But Alex’s professor doesn’t want it. She underlines the very first two sentences, and she writes, “This is just too general. Arrive at the true point.” She underlines the next and sentences that are fourth and she writes, “You’re just restating the question I inquired. What’s your point?” She underlines the sentence that is final after which writes into the margin, “What’s your thesis?” because the last sentence into the paragraph only lists topics. It does not make a disagreement.
Is Alex’s professor just a grouch? Well, no—she is wanting to show this student that college writing isn’t about following a formula (the model that is five-paragraph, it’s about making a quarrel. Her first sentence is general, just how she learned a five-paragraph essay should start. But through the professor’s perspective, it is far too general—so general, in fact, she didn’t ask students to define civil war that it’s completely outside of the assignment. The third and fourth sentences say, in a lot of words, “I am comparing and contrasting the reasons why the North therefore the South fought the Civil War”—as the professor says, they simply restate the prompt, without giving an individual hint about where this student’s paper is going. The sentence that is final which will make a quarrel, only lists topics; it doesn’t begin to explore how or why something happened.
If you’ve seen lots of five-paragraph essays, you can easily you know what Alex will write next. (more…)