similarities of persuasive argumentative and informative essay

Argumentative Essay vs. Informative Essay

What's the difference.

Argumentative essays and informative essays both aim to present information to the reader, but they have different purposes and approaches. Argumentative essays are meant to persuade the reader to agree with the writer's point of view on a controversial topic, presenting evidence and logical reasoning to support their argument. On the other hand, informative essays are focused on providing objective information on a topic, presenting facts, statistics, and research without trying to persuade the reader to take a specific stance. While both types of essays require thorough research and organization, the tone and purpose of each differ significantly.

Further Detail

Introduction.

Argumentative essays and informative essays are two common types of academic writing that students encounter in their educational journey. While both essays serve different purposes, they also share some similarities in terms of structure and organization. In this article, we will compare the attributes of argumentative essays and informative essays to help students understand the differences between the two.

The primary purpose of an argumentative essay is to persuade the reader to adopt a particular point of view or take a specific action. This type of essay presents a claim or argument and provides evidence to support it. On the other hand, an informative essay aims to educate the reader about a particular topic without persuading them to agree with the author's viewpoint. Informative essays provide facts, data, and information to help readers understand a subject better.

Both argumentative essays and informative essays follow a similar structure, including an introduction, body paragraphs, and a conclusion. However, the content and focus of each section differ between the two types of essays. In an argumentative essay, the introduction presents the thesis statement or main argument, while the body paragraphs provide evidence and analysis to support the claim. The conclusion restates the thesis and summarizes the main points. In contrast, an informative essay introduces the topic in the introduction, presents information and facts in the body paragraphs, and concludes with a summary of the key points discussed.

The tone of an argumentative essay is often persuasive and assertive, as the author aims to convince the reader of their viewpoint. This type of essay may use strong language, logical reasoning, and emotional appeals to make a compelling argument. In comparison, the tone of an informative essay is more neutral and objective, focusing on presenting facts and information in a clear and concise manner. Informative essays avoid using biased language or personal opinions to maintain an unbiased perspective on the topic.

Use of Evidence

Both argumentative essays and informative essays rely on evidence to support their claims and arguments. However, the type of evidence used in each type of essay differs. In an argumentative essay, the evidence is used to persuade the reader of the validity of the author's argument. This evidence may include statistics, research studies, expert opinions, and examples. In contrast, an informative essay uses evidence to provide factual information and support the key points discussed. The evidence in an informative essay is used to educate the reader rather than persuade them to agree with a particular viewpoint.

In conclusion, argumentative essays and informative essays serve different purposes and have distinct characteristics. While argumentative essays aim to persuade the reader of a particular viewpoint, informative essays focus on educating the reader about a topic. Both types of essays follow a similar structure but differ in tone, use of evidence, and overall approach. By understanding the differences between argumentative essays and informative essays, students can improve their writing skills and effectively communicate their ideas in academic settings.

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Comparing the Similarities between Informational and Argumentative Writing

By Happy Sharer

Introduction

Informational and argumentative writing are two different types of compositions that share a number of similarities. The purpose of both types of writing is to present information in an organized and persuasive manner, but each type of writing uses different techniques to achieve this goal. In this article, we will explore how these two types of writing are similar, and how understanding their shared qualities can help readers better approach similar problems.

Analyzing the Commonalities between Informational and Argumentative Writing

The purpose of both informational and argumentative writing is to present information in an organized and persuasive manner. Both types of writing make use of evidence, structure, and logical reasoning to support a point or argument. However, the way each type of writing is structured and organized differs.

Purpose of both types of writing

Informational writing is used to explain a topic in a straightforward and objective manner. The goal of this type of writing is to provide the reader with facts and figures without the writer’s opinion influencing the content. On the other hand, argumentative writing is used to persuade the reader to take a particular stance on an issue. It is written from the perspective of the writer and seeks to convince the reader to agree with the writer’s point of view.

Structure and organization

Informational writing typically follows a linear structure, starting with an introduction, followed by body paragraphs that discuss the main points, and ending with a conclusion. Argumentative writing, on the other hand, is more flexible and often includes counterarguments and rebuttals. This type of writing also allows for more creativity in terms of structure and organization.

Use of evidence

Both types of writing rely heavily on evidence to support their argument. In informational writing, the evidence must be factual and reliable, while in argumentative writing, the evidence must be persuasive and convincing. Evidence is used to back up a claim or point, and should be used to strengthen the overall argument of the piece.

Exploring the Shared Features of Informational and Argumentative Writing

In addition to the similarities in purpose, structure, and use of evidence, there are also a number of shared features between informational and argumentative writing. These shared features include tone and language, the use of rhetorical strategies, and the evaluation of sources.

Similarities in tone and language

The tone and language of both types of writing should be clear, concise, and easy to understand. Informational writing should be objective, while argumentative writing should be persuasive. The language used should be appropriate for the intended audience, and should be free of bias or personal opinions.

Use of rhetorical strategies

Both informational and argumentative writing make use of rhetorical strategies to engage the reader and enhance the overall argument. These strategies include the use of analogies, metaphors, and other figurative language. They can also include the use of repetition, parallelism, and other devices to emphasize key points.

Evaluation of sources

Both types of writing require the evaluation of sources to ensure accuracy and credibility. Sources should be evaluated for relevance, authority, accuracy, currency, and objectivity. Evaluating sources helps to ensure that the information presented is reliable and trustworthy.

When comparing the similarities between informational and argumentative writing, it is important to note that both types of writing require evidence to support a point. Both types of writing also require clear, concise language to convey the message effectively. Additionally, both types of writing use logical arguments to make a point and engage the reader.

Investigating the Connections between Informational and Argumentative Writing

In order to effectively write either type of composition, it is important to understand the audience. Understanding the audience helps the writer to tailor the language and content to best suit the intended readership. Additionally, both types of writing make use of claims to back up an argument. Claims should be supported by evidence, and should be logically sound and well-reasoned. Finally, both types of writing should end with an effective conclusion that summarizes the main points and emphasizes the overall argument.

Examining the Parallels between Informational and Argumentative Writing

When examining the parallels between informational and argumentative writing, it is important to consider the similarities in summarizing the main points. Both types of writing should include a summary of the main points and arguments made throughout the composition. Additionally, both types of writing should be persuasive and make sure the writing is convincing. Finally, both types of writing should identify counterarguments and address them effectively.

In conclusion, informational and argumentative writing share a number of similarities, including purpose, structure, use of evidence, tone, language, and rhetorical strategies. Understanding the commonalities between these two types of writing can help readers better approach similar problems. By remembering to follow the guidelines outlined in this article, readers can craft effective pieces of writing that are both informative and persuasive.

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Hi, I'm Happy Sharer and I love sharing interesting and useful knowledge with others. I have a passion for learning and enjoy explaining complex concepts in a simple way.

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The Differences and Similarities Between Argumentative and Informative Writing

Writing is an essential part of communication, and there are different types of writing that people use depending on the purpose. Two of the most common writing styles are argumentative and informative writing. While both styles have similarities, they are different in their intention, structure, and tone. In this article, we’ll explore these key differences and similarities between argumentative and informative writing.

What is Argumentative Writing?

Argumentative writing aims to persuade the reader to adopt the writer’s point of view or convince them to take a particular action. The writer presents their argument and uses evidence, facts, and information to support their claims. The tone of an argumentative essay is usually formal and objective, and the purpose is to present a coherent and logical argument.

In argumentative writing, the writer takes a particular stand on an issue and then uses evidence and reasoning to convince the reader of the validity of that stand. The essay should provide clear evidence to support the writer’s stance and refute the opposition’s arguments. The conclusion of an argumentative essay should summarize the main points and restate the writer’s position while leaving a lasting impression on the reader.

What is Informative Writing?

Informative writing aims to educate the reader on a particular topic or subject. The writer presents factual information without trying to persuade the reader to take a particular stance. The tone of an informative essay is usually neutral, and the purpose is to inform the reader about a particular subject.

In informative writing, the writer provides information and explains a particular topic. The essay should be organized in a logical and easy-to-understand manner and should be error-free. The conclusion of an informative essay should recapitulate the main points and provide the reader with a better understanding of the subject.

How are They Similar?

One of the similarities between argumentative and informative writing is that both require thorough research to ensure that the information presented is accurate, valid, and reliable. Both writing styles require the essay to be well-structured and organized in a coherent manner.

Another similarity between the two is that both require proper citation of sources to avoid plagiarism. Both styles also require the writer to use professional language and avoid jargon.

How are They Different?

The primary difference between argumentative and informative writing is their intentions. Argumentative writing aims to persuade the reader, while informative writing aims to inform the reader. In argumentative writing, the writer takes a stand on an issue, while in informative writing, the writer presents facts about a subject.

Another difference is their tone. Argumentative writing is formal and objective, while informative writing is neutral and objective. Argumentative writing can be emotional at times to persuade the reader, while informative writing only presents facts and information.

In conclusion, both argumentative and informative writing are essential writing styles that people use for different purposes. While both styles require well-researched facts and insights, they differ in their intention, structure, and tone. Knowing the differences and similarities between them can help you choose the appropriate style to use in a given context and produce a high-quality piece of writing.

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Guide to Different Kinds of Essays

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An essay is a paper that discusses, describes or analyzes one topic. It can discuss a subject directly or indirectly, seriously or humorously. It can describe personal opinions, or just report information. An essay can be written from any perspective, but essays are most commonly written in the first person ( I ), or third person (subjects that can be substituted with the he, she, it, or they pronouns).

There are many different kinds of essays. The following are a some of the most common ones:

Descriptive Cause/Effect Argumentative Definition Narrative Critical Compare/Contrast Process

Descriptive:

Examples: A descriptive essay could describe . . .

The descriptive essay provides details about how something looks, feels, tastes, smells, makes one feel, or sounds. It can also describe what something is, or how something happened. These essays generally use a lot of sensory details. The essay could be a list-like description that provides point by point details. Or, it could function as a story, keeping the reader interested in the plot and theme of the event described.

Definition:

Examples: A definition essay may try and define . . .

A definition essay attempts to define a specific term. It could try to pin down the meaning of a specific word, or define an abstract concept. The analysis goes deeper than a simple dictionary definition; it should attempt to explain why the term is defined as such. It could define the term directly, giving no information other than the explanation of the term. Or, it could imply the definition of the term, telling a story that requires the reader to infer the meaning.

Compare/Contrast:

Examples:A compare/contrast essay may discuss . . .

The compare/contrast essay discusses the similarities and differences between two things, people, concepts, places, etc. The essay could be an unbiased discussion, or an attempt to convince the reader of the benefits of one thing, person, or concept. It could also be written simply to entertain the reader, or to arrive at an insight into human nature. The essay could discuss both similarities and differences, or it could just focus on one or the other. A comparison essay usually discusses the similarities between two things, while the contrast essay discusses the differences.

Cause/Effect:

Examples:A cause/effect essay may explain . . .

The cause/effect essay explains why or how some event happened, and what resulted from the event.

This essay is a study of the relationship between two or more events or experiences. The essay could discuss both causes and effects, or it could simply address one or the other. A cause essay usually discusses the reasons why something happened. An effect essay discusses what happens after a specific event or circumstance.

The example below shows a cause essay, one that would explain how and why an event happened.

If this cause essay were about a volcanic eruption, it might go something like this: “Pressure and heat built up beneath the earth’s surface; the effect of this was an enormous volcanic eruption.”

The next example shows an effect essay, one that would explain all the effects that happened after a specific event, like a volcanic eruption.

If this effect essay were about a volcanic eruption again, it might go something like this:

“The eruption caused many terrible things to happen; it destroyed homes, forests, and polluted the atmosphere.”

Examples:A narrative essay could tell of . . .

The narrative essay tells a story. It can also be called a “short story.” Generally, the narrative essay is conversational in style and tells of a personal experience. It is most commonly written in the first person (uses I ). This essay could tell of a single, life-shaping event, or simply a mundane daily experience.

Examples: A process essay may explain . . .

A process essay describes how something is done. It generally explains actions that should be performed in a series. It can explain in detail how to accomplish a specific task, or it can show how an individual came to a certain personal awareness. The essay could be in the form of step-by-step instructions, or in story form, with the instructions/explanations subtly given along the way.

Argumentative:

Examples: An argumentative essay may persuade a reader that . . .

An argumentative essay is one that attempts to persuade the reader to the writer’s point of view. The writer can either be serious or funny, but always tries to convince the reader of the validity of his or her opinion. The essay may argue openly, or it may attempt to subtly persuade the reader by using irony or sarcasm.

Examples: A critical essay may analyze . . .

A critical essay analyzes the strengths, weaknesses, and methods of someone else’s work. Generally, these essays begin with a brief overview of the main points of the text, movie, or piece of art, followed by an analysis of the work’s meaning. It should then discuss how well the author/creator accomplishes his/her goals and makes his/her points. A critical essay can be written about another essay, story, book, poem, movie, or work of art.

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Kinds of argumentative academic essays and their purposes

Published on November 5, 2014 by Shane Bryson . Revised on July 23, 2023.

Most of the time, when your supervisors and others talk about academic essays what they mean is essays that present well-reasoned points of view on various topics . This article explains some essential kinds of these essays—exegetical, discursive, expository, and argumentative—and outlines their key differences and similarities. We’ll call the group of them “persuasive essays,” since they all require you to persuade your reader in some way.

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Table of contents

Kinds of persuasive academic essays, difference between persuasive academic essays and standard scientific articles, differences between kinds of persuasive academic essays, other interesting articles.

Exegetical essays persuade your reader to interpret a theory in a certain way and show your ability to understand and accurately explain difficult ideas.

Discursive essays persuade your reader to see the different sides of a debate in a certain way and present your ability to compare different approaches to a topic.

Expository essays persuade your reader that your opinion is the right one and that you are a competent critical thinker.

Argumentative essays persuade your reader to see something new in a field of research and to see that you have some authority in that field.

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One thing that separates a persuasive academic essay from a standard scientific article or an article in a newspaper is that the author’s point of view plays a more obvious role. Whereas a scientist is taught not to present the facts as she sees them but as anyone can see them, an essayist always presents information from a certain point of view (usually her own), even if she usually avoids referring to herself in the text.

The different kinds of persuasive academic essays are distinguished by the different things they do, but also by the prominence of the author’s point of view. The following tables presents the differences.

What all persuasive academic essays do

The first thing to notice is that, while essay assignments do sometimes ask for one or the other of these types of essay, often persuasive academic essays will need to mix these styles. For example, in order to properly situate her view in the current literature on a topic, the author of an argumentative essay will sometimes need to present a brief exegesis of someone else’s view. Many other combinations are possible, and the argumentative essay, especially, may draw on each of the other three styles.

Second, each of these academic essay forms is argumentative, even though we call only one of them “the argumentative essay.” In fact, you should keep in mind that, speaking loosely, people sometimes do refer to all of these as “argumentative essays.” This term is not entirely inaccurate, since they all require skillful treatment of argumentation, and they all require you to persuade your reader of something.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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Shane finished his master's degree in English literature in 2013 and has been working as a writing tutor and editor since 2009. He began proofreading and editing essays with Scribbr in early summer, 2014.

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Argumentative vs. Persuasive Essays: What’s the Difference?

The difference between an argumentative and persuasive essay isn’t always clear. If you’re struggling with either style for your next assignment, don’t worry. The following will clarify everything you need to know so you can write with confidence.

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First, we define the primary objectives of argumentative vs. persuasive writing. We then compare the best strategies for starting the writing process. In both cases, the key is knowing your audience, which we will discuss later in this article by Custom-Writing.org experts.

• 🎯 Primary Objectives
• 🎬 Starting Your Essay
• ✍️ Writing Technique
• 👁️ Point of View
• ❓ So, what’s the difference?

🔗 References

🎯 persuasive vs. argumentative writing: primary objectives.

Both argumentative and persuasive essays require you to present your point of view on a specific topic. However, your approach will differ between the two. The words “argumentative” and “persuasive” should help you recognize what you are expected to achieve. Let’s see how.

For the argumentative essay, it is sufficient to present your point of view and nothing more. That said, the information you present should come across as being reliable enough for the readers. They don’t need to agree with your take on the issue at hand. The reader need only acknowledge that your point of view is worth considering.

In a persuasive essay, however, your goal is to get the reader on your side. And so, in addition to presenting sensible information, you want the reader to share your opinion.

Here are some examples to show you the difference. For more examples try and use a thesis statement generator for persuasive essay and for argumentative one, and you’ll clearly see what sets them apart.

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Additionally, you can take a look at any example of term paper for college , which will clearly show you the differences between the types. Remember, though, that the more controversial your topic is, the more likely it is that the reader will disagree with you!

🎬 Argumentative vs. Persuasive Essay: How to Start

For either type of essay, the foundation is generally the same. Before even thinking about your introduction, settle on a topic that genuinely interests you. What follows will differ for argumentative and persuasive essays.

In the case of argumentative writing, it’s crucial to have all the information you need to build up a strong set of arguments and examples. Therefore, don’t forget to spend some time researching your topic in earnest. Once you have all the data, you can easily choose which side to take. Never force a paper to align with your personal opinion if you don’t have enough supporting evidence.

In the case of a persuasive essay, your job is to make sure you have a decent topic and identify which side to support. The starting point is a bit less complicated.

✍️ Persuasive vs. Argumentative Essays: Writing Technique

This is where things get interesting in the clash between persuasive and argumentative writing. For college-level writing, it’s never enough to follow a general essay outline . Getting that coveted higher mark requires that you know the unique yet subtle features of both writing styles.

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Topical and relevant reasons are the backbone of any argumentative text. This is where preliminary research comes in. Having requisite evidence and facts from credible sources ensures the worthiness of your essay. That way, the reader can validate your point of view.

As with argumentative writing, persuasive essays should include some measure of supporting facts. What distinguishes persuasive writing is that you must also engage the reader on an emotional level. Moreover, there’s no need to present opposing opinions. Your goal is to make the reader take your side. All’s fair in love and war!

👁️ Persuasive vs. Argumentative Essays: Point of View

Let’s talk more about presenting different opinions. You were probably taught that an academic essay includes at least three arguments and an additional counterargument . Keep in mind, however, that this rule applies only to argumentative essays, in which you introduce three or more arguments with evidence to support your point of view. You then offset that point of view by including an opposing opinion. By doing so, you allow the reader to choose a side, even though the facts, as you’ve presented them, are in favor of your opinion. This is a logic-based approach.

In a persuasive essay, you’re not likely to entertain the opposition. Your conviction is the very essence of the essay. Your take on the issue in question must come across as the only sensible approach. If you’re feeling confident, you’re welcome to include a counterargument, but only if you decimate it right away!

👏 The Audience of Argumentative vs. Persuasive Essays

We’ve seen the differences and similarities between argumentative and persuasive writing and walked you through the technical aspects of both. But there’s one final piece of the puzzle to be considered: the question of your audience. This is the biggest difference of them all.

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When writing an argumentative essay, remember that you don’t need to convince anyone. There is no audience. You’re simply presenting the information you gathered without expecting anything in return (except maybe a pat on the back from your teacher).

Without an audience, there’s no one to persuade. This touches on another crucial element of the writing process : understanding what and how your readers think. This allows you to pick the best strategy to convince them to join your side.

❓ What’s the Difference between a Persuasive Essay and an Argumentative Essay?

The main difference between a persuasive essay and an argumentative essay comes down to your audience. For persuasive writing, it’s necessary to feel out your audience and wield that knowledge to prove the efficacy of your perspective. For argumentative writing, opt for a logical approach and just present the facts with no intent to persuade anyone.

Persuasive Essay Topics

• Cigarettes manufacturers must be banned . 
• Unrestricted access to women’s health care is crucial for the welfare of future generations. 
• College sports need to benefit student-athletes . 
• Lowering TOEFL scores across university will benefit international students. 
• American football promotes violence and jeopardize sportsmen’s health.  
• Tattoos are fine art . 
• Animal transplantation can reduce the problem of organs shortage.  
• Smoking in public places should be banned to protect and improve public health.  
• Job drug test has to be made obligatory.  
• It is necessary to prohibit using cellphones while driving . 
• Gun control legislation must be revised . 
• Surveillance cameras have to be installed in all public places.  
• Mandatory overtime for nurses must be made illegal.  
• Marijuana should be legalized for medical use. 
• Business should switch to remote work for an increased talent pool.  
• Experimentation on animals has to be banned.  
• It is crucial to limit clear cutting in rainforest . 
• It is necessary to forbid guns in college campuses .  
• Companies should prioritize the development of biometric security .  
• Abortions should be legalized worldwide.  
• Children should not have grades in school .  
• Wearing face mask in public places should be mandatory.  
• English language learners have to be immersed in English . 
• Net neutrality should be supported.  
• Body organs sale should not be allowed.  

Argumentative Essay Topics

• Should celebrities be a positive role model ? 
• Does the use of social media in nursing violate patients’ rights regarding privacy? 
• Is it right to abolish capital punishment ?  
• Is it ethical to use animals for research ?  
• Should bullies be expelled from school?  
• Is it fair to try juveniles as adults ?  
• Do you think it wise to lower drinking age to 18 ?  
• Will implementation of free higher education diminish economic disparities? 
• Should the voluntary euthanasia be permitted?  
• Is stem cells use ethical? 
• Should schoolchildren study the evolution theory?  
• Is container deposit legislation an urgent issue? 
• Is marriage based on love more successful than arranged?  
• Should the use of cell phones in public places be banned?  
• Is it right for celebrities to be involved in political activism? 
• Do you agree that health insurance has to cover art and music therapy ?  
• Does the government have right to monitor its citizens using technology?  
• Is it ethical to perform gene editing on human embryos ? 
• Do you think online dating as serious as dating in person?  
• Should vaccination of children be compulsory?  
• Are the social media platforms a threat to human relationships? 
• Are there limits to what should be questioned?  
• Should modern society become vegan ?  
• Do you think the cigarette smoking should be made illegal?  
• Should illegal immigrants have full access to all social services?  
• Argumentative Essays // Purdue Writing Lab
• Argumentative Essay Structure (University of Washington)
• Suggestions for Developing Argumentative Essays (UC Berkeley)
• Argumentative essay | Quick guide (article) | Khan Academy
• Writing a Persuasive Essay: Hamilton College
• Persuasion (UMN Libraries)
• Persuasive Writing – Georgetown Law
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5.4: Informative vs. Argumentative Synthesis

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In academic research and writing, synthesizing of the information from the obtained available resources results in novelty, discovery, reaching to the common sense on a debatable issue, clarifying the perplexity of the subject under the discussion,or making the point on a controversial topic. Your rhetorical goal for writing a synthesis essay will be identified by the given assignment. In your First-Year Writing courses, you may write an Informative/Explanatory Synthesis and/or an Argumentative Synthesis.

What is an Informative/Explanatory Synthesis?

In informative writing, you are explaining the discussion points and topics to your readers without taking a position of one side or another, without showing your opinion. Even if the topic is debatable and highly controversial, instead of promoting your personal opinion, you have to objectively introduce the ideas of others, explain and show how their information is related to each other’s, how the information may connect and diverge. You are not showing your agreement with some authors and disagreement with the others. You should stay neutral both in your comments on the found information and in your conclusions reached at the end of the discussion.

Organize the discussion among the authors of your sources as was explained in Section 5.2 under “How do You Synthesize? “

• Example: Numerous authors wonder if this is a natural progression over time because of the laws that have changed or a shift in ideals that redefine what free speech is supposed to be… Author N believes that [free speech] is not controlled enough in the interest of the people, while Authors B and D believe that, in an ideal world, opinions would be formed and spoken without repercussion and merely be a part of language…

At the end of the discussion, draw your neutral conclusion  on the topic:

• Example: The question if speech has become limited, affecting the right to freedom of speech, lies in the hands of the people and the justice system itself.

Additional examples for Explanatory Synthesis here

What is an Argumentative Synthesis?

Everything you learned about Argumentative Writing in chapters of this textbook is true and valid for writing an Argumentative Synthesis. The main difference may be that you are to support your ideas with evidence found in multiple sources, show and explain how the authors’ opinions relate, who of your authors agree and who disagree on the controversial issue, while your comments on the information retrieved from these sources and your conclusions will clarify your own position in the debate.

First, you start the debate with the assertion that sets the goal for the debate, its controversy:

• Example: Societal changes are a large part in the debate of free speech and its limitations . The debate is about whether offensive speech should be punished when it is said with the intent to psychologically harm a group or person, or if immoral or scandalous speech should be off-limits.

Then, you are moderating the debate among the experts

• Professor of Law E disagrees…
• His thought is echoed by Professor R from the University of …
• Authors F and S also discuss and assess…
• Following in their steps, Authors D and T express…
• Unfortunately, in opposition to their respect, Author X asserts that…
• This brings us back to the view point of Authors F and S, who argue that…

Finally, conclude the discussion and finalize your position:

• Thus, hateful and immoral speech – which typically associates itself with low-value because of harmful words – will continue to find its limitations in the world even if it is not through government operations…

When you synthesize, you are a part of the discussion and a leader of the discussion that you have initiated. You are introducing the voices and ideas of others, so you should be flexible and fair to all participating authors. You should avoid personal attack, as well as other logical fallacies in your comments on the information borrowed from your source materials. Read more in 6.5 Logical Fallacies

“5.4 Informative vs. Argumentative Synthesis” is licensed under CC BY-NC-SA 4.0 / A derivative from the original work by Svetlana Zhuravlova

Home » Language » Linguistic » Difference Between Argumentative and Persuasive Essay

Difference Between Argumentative and Persuasive Essay

Main difference – argumentative vs persuasive essay.

Persuasive essay and Argumentative essay are similar in nature and thus, often confused to be the same though there exists a difference between the two. In fact, Persuasive essay and Argumentative essay are two different types of essays, and  the main difference between them is that the persuasive essay depends on opinions and emotions while an argumentative essay uses logic and reason. Let us first look at these two types of essays in detail and then move on to identify the differences between a persuasive essay and an argumentative essay.

What is an Argumentative Essay

An argumentative essay is a piece of writing that attempts to convince the readers that the author’s idea is true . This is a genre of writing that is used to defend or prove a point. A writer should do a thorough research; gather accurate facts and figures before writing an argumentative essay. This is more like a debate written on paper. While writing an argumentative essay, a writer should be aware of both pros and cons of the argument, and should try to discredit the opposing view by using evidence .

What is a Persuasive Essay

A persuasive essay is a piece of writing that attempts to convince the readers to agree with author’s ideas. In this type of essay, the writer can use his own ideas, opinions and evoke the emotions in the reader in order to convince them to agree to his opinion . A writer of a persuasive essay needs to do research, gather evidence, but a clever writer can create a successful essay without knowing much. This is because; a persuasive writing appeals more to reader’s emotions rather than minds. In persuasive writing, the writer should have certain awareness about the audience . For example, opinions and ideas that could appeal to teenagers may not have the same effect on adults. First person narration and Second person narration (Ex: In my opinion, I believe, etc.,) are commonly used as the writer is addressing the audience directly.

As discussed before, argumentative essays are a genre of writing that attempts to convince the readers to accept the writer’s idea as true, by using statistics, facts and figures, etc. while persuasive essays are a genre of writing that attempts to convince the readers to agree with the writer, by using emotions, personal ideas, etc. In other words, an argumentative essay is based on logic and reasons while a persuasive essay is based on emotions and personal opinions. When it comes preparations, before writing an argumentative essay, the writer needs to do a thorough research on the subject but does not need to have the knowledge about the audience. On the other hand, the writer can write a persuasive essay even without doing much research, but he should have certain  knowledge about the audience.

When we look at both types of essays in the perspective of the audience; an argumentative essay appeals to the minds of the readers whereas, a persuasive essay appeals to the hearts of the readers. Also,  an argumentative essay acknowledges opposing views, but a persuasive essay may not acknowledge opposing views.

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The Difference Between Informative Essays and Persuasive Essays

Introduction, informative essay, persuasive essay, the differences between informative and persuasive essays.

In academic writing, there are many types of essays, each of which has its own peculiar structure and purpose. These include, for example, informative and persuasive essays, which both provide information and facts on the given issue. However, there are a number of differences between the two, as their objectives are markedly different.

An informative essay is such type of academic writing that informs the reader about a certain topic. Sometimes, it is also called an expository essay and basically consists in describing or explaining something to readers. The objective of such writing is not in giving an author’s opinion on a particular matter, but simply in providing the facts that are necessary for its understanding. In general, an informative essay might pursue the following goals: to educate the audience about some issue; to present the research on the given topic; to compare and contrast controversial ideas; to reveal cause-effect relationships; to state a problem and provide possible solutions. The typical structure of an informative essay comprises an introduction, a main body, and a conclusion. The statements in such an essay must be clear and supported by the reliable sources. Writing an informative essay, the author should always remain neutral and objective, as well as refrain from expressing their personal ideas and arguing in favor of one viewpoint over another.

A persuasive essay, also known as an argumentative essay, explains a certain topic while rationalizing the superiority of one idea over another. In other words, this type of academic writing aims at convincing the audience that the author’s position is the most logical, valid, and justified. In essence, a persuasive essay is a combination of facts and a writer’s personal ideas. In order to prove their point, the author has to conduct a prolific research and find sufficient evidence on the given topic. Typical means of persuasion in such writing are logical reasoning, facts, statistic, examples, and quotes. The basic structure of a persuasive essay includes an introduction with a clear thesis, a few body paragraphs with argumentative points, counterarguments and their rebuttal, and a conclusion that summarizes the paper. Even though an argumentative essay is often subjective, the author’s claims should always be justified and challenged with opposing views on the issue.

Clearly, there are some vital differences between informative and persuasive academic essays. The main difference is that an informative essay only presents information in order to explain a certain issue, while a persuasive essay uses information and facts that support a writer’s personal opinion. The basic structure of a persuasive essay is more complex and strict than that of an informative essay. One more crucial difference is that the opening sentence in informative writing introduces the topic, and in persuasive writing it states an argument. Last but not least, an informative essay should always provide an objective and balanced account of the issue, whereas a persuasive essay tends to be subjective and biased.

Informative and persuasive essays are pieces of academic writing that provide the audience with certain information. However, the purpose of an informative essay is to give an objective picture of an issue, while a persuasive essay aims to incline the reader towards a certain viewpoint. Nevertheless, in both cases, the data is obtained through profound research, and each statement must be supported with sufficient evidence.

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Argumentative Vs. Informative

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What Is the Difference between an Argumentative and Persuasive Essay?

Argumentative and persuasive essays both aim to present a specific point of view, but they are different both in how they get their point across and why . The author of an argumentative essay will usually try to make his or her point through reason. This means identifying the opposing viewpoints andthen using facts, statistics, or other evidence to discredit them so that the reader ultimately concludes that the writer’s position is correct. The persuasive essay , on the other hand, more often uses passion and emotion in an attempt to sway the reader’s loyalties. Opposing views are often acknowledged here, but aren’t usually analyzed. As a result this sort of essay is often perceived to be essentially one-sided and is written based primarily on personal convictions. Argumentative papers are usually structured more like high-level analysis, with sections devoted to looking at key issues from multiple angles.

Argumentative Techniques

In most cases, the argumentative essay is one that objectively states an argument that it then backs up with facts, statistics, and expert evidence. Writers generally acknowledge counterclaims and opposing arguments from the very beginning, but make it their goal to discredit them by appealing to the reader’s reason . As such these sorts of papers often give an overview of all the main arguments or scholarship on a given topic, then build an argument about which is the best or the most correct.

There are a few different techniques writers of these sorts of papers can use, depending on their precise goal. Sometimes the point of the exposition is to demonstrate that the counterclaims are based on outdated information or incomplete research, or they might be discredited as factually inaccurate. The argumentative essay’s goal is to present a whole-cloth argument that will convince a reader because of its grounding in fact and logic.

The writer of this sort of paper knows that readers may not agree at the end of the argument, and in many cases convincing them isn’t really all that important. More essential is that the argument is logical and justifiable. Upon reading the reasons for the position, a reader should at the very least respect the writer’s position, even if he or she does not ultimately think the position is correct.

Passion and Persuasion

Persuasive essays, on the other hand, are usually designed to convince the reader, often by appealing to his or her emotions. Writers will often start out assuming that their readers are incorrect in their views and will then use the essay as a means of correcting or perfecting perceptions. In most cases it is an appeal that makes use of a traditional conceptions of right and wrong, and uses passion to draw the reader alongside the writer for what is more or less a shared walk.

This type of essay acknowledges opposing viewpoints, but doesn’t normally spend much time analyzing them. Instead, writers usually attempt to frame their own perspectives with more convincing language. Persuasive essays are often tailored to appeal to the personal interests, social convictions, and any known passions of the reader, and as such they’re often designed for a specific audience. This is in direct contrast to most argumentative essays, which tend to be written for almost anyone.

Writers of persuasive essays also rely more on human emotions than statistics when making their case. This type of writing focuses on empathetic and persuasive delivery and the writer might present anecdotal storytelling or share personal experience with which the reader can identify. The essay often presents the desired change of mind as a win-win rhetorical situation for both the writer and the reader.

Structural Differences

In most cases these essays are structured really differently, too. Writers with argumentative goals typically handle each issue or element in turn, analyzing it from all sides and then drawing a conclusion consistent with the paper’s thesis. Persuasive pieces, by contrast, more often raise and dismiss opposition at the outset, then spend the bulk of the body paragraphs emphasizing the writer’s position with different examples.

The ways in which the conclusions are presented often differ, too. An argumentative essay will usually end with a recap of all relevant facts and an assertion that the writer’s interpretation is the correct one. The persuasive writer will more often conclude by asking the reader to change his or her mind or “join the cause” presented in the paper.

Possible Places of Overlap

Argumentative and persuasive essays have a similar goal, which is to convince readers that the core assertion is correct or at least well-reasoned. The difference between proving a point and changing someone’s mind can be profound, but in certain aspects — identifying criticism, relating to the reader, and setting an authoritative tone, for instance — there can be similarities, too. A lot depends on the writer, the topic, and the intended audience.

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• By: Rido Persuasive essays attempt to coax readers into the author's point of view.
• By: AlexOakenman An argumentative essay objectively states an argument that it backs up with facts.

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What is the similarities between persuasive and argumentative?

Table of Contents

• 1 What is the similarities between persuasive and argumentative?
• 2 What is the similarities between informative and persuasive communication?
• 3 What is the difference between informative persuasive and argumentative?
• 4 What is the difference between persuasive communication and argumentative communication?
• 5 How are informational and argumentative writing similar?
• 6 What is the difference of informative persuasive and argumentative?

A persuasive essay, also known as an argumentative essay, takes a stance on a topic or point and argues it, usually using research to back it up. Persuasive essays are usually written in third person point of view.

What is the similarities between informative and persuasive communication?

An informative speech aims to inform the audience about a specific topic. A persuasive speech aims to persuade the audience to perform a certain action or convince the audience to adopt the belief or opinion of the speaker. Many speeches will combine features of informative and persuasive speeches.

What is the similarities of argumentative text and expository text?

In order to successfully make an argument, both persuasive and expository essays make use of an informational tone and a nonfiction style of writing. Relying on facts rather than subjective opinions makes an essay more convincing and professional, enhancing the legitimacy of its argument.

What is the difference between persuasive and argument?

An argument explains what someone believes, while persuasion attempts to change someone else’s opinion. Arguments usually look at both sides of an issue and then form a final opinion based on the evidence. Persuasion is more one-sided because you want others to believe that your idea is the best.

What is the difference between informative persuasive and argumentative?

The main difference between argumentative essays and informative essays is that argumentative essays try to convince the reader to accept the writer’s point of view, while informative essays provide information and explanations in a straightforward manner to the readers.

What is the difference between persuasive communication and argumentative communication?

Argumentative writing uses logic, reason, and comparison to prove a point; persuasion appeals to the reader’s emotions rather than reason.

What is the difference between argumentative persuasive and informative?

What are the similarities and differences of exposition and argumentation?

Persuasive / argumentative essays take a position on an issue and try to convince their readers to accept your arguments. In other words, the major difference between expository and argumentative essays is that argumentative essays try to convince, while expository essays do not.

How are informational and argumentative writing similar?

Informative essays are a type of writing that explains a certain issue or a topic. An argumentative essay contains a combination of facts and writer’s personal ideas. A writer preparing to start an argumentative essay has to do a lot of research and gather evidence to prove and defend his point.

What is the difference of informative persuasive and argumentative?

How is persuasive essay similar to argumentative essay?

while persuasive essays are a genre of writing that attempts to convince the readers to agree with the writer, by using emotions, personal ideas, etc. In other words, an argumentative essay is based on logic and reasons while a persuasive essay is based on emotions and personal opinions.

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Informative, Compare and Contrast, and Persuasive Essay Composing of Fifth and Seventh Graders: Not All Essay Writing Is the Same

Matt davidson.

1 University of Washington, Seattle, USA

Virginia Berninger

Typically developing writers in fifth ( n = 110, M = 10 years 8 months) or seventh ( n = 97, M = 12 years 7 months) grade wrote informative, compare and contrast, and persuasive essays for which the content was held constant—two mountains with a history of volcanic eruption. Relevant background knowledge was provided by reading text and showing colorful illustrations to the students before writing each genre. Results showed considerable variability between genre pairs within and across individual writers in content quality, organization quality, and length. Results, which support multiple expository genres, are consistent with prior research showing multiple genres (narrative vs. expository or even within narrative). Results are discussed in reference to the importance of assessing multiple genres in inferring composing expertise as emphasized by Olinghouse and colleagues.

Sources of Variation in Written Composition

Generativity of language.

Any assessment study that wishes to draw conclusions about writing ability based on written products faces a host of confounding variables and numerous sources of variance. Chomsky (2006) called attention to the generativity of language—the same language units can be combined in multiple ways to express thought. Likewise, the same word can be used to express different ideas, and the same idea can be expressed with different words ( Stahl & Nagy, 2005 ). Words can be combined in different ways within syntax to express comparable ideas, and the same idea can be expressed in multiple multi-word syntactic structures (Chomsky). Likewise, written composition is generative: Thought can be translated into a variety of genres or discourse structures, and discourse structures can be translated into a variety of kinds of thoughts ( Fayol, Alamargot, & Berninger, 2012 ). Thus, generativity of language is one source of individual differences in composing.

Features of the writing prompt, which establishes the topic, may also be an important source of variance in essay ratings. Schoonen (2005) had sixth-grade students write four essays, each of which was analyzed both holistically and analytically by raters, in terms of their organization, content, and language use. Using a structural equation model to estimate the variance components in students’ scores, he found, among other things, more variance due to different writing prompts than due to raters. Kobrin, Deng, and Shaw (2011) , who studied prompt characteristics for SAT writing tasks, found that prompts which presented two sides of an argument led writers to produce slightly longer texts. On the other hand, the topic may not be the only source of variance in quality of writing. In their study, van den Bergh, De Maeyer, van Wiejen, and Tillema (2012) found that holistic ratings of essay quality were not so dependent on topics. Regardless of the prompt used, a single writing topic may not be adequate to assess composing ability, as explained in the next section, “Genre.”

Writing genre may also matter in assessing composing ability. Olinghouse, Santangelo, and Wilson (2012) examined the validity of “single-occasion, single-genre, holistically scored” pieces of writing (p. 55). They specifically investigated the validity of drawing an inference from a single score to the student’s writing ability across both genres and curricular requirements. After having participants compose in three genres (story, informative, and persuasive), the authors computed correlations of individual compositions across genre pairs. They argued that strong correlations would indicate similar rank ordering across genre, while low or moderate would show different orderings for students. For their set of fifth-grade participants, Olinghouse et al. (2012) found moderate correlations across genre pairs for the holistic quality ratings (.37–.48), with lower correlations for genre elements (.12–.23).

Others have studied the genre-related linguistic skills needed for written composing. Some of this line of research on genre has been related to taking annual tests yoked to state standards ( Troia & Olinghouse, 2013 ). For example, Beck and Jeffery (2007) investigated which genres students were producing for high-stakes state assessments in Texas, California, and New York. The authors provided a framework for detecting genre features related to specific linguistic structures such as particular phrases that are associated with a particular genre. Indeed, much of the current research on genre is grounded in prior research showing that oral as well as written discourse knowledge informs quality of genre writing ( Gillespie, Olinghouse, & Graham, 2013 ; Olinghouse & Graham, 2009 ; Scott, 1994 ) and so does vocabulary knowledge ( Olinghouse & Wilson, 2013 ).

Yet others have studied the contrasting cognitive processes involved in composing different genres, ranging from the hard work to the play involved, as illustrated by the two examples that follow. Olive, Favart, Beauvais, and Beauvais (2009) studied the cognitive effort required to compose narrative and argumentative texts using a reaction time task in which fifth and ninth graders pressed a button with their non-dominant hand each time they heard a beep during a writing task. Ninth graders appeared to exert less effort than fifth graders only for the argumentative texts. The researchers also measured the number and diversity of types of connectives, such as transition words, conjunctions, and logical connectors which tie text together, in each genre. They found that ninth graders used more, and more diverse, connective phrases in general than fifth graders, but that more connectives were used by both fifth and ninth graders in argumentative than narrative genre. Boscolo, Gelati, and Galvan (2012) , in contrast, studied play with multiple narrative genres in written expression. For example, personal narratives and third person narratives may have very different text content and organization and use different vocabulary choices.

Genre also influences writing through writing–reading relationships. Much of school writing involves writing summaries of what has been read or writing reports based on a variety of source material, which also varies in genres ( Moore & MacArthur, 2012 ). So genre may influence both read and written texts.

Research Aims of the Current Study

In contrast to some studies that investigate only one of the many writing genres, this study investigated multiple writing genres within expository writing; although essay writing is sometimes assumed to be a homogeneous genre in contrast to narrative writing, there are actually multiple genres of essay writing. Little is known, however, about whether a single aptitude for expository writing underlies all essay writing or is specific to the kind of essay being written. Whereas some research on multiple writing genres has focused on the early grades (e.g., Kamberelis, 1999 ), the current study focused on multiple genres in the upper elementary (fifth) and middle of middle school (seventh) grades. A sizable body of research has investigated effective ways to teach developing writers to compose in a variety of genres—both typically developing and those who struggle for a variety of reasons, including but not restricted to specific learning disabilities (SLDs; e.g., Boscolo et al., 2012 ; Epstein-Jannai, 2004 ; Troia, 2009 ). In contrast, the current study was designed to be part of the larger line of research on improving assessment of composition across genres. Such assessment research could have important applications to (a) large-scale writing assessments of genre for all students in the Common Core Era including those with SLDs (e.g., Olinghouse & Colwell, 2013 ), and (b) individually administered clinical assessments for students with a variety of school-related learning problems or talents.

Both correlations and mean difference were examined for assessing three kinds of essays during middle childhood and early adolescence—informative, compare/contrast, and persuasive. Two kinds of correlations were examined—Pearson product moment correlations ( r s) and intra-class correlation coefficients (ICCs). The first is sensitive to intra-individual differences within students. The second is sensitive to inter-individual differences among students. The first hypothesis tested was that fifth graders and seventh graders would exhibit intra-individual differences across the three kinds of essays, as evidenced by low to moderate r s across pairs of essays on quality ratings for content and organization. That is, each student may exhibit relative strengths or relative weaknesses in the kinds of essay writing that is easier for her or him. The second hypothesis tested was that the fifth and seventh graders would show significant and sizable ICCs, indicating sizable differences among participants in the different kinds of essay writing. Evidence of such differences within and among students would provide further evidence for the generativity of composing across three genres of essay writing.

Participants

Both groups were in Year 5 of a 5-year longitudinal study of typical oral and written language development when the writing samples analyzed in the current study were collected. One group, which began in first grade, was in fifth grade ( n = 110; 44% male, 56% female). Their mean age was 10 years 8 months (128.50 months, SD = 3.64). They represented the diversity present in the local school population where the study was conducted: European American (64.8%), Asian American (23.4%), African American (6.3%), Hispanic (1.6%), Native American (1.6%), and other (2.3%). The other group, which began in third grade, was in seventh grade ( n = 97; 49.5% male, 50.5% female). Their mean age was 12 years 7 months (151.21 months, SD = 3.71). They were similarly representative of the local diversity: European American (65.5%), Asian American (21.2%), African American (9.7%), Hispanic (0.9%), and other (2.7%). A variety of educational levels were also represented by parents, from no high school education to completion of a graduate degree, of students at both grade level, but the mode was college.

Writing samples were collected during the 4-hr annual visit to the university where the research was conducted with frequent breaks in between activities. Each child wrote three essays, each representing a different genre of expository writing, with topic held constant (Mt. Rainier and Mt. St. Helens). All essays were written on the same day, with brief breaks in between, in a constant order, as is common in longitudinal psychoeducational assessment research. To control for potential differences in background knowledge, before each essay, the researcher gave each participant paper copies of background information about the mountains, and then read that information out loud as the student read along silently. Essays were written in the following constant order by all participating typically developing writers: an informative essay discussing the seasonal changes on Mt. Rainier, an essay comparing and contrasting Mt. St. Helens and Mt. Rainier, and a persuasive essay, stating and defending an opinion on some controversies about the mountains. Participants were given 5 min to write each composition, and if they stopped writing before 5 min elapsed, they could be prompted up to twice to keep writing. Specific instructions were as follows:

• Please read silently while I read aloud this text about Mt. Rainier, which has the title, “The Many Seasons at Mt. Rainier National Park.” Now look at these post cards that depict the different seasons at the mountain and how the mountain seems to change with the seasons. Now please write an informative essay that describes Mt. Rainier which has the title, “The Changing/Changeless Mt. Rainier,” so that someone who has never visited the mountain can visualize what it looks like.
• Please read silently while I read aloud this text that contains many facts about both Mt. St. Helens and Mt. Rainier. Now compare and contrast these mountains. Write a descriptive essay that tells how the mountains are alike and that tells how they are different. (Allow up to 5 min to write.)
• Now read along silently while I read aloud another text about the controversies regarding these mountains. Controversies mean that different people have different opinions or points of view. Now I want you to write a persuasive essay in which you explain the different points of view about each controversy, give your opinion or point of view about each controversy, and defend your argument and convince the reader against the opposing opinion or point of view.

Content and organization coding scheme

All essays were coded for the quality of the content and the quality of the organization. A description of that coding, which was developed by the coauthors over a 3-month period based on much reading and rereading of the essays and related discussion, is presented next. This coding was constructed to be comparable across all three expository essay types—informative, compare and contrast, and persuasive. All coding was on a scale of 0 ( low ) to 5 ( high ).

Content quality

• Content is not relevant.
• Some content is relevant, but simply repeats facts that were given.
• All content is relevant, but simply repeats facts that were given.
• Content is relevant and elaborates on given facts.
• Content is relevant and sophisticated, and qualifies, elaborates, and uses the information.

Organization quality

• Ideas are presented in a list and are confusing.
• Ideas are in sentences, but do not progress logically.
• Organization is logical, but has little to no framing (e.g., topic sentences).
• Some framing of ideas, as well as logical progression, is evident.
• A lot of good framing, as well as logical progression, is evident.

Inter-rater reliability was calculated separately for Grades 5 and 7. For fifth grade, three essays from each of the 10 students were rated separately by both researchers. The initial correlation between those ratings was .66. After discussing all ratings where the researchers differed by two or more points, the coding scheme was updated to take into account text features that both researchers had attended to, as is customary in linguistic coding research. Once ratings were adjusted based on the discussion, the correlation for fifth grade was re-computed to be .89. For seventh grade, the same procedures were used. After coding the 10 essays separately, the correlation between raters was .68. All differences of two or more points were discussed, and changes made in the coding scheme based on those discussions. After the changes from discussion in the coding schemes, the essays were recoded by each rater, as is customary in linguistic coding; the correlation of inter-rater reliability across coding schemes was then re-computed to be .88 for seventh grade. Once inter-rater reliability was established at the standard level in discourse coding (.80 or above) to be .89 for fifth grade and .88 for seventh grade, the first author completed all the coding within a brief time. At the time the data analyses were completed, both coders (the co-authors) reviewed the coding procedures for a randomly selected subsample and found almost complete agreement even though a new coefficient was not computed.

Number of words written

For each essay, the number of complete words was also counted. Misspelled words were counted as words, but neither incomplete nor scratched out words were counted in the totals.

Data Analyses

Pearson product–moment correlations ( r s) were computed for the content and organization ratings for each genre. ICCs were computed for content and organization ratings and number of words. Repeated measures ANOVA was used to test the differences in means across the three expository genres at each grade level.

Descriptive Statistics and Correlations—Grade 5

Table 1 presents the means, standard deviations, and ICC values for all measures across the three expository essays for Grade 5. Correlations of these measures across genre pairs, per Olinghouse et al. (2012) , were computed for Grade 5. For content quality, informative and compare/contrast essays were correlated .65, informative and persuasive essays were correlated .60, and compare/contrast and persuasive essays were correlated .55. For organization quality, informative and compare/contrast essays were correlated .65, informative and persuasive essays were correlated .56, and compare/contrast and persuasive essays were correlated .60. All correlations were significant at the p < .001 level. Squaring the correlations shows that participants shared only modest variance across the genres. Likewise, the high ICC values for these typically developing writers suggest that much of the variation between the genres was due to participant differences.

Descriptive Statistics for Expository Essays Grade 5.

Note. ICC = intra-class correlation, obtained from repeated measures (RM) ANOVA analyses (see Table 3 ).

Descriptive Statistics and Correlations—Grade 7

Table 2 presents the means, standard deviations, and ICC values for all measures across the three expository essays for Grade 7. Correlations of these measures across genre pairs, per Olinghouse et al. (2012) , were also computed for Grade 7. For content quality, informative and compare/contrast essays were correlated .52, informative and persuasive essays were correlated .57, and compare/contrast and persuasive essays were correlated .67. For organization quality, informative and compare/contrast essays were correlated .56, informative and persuasive essays were correlated .56, and compare/contrast and persuasive essays were correlated .55. All correlations were significant at the p < .001 level. Squaring the correlations shows that participants shared only modest variance across the genres. Likewise, the high ICC values for these typically developing writers suggest that much of the variation between the genres was due to participant differences.

Descriptive Statistics for Expository Essays Grade 7.

Comparing Three Genres for Fifth Graders on Multiple Outcome Measures

Repeated measures ANOVAs were performed for 110 fifth graders to examine mean differences between essay genres for each of three outcome measures: rating of content quality, rating of organization quality, and number of words written. Where Mauchley’s test was significant, indicating a violation of sphericity, Greenhouse-Geisser-adjusted F tests are reported. These ANOVA results, which are reported in Table 3 , demonstrate that at least one of the essay types significantly differed from the others for each outcome measure. Follow-up pairwise t tests were conducted using a Dunn–Sidak adjustment to see which essay types were significantly different from each other. Each model will be discussed in turn.

Descriptives and Results for RM ANOVA Grade 5.

Note. df = degree of freedom.

Content quality ratings

Follow-up tests found a significant decrease in content ratings between the compare/contrast essay and the persuasive essay, as well as between the informative essay and persuasive essay ( p = .024 and p = .002, respectively). Consistently, content ratings were lower for persuasive essays even though they were written last after more practice in writing about the mountains. Trend contrasts for essay type showed that the change in content scores had significant linear components (as illustrated by the mean values in Table 1 ), with the contrast F test p value < .01. As expected, participants varied significantly from each other on content ratings, Var = 2.31, F (1, 109) = 1420.48, p < .001, ICC = .84.

Organization quality ratings

Follow-up t tests only found a significant difference in scores between the informative essay and the compare/contrast essay ( p = .006). Trend contrasts showed that the change in organization scores had significant linear and quadratic components, with contrast F test p value < .05. Ratings decreased between the informative essay and compare/contrast essays, and then increased between the compare/contrast essays and persuasive essays, as shown by the mean values presented in Table 3 . Understandably, organizational demands may be greater for compare/contrast than informative essays. Of interest, even though content ratings were lower for persuasive essays than compare/contrast essays, organizational ratings were higher for persuasive essays than compare/contrast essays. So the lower content ratings for persuasive essays cannot be attributed to their being written at the end of the series of essay genres. As expected, participants varied significantly from each other on organization ratings, Var = 2.95, F (1, 109) = 1087.08, p < .001, ICC = .85.

Number of words written (length)

Follow-up t tests found significant differences in the number of words written between each pair of essays (all p values < .01). Trend contrasts showed a significant linear and quadratic effect for number of words written across the essays, with both contrast F test p values < .001. Although the number of words written decreased between the informative essay to the compare/contrast essay ( M = 10.40), there was a large increase between the compare/contrast and the persuasive essays ( M = 16.17), which surpassed the mean number of words written in the informative essay, as shown in Table 3 . Of interest, this pattern of results paralleled those for the organizational ratings, but not the content ratings. As expected, participants varied significantly from each other on the number of words written, Var = 1000.62, F (1, 109) = 755.92, p < .001, ICC = .88.

Comparing Three Genres for Seventh Graders on Multiple Outcome Measures

Repeated measures ANOVAs were performed for 97 seventh graders to examine mean differences of the three kinds of essays on content quality rating, organization quality rating, and number of words written (length). Greenhouse-Geisser adjusted F tests are reported as needed, as in the fifth-grade analysis above. Results for these ANOVAs are reported in Table 4 .

Descriptives and Results for RM ANOVA Grade 7.

No significant effect of essay type was found on content ratings at Grade 7, in contrast to what was found at Grade 5. However, participants accounted for significant variance in content scores, Var = 1.82, F (1, 96) = 2520.20, p < .001, ICC = .84.

A significant effect was found for essay type on organization ratings, and a trend analysis found significant linear components ( p = .001). Follow-up t tests using a Dunn–Sidak adjustment found that the mean differences were only significant between the informative essays and persuasive essays. In contrast to the fifth graders, the seventh graders showed lower organizational ratings for persuasive than informative essays. As expected, participants accounted for significant variance in organization scores, Var = 1.71, F (1, 9) = 2779.04, p < .001, ICC = .80.

A significant effect was found for essay type on the number of words written. Trend analysis indicated significant linear and quadratic components to the trend of words written (both p values < .001). Follow-up t tests with a Dunn–Sidak adjustment found a significant decrease in words written between informative essays and compare/contrast essays ( M = 12.44), as well as a significant increase between the compare/contrast essays and persuasive essays ( M = 23.98), and the informative essays and persuasive essays ( M = 11.54), all p values < .001. Although the first two findings replicated those for fifth grade, the third pattern of results occurred only in the seventh grade. As expected, participants accounted for significant variance in the number of words written, Var = 1139.47, F (1, 96) = 1266.77, p < .001, ICC = .87.

First Tested Hypothesis

The first hypothesis was confirmed. Results for fifth and seventh graders are consistent with findings of Olinghouse et al. (2012) and Boscolo et al. (2012) , who have reported evidence for intra-individual differences across genres in developing writers during middle childhood and early childhood, respectively. These differences occur not only between narrative and expository writing ( Olinghouse et al., 2012 ) and within narrative writing ( Boscolo et al., 2012 ) but also across different genres of expository writing—informative, compare and contrast, and persuasive essays, as shown in the current study for fifth and seventh graders. These findings have important implications for high-stakes assessments of writing, classroom assessments given by teachers, and individual assessments given by psychologists and speech and language specialists because they demonstrate that multiple written compositions representative of different genres must be used to draw conclusions about a student’s written composing ability.

Second Tested Hypothesis

For fifth graders, this hypothesis was confirmed. Differences were found among the participants across the genres. However, for seventh graders, the hypothesis was only partly confirmed—for organization ratings but not content, and for length, one of the patterns for contrasts between essay genres for seventh graders was different from the fifth graders, although two were the same. Thus, the transition from upper elementary in fifth grade to middle of middle school in seventh grade in writing multiple essay genres is characterized by some constants and some variables.

Educational Applications

Of educational significance, the current findings show that not all expository essays are created equally—different types of expository essays are likely to produce different results for the same student (intra-individual differences) and different students (inter-individual differences). Specific kinds of individual differences depend, to some extent, on criteria employed to evaluate the quality of composing—content, organization, and length—and grade level. A single annual assessment of a single written composition may not be adequate to conclude whether students meet common core or other high-stakes standards in writing, or to capture an individual student’s ability to write different kinds of expository essays, or to create a plan to translate assessment findings into educational practice. Both high-stakes tests and individually administered psycho-metric tests should assess multiple grade-appropriate genres for determining composition ability/abilities. Both profiles for composing across genres and an overall score based on indicators of writing in multiple genres, similar to that used in assessing scholastic aptitude(s), would contribute to psychoeducational assessment of composing.

Clearly, future translation of research into educational practice should include development of assessment tools for writing that are evidence-based. Annual tests that are based only on a “pass–fail criterion” are not evidence-based. Currently, normed tests exist for assessing various aspects of handwriting, spelling, and sentence-level composing. Regrettably lacking are standardized, psychometric, normed measures of text level composing for a variety of text genres within the same instrument , so that relative strengths and weaknesses for specific genres as well as writing ability across genres can be identified with an instrument standardized on the same population. Traditional approaches to reliability of assessment attribute variation in performance to unreliability of the test instrument, but in the case of a process such as written composing, which is inherently generative ( Chomsky, 2006 ), the variation may be fundamental to the process being assessed. Given the generative nature of composing written language, which is fundamentally an open-ended process and challenging to assess in a standardized way, innovative approaches to assess composing for multiple genres and to link assessment findings to writing instruction in developmentally appropriate ways remain to be developed.

Moreover, the writing genres assessed with normed measures should reflect the kinds of composing required for school writing assessments. Although much writing for pleasure may involve narrative writing, narrative composing is not sufficient to complete the kinds of writing and integrated reading–writing required for successful completion of written assignments at school and for homework during middle childhood and adolescence. Hopefully, prior research on multiple genres reviewed in the introduction and the new findings reported in the current study will contribute to development of such standardized, normed assessment tools for multiple genres that have ecological validity for the kinds of writing students are expected to do at school.

In addition, writing portfolios might be used to collect and periodically review classroom writing assignments across the school year. Both first drafts and revisions can be included in the portfolios as well as extended writing that may be co-constructed with classmates and/or the teacher. Assessment tools might be developed for periodic review of the writing portfolios at specific grade levels. Such periodic reviews should include teachers, students, and parents.

Limitations and Future Directions

The topics chosen for each of the genres were constrained by a desire to keep the topics as constant as possible—the mountains familiar to the participating students in the study—and provide constant background knowledge to all participants before engaging in essay genre composing. Future research might investigate the interaction of topics and genres by comparing multiple genres on a variety of topics common to each. Also, the nature of the longitudinal assessment did not permit linking assessment results with classroom instruction other than sharing assessment results for normed measures (not researcher-designed measures) in an annual assessment report that parents were encouraged to share with schools to use as teachers found useful. Future research should address the dynamic interplay of assessment-instruction links throughout the school year at specific grade levels.

The current research on multiple genres was restricted to two time points in writing development and schooling—middle childhood during the upper elementary grades and early adolescence during middle school. Given both the constants and variations in essay writing observed between upper elementary and middle school, future research should explore development of composing multiple genres from P to 12 and beyond in postsecondary education and the world of work. Moreover, the current study involved a one-time assessment in a larger project, much as the annual testing linked to high-stakes standards involves a one-time assessment in a given school year. Future research on multiple genres of written composition should involve multiple assessments within a grade level and the relationships of assessment findings to ongoing writing instruction in the classroom—both designing it and evaluating responses to it.

Although the current study expanded the study of genres beyond the usual narrative/expository divide to three kinds of expository essays, not all possible or relevant genres, expository or otherwise, were investigated, which hopefully future assessment and instructional research will do. Consistent with the generative nature of writing genres, our research group continues to be amazed at the creativity of the genres observed in developing writers, even for the same written assignment (manuscripts in preparation). Despite the limitations of the current research and need for much future research on multiple genres of composing across development and schooling, the current study does provide converging evidence for the reported findings of Olinghouse and colleagues and Boscolo and colleagues. Hopefully, these and other relevant studies will inspire others—both practitioners and researchers—to approach writing assessment from the perspective of multiple genres in writing given the generativity of language for thought expression.

Acknowledgments

Funding  

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by HD P50HD071764 and HD25858 from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) at the National Institutes of Health (NIH), USA.

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

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