WRITING AN IN-CLASS ESSAY

1. WRITING AN IN-CLASS ESSAY

2. Think about… • Start with a solid thesis statement (you will probably partly agree and partly disagree, and this is a fine organizational tool to follow) • Provide relevant support for your thesis • Write a scratch outline • Include transitional words and expressions for cohesion and clear organization • Proofread and edit • Express your ideas in relationship to both authors

3. Sample summary • “In her passage, Hoff Sommers claims today’s young generation is compassionate and provocative as they devote themselves to others, but they do not have a clear sense of morality. In addition, Goodman feels too many people are wrongly trying to convince us that we are all fine as long as we accept ourselves for what we are.” Veeral

4. “From Goodman’s perspective, she claims that people are becoming passive I their daily doings and more often, they follow the unspoken rule that society has laid out for them to distinguish the differences between right and wrong. Society today not only pressures people to become followers and forget their own basic moral values, but it also allows readers to have a better understanding are of why Sommers and Goodman believe that people are simply conforming to social expectations [rather than following their own moral code]. “ Ngan

5. During pre-writing phase List common themes of course readings, discussions and other materials With common themes in mind, predict and list possible essay questions and topics Ask yourself to what extent do you agree or disagree with BOTH authors? Ask yourself if the writers were discussing their ideas with each other, what would they say?

6. AT THE ESSAY EXAM ITSELF: STEP ONE: Make a plan to budget your time. Stick to it! For the final, you will have 30 minutes to PREWRITE, BRAINSTORM, LIST and 60 minutes to write the essay. Keep that time frame in mind.

7. STEP TWO Read the directions, the questions and topics carefully. Be sure you know EXACTLY what is being asked!

8. STEP THREE Look for key words that will tell you what to write about and how to organize the essay: • Compare: Write about similarities • Contrast: Write about differences • Summarize/Sum up/Outline: Write about the main ideas • Evaluate/Critique: Write your opinion, giving the arguments for and against the issue and why your position is stronger • Classify: Write an explanation of into which category your topic falls • Define: Write a definition- what does the topic mean? • Describe: Write about the characteristics of the topic

9. STEP FOUR Establish your thesis statement. You may want to write a TENTATIVE thesis and revisit that TENTATIVE thesis when you are close to finishing to check for unity.

10. STEP FIVE Write a scratch outline. Remember, you must represent both prompts in your response and demonstrate an understanding of them both.

11. STEP SIX Write the essay, following the outline. • Do not worry about grammar and mechanics--- just get your ideas on paper. • Use all your resources (the readings, lectures, discussion ideas, life experiences, tv shows, books, readings) to develop the essay. • Write one paragraph per supporting idea. Focus each paragraph with a very clear topic sentence to express the main idea of the paragraph and to focus you on the point.

12. STEP SEVEN Go back and revise: • delete ideas • add ideas • move ideas to more logical paragraphs • add transitions where needed

13. STEP EIGHT Proofread and edit for: • Grammar • Spelling • Punctuation • Word choice

14. BUDGET YOUR TIME! BUT, if you run out of time… Take the last minute or two to outline or list the points you planned to cover. Not all professors will give you credit for this attempt, but some will. Try to write a few ideas to wrap up. Consider writing what you hope to prove during the pre-writing phase, and revisit this idea if you find yourself short on time.

15. Organization Template A • Intro: General summary of both authors, making generalizations and offer an opinion. • Body 1: SPECIFIC ideas from author #1 using quotes. • Body 2: Examples from your own life, agree/disagree • Body 3: SPECIFIC ideas from author # 2, see above. • Body 4: Your ideas of author #2 • Conclusion: both authors and you

16. Organization Template B • Intro: Hook. Both authors’ ideas, listing names and passages. Brief summary • Body 1: One idea that both authors share • Body 2: your opinion • Body 3: One idea that both authors might disagree about • Body 4: your opinion • Conclusion

17. Template C • Intro • Body 1: Author 1 • Body 2: Author 2 • Body 3: your opinion • Conclusion

18. Hoff Sommers “points out an irony, that despite a lack of moral guidance, the younger generation still promotes compassion” Ex from Kirat: • Taliban attacks • Sending grandparents to a retirement home • Abortion • …all are examples of SITUATIONAL MORALITY

19. Hoff Sommers • In our democratic society, we need to be cognizant of ethical ideas that our society is founded upon. The great works of literature have taught s these. • Today’s youth practice compassion, but they do not know why or how the values of integrity, respect for human life, honesty and self-control have come from.

20. Hoff Sommers • Hoff…is saying that people nowadays are extremely selfish and…lacking in moral tradition • Ex: Kayne West “YOLO” Sanjay • “…this generation knows almost nothing about moral tradition but is still selfless… Danielle • “young people today live in a moral haze…whatever works best for the individual” Hoff Sommers

21. Goodman • Agrees that we are also morally confused because psychology and MORAL RELATIVITY have taught us to accept not having these basic moral values, and we, as a society focus on acceptance rather than change, as long as we don’t hurt someone.

22. Goodman • ...”as long as society and/or peers approve of something, people are not going to change whatever it is that they are doing, regardless of right or wrong” • Doesn’t go into depth about how to fix these issues

23. Goodman • Acceptance of a faulty ideology (Haroon) • Today’s society is geared more toward acceptance than challenge (Gerry) • We convince ourselves that as long as we are not hurting anyone, we should love the person we are, even if we are boring or judgmental and considers the possibility that this acceptance is a negative thing for society using sarcasm to point this

24. Hoff Sommers and Goodman • “today’s kids are more inclined towards what works best for them as individuals rather than what works for the whole” Kirat “Sommers seems to attack the younger generation while Goodman generalized her essay…” and blamed psychologists for our lack of moral clarity. Hoff Sommers blames our schools and our lack of exposure to literature (partly Emily)

25. Both cont • It is ok to have your own opinion of what is right or wrong as long as we know/live according to the Golden Rule. (Kim) • …together I agree that this generation is selfless and tries hard to focus on others while there are some who seem to care only about themselves and could care less for the rest of the world. Danielle

26. Both • I believe that we are a generation of hope, co-existance and growth, even though critics see this as moral blindness. Somers and Goodman both see that this generation can’t define right and wrong, and that it disapproves of disapproval to make everyone feel good, but…(TINA) is this a bad thing? Nothing is black and white.