How to write a Dissertation

Argumentative Essay

▪ What is an argumentative essay type of text?

An argumentative essay is a type of text in which the writer, through the usage of arguments and research, supports or not a specific line of thinking of a subject, typically it contains many different kinds of information, often located in specialized parts or sections. 
In an argumentative essay also known as a dissertation, you desire to convince someone to agree with; not only your viewpoint but also your assumption by the usage of evidences based on research.
Similarly, to other types of text, an essay is not difficult or challenging to write when you have both the right formula and method, as well as information at your disposal.

Let us check those tools and tips to assist you with writing astounding essays!

▪ Important aspects to consider when writing an argumentative essay

▪ Consider both sides of the topic, but take your position by supporting only one.

▪ Provide arguments based on data collected in charts, news, researches and influential people from the subject you are writing about.

▪ Research on more than a single source, webpage or book and compare the data that you have gathered in order not to contribute with erroneous information to the reader.

▪ Talk to experienced people concerning the subject, a teacher/professor will certainly enjoy exposing their point of view towards you.

  

▪ Formula to write an argumentative essay

There are uncountable different formulas to create an essay, through your deep studies; you are certainly going to develop your own style with time. However, it is indeed a good idea to have a starting parameter,

Allow yourself to examine an incredibly consistent on done with just five paragraphs.

1 - Introduction: the introduction is made of three parts being:

▪ Hook: the first sentence also known as hook, is where the author (you) grab the attention of the reader, hence administering a feeling of interest in reading the whole production.

▪ Background:  on the background, the author can grant the reader a brief touch on what it is going to be said concerning the following paragraphs.

▪ Thesis:  the last sentence of the first paragraph should deliver a concept of what is the study (essay) position over the topic, being for or against it makes no difference.

2/3/4 - Arguments: The argumentation part can be divided in three (two supporting arguments and one against). Each of those can also be divided into two other sections:

▪ Claim: a statement about the topic that you are supporting with both arguments and data in the next part.

▪ Data/Evidence:  After the statement, you should prove it through the usage of arguments (the arguments must be written according to the "Important thing to consider when writing an argumentative essay". 

▪ Counter argument:  the final argument, which is against the ones supported by the author, this one should be given coherently, but soon after, you should show why you disagree with this perspective by using arguments.

5 – Conclusion: At the final paragraph, the author want to give a conclusion showing that, with the data that previously given, it is possible to prove a point of view being the right one.

You can also picture how the world (or that subject) would be if your opinion was implemented.
(Read more)

▪ Answering questions – reasoning with your reader

Another helpful aspect is to anticipate different essay sections as answering a series of questions your reader might ask when encountering your thesis.

Readers should have questions. If they do not, your thesis is most likely simply an observation of a fact, not an arguable claim.

▪ "What?"  The first question to anticipate from a reader is what:

‘’What evidence shows that the phenomenon described by your thesis is true?’’

Examine your evidence, thus demonstrating the truth of your claim. This what or "demonstration" section comes early on, often directly after the introduction, since you are essentially reporting what you have observed. Nevertheless, be forewarned: it should not take up much more than a third of your finished essay. If it does, the essay will lack balance and may read as mere summary or description.

▪ "How?"  The reader will also want to know whether the claims of the thesis are true in all cases. The corresponding question is how:

‘’How does the thesis stand up to the challenge of a counterargument? ‘’

How does the introduction of new material, a new way of looking at the evidence, another set of sources affect the claims made? Typically, an essay will include at least one "how" section. This section usually comes after the "what”.

▪ "Why?’’  Your reader will also want to know what is at stake in your claim:

‘’Why does your interpretation of a phenomenon matter to anyone beside you? ‘’

This question addresses the larger implications of your thesis. It allows your readers to understand your essay within a larger context. In answering why, your essay explains its own significance. Although you might gesture at this question in your introduction, the fullest answer to it properly belongs at your essay's end. If you leave it out, your readers will experience your essay as unfinished or, worse, as pointless or insular.

▪ Grammar outcome and review

Although writing can be easy and fun if you apply techniques you are comfortable with, you shouldn’t permit yourself to stay at the comfort zone! Make use of tools like;

▪ Formal writing: avoid slangs or idioms for this type of text, you might apply phrasal verbs with no issues though.

▪ Conjunctions: These are crucial way to connect elements for your arguments, use all its variants, but maintain the formality coherence, do not join informal connectors with formal ones.

▪ Perfect tenses: By using those, your text production is going to become certainly a lot more pleasant to the reader, save no vocabulary, use all your artillery.

▪ Variable synonyms: You are probably have to show things more than twice, avoid repeating words as much as possible.

▪ Indefinite pronouns: Giving support by mentioning sources, doesn’t necessarily mean you need to name and date them every time, make use of this incredible tool.

First person pronouns might be used into specific cases on argumentative essays.

Consider the circumstances below:

▪ You can use first person when you include a personal anecdote.

▪ You may use first person when convincing/ establishing your credibility.

▪ You are allowed to use first person when clarifying passive constructions, to avoid confusion.

Watch out!

You must not use a first person pronoun in any other case.

Reviewing your essay is as important as writing it, take your time and read it aloud to put yourself in your reader’s shoes.

(Read more)

Instructional Video: 

Conheça a Alpha Idiomas

Wuthering Heights

Author: Emily Brontë

Genre: Tragedy

Wuthering Heights is Emily Brontë's only novel. Written between October 1845 and June 1846, Wuthering Heights was published in 1847 under the pseudonym "Ellis Bell"; Brontë died the following year, aged 30. Wuthering Heights and Anne Brontë's Agnes Grey were accepted by publisher Thomas Newby before the success of their sister Charlotte's novel, Jane Eyre. After Emily's death, Charlotte edited the manuscript of Wuthering Heights, and arranged for the edited version to be published as a posthumous second edition in 1850.

Although Wuthering Heights is now widely regarded as a classic of English literature, contemporary reviews for the novel were deeply polarised; it was considered controversial because its depiction of mental and physical cruelty was unusually stark, and it challenged strict Victorian ideals of the day regarding religious hypocrisy, morality, social classes and gender inequality. [Read More]

When Mr. Lockwood, the new tenant at Thrushcross Grange, visits his landlord at Wuthering Heights, he is astounded by the unorthodox character of the man and his household. Back at the Grange, he asks his servant, Nelly, about the family. She tells him a strange, multigenerational tale of love, class, jealousy, and revenge. Thirty years earlier, Mr. Earnshaw, master of Wuthering Heights, returned from a trip to Liverpool with an unkempt orphan in tow, announcing to his wife and children that the child was now a member of the family. While young Catherine Earnshaw became close with this boy, Heathcliff, her older brother Hindley sank into bitter resentment of the urchin who had usurped his father’s and his sister’s affections—a feeling that only deepened when his father sent him away to college. As Catherine and Heathcliff grew into young adults, and their affection blossomed into desire, Hindley’s resentment boiled over into hatred, setting the stage for a tragic and twisted drama whose aftermath would shake the foundations of both Wuthering Heights and Thrushcross Grange. Introduced to a serpentine plot; emotionally tortured, larger-than-life characters; and a richly gothic atmosphere, many critics viewed Wuthering Heights as a brilliant folly when it was first published. Readers have spent the last century and a half making it one of the most popular novels in history. 

#6 - Weekly Songs to Practice: Lou Bega - Mambo No. 5

Check the lyrics [here]

#5 - Weekly Songs to Practice: The Cure - Friday I'm In Love

Check the lyrics [here]

#4 - Weekly Songs to Practice: Sesame Street - Usher's ABC Song

Check the lyrics [here]

Carta aos inciantes: Daniele Rebelatto

Querido pessoal da Alpha,

Este tempo que passamos juntos foi incrível para mim... ler, escrever e principalmente escutar e falar em inglês sempre foi muito difícil para mim, mas não mais! Eu sei que não sou perfeita, mas todo esse aprendizado me deu bagagem para ser uma pessoa melhor, encorajando-me a não ter medo.
O próximo passo é treinar mais, porque hoje sei que eu sou totalmente capacitada para isso. Estou extremamente feliz com o meu progresso, ou melhor, nosso progresso. Juntos nós conquistamos amizades, ajudamos amigos e também recebemos ajuda, sempre trabalhando em grupo pelo nosso crescimento.
Espero que os novos alunos tenham a mesma experiência que eu tive, que cada conhecimento absorvido ou dificuldade seja mais um passo para seu crescimento e no final eles entenderão a real importância de toda a dedicação.
Sobre o professor, tenham cuidado, ele é o mais cabeludo do mundo HAHAHAHA :) Estou brincando, ele é o melhor ! Obrigado professor, obrigado por tudo, você me proporcionou ótimos momentos e eu estou certa de que nos veremos em breve ... será estudando inglês ? comendo hambúrgueres ?

Vida longa à Alpha,

Dani / 2016

Carta original em inglês

3rd semestrer - Class 7: Song "If I were A Boy" by Beyoncé

If I Were a Boy

by Beyoncé

Check the lyrics [ here ]

3rd semestrer - Class 5: Song "Kristy, are you doing okay?" by The Offspring

Kristy, are you doing okay?

by The Offspring

Check the lyrics [ here ]

3rd semestrer - Class 2: Song "As Long As You Love Me" by Backstreet Boys

As Long As You Love Me

by Backstreet Boys

Check the lyrics [ here ]

2nd semestrer - Class 19: Song "Used To" by Chris Daughtry

Used To

by Chris Daughtry

Check the lyrics [ here ]

2nd semestrer - Class 16: Song "Man in the Mirror" by Michael Jackson

Man in the Mirror

by Michael Jackson

Check the lyrics [ here ]

2nd semestrer - Class 11: Song "Jet Lag " by Simple Plan

Jet Lag

by Simple Plan

Check the lyrics [ here ]

2nd semestrer - Class 8: Song "Gotta be Somebody " by Nickelback

Gotta be Somebody

by Nickelback

Check the lyrics [ here ]

2nd semestrer - Class 5: Song "I Still Haven't Found What I'm Looking For " by U2

I Still Haven't Found What I'm Looking For

by U2

Check the lyrics [ here ]

3rd Semester: Useful Words and Phrases for Essays

▪ General explaining

1. In order to

Usage: “In order to” can be used to introduce an explanation for the purpose of an argument.

Example: “In order to understand X, we need first to understand Y.”

2. In other words

Usage: Use “in other words” when you want to express something in a different way (more simply), to make it easier to understand, or to emphasise or expand on a point.

Example: “Frogs are amphibians. In other words, they live on the land and in the water.”

3. To put it another way

Usage: This phrase is another way of saying “in other words”, and can be used in particularly complex points, when you feel that an alternative way of wording a problem may help the reader achieve a better understanding of its significance.

Example: “Plants rely on photosynthesis. To put it another way, they will die without the sun.”

4. That is to say

Usage: “That is” and “that is to say” can be used to add further detail to your explanation, or to be more precise.

Example: “Whales are mammals. That is to say, they must breathe air.”

5. To that end

Usage: Use “to that end” or “to this end” in a similar way to “in order to” or “so”.

Example: “Zoologists have long sought to understand how animals communicate with each other. To that end, a new study has been launched that looks at elephant sounds and their possible meanings.”

▪  Adding additional information to support a point

Students often make the mistake of using synonyms of “and” each time they want to add further information in support of a point they’re making, or to build an argument. Here are some cleverer ways of doing this.

6. Moreover

Usage: Employ “moreover” at the start of a sentence to add extra information in support of a point you’re making.

Example: “Moreover, the results of a recent piece of research provide compelling evidence in support of…”

7. Furthermore

Usage:This is also generally used at the start of a sentence, to add extra information.

Example: “Furthermore, there is evidence to suggest that…”

8. What’s more

Usage: This is used in the same way as “moreover” and “furthermore”.

Example: “What’s more, this isn’t the only evidence that supports this hypothesis.”

9. Likewise

Usage: Use “likewise” when you want to talk about something that agrees with what you’ve just mentioned.

Example: “Scholar A believes X. Likewise, Scholar B argues compellingly in favour of this point of view.”

10. Similarly

Usage: Use “similarly” in the same way as “likewise”.

Example: “Audiences at the time reacted with shock to Beethoven’s new work, because it was very different to what they were used to. Similarly, we have a tendency to react with surprise to the unfamiliar.”

11. Another key thing to remember

Usage: Use the phrase “another key point to remember” or “another key fact to remember” to introduce additional facts without using the word “also”.

Example: “As a Romantic, Blake was a proponent of a closer relationship between humans and nature. Another key point to remember is that Blake was writing during the Industrial Revolution, which had a major impact on the world around him.”

12. As well as

Usage: Use “as well as” instead of “also” or “and”.

Example: “Scholar A argued that this was due to X, as well as Y.”

13. Not only… but also

Usage: This wording is used to add an extra piece of information, often something that’s in some way more surprising or unexpected than the first piece of information.

Example: “Not only did Edmund Hillary have the honour of being the first to reach the summit of Everest, but he was also appointed Knight Commander of the Order of the British Empire.”

14. Coupled with

Usage: Used when considering two or more arguments at a time.

Example: “Coupled with the literary evidence, the statistics paint a compelling view of…”

15. Firstly, secondly, thirdly…

Usage: This can be used to structure an argument, presenting facts clearly one after the other.

Example: “There are many points in support of this view. Firstly, X. Secondly, Y. And thirdly, Z.

16. Not to mention/to say nothing of

Usage: “Not to mention” and “to say nothing of” can be used to add extra information with a bit of emphasis.

Example: “The war caused unprecedented suffering to millions of people, not to mention its impact on the country’s economy.”

▪ Words and phrases for demonstrating contrast

When you’re developing an argument, you will often need to present contrasting or opposing opinions or evidence – “it could show this, but it could also show this”, or “X says this, but Y disagrees”. This section covers words you can use instead of the “but” in these examples, to make your writing sound more intelligent and interesting.

17. However

Usage: Use “however” to introduce a point that disagrees with what you’ve just said.

Example: “Scholar A thinks this. However, Scholar B reached a different conclusion.”

18. On the other hand

Usage: Usage of this phrase includes introducing a contrasting interpretation of the same piece of evidence, a different piece of evidence that suggests something else, or an opposing opinion.

Example: “The historical evidence appears to suggest a clear-cut situation. On the other hand, the archaeological evidence presents a somewhat less straightforward picture of what happened that day.”

19. Having said that

Usage: Used in a similar manner to “on the other hand” or “but”.

Example: “The historians are unanimous in telling us X, an agreement that suggests that this version of events must be an accurate account. Having said that, the archaeology tells a different story.”

20. By contrast/in comparison

Usage: Use “by contrast” or “in comparison” when you’re comparing and contrasting pieces of evidence.

Example: “Scholar A’s opinion, then, is based on insufficient evidence. By contrast, Scholar B’s opinion seems more plausible.”

21. Then again

Usage: Use this to cast doubt on an assertion.

Example: “Writer A asserts that this was the reason for what happened. Then again, it’s possible that he was being paid to say this.”

22. That said

Usage: This is used in the same way as “then again”.

Example: “The evidence ostensibly appears to point to this conclusion. That said, much of the evidence is unreliable at best.”

23. Yet

Usage: Use this when you want to introduce a contrasting idea.

Example: “Much of scholarship has focused on this evidence. Yet not everyone agrees that this is the most important aspect of the situation.”

▪  Adding a proviso or acknowledging reservations

Sometimes, you may need to acknowledge a shortfalling in a piece of evidence, or add a proviso. Here are some ways of doing so.

24. Despite this

Usage: Use “despite this” or “in spite of this” when you want to outline a point that stands regardless of a shortfalling in the evidence.

Example: “The sample size was small, but the results were important despite this.”

25. With this in mind

Usage: Use this when you want your reader to consider a point in the knowledge of something else.

Example: “We’ve seen that the methods used in the 19th century study did not always live up to the rigorous standards expected in scientific research today, which makes it difficult to draw definite conclusions. With this in mind, let’s look at a more recent study to see how the results compare.”

26. Provided that

Usage: This means “on condition that”. You can also say “providing that” or just “providing” to mean the same thing.

Example: “We may use this as evidence to support our argument, provided that we bear in mind the limitations of the methods used to obtain it.”

27. In view of/in light of

Usage: These phrases are used when something has shed light on something else.

Example: “In light of the evidence from the 2013 study, we have a better understanding of…”

28. Nonetheless

Usage: This is similar to “despite this”.

Example: “The study had its limitations, but it was nonetheless groundbreaking for its day.”

29. Nevertheless

Usage: This is the same as “nonetheless”.

Example: “The study was flawed, but it was important nevertheless.”

30. Notwithstanding

Usage: This is another way of saying “nonetheless”.

Example: “Notwithstanding the limitations of the methodology used, it was an important study in the development of how we view the workings of the human mind.”

▪  Giving examples

Good essays always back up points with examples, but it’s going to get boring if you use the expression “for example” every time. Here are a couple of other ways of saying the same thing.

31. For instance

Example: “Some birds migrate to avoid harsher winter climates. Swallows, for instance, leave the UK in early winter and fly south…”

32. To give an illustration

Example: “To give an illustration of what I mean, let’s look at the case of…”

▪ Signifying importance

When you want to demonstrate that a point is particularly important, there are several ways of highlighting it as such.

33. Significantly

Usage: Used to introduce a point that is loaded with meaning that might not be immediately apparent.

Example: “Significantly, Tacitus omits to tell us the kind of gossip prevalent in Suetonius’ accounts of the same period.”

34. Notably

Usage: This can be used to mean “significantly” (as above), and it can also be used interchangeably with “in particular” (the example below demonstrates the first of these ways of using it).

Example: “Actual figures are notably absent from Scholar A’s analysis.”

35. Importantly

Usage: Use “importantly” interchangeably with “significantly”.

Example: “Importantly, Scholar A was being employed by X when he wrote this work, and was presumably therefore under pressure to portray the situation more favourably than he perhaps might otherwise have done.”

▪ Summarising

You’ve almost made it to the end of the essay, but your work isn’t over yet. You need to end by wrapping up everything you’ve talked about, showing that you’ve considered the arguments on both sides and reached the most likely conclusion. Here are some words and phrases to help you.

36. In conclusion

Usage: Typically used to introduce the concluding paragraph or sentence of an essay, summarising what you’ve discussed in a broad overview.

Example: “In conclusion, the evidence points almost exclusively to Argument A.”

37. Above all

Usage: Used to signify what you believe to be the most significant point, and the main takeaway from the essay.

Example: “Above all, it seems pertinent to remember that…”

38. Persuasive

Usage: This is a useful word to use when summarising which argument you find most convincing.

Example: “Scholar A’s point – that Constanze Mozart was motivated by financial gain – seems to me to be the most persuasive argument for her actions following Mozart’s death.”

39. Compelling

Usage: Use in the same way as “persuasive” above.

Example: “The most compelling argument is presented by Scholar A.”

40. All things considered

Usage: This means “taking everything into account”.

Example: “All things considered, it seems reasonable to assume that…”

Source: https://www.oxford-royale.co.uk/articles/words-phrases-good-essays.html

-------------------------------------------------------------------

Download here a list of transition words and conjunctions (connecting words)