argumentative essay about ra 9163

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Republic Acts 9163 & 7077

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1. Research on R.A. 7077

2. Compare R.A. 9163 (NSTP Act of 2001) and R.A. 7077

3. which is more applicable and appropriate between the two laws on the present situation of our country why.

Republic Acts 9163 & 7077. (2016, Oct 26). Retrieved from https://studymoose.com/republic-acts-9163-7077-essay

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StudyMoose. (2016). Republic Acts 9163 & 7077 . [Online]. Available at: https://studymoose.com/republic-acts-9163-7077-essay [Accessed: 26 Aug. 2024]

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StudyMoose. (2016). Republic Acts 9163 & 7077 . [Online]. Available at: https://studymoose.com/republic-acts-9163-7077-essay [Accessed: 26-Aug-2024]

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Revised Implementing Rules and Regulations of Republic Act No. 9163, Otherwise Known as the National Service Training Program Act of 2001 ( Revised IRR of RA 9163 )

November 23, 2021

REVISED IMPLEMENTING RULES AND REGULATIONS OF REPUBLIC ACT NO. 9163, OTHERWISE KNOWN AS THE NATIONAL SERVICE TRAINING PROGRAM ACT OF 2001

Pursuant to Section 12 of Republic Act No. (RA) 9163, otherwise known as the National Service Training Program (NSTP) Act of 2001, the Commission on Higher Education (CHED), Technical Education and Skills Development Authority (TESDA) and Department of National Defense (DND), through the Armed Forces of the Philippines (AFP) and Office of Civil Defense (OCD) in consultation with concerned government agencies and non-government organizations such as the Philippine Association of State Universities and Colleges (PASUC), Coordinating Council of Private Educational Associations of the Philippines (COCOPEA), and the Philippine Society of NSTP Educators and Implementers, Inc. (PSNEII), hereby jointly issue, adopt, and promulgate the following implementing rules and regulations to implement the provisions of the Act.

Guiding Principles

SECTION 1.   Responsibility of All Citizens . —

While it is the prime duty of the government to serve and protect the people, the Constitution also provides that it shall be the responsibility of all citizens to defend the security and promote the general welfare of the State. In fulfillment thereof, the government may require each citizen to render personal, military, or civil service.

SECTION 2.   Role of the Youth . —

a.   In recognition of the vital role of the youth in nation-building, the State shall promote civic consciousness and defense preparedness among them and shall develop their physical, moral, spiritual, intellectual, and social well-being. It shall inculcate the ideals of patriotism, nationalism, volunteerism, and advance their meaningful involvement in public and civic affairs.

b.   As the most valuable resource of the nation, the youth shall be motivated, trained, organized, and mobilized in civic, military, literacy, welfare programs, and other similar endeavors in the service of the people.

Definition of Terms

SECTION 3.   As used in this Implementing Rules and Regulations (IRR), the following terms shall mean:

a.   Annual Administrative and Tactical Inspection (AATI) — refers to the tool designed by the Department of National Defense-Armed Forces of the Philippines (DND-AFP) and conducted by the AFP Major Services to annually evaluate the ROTC units' implementation of the Reserve Officers' Training Corps (ROTC) Program;

b.   Civic Welfare Training Service (CWTS) — refers to programs or activities contributory to the general welfare and the betterment of life for the members of the community or the enhancement of its facilities, especially those devoted to improving health, education, environment, entrepreneurship, safety, recreation, and morals of the citizenry;

c.   Clustering — refers to the grouping of students enrolled at different schools and taking up the same NSTP component into one (1) group under the management and supervision of a designated school by TESDA for TVIs and CHED for HEIs;

d.   Cross-Enrollment — refers to a system of enrollment where a student is officially enrolled in an academic program of an origin school but is allowed to enroll in the NSTP component of another accepting school;

e.   Higher Educational Institutions (HEIs) — refers to universities, colleges, and other educational institutions offering higher education;

f.   Literacy Training Service (LTS) — refers to the program designed to train the students to become capable non-licensed instructors of functional literacy and numeracy skills to school children, out-of-school youths, and other segments of society in need of their service;

g.   Local Universities and Colleges (LUCs) — refers to any public institution of higher learning established and managed by local government units;

h.   Major Service Reserve Commands (MSRC) — refers to the units of the AFP Major Services mandated to develop their respective Reserve Forces and supervise the implementation of the ROTC Program as mandated under RA 7077, s-1991 (or the AFP Reservist Act of 1991);

i.   Mobilization — refers to the official act of calling upon ROTC Reservists and NSRC Reservists and NSRC units to report to their respective designated mobilization centers to perform duty as volunteers;

j.   National Service — refers to the civic consciousness and defense preparedness service rendered by all the citizens of the Philippines;

k.   National Service Reserve Corps Trainee — refers to a student enrolled in the CWTS or LTS component;

l.   National Service Reserve Corps (NSRC) — refers to an organization composed of graduates of Civic Welfare Training Service (CWTS) and Literacy Training Service (LTS) components of the National Service Training Program (NSTP) as mandated by Republic Act 9163 (NSTP Act of 2001);

m.   National Service Training Program (NSTP) — refers to the program aimed at enhancing civic consciousness and defense preparedness in the youth by developing the ethics of service and patriotism while undergoing training in any of the three (3) program components which are specially designed to enhance the youth's active contribution to the general welfare of the country;

n.   Non-Government Organization (NGO) — refers to any private organization duly accredited by CHED, TESDA, and DND to formulate and administer training modules for CWTS and LTS;

o.   Private Higher Education Institutions (PHEIs) — refers to private colleges and other educational institutions offering higher education;

p.   Program Components — refers to the ROTC, CWTS, LTS and other NSTP programs as the CHED and TESDA, in consultation with the DND, may hereinafter approve and implement;

q.   Reserve Officers' Training Corps (ROTC) — refers to the program institutionalized under Sections 38 and 39 of RA 7077, otherwise known as the Citizen Armed Force or the Armed Forces of the Philippines Reservist Act of 1991, designed to provide military training to tertiary level students in order to motivate, train, organize, and mobilize them for national defense preparedness:

q.1.   Basic Reserve Officers' Training Corps — refers to the one (1) year ROTC training based on the amendment by RA 9163, s-2002, of Sections 38 and 39 of RA 7077;

q.2.   Advance Reserve Officers' Training Corps — refers to the two (2)-year training program after the basic ROTC training, subject to the provisions under Sections 38 and 39 of RA 7077.

r.   ROTC Cadet — refers to a student enrolled in the ROTC Program component;

s.   School-Based NSRC Units (SBNU) — refers to the established organization of students or graduates of the CWTS or LTS components of the NSTP who are still enrolled in the HEIs and TVIs;

t.   School-Based Ready Reserve Units (SRRU) — refers to the established organization of students or graduates of the ROTC components of the NSTP who are still enrolled in the HEIs and TVIs;

u.   State Universities and Colleges (SUCs) — refers to any public institution of higher learning established by the national government and are governed by their respective independent governing boards;

v.   Technical Vocational Education and Training (TVET) — refers to the education process designed for post-secondary and lower tertiary levels, officially recognized as non-degree programs aimed at preparing technicians, paraprofessionals and other categories of middle-level workers by providing them with a broad range of general education, theoretical, scientific and technological studies, and related job skills training;

w.   Technical Vocational Institutions (TVIs) — refer to an institution whether public or private offering TVET program/s. This shall include TESDA Technology Institutions, public and private technical vocational institutes, HEIs, SUCs, LUCs, training centers, and enterprises offering TVET programs;

x.   Tripartite Agreement — refers to the agreement between CHED, TESDA, and DND relative to the NSTP; and

y.   Trust Fund — refers to the collected NSTP fee which shall be exclusively used for the implementation of the NSTP Law and operation of the Program, including allocation for a reasonable contingency fund, as provided for in this IRR.

Program Implementation

SECTION 4.   Coverage . —

a.   Incoming first year level students of any baccalaureate degree program or of at least two (2)-year TVET programs in public and private educational institutions and enterprises shall be required to complete one (1) of the NSTP components as a requisite for graduation, in accordance with RA 9163.

The above provision however does not cover the following:

a.1.   Students who have completed their NSTP requirement who will finish or graduate from a baccalaureate degree or two (2)-year TVET program and pursuing or enrolled in another or additional baccalaureate degree or TVET;

a.2.   Students who completed any of the three (3) NSTP components but have transferred or shifted to another academic course or educational institution;

a.3.   Pursuant to Section 16 (2) of RA 10742, otherwise known as the "Sangguniang Kabataan Reform Act of 2015," and Joint Memorandum Circular No. 1, s. 2019, all Sangguniang Kabataan officials who comply with the prescribed requirements and in good standing, whether elected or appointed, shall, during their incumbency, be exempted from taking the NSTP-CWTS subjects. Further, as stipulated in Section 16 (2) of RA 10742, the concerned SK officials shall submit written reports, preferably with photographs, or documentations of their participation in the implementation of programs, projects, and activities as outlined in the Comprehensive Barangay Investment Program; and

a.4.   Foreign students or aliens.

b.   All HEIs, including SUCs, LUCs, and TVIs must offer at least one (1) NSTP component.

As stated in RA 9163, or the NSTP Act of 2001, SUCs are required to offer the ROTC component. Further, SUCs with constituent universities or campuses shall offer both the Basic and Advance ROTC Programs in all its constituent universities or campuses, subject to the provisions stipulated in Section 39 and Section 40 of RA 7077.

In cases that the enrollment of ROTC Cadets in private higher and technical vocational institutions is less than 350, the provisions of clustering in Section 7 hereof shall be followed.

In coordination with HEIs, the DND shall conduct additional training periods for volunteer prospective Advance ROTC cadets.

c.   Students enrolled in the first semester of their first year shall undergo a common module phase for 25 hours training period. Subjects covered are citizenship training, drug education, disaster risk reduction and management (DRRM), environmental protection, and other national security concerns. Appropriate materials for the 25-hour common module such as informational videos shall be developed by the CHED, TESDA, DND and other concerned agencies. The common module may also be incorporated in the training curriculum of the different program components to ensure continuity and consistency in the implementation of the program components.

The CHED and TESDA, for non-ROTC NSTP program components, and the DND, for the ROTC program component, shall ensure that the common modules are properly incorporated in the program components they are mandated to supervise.

The CHED and TESDA shall issue guidelines for additional subjects to be covered for the enhancement of the non-ROTC NSTP curriculum.

The TVIs programs are encouraged to incorporate the 25-hour common module in their short duration courses to provide period allocation for citizenship training.

d.   All PHEIs, LUCs, and TVIs offering the ROTC program component with at least 350 ROTC cadets, must establish or maintain a Department of Military Science and Tactics (DMST), subject to existing rules and regulations. The DMSTs that have been approved and activated prior to the approval of this IRR shall retain its status regardless of the number of cadets. However, for DMSTs that will be created after the approval of this IRR, a minimum requirement of 350 cadets shall be satisfied. In cases where the number of cadets will be lesser than 350, the provisions of clustering in Section 7 hereof shall be followed.

e.   The Philippine Military Academy (PMA), Philippine Merchant Marine Academy (PMMA), Philippine National Police Academy (PNPA) and Maritime Academy for Asia and the Pacific (MAAP) are exempted from the NSTP, in view of the special character of these institutions. Other HEIs of similar nature will be exempted but will be subject to approval of the CHED, TESDA and DND and subject to the guidelines which may hereinafter be issued.

SECTION 5.   Program Components . —

a.   The NSTP shall have the following components from which the students can choose from, as defined in Rule II, Section 3 hereof: ROTC, LTS, and CWTS.

b.   All program components shall give emphasis on citizenship training and shall instill patriotism, moral virtues, respect for the rights of civilians, and adherence to the Constitution.

c.   The CHED and TESDA, in consultation with the DND, Philippine Association of State Universities and Colleges (PASUC), Coordinating Council of Private Educational Associations (COCOPEA), and other concerned government agencies may design and implement other non-military training components as deemed necessary, in consonance with the provisions of RA 9163.

d.   A one (1)-day orientation regarding the three (3) NSTP components shall be offered to incoming first year college students prior to their enrollment for them to effectively comprehend each component. The orientation shall form part of the advocacy campaign to be led by CHED, TESDA, and DND in collaboration with the Department of Education (DepEd).

e.   Appropriate strategies and materials for the one (1)-day orientation such as informational videos highlighting the three (3) NSTP components shall be developed by the CHED, TESDA and DND, in consultation with the DepEd.

SECTION 6.   Duration and Equivalent Course Unit . —

a.   Students for each of the NSTP components shall undergo the NSTP Program for an academic period of two (2) semesters and credited for three (3) units per semester. CHED and TESDA shall determine the equivalent course unit and training hours for HEIs and TVIs, respectively.

b.   A One (1) Summer Program (OSP) in lieu of the two (2) semester program of ROTC, CWTS, and LTS shall be designed, formulated, and adopted by the DND, CHED, and TESDA, subject to the capabilities of the school and the AFP.

c.   CHED and TESDA shall issue guidelines stating that the earned NSTP units shall not be included in the computation of the Grade Point Average (GPA) of graduating students.

SECTION 7.   Clustering and Cross-Enrollment . —

a.   Clustering of students from different education institutions during semestral or summer periods may be done for the ROTC component, taking into account the logistics, Branch of Service, and geographic locations. The host school shall be responsible in managing the Program.

b.   NSTP students shall be allowed by the concerned HEI/TVI to cross-enroll in any CHED or TESDA recognized institution. For schools that do not meet the required number of students to maintain the optional ROTC or any of the NSTP components, students shall be allowed to cross-enroll to other schools, regardless of whether the NSTP components in the said schools are being administered by the same or another Branch of Service of the AFP, CHED, and TESDA.

c.   Cross-enrolling students shall be subject to the existing rules and regulations of the school of origin and the accepting school.

SECTION 8.   Management, Monitoring, and Evaluation . —

a.   Management

a.1.   The school authorities shall exercise academic and administrative supervision over the design, formulation, adoption, and implementation of the different NSTP components in their respective schools, subject to the provisions hereof.

a.2.   There shall be an NSTP Office in each SUC, LUC, TVI, and PHEI headed by an NSTP Director or its equivalent position responsible for the implementation of the Program. Each of the NSTP components is considered a distinct and/or separate unit under the NSTP Office, and the head of the unit shall report directly to the NSTP Director or its equivalent position.

a.3.   A functional chart of the NSTP Office shall be structured based on the capability of the institution to sustain the program component being offered based on the number of enrollees.

a.4.   The DND-AFP, through the Major Service Reserve Commands (MSRC), shall formulate and administer the training modules for the ROTC Program.

a.5.   In the case of ROTC, the school authorities and the DND, through the AFP, subject to the policies, regulations, and programs of the DND on the military component of the training, shall exercise joint supervision over its implementation.

a.6.   The CHED, TESDA and DND shall establish NSTP Joint Committees at the national, regional, provincial and city levels. A Tripartite Agreement shall be executed by the CHED, TESDA and DND within sixty (60) days from the effectivity of this IRR to create and provide the general operational guidelines of the NSTP Joint Committees.

The NSTP Joint Committees shall coordinate and establish linkages and substantive engagements with DRRM Councils at the provincial, regional, and national levels on matters of training and mobilization.

a.7.   Non-government organizations (NGOs) contracted by the school must secure a joint accreditation from CHED and DND or TESDA and DND to formulate and administer training modules for CWTS and LTS components.

a.8.   The CHED, DND, and TESDA shall jointly exercise academic and administrative supervision over such accredited NGOs. Within forty-five (45) days from approval and issuance of this IRR, CHED, TESDA and DND shall issue the necessary guidelines for the accreditation of NGOs, as well as the training modules to be utilized by these NGOs.

The training modules to be utilized by these NGOs shall be in consonance to the approved and prescribed Program of Instruction. Further, the NGOs must be accredited by the Provincial NSTP Joint Committee and the Provincial DRRMO.

b.   Monitoring and Evaluation

b.1.   The created NSTP Joint Committee at the provincial, regional, and national levels shall be responsible for monitoring all the program components in all HEIs and TVIs.

b.2.   The CHED Regional Offices, TESDA Regional Offices and the DND-AFP, through the MSRC, shall oversee and monitor the implementation of the NSTP under their respective jurisdictions, to determine if the trainings conducted are in consonance with the NSTP Act. These offices shall submit periodic reports to the NSTP Regional Joint Committee to be furnished to the NSTP National Joint Committee for consolidation.

b.3.   The Regional NSTP Joint Committee, along with other concerned government agencies, shall conduct meetings at least thrice a year — scheduled every end of the first semester, end of the second semester, and before the enrollment for the next Academic Year.

b.4.   An Annual NSTP Performance Evaluation (ANPE) shall be conducted towards the end of the school year to evaluate and determine the achievement of the training objectives of the three (3) NSTP program components. CHED, TESDA, and DND (through the MSRC) shall formulate the respective evaluation parameters on program administration and implementation which shall jointly form part of the minimum standards.

b.5.   The Regional Annual Administrative and Tactical Inspection (AATI) shall be conducted by the Major Services of the AFP as the evaluation of performance parameters for the ROTC program.

b.6.   The CHED Regional Offices and TESDA Regional Offices shall conduct an annual evaluation of the implementation of NSRC at HEIs and TVIs, respectively. Further, the guidelines for the NSRC annual evaluation shall be formulated by CHED and TESDA.

b.7.   A joint evaluation assessing the implementation of the three (3) NSTP components at HEIs and TVIs shall be conducted by the CHED, TESDA, and DND. Guidelines and procedures on the conduct of the joint evaluation shall be formulated by CHED, TESDA, and DND.

b.8.   At the end of every academic year, the HEIs and TVIs shall submit an Annual Report to the CHED and TESDA Regional Offices, respectively, copy furnished the CHED Office of Student Development and Services (CHED-OSDS) and the TESDA Planning Office-Labor Market Information Division in electronic template, indicating the following:

b.8.1.   Names and Serial Numbers of those who finished under each NSTP component;

b.8.2.   For the students who have undertaken Advance ROTC, the reserve unit and mobilization center assigned to them;

b.8.3.   The programs, projects, and activities with photographs and other documentation as far as practicable; and

b.8.4.   Financial statements on the funds collected and utilized. The annual report on NSTP by the SUC/TVI shall be made available to faculty, students, and the general public through the NSTP Office.

In regions with universities and colleges having two or more campuses, the university concerned shall consolidate all the reports before submitting to CHED Regional Offices.

b.9.   The CHED, TESDA and DND shall exercise their inherent powers and issue additional guidelines, if needed, to discipline HEIs, enterprises, accredited NGOs and other persons found to be in violation or non-compliant with the provisions of RA 9163 and this IRR.

Fees and Incentives

SECTION 9.   Fees . —

a.   No fees shall be collected for any of the NSTP components except basic tuition, which should not be more than fifty percent (50%) of the charges of the school per academic unit.

The NSTP fees of students of SUCs, qualified LUCs, and TVIs shall be covered by RA 10931, otherwise known as the Universal Access to Free Quality Tertiary Education Act.

b.   The collected NSTP fees shall constitute a Trust Fund, which shall be exclusively used for the implementation of the NSTP Law and operation of the Program, including allocation for a reasonable contingency fund, particularly in support to activities not originally included in the Program of Expenditures (POE) prepared by the ROTC Commandant, the CWTS/LTS Coordinator, and the NSTP Director and approved by the school head.

c.   The funds derived from NSTP-related operations shall serve as augmentation to sustain unprogrammed activities of the NSTP.

d.   The unspent fund balance shall be carried over to the next semester, provided that the NSTP funds shall not be converted into savings at the expense of the proper implementation of the program.

e.   Subsidies from the government and/or from any legal agency or institution appropriated for NSTP shall be included in the preparation of the POE and report on the utilization of funds by the schools.

f.   Expenditures/disbursement shall be subjected to periodic audits by the proper school authorities for private entities and in accordance with government accounting and auditing rules for public entities and concerned NSTP Offices.

g.   The NSTP Component (ROTC/CWTS/LTS) coordinators shall submit a comprehensive report on the utilization of the NSTP Funds to their respective NSTP Directors two (2) weeks after the end of every semester. The ROTC Commandants shall submit the same report to their respective MSRCs.

h.   The NSTP Director or its equivalent shall submit a consolidated comprehensive report on the utilization of the NSTP Funds by program component to the school head, within 30 calendar days after the end of every semester.

i.   Rental space of school and other similar expenses shall be shouldered by the SUCs/TVIs.

SECTION 10.   Incentive, Insurance, and Protection . —

a.   Incentives

a.1.   A program of assistance/incentives for ROTC students shall be provided and administered by the DND in accordance with existing laws and regulations and with the funds for the said purpose to be included in its annual regular appropriations, subject to the availability of funds.

a.2.   A Special Scholarship Program and incentives for qualified NSTP students shall be administered by the CHED and TESDA, with the funds for the said purpose to be included in the annual regular appropriations of the two agencies, subject to the availability of funds. A scholarship program specifically for the ROTC cadets shall be provided by the CHED and AFP.

a.3.   The SUCs may provide scholarship and other forms of assistance and incentives to qualified and deserving NSTP students, the funding of which shall come from available NSTP funds of the school.

a.4.   Personnel involved in the NSTP shall be provided an honorarium and other incentives based on the standard policy set forth by the HEIs and TVIs implementers.

b.   Insurance and Protection

b.1.   School authorities concerned, CHED, and TESDA shall ensure that health and accident group insurances are provided to the students enrolled in any of the NSTP components.

b.2.   Schools that already provide health and accident group insurances and collect the necessary fees from their students for the purpose, as per the effectivity of these rules, are deemed to have complied with this requirement.

Organization of NSTP Graduates

SECTION 11.   Organization of NSTP Graduates . —

a.   Graduates of the non-ROTC components of the NSTP shall belong to the National Service Reserve Corps (NSRC) and may be mobilized by the State for literacy and civic welfare activities, especially in DRRM, through the joint efforts of DND, CHED, and TESDA, in coordination with the network and members of or through the Disaster Risk Reduction and Management Councils at the National, Regional and Local Levels, as well as other concerned agencies, organizations, and non-government agencies.

b.   Within 30 days from the approval of this IRR, the CHED, TESDA, and DND, in consultation with other concerned government and non-government agencies, shall issue the necessary guidelines for the establishment, organization, maintenance, and utilization of the NSRC.

c.   Graduates of the ROTC program shall form part of the Citizen Armed Force pursuant to RA 7077, subject to the requirements and policies of the DND.

d.   ROTC graduates shall be organized into School-Based Ready Reserve Units (SRRU) to sustain training and respond to contingencies with their campuses as their mobilization centers with the proper and necessary coordination with HEIs or TVIs, in accordance with the rules, regulations or appropriate orders from the DND and AFP.

Miscellaneous Provisions

SECTION 12.   Certificate of Completion . —

Certificates of Completion with corresponding Serial Numbers issued by CHED, TESDA or DND, shall be awarded by the SUCs, TVIs, LUCs, and PHEIs to students who have successfully complied with the program requirements. Such Serial Numbers shall be indicated in the official Transcript of Records of each NSTP graduate.

SECTION 13.   Information Dissemination . —

The CHED, TESDA, and DND, with the assistance of the DILG, NYC, PIA, OCD and ULAP, PASUC, COCOPEA, PSNEI, DepEd and other NGOs, shall provide information on the NSTP Act of 2001 and its Revised IRR to all concerned publics through different modes of information dissemination.

SECTION 14.   Amendatory Clause . —

a.   Section 35 of Commonwealth Act No. 1, s-1953; Executive Order No. 207, s-1939; Sections 2 and 3 of Presidential Decree No. 1706, s-1980; and Sections 38 and 39 of RA 7077, s-1991; as well as all laws, decrees, orders, rules and regulations, and other issuances by CHED, TESDA, and/or the DND which are inconsistent with the provisions of RA 9163 and this IRR shall be deemed amended or repealed and modified accordingly.

b.   These Rules may be amended, modified, or replaced jointly by CHED, TESDA, and DND, in consultation with PASUC, COCOPEA, NGOs, and recognized student organizations.

SECTION 15.   Separability Clause . —

If any provisions hereof shall be declared unconstitutional or invalid, the other sections or provisions not affected, thereby shall remain in full force and effect.

SECTION 16.   Effectivity . —

These Rules shall take effect fifteen (15) days after publication in a newspaper of general circulation or publication in the online official gazette and shall remain in force and effect until revoked or amended.

Adopted and Issued: In witness whereof, the Parties herein hereby affix their signatures this 23rd day of November, 2021.

(SGD.) SECRETARY DELFIN N. LORENZANA Secretary, Department of National Defense and Chairperson,

(SGD.) SECRETARY J. PROSPERO E. DE VERA III Chairman, Commission on Higher Education

(SGD.) SECRETARY ISIDRO S. LAPEÑA Director General, Technical Education and Skills Development Authority

Published in the Official Gazette, Vol. 118, No. 9, p. 2036 on February 28, 2022.

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REPUBLIC ACT NO. 9163 January 23, 2002

AN ACT ESTABLISHING THE NATIONAL SERVICE TRAINING PROGRAM (NSTP) FOR TERTIARY LEVEL STUDENTS, AMENDING FOR THE PURPOSE REPUBLIC ACT NO. 7077 AND PRESIDENTIAL DECREE NO. 1706, AND FOR OTHER PURPOSES

Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:

Section 1. Short Title - This Act shall be known as the "National Service Training Program (NSTP) Act of 2001". chanrobles virtualaw library

Sec. 2. Declaration of Policy - It is hereby affirmed the prime duty of the government to serve and protect its citizens. In turn, it shall be the responsibility of all citizens to defend the security of the State and in fulfillment thereof, the government may require each citizen to render personal, military or civil service.

Recognizing the youth's vital role in nation-building, the State shall promote civic consciousness among the youth and shall develop their physical, moral, spiritual, intellectual and social well-being. It shall inculcate in the youth patriotism, nationalism, and advance their involvement in public and civic affairs.

In pursuit of these goals, the youth, the most valuable resource of the nation, shall be motivated, trained, organized and mobilized in military training, literacy, civic welfare and other similar endeavors in the service of the nation. chanrobles virtualaw library

Sec. 3. Definition of Terms - For purposes of this Act, the following are hereby defined as follows:

(a) "National Service Training Program (NSTP)" is a program aimed at enhancing civic consciousness and defense preparedness in the youth by developing the ethics of service and patriotism while undergoing training in any of its three (3) program components. Its various components are specially designed to enhance the youth's active contribution to the general welfare. (b) "Reserve Officers' Training Corps (ROTC)" is a program institutionalized under Section s 38 and 39 of Republic Act No. 7077 designed to provide military training to tertiary level students in order to motivate, train, organize and mobilize them for national defense preparedness. (c) "Literacy Training Service" is a program designed to train students to become teachers of literacy and numeracy skills to school children, out of school youth, and other segments of society in need of their service. (d) "Civic Welfare Training Service" refers to programs or activities contributory to the general welfare and the betterment of life for the members of the community or the enhancement of its facilities, especially those devoted to improving health, education, environment, entrepreneurship, safety, recreation and morals of the citizenry. (e) "Program component" shall refer to the service components of the NSTP as enumerated in Sec. 4 of this Act. chanroblesvirtuallawlibrary

Sec. 4. Establishment of the National Service Training Program. - There is hereby established a National Service Training Program, which shall form part of the curricula of all baccalaureate degree courses and of at least two (2)-year technical vocational courses and is a requisite for graduation, consisting of the following service components:

(1) The Reserve Officers' Training Corps (ROTC), which is hereby made option and voluntary upon the effectivity of this Act; cralaw (2) The Literacy Training Service; and (3) The Civic Welfare Training Service The ROTC under the NSTP shall instill patriotism, moral virtues, respect for rights of civilians, and adherence to the Constitution, among others. Citizenship training shall be given emphasis in all three (3) program components. The Commission on Higher Education (CHED) and Technical Education and Skills Development Authority (TESDA), in consultation with the Department of National Defense (DND), Philippine Association of State Universities and Colleges (PASUC), Coordinating Council of Private Educational Associations of the Philippines (COCOPEA) and other concerned government agencies, may design and implement such other program components as may be necessary in consonance with the provisions of this Act. chanroblesvirtuallawlibrary

Sec. 5. Coverage - Students, male and female, of any baccalaureate degree course or at least two (2)-year technical vocational courses in public and private educational institutions shall be required to complete one (1) of the NSTP components as requisite for graduation. chanrobles virtualaw library

Sec. 6. Duration and Equivalent Course Unit - Each of the aforementioned NSTP program components shall be undertaken for an academic period of two (2) semesters.

In lieu of the two (2) semester program for any of the components of the NSTP, a one (1)-summer program may be designed, formulated and adopted by the DND, CHED, and TESDA. chanrobles virtualaw library

Sec. 7. NSTP Offering in Higher and Technical-Vocational Educational Institutions - All higher and technical-vocational institutions, public and private, must offer at least one of the program components; Provided, that State universities and colleges shall offer the ROTC component and at least one other component as provided herein; Provided, further, that private higher and technical-vocational education institutions may also offer the ROTC if they have at least three hundred and fifty (350) cadet students.

In offering the NSTP whether during the semestral or summer periods, clustering of affected students from different educational institutions may be done, taking into account logistics, branch of service and geographical considerations. Schools that do not meet the required number of students to maintain the optional ROTC and any of the NSTP components shall allow their students to cross-enroll to other schools irrespective of whether or not the NSTP components in said schools are being administered by the same or another branch of service in the Armed Forces of the Philippines (AFP), CHED and TESDA to which schools are identified. chanrobles virtualaw library

Sec. 8. Fees and Incentives - Higher and technical vocational institutions shall not collect any fee for any of the NSTP components except basic tuition fees, which shall not be more than fifty percent (50%) of what is currently charged by schools per unit.

In the case of ROTC, the DND shall formulate and adopt a program of assistance and/or incentive to those students who will take the said component.

The school authorities concerned, CHED and TESDA shall ensure that group insurance for health and accident shall be provided for students enrolled in any of the NSTP components. chanrobles virtualaw library

Sec. 9. Scholarships - There is hereby created a Special Scholarship Program for qualified students taking the NSTP which shall be administered by the CHED and TESDA. Funds for this purpose shall be included in the annual regular appropriations of the CHED and TESDA. chanrobles virtualaw library

Sec. 10. Management of the NSTP Components - The school authorities shall exercise academic and administrative supervision over the design, forumulation, adoption and implementation of the different NSTP components in their respective schools; Provided, That in case a CHED- or TESDA-accredited non government organization (NGO) has been contracted to formulate and administer a training module for any of the NSTP components, such academic and administrative supervision shall be exercised jointly with that accredited NGO; Provided, further, That such training module shall be accredited by the CHED and TESDA.

The CHED and TESDA regional offices shall oversee and monitor the implementation of the NSTP under their jurisdiction to determine if the trainings are being conducted in consonance with the objectives of this Act. Periodic reports shall be submitted to the CHED, TESDA and DND in this regard. chanrobles virtualaw library

Sec. 11. Creation of the National Service Reserve Corps - There is hereby created a National Service Reserve Corps, to be composed of the graduates of the non-ROTC components. Members of this Corps may be tapped by the State for literacy and civic welfare activities through the joint effort of the DND, CHED and TESDA.

Graduates of the ROTC shall form part of the Citizens' Armed Force, pursuant to Republic Act No. 7077. chanrobles virtualaw library

Sec. 12. Implementing Rules. - The DND, CHED and TESDA shall have the joint responsibility for the adoption of the implementing rules of this Act within sixty (60) days from the approval of this Act.

These three (3) agencies shall consult with other concerned government agencies, the PASUC and COCOPEA, NGOs and recognized student organizations in drafting the implementing rules.

The implementing rules shall include the guideline for the adoption of the appropriate curriculum for each of the NSTP components as well as for the accreditation of the same. chanrobles virtualaw library

Sec. 13. Transitory Provisions - Students who have yet to complete the Basic ROTC, except those falling under Sec. 14 of this Act, may either continue in the program component they are currently enrolled or shift to any of the other program components of their choice; Provided, That in case he shifts to another program component, the Basic ROTC course he has completed shall be counted for the purpose of completing the NSTP requirement; Provided, further, That once he has shifted to another program component, he shall complete the NSTP in component. chanrobles virtualaw library

Sec. 14. Suspension of ROTC Requirement - The completion of ROTC training as a requisite for graduation is hereby set aside for those students who despite completing all their academic units as of the effectivity of this Act have not been allowed to graduate. chanrobles virtualaw library

Sec. 15. Separability Clause - If any section or provision of this Act shall be declared unconstitutional or invalid, the other sections or provisions not affected thereby shall remain in full force and effect. chanrobles virtualaw library

Sec. 16. Amendatory Clause - Sec. 35 of Commonwealth Act No. 1, Executive Order No.207 of 1939, Section s 2 and 3 of Presidential Decree No. 1706, and Section s 38 and 39 or Republic Act No. 7077, as well as all laws, decrees, orders, rules and regulations and other issuances inconsistent with the provisions of this Act are hereby deemed amended and modified accordingly. chanrobles virtualaw library

Sec. 17. Effectivity - This Act shall take effect fifteen (15) days after its publication in two (2) newspapers of national circulation, but the implementation of this Act shall commence in the school year of 2002-2003.

FRANKLIN M. DRILON President of the Senate

JOSE DE VENECIA, JR. Speaker of the House of Representatives

This Act which is a consolidation of H.B. No. 3593 and S.B. No. 1824 was finally passed by the House of Representatives and the Senate on December 19, 2001.

OSCAR G. YABES Secretary of the Senate

ROBERTO P. NAZARENO Secretary General House of Representatives

Approved: January 23, 2002

GLORIA MACAPAGAL-ARROYO President of the Philippines

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3 Key Tips for How to Write an Argumentative Essay

General Education

If there’s one writing skill you need to have in your toolkit for standardized tests, AP exams, and college-level writing, it’s the ability to make a persuasive argument. Effectively arguing for a position on a topic or issue isn’t just for the debate team— it’s for anyone who wants to ace the essay portion of an exam or make As in college courses.

To give you everything you need to know about how to write an argumentative essay , we’re going to answer the following questions for you:

• What is an argumentative essay?
• How should an argumentative essay be structured?
• How do I write a strong argument?
• What’s an example of a strong argumentative essay?
• What are the top takeaways for writing argumentative papers?

By the end of this article, you’ll be prepped and ready to write a great argumentative essay yourself!

Now, let’s break this down.

What Is an Argumentative Essay?

An argumentative essay is a type of writing that presents the writer’s position or stance on a specific topic and uses evidence to support that position. The goal of an argumentative essay is to convince your reader that your position is logical, ethical, and, ultimately, right . In argumentative essays, writers accomplish this by writing:

• A clear, persuasive thesis statement in the introduction paragraph
• Body paragraphs that use evidence and explanations to support the thesis statement
• A paragraph addressing opposing positions on the topic—when appropriate
• A conclusion that gives the audience something meaningful to think about.

Introduction, body paragraphs, and a conclusion: these are the main sections of an argumentative essay. Those probably sound familiar. Where does arguing come into all of this, though? It’s not like you’re having a shouting match with your little brother across the dinner table. You’re just writing words down on a page!

...or are you? Even though writing papers can feel like a lonely process, one of the most important things you can do to be successful in argumentative writing is to think about your argument as participating in a larger conversation . For one thing, you’re going to be responding to the ideas of others as you write your argument. And when you’re done writing, someone—a teacher, a professor, or exam scorer—is going to be reading and evaluating your argument.

If you want to make a strong argument on any topic, you have to get informed about what’s already been said on that topic . That includes researching the different views and positions, figuring out what evidence has been produced, and learning the history of the topic. That means—you guessed it!—argumentative essays almost always require you to incorporate outside sources into your writing.  

What Makes Argumentative Essays Unique?

Argumentative essays are different from other types of essays for one main reason: in an argumentative essay, you decide what the argument will be . Some types of essays, like summaries or syntheses, don’t want you to show your stance on the topic—they want you to remain unbiased and neutral.

In argumentative essays, you’re presenting your point of view as the writer and, sometimes, choosing the topic you’ll be arguing about. You just want to make sure that that point of view comes across as informed, well-reasoned, and persuasive.

Another thing about argumentative essays: they’re often longer than other types of essays. Why, you ask? Because it takes time to develop an effective argument. If your argument is going to be persuasive to readers, you have to address multiple points that support your argument, acknowledge counterpoints, and provide enough evidence and explanations to convince your reader that your points are valid.

Our 3 Best Tips for Picking a Great Argumentative Topic

The first step to writing an argumentative essay deciding what to write about! Choosing a topic for your argumentative essay might seem daunting, though. It can feel like you could make an argument about anything under the sun. For example, you could write an argumentative essay about how cats are way cooler than dogs, right?

It’s not quite that simple . Here are some strategies for choosing a topic that serves as a solid foundation for a strong argument.

Choose a Topic That Can Be Supported With Evidence

First, you want to make sure the topic you choose allows you to make a claim that can be supported by evidence that’s considered credible and appropriate for the subject matter ...and, unfortunately, your personal opinions or that Buzzfeed quiz you took last week don’t quite make the cut.

Some topics—like whether cats or dogs are cooler—can generate heated arguments, but at the end of the day, any argument you make on that topic is just going to be a matter of opinion. You have to pick a topic that allows you to take a position that can be supported by actual, researched evidence.

(Quick note: you could write an argumentative paper over the general idea that dogs are better than cats—or visa versa!—if you’re a) more specific and b) choose an idea that has some scientific research behind it. For example, a strong argumentative topic could be proving that dogs make better assistance animals than cats do.)

You also don’t want to make an argument about a topic that’s already a proven fact, like that drinking water is good for you. While some people might dislike the taste of water, there is an overwhelming body of evidence that proves—beyond the shadow of a doubt—that drinking water is a key part of good health.  

To avoid choosing a topic that’s either unprovable or already proven, try brainstorming some issues that have recently been discussed in the news, that you’ve seen people debating on social media, or that affect your local community. If you explore those outlets for potential topics, you’ll likely stumble upon something that piques your audience’s interest as well.  

Choose a Topic That You Find Interesting

Topics that have local, national, or global relevance often also resonate with us on a personal level. Consider choosing a topic that holds a connection between something you know or care about and something that is relevant to the rest of society. These don’t have to be super serious issues, but they should be topics that are timely and significant.

For example, if you are a huge football fan, a great argumentative topic for you might be arguing whether football leagues need to do more to prevent concussions . Is this as “important” an issue as climate change? No, but it’s still a timely topic that affects many people. And not only is this a great argumentative topic: you also get to write about one of your passions! Ultimately, if you’re working with a topic you enjoy, you’ll have more to say—and probably write a better essay .

Choose a Topic That Doesn’t Get You Too Heated

Another word of caution on choosing a topic for an argumentative paper: while it can be effective to choose a topic that matters to you personally, you also want to make sure you’re choosing a topic that you can keep your cool over. You’ve got to be able to stay unemotional, interpret the evidence persuasively, and, when appropriate, discuss opposing points of view without getting too salty.

In some situations, choosing a topic for your argumentative paper won’t be an issue at all: the test or exam will choose it for you . In that case, you’ve got to do the best you can with what you’re given.

In the next sections, we’re going to break down how to write any argumentative essay —regardless of whether you get to choose your own topic or have one assigned to you! Our expert tips and tricks will make sure that you’re knocking your paper out of the park.

The Thesis: The Argumentative Essay’s Backbone

You’ve chosen a topic or, more likely, read the exam question telling you to defend, challenge, or qualify a claim on an assigned topic. What do you do now?

You establish your position on the topic by writing a killer thesis statement ! The thesis statement, sometimes just called “the thesis,” is the backbone of your argument, the north star that keeps you oriented as you develop your main points, the—well, you get the idea.

In more concrete terms, a thesis statement conveys your point of view on your topic, usually in one sentence toward the end of your introduction paragraph . It’s very important that you state your point of view in your thesis statement in an argumentative way—in other words, it should state a point of view that is debatable.

And since your thesis statement is going to present your argument on the topic, it’s the thing that you’ll spend the rest of your argumentative paper defending. That’s where persuasion comes in. Your thesis statement tells your reader what your argument is, then the rest of your essay shows and explains why your argument is logical.

Why does an argumentative essay need a thesis, though? Well, the thesis statement—the sentence with your main claim—is actually the entire point of an argumentative essay. If you don’t clearly state an arguable claim at the beginning of your paper, then it’s not an argumentative essay. No thesis statement = no argumentative essay. Got it?

Other types of essays that you’re familiar with might simply use a thesis statement to forecast what the rest of the essay is going to discuss or to communicate what the topic is. That’s not the case here. If your thesis statement doesn’t make a claim or establish your position, you’ll need to go back to the drawing board.

Example Thesis Statements

Here are a couple of examples of thesis statements that aren’t argumentative and thesis statements that are argumentative

The sky is blue.

The thesis statement above conveys a fact, not a claim, so it’s not argumentative.

To keep the sky blue, governments must pass clean air legislation and regulate emissions.

The second example states a position on a topic. What’s the topic in that second sentence? The best way to keep the sky blue. And what position is being conveyed? That the best way to keep the sky blue is by passing clean air legislation and regulating emissions.

Some people would probably respond to that thesis statement with gusto: “No! Governments should not pass clean air legislation and regulate emissions! That infringes on my right to pollute the earth!” And there you have it: a thesis statement that presents a clear, debatable position on a topic.

Here’s one more set of thesis statement examples, just to throw in a little variety:

Spirituality and otherworldliness characterize A$AP Rocky’s portrayals of urban life and the American Dream in his rap songs and music videos.

The statement above is another example that isn’t argumentative, but you could write a really interesting analytical essay with that thesis statement. Long live A$AP! Now here’s another one that is argumentative:

To give students an understanding of the role of the American Dream in contemporary life, teachers should incorporate pop culture, like the music of A$AP Rocky, into their lessons and curriculum.

The argument in this one? Teachers should incorporate more relevant pop culture texts into their curriculum.

This thesis statement also gives a specific reason for making the argument above: To give students an understanding of the role of the American Dream in contemporary life. If you can let your reader know why you’re making your argument in your thesis statement, it will help them understand your argument better.

An actual image of you killing your argumentative essay prompts after reading this article! 

Breaking Down the Sections of An Argumentative Essay

Now that you know how to pick a topic for an argumentative essay and how to make a strong claim on your topic in a thesis statement, you’re ready to think about writing the other sections of an argumentative essay. These are the parts that will flesh out your argument and support the claim you made in your thesis statement.  

Like other types of essays, argumentative essays typically have three main sections: the introduction, the body, and the conclusion. Within those sections, there are some key elements that a reader—and especially an exam scorer or professor—is always going to expect you to include.

Let’s look at a quick outline of those three sections with their essential pieces here:

• Introduction paragraph with a thesis statement (which we just talked about)
• Support Point #1 with evidence
• Explain/interpret the evidence with your own, original commentary (AKA, the fun part!)
• Support Point #2 with evidence
• Explain/interpret the evidence with your own, original commentary
• Support Point #3 with evidence
• New paragraph addressing opposing viewpoints (more on this later!)
• Concluding paragraph

 Now, there are some key concepts in those sections that you’ve got to understand if you’re going to master how to write an argumentative essay. To make the most of the body section, you have to know how to support your claim (your thesis statement), what evidence and explanations are and when you should use them, and how and when to address opposing viewpoints. To finish strong, you’ve got to have a strategy for writing a stellar conclusion.

This probably feels like a big deal! The body and conclusion make up most of the essay, right? Let’s get down to it, then.

How to Write a Strong Argument

Once you have your topic and thesis, you’re ready for the hard part: actually writing your argument. If you make strategic choices—like the ones we’re about to talk about—writing a strong argumentative essay won’t feel so difficult.

There are three main areas where you want to focus your energy as you develop a strategy for how to write an argumentative essay: supporting your claim—your thesis statement—in your essay, addressing other viewpoints on your topic, and writing a solid conclusion. If you put thought and effort into these three things, you’re much more likely to write an argumentative essay that’s engaging, persuasive, and memorable...aka A+ material.

Focus Area 1: Supporting Your Claim With Evidence and Explanations

So you’ve chosen your topic, decided what your position will be, and written a thesis statement. But like we see in comment threads across the Internet, if you make a claim and don’t back it up with evidence, what do people say? “Where’s your proof?” “Show me the facts!” “Do you have any evidence to support that claim?”

Of course you’ve done your research like we talked about. Supporting your claim in your thesis statement is where that research comes in handy.

You can’t just use your research to state the facts, though. Remember your reader? They’re going to expect you to do some of the dirty work of interpreting the evidence for them. That’s why it’s important to know the difference between evidence and explanations, and how and when to use both in your argumentative essay.

What Evidence Is and When You Should Use It

Evidence can be material from any authoritative and credible outside source that supports your position on your topic. In some cases, evidence can come in the form of photos, video footage, or audio recordings. In other cases, you might be pulling reasons, facts, or statistics from news media articles, public policy, or scholarly books or journals.

There are some clues you can look for that indicate whether or not a source is credible , such as whether:

• The website where you found the source ends in .edu, .gov, or .org
• The source was published by a university press
• The source was published in a peer-reviewed journal
• The authors did extensive research to support the claims they make in the source

This is just a short list of some of the clues that a source is likely a credible one, but just because a source was published by a prestigious press or the authors all have PhDs doesn’t necessarily mean it is the best piece of evidence for you to use to support your argument.

In addition to evaluating the source’s credibility, you’ve got to consider what types of evidence might come across as most persuasive in the context of the argument you’re making and who your readers are. In other words, stepping back and getting a bird’s eye view of the entire context of your argumentative paper is key to choosing evidence that will strengthen your argument.

On some exams, like the AP exams , you may be given pretty strict parameters for what evidence to use and how to use it. You might be given six short readings that all address the same topic, have 15 minutes to read them, then be required to pull material from a minimum of three of the short readings to support your claim in an argumentative essay.

When the sources are handed to you like that, be sure to take notes that will help you pick out evidence as you read. Highlight, underline, put checkmarks in the margins of your exam . . . do whatever you need to do to begin identifying the material that you find most helpful or relevant. Those highlights and check marks might just turn into your quotes, paraphrases, or summaries of evidence in your completed exam essay.

What Explanations Are and When You Should Use Them

Now you know that taking a strategic mindset toward evidence and explanations is critical to grasping how to write an argumentative essay. Unfortunately, evidence doesn’t speak for itself. While it may be obvious to you, the researcher and writer, how the pieces of evidence you’ve included are relevant to your audience, it might not be as obvious to your reader.

That’s where explanations—or analysis, or interpretations—come in. You never want to just stick some quotes from an article into your paragraph and call it a day. You do want to interpret the evidence you’ve included to show your reader how that evidence supports your claim.

Now, that doesn’t mean you’re going to be saying, “This piece of evidence supports my argument because...”. Instead, you want to comment on the evidence in a way that helps your reader see how it supports the position you stated in your thesis. We’ll talk more about how to do this when we show you an example of a strong body paragraph from an argumentative essay here in a bit.

Understanding how to incorporate evidence and explanations to your advantage is really important. Here’s why: when you’re writing an argumentative essay, particularly on standardized tests or the AP exam, the exam scorers can’t penalize you for the position you take. Instead, their evaluation is going to focus on the way you incorporated evidence and explained it in your essay.

Focus Area 2: How—and When—to Address Other Viewpoints

Why would we be making arguments at all if there weren’t multiple views out there on a given topic? As you do research and consider the background surrounding your topic, you’ll probably come across arguments that stand in direct opposition to your position.

Oftentimes, teachers will ask you to “address the opposition” in your argumentative essay. What does that mean, though, to “ address the opposition ?”

Opposing viewpoints function kind of like an elephant in the room. Your audience knows they’re there. In fact, your audience might even buy into an opposing viewpoint and be waiting for you to show them why your viewpoint is better. If you don’t, it means that you’ll have a hard time convincing your audience to buy your argument.

Addressing the opposition is a balancing act: you don’t want to undermine your own argument, but you don’t want to dismiss the validity of opposing viewpoints out-of-hand or ignore them altogether, which can also undermine your argument.

This isn’t the only acceptable approach, but it’s common practice to wait to address the opposition until close to the end of an argumentative essay. But why?

Well, waiting to present an opposing viewpoint until after you’ve thoroughly supported your own argument is strategic. You aren’t going to go into great detail discussing the opposing viewpoint: you’re going to explain what that viewpoint is fairly, but you’re also going to point out what’s wrong with it.

It can also be effective to read the opposition through the lens of your own argument and the evidence you’ve used to support it. If the evidence you’ve already included supports your argument, it probably doesn’t support the opposing viewpoint. Without being too obvious, it might be worth pointing this out when you address the opposition.

Focus Area #3: Writing the Conclusion

It’s common to conclude an argumentative essay by reiterating the thesis statement in some way, either by reminding the reader what the overarching argument was in the first place or by reviewing the main points and evidence that you covered.

You don’t just want to restate your thesis statement and review your main points and call it a day, though. So much has happened since you stated your thesis in the introduction! And why waste a whole paragraph—the very last thing your audience is going to read—on just repeating yourself?

Here’s an approach to the conclusion that can give your audience a fresh perspective on your argument: reinterpret your thesis statement for them in light of all the evidence and explanations you’ve provided. Think about how your readers might read your thesis statement in a new light now that they’ve heard your whole argument out.

That’s what you want to leave your audience with as you conclude your argumentative paper: a brief explanation of why all that arguing mattered in the first place. If you can give your audience something to continue pondering after they’ve read your argument, that’s even better.

One thing you want to avoid in your conclusion, though: presenting new supporting points or new evidence. That can just be confusing for your reader. Stick to telling your reader why the argument you’ve already made matters, and your argument will stick with your reader.

A Strong Argumentative Essay: Examples

For some aspiring argumentative essay writers, showing is better than telling. To show rather than tell you what makes a strong argumentative essay, we’ve provided three examples of possible body paragraphs for an argumentative essay below.

Think of these example paragraphs as taking on the form of the “Argumentative Point #1 → Evidence —> Explanation —> Repeat” process we talked through earlier. It’s always nice to be able to compare examples, so we’ve included three paragraphs from an argumentative paper ranging from poor (or needs a lot of improvement, if you’re feeling generous), to better, to best.

All of the example paragraphs are for an essay with this thesis statement: 

Thesis Statement: In order to most effectively protect user data and combat the spread of disinformation, the U.S. government should implement more stringent regulations of Facebook and other social media outlets.

As you read the examples, think about what makes them different, and what makes the “best” paragraph more effective than the “better” and “poor” paragraphs. Here we go:

A Poor Argument

Example Body Paragraph: Data mining has affected a lot of people in recent years. Facebook has 2.23 billion users from around the world, and though it would take a huge amount of time and effort to make sure a company as big as Facebook was complying with privacy regulations in countries across the globe, adopting a common framework for privacy regulation in more countries would be the first step. In fact, Mark Zuckerberg himself supports adopting a global framework for privacy and data protection, which would protect more users than before.

What’s Wrong With This Example?

First, let’s look at the thesis statement. Ask yourself: does this make a claim that some people might agree with, but others might disagree with?

The answer is yes. Some people probably think that Facebook should be regulated, while others might believe that’s too much government intervention. Also, there are definitely good, reliable sources out there that will help this writer prove their argument. So this paper is off to a strong start!  

Unfortunately, this writer doesn’t do a great job proving their thesis in their body paragraph. First, the topic sentence—aka the first sentence of the paragraph—doesn’t make a point that directly supports the position stated in the thesis. We’re trying to argue that government regulation will help protect user data and combat the spread of misinformation, remember? The topic sentence should make a point that gets right at that, instead of throwing out a random fact about data mining.

Second, because the topic sentence isn’t focused on making a clear point, the rest of the paragraph doesn’t have much relevant information, and it fails to provide credible evidence that supports the claim made in the thesis statement. For example, it would be a great idea to include exactly what Mark Zuckerberg said ! So while there’s definitely some relevant information in this paragraph, it needs to be presented with more evidence.

A Better Argument  

This paragraph is a bit better than the first one, but it still needs some work. The topic sentence is a bit too long, and it doesn’t make a point that clearly supports the position laid out in the thesis statement. The reader already knows that mining user data is a big issue, so the topic sentence would be a great place to make a point about why more stringent government regulations would most effectively protect user data.

There’s also a problem with how the evidence is incorporated in this example. While there is some relevant, persuasive evidence included in this paragraph, there’s no explanation of why or how it is relevant . Remember, you can’t assume that your evidence speaks for itself: you have to interpret its relevance for your reader. That means including at least a sentence that tells your reader why the evidence you’ve chosen proves your argument.

A Best—But Not Perfect!—Argument  

Example Body Paragraph: Though Facebook claims to be implementing company policies that will protect user data and stop the spread of misinformation , its attempts have been unsuccessful compared to those made by the federal government. When PricewaterhouseCoopers conducted a Federal Trade Commission-mandated assessment of Facebook’s partnerships with Microsoft and the makers of the Blackberry handset in 2013, the team found limited evidence that Facebook had monitored or even checked that its partners had complied with Facebook’s existing data use policies. In fact, Facebook’s own auditors confirmed the PricewaterhouseCoopers findings, despite the fact that Facebook claimed that the company was making greater attempts to safeguard users’ personal information. In contrast, bills written by Congress have been more successful in changing Facebook’s practices than Facebook’s own company policies have. According to The Washington Post, The Honest Ads Act of 2017 “created public demand for transparency and changed how social media companies disclose online political advertising.” These policy efforts, though thus far unsuccessful in passing legislation, have nevertheless pushed social media companies to change some of their practices by sparking public outrage and negative media attention.

Why This Example Is The Best

This paragraph isn’t perfect, but it is the most effective at doing some of the things that you want to do when you write an argumentative essay.

First, the topic sentences get to the point . . . and it’s a point that supports and explains the claim made in the thesis statement! It gives a clear reason why our claim in favor of more stringent government regulations is a good claim : because Facebook has failed to self-regulate its practices.

This paragraph also provides strong evidence and specific examples that support the point made in the topic sentence. The evidence presented shows specific instances in which Facebook has failed to self-regulate, and other examples where the federal government has successfully influenced regulation of Facebook’s practices for the better.

Perhaps most importantly, though, this writer explains why the evidence is important. The bold sentence in the example is where the writer links the evidence back to their opinion. In this case, they explain that the pressure from Federal Trade Commission and Congress—and the threat of regulation—have helped change Facebook for the better.

Why point out that this isn’t a perfect paragraph, though? Because you won’t be writing perfect paragraphs when you’re taking timed exams either. But get this: you don’t have to write perfect paragraphs to make a good score on AP exams or even on an essay you write for class. Like in this example paragraph, you just have to effectively develop your position by appropriately and convincingly relying on evidence from good sources.

Top 3 Takeaways For Writing Argumentative Essays

This is all great information, right? If (when) you have to write an argumentative essay, you’ll be ready. But when in doubt, remember these three things about how to write an argumentative essay, and you’ll emerge victorious:

Takeaway #1: Read Closely and Carefully

This tip applies to every aspect of writing an argumentative essay. From making sure you’re addressing your prompt, to really digging into your sources, to proofreading your final paper...you’ll need to actively and pay attention! This is especially true if you’re writing on the clock, like during an AP exam.

Takeaway #2: Make Your Argument the Focus of the Essay

Define your position clearly in your thesis statement and stick to that position! The thesis is the backbone of your paper, and every paragraph should help prove your thesis in one way or another. But sometimes you get to the end of your essay and realize that you’ve gotten off topic, or that your thesis doesn’t quite fit. Don’t worry—if that happens, you can always rewrite your thesis to fit your paper!

Takeaway #3: Use Sources to Develop Your Argument—and Explain Them

Nothing is as powerful as good, strong evidence. First, make sure you’re finding credible sources that support your argument. Then you can paraphrase, briefly summarize, or quote from your sources as you incorporate them into your paragraphs. But remember the most important part: you have to explain why you’ve chosen that evidence and why it proves your thesis.

What's Next?

Once you’re comfortable with how to write an argumentative essay, it’s time to learn some more advanced tips and tricks for putting together a killer argument.

Keep in mind that argumentative essays are just one type of essay you might encounter. That’s why we’ve put together more specific guides on how to tackle IB essays , SAT essays , and ACT essays .

But what about admissions essays? We’ve got you covered. Not only do we have comprehensive guides to the Coalition App and Common App essays, we also have tons of individual college application guides, too . You can search through all of our college-specific posts by clicking here.

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Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

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• How to write an argumentative essay | Examples & tips

How to Write an Argumentative Essay | Examples & Tips

Published on July 24, 2020 by Jack Caulfield . Revised on July 23, 2023.

An argumentative essay expresses an extended argument for a particular thesis statement . The author takes a clearly defined stance on their subject and builds up an evidence-based case for it.

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Table of contents

When do you write an argumentative essay, approaches to argumentative essays, introducing your argument, the body: developing your argument, concluding your argument, other interesting articles, frequently asked questions about argumentative essays.

You might be assigned an argumentative essay as a writing exercise in high school or in a composition class. The prompt will often ask you to argue for one of two positions, and may include terms like “argue” or “argument.” It will frequently take the form of a question.

The prompt may also be more open-ended in terms of the possible arguments you could make.

Argumentative writing at college level

At university, the vast majority of essays or papers you write will involve some form of argumentation. For example, both rhetorical analysis and literary analysis essays involve making arguments about texts.

In this context, you won’t necessarily be told to write an argumentative essay—but making an evidence-based argument is an essential goal of most academic writing, and this should be your default approach unless you’re told otherwise.

Examples of argumentative essay prompts

At a university level, all the prompts below imply an argumentative essay as the appropriate response.

Your research should lead you to develop a specific position on the topic. The essay then argues for that position and aims to convince the reader by presenting your evidence, evaluation and analysis.

• Don’t just list all the effects you can think of.
• Do develop a focused argument about the overall effect and why it matters, backed up by evidence from sources.
• Don’t just provide a selection of data on the measures’ effectiveness.
• Do build up your own argument about which kinds of measures have been most or least effective, and why.
• Don’t just analyze a random selection of doppelgänger characters.
• Do form an argument about specific texts, comparing and contrasting how they express their thematic concerns through doppelgänger characters.

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An argumentative essay should be objective in its approach; your arguments should rely on logic and evidence, not on exaggeration or appeals to emotion.

There are many possible approaches to argumentative essays, but there are two common models that can help you start outlining your arguments: The Toulmin model and the Rogerian model.

Toulmin arguments

The Toulmin model consists of four steps, which may be repeated as many times as necessary for the argument:

• Make a claim
• Provide the grounds (evidence) for the claim
• Explain the warrant (how the grounds support the claim)
• Discuss possible rebuttals to the claim, identifying the limits of the argument and showing that you have considered alternative perspectives

The Toulmin model is a common approach in academic essays. You don’t have to use these specific terms (grounds, warrants, rebuttals), but establishing a clear connection between your claims and the evidence supporting them is crucial in an argumentative essay.

Say you’re making an argument about the effectiveness of workplace anti-discrimination measures. You might:

• Claim that unconscious bias training does not have the desired results, and resources would be better spent on other approaches
• Cite data to support your claim
• Explain how the data indicates that the method is ineffective
• Anticipate objections to your claim based on other data, indicating whether these objections are valid, and if not, why not.

Rogerian arguments

The Rogerian model also consists of four steps you might repeat throughout your essay:

• Discuss what the opposing position gets right and why people might hold this position
• Highlight the problems with this position
• Present your own position , showing how it addresses these problems
• Suggest a possible compromise —what elements of your position would proponents of the opposing position benefit from adopting?

This model builds up a clear picture of both sides of an argument and seeks a compromise. It is particularly useful when people tend to disagree strongly on the issue discussed, allowing you to approach opposing arguments in good faith.

Say you want to argue that the internet has had a positive impact on education. You might:

• Acknowledge that students rely too much on websites like Wikipedia
• Argue that teachers view Wikipedia as more unreliable than it really is
• Suggest that Wikipedia’s system of citations can actually teach students about referencing
• Suggest critical engagement with Wikipedia as a possible assignment for teachers who are skeptical of its usefulness.

You don’t necessarily have to pick one of these models—you may even use elements of both in different parts of your essay—but it’s worth considering them if you struggle to structure your arguments.

Regardless of which approach you take, your essay should always be structured using an introduction , a body , and a conclusion .

Like other academic essays, an argumentative essay begins with an introduction . The introduction serves to capture the reader’s interest, provide background information, present your thesis statement , and (in longer essays) to summarize the structure of the body.

Hover over different parts of the example below to see how a typical introduction works.

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.

The body of an argumentative essay is where you develop your arguments in detail. Here you’ll present evidence, analysis, and reasoning to convince the reader that your thesis statement is true.

In the standard five-paragraph format for short essays, the body takes up three of your five paragraphs. In longer essays, it will be more paragraphs, and might be divided into sections with headings.

Each paragraph covers its own topic, introduced with a topic sentence . Each of these topics must contribute to your overall argument; don’t include irrelevant information.

This example paragraph takes a Rogerian approach: It first acknowledges the merits of the opposing position and then highlights problems with that position.

Hover over different parts of the example to see how a body paragraph is constructed.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

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An argumentative essay ends with a conclusion that summarizes and reflects on the arguments made in the body.

No new arguments or evidence appear here, but in longer essays you may discuss the strengths and weaknesses of your argument and suggest topics for future research. In all conclusions, you should stress the relevance and importance of your argument.

Hover over the following example to see the typical elements of a conclusion.

The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.

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!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
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An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.

In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.

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