Argumentative Essay Samples - Use One to Improve Your Writing Skills

Argumentative Essay Samples - Use One to Improve Your Writing SkillsYou may have heard of the argumentative essay sample. One student used it as an example of writing practice in his or her college English class. 'It is one of the best argumentative essay samples that I've ever come across. It had no academic content but was very relevant to the purpose of my composition.'He then went on to mention that this essay sample had been completely rewritten to use more academic terms and usage examples from a college English textbook. In fact, he said that this argumentative essay sample was perfect for him because he would never need to use these examples in his writing, because it was for a college English paper.Although this would be true if you were not using the sample in your own writing, as it is, the argumentative essay samples is very effective in this way. These examples allow a student to apply specific academic words and examples to give them an idea of how these words and examp les would appear in their writing and subsequently improve their writing skills.As you begin using argumentative essay samples, the first thing you should do is analyze your assignment. The arguments in the sample may not be all that meaningful to you. For example, 'the introduction contains an argument which asserts that...' While this may make sense to some, it does not mean that they will immediately know how to put it into the essay. Using an argumentative essay sample is an excellent way to help you put together an argumentative essay that is more convincing.Writing an argumentative essay sample means that you look at the style of the argument and then determine how it could appear in your writing. Writing the argument is the easy part. Using the argumentative essay sample and getting it in your writing, then follows.The argumentative essay samples can give you the most relevant and impressive argumentation possible in your writing. They are less academic than academic writing but still are persuasive and meaningful. They will improve your writing and help you see the strengths of your ideas, more clearly and persuasively.Writing an argumentative essay is an important step in improving your skills as a writer. With the proper use of an argumentative essay sample, you will find your writing skills improving dramatically.

Talking Reading Listening Essay Research Paper Writing free essay sample

Talking Reading Listening Essay, Research Paper Writing 7 6. Reference 14 Basil Blackwell ( 1985 ) Guide for Authors. Oxford: Basil Blackwell, 1985. Bower et Al. ( 1994 ) ? Protocol, Etiquette, and Duties of Reviewers in Fi-nance? , Financial Practice and Education, Fall/Winter 199418-24. Davis, John ( 1940 ) ? The the Argument of an Appeal? from American Bar Association Journal, December 1940, 26: 895-899. Fowler, H. ( 1965 ) A Dictionary of Modern English Usage, Second Edition. New York: Oxford University Press, 1965. Halmos, Paul ( 1970 ) ? How to Write Mathematicss? L? Enseignement Mathematique. May/June 1970. 16, 2: 123-152. Harman Eleanor ( 1975 ) , ? Hints on Poofreading? Scholarly Publishing, pp. 151-157 ( January 1975 ) . McCloskey, Donald ( 1985 ) ? Economic Writing? Economic Inquiry. April 1985. 24, 2: 187-222. ? The University of Chicago. Get downing Research Early? Harry Roberts and Roman Weil. ( August 14, 1970 ) Sonnenschein, Hugo A ; Dorothy Hodges ( 1980 ) ? Manual for Econometrica Authors? , Econometrica 48: 1073-1081 ( July 1980 ) . Stigler, George ( 1977 ) ? The Conference Handbook? , Journal of Political Economy, 85: 441-443. Strunk, William A ; E. White ( 1959 ) The Elementss of Style. New York: Macmillan, 1959. Tufte, Edward ( 1983 ) The Ocular Display of Quantitative Information. Chesire, Conn. We will write a custom essay sample on Talking Reading Listening Essay Research Paper Writing or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page : Artworks Press, 1983. Weiner, E. ( 1984 ) The Oxford Guide to the English Language. Oxford: Oxford Uni-versity Imperativeness, 1984. 14 Eric Rasmusen, Indiana University School of Business, Rm. 456, 1309 E 10th Street, Bloomington, Indiana, 47405-1701. Office: ( 812 ) 855-9219. Facsimile: 812-855-3354. Electronic mail: Erasmuse @ Indiana.edu. Web: hypertext transfer protocol: //ezinfo.ucs.indiana.edu/erasmuse. Revised, June 26, 1996 2 2. Writing 1 1. To get the better of author? s block, set together an lineation of the points you want to do, in any order. Then, order them. Get down composing without worrying about manner, and subsequently revise to a great extent or get down over. Get downing twice today is better than waiting three months and get downing one time. It is better, a fortiori, than waiting forever. 2. Photocopy your paper before you give it to anyone, or, better still, retain two transcripts on disc, in separate locations ( for fright of fire ) . 3. Number each page of text, so the reader can notice on peculiar pages. Num-ber each equation in bill of exchanges on which you want remarks. If you have appropriate package, label each line. 4. The rubric page should ever hold ( 1 ) the day of the month, ( 2 ) your reference, ( 3 ) your phone figure, and ( 4 ) your e-mail reference. You might every bit good set your facsimile figure down excessively. 5. A paper over five pages long should include a half-page sum-up of its chief point. Depending on your audience, name this an abstract or an executive sum-up. In gen-eral, compose your paper so that person can make up ones mind within three proceedingss whether he wants to read it.Usually, you do non acquire the benefit of the uncertainty. 6. It is frequently utile to split the paper into short subdivisions utilizing bold face headers, particularly if you have problem doing the construction clear to the reader. 7. Technical documents should show their consequences as Propositions ( theinteresting consequences, stated in words ) , Corollaries ( subordinate thoughts or particular instances which flow straight from the propositions ) , Lemmas ( points which need to be proved to turn out the propo-sitions, but normally have no instrinsic involvement ) and Proofs. Lemmas and Proofs can be strictly mathematical, but Propositions and Corollaries should be apprehensible to some-one who flips straight to them when he picks up the paper.That means they must be apprehensible to person who does non cognize the paper? s notation. A reader must be able to decid vitamin E whether the paper is deserving reading merely by reading the propositions. 8. It is best to show the theoretical account in as short a infinite as possible, before hesitating to explicate the premises. That manner, the experient reader can hold on what the theoretical account is all about, and all readers can toss back and happen the notation all in one topographic point. It is all right, and even desirable, nevertheless, to divide the theoretical account and the analysis of the equilibrium. 9. Make non present new facts in your concluding subdivision. Alternatively, ( a ) sum up your findings, or ( B ) suggest future research. 1 Eric Rasmusen, Indiana University School of Business, Rm. 456, 1309 E 10th Street, Bloomington, Indiana, 47405-1701. Office: ( 812 ) 855-9219. Facsimile: 812-855-3354. Electronic mail: Erasmuse @ Indiana.edu. Web: hypertext transfer protocol: //ezinfo.ucs.indiana.edu/erasmuse. Revised July 2, 1996. Writing 3 10. Even a on the job paper should hold a list of mentions, and these should be at the really terminal, after the appendices and diagrams, so the reader can toss to them easy. Law reappraisals do non print lists of mentions, but you should hold one anyway for the working paper version, including individually a list of instances and legislative acts cited, with, if you want to be particularly helpful, a phrase of account. Example: United States v. O? Brien, 391 U.S. 367 ( 1968 ) ( continuing the strong belief of a bill of exchange card burner ) . 11. Be content if your paper has one part to do. That is one more than most published articles. If you include excessively many points, the reader may non be able to turn up the best 1. Beware of naming excessively many consequences as propositions. Three propo-sitions to an article is plenty ; a paper with 10 propositions clearly has nil to say. But wear? T follow the illustration of the writer who had eight propositions and eight theorems so he could avoid double-digit enumeration! 12. Please wear? t shoot the reader ; he? s making his best. The reader, like the client, is ever right. That is non to be taken literally, but it is true in the sense that if the reader has problem, the author should pay attending to why, and non instantly fault the reader. Copyeditors are a different affair. Particularly at jurisprudence reappraisals and scholarly diaries, they are frequently academic immature college grads who rely on regulations and ignore lucidity. ( In my experience, book copyeditors are much better. ) 13. In covering with diaries, retrieve that the editor, and even the referee, is normally much smarter than you are. They frequently get things incorrect, but that is because they are in a haste or experience obligated to give nonsubjective grounds for rejecting a paper when the existent ground is that it is fiddling or deadening. If a referee has given some idea to the paper, he is likely right when he suggests alterations. Proposing alterations is a mark that he has so given some idea to it ; referees who have merely skimmed the paper normally do non propose any alterations. 14. Reading your paper out loud is the best manner to catch awkward phrasing and misprint. Have person else proofread the concluding version for you. 15. It is really utile to put aside a paper for a hebdomad or a month before traveling back to revise it. 16. Serious documents require many bill of exchanges ( five to 25 ) . Coursework does non, but you should be cognizant of the difference from professional academic criterions. 17. Look at published documents to acquire a usher for the recognized formats for academic documents. 18. Scholarly mentions to thoughts can be in parenthetic signifier, like ( Rasmusen [ 1988 ] ) , alternatively of in footers. 2 Footnotes are suited for digressive remarks, commendation of specific facts ( e.g. , the ratio of stock lists to concluding gross revenues is 2.6 ) , or accounts 2 Like this: Rasmusen, Eric ( 1988 ) ? Stock Banks and Mutual Banks. ? Journal of Law and Economics. October 1988, 31: 395-422.