Name:
11 AP – Intro to the Argument Essay
Overview
-Essay requires you to create an evidence-based argument in response to a prompt
-Prompt asks you to consider a certain issue
-Essay relies on your own thinking and voice to generate the ideas, evidence/examples and content that goes into
your overall position and each paragraph
Connections to Previous Essays
-The synthesis essay requires you to come up with your own factors and bridge the sources to logically relate to
the factor.
-You can think of the argument essay in a similar fashion except you are generating the evidence (instead of
using the sources) and bridging your evidence back to your position.
Rhetorical Analysis Essay
Based on given text
Section purposes lead to
assertion
Argument Essay
Based on your own evidence
Brainstormed evidence leads to
your assertion/position
Structure
Assertion
Structure
Assertion
BP
-Topic Sentence: section
purpose
-Quote
-Explanation/analysis that
bridges quote to section purpose
BP
-Topic Sentence: Idea/example
-Evidence & details (create
picture in reader’s mind)
-Explanation that bridges
evidence to paragraph topic and
assertion/subject of prompt
Sample Argument Prompt
2016 AP ENGLISH LANGUAGE AND COMPOSTION FREE-RESPONSE QUESTIONS
Question 3
Suggested time – 40 minutes
(This question counts for one-third of the total essay section score.)
In 1891, Irish author Oscar Wilde (1854-1900) observed, “Disobedience in the eyes of anyone who has read
history, is man’s original virtue. It is through disobedience that progress has been made, through disobedience
and through rebellion.”
Wilde claims that disobedience is a valuable human trait and that it promotes social progress. Write an essay
that argues your position on the extent to which Wilde’s claims are valid. Use appropriate examples from your
reading, experience, or observation to support your argument.
Developing Your Position
-Taking a side/arguing a position does NOT mean taking a clear black or white position
-Instead, taking a side is having an opinion on the idea the prompt raises.
-The goal for this essay is to generate intellectual and relevant examples, utilize them to develop your complex
position, and clearly and logically explain the connection between your evidence and your position in relation to
the prompt.
-Think of this process as having an intellectual conversation with yourself about the issue/topic the prompt
raises.
-A conversation requires a degree of back and forth, compare and contrast, specifics and details, consideration
of counterarguments, etc. Your argument essay should capture the conversation that includes many of these
aspects.
Your evidence leads to your position.
-Your evidence leads you to develop a complex position that does not necessarily argue one side or the other;
instead, it argues your multifaceted opinion.
-Our most immediate goal is to master the process of brainstorming evidence; however, below are some samples
of assertions to give you an idea of both what “taking a side” looks like and what we are gathering evidence to
work toward.
RA development of thesis
Determine PS1
Determine PS2
Determine PS3
Assertion: Key words from prompt and PS1, 2,
and/or 3
Argument development of thesis
Determine Deduction 1
Determine Deduction 2
Determine Deduction 3
Assertion: Key words from prompt and deduction 1, 2
and/or 3
FROM EVIDENCE TO ASSERTION
Generating Evidence
-The argument essay assesses your ability to think and write intellectually.
-You need to write for your audience just like the professional writers we rhetorically analyze gear a
text toward their specific audience.
-As we go through the process of brainstorming evidence, keep in mind that your selection of
examples/evidence should reflect the fact that you are writing for an adult, academic audience.
-AVOID: celebrities/athletes -- unless you can explore a social issue through them (i.e. the effect of
performance enhancing drugs on the integrity of the game), lies, extreme opinions, cliché or
vague/general examples
-Draw from your knowledge of history, literature, current events, subjects you are passionate about,
school issues, etc.
The Evidence Bank
-Purpose: to equip you with academic evidence to use for your essay that is easy to recall (step 1), to
take inventory of what you are already an expert in and add it to the bank (step 2)
-The value of the bank is its ability to provide you with SPECIFICS to each entry because it is crucial
that you have details to write about in your essay; you CANNOT write a general summary of the
event/piece of evidence.
-The entries that are already inputted are the most commonly usable/flexible that have the potential to
work for many prompts. You must know these well.
QUESTIONS TO ADD DETAIL TO EVIDENCE BANK ENTRIES
-In order to add specifics to the already existing entries, ask yourself the following questions:
1) What groups of people are involved?
2) What major events are significant to the issue?
3) What conflicts occurred?
4) What were the consequences?
5) Add three specifics/details that would make the example/piece of evidence “vibrant and lively” for the reader.
2016 Prompt Evidence Sample with Specific Details based on Questions
Evidence Entry: Huck
1) What groups of people are involved?
Huck, Southern Society, Jim, Tom
2) What major events are significant to the issue?
Huck apologizing to Jim (race),
Huck’s alcoholic father (family dysfunction),
Grangerfords vs. Shephardsons (senseless violence, blind faith in tradition,
Huck sacrificing his afterlife (race, religion),
Huck’s behavior on the Phelps farm (regression? Peer pressure?),
Jim sacrificing his freedom for Tom (self sacrifice, taking moral high ground when every reason not to)
Huck going out west alone (flight and isolation as solutions to problems)
3) What conflicts occurred?
Huck’s internal goodness in conflict with his perverted conscience
Society’s pressure on Huck in conflict with his beliefs
Jim’s sense of value in conflict with racist south
4) What were the consequences?
Huck follows his intrinsic morality but it is complex because he thinks he is doing wrong when he is
doing right.
Huck goes with his beliefs and decides to leave the savage civilization in order to develop
Jim calls Huck a piece of white trash in the scene where he thinks Huck is lost. He feels that Huck
violated Jim’s sense of dignity
5) Add three specifics/details that would make the example/piece of evidence “vibrant and lively” for
the reader.
Huck thinks he’s going to Hell. This shows that he sacrifices his afterlife for Jim.
There is debate as to whether Huck regresses based on his treatment of Jim on the Phelps farm.
Tom has learned nothing at the end of the novel. He wears the bullet around his neck like a romantic
trophy.
Adding to YOUR Evidence Bank
-In addition to the already existing entries, you want to add entries based on your own set of
knowledge/interests.
-The goal is to add about 4-6 entries to each existing category and a full category of your own.
-Consider…
QUESTIONS TO GENERATE NEW ENTRIES
1) What subjects/issues/cultural events you are an expert in/passionate about
2) What subjects/issues you are very familiar with (think about your other classes)
3) What you have read in this class: Henrietta Lacks, Huck, rhetorical analysis texts that link to significant
events (Gettysburg address, Green speech, etc.), your nonfiction book, your current events reflections
4) What you have read in English class in previous years
5) What you have read (books, articles, essays, etc.) outside of school
-Once you have brainstormed new entries or categories based on the above questions, go back and
answer the five questions (QUESTIONS TO ADD DETAIL TO EVIDENCE BANK ENTRIES) below
to help you develop your new entries
Evidence Related HW DUE MON: Finish evidence bank Lit entries, copy & paste Henrietta into Science and
Douglas into choice or history, finish 3 choice entries
DAY 2 (12/11)
Evidence exchange
Evidence Related HW DUE TUES: 5 more EB entries in any category due tomorrow
DAY 3 (12/12)
Deciding on Evidence and Applying Evidence to the Prompt
- Read the prompt and determine what evidence would be most effective, relevant and engaging.
- Choose three pieces of evidence and map out the following: (It may be beneficial to choose a piece of
evidence, answer the following questions, then move to the second piece. This approach may help you bring in
the academic complexity, and it may help with the unity)
-YOUR ANSWER TO QUESTION 3 WILL CREATE THE ASSERTION. DON’T WORRY ABOUT
THE ASSERTION YET.
-THESE QUESTIONS NEED TO BE TATOOED IN YOUR BRAIN
1) Where do you the subject/topic of the prompt in the evidence?
2) What specific details about the piece of evidence contribute to the connection between the prompt
and the evidence? (bridge between keyword and evidence)
3) Based on the details listed in response to question 2, conclusion can you draw about the
subject/topic of the prompt? In other words, what does the evidence show about the subject of
[keyword from prompt]? (new intellectual deduction)
*new intellectual deduction must transcend the specific piece of evidence
STEP 1: Come up with three pieces of evidence
Deciding on Evidence (Model Thought Process)
2016 Prompt Sample Evidence Application
-Huck Finn is in my example bank and I know it well (Here I would fill out the questions below because
it may lead me to unity and complexity)
-Huck leads me to think of the Civil War; however, I don’t want to just look at the simple South
bad/North good. Also, I need to find a way to logically connect Southern disobedience to progress.
-After I map out the Civil War, I consider the remaining examples that I have come up with:
Rev war, Vietnam protests, Jesus Christ
-I don’t want to go with the wars because I may end up repeating some of the same characteristics. I
want to add detail to the argument. Detail that wasn’t there before.
-Jesus Christ’s disobedience would be interesting, but I’m wary that it may be misread as preaching
religious beliefs as opposed to arguing about disobedience.
-I would like to come up with a modern example and also one that adds complexity to the discussion.
It’s clear that Huck’s disobedience is warranted and the Union needed to react to the South’s
disobedience.
-the difficulty comes in when the disobedience is open for debate (unlike Huck’s actions and the
Union’s)
-Is there modern debate over someone who disobeyed the government?
-I remember seeing a promotion on Xfinity for the movie Snowden.
-I’m going with Eric Snowden because he adds complexity and specifics to my discussion.
STEP 2: Applying Evidence Using the 3 Questions
-You have to answer all three questions for each piece of evidence.
Piece of Evidence #1: Huck Finn’s disobeying southern culture
1) Where is the subject/topic of the prompt seen in the evidence?
Huck DISOBEYS the rules of southern society and the religion he has been taught by treating Jim as a
human being. Although he is violating social norms, he is following his VALUABLE HUMAN TRAIT
OF INTEGRITY
2) What specific details about the piece of evidence contribute to the connection between the prompt
and the evidence?
-Huck DISOBEYS society’s rules when he apologizes to Jim and when he sacrifices his afterlife for Jim.
-Although society sees this as a sin, the reader sees that the DISOBEDIENCE IS LINKED TO
INTEGRITY.
-Although it is debatable as to how aware Huck is for his decision to head west alone, the reader sees
that Huck’s DISOBEDIENCE AT THE END OF THE NOVEL is rooted in his desire not to follow the
savage ‘sivilization’ that has tried to pervert his integrity.
3) Based on the details listed in response to question 2, what specifics/conclusion can you draw about
the subject/topic of the prompt?
DISOBEDIENCE IS A VALUABLE TRAIT WHEN IT IS GROUNDED IN INTEGRITY.
Piece of Evidence #2: South’s disobedience and secession from the Union
1) Where is the subject/topic of the prompt seen in the evidence?
The South’s secession from the Union was disobedience, but it led to social progress
2) What specific details about the piece of evidence contribute to the connection between the prompt
and the evidence?
-the decision forced Lincoln and the Union to finally take a stand on what a unified America would
represent.
-prior to the act of leaving the union, both the south and north in a certain sense avoided the moral
question of slavery. The south for economic reasons and the north for utilitarian reasons.
-the south’s disobedience was grounded in a flawed moral vision--it's religious and cultural justification
of slavery; however, it led to necessary action of pushing a unified America into the 20th century.
- Without the spark of the South’s disobedience and the Union’s need to right the cause, America’s 20th
century's industrial development and movement out of an agrarian society would never have occurred.
3) Based on the details listed in response to question 2, conclusion can you draw about the subject/topic
of the prompt? In other words, what does the evidence show about the subject of [keyword from
prompt]? (new intellectual deduction)
DISOBEDIENCE CAN BRING ABOUT SOCIAL CHANGE IN A DIRECT OR INDIRECT WAY
Piece of Evidence #3: Eric Snowden’s release of government programs to spy on Americans
1) Where is the subject/topic of the prompt seen in the evidence?
Snowden disobeyed the confidentiality agreement as a member of the NSA and a contracted employee
for the CIA
2) What specific details about the piece of evidence contribute to the connection between the prompt
and the evidence?
-as an employee working for government security, he had access to the national and global programs
the CIA and NSA use to collect data (emails, cell phone use) on any Americans they see fit to monitor.
-this access comes with a confidentiality agreement. Government intelligent workers cannot release
information about intelligence programs. Criminal offence
-Snowden disobeyed this agreement because he felt that the freedoms and liberties of the American
population were being violated by these programs.
-Some would see his disobedience as grounded in a flawed morality because it jeopardized national
security program. Others would see his intrinsic morality as grounded in the freedoms of the
Constitution.
-Although that debate may never be settled, the disobedience lead to progress. Some will see Snowden
as ethical and the effects of his actions as protection of the most sacred secular text of America—our
constitution. Others will vilify him and see his exile as not enough punishment. Yet these same people
will understand that the lapses in security that Snowden took advantage of have been exposed; as a
result, our NSA has clearly moved to solder the weakness
3) Based on the details listed in response to question 2, what specifics/conclusion can you draw about
the subject/topic of the prompt?
AN ETHICAL DEFENSE OF DISOBEDIENCE IS NOT ABSOLUTE;PEOPLE MAY ACTUALLY SEE
THE DISOBEDIENCE AS UNETHICAL.
Other Techniques that build off the evidence bank
CHOOSING THE BEST EVIDENCE/BRAINSTORMING EVIDENCE “ON THE SPOT”
When reading the prompt, determining what the prompt asks, and coming up with three pieces of
evidence, a few different things may occur:
1) You may think of three pieces of evidence from your bank that fits well with the subject of the
prompt. In this case you would immediately go to the three questions to develop how you will connect
the three pieces of evidence to the prompt and the specifics/conclusion you can draw.
2) The subject of the prompt may spark a piece of evidence in your head that’s not in your bank OR you
may come up with two pieces of evidence that lead you to think of a third piece of evidence that’s not in
your bank based on your unifying factor/new intellectual contribution (don’t be afraid of this, it’s a good
thing).
Similar to #1, develop the specifics of how you can apply evidence to the prompt subject and come to a
conclusion that relates to your assertion. The key is to develop the piece of evidence (similar to how you
did when you first came up with original entries to put in your bank) so that you don’t use it
superficially.
3) You may run through your evidence bank, think of 1-2 pieces of evidence that apply, but not be able
to think of the third and be forced to generate new evidence.
SPRINGBOARDING: Does the subject or current evidence remind you of something?
Start with the pieces of evidence you have that do apply. Can you use them as a springboard to generate
a third piece of evidence? For example, if you thought of Huck as a character who disobeys for the 2016
prompt, you may be prompted to think of the historical time period of the book: existence of slavery
(underground railroad & Harriet Tubman). It might prompt you to think of how certain historical time
periods led to disobedience: 1) Anne Frank and the people in Nazi Germany that hid/protected Jewish
neighbors, Hitler resistance movement 2) Civil Rights movement and Rosa Parks, freedom riders, others
who went against the grain to disobey society’s accepted practices (see how thinking of Huck made me
think of these new examples). Or, thinking of Huck’s disobedience could lead you to think of other
characters and people who disobey (Chris McCandless, women in Missoula that decided to speak up
about rape despite societal pressure not to).
STEP 3: Creating Your Assertion
Based on your three pieces of evidence, construct your thesis.
Process
1. Identify key words from prompt
2. Identify key words from deduction
3. Combine into a clear sentence that takes a POSITION
2016 Prompt Model Assertion Created from each Answer to Question #3
Process
1. Identify key words from prompt:
disobedience,
valuable human trait,
promotes social progress
2. Identify key words/phrases from deduction
- DISOBEDIENCE IS A VALUABLE TRAIT WHEN IT IS GROUNDED IN INTEGRITY.
- DISOBEDIENCE CAN BRING ABOUT SOCIAL CHANGE IN A DIRECT OR INDIRECT
WAY
-AN ETHICAL DEFENSE OF DISOBEDIENCE IS NOT ABSOLUTE;PEOPLE MAY
ACTUALLY SEE THE DISOBEDIENCE AS UNETHICAL.
3. Combine SOME OF THE WORDS into a clear sentence that takes a POSITION
As a human trait, disobedience when grounded in an ethical defense will led to social progress;
however, that ethical defense is often far from absolute.
-the first part of my thesis comes predominantly from Huck. The actions of the Union also
support it as well.
-the second part on social progress comes from the Civil War answer. Also if I want, the issue of
social progress sets me up for discussing whether Snowden’s actions were progress.
-the final part is Snowden and brings in the necessary qualification to show that the discussion of
disobedience and progress is not simple.
MAIN TAKEAWAY: DO NOT TAKE A POSITION UNTIL YOU DECIDE ON YOUR EVIDENCE – DO
NOT GO INTO THE EVIDENCE WITH A POSITION – LET YOUR EVIDENCE LEAD YOU TO YOUR
POSITION (REVERSE ENGINEERING ENSURES YOU WILL PROVE WHAT YOU ACTUALLY SET
OUT TO PROVE)
Evidence Related HW due Thurs: 3 pieces of evidence mapped out with the 3 questions & an assertion due for
the given prompt practice 1 posted on Turnitin by 7 am tomorrow.
DAY 4 (12/14)
Review evidence samples for practice prompt 1
Prep for tonight’s HW prompt
UNDERSTANDING THE PROMPT
Type 1: Direct prompt (disobedience)
Type 2: Curveball
a. Identify keywords/phrases (polite speech, value, function, community)
b. Paraphrase what the prompt says in your own words:
What is the value of polite speech?
What is the function of polite speech?
In community/culture (society)
*Prompts give options – you do not have to address all the options, figure out the subject, come up with
your evidence, and use your assertion to set the parameters within the options
*The definition of polite speech is what you say it is
b. Ask yourself: Where do I see the subject (or absence of subject – can also be evidence)?
Evidence Related HW: 3 pieces of evidence mapped out with the 3 questions & an assertion due for the given
prompt practice 2 posted on Turnitin by 7 am tomorrow.
DAY 5 (12/15)
Review evidence samples for practice prompt 2
Prep for tonight’s HW prompt
UNDERSTANDING THE PROMPT
Type 1: Direct prompt (disobedience)
Type 2: Curveball
a. Identify keywords/phrases
b. Paraphrase what the prompt says in your own words:
First paraphrase the stance/idea of the given excerpt, your evidence can agree or disagree with
given stance or both
Evidence Related HW: 3 pieces of evidence mapped out with the 3 questions & an assertion due for the given
prompt practice 3 posted on Turnitin by 7 am Mon.
DAY 6 (12/18)
Review evidence samples for practice prompt 3
Questions on test format
Evidence Related HW: Evidence test tomorrow
DAY 7 (12/19)
Evidence test
Characteristics of Good Assertions THESE ARE JUST MODELS. YOU WILL LEARN HOW TO
CONSTRUCT THE ASSERTION AFTER YOU GATHER YOUR
EVIDENCE
a. Specifically addresses the issue in the prompt
b. Uses the keywords (buzz words) from the prompt
c. Frames the argument in a way that the student writer will be contributing specific, detailed, academic
POSITION (not necessarily a side) about the subject
2016 Prompt Sample Assertions
Assertion: As a human trait, disobedience when grounded in an ethical defense, will lead to social
progress; however, that ethical defense is often far from absolute.
-This assertion frames the argument by qualifying the criteria (ethical defense) that is necessary when
disobedience advances social progress. It also qualifies that the ethical defense is not always clear cut.
Assertion: Disobedience inhibits the productivity of society and derails certain valuable systems.
-This assertion is essentially the opposite of the previous one. It frames the argument as a process;
however, it argues that disobedience (a debatable trait) leads to the inhibition of productivity in society
(negative consequence).
Assertion: Under the correct circumstances, disobedience leads the individual to spiritual and emotional
growth.
-This assertion frame the argument by qualifying that criteria for the circumstances affects the benefits
of disobedience. It also frames the discussion around two manageable and definable characteristics
Assertion: While disobedience has the potential to create social change, it can also come at a high cost
of human life.
-This assertion frames the argument by stating that disobedience has value in that it causes social
change, but includes the acknowledgement that it’s value is somewhat degraded by the collateral
consequences that come with it. (COMPLEX POSITION)
Process of Composing:
Overall Consideration: You are an intellect participating in an academic discussion. Your assertion is bringing
in a position on this discussion. To make the argument engaging and readable, you should consider the
following element that make great writing GREAT!
Key components of GREAT writing:
1. passion-competition (you want to win the argument), urgency of audience believing (the need to
believe your position),
2. audience-adult, college-educated
3. unity-all great writing and great art has unity. We intrinsically gravitate toward it.
4. voice-readable, engaging, REAL—not fancy or high fallutin.
5. you are an academic. You deserve to have a voice in this argument
6. an academic conversation- there is a nuance of a back and forth (noted in model)
7. everything since September: good writing is clear writing, don’t force maturity in diction or syntax,
write at your level (see #5), verbs, adjectives, economy of words, and everything else.
Rhetorical devices and how they can create the components:
1. Concession – acknowledging another side to your argument helps to develop a back and forth
conversation, it may also help you bring out more of your argument by forcing you to go further in
explaining why your position is better than another one
HOW TO USE IT: think of how you learned to negate a source in the synthesis essay identify a
counterargument, state the opposing argument/other position and then pick it apart/explain the pitfalls,
what the opposing argument failed to consider, why your position/reasoning is superior
SAMPLE: While a single action may not have revolutionized the negative racial attitudes of every
American citizen immediately, Parks’s defiance largely contributed to the Civil Rights movement that
made significant gains in racial equality.
*The use of concession adds substance to the argument by bringing up the idea of how the
disobedience of a single individual spurs positive social change.
2. Similarities/differences (comparison and contrast) - discuss similarities and differences between
your pieces of evidence, this will again create a more fully developed, nuanced conversation between
your pieces of evidence and more fully develop your assertion/complex position, sometimes details
within your pieces of evidence lend themselves to a discussion of comparison and contrast
HOW TO USE IT: while writing body paragraphs 2 and 3, drop in references to earlier pieces of
evidence and explain how they are both similar and different in the way they relate to the prompt
subject, also look for ideas within your paragraphs that might parallel or oppose one another
SAMPLE (between pieces of evidence): Unlike the situation of Atticus Finch and his family who learn
about standing up for what’s right and as a result, end up with better moral character, the finality of
consequences of the Civil War and the inconceivable human price tag mitigate the celebration of any
positive social change.
* The use of comparison/contrast develops the argument of this paragraph to show how the
consequences of the Civil War are different than those of Atticus’s disobedience.
SAMPLE (between related details within a piece of evidence): There was no moral justification of
the South’s motive; however, the Union’s motive, although not absolute, was grounded in a justifiable
integrity that lead to the treaty at Appomattox and lead to a somewhat unified America moving into the
20th century that would be filled with social advances and industrial advances.
*The contrast between the motives of the South and the Union creates a back and forth conversation.
3. Interjections - quick moments in the writing offset with commas (if the interjection is somewhat
related to your statement) or with dashes (if it addresses an opinion/issue that is outside of the content
of the sentence), emphasizes your voice and your intellect, serves as commentary on what you are
writing about
HOW TO USE IT: Consider if there is a point/idea you want to interject that adds readability and
shows your command of the content even though it does not directly relate to the sentence.
SAMPLE: In what are arguably two of the greatest moments—and anti-racist moments—in
American literature, puts his integrity ahead of obeying the unethical racial rules of the south.
*the interjection in bold provides the author’s commentary on what he/she is writing about, the readers
know that the author sees these moments as not only great and related to Huck’s integrity, but also
quickly informs them that the author can defend what makes them great, also shows the depth of the
author’s knowledge of subject
SAMPLE: The Civil War, however, remains one of the bloodiest wars in United States history; it
claimed the lives of 620,000 people or a massive 2% of the American population at the time. Such
extreme ramifications of the disobedience born out of the secession are difficult to digest and pose the
question of whether or not the loss of any human life, never mind the inconceivable loss of 620,000
lives, is worth any type of change.
*The interjection provides the author’s intellectual commentary/opinion of the great loss of life. The
interjection creates “conversation” about the idea of extreme loss of life instead of just including the
statistic and moving on. It also adds to the “back and forth” in the discussion of “whether or not the
loss of any human life is worth any type of change.”
4. Deliberate diction – create a vibrant and engaging picture to support/enhance your argument
HOW TO DO IT: Use strong verbs the communicate the purpose and tone of your argument, include
specific details and adjectives to color and voice to your argument
SAMPLE: On an individual level Parks’s non-violent, disobedient act launched her into the national
spotlight as an iconic figure of resistance to racial segregation and led to many more acts
that promoted positive social change by eroding centuries of racism ingrained in society.
SAMPLE:
At one point an angry mob of disgruntled, white farmers, the Cunninghams, show up ready to fight
Atticus to get him to obey Southern racial culture; nonetheless, he holds firm in his act of
disobedience.
5. Knowledge of your subject – creates authority and credibility, communicates passion and voice
about a topic you know well
HOW TO DO IT: Be invested in the evidence you describe and allow your writing to reflect how well
you know your subject. For example, fearlessly throw in details about sea turtles that show you have
command over your subject.
SAMPLE: The Civil War, however, remains one of the bloodiest wars in United States history; it
claimed the lives of 620,000 people or a massive 2% of the American population at the time. Such
extreme ramifications of the disobedience born out of the secession are difficult to digest and pose the
question of whether or not the loss of any human life, never mind the inconceivable loss of 620,000
lives, is worth any type of change.
* The use of a specific statistic here shows knowledge of the subject/piece of evidence and accentuates
the main argument of the cost of disobedience in the case of the Civil War.
6. Process (cause and effect) – creates a logical argument
HOW TO DO IT: Consider whether any part of your piece of evidence or argument in a paragraph
causes a consequence or results from a cause. If so, setup your argument to clearly reflect the
cause/effect relationship. Clearly walk the reader through the cause and effect.
SAMPLE: The South’s decision to secede forced Lincoln and the Union to finally take a stand on what
America would be in the present and moving forward. Prior to this action, both the South and the
North avoided the proverbial ‘elephant in the room’—the immorality of slavery. The South to
maintain its agrarian existence and the North for the sake of the Union. There was no moral
justification of the South’s motive; however, the Union’s motive, although not absolute, was grounded
in a justifiable integrity that lead to the treaty at Appomattox and lead to a somewhat unified America
moving into the 20th century that would be filled with social advances and industrial advances.
*This setup takes the reader through the process of pre-secession, to war, to the treaty.
7. Specific examples – you cannot be specific enough, if you are talking about an idea (i.e. college
teaching an individual real life skills), then give examples of the real life skills (i.e. managing personal
finances, staying on a budget, time management, etc.)
HOW TO USE THEM: Consider whether the evidence and accompanying argument in any of your
body paragraphs allow you to give further examples.
SAMPLE: Regardless of town pressure and various threats he receives, Atticus stands by what he
knows to be right and challenges the racial norms of the time. At one point an angry mob of
disgruntled, white farmers, the Cunninghams, show up ready to fight Atticus to get him to obey
Southern racial culture; nonetheless, he holds firm in his act of disobedience. As a result of Atticus’s
defense, the town jury deliberates for way longer than expected- a sign that Atticus’s testimony causes
a small ripple of social change in racial attitude.
*The sentence about the Cunninghams provides a specific example of the type of “threat” Atticus
receives. The specific example adds depth to the paragraph and contributes to the discussion of
consequences throughout the essay.
Organizing your information
1. You cannot organize until you have answered the following questions because they will
provide you with your:
a. Assertion
b. Details
c. The Key components of great writing.
1) Where do you the subject/topic of the prompt in the evidence?
2) What specific details about the piece of evidence contribute to the connection between the prompt
and the evidence?
3) Based on the details listed in response to question 2, what specifics/conclusion can you draw about
the subject/topic of the prompt?
HOW TO COMPRESS THE PROCESS INTO 15 MINUTES
MODEL:
1. Answering the questions
a. question one can just be the example ) (1 min)
b. bullet 4-6 details (one word to a phrase) that you will be able to use
in an engaging sentence (1-2 min)
c. deduction: full sentence-quick, not perfect. Needs to answer “What does the evidence prove
about _____________?”
-key component of assertion and probably part of TS (1-2)
2. Assertions (1-3)
Does not need to be perfect. Need
a. key words from prompt
b. key words from deductions
c. to be clear and articulate a POSITION
3. TEACHER MODEL (ON THE SPOT):
4. STUDENT PRACTICE
1. Take 5 min and complete for the adversity prompt.
2. You will organize based on the following principles of organization:
FOR THIS ESSAY:
FOR MOST ESSAYS
You should go in the order of your examples if
a. Logic Rules
you answered the questions after you came up
b. Whenever possible
with each example because it will most likely help
-best argument last
with the unity and readability.
-2nd best first
-weakest in the middle
3. Write the essay:
Intro paragraph:
-same format as ANALYSIS. Same rules apply (first sentence is general but related to
the topic at hand)
-You should be able to get 3 sentences in the intro. ASSERTION WILL CLEARLY
STATE YOUR POSITION (which has the nuanced issue that came from the questions
above) AND BE THE LAST SENTENCE OF THE INTRO PARAGRAPH.
First body paragraph (SECOND BEST ARGUMENT):
-The topic sentence will contain BUZZ WORD(S)m THE SPECIFIC
EXAMPLE, and the new COMPONENT. It is basically the answer to questions
#3 plus the piece of evidence.
-You will have at least 3 sentences of details that will create a picture in the
reader’s mind, create engagement for the reader. These should come from
question #2
-You will intentionally include rhetorical devices as you both create details and
create a conversation within the paragraph (which is done through the devices).
CHECK THE CLOCK AND DECIDE 1 OR 2. SAME RULES AS OTHER ESSAY.
IF ONE BODY PARAGRAPH, THEN YOU NEED A CONCLUDING
PARAGRAPH. IF TWO BODY PARAGRAPHS, THEN YOU HAVE A CHOICE
BETWEEN CONCLUSION OR CONCLUDING TONE.
IF YOU CAN ONLY DO ONE MORE, GO WITH YYOUR BEST ARGUMENT.
Second and third body paragraph:
Same structure as below but you will also need:
a. transition in the topic sentence if it did not occur at end of earlier body
paragraph.
b. reference to a prior example. (good place to use rhetorical device of
comparison/contrast)
-The topic sentence will contain BUZZ WORD(S)m THE SPECIFIC
EXAMPLE, and the new COMPONENT. It is basically the answer to questions
#3 plus the piece of evidence.
-You will have at least 3 sentences of details that will create a picture in the
reader’s mind, create engagement for the reader. These should come from
question #2
-You will intentionally include rhetorical devices as you both create details and
create a conversation within the paragraph (which is done through the devices).
It is not surprising that Oscar Wilde, himself a defiant Irishman who spent time in Reading jail for such
defiance, saw disobedience as necessary to human progress. The debate as to whether disobedience leads to
progress necessitates an exploration of the role of integrity. Disobedience, when grounded in an ethical defense,
is a valuable human trait that can lead to social progress; however, that ethical defense is often far from
absolute.
Huckleberry Finn shows that disobedience is a valuable trait when it is grounded in integrity. Huck
disobeys the rules of Southern society by recognizing Jim’s humanity. In what are arguably two of the greatest
moments—and anti-racist moments—in American literature, puts his integrity ahead of obeying the unethical
racial rules of the south. The apology on the raft to Jim and his climactic sacrificing of his afterlife for Jim,
display the value of this trait for Huck personally. Although Huck does not fully recognize the ethics of his
decision, he knows two things. He is following his integrity and disobeying the social constraints that have tried
to pervert his conscience. Because his decision is grounded in ethics, Huck develops as a character. He frees
Jim from the Phelps farm. He decides on the solution of flight and isolation by heading out west as opposed to
staying in a corrupt Southern society. At the very least, the ethical disobedience helps Huck. At most, it was a
starting point in the racial progress that is still necessary today by teaching every reader since the late 1800’s
that integrity supersedes the corruption of society.
The complexity of Huck’s understanding of his own disobedience reflects the diverse way that ethical
disobedience can bring about social change; in the case of The Civil War, the South’s disobedience, although
not grounded in integrity, brought about ethical social change. The South’s decision to secede forced Lincoln
and the Union to finally take a stand on what America would be in the present and moving forward. Prior to this
action, both the South and the North avoided the proverbial ‘elephant in the room’—the immorality of slavery.
The South to maintain its agrarian existence and the North for the sake of the Union. There was no moral
justification of the South’s motive; however, the Union’s motive, although not absolute, was grounded in a
justifiable integrity that lead to the treaty at Appomattox and lead to a somewhat unified America moving into
the 20th century that would be filled with social advances and industrial advances. And much like the way
Huck’s disobedience came at a personal cost—he firmly believed he would go to Hell for saving Jim—the
social progress that came from the Civil War cost America over six hundred thousand casualties and a
continuing debate on race.
Whereas Huck’s integrity and the Union’s is beyond debate, the ethical defense of disobedience is not
always absolute; as Edward Snowden shows, social progress can be made, but the motivation can be debated.
There should be little surprise that an absolute link between disobedience and progress cannot always be made
because of the complexity and diversity of each individual’s morality. As an employee of the NSA and a
contracted worker for the CIA, Snowden had access to classified government surveillance programs, including
the government’s monitoring of American’s internet activity and cell phone calls; yet he was also required to
keep this information confidential. Releasing such information was not only a fireable offence but a criminal
offence. Snowden disobeyed the confidentiality because he felt that the programs violated the freedoms
afforded by the Constitution and felt the American people needed to know these facts. As a result, Snowden is
seen as either a patriot or a traitor. Although this debate over his integrity may never be settled, his actions lead
to social progress in two ways. First, those who see him as a defender of the freedoms of America now
understand they need to watch the watchers. And those who see him as a traitor will agree that his actions
showed the American government that breaches in its security protocol need to be fixed in order to protect
Americans.
The relationship between progress and disobedience requires an exploration of integrity as well. Ethics
will always be debatable; however, just as they played a role in America’s past, the integrity behind and
individual’s disobedience will impact the complex progress that awaits America in the 21st century.
It is not surprising that Oscar Wilde, himself a defiant Irishman, saw disobedience as necessary to
human progress. The debate as to whether disobedience leads to progress necessitates an exploration of the role
of integrity. Disobedience, when grounded in an ethical defense, is a valuable human trait that can lead to social
progress; however, that ethical defense is often far from absolute.
Huckleberry Finn shows that disobedience is a valuable trait when it is grounded in integrity. Huck
disobeys the rules of Southern society by recognizing Jim’s humanity. In what are arguably two of the
greatest moments—and anti-racist moments—in American literature, puts his integrity ahead of obeying
the unethical racial rules of the south. The apology on the raft to Jim and his climactic sacrificing of his
afterlife for Jim, display the value of this trait for Huck personally. Although Huck does not fully recognize the
ethics of his decision, he knows two things. He is following his integrity and disobeying the social constraints
that have tried to pervert his conscience. Because his decision is grounded in ethics, Huck develops as a
character. He frees Jim from the Phelps farm and decides on the solution of flight and isolation by heading out
west as opposed to staying in a corrupt Southern society. At the very least, the ethical disobedience helps
Huck. At most, it was a starting point in the racial progress that is still necessary today by teaching every
reader since the late 1800’s that integrity supersedes the corruption of society.
The complexity of Huck’s understanding of his own disobedience reflects the diverse way that ethical
disobedience can bring about social change; in the case of The Civil War, the South’s disobedience, although
not grounded in integrity, brought about ethical social change. The South’s decision to secede forced Lincoln
and the Union to finally take a stand on what America would be in the present and moving forward. Prior to
this action, both the South and the North avoided the proverbial ‘elephant in the room’—the immorality
of slavery. The South to maintain its agrarian existence and the North for the sake of the Union. There was no
moral justification of the South’s motive; however, the Union’s motive, although not absolute, was grounded in a
justifiable integrity that lead to the treaty at Appomattox and lead to a somewhat unified America moving into
the 20th century that would be filled with social advances and industrial advances. And much like the way
Huck’s disobedience came at a personal cost—he firmly believed he would go to Hell for saving Jim—the
social progress that came from the Civil War cost America over six hundred thousand casualties and a
continuing debate on race.
Whereas Huck’s integrity and the Union’s is beyond debate, the ethical defense of disobedience is not
always absolute; as Edward Snowden shows, social progress can be made, but the motivation can be debated.
There should be little surprise that an absolute link between disobedience and progress cannot always be made
because of the complexity and diversity of each individual’s morality. As an employee of the NSA and a
contracted worker for the CIA, Snowden had access to classified government surveillance programs, including
the government’s monitoring of American’s internet activity and cell phone calls; yet he was also required to
keep this information confidential. Releasing such information was not only a fireable offence but a criminal
offence. Snowden disobeyed the confidentiality because he felt that the programs violated the freedoms
afforded by the Constitution and felt the American people needed to know these facts. As a result, Snowden is
seen as either a patriot or a traitor. Although this debate over his integrity may never be settled, his actions lead
to social progress in two ways. First, those who see him as a defender of the freedoms of America now
understand they need to watch the watchers. And those who see him as a traitor will agree that his actions
showed the American government that breaches in its security protocol need to be fixed in order to protect
Americans.
The relationship between progress and disobedience requires an exploration of integrity as well. Ethics
will always be debatable; however, just as they played a role in America’s past, the integrity behind and
individual’s disobedience will impact the complex progress that awaits America in the 21st century.
CHART TO SHOW HOW THE ANSWERING OF QUESTIONS 1-3 CREATES TOPIC SENTENCE AND
PROVIDES DETAILS (ALTHOUGH YOU DO NOT NEED TO USE THEM ALL AND CAN ADD AND
COMBINE)
Huckleberry Finn shows that disobedience is a Huck DISOBEYS the rules of southern society and the
valuable trait when it is grounded in integrity. Huck
religion he has been taught by treating Jim as a
disobeys the rules of Southern society by recognizing
human being. Although he is violating social norms,
Jim’s humanity. In what are arguably two of the
he is following his VALUABLE HUMAN TRAIT OF
greatest moments—and anti-racist moments—in
INTEGRITY
American literature, puts his integrity ahead of
obeying the unethical racial rules of the south. The
-Huck DISOBEYS society’s rules when he apologizes
apology on the raft to Jim and his climactic sacrificing to Jim and when he sacrifices his afterlife for Jim.
of his afterlife for Jim, display the value of this trait
-Although society sees this as a sin, the reader sees
for Huck personally. Although Huck does not fully
that the DISOBEDIENCE IS LINKED TO
recognize the ethics of his decision, he knows two
INTEGRITY.
things. He is following his integrity and disobeying
-Although it is debatable as to how aware Huck is for
the social constraints that have tried to pervert his
his decision to head west alone, the reader sees that
conscience. Because his decision is grounded in
Huck’s DISOBEDIENCE AT THE END OF THE
ethics, Huck develops as a character. He frees Jim
NOVEL is rooted in his desire not to follow the savage
from the Phelps farm. He decides on the solution of
‘sivilization’ that has tried to pervert his integrity.
flight and isolation by heading out west as opposed to
staying in a corrupt Southern society. At the very
DISOBEDIENCE IS A VALUABLE TRAIT WHEN IT
least, the ethical disobedience helps Huck. At most, it IS GROUNDED IN INTEGRITY.
was a starting point in the racial progress that is still
necessary today by teaching every reader since the late
1800’s that integrity supersedes the corruption of
society.
The complexity of Huck’s understanding of
The South’s secession from the Union was
his own disobedience reflects the diverse way that
disobedience, but it led to social progress
ethical disobedience can bring about social change; in
the case of The Civil War, the South’s disobedience,
-the decision forced Lincoln and the Union to finally
although not grounded in integrity, brought about
take a stand on what a unified America would
ethical social change. The South’s decision to secede
represent.
forced Lincoln and the Union to finally take a stand on -prior to the act of leaving the union, both the south
what America would be in the present and moving
and north in a certain sense avoided the moral
forward. Prior to this action, both the South and the
question of slavery. The south for economic reasons
North avoided the proverbial ‘elephant in the room’— and the north for utilitarian reasons.
the immorality of slavery. The South to maintain its
-the south’s disobedience was grounded in a flawed
agrarian existence and the North for the sake of the
moral vision--it's religious and cultural justification of
Union. There was no moral justification of the
slavery; however, it led to necessary action of pushing
South’s motive; however, the Union’s motive,
a unified America into the 20th century.
although not absolute, was grounded in a justifiable
- Without the spark of the South’s disobedience and
integrity that lead to the treaty at Appomattox and lead the Union’s need to right the cause, America’s 20th
to a somewhat unified America moving into the 20th
century's industrial development and movement out of
century that would be filled with social advances and
an agrarian society would never have occurred.
industrial advances. And much like the way Huck’s
disobedience came at a personal cost—he firmly
believed he would go to Hell for saving Jim—the
social progress that came from the Civil War cost
America over six hundred thousand casualties and a
continuing debate on race.
Whereas Huck’s integrity and the Union’s is
beyond debate, the ethical defense of disobedience is
not always absolute; as Edward Snowden shows,
social progress can be made, but the motivation can be
debated. There should be little surprise that an
absolute link between disobedience and progress
cannot always be made because of the complexity and
diversity of each individual’s morality. As an
employee of the NSA and a contracted worker for the
CIA, Snowden had access to classified government
surveillance programs, including the government’s
monitoring of American’s internet activity and cell
phone calls; yet he was also required to keep this
information confidential. Releasing such information
was not only a fireable offence but a criminal offence.
Snowden disobeyed the confidentiality because he felt
that the programs violated the freedoms afforded by
the Constitution and felt the American people needed
to know these facts. As a result, Snowden is seen as
either a patriot or a traitor. Although this debate over
his integrity may never be settled, his actions lead to
social progress in two ways. First, those who see him
as a defender of the freedoms of America now
understand they need to watch the watchers. And
those who see him as a traitor will agree that his
actions showed the American government that
breaches in its security protocol need to be fixed in
order to protect Americans.
DISOBEDIENCE CAN BRING ABOUT SOCIAL
CHANGE IN A DIRECT OR INDIRECT WAY
-Snowden disobeyed the confidentiality agreement as a
member of the NSA and a contracted employee for the
CIA
-as an employee working for government security, he
had access to the national and global programs the
CIA and NSA use to collect data (emails, cell phone
use) on any Americans they see fit to monitor.
-this access comes with a confidentiality agreement.
Government intelligent workers cannot release
information about intelligence programs. Criminal
offence
-Snowden disobeyed this agreement because he felt
that the freedoms and liberties of the American
population were being violated by these programs.
-Some would see his disobedience as grounded in a
flawed morality because it jeopardized national
security program. Others would see his intrinsic
morality as grounded in the freedoms of the
Constitution.
-Although that debate may never be settled, the
disobedience lead to progress. Some will see Snowden
as ethical and the effects of his actions as protection of
the most sacred secular text of America—our
constitution. Others will vilify him and see his exile as
not enough punishment. Yet these same people will
understand that the lapses in security that Snowden
took advantage of have been exposed; as a result, our
NSA has clearly moved to solder the weakness
AN ETHICAL DEFENSE OF DISOBEDIENCE IS
NOT ABSOLUTE;PEOPLE MAY ACTUALLY SEE
THE DISOBEDIENCE AS UNETHICAL.
AP Language
Additional Argument advice
A. HOW TO COME UP WITH EVIDENCE WHEN STRUGGLING (position on “Buy Nothing Day”)
1. WHAT SUBJECTS ARE IN THE PROMPT?
-business, being a consumer, depriving one of something one wants, large business vs. small business,
Workers who work for businesses, owners of businesses
WHERE DO THOSE CONNECT TO EXAMPLE BANK OR SPRINGBOARDS FROM IT OR NEW?
-parents own a business, small business in town vs. large (i.e. market vs. stop and shop), restaurant
workers who live off of tips and people who come in.
B. STRUCTURE ISSUE #1: HOW TO ENSURE READABILITY
1. WHAT IT CANNOT BE:
It cannot be structured simply as:
Topic sentence
Details
How details lead to deduction conclusion
This approach creates a number of problems. It hurts the readability. It takes too long to get the the
point. The details seem to “float” out in space without a connection
2. SOLUTION: WHAT IT HAS TO BE
If you remember when we diagrammed the analysis essay (our first essay), we would “box off” how
many times we mentioned the purpose of the section. We would see the purpose used throughout
the paragraph. We have to do the same thing with the deduction. BOTH THE DEDUCTION AND
RHETORICAL DEVICES SHOULD BE SEEN IN THE FIRST HALF OF THE PARAGRAPH. IT CANNOT WAIT
UNTIL THE END. You need to:
1. Link evidence/details to deduction earlier in the paragraph (first half)
2. provide the effect earlier. Not a full explanation but enough to clue the reader into
where it is going.
3. Use a rhetorical device in first half of paragraph and in second.
4. The discussion of the details cannot just “float.” The discussion of the details need
to connect to the deduction.
5. YOU WILL KNOW YOU HAVE DONE THIS RIGHT IF YOU CAN IDENTIFY SOME TYPE OF
REFERENCE TO THE DEDUCTION THROUGHOUT THE PARAGRAPH.
MODEL:
Huckleberry Finn shows that disobedience is a valuable trait when it is grounded in integrity. Huck
disobeys the rules of Southern society by recognizing Jim’s humanity. In what are arguably two of the greatest
moments—and anti-racist moments—in American literature, puts his integrity ahead of obeying the unethical
racial rules of the south. The apology on the raft to Jim and his climactic sacrificing of his afterlife for Jim,
display the value of this trait for Huck personally. Although Huck does not fully recognize the ethics of his
decision, he knows two things. He is following his integrity and disobeying the social constraints that have
tried to pervert his conscience. Because his decision is grounded in ethics, Huck develops as a character. He
frees Jim from the Phelps farm. He decides on the solution of flight and isolation by heading out west as
opposed to staying in a corrupt Southern society. At the very least, the ethical disobedience helps Huck. At
most, it was a starting point in the racial progress that is still necessary today by teaching every reader since the
late 1800’s that integrity supersedes the corruption of society.
3. STRUCTURE ISSUE #2: ONLY TIME FOR TWO BODY PARAGRAPHS---DESPERATE TIMES CALL FOR
DESPERATE MEASURES:
A. How to do it?
1. Topic sentence: Similar to the analysis argument, you will put deduction #2 and
deduction #3 in your topic sentence.
2. Then the first half of the paragraph will address the evidence #2 and the deduction.
Remember: The discussion of the details cannot just “float.” The discussion of the details need
to connect to the deduction Rhetorical devices will force you to do this.
3. You need to create a transitions sentence that links the deductions
4. The second half of the paragraph will address the evidence #3 and the deduction.
Remember: The discussion of the details cannot just “float.” The discussion of the details need
to connect to the deduction Rhetorical devices will force you to do this.
5. The concluding sentence will reference the relationship between deduction #2 and #3
MODEL:
The complexity of Huck’s understanding of his own disobedience reflects how ethical disobedience is
not simple; instead it occurs indirectly and if often grounded in debate. Although not grounded in integrity, the
South’s disobedience indirectly brought about ethical social change. The South’s decision to secede forced
Lincoln and the Union to finally take a stand on what America would be in the present and moving forward.
Prior to this action, both the South and the North avoided the proverbial ‘elephant in the room’—the immorality
of slavery. The South’s disobedience indirectly brought about social change by inciting the Union’s reaction;
however, that progress cost America over six hundred thousand casualties and a continuing debate on race. The
interrelationship between integrity and progress produces a similar debate in modern times. Edward Snowden, a
former employee of the NSA and contractor for the CIA illegally released information on government
surveillance programs. Snowden disobeyed the confidentiality because he felt that the programs violated the
freedoms afforded by the Constitution and felt the American people needed to know these facts. Debate
continues to rage as to whether he is a patriot or a traitor. Ironically, both sides argue that his actions lead to
social progress. Supporters believe he rightfully informed the public of the need to watch the government. The
detractors see an unethical, unpatriotic American yet are grateful that he indirectly informed the government of
weaknesses in its employee/security protocol.
AP Language
Argument essay: Interweaving and conclusive tone
INTERWEAVING DETAILS AND DEDUCTION:
There are two techniques that you can use to ensure the interweaving. In the first half of the paragraph AND the
second half, you can use one or both of the following techniques:
1. Intentionally use a rhetorical device
2. Answer the question, “How do the details contribute to the deduction?”
CONCLUSIVE TONE:
Much like the analysis essay, you have the option of doing a concluding paragraph OR creating a conclusive
tone in the last body paragraph of your essay. To create the conclusive tone, you should take the following
approach:
In the last few sentences, you have to do the following--not necessarily in order listed
1. compare/contrast evidence #1(first body paragraph) with evidence #3
2. reference THE DEDUCTION of ev #2 but not the evidence
Whereas Huck’s integrity and the Union’s is beyond debate, the ethical defense of disobedience is not
always absolute; as Edward Snowden shows, social progress can be made, but the motivation can be debated.
There should be little surprise that an absolute link between disobedience and progress cannot always be made
because of the complexity and diversity of each individual’s morality. As an employee of the NSA and a
contracted worker for the CIA, Snowden had access to classified government surveillance programs, including
the government’s monitoring of American’s internet activity and cell phone calls; yet he was also required to
keep this information confidential. Releasing such information was not only a fireable offence but a criminal
offence. Snowden disobeyed the confidentiality because he felt that the programs violated the freedoms
afforded by the Constitution and felt the American people needed to know these facts. As a result, Snowden is
seen as either a patriot or a traitor. Unlike Huck’s clear ethical foundation for defying Southern
society, Snowden’s disobedience registers as a morally ambiguous debate that may never be
settled. The effects of social progress, nonetheless, are undeniable. First, those who see him as a
defender of the freedoms of America now understand they need to watch the watchers. And
those who see him as a traitor agree that his actions showed the American government that
breaches in its security protocol need to be fixed in order to protect Americans. Whether
directly or indirectly, disobedience will manifest progress; however, the ethics of the action are
not always as clear.
FINAL THOUGHTS:
1. You have techniques for a number of things: coming up with evidence when you struggle,
interweaving details and deductions, combining paragraphs when necessary (time and lack of
evidence), and various approaches to conclusions
2. The structure and techniques are tools. Trust yourself as a writer. Use them when needed.
Adjust when needed. Allow the voice and the evidence and the argument to guide your
construction of the essay.