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Describe the sights and sounds during the mid-day break in your school? Describe some of the ways in which you have changed since you started your present school and some of the ways in which your personality remains the same. Mail will not be published required. October 8, at 1: Muhammad Affan Tariq says: January 29, at April 28, at May 12, at October 21, at 6: July 20, at 6: March 16, at September 30, at 8: October 7, at 9: October 13, at 6: December 8, at 7: May 13, at 2: May 16, at 1: May 18, at July 15, at 5: July 25, at July 28, at 4: August 17, at 8: August 21, at 7: August 30, at 2: September 3, at September 8, at 9: September 9, at September 11, at 1: September 18, at 3: September 19, at September 19, at 7: September 19, at 8: October 19, at 2: October 27, at 1: October 29, at 6: November 1, at 3: November 3, at November 10, at 2: November 13, at 9: November 25, at December 2, at 1: December 13, at 6: December 17, at 2: December 23, at 2: January 7, at 2: January 14, at 3: January 19, at 3: January 21, at 7: January 21, at 1: January 31, at 5: February 1, at 8: February 6, at February 7, at 1: February 7, at 4: February 7, at 9: February 10, at 5: February 11, at February 18, at 4: February 19, at February 23, at March 7, at March 7, at 5: March 13, at 8: March 22, at 7: March 28, at 3: April 1, at April 1, at 8: April 2, at 1: April 3, at April 4, at April 5, at April 8, at 9: April 11, at 7: April 13, at 5: April 15, at April 18, at 2: April 20, at 5: April 20, at April 21, at 1: April 27, at 3: May 5, at 5: May 6, at 6: May 7, at May 7, at 8: June 6, at June 7, at 8: June 13, at 9: June 14, at 3: June 15, at 6: June 17, at 7: June 20, at 9: June 20, at 5: June 20, at June 21, at 1: June 24, at June 26, at June 29, at 9: July 1, at July 3, at 1: July 9, at 8: July 10, at July 10, at 5: Ha Lo Ta says: July 13, at July 20, at 5: July 20, at July 31, at 8: August 26, at 4: August 1, at August 10, at 3: Muhammad Bin Shabib says: August 16, at August 22, at 8: August 22, at August 25, at 3: August 30, at 6: Tan Min Er says: August 30, at 7: August 31, at 8: September 4, at 1: September 4, at 2: September 4, at 5: September 4, at 6: September 7, at 7: September 9, at 8: September 10, at 9: September 13, at 6: September 17, at 6: September 15, at 4: September 17, at 7: September 19, at 9: September 20, at September 23, at 6: September 26, at 1: September 29, at 2: October 2, at 6: October 3, at 2: October 4, at October 6, at 2: October 8, at 7: October 9, at October 10, at 6: October 11, at 8: October 12, at October 15, at 8: October 15, at 3: October 15, at October 17, at 4: October 17, at 7: October 18, at 2: October 18, at 7: October 19, at October 19, at 7: October 21, at 8: October 27, at October 29, at 7: October 30, at 7: Iftikhar Afzal Malik says: November 4, at November 5, at 2: November 5, at 9: Malik M Jamil says: November 8, at 3: November 9, at November 9, at 5: November 13, at November 16, at 3: November 18, at 5: November 27, at 9: November 28, at December 10, at 6: December 12, at 4: December 23, at 9: December 24, at 8: December 30, at 8: January 4, at 8: January 7, at 6: January 8, at 4: January 11, at 8: January 14, at 7: January 20, at 6: January 21, at 6: January 25, at 9: February 5, at 9: February 8, at February 8, at 7: February 12, at February 12, at 6: February 21, at March 4, at 7: March 5, at 4: March 11, at 9: March 14, at 1: March 21, at March 23, at 1: March 24, at March 26, at 1: April 6, at April 7, at 9: April 9, at April 12, at 7: April 13, at April 22, at 4: April 23, at 8: April 24, at 7: April 26, at 6: April 28, at 2: April 29, at April 29, at 9: May 2, at 1: May 3, at May 4, at 9: May 4, at 7: May 13, at 8: May 27, at 6: May 28, at 9: June 8, at June 11, at 8: September 21, at 3: September 21, at 8: September 21, at 5: September 24, at September 26, at 8: September 27, at September 28, at 7: October 19, at 4: October 20, at 3: October 27, at 8: October 28, at 9: November 7, at 7: November 8, at November 8, at 5: November 9, at 6: November 10, at 6: November 19, at 9: November 28, at 4: November 30, at December 9, at December 10, at 7: December 18, at 7: December 21, at 4: December 22, at 8: December 22, at December 28, at 9: December 28, at 5: January 1, at 4: January 13, at 7: January 25, at January 27, at 9: January 30, at 8: February 2, at February 5, at 8: February 8, at 4: February 14, at 9: February 14, at 6: February 14, at February 22, at 2: February 22, at 3: February 24, at February 27, at 9: March 4, at 9: March 10, at 7: March 10, at March 12, at 2: March 14, at 3: March 14, at 4: March 16, at 2: March 17, at March 19, at 2: The five-paragraph essay is useless outside of the classroom.

There are so many other ways to teach persuasion--and to persuade. There are many "real life" applications of the 5 paragraph essay. One is to read carefully for evidence, the others are outlined above. Think and read before you comment. 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. What you are describing is much like something that has been coined the "enthymeme" http: George Guthridge has done a lot of work developing this method for use with student writing - based on Aristotle http: Our teachers have used his work with the enthymeme to teach writing http: I start even more simply.

There are two kinds of questions, What questions and Why questions. What questions always have objective answers, and can't be made into essays because they have essentially one sentence responses. Why questions are debatable by their nature, which gets to your excellent points about creating a thesis which requires explanation as well as proof in opposition to another position.

They cannot be made in to "Why" essays, this is true. And "Why" essays teach a deeper kind of thinking, however it is a mistake to say that "What" essays are valueless and should be done away with. David, this makes sense. Five-paragraph essays usually end up answering "what" questions instead of "why" and people mistake exposition for persuasion. I like this approach. Thanks for the tip. Looks as if notice of the death of the five-paragraph essay has, at least for now, been somewhat exaggerated.

Reading these comments, one can safely conclude that: Perhaps what is most needed at this point is an assessment tool that instructors can use to tell them, from day one, where student writing skills levels are, then structure writing assignments accordingly. Yes, it means more work, but then whoever said that teaching writing was easy? Moreover, with the increasing numbers of learning disabled students attending college, teaching writing is only going to get even more interesting!

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. At the beginning of the year, I give students a simple prompt and ask to write for minutes. I read through them quickly looking for patterns.

That's I start off my writing instruction without making the assessment overwhelming to review. Perhaps it restricted my creativity somewhat, but I used it to my advantage: However, with that basic knowledge and understanding, I was able to strengthen my writing skills and incorporate other styles and approaches, while maintaining a cohesive and organized paper.

My appreciation for writing is why I am now a college English instructor. I teach Composition and use the five-paragraph essay format because I want my students to understand structure and organization first. However, I still limit their writing to five paragraphs because the question I always get asked by students is: At the same time, I don't want them to ramble on and on and would prefer their papers to be succinct and to the point. 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.

Readers get bored with the five-paragraph essay because after the blank, blank, and blank "thesis" which is really a statement, not an argument , there's no point in reading.

They just gave away the ending. Please let me know how Aristotle's form goes. One part that has helped me help students with the background section is to tell them their audience is someone who is not in our class and has not read or viewed the texts we have.

Ray do you ever respond to direct criticism? Or do you just blow off real arguments that contridict your world view? Ignatz, we obviously share the same criticisms regarding Ray's article. I always enjoy a good argument as long as the reasons are valid! To say that a teacher's approach--in this case, the five-paragraph essay--is rudimentary, unengaging and useless is blatantly ignorant without offering a fair, opposing view.

However, I find this discussion rather enlightening and entertaining. Ray, my students are more advanced than just writing a blank, blank, and blank thesis.

They are expected to write an arguable thesis that doesn't involve "listing" their main points. You're making a false assumption that this is how I teach my students. To say that "readers get bored with the five-paragraph essay" is another assumption on your part. Perhaps you should rephrase to say that you, as a reader, get bored with it. I actually asked the opinions of high school and college students, as well as English professors, regarding the five-paragraph rule and most prefer it.

Both students and teachers agreed that this format provides structure, which is essential for writers who aren't accustomed to essay writing. As you can see, your approach doesn't work for everyone, which is fine because we're all entitled to our own opinions, but don't attack the five-paragraph essay. A sound argument, whether it be an essay, article, or blog, would offer both sides and allow the reader to determine an arguable judgment.

However, your article is one-sided that is very opinionated and includes false assumptions. Please practice what you preach. By the way, Aristotle's approach wouldn't work effectively for an experience or cause-and-effect essay, where refutation isn't applicable. I did include both sides of the argument. The refutation section part 4 recognizes the skeptics' views. Then, I refute them. It's OK for blog posts to be one-sided when they're intended to be argumentative, as this post is.

Refutation can be used in a cause-and-effect essay. People have disagreements all the time about what does and does not cause something else. Aristotle's approach would not work for an experience essay. I mention that in part 4. When students ask, "how long does this have to be? The default should not be "five paragraphs. I'll also quote the College Board here: 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.

The five-paragraph essay over-emphasizes the format. It has to fit into three reasons. I think my post is really challenging some part of your instruction and that explains the tone in your response and in Ignatz's. While I have no problem with the F-PF as a starting point as I've mentioned before , the above quote from the College Board sums up what I do with the students if they come to me empty handed.

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. No, I am not threatened, I am just disappointed that you cannot respond to my basic questions regarding your bloviating mess of an article.

Here they are again, although you have blown them off several times now so I don't really know why I am bothering except maybe that your obvious uncomfortableness with being challenged is entertaining- I know a lot of teachers who have been in the saddle too long who have this disease of being defensive and dismissive of challenges that they are unprepared for.

But these are great things to teach and learn. Not teaching it is a disservice, no matter how personally bored you are. All the evidence is there in the post; it's not as obvious as it would be in a five-paragraph essay, though. It's not an argument if you don't make it an argument. It's an argument--a rudimentary one. There is really no point in anyone reading the rest of your essay because you just gave away the whole thing.

Also, the logic here is off. It's quite easy to measure if someone is taller, and faster, and stronger. That becomes a statement of fact, not one that can be debated. My intention here is to get teachers and students to think of thesis statements in more sophisticated ways. Why such an emphasis on teaching students argumentative writing? So many students are already so good at arguing and manipulating. Most forms of expository writing require structure.

I think what you're arguing is valid for Rogerian argumentative modes, but I would never advocate throwing away the five paragraph essay. Even the Toulmin model of argument benefits from the five paragraph structure. The idea may be edgy, but it's destructive to what I do on the college level. I am horrified when high school English teachers tell me they unteach five paragraph essays, which kids often learn in middle school. I am disturbed because the students arrive to my college English course with no sense of structure or organization and I have to reteach all of these basic skills.

Maybe this philosophy is one of the reasons why so many students arrive to college with deficient writing skills. Five paragraph essays are the starting point for every college paper students will ever write.

If they can't follow this simple recipe they're doomed. Many college papers are informational or analytical, but not necessarily argumentative. To analyze, organize points, integrate sources, and report objectively are the real challenges they need to learn for formal academic writing. But rhetorical mode is irrelevant to this necessary structural process of writing. If you're teaching creative writing, fiction or non-fiction, then that's another story.

Composition is not about creative writing though. Most college students are not in Comp to write fiction or news articles, and most people in general aren't doing that type of writing in school or the workplace. What your argument equates to is turning every writing assignment into free writes, journals, rants and blogs. These are appropriate exercises to build off of, but that's all they are.

Your refutation also assumes the five paragraph essay stops at five paragraphs, when it is really just the starting point for everything else. All the emphasis on common core, Aristotle, and argument seem like red herrings in this argument about the five paragraph importance.

If you are a high school teacher who wants to truly prepare your student for college or work, then you SHOULD be teaching students to use the five paragraph as a starting point of construction. You'll be doing them a big favor. 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. In the fall, I'm teaching a first-year writing class at my high school for seniors through the City Colleges of Chicago.

To earn college credit, students must take an exit exam and submit a portfolio of their writing. The guidelines explicitly say to NOT include five-paragraph essays in the portfolio. That will not earn them college credit. This goes against your theory. As we reflect on our teaching of writing it might be a good idea to review the main points from Aristotle's approach, which I believe everyone who has written on this blog seems to agree with:.

The writer should present a direct statement of the case the proposition to be proved or defended--thesis , with an outline of how the writer will present the evidence. Confirmation of case by presenting evidence in its favor includes one or more of the following: Recapitulation and summary of argument: A final, heightened appeal for support.

I follow this process to teach my students to write argumentative essays, and close reading of this method reveals that the form of it is also consistent with the traditional 5 paragraph essay format.

Narrative writing of course requires an entirely different format, which I teach using Freytag's pyramid model. So maybe you need to take another look at the Aristotelian method, and realize that teachers have many ways to teach writing that can be successful. I find it very interesting that in the end you feel you have to justify casting off the 5 paragraph method by bringing up the College Board's current counsel on the subject.

Although you are quoting them as the authority on the subject, it has actually been my experience that they do not reject well written entrance essays based on numbers of paragraphs. Please realize that I've taught for many years and have seen a great many methods come and go, but the Aristotelian model still provides the most effective scaffold for both expository and argumentative writing, and it does not exclude the 5 paragraph essay model.

I'm glad that argumentative writing is at the forefront of the Common Core standards, and I am now seeing far more ELA teachers in general involved in the discussion about teaching kids to write. I hope that this new generation of students who seem to think that if it can't be texted it doesn't need to be written, will now be taught to write through a variety of methods. So I salute you for putting forward your blog and will continue to look in on it from time to time. The comments section on Chicago Now transitioned over to Facebook recently.

This is why it says that "comments are closed. However, if you would like to comment, hit "reply" and see if you can log in with your Facebook account to share your ideas. What's your opinion on methods for teaching essay writing to high school students with specific learning disabilities whose literacy levels are around the 4th grade level or below?

Like a few posters before me, I find that abstraction and what many would consider more "creative" writing structures leave these students frustrated and unwilling to participate. Understand that I am referring to High School Juniors who have difficulty writing in complete paragraphs. Thanks for continuing the conversation, Aaron. If you email me see contact Ray link above , I'll send you can example of how I support these struggling learners.

Their literacy levels may be low but many, many times, their ability to think is high. Struggling students usually have some powerful life experiences and are forced to make difficult decisions every day. We can create structures to help them. I'll keep an eye out for the email and we can continue the conversation. As a student with dyslexia and an auditory processing disorder the five paragraph essay gave me access. I needed a way to hold my thinking and organize my thoughts and the five paragraph essay framework was perfect.

Today I teach it to every one of my students and truly believe I am doing them a service. I would be glad to teach additional frameworks in addition to the paragraph essay but I am unwilling to sacrifice it.

For me it is an equity issue and I hold to a belief that all students deserve a chance. Thanks for continuing the conversation. The traditional five-paragraph essay can be an entry point, a starting point. But, too often, it becomes the goal. As long as students are using this traditional form for expository writing, it'll be OK. This does not develop higher levels of argument.

All students deserve a chance to think at higher levels. If you email me see contact Ray in header , I can share some of the ways I support special-needs students so they do move into deeper thinking. Meet our bloggers, post comments, or pitch your blog idea. This comes from a conversation with another Latino English teacher when we met a few years ago. He said I was the only other Latino English teacher he knew: The last male northern white rhino in the world died in March.

Like the animal, Latino English teachers exist in low numbers. And we know the low number of Latinos with college degrees in our city. Therefore, I have a perspective that, like the white rhino, must fight to exist. The writing here includes my responses, reflections, reactions to Latino- and education-related issues. What's Happening This Week in Space: By Ray Salazar , May 10, at 8: Introduction--What inspired my argumentative response?

Introduction with three reasons Reason 1 Reason 2 Reason 3 A summary of all three reasons It's bad writing. The five-paragraph essay is rudimentary, unengaging, and useless. Confirmation--What supports my argument? Together we came up with this structure for arguments, which has served me and students well: The longer school day in Chicago next year does not guarantee that students will be productive in classes, reminding us that young people need to find learning meaningful.

The longer school day in Chicago next year does guarantee more learning opportunities, resulting in increased student success. If students want to get really fancy, they can use a subordinate phrase at the beginning to de-emphasize common beliefs: Despite its widespread use, the traditional five-paragraph essay does not allow students to express ideas engagingly, proving that this structure limits students' writing development.

Refutation--What challenges my argument? Who or what are you writing about? Conclusion--What are the benefits of accepting my argument?

Comments Leave a comment. Rich Clark said May 14, at Feel free to reach out if you're interested in learning more. Best, Rich Clark Co-founder corestand. Ray Salazar said May 14, at In reply to Rich Clark:. Thanks for sharing this, Rich. I will check it out. Tracey GunterRosen said May 15, at In reply to hubbardtj:.

In reply to Ray Salazar:. Ray Salazar said May 15, at In reply to listening:. Ron Poirier said May 14, at In reply to Ron Poirier:. Veronica Walker said September 8, at In reply to jparkermastin:. Here's an example I suggested for a friend who teaches 4th grade: Hugo Ortiz said May 14, at In reply to Hugo Ortiz:. Thanks for posting, Hugo, and for emphasizing the importance of form. In reply to jeannie Kristi Garrett said May 15, at GreenMtnTeacher said May 15, at In reply to Kristi Garrett:.

In reply to GreenMtnTeacher:. I intended that to be a general comment, not a reply to the poster above In reply to mrs aloha:. Jerry said May 16, at In reply to Jerry:. Nicole Eve said May 15, at In reply to Nicole Eve:. Part 4 is the refutation. This can be any mode that is appropriate. I hope this clears it up. If not, please let me know. MS77 said May 15, at In reply to nigelteacher:. Jack Farrell said May 15, at Ray Salazar said May 18, at In reply to Jack Farrell:.

Stephen Munley said May 15, at What would be your suggestion in approaching my English teacher about this subject? In reply to Stephen Munley:. Stephen Munley said May 20, at Ignatz said May 16, at In reply to Ignatz:.

Ignatz said May 22, at Thanks for not reading what I wrote. Also if we only teach real life writing, I should ditch Haikus etc? Ray Salazar said May 23, at My students have actually gone on to be successful writers with my feedback. Ignatz said June 9, at I am sure that they owe it all to you.

Again, just answer what I wrote rather than being so defensive. Ray Salazar said June 10, at Tracie Young Weisz said May 16, at In reply to Tracie Young Weisz:. Enthymemes are an essential part of rhetoric. Thanks for the links. David Sauer said May 16, at In reply to David Sauer:. Teach them as well, as a scaffold to the "Why". Deborah Dessaso said May 16, at In reply to Deborah Dessaso:. In reply to mebmmg:.

The above writer has presented real arguments, to which you airily dismiss and ignore. Why even have comments or respond to them if you are going to ignore the content? But should never be a be all, end all. I dare you to answer these questions, with evidence SVP! Chris Webb said December 11, at Ray Salazar said December 11, at In reply to Chris Webb:.

BIll L said June 14, at Hi Ray, Why such an emphasis on teaching students argumentative writing? Ray Salazar said June 15, at In reply to BIll L:. Students can argue but they need to persuade and present evidence, not manipulate. Students fail in college with five-paragraph essays. Karson said July 16, at As we reflect on our teaching of writing it might be a good idea to review the main points from Aristotle's approach, which I believe everyone who has written on this blog seems to agree with: Ray Salazar said August 14, at In reply to Karson:.

For the last few months, this post has been averaging views a day. Aaron Gerwer said October 9, at Ray Salazar said October 10, at In reply to Aaron Gerwer:. Ray Salazar said December 9, at In reply to sehogan:. Leave a comment Comments are closed on this post.

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