Speak+Out+Unit+3

**SAMPLE ESSAY (For and AGainst)**

Mobile phones at school (For and Against essay)

Introduction +Thesis:

Nowadays more and more students bring their mobile phones to school.

While I believe that students should carry mobile phones in case of an emergency, I am strongly

opposed to phones being used at school, particularly in the classroom.

Body:

Firstly, many students travel to and from school without their parents. Therefore, it is

important for them to have a mobile phone in case they need help or have an accident on the way

to school or home. Furthermore, parents who work may need to contact their children. For

example, if a parent has to work late, the student has to be told if arrangements have been made

for a relative or neighbour to look after them.

On the other hand, nothing is more disruptive during a lesson than the sound of a mobile phone

ringing or playing an annoying tune. Moreover, students who send and receive text messages in

class are not paying attention to the lesson.

In conclusion, I feel that students should be allowed to take mobile phones to school for use in

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">an emergency. However, all phones should certainly be turned off during lessons.

<span style="font-family: Arial,sans-serif; font-size: medium;">**Handout: How to Write The Five-Paragraph Opinion Essay**

<span style="font-family: Arial,sans-serif; font-size: medium;">If you feel confident about writing essays and usually do well at it, you may be able to skip this. There are other good ways to write an essay that will work just as well and be more interesting to read.

<span style="font-family: Arial,sans-serif; font-size: medium;">**First,** you have to understand what a paragraph is: three to five sentences that develop a single, clear idea. When you've finished with one main idea, you move on and start another paragraph. A good paragraph often begins with a **topic sentence** that sums up your main idea. <span style="font-family: Arial,sans-serif; font-size: medium;">The most basic structure for an essay includes just five paragraphs.

<span style="font-family: Arial,sans-serif; font-size: medium;"> **Paragraph One --** The **introduction.** Here you state the main idea of your entire essay -- the point you are trying to make or prove. This paragraph should include your **thesis statement --** a one-sentence summary of the main idea -- plus **three reasons** why you believe this statement to be true. <span style="font-family: Arial,sans-serif; font-size: medium;"> **Paragraphs Two, Three and Four.** These are the **body** of your essay. Remember back in Paragraph One, you gave three reasons for your opinion? Three reasons, three body paragraph. Each of the body paragraphs should take **one** of your reasons and explain it in more detail, giving an example or illustration to back it up. <span style="font-family: Arial,sans-serif; font-size: medium;">**Paragraph Five --** The **conclusion.** Former Newfoundland premier Joey Smallwood once said about giving speeches: "First I tell them what I'm going to tell them, then I tell them, then I tell them what I told them." That's how you write an essay. In the conclusion, tell them what you told them. Sum up your argument by restating your thesis statement and reminding the reader what your three reasons were. In an argumentative essay, you can finish with a "call to action" -- tell the reader what you would like them to do as a result. <span style="font-family: Arial,sans-serif; font-size: medium;">Depending on the topic, you can skip **paragraph Four.**

<span style="font-family: Arial,sans-serif; font-size: medium;">**Sample Five-Paragraph Essay**

<span style="font-family: Arial,sans-serif; font-size: medium;">**Subject:** Should students be required to write public exams?
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">// Title //

<span style="font-family: Arial,sans-serif; font-size: 12pt;">// Paragraph One: Introduction //

<span style="font-family: Arial,sans-serif; font-size: 12pt;">// Three reasons for my opinion //

<span style="font-family: Arial,sans-serif; font-size: 12pt;">// Paragraph Two: Develops the first reason by giving an example //

<span style="font-family: Arial,sans-serif; font-size: 12pt;">// Paragraph Three: // <span style="font-family: Arial,sans-serif; font-size: 12pt;">// Develops the second reason, giving an example //

<span style="font-family: Arial,sans-serif; font-size: 12pt;">// Paragraph Four: Develops third reason, giving an example //

<span style="font-family: Arial,sans-serif; font-size: 12pt;">// Paragraph Five: Conclusion // <span style="font-family: Arial,sans-serif; font-size: 12pt;">// Summary of reasons // || <span style="display: block; font-family: Arial,sans-serif; font-size: 12pt; text-align: center;"> ** Why Public Exams are Good ** <span style="display: block; font-family: Arial,sans-serif; font-size: 12pt; text-align: center;"> by an Anonymous Teacher

<span style="font-family: Arial,sans-serif; font-size: 11pt;">Many students hate public exams in their Level 3 courses and wonder why they have to write them. Although some students experience test anxiety and find it hard to prepare, I believe public exams are a good thing. They force students to take the courses seriously, they force teachers to teach to a standard, and they create a level playing field for all students. __For these reasons, I think Newfoundland students should continue to write Level 3 public exams.__

<span style="font-family: Arial,sans-serif; font-size: 11pt;">As a student, I was nervous about my public exams (Grade 11 in those days!) just as students today are. But I studied much harder for those courses and probably learned the material better. As a teacher I notice students are far less likely to skip classes if they are taking a public exam course. __<span style="font-family: Arial,sans-serif; font-size: 11pt;">Knowing that they have to write a major final exam forces students to take the course more seriously. __

<span style="font-family: Arial,sans-serif; font-size: 11pt;">During my teaching years, I often wondered whether I was doing as good a job as other teachers in the province. I hoped that my students were learning the same material others were learning. When they did well on public exams, I knew that what I was teaching was meeting the provincial standard. __Public exams helped me as a teacher because they showed me that my students were achieving at the same level as students all over the province.__

<span style="font-family: Arial,sans-serif; font-size: 12pt;">__ Public exams create a level playing field. __ What if a teacher dislikes a particular student or doesn't grade them fairly? In their Level 3 course, 50% of the grade comes from the public exam, so even if there's a personality conflict between the teacher and the student, the student gets half their grade from an unbiased source. This means everyone gets the same treatment.

<span style="font-family: Arial,sans-serif; font-size: 11pt;">While students will probably always feel exams are unfair and too hard, as a teacher I have to say I'm totally in <span class="SpellE" style="font-family: Arial,sans-serif; font-size: 11pt;">favour <span style="font-family: Arial,sans-serif; font-size: 11pt;"> of them. I like the fact that they make students study harder, teachers teach better, and give everyone a chance to be judged in a fair and unbiased way. I have taught in other provinces without public exams, and __I hope public exams continue to be__ __<span style="font-family: Arial,sans-serif; font-size: 11pt;">part of our education system here in Newfoundland. __ ||

<span style="background-color: #f6f6f6; color: #9e5205; font-family: Verdana,sans-serif; font-size: 21px;">Some connectors for your essay
<span style="background-color: #f6f6f6; display: block; font-family: 'Trebuchet MS',Trebuchet,Verdana,sans-serif;">Here is a chart of the transitional devices (also called conjunctive adverbs or adverbial conjunctions) accompanied with a simplified definition of function (note that some devices appear with more than one definition): again, also, and, and then, besides, equally important, finally, first, further, furthermore, in addition, in the first place, last, moreover, next, second, still, too also, in the same way, likewise, similarly granted, naturally, of course although, and yet, at the same time, but at the same time, despite that, even so, even though, for all that, however, in contrast, in spite of, instead, nevertheless, notwithstanding, on the contrary, on the other hand, otherwise, regardless, still, though, yet certainly, indeed, in fact, of course after all, as an illustration, even, for example, for instance, in conclusion, indeed, in fact, in other words, in short, it is true, of course, namely, specifically, that is, to illustrate, thus, truly all in all, altogether, as has been said, finally, in brief, in conclusion, in other words, in particular, in short, in simpler terms, in summary, on the whole, that is, therefore, to put it differently, to summarize after a while, afterward, again, also, and then, as long as, at last, at length, at that time, before, besides, earlier, eventually, finally, formerly, further, furthermore, in addition, in the first place, in the past, last, lately, meanwhile, moreover, next, now, presently, second, shortly, simultaneously, since, so far, soon, still, subsequently, then, thereafter, too, until, until now, when
 * addition**
 * comparison**
 * concession**
 * contrast**
 * emphasis**
 * example or illustration**
 * summary**
 * time sequence**

A word of caution : Do not interlard your text with transitional expressions merely because you know these devices connect ideas. They must appear, naturally, where they belong, or they'll stick like a fishbone in your reader's craw. (For that same reason, there is no point in trying to memorize this vast list.) On the other hand, if you can read your entire essay and discover none of these transitional devices, then you must wonder what, if anything, is holding your ideas together. Practice by inserting a tentative however, nevertheless, consequently. Reread the essay later to see if these words provide the glue you needed at those points.

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