Date of publication: 2017-08-22 23:38
A question that has come up a lot is how to use this with English-Language Learners. We must remember that they can and should be given opportunities to think critically even though they don't speak English fluently. One option is to have students use key terms or vocabulary in English (. freedom of speech in schools) and explain their viewpoing or reasoning in their native language. This, of course, only works if it's a bilingual classroom.
This form should also not be the form for a narrative essay. For that, we should follow the example of NPR This I Believe essays. While personal essays do carry a subtextual argument, they are not intended to persuade. They are written so we can experience what we have not or find solidarity through what we have.
For a final exam, Sarah Lorenz, a teacher-consultant with the Eastern Michigan Writing Project , asks her high school students to make a written argument for the grade they think they should receive. Drawing on work they have done over the semester, students make a case for how much they have learned in the writing class.
Kim Stafford, director of the Oregon Writing Project at Lewis and Clark College , wants his students to discard old notions that sentences should be a certain length. He explains to his students that a writer's command of long and short sentences makes for a "more pliable" writing repertoire. He describes the exercise he uses to help students experiment with sentence length.
My personal opinion: worry less about the format and more about the finished product. There are many ways to skin a to write an interesting and effective essay, for that matter.
6. intro to summarize the situation or conflict
7. debatable argument (____ should be allowed to... ) The significance to the audience can be put on hold
8. evidence (This would be good because...)
9. counterargument (my parent or who ever is in charge is going to say we should not because...)
5. conclusion (If they give me a chance, these good things will happen... )
I am a tenth grade student and I completely agree that the 5-paragraph essay limits creativity and originality. I enjoy learning and have been researching the modern writing style.
Aristotle's form works only for persuasive essays--which need to be part of our educational system more often. We just need to make sure that we are presenting students with persuasive prompts that have more than one reasonable response.
Visit the Macmillan English website, link opens in new window Onestopenglish is a teacher resource site, part of Macmillan Education, one of the world’s leading publishers of English language teaching materials.
From my perspective, a student can start from any format with which he feels comfortable. My rules, in additional to this basic format, are simple - that one should: create a "hook" with the first or second sentence that reels the reader into the essay defend or give personal explanations of every statement made and end the essay with a short, *memorable* sentence that more or less sums up the main idea of the essay. Also, when appropriate, one should give opposing viewpoints and explain why they are incorrect.
Becoming a Core Ninja is AWESOME! I am former classroom teacher and now a curriculum developer for a large education company and I want to thank you for sharing this great resource!
What is literature?
First of all, any method or approach towards using literature in the classroom must take as a starting point the question: What is literature? The Macmillan English Dictionary gives the following definition:
There seems to be a fundamental flaw to the argument. The blogger writes, "The problem is this format doesn't encourage thoughtful persuasion. It promotes low-level summary that nobody really cares about."
Seriously? It's WHO encourages thoughtful WHAT.