How to Write the OUMH1203 Part I Three-Stage Argumentative Essay
Short answer: For Part I of OUMH1203, take a clear side on the AI literacy question, build a thesis that previews two or three reasons, plan an outline in Introduction, Body and Conclusion order, and include one opposing argument with a rebuttal. Support each reason with credible sources, and write the final essay in your own words.
The original assessment brief is available on our question page: OUMH1203: With the current pandemic situation in Malaysia, homeschooling is gaining MORE popularity among Malaysian parents: English for Written Communication Assignment, OUM, Malaysia.
The September 2026 brief asks whether Malaysian universities should make AI literacy a compulsory module for all undergraduates. It is a classic argumentative task, but it is worth 40 per cent of an assessment that carries half of the course marks, so planning matters. This guide explains the three-stage process. See other briefs on the OUM question hub and an earlier 2026 OUMH1203 brief to see how the module words its stages.
If you would like feedback on your outline, our essay writing service page explains how our editors work with students.
What the brief really asks
Part I wants you to show the process of writing a basic essay, not only the final product. The scenario describes how generative AI tools are now common in higher education, used for brainstorming, language support, searching, summarising and improving writing. It then sets out benefits and concerns, including inaccurate information, academic integrity, overdependence and the risk to independent thinking.
The essay question asks whether you agree with a compulsory AI literacy module. You must take a clear position, give reasons, evidence and examples, and answer at least one opposing argument. Stage 1 is the pre-writing and outlining stage, worth a small share of the marks. The later stages cover collecting and using supporting sources and writing the full essay; follow your own brief and rubric for their exact wording, word counts and marks.
Step-by-step approach
- Decide your position. Write “agree” or “disagree” in one sentence. Do not sit on the fence.
- List reasons, then rank them. Brainstorm five or six, keep the strongest two or three.
- Write the thesis. One sentence: your position, your main reasons, and, if possible, a nod to the opposing view.
- Build the outline. Introduction, two or three body points, an opposing argument with rebuttal, and a conclusion.
- Match evidence to each point. Choose sources that really support the claim, such as UNESCO guidance (Miao & Holmes, 2023) or peer-reviewed work on AI literacy (Long & Magerko, 2020; Ng et al., 2021).
- Draft each paragraph. Point, evidence, explanation, link back to the thesis.
- Revise for language. Check grammar, transitions, consistent tense and APA 7.
- Declare any permitted AI use. OUM penalises heavy unattributed use of AI-generated content, so keep your own voice.
A model layout is in our OUMH1203 worked sample, for reference only.
Planning table: outline to paragraph
| Outline part | Job to do | Typical content |
|---|---|---|
| Introduction | Hook, background, thesis | Student AI use; benefits and risks; your position. |
| Body 1 | First reason | Critical evaluation of AI output, with evidence. |
| Body 2 | Second reason | Academic integrity and independent thinking. |
| Body 3 (optional) | Third reason | Workplace readiness. |
| Opposing argument | Present fairly | Crowded curriculum, or existing guidelines are enough. |
| Rebuttal | Answer with reasons | Short module, discipline tasks, skills beyond rules. |
| Conclusion | Synthesise | Restate position and reasons; end with a recommendation. |
Writing a thesis that earns marks
A good thesis is arguable, specific and short enough to remember. “AI is changing education” is a topic, not a thesis. “Universities should require an AI literacy module because it builds evaluation skills and shared integrity standards” is a position with reasons. Put it at the end of the introduction, and make sure the order of your reasons matches the order of your body paragraphs.
A quick example of a topic sentence and evidence
Suppose your first reason is critical evaluation. A weak paragraph opener is “AI has many problems.” A stronger one is “A compulsory module is needed because checking AI output is a learnable skill, not an instinct.” The next sentence brings in evidence, for example the view that AI literacy includes the ability to critically evaluate AI technologies (Long & Magerko, 2020). Then explain it in your own words and give a concrete example, such as a student who verifies a chatbot’s reference before using it. Finish by linking the paragraph back to your thesis. This point, evidence, explanation, link pattern also makes outlining faster, because each outline bullet already has a job.
Writing the rebuttal
Many students either skip the opposing argument or state it weakly so they can dismiss it. Instead, present the strongest fair version. For this question, an opponent might say the curriculum is already full, or that university AI rules are enough. Then rebut with reasoning: rules say what is allowed, skills teach how to judge; a short module is cheap compared with the cost of misuse. Reports suggest Malaysian universities have developed their own guidelines under a ministry framework (Bernama, 2026), which supports a careful distinction between policy and skill.
Need a quick review of your thesis and outline? The OUM assignment helper page lists how we support OUM learners.
Mark-maximising checklist
- Position (agree or disagree) is stated in the outline and the thesis.
- Thesis names two or three reasons in the order you will argue them.
- Outline follows Introduction, Body, Conclusion, with the opposing argument and rebuttal marked.
- Each body paragraph has a point, evidence, explanation and link.
- Sources are real, relevant and cited in APA 7; references match in-text citations.
- Language is formal, with clear topic sentences and transitions.
- Word limits for the outline and the essay follow your brief.
- Any AI assistance is within OUM rules and declared where required.
Common mistakes
- Vague thesis. Stating a topic instead of a position.
- Outline as a list of topics. Fragments with no argument or evidence plan.
- Straw-man rebuttal. Presenting an opposing view nobody holds.
- Unchecked sources. Citing articles you have not opened, or references suggested by a chatbot that do not exist (Cotton et al., 2024, discuss integrity risks of such tools).
- Informal tone. Slang, contractions or first-person chatter.
- Mismatch. The final essay argues something different from the outline.
Student pain points, answered
Learners commonly worry about three things. First, “What if my English is not strong enough?” Short sentences, clear topic sentences and careful proofreading beat long, tangled ones. Second, “How many sources do I need?” Follow the number in your brief rather than guessing. Third, “Can I use AI to help?” Only as far as OUM rules allow, and never as a substitute for your own writing. Read how others found the process on our student reviews page.
Final checks before you submit
Read the outline against the final essay: does every body paragraph match a planned point? Is the rebuttal present and fair? Are in-text citations and the reference list consistent? If you want wider help across your programme, see our university assignment help page.
FAQs
What does Stage 1 of OUMH1203 Part I require?
It asks you to state agree or disagree, write a thesis presenting your position and main arguments, and plan an outline in Introduction, Body and Conclusion form with two or three main arguments plus an opposing argument and rebuttal.
How many main arguments should I use?
Two or three. Fewer, well-developed arguments score better than many thin ones.
Can I choose to disagree with the module?
Yes. Either position is acceptable if it is clear, reasoned and supported by evidence, and if you still address an opposing argument.
What counts as a good source?
Peer-reviewed articles, conference papers and organisational guidance such as UNESCO. Check that each source says what you claim, and cite it in APA 7.
How do I write a rebuttal?
State the opposing view fairly, then explain why your position still stands, using a reason or evidence. Do not simply say the opponent is wrong.
What about the exact wording of Stages 2 and 3?
Follow your own assessment brief and rubric. This guide describes the stages in general terms only, and your brief controls marks, sources and word limits.
About the expert
Azura Abd Aziz holds a Master’s in Education from Universiti Kebangsaan Malaysia, with 12 years as a teacher and 5 years providing assignment help. Her listed subjects include teaching methodology and curriculum development.
References
Bernama. (2026, July 22). Generative AI guidelines help universities manage technology use. The Sun. https://thesun.my/news/malaysia-news/people-issues/generative-ai-guidelines-help-universities-manage-technology-use/
Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228-239. https://doi.org/10.1080/14703297.2023.2190148
Long, D., & Magerko, B. (2020). What is AI literacy? Competencies and design considerations. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1-16). ACM. https://doi.org/10.1145/3313831.3376727
Miao, F., & Holmes, W. (2023). Guidance for generative AI in education and research. UNESCO. https://www.unesco.org/en/articles/guidance-generative-ai-education-and-research
Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, Article 100041. https://doi.org/10.1016/j.caeai.2021.100041
