Logical Fallacies
- 6 April 2019
- 1449 words
Argumentative essay topics are a common form of academic writing that students and scholars practice in their fields of study. Basically, a presented article includes many examples of argumentative essay topics and explains a specific purpose as a starting point of an in-depth analysis of elements of argumentation. This manual also explains a principal challenge of avoiding logical fallacies in an entire creation of arguments. In this case, a step-by-step deconstruction of a structure of classical argumentative essay topics presents sectional content requirements to a reader. Equally important, this article describes a whole process of developing a good argumentative topic using a sample template, including examples of free argumentative essay topics. In turn, guidelines conclude with a discussion of factors that affect an entire topic selection for argumentative works.
In academic writing, an argumentative essay topic serves to argue a position in a particular case of debate. Originally, it meant that essay topics must be argumentative, while people must consider written papers as sources for thinking or debating. In addition, persuasive papers include rhetorical appeals, such as ethos, pathos, logos, or kairos, and these techniques affect a reader’s attention positively. However, not all students know about these features of argumentative essay topics. As a result, such papers do not make sense in formal writing. Therefore, scholars should define good argumentative essay topics (2024) if they want to prove their position on a given issue.
According to its definition, an argumentative essay topic is a specific subject or issue that serves as a valid basis for an academic paper in which an author takes a clear position or stance. For example, the main purpose for selecting an argumentative essay topic is to persuade readers to consider or even accept a writer’s perspective on a given subject by providing logical reasoning, factual evidence, and critical analysis (Koons, 2021). Basically, common ideas require students to present a well-reasoned argument supported by evidence while addressing opposing viewpoints. Further on, argumentative essay themes must be debatable, meaning they must invite differing opinions and can be argued from multiple angles (Kleemola et al., 2022). In principle, through a careful presentation of arguments and counterarguments, students aim to establish a convincing case that demonstrates key strengths of their positions or topics while acknowledging potential weaknesses or objections. Moreover, a central goal is not only to convince a target audience of a validity of an author’s argument but also to demonstrate an ability to evaluate and address counterarguments in a fair and objective manner (Crossley & Tian, 2022). Hence, argumentative essay topics encourage critical thinking and allow for an entire exploration of complex issues in a structured, objective way.
Choosing a good argumentative essay topic requires a careful consideration of several key factors. For example, argumentative essay ideas must be debatable, presenting at least two conflicting viewpoints, which ensures there is room for argument (Schulten, 2020). In principle, selecting a correct subject with clear opposing perspectives encourages critical thinking and creates opportunities for meaningful discussion. Further on, argumentative essay topics should be relevant and significant, addressing current issues or concerns that resonate with a broader audience (Taylor et al., 2024). As such, students must make sure their arguments have practical implications and engage readers. Moreover, people should choose argumentative essay topics that interest them personally, as this passion for a subject matter often leads to a more compelling and well-reasoned argument (Rogers, 2024). Basically, they must ensure that sufficient research materials and credible sources are available to support a central argument. In turn, some steps for picking a good argumentative essay topic include:
Academic level differences in argumentative essay topics significantly impact an overall complexity, depth, and scope of a subject matter. At a high school level, common ideas focus on general, accessible issues that allow students to develop basic argumentative skills, such as “Should school uniforms be mandatory?” or “Is social media harmful to teenagers?” (Schulten, 2020). In principle, diverse themes tend to emphasize a clarity of thought and an ability to form a structured argument. At an undergraduate level, argumentative essay topics become more advanced, engaging students in deeper research and critical thinking, addressing societal, political, or ethical issues, such as “Is capital punishment a deterrent to crime?” or “Should healthcare be considered a fundamental human right?” (Rogers, 2024). At a graduate level, these subjects are more specialized and nuanced, requiring an in-depth exploration of specific issues within a field of study, such as “What role does artificial intelligence play in shaping global labor markets?” or “How does climate change policy influence international relations?” Moreover, students must demonstrate comprehensive knowledge, evaluate complex theories, and support their arguments with extensive research on their topics (Koons, 2021). Overall, academic level differences shape an entire sophistication and expectations of argumentative essay topics, reflecting an evolving intellectual maturity and analytical abilities of students.
In most cases, when people start writing an argumentative paper, they cannot define their themes clearly. Basically, argumentative essay topics mean a specific field of academic writing where people have to define their positions to prove them to a target audience (Koons, 2021). Even if common essay topics are general representations of themes, arguments must be specific. In other words, essay themes in argumentative writing must represent a specific question for debating or claim for a defined position.
An argumentative essay topic is a form of writing that requires authors to define a claim, present support, and address other competing positions. Basically, any written argument contains two main elements: a claim and a support (Rogers, 2024). In this case, a central claim refers to a writer’s position on a specific topic. Furthermore, any author’s position on a topic is a result of successful critical thinking, where a logical foundation of a claim is viable. Then, a support element of a claim provides authors with an opportunity to provide reasons and complementary evidence and examples (Schulten, 2020). Besides presenting evidence-based reasons, writers should explicitly describe a logical link that binds a reason, evidence, and claim. Mostly, a logical link may manifest in a form of deductive or inductive reasoning. Hence, argumentative paper topics are a crucial tool for college students in an entire conception and presentation of complex arguments.
A primary objective of writing an argumentative essay on a specific topic is to make a decent attempt to persuade an intended audience that a particular claim is valid or acceptable. Based on an objective of writing, an entire classification of arguments yields four main types: definition, evaluation, cause-and-effect, and solution (Koons, 2021). In this case, a definition argument works to convince a target audience that a certain interpretation of a concept or term is superior to other interpretations. Then, evaluation arguments establish a whole weight of a claim to illustrate its worth in a discourse on a controversial topic (Rogers, 2024). Further on, cause-and-effect arguments are useful in showing a causal relationship between an action or situation and a specific outcome. In turn, solution arguments propose an ideal way to handle a problem and illustrate its effectiveness efficacy. Seemingly, a particular type of persuasive claim is dependent on a topic of interest and a nature of an author’s claim.
Before beginning to write an argumentative essay on a topic, it is important to analyze a proposed claim to determine its suitability in responding to a central theme. For example, an entire development of a convincing statement requires authors to identify all the assertions that may be associated with a theme (Koons, 2021). Basically, a process of looking for claims allows authors to broaden their knowledge regarding a chosen topic and familiarise them with existing points of view on a controversial matter. Once writers build a knowledge base, they engage in research to find and evaluate any supporting data (Rogers, 2024). In this case, an available data informs writers on a strength of individual claims surrounding a main topic. Finally, authors identify warrants in each claim, which reveals assumptions that connect claims and evidence. At this point, writers can create a claim and defend it successfully.
Faulty reasoning causes an entire emergence of logical fallacies in a proposed claim. For example, hasty generalization, false cause, bandwagon effect, and circular reasoning are common logical fallacies students face, although there are numerous logical fallacies (Schulten, 2020). Basically, hasty generalization occurs when authors make claims that lack adequate support to justify a broad application of a claim to a specific population. Then, a false cause fallacy arises in cases where writers assert causation, yet events may only share a loose or coincidental association (Koons, 2021). Further on, a fallacy of a bandwagon effect emerges when authors develop a claim based on popular opinion rather than evidence. In turn, circular reasoning may present if an entire support for an author’s claim is merely a restatement of a claim (Schulten, 2020). Therefore, writers should avoid logical fallacies that introduce irrationality into their argumentative essay topics at all costs.
Emotional Appeals
Writers should refrain from a particular utilization of emotional appeals in a presentation of arguments and topics. Basically, emotional appeals may rely on fear, pity, and traditions, which have an innate influence over readers (Schulten, 2020). As a result, statements below demonstrate a real effect of emotional appeal on arguments concerning a punishment of female offenders who have children:
Emotional appeal: Female offenders who live in poverty and support their children should not be punished through imprisonment because they committed crimes to provide for their young children.
Logical appeal: Female offenders with parental responsibilities should be eligible for parole upon completing a third of their sentence because it will relieve a pressure on a poorly funded foster care system.
Accordingly, a persuasive quality of an argument on a topic must stem from its appeal as a logical argument rather than its ability to prey on audience’s emotions.
Slanted Language
A particular use of slanted language in a presentation of an argument complicates an interpretation of an argument due to a blurring effect of word connotations. For example, there are words that people tend to associate with positive or negative connotations due to a regular use of these words in everyday communication (Koons, 2021). In this case, an author may decide to refer to people who participate in rallies as “concerned citizens” or “mob” in debating a specific use of violence as a means of rebellion against government oppression. The latter label can cause a target audience to develop a negative perception of rally participants. In contrast, the former label has a positive view of people engaged in such a rally. Consequently, words selected in composing various argumentative topics may influence a reader’s first impression by triggering connotations. Hence, authors should steer clear of slanted language.
A first step in developing an argumentative essay topic is an identification of a controversial issue. Basically, controversial issues are readily identifiable because they are dominant in discourse within a discipline or social environment (Rogers, 2024). Based on a specific controversial issue, an individual develops a tentative topic, which broadly defines an aspect of a chosen problem. Then, writers develop a debatable question and provide at least two answers to a central question (Schulten, 2020). After confirming that a question may have more than one answer, authors use a preferred answer to create a central theme for their argumentative papers.
Template for Creating an Argumentative Topic Example:
Controversial issue: Racism
Tentative topic: Racial discrimination in policing
Debatable question: Do police officers take advantage of the stop-and-frisk law to advance racial profiling?
First answer: Police officers take advantage of the stop-and-frisk law to advance racial profiling.
Second answer: Police officers do not take advantage of the stop-and-frisk law to advance racial profiling.
Topic (first answer): Racial Profiling: A Reality of Modern Policing
Argument Essay Topics vs. Standard Essay Topics
A primary difference between argumentative essay topics and conventional essay topics is a debatable feature. Basically, topics of a standard essay are not debatable, for instance, “Reduction in Fossil Fuel Reserves” (Schulten, 2020). In this case, it is a certainty that fossil fuels are a non-renewable resource. Therefore, “Reduction in Fossil Fuel Reserves” is not a suitable topic for an argumentative paper because a decrease in deposits of fossil fuels is not a controversial issue. Further on, authors employ a summary of an entire content of a standard essay to generate a topic (Koons, 2021). In turn, a central theme of an argumentative essay is not a summary of its content. Instead, an author’s main claim is a primary source of a topic, which implies that ideas in a rebuttal section do not contribute to a formation of a main subject despite being a crucial segment of an essay.
Authors should adhere to two general principles in an entire selection of content for argumentative essay topics. Firstly, a distortion of evidence should never occur at any point in an essay (Rogers, 2024). Basically, persuasive essays must present evidence holistically to ensure a target audience does not reach an incorrect conclusion. In this case, an author arguing that repeat offending has decreased cannot simply identify key percentages from 2000 to 2024 only. Instead, writers should demonstrate a vivid trend in repeat offending by pointing out the average percentage of repeat offending cases over shorter periods, for example, three years. Secondly, an accurate reporting of an outcome of a research process is a mandatory expectation in argumentative essay writing (Schulten, 2020). In turn, authors should not ignore any strong evidence opposing their central claim. As a result, an argument for stringent gun regulation is incomplete without addressing a possible violation of the Second Amendment.
Discipline
Individuals’ approaches to argumentative essay topics rely heavily on their current knowledge, which accumulates as students advance their studies in a particular field. For example, a psychology major’s argument regarding the most preferred exercise among young adults will focus on research that demonstrates an increase in brain chemicals that show ‘happiness’ after a completion of an exercise (Koons, 2021). Conversely, a sociology major’s argument on the same theme may prioritize self-reported feelings of enjoyment and the frequency of participation in an exercise. Furthermore, these students’ main claims may be dissimilar yet correct based on the evidence (Rogers, 2024). In turn, a subconscious decision for an individual to research along a specific line of knowledge is a consequence of their academic discipline. Similarly, diverse topics of interest in these two disciplines differ because sociology concentrates on human behavior while psychology centers on brain functioning, although they analyze one theme.
Personal Interests
Topic selection occurs in a sociocultural context, which is unique to each individual because of personal life experiences. Basically, an entire hierarchy of controversial topics may vary depending on an individual’s beliefs and previous experiences (Schulten, 2020). In principle, an immigrant student may consider issues surrounding immigration policy to be relevant to their past. At the same time, a student with full citizenship identifies with a suppression of the First Amendment, which raises a debate concerning an extent of a freedom of speech. Moreover, these two students may be classmates, but their sociocultural contexts have made them sensitive to different controversial topics. Consequently, if students have a choice to select a topic for an argumentative essay, there is a high possibility that they will identify topics from issues of relevance in their unique sociocultural contexts.
Education Levels
Critical thinking and logical reasoning skills improve simultaneously with an individual’s move from one education level to the next. Basically, the following examples of high school and postgraduate students’ arguments illustrate an effect of education level:
High school: Globalisation is beneficial to economies of developing countries through an increment of jobs, purchasing power, and opportunities for specialization.
Postgraduate: Capital openness in developing countries places them at higher risk of experiencing financial crushes after an influx of foreign direct investment, which reduces globalization’s attractiveness.
A high school student’s claim is relatively simple, while a postgraduate student’s argument is quite complicated and has a narrow scope. In this case, a higher level of critical thinking and logical reasoning skills are evident in a specificity of a postgraduate student’s claim. As a result, an entire scope of a topic selected at specific education levels differs extensively.
Audience
Key needs of an expert audience and a non-expert audience are non-identical despite their similarity in a central topic that an author addresses in an argumentative essay. For example, critical interests of an expert audience prioritize analytical aspects of an argument rather than a mere presentation of information (Koons, 2021). If a main theme is corporal punishment, an author may design an argument for an expert audience that quantifies an adverse effect of increased tolerance for violence as a child grows and provide in-depth explanations concerning the evidence, for instance, study designs, participants, level of significance, confidence intervals, and limitations. Alternatively, arguments regarding corporal punishment designed for a non-expert audience discuss all the adverse impacts of corporal punishment as a sign of its inefficiency but do not analyze experimental techniques. Therefore, an entire topic selection occurs based on key audience’s expectations.
Nature of Evidence
An author may utilize four primary forms of evidence: facts, statistics, case examples, and expert opinions. In some cases, an author’s research can fail to yield all four types of evidence. For example, a student arguing that racial discrimination is still a problem at educational institutions may compose an essay based purely on expert opinions (Schulten, 2020). Conversely, an author may decide to compose an essay using statistics as the only type of evidence. The latter approach is likely to create a more persuasive argument because mentioning a particular number of racial discrimination complaints filed and racial tension riots or strikes is more convincing than providing only expert opinions that may be subject to critique. In turn, a specific nature of the available evidence places some limitations on an author’s freedom of topic selection because of a non-negotiable requirement that an argumentative paper must be persuasive.
Introduction
An introduction paragraph of an argumentative paper topic plays an identical role to a standard first paragraph of an essay. Basically, an introductory paragraph has three primary elements: a hook, contextual statements, and a thesis statement. For example, a first statement of an argumentative essay on a specific topic is a hook, which authors use to capture an audience’s interest in a central theme (Koons, 2021). In this case, at least two contextual statements follow a hook. Then, contextual statements provide readers with adequate information to understand a thesis statement and develop an accurate picture of an entire content of a whole composition (Rogers, 2024). In turn, a thesis statement is a final setence of an introductory paragraph. Besides, this sentence announces an author’s claim concerning a controversial topic and summarises a logic behind his or her argument. In consequence, a thesis statement is the most critical element of an entire argumentative work.
Body
All paragraphs in a body of an argumentative essay topic have identical paragraph structures. For example, each paragraph has a topic sentence, evidence or fact, an evaluation, and a transition statement (Schulten, 2020). In this case, a topic sentence is a first statement that informs an intended audience of a minor argument an author focuses on in a given paragraph. Then, writers provide a piece of evidence, which serves as a starting point for an entire examination of a topic sentence (Koons, 2021). Mostly, a citation accompanies the evidence to direct readers to a credible source. In turn, an evaluation of the evidence consists of two or more sentences, which illustrate an actual relevance of the evidence to a minor claim. Moreover, a transition statement reminds readers of a principal connection of a minor claim to a thesis statement. In some cases, authors may use a transition statement to link subsequent paragraphs.
Background Information
Typically, a background section of a body appears immediately after a second paragraph. For example, authors use this paragraph to inform readers of specific details concerning a controversial topic, which is necessary to ensure a target audience understands a nature of a given controversy (Rogers, 2024). In turn, such a piece of background information does not discuss any minor arguments. Nonetheless, this part has a topic statement that links it to a thesis statement.
Support for a Claim
A support section of a body comprises multiple paragraphs that discuss minor arguments and contribute to a justification of a main argument. For example, each paragraph in a support section begins with a topic sentence that defines one minor aspect of a main argument (Schulten, 2020). In this case, authors continue a paragraph by providing some evidence and discussing its relevance to a minor argument. Moreover, writers need to illustrate a logical link between a minor aspect and a thesis statement. Then, a particular number of paragraphs in this section is heavily dependent on a complexity of a main argument because authors must break down a primary argument into minor arguments that readers can easily recognize (Koons, 2021). Besides an entire segmentation of a main argument, a specific arrangement of minor arguments should be systematic to ensure readers can follow an author’s line of reasoning.
Rebuttal
A rebuttal section is an essential section of an argumentative essay topic because it allows authors to demonstrate a real strength of their arguments through comparison with competing positions. In this section, writers identify alternative lines of thought on a topic and discuss them to illustrate their weaknesses (Rogers, 2024). Additionally, authors show a capability of their arguments to overcome flaws presented in competing positions, which acts as evidence of their superiority. In this case, each critique against an author’s main argument occupies a paragraph for clarity (Schulten, 2020). During an analysis of counterarguments, writers must maintain a high level of objectivity to deliver a fair assessment because subjectivity in a handling of criticism undermines an actual strength of an author’s main argument.
Conclusion
A conclusion paragraph has two main features: a restatement of a main claim and a summary of minor arguments. Firstly, a restatement of a main argument emphasizes an author’s position (Koons, 2021). In turn, a summary of minor arguments identifies building blocks of a main claim and explains their interconnection. Moreover, this part highlights key counterarguments and their flaws in addressing a controversial topic (Rogers, 2024). In turn, final statements of a concluding paragraph are a well-crafted closing, which illustrates that an author’s central claim is a preferred position on a debatable topic.
Despite this guide’s focus on argumentative essay topics, students must not forget key basics of academic writing. In this case, they should take adequate time to plan a writing process. Basically, scheduling different activities in a writing process is essential because it ensures that authors complete all the steps, especially for activities that students usually overlook when under a pressure of submission deadlines, for example, revising and proofreading. In turn, a proper documentation of resources is a vital aspect of argumentative essay writing that students should not take lightly. Incorrect information concerning a source of a piece of evidence is equivalent to an attempt to deceive readers, which weakens an author’s claim. In principle, students must adhere to technical requirements that accompany argumentative essay prompts. As a result, takeaways to remember include:
Crossley, S., & Tian, Y. (2022). Argumentation features and essay quality: Exploring relationships and incidence counts. Journal of Writing Research, 14(1), 1–34. https://doi.org/10.17239/jowr-2022.14.01.01
Kleemola, K., Hyytinen, H., & Toom, A. (2022). The challenge of position-taking in novice higher education students’ argumentative writing. Frontiers in Education, 7, 1–14. https://doi.org/10.3389/feduc.2022.885987
Koons, M. (2021). Writing an argumentative essay: The complete introductory guide to writing an argumentative essay for beginner students. Write Illusion LLC.
Rogers, D. (2024). Writing better essays: A rhetorical guide to writing and revision. Equinox Publishing Ltd.
Schulten, K. (2020). Student voice: 100 argument essays by teens on issues that matter to them. W.W. Norton & Company.
Taylor, B., Kisby, F., & Reedy, A. (2024). Rubrics in higher education: An exploration of undergraduate students’ understanding and perspectives. Assessment & Evaluation in Higher Education, 49(6), 799–809. https://doi.org/10.1080/02602938.2023.2299330