The argumentative essay must have a thesis, the point the writer argues. For example, the student might argue that irrigation in the desert poisons the soil by causing excessive salt buildup as the water evaporates. The thesis is placed near the beginning of the essay and the rest of the essay provides evidence that supports the argument.
The body of the essay provides support for the thesis. This can include logical arguments -- reasoning that if one condition is true, another condition must also be true -- or arguments made by other researchers or experts with credentials giving their views more weight. Empirical data, such as statistics, may also strengthen the argument. For example, an essay arguing that fire ants cannot survive in cold weather because they lack survival strategies such as effective fat storage could cite studies from the South Carolina Entomological Society demonstrating the inability of fire ants to survive under winter conditions.
The writer must use a documentation style to help readers locate the sources supporting the essayist’s argument. Commonly used documentation styles include the Modern Language Association (MLA) and American Psychological Association (APA). For example, using MLA style, students place all references at the end of the essay on a page called "Works Cited" and in-text citations in parentheses at the end of sentences containing information from the references. These in-text citations usually include the author's last name and the page number on which the information was found.
The argument essayist must anticipate counter-arguments and disprove them, eliminating obstacles to the reader accepting the argument, according to Roane State Community College. For example, the student might argue that women who want to lose weight should engage in strength training. Some readers might disagree, stating that weight training creates bulky muscles, which some find unattractive. The essayist can include this objection in the essay and then respond to it by writing that women are less likely to gain bulky muscles due to genetics.
The essayist writes a conclusion after she has made all her points, giving a call to action. The call to action can be general, arguing for a general change. For example, the essay might conclude that society must take more steps to protect children from snakebites. The essayist could offer a more specific call to action, for example, asking readers to call restaurant owners and ask them to ban children in their restaurants.