Essay Structure Made Easy

A thesis statement should be one or two sentences long. It should explain what your essay is about.  It can be in parts, so that it corresponds to the body paragraphs of your essay. It helps to outline your essay before you begin to write it.

The outline might be as follows:

I. Introduction and Thesis--Include the title of the work, the author's name and the year of publication in your introduction. Outline the main ideas of the article. Add a thesis that highlights one or more of the topics in the article that you reacted to. This aspect of the essay should be one paragraph long.

II. Body Paragraphs--Write three body paragraphs, each containing a topic sentence with details that support it. The topic sentence should relate to each part of the thesis. Include quotes from sources to support your claims.

III. Conclusion--Restate your thesis about the issue you are writing about in new words. Summarize the main ideas of the issue you are writing about.

The Four Parts of a Critical Response Essay

Critical Response essays stump many students. Consider writing it step by step in four parts.  This type of essay is usually  based upon a reaction you have to a source.

The outline might be as follows:

I. Introduction and Thesis--Include the title of the work, the author's name and the year of publication in your introduction. Outline the main ideas of the article. Add a thesis that highlights one or more of the topics  in the article that you reacted to. This aspect of the essay should be one paragraph long.

II. Summary--Include a summary of the article, along with  the who, what, where, why and how. of it. Consider creating an argument about something mentioned in the essay.  Transition into writing about the article to writing your reaction to a topic discussed in it.  This part of the essay can be one or two paragraphs long.

III. Analysis--Clearly state the  issue that that you are reacting to, so that you can identify what you are writing about in the remainder of the paper. Use quotes from the article and an outside source in order to argue about the issue. This portion can be several paragraphs long.

IV. Conclusion--Restate your thesis about the issue you are writing about in new words. Summarize the main ideas of the issue you are writing about. Synthesize new revelations you can think of about the article.

Are Syllogisms a Missing Part of Common Core?

Some educators have rejected Common Core based on its lack of critical thinking with regards to an argument (see links below). 

Syllogisms help you to find out if an argument you have created for an essay is logical. Understanding them is tough. Seeing examples of them in color coded text reveals that there is a pattern you can set up to come up with a conclusion from two claims.

You can use the following examples to develop a syllogism for your paper.

An example of a syllogism is:
Claim 1:  All mammals are warm-blooded animals.
Claim 2: Warm blooded animals have a constant body temperature.
Mammals such as whales have a constant body temperature.



Logical Syllogisms
 
Syllogisms check to see if your argument in valid.

Let's take a look at the following logical syllogism:

An example of a syllogism is California is a state;
All states have unique elected governments.
California has a unique elected government. 

Let's take a look at two claims about fighting ISIS in order to make them a logical syllogism by color-coding the three variables your working with:

Claim 1--The United States has no reason to attack ISIS.
Claim 2--Attacking ISIS is not a solution to defeating them.
Conclusion--The United States does not have a solution to defeating ISIS.

Now, note that here there is a pattern (color coded) that shows it's easy to figure out a conclusion to a syllogism, after which one should check to see if it makes sense, that is isn't a fallacy.
 
While the above conclusion is effective (doesn't contain any fallacy) in that it addresses the problem, it does not offer any solutions.

In this case, one had to name not only the available solutions that have been made public, but also the feedback about them by other experts.



Illogical Syllogisms

Let's take a look at the following claims for an argument about public school access in rural areas in order to make them a logical syllogism by color-coding the three variables your working with:

Claim 1--Struggling to get to school is a problem for students in rural areas.  
Claim 2--  Alpine County,  California is a designated rural area (Rural California, n.d.).
Conclusion--Struggling to get to school is a problem in a designated rural area.

The above syllogism might not be valid. You would have to research several designated rural areas to see if they any of the students live near the school.

If some students in Alpine County and other rural counties in the U.S. do live near a school, you have to change the wording of the syllogism. Consider what word would one have to add to the first claim to show that it's not an absolute statement (applicable to everyone)?

Rural California. (n.d.) Retrieved from
http://ruralhealth.stanford.edu/health-pros/factsheets/downloads/rural_fact_sheet_1.pdf

Two articles one might find of interest regarding syllogisms and Common Core are: 

• Common Core Standards Flunk Logic 101
• Strengthening the Core