The ... 8 paragraph essay?
Ok ... so what next? One nice thing about switching to a new comp reader and handbook (besides sample essays for them to look at) is that the handbook came with an instructor's guide, mainly of instructions for how to build a syllabus, but also with some suggested assignments, which were helpful. But one thing that irked me when I reread it today was how so many of the instructions told you to not teach the "formulaic" 5-P essay or that topic sentences didn't have to be at the beginning of a paragraph (making me feel crappy for beating structure into their heads) and then the sample paragraph or bit of writing they had for us to bring in to class was a perfectly formulaic paragraph. Humph.
It made me think about why we teach the 5-paragraph essay at all. First of all, I think it is necessary at a particular developmental stage. When I worked at that for-profit k-12 tutoring center in their writing program, I mainly worked with middle-school boys who hated writing and may or may not have had ADD. Their inability to understand essay structure totally meshed with the developmental stuff the center trained us on: they were just incapable of thinking very abstractly or structurally (the kids a bit younger than them were totally unable to really understand "people" in the abstract, that there were groups of people out there in the world who the kids didn't know and who didn't think or act anything like the kids) and you needed a strong framework that you could beat into their writing. You also needed a strong checklist because the boys hated writing and sitting still and making them write was a constant battle of: "Write a sentence. No, 'I ran' is too short. Write three paragraphs of five sentences each and each sentence has to be at least 10 words. Sit down. Sit down. I will count every word! Focus back on your paper." When you get students tell you a sentence has to be this long or a paragraph has to be this many sentences, you are probably seeing the result of beating a bare minimum amount of effort into them, effort that they have then incorrectly understood the point of. (Quality, or grades, don't motivate at this age --- not if their parents eventually felt they needed to bring their kids to the tutoring center.)
And man, that was my spring class! Two sentences is the minimum! You need more than that in your paragraphs! Stop hyperventilating; yes, you can write a whole four pages! Just try!
But I think the other reason we over-rely on the 5-P essay is because it can be taught. And it can be assessed. I used to fret and worry about whether you could actually teach writing for the longest time, that whole "writing can't be taught/you just pick it up on your own," debate, not seeing any improvement in my classes, until I got good at teaching the 5-P essay. Now I can take students from unorganized crap to clearly organized simplistic thinking. But this comes at the expense of the actual content and development of their ideas, which get a little cramped and lopped-off when squished into the 5-P mold. And it is easy to grade on a checklist because you are looking for clear parts in a clear order and everything must be in a specific place for it to count. Makes grading faster, too. No wonder the SAT writing section and all sorts of essay testing services grade to that format, to say nothing of the poor overworked high school teachers. It takes a lot longer to think about whether this point that might be the thesis here in paragraph two is actually a worthwhile stylistic choice to build up slowly to the thesis --- and often takes reading the essay twice before making a single mark on it --- than to look at the end of the first paragraph and then the first sentence of each following paragraph and check it off.
And my students seem to like it (with one exception) because writing is hard and it's reassuring and fairly pleasant to follow a formula instead of the trackless desert of blank paper. After reading several models and doing a workshop on a three-point thesis and peer reviewing two separate student groups, they pretty well have a grasp on what a three-point thesis should look like. The exception, of course, is that I want four-page essays from them and the 5-P essay doesn't stretch quite that far, so they often get stuck on what they should do to add a paragraph to the structure.
So now that they have been familiarized with this structure (I'm not going to say "mastered" yet), I am stumped. How do you teach students to go beyond the 5-P essay? How do you tell them "here's a rigid and constraining formula you have to use" and then go to complete structureless freedom? How do you go from a simplistic one-size-fits-all --- ooh, Procrustean works even better there --- to, "you should let the content and purpose of your various writings determine their form." Once again I am back to "can you even teach students to write?" Sigh.
I mentioned to my officemate that I was getting really strange penultimate paragraphs --- sometimes completely off topic, sometimes two separate conclusions, sometimes "background" that was so obvious it was clearly padding, and my officemate mentioned the point that the 5-P essay is too short to follow blindly. "I wish I had some other sort of essay structure to teach them that was, like, one level up in difficulty from the 5-P," I said. "Like what, the ... 8 paragraph essay?" she snorted. "Yes, totally! That's it!" There's a huge jump from simple structure to complete freedom in writing, and so much variety in my anthology's text they hardly work as "models." What I want is some sort of semi-flexible form my students could both copy and tweak, so that we don't have to regress to complete structurelessness when I push them to complicate their analysis and extend their papers.
Can somebody please invent this?
* I have quite a few that didn't bring drafts to peer review or have had "troubles" getting in the final draft and who are never paying attention during class. If they're not mentally there I'm not counting them as part of my class.
** I have a couple who took honors English but haven't been asked to write an essay for two years. And another who said he went to a bad school: "man, I cut class almost every day and still I got Bs. I didn't even show up!" But I have a lot who were very familiar with the whole concept map-outline-draft-revision thing.
Basic Rules For Composing A Good 8-Paragraph Persuasive Essay
Writing a persuasive essay is a lot like arguing a case at trial. The student must pick one side of the topic and use evidence for showing that their argument is the right one. Although it takes some getting using to, composing a good 8-paragraph persuasive essay does not have to be difficult. From choosing a topic to building an outline, students can speed up the writing and researching process.
Picking a Topic
The best topics for composing an 8-paragraph persuasive essay will be a topic that the student enjoys. Students will have a much easier time writing if they actually like the topic. Initially, students should read through the writing prompt that was given by their teacher. If the student is given a topic, they can immediately start writing once they choose a side. When a topic is not given, students can write about anything that they want to.
Create an Outline
An outline is a must-have for any type of writing. With an outline, the student can easily see which part of the argument will come next. For an 8-paragraph persuasive essay, the student should build an outline with an introduction, a conclusion and six body paragraphs. Each body paragraph should make a point that supports the thesis statement. Once this is done, the student needs to use two or three facts to support the point.
Sometimes, students have problems finding evidence for their cause. If this is an issue, the student should sit down and brainstorm as many supporting pieces of evidence as possible. Afterward, the student should pick the top six topics sentences for their paper. They can then use library books or online research to support their case.
Overcoming Writers' Block
An outline is one of the key ways to overcome writers' block. With an outline, the student knows exactly what is
coming next. If creating an outline is not enough, the student should sit down with a tape recorder or a web cam. They should explain their argument like they are talking to a friend. By talking through the argument, students can break through the writers' block that is caused by a blank page. If the spoken argument is good enough, the student can even transcribe and edit it for using in their assignment.
Remember to Edit
When writing an 8-paragraph persuasive essay, students need to make sure that they have left time for editing. Ideally, the student should set the assignment aside for a few days or weeks so that they can edit it with fresh eyes. If this is not possible, the student can always ask a teacher, friend or tutor for help with proofreading.