The Six Sentence Argument, or 6SA, is a compact structure for making a clear, reasoned, and persuasive argument. Each sentence has a different job.
The goal is not to write six long sentences, but to make sure each sentence performs one essential argumentative function.
Purpose: Establish what the argument is about.
This sentence should orient the reader. It introduces the topic, problem, debate, or situation without yet making the full argument.
Useful sentence starters:
“The issue is whether…”
“One important question is…”
“In many discussions of…”
“A key problem facing…”
“This argument focuses on…”
Example:
“One important question is whether universities should teach students how to use AI tools responsibly.”
Crafting tip: Avoid starting with a vague generalization such as “AI is everywhere.” Start with a specific issue that can be argued.
Purpose: State your main position clearly.
This is the central argument. The reader should know exactly what you believe, recommend, or conclude.
Useful sentence starters:
“I argue that…”
“This paper claims that…”
“The best position is that…”
“Universities should…”
“The most reasonable conclusion is…”
Example:
“I argue that universities should teach AI literacy as a core academic skill rather than treating AI use mainly as a cheating problem.”
Crafting tip: Make the claim debatable. A weak claim states something obvious. A strong claim takes a position that requires support.
Weak: “AI is important for students.”
Stronger: “AI literacy should become part of core academic training because it affects how students research, write, and evaluate knowledge.”
Purpose: Explain why your claim is reasonable.
This sentence gives the most important reason supporting your claim. It should directly answer the question: “Why should the reader accept this?”
Useful sentence starters:
“This is because…”
“The main reason is…”
“This position is justified because…”
“One reason this matters is…”
“This claim is supported by the fact that…”
Example:
“This is because students who use AI without guidance may become faster at producing text but weaker at judging accuracy, relevance, and reasoning quality.”
Crafting tip: Do not merely repeat the claim. Add a reason that moves the argument forward.
Weak: “This is because AI literacy is important.”
Stronger: “This is because AI changes not only how students write, but also how they search, evaluate, and synthesize information.”
Purpose: Make the reason more credible, concrete, or believable.
This sentence can include evidence, an example, a consequence, a comparison, or a brief illustration.
Useful sentence starters:
“For example…”
“This can be seen when…”
“Evidence for this appears in…”
“A common case is…”
“For instance…”
Example:
“For example, a student may ask AI to summarize a research paper, but without evaluation skills, the student may not notice missing assumptions, distorted claims, or fabricated references.”
Crafting tip: Evidence does not always need to be statistical. In short arguments, a precise example can be more useful than a vague reference to “studies show.”
Purpose: Show that you have considered another perspective.
This sentence improves the argument by acknowledging a reasonable concern, counterargument, or limitation.
Useful sentence starters:
“Some may argue that…”
“A possible objection is…”
“Admittedly…”
“Although…”
“One limitation of this position is…”
Example:
“Some may argue that teaching AI literacy could encourage overreliance on AI, but avoiding instruction may leave students even less prepared to use these tools critically.”
Crafting tip: Do not choose a weak or silly objection. Address the strongest reasonable concern.
Weak: “Some people think AI is bad.”
Stronger: “Some may argue that formal AI training could normalize dependence on machine-generated answers.”
Purpose: End by showing why the argument matters.
This sentence should answer: “So what?” It may state a consequence, recommendation, broader implication, or final takeaway.
Useful sentence starters:
“Therefore…”
“As a result…”
“For this reason…”
“The broader implication is…”
“If this argument is accepted…”
Example:
“Therefore, universities should treat AI literacy as part of academic rigor, helping students use AI not as a shortcut around thinking but as a tool for improving thinking.”
Crafting tip: Do not merely repeat the claim. End by showing the value, consequence, or action implied by the argument.
“One important question is whether universities should teach students how to use AI tools responsibly. I argue that universities should teach AI literacy as a core academic skill rather than treating AI use mainly as a cheating problem. This is because students who use AI without guidance may become faster at producing text but weaker at judging accuracy, relevance, and reasoning quality. For example, a student may ask AI to summarize a research paper, but without evaluation skills, the student may not notice missing assumptions, distorted claims, or fabricated references. Some may argue that teaching AI literacy could encourage overreliance on AI, but avoiding instruction may leave students even less prepared to use these tools critically. Therefore, universities should treat AI literacy as part of academic rigor, helping students use AI not as a shortcut around thinking but as a tool for improving thinking.”
Before finishing a 6SA, check whether each sentence has a clear function:
Context: What issue am I addressing?
Claim: What exactly am I arguing?
Reason: Why is my claim reasonable?
Evidence: What supports or illustrates my reason?
Objection: What concern or alternative view should I acknowledge?
Significance: Why does this argument matter?
A 6SA becomes weak when the sentences repeat each other, when the claim is too vague, when the evidence is only a general assertion, or when the final sentence simply restates the claim. Each sentence should add a new layer: context, position, reason, support, balance, and significance.