7 March 2013
ESSAYS: The traditional high school essay needs a makeover.
By Kate Doak, Staff Writer
From the earliest days of learning to write an essay, students are taught this basic format: state your thesis, give two examples with evidence in each body paragraph, then disprove a counterargument and finish with a re-worded restatement of the thesis. This basic formula evolves as our knowledge expands and we become a little more skilled, but in the end it is the same essay, over and over. What could possibly replace this basic and boring format? What can challenge us to really use the knowledge we acquire through our experiences and classes?
The main issue with this traditional essay format is the defensive one-track mindset we are all caught in. We give our thesis in the beginning, often based on which side is easier to defend instead of the true feelings of the writer. The essay becomes an argument with the reader, telling the reader what is right and what is wrong providing basic if not mediocre reasons why. Instead of proclaiming what is correct from the get-go, students need to be taught to argue with themselves, not just to automatically state a thesis that goes: “This is right and this is wrong.” They should think through the arguments, the counterarguments and the facts; they should also bring in details, express their opinions and then connect the dots. They need to make themselves see both sides equally before making that big decision. If students treat both sides as equally correct in the beginning and work their way through the essay, at the end they’ll have paragraphs of evidence and details that they can base their final opinion on.
Lets go through a typical example: the cell phone debate. The students receive a prompt along the lines of: “Should students be allowed to have cell phones at school?” Most students will go for the side that seems easier to defend, whichever side has the most obvious arguments for it. Whether it is a “pro” or “con” essay, they all sound about the same: “Students should/should not have cell phones in school because….” Or, “Cell phones in school are good/bad because…” If we were to apply the method previously explained, the essay would be much clearer and the student would have a better chance of having a thesis that truly represents the student’s opinion. The student would establish the pros and cons of both sides, giving facts and examples as they would normally, but the thesis would come in after all the points are made. Seems like a much more effective format.
The key to writing this way is to cast doubt on opinions. How can anyone expect a student to grow and develop well-thought-out opinions when he or she is stuck writing essays based on what is easier? When students just go along with the obvious option, there is no self-growth involved.
The doubt is not simply telling yourself that you are wrong. It is more than that. It is admitting that you could be wrong, admitting that there could be more than one or two sides to a story or issue. It is taking your opinion and telling yourself, “There could be more to this. The other side could be right.” You want to assess all sides equally, doubting yourself. Self-doubt extends past just simple essay writing. It can be a generally important skill to have in life. It allows you to identify insensitivity, arrogance, false humility and immaturity in yourself and, whether you want to believe it or not, there are always going to be situations in which you are insensitive, arrogant and immature.