argumentative claims for middle school

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94 Excellent Argumentative Essay Topics For Middle School 

December 4, 2023 //  by  Brittany Ray

Middle schoolers are always ready for a feisty debate and to argue their points! This list of excellent argumentative essay topics for middle school is sure to give your students the practice they need in getting their arguments down on paper, in a persuasive way. With a variety of topics ranging from whether or not to outlaw animal testing to debating a 3-day weekend, this curated collection will give your kiddos lots of fun choices to explore! Take a look and see which topics are sure to spark some interest in your classroom!

School Rules and Policies

1. should cell phones be allowed at school.

2. Should gym class (physical education) be a requirement?

3. Explain why or why not: Should students have homework on weekends?

4. Should the school day be extended in exchange for a long weekend?

5. Do you feel the government should dictate what you get for school lunch?

6. Do you believe brick-and-mortar schools are still necessary for today’s post-pandemic society?

7. Is the student-per-class limit too high?

8. Should high school students be required to take a civics exam before graduation?

9. Should school security be improved?

10. Should students be allowed to use smartwatches during examinations?

11. Should there be a limit to the amount of homework a school can assign to students?

12. Is the traditional grading system effective, or does it need an overhaul?

13. Should schools offer more extracurricular activities to cater to diverse interests?

14. Do schools place too much emphasis on sports and athletes at the expense of academic pursuits?

15. Explain your stance as to whether schools should or should not require students to wear uniforms.

16. Do you believe that school field trips are beneficial or merely recreational?

17. Should students be required to learn a second language starting in middle school?

18. Should the government have the ability to ban certain books in the classroom?

19. Should school cafeterias serve exclusively vegetarian meals to promote health?

20. Should schools have mandatory classes on financial literacy?

21. Should schools have strict policies against cyberbullying?

22. Should schools have mandatory mental health classes and counseling sessions?

23. Should students be allowed to grade their teachers?

24. Should schools have mindfulness and meditation sessions as part of the daily routine?

25. Should schools emphasize more on teaching critical thinking skills rather than just memorizing things?

26. Should there be more emphasis on vocational training in middle school?

27. Should students be taught the dangers of misinformation and “fake news” as part of their curriculum?

28. Should schools introduce mandatory community service as part of the curriculum?

29. Should schools allow students to bring their pets to school?

30. Should schools be allowed to monitor students’ online activities?

31. Should education about global warming and environmental conservation be a mandatory part of the curriculum?

32. Should schools introduce more practical skills courses like basic cooking, sewing, or home repair?

33. Do school dress codes infringe on personal expression?

34. Should middle school students be allowed to bring and use laptops in class?

35. Is homeschooling a better option than traditional schooling for some students?

36. Is learning to write in cursive still a necessary skill in the digital age?

37. Should school libraries invest in more digital resources or in physical books?

38. Should students be taught about controversial historical figures objectively or with a critical lens?

39. Should students have a more significant say in the creation of school rules and policies?

40. Do schools focus too much on college preparation at the expense of life skills?

41. Should parents be held more accountable for their children’s misbehavior at school?

42. Are parent-teacher conferences still effective or have they become outdated?

43. Should middle schools have later start times to accommodate adolescent sleep patterns?

College Admission and Tuition 

44. should excellent grades guarantee a scholarship.

45. Should a college degree earned through online education have the same worth as a degree earned at a brick-and-mortar university?

46. Do you feel art courses should be a required part of earning a college degree?

47. Should college admission criteria be less stringent?

48. Should college athletes be paid?

49. Do you believe that a college education is necessary for everyone?

50. Should public education at the college level be tuition-free?

Health and Wellbeing

51. do parents put too much pressure on their children to excel academically.

52. Should cigarettes be illegal?

53. Should employers have the right to require a Covid-19 vaccine?

54. Is milk beneficial to a person’s health?

55. Are hot dogs bad for you?

56. Do you agree or disagree that parents should be held responsible for childhood obesity?

57. Should the FDA allow GMOs (Genetically Modified Organisms) in our food?

58. Does the FDA (Food and Drug Administration) do a good job of regulating the production of food?

59. Should junk food advertisements be banned during children’s TV shows?

60. Should students be allowed to take “mental health days” off from school?

Government, Politics, and Civic Responsibilities

61. do you think electronic voting machines make the election procedure fair or unfair.

62. Explain whether or not the Electoral College should be eliminated.

63. Should the government have more say in what is or is not “fake news”?

64. Should a felon have the right to vote?

65. Should all political offices have term limits?

66. Should the voting age be lowered?

67. The moral stain of the slavery of African American people in early American History is undoubtedly present. Do you feel the government promotes hate or love with the way it currently speaks about racism?

68. Should the minimum wage be raised to $15 an hour?

69. Should the government have more strict gun control policies?

70. With the separation of church and state, should churches be exempt from paying taxes?

71. Do you feel undocumented immigrants should be granted all the same rights as naturalized citizens?

72. Have Native American communities been given proper reparations for the United States’ long history of seizing land?

73. Do you think that the government should do more to fight against human trafficking?

Environmental and Moral Issues

74. is climate change something we can truly make a difference with.

75. If protecting the environment is of utmost importance, should bottled water be banned?

76. Should exotic animals be kept in captivity?

77. Explain your stance on whether wind farms are a good or bad idea.

78. Do “participation trophies” diminish the value of real achievement?

79. Should there be harsher punishments for bullying?

80. Explain whether or not animal testing should be outlawed.

81. Should the death penalty exist?

82. Should an individual be able to keep wild animals as pets if they have the means to care for them?

83. Do curfews for teenagers prevent them from getting in trouble or infringe on personal freedom?

84. Is scientific research on cloning DNA ethical?

85. Is daylight saving something the U.S. should keep, or should it be abolished?

86. Should schools ban single-use plastics?

Digital and Media

87. do children currently have too much screen time, and is it harmful.

88. Do you believe that the media and/or social media negatively impact body image among teens?

89. Do social media platforms need stricter age verification processes?

90. Should parents have access to their children’s social media accounts for monitoring purposes?

91. Should parents limit the time their children spend on video games?

92. Should violent video games be banned in the United States?

93. Do violent cartoons and animations impact a child’s behavior negatively?

94. Do video games have educational potential or are they merely distractions?

How to Teach Argument Writing Step-By-Step

No doubt, teaching argument writing to middle school students can be tricky. Even the word “argumentative” is off-putting, bringing to mind pointless bickering. But once I came up with argument writing lessons that were both fun and effective, I quickly saw the value in it. And so did my students.

You see, we teachers have an ace up our sleeve. It’s a known fact that from ages 11-14, kids love nothing more than to fire up a good ole battle royale with just about anybody within spitting distance.

Yup. So we’re going to use their powers of contradiction to OUR advantage by showing them how to use our argument writing lessons to power up their real-life persuasion skills. Your students will be knocking each other over in the hall to get to the room first!

I usually plan on taking about three weeks on the entire argument writing workshop. However, there are years when I’ve had to cut it down to two, and that works fine too.

Here are the step-by-step lessons I use to teach argument writing. It might be helpful to teachers who are new to teaching the argument, or to teachers who want to get back to the basics. If it seems formulaic, that’s because it is. In my experience, that’s the best way to get middle school students started.

Prior to Starting the Writer’s Workshop

A couple of weeks prior to starting your unit, assign some quick-write journal topics. I pick one current event topic a day, and I ask students to express their opinion about the topic.

Quick-writes get the kids thinking about what is going on in the world and makes choosing a topic easier later on.

Define Argumentative Writing

I’ll never forget the feeling of panic I had in 7th grade when my teacher told us to start writing an expository essay on snowstorms. How could I write an expository essay if I don’t even know what expository MEANS, I whined to my middle school self.

We can’t assume our students know or remember what argumentative writing is, even if we think they should know. So we have to tell them. Also, define claim and issue while you’re at it.

Establish Purpose

I always tell my students that learning to write an effective argument is key to learning critical thinking skills and is an important part of school AND real-life writing.

We start with a fictional scenario every kid in the history of kids can relate to.

ISSUE : a kid wants to stay up late to go to a party vs. AUDIENCE : the strict mom who likes to say no.

The “party” kid writes his mom a letter that starts with a thesis and a claim: I should be permitted to stay out late to attend the part for several reasons.

By going through this totally relatable scenario using a modified argumentative framework, I’m able to demonstrate the difference between persuasion and argument, the importance of data and factual evidence, and the value of a counterclaim and rebuttal.

Students love to debate whether or not strict mom should allow party kid to attend the party. More importantly, it’s a great way to introduce the art of the argument, because kids can see how they can use the skills to their personal advantage.

Persuasive Writing Differs From Argument Writing

At the middle school level, students need to understand persuasive and argument writing in a concrete way. Therefore, I keep it simple by explaining that both types of writing involve a claim. However, in persuasive writing, the supporting details are based on opinions, feelings, and emotions, while in argument writing the supporting details are based on researching factual evidence.

I give kids a few examples to see if they can tell the difference between argumentation and persuasion before we move on.

Argumentative Essay Terminology

In order to write a complete argumentative essay, students need to be familiar with some key terminology . Some teachers name the parts differently, so I try to give them more than one word if necessary:

• thesis statement
• bridge/warrant
• counterclaim/counterargument*
• turn-back/refutation

*If you follow Common Core Standards, the counterargument is not required for 6th-grade argument writing. All of the teachers in my school teach it anyway, and I’m thankful for that when the kids get to 7th grade.

Organizing the Argumentative Essay

I teach students how to write a step-by-step 5 paragraph argumentative essay consisting of the following:

• Introduction : Includes a lead/hook, background information about the topic, and a thesis statement that includes the claim.
• Body Paragraph #1 : Introduces the first reason that the claim is valid. Supports that reason with facts, examples, and/or data.
• Body Paragraph #2 : The second reason the claim is valid. Supporting evidence as above.
• Counterargument (Body Paragraph #3): Introduction of an opposing claim, then includes a turn-back to take the reader back to the original claim.
• Conclusion : Restates the thesis statement, summarizes the main idea, and contains a strong concluding statement that might be a call to action.

Mentor Texts

If we want students to write a certain way, we should provide high-quality mentor texts that are exact models of what we expect them to write.

I know a lot of teachers will use picture books or editorials that present arguments for this, and I can get behind that. But only if specific exemplary essays are also used, and this is why.

If I want to learn Italian cooking, I’m not going to just watch the Romanos enjoy a holiday feast on Everybody Loves Raymond . I need to slow it down and follow every little step my girl Lidia Bastianich makes.

The same goes for teaching argument writing. If we want students to write 5 paragraph essays, that’s what we should show them.

In fact, don’t just display those mentor texts like a museum piece. Dissect the heck out of those essays. Pull them apart like a Thanksgiving turkey. Disassemble the essay sentence by sentence and have the kids label the parts and reassemble them. This is how they will learn how to structure their own writing.

Also, encourage your detectives to evaluate the evidence. Ask students to make note of how the authors use anecdotes, statistics, and facts. Have them evaluate the evidence and whether or not the writer fully analyzes it and connects it to the claim.

This is absolutely the best way for kids to understand the purpose of each part of the essay.

Research Time

Most of my students are not very experienced with performing research when we do this unit, so I ease them into it. (Our “big” research unit comes later in the year with our feature article unit .)

I start them off by showing this short video on how to find reliable sources. We use data collection sheets and our school library’s database for research. There are also some awesome, kid-friendly research sites listed on the Ask a Tech Teacher Blog .

Step-By-Step Drafting

The bedrock of drafting is to start with a solid graphic organizer. I have to differentiate for my writers, and I’ve found they have the most success when I offer three types of graphic organizers.

1- Least Support: This is your standard graphic organizer. It labels each paragraph and has a dedicated section for each part of the paragraph.

2- Moderate Support: This one has labels and sections, but also includes sentence stems for each sentence in the paragraph.

3- Most Support: This one has labels and sections and also includes fill-in-the-blank sentence frames . It’s perfect for my emerging writers, and as I’ve mentioned previously, students do NOT need the frames for long and soon become competent and independent writers.

Writing the Introduction

The introduction has three parts and purposes.

First, it has a hook or lead. While it should be about the topic, it shouldn’t state the writer’s position on the topic. I encourage students to start with a quote by a famous person, an unusual detail, a statistic, or a fact.

Kids will often try to start with a question, but I discourage that unless their question also includes one of the other strategies. Otherwise, I end up with 100 essays that start with, “Do you like sharks?” Lol

Next, it’s time to introduce the issue. This is the background information that readers need in order to understand the controversy.

Last, students should state the claim in the thesis statement. I call it a promise to the reader that the essay will deliver by proving that the claim is valid.

Writing the Supporting Body Paragraphs

Each supporting body paragraph should start with a topic sentence that introduces the idea and states the reason why the claim is valid. The following sentences in the paragraph should support that reason with facts, examples, data, or expert opinions. The bridge is the sentence that connects that piece of evidence to the argument’s claim. The concluding sentence should restate the reason.

Writing the Counterclaim Paragraph

The counterclaim paragraph is a very important aspect of argument writing. It’s where we introduce an opposing argument and then confidently take the reader back to the original argument. I tell students that it’s necessary to “get in the head” of the person who might not agree with their claim, by predicting their objections.

It can be tough for kids to “flip the switch” on their own argument, so I like to practice this a bit. I give them several pairs of transitions that go together to form a counterclaim and rebuttal. I also switch up what I call this part so that they use the terminology interchangeably.

• It might seem that [ counterargument . ]However, [ turn-back .]
• Opponents may argue that [ counterargument .] Nevertheless, [ turn back .]
• A common argument against this position is [ counterargument .] Yet, [ turn-back .]

A great way for kids to practice this is to have them work with partners to write a few counterarguments together. I let them practice by giving them easy role-playing topics.

• Your cousins want to jump into a poison ivy grove for a TikTok challenge. Choose your position on this and write a counterargument and turn-back.
• Your friend wants to get a full-face tattoo of their boyfriend’s name. Choose your position on this and write a counterargument and turn-back.

This kind of practice makes the counterargument much more clear.

The concluding paragraph should remind the reader of what was argued in the essay and why it matters. It might also suggest solutions or further research that could be done on the topic. Or students can write a call to action that asks the reader to perform an action in regard to the information they’ve just learned.

My students write about local issues and then turn the essays into letters to our superintendent, school board, or state senators. It’s an amazing way to empower kids and to show them that their opinion matters. I’ve written about that here and I’ve included the sentence frames for the letters in my argumentative writing unit.

I hope this gives you a good overview of teaching argument writing. Please leave any questions below. Please also share your ideas, because we all need all the help we can give each other!

And one more thing. Don’t be surprised if parents start asking you to tone down the unit because it’s become harder to tell their kids why they can’t stay up late for parties. 🙂

Stay delicious!

Narrative Writing Workshop for Middle School ELA

Fiction & Nonfiction Reading -Teach, Practice, Test BUNDLE – Middle School ELA

RACES Writing Introduction to Paragraph Frames DIGITAL & EDITABLE

45 Argumentative Writing Prompts for Middle School

As students make their way through school, the types of writing they do will change—as will the difficulty.

Writing persuasive or argumentative essays and letters is a great skill for students to learn, and a wonderful way to help guide them on proper research techniques so they can view more than one opinion and form their own conclusions.

Below, we’ve put together a list of writing prompts to help students tackle persuasive writing and dig deeper for an opinion.

Using These Prompts

This writing guide can be used as homework or in tandem with your ELA curriculum. The point is to get students to work on their nonfiction writing skills in a way that is fun and engaging.

Here are a few ways you can use the list below:

• Use these prompts for students who finish work early and need something to do.
• To choose a prompt, have students pick a number between 1 and 45.
• Challenge your students to use one writing prompt every day for a full week.
• Pick prompts that line up with what students are learning in other classes (like history or art).
• Have each student pick a prompt for someone else in the class to use.

The Prompts

• Do you think teachers should assign homework over the weekend? Explain.
• Is America ready to have a woman president? Why or why not?
• Should kids have chores? Explain.
•  Should GMOs (Genetically Modified Organisms) be allowed in our food?
• Is life more challenging for your generation than your parents’ generation at your age? Explain.
• Should gym class be required for all students?
• Do you think your school treats boys and girls equally? Explain.
• Do athletes and actors deserve to make more money than the average worker? Explain.
• Do beauty pageants objectify the participants?
• Should teachers accept late work? Explain.
• Should cell phones be allowed in school? Why?
• Do you think community college should be free? Explain.
• Should schools have harsher punishments for bullies?
• Does snail mail (handwritten cards or letters) still have value in the digital age?
• Do you think parents should limit screen time for their children?
• Should a student’s behavior be a factor in their overall grade in a class?
• Explain your stance on alternative energy.
• Do you think the media puts too much pressure on high school and college athletes?
• At what age do you think kids should be allowed to use social media?
• Do you think Native Americans have had justice for having their land stolen?
• Should the US invest more money in the space program, or should that money be spent elsewhere?
• Does society rely too heavily on technology?
• Should single-use plastics be eliminated entirely?
• Do you think students should be given letter grades, or should classes be graded as pass/fail?
• Explain the benefits of learning a second language.
• Does your school mascot represent your school well?
• If your school mascot could be changed, what would you propose? Why?
• Defend your position on recreational hunting.
• Explain the benefits of going away to summer camp.
• Do you think there is anything we can do about climate change, or is it already too late?
• Explain why students should have more say in what they learn.
• What do you think is the perfect pet?
• Is online learning or in-person learning better? Why?
• How has reality TV had an impact on real life?
• At what age are you old enough to stay home alone?
• Should children be required to attend church with their families? Explain your reasoning.
• Do you think the dress code is harmful or helpful to daily school life?
• Is it better to be liked or to be respected?
• Should school start later for teenagers?
• Should students be required to participate in a sport or extracurricular activity?
• Is the glass half-empty or half-full? Explain.
• Should the United States keep daylight savings time, or do away with it?
• What is something every household should do to conserve energy?
• Should beauty standards be more inclusive?
• What is the greatest song of all time? Explain.

Looking For More Resources?

We offer an abundance of free writing resources for parents, guardians, and teachers to help give young writers the tools they need to succeed.

Don’t hesitate to reach out if you are looking for something specific and can’t find it on our site. We love hearing all of your ideas!

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Strategies for Teaching Argument Writing

Three simple ways a ninth-grade teacher scaffolds argument writing for students.

My ninth-grade students love to argue. They enjoy pushing back against authority, sharing their opinions, and having those opinions validated by their classmates. That’s no surprise—it’s invigorating to feel right about a hot-button topic. But through the teaching of argument writing, we can show our students that argumentation isn’t just about convincing someone of your viewpoint—it’s also about researching the issues, gathering evidence, and forming a nuanced claim.

Argument writing is a crucial skill for the real world, no matter what future lies ahead of a student. The Common Core State Standards support the teaching of argument writing , and students in the elementary grades on up who know how to support their claims with evidence will reap long-term benefits.

Argument Writing as Bell Work

One of the ways I teach argument writing is by making it part of our bell work routine, done in addition to our core lessons. This is a useful way to implement argument writing in class because there’s no need to carve out two weeks for a new unit.

Instead, at the bell, I provide students with an article to read that is relevant to our coursework and that expresses a clear opinion on an issue. They fill out the first section of the graphic organizer I’ve included here, which helps them identify the claim, supporting evidence, and hypothetical counterclaims. After three days of reading nonfiction texts from different perspectives, their graphic organizer becomes a useful resource for forming their own claim with supporting evidence in a short piece of writing.

The graphic organizer I use was inspired by the resources on argument writing provided by the National Writing Project through the College, Career, and Community Writers Program . They have resources for elementary and secondary teachers interested in argument writing instruction. I also like to check Kelly Gallagher’s Article of the Week for current nonfiction texts.

Moves of Argument Writing

Another way to practice argument writing is by teaching students to be aware of, and to use effectively, common moves found in argument writing. Joseph Harris’s book Rewriting: How to Do Things With Texts outlines some common moves:

• Illustrating: Using examples, usually from other sources, to explain your point.
• Authorizing: Calling upon the credibility of a source to help support to your argument.
• Borrowing: Using the terminology of other writers to help add legitimacy to a point.
• Extending: Adding commentary to the conversation on the issue at hand.
• Countering: Addressing opposing arguments with valid solutions.

Teaching students to identify these moves in writing is an effective way to improve reading comprehension, especially of nonfiction articles. Furthermore, teaching students to use these moves in their own writing will make for more intentional choices and, subsequently, better writing.

Argument Writing With Templates

Students who purposefully read arguments with the mindset of a writer can be taught to recognize the moves identified above and more. Knowing how to identify when and why authors use certain sentence starters, transitions, and other syntactic strategies can help students learn how to make their own point effectively.

To supplement our students’ knowledge of these syntactic strategies, Gerald Graff and Cathy Birkenstein recommend writing with templates in their book They Say, I Say: The Moves That Matter in Academic Writing . Graff and Birkenstein provide copious templates for students to use in specific argument writing scenarios. For example, consider these phrases that appear commonly in argument writing:

• On the one hand...
• On the other hand...
• I agree that...
• This is not to say that...

If you’re wary of having your students write using a template, I once felt the same way. But when I had my students purposefully integrate these words into their writing, I saw a significant improvement in their argument writing. Providing students with phrases like these helps them organize their thoughts in a way that better suits the format of their argument writing.

When we teach students the language of arguing, we are helping them gain traction in the real world. Throughout their lives, they’ll need to convince others to support their goals. In this way, argument writing is one of the most important tools we can teach our students to use.

Teaching Students How To Trace and Evaluate An Argument

Teaching students how to write argumentative essays can be one of the most fun, rigorous, and important writing units of the year. However, teaching students how to trace and evaluate an argument written by someone else is a completely different ballgame!

In today’s world where media is flagged left and right by independent fact-checking agencies, I think we can all agree that our students need to be equipped with a robust toolbox for reading and analyzing argumentative texts. 

If you agree and are looking for solutions to help build those skills in your students – this post is for you.

Analyzing Arguments: A Difficult {But Critical} Skill

First and foremost, asking students to identify an author’s claim can be either an easy task or a difficult task depending on the complexity of the text. Lower-level texts are written clearly with simple and easy-to-follow language and syntax. Higher-level texts are written with a well-developed craft, an extensive language, and complex syntax. As our students read more complex texts at the secondary level, many struggle with identifying the author’s claim because the subtle shifts in language and structure make them harder to find.

Additionally, many students don’t naturally pay attention to whether or not claims made by authors are backed by sufficient evidence and reasoning. Come to think of it, many adults don’t either.

Can we stop here and agree that teaching our students how to analyze an argument may be one of the most valuable real-world skills we can foster in our classroom?

Great, glad we’re on the same page.

Trace & Evaluate An Argument: Building Success Step By Step

So how can we help our students to be better prepared to understand and evaluate argumentative texts? Here is my tried-and-true process that might just help you jumpstart your unit!

Understanding the Basic Components of an Argument

Just like other genres of study, I break arguments down into the few key elements at play. Students complete a one-pager doodle note of the elements of an argument. For 6th grade, we cover:

• Claims, Evidence, and Reasoning

I also find it’s important to point out that arguments differ from persuasion in one fundamental way: 

• Persuasion relies on emotion
• Arguments rely on logic

Last but not least, we note that arguments acknowledge different perspectives and address them through:

• Counterclaims

I like to introduce arguments as a nonfiction subgenre the same way I introduce other genres of study: understanding the purpose of the genre and grasping the fundamental elements . 

Once we’ve completed our one-pager, we get up and out of our seats to practice identifying the author’s claim. Using th e se task cards, students get ample practice pulling out the main claim!

Next, we take it a step further.

Practice Evaluating Arguments with Podcasts

Remember when I said all texts aren’t created equal? Because of this, and the fact that having a classroom of students all on the same reading level is unheard of, I like to practice evaluating arguments with a podcast instead of a text first.

Podcasts are great for the classroom because:

• Listening comprehension is a valuable skill,
• They level the playing field for readers by reducing the additional cognitive load required by reading.

Enter Smash, Boom, Best.

Smash, Boom, Best is a podcast that puts two things up against each other. Each opponent develops and presents an argument using claims, evidence, and reasoning. Then they go head to head with counterclaims and rebuttals. 

The best part? The topics are relevant and engaging to middle schoolers, like pizza vs. tacos.

Showing students how to trace an argument starts with first identifying the main or overarching claim, so we start there. Once we’ve made the claims clear, we note (and trace, meaning follow) the evidence and reasoning used by the author to support or “hold up” the claim. 

In the end, we evaluate the argument’s effectiveness with a five-star rating and an explanation. Whether students give arguments 3-stars, 4-stars, or 5-stars does not matter to me as long as they are using sufficient evidence and reasoning to explain their rating (see what I did there?).

Using Smash, Boom, Best is a great way to help students build familiarity and confidence with arguments!

Take it to the Text

The next phase is, naturally, taking our skills to a relevant text. I use the following as a rule of thumb for selecting texts:

• Use current resources,
• Integrate a topic from another subject,
• Offer choice when possible.

For example, if the science department is teaching students about biodiversity at the same time I am teaching students to analyze arguments, the discussions in both classes will be so much richer and in-depth if we read and analyze an argument about the biodiversity crisis.

Here’s how we approach the text:

• First Read: Read for the gist
• Second Read: Read and annotate through an “argument lens”

Annotating with an Argument Lens: When seeing the text through an argument lens, we use three different colored highlighters.

• Highlight the claim(s) in one color,
• Highlight the evidence in a second color,
• Highlight the reason(s) in a third color.

This makes evaluating arguments exponentially easier because of how visual the reasoning and evidence become! Students can quickly see which claims are supported and which claims are not, as well as determine whether or not there is sufficient support for a claim.

Once we’ve practiced how to trace and evaluate an argument in 1-3 texts together, I move towards allowing students to pick a text of their choice. I find great resources on:

• Wonderopolis
• Smithsonian Tween Tribune
• Actively Learn

I’ve also got a free “Snow Days Should Be a Thing of the Past” argumentative passage & question set you can snag by signing up for my email list. It’s a surefire way to get students fired up (aka engaged)!

Transferring Knowledge From Reading to Writing

Teaching the elements of argumentation in bite-sized chunks like this is a great way to help students strengthen their skills as readers and ultimately as writers. By spending several days evaluating mentor texts, you’ll find students have a solid base to start writing their arguments of their own!

Argument: The Soul of an Education

Teaching students to effectively trace and evaluate an argument is a valuable skill that will benefit students for the rest of their lives. In the Common Core Appendix , it says, “Theorist and critic Neil Postman calls argument the soul of an education because argument forces a writer to evaluate the strengths and weaknesses of multiple perspectives.”

Questions? Comments? I’d love to hear your thoughts, so drop a line in the comments below or find me on Facebook or IG !

Ready-Set-Teach!

If you’re short on time but don’t want to sacrifice the integrity of your instruction, you can purchase any of my lesson plans mentioned above by either clicking on the resources below, or by finding them on TPT here .

• Grades 6-12
• School Leaders

FREE Poetry Worksheet Bundle! Perfect for National Poetry Month.

125 Winning Debate Topics for Middle School Students

Teach students to make effective arguments.

When students learn to debate, they gain valuable life skills. Debates teach kids to research their topic, make informed choices, and argue effectively using facts instead of emotion. This list of middle school debate topics encompasses both serious and lighthearted ideas for kids ages 10 to 14. Each topic includes a link to an article from a reliable source that provides pros and/or cons to help kids make their arguments.

School and Education Debate Topics

Technology and entertainment debate topics, life and ethics debate topics, fun and funny debate topics.

• Controversial Debate Topics
• It’s better to be good at academics than to be good at sports.
• Homework should be banned.
• Schools should require all students to wear uniforms.
• We should punish students for using curse words.
• Year-round school is better for students.

• Schools should require physical education (gym class) through 12th grade.
• All students should be required to volunteer in their community.
• Junk food should be banned in schools.
• All middle school students should learn a foreign language.
• Single-gender schools are better for students.
• Math is the most important school subject.
• Letter grades should be abolished.
• Teachers should be replaced by computers.
• Students should be graded on their handwriting.
• Kids who get better grades in school will be more successful in life.
• Sometimes it’s OK to cheat on homework or a test.
• Students who fail a test should be given the chance to take it again.
• Students should be allowed to grade teachers.
• Kids should be able to bring their pets to school.
• Schools should give middle school students more recess time.

• The school day should be shorter.
• Schools should eliminate dress codes.
• College should be free for everyone who wants to attend.
• Schools should be allowed to ban some books from their libraries.
• Book smarts are better than street smarts.
• All people should have free internet access.
• Playing violent video games makes people more likely to be violent in real life.
• Reality television depicts real life.
• The minimum age to own a smartphone should be 16.

• Students should be allowed to use phones in class.
• Macs are better than PCs.
• Androids are better than iPhones.
• Kids under 13 should be allowed to use social media sites like TikTok, Instagram, and Snapchat.
• Students should not be allowed to watch TV on school nights.
• Social media does more harm than good.
• Video games are better than board games.
• Reading books is better than watching TV.
• All paper documents should be replaced with electronic versions.
• Books are always better than the movies that are made from them.
• Parents should use their kids’ cell phones to track where they are.
• Playing video games makes you smarter.

• Scientists should try to develop a way for everyone to live forever.
• Paper books are better than e-books.
• Schools should have surveillance cameras in classrooms and hallways.
• Movie ratings (G, PG, PG-13, and R) should be done away with.
• Professional athletes and celebrities deserve to make more money than the average person.
• People have a responsibility to help one another out.
• No one should ever tell a lie.
• Girls face more peer pressure than boys.
• We should lower the voting age to 12.
• Every member of a family should have daily chores.
• All museums and zoos should be free to everyone.
• All people should be vegetarians.

• Democracy is the best form of government.
• All Americans should be required to vote.
• Cigarette smoking and vaping should be banned entirely.
• Parents should be allowed to read their children’s private diaries.
• Giving is better than receiving.
• Receiving a regular allowance is good for kids.
• Parents should be punished for their children’s mistakes.
• Real Christmas trees are better than artificial ones.
• We should not keep animals in zoos.
• All kids should play on the same sports teams, regardless of gender.
• It is better to save some of your allowance than to spend it all.
• Kids should be allowed to stay up as late as they want.
• Happiness is more important than success.
• The driving age should be lowered to 14.

• We should completely ban plastic bottles.
• Parents should have to take a parenting class before having a child.
• If you find money on the ground, it’s automatically yours to keep.
• It is better to be kind than to be truthful.
• All kids should have a playground or park within walking distance of their home.
• Kids should be allowed to have credit cards.
• It’s important to spend money exploring space.
• All families should have a pet.
• Dogs are better pets than cats.
• Summer is better than winter.
• Pepperoni is the best pizza topping.
• Teachers shouldn’t give rewards and prizes in the classroom.
• Clowns are more scary than funny.
• Every home should have a robot.
• There is intelligent life on other planets.

• The egg came before the chicken.
• Pop music is better than classical music.
• Xbox is better than PlayStation.
• Peanut butter is better than Nutella.
• Football is better than soccer.
• Everyone should make their bed every day.
• It would be better to be able to fly than to be able to turn invisible.
• Harry Potter is better than The Lord of the Rings .
• Pluto should still be considered a planet.
• Santa Claus’ elves should be paid minimum wage.
• Hot chocolate is better than a chocolate milkshake.
• Fruit counts as dessert.
• People should be allowed to go barefoot anywhere if they want to.
• Fiction is better than nonfiction.

• Everyone should learn to play a musical instrument.
• Werewolves are more dangerous than vampires.
• Kids shouldn’t have to go to school on their birthdays.

Controversial Middle School Debate Topics

These middle school debate topics are pretty contentious and might not be appropriate for all students or every classroom. But if your middle schoolers are ready to take on more serious debates, try these important questions.

• We should abolish the death penalty.
• Stricter gun control laws help stop mass shootings.
• It’s necessary to continue building a wall between the United States and Mexico.
• Segregation still exist in the United States.
• Religion does more harm than good.
• We will never achieve world peace.
• We shouldn’t allow young children to play contact sports like football.

• Parents shouldn’t be allowed to pierce a baby’s ears.
• Beauty pageants are sexist.
• Kids shouldn’t get participation trophies for sports.
• It’s possible to be an ethical hunter.
• Some stereotypes are accurate.
• People have a responsibility to step in when they see a crime in action.
• War is sometimes necessary.
• There are times when we must limit freedom of speech.
• Security is more important than freedom.
• We should do away with gender-specific public bathrooms.
• Anyone over age 12 should be tried as an adult in court.
• Electric vehicles are better than gas-powered ones.

• Our society has a harmful “diet culture.”
• All countries should have to give up their nuclear weapons.
• We should ban testing on animals.
• We should ban the use of fossil fuels.
• Human cloning should be legal.
• Vaccines should be mandatory.

What are your favorite middle school debate topics? Come share in the We Are Teachers HELPLINE group on Facebook .

Plus, check out 75 funny debate topics for kids of all ages ..

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125 High School Debate Topics To Challenge Every Student

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Developing Evidence-Based Arguments from Texts

About this Strategy Guide

This guide provides teachers with strategies for helping students understand the differences between persuasive writing and evidence-based argumentation. Students become familiar with the basic components of an argument and then develop their understanding by analyzing evidence-based arguments about texts. Students then generate evidence-based arguments of texts using a variety of resources. Links to related resources and additional classroom strategies are also provided.

Research Basis

Strategy in practice, related resources.

Hillocks (2010) contends that argument is “at the heart of critical thinking and academic discourse, the kind of writing students need to know for success in college” (p. 25). He points out that “many teachers begin to teach some version of argument with the writing of a thesis statement, [but] in reality, good argument begins with looking at the data that are likely to become the evidence in an argument and that give rise to a thesis statement or major claim” (p. 26).  Students need an understanding of the components of argument and the process through which careful examination of textual evidence becomes the beginnings of a claim about text.

• Begin by helping students understand the differences between persuasive writing and evidence-based argumentation: persuasion and argument share the goal of asserting a claim and trying to convince a reader or audience of its validity, but persuasion relies on a broader range of possible support. While argumentation tends to focus on logic supported by verifiable examples and facts, persuasion can use unverifiable personal anecdotes and a more apparent emotional appeal to make its case. Additionally, in persuasion, the claim usually comes first; then the persuader builds a case to convince a particular audience to think or feel the same way. Evidence-based argument builds the case for its claim out of available evidence. Solid understanding of the material at hand, therefore, is necessary in order to argue effectively. This printable resource provides further examples of the differences between persuasive and argumentative writing.
• One way to help students see this distinction is to offer a topic and two stances on it: one persuasive and one argumentative. Trying to convince your friend to see a particular movie with you is likely persuasion. Sure, you may use some evidence from the movie to back up your claim, but you may also threaten to get upset with him or her if he or she refuses—or you may offer to buy the popcorn if he or she agrees to go. Making the argument for why a movie is better (or worse) than the book it’s based on would be more argumentative, relying on analysis of examples from both works to build a case. Consider using resources from the ReadWriteThink lesson plan Argument, Persuasion, or Propaganda: Analyzing World War II Posters
• The claim (that typically answers the question: “What do I think?”)
• The reasons (that typically answer the question: “Why do I think this?”)
• The evidence (that typically answers the question: “How do I know this is the case?”).
• Deepen students’ understanding of the components of argument by analyzing evidence-based arguments about texts. Project, for example, this essay on Gertrude in Hamlet and ask students to identify the claim, reasons, and evidence. Ask students to clarify what makes this kind of text an argument as opposed to persuasion. What might a persuasive take on the character of Gertrude sound like? (You may also wish to point out the absence of a counterargument in this example. Challenge students to offer one.)
• Point out that even though the claim comes first in the sample essay, the writer of the essay likely did not start there. Rather, he or she arrived at the claim as a result of careful reading of and thinking about the text. Share with students that evidence-based writing about texts always begins with close reading. See Close Reading of Literary Texts strategy guide for additional information.
• Guide students through the process of generating an evidence-based argument of a text by using the Designing an Evidence-based Argument Handout. Decide on an area of focus (such as the development of a particular character) and using a short text, jot down details or phrases related to that focus in the first space on the chart. After reading and some time for discussion of the character, have students look at the evidence and notice any patterns. Record these in the second space. Work with the students to narrow the patterns to a manageable list and re-read the text, this time looking for more instances of the pattern that you may have missed before you were looking for it. Add these references to the list.
• Use the evidence and patterns to formulate a claim in the last box. Point out to students that most texts can support multiple (sometimes even competing) claims, so they are not looking for the “one right thing” to say about the text, but they should strive to say something that has plenty of evidence to support it, but is not immediately self-evident. Claims can also be more or less complex, such as an outright claim (The character is X trait) as opposed to a complex claim (Although the character is X trait, he is also Y trait). For examples of development of a claim (a thesis is a type of claim), see the Developing a Thesis Handout for additional guidance on this point.
• Modeling Academic Writing Through Scholarly Article Presentations
• And I Quote
• Have students use the Evidence-Based Argument Checklist to revise and strengthen their writing.

More Ideas to Try

• This Strategy Guide focuses on making claims about text, with a focus on literary interpretation. The basic tenets of the guide, however, can apply to argumentation in multiple disciplines—e.g., a response to a Document-Based Question in social science, a lab report in science.
• For every argumentative claim that students develop for a text, have them try writing a persuasive claim about the text to continue building an understanding of their difference.
• After students have drafted an evidence-based argument, ask them to choose an alternative claim or a counterclaim to be sure their original claim is argumentative.
• Have students use the Evidence-Based Argument checklist to offer feedback to one another.
• Lesson Plans
• Professional Library
• Student Interactives
• Strategy Guides

Students prepare an already published scholarly article for presentation, with an emphasis on identification of the author's thesis and argument structure.

While drafting a literary analysis essay (or another type of argument) of their own, students work in pairs to investigate advice for writing conclusions and to analyze conclusions of sample essays. They then draft two conclusions for their essay, select one, and reflect on what they have learned through the process.

The Essay Map is an interactive graphic organizer that enables students to organize and outline their ideas for an informational, definitional, or descriptive essay.

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My Favorite Lesson Plan for Teaching Claim, Evidence, and Reasoning

August 29, 2018 by Jeanne Wolz 2 Comments

Let’s face it. Teaching argumentative writing is hard .

If you’re looking for a full argumentative writing unit plan , I’ve got you covered–>

It’s not that teenagers aren’t good at arguing. Teenagers are very good at arguing. In fact, they may be the people that practice arguing the most.

The challenge lies in learning the different parts of a basic argument–the claim, the evidence, and the reasoning–when each of them are such abstract concepts. By understanding what each of them are, we’re able to critique arguments and make our own better. But without a concrete way to talk about them, it’s like gesturing wildly at a class and hoping they’ll catch your drift (maybe that’s half the reason argumentative units are so exhausting…).

What I knew I needed was some sort of analogy, some visual for students that we could keep revisiting each time we reinforced these ideas. I went through several years of thinking about it before I finally came up with something that seemed to work.

I thought some sort of hook analogy might work–maybe a visual with strings and clips to show how reasoning attaches your evidence to your claim. I followed a fantastic Lucy Calkins lesson once where I wrote evidence on pieces of paper and lined them up on the floor, encouraging students to explain how each piece of evidence got me from claim a to claim b (which magically gave me powers to hop along the evidence). This was an effective one-off lesson, but it was difficult to revisit.

And then, one year it came to me. An analogy to revisit over and over again. That analogy was:

Making an argument is like taking your reader on a roller coaster.

Ok, ok, it may not seem like much, but I found there was a lot of value to be squeezed out of this visual.

I wanted to share with you how I use it so that maybe you can get some ideas on how to make these abstract-logic-intensive units a little more concrete, too.

Here’s what I do to introduce it:

Table of Contents

Claims, Evidence, and Reasoning Introduction Lesson Plan

Mini-lesson: explain the analogy.

I explain: “In order for your reader to stay with you, you need to strap him into that roller coaster argument properly for the entire time. How do you do that?

Stating your claim is like sitting your reader down on your roller coaster. It’s your first step.

Then, you give evidence. Your evidence is like putting on one strap of the seatbelt.

Your reasoning is like putting on the other strap.

Mentioning your claim at the end of this process is like snapping it all together.

And each part is crucial to keep your reader from falling off your thinking.

What do you think happens if you forget one of these steps?

Yup. You gotta have it all in order for your reader to stay with you.”

Sometimes, as I’m explaining this, I even act it out with a back pack and a chair to make it even more visual. I act out sitting in the chair (for stating your claim), putting on one strap (for introducing evidence), and putting on the other strap (for using reasoning to connect it back to the claim). After introducing the comment, I also like to give an example argument for students as I’m acting it out so they can start identifying each part of the argument.

Work-time: Act it Out as Students Make Arguments

After explaining it, we practice. I like to follow it up with verbal arguments with an activity like philosophical chairs so students can have repeated opportunities to both hear examples of arguments and try them themselves.

As students make their arguments, I continue to act it out. Students talk, and I follow along with the motions.

If they miss a step (which they almost always do in the beginning), I milk it. I yell and fall off the chair and make as dramatic a scene out of it as I can). Afterwards, we talk about what they forgot to do that made me fall off their coaster/argument and die.

And then we try again and repeat!

Extension: Have Students Act it Out for Each Other

After you’ve acted it out a couple times, have the rest of the class act out what they hear.

So as students hear the person speaking state a claim, they all sit down. As the person gives some evidence, they put on a strap, etc. And if they forget a step and finish….well, you may want to warn your neighboring classrooms. This can help students tune into the structure of others’ arguments in addition to helping keep each other accountable.

Twist: Invert the Lesson

I’ve actually begun to move the mini-lesson to the middle of this lesson. I’ve found it helps for students to create their own arguments before we talk about argument structure, because it gives context for talking about Claim, Evidence, and Reasoning. Plus, it honors the knowledge that students already have about making arguments–because they have a lot . So we start Philosophical Chairs, stop 1/3 through, chat about roller coasters, and then continue on. It’s a lot for a 45 minute period, but doable.

Click here if you want my full lesson plan, powerpoint, and handout  that I use for introducing this analogy with philosophical chairs–complete with dramatic pictures of cartoon people flying off of roller coasters.. (This lesson actually comes from my argumentative unit, which will be released on TPT in September. If you’d be interested in hearing more about that unit and when it’s available, click here!)

Reinforce it Throughout the Unit

For the rest of the unit, I keep coming back to this analogy. We use it to talk about weak evidence (puny straps made of yarn) and strong evidence (steel bars), as well as the need for reasoning to match the strength of the evidence (uneven straps are awkward). When I give feedback to students, I always put it back in the context of the roller coaster. By the end, the idea is that the lack of a claim, evidence, or reasoning would make anyone in class scream (and for once, not just me!)—or at the very least, that everyone is much more aware of it.

________________

And that’s that! It’s become one of my favorite lessons in the argumentative unit, because no matter how crazy my students look at me the first time we talk about it, we’ve been able to come back to it over and over again during the unit. It’s given us a way to make something visual that always seems incredibly, frustratingly abstract.

Pin this to remember!

In the meantime, let me know in the comments below if you’ve got tips for teaching Claims, Evidence, and Reasoning, or if you were able to try this with your students. It seriously makes my day to hear from you, and I love hearing stories and new ideas!!

Some other resources you may be interested in:

This lesson is actually part of a full unit plan you can find here . One of my all-time favorite units I’ve ever taught, this argumentative unit starts with students identifying an issue they care most about, and then identifying who they can write to to change it. The rest of the 25, CCSS-aligned lessons take them through writing letters that they’ll mail at the end of the unit. Teach students how to argue well while learning to use their voice to make real change. Check it out here!

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Thank you!!! This is amazing – I really appreciate it!! 🙂

Yay–thanks for your feedback, Tara! I hope your students enjoy!!

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Sat / act prep online guides and tips, how to write an a+ argumentative essay.

Miscellaneous

You'll no doubt have to write a number of argumentative essays in both high school and college, but what, exactly, is an argumentative essay and how do you write the best one possible? Let's take a look.

A great argumentative essay always combines the same basic elements: approaching an argument from a rational perspective, researching sources, supporting your claims using facts rather than opinion, and articulating your reasoning into the most cogent and reasoned points. Argumentative essays are great building blocks for all sorts of research and rhetoric, so your teachers will expect you to master the technique before long.

But if this sounds daunting, never fear! We'll show how an argumentative essay differs from other kinds of papers, how to research and write them, how to pick an argumentative essay topic, and where to find example essays. So let's get started.

What Is an Argumentative Essay? How Is it Different from Other Kinds of Essays?

There are two basic requirements for any and all essays: to state a claim (a thesis statement) and to support that claim with evidence.

Though every essay is founded on these two ideas, there are several different types of essays, differentiated by the style of the writing, how the writer presents the thesis, and the types of evidence used to support the thesis statement.

Essays can be roughly divided into four different types:

#1: Argumentative #2: Persuasive #3: Expository #4: Analytical

So let's look at each type and what the differences are between them before we focus the rest of our time to argumentative essays.

Argumentative Essay

Argumentative essays are what this article is all about, so let's talk about them first.

An argumentative essay attempts to convince a reader to agree with a particular argument (the writer's thesis statement). The writer takes a firm stand one way or another on a topic and then uses hard evidence to support that stance.

An argumentative essay seeks to prove to the reader that one argument —the writer's argument— is the factually and logically correct one. This means that an argumentative essay must use only evidence-based support to back up a claim , rather than emotional or philosophical reasoning (which is often allowed in other types of essays). Thus, an argumentative essay has a burden of substantiated proof and sources , whereas some other types of essays (namely persuasive essays) do not.

You can write an argumentative essay on any topic, so long as there's room for argument. Generally, you can use the same topics for both a persuasive essay or an argumentative one, so long as you support the argumentative essay with hard evidence.

Example topics of an argumentative essay:

• "Should farmers be allowed to shoot wolves if those wolves injure or kill farm animals?"
• "Should the drinking age be lowered in the United States?"
• "Are alternatives to democracy effective and/or feasible to implement?"

The next three types of essays are not argumentative essays, but you may have written them in school. We're going to cover them so you know what not to do for your argumentative essay.

Persuasive Essay

Persuasive essays are similar to argumentative essays, so it can be easy to get them confused. But knowing what makes an argumentative essay different than a persuasive essay can often mean the difference between an excellent grade and an average one.

Persuasive essays seek to persuade a reader to agree with the point of view of the writer, whether that point of view is based on factual evidence or not. The writer has much more flexibility in the evidence they can use, with the ability to use moral, cultural, or opinion-based reasoning as well as factual reasoning to persuade the reader to agree the writer's side of a given issue.

Instead of being forced to use "pure" reason as one would in an argumentative essay, the writer of a persuasive essay can manipulate or appeal to the reader's emotions. So long as the writer attempts to steer the readers into agreeing with the thesis statement, the writer doesn't necessarily need hard evidence in favor of the argument.

Often, you can use the same topics for both a persuasive essay or an argumentative one—the difference is all in the approach and the evidence you present.

Example topics of a persuasive essay:

• "Should children be responsible for their parents' debts?"
• "Should cheating on a test be automatic grounds for expulsion?"
• "How much should sports leagues be held accountable for player injuries and the long-term consequences of those injuries?"

Expository Essay

An expository essay is typically a short essay in which the writer explains an idea, issue, or theme , or discusses the history of a person, place, or idea.

This is typically a fact-forward essay with little argument or opinion one way or the other.

Example topics of an expository essay:

• "The History of the Philadelphia Liberty Bell"
• "The Reasons I Always Wanted to be a Doctor"
• "The Meaning Behind the Colloquialism ‘People in Glass Houses Shouldn't Throw Stones'"

Analytical Essay

An analytical essay seeks to delve into the deeper meaning of a text or work of art, or unpack a complicated idea . These kinds of essays closely interpret a source and look into its meaning by analyzing it at both a macro and micro level.

This type of analysis can be augmented by historical context or other expert or widely-regarded opinions on the subject, but is mainly supported directly through the original source (the piece or art or text being analyzed) .

Example topics of an analytical essay:

• "Victory Gin in Place of Water: The Symbolism Behind Gin as the Only Potable Substance in George Orwell's 1984"
• "Amarna Period Art: The Meaning Behind the Shift from Rigid to Fluid Poses"
• "Adultery During WWII, as Told Through a Series of Letters to and from Soldiers"

There are many different types of essay and, over time, you'll be able to master them all.

A Typical Argumentative Essay Assignment

The average argumentative essay is between three to five pages, and will require at least three or four separate sources with which to back your claims . As for the essay topic , you'll most often be asked to write an argumentative essay in an English class on a "general" topic of your choice, ranging the gamut from science, to history, to literature.

But while the topics of an argumentative essay can span several different fields, the structure of an argumentative essay is always the same: you must support a claim—a claim that can reasonably have multiple sides—using multiple sources and using a standard essay format (which we'll talk about later on).

This is why many argumentative essay topics begin with the word "should," as in:

• "Should all students be required to learn chemistry in high school?"
• "Should children be required to learn a second language?"
• "Should schools or governments be allowed to ban books?"

These topics all have at least two sides of the argument: Yes or no. And you must support the side you choose with evidence as to why your side is the correct one.

But there are also plenty of other ways to frame an argumentative essay as well:

• "Does using social media do more to benefit or harm people?"
• "Does the legal status of artwork or its creators—graffiti and vandalism, pirated media, a creator who's in jail—have an impact on the art itself?"
• "Is or should anyone ever be ‘above the law?'"

Though these are worded differently than the first three, you're still essentially forced to pick between two sides of an issue: yes or no, for or against, benefit or detriment. Though your argument might not fall entirely into one side of the divide or another—for instance, you could claim that social media has positively impacted some aspects of modern life while being a detriment to others—your essay should still support one side of the argument above all. Your final stance would be that overall , social media is beneficial or overall , social media is harmful.

If your argument is one that is mostly text-based or backed by a single source (e.g., "How does Salinger show that Holden Caulfield is an unreliable narrator?" or "Does Gatsby personify the American Dream?"), then it's an analytical essay, rather than an argumentative essay. An argumentative essay will always be focused on more general topics so that you can use multiple sources to back up your claims.

Good Argumentative Essay Topics

So you know the basic idea behind an argumentative essay, but what topic should you write about?

Again, almost always, you'll be asked to write an argumentative essay on a free topic of your choice, or you'll be asked to select between a few given topics . If you're given complete free reign of topics, then it'll be up to you to find an essay topic that no only appeals to you, but that you can turn into an A+ argumentative essay.

What makes a "good" argumentative essay topic depends on both the subject matter and your personal interest —it can be hard to give your best effort on something that bores you to tears! But it can also be near impossible to write an argumentative essay on a topic that has no room for debate.

As we said earlier, a good argumentative essay topic will be one that has the potential to reasonably go in at least two directions—for or against, yes or no, and why . For example, it's pretty hard to write an argumentative essay on whether or not people should be allowed to murder one another—not a whole lot of debate there for most people!—but writing an essay for or against the death penalty has a lot more wiggle room for evidence and argument.

A good topic is also one that can be substantiated through hard evidence and relevant sources . So be sure to pick a topic that other people have studied (or at least studied elements of) so that you can use their data in your argument. For example, if you're arguing that it should be mandatory for all middle school children to play a sport, you might have to apply smaller scientific data points to the larger picture you're trying to justify. There are probably several studies you could cite on the benefits of physical activity and the positive effect structure and teamwork has on young minds, but there's probably no study you could use where a group of scientists put all middle-schoolers in one jurisdiction into a mandatory sports program (since that's probably never happened). So long as your evidence is relevant to your point and you can extrapolate from it to form a larger whole, you can use it as a part of your resource material.

And if you need ideas on where to get started, or just want to see sample argumentative essay topics, then check out these links for hundreds of potential argumentative essay topics.

101 Persuasive (or Argumentative) Essay and Speech Topics

301 Prompts for Argumentative Writing

Top 50 Ideas for Argumentative/Persuasive Essay Writing

[Note: some of these say "persuasive essay topics," but just remember that the same topic can often be used for both a persuasive essay and an argumentative essay; the difference is in your writing style and the evidence you use to support your claims.]

KO! Find that one argumentative essay topic you can absolutely conquer.

Argumentative Essay Format

Argumentative Essays are composed of four main elements:

• A position (your argument)
• Your reasons
• Supporting evidence for those reasons (from reliable sources)
• Counterargument(s) (possible opposing arguments and reasons why those arguments are incorrect)

If you're familiar with essay writing in general, then you're also probably familiar with the five paragraph essay structure . This structure is a simple tool to show how one outlines an essay and breaks it down into its component parts, although it can be expanded into as many paragraphs as you want beyond the core five.

The standard argumentative essay is often 3-5 pages, which will usually mean a lot more than five paragraphs, but your overall structure will look the same as a much shorter essay.

An argumentative essay at its simplest structure will look like:

Paragraph 1: Intro

• Set up the story/problem/issue
• Thesis/claim

Paragraph 2: Support

• Reason #1 claim is correct
• Supporting evidence with sources

Paragraph 3: Support

• Reason #2 claim is correct

Paragraph 4: Counterargument

• Explanation of argument for the other side
• Refutation of opposing argument with supporting evidence

Paragraph 5: Conclusion

• Re-state claim
• Sum up reasons and support of claim from the essay to prove claim is correct

Now let's unpack each of these paragraph types to see how they work (with examples!), what goes into them, and why.

Paragraph 1—Set Up and Claim

Your first task is to introduce the reader to the topic at hand so they'll be prepared for your claim. Give a little background information, set the scene, and give the reader some stakes so that they care about the issue you're going to discuss.

Next, you absolutely must have a position on an argument and make that position clear to the readers. It's not an argumentative essay unless you're arguing for a specific claim, and this claim will be your thesis statement.

Your thesis CANNOT be a mere statement of fact (e.g., "Washington DC is the capital of the United States"). Your thesis must instead be an opinion which can be backed up with evidence and has the potential to be argued against (e.g., "New York should be the capital of the United States").

Paragraphs 2 and 3—Your Evidence

These are your body paragraphs in which you give the reasons why your argument is the best one and back up this reasoning with concrete evidence .

The argument supporting the thesis of an argumentative essay should be one that can be supported by facts and evidence, rather than personal opinion or cultural or religious mores.

For example, if you're arguing that New York should be the new capital of the US, you would have to back up that fact by discussing the factual contrasts between New York and DC in terms of location, population, revenue, and laws. You would then have to talk about the precedents for what makes for a good capital city and why New York fits the bill more than DC does.

Your argument can't simply be that a lot of people think New York is the best city ever and that you agree.

In addition to using concrete evidence, you always want to keep the tone of your essay passionate, but impersonal . Even though you're writing your argument from a single opinion, don't use first person language—"I think," "I feel," "I believe,"—to present your claims. Doing so is repetitive, since by writing the essay you're already telling the audience what you feel, and using first person language weakens your writing voice.

For example,

"I think that Washington DC is no longer suited to be the capital city of the United States."

"Washington DC is no longer suited to be the capital city of the United States."

The second statement sounds far stronger and more analytical.

Paragraph 4—Argument for the Other Side and Refutation

Even without a counter argument, you can make a pretty persuasive claim, but a counterargument will round out your essay into one that is much more persuasive and substantial.

By anticipating an argument against your claim and taking the initiative to counter it, you're allowing yourself to get ahead of the game. This way, you show that you've given great thought to all sides of the issue before choosing your position, and you demonstrate in multiple ways how yours is the more reasoned and supported side.

Paragraph 5—Conclusion

This paragraph is where you re-state your argument and summarize why it's the best claim.

Briefly touch on your supporting evidence and voila! A finished argumentative essay.

Your essay should have just as awesome a skeleton as this plesiosaur does. (In other words: a ridiculously awesome skeleton)

Argumentative Essay Example: 5-Paragraph Style

It always helps to have an example to learn from. I've written a full 5-paragraph argumentative essay here. Look at how I state my thesis in paragraph 1, give supporting evidence in paragraphs 2 and 3, address a counterargument in paragraph 4, and conclude in paragraph 5.

Topic: Is it possible to maintain conflicting loyalties?

Paragraph 1

It is almost impossible to go through life without encountering a situation where your loyalties to different people or causes come into conflict with each other. Maybe you have a loving relationship with your sister, but she disagrees with your decision to join the army, or you find yourself torn between your cultural beliefs and your scientific ones. These conflicting loyalties can often be maintained for a time, but as examples from both history and psychological theory illustrate, sooner or later, people have to make a choice between competing loyalties, as no one can maintain a conflicting loyalty or belief system forever.

The first two sentences set the scene and give some hypothetical examples and stakes for the reader to care about.

The third sentence finishes off the intro with the thesis statement, making very clear how the author stands on the issue ("people have to make a choice between competing loyalties, as no one can maintain a conflicting loyalty or belief system forever." )

Paragraphs 2 and 3

Psychological theory states that human beings are not equipped to maintain conflicting loyalties indefinitely and that attempting to do so leads to a state called "cognitive dissonance." Cognitive dissonance theory is the psychological idea that people undergo tremendous mental stress or anxiety when holding contradictory beliefs, values, or loyalties (Festinger, 1957). Even if human beings initially hold a conflicting loyalty, they will do their best to find a mental equilibrium by making a choice between those loyalties—stay stalwart to a belief system or change their beliefs. One of the earliest formal examples of cognitive dissonance theory comes from Leon Festinger's When Prophesy Fails . Members of an apocalyptic cult are told that the end of the world will occur on a specific date and that they alone will be spared the Earth's destruction. When that day comes and goes with no apocalypse, the cult members face a cognitive dissonance between what they see and what they've been led to believe (Festinger, 1956). Some choose to believe that the cult's beliefs are still correct, but that the Earth was simply spared from destruction by mercy, while others choose to believe that they were lied to and that the cult was fraudulent all along. Both beliefs cannot be correct at the same time, and so the cult members are forced to make their choice.

But even when conflicting loyalties can lead to potentially physical, rather than just mental, consequences, people will always make a choice to fall on one side or other of a dividing line. Take, for instance, Nicolaus Copernicus, a man born and raised in Catholic Poland (and educated in Catholic Italy). Though the Catholic church dictated specific scientific teachings, Copernicus' loyalty to his own observations and scientific evidence won out over his loyalty to his country's government and belief system. When he published his heliocentric model of the solar system--in opposition to the geocentric model that had been widely accepted for hundreds of years (Hannam, 2011)-- Copernicus was making a choice between his loyalties. In an attempt t o maintain his fealty both to the established system and to what he believed, h e sat on his findings for a number of years (Fantoli, 1994). But, ultimately, Copernicus made the choice to side with his beliefs and observations above all and published his work for the world to see (even though, in doing so, he risked both his reputation and personal freedoms).

These two paragraphs provide the reasons why the author supports the main argument and uses substantiated sources to back those reasons.

The paragraph on cognitive dissonance theory gives both broad supporting evidence and more narrow, detailed supporting evidence to show why the thesis statement is correct not just anecdotally but also scientifically and psychologically. First, we see why people in general have a difficult time accepting conflicting loyalties and desires and then how this applies to individuals through the example of the cult members from the Dr. Festinger's research.

The next paragraph continues to use more detailed examples from history to provide further evidence of why the thesis that people cannot indefinitely maintain conflicting loyalties is true.

Paragraph 4

Some will claim that it is possible to maintain conflicting beliefs or loyalties permanently, but this is often more a matter of people deluding themselves and still making a choice for one side or the other, rather than truly maintaining loyalty to both sides equally. For example, Lancelot du Lac typifies a person who claims to maintain a balanced loyalty between to two parties, but his attempt to do so fails (as all attempts to permanently maintain conflicting loyalties must). Lancelot tells himself and others that he is equally devoted to both King Arthur and his court and to being Queen Guinevere's knight (Malory, 2008). But he can neither be in two places at once to protect both the king and queen, nor can he help but let his romantic feelings for the queen to interfere with his duties to the king and the kingdom. Ultimately, he and Queen Guinevere give into their feelings for one another and Lancelot—though he denies it—chooses his loyalty to her over his loyalty to Arthur. This decision plunges the kingdom into a civil war, ages Lancelot prematurely, and ultimately leads to Camelot's ruin (Raabe, 1987). Though Lancelot claimed to have been loyal to both the king and the queen, this loyalty was ultimately in conflict, and he could not maintain it.

Here we have the acknowledgement of a potential counter-argument and the evidence as to why it isn't true.

The argument is that some people (or literary characters) have asserted that they give equal weight to their conflicting loyalties. The refutation is that, though some may claim to be able to maintain conflicting loyalties, they're either lying to others or deceiving themselves. The paragraph shows why this is true by providing an example of this in action.

Paragraph 5

Whether it be through literature or history, time and time again, people demonstrate the challenges of trying to manage conflicting loyalties and the inevitable consequences of doing so. Though belief systems are malleable and will often change over time, it is not possible to maintain two mutually exclusive loyalties or beliefs at once. In the end, people always make a choice, and loyalty for one party or one side of an issue will always trump loyalty to the other.

The concluding paragraph summarizes the essay, touches on the evidence presented, and re-states the thesis statement.

How to Write an Argumentative Essay: 8 Steps

Writing the best argumentative essay is all about the preparation, so let's talk steps:

#1: Preliminary Research

If you have the option to pick your own argumentative essay topic (which you most likely will), then choose one or two topics you find the most intriguing or that you have a vested interest in and do some preliminary research on both sides of the debate.

Do an open internet search just to see what the general chatter is on the topic and what the research trends are.

Did your preliminary reading influence you to pick a side or change your side? Without diving into all the scholarly articles at length, do you believe there's enough evidence to support your claim? Have there been scientific studies? Experiments? Does a noted scholar in the field agree with you? If not, you may need to pick another topic or side of the argument to support.

#2: Pick Your Side and Form Your Thesis

Now's the time to pick the side of the argument you feel you can support the best and summarize your main point into your thesis statement.

Your thesis will be the basis of your entire essay, so make sure you know which side you're on, that you've stated it clearly, and that you stick by your argument throughout the entire essay .

#3: Heavy-Duty Research Time

You've taken a gander at what the internet at large has to say on your argument, but now's the time to actually read those sources and take notes.

Check scholarly journals online at Google Scholar , the Directory of Open Access Journals , or JStor . You can also search individual university or school libraries and websites to see what kinds of academic articles you can access for free. Keep track of your important quotes and page numbers and put them somewhere that's easy to find later.

And don't forget to check your school or local libraries as well!

#4: Outline

Follow the five-paragraph outline structure from the previous section.

Fill in your topic, your reasons, and your supporting evidence into each of the categories.

Before you begin to flesh out the essay, take a look at what you've got. Is your thesis statement in the first paragraph? Is it clear? Is your argument logical? Does your supporting evidence support your reasoning?

By outlining your essay, you streamline your process and take care of any logic gaps before you dive headfirst into the writing. This will save you a lot of grief later on if you need to change your sources or your structure, so don't get too trigger-happy and skip this step.

Now that you've laid out exactly what you'll need for your essay and where, it's time to fill in all the gaps by writing it out.

Take it one step at a time and expand your ideas into complete sentences and substantiated claims. It may feel daunting to turn an outline into a complete draft, but just remember that you've already laid out all the groundwork; now you're just filling in the gaps.

If you have the time before deadline, give yourself a day or two (or even just an hour!) away from your essay . Looking it over with fresh eyes will allow you to see errors, both minor and major, that you likely would have missed had you tried to edit when it was still raw.

Take a first pass over the entire essay and try your best to ignore any minor spelling or grammar mistakes—you're just looking at the big picture right now. Does it make sense as a whole? Did the essay succeed in making an argument and backing that argument up logically? (Do you feel persuaded?)

If not, go back and make notes so that you can fix it for your final draft.

Once you've made your revisions to the overall structure, mark all your small errors and grammar problems so you can fix them in the next draft.

#7: Final Draft

Use the notes you made on the rough draft and go in and hack and smooth away until you're satisfied with the final result.

A checklist for your final draft:

• Formatting is correct according to your teacher's standards
• No errors in spelling, grammar, and punctuation
• Essay is the right length and size for the assignment
• The argument is present, consistent, and concise
• Each reason is supported by relevant evidence
• The essay makes sense overall

#8: Celebrate!

Once you've brought that final draft to a perfect polish and turned in your assignment, you're done! Go you!

Be prepared and ♪ you'll never go hungry again ♪, *cough*, or struggle with your argumentative essay-writing again. (Walt Disney Studios)

Good Examples of Argumentative Essays Online

Theory is all well and good, but examples are key. Just to get you started on what a fully-fleshed out argumentative essay looks like, let's see some examples in action.

Check out these two argumentative essay examples on the use of landmines and freons (and note the excellent use of concrete sources to back up their arguments!).

The Use of Landmines

A Shattered Sky

The Take-Aways: Keys to Writing an Argumentative Essay

At first, writing an argumentative essay may seem like a monstrous hurdle to overcome, but with the proper preparation and understanding, you'll be able to knock yours out of the park.

Remember the differences between a persuasive essay and an argumentative one, make sure your thesis is clear, and double-check that your supporting evidence is both relevant to your point and well-sourced . Pick your topic, do your research, make your outline, and fill in the gaps. Before you know it, you'll have yourself an A+ argumentative essay there, my friend.

What's Next?

Now you know the ins and outs of an argumentative essay, but how comfortable are you writing in other styles? Learn more about the four writing styles and when it makes sense to use each .

Understand how to make an argument, but still having trouble organizing your thoughts? Check out our guide to three popular essay formats and choose which one is right for you.

Ready to make your case, but not sure what to write about? We've created a list of 50 potential argumentative essay topics to spark your imagination.

Courtney scored in the 99th percentile on the SAT in high school and went on to graduate from Stanford University with a degree in Cultural and Social Anthropology. She is passionate about bringing education and the tools to succeed to students from all backgrounds and walks of life, as she believes open education is one of the great societal equalizers. She has years of tutoring experience and writes creative works in her free time.

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Bell Ringers

4 steps to writing counterclaims in middle school.

When I teach literary analysis, I always give the example of a lawyer in a courtroom. A good lawyer can present their facts and make an argument. A great lawyer presents their case and has already prepared a rebuttal for each argument the opposing side is thinking. These great lawyers are masters of counterclaims .

Being a great lawyer or literary analysis writer means being able to step into the shoes of those who might argue against you, and present your analysis in a way that not only strengthens your argument, but squashes the nay-sayers. When we can get our students to master the art of the counterclaim, we can help them push their analysis skills to the next level.

There are four steps I use in my classroom to help my students master the art of the counterclaim.

STEP ONE: INTRODUCE THE COUNTERCLAIM

Start teaching counterclaims to your middle schoolers by explaining the definition of a counterclaim. A counterclaim is an opposing viewpoint than you have in your thesis. A counterclaim goes against your argument. 

Explain to students that good readers, speakers, and thinkers are able to consider that others may have a different interpretation or viewpoint. Students may think that by including opposing views, they may be weakening their argument, but the opposite is true. Help students to understand they already have a strong argument as long as their argument is supported by evidence. By considering other viewpoints, and explaining why you disagree with the opposing perspective, you can make your argument even stronger.

STEP TWO: MODEL AN EXAMPLE

Before students begin adding counterclaims to their arguments, first start with modeling and teaching counterclaims. Take out a literary analysis you have written or an example you have. Display your example in a way students can view what you are doing. This example can analyze the same text students are using, but I personally prefer if it is a different text. By using a different text, you are able to model and still leave full interpretation to students with their text.

Start by locating claims in the analysis and underlining them. Once you have found the claims, begin to weave in counterclaims. I like to do this by using sticky notes, but space in a margin works as well. Draw an arrow to where the counterclaim will do, and write down the counterclaim on the sticky note or margin. As you are writing these counterclaims, do some think-alouds. Let students see your thought process, and how you concluded that their counterclaims opposed your viewpoint.

STEP THREE: PRACTICE INDEPENDENTLY (WITH SUPPORTS)

Now, it’s time for students to begin writing their counterclaims. Just as you did in the example, students should start by underlining their claims and then returning to add counterclaims. You can support students by writing these instructions on the board or screen.

It’s likely that in the beginning, students will need lots of support. This can be a fairly complex skill to master. To guide students, you can provide them with guiding questions and sentence stems. This allows them to still have ownership over their analysis. Here are some guiding questions to help with counterclaim:

• What theme did I determine here? What theme might another reader interpret from these scenes?
• What did I determine as the purpose of the author’s craft? What purpose might another reader interpret from this craft?
• What symbolism did I determine here? What symbol might another reader interpret from the text?

These sentence stems can also help your students with creating counterclaim:

• While one might interpret this to mean ____, it’s clear that ____.
• Some would argue _____, but the evidence points to _____.
• Opponents would argue that ____, however it’s clear that ____.

STEP FOUR: WRITING CONFERENCE GROUPS

Especially when first teaching counterclaims, you want to set aside time to sit down with students and address any struggles on a more personal level. Create groups of students and try to meet with one to two groups during your designated writing time.

If a student in your group is struggling with a counterclaim, start by walking them through the questions and sentence stems. If they are still stuck, have them ask another student in their group what original interpretations they have. This allows them to see other perspectives and then use that in their own writing.

Want to help your students master literary analysis and counterclaims? I have all of the resources you need to help your students create strong literary analysis essays.

In this literary analysis unit, we will explicitly be teaching counterclaims as well as explore topics such as theme, author’s craft, symbolism, and more. This unit comes with lessons plans, printables for students, and exemplars to model with students. It also contains in depth lesson plans for introducing counterclaims with students. Grab the resource here .

Love digging deeper into literary analysis? Here are some other blog posts you might like:

• 5 Literary Analysis Teaching Strategies
• Teaching Effective Literary Analysis Essays
• Literature Analysis Using Mentor Texts
• Read more about: Middle School Reading , Middle School Writing

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Looking for a fun, yet effective, way to teach your students the art of debating and how to craft the perfect argument essay? With this free Social Studies Debate Kit from Junior Scholastic , you’ll help your students acquire the essential critical-thinking and communication skills they need to ensure their success inside and outside the classroom. Featuring teacher-approved articles, free middle school teaching resources, and engaging activities, Junior Scholastic is the perfect teaching tool for helping middle school students evaluate both sides of a debate and write a powerful and persuasive essay.

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A Reheated Argument

The argument surrounding the food dished out to your students has certainly been heated over the years. In our story, “ Food Fight! ,” your teens will learn how the debate has been reheated after the government recently changed school lunch requirements. With engaging infographics, informative photos showing school lunches from around the world, and a “Pick a Side” persuasive writing activity, this lesson is the perfect way to kick off debate season in your classroom.

Tossing a Ball vs. Saving Lives

“Someone who tosses a ball shouldn’t earn 700 times as much as someone who saves lives.”

In this lesson, we present students two compelling arguments related to how much professional athletes earn . Of course, after reading the article your students will have to choose a side and back up their own arguments on why or why not they believe pro athletes are overpaid. Follow our step-by-step lesson plan, including close-reading questions and differentiation tips. Then extend the lesson with our “What’s Your Opinion?” writing activity.

In our story, “ Should We Try to Send Humans to Mars? ,” your students will have to decide whether sending humans to Mars will help us learn more about Earth or if it’s just a waste of time and money. With compelling arguments on both sides, an informative video, an “Analyzing Authors’ Claims” activity, and more, your students will have all the supporting evidence they need to craft a persuasive and informed response that could alter the future of space exploration.

Staying on Track

Privacy is always a hot topic for debate. With this engaging story and lesson , your students will take on tracking apps that allow parents to follow their teens’ movements in real time. Is it a matter of safety? Or are kids unwillingly giving up their right to privacy? Follow our step-by-step lesson plan and accompanying teaching resources to help your students decide where to draw the line when it comes to privacy. 

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Israel’s Deadly Airstrike on the World Central Kitchen

The story behind the pioneering aid group and how it mistakenly came under attack..

From “The New York Times,” I’m Michael Barbaro. This is “The Daily.”

The Israeli airstrike that killed seven aid workers delivering food in Gaza has touched off outrage and condemnations from across the world. Today, Kim Severson on the pioneering relief crew at the center of the story, and Adam Rasgon on what we’re learning about the deadly attack on the group’s workers. It’s Thursday, April 4.

Kim, can you tell us about the World Central Kitchen?

World Central Kitchen started as a little idea in Chef José Andrés’ head. He was in Haiti with some other folks, trying to do earthquake relief in 2010. And his idea at that point was to teach Haitians to cook and to use solar stoves and ways for people to feed themselves, because the infrastructure was gone.

And he was cooking with some Haitians in one of the camps, and they were showing him how to cook beans the Haitian way. You sort of smash them and make them a little creamy. And it occurred to him that there was something so comforting for those folks to eat food that was from their culture that tasted good to them. You know, if you’re having a really hard time, what makes you feel good is comfort food, right? And warm comfort food.

So that moment in the camp really was the seed of this idea. It planted this notion in José Andrés’ mind, and that notion eventually became World Central Kitchen.

And for those who don’t know, Kim, who exactly is Chef José Andrés?

José Andrés is a Spanish chef who cooked under some of the Spanish molecular gastronomy greats, came to America, really made his bones in Washington, DC, with some avant-garde food, but also started to expand and cook tapas, cook Mexican food. He’s got about 40 restaurants now.

Yeah. And he’s got a great Spanish restaurant in New York. He’s got restaurants in DC, restaurants in Miami.

Come with me to the kitchen. Don’t be shy.

He’s also become a big TV personality.

Chef, are you going to put the lobster in the pot with the potatoes?

We’re going to leave the potatoes in.

Leave the potatoes in!

He’s one of the most charismatic people I’ve ever been around in the food world.

He’s very much the touchstone of what people want their celebrity chefs to be.

So how does he go from being all those things you just described, to being on the ground, making local comfort food for Haitians? And how does this all go from an idea that that would be a good idea, to this much bigger, full-fledged humanitarian organization?

So he started to realize that giving people food in disaster zones was a thing that was really powerful. He helped feed people after Hurricane Sandy, and he realized that he could get local chefs who all wanted to help and somehow harness that power. But the idea really became set when he went to Houston in 2017 to help after Hurricane Harvey.

And that’s when he saw that getting local chefs to tap into their resources, borrowing kitchens, using ingredients that chefs might have had on hand or are spoiling in the fridge because the power is out and all these restaurants needed something to do with all this food before it rotted — harnessing all that and putting it together and giving people well-cooked, delicious — at least as delicious as it can be in a disaster zone — that’s when World Central Kitchen as we know it today sort of emerged as a fully formed concept.

The first pictures now coming in from Puerto Rico after taking a direct hit — Hurricane Maria slamming into the island. And as you heard, one official saying the island is destroyed.

Shortly after that, he flew to Puerto Rico, where Hurricane Maria had pretty much left the entire island without water and in darkness.

He flew in on one of the first commercial jets that went back in. He got a couple of his chef buddies whose kitchens were closed, and they just decided to start cooking. They were basically just serving pots of stew, chicken stew, in front of the restaurants.

The lines got longer. And of course, chefs are a really specific kind of creature. They really like to help their community. They’re really about feeding people.

So all the people who were chefs or cooks on the ground in Puerto Rico who could wanted to help. And you had all these chefs in the States who wanted to fly down and help if they could, too. So you had this constant flow of chefs coming in and out. That’s when I went down and followed him around for about a week.

And what did you see?

Well, one of the most striking things was his ability to get food to remote places in ways the Salvation Army couldn’t and other government agencies that were on the ground couldn’t. You know, the Federal Emergency Management Agency, FEMA, doesn’t deliver food. It contracts with people to deliver food.

So you have all these steps of bureaucracy you have to go through to get those contracts. And then, FEMA says you have to have a bottle of water and this and that in those boxes. There’s a lot of structure to be able to meet the rules and regulations of FEMA.

So José doesn’t really care about rules and regulations very much. So he just got his troops together and figured out where people needed food. He had this big paper map he’d carry around and lay out. And he had a Sharpie, and he’d circle villages where he’d heard people needed food or where a bridge was out.

And then he would dispatch people to get the food there. Now, how are you going to do that? He was staying in a hotel where some National Guard and military police were staying to go patrol areas to make sure they were safe. He would tuck his big aluminum pans of food into the back of those guys’ cars, and say, Could you stop and drop these off at this church?

During that time in Puerto Rico, he funded a lot of it off of his own credit cards or with cash. And then he’s on the phone with people like the president of Goya or his golf buddies who are well-connected, saying, hey, we need some money. Can you send some money for this? Can you send some money for that?

So he just developed this network, almost overnight. I mean, he is very much a general in the field. He wears this Orvis fishing vest, has cigars in one pocket, money in the other. And he just sets out to feed people.

And there were deliveries that were as simple as he and a couple of folks taking plastic bags with food and wading through a flooded parking lot to an apartment building where an older person had been stuck for a few days and couldn’t get out, to driving up to a community that had been cut off. There was a church that was trying to distribute food.

We drive through this little mountain road and get to this church. We start unloading the food, and the congregation is inside the church. José comes in, and the pastor thanks him so much. And the 20 people or so who are there gather around José, and they begin praying.

And he puts his head down. He’s a Catholic. He’s a man who prays. He puts his head down. He’s in the middle of these folks, and he starts to pray with them. And then, pulls out his map, circles another spot, and the group is off to the next place.

And when Russia invades Ukraine, he immediately decided it was time for World Central Kitchen to step into a war zone. You know, so many people needed to eat. So many Ukrainians were crossing the border into Poland.

There are refugees in several countries surrounding Ukraine. So a lot of the work that they did was feeding the refugees. They set up big operations around train stations, places where refugees were coming, and then they were able to get into cities.

One of their operations did get hit with some armaments early on. Nobody was hurt badly. But I think that was the first time that they realized this was an actually more dangerous situation than perhaps going in after there’s been an earthquake.

But the other thing that really made a difference here is, José Andrés and World Central Kitchen would broadcast on social media, live from the kitchens. In the beginning, he’d be holding up his phone and saying, we put out 3 million meals for the people of Puerto Rico, chefs for Puerto Rico. It was very infectious.

And now, one of the standard operating procedures for people who are in the World Central Kitchens is to hold up the phone like that — you can see the kitchen, busy in the back — and talk about how many meals they’ve served. They have these kind of wild meal counts, which one presumes are pretty accurate. But they’re like, we served 320,000 meals this morning to the people of Lviv.

I mean, that scale seems important to note. This is not the kind of work that feeds a few people and a few towns. When you’re talking about 300,000 meals in a morning, you’re talking about something that begins, it would seem, to rival the scope and the reach of the groups that we tend to think of as the most important in the disaster-relief world.

Absolutely. And the meals — there are lots and lots and lots of meals. But also, World Central Kitchen hires local cooks. They’ll hire food truck operators, who obviously have no work, and pay them to go out and deliver the meals. They’ll pay local cooks to come in and cook. That’s what they do with a lot of their donations, which is very different than other aid organizations. And this then helps the local economy. He’s trying to buy as much local food as he can. That keeps the economy going in the time of a disaster. So that’s a piece of his operation that is a little different than traditional aid operations.

So walk us up to October 7, when Hamas attacked Israel. What does Chef José Andrés and the World Kitchen do?

Well, he had had such impact in Ukraine. And I think the organization itself thought that they had the infrastructure to now take food into another war zone. Gaza, of course, was nothing like Ukraine. But World Central Kitchen shows up. They’re nimble. They start to connect with local chefs.

Right now, they have about 60 kitchens in the areas around Gaza, and they’ve hired about 400 Palestinians to help do that. But getting the food into Gaza became the difficulty.

How do you actually get the food into the Gaza Strip? Large amounts of food that require trucks? You’ve got to realize, getting food into Gaza right now requires going through Israeli checkpoints.

And that slows the operation down. You might get eight trucks a day in, and that is such a small amount of food. And this has been incredibly difficult for any aid operations.

So World Central Kitchen, playing on the experience that they had in a war zone and working with government entities and trying to coordinate permissions — they took that experience from Ukraine and were trying to apply it in the Gaza Strip. Now, they had worked for a long time with Israeli officials. They wanted to make sure that they could get their food in.

And they decided that the best way to do it would be to take food off of ships, get it in a warehouse, and then get that food into Gaza. It took a long time to pull those permissions through, but they were able to get the permissions they needed and set this system up, so they could move the food fairly quickly into North Gaza.

And once they get those permissions, how big a player do they become in Gaza?

World Central Kitchen became a kind of a fulcrum point for getting food aid in to Gaza in a way that a larger and more established humanitarian aid operations couldn’t, in part because they were small and nimble in their way. So the amount of food they were moving maybe wasn’t as large as some of the more established humanitarian aid organizations, but they had so much goodwill. They had so much logistical knowledge.

They were working with local Palestinians who knew the food systems and who understood how to get things in and out. So they were able to find a way to use a humanitarian corridor to have permissions from the Israeli government, to be able to move this food back and forth. And that’s always been the secret to World Central Kitchen — is incredibly nimble. So —

Just like in Puerto Rico, they seemed to win over just about everybody and do the seemingly impossible.

Right. And World Central Kitchen says they delivered 43 million meals to Gazans since the start of the war. And I don’t think there was any other group that could have pulled this off.

Hey, this is Zomi and Chef Olivier. We’re at the Deir al-Balah kitchen. And we’ve got the mise en place. Tell us a little bit about it, Chef.

And then, this caravan, this fairly efficient caravan of armored vehicles, labeled with World Central Kitchen logo on the roof, on the sides — the idea was they head on — this humanitarian quarter, they head on this road. The seven people who went all in vests — three of whom are security people from Great Britain — you have another World Central Kitchen employee who has handled operations in Asia, in Central America. She’s quite a veteran of the World Central Kitchen operation.

And you have a young man who someone told me was like the Michael Jordan of humanitarian aid, who hooked up with World Central Kitchen in Poland. He was a hospitality student and had just become an indispensable make-it-happen guy. And you have a Palestinian guy who’s 25, a driver.

So this is the team. They have all the clearances. They have the well-marked vehicles. It seemed like a very simple, surgical kind of operation. And of course, now, as we know, it was anything but that.

After the break, my colleague Adam Rasgon on what happened to the World Central Kitchen workers in that caravan. We’ll be right back.

So Adam, what ends up happening to this convoy that our colleague Kim Severson just described from World Central Kitchen?

So what we know is that members of the World Central Kitchen had been at a warehouse in Deir al-Balah in the Central Gaza Strip. They had just unloaded about 100 tons of food aid that had been brought via a maritime route to the coast of the Gaza Strip. When they departed the warehouse, they were in three cars.

Two of the cars were armored cars, and one was a soft-skinned car, according to the organization. When the cars reached the coastal road, known as Al Rashid Street, they started to make their way south.

And what do we know about how much the World Central Kitchen would have told the Israeli military about their plans to be on this road?

Yeah. So the World Central Kitchen said that its movements were coordinated. And in military speak or in technical speak, people often refer to this as deconfliction. So basically, this process is something that not only the World Central Kitchen but the UN, telecommunications companies going out to repair damaged telecommunications infrastructure, others would use, where they basically provide the Israeli military with information about the people who are traveling — their ID numbers, their names, the license plate numbers of the cars they’ll be traveling in.

They’ll sort of explain where their destination is. And the general process is that the Israelis will then come back to them and say, you’re approved to travel from this time, and you can take this specific route.

And do we know if that happened? If the IDF said, you’re approved, use this route on this night?

So we heard from the World Central Kitchen that they did receive this approval. And the military hasn’t come out and said that it wasn’t approved. So I think it’s fair to assume that their movements were coordinated and de-conflicted.

OK. So what happens as this seemingly pre-approved and coordinated convoy trip is making this leg of the journey?

They started to make their way south towards Rafah. And the three cars suddenly came under fire. The Israeli army unleashes powerful and devastating strikes on the three cars in the convoy, most likely from a drone. The strikes rip through the cars, killing everyone inside.

Shortly thereafter, ambulances from the Palestine Red Crescent are dispatched to the location. They retrieve the dead bodies.

They bring those bodies to a hospital. And at the hospital, the bodies are laid out, and journalists start to report to the world that indeed, five members of the World Central Kitchen staff have been killed. And the Palestine Red Crescent teams were continuing to search for other bodies and eventually brought back two more bodies to the hospital for a total of seven people killed in these airstrikes.

And when the sun comes up, what does it end up looking like — the scene of these struck trucks from this convoy?

So early in the morning when the sun comes up, a number of Palestinian journalists headed out to the coastal road and started taking pictures and videos. And I received a series of videos from one of the reporters that I was in touch with, essentially showing three cars, all heavily damaged. One had a World Central Kitchen logo on top of it, with a gaping hole in the middle of the roof.

A second car was completely charred. You could barely recognize the structure of the car. The inside of it had been completely charred, and the front smashed.

And do we know if the strike on this convoy was the only strike happening in this area? In other words, is it possible that this convoy was caught in some kind of a crossfire or in the middle of a firefight, or does it appear that this was quite narrow, and was the Israeli army targeting these specific vehicles, whether or not they realized who was in it?

We don’t have any other indication that there was another strike on that road around that time.

What that suggests, of course, is that this convoy was targeted. Now, whether Israeli officials knew who was in it, whether they were aid workers, seems like a yet-unresolved question. But it does feel very clear that the trucks in this convoy were deliberately struck.

Yes. I do think the trucks in this convoy were deliberately struck.

What is the reaction to these airstrikes on this convoy and to the death of these aid workers?

Well, one of the first reactions is from the World Central kitchen’s founder, José Andrés.

Chef José Andrés, who founded World Central Kitchen, calling them angels.

He said he was heartbroken and grieving.

And adding the Israeli government needs to stop this indiscriminate killing.

And then, he accused Israel of using food as a weapon.

What I know is that we were targeted deliberately, nonstop, until everybody was dead in this convoy.

And he just seemed devastated and quite angry.

And so what is the reaction from not just World Central Kitchen, but from the rest of the world to this airstrike?

There’s, frankly, fury and outrage.

The White House says it is outraged by an Israeli airstrike that killed seven aid workers in Gaza, including one American.

President Biden, who has been becoming increasingly critical of Israel’s approach to this war — he came out and said that he was outraged and heartbroken.

Certainly sharper in tone than we have heard in the past. He says Israel has not done enough to protect aid workers trying to deliver desperately needed help to civilians. Incidents like yesterday’s simply should not happen. Israel also has not —

And we’re seeing similar outrage from foreign governments. The British Foreign Secretary David Cameron —

The dreadful events of the last two days are a moment when we should mourn the loss of these brave humanitarian workers.

— said that the airstrikes were completely unacceptable. And he called on Israel to explain how this happened and to make changes to ensure that aid workers could be safe.

So amid all this, what does Israel have to say about the attack — about how it happened, about why it happened?

The response from Israel this time was much different, compared to other controversial airstrikes on the Gaza Strip. Often, when we’re reporting on these issues, we’ll hear from the army that they’re investigating a given incident. It will take days, if not weeks, to receive updates on where that investigation stands.

There are instances where Israel does take responsibility for harming civilians, but it’s often rare. This time, the Prime Minister —

[NON-ENGLISH SPEECH]

— Benjamin Netanyahu comes out with a video message —

— saying that Israel had unintentionally harmed innocent civilians. And that was the first indication or public indication that Israel was going to take responsibility for what had happened.

The IDF works together closely with the World Central Kitchen and greatly appreciates the important work that they do.

We later heard from the military’s chief of staff. Herzi Halevi issued a video statement in English.

I want to be very clear the strike was not carried out with the intention of harming aid workers. It was a mistake that followed a misidentification.

And he said this mistake had come after a misidentification. He said it was in the middle of a war, in a very complex condition. But —

This incident was a grave mistake. We are sorry for the unintentional harm to the members of WCK.

He was clear that this shouldn’t have happened.

I want to talk about that statement, because it seems to suggest — that word, “misidentification”— that the Israeli army believed that somebody else was in this convoy, that it wasn’t a bunch of aid workers.

That’s possible, although it’s extremely vague and cryptic language that genuinely is difficult to understand. And it’s a question that us in the Jerusalem Bureau have been asking ourselves.

I’m curious if the Israeli government has said anything in all of its statements so far about whether it noticed these markings on these three cars in the convoy. Because that, I think, for so many people, stands out as making misidentification hard to understand. It seems like perhaps a random pickup truck could be misidentified as perhaps a vehicle being used by a Hamas militant. But a group of World Central Kitchen trucks with their name all over it, driving down a known aid corridor — that becomes harder to understand as misidentification.

Yeah, it’s an important question. And at this moment, we don’t know exactly what the Israeli reconnaissance drones could see, and whether or not they were able to see, in the darkness of the night, the markings of the World Central Kitchen on the cars. But what is clear is that when the cars were found in the morning, right there was the big emblazoned logo of the World Central Kitchen.

Mm-hmm. I’m curious how you think about the speed with which Israel came out and said it was in the wrong here. Because as you said, that’s not how Israel typically reacts to many of these situations. And that makes me think that it might have something to do with the nature of the aid group that was the target of these airstrikes — the World Central Kitchen — and its story.

I think it does have to do with this particular group. This is a group that’s led by a celebrity chef, very high-profile, who is gone around the world to conflict zones, disaster areas, to provide food aid. And I also think it has to do with the people who were killed, most of who were Western foreign aid workers. Frankly, I don’t think we would be having this conversation if a group of Palestinian aid workers had been killed.

Nor, perhaps, would we be having the reaction that we have had so far from the Israeli government.

I would agree with that.

Adam, at the end of the day, what is going to be the fallout from all of this for the people of Gaza? How do we think that this attack on World Central Kitchen is going to impact how food, medicine, aid is distributed there?

So the World Central Kitchen has said that it’s suspending its operations across Gaza. Because it essentially seems that they don’t feel they can safely operate there right now. And several ships that carried aid for the organization, which were sort of just on the coast — those ships ended up turning back to Cyprus, carrying more than 200 tons of aid.

So aid that was supposed to reach the people of Gaza is now leaving Gaza because of this attack.

Yes. And it’s also had a chilling effect. Another aid group, named INARA, has also suspended its operations in Gaza. And it seems that there is concern among humanitarians that other aid groups could follow.

So in a place where people are already suffering from severe hunger, poor sanitation, the spread of dangerous disease, this is only going to make the humanitarian situation, which is already dire, even worse.

Well, Adam, thank you very much. We appreciate it.

Thanks so much for having me.

We’ll be right back.

Here’s what else you need to know today. The magnitude-7.4 earthquake that struck Taiwan on Wednesday has killed nine people, injured more than 1,000, and touched off several landslides. It was Taiwan’s strongest quake in the past 25 years. But in a blessing for the island’s biggest cities, its epicenter was off the island’s east coast, relatively far from population centers like Taipei.

And the first patient to receive a kidney transplant from a genetically modified pig has fared so well that he was discharged from a Massachusetts hospital on Wednesday just two weeks after surgery. Two previous transplants from genetically modified pigs both failed. Doctors say the success of the latest surgery represents a major moment in medicine that, if replicated, could usher in a new era of organ transplantation.

Today’s episode was produced by Lynsea Garrison, Olivia Natt, and Carlos Prieto, with help from Asthaa Chaturvedi. It was edited by Marc Georges, with help from Paige Cowett, contains original music by Marion Lozano and Dan Powell, and was engineered by Chris Wood. Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly.

That’s it for “The Daily.” I’m Michael Barbaro. See you tomorrow.

• April 5, 2024   •   29:11 An Engineering Experiment to Cool the Earth
• April 4, 2024   •   32:37 Israel’s Deadly Airstrike on the World Central Kitchen
• April 3, 2024   •   27:42 The Accidental Tax Cutter in Chief
• April 2, 2024   •   29:32 Kids Are Missing School at an Alarming Rate
• April 1, 2024   •   36:14 Ronna McDaniel, TV News and the Trump Problem
• March 29, 2024   •   48:42 Hamas Took Her, and Still Has Her Husband
• March 28, 2024   •   33:40 The Newest Tech Start-Up Billionaire? Donald Trump.
• March 27, 2024   •   28:06 Democrats’ Plan to Save the Republican House Speaker
• March 26, 2024   •   29:13 The United States vs. the iPhone
• March 25, 2024   •   25:59 A Terrorist Attack in Russia
• March 24, 2024   •   21:39 The Sunday Read: ‘My Goldendoodle Spent a Week at Some Luxury Dog ‘Hotels.’ I Tagged Along.’
• March 22, 2024   •   35:30 Chuck Schumer on His Campaign to Oust Israel’s Leader

Hosted by Michael Barbaro

Featuring Kim Severson and Adam Rasgon

Produced by Lynsea Garrison ,  Olivia Natt ,  Carlos Prieto and Asthaa Chaturvedi

Edited by Marc Georges and Paige Cowett

Original music by Dan Powell and Marion Lozano

Engineered by Chris Wood

Listen and follow The Daily Apple Podcasts | Spotify | Amazon Music

The Israeli airstrike that killed seven workers delivering food in Gaza has touched off global outrage and condemnation.

Kim Severson, who covers food culture for The Times, discusses the World Central Kitchen, the aid group at the center of the story; and Adam Rasgon, who reports from Israel, explains what we know about the tragedy so far.

On today’s episode

Kim Severson , a food correspondent for The New York Times.

Adam Rasgon , an Israel correspondent for The New York Times.

Background reading

The relief convoy was hit just after workers had delivered tons of food .

José Andrés, the Spanish chef who founded World Central Kitchen, and his corps of cooks have become leaders in disaster aid .

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The Daily is made by Rachel Quester, Lynsea Garrison, Clare Toeniskoetter, Paige Cowett, Michael Simon Johnson, Brad Fisher, Chris Wood, Jessica Cheung, Stella Tan, Alexandra Leigh Young, Lisa Chow, Eric Krupke, Marc Georges, Luke Vander Ploeg, M.J. Davis Lin, Dan Powell, Sydney Harper, Mike Benoist, Liz O. Baylen, Asthaa Chaturvedi, Rachelle Bonja, Diana Nguyen, Marion Lozano, Corey Schreppel, Rob Szypko, Elisheba Ittoop, Mooj Zadie, Patricia Willens, Rowan Niemisto, Jody Becker, Rikki Novetsky, John Ketchum, Nina Feldman, Will Reid, Carlos Prieto, Ben Calhoun, Susan Lee, Lexie Diao, Mary Wilson, Alex Stern, Dan Farrell, Sophia Lanman, Shannon Lin, Diane Wong, Devon Taylor, Alyssa Moxley, Summer Thomad, Olivia Natt, Daniel Ramirez and Brendan Klinkenberg.

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Kim Severson is an Atlanta-based reporter who covers the nation’s food culture and contributes to NYT Cooking . More about Kim Severson

Adam Rasgon reports from Israel for The Times's Jerusalem bureau. More about Adam Rasgon

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