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Jeon 2

3rd Assignment: Essay, Opinion/Response—Why Do We Write?

After considering Mr. Dihel’s letter/prayer and reading the articles for Unit One, you have surely developed some opinions about why we write, both for personal reasons and for academic and professional reasons. You will now write an essay (minimum 3 ½ pages, 1,250 words) expressing your opinion on the question “Why Do We Write?” and responding to the two articles assigned for Unit One. The essay must have an effective introduction and conclusion, a strong and clear thesis statement, and at least three supporting paragraphs with topic sentences. You should include at least two references to the articles; you may use the sentences that you wrote for the Reading Questions assignment. You may also use parts of your Dihel paragraph to develop your essay. Do not do any research for the essay.

You will need to find a focus for your essay. You could start by choosing a type of writing to focus on: personal, professional, academic, or public (social, political) writing. Then limit yourself to one purpose for that type of writing. For example, you might discuss how academic writing is used to help students remember important concepts since writing about a topic forces us to think deeply about it. Express your focus in a clear and interesting thesis statement; this is the main idea of your essay, and your reader (I) must understand what you are writing about.

After you find a focus, you must discover a way to analyze your main idea—to break it down into supporting points so that the main idea becomes meaningful in the essay. You could describe the kind of writing that you’re focusing on, with examples of that kind of writing, then discuss why writing is valuable for this purpose (or not), and then contrast to speaking or visual communication. You could also look at historical examples or discuss a famous case or use personal experience to develop your thesis.

Do not write a “list essay”: “There are three reasons that academic writing is useful. First . . . .” This kind of essay is a simplistic, childish way to develop a discussion. Essays that are structured as lists are sometimes effective for standardized exams like the TOEFL, but they are not appropriate for academic work. If you find yourself starting each body paragraph with a transition like “First,” “Second,” and “Next,” then you are writing a list essay—and you need to start over again.

The essay should be written in a semi-formal style. In other words, you should not use slang, but you may use the first-person “I.” However, you should not use the conversational “you” that English speakers often use in casual speech to mean “everyone.” Instead, use precise nouns to express your meaning—“students” or “parents” or “professors” or “citizens” or whoever it is you’re talking about. You should, of course, use precise vocabulary for all of your ideas. A big difference between formal writing and informal writing is that the former tends to be very precise and clear while the latter may be carelessly general and confusing.

There is a list of Grading Criteria below that will help you edit your essay before you turn it in. These are the most basic criteria. I also expect your essay to show a depth of thought about the topic, to show creativity in expression, and to be interesting to read. Have fun writing the essay, and it will be fun to read.

A “Translation” of Young Lee Dihel’s Letter/Prayer

Oh, God, it—it is a trying scene that I have had to pass through, almost more than flesh could endure. Oh, my God, I am so lonely now, separated here on earth from one so dear to my heart. This world seems to me a lonesome wilderness. When she was here on earth, I enjoyed this life. But—but now my Lord, I ask not long life, I only beg and entrust in the kingdom of God. Now Lord, thou hast taken my earthly helpmate and spiritual helpmate through this life. Now Lord, wouldst thou be pleased to let thy holy spirit dwell with me, and oh, Lord, it is my prayer that thou wouldst keep me faithful until death shall call me home. And oh, my God, wouldst enable me to take care of that little motherless infant of mine. Now Lord, I ask the blessings of God to rest on me and Mindie Onie Dihel. Now I leave our lives in thy care, our souls to thy service.

Keep us faithful until death,

Mindie Onie Dihel

Lee Dihel

Now, oh Lord, enable us

to say, let thy will be

done under all

circumstances

Note: The “-st” endings on verbs are Old English (“hast,” “wouldst”). They give the letter/prayer a Biblical sound, since the King James version of the Bible used these old forms of the words. “Thy” is Old English “your,” and “thou” is the Old English subject form of “you.” (The Old English object form of “you” is “thee.”)

Essay Structure and Development

Introduction—general discussion of the topic, leading to your specific focus and thesis/position

• gives necessary background information about the topic and gains the reader’s interest

• provides a context (“big picture”) for the essay; depending on how you want your reader to see your topic, this may be:

historical political economic

social psychological humorous

personal philosophical

• thesis statement (position statement)

Body: Development and Support of the thesis, Organized into Paragraphs—analysis of your position into several sub-points; development of each sub-point through the various methods shown below; logical, ethical, and emotional appeals to the reader; arranged so that related ideas are grouped together in paragraphs

• topic sentence for first sub-point Primary Methods of Development/Analysis

• discussion and development comparison (similar cases, degrees,

logical analysis better/worse)

details, examples contrast (differences, logical oppositions)

• concluding sentence causes (logical or reasonable)

effects (logical) or consequences (probable)

classification of types or subtypes

problem/solution

• topic sentence for second sub-point

• discussion and development

logical analysis

details, examples Secondary Methods of

• concluding sentence Development/Analysis

narration authorities/experts

description precedent

examples statistics

• topic sentence for third sub-point history proverbs/maxims

• discussion and development rule of law

logical analysis process/how to

details, examples definition

• concluding sentence

Conclusion—again, general discussion of the topic, providing “closure” for the discussion

• reaffirms the thesis/position

• perhaps sums up the sub-points

• places the narrowed topic (the essay’s focus) in a larger context

• makes a thematic link to the introduction

• perhaps encourages readers to take action (if appropriate for the essay’s purpose)