Writing Academic English 4th Edition

WritingTechniqueQuestions

1.Inwhichparagraphdoesthewritergivebackgroundinfonnationtohelp

readersunderstandtheissue?

2. Doesthethesisstatementmentionbothsidesoftheissue,ordoesit give
   thewriter'spointofviewonly?


3. Howmanyopposingargumentsaregiven?Wherfaretheygiven?


4. Wheredoesthewriterrebuttheopposingarguments-inoneparagraphor
   inseparateparagraphs?


5. Whatis thefunctionofthelastparagraph?


6. Whichtypeoforganizationdoestlllsessayuse-blockorpoint-by-point?

Chapter 9 [ArgumentativeEssays 145

oppositesexoutsideschool.Fromplayingandsquabblingwithsiblingsto

negotiatingallowances,chores,andprivilegeswiththeiropposite-sexparent,

childrenlearnandpracticeona dailybasist °e willneedin theirfuture

workplaces.

4 Thefinalargumentadvancedbyopp

itisdiscriminatoryand,therefore,unconstituti

oexactlytheoppositeconclusion:thatdiscrimin

classes.Severalstudieshaveshownthatboy

receivemoreattentionthangirlsandthattea

theycallongirls,evenwhengirlsraisetheirh

discriminatory.

5 It shouldbe evidentthattheargument

valid.Onthecontrary,manypeopleinvolved

thatsame-sexclassesprovidea betterlearni

paylessattentiontoeachotherandmoreatten

(Marquez).5Asoneteachernoted,"Girlsarem

questions;boysarelessdisruptiveandmorefo

lessfearfulofmakingmistakesandaskingque

boysarelessinhibitedaboutsharingtheiroid

Furthermore,schoolchildrenarenotdisadvan

oppositesexbecausetheyhavemanyoppo 0

tointeractwithoneanother.Finally,discriminat

sodiscriminationis notavalidargument.Ther

prohibitingsame-sexclassesinpublicschoolss

5Marquez,Laura."NoDistractions?ProposedTitleIXChangesWouldAllowSeparateClassroomsfor
GirlsandBoys."ABCNews 13 May2004.2 June 2004 http://abcnews.go.com/sectionsIWNT/US/
same_sex_classrooms_0405I3.html.