Date of publication: 2017-07-09 03:29
One of the worst outcomes of the 5 paragraph approach is that it pounds the voice out of the text, even for the better writers. All the essays sound alike, as if the teacher could shuffle them and assign them to random students.
We must approach writing as a generative process. The first sentence generates the second, which generates the third, in a logical chain. Teaching paragraphing should be delayed. It is easy to teach students to recognize paragraph breaks later on.
Any classroom teacher who has experimented with quick-writes will recognize the benefit of this approach and the authenticity of the voices heard in each text.
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Your argument is evaluated by college and university faculty members from various subject matter areas, who will look at the overall quality of your thinking and writing.
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.
Deborah, if students need a format, they should learn Aristotle's. They don't need to include all of the sections at once. Useful formats can also be found by teaching genre as form. This way, students can mirror the format of successful pieces and come up with something interesting.
I guess we will have to agree to diasgree about the 5-paragraph essay format for CPS students. However, I can see where teachers who only have one or two decades of experience may not have developed the skill set necessary to see the value in or to deal effectively with a variety of formats. As a starting point, the F-PF works as well for my students as any other format. It's what they do later that makes the difference.
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Coffee won’t help you to write a good essay, but we will. If you believe spending the last sleepless nights before the deadline with a cup of coffee in front of your PC will result in a good written essay, unfortunately, you are wrong, moreover, as the practice tells us – it’s approximately impossible.
If you want to approach your teacher, just ask him/her about persuasion. We like to have real conversations with students--especially about writing. Maybe ask, "How did you learn to convince people with your writing?" If you want to challenge the teacher's instruction, you can do that simply by saying, "May I try something different for this one? Here's what I'm thinking... " When students offer different suggestions to me, as long as they make sense for the assignment, I say, "Sure." If there's no way your teacher will accept variations. Then, try the variations on your own. Experiment with writing for you, not for the grade.