Writing for Purpose — The Argumentative Essay
Extended writing — planning and writing a B2-level essay. A 218-word model on independent businesses: thesis, evidence, qualified antithesis, synthesised conclusion.
📖 Reading: The Essay Model
QUESTION: "Independent businesses such as cafés play a role beyond their commercial function. To what extent do you agree?"
INTRODUCTION: It is widely acknowledged that commercial spaces serve primarily economic functions. However, a growing body of research suggests that independent establishments — cafés, bookshops, community-owned spaces — contribute significantly to social infrastructure in ways that extend beyond market logic.
BODY PARAGRAPH 1: The social function of independent spaces has been documented across a range of urban studies. Such venues provide what sociologists term 'third places': neither home nor work, but somewhere in between. There is considerable evidence to suggest that access to third places correlates with higher levels of community cohesion and reported wellbeing.
BODY PARAGRAPH 2: Critics of this position argue, not without reason, that the significance of independent cafés is often romanticised. The research base, they contend, remains thin; correlation does not imply causation; and access to such spaces is frequently stratified by class. A flat white, one might note, is not an equitable public good.
SYNTHESIS CONCLUSION: A nuanced assessment acknowledges both positions. The social value of independent spaces is real but not automatic — it depends on conscious effort, equitable access, and institutional support. The question, then, is not whether such spaces matter, but what conditions enable them to matter for everyone.
WORD COUNT: 218 words. Clear thesis. Developed argument. Qualified antithesis. Synthesised conclusion.
🔑 Vocabulary Box
Eight key words and phrases from this lesson.
| Word | Meaning | Note |
|---|---|---|
| thesis statement | A sentence stating the main argument of an essay | n. — The thesis statement is in the introduction. |
| body paragraph | A paragraph that develops one main argument in an essay | n. — Each body paragraph has one clear idea. |
| synthesise | To combine ideas into a new, more complete understanding | v. — The conclusion synthesises both positions. |
| correlate | To have a mutual relationship; to vary together | v. — Access correlates with higher wellbeing. |
| stratified | Divided into social layers or classes | adj. — Access is frequently stratified by class. |
| equitable | Fair and equal for all members of a group | adj. — Not an equitable public good. |
| thin | Not substantial; lacking strength (of an argument or evidence) | adj. (figurative) — The research base is thin. |
| institution | An established organisation or practice in society | n. — Institutional support is needed. |
📚 Key Verbs & Structures in This Lesson | |
INTRO: It is widely acknowledged / suggests | Sets up the topic and thesis. |
BODY: There is evidence to suggest / critics argue | Develops and qualifies the argument. |
ANTITHESIS: not without reason / one might note | Concedes the counter-argument with fairness. |
SYNTHESIS: acknowledges both / the question is not X, but Y | Integrates and transcends. |
📚 Grammar Focus
📚 Essay Structure at B2 | |
Introduction | Hook + context + thesis statement (your clear position) |
Body Para 1 | Topic sentence + evidence + explanation + link |
Body Para 2 | Counter-argument + concession + rebuttal or qualification |
Conclusion | Synthesis (not summary) + reframed question or call to reflection |
Signposting at Each Stage
📚 Signposting at Each Stage | |
Thesis | It is argued here that... / This essay contends that... |
Adding evidence | There is considerable evidence to suggest... / Research indicates... |
Counter-argument | Critics argue, not without reason, that... / It has been suggested... |
Synthesis | A more nuanced assessment acknowledges... / The question, then, is not... |
The Good Conclusion — What It Does
📚 The Good Conclusion — What It Does | |
Does NOT | Simply repeat the thesis or summarise the essay. |
DOES | Integrate both positions into a more sophisticated view. |
DOES | Reframe the question: not whether X, but how/when/for whom X. |
DOES | Leave the reader thinking, not just agreeing. |
🎭 Dialogue: The Thesis Statement
Jess coaches Omar through the difference between a slogan and a thesis. The harder version is what's worth writing.
What's your thesis?
"Technology has made people less lonely."
That's too simple. Do you believe it without qualification?
Not entirely. It depends on the technology. And the person.
Then your thesis should say that.
"While certain forms of technology can reduce social isolation, others may exacerbate it, depending on context and use."
That's a thesis. It makes a claim. It acknowledges complexity. It sets up your essay.
That's much harder to write than "technology is good".
That's because it's worth writing.
Practice Exercises
3 questionsNew exercises to reinforce what you learned. Different from the lesson material.
What is the main thesis of the model essay?
What do critics argue in body paragraph 2?
What does the synthesis conclusion say about the social value of independent spaces?
Practice Exercises
3 questionsNew exercises to reinforce what you learned. Different from the lesson material.
Best thesis: 'Social media has done more harm than good.'
Best thesis: 'Grammar should be explicitly taught in language learning.'
Best thesis: 'Cities are better places to live than rural areas.'
🎭 Now It's Your Turn — Role Play
Practice with a partner. Use the dialogue as a model and extend it.
- Student A: Ask your partner one of the essay questions from this lesson.
- Student B: Respond with a spoken version of an essay: thesis, main argument, counter-argument, synthesis. (3–4 minutes).
- Student A: Evaluate: was there a clear thesis? Was the counter-argument fair? Did the conclusion synthesise?
- Then swap. This is exam preparation AND genuine thinking practice.