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This essay explores the persuasive mode, one of the more common kinds of writing you’ll experience throughout your college and professional career. Your goal is to persuade your audience to consider your position on a controversial subject. Understand, there is seldom a definitive right or wrong answer in anything. You should anticipate the real possibility that some of your readers will not initially agree with you on your stance. Part of this essay requires that you take opposing viewpoints into consideration when making your argument. By truthfully representing the strengths of your opponent’s point of view, you show that you have considered more than one option when making your decision. This gives you more clout with your audience.

Criteria

The final draft of your essay should contain the following basic features:

· A well-defined issue that is controversial by nature

· A clear thesis statement that demonstrates the position you will be taking throughout this essay

· A treatment of at least three reputable sources, at least one drawn from the EBSCO database, and at least one of them supporting your claim

· A counter argument with at least one credible source defending the opposing viewpoint

· A refutation to or compromise with the counter argument

In addition to the above, the final draft of your essay should be:

· From 900 to 1200 words in length, typed in Times New Roman, 12pt. font, double-spaced, with one inch margins

· Written primarily in third person

Edited for spelling, mechanical, grammatical, and typing errors

Persuasive Draft

Larger class sizes offer some variety alternatives to tutors in selecting students with talents and skills that match a variety of specifications in school management and extracurricular activities. School managers can assess individual expertise and recommend the best-suited learners to be assigned specialized tasks. However, the large classes present some challenges to both the tutor and student body, including overcrowding, inability to learn students at an individual level and absence of personal connections with respective faculty and students (Greenberg & Carbone, 1998). In many cases, administrators only focus on the financial implications associated with bigger numbers and neglecting core objective of producing accomplished scholars.

The major drawback that students face while attending larger high school is the overcrowding issue. School administrators enroll more students to the already full learning institutions, causing a possible strain on the available social amenities. Thus, it will, in turn, create a habit of a struggle for existence and eventually leading to stiffer competition for the available resources. Right from the classroom situation to the halls of residence, learners who may not withstand the struggle in sourcing for the available tools of learning will lose out. With crowded hallways, students become overwhelmed and experience delays while moving to and from classes. While in the large classes, students will also struggle with cramped desk space while competing with fellow students for attention (Greenberg & Carbone, 1998).

Secondly, students in large classes easily get lost in classroom shuffle. Administrators, teachers and support staff, are bound to interact with tens of hundreds or thousands of learners all year and may find it more difficult getting to recognize individual students than their fellow small school professionals. Students who do not feel a personal touch to one or more of their teachers or staff members might miss the sense of brotherhood that small schools often deliver. This evident lack of tutor-student engagement may eventually cause students to feel like none cares about them or their life in school, which demotivates their performance in academics (Bear, Cavalier, & Manning, 2005). Highly extroverted students who miss out on classroom activities may achieve notoriety to gain recognition in the competitive environment. The bulk of students who might either blend in or even isolate themselves from other, may vanish into the shadows of the large classroom.

Lack of personal recognition impacts both the academic and social experience of the students and this may eventually impede their success in school (Greenberg & Carbone, 1998). Often, the teachers may find it hard to study and analyze the progress of each student including their challenges and possible remedies to address. The problem can worsen when a majority of the students are not well-behaved. In a class with the lesser student population, there will be fewer distractions which are beneficial for not only students but also the classroom teacher. The teacher will never have the burden of addressing the distractions and instead direct more time to tutor. With fewer students, it does not mean that every student will be well-behaved, but there will be better chances of the students not engaging in classroom vices like talking to each other during learning sessions. Research shows that most students that receive enough attention from their tutors have a higher likelihood to perform better (Bear, Cavalier, & Manning, 2005). The contrary occurs when the instructors are unable to offer the required attention to every student because the teachers are outnumbered; hence, overwhelmed (Tingstrom, Sterling-Turner & Wilczynski, 2006). Guiding discussions in a class with high population becomes difficult as compared to smaller sized classes. That means, teachers with a smaller group of students can guide group discussions in classrooms leading to productive sessions.

Furthermore, large classes face the danger of losing their students since they tend to experience much higher dropout rates. Personal touch with tutors and school administrators is key to building a reputable learning environment where instructors and students get to interact at a personal level. With the well nurtured interactive setting, students get to open up on their concerns, with the tutors creating a more personalized touch to guide and counsel the individual learner. However, if the environment is never conducive enough, the students might feel isolated and thus believe that getting out of the system would offer a solution to their predicaments. The teacher-student relationship is a key factor that determines whether a student will successfully graduate or repeat a particular grade (Bear, 2008). With a smaller class, a teacher will be able to spend more attention and individually with every student. It may help the students have a better understanding of the subject concepts.

Another notable challenge experienced due to higher volumes of students is the lack of resources. Administrative problems tend to arise when trying to meet the needs of all students (Brooks, 1985). For instance, purchasing materials like computers to be used by every student can be involved. Sharing resources may affect the individual and overall institutional performances. On the other hand, smaller classes make it easy for the administration to plan and source for supplies enough for each. Thus, maximum access and utilization of particular resources influence the academic outcome of the people as well as that of the institution.

In conclusion, school administrators should consider the pros and cons associated with bigger classes to avoid overcrowding, unnecessary strain on available social amenities or to even lose their treasured students in the classroom scuffles. They should wake up to the fact that a manageable class creates a personalized touch between tutors and individual learners hence creating a conducive environment that favors learning and eventually producing a population of highly scoring students.

Draft Persuasive Essay

The Challenge of Larger Class Sizes

Larger class sizes offer some various alternatives to tutors in selecting students with talents and skills that match a variety of specifications in school management and extracurricular activities.

School managers can assess individual expertise and recommend the best-suited learners to be

assigned specialized tasks. However, the large classes present some challenges to both the tutor

and student body, including overcrowding, inability to teach students at an individual level and

absence of personal connections with respective faculty and students (Greenberg & Carbone,

1998). In many cases, administrators only focus on the financial implications associated with

bigger numbers and neglect core objective of producing accomplished scholars. The major drawback that students face while attending larger high school is the overcrowding issue. School administrators enroll more students to the already full learning institutions, causing

a possible strain on the available school activities open to them. Thus, it will, in turn, create a struggle for existence and eventually leading to stiffer competition for the available resources.

Right from the classroom situation to the hall of residence, learners who may not withstand the struggle in sourcing for the available tools of learning will lose out. With crowded hallways, students become overwhelmed and experience delays while moving to and from classes. While in the large classes, students will also struggle with cramped desk space while competing with fellow students for attention (Greenberg & Carbone, 1998). Secondly, students in large classes easily get lost in classroom shuffle. Administrators, teachers and support staff, are bound to interact with tens of hundreds or thousands of learners all year and may find it more difficult getting to recognize individual students than their fellow small school professionals. Students who do not feel a personal touch to one or more of their teachers various teach

(Instructor: You need a more general statement to open your essay, one that previews the overall theme of the essay)

Instructor:

Meaning?

Instructor:

Are you still talking about high school? There are no residence halls in high school.

Or staff members might miss the sense of brotherhood that small schools often deliver. This evident lack of teacher-student engagement may eventually cause students to feel like no one cares about them or their life in school, which demotivates their performance in academics (Bear, Cavalier, & Manning, 2005). Highly extroverted students who miss out on classroom activities

may achieve notoriety to gain recognition in the competitive environment. The bulk of students who might either blend in or even isolate themselves from other, may vanish into the shadows of

the large classroom. Lack of personal recognition impacts both the academic and social experience of the students and this may eventually impede their success in school (Greenberg & Carbone, 1998). Often, the teachers may find it hard to study and analyze the progress of each student including their challenges and possible remedies to address. The problem can worsen when a majority of the students are not well-behaved. In a class with the lesser student population, there will be fewer distractions which are beneficial for not only students but also the classroom teacher. The teacher will never have the burden of addressing the distractions and instead direct more time to tutor. With fewer students, it does not mean that every student will be well-behaved, but there will be better chances of the students not engaging in classroom vices like talking to each other during learning sessions. Research shows that most students that receive enough attention from their tutors have a higher likelihood to perform better (Bear, Cavalier, & Manning, 2005). The contrary occurs when the instructors are unable to offer the required attention to every student because the teachers are outnumbered; hence, overwhelmed (Tingstrom, Sterling-Turner & Wilczynski, 2006). Guiding discussions in a class with high population becomes difficult as compared to smaller sized classes. That means, teachers with a lower group of students can guide group discussions in classrooms leading to productive sessions. The teacher no one fewer students teach who teachers

(Add some research to support this point).

(What about teachers large classroom size difficult)

Furthermore, large classes face the danger of losing their students since they tend to experience much higher dropout rates (Need data to back up)

Personal touch with tutors and school administrators is key to building a reputable learning environment where instructors and students get to interact at a personal level. With the well-nurtured students open up about their concerns, with the teachers creating a more personalized touch to guide and counsel the individual

learner. However, if the environment is never conducive enough, the students might feel isolated and thus believe that getting out of the system would offer a solution to their predicaments. The teacher-student relationship is a key factor that determines whether a student

will successfully graduate or repeat a particular grade (Bear, 2008). With a smaller class, a teacher will be able to spend more attention individually with every student. It may help the

students have a better understanding of the subject concepts. Another notable challenge experienced due to larger classroom size of students is the lack of resources. Administrative problems tend to arise when trying to meet the needs of all students (Brooks, 1985). For instance, purchasing materials like computers to be used by every student can be difficult. Sharing resources may affect the individual and overall institutional performances. On the other hand, smaller classes make it easy for the administration to plan and source for supplies enough for each. Thus, maximum access and utilization of particular resources influence the academic outcome of the people as well as that of the institution. In conclusion, school administrators should consider the pros and cons associated with bigger classes to avoid overcrowding, unnecessary strain on available social amenities or to even lose their treasured students in the classroom scuffles. They should wake up to the fact that a manageable class creates a personalized touch between tutors and individual learners hence (Add data to support this.)

creating a conducive environment that favors learning and eventually producing a population of

highly scoring students.

References

Bear, G.G. (2008). Best practices in classroom discipline. In Thomas, A. & Grimes, J. (Eds.),

Best Practices in School Psychology V (1403-1420). Bethesda, MD: National

Association of School Psychologists

Bear, G.G., Cavalier, A., & Manning, M. (2005). Developing self-discipline and preventing and

correcting misbehavior. Boston: Ally & Bacon

Brooks, D. M. (1985). The First Day of School. Educational Leadership, 42(8), 76-78.

Greenberg, J., & Carbone, E. (1998). Teaching Large Classes: Unpacking the Problem and

Responding Creatively. To Improve the Academy, Paper 399

Tingstrom, D.H., Sterling-Turner, H.E., & Wilczynski, S.M. (2006). The Good Behavior Game:

1969-2002. Behavior Modification, 30, 2, 225-253.

References

 Bear, G.G. (2008). Best practices in classroom discipline. In Thomas, A. & Grimes, J. (Eds.), Best Practices in School Psychology V (1403-1420). Bethesda, MD: National Association of School Psychologists

Bear, G.G., Cavalier, A., & Manning, M. (2005). Developing self-discipline and preventing and correcting misbehavior. Boston: Ally & Bacon

Brooks, D. M. (1985). The First Day of School. Educational Leadership, 42(8), 76-78.

Greenberg, J., & Carbone, E. (1998). Teaching Large Classes: Unpacking the Problem and Responding Creatively. To Improve the Academy, Paper 399

 Tingstrom, D.H., Sterling-Turner, H.E., & Wilczynski, S.M. (2006). The Good Behavior Game: 1969-2002. Behavior Modification, 30, 2, 225-253.