• Expository:
• An expository essay has a purpose to either inform, explain, or describe a topic.
• It gives a balanced account of the topic.
• It has a neutral and objective tone.
• Structure:
• Introduction: lead the reader into the topic and state the purpose of your essay
• Body: divide the main topic into sub-points. Describe, explain, compare, or classify the information to support the topic.
• Conclusion: remind the reader of your overall point and suggest wider implications to close the essay

• Argumentative:
• An argumentative essay has the purpose to convince the reader of the validity of your point of view.
• Appeals to the readers logic rather than emotion.
• Clearly states an opinion.
• Structure:
• Introduction: Leads the reader into the topic, the controversy or debate surrounding that topic, and clearly states your position.
• Body: Begins by making points that support your overall position. Then presents and refutes opposing arguments.
• Conclusion: Does not introduce new arguments but rather restates the overall position clearly and briefly explains how you have demonstrated its validity.

• Definition: recognizing the opposing viewpoint and acknowledging that it has some merit.
• A reader of your essay is more likely to listen to you if you show you can see his/her point of view before you counter that argument.

• Definition: to refute or disprove by offering a contrary argument.
• Once you have shown the reader the other argument you then need to disprove that argument to further your main point and show that the other side is flawed.

• Concession example: Many school administrators think an open campus would be a temptation for students to cut classes and act irresponsibly.
• Rebuttal example: However, students who earn the privilege of open campus would be unlikely to jeopardize that privilege; besides, rules could be created to rescind the privilege after one class cut.

• Here are some transitions to help when writing about the other side:
• It is true that…however…therefore…
• Certainly…but…in short…
• Admittedly…on the other hand…so…
• Of course…nevertheless…as a result…
• Obviously…on the contrary…finally…
• Sure…however…in addition…

• When you are given multiple sources to take text evidence from you must change how you cite your concrete details.
• Your citation should include the authors last name and the page number (if available).
• Transition, lead in “Write your concrete detail here making sure it is word for word” (Smith 29).

• Introduction: 4-5 sentences stating your argument and your position.
• Body Paragraph 1: This is your first claim (reason).
Support your position in a 2 chunk paragraph using text evidence.
• Body Paragraph 2: This is your second claim (reason).
Support your position in a 2 chunk paragraph using text evidence.
• Body Paragraph 3: This is your counterclaim. In a 2 chunk paragraph acknowledge the other side’s argument and offer a rebuttal using text evidence.
• Conclusion: Does not introduce new arguments. 4-5 sentences restating your position and it’s validity.

• Boys and girls in many schools in Florida may soon be forced to go their separate ways. Lawmakers there have proposed a bill that would make one school in each district have all-boy and allgirl classrooms. The program would last two years. Officials would then evaluate whether it helped students and decide whether to continue it.
About 500 public schools in the U.S. already have at least some all-boy and all-girl classrooms. People who support separating boys and girls say it can help all kids feel more comfortable, and perform better, in class. They also argue that it cuts down on teasing.
But many people give the idea a failing grade. Critics point out that men and women aren’t separated in the real world, so why should kids be kept apart in school? They also say that coed classes help boys and girls learn to work together and understand each other better.

• Choose a side and write:
• 2 chunks supporting your position.
• 2 chunks making a counterclaim using the concession/rebuttal strategy.
• Side 1 – Separating boys and girls in school has positive outcomes.
• Side 2 – Separating boys and girls in school is unnecessary.