Presentation of Surprising Information Write a two-to-three-page words essay on a topic of your choice that presents new and surprising information to your reader. Your essay should include some research and should employ a Surprising-Reversal structure. Rather than appearing at the end of the first paragraph, the thesis in a Surprising-Reversal essay appears after the writer has summarized the common view. A Surprising-Reversal thesis will generally take this form:
By Kenneth Bernstein You are a college professor. I have just retired as a high school teacher. I have some bad news for you.
In case you do not already see what is happening, I want to warn you of what to expect from the students who will be arriving in your classroom, even if you teach in a highly selective institution. While it is true that the US Department of Education is now issuing waivers on some of the provisions of the law to certain states, those states must agree to other provisions that will have as deleterious an effect on real student learning as did No Child Left Behind—we Delayed thesis essay structure already seen that in public schools, most notably in high schools.
Troubling Assessments My primary course as a teacher was government, and for the last seven years that included three or four out of six sections of Advanced Placement AP US Government and Politics.
My students, mostly tenth-graders, were quite bright, but already I was seeing the impact of federal education policy on their learning and skills. With test scores serving as the primary if not the sole measure of student performance and, increasingly, teacher evaluation, anything not being tested was given short shrift.
Further, most of the tests being used consist primarily or solely of multiple-choice items, which are cheaper to develop, administer, and score than are tests that include constructed responses such as essays.
Even when a state has tests that include writing, the level of writing required for such tests often does not demand that higher-level thinking be demonstrated, nor does it require proper grammar, usage, syntax, and structure.
Thus, students arriving in our high school lacked experience and knowledge about how to do the kinds of writing that are expected at higher levels of education. Recognizing this, those of us in public schools do what we can to work on those higher-order skills, but we are limited.
Hi Erin, Thank you for your essay. I am so sorry for your loss and the loss that it represents to your discipline. In large part, I attribute the endless cycle of adjunct appointments that my partner went through (and is currently going through – going on 6 years) to the eventual demise of our marriage, at least in large part. A good, standard place for your thesis statement is at the end of an introductory paragraph, especially in shorter ( page) essays. Readers are used to finding theses there, so they automatically pay more attention when they read the last sentence of your introduction. THIS essay examines the idea of tolerance in our advanced industrial society. The conclusion reached is that the realization of the objective of tolerance would call for intolerance toward prevailing policies, attitudes, opinions, and the extension of tolerance to policies, attitudes, and opinions which are outlawed or suppressed.
Remember, high schools also have tests—No Child Left Behind and its progeny such as Race to the Top require testing at least once in high school in reading and math. High schools are also forced to focus on preparing students for tests, and that leads to a narrowing of what we can accomplish in our classrooms.
I mentioned that at least half my students were in AP classes. The explosive growth of these classes, driven in part by high school rankings like the yearly Challenge Index created by Jay Mathews of the Washington Post, is also responsible for some of the problems you will encounter with students entering your institutions.
The College Board did recognize that not everything being labeled as AP met the standards of a college-level course, so it required teachers to submit syllabi for approval to ensure a minimal degree of rigor, at least on paper.
But many of the courses still focus on the AP exam, and that focus can be as detrimental to learning as the kinds of tests imposed under No Child Left Behind. I served several times as a reader for the examination that follows the course.
I saw several problems. If a student hits the points on the rubric, he or she gets the points for that rubric. There is no consideration of grammar or rhetoric, nor is credit given or a score reduced based on the format of the answer.
A student who takes time to construct a clear topic sentence and a proper conclusion gets no credit for those words. Thus, a teacher might prepare the student to answer those questions in a format that is not good writing by any standard. If, as a teacher, you want your students to do their best, you have to have them practice what is effectively bad writing— no introduction, no conclusion, just hit the points of the rubric and provide the necessary factual support.
Some critical thinking may be involved, at least, but the approach works against development of the kinds of writing that would be expected in a true college-level course in government and politics.
My students did well on those questions because we practiced bad writing. My teaching was not evaluated on the basis of how well my students did, but I felt I had a responsibility to prepare them for the examination in a way that could result in their obtaining college credit.
I would like to believe that I prepared them to think more critically and to present cogent arguments, but I could not simultaneously prepare them to do well on that portion of the test and teach them to write in a fashion that would properly serve them at higher levels of education.
Even during those times when I could assign work that required proper writing, I was limited in how much work I could do on their writing. I had too many students. In my final year, with four sections of Advanced Placement, I had AP students as well as an additional forty-six students in my other two classes.
A teacher cannot possibly give that many students the individualized attention they need to improve their writing. Imagine that I assign all my students a written exercise. If it takes a more realistic five minutes per paper, the total is more than thirteen hours. Further, the AP course required that a huge amount of content be covered, meaning that too much effort is spent on learning information and perhaps insufficient time on wrestling with the material at a deeper level.
I learned to balance these seemingly contradictory requirements. For much of the content I would give students summary information, sufficient to answer multiple-choice questions and to get some of the points on rubrics for the free response questions.
That allowed me more time for class discussions and for relating events in the news to what we learned in class, making the class more engaging for the students and resulting in deeper learning because the discussions were relevant to their lives. From what I saw from the free response questions I read, too many students in AP courses were not getting depth in their learning and lacked both the content knowledge and the ability to use what content knowledge they had.
The structure of testing has led to students arriving at our school without what previously would have been considered requisite background knowledge in social studies, but the problem is not limited to this field.
Students often do not get exposure to art or music or other nontested subjects. In high-need schools, resources not directly related to testing are eliminated: Class sizes exceeded forty students—in elementary school.The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue.
Rogerian/Delayed Thesis the Rogerian Philosophy (per Carl Rogers): Create a less threatening environment with the audience, and the audience will be more inclined to listen to radically opposing views, even if the audience never accepts those views.
Turnitin provides instructors with the tools to prevent plagiarism, engage students in the writing process, and provide personalized feedback. Formally, the essay will have a five-part structure, modeled from the “Patterns of Development” and the “Exploratory Research Essay” described in Chapter 4 of The Curious Researcher.
Each section of the essay should be indicated with a subheading. PTE Academic most repeated essay writings with helpful tips provided and essay solution to form a complete essay using the hints given. A third structure, called a delayed thesis essay, starts out open form, and switches to closed form partway along.
But this form is most effective in somewhat longer essays; in essays of under ten pages it almost always causes structural problems.