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Issue Task Example
In this video, we are going to talk about the issue statement. Specifically, we are going to write the issue and we’re going to talk about the best approach. This is approach number one, and really, I think this is the best approach especially if you have the perfect word syndrome, or if you have great difficulty really start starting off.
Instead of writing an intro, you’re going to write the thesis, which is the most important statement in the essay. That’s going to be the first thing you start with. You’re going to move on to the body, then the conclusion. And then perhaps a little counter intuitively, you’re actually going to finish with the intro, but once you have all these parts, it’s easy to write this part.
And so you won’t find yourself sitting there, trying to find that perfect word and wasting twenty minutes on the intro. So that said, let’s go to the issue here. And the issue is students should only take courses in college that have a direct bearing on their future careers.
So here are the directions. The directions are usually pretty standard. sometimes here they mix up the wording a little bit, but essentially here, where it says consider ways in which it might or might not hold true, they’re asking you to talk about what’s called a concession point which is one of the body paragraphs.
We’re going to talk about that in a minute. First off, as I said, the most important sentence in your essay is the thesis. So, what what makes a good thesis? Well, here are three points and we’re going to actually use these three points keep the thesis short and sweet.
Choose a side and of course most important sentence, we’re going to keep these Not necessarily a threesome, I was just covering that cause we already said that really these two when evaluating a thesis. So, thesis number one, a college curriculum should be developed with the goal in mind of designing a course around the career a student may pursue after graduation as it would be more relevant and can sometimes lead to a successful outcome Is the thesis short and sweet?
It’s about four lines long. It’s tending to ramble here. And the answer to that is obviously no. However, many students think that this is a great thesis. It is not though. It is rambling.
It’s not getting to the point. It’s definitely not concise. We talked about in another video when you write, you want to be as concise as possible. Look at this: a college curriculum should be developed with the goal in mind of designing should be developed around the career of a student.
We can get rid of all this extra jargon right here. as we’re going to do in a second. Already it’s not short and sweet, and it has this comma here, as it will be more relevant.
What is it? Is it the college curriculum? Is the career that, what’s going on little bit vague. And then notice here; Could sometimes lead to a successful outcome. Again, that’s kind of wordy, and it’s not really choosing a side.
It is sort of choosing a side but it’s a little bit wishy washy. So you want to be a little bit more declarative in your thesis. You want to say your point, and its okay because in the body paragraph, your gonna show how the issue is not always black and white, you get that sort of concession statement.
At least in your thesis keep in short and sweet, make it clear as to which side you are choosing. Now let’s have a look at another thesis. A college curriculum should be designed around the career a student will pursue upon graduation graduation.
Is that short and sweet? Yes. Is it clear? Definitely. There’s no extra words in there. Choose a side.
Well, should this be designed at what that’s very clear, so there; both of those are fulfilled most important sentence and has definitely fulfilled that we’re done a very good job here, and that’s what’s we’re going for in a thesis; not this long kind of rambling So we got our thesis, now instead of going back to the intro, we actually going to move on to our body, and of course you should know what you are writing in your body paragraphs because you’ve already brainstormed and outlined them as we did in a previous video.
So, we’re assuming you’ve done that and now we go to the body paragraph Students should only take courses in college that have a direct bearing on their future careers is what I’m going to keep here of course always at the top.
So you can remember what the issue is. Now here is my body. I wrote this. I came up with this. This is my idiosyncratic or particular way of answering this question.
Your response may differ. Even if you agree with my thesis, or have the exact same thesis. However, it’s important as we go through this body to note what I am doing. And so I again, sort of reintroduce the topic and I come up here with a hypothetical situation.
hypothetical example, and this hypothetical example is a British Lit student, right here And the reason I’m doing this is because we want to be as specific as possible. Be specific.
Why? Well you don’t want to say oh a student can take a course and that course Has nothing to do with their future, therefore they waste time. Is that persuasive?
No, but let’s read this. So let’s start from here, after this introductory sentence, I have if the British literature student’s focus is say Chaucer in late medieval English writing, his or her knowledge of wormholes, or the nuances of French etiquette is going to have very little bearing on his or her career.
Sadly, the student if not longer, struggling to complete these courses. See how specific that is? I’m communicating that same point that was very vague in general, but now it’s not general and it becomes a lot more persuasive.
So, we’re gonna move on because you notice these little dots right here. It means that this body paragraph is not over a longer body paragraph–Not all body paragraphs have to be this long, but as you can see here, mine goes all the way down here, so if you write one previous page, and that’s fine.
The thing is you’re trying to specific and you’re trying to be persuasive and you’re trying to have logical flow. Speaking of logical flow, notice the words I use, meanwhile it’s transition that students goal of writing a dissertation becoming an expert in the field become ever more distant.
So you’re giving reasons why it’s bad to force someone to take courses outside of their field of study. In the end, notice, again, another logical flow of transition. It is not unheard of a student to graduate, take some job unrelated to literature just to cover the cost of an extra year of tuition,so again were showing the negatives of showing the negatives of taking a course outside of your study, so now this becomes very effective, and then at this point again another transition of course we could substitute here and almost any other major in the story is the same so I give more specifics.
Everything here from concert pianist struggling with statistic’s. Scientists who have to take a British Literature requirement, I’m giving it in specific and I’m making it not just the British Literature Student, but all majors again, I’m making this persuasive, and then finally, I have a nice concluding sentence.
And this is important. When you end your body paragraph or first body paragraph in the case here, second or third. It has to have it’s own mini-conclusion, a sense of finality. Here I used the word ultimately, forcing students to take classes out side of their intended careers can not only be costly and time consuming, but can also cause them to lose inspiration, focus and inspiration You see, I’m kind of going back to the thesis again.
That’s why it’s always important to have the issue up above you, or even the thesis. So, you know here, when you write this final sentence. of your body paragraph that it matches up with what you’re trying to say. So, that what we’ve done here and now we’re going to assume that I write another body Paragraph, this is just one, this is body paragraph number one, were going to see them, I’ve written a second based on other points I hadn’t mentioned in previous video I believe it was you’re missing out time that could be spent actually working in that field.
So that would be my second body paragraph. Now, I have my third and final body paragraph. And what it’s gonna be what we call a concession point, and I already wrote this down a little bit earlier in this video. A concession point is when you take either a look at the other side of the argument meaning that yes, sometimes we should force students to take certain courses, there should be requirements or you can qualify or limit one of your previous points, and so I’m going to take the second course here.
And at one point I said you know, they shouldn’t be forced to take off topic outside the course of their study. I gave the example with Chaucer and having to study wormholes and physics, so in this case, what I’m going to do, is I’m going to say well there’s a concession to that. There are sometimes students who are undecided.
And these undecided students, well, they should explore different fields of study. So you can say And qualify my first iii. That’s fine. That this is exactly what to jury wants you to do. They want you to think on both sides of the issue.
They don’t . completely black or white. They want to see a little gray area in the middle that shows analytical, critical thinking. That’s something you’ll definitely need for grad school, so make sure you do this.
Remember this also matches up with the language and the direction. So if you don’t put in this concession point, it definitely diminishes your overall score, so again, the concession point is the third body paragraph. Here it is.
We’ve written it. So now that we’ve done this, we can what, go to the conclusion. So, again we have the issue at the top, and this is great because we know what our thesis is.
We’re simply going to restate the thesis. Cover, maybe bring in the point or two from the body, but mainly restate your thesis, and this is key, do not introduce new information. Don’t say, “oh, I have all these other new ideas I didn’t think about, I’m going to talk about a student who is not able to pay student loans and then is…” No, time is over for that.
We have finished our body paragraphs. So we’re simply wrapping it all up, that’s all were doing here, so as you can see in this case, we have here, “Colleges today have become a ritual in students forced to do their time required to take courses outside of their area of expertise.” So it’s kind of summarizing, giving us a very big picture, and then here we are restating the the thesis, the cost of the system’s not only wasted years for students in lecture halls, but also less time working in their respective fields.
There’s restatement thesis, and finally, and you don’t always have to do this, but this is a good parting thought, kind of leave the reader with something to ponder, “by depriving society of a motivated work force, even if for one year, colleges may be doing society more harm than good.
Again, I am very general, so what I tell people about the conclusion is it’s not important, it can even be one sentence. This could’ve been my conclusion right here. The cost of this the current college system is not only wasted years for students in lecture halls, but also less time working their respective fields, period.
Not the best, but again They’re not looking so much at your conclusion. They’re looking at your body paragraphs and how you reason, but if you do have enough time, a nice three sentence conclusion like this is perfect do not write more, this is as long as any conclusion really has to be.
Ok, so we’re thinking, oh okay, we’re fine, we’re finished, we’ve done the conclusion. But, remember This approach we started with the thesis, so we still have yet to write the introduction, but that’s not a bad thing because now it can flow together, we know what were going to say, we’ve already written the essay, so This is of course our thesis statement, the highlighted part, so you only have to write this part now.
I’ve started off with a general statement It’s always good to introduce the topic as your very first sentence of your introduction. You should introduce the topic and then from the end of that sentence to the thesis, which is over here, you should transition.
An optimized transition doesn’t have to be this long, it can simply be one sentence. Maybe up to here. But I added a little bit more. And by the time I get to this point, right here, right before my thesis, it should flow logically.
So now we get to this point where you’re ready for my thesis, I’ve introduced the topic, I’ve built it up, and now I’m going to tell you what I think. That’s how you want to approach this essay, versus looking at a blank page, and thinking, “Wow, what am I going to write here?” I don’t know because, you know what, it’s hard sometimes and it’s not the most important part of your essay.
That’s right here, and going to the body, and backing up this thesis statement is what’s key. So that’s method number one.
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