For senior high school students, argumentative writing lacks writing experience compared with other styles, and argumentative writing has many disadvantages. 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 choose how to write argumentative essays for senior high school students as my research topic. In teaching, I first guide students to write qualified, first qualified, and then gradually qualified. Writing an argumentative essay is really a difficult task. Although they can easily understand what arguments, arguments and arguments are, it is still difficult for them to write a decent argumentative essay in writing practice. First of all, help students to clarify the purpose of writing. The reason why students can't write high-quality argumentative essays is that they are most exposed to narrative and explanatory essays, and they don't understand what the writing purpose of argumentative essays is. Therefore, in reading teaching and writing teaching, I repeatedly let students understand this point: no matter what argumentative paper is, it will always serve life. Whether you actively put forward your own opinions or refute some wrong views and practices, they are all aimed at practical problems. The purpose is to make your own views and opinions known to others or society, and to persuade and admit them, thus having a positive impact. Of course, we should remind and emphasize the writing purpose of each article repeatedly in teaching, and combine the prominent role of this writing purpose with their writing practice repeatedly. In this way, the purpose of writing argumentative essays is self-evident. Second, help students find the source of writing and build an information warehouse. After clarifying the purpose of writing, another problem for students is that they can't find what they have written. Even if the teacher wrote a propositional composition, he still said a few words, and he could not be well-founded and well-founded. I think: as far as the life of middle school students is concerned, there are many problems worth discussing, whether it is family life, school life or social life. Let them pay attention to the people and things around them, which is a good source of writing. First, students are required to observe and accumulate the most direct and profound writing materials they feel. In fact, there is no essential difference between this observation and the observation of writing narratives and expositions, but the focus of this observation is on discussion. Don't focus on the beginning and process of something, but focus on our views on it, so as to get our own views and opinions and observe them. Second, in order to help students find the source of writing as soon as possible, teachers should do a good job of guidance and go deep into reality with students to find it. Then, I will publish what I found on the blackboard in a short time before and after school, to inspire everyone to look for it, or to help students who can't find a writing opportunity point out the maze. For example, from the first few weeks of this semester, my classmates and I have chosen to talk about the advantages and disadvantages of part-time jobs for middle school students, about surfing the Internet for middle school students, whether it is good to be punished twice for not completing homework, and about the communication between boys and girls. Because these are all what they have seen, heard and thought, most students have written their own level. After reading some famous books in class, everyone felt that it was not that they couldn't find the writing content, but that many topics were around, right in front of them. They opened the floodgates of their lives and the windows of production, and these rich materials flowed to the writing end continuously. They will never say that an argumentative paper can't be written. Help students build an information warehouse and relieve the distress of "cooking without rice". Qin Mu said that there should be three warehouses for writing articles: one is direct materials, the other is indirect materials, and the other is the language of daily collectors. With these three rules, it is easier to write. "The information warehouse we are talking about here mainly refers to the first two warehouses, namely the warehouse of direct materials and the warehouse of indirect materials. With the information base, it will naturally be much easier to write argumentative papers and extract things from the bag. However, building an information warehouse is a seemingly ordinary and extraordinary and arduous project. Only through unremitting efforts can it be truly built. I chose several methods to guide students to collect materials: providing students with as much information as possible in class (including materials available for writing in Chinese textbooks); Ask students to accumulate writing materials after class; And insist on regular inspection, and then communicate with each other to maximize the information effect. Although there are inexhaustible sources of extracurricular information, as a person, his contact surface is always limited. If the teacher can let dozens of students in the class exchange their collected information, the amount of information of each student will undoubtedly increase greatly. Bernard Shaw once said: You and I are friends. We each take an apple and exchange it with each other. After the exchange, we still have an apple each. If you have an idea and I have an idea and exchange ideas with each other, then each of us will have two ideas. Thus, communication is an effective way to obtain information. Dozens of "thoughts" in the class communicate with each other, so how many "thoughts" will everyone have! This will undoubtedly greatly accelerate the construction of information warehouse. In order to stimulate students' interest in establishing information base, we can combine information collection with argumentative writing, so that students can taste the sweetness and collect information more consciously. By the way, teaching students to use materials from different angles to demonstrate and make full use of one material will greatly increase the reserve of information base and help to open up students' ideas. Third, using writing materials to guide writing does not mean having a composition. This is like having bricks, cement, steel bars and other building materials, which does not mean having a house. Building materials must be designed and processed before they can become houses. Similarly, if written materials are to be turned into compositions, they should be refined and processed, and appropriate expressions should be adopted. Narrative is to impress and infect people with vivid facts and feelings. Its main form of expression is narration, while argumentative writing is mainly discussion, in which narration is only to lead to discussion and make it more targeted. This is worth discussing. Argumentative writing is to show the author's attitude and viewpoint through discussion and prompt the truth. Therefore, in addition to adopting appropriate expressions, it is more important to have strong arguments and sound arguments, so that the three elements can achieve harmony and unity and be accepted by people. Strong arguments, that is to say, the arguments you choose, whether facts or theories, must be strong and convincing. When others read your article, they will be moved from the heart and agree with both hands. Good argument, that is to say, the method of proving the argument should be logical and reasonable, which can help the argument prove that the argument is just right. In order to make the argument powerful, the selected argument must have universal significance and must be understood and accepted by most people. It must also be representative and can focus on proving the essence of the argument. The argumentation method adopted must conform to people's understanding of things and be loved by everyone. We should be able to closely link arguments with arguments and become a "bridge" between them. The argumentative essays of senior high school students mostly stay in the "syllogism" routine: pointing out arguments at the beginning+enumerating examples in the middle+repeating arguments at the end. The teachers made all kinds of efforts, but the results were minimal. If you train step by step under the requirements of standardization, you can constantly give students new stimulation, stimulate their desire to "climb" and let them "go up a storey still higher". This kind of training formally requires the establishment of a progressive framework at all levels of argumentative writing, but in fact it is to train students' thinking and cultivate their analytical ability-because analytical ability is the most basic ability in argumentative writing. By the next semester of senior three or the last semester of senior three, it is further required to establish the internal overall framework of argumentative papers. No matter how many materials are listed and how long the article is, there is actually only one level in the "syllogism" article in the previous stage. Now it is required to divide it into two or three levels, that is, to refine two or three sub-arguments to elaborate or prove the central argument.

Let students understand that words are not inherent in the mind, nor invented out of thin air, but a reflection of real life in the mind. For example, the teacher said, "You said that the students' school uniforms are very good. Why are they good? Students will soon say: "first, the colors are bright, showing youthful vitality;" "Second, the style is simple and loose, suitable for young people to be active; Third, the texture is firm and will not wear after three years. " Then if written as an argumentative paper, "our school uniforms are good" is the central argument, and three reasons are the sub-arguments to prove the central argument. This makes students understand that the refined argument is not mysterious, but the result of the analysis of real life, and the probative argumentative essay is a thinking process of deducing the reason (argument) from the result (central argument).

But the argument is abstracted after analyzing and synthesizing the living materials. It is a complex thinking process that needs to correctly use concepts, properly use judgments and reason reasonably to reveal the internal logical connection between arguments and central arguments. As a high school student, it is advisable to simplify the complex. Here is an introduction to the argument decomposition and structural arrangement in argumentative writing.

(A) argument decomposition

This paper is the main body of argumentative paper, and the structural layout of argumentative paper is mainly the structural arrangement of this paper. In the structural arrangement of this part, a common and basic method is to decompose the central argument, and then demonstrate or elaborate the central argument in turn with several sub-arguments (in fact, the argument of the central argument has been done). According to the characteristics of the composition, this paper comprehensively introduces the decomposition method of the central argument for students to choose and use in specific compositions.

1. Analysis parameter modifier. For example:

Argument: Let students develop morally, intellectually and physically.

A. Moral education is very important to students, which is related to the problem of which class to train successors for.

B. An important sign to measure whether students have the ability to serve the society in the future is intellectual education.

C. physical education is an important symbol of students' physical quality.

D. Morality, intelligence and physique are closely linked.

2. Analyze the significance of putting forward the argument.

Argument: Cheer for "shine on you is better than blue".

A "shine on you is better than Blue" is the result of students' efforts, which shows that they have made great achievements.

B "shine on you is better than blue" is the teacher's expectation. Teachers not only hope that students have real talent and practical learning, but more importantly, they hope that students can break the academic achievements of their predecessors (including themselves) and make innovations.

C "shine on you is better than blue" is also the need of social development. If society wants to develop and the times want to advance, it needs to be stronger from generation to generation.

3. Analyze the arguments in the order from shallow to deep.

Argument: You can't back down in the face of difficulties.

A. First of all, we must admit the difficulties.

B. Secondly, it is not afraid of difficulties.

C. Third, do everything possible to overcome difficulties.

(2) Overall layout

There is no fixed method for writing, but there are conventions. When writing argumentative essays, middle school students should first master the basic rules, start from scratch, draw inferences from others, and then make corrections. The basic structure of argumentative writing is shown in the following figure:

① Material (Header)

Introduction → Method ② Transition

③ argument

(1) position (sub-argument)

The first layer → method ② pendulum (demonstration)

(3) Tell (the truth)

This theory (1) holds water (argument)

The second layer → method ② pendulum (demonstration)

(3) Tell (the truth)

① Summarize the above.

Conclusion-→ Method

(2) Issue a call (Note: This part is generally in two or three demonstration paragraphs. If there is a third argument paragraph, the writing is the same as above. ) Another example is the argumentative essay "Four Steps of the Eagle" in the college entrance examination:

Put forward an idea and quote an idea (be creative in conception).

The second kind of analysis, argument analysis (theoretical or factual argument analysis at all times and all over the world, the arguments should be true and typical).

Triple, contact with reality (contact with the top ten people and events in China and their own reality, etc. ).

Four conclusions and conclusions. It is also a six-step hierarchical presentation structure.

1, point: point out the central argument (the number of words accounts for about110 of the article)

2, positive: positive example discussion.

3, anti: negative examples (2, 3 words account for about 2/ 10 of the article).

4. Deep: Dig deeply (the number of words accounts for about 3/ 10 of the article).

5. Connecting: Connecting with practice (the number of words accounts for about 3/ 10 of the article).

6. Total: the total number of articles received (the number of words accounts for about110 of the article).

(3) Case analysis

Argument: learn to be tolerant. According to "what is-why-how", this paper puts forward the problem of "learning tolerance" from three levels.

A. Tolerance is not cowardice and concession, but generosity.

B 1 Tolerance is a virtue and a traditional virtue of the Chinese nation.

B2 Tolerance is the best way to get rid of jealousy.

B3 Tolerance not only encourages others, but also gains something for yourself (if you have a harmonious interpersonal relationship, you will get more help).

C 1 learning to be tolerant is to look at the strengths of others.

C2 learns to be tolerant and needs to cultivate noble sentiments.

Third, the analysis of materials-if only the sub-arguments are refined, the cited materials will not be analyzed. It is very likely that only the materials of the whole article are piled up on the materials at all levels of the article, and the internal logical relationship between the materials at all levels and the sub-arguments has not been revealed, so it is impossible to reveal the internal relationship between the sub-arguments and the central arguments. This in turn requires the establishment of the framework of internal layers, that is, the evaluation and strict demonstration of materials. This is another difficulty to overcome in writing argumentative papers.

These are just a few points that beginners should make clear at least before writing. In fact, if you really want to write an argumentative essay well, you must also strengthen writing training in order to achieve the effect that practice makes perfect.