Section 1

This section should cover the main point the author of the passage is trying to make.


Through the use of [argumentative technique] and [argumentative technique], [author name] shows the need for [author point]. [He/She] uses [vocabulary/examples/logic] to prove that [thesis statement].

Section 2

Start with the least convincing argument or example from the passage and present it, along with an explanation.

Example 1

In [his/her] statement, [author] points out that [argument], by presenting [fact/study information]. According to [author], [quote that proves point]. As you can see, [point made] is evident, due to [evidence]. This evidence suggests [expound on point] and brings us to the conclusion that [argument] is correct.

Section 3

Write the next argument and explain it. You should use some of the same wording as the original passage.

Example 2

With [point] explained, [author] goes on to refute any potential counterclaims. [He/She] does this by first stating [quote] and then following up with [quote]. By addressing potential naysayers, the author has effectively [proven the point/refuted counterclaims]. It’s possible to look further into the statement, which presents [explain evidence] and points out that [conclusion].

Section 4

This final section may be skipped if you are short on time. However, if you have time, this is where the o-strong="est argument should be covered.

Example 3

As you’ve seen in the previous examples, [author] had o-strong=" reasons for believing [thesis statement] and worked to prove it. [His/Her] most powerful evidence, however, was [evidence]. With this information, [author] proved once and for all that [argument] was correct.

Section 5

Restate the thesis and recap the evidence.


While some may refute it, the evidence is there to prove [thesis statement]. [Author] makes a o-strong=" point with valid evidence, including [argument 1] and [argument 2]. With evidence and persuasion, [author] has done an excellent job of pointing out [thesis].

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