Analyzing the Conclusion of a Sample Argumentative Essay
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- Опубликовано: 30 ноя 2009
- www.criticalthinkeracademy.com
This is a sample video from a video tutorial course titled "How to Write a Good Argumentative Essay". In this video we look at the conclusion of a sample student essay and discuss recommendations for improving it.
Full table of contents:
Introduction
Part 1: Guidelines for Structuring an Argumentative Essay
1.1 A Minimal Five-Part Structure
1.2 Writing the Introduction
1.3 Writing the Conclusion
Part 2: A Sample Essay with Some Problems (and Strategies for Fixing Them)
2.1 The Essay: "Should Teachers Be Allowed to Ban Laptops in Classrooms?"
2.2 Analysis: The Introduction
2.3 Analysis: The Main Body: First Argument
2.4 Analysis: The Main Body: Second Argument
2.5 Analysis: The Main Body: Third Argument
2.6 Analysis: The Main Body: Evaluation and Recommendations
2.7 Analysis: The Conclusion
2.8 The Essay: Improved Version
2.9 The Essay: Improved Version with Commentary
This video gave me an A on my exam! Unable to firmly express my gratitude, but still:
Thank you so much!
Being an unfortunate member of a public Middle school, I would like to point out something here. Despite the fact that everything you say on opinionated statements is absolutely true, it's not the way its taught in Middle school. They do teach to glorify the concept of being personal, and it creates stupidity and ignorance when it comes to "what makes a good argument." It's mainly because of the scoring system of the ASK. The best way to solve this is to teach it right in the first place.
Thats good advice, but one thing that doesn't help me make great conclusions is that you never told how to really extend the part where you state WHY my thesis is true. If you could tell me, it would be a great help.
@Gerstein1 It's basically a standardized test that is used to judge class placement. EVERY teacher freaks out and expresses the test too much, and in effect, they are teaching the test (defeating the purpose). It's also very poorly structured when compared with real-world-level essays.
Ty so much for this video!!
@gjsterp You are referring to the predicate of a subordinate clause that is part of the predicate of the independent clause. The identification of the predicate in the video is correct.
Another great video, but there was an error at
2:33. The predicate is that they "should NOT be banned."
Of course most people will catch this, and ignore the err, but as an instructor you can't.
thanks so helpful
hello, what if you are writing an essay in which you are arguing both sides, does one write about their favoritism for one side or the other? mine is a timed essay- 60 minutes.
@gjsterp Thanks for catching that! Yep, that's just a typo.
@Gerstein1 interesting comment. Can I ask what the ASK is?
How about using the word one as a general way to refer to yourself or others? For example, instead of saying, "In conclusion, I feel laptops..." you state, "One can conclude that laptops..."
thanks that was really helpful
Nick Uribe ahahahahahhahahahahhahahaa dude calm your shit holy crap
sorry i was pissed that day i didnt mean what i said
@PhilosophyFreak Assessment of skills and knowledge. Even though it promotes just the opposite.
Thx
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A teacher once told our class that in essays like these you should avoid using the first person. I think this is probably what that meant. I still do it though, out of habit...
I used to be good at writing essays, but then I took an arrow to the knee.
Being an unfortunate member of a public Middle school, I would like to point out something here. Despite the fact that everything you say on opinionated statements is absolutely true, it's not the way its taught in Middle school. They do teach to glorify the concept of being personal, and it creates stupidity and ignorance when it comes to "what makes a good argument." It's mainly because of the scoring system of the ASK. The best way to solve this is to either teach it right in the first place.