a rose-colored interpretation of a day in the life of a student-athlete.

Presenting the Twitter thread as one form of evidence in an essay would provide effective support for the claim that college athletes should be paid as if their sport is a “full-time job.” You might also take this stance in order to claim that if student-athletes aren’t getting paid, we must adjust our demands on their time and behavior.

Argument 3: Only Some Student Athletes Should Be Paid

This take on the question, “Should student athletes be paid?” sits in the middle ground between the more extreme stances on the issue. There are those who argue that only the student athletes who are big money-makers for their university and the NCAA should be paid.

The reasoning behind this argument? That’s just how capitalism works. There are always going to be student-athletes who are more talented and who have more media-magnetizing personalities. They’re the ones who are going to be the face of athletic programs, who lead their teams to playoffs and conference victories, and who are approached for endorsement opportunities.

Additionally, some sports don't make money for their schools. Many of these sports fall under Title IX, which states that no one can be excluded from participation in a federally-funded program (including sports) because of their gender or sex. Unfortunately, many of these programs aren't popular with the public , which means they don't make the same revenue as high-dollar sports like football or basketball .

In this line of thinking, since there isn’t realistically enough revenue to pay every single college athlete in every single sport, the ones who generate the most revenue are the only ones who should get a piece of the pie.

To prove this point, you can look at revenue numbers as well. For instance, the womens' basketball team at the University of Louisville lost $3.8 million dollars in revenue during the 2017-2018 season. In fact, the team generated less money than they pay for their coaching staff. In instances like these, you might argue that it makes less sense to pay athletes than it might in other situations (like for University of Alabama football, which rakes in over $110 million dollars a year .)

There are many people who think it's a bad idea to pay college athletes, too. Let's take a look at the opposing arguments.

The Cons: Why College Athletes Shouldn't Be Paid

People also have some pretty strong opinions about why college athletes shouldn't be paid. These arguments can make for a pretty compelling essay, too!

In this section, we'll look at the three biggest arguments against paying college athletes. We'll also talk about how you can support each of these claims in an essay.

Argument 1: College Athletes Already Get Paid

On this side of the fence, the most common reason given for why college athletes should not be paid is that they already get paid: they receive free tuition and, in some cases, additional funding to cover their room, board, and miscellaneous educational expenses.

Proponents of this argument state that free tuition and covered educational expenses is compensation enough for student-athletes. While this money may not go straight into a college athlete's pocket, it's still a valuable resource . Considering most students graduate with nearly $30,000 in student loan debt , an athletic scholarship can have a huge impact when it comes to making college affordable .

Evidence for this argument might look at the financial support that student-athletes receive for their education, and compare those numbers to the financial support that non-athlete students receive for their schooling. You can also cite data that shows the real value of a college tuition at certain schools. For example, student athletes on scholarship at Duke may be "earning" over $200,000 over the course of their collegiate careers.

This argument works to highlight the ways in which student-athletes are compensated in financial and in non-financial ways during college , essentially arguing that the special treatment they often receive during college combined with their tuition-free ride is all the compensation they have earned.

Some people who are against paying athletes believe that compensating athletes will lead to amateur athletes being treated like professionals. Many believe this is unfair and will lead to more exploitation, not less.

Argument 2: Paying College Athletes Would Side-Step the Real Problem

Another argument against paying student athletes is that college sports are not professional sports , and treating student athletes like professionals exploits them and takes away the spirit of amateurism from college sports .

This stance may sound idealistic, but those who take this line of reasoning typically do so with the goal of protecting both student-athletes and the tradition of “amateurism” in college sports. This argument is built on the idea that the current system of college sports is problematic and needs to change, but that paying student-athletes is not the right solution.

Instead, this argument would claim that there is an even better way to fix the corrupt system of NCAA sports than just giving student-athletes a paycheck. To support such an argument, you might turn to the same evidence that’s cited in this NPR interview : the European model of supporting a true minor league system for most sports is effective, so the U.S. should implement a similar model.

In short: creating a minor league can ensure athletes who want a career in their sport get paid, while not putting the burden of paying all collegiate athletes on a university.

Creating and supporting a true professional minor league would allow the students who want to make money playing sports to do so. Universities could then confidently put earned revenue from sports back into the university, and student-athletes wouldn’t view their college sports as the best and only path to a career as a professional athlete. Those interested in playing professionally would be able to pursue this dream through the minor leagues instead, and student athletes could just be student athletes.

The goal of this argument is to sort of achieve a “best of both worlds” solution: with the development and support of a true minor league system, student-athletes would be able to focus on the foremost goal of getting an education, and those who want to get paid for their sport can do so through the minor league. Through this model, student-athletes’ pursuit of their education is protected, and college sports aren’t bogged down in ethical issues and logistical hang-ups.

Argument 3: It Would Be a Logistical Nightmare

This argument against paying student athletes takes a stance on the basis of logistics. Essentially, this argument states that while the current system is flawed, paying student athletes is just going to make the system worse. So until someone can prove that paying collegiate athletes will fix the system, it's better to maintain the status quo.

Formulating an argument around this perspective basically involves presenting the different proposals for how to go about paying college athletes, then poking holes in each proposed approach. Such an argument would probably culminate in stating that the challenges to implementing pay for college athletes are reason enough to abandon the idea altogether.

Here's what we mean. One popular proposed approach to paying college athletes is the notion of “pay-for-play.” In this scenario, all college athletes would receive the same weekly stipend to play their sport .

In this type of argument, you might explain the pay-for-play solution, then pose some questions toward the approach that expose its weaknesses, such as: Where would the money to pay athletes come from? How could you pay athletes who play certain sports, but not others? How would you avoid Title IX violations? Because there are no easy answers to these questions, you could argue that paying college athletes would just create more problems for the world of college sports to deal with.

Posing these difficult questions may persuade a reader that attempting to pay college athletes would cause too many issues and lead them to agree with the stance that college athletes should not be paid.

5 Tips for Writing About Paying College Athletes

If you’re assigned the prompt “Should college athletes be paid," don't panic. There are several steps you can take to write an amazing argumentative essay about the topic! We've broken our advice into five helpful tips that you can use to persuade your readers (and ace your assignment).

Tip 1: Plan Out a Logical Structure for Your Essay

In order to write a logical, well-organized argumentative essay, one of the first things you need to do is plan out a structure for your argument. Using a bare-bones argumentative outline for a “why college athletes should be paid” essay is a good place to start.

Check out our example of an argumentative essay outline for this topic below:

The thesis statement must communicate the topic of the essay: Whether college athletes should be paid, and
Convey a position on that topic: That college athletes should/ should not be paid, and
State a couple of defendable, supportable reasons why college athletes should be paid (or vice versa).
Support Point #1 with evidence
Explain/interpret the evidence with your own, original commentary
Support Point #2 with evidence
Explain/interpret the evidence with your own, original commentary
Support Point #3 with evidence
New body paragraph addressing opposing viewpoints
Concluding paragraph

This outline does a few things right. First, it makes sure you have a strong thesis statement. Second, it helps you break your argument down into main points (that support your thesis, of course). Lastly, it reminds you that you need to both include evidence and explain your evidence for each of your argumentative points.

While you can go off-book once you start drafting if you feel like you need to, having an outline to start with can help you visualize how many argumentative points you have, how much evidence you need, and where you should insert your own commentary throughout your essay.

Remember: the best argumentative essays are organized ones!

Tip 2: Create a Strong Thesis

T he most important part of the introduction to an argumentative essay claiming that college athletes should/should not be paid is the thesis statement. You can think of a thesis like a backbone: your thesis ties all of your essay parts together so your paper can stand on its own two feet!

So what does a good thesis look like? A solid thesis statement in this type of argumentative essay will convey your stance on the topic (“Should college athletes be paid?”) and present one or more supportable reasons why you’re making this argument.

With these goals in mind, here’s an example of a thesis statement that includes clear reasons that support the stance that college athletes should be paid:

Because the names, image, and talents of college athletes are used for massive financial gain, college athletes should be able to benefit from their athletic career in the same way that their universities do by getting endorsements.

Here's a thesis statement that takes the opposite stance--that college athletes shouldn’t be paid --and includes a reason supporting that stance:

In order to keep college athletics from becoming over-professionalized, compensation for college athletes should be restricted to covering college tuition and related educational expenses.

Both of these sample thesis statements make it clear that your essay is going to be dedicated to making an argument: either that college athletes should be paid, or that college athletes shouldn’t be paid. They both convey some reasons why you’re making this argument that can also be supported with evidence.

Your thesis statement gives your argumentative essay direction . Instead of ranting about why college athletes should/shouldn’t be paid in the remainder of your essay, you’ll find sources that help you explain the specific claim you made in your thesis statement. And a well-organized, adequately supported argument is the kind that readers will find persuasive!

Tip 3: Find Credible Sources That Support Your Thesis

In an argumentative essay, your commentary on the issue you’re arguing about is obviously going to be the most fun part to write. But great essays will cite outside sources and other facts to help substantiate their argumentative points. That's going to involve—you guessed it!—research.

For this particular topic, the issue of whether student athletes should be paid has been widely discussed in the news media (think The New York Times , NPR , or ESPN ).

For example, this data reported by the NCAA shows a breakdown of the gender and racial demographics of member-school administration, coaching staff, and student athletes. These are hard numbers that you could interpret and pair with the well-reasoned arguments of news media writers to support a particular point you’re making in your argument.

Though this may seem like a topic that wouldn’t generate much scholarly research, it’s worth a shot to check your library database for peer-reviewed studies of student athletes’ experiences in college to see if anything related to paying student athletes pops up. Scholarly research is the holy grail of evidence, so try to find relevant articles if you can.

Ultimately, if you can incorporate a mix of mainstream sources, quantitative or statistical evidence, and scholarly, peer-reviewed sources, you’ll be on-track to building an excellent argument in response to the question, “Should student athletes be paid?”

Having multiple argumentative points in your essay helps you support your thesis.

Tip 4: Develop and Support Multiple Points

We’ve reviewed how to write an intro and thesis statement addressing the issue of paying college athletes, so let’s talk next about the meat and potatoes of your argumentative essay: the body paragraphs.

The body paragraphs that are sandwiched between your intro paragraph and concluding paragraph are where you build and explain your argument. Generally speaking, each body paragraph should do the following:

Start with a topic sentence that presents a point that supports your stance and that can be debated,
Present summaries, paraphrases, or quotes from credible sources--evidence, in other words--that supports the point stated in the topic sentence, and
Explain and interpret the evidence presented with your own, original commentary.

In an argumentative essay on why college athletes should be paid, for example, a body paragraph might look like this:

Thesis Statement : College athletes should not be paid because it would be a logistical nightmare for colleges and universities and ultimately cause negative consequences for college sports.

Body Paragraph #1: While the notion of paying college athletes is nice in theory, a major consequence of doing so would be the financial burden this decision would place on individual college sports programs. A recent study cited by the NCAA showed that only about 20 college athletic programs consistently operate in the black at the present time. If the NCAA allows student-athletes at all colleges and universities to be paid, the majority of athletic programs would not even have the funds to afford salaries for their players anyway. This would mean that the select few athletic programs that can afford to pay their athletes’ salaries would easily recruit the most talented players and, thus, have the tools to put together teams that destroy their competition. Though individual athletes would benefit from the NCAA allowing compensation for student-athletes, most athletic programs would suffer, and so would the spirit of healthy competition that college sports are known for.

If you read the example body paragraph above closely, you’ll notice that there’s a topic sentence that supports the claim made in the thesis statement. There’s also evidence given to support the claim made in the topic sentence--a recent study by the NCAA. Following the evidence, the writer interprets the evidence for the reader to show how it supports their opinion.

Following this topic sentence/evidence/explanation structure will help you construct a well-supported and developed argument that shows your readers that you’ve done your research and given your stance a lot of thought. And that's a key step in making sure you get an excellent grade on your essay!

Tip 5: Keep the Reader Thinking

The best argumentative essay conclusions reinterpret your thesis statement based on the evidence and explanations you provided throughout your essay. You would also make it clear why the argument about paying college athletes even matters in the first place.

There are several different approaches you can take to recap your argument and get your reader thinking in your conclusion paragraph. In addition to restating your topic and why it’s important, other effective ways to approach an argumentative essay conclusion could include one or more of the following:

While you don’t want to get too wordy in your conclusion or present new claims that you didn’t bring up in the body of your essay, you can write an effective conclusion and make all of the moves suggested in the bulleted list above.

Here’s an example conclusion for an argumentative essay on paying college athletes using approaches we just talked about:

Though it’s true that scholarships and financial aid are a form of compensation for college athletes, it’s also true that the current system of college sports places a lot of pressure on college athletes to behave like professional athletes in every way except getting paid. Future research should turn its attention to the various inequities within college sports and look at the long-term economic outcomes of these athletes. While college athletes aren't paid right now, that doesn’t necessarily mean that a paycheck is the best solution to the problem. To avoid the possibility of making the college athletics system even worse, people must consider the ramifications of paying college students and ensure that paying athletes doesn't create more harm than good.

This conclusion restates the argument of the essay (that college athletes shouldn't be paid and why), then uses the "Future Research" tactic to make the reader think more deeply about the topic.

If your conclusion sums up your thesis and keeps the reader thinking, you’ll make sure that your essay sticks in your readers' minds.

Should College Athletes Be Paid: Next Steps

Writing an argumentative essay can seem tough, but with a little expert guidance, you'll be well on your way to turning in a great paper . Our complete, expert guide to argumentative essays can give you the extra boost you need to ace your assignment!

Perhaps college athletics isn't your cup of tea. That's okay: there are tons of topics you can write about in an argumentative paper. We've compiled 113 amazing argumentative essay topics so that you're practically guaranteed to find an idea that resonates with you.

If you're not a super confident essay writer, it can be helpful to look at examples of what others have written. Our experts have broken down three real-life argumentative essays to show you what you should and shouldn't do in your own writing.

Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

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Tax tips for college students and their parents

FILE - Students cross the campus of Dartmouth College, March 5, 2024, in Hanover, N.H. While tax pros say it’s great for college students to start filing their own forms, parents and students should double-check everything carefully before anyone pushes the “submit” button. (AP Photo/Robert F. Bukaty, File)

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NEW YORK (AP) — There are lots of things college students and their parents should keep in mind before filing their taxes, and while tax pros say it’s great for college students to start filing their own forms, parents and students should double check everything carefully before anyone pushes the “submit” button.

Be clear on who is a dependent

For dependent students filing taxes for the first time, it’s easy to overlook checking the “dependent” box, and they cannot then be claimed on their parents’ tax forms without the long and arduous task of amending the return merely for failure to check a box.

“College students need to be very careful that they understand whether or not their parents are eligible to claim them as a dependent,” says Tom O’Saben, director of tax content and government relations at the American Association of Tax Professionals. Merely not claiming a dependent does not make that taxpayer independent, he says.

Claim all eligible college and other education tax credits

There are two kinds of education tax credits. The American opportunity credit is for up to $2,500 a year (based on at least $4,000 spent on tuition, books and fees) for the first four years toward an undergraduate degree.

The second, a lifetime learning credit, can be used toward an undergraduate, graduate or professional degree and is for up to $2,000 (based on 20% of qualified education expenses.) A parent cannot claim both for the same dependent child (or a student can claim it) on a return for the same year, but if there are multiple dependents on the return they could be using either of the credits (but not both at the same time) for each student.

Double check that all forms are in hand

While most tax-related forms arrive dependably in the mail, college students tend to work multiple jobs each year, and some college tax forms may need to be printed out from the college portal and are not mailed at all. So before filing, make sure your dependent student has confirmed that all tax forms are in for all jobs worked, and they’ve checked with the college for any additional tax forms.

Be clear about state residency

If a student is paying at least half of their own costs and is planning on claiming in-state tuition at their college in a state other than the one in which their parents live, they might want to check with the college financial aid office about residency requirements, O’Saben says.

In some cases, claiming your child as a dependent might not be the best move once the entire financial picture is taken into account.

“Just providing an address in the state your child’s college is in may not be enough to claim in-state tuition,” O’Saben says.

Make sure your college student files, if needed

Sometimes college students are still required to file their own return even if their parents claim them. Students and parents should check the rules for dependent filing and determine if the student is required to file their own return based on their gross income, says Kathy Pickering, chief tax officer at H&R Block.

Make the most of your 529 account

Qualifying distributions from a 529 account are tax-free and are not included in the child’s income, Pickering said. And while only eligible tuition, fees and books are included in the tax credit calculations, for 529 accounts, room and board are also included as eligible for withdrawals.

Find more of AP’s tax season coverage here: https://apnews.com/hub/personal-finance

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What Is a Claim in an Essay: Definition, Types, & Examples
Essays are important academic papers that students use to present and express their thoughts. A quality essay revolves around a central claim or thesis statement, which expresses the writer's thoughts toward a topic, problem, or research question. The term "claim" refers to an assertion that convinces, argues, demonstrates, and ...
Strong Thesis Statements
Claims of fact or definition: These claims argue about what the definition of something is or whether something is a settled fact. Example: Example: While some pundits have framed a four-year college education as something necessary for adult success, this notion should not be treated as a given.
Argument
In academic writing, an argument is usually a main idea, often called a "claim" or "thesis statement," backed up with evidence that supports the idea. In the majority of college papers, you will need to make some sort of claim and use evidence to support it, and your ability to do this well will separate your papers from those of ...
How to Write an Argumentative Essay
Make a claim. Provide the grounds (evidence) for the claim. Explain the warrant (how the grounds support the claim) Discuss possible rebuttals to the claim, identifying the limits of the argument and showing that you have considered alternative perspectives. The Toulmin model is a common approach in academic essays.
Creating Evidence-Based Claims
173. Creating Evidence-Based Claims. When we think about boiling down argumentation in composition to its most essential form, two key elements will usually pop up: claims and evidence. Your claim is similar to your thesis in that it can be your central argument and position, it can be the main idea/s present within your writing, it can reveal ...
How to Support a Claim in an Essay: The Complete Guide
Different Ways to Support a Claim in an Essay. You've learned quite a lot already in this guide. At least, you now know what a claim is, what makes a good claim, types of claims you can make, and the best way to write a claim for your essay. The question is: How exactly do you support a claim in an essay? Here's how: 1.
How to Structure an Essay
The basic structure of an essay always consists of an introduction, a body, and a conclusion. But for many students, the most difficult part of structuring an essay is deciding how to organize information within the body. This article provides useful templates and tips to help you outline your essay, make decisions about your structure, and ...
177 College Essay Examples for 11 Schools + Expert Analysis
Technique #1: humor. Notice Renner's gentle and relaxed humor that lightly mocks their younger self's grand ambitions (this is different from the more sarcastic kind of humor used by Stephen in the first essay—you could never mistake one writer for the other). My first dream job was to be a pickle truck driver.
The Four Main Types of Essay
Argumentative essays test your ability to research and present your own position on a topic. This is the most common type of essay at college level—most papers you write will involve some kind of argumentation. The essay is divided into an introduction, body, and conclusion: The introduction provides your topic and thesis statement
What Is A Claim In An Essay? Types and How to Make One
February 16, 2023. A claim in an essay is a statement of truth that's ultimately debatable. You arrive here after investigating an issue and making the conclusion that a particular concept is arguably true. Since it's more or less a statement of an author, a claim puts readers or listeners in a position to agree or write off the statement ...
How to Write Great Essay Hooks (Tips + Examples)
2. Bold claim hook. When working on an argumentative essay, I always write with the mindset that nobody has the time to read my thoughts from start to finish.So, I have to get to the point quickly and make a solid argument worth people's time.. That's when opening with a bold claim works best. Condense all your views on the topic into a few thought-provoking lines that would make readers go ...
Types of Claims
A claim of fact makes an assertion about something that can be proved or disproved with factual evidence. However, keep in mind the basic quality of claims, that they have to be debatable, and offer an assertion about an issue. So a claim of fact for a logical argument cannot simply consist of a statistic or proven fact.
50 Great Argumentative Essay Topics for Any Assignment
The Toulmin model is the most common, comprised of an introduction with a claim (otherwise known as a thesis), with data to support it. This style of essay will also include rebuttals, helping to strengthen your argument by anticipating counterarguments. ... This guide to writing a college essay is a great way to get started on your essay ...
52 Argumentative Essay Ideas that are Actually Interesting
You'll present the claim's authenticity. This means that whatever argument you're making must be empirically true! Writing an argumentative essay without any evidence will leave you stranded without any facts to back up your claim. When choosing your essay topic, begin by thinking about themes that have been researched before.
How to Write an Introduction Paragraph in 3 Steps
Intro Paragraph Part 3: The Thesis. The final key part of how to write an intro paragraph is the thesis statement. The thesis statement is the backbone of your introduction: it conveys your argument or point of view on your topic in a clear, concise, and compelling way. The thesis is usually the last sentence of your intro paragraph.
Claim College Essay Examples That Really Inspire
Claim College Essays Samples For Students. 1011 samples of this type. If you're looking for a workable method to streamline writing a College Essay about Claim, WowEssays.com paper writing service just might be able to help you out. For starters, you should browse our huge collection of free samples that cover most diverse Claim College Essay ...
Does the US college essay still have value?
Perhaps curiously, the college essay was included in this shift. The Common Application, a convenient and free application form accepted by more than 1,000 schools globally, requires one primary college essay. It offers students a choice of six essay prompts, and a seventh, "topic of your choice", each with a word limit of 650 words.
Elite College Admissions Have Turned Students Into Brands
Ms. Bernstein is a playwright, a writing coach and an essayist in Brooklyn. "I just can't think of anything," my student said. After 10 years of teaching college essay writing, I was ...
How to Write an Essay Introduction
Table of contents. Step 1: Hook your reader. Step 2: Give background information. Step 3: Present your thesis statement. Step 4: Map your essay's structure. Step 5: Check and revise. More examples of essay introductions. Other interesting articles. Frequently asked questions about the essay introduction.
Teachers are using AI to grade essays. Students are using AI to write
When Diane Gayeski, a professor of strategic communications at Ithaca College, receives an essay from one of her students, she runs part of it through ChatGPT, asking the AI tool to critique and ...
NPR faces right-wing revolt and calls for defunding after editor claims
A day after NPR senior business editor Uri Berliner penned a scathing piece for Bari Weiss' Free Press, the network finds itself under siege.
Biden's bogus college claim is just latest in decades-long ...
President Biden falsely claimed earlier this week that he was the "first" person in his family to "go to college," continuing a decades-long habit of making false or embellished claims about his life.
Should College Athletes Be Paid? An Expert Debate Analysis
Introduction paragraph with a thesis statement that establishes an arguable claim . The thesis statement must communicate the topic of the essay: Whether college athletes should be paid, and Convey a position on that topic: That college athletes should/should not be paid, and ; State a couple of defendable, supportable reasons why college athletes should be paid (or vice versa).
A College Student's Guide To Filing Taxes
College students can face lots of challenges—including filing taxes. Here's what you need to know. ... You can't claim the deduction if your MAGI is $90,000 or more ($185,000 or more if you file ...
Tax tips for college students and their parents
Claim all eligible college and other education tax credits. There are two kinds of education tax credits. The American opportunity credit is for up to $2,500 a year (based on at least $4,000 spent on tuition, books and fees) for the first four years toward an undergraduate degree.