Final Argumentative Essay (essay #4)
The thesis of Kara Miller’s 2009 opinion piece in The Boston Globe is that American college students have a
knowledge gap spurred on by a work ethic gap (we will discuss what she means by this in class). She further
concludes that as a result, Americans’ work ethic often pales in comparison with their peers from overseas. She
criticizes her students for, instead of working hard to pass the class, instead “text one another under their desks
(certain they are sly enough to go unnoticed), check e-mail, decline to take notes, and appear tired and
disengaged.”
Your goals of this essay are twofold. You will write an essay in which you agree or disagree with Kara Miller’s
points, using your own work, participation, and adherence to the student learning outcomes for this course as your
evidence to support your thesis.
Use the following graph as a guide:
First, your thesis should follow this formula:
I agree/disagree with Kara Miller’s assertions that American students have a poor work ethic, because in English
098, I __________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________.
Second, you should respond briefly to her claims about American students by summarizing her points and
countering them with your own work you have done for English 098.
Specifically, you must address how you have or have not met the student learning outcomes for English 098:
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6.
Demonstrate accurate comprehension of a written assignment.
Complete various stages of the writing process, such as prewriting, drafting, and revising.
Produce multi-page essays incorporating or analyzing text.
Produce thesis-driven essays with paragraphs, including an introduction, body and conclusion.
Compose essays with no pattern of verb errors or sentence-boundary issues.
Analyze their own thinking, reading, and writing processes.
Your conclusion will:
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Revisit the value of your argument
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Restates your thesis
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Reviews your main points. Beginner writers can have a tenancy to sound like they're making a list when
they review the main points of the essay. Read and re-read this section. Make sure it flows and smoothly
fits into the conclusion paragraph without sounding like a list.
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Considers unexplored areas (such as how you might improve for future classes). Writers can do this by
discussing what the future would look like if the situation remains the same; if the essay is not persuasive,
writers can perhaps paint a picture of the situation in a new way. Referring back to an anecdote or an
attention-getter that was used in the introduction paragraph adds a nice stylistic ending. Writers should
take some time to be creative in this part of the conclusion; they should find a way to add an artistic,
creative but focused element to the ending.
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Leave the reader thinking
Your conclusion should NOT: oversimplify the message, use cliches which sound good but mean nothing, apologize
for the material you're writing, blatantly refer to the actual essay ("this essay shows you..."), introduce new
arguments, evidence, or details you might have forgotten, soften your argument, blatant repetition of the thesis,
sound repetitive or list-like, and leave readers frustrated after reading an otherwise wonderful paper!
Specifics:
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Times New Roman
12 point font
Double-spaced with 1” margins
At least 500 words
Creative title
Clear, coherent thesis
Organization (intro, body paragraphs, conclusion)
Must address the student learning outcomes
Important due dates:
Reading of “My Lazy American Students”: Friday, November 20
Rough draft one due: Wednesday, November 25
Final rough draft due for final peer review: Wednesday, December 4
Final essay due: Monday, December 7 (in your final portfolio)