Project #94364 - 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.)

 

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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. 

 

 

Subject English
Due By (Pacific Time) 11/18/2015 02:00 pm
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