The dissertative-argumentative text, which advocates an idea with arguments, opinion and explanations, is often charged on the National High School Exam (Enem) and the entrance exams. Briefly, the dissertative-argumentative writing is divided into three steps:

• Introduction (in which the thesis is presented);
• Development (space par excellence for argument listing);
• Conclusion (Closing of the text in line with the thesis defended through the arguments listed).

Check below some tips to structure the dissertative-argumentative writing and reach the maximum grade!

1. Importance of the title

The title is the text identity card and must concisely contain the central idea of ​​the text, in a seductive and natural way. Use with punishment and poetic resources. Titles Generics such as “elections in Brazil”, besides not being attractive, do not delimit the subject. It is worth “practicing” titles, even when the proof model you will do not demand it.

2.

No proof of writing requires it. However, it attributes intellectual elegance to the text. Prefer MPB verses or poems, well-made puns, proverbs and citations that do not belong to common sense, etc.

In time: Do not forget the quotes and reference to the author (Carlos Drummond de Andrade, northeastern popular proverb etc.).

3. Argumentation

Below, see some care to take in the argument of your essay:

a) Exemplification

Examples make up the argument. Therefore, it should be avoided only to cite them, or simply make lists, without analysis or at least minimally clear concatenation with what is intended to expose and/or prove.

b) historical argument

Punctual references, time lines and other procedures strengthen the argumentationas they show knowledge and comprehensive reading, diachronic on the subject. Temporal or incorrect content references should be avoided. Already the comprehensive or approximate temporal references (as long as clearly announced, not to make up inaccuracies or “deceive” the reader) do not contaminate the argument.

c)

A finding should not be confused with common sense or commonplace, being the result of the critical observation of the author of the text.

d) Comparison

Here too, as in the case of exemplification, you should avoid making lists, without analysis or at least minimally clear concatenation with what you want to expose and/or prove.

e) witness and argument of authority

In either case, the simple citation should be avoided, without comments, without analysis. Both testimony and authority argument are not mere grafts or even solutions to weak arguments. On the contrary, they must strengthen the author’s argument, ie you.

f) proof argument or based on concrete evidence

It is supported by data, proven facts, research, statistics.

g) Argument for logical reasoning

Through the cause and effect path, it aims to convince (in the case of a trial/of a contest, not necessarily persuade) the reader of which he is right.

h) argument by consensus

These are universally accepted propositions, which, however, should not be confused with common sense and need to be proven.

4. Conclusion

Below, see some ways to complete your dissertative-argumentative writing:

a) Synthes

Most suitable for expository texts, it is to summarize/synthesize/condense the ideas presented/defended in the text.

b) resumption of the thesis

Without appealing to the redundancy/repetition of the thesis, confirms the central idea, that is, the thesis presented at the beginning of the text.

c) Referral of solutions

From the questions raised in the discussion, it proposes referrals, that is, possible solutions to these same issues. These are not solutions alien to reality, much less disconnected from what was discussed/presented in the text.

d) Rhetoric question

The rhetorical question must raise the reader’s reflection, and not to play the responsibility of forwarding possible solutions to what was discussed/presented in the text.