Multitasking

Persuasive/Argumentative Essay Outline (Note: This is NOT the only option for organizing your essay.) Note: ¶= Paragraph My Interesting Title I. Introduce topic and stimulate reader interest Give your audience enough background information to understand your topic. CLEARLY STATED THESIS EXPLAINING YOUR “SIDE” II. Optional ¶ with background information, when necessary. ------------------------------------------------------------------------------------------------------------ III. Topic sentence (my main point, or argument) A. Supporting detail (evidence) that proves or backs up my point B. Supporting detail (evidence) that proves or backs up my point IV. Topic sentence (my main point, or argument) A. Supporting detail (evidence) that proves or backs up my point B. Supporting detail (evidence) that proves or backs up my point V. Topic sentence (my main point, or argument) A. Supporting detail (evidence) that proves or backs up my point B. Supporting detail (evidence) that proves or backs up my point (Note: 3 main points, or arguments, is generally a good number for an essay of this length. You may have 2 main points if your have more supporting details for each, or 4 main points, if you like.) ---------------------------------------------------------------------------------------------------------- VI. Counterargument (the opposing view) VII. Refutation (my response to opposing view) (Note: paragraphs 5 and 6 can be combined.) --------------------------------------------------------------------------------------------------------------------------------- VIII. Conclusion that brings reader full circle and emphasizes thesis. Persuasive/Argumentative Essay Outline (Note: This is NOT the only option for organizing your essay.) Note: ¶= Paragraph My Interesting Title I. Introduce topic and stimulate reader interest Give your audience enough background information to understand your topic. Thesis: Research shows that single-sex classes are better for high school girls and, therefore, should be encouraged. II. Optional ¶ with background information, when necessary. (If topic is complicated and needs more explaining.) ------------------------------------------------------------------------------------------------------------ III. Topic sentence (my main point, or argument) There is gender bias in coed classes that tends to make girls feel like second-class citizens A. Supporting detail (evidence) that proves or backs up my point Girls are not called on as often as boys in coed classes. (Study in Chronicle of Higher Education, also my own personal examples of when I was a student at Lourdes High School). B. Supporting detail (evidence) that proves or backs up my point Teachers have higher expectations for boys than for girls, which hurt girls’ self esteem. (Expert opinion of Angela Smith, Professor of Women’s Studies). IV. Topic sentence (my main point, or argument) Girls perform better academically when they attend same-sex schools. A. Supporting detail (evidence) that proves or backs up my point Girls in study of 100 high schools proved that those in single-sex classrooms scored higher on SATs than those in coed schools (Survey conducted by Illinois Education Group) B. Supporting detail (evidence) that proves or backs up my point Girls show more interest in math when taught in single-sex classes. (American Institute of Education survey) V. Topic sentence (my main point, or argument) (Etc.) A. Supporting detail (evidence) that proves or backs up my point (Etc.) B. Supporting detail (evidence) that proves or backs up my point (Etc.) (Note: 3 main points, or arguments, is generally a good number for an essay of this length. You may have 2 main points if your have more supporting details for each, or 4 main points, if you like.) ---------------------------------------------------------------------------------------------------------- VI. Counterargument (the opposing view) Girls need to know how to get along socially with boys and can only do this is in coed schools. Girls will grow up to be women who will compete with men; they should learn to do this while they’re young. VII. Refutation (my response to opposing view) (Note: paragraphs 5 and 6 can be combined.) Girls have plenty of time and opportunities to meet boys when they are older. Single sex schools that nurture girls will help them build the self-esteem, confidence, and knowledge to compete better with men when they’re mature young women in the work force. (Interview with Jim MCarthy, Psychologist and Educator) --------------------------------------------------------------------------------------------------------------------------------- VIII. Conclusion that brings reader full circle and emphasizes thesis. 36. Subject: Art & architecture Topic: Discussion Paper details: In class we watched a segment from 60 Minutes, “Mt. Athos: A visit to the Holy Mountain” (Part 1 (Links to an external site.) and Part 2 (Links to an external site.)) in which correspondent Bob Simon was granted a visit to Mt. Athos. Part of the discussion that ensued was with regards to how the monks of Mt. Athos regard their devotional objects: Bob Simon: “We were stunned by the magnificence of the art here but then we ran into Father Maximus, a former professor at the Harvard Divinity School. He told us what we were seeing cannot be described as art.” Father Maximus: “They are devotional objects and they are part of the living liturgical life of the church. So we don’t have any art and we’re not a museum.” The manner in which practitioners of a religious tradition regard devotional objects and the manner in which museums, private collectors, or contemporary artists consume and/or create these objects differ greatly. In this paper I want you to engage this discussion of religious objects as art and also think about to what extent does context matter? The first half of your paper should highlight the issues surrounding the topic as outlined in “Mt. Athos: A visit to the Holy Mountain” and in the second half of your paper, you will need to discuss how this relates to Chapter 6 from our textbook, “Art in and out of context.” At the heart of this conversation is context so the second half of your paper should consider how the meaning of the objects at Mt. Athos would change if the context were to change. In your discussion consider how the meaning of these works would shift if they were moved to a museum, if they (or religious objects similar to what we see at Mt. Athos) were to be sold at auction, or if they (or other religious objects) were to be incorporated into contemporary art works. In your discussion cite specific examples from the video, textbook, and consider other examples we have discussed this quarter (John Berger’s Ways of Seeing, “Even in tough times…contemporary art sells,” and etc.). As is the case for all of your papers, make sure that you properly cite all sources used. You may use whichever system (MLA, Chicago, or APA) you are most comfortable with but make sure you are consistent and thorough in your citations. Paper Format: 2 pages double-spaced 12-point font 1-inch marginsBottom of Form