Essay Writing Instruction Soc.Dillemma_V2

• Engels
• Middelbare school
• havo, vwo
• Leerjaar 4,5

Essay Writing

  5 vwo

The Prompt

Due to Social Media we are constantly in the public eye. 

1. How is it explained in the film ?

2. How do at least 2 of your secondary sources look at this?

3. What is your own experience with this dilemma?

A. Basic essay structure

We are going to write a 5-paragraph argumentative essay in the exam.

Documents have been sent to you via Magistar. Download these to your file on The Social Dilemma

You will be needing these to help structure your essay.

An argument involves arriving at a judgement which is based on an evaluation of relevant ideas and evidence. An opinion, on the other hand, is a point of view formed without sufficient evidence to support it.

An opinion may be supported by facts and principles, in which case it becomes an argument.

Therefore

An argumentative essay is a piece of writing that takes a stance on an issue. In a good argumentative essay, a writer attempts to persuade readers to understand and support their point of view about a topic by stating their reasoning and providing evidence to back it up.

B. The introduction

The introduction consists of

1. The hook - unpack the question 
2. a bridge (primary source) and your dillemma
3. a thesis statement (prompt 1,2,3)

The first paragraph of your essay should outline the topic, provide background information necessary to understand your argument, outline the evidence you will present and states your thesis.

B.1 The hook

The hook or attention grabber is used to get your audience interested in your essay topic. It can be, for example: 

• an anecdote
• an interesting fact
• your own definition of a term
• asserting that a problem exists
• a quote or statistic
• a rhetorical question (try to avoid this one!)

When you’re writing a persuasive essay, you need more than just an opinion to make your voice heard. Even the strongest stance won’t be compelling if it’s not structured properly and reinforced with solid reasoning and evidence. Learn what elements every argumentative essay should include and how to structure it depending on your audience

Make sure the overall question is in the hook. Don't make it too long. 1-2 sentences is enough

B.2 The bridge

• After the hook, you need to describe the topic or the problem in a few sentences.
• Your description should link your attention grabber to your thesis statement. It becomes a bridge between them.
• Try to put your opinion in the bridge too.

Your link

Your primary sourc (The documentary The Social Dilemma)

B.3 The thesis statement

The introduction ends with a thesis statement
A thesis statement should:

• Consist of a claim that you can argue (be in favor of or against) including three key points
• Your key points are your main arguments in favor of your claim
• Be a declarative sentence (not a question)
• Be one sentence
• Not discuss the process of writing ("I am going to argue that...")

Introduce your main point and explain how you’ll back it up. For example: “You can turn a peanut butter and jelly sandwich into a gourmet meal by using artisanal bread, toasting the bread, and adding additional toppings.” This method is effective because it gives readers a clear idea of everything you’ll discuss in your essay. It also serves as a roadmap to help keep you organized and on track. The thesis will be re-written several times before you get it write. 

Thesis - EXAMPLE 1

Phones should be banned in the classroom because the distraction is bad for learning, they negatively influence the relationship between teachers and pupils and they increase inequality amongst students.

Claim - Key point 1 - Key point 2 - Key point 3

Thesis - EXAMPLE 2

Phones should be allowed in the classroom since teachers can use them to improve learning motivation; moreover a ban on phones is practically impossible to enforce and students will be distracted if they cannot check their phones regularly.

Claim - Key point 1 - Key point 2 - Key point 3

Thesis - CHECKLIST

Checklist for your thesis statement:

• Do you have a solid claim?
• Do you provide three key points that you can argue?
• Is it all in one sentence?
• Is the sentence a statement, not a question?
• Do you use linking words to link the claim and the key points?

Thesis statements -Quiz

What makes the following thesis statements incorrect? 

Answer the questions!

"Phones should be banned in schools"

1. there is no claim
2. there are no key points
3. it isn't something you can debate
4. it is a question

"Should phones be banned in schools? That is what I am going to discuss"

1. It is more than one sentence
2. It is a question
3. It talks about writing
4. There is no claim

"Phones are a distraction. That is why I think phones should be banned in schools"

1. It is more than one sentence
2. It is a question
3. There is an opinion
4. There is only one key point

C. Body paragraphs

The body paragraph consists of

(a transition)

1. the topic sentence
2. first example + explanation
3. more examples + explanations

(a transition)

This is a short essay so don't go overboard. Pick your ONE idea and use that

C.1 Transitions

Every paragraph should have a smooth transition to the next paragraph. 

You can choose to:

1. Start a paragraph with a transition word
2. End a paragraph with a sentence that transitions into the next one

Also remember to use transition words to link ideas and sentences within the paragraphs!

Look at this link to find out more about all the types of transitions:

Owlcation - Transition words

Transition - EXAMPLE 1

Example of a transition word at the  start of a new paragraph. 

Secondly***, / Moreover, / What is more, Research has shown that the classroom environment becomes less safe when children are allowed to use their phones ...

***Be more creative 

Transition - EXAMPLE 2

Example of a transition sentence at the end of one paragraph and the start of a new paragraph. 

... This is, however, not the only reason to ban phones in the classroom.

Research has shown that the classroom environment becomes less safe when children are allowed to use their phones ...

What are the components of good transition sentences? They make an explicit connection between ideas, sentences, and paragraphs. Good transitions use specific words. Try to avoid using pronouns like “this” to refer to an entire idea because it is not always clear who or what “this” refers to.

Similarity. also, in the same way, just as, so too, likewise, similarly. Contrast. however, in spite of, nevertheless, nonetheless, in contrast, still, yet. Sequence. first, second, third, next, then, finally. Time. after, at last, before, currently, during, earlier, immediately, later

C.2 The topic sentence

Every paragraph starts with a topic sentence. The topic sentences:

• Should correspond to the key points you mention in the thesis statement
• Use different words than in the thesis statement
• Be the main topic of your paragraph

Topic sentence - EXAMPLE 2

Thesis statement (Claim + key point 1 + key point 2)

Phones should be banned in the classroom because the distraction is bad for learning, they negatively influence the relationship between teachers and pupils  and they increase inequality amongst students.

Start of the second body paragraph:

What is more, the fact that teachers spend valuable time managing phone use in class takes a severe toll on the classroom atmosphere.

C.3 Examples and explanations

After the topic sentence you need to back up the argument of this paragraph with at least two examples and explanations

• Every example needs to support the topic of this paragraph
• Stick to one topic per paragraph, don't get distracted
• It can be a statistic or a fact, or a real-life experience
• After the example you need to explain the relevance of the example in your own words. This step is often overlooked!

Topic sentence - EXAMPLE 1

Thesis statement (Claim + key point 1 + key point 2)

Phones should be banned in the classroom because the distraction is bad for learning, they negatively influence the relationship between teachers and pupils and they increase inequality amongst students.

First body paragraph: 

First of all, it should be no surprise that children cannot learn effectively when they are distracted by their phones all the time.

Body paragraph - EXAMPLE 1

First of all, it should be no surprise that children cannot learn effectively when they are distracted by their phones all the time. Research has shown that multi-tasking negatively influences the outcome of cognitive tasks. (This means that) pupils who are sharing their attention between the small screen in their hand and what the teacher is asking them to do will perform worse than students who can focus on just the teacher. What is more, pupils who multi-task perform at a much slower speed than they normally would. Using your phone in class can therefore increase the load of homework and consequently increase the chance that you will not complete all of the work needed to learn a skill well.

Topic sentence 1 - example - explanation

Body paragraph - EXAMPLE 2

What is more, the fact that teachers spend valuable time managing phone use in class takes a severe toll on the classroom atmosphere. First of all, students are very attached to their phones. So, when the teacher asks them to put their phones away, the temptation is often too great and they will try to keep using their phones in secret. The teacher then has to tell students off, or punish them, which leads to arguments and disgruntled students and teachers alike. (Secondly), if the teacher has to tell students off all the time and monitor their behaviour, they cannot focus on their main task of teaching. The working environment suffers  accordingly because it is no longer a given that students and teachers are focused and working towards the same goal of learning.

Topic sentence 2 - example - explanation

C.4 The counter-argument

Your third body paragraph can be

1. A third argument in favor of your thesis statement that you haven't mentioned as a key point in the introduction
2. A counter argument that you disprove in the same paragraph
3. A own experience.

If you choose to do a third argument in favor, just repeat the steps in the slides above:

Write a transition, a topic sentence and provide examples and explanations.

C.4 The counter-argument 

If you choose to do a counter-argument, you need to focus on disproving the argument rather than on the counter-argument itself.

The counter-argument should be a way to strengthen your own claim, not make your readers doubt you!

You can concede a point, but always turn it in your favour with the examples and explanations that follow. Those are you ACTUAL argument.

This is difficult. You may want to try it but then again you may want to stick to the prompt. 

C.4 The counter-argument

The counter-argument paragraph should consist of

(Transition)

1. Topic sentence - the counter argument

2. First example and explanation to DISPROVE the counter argument 

3. Second example and explanation to DISPROVE the counter argument

(Transition)

Body paragraphs - CHECKLIST

Checklist for your body paragraph:

• Does it start OR end with a transition?
• Does it open with a clear topic sentence?
• Does the topic sentence reflect one of the key points from your thesis statement?
• Do you provide at least two examples and explanations?
• IF it is a counter-argument, do you disprove it?
• Do you stick to one topic per paragraph?

EXAMPLE

Some may say that phones can motivate students to learn when used in the classroom, and that they therefore should not be banned. It is true that students enjoy using their phones in class, and that they can be used in a way that makes didactic sense. However, that does not mean that phone use should be allowed in class in general.   Teachers might decide to have designated parts of the lesson in which phones are used in a didactically sound activity. Furthermore, it is not necessary to allow phones in order to provide a motivational learning activity . A good teacher has a repertoire of activities and techniques to motivate students, and using an electronic device is only one of those. It is therefore not necessary to allow phones in class in order to motivate students.

Counter argument - conceding the point - example to disprove - explanation to disprove

D. The conclusion

• The purpose of a conclusion is to tie things up, summarize what has been said, and reinforce the main idea. 

• A conclusion is what you will leave with your reader: it "wraps up" your essay
• It demonstrates to the reader that you accomplished what you set out to do
• It shows how you have proved your thesis
• It provides the reader with a sense of closure on the topic

D.1 Structure

The conclusion consists of

1. a transition
2. a restatement of the thesis
3. a summary of your main arguments
4. a closing statement "the clincher"

D.2 Transition

The conclusion should start with a  transition

The most commonly used ones are:

1. in summary
2. to sum up
3. in conclusion

Look at this link to find out more about all the types of transitions and alternatives:

Owlcation - Transition words

D.3 Restating the thesis

The topic sentence of your conclusion should summarize what you said in your thesis statement

Do not simply repeat your thesis statement!

TIP: Focus on the claim in your topic sentence of the conclusion, leave the key points to the  sentences that follow.

Restating thesis - EXAMPLE

Thesis in the introduction:

Phones should be banned in the classroom because the distraction is bad for learning and they negatively influence the relationship between teachers and pupils.

Conclusion option 1:

To conclude, it would be a very bad idea to allow phone usage in classrooms to continue.

Conclusion option 2:

In summary, phones should clearly no longer be allowed in a classroom context.

D.4 Summary of the arguments

• Your supporting sentences should summarize what you have already said in the body of your essay
• Your topic for each body paragraph should be summarized in the conclusion
• Do not add new information or new topics
• Show how everything fits together!

D.5 Closing statement 

• Your closing sentence should help the reader feel a sense of closure
• Your closing sentence is your last word on the subject; it is your "clincher"
• Demonstrate the importance of your ideas
• Propel your reader to a new view of the subject
• End on a positive note

D.6 Strategies for the closing statement

Strategies for an effective closing statement:

1. Play the "So What" Game.

When you read a statement from the conclusion, ask yourself, "So what?" or "Why should anybody care?"

2. Return to the theme or themes in the introduction

This brings the reader full circle

3. Propose a course of action, a solution to an issue, or questions for further study

Conclusion - EXAMPLE

To conclude, it would be a very bad idea to allow phone usage in classrooms to continue. 

Not only does the constant task-switching negatively influence academic success, it also creates a situation of conflict in the classroom that impacts the working environment. What is more, phones can illustrate wealth inequality amongst students which could result in bullying. 

It may be difficult to get used to not being permanently glued to a screen, but a ban on phones in class is the only way forward for academic success. 

claim - key point 1 - key point 2 - key point 3 - final statement

Conclusion - CHECKLIST

Checklist for your conclusion:

• Does it start with a transition?
• Does it open with a fresh restatement of your claim/thesis?
• Does it repeat your most important arguments in new words?
• Does it end with a closing statement?
• Are there no new topics / arguments?
• Does it make the reader care / agree with you?
• Did you use IN MY OPINION? If so get rid of it. 

The Bibliography

Primary Source

Secondary Sources