Writing Academic English 4th Edition

.. .by
gafterthe,
essorC~rol.
rsandrisk-
GrosS).3Boys,
,. .' rls,Boysatthis
ecause.theyfeelinferior
whenco. '..edtb,girls,wholit "bl.i:r':'thin .'. ithnogirlsin the
classroomjtheyaremOreate~sewiththemselves.,an morereceptiveto
learning(Gross).'. ".. ....
3 .Opponentsalsomaintainthatseparateclasses(orseparateschools)send
themessagethatmalesandfemalescannotworktogether.Theysaythatwhen
studentsgointotheworkforce,theywiHhavetoworkside-by-sidewiththe
oppositesex,andattendingall-girlorall-boyschoolsdeniesthemthe
opportunitytolearnhowtodoso("North").4However,suchanargument
completelyignoresthefactthatchildrenconstantlyinteractwithmembersofthe

'''Study:All-GirlsSchoolsDon'tImproveTestScores."CNNinteractive 12 Mar.1998.2June 2004

<http://www.cnn.comlUS/9803/same.sex.classesl>.

2Blum,Justin."ScoresSoaratD.C.SchoolwithSame-SexClasses."washinQ.tonpost.com 27 June2002.

2 June 2004 <http://www.washingtonpost.com/ac2/wp-dyn/AS2023-2002Jun26?/language=printer>.

3Gross,Jane."SplittingUpBoysandGirls,JustfortheToughYears."TheNewYorkTimes 31 May2004:A16.

4"NorthCarolinaSchool StopsSame-SexClasses."AmericanCivilLibertiesUnionNews 5 Apr.2000.

2 June 2004 <http://archive.aclu.org/news/2000/w040S00d.html>.

Therearemanyvariationsonthesetwopatterns.Whichpatternyouusewill

dependonyourtopic.Withsometopics,onepatternworksbetterthanothers.The

importantthingis to presentyoursideandrebuttheothersideina logicalandorgan-

izedway.

Asyoureadthefollowingmodelessay,studyitsorganization.

Argumentation

144 Part 111 IWritinganEssal'