Writing Argumentative and Informative Essays
What the questions test
Writing items ask you to plan, draft, and revise essays. An argumentative essay takes a clear position and defends it with reasons and evidence, while an informative/explanatory essay explains a topic objectively without taking sides. Both need a focused thesis, logical organization, and a conclusion that follows from the body.
Building the essay
Start with a thesis that states your claim or focus in one sentence. Each body paragraph should open with a topic sentence tied to the thesis, then supply evidence and explanation. Use transitions (first, however, therefore, in addition) to show relationships. End with a conclusion that restates the thesis in fresh words and explains why it matters; do not introduce new arguments there.
Argumentative essentials
A strong argument acknowledges the counterclaim and refutes it. For example, if arguing for later school start times, admit that bus schedules would need adjustment, then show that the academic benefits outweigh the inconvenience. Avoid emotional appeals and sweeping claims; rely on reasons, examples, and credible evidence.
Informative essentials
Stay neutral, define key terms, and organize by category, cause-effect, or chronology. Use precise language and explain rather than persuade.
Traps to watch for
- A thesis that is too vague ("Technology is important") instead of arguable and specific.
- Body paragraphs that list facts without connecting them to the thesis.
- Introducing a new main idea in the conclusion.
- Shifting from third person to first person awkwardly, or drifting off topic.
- Confusing informative tone with persuasive language ("clearly the best").
Rule of thumb
Outline before drafting: thesis, two or three reasons with evidence, counterclaim and response, conclusion. If a sentence does not support the thesis, cut it or connect it.
Worked example
Weak thesis: "Recess is good." Strong thesis: "Daily recess should be preserved in middle schools because it improves focus, supports social skills, and costs little instructional time." The strong version is specific, arguable, and previews the structure.