Let me introduce some writing methods of argumentative essays to you. You can look at it: an argumentative essay is an article that expresses opinions and proves or refutes the quality, right or wrong of people or things. It is the embodiment of the author's comprehensive qualities such as writing ability, logical thinking ability and ideological level. For students who have just entered high school, argumentative writing lacks writing experience compared with other styles, and there are many disadvantages in argumentative writing. Among them, the most typical mistakes are: First, the three elements are not clear, and the pen changes, which deviates from the topic of Wan Li and runs counter to the central argument; Second, there are arguments, but the arguments can only be developed around the arguments, and they cannot be analyzed in detail, and the arguments lack logic; Third, arguments plus arguments fail to play the role of argumentation. In view of the mistakes in students' writing, I first guide students to write in a qualified way, first in a qualified way, and then gradually reach a qualified level. General skills of guiding students to perceive argumentative writing by reading teaching. Reading teaching is an important part of Chinese teaching. At present, there is no pure theoretical writing textbook in middle schools, and reading teaching is an important way for students to acquire writing skills. A large number of American texts are selected from middle school textbooks. Students often regard these articles as the material of teachers' lectures and as their own reading objects. After listening or reading, they only remember the content and writing skills, and seldom think about the reference of their own writing, which completely separates the teaching of reading from the teaching of writing, resulting in the situation that reading can not promote writing. For this reason, in reading teaching, I start with a model essay from the perspective of writing, that is, guide students to analyze from the aspects of conception, conception, material selection, structure and language, so that students can acquire writing skills from it. For example, when I was teaching the article "Changing Our Learning", I focused on analyzing the relationship between each part and the central argument, so that students can understand the characteristics of this article from both positive and negative aspects around the central argument and understand the argument structure of this article, so as to ask questions, analyze problems and solve problems. In this way, students can gradually abstract common writing skills such as structure, argumentative methods and language features from different argumentative studies, and gradually internalize them into their own things, so as to apply what they have learned in writing. At ordinary times, I always like to use the topic of the text directly as a proposition that requires students to train their writing thinking when they are new to the text, so that students can think of the topic: How should I write? What is the author's purpose in writing this article? How did he achieve his goal? Let students read the text in the writing state, students will unconsciously discover and appreciate it from the aspects of structure, expression and language, and link reading teaching with writing teaching to truly achieve the purpose of reading for writing. By practicing writing item by item, students' language expression ability and analytical reasoning ability are cultivated. Reading can't replace writing. Composition teaching is a language practice course to a great extent, and writing ability can only be improved through extensive composition practice. This is a basic understanding of long-term unity and affirmation in composition teaching. Therefore, learning to write must start with practicing calligraphy, otherwise it can only be an armchair strategist. In order to make students qualified for argumentative writing as soon as possible, I adopted the method of practicing writing item by item in view of the mistakes in students' practice. (1) Narration of Practice Arguments Students like to use factual arguments when writing argumentative essays, but when describing arguments, they often elaborate, regardless of weight, or even dilute the center and genre of the article. In order to change this situation, in my teaching, I design to let students choose an argument to describe it according to a certain argument. When writing, ask students to consider whether the argument is appropriate and how to describe it most reasonably. After practicing writing several times, and through the teacher's comments, the students understand that the narrative in the argumentative paper must serve the argument and the ineffective content should be omitted. (2) Practice reasoning on the basis of facts. When students write argumentative papers, some students can choose appropriate arguments according to their own arguments, but the arguments can't play a role in argumentation. The problem is that students can't link arguments with arguments to analyze and reason. In view of this situation, I design students to practice practical writing and ask them to analyze and reason something from a new angle. After several exercises, students have the consciousness of analytical reasoning, and understand that argument is not only an argument plus an argument, but also an analytical reasoning, and it is expounded from the viewpoint. Through the training of conception process, students' logical thinking ability and conception writing ability are cultivated. A good argumentative essay must first conform to the law of argumentative essay and pay attention to conception. The law of argumentative writing means that it has an appropriate structure, that is, a reasonable arrangement of materials. To make argumentative writing conform to the rules, it is inseparable from the support of logical thinking ability. The ideological and roundness of argumentative writing and the rationality and rigor of its structure all depend on the ability of logical thinking, so the cultivation of students' logical thinking ability is a problem that needs to be solved before writing. According to the actual situation of students, I train students' logical thinking ability through conceptual process training. When the central argument of an argumentative essay is clear, how to accurately decompose it into several sub-arguments through analysis is an important link in writing an argumentative essay, commonly known as conception. In teaching, I pay attention to the thinking process training of specific topics, so that students can learn the common methods of decomposing central arguments and cultivate their logical thinking ability and the ability to plan articles. For example, the key word for "face" is "face". As far as its scope is concerned, the country has face and the individual has face, so how to treat face? From this, we can extract such a central argument: we must not lose the face of defending our country and our country, and we must not leave the idea of attaching too much importance to personal face. This argument can be divided into two layers: first, it emphasizes the need to safeguard the dignity of the country and the people; The second is to emphasize not to care too much about personal vanity. These two points are two sub-arguments decomposed from the central argument. From the conceptual training of this topic, students learned a method of decomposing the central argument-conceptual analysis. Then, through the conception training of other topics, students can learn dialectical analysis, causal analysis, conditional analysis and comparative analysis. In addition, you can also use the conventional analysis method, that is, you can ask some questions, such as "what", "why" and "how to do it", list the arguments, and then filter them. Through the conception training of a topic, students' logical thinking ability and the ability to conceive and plan articles are cultivated. The exercises written by students are gradually standardized and readable. Of course, it is not enough to write an argumentative essay only by the above aspects, but also depends on a person's comprehensive quality. As a teacher, teaching students to be qualified is the first step of the whole teaching work, and it is also a very crucial and far-reaching step. If we can cross this step well, it will have twice the result with half the effort for the whole teaching work. Therefore, our teachers should pay attention to guiding students to take a good and steady step.