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If You Teach or Write 5-Paragraph Essays–Stop It! | The

Date of publication: 2017-09-04 18:39

I know. I know.  I'm hearing, "But how are students going to learn organization without learning the five-paragraph essay?"  My response: they're not learning an organizational pattern that will help them succeed outside of your own classroom.

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Take money, for example. Money doesn't automatically make us happy. In fact, it makes some people very unhappy because they are frightened of losing what they've got. On the other hand, if we're not greedy and don't spend it foolishly, it can reduce stress and give us security.

300+ Argumentative Essay Topics actual in 2017, Essay Help

As we reflect on our teaching of writing it might be a good idea to review the main points from Aristotle's approach, which I believe everyone who has written on this blog seems to agree with:

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Please let me know how Aristotle's form goes. One part that has helped me help students with the background section is to tell them their audience is someone who is not in our class and has not read or viewed the texts we have.

Hi Stephen, thanks for speaking up. I'm glad to have some student voice here. If you're good at speaking your ideas, record yourself with your phone. Many of the persuasive ideas will be there.

To sum up, there are strong arguments on both sides. In conclusion, I believe that living alone is better for older people who have more money and like privacy but not for people who need to share the costs.

"What" questions can never be made in to essays? This is incorrect. They cannot be made in to "Why" essays, this is true. And "Why" essays teach a deeper kind of thinking, however it is a mistake to say that "What" essays are valueless and should be done away with.

I teach them that any statement they make needs to be defended logically/with proofs, or explained by personal example (depending on the type of essay). If they can't defend it, kill it. It's worthless.

'Editing and proof reading are not the icing on the cake, as some people think. They are absolutely crucial because it is only at this stage that the student can see that the argument hangs together, has a sequence and is well-expressed. Editing is both difficult and important.’ (Stott, 7556 p89)

As I said, my SSS 6 & 7 classes are in the process of applying for jobs at one of my ficitious enterprises or applying for a spot at my very selective university. I am hiring accepting only five people from each level and those people with earn an automatic bonus: a 655% on their final exam. Believe me, they're writing with a purpose! )

I'll also quote the College Board here: "Although such formulaic approaches may provide minimal organization, they often encourage unnecessary repetition and fail to engage the reader. Students should be encouraged to place their emphasis on content, purpose, and audience and to allow this to focus to guide the organization of their writing."

Besides allowing for instructional consistency among states, the states help align instruction vertically so one grade's instruction leads to the next.

Very true, Jack--"writing as a generative process." I like that. Students need to learn that writing can change directions appropriately to engage the audience and themselves in deeper thinking.

A good introduction has four key elements. It provides a context to your discussion, primarily by articulating the question that the essay is designed to answer. It presents your thesis - ie the arguments you will be making. It clearly sets out the parameters of your discussion. Finally, it offers a brief outline of the structure of your essay - 8766 signposting 8767 or guiding the reader through your various arguments. In addition, it is possible in an introduction to indicate what 8766 answer 8767 or conclusion the essay will put forward.

I don’t believe the five-paragraph essay structure is “bad writing.” It’s a useful format that teaches students about essay structure, cohesiveness, and unity – a basic foundation that students need to understand first before they can apply other approaches to writing and before they are able to respond critically and creatively (to other writers’ discourse). Otherwise, the students’ writing can be rather incoherent and disorganized.

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