persuasive essay about internet safety

Essay on Internet Safety

Students are often asked to write an essay on Internet Safety in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Internet Safety

Understanding internet safety.

Internet safety means being secure online. When we use the internet, we should be careful, just like when crossing the road. It’s important to keep personal information private, like your full name, address, and school.

Creating Strong Passwords

Avoiding strangers online.

On the internet, not everyone is friendly. Some people pretend to be someone else. Never meet up with someone you met online without a trusted adult.

Safe Sharing

Think before you post photos or share your location. Ask yourself if it’s something you’d want everyone to see. Once it’s online, it’s hard to take it back.

Asking for Help

250 words essay on internet safety, what is internet safety.

Internet safety is about being secure online. When we go online, we can talk to friends, play games, and learn new things. But just like we look both ways before crossing the street, we need to be careful on the internet too.

Keeping Personal Information Private

Imagine your personal information is like a secret treasure. You wouldn’t want strangers to find it. Online, don’t share your full name, address, phone number, or school name with people you don’t know. It’s like giving them a map to your treasure.

Strong Passwords

A strong password is like a locked door to your online house. Use a mix of letters, numbers, and symbols to make it hard for others to guess. Don’t use easy passwords like “1234” or “password,” and never share your passwords with anyone except your parents.

Being Kind Online

The internet is a place where you can meet people from all over the world. Always be kind and respectful, just like you would be in person. If someone is mean to you, tell an adult you trust.

Staying Away from Strangers

If a stranger tries to talk to you online, don’t answer them. Tell a parent or teacher right away. Just like in the real world, not everyone online is a friend.

500 Words Essay on Internet Safety

Internet safety is about being protected online. When we use the internet, we share information about ourselves, sometimes without knowing it. It’s like leaving the door to your house open; if you’re not careful, someone you don’t want inside might come in. So, it’s important to keep that door closed and locked by being smart about how we act on the internet.

One key part of staying safe online is to keep your personal information private. This means not telling strangers your full name, where you live, your phone number, or where you go to school. It’s like not telling a person you just met all your secrets. Only share personal details with people and websites you trust, and even then, only when it’s necessary.

Safe Passwords

A good way to protect your information is by using safe passwords. Think of a password like a key to your online room. You wouldn’t give your house key to just anyone, right? Make sure your password is hard to guess. Use a mix of letters, numbers, and symbols, and don’t use easy things like your name or birthday. And remember, don’t share your password with friends; it’s meant to be a secret.

Be Careful What You Click

Online strangers.

Just like in the real world, you might meet people you don’t know on the internet. Be cautious when talking to strangers online. They might not be who they say they are. It’s like talking to someone with a mask on; you can’t be sure of who’s behind it. Never agree to meet someone in person that you’ve only talked to online without a trusted adult.

Using Social Media Wisely

Ask for help.

If something online makes you feel uncomfortable or if you’re not sure if something is safe, ask a trusted adult for help. This could be a parent, teacher, or an older sibling. It’s like when you’re not sure about crossing the street; you ask for someone’s hand.

Remember, being safe on the internet is a lot like being safe in everyday life. By keeping your information to yourself, using strong passwords, being careful about what you click, being cautious with strangers, using social media wisely, and asking for help, you can enjoy all the good things the internet has to offer without worry. Stay alert and stay safe!

That’s it! I hope the essay helped you.

Apart from these, you can look at all the essays by clicking here .

Happy studying!

35 Excellent Internet Essay Topics

Internet Essay Topics and Ideas (Inspired by Safer Internet Day)— Many people today begin using a variety of electronic devices as toddlers and are often interacting online on various social networks by the time they start school. Indeed, internet use has touched nearly every corner of the world.

Safer Internet Day Inspired Writing Prompts

You see…

We believe one of the best ways to broach the subject of Internet safety and responsibility is through writing. And, navigating the complex world of the Internet, apps, social networking websites, e-mail, and online communities can be overwhelming, even for an adult (much less for kids!).

That’s why…

It’s important for teachers, parents, schools, communities, and more work together in order to make sure children from elementary age to teenagers know how to stay safe and be responsible online.

The Importance of Writing about Internet Safety

These topics and prompts can be used in any classroom, from elementary classrooms where students are just beginning to learn about communicating online to high school classrooms where students spend the vast majority of their time interacting with their peers on social media.

Of course…

It’s important to keep in mind that there are many facets involved with teaching Internet safety. That’s why the Internet safety topics we’ve compiled cover a variety of issues, ranging from being an effective and responsible digital citizen to the dangers of communicating with strangers online and the impact and permanence of online posts. The best part about these topics and prompts is that they are flexible and versatile.

Even better…

You can customize the internet essay prompts in order to meet the needs of your classroom and to make them suitable for the specific age group of students that you work with. You’ll find a variety of questions about internet technology, search engines, the internet of things, the world wide web (www), and more.

Internet essay topics can help your students think more critically about what it means to be a digital citizen and will introduce them to the various considerations that need to be made anytime that they are online.

The Safe Use of Internet is a Life Skill

With each passing year, students become more dependent on their devices and more comfortable navigating the Internet on their own, while often relying in it for social interaction and having a social life. From social networking sites to the huge variety of online game options, all human beings must learn how to use and be safe on the Internet.

This is why…

It’s critically important to teach students about Internet safety — and the potential negative impacts and risks of being online — from an early age so that they can make responsible decisions as they maneuver through the online world during their adolescence and beyond.

Ok, without further ado, let’s get to those internet essay topics and prompts!

35 Excellent Internet Essay Topics (And… Safer Internet Day Journal Prompts Ideas)

Use these Internet essay topics to encourage your students to start thinking about how they interact with others online, their personal Internet use, and how they can use the Internet in order to find valid, valuable, and factual information.

Do you think people have a responsibility to act as good “digital citizens” when they use the Internet? Why or why not?
Should there be restrictions on the types of Internet access that people receive? Why or why not?
What are some of the challenges in making the Internet a safer place? Choose one and brainstorm how it could be addressed.
Do you believe people act differently on the Internet because of anonymity? Why or why not?
Do you think cyber-bulling is more damaging, as damaging, or less damaging than in-person bullying? Why?
What types of social media do you use? How frequently do you use them? What do you like best about them?
What is one thing you can start doing regularly to make the Internet a safer place? Explain your idea and what it would do.
Do your parents have any rules or restrictions on how you use the Internet? Do you agree with their policies? Why or why not?
What is the difference between a reliable Internet source and an unreliable one? How can you distinguish between the two?

Internet Essay Prompts Inspired by Safer Internet Day

What is the hardest part of using the Internet as a child/teen in today’s world? Why?
Have you or someone you know ever gotten in trouble for something done on the Internet? Explain what happened and how it could have been avoided.
Do you believe things on the Internet are really there forever? Why or why not?
Should lawmakers regulate Internet behavior and practices? Why or why not?
Should individuals and organizations be held to different standards of behavior when they use the Internet? Why or why not? And if so, what types of differences might be appropriate?
Unfortunately, the Internet can lead to the formation and spread of radicalization and hate groups. What are some ways people can work against this?
How do you feel knowing that colleges and future employers may view your social media accounts and Google you? Does this knowledge impact what you choose to post? Why or why not?
Have you ever posted something online that you wouldn’t want someone in your real life to see? Why? How would you feel if it were accidentally found?
Write about a time when a friend posted something (positive or negative) online that changed your perception of him or her.
Imagine that you need to teach someone how to find credible information on the Internet. What would you tell him or her to do?
What do you do when you see something hateful or inappropriate on the Internet? How else could you respond in order to promote a safer Internet for all people?
Have you ever felt afraid or uncomfortable with something you saw or experienced online? What happened? Could it have been prevented in any way?
In an ideal world, what would a “safe” Internet look like? Describe it.
Do you think the Internet will ever be a “safe” place? Why or why not?
What are some activities and behaviors that make the Internet an unsafe place? Write about a time when you witnessed one and how it made you feel.
Do you feel comfortable giving out personal information online? Why or why not? Is there a limit to what you’ll share?
Have you ever talked about someone behind his or her back online (such as through a “private” social media message)? Did you worry he or she would find out? ,How could you be sure he or she wouldn’t?
What kinds of things do you believe should qualify as “hate speech” when we talk about eliminating hate speech from the Internet? Why is hate speech so damaging and dangerous?
How do you think the landscape of the Internet will change by the time you’re an adult? Do you think it will change for the better? Why or why not?
Have you ever seen something online that seemed like “fake news”? Write about your experience.
Do you think having so much access to the Internet makes it easier or harder to grow up in your generation? Why?
What would your life be like if you didn’t have access to the Internet? What would change? What would stay the same?
Is there anything you would say to someone online that you wouldn’t say in person? Why or why not?
Do you feel comfortable discussing Internet safety and concerns with your parents and teachers? Why or why not?
If you could change any one thing about the Internet to make it a safer place, what would you change—and why?

I hope you enjoyed these internet essay topics and found some interesting new ideas about the effects of the internet in the real world and more to write about.

A Few Closing Words about Safer Internet Day

While you can assign your students an Internet safety essay at any point during the year, you may want to save a few Internet essay topics for Safer Internet Day . Learn more about Safer Internet Day USA .)

Safer Internet Day is celebrated each year on the first Tuesday in February. This holiday, which was created in 2005 and is now celebrated in more than 130 countries, aims to raise awareness about important Internet safety topics. Some topics that are addressed and discussed in connection with Safer Internet Day include cyber-bullying, fake news, media and literacy and more.

As Safer Internet Day approaches, you may want to consider incorporating extra assignments and activities into your lesson plans that focus on Internet safety. It’s a good time to reinforce the importance of being kind, aware, safe, and responsible online — along with the advantages and disadvantages of using the internet as a source of information.

Given the fact that these Internet essay topics are particularly relevant to your students’ lives, they are going to be very interested in considering each prompt and drafting a high-quality essay, research paper, or journal entry.

With prompts like these available, your students will always feel motivated to keep on writing!

Until next time, write on…

If you enjoyed these Internet Essay Topics , please share them on Facebook, Twitter, and/or Pinterest. I appreciate it!

Sincerely, Jill, journalbuddies.com creator and curator

Tap to See Prompts Power Up Your Pen: 157 Writing Prompt a Day Ideas 27 Amazing Picture Writing Prompts for Kids 162 Creative Writing Topics and Ideas (Updated!) ------------Start of Om Added --------- @media (min-width: 320px) and (max-width: 767px) { .inside-right-sidebar { display: none !important; } } Search Now Offering You 18,000+ Prompts!

Jill -- Owner and Curator of JournalBuddies.com

Tap to See Prompts Power Up Your Pen: 157 Writing Prompt a Day Ideas 27 Amazing Picture Writing Prompts for Kids 162 Creative Writing Topics and Ideas (Updated!) Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7-8 Grade 9-12 All Ages ------------End of Om Added --------- Tags Feb , February , help students , journal , journal prompts , journal prompts for kids , prompts for kids , Safer Internet Day , Safer Internet Day journal prompts , Safer internet day writing ideas , SID , students , writing Writing div#postbottom { margin-top: 12px; } Search Now Offering You 18,000+ Prompts!

Essay Service Examples Technology Cyber Security

Persuasive Speech on Cyber Security

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malicious codes
network abuses
network attacks
Confidentiality
Availability
Keeping sensitive information secure and private.
Having the ability to recover data that has been damaged, lost, or compromised.
Ensuring authorized users can freely access the systems, networks, and data needed to perform their daily tasks.

References:

Goutam, R. K. (2015). Importance of Cyber Security. International Journal of Computer Applications
Myriam Dunn Cavelty (2008). Cyber-Security and Threat Politics.
Singer, P. (2014). What Do We Mean By Security Anyway? Brookings Institution.

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8.7: Tips for Writing Academic Persuasive Essays

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The previous chapters in this section offer an overview of what it means to formulate an argument in an academic situation. The purpose of this chapter is to offer more concrete, actionable tips for drafting an academic persuasive essay. Keep in mind that preparing to draft a persuasive essay relies on the strategies for any other thesis-driven essay, covered by the section in this textbook, The Writing Process. The following chapters can be read in concert with this one:

Critical Reading and other research strategies helps writers identify the exigence (issue) that demands a response, as well as what kinds of research to use.
Generate Ideas covers prewriting models (such as brainstorming techniques) that allow students to make interesting connections and develop comprehensive thesis statements. These connections and main points will allow a writer to outline their core argument.
Organizing is important for understanding why an argument essay needs a detailed plan, before the drafting stage. For an argument essay, start with a basic outline that identifies the claim, reasoning, and evidence, but be prepared to develop more detailed outlines that include counterarguments and rebuttals, warrants, additional backing, etc., as needed.
Drafting introduces students to basic compositional strategies that they must be familiar with before beginning an argument essay. This current chapter offers more details about what kinds of paragraphs to practice in an argument essay, but it assumes the writer is familiar with basic strategies such as coherence and cohesion.

Classical structure of an argument essay

Academic persuasive essays tend to follow what’s known as the “classical” structure, based on techniques that derive from ancient Roman and Medieval rhetoricians. John D. Ramage, et. al outline this structure in Writing Arguments :

	Introduction (one to several paragraphs)
	Presentation of writer’s position
	Summary of opposing views (Counterarguments) Response to opposing views (Rebuttals)

	Conclusion

This very detailed table can be simplified. Most academic persuasive essays include the following basic elements:

Introduction that explains why the situation is important and presents your argument (aka the claim or thesis).
Reasons the thesis is correct or at least reasonable.
Evidence that supports each reason, often occurring right after the reason the evidence supports.
Acknowledgement of objections.
Response to objections.

Keep in mind that the structure above is just a conventional starting point. The previous chapters of this section suggest how different kinds of arguments (Classical/Aristotelian, Toulmin, Rogerian) involve slightly different approaches, and your course, instructor, and specific assignment prompt may include its own specific instructions on how to complete the assignment. There are many different variations. At the same time, however, most academic argumentative/persuasive essays expect you to practice the techniques mentioned below. These tips overlap with the elements of argumentation, covered in that chapter, but they offer more explicit examples for how they might look in paragraph form, beginning with the introduction to your essay.

Persuasive introductions should move from context to thesis

Since one of the main goals of a persuasive essay introduction is to forecast the broader argument, it’s important to keep in mind that the legibility of the argument depends on the ability of the writer to provide sufficient information to the reader. If a basic high school essay moves from general topic to specific argument (the funnel technique), a more sophisticated academic persuasive essay is more likely to move from context to thesis.

The great stylist of clear writing, Joseph W. Williams, suggests that one of the key rhetorical moves a writer can make in a persuasive introduction is to not only provide enough background information (the context), but to frame that information in terms of a problem or issue, what the section on Reading and Writing Rhetorically terms the exigence . The ability to present a clearly defined problem and then the thesis as a solution creates a motivating introduction. The reader is more likely to be gripped by it, because we naturally want to see problems solved.

Consider these two persuasive introductions, both of which end with an argumentative thesis statement:

A. In America we often hold to the belief that our country is steadily progressing. topic This is a place where dreams come true. With enough hard work, we tell ourselves (and our children), we can do anything. I argue that, when progress is more carefully defined, our current period is actually one of decline. claim

B . Two years ago my dad developed Type 2 diabetes, and the doctors explained to him that it was due in large part to his heavy consumption of sugar. For him, the primary form of sugar consumption was soda. hook His experience is echoed by millions of Americans today. According to the most recent research, “Sugary drink portion sizes have risen dramatically over the past forty years, and children and adults are drinking more soft drinks than ever,” while two out of three adults in the United States are now considered either overweight or obese. This statistic correlates with reduced life expectancy by many years. Studies have shown that those who are overweight in this generation will live a lot fewer years than those who are already elderly. And those consumers who don’t become overweight remain at risk for developing Type 2 diabetes (like my dad), known as one of the most serious global health concerns (“Sugary Drinks and Obesity Fact Sheet”). problem In response to this problem, some political journalists, such as Alexandra Le Tellier, argue that sodas should be banned. On the opposite end of the political spectrum, politically conservative journalists such as Ernest Istook argue that absolutely nothing should be done because that would interfere with consumer freedom. debate I suggest something in between: a “soda tax,” which would balance concerns over the public welfare with concerns over consumer freedom. claim

Example B feels richer, more dramatic, and much more targeted not only because it’s longer, but because it’s structured in a “motivating” way. Here’s an outline of that structure:

Hook: It opens with a brief hook that illustrates an emerging issue. This concrete, personal anecdote grips the reader’s attention.
Problem: The anecdote is connected with the emerging issue, phrased as a problem that needs to be addressed.
Debate: The writer briefly alludes to a debate over how to respond to the problem.
Claim: The introduction ends by hinting at how the writer intends to address the problem, and it’s phrased conversationally, as part of an ongoing dialogue.

Not every persuasive introduction needs all of these elements. Not all introductions will have an obvious problem. Sometimes a “problem,” or the exigence, will be as subtle as an ambiguity in a text that needs to be cleared up (as in literary analysis essays). Other times it will indeed be an obvious problem, such as in a problem-solution argument essay.

In most cases, however, a clear introduction will proceed from context to thesis . The most attention-grabbing and motivating introductions will also include things like hooks and problem-oriented issues.

Here’s a very simple and streamlined template that can serve as rudimentary scaffolding for a persuasive introduction, inspired by the excellent book, They Say / I Say: The Moves That Matter in Academic Writing : Definition: Term

In discussions of __________, an emerging issue is _____________________. issue When addressing this issue, some experts suggest ________________. debate In my view, however, _______________________________. claim

Each aspect of the template will need to be developed, but it can serve as training wheels for how to craft a nicely structured context-to-thesis introduction, including things like an issue, debate, and claim. You can try filling in the blanks below, and then export your attempt as a document.

Define key terms, as needed

Much of an academic persuasive essay is dedicated to supporting the claim. A traditional thesis-driven essay has an introduction, body, and conclusion, and the support constitutes much of the body. In a persuasive essay, most of the support is dedicated to reasoning and evidence (more on that below). However, depending on what your claim does, a careful writer may dedicate the beginning (or other parts of the essay body) to defining key terms.

Suppose I wish to construct an argument that enters the debate over euthanasia. When researching the issue, I notice that much of the debate circles around the notion of rights, specifically what a “legal right” actually means. Clearly defining that term will help reduce some of the confusion and clarify my own argument. In Vancouver Island University’s resource “ Defining key terms ,” Ian Johnston offers this example for how to define “legal right” for an academic reader:

Before discussing the notion of a right to die, we need to clarify precisely what the term legal right means. In common language, the term “right” tends often to mean something good, something people ought to have (e.g., a right to a good home, a right to a meaningful job, and so on). In law, however, the term has a much more specific meaning. It refers to something to which people are legally entitled. Thus, a “legal” right also confers a legal obligation on someone or some institution to make sure the right is conferred. For instance, in Canada, children of a certain age have a right to a free public education. This right confers on society the obligation to provide that education, and society cannot refuse without breaking the law. Hence, when we use the term right to die in a legal sense, we are describing something to which a citizen is legally entitled, and we are insisting that someone in society has an obligation to provide the services which will confer that right on anyone who wants it.

As the example above shows, academics often dedicate space to providing nuanced and technical definitions that correct common misconceptions. Johnston’s definition relies on research, but it’s not always necessary to use research to define your terms. Here are some tips for crafting definitions in persuasive essays, from “Defining key terms”:

Fit the descriptive detail in the definition to the knowledge of the intended audience. The definition of, say, AIDS for a general readership will be different from the definition for a group of doctors (the latter will be much more technical). It often helps to distinguish between common sense or popular definitions and more technical ones.
Make sure definitions are full and complete; do not rush them unduly. And do not assume that just because the term is quite common that everyone knows just what it means (e.g., alcoholism ). If you are using the term in a very specific sense, then let the reader know what that is. The amount of detail you include in a definition should cover what is essential for the reader to know, in order to follow the argument. By the same token, do not overload the definition, providing too much detail or using far too technical a language for those who will be reading the essay.
It’s unhelpful to simply quote the google or dictionary.com definition of a word. Dictionaries contain a few or several definitions for important terms, and the correct definition is informed by the context in which it’s being employed. It’s up to the writer to explain that context and how the word is usually understood within it.
You do not always need to research a definition. Depending on the writing situation and audience, you may be able to develop your own understanding of certain terms.

Use P-E-A-S or M-E-A-L to support your claim

The heart of a persuasive essay is a claim supported by reasoning and evidence. Thus, much of the essay body is often devoted to the supporting reasons, which in turn are proved by evidence. One of the formulas commonly taught in K-12 and even college writing programs is known as PEAS, which overlaps strongly with the MEAL formula introduced by the chapter, “ Basic Integration “:

Point : State the reasoning as a single point: “One reason why a soda tax would be effective is that…” or “One way an individual can control their happiness is by…”

Evidence : After stating the supporting reason, prove that reason with related evidence. There can be more than one piece of evidence. “According to …” or “In the article, ‘…,’ the author shows that …”

Analysis : There a different levels of analysis. At the most basic level, a writer should clearly explain how the evidence proves the point, in their own words: “In other words…,” “What this data shows is that…” Sometimes the “A” part of PEAS becomes simple paraphrasing. Higher-level analysis will use more sophisticated techniques such as Toulmin’s warrants to explore deeper terrain. For more tips on how to discuss and analyze, refer to the previous chapter’s section, “ Analyze and discuss the evidence .”

Summary/So what? : Tie together all of the components (PEA) succinctly, before transitioning to the next idea. If necessary, remind the reader how the evidence and reasoning relates to the broader claim (the thesis argument).

PEAS and MEAL are very similar; in fact they are identical except for how they refer to the first and last part. In theory, it shouldn’t matter which acronym you choose. Both versions are effective because they translate the basic structure of a supporting reason (reasoning and evidence) into paragraph form.

Here’s an example of a PEAS paragraph in an academic persuasive essay that argues for a soda tax:

A soda tax would also provide more revenue for the federal government, thereby reducing its debt. point Despite Ernest Istook’s concerns about eroding American freedom, the United States has long supported the ability of government to leverage taxes in order to both curb unhealthy lifestyles and add revenue. According to Peter Ubel’s “Would the Founding Fathers Approve of a Sugar Tax?”, in 1791 the US government was heavily in debt and needed stable revenue. In response, the federal government taxed what most people viewed as a “sin” at that time: alcohol. This single tax increased government revenue by at least 20% on average, and in some years more than 40% . The effect was that only the people who really wanted alcohol purchased it, and those who could no longer afford it were getting rid of what they already viewed as a bad habit (Ubel). evidence Just as alcohol (and later, cigarettes) was viewed as a superfluous “sin” in the Early Republic, so today do many health experts and an increasing amount of Americans view sugar as extremely unhealthy, even addictive. If our society accepts taxes on other consumer sins as a way to improve government revenue, a tax on sugar is entirely consistent. analysis We could apply this to the soda tax and try to do something like this to help knock out two problems at once: help people lose their addiction towards soda and help reduce our government’s debt. summary/so what?

The paragraph above was written by a student who was taught the PEAS formula. However, we can see versions of this formula in professional writing. Here’s a more sophisticated example of PEAS, this time from a non-academic article. In Nicholas Carr’s extremely popular article, “ Is Google Making Us Stupid? “, he argues that Google is altering how we think. To prove that broader claim, Carr offers a variety of reasons and evidence. Here’s part of his reasoning:

Thanks to the ubiquity of text on the Internet, not to mention the popularity of text-messaging on cell phones, we may well be reading more today than we did in the 1970s or 1980s, when television was our medium of choice. But it’s a different kind of reading, and behind it lies a different kind of thinking—perhaps even a new sense of the self. point “We are not only what we read,” says Maryanne Wolf, a developmental psychologist at Tufts University and the author of Proust and the Squid: The Story and Science of the Reading Brain . “We are how we read.” Wolf worries that the style of reading promoted by the Net, a style that puts “efficiency” and “immediacy” above all else, may be weakening our capacity for the kind of deep reading that emerged when an earlier technology, the printing press, made long and complex works of prose commonplace. When we read online, she says, we tend to become “mere decoders of information.” evidence Our ability to interpret text, to make the rich mental connections that form when we read deeply and without distraction, remains largely disengaged. analysis

This excerpt only contains the first three elements, PEA, and the analysis part is very brief (it’s more like paraphrase), but it shows how professional writers often employ some version of the formula. It tends to appear in persuasive texts written by experienced writers because it reinforces writing techniques mentioned elsewhere in this textbook. A block of text structured according to PEA will practice coherence, because opening with a point (P) forecasts the main idea of that section. Embedding the evidence (E) within a topic sentence and follow-up commentary or analysis (A) is part of the “quote sandwich” strategy we cover in the section on “Writing With Sources.”

Use “they say / i say” strategies for Counterarguments and rebuttals

Another element that’s unique to persuasive essays is embedding a counterargument. Sometimes called naysayers or opposing positions, counterarguments are points of view that challenge our own.

Why embed a naysayer?

Recall above how a helpful strategy for beginning a persuasive essay (the introduction) is to briefly mention a debate—what some writing textbooks call “joining the conversation.” Gerald Graff and Cathy Birkenstein’s They Say / I Say explains why engaging other points of view is so crucial:

Not long ago we attended a talk at an academic conference where the speaker’s central claim seemed to be that a certain sociologist—call him Dr. X—had done very good work in a number of areas of the discipline. The speaker proceeded to illustrate his thesis by referring extensively and in great detail to various books and articles by Dr. X and by quoting long pas-sages from them. The speaker was obviously both learned and impassioned, but as we listened to his talk we found ourselves somewhat puzzled: the argument—that Dr. X’s work was very important—was clear enough, but why did the speaker need to make it in the first place? Did anyone dispute it? Were there commentators in the field who had argued against X’s work or challenged its value? Was the speaker’s interpretation of what X had done somehow novel or revolutionary? Since the speaker gave no hint of an answer to any of these questions, we could only wonder why he was going on and on about X. It was only after the speaker finished and took questions from the audience that we got a clue: in response to one questioner, he referred to several critics who had vigorously questioned Dr. X’s ideas and convinced many sociologists that Dr. X’s work was unsound.

When writing for an academic audience, one of the most important moves a writer can make is to demonstrate how their ideas compare to others. It serves as part of the context. Your essay might be offering a highly original solution to a certain problem you’ve researched the entire semester, but the reader will only understand that if existing arguments are presented in your draft. Or, on the other hand, you might be synthesizing or connecting a variety of opinions in order to arrive at a more comprehensive solution. That’s also fine, but the creativity of your synthesis and its unique contribution to existing research will only be known if those other voices are included.

Aristotelian argumentation embeds counterarguments in order to refute them. Rogerian arguments present oppositional stances in order to synthesize and integrate them. No matter what your strategy is, the essay should be conversational.

Notice how Ana Mari Cauce opens her essay on free speech in higher education, “ Messy but Essential “:

Over the past year or two, issues surrounding the exercise of free speech and expression have come to the forefront at colleges around the country. The common narrative about free speech issues that we so often read goes something like this: today’s college students — overprotected and coddled by parents, poorly educated in high school and exposed to primarily left-leaning faculty — have become soft “snowflakes” who are easily offended by mere words and the slightest of insults, unable or unwilling to tolerate opinions that veer away from some politically correct orthodoxy and unable to engage in hard-hitting debate. counterargument

This is false in so many ways, and even insulting when you consider the reality of students’ experiences today. claim

The introduction to her article is essentially a counteragument (which serves as her introductory context) followed by a response. Embedding naysayers like this can appear anywhere in an essay, not just the introduction. Notice, furthermore, how Cauce’s naysayer isn’t gleaned from any research she did. It’s just a general, trendy naysayer, something one might hear nowadays, in the ether. It shows she’s attuned to an ongoing conversation, but it doesn’t require her to cite anything specific. As the previous chapter on using rhetorical appeals in arguments explained, this kind of attunement with an emerging problem (or exigence) is known as the appeal to kairos . A compelling, engaging introduction will demonstrate that the argument “kairotically” addresses a pressing concern.

Below is a brief overview of what counterarguments are and how you might respond to them in your arguments. This section was developed by Robin Jeffrey, in “ Counterargument and Response “:

Common Types of counterarguments

Could someone disagree with your claim? If so, why? Explain this opposing perspective in your own argument, and then respond to it.
Could someone draw a different conclusion from any of the facts or examples you present? If so, what is that different conclusion? Explain this different conclusion and then respond to it.
Could a reader question any of your assumptions or claims? If so, which ones would they question? Explain and then respond.
Could a reader offer a different explanation of an issue? If so, what might their explanation be? Describe this different explanation, and then respond to it.
Is there any evidence out there that could weaken your position? If so, what is it? Cite and discuss this evidence and then respond to it.

If the answer to any of these questions is yes, that does not necessarily mean that you have a weak argument. It means, ideally and as long as your argument is logical and valid, that you have a counterargument. Good arguments can and do have counterarguments; it is important to discuss them. But you must also discuss and then respond to those counterarguments.

Responding to counterarguments

You do not need to attempt to do all of these things as a way to respond; instead, choose the response strategy that makes the most sense to you, for the counterargument that you have.

If you agree with some of the counterargument perspectives, you can concede some of their points. (“I do agree that ….”, “Some of the points made by ____ are valid…..”) You could then challenge the importance/usefulness of those points. “However, this information does not apply to our topic because…”
If the counterargument perspective is one that contains different evidence than you have in your own argument, you can explain why a reader should not accept the evidence that the counterarguer presents.
If the counterargument perspective is one that contains a different interpretation of evidence than you have in your own argument, you can explain why a reader should not accept the interpretation of the evidence that that your opponent (counterarguer) presents.
If the counterargument is an acknowledgement of evidence that threatens to weaken your argument, you must explain why and how that evidence does not, in fact invalidate your claim.

It is important to use transitional phrases in your paper to alert readers when you’re about to present an counterargument. It’s usually best to put this phrase at the beginning of a paragraph such as:

Researchers have challenged these claims with…
Critics argue that this view…
Some readers may point to…
A perspective that challenges the idea that . . .

Transitional phrases will again be useful to highlight your shift from counterargument to response:

Indeed, some of those points are valid. However, . . .
While I agree that . . . , it is more important to consider . . .
These are all compelling points. Still, other information suggests that . .
While I understand . . . , I cannot accept the evidence because . . .

When concluding, address the “so what?” challenge

As Joseph W. Williams mentions in his chapter on concluding persuasive essays in Style ,

a good introduction motivates your readers to keep reading, introduces your key themes, and states your main point … [but] a good conclusion serves a different end: as the last thing your reader reads, it should bring together your point, its significance, and its implications for thinking further about the ideas your explored.

At the very least, a good persuasive conclusion will

Summarize the main points
Address the So what? or Now what? challenge.

When summarizing the main points of longer essays, Williams suggests it’s fine to use “metadiscourse,” such as, “I have argued that.” If the essay is short enough, however, such metadiscourses may not be necessary, since the reader will already have those ideas fresh in their mind.

After summarizing your essay’s main points, imagine a friendly reader thinking,

“OK, I’m persuaded and entertained by everything you’ve laid out in your essay. But remind me what’s so important about these ideas? What are the implications? What kind of impact do you expect your ideas to have? Do you expect something to change?”

It’s sometimes appropriate to offer brief action points, based on the implications of your essay. When addressing the “So what?” challenge, however, it’s important to first consider whether your essay is primarily targeted towards changing the way people think or act . Do you expect the audience to do something, based on what you’ve argued in your essay? Or, do you expect the audience to think differently? Traditional academic essays tend to propose changes in how the reader thinks more than acts, but your essay may do both.

Finally, Williams suggests that it’s sometimes appropriate to end a persuasive essay with an anecdote, illustrative fact, or key quote that emphasizes the significance of the argument. We can see a good example of this in Carr’s article, “ Is Google Making Us Stupid? ” Here are the introduction and conclusion, side-by-side: Definition: Term

[Introduction] “Dave, stop. Stop, will you? Stop, Dave. Will you stop, Dave?” So the supercomputer HAL pleads with the implacable astronaut Dave Bowman in a famous and weirdly poignant scene toward the end of Stanley Kubrick’s 2001: A Space Odyssey . Bowman, having nearly been sent to a deep-space death by the malfunctioning machine, is calmly, coldly disconnecting the memory circuits that control its artificial “ brain. “Dave, my mind is going,” HAL says, forlornly. “I can feel it. I can feel it.”

I can feel it, too. Over the past few years I’ve had an uncomfortable sense that someone, or something, has been tinkering with my brain, remapping the neural circuitry, reprogramming the memory. …

[Conclusion] I’m haunted by that scene in 2001 . What makes it so poignant, and so weird, is the computer’s emotional response to the disassembly of its mind: its despair as one circuit after another goes dark, its childlike pleading with the astronaut—“I can feel it. I can feel it. I’m afraid”—and its final reversion to what can only be called a state of innocence. HAL’s outpouring of feeling contrasts with the emotionlessness that characterizes the human figures in the film, who go about their business with an almost robotic efficiency. Their thoughts and actions feel scripted, as if they’re following the steps of an algorithm. In the world of 2001 , people have become so machinelike that the most human character turns out to be a machine. That’s the essence of Kubrick’s dark prophecy: as we come to rely on computers to mediate our understanding of the world, it is our own intelligence that flattens into artificial intelligence.

Instead of merely rehashing all of the article’s main points, Carr returns to the same movie scene from 2001 that he opened with. The final lines interpret the scene according to the argument he just dedicated the entire essay to presenting.

The entire essay should use rhetorical appeals strategically

The chapter “ Persuasive Appeals ” introduces students to logos, pathos, ethos, and kairos. Becoming familiar with each of those persuasive appeals can add much to an essay. It also reinforces the idea that writing argumentative essays is not a straightforward process of jotting down proofs. It’s not a computer algorithm.

Logos (appeals to evidence and reasoning) is the foundational appeal of an argument essay. Clearly identifying the claim, then supporting that claim with reasoning and evidence will appeal to the reader’s logos demands. As the previous chapter on argumentation mentions, however, what constitutes solid evidence will vary depending on the audience. Make sure your evidence is indeed convincing to your intended reader.
Pathos (appeals to emotion) are a crucial component and should permeate should every section of the essay. Personal anecdotes are an effective way to illustrate important ideas, and they connect with the reader at an emotional level. Personal examples also cultivate voice .
Ethos (appeals to character, image, and values) is essential to gaining the reader’s trust and assent. The tone of your essay (snarky, sincere, ironic, sarcastic, empathetic) is immensely important for its overall effect, and it helps build the reader’s image of you. A careful attention to high-quality research reinforces a sincere and empathetic tone. When supporting certain claims and sub-claims, it’s also important to identify implied beliefs (warrants) that your reader is most likely to agree with, and to undermine beliefs that might seem repugnant.
Kairos (appeals to timeliness) impresses the reader with your attunement to the situation. This should be practiced especially in the introduction, but it can appear throughout the essay as you engage with research and other voices that have recently weighed in on the topic.

All of these appeals are already happening, whether or not they’re recognized. If they are missed, the audience will often use them against you, judging your essay as not being personable enough (pathos), or not in touch with commonly accepted values (ethos), or out of touch with what’s going on (kairos). These non-logical appeals aren’t irrational. They are crucial components to writing that matters.

Argument Outline Exercise

To get started on your argument essay, practice adopting from of the outlines from this Persuasive Essay Outline worksheet .

Choose Your Test

Sat / act prep online guides and tips, 113 perfect persuasive essay topics for any assignment.

General Education

Do you need to write a persuasive essay but aren’t sure what topic to focus on? Were you thrilled when your teacher said you could write about whatever you wanted but are now overwhelmed by the possibilities? We’re here to help!

Read on for a list of 113 top-notch persuasive essay topics, organized into ten categories. To help get you started, we also discuss what a persuasive essay is, how to choose a great topic, and what tips to keep in mind as you write your persuasive essay.

What Is a Persuasive Essay?

In a persuasive essay, you attempt to convince readers to agree with your point of view on an argument. For example, an essay analyzing changes in Italian art during the Renaissance wouldn’t be a persuasive essay, because there’s no argument, but an essay where you argue that Italian art reached its peak during the Renaissance would be a persuasive essay because you’re trying to get your audience to agree with your viewpoint.

Persuasive and argumentative essays both try to convince readers to agree with the author, but the two essay types have key differences. Argumentative essays show a more balanced view of the issue and discuss both sides. Persuasive essays focus more heavily on the side the author agrees with. They also often include more of the author’s opinion than argumentative essays, which tend to use only facts and data to support their argument.

All persuasive essays have the following:

Introduction: Introduces the topic, explains why it’s important, and ends with the thesis.
Thesis: A sentence that sums up what the essay be discussing and what your stance on the issue is.
Reasons you believe your side of the argument: Why do you support the side you do? Typically each main point will have its own body paragraph.
Evidence supporting your argument: Facts or examples to back up your main points. Even though your opinion is allowed in persuasive essays more than most other essays, having concrete examples will make a stronger argument than relying on your opinion alone.
Conclusion: Restatement of thesis, summary of main points, and a recap of why the issue is important.

What Makes a Good Persuasive Essay Topic?

Theoretically, you could write a persuasive essay about any subject under the sun, but that doesn’t necessarily mean you should. Certain topics are easier to write a strong persuasive essay on, and below are tips to follow when deciding what you should write about.

It’s a Topic You Care About

Obviously, it’s possible to write an essay about a topic you find completely boring. You’ve probably done it! However, if possible, it’s always better to choose a topic that you care about and are interested in. When this is the case, you’ll find doing the research more enjoyable, writing the essay easier, and your writing will likely be better because you’ll be more passionate about and informed on the topic.

You Have Enough Evidence to Support Your Argument

Just being passionate about a subject isn’t enough to make it a good persuasive essay topic, though. You need to make sure your argument is complex enough to have at least two potential sides to root for, and you need to be able to back up your side with evidence and examples. Even though persuasive essays allow your opinion to feature more than many other essays, you still need concrete evidence to back up your claims, or you’ll end up with a weak essay.

For example, you may passionately believe that mint chocolate chip ice cream is the best ice cream flavor (I agree!), but could you really write an entire essay on this? What would be your reasons for believing mint chocolate chip is the best (besides the fact that it’s delicious)? How would you support your belief? Have enough studies been done on preferred ice cream flavors to support an entire essay? When choosing a persuasive essay idea, you want to find the right balance between something you care about (so you can write well on it) and something the rest of the world cares about (so you can reference evidence to strengthen your position).

It’s a Manageable Topic

Bigger isn’t always better, especially with essay topics. While it may seem like a great idea to choose a huge, complex topic to write about, you’ll likely struggle to sift through all the information and different sides of the issue and winnow them down to one streamlined essay. For example, choosing to write an essay about how WWII impacted American life more than WWI wouldn’t be a great idea because you’d need to analyze all the impacts of both the wars in numerous areas of American life. It’d be a huge undertaking. A better idea would be to choose one impact on American life the wars had (such as changes in female employment) and focus on that. Doing so will make researching and writing your persuasive essay much more feasible.

List of 113 Good Persuasive Essay Topics

Below are over 100 persuasive essay ideas, organized into ten categories. When you find an idea that piques your interest, you’ll choose one side of it to argue for in your essay. For example, if you choose the topic, “should fracking be legal?” you’d decide whether you believe fracking should be legal or illegal, then you’d write an essay arguing all the reasons why your audience should agree with you.

Arts/Culture

Should students be required to learn an instrument in school?
Did the end of Game of Thrones fit with the rest of the series?
Can music be an effective way to treat mental illness?
With e-readers so popular, have libraries become obsolete?
Are the Harry Potter books more popular than they deserve to be?
Should music with offensive language come with a warning label?
What’s the best way for museums to get more people to visit?
Should students be able to substitute an art or music class for a PE class in school?
Are the Kardashians good or bad role models for young people?
Should people in higher income brackets pay more taxes?
Should all high school students be required to take a class on financial literacy?
Is it possible to achieve the American dream, or is it only a myth?
Is it better to spend a summer as an unpaid intern at a prestigious company or as a paid worker at a local store/restaurant?
Should the United States impose more or fewer tariffs?
Should college graduates have their student loans forgiven?
Should restaurants eliminate tipping and raise staff wages instead?
Should students learn cursive writing in school?
Which is more important: PE class or music class?
Is it better to have year-round school with shorter breaks throughout the year?
Should class rank be abolished in schools?
Should students be taught sex education in school?
Should students be able to attend public universities for free?
What’s the most effective way to change the behavior of school bullies?
Are the SAT and ACT accurate ways to measure intelligence?
Should students be able to learn sign language instead of a foreign language?
Do the benefits of Greek life at colleges outweigh the negatives?
Does doing homework actually help students learn more?
Why do students in many other countries score higher than American students on math exams?
Should parents/teachers be able to ban certain books from schools?
What’s the best way to reduce cheating in school?
Should colleges take a student’s race into account when making admissions decisions?
Should there be limits to free speech?
Should students be required to perform community service to graduate high school?
Should convicted felons who have completed their sentence be allowed to vote?
Should gun ownership be more tightly regulated?
Should recycling be made mandatory?
Should employers be required to offer paid leave to new parents?
Are there any circumstances where torture should be allowed?
Should children under the age of 18 be able to get plastic surgery for cosmetic reasons?
Should white supremacy groups be allowed to hold rallies in public places?
Does making abortion illegal make women more or less safe?
Does foreign aid actually help developing countries?
Are there times a person’s freedom of speech should be curtailed?
Should people over a certain age not be allowed to adopt children?

Government/Politics

Should the minimum voting age be raised/lowered/kept the same?
Should Puerto Rico be granted statehood?
Should the United States build a border wall with Mexico?
Who should be the next person printed on American banknotes?
Should the United States’ military budget be reduced?
Did China’s one child policy have overall positive or negative impacts on the country?
Should DREAMers be granted US citizenship?
Is national security more important than individual privacy?
What responsibility does the government have to help homeless people?
Should the electoral college be abolished?
Should the US increase or decrease the number of refugees it allows in each year?
Should privately-run prisons be abolished?
Who was the most/least effective US president?
Will Brexit end up helping or harming the UK?

What’s the best way to reduce the spread of Ebola?
Is the Keto diet a safe and effective way to lose weight?
Should the FDA regulate vitamins and supplements more strictly?
Should public schools require all students who attend to be vaccinated?
Is eating genetically modified food safe?
What’s the best way to make health insurance more affordable?
What’s the best way to lower the teen pregnancy rate?
Should recreational marijuana be legalized nationwide?
Should birth control pills be available without a prescription?
Should pregnant women be forbidden from buying cigarettes and alcohol?
Why has anxiety increased in adolescents?
Are low-carb or low-fat diets more effective for weight loss?
What caused the destruction of the USS Maine?
Was King Arthur a mythical legend or actual Dark Ages king?
Was the US justified in dropping atomic bombs during WWII?
What was the primary cause of the Rwandan genocide?
What happened to the settlers of the Roanoke colony?
Was disagreement over slavery the primary cause of the US Civil War?
What has caused the numerous disappearances in the Bermuda triangle?
Should nuclear power be banned?
Is scientific testing on animals necessary?
Do zoos help or harm animals?
Should scientists be allowed to clone humans?
Should animals in circuses be banned?
Should fracking be legal?
Should people be allowed to keep exotic animals as pets?
What’s the best way to reduce illegal poaching in Africa?
What is the best way to reduce the impact of global warming?
Should euthanasia be legalized?
Is there legitimate evidence of extraterrestrial life?
Should people be banned from owning aggressive dog breeds?
Should the United States devote more money towards space exploration?
Should the government subsidize renewable forms of energy?
Is solar energy worth the cost?
Should stem cells be used in medicine?
Is it right for the US to leave the Paris Climate Agreement?
Should athletes who fail a drug test receive a lifetime ban from the sport?
Should college athletes receive a salary?
Should the NFL do more to prevent concussions in players?
Do PE classes help students stay in shape?
Should horse racing be banned?
Should cheerleading be considered a sport?
Should children younger than 18 be allowed to play tackle football?
Are the costs of hosting an Olympic Games worth it?
Can online schools be as effective as traditional schools?
Do violent video games encourage players to be violent in real life?
Should facial recognition technology be banned?
Does excessive social media use lead to depression/anxiety?
Has the rise of translation technology made knowing multiple languages obsolete?
Was Steve Jobs a visionary or just a great marketer?
Should social media be banned for children younger than a certain age?
Which 21st-century invention has had the largest impact on society?
Are ride-sharing companies like Uber and Lyft good or bad for society?
Should Facebook have done more to protect the privacy of its users?
Will technology end up increasing or decreasing inequality worldwide?

Tips for Writing a Strong Persuasive Essay

After you’ve chosen the perfect topic for your persuasive essay, your work isn’t over. Follow the three tips below to create a top-notch essay.

Do Your Research

Your argument will fall apart if you don’t fully understand the issue you’re discussing or you overlook an important piece of it. Readers won’t be convinced by someone who doesn’t know the subject, and you likely won’t persuade any of them to begin supporting your viewpoint. Before you begin writing a single word of your essay, research your topic thoroughly. Study different sources, learn about the different sides of the argument, ask anyone who’s an expert on the topic what their opinion is, etc. You might be tempted to start writing right away, but by doing your research, you’ll make the writing process much easier when the time comes.

Make Your Thesis Perfect

Your thesis is the most important sentence in your persuasive essay. Just by reading that single sentence, your audience should know exactly what topic you’ll be discussing and where you stand on the issue. You want your thesis to be crystal clear and to accurately set up the rest of your essay. Asking classmates or your teacher to look it over before you begin writing the rest of your essay can be a big help if you’re not entirely confident in your thesis.

Consider the Other Side

You’ll spend most of your essay focusing on your side of the argument since that’s what you want readers to come away believing. However, don’t think that means you can ignore other sides of the issue. In your essay, be sure to discuss the other side’s argument, as well as why you believe this view is weak or untrue. Researching all the different viewpoints and including them in your essay will increase the quality of your writing by making your essay more complete and nuanced.

Summary: Persuasive Essay Ideas

Good persuasive essay topics can be difficult to come up with, but in this guide we’ve created a list of 113 excellent essay topics for you to browse. The best persuasive essay ideas will be those that you are interested in, have enough evidence to support your argument, and aren’t too complicated to be summarized in an essay.

After you’ve chosen your essay topic, keep these three tips in mind when you begin writing:

Do your research
Make your thesis perfect
Consider the other side

What's Next?

Need ideas for a research paper topic as well? Our guide to research paper topics has over 100 topics in ten categories so you can be sure to find the perfect topic for you.

Thinking about taking an AP English class? Read our guide on AP English classes to learn whether you should take AP English Language or AP English Literature (or both!)

Deciding between the SAT or ACT? Find out for sure which you will do the best on . Also read a detailed comparison between the two tests .

Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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40 Strong Persuasive Writing Examples (Essays, Speeches, Ads, and More)

Learn from the experts.

The American Crisis historical article, as an instance of persuasive essay examples

The more we read, the better writers we become. Teaching students to write strong persuasive essays should always start with reading some top-notch models. This round-up of persuasive writing examples includes famous speeches, influential ad campaigns, contemporary reviews of famous books, and more. Use them to inspire your students to write their own essays. (Need persuasive essay topics? Check out our list of interesting persuasive essay ideas here! )

Persuasive Essays
Persuasive Speeches
Advertising Campaigns

Persuasive Essay Writing Examples

First paragraph of Thomas Paine's The American Crisis

From the earliest days of print, authors have used persuasive essays to try to sway others to their own point of view. Check out these top persuasive essay writing examples.

Professions for Women by Virginia Woolf

Sample lines: “Outwardly, what is simpler than to write books? Outwardly, what obstacles are there for a woman rather than for a man? Inwardly, I think, the case is very different; she has still many ghosts to fight, many prejudices to overcome. Indeed it will be a long time still, I think, before a woman can sit down to write a book without finding a phantom to be slain, a rock to be dashed against. And if this is so in literature, the freest of all professions for women, how is it in the new professions which you are now for the first time entering?”

The Crisis by Thomas Paine

Sample lines: “These are the times that try men’s souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands by it now, deserves the love and thanks of man and woman. Tyranny, like hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph. What we obtain too cheap, we esteem too lightly: it is dearness only that gives every thing its value.”

Politics and the English Language by George Orwell

Sample lines: “As I have tried to show, modern writing at its worst does not consist in picking out words for the sake of their meaning and inventing images in order to make the meaning clearer. It consists in gumming together long strips of words which have already been set in order by someone else, and making the results presentable by sheer humbug.”

Letter From a Birmingham Jail by Dr. Martin Luther King Jr.

Sample lines: “We know through painful experience that freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed. Frankly, I have yet to engage in a direct action campaign that was ‘well timed’ in the view of those who have not suffered unduly from the disease of segregation. For years now I have heard the word ‘Wait!’ It rings in the ear of every Negro with piercing familiarity. This ‘Wait’ has almost always meant ‘Never.’ We must come to see, with one of our distinguished jurists, that ‘justice too long delayed is justice denied.'”

Civil Disobedience by Henry David Thoreau

Sample lines: “Even voting for the right is doing nothing for it. It is only expressing to men feebly your desire that it should prevail. A wise man will not leave the right to the mercy of chance, nor wish it to prevail through the power of the majority. There is but little virtue in the action of masses of men.”

Go Gentle Into That Good Night by Roger Ebert

Sample lines: “‘Kindness’ covers all of my political beliefs. No need to spell them out. I believe that if, at the end of it all, according to our abilities, we have done something to make others a little happier, and something to make ourselves a little happier, that is about the best we can do. To make others less happy is a crime.”

The Way to Wealth by Benjamin Franklin

Sample lines: “Methinks I hear some of you say, must a man afford himself no leisure? I will tell thee, my friend, what Poor Richard says, employ thy time well if thou meanest to gain leisure; and, since thou art not sure of a minute, throw not away an hour. Leisure is time for doing something useful; this leisure the diligent man will obtain, but the lazy man never; so that, as Poor Richard says, a life of leisure and a life of laziness are two things.”

The Crack-Up by F. Scott Fitzgerald

Sample lines: “Of course all life is a process of breaking down, but the blows that do the dramatic side of the work—the big sudden blows that come, or seem to come, from outside—the ones you remember and blame things on and, in moments of weakness, tell your friends about, don’t show their effect all at once.”

Open Letter to the Kansas School Board by Bobby Henderson

Sample lines: “I am writing you with much concern after having read of your hearing to decide whether the alternative theory of Intelligent Design should be taught along with the theory of Evolution. … Let us remember that there are multiple theories of Intelligent Design. I and many others around the world are of the strong belief that the universe was created by a Flying Spaghetti Monster. … We feel strongly that the overwhelming scientific evidence pointing towards evolutionary processes is nothing but a coincidence, put in place by Him. It is for this reason that I’m writing you today, to formally request that this alternative theory be taught in your schools, along with the other two theories.”

Open Letter to the United Nations by Niels Bohr

Sample lines: “Humanity will, therefore, be confronted with dangers of unprecedented character unless, in due time, measures can be taken to forestall a disastrous competition in such formidable armaments and to establish an international control of the manufacture and use of the powerful materials.”

Persuasive Speech Writing Examples

Many persuasive speeches are political in nature, often addressing subjects like human rights. Here are some of history’s most well-known persuasive writing examples in the form of speeches.

I Have a Dream by Dr. Martin Luther King Jr.

Sample lines: “And so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: We hold these truths to be self-evident, that all men are created equal.”

Woodrow Wilson’s War Message to Congress, 1917

Sample lines: “There are, it may be, many months of fiery trial and sacrifice ahead of us. It is a fearful thing to lead this great peaceful people into war, into the most terrible and disastrous of all wars, civilization itself seeming to be in the balance. But the right is more precious than peace, and we shall fight for the things which we have always carried nearest our hearts—for democracy, for the right of those who submit to authority to have a voice in their own governments, for the rights and liberties of small nations, for a universal dominion of right by such a concert of free peoples as shall bring peace and safety to all nations and make the world itself at last free.”

Chief Seattle’s 1854 Oration

Sample lines: “I here and now make this condition that we will not be denied the privilege without molestation of visiting at any time the tombs of our ancestors, friends, and children. Every part of this soil is sacred in the estimation of my people. Every hillside, every valley, every plain and grove, has been hallowed by some sad or happy event in days long vanished. Even the rocks, which seem to be dumb and dead as they swelter in the sun along the silent shore, thrill with memories of stirring events connected with the lives of my people, and the very dust upon which you now stand responds more lovingly to their footsteps than yours, because it is rich with the blood of our ancestors, and our bare feet are conscious of the sympathetic touch.”

Women’s Rights Are Human Rights, Hillary Rodham Clinton

Sample lines: “What we are learning around the world is that if women are healthy and educated, their families will flourish. If women are free from violence, their families will flourish. If women have a chance to work and earn as full and equal partners in society, their families will flourish. And when families flourish, communities and nations do as well. … If there is one message that echoes forth from this conference, let it be that human rights are women’s rights and women’s rights are human rights once and for all.”

I Am Prepared to Die, Nelson Mandela

Sample lines: “Above all, My Lord, we want equal political rights, because without them our disabilities will be permanent. I know this sounds revolutionary to the whites in this country, because the majority of voters will be Africans. This makes the white man fear democracy. But this fear cannot be allowed to stand in the way of the only solution which will guarantee racial harmony and freedom for all. It is not true that the enfranchisement of all will result in racial domination. Political division, based on color, is entirely artificial and, when it disappears, so will the domination of one color group by another. … This then is what the ANC is fighting. Our struggle is a truly national one. It is a struggle of the African people, inspired by our own suffering and our own experience. It is a struggle for the right to live.”

The Struggle for Human Rights by Eleanor Roosevelt

Sample lines: “It is my belief, and I am sure it is also yours, that the struggle for democracy and freedom is a critical struggle, for their preservation is essential to the great objective of the United Nations to maintain international peace and security. Among free men the end cannot justify the means. We know the patterns of totalitarianism—the single political party, the control of schools, press, radio, the arts, the sciences, and the church to support autocratic authority; these are the age-old patterns against which men have struggled for 3,000 years. These are the signs of reaction, retreat, and retrogression. The United Nations must hold fast to the heritage of freedom won by the struggle of its people; it must help us to pass it on to generations to come.”

Freedom From Fear by Aung San Suu Kyi

Sample lines: “Saints, it has been said, are the sinners who go on trying. So free men are the oppressed who go on trying and who in the process make themselves fit to bear the responsibilities and to uphold the disciplines which will maintain a free society. Among the basic freedoms to which men aspire that their lives might be full and uncramped, freedom from fear stands out as both a means and an end. A people who would build a nation in which strong, democratic institutions are firmly established as a guarantee against state-induced power must first learn to liberate their own minds from apathy and fear.”

Harvey Milk’s “The Hope” Speech

Sample lines: “Some people are satisfied. And some people are not. You see there is a major difference—and it remains a vital difference—between a friend and a gay person, a friend in office and a gay person in office. Gay people have been slandered nationwide. We’ve been tarred and we’ve been brushed with the picture of pornography. In Dade County, we were accused of child molestation. It is not enough anymore just to have friends represent us, no matter how good that friend may be.”

The Union and the Strike, Cesar Chavez

Sample lines: “We are showing our unity in our strike. Our strike is stopping the work in the fields; our strike is stopping ships that would carry grapes; our strike is stopping the trucks that would carry the grapes. Our strike will stop every way the grower makes money until we have a union contract that guarantees us a fair share of the money he makes from our work! We are a union and we are strong and we are striking to force the growers to respect our strength!”

Nobel Lecture by Malala Yousafzai

Sample lines: “The world can no longer accept that basic education is enough. Why do leaders accept that for children in developing countries, only basic literacy is sufficient, when their own children do homework in algebra, mathematics, science, and physics? Leaders must seize this opportunity to guarantee a free, quality, primary and secondary education for every child. Some will say this is impractical, or too expensive, or too hard. Or maybe even impossible. But it is time the world thinks bigger.”

Persuasive Writing Examples in Advertising Campaigns

Ads are prime persuasive writing examples. You can flip open any magazine or watch TV for an hour or two to see sample after sample of persuasive language. Here are some of the most popular ad campaigns of all time, with links to articles explaining why they were so successful.

Nike: Just Do It

The iconic swoosh with the simple tagline has persuaded millions to buy their kicks from Nike and Nike alone. Teamed with pro sports-star endorsements, this campaign is one for the ages. Blinkist offers an opinion on what made it work.

Dove: Real Beauty

Beauty brand Dove changed the game by choosing “real” women to tell their stories instead of models. They used relatable images and language to make connections, and inspired other brands to try the same concept. Learn why Global Brands considers this one a true success story.

Wendy’s: Where’s the Beef?

Today’s kids are too young to remember the cranky old woman demanding to know where the beef was on her fast-food hamburger. But in the 1980s, it was a catchphrase that sold millions of Wendy’s burgers. Learn from Better Marketing how this ad campaign even found its way into the 1984 presidential debate.

De Beers: A Diamond Is Forever

Diamond engagement ring on black velvet. Text reads "How do you make two months' salary last forever? The Diamond Engagement Ring."

A diamond engagement ring has become a standard these days, but the tradition isn’t as old as you might think. In fact, it was De Beers jewelry company’s 1948 campaign that created the modern engagement ring trend. The Drum has the whole story of this sparkling campaign.

Volkswagen: Think Small

Americans have always loved big cars. So in the 1960s, when Volkswagen wanted to introduce their small cars to a bigger market, they had a problem. The clever “Think Small” campaign gave buyers clever reasons to consider these models, like “If you run out of gas, it’s easy to push.” Learn how advertisers interested American buyers in little cars at Visual Rhetoric.

American Express: Don’t Leave Home Without It

AmEx was once better known for traveler’s checks than credit cards, and the original slogan was “Don’t leave home without them.” A simple word change convinced travelers that American Express was the credit card they needed when they headed out on adventures. Discover more about this persuasive campaign from Medium.

Skittles: Taste the Rainbow

Bag of Skittles candy against a blue background. Text reads

These candy ads are weird and intriguing and probably not for everyone. But they definitely get you thinking, and that often leads to buying. Learn more about why these wacky ads are successful from The Drum.

Maybelline: Maybe She’s Born With It

Smart wordplay made this ad campaign slogan an instant hit. The ads teased, “Maybe she’s born with it. Maybe it’s Maybelline.” (So many literary devices all in one phrase!) Fashionista has more on this beauty campaign.

Coca-Cola: Share a Coke

Seeing their own name on a bottle made teens more likely to want to buy a Coke. What can that teach us about persuasive writing in general? It’s an interesting question to consider. Learn more about the “Share a Coke” campaign from Digital Vidya.

Always: #LikeaGirl

Always ad showing a young girl holding a softball. Text reads

Talk about the power of words! This Always campaign turned the derogatory phrase “like a girl” on its head, and the world embraced it. Storytelling is an important part of persuasive writing, and these ads really do it well. Medium has more on this stereotype-bashing campaign.

Editorial Persuasive Writing Examples

Newspaper editors or publishers use editorials to share their personal opinions. Noted politicians, experts, or pundits may also offer their opinions on behalf of the editors or publishers. Here are a couple of older well-known editorials, along with a selection from current newspapers.

Yes, Virginia, There Is a Santa Claus (1897)

Sample lines: “Yes, Virginia, there is a Santa Claus. He exists as certainly as love and generosity and devotion exist, and you know that they abound and give to your life its highest beauty and joy. Alas! How dreary would be the world if there were no Santa Claus. It would be as dreary as if there were no Virginias.”

What’s the Matter With Kansas? (1896)

Sample lines: “Oh, this IS a state to be proud of! We are a people who can hold up our heads! What we need is not more money, but less capital, fewer white shirts and brains, fewer men with business judgment, and more of those fellows who boast that they are ‘just ordinary clodhoppers, but they know more in a minute about finance than John Sherman,’ we need more men … who hate prosperity, and who think, because a man believes in national honor, he is a tool of Wall Street.”

America Can Have Democracy or Political Violence. Not Both. (The New York Times)

Sample lines: “The nation is not powerless to stop a slide toward deadly chaos. If institutions and individuals do more to make it unacceptable in American public life, organized violence in the service of political objectives can still be pushed to the fringes. When a faction of one of the country’s two main political parties embraces extremism, that makes thwarting it both more difficult and more necessary. A well-functioning democracy demands it.”

The Booster Isn’t Perfect, But Still Can Help Against COVID (The Washington Post)

Sample lines: “The booster shots are still free, readily available and work better than the previous boosters even as the virus evolves. Much still needs to be done to build better vaccines that protect longer and against more variants, including those that might emerge in the future. But it is worth grabbing the booster that exists today, the jab being a small price for any measure that can help keep COVID at bay.”

If We Want Wildlife To Thrive in L.A., We Have To Share Our Neighborhoods With Them (Los Angeles Times)

Sample lines: “If there are no corridors for wildlife movement and if excessive excavation of dirt to build bigger, taller houses erodes the slope of a hillside, then we are slowly destroying wildlife habitat. For those people fretting about what this will do to their property values—isn’t open space, trees, and wildlife an amenity in these communities?”

Persuasive Review Writing Examples

Image of first published New York Times Book Review

Book or movie reviews are more great persuasive writing examples. Look for those written by professionals for the strongest arguments and writing styles. Here are reviews of some popular books and movies by well-known critics to use as samples.

The Great Gatsby (The Chicago Tribune, 1925)

Sample lines: “What ails it, fundamentally, is the plain fact that it is simply a story—that Fitzgerald seems to be far more interested in maintaining its suspense than in getting under the skins of its people. It is not that they are false: It is that they are taken too much for granted. Only Gatsby himself genuinely lives and breathes. The rest are mere marionettes—often astonishingly lifelike, but nevertheless not quite alive.”

Harry Potter and the Sorcerer’s Stone (The Washington Post, 1999)

Sample lines: “Obviously, Harry Potter and the Sorcerer’s Stone should make any modern 11-year-old a very happy reader. The novel moves quickly, packs in everything from a boa constrictor that winks to a melancholy Zen-spouting centaur to an owl postal system, and ends with a scary surprise. Yet it is, essentially, a light-hearted thriller, interrupted by occasional seriousness (the implications of Harry’s miserable childhood, a moral about the power of love).”

Twilight (The Telegraph, 2009)

Sample lines: “No secret, of course, at whom this book is aimed, and no doubt, either, that it has hit its mark. The four Twilight novels are not so much enjoyed, as devoured, by legions of young female fans worldwide. That’s not to say boys can’t enjoy these books; it’s just that the pages of heart-searching dialogue between Edward and Bella may prove too long on chat and too short on action for the average male reader.”

To Kill a Mockingbird (Time, 1960)

Sample lines: “Author Lee, 34, an Alabaman, has written her first novel with all of the tactile brilliance and none of the preciosity generally supposed to be standard swamp-warfare issue for Southern writers. The novel is an account of an awakening to good and evil, and a faint catechistic flavor may have been inevitable. But it is faint indeed; novelist Lee’s prose has an edge that cuts through cant, and she teaches the reader an astonishing number of useful truths about little girls and about Southern life.”

The Diary of Anne Frank (The New York Times, 1952)

Sample lines: “And this quality brings it home to any family in the world today. Just as the Franks lived in momentary fear of the Gestapo’s knock on their hidden door, so every family today lives in fear of the knock of war. Anne’s diary is a great affirmative answer to the life-question of today, for she shows how ordinary people, within this ordeal, consistently hold to the greater human values.”

What are your favorite persuasive writing examples to use with students? Come share your ideas in the WeAreTeachers HELPLINE group on Facebook .

Plus, the big list of essay topics for high school (120+ ideas) ..

Find strong persuasive writing examples to use for inspiration, including essays, speeches, advertisements, reviews, and more.

Persuasive Essay Topics: Should we allow little kids to play competitive sports?

101 Interesting Persuasive Essay Topics for Kids and Teens

Use your words to sway the reader. Continue Reading

How to write a persuasive essay

Published September 27, 2020. Updated May 19, 2022.

Persuasive Essay Definition

A persuasive essay is a type of essay where the writer attempts to persuade the reader to agree with an opinion they feel strongly about. It uses emotions and opinions to convince the reader.

Overview of persuasive essay

Persuasive writing is made up of the three modes of persuasion. They are ethos (ethics), pathos (emotions), and logos (logic). A persuasive essay should clearly state your position in the thesis statement (your opinion on a topic). These types of essays are more like an advertisement. The main goal is to convince someone to accept your position by appealing to their emotions. In order to do that, the writer should know who the audience is. This helps to build the most effective essay possible. Researching information is not so important and does not need to consider counter-arguments.

Here is a helpful table of contents:

Key takeaways

Identifying persuasive writing, know your audience, possible topics for a persuasive essay, parts of an essay, outline example, persuasive essay template and examples, differences between persuasive and argumentative essays.

The three modes of persuasion are ethos (ethics), pathos (emotions), and logos (logic)
Persuasive writing uses emotions to convince your reader to agree with you
A persuasive essay should clearly state your position in the thesis statement (your opinion on a topic)
The body paragraphs should be reasons explaining your position
The conclusion should restate your position, summarize your main points, and end with a closing statement

Worried about your writing? Submit your paper for a Chegg Writing essay check , or for an Expert Check proofreading . Both can help you find and fix potential writing issues.

So, what makes persuasive writing… persuasive?

Modes of persuasion

All persuasive writing is made up from the three modes of persuasion: ethos, pathos, and logos:

Ethos is an appeal to ethics, or values
Its purpose is to demonstrate the writer’s credibility
If the reader feels the writer is credible, they are more likely to trust them

Look at this example:

From my experience as a neonatal nurse, newborn babies sleep for 15 to 18 hours per day, but only for short periods of two to four hours at a time.

By highlighting their relevant profession, the writer establishes credibility.

Pathos is an appeal to emotion
The writer wants to make the reader feel something, using words
Here is a good place to use emotive language

Although fostering a senior dog can be heartbreaking in the end, people volunteer to give old dogs love and a comfortable life in their final years.

Words like “heartbreaking” and “final years” are used to make the reader feel compassion.

Logos is an appeal to logic
It uses facts, statistics, and data to convince the reader
Having credible information strengthens the argument

Statistically speaking, bungee jumping, with 1 death per 500,000 jumps, is safer than hang gliding, with 1 death per 560 instances, and canoeing, with 1 death per 10,000 instances.

Presenting the actual numbers of deaths per instance, you can convince a reader that bungee jumping is not as dangerous as most people think.

Although you can use all three modes of persuasion, for a persuasive essay, focus on pathos – the use of emotions.

In a persuasive essay, your main goal is to convince someone to accept your position by appealing to their emotions. In order to do that, you need to know something about who your audience is.

It’s important to know who you are writing for so you know what types of points will appeal to them. This helps you build the most effective essay possible.

For example, say you are writing a social media post trying to convince people to visit a resort. If you were targeting families, you might focus on describing family travel packages and activities for children. If you were targeting college students, you might focus more on more adventurous activities (that are not kid-friendly) or even mention that it’s a great place for spring break.

In both cases, the target audience changes what points are focused on.

If your teacher assigns you a persuasive essay and leaves the topic wide open for you to choose, take a look at this list for some inspiration. Remember that if you strongly disagree with the topic, you could also write a persuasive essay about its opposite!

Government should provide safety nets for the poor
If a student is bullied, the bully’s parents should be fined
The driving age should be raised to 18
Instagram is bad for body image
Healthcare should be a basic right in the U.S., like in other countries
Social media is bad for developing interpersonal communication
Eating local food is better for the environment than eating vegetarian
There shouldn’t be billionaires
High fructose corn syrup should be eliminated from foods
Growing your own vegetables should be subsidized

Every essay you write will have 3 parts: an introduction, a body, and a conclusion.

Think of the organization of an essay like this:

Intro – Tell your reader what you’re going to write about.
Body – Write about it.
Conclusion – Tell them what you wrote about.

Let’s go through each of those parts for a persuasive essay. Each part will include a sample.

Introduction

You want to begin your essay with a hook. A hook is an interesting opening that “catches” your reader and makes them want to read more. Your hook is usually the first sentence.

After you’ve hooked the reader, you want to give some context or background information. Think of each sentence in your intro as a stepping point. Each sentence brings you closer to your thesis statement.

Once you’ve given some context, write a thesis statement, which tells the reader exactly what they’re going to read about. For a persuasive essay, the thesis statement gives your position: what is your opinion about your topic? Think of it like a map to the rest of your essay.

Sample introduction

Can you identify the hook, background information, and thesis statement in this sample?

Think about your favorite class in high school. Why was this class your favorite? Who was your teacher? I’m sure you loved the subject, but I’m willing to bet the teacher had something to do with it. How many classes did you have every day? Have you ever thought about how many classes your teacher taught? How many tests did he grade? How many essays did she read through and give feedback on? How many faculty meetings did he attend? Teachers are professionals, but their salary has not kept up with the requirements school districts place on them. Teachers should be paid higher salaries.

A typical essay will have between one and three body paragraphs, although you can write as many as you need (or as many as your teacher assigns you). Regardless of how many body paragraphs you have, they will all be organized in a similar manner.

Start with a topic sentence to show your reader what is coming up. This is a general sentence that gives an overview of that paragraph. Since your thesis statement was your position on a topic, the topic sentences will be reasons for your position. Why do you believe what you believe?

The body paragraphs will explain your reasons using emotion and opinions. If you have facts, that’s okay, but remember that you are persuading using emotion more than logic.

End a body paragraph with a sentence that summarizes what you wrote or that leads into the next paragraph.

Sample body paragraphs

Can you identify the topic sentences? Is each topic sentence a reason for the writer’s position? Does the body paragraph explain that reason? Can you identify any of the modes of persuasion – ethos, pathos, logos?

Every quality teacher is both a subject matter expert and good at teaching. These are two different skills. A teacher who connects well with his students but doesn’t know the subject matter isn’t going to be an effective teacher. Conversely, a genius who know the subject matter inside out but can’t find a way to make the material accessible to her students is also not an effective teacher. A good teacher needs to be both; In a way, it’s like every teacher is doing two jobs, but only getting paid for one. Although doubling every teacher’s salary might not be possible, they should at least get a raise.

Another reason that teachers should be paid higher salaries is because their jobs go beyond teaching. They are also coaches, advisors, confidants, classroom managers, and so much more. Can you remember that one teacher who was there for you, beyond their role as an educator? Perhaps it was the history teacher who listened to you when things were tense at home. The writing teacher who encouraged you to pursue your love of short stories. The Spanish teacher who believed in you enough to convince you to apply for that scholarship. Teachers are performing duties that are not part of their contracts, and they do it because they love their job and they love their students. Doesn’t that deserve a raise?

Finally, teachers deserve a raise because their work is not just in the classroom. Teachers are in the classroom, actively teaching, for up to seven hours a day. Before you say that’s not a full work day of 8 hours, remember that teaching is only part of the job. Teachers need time to prepare their lessons. They need time to grade assignments, quizzes, and tests. They need time for administrative duties and meetings. It’s not unusual for a teacher to put in a 50 to 60-hour work week, on a regular basis. Their pay does not reflect the time actually spent working.

This is how your essay ends, and it is the last impression your reader takes away.

Conclude your essay by restating your position from your thesis statement (in the introduction). Then, summarize the main points (your reasons) from your essay.

Try to end with a closing statement: an idea that you want your reader to walk away with.

Sample conclusion

Can you identify the sentence that ties back to the thesis statement? Can you identify the summary of the main points? Can you identify a closing statement?

We all agree that teachers play an essential role in the lives of young people. Teachers know their subjects well, and they know how to share that information in a way that students can understand. Yes, teachers teach students what they need to be productive members of society, but they are also involved in their lives as mentors, coaches, advisors, and more. Plus, the hours they actually put in are not reflected in their pay. If school districts continue to demand that teachers work more, do more, and be more, the least teachers can get in return is pay that represents the importance of that work. It is time to give teachers a raise.

I. Teachers should be paid higher salaries.

II. Good teachers = good at teaching + subject knowledge. Two skills!

A. Good at teaching, bad at subject matter = ineffective

B. Genius at subject matter, bad at teaching = ineffective

C. Teacher needs to be both

That’s like two jobs!
Only 1 paycheck

Maybe not double pay, but more

III. Teachers do more than just teach

A. Coaches, advisors, confidants, classroom managers

B. Teacher who was more than just teacher

History teacher – listened
Writing teacher – encouraged
Spanish teacher – scholarship

C. Duties not in their contracts

Love their job
Love their students

Doesn’t that deserve a raise?

IV. Work is not just in the classroom

A. Teach for 7 hours/day

B. Prepare lessons

D. Admin and meetings

E. 50-60 hours/week is common

Pay does not reflect time spent working

V. Teachers play essential role in students’ lives. It’s time to give them a raise.

Essay template

Essay example.

Before you turn in that paper, don’t forget to cite your sources in APA format , MLA format , or a style of your choice.


Uses emotion and opinion to convince	Uses logic and facts to convince
Is more like an advertisement	Is more like a debate
Is written for the heart	Is written for the head
Knowing the audience is important	Knowing the audience is not so important
Researching information is not so important	Researching information is very important
Don’t need to consider counter-arguments	Need to consider and address counter-arguments

By Halina Stolar. Halina has a Master’s degree in teaching and taught English as a Second Language and writing for almost 15 years overseas. She now works as a freelance writer and geeks out over grammar for fun.

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Expository Essay
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Home — Essay Samples — Social Issues — Cyber Bullying

Essays on Cyber Bullying

Cyberbullying essay topics and outline examples, essay title 1: unmasking the digital threat: understanding cyberbullying, its impact, and prevention strategies.

Thesis Statement: This essay delves into the world of cyberbullying, examining its forms, the profound emotional and psychological impact on victims, and proactive strategies to prevent and combat this digital menace.

Introduction
Defining Cyberbullying: Online Harassment, Trolling, and Social Media Abuse
Victims' Stories: The Emotional Toll of Cyberbullying
Cyberbullying vs. Traditional Bullying: Key Differences and Similarities
Online Platforms and Anonymity: Factors Facilitating Cyberbullying
Mental Health Consequences: Depression, Anxiety, and Suicidal Ideation
Prevention and Intervention: Educating Youth, Parental Guidance, and Legal Measures
Conclusion: Creating Safer Digital Spaces for All

Essay Title 2: The Role of Social Media in Cyberbullying: Exploring Platforms, Trends, and Countermeasures

Thesis Statement: This essay investigates the prominent role of social media in cyberbullying, analyzes emerging trends, and discusses countermeasures employed by platforms and users to mitigate online harassment.

Social Media and Cyberbullying: Platforms as Virtual Battlegrounds
Cyberbullying Trends: Online Shaming, Doxxing, and Revenge Porn
Platform Responsibility: Policies, Reporting Mechanisms, and Content Moderation
User Empowerment: Digital Literacy, Privacy Settings, and Reporting Abuse
Case Studies: High-Profile Cyberbullying Incidents and Their Impact
Psychological Insights: Understanding the Mindset of Cyberbullies
Conclusion: Navigating the Intersection of Social Media and Cyberbullying

Essay Title 3: Beyond the Screen: The Real-World Consequences of Cyberbullying and Advocating for Change

Thesis Statement: This essay sheds light on the real-world consequences of cyberbullying, including legal ramifications, societal attitudes, and the importance of advocacy in raising awareness and driving change.

Legal Implications: Laws and Consequences for Cyberbullies
Societal Attitudes: Victim Blaming, Empathy, and the Role of Media
Advocacy and Support: Organizations and Movements Combatting Cyberbullying
Personal Stories: Survivors and Activists Leading the Fight
Educational Initiatives: Schools, Communities, and Digital Citizenship
Building Empathy: Fostering Online Communities of Kindness and Respect
Conclusion: A Call to Action - Eradicating Cyberbullying in the Digital Age

Improving School Programs Against Cyberbullying

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How Cyberbullying Can Impact Victims

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The Correlation Between Cyberbullying and Parenting Style, The Gender Differences in Cyberbullying

Impact of social media on teens: cyberbullying and social comparison, the impact of social media and the effects of cyberbullying, the continuous cycle of cyber bullying, cyber bullying, its effects and ways to stop, what is cyberbullying, its bad effects and how to stop it, the social problem and consequences of cyberbullying, discussion on the issue of bullying and cyber bullying, the situation of bullying and cyberbullying in the world and its prevention, how does cyberbullying influence in children, cyber racism – the growth of right-wing extremists and hate speech, privacy and cyber harassment, a discussion on the effects of cyberbullying among the youth in namibia, analysis of the four types of cyber-stalking, a set of laws should be created to impede cyberbullying, cyber stalking: the effects of technology on our privacy, a very serious issue of cyberbullying in bangladesh, cyber stalking and its effect on people, cyber stalking as a form of cybercrime, bullying in the maldives: cyber and school bullying.

Cyberbullying refers to the harmful and intentional use of digital technologies, such as social media platforms, online forums, or messaging apps, to harass, intimidate, or humiliate individuals. It involves the repeated and deliberate targeting of someone through electronic means, resulting in emotional, psychological, or even physical distress.

Cyberbullying remains a pressing issue in the United States today, affecting individuals of all ages and backgrounds. With the widespread use of technology and social media platforms, instances of cyberbullying have increased, leaving a significant impact on the well-being of those involved. In the US, cyberbullying can take various forms, including sending hurtful messages, spreading rumors, sharing embarrassing photos or videos, or engaging in online harassment through social media platforms. The anonymity and ease of communication provided by digital platforms make it easier for perpetrators to target their victims without immediate consequences. Victims of cyberbullying often experience emotional distress, anxiety, depression, and even thoughts of self-harm. In some extreme cases, cyberbullying has tragically led to suicide. Educational institutions and organizations are increasingly implementing awareness campaigns and anti-cyberbullying policies to address this issue and provide support to victims. Legally, cyberbullying is a complex issue, as it often overlaps with freedom of speech concerns. While some states have enacted specific laws to combat cyberbullying, the legal framework is still evolving to keep pace with technological advancements.

While the term "cyberbullying" itself is relatively new, the underlying behavior has existed for as long as communication technologies have been accessible to individuals. The rise of the internet and social media platforms in the late 20th century provided new avenues for individuals to connect and communicate. However, it also created opportunities for malicious individuals to engage in online harassment, intimidation, and humiliation. The anonymity and perceived distance offered by online platforms have amplified the reach and severity of bullying behaviors. The historical context of cyberbullying also involves the increasing prevalence of smartphones, which have made access to the internet and social media more widespread. The ubiquity of digital devices has blurred the boundaries between online and offline worlds, making it challenging for individuals, particularly young people, to escape the negative effects of cyberbullying.

Harassment: This involves repeatedly sending offensive, threatening, or derogatory messages to an individual. It may include insults, slurs, or hate speech. Public Shaming: Cyberbullies may publicly humiliate or embarrass their victims by sharing personal information, sensitive photos or videos without consent, or spreading rumors online. Cyberstalking: In this form, individuals are repeatedly and obsessively followed or monitored online. Cyberstalkers may track their victims' online activities, gather personal information, or engage in intrusive behaviors. Exclusion and Social Manipulation: Cyberbullies may intentionally exclude or isolate individuals from online communities or social circles. They may spread rumors to damage their victim's reputation or manipulate social relationships. Impersonation: Cyberbullies may create fake profiles or accounts to impersonate their victims and engage in harmful behavior. This can lead to identity theft, reputation damage, and further harassment. Online Hate Groups: Certain online communities or forums may promote hate speech, discrimination, or harassment against specific individuals or groups. These groups may amplify the impact of cyberbullying through collective targeting.

1. Anonymity and Distance 2. Power Imbalance 3. Lack of Empathy 4. Reinforcement and Validation 5. Availability of Technology 6. Peer Influence

1. Emotional Distress 2. Academic Consequences 3. Social Isolation 4. Physical Health Issues 5. Risky Behaviors 6. Long-Term Psychological Effects

Films: Movies like "Cyberbully" (2011) and "Disconnect" (2012) explore the emotional turmoil and psychological effects of cyberbullying on individuals. They aim to convey the harsh realities and consequences of online harassment. Television Shows: TV series such as "13 Reasons Why" (2017-2020) and "Black Mirror" (2011-present) have episodes addressing cyberbullying and its implications. They portray the power dynamics, anonymity, and long-lasting effects of online harassment. Documentaries: Documentaries like "Bully" (2011) provide an in-depth examination of real-life cases, highlighting the experiences of both victims and perpetrators. They create a platform for open discussions and inspire action against cyberbullying.

1. According to a study by the National Center for Education Statistics, approximately 15% of students in the United States have reported being cyberbullied. 2. Cyberbullying often involves anonymous perpetrators who hide behind online identities, making it challenging to identify and hold them accountable for their actions. 3. Research shows that victims of cyberbullying are more likely to experience symptoms of depression, anxiety, and low self-esteem. They may also be at a higher risk of suicidal ideation. 4. While cyberbullying is commonly associated with teenagers, it can occur among adults as well. Studies have shown that cyberbullying affects individuals of various age groups, including children, adolescents, and even professionals in the workplace. 5. Unlike traditional bullying, cyberbullying can have a prolonged impact on victims. Hurtful messages and images can be shared and distributed rapidly, leaving a lasting digital footprint that can haunt victims for years. 6. Many instances of cyberbullying involve bystanders who witness the harassment but choose not to intervene or report it. Bystanders can play a crucial role in preventing and stopping cyberbullying by speaking up and supporting the victim. 7. Research suggests that certain social media platforms, such as Instagram and Snapchat, are more commonly associated with cyberbullying incidents. The anonymity, accessibility, and wide reach of these platforms contribute to the prevalence of online harassment. 8. In many jurisdictions, cyberbullying is considered a criminal offense. Laws and regulations have been implemented to address cyberbullying, and perpetrators can face legal consequences, including fines and imprisonment.

The topic of cyberbullying is of utmost importance to write an essay about due to its significant impact on individuals, especially in the digital age we live in today. Cyberbullying has emerged as a pervasive form of harassment, affecting people across various age groups, from children to adults. Understanding and addressing this issue is crucial for several reasons. Firstly, cyberbullying can have severe emotional and psychological consequences on victims. It can lead to anxiety, depression, low self-esteem, and even suicidal ideation. By exploring the psychological effects, an essay can shed light on the urgency of providing support systems and intervention strategies for those affected. Secondly, the internet and social media platforms have become an integral part of our lives, making cyberbullying a widespread concern. Investigating the topic can provide insights into the dynamics of online interactions and help identify effective prevention and intervention measures. Lastly, cyberbullying raises important ethical and legal questions. Understanding the ethical implications of online behavior and the legal frameworks surrounding cyberbullying can contribute to the development of policies and regulations that protect individuals and promote responsible digital citizenship.

1. Campbell, M. A. (2005). Cyber bullying: An old problem in a new guise?. Journal of Psychologists and Counsellors in Schools, 15(1), 68-76. (https://www.cambridge.org/core/journals/journal-of-psychologists-and-counsellors-in-schools/article/abs/cyber-bullying-an-old-problem-in-a-new-guise/6BACCB0B9F027416CB527B72421C3EEC) 2. Fauman, M. A. (2008). Cyber bullying: Bullying in the digital age. American Journal of Psychiatry, 165(6), 780-781. (https://ajp.psychiatryonline.org/doi/full/10.1176/appi.ajp.2008.08020226) 3. Mishna, F., Saini, M., & Solomon, S. (2009). Ongoing and online: Children and youth's perceptions of cyber bullying. Children and Youth Services Review, 31(12), 1222-1228. (https://www.sciencedirect.com/science/article/abs/pii/S0190740909001200) 4. Slonje, R., & Smith, P. K. (2008). Cyberbullying: Another main type of bullying?. Scandinavian journal of psychology, 49(2), 147-154. (https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-9450.2007.00611.x) 5. Smith, P. K., Del Barrio, C., & Tokunaga, R. S. (2012). Definitions of bullying and cyberbullying: How useful are the terms?. In Principles of cyberbullying research (pp. 26-40). Routledge. (https://www.taylorfrancis.com/chapters/edit/10.4324/9780203084601-5/definitions-bullying-cyberbullying-peter-smith-cristina-del-barrio-robert-tokunaga) 6. Gardner, D., O’Driscoll, M., Cooper-Thomas, H. D., Roche, M., Bentley, T., Catley, B., ... & Trenberth, L. (2016). Predictors of workplace bullying and cyber-bullying in New Zealand. International journal of environmental research and public health, 13(5), 448. (https://www.mdpi.com/1660-4601/13/5/448) 7. Hamm, M. P., Newton, A. S., Chisholm, A., Shulhan, J., Milne, A., Sundar, P., ... & Hartling, L. (2015). Prevalence and effect of cyberbullying on children and young people: A scoping review of social media studies. JAMA pediatrics, 169(8), 770-777. (https://jamanetwork.com/journals/jamapediatrics/article-abstract/2337786) 8. Yao, M., Chelmis, C., & Zois, D. S. (2019, May). Cyberbullying ends here: Towards robust detection of cyberbullying in social media. In The World Wide Web Conference (pp. 3427-3433). (https://dl.acm.org/doi/abs/10.1145/3308558.3313462) 9. Lowry, P. B., Zhang, J., Wang, C., & Siponen, M. (2016). Why do adults engage in cyberbullying on social media? An integration of online disinhibition and deindividuation effects with the social structure and social learning model. Information Systems Research, 27(4), 962-986. (https://pubsonline.informs.org/doi/abs/10.1287/isre.2016.0671) 10. Samghabadi, N. S., Monroy, A. P. L., & Solorio, T. (2020, May). Detecting early signs of cyberbullying in social media. In Proceedings of the Second Workshop on Trolling, Aggression and Cyberbullying (pp. 144-149). (https://aclanthology.org/2020.trac-1.23/)

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The state of AI in early 2024: Gen AI adoption spikes and starts to generate value

If 2023 was the year the world discovered generative AI (gen AI) , 2024 is the year organizations truly began using—and deriving business value from—this new technology. In the latest McKinsey Global Survey on AI, 65 percent of respondents report that their organizations are regularly using gen AI, nearly double the percentage from our previous survey just ten months ago. Respondents’ expectations for gen AI’s impact remain as high as they were last year , with three-quarters predicting that gen AI will lead to significant or disruptive change in their industries in the years ahead.

About the authors

This article is a collaborative effort by Alex Singla , Alexander Sukharevsky , Lareina Yee , and Michael Chui , with Bryce Hall , representing views from QuantumBlack, AI by McKinsey, and McKinsey Digital.

Organizations are already seeing material benefits from gen AI use, reporting both cost decreases and revenue jumps in the business units deploying the technology. The survey also provides insights into the kinds of risks presented by gen AI—most notably, inaccuracy—as well as the emerging practices of top performers to mitigate those challenges and capture value.

AI adoption surges

Interest in generative AI has also brightened the spotlight on a broader set of AI capabilities. For the past six years, AI adoption by respondents’ organizations has hovered at about 50 percent. This year, the survey finds that adoption has jumped to 72 percent (Exhibit 1). And the interest is truly global in scope. Our 2023 survey found that AI adoption did not reach 66 percent in any region; however, this year more than two-thirds of respondents in nearly every region say their organizations are using AI. 1 Organizations based in Central and South America are the exception, with 58 percent of respondents working for organizations based in Central and South America reporting AI adoption. Looking by industry, the biggest increase in adoption can be found in professional services. 2 Includes respondents working for organizations focused on human resources, legal services, management consulting, market research, R&D, tax preparation, and training.

Also, responses suggest that companies are now using AI in more parts of the business. Half of respondents say their organizations have adopted AI in two or more business functions, up from less than a third of respondents in 2023 (Exhibit 2).

Gen AI adoption is most common in the functions where it can create the most value

Most respondents now report that their organizations—and they as individuals—are using gen AI. Sixty-five percent of respondents say their organizations are regularly using gen AI in at least one business function, up from one-third last year. The average organization using gen AI is doing so in two functions, most often in marketing and sales and in product and service development—two functions in which previous research determined that gen AI adoption could generate the most value 3 “ The economic potential of generative AI: The next productivity frontier ,” McKinsey, June 14, 2023. —as well as in IT (Exhibit 3). The biggest increase from 2023 is found in marketing and sales, where reported adoption has more than doubled. Yet across functions, only two use cases, both within marketing and sales, are reported by 15 percent or more of respondents.

Gen AI also is weaving its way into respondents’ personal lives. Compared with 2023, respondents are much more likely to be using gen AI at work and even more likely to be using gen AI both at work and in their personal lives (Exhibit 4). The survey finds upticks in gen AI use across all regions, with the largest increases in Asia–Pacific and Greater China. Respondents at the highest seniority levels, meanwhile, show larger jumps in the use of gen Al tools for work and outside of work compared with their midlevel-management peers. Looking at specific industries, respondents working in energy and materials and in professional services report the largest increase in gen AI use.

Investments in gen AI and analytical AI are beginning to create value

The latest survey also shows how different industries are budgeting for gen AI. Responses suggest that, in many industries, organizations are about equally as likely to be investing more than 5 percent of their digital budgets in gen AI as they are in nongenerative, analytical-AI solutions (Exhibit 5). Yet in most industries, larger shares of respondents report that their organizations spend more than 20 percent on analytical AI than on gen AI. Looking ahead, most respondents—67 percent—expect their organizations to invest more in AI over the next three years.

Where are those investments paying off? For the first time, our latest survey explored the value created by gen AI use by business function. The function in which the largest share of respondents report seeing cost decreases is human resources. Respondents most commonly report meaningful revenue increases (of more than 5 percent) in supply chain and inventory management (Exhibit 6). For analytical AI, respondents most often report seeing cost benefits in service operations—in line with what we found last year —as well as meaningful revenue increases from AI use in marketing and sales.

Inaccuracy: The most recognized and experienced risk of gen AI use

As businesses begin to see the benefits of gen AI, they’re also recognizing the diverse risks associated with the technology. These can range from data management risks such as data privacy, bias, or intellectual property (IP) infringement to model management risks, which tend to focus on inaccurate output or lack of explainability. A third big risk category is security and incorrect use.

Respondents to the latest survey are more likely than they were last year to say their organizations consider inaccuracy and IP infringement to be relevant to their use of gen AI, and about half continue to view cybersecurity as a risk (Exhibit 7).

Conversely, respondents are less likely than they were last year to say their organizations consider workforce and labor displacement to be relevant risks and are not increasing efforts to mitigate them.

In fact, inaccuracy— which can affect use cases across the gen AI value chain , ranging from customer journeys and summarization to coding and creative content—is the only risk that respondents are significantly more likely than last year to say their organizations are actively working to mitigate.

Some organizations have already experienced negative consequences from the use of gen AI, with 44 percent of respondents saying their organizations have experienced at least one consequence (Exhibit 8). Respondents most often report inaccuracy as a risk that has affected their organizations, followed by cybersecurity and explainability.

Our previous research has found that there are several elements of governance that can help in scaling gen AI use responsibly, yet few respondents report having these risk-related practices in place. 4 “ Implementing generative AI with speed and safety ,” McKinsey Quarterly , March 13, 2024. For example, just 18 percent say their organizations have an enterprise-wide council or board with the authority to make decisions involving responsible AI governance, and only one-third say gen AI risk awareness and risk mitigation controls are required skill sets for technical talent.

Bringing gen AI capabilities to bear

The latest survey also sought to understand how, and how quickly, organizations are deploying these new gen AI tools. We have found three archetypes for implementing gen AI solutions : takers use off-the-shelf, publicly available solutions; shapers customize those tools with proprietary data and systems; and makers develop their own foundation models from scratch. 5 “ Technology’s generational moment with generative AI: A CIO and CTO guide ,” McKinsey, July 11, 2023. Across most industries, the survey results suggest that organizations are finding off-the-shelf offerings applicable to their business needs—though many are pursuing opportunities to customize models or even develop their own (Exhibit 9). About half of reported gen AI uses within respondents’ business functions are utilizing off-the-shelf, publicly available models or tools, with little or no customization. Respondents in energy and materials, technology, and media and telecommunications are more likely to report significant customization or tuning of publicly available models or developing their own proprietary models to address specific business needs.

Respondents most often report that their organizations required one to four months from the start of a project to put gen AI into production, though the time it takes varies by business function (Exhibit 10). It also depends upon the approach for acquiring those capabilities. Not surprisingly, reported uses of highly customized or proprietary models are 1.5 times more likely than off-the-shelf, publicly available models to take five months or more to implement.

Gen AI high performers are excelling despite facing challenges

Gen AI is a new technology, and organizations are still early in the journey of pursuing its opportunities and scaling it across functions. So it’s little surprise that only a small subset of respondents (46 out of 876) report that a meaningful share of their organizations’ EBIT can be attributed to their deployment of gen AI. Still, these gen AI leaders are worth examining closely. These, after all, are the early movers, who already attribute more than 10 percent of their organizations’ EBIT to their use of gen AI. Forty-two percent of these high performers say more than 20 percent of their EBIT is attributable to their use of nongenerative, analytical AI, and they span industries and regions—though most are at organizations with less than $1 billion in annual revenue. The AI-related practices at these organizations can offer guidance to those looking to create value from gen AI adoption at their own organizations.

To start, gen AI high performers are using gen AI in more business functions—an average of three functions, while others average two. They, like other organizations, are most likely to use gen AI in marketing and sales and product or service development, but they’re much more likely than others to use gen AI solutions in risk, legal, and compliance; in strategy and corporate finance; and in supply chain and inventory management. They’re more than three times as likely as others to be using gen AI in activities ranging from processing of accounting documents and risk assessment to R&D testing and pricing and promotions. While, overall, about half of reported gen AI applications within business functions are utilizing publicly available models or tools, gen AI high performers are less likely to use those off-the-shelf options than to either implement significantly customized versions of those tools or to develop their own proprietary foundation models.

What else are these high performers doing differently? For one thing, they are paying more attention to gen-AI-related risks. Perhaps because they are further along on their journeys, they are more likely than others to say their organizations have experienced every negative consequence from gen AI we asked about, from cybersecurity and personal privacy to explainability and IP infringement. Given that, they are more likely than others to report that their organizations consider those risks, as well as regulatory compliance, environmental impacts, and political stability, to be relevant to their gen AI use, and they say they take steps to mitigate more risks than others do.

Gen AI high performers are also much more likely to say their organizations follow a set of risk-related best practices (Exhibit 11). For example, they are nearly twice as likely as others to involve the legal function and embed risk reviews early on in the development of gen AI solutions—that is, to “ shift left .” They’re also much more likely than others to employ a wide range of other best practices, from strategy-related practices to those related to scaling.

In addition to experiencing the risks of gen AI adoption, high performers have encountered other challenges that can serve as warnings to others (Exhibit 12). Seventy percent say they have experienced difficulties with data, including defining processes for data governance, developing the ability to quickly integrate data into AI models, and an insufficient amount of training data, highlighting the essential role that data play in capturing value. High performers are also more likely than others to report experiencing challenges with their operating models, such as implementing agile ways of working and effective sprint performance management.

About the research

The online survey was in the field from February 22 to March 5, 2024, and garnered responses from 1,363 participants representing the full range of regions, industries, company sizes, functional specialties, and tenures. Of those respondents, 981 said their organizations had adopted AI in at least one business function, and 878 said their organizations were regularly using gen AI in at least one function. To adjust for differences in response rates, the data are weighted by the contribution of each respondent’s nation to global GDP.

Alex Singla and Alexander Sukharevsky are global coleaders of QuantumBlack, AI by McKinsey, and senior partners in McKinsey’s Chicago and London offices, respectively; Lareina Yee is a senior partner in the Bay Area office, where Michael Chui , a McKinsey Global Institute partner, is a partner; and Bryce Hall is an associate partner in the Washington, DC, office.

They wish to thank Kaitlin Noe, Larry Kanter, Mallika Jhamb, and Shinjini Srivastava for their contributions to this work.

This article was edited by Heather Hanselman, a senior editor in McKinsey’s Atlanta office.

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