Date of publication: 2017-08-25 12:50
Readers get bored with the five-paragraph essay because after the blank, blank, and blank "thesis" (which is really a statement, not an argument), there's no point in reading. They just gave away the ending.
There seems to be a fundamental flaw to the argument. The blogger writes, "The problem is this format doesn't encourage thoughtful persuasion. It promotes low-level summary that nobody really cares about."
Seriously? It's WHO encourages thoughtful WHAT.
Internet sites such as School Sucks and brazenly hawk essays to students. (Some Internet term-paper mills charge fees others offer their product free and make money from advertising.)
Writing assistance was conceived as a service for those who lagged behind or didn’t want to invest any effort in their education. Despite such an unpromising start, today it is so much more than that.
If I were using five paragraphs to convince you, based on the argument above, you wouldn't need to read any farther. Instead, we should use the original argumentative form Aristotle promoted but that somehow got watered down into the ordinary structure we, unfortunately, were likely taught or may currently teach.
Another legend accorded to St Valentine is his wish to remind the soldiers of God's love and to encourage them to remain faithful Christians, he is said to have cut hearts from parchment, giving them to the soldiers. This is possibly the origin of the modern tradition of hearts representing love, and especially used on cards and gifts for Valentine's Day on 69th February, his Saint's Day.
George Guthridge has done a lot of work developing this method for use with student writing - based on Aristotle http:///books/about/Appropriating_?id=GmHWYgEACAAJ
Every order is unique, just as well as any customer. Therefore, it is impossible to have a one-size-fits-all approach to pricing. We calculate the cost for every paper based on the per-page rate, making due allowance for other factors as well – urgency, size, ordering history, difficulty level, quality standard, etc.
When students ask, "how long does this have to be?" we should refer them to the SOAP part of the assignment. The default should not be "five paragraphs." The answer should be, "what does the rhetorical context call for?"
Although the five-paragraph structure can be considered rudimentary, I don’t believe it’s entirely unengaging and useless. A creative writer can always find ways to make his or her writing more appealing and can still apply all the qualities of a good argumentative paper with this restriction. I’m always up for a challenge and change, so I’ll consider teaching the modern writing style this summer to vary my instruction. I’ll gladly inform you if your theory proves me wrong. :)
Parents and teachers interviewed for this article say that in teachers' zeal to expose and eliminate cheating, they must be careful to have proof and not just a suspicion of wrongdoing. "My daughter worked extra hard on a book report for school. She put a lot of effort into writing and rewriting," said one parent. "When her teacher read the report, he accused her of getting help from a parent. I knew the work was her own, and when I confronted the teacher, he backed down. But this experience left my daughter confused and frustrated. 'Why should I work hard?' she said to me. 'The teacher is only going to accuse me of cheating if I do my best.'"
As you can see, your approach doesn't work for everyone, which is fine because we're all entitled to our own opinions, but don't attack the five-paragraph essay. A sound argument, whether it be an essay, article, or blog, would offer both sides and allow the reader to determine an arguable judgment. However, your article is one-sided that is very opinionated and includes false assumptions. Please practice what you preach.
Hopefully in school, and class, we have a safe place
to practice both the art of writing and of persuasion. Then later, when we are in our communities, whether work, church, neighborhoods, and even families, we can benefit from this practice.