Define the goal and scope
Write one sentence describing what you want students to be able to do by the end of the presentation. For example: “Prepare a short essay outline that states an opinion and supports it with two reasons.” The goal will help you decide which explanations and examples are needed.
First, find out the students’ grade level, the presentation length, the assignment instructions, and the expected essay type. Narrative, informative, and argumentative texts do not serve the same purpose; do not present one template as if it fits every type. If the teacher has specified a particular number of paragraphs, citation style, or assessment criteria, shape the presentation accordingly. If there are no such instructions, clearly state which type and assumptions your example is based on.
Show the writing process step by step
You can organize the presentation around the decisions students will make as they write: understanding the assignment, gathering ideas, identifying the main idea, outlining, developing paragraphs, and revising the text. Do not just name sections such as the introduction, thesis, body paragraphs, and conclusion; show what each section does in the example.
If you are teaching argumentative writing, also cover how to address a counterargument. Purdue OWL’s presentation on organizing an argument introduces components such as the introduction, thesis, body paragraphs, topic sentences, counterarguments, and conclusion. It offers a framework you can use when choosing content, especially for an essay that argues a position: Organizing Your Argument Presentation.
Work through the same example from beginning to end
The example below is a hypothetical exercise designed to teach an argumentative essay. It does not prove that extending recess is genuinely beneficial for students; it simply makes the writing steps visible.
Topic: “Should recess at school be longer?” First, ask students to identify what the question requires: are they expected to provide information, narrate an event, or argue for their opinion? This example argues for a position.
Next, gather ideas as brief notes. Possible reasons might be “a chance to rest” and “time to prepare for the next class.” A possible counterargument is that class time would be reduced. At this point, do not present these ideas as research findings or established facts; explain that they were chosen to create an example.
Move from a thesis to a paragraph plan
An example thesis statement could be: “Making recess a little longer could be beneficial because it gives students a chance to rest and prepare for the next class.” Ask students whether the thesis is relevant to the question, clear, and arguable. Check together whether each reason in the thesis is explained in the body paragraphs.
In the outline, the first body paragraph could address the reason about resting, and the second could address preparing for class. Ask students to include in each paragraph a topic sentence that states its main idea, details that explain the idea, and a relevant example. Lonestar College’s getting-started guide also illustrates a body paragraph using a topic sentence, supporting details, and a sentence that wraps up the paragraph. Treat the guide’s suggestions about length and format as an example of organization, not rules that must be applied to every assignment: Getting Started.
Next, introduce the concern about reduced class time as a counterargument. Students can acknowledge this concern and then restate their own position. In the conclusion, they can bring the main idea together. In this example, rather than adding a new reason, try showing how the reasons already presented support the thesis.
Arrange slides to make the example easy to follow
Give each slide one main teaching purpose. For example, introduce the thesis statement on one slide and analyze the example thesis on the next. Instead of crowding the screen with lengthy explanations or the entire essay, select the sentences you will discuss and leave the rest of the explanation to your narration. This is an organizational choice for following the example’s steps, not a feature tied to any particular presentation software.
The presentation may vary depending on the audience. The Lonestar guide notes that a piece of writing’s purpose, audience, and tone can affect what is explained and how it is written. So choose explanations for the example text with students’ familiarity with the topic in mind. Do more than simply state a rule: demonstrate it in the example, then ask students to make a similar decision.
Add practice and revision
Give students another school-related topic and ask them to write a thesis and two reasons to support it. Then have them review their outlines using these questions: Does the thesis answer the question? Does each body paragraph have a clear main idea? Are the explanations and examples connected to that idea? Does the conclusion bring together the text’s main point?
If you use examples involving research, numbers, or expert opinions, verify them with a reliable source and cite that source on the relevant slide. Do not present an unverified claim as fact. If presentation time is limited, adjust the length of the practice accordingly, but leave time for students to try the steps they have learned.
Final checklist
- Are the learning goal, audience, and essay type clear?
- Does the example connect the steps of gathering ideas, developing a thesis, planning paragraphs, and revising?
- Is the main idea of each paragraph and its relationship to the thesis shown?
- Are hypothetical examples clearly distinguished from actual research findings?
- Have claims that require sources been verified and cited where relevant?
- Do students have an opportunity to complete a short exercise and review their outline?
Frequently asked questions
How many slides should I prepare?
Rather than assuming there is a fixed number, consider the presentation length, grade level, and time you will set aside for practice. Leave enough room to explain the example and let students try a short outline.
Can I use the same template for every essay?
Do not use an unchanged template for every type. First, confirm the text’s purpose and type from the assignment instructions, then choose an example accordingly. For a different approach to evidence-based argument presentations, see the debate presentation guide; for a different format aimed at the school community, explore the morning assembly presentation guide.
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