Build a Sustained Critical Argument

The key idea

Choose a debatable position, develop each reason in sequence, test opposing views fairly, and conclude with a fresh insight.

What is it for?

Write a long argumentative essay that develops an original position, tests opposing views and reaches a meaningful conclusion.

What you need to know

An introduction with a hook, background and a debatable thesis.
Two body paragraphs that develop different reasons and support them with examples or reliable data.
A clear line of reasoning, where each paragraph advances the central argument.
An opposing-view paragraph that concedes a valid point and then refutes its limits.
A conclusion that summarizes or draws a direct conclusion, adds food for thought and may suggest action.
A controlled voice that balances confidence, fairness, precise language and careful claims.

1. Build the introduction: hook, background, thesis

Your introduction has three parts, always in this order. Each part has a different job. The hook catches attention. The background explains the debate. The thesis states your position and previews your reasons.

HOOK: Write the first sentence to catch attention. Use a broad truth, a surprising fact, a thoughtful question, a familiar saying or a shared situation.
A hook does not state your full opinion or list your reasons. Avoid opening with 'In this essay, I will discuss...'.
BACKGROUND: Add the middle sentences. Define the topic, show different views and explain why the issue matters to society.
Keep background neutral. Do not give all your supporting reasons or tell a personal story here.
THESIS: End the introduction with a clear, debatable position. Include at least two main reasons.
A C2 thesis makes a specific claim that a reasonable person could challenge. Avoid safe statements that almost everyone accepts.

Broad hook: Reading can change how people understand the world.

This opens the topic without stating the writer's position.

Surprising hook: Many households now use a screen for everyday tasks.

Use a surprising number only when a reliable source supports it.

Thoughtful hook: Have you ever wondered how people managed before smartphones?

A thoughtful question can invite the reader into the topic.

Background: Some people welcome digital tools, while others worry about lost skills.

This introduces both sides without choosing one.

Thesis: Schools should teach students to use technology selectively because constant digital help can weaken independent thinking and practical skills.

This takes a clear position and previews two reasons.

2. Develop a line of reasoning across the body

Each body paragraph needs one main job. The first develops reason one. The second develops reason two. Do not simply repeat the thesis in different words. Move the argument forward with each paragraph.

Start with a topic sentence that states the paragraph's main reason.
Elaborate by explaining how or why the reason supports your position.
Add a specific personal example or reliable data. Then explain what the evidence proves.
Use different evidence when possible. Two paragraphs with the same example may add little.
Make each paragraph connect to the thesis. The connection should be clear, not forced.
Use linking words to show the relationship between ideas. Choose words for their meaning, not just variety.

Topic sentence: To begin with, constant digital assistance can reduce independent problem-solving.

This gives the first paragraph a clear purpose.

Elaboration: When a phone supplies every answer, users may practise fewer ways to solve problems themselves.

This explains the link between the habit and the claim.

Example: In a fictional school survey, several students checked every calculation on their phones.

A fictional example is useful for practice, but it is not real evidence.

Analysis: Their answers were correct, but the task gave little evidence of independent calculation.

This explains what the example can and cannot prove.

Link: The concern, therefore, is not the tool itself but its automatic use.

This narrows the claim and prepares the next idea.

3. Use evidence carefully and keep your voice controlled

Strong arguments need more than confident language. They need reasons and evidence that fit the claim. Make clear what your evidence proves. Do not claim more than it can show.

Use personal examples to make an idea concrete. Use reliable research or survey data for wider claims.
Name the source when you use real data. Check its date, method and relevance.
Explain the evidence after presenting it. Readers should not have to guess its importance.
Use careful wording when evidence is limited. Phrases such as 'may suggest' and 'is consistent with' show control.
Avoid treating one person's experience as proof of a general rule.
Build an original argument by making a clear connection between familiar facts. Originality does not require an extreme opinion.
Use precise verbs and nouns. Remove repeated claims and words that add no meaning.

Weak claim: Phones destroy everyone's ability to think.

This is too broad and makes an unsupported claim.

Controlled claim: Constant reliance on digital answers may reduce opportunities to practise independent thinking.

This states a clear concern without claiming the same effect for everyone.

Evidence link: This example supports the need for practice, not a ban on phones.

The explanation keeps the conclusion within the evidence.

Source formula: According to a named survey published in a stated year, ...

Use this formula only after checking the actual source.

4. Concede, refute and close with insight

A strong argument understands the other side. First, present its best point fairly. Next, explain its limits. Then show why your position remains stronger. Your conclusion should offer a final insight, not repeat the introduction.

CONCEDE: Present a reasonable opposing view. Explain why people may accept it.
REFUTE: Identify its limits, missing facts or weaker assumptions. Do not attack people who hold that view.
RETURN: End the paragraph by linking the discussion to your central position.
CONCLUSION OPTION A: Summarize your reasons in fresh words. Keep the summary broad and concise.
CONCLUSION OPTION B: State the conclusion that follows from your argument. Explain its wider importance.
FOOD FOR THOUGHT: Add one sentence with a deeper idea, a saying, a fresh perspective or a rhetorical question.
OPTIONAL CALL TO ACTION: Suggest a realistic action connected to the argument.
Do not introduce new reasons, new evidence or small details in the conclusion. Do not apologise or sound uncertain about your own reasoning.

Concede: Supporters argue that automatic tools save time and make information easier to access.

This presents a real benefit without mocking the opposing view.

Refute: Yet saving time does not always mean learning more, especially when users skip the thinking process.

This identifies a limit rather than denying every benefit.

Return: Digital tools are most useful when they support effort instead of replacing it.

This connects the opposing view back to the main position.

Conclusion A: In short, selective use protects both the benefits of technology and the skills people need.

This restates the main reasons without copying the thesis.

Conclusion B: These points suggest that the real issue is not access to technology, but how people learn to use it.

This draws a wider conclusion from the argument.

Food for thought: Perhaps progress should be measured by what people can do without assistance.

This leaves the reader with a fresh way to consider the issue.

How to do it, step by step

Introduction: hook, neutral background and a debatable thesis with at least two reasons.
Body paragraph one: topic sentence, explanation, evidence and a clear link to the thesis.
Body paragraph two: develop the second reason with different evidence or a new angle.
Opposing-view paragraph: concede a fair point, refute its limits and return to your position.
Conclusion: choose summary or direct conclusion, add food for thought and optionally suggest action.

Formulas and key language

Use it for	Example	Another example
Broad hook: [general statement about the topic].	Access to information has changed how people learn.	Public transport affects how people plan their working day.
Background: Some people argue that [view A], while others believe [view B].	Some people support school uniforms, while others value personal choice.	Some families prefer home cooking, while others rely on prepared meals.
Thesis: [clear position] because [reason one] and [reason two].	Schools should limit phone use because it protects attention and encourages conversation.	Cities should improve buses because reliable travel saves time and widens access to work.
Topic sentence: To begin with, [first main reason].	To begin with, clear shop signs help customers make faster decisions.	To begin with, regular meal planning can reduce household waste.
Elaboration: This happens because [cause], which means [result].	This happens because late buses disrupt plans, which means workers may arrive late.	This happens because food spoils unnoticed, which means families waste money.
Evidence: For instance, [specific example or verified finding].	For instance, one local survey found that many passengers wanted clearer bus times.	For instance, my fictional shop recorded fewer wasted items after changing its storage routine.
Concede: It is true that [reasonable opposing point].	It is true that driving can be more convenient for some families.	It is true that prepared meals can save time on busy evenings.
Refute: That said, [limit of the opposing point].	That said, convenience does not remove the need for safe walking routes.	That said, saving time does not always justify the extra cost.
Direct conclusion: Given these points, [conclusion that follows].	Given these points, reliable buses should be a central part of city planning.	Given these points, careful food storage is a practical household priority.
Food for thought: Perhaps [fresh insight about the wider issue].	Perhaps a successful city is one where daily travel causes less stress.	Perhaps the best savings begin with noticing what a household throws away.

UK / US: British English often uses 'organise' and 'summarise'. American English often uses 'organize' and 'summarize'. Choose one style and use it consistently.

Level up: Replace basic words (good, very, nice) with stronger ones. See our A2 to C2 upgrades page.

Model text

Technology Should Support Thinking, Not Replace It

Introduction: Hook

A phone can find an answer before its owner has finished reading the question.

The opening gives a familiar situation and invites attention.

Introduction: Background

Digital tools now support shopping, travel, study and work. Their speed is useful, yet constant assistance raises concerns about skills that people once practised daily.

The background explains the debate and its wider importance.

Introduction: Thesis

Schools and workplaces should teach selective technology use because automatic assistance can weaken independent judgement and reduce practical experience.

The thesis states a debatable position and previews two reasons.

Body paragraph 1: First reason

To begin with, instant answers can discourage independent thought. When people consult a device before trying to solve a problem, they lose chances to test ideas and learn from mistakes. For example, a student who checks every calculation immediately may finish quickly but practise little mental arithmetic. This does not prove that phones damage thinking. It does show why practice matters. Technology should therefore assist the thinking process, not remove it.

The paragraph develops the first reason, gives an example and limits its claim.

Body paragraph 2: Second reason

A second concern is the loss of everyday skills. Navigation apps make travel easier, but users may stop noticing street names or planning alternative routes. Similarly, automatic reminders can help busy workers while reducing their habit of tracking tasks independently. These tools remain useful, especially when time is limited. The important distinction is between support and total dependence. Regular practice gives people greater freedom when devices fail or information is unavailable.

The second paragraph advances the argument with a different reason and practical examples.

Opposing view: Concede and refute

Supporters of constant digital assistance reasonably point to speed, access and convenience. These benefits matter, particularly for people with limited time or specific needs. Yet convenience alone cannot measure success. If a tool completes every step, the user may gain an answer without gaining a skill. The stronger approach is not rejection but deliberate use, with regular opportunities to work independently.

The paragraph grants valid benefits, identifies a limit and reinforces the thesis.

Conclusion: Direct conclusion

Taken together, these points support a simple principle: technology should expand human ability rather than quietly replace it. Schools and employers can encourage this balance by teaching when to use digital help and when to work unaided.

The conclusion draws a clear result and offers a realistic action.

Conclusion: Food for thought

Perhaps the real measure of progress is not how quickly a device solves a problem, but how much more capable its user becomes.

The final sentence adds a wider insight without repeating the thesis.

Common mistakes

✗ In this essay, I will discuss whether schools should limit phone use.

✓ Schools should limit phone use because it protects attention and encourages conversation.

A thesis should state your position and reasons, not announce your plan.

✗ Technology is useful.

✓ Selective technology use protects attention while preserving independent problem-solving.

A broad statement is not a debatable thesis with clear reasons.

✗ Research proves that every phone user loses practical skills.

✓ Some findings may suggest that constant assistance reduces opportunities to practise practical skills.

Do not claim more than the evidence can support.

✗ People who support phone use are careless.

✓ Supporters value speed and access, but these benefits have limits.

Address the opposing argument, not the people who hold it.

✗ In conclusion, schools should limit phones because phones distract students.

✓ Given these points, schools should teach students to use phones selectively.

The conclusion should add insight instead of copying the thesis.

✗ These points show that my argument might be correct.

✓ These points support a clear case for selective technology use.

Avoid unnecessary doubt when your evidence supports a firm conclusion.

Plan it, then check it

Plan

Choose a debatable topic and decide your position.
Write a thesis with two distinct reasons.
Plan one body paragraph for each reason, with evidence and analysis.
Write a fair opposing view and explain its limits.
Choose a conclusion style, then add one fresh insight.

Check

Does the introduction follow hook, background and thesis?
Does each body paragraph advance a different part of the argument?
Does each example or source support the claim made?
Have I conceded a fair point and answered it clearly?
Does the conclusion add insight without introducing a new reason?

Practice

EXERCISE:

Match each essay part to its job

Match each part with its main job.

1.Hook

2.Background

3.Thesis

4.Elaboration

5.Refutation

6.Food for thought

Now write

Your task

Write an argumentative essay of 230-290 words on this topic: Is technology making us less capable? Use this fictional starting point: A school survey of 80 students found that 52 checked a phone before trying a difficult task. The survey did not test their skills or prove that phones caused a problem. Use the information carefully. Begin with a hook, add background and a thesis with two reasons. Write two body paragraphs with separate reasons, explanations and examples. Add an opposing-view paragraph that concedes a benefit and refutes its limits. Finish with a conclusion and food for thought. You may add a realistic call to action. Do not present the fictional survey as real research.

Target: 230-290 words

Word bank

independent thinkingpractical skillsinstant answersdigital assistancereliable evidencedaily habitsproblem-solvingsave timereduce effortsupport learningdepend too heavily onin the long termto some extenta reasonable concernselective use

Sentence starters

A familiar feature of modern life is ...
Although digital tools offer clear benefits, ...
The first concern is that ...
A further issue arises when ...
It is true that supporters value ...
Taken together, these points suggest ...

Use made-up personal details. Do not include private information about yourself or others.

Instant feedback on your own text is part of Premium.

Check your writing

Does my introduction move from hook to background to thesis?
Does my thesis take a clear position and give two reasons?
Does each body paragraph develop a new reason with suitable evidence?
Have I presented the opposing view fairly and explained its limits?
Does my conclusion add a fresh insight without repeating my introduction?

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