Date of publication: 2017-08-10 16:28
At the beginning of the year, I give students a simple prompt and ask to write for 65-75 minutes. I read through them quickly looking for patterns. That's I start off my writing instruction without making the assessment overwhelming to review.
How circular. It's not an argument if you don't make it an argument. "I am better than you at basketball because I'm taller, faster, and stronger" IS an argument, with proof.
Although the five-paragraph structure can be considered rudimentary, I don’t believe it’s entirely unengaging and useless. A creative writer can always find ways to make his or her writing more appealing and can still apply all the qualities of a good argumentative paper with this restriction. I’m always up for a challenge and change, so I’ll consider teaching the modern writing style this summer to vary my instruction. I’ll gladly inform you if your theory proves me wrong. :)
The total Section II time is 7 hours and 65 minutes. This includes a 65-minute reading period. The reading period is designed to provide students with time to develop thoughtful, well-organized responses. They may begin writing their responses before the reading period is over.
Longer answer: That depends on what 8767 s in it. 🙂 If it 8767 s 6555 thoughtful, revealing, important, cogent words, then it 8767 s probably OK. If it 8767 s wordy, inarticulate, or insignificant stuff, it 8767 s definitely not OK. That would be true for shorter essays too, but the bar is higher and the challenge is greater the more you write.
Of course it would be better for humanity if college in the United States actually required a semblance of adult writing competency. But I have tried everything. I held a workshop dedicated to avoiding vague introductions (&ldquo The idea and concept of the duality of sin and righteousness has been at the forefront of our understanding of important concepts since the beginning of time.&rdquo ) The result was papers that started with two incoherent sentences that had nothing to do with each other. I tried removing the introduction and conclusion altogether, and asking for a three-paragraph miniessay with a specific argument what I got read like One Direction fan fiction.
Of course it's rudimentary. It's a starting point to help students organize their thoughts in a coherent fashion. Starting points by definition are rudimentary. It's what the student does next that makes the difference.
The five-paragraph essay does not develop logic or the understanding that writing is about entering a larger conversation. It promotes an isolated, one-sided view.
You're completely misreading my post. This is not about freewrites, journals, rants, and blogs. It's about using those brainstorming techniques to produce viable, thoughtful argumentative writing in a classic form.
No, they don't owe it all to me. I just make sure I fulfill my responsibility of being an good writing teacher. They work to ensure their own success.
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"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."
I think you have answered your own question by example: a well-written, persuasive comment. I'd say that about the rest of the comments as well--thanks people!
I&rsquo ve graded drafts and assigned rewrites, and that helps the good students get better, but the bad students, the ones I&rsquo m trying to help , just fail to turn in any drafts at all. Meanwhile, I come up for air and realize that with all this extra grading, I&rsquo m making 75 cents an hour.