SAT ESSAY

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Each of the two graders will evaluate your essay from 1 to 4 for each category, and then the two graders ’s individual scores will be combined to give you category scores between 2 and 8. Your score on essay will be reported separately and will not affect your overall SAT composite score.

Reading	Excellent: The essay shows excellent understanding of the source. The essay shows an understanding of the source’ s main argument and key details and a firm grasp of how they are interconnected, demonstrating clear comprehension of the source. The essay does not misinterpret or misrepresent the source. The essay skillfully uses source evidence, such as direct quotations and rephrasing, representing a thorough comprehension of the source.
Analysis	Excellent: The essay gives excellent analysis of the source and shows clear understanding of what the assignment requires. The essay gives a complete, highly thoughtful analysis of the author’ s use of reasoning, evidence, rhetoric and/or other argumentative elements the student has chosen to highlight. The essay has appropriate, adequate and skillfully chosen support for its analysis. The essay focuses on the most important parts of the source in responding to the prompt.
Writing choice of words	Excellent: The essay is focused and shows an excellent grasp of the English language. The essay has a clear thesis. The essay has a well-executed introduction and conclusion. The essay shows a clear and well-crafted progression of thoughts both within progression and in the essay as a whole. The essay has a wide range of sentence structures. The essay consistently shows precise choice of words. The essay is formal and objective in its style and tone. The essay demonstrates a firm grasp of the rules of standard English and has very few to no errors.

Reading skill Building:

To demonstrate reading skill on the SAT Essay, you must go beyond merely restating what the author has said. Instead, you must paraphrase the author’ s argument, putting things in your own words. Let’ s examine some examples of good and bad paraphrasing of a couple of famous historical documents.

                                                          Preamble to the U.S Constitution

“We the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America.”

GOOD PARAPHRASING: We should establish our constitution insuring justice, domestic peace, common defense, right to freedom to ourselves and our posterity.

ANOTHER GOOD PARAPHRASING: “The U.S Constitution will provide the fundamental elements for a long-lasting, successful governmental structure.”

                                                        Abraham Lincoln’ s Gettysburg Address

“Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we cannot dedicate – we cannot consecrate- we cannot hallow- this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us- that from these honored dead we take increased devotion to that causes for which they gave the last full measure of devotion-that we here highly resolve that these dead shall not have died in vain- that this nation, under god, shall have a new birth of freedom- and that government of the people, by the people, for the people, shall not perish from the earth.”

GOOD PARAPHRASING: “The author has tried to imbibe the feeling of valor among people to toil for bringing democracy to a land consecrated by the sacrifices of Our forefathers, who gave their lives fighting for liberty and equality”.

ANOTHER GOOD PARAPHRASING: “Those who perished on this battlefield fought for human freedom and equality. It is our solemn obligation to honor their memory by continuing to fight for the ideals for which they so nobly sacrificed”.

ESSAY PARAPHRASING EXAMPLE

                                              When Did Music Become Optional?

Paragraph 1

A man taking an elevator up twenty-one floors, a woman on hold with her insurance company, a car of seventeen-year-olds driving to a high school football game, a hungry family walking into an Italian restaurant- what do all of these instances have in common? They ‘d be utterly unbearable without music. The importance of music can best be surmised through the understanding that every culture since the beginning of time has made music. Long before writing and reading and mathematics, there were instruments and voices and melodies. Music is as old as humanity, and its diminution in schools is intolerable, for everybody.

PARAPHRASED SUMMARY: Universally used by cultures and peoples throughout history to make otherwise dull experiences enjoyable, music should not have been deemphasized in school.

Paragraph 2

The argument for music could rest alone on the joy it brings. Name one person who detests music- not a type of music, but music as a whole. You cannot. No person exists. And if he or she did, I would wager that he or she was merely not exposed to enough music to adequately testify. Music, in its beauty and breadth, transcends communication and brings people together, evoking emotion and boosting social behavior. In short, music is pleasurable. And, its pleasures and only intensified by its versatility. We listen and play music to help ourselves think, relax, and let loose. We use music to express ourselves and interact with others. We go to music to mourn, to celebrate, to unite, and even to resist. It is a language that is not limited by language, and its delights are truly empowering.

PARAPHRASED SUMMARY: Anyone fully exposed to the joys of music undoubtedly finds that it gives him or her an endless variety of ways to express feelings and enjoy life.

Paragraph 3

Still, when it comes to education and the training of our future generations, many will demand more than joy and empowerment as the rationale for the inclusion of music programs in public school curriculums. They will not be disappointed. President Obama’ s PCAH (President’ s Committee on Arts and Humanities) found in its landmark study, Reinventing in Arts Education, that there is a direct link between arts education and achievement in other subjects, identifying inventiveness, resourcefulness, and imagination as key strengths of the arts-instructed. A 1999 article, “The importance of Music in Early Childhood,” advocated for music education in learning of language, mathematics and social studies. Music- readily available and easily engaged- is a powerful memory trigger that can be approached via “play,” beginning in delight but ending in knowledge.

PARAPHRASED SUMMARY: Far from being a mere means to pleasure, music study is linked to improved performance in a variety of academic areas.

Paragraph 4

The advantages of music don’ t stop there. Musically-educated students are more likely to be involved in extracurricular activities and volunteer in their communities. They are less likely to have discipline problems or use alcohol, tobacco and illicit drugs. A 1998 study reported that high school music students have more positive attitudes toward school and less classroom fiction. The College Entrance Examination board found students in music programs taking away from other subjects, they are known to enhance students’ academic abilities across the board while building confidence and creativity. Schools with music programs, regardless of demographics, see higher graduation rates than those without.

PARAPHRASED SUMMARY: The positive impact of music education goes far beyond the classroom -it can lead to decreased juvenile delinquency, more positive life outlooks, and improved test scores and graduation rates.

Paragraph 5

With cuts in education funding, music programs are usually the last to be added and the first to go. District administrators argue that, with 80% of schools facing dramatic budgets cuts since 2008, they have little choice; they can only afford to keep those subjects which are tested. Yet, this mindset that the arts, and music more specifically, are “extras” is damaging and quite simply, incorrect. Music itself improves education and stimulates learning in those highly-regarded STEM (Science, Technology, Engineering and Mathematics) courses that continue to get preferential treatment. Parents are not fooled either: in a recent Harris Poll, 93% of Americans named the arts as vital in a well-rounded education. Moreover, Concordia University is conducting research to confirm that instrumental training produces long-lasting changes in brain structure that prove more beneficial in adulthood than long-forgotten Biology or Calculus classes.

PARAPHRASED SUMMARY: Instead of being seen as the first thing on the budget chopping block, music should be rightly appreciated as a foundational component of a high quality, well-rounded education.

Paragraph 6

It is time that we considered the removal of Music programs in the public curriculum equal to the removal of English programs- unthinkable. If we continue to treat the arts as secondary rather than core, we will continue to see drops in standardized test scores in all subjects and witness our youth fail to compete with internationally-educated peers. Countries like Japan and the Netherlands, who continue to outperform the U. S. In the Mathematics and Sciences, have mandatory arts programs; by acknowledging the fundamental obligation to expose every youth to music, art and foreign language, they reap the reward in overall academic excellence. Not to mention, who are we to take away the joy of music?

PARAPHRASED SUMMARY: The U.S should follow the examples of other countries that have embraced music as an untouchable component of their school curriculum.

                                                          Books: A Lost Art

It is not solely nostalgia for the good old days when you finished a great book and passed on your copy—Coffee stained and splattered with notes-to a friend who would add her own thoughts and pass it to another that has book lovers resenting the age of the e-book (through certainly this is part of it). Instead, book lovers argue that the severed relationship between reader and print book in the current technologically- inclined generation is more worrying and encompassing than most imagine. It is not just the literary crowd, devotedly attached to their overflowing bookshelves, who have a stake in the disappearance of hard-copies, but also small business owners, editing and publishing firms, and even the general public.

With the e-book’ s conquest over traditional hardcovers and paperbacks, Publishers weekly released a report of a steady decrease in print sales, with 2012 sales down 9% from those in 2011. Meanwhile, after the disastrous   closing of borders and plummets of sales suffered by Barnes and Noble, Business insider suggested that bookstores, large and small, were doomed. The convenience and low cost of e-books has many hesitant to drive out to a store that may or may not have what they are looking for. Yet, it is not just the enthusiastic reader trying to reverse the trend of disappearing book-stores. Are we truly ready to give up the retail experience—shelves upon shelves of your favorites, quiet nooks to cuddle up in, Children’ s reading hour, a latte and a stack of magazines—in its entirety? In February 2015, U. S News and World report directly connected the suspension in economic recovery to the decline of small businesses. If their research is conclusive, it is not just the unique shopping experience or quirky atmospheres of independent bookstores at risk.

Likewise, dwindling print sales means unpredictability in the publishing and editing industries, where professionals are trying hard to keep up with erratic consumer trends. The rise in e-books, self-publishing, and the Amazon empire has made revenues more unstable than ever. With bookselling drifting more and more to the online marketing, publishing will also turn digital, and the implications for traditional publishing companies are grave. Publishers wonder how quickly it will take for their jobs to follow the tendencies of print books and become gradually obsolete. And how long will it take writers, competing for quick sales, to turn to direct online publishing to boost their own prospects for success?

If the evidence of failing small businesses and unhinged bookselling industries is n’ t enough to favor the printed, in-hand book, then perhaps an account by the Atlantic released in late 2014 will be; data shows that the number of American nonreaders has tripled since the 1980s. With the fading of the hard-copy, reading itself has plummeted, undoubtedly in favor of the savvy digital distractions that make up Our on-the-go-e lifestyles. Certainly, there are many factors contributing to America’ s abandonment of literature, but it stands that e-books are failing to keep the public’ s nose in a book. Perhaps, the e-book age has discouraged having books on hand, visiting the library on the weekends, and telling stories before bedtime. Could it be that once frequent readers have lost the love for, stories that they once had when they could feel them in their hands, turn their pages, and never have to plug them in or interrupt them for an email alert? When asked why she neglected reading after thirty years, one mother of three answered, “I grew up around books—we had hundreds. When I got older, I used to spend Saturday mornings at a coffee shop down the street reading for hours. Somewhere along the way, life got faster and I lost it.”

Possibly, few can relate to Jason Epstein’ s declaration in his 2001 Book Business: “A civilization without retail bookstores is unimaginable. Like shrines and sacred meeting places, bookstores are essential artifacts of human nature. The feel of a book taken from the shelf and held in the hand is a magical experience, linking writer to reader.” Bur surely, it is not just the Epstein’s of the world who understand the value of a literature, engaged public. What’ s next to go, libraries?

                                                         ANALYSIS SKILL BUILDING

The SAT Essay is not a book report: it requires you to analyze the argument of the source text. You need not only to understand what the author has said—you must also articulate why the author has used certain evidence, reasoning and stylistic approaches to make his or her argument. The following charts display some of the major methods that an author can use to persuade his or her audience:

                                                                         Evidence

Type of Evidence	What is it?	Example
Statistics	Information from scientific studies are popular polls, based on observation and presented using numbers.	“According to a recent study of how teachers allocate their time in classroom management, approximately 15 percent of students in the class monopolize most of a teacher’ s time as far as class discipline, while the other 85 percent is more compliant.”
Authoritative Observation and Opinion	The author cites credible sources to give support to an argument.	“According to the president of the American Association for retired persons, retired people are more interested in continuing to work part-time than they have been in the past. ”
Anecdote	The author uses personal stories to convey observations about a topic. Usually there are directly from the author’ s perspective, but the author could retell anecdotes from other people.	“The early start time for high school is a major problem for students. When I was of high school age, I found it exceedingly difficult to fall asleep before midnight, despite my best efforts to go to bed around 10 PM. When the alarm clock woke me up at 6 AM, I was exhausted and certainly not in the best frame of mind to learn.”
Historical Allusion	The author makes reference to historical information. This could take the form of citing facts, referring to common historical knowledge, or making interpretations.	“It is well known that a major consequence of the U. S civil war was the end of slavery. How can it be that slavery still exists in our country to this day?”
Current events and Media	This can go beyond mere quotations from authoritative sources and refer to newsworthy events with which the reader will likely be familiar.	“The tightening of security for the upcoming Olympic games is a necessary evil in today’ s society. In order to have secure gatherings, we must sacrifice some of our personal privacy and freedoms.”

 

                                                                       Reasoning

Type of Reasoning	What is it?	Example
Contrast	Looking at a given situation and demonstrating how it is different from another situation.	“Requiring people to vote is in no way like requiring people to observe the speed limit. If people do not vote, it will not directly lead to the potential property damage and loss of life that a speeding motorist could cause.”
Reciprocity	Appealing to the idea of justice and fairness by arguing that obligations should be mutual.	“If society refuses to make the necessary investments in early childhood education, why would undeserved young children feel an obligation as adults to help fund the retirements and medical care of those who ignored them in their time of need?”
Cause and Effect	Showing how one event will directly lead to another. This can be done on a small scale with examples or on a large scale in the essay as a whole.	“Once the federal government increases the automotive mileage requirements for new vehicles, car manufacturers will have no choice but to create ways that car performance can be preserved without harming the environment. ”
Comparison and Analogy	Drawing parallels between different situations.	“Modern-day educators who dismiss the pedagogical value of comic books are like the bitter skeptics in the 1880s who argued that novel writing would cause social upheaval”
Rhetorical Question	Asking a question to the readers without expecting an answer in order to emphasize a point.	“Is n’ t everything fair in love and war?” “Don’ t all parents want what is best for their children?”

                                                              Style and Persuasion

Type of Persuasion	What is it?	Example
Sensory language	Using language that appeals to the five senses, particularly sight, to illustrate an idea.	“Imagine a subway system free of litter, where you can sit without first having to clean your seat, and where you can inhale without feeling like you are in a restroom.”
Emotional Appeal	Appealing to the reader’ s sense of love, duty, fear, greed, pride and many more potential feelings to make a point.	“Sure- we could allocate less money to space exploration. But do we really want to be known as the generation that stopped dreaming of the heavens because we were too busy worrying about our pocketbooks?”
Attack	Showing why the views with which the author disagrees are unsound.	“I cannot help but notice that many of the same people who oppose giving women the opportunity to break through the ‘glass ceiling’ into management positions in major corporations also believe that women should not have the opportunity to work in the first place. ”
Humor	Using jokes, irony or sarcasm to engage the reader.	“An end to social prejudice will happen on the day that you can walk into a high school cafeteria and find nobody sitting in cliques. ”
Formal language	Establishing the author’ s authority by using scholarly or sophisticated language.
Informal language	The author’ s using more approachable language to relate to his or her readers.
Inclusive/Exclusive Language	Encouraging the reader to identify with (inclusive) or want to separate from (exclusive) particular ideas.	“There are those of us who believe that if we work hard, we can achieve our dreams; and then there are some people who believe that the only way to get an advantage is to take advantage of others.”

Practice

To become comfortable analyzing the arguments of an author, you need to be able to identify how the author is making his or her arguments. The examples that follow can all be labelled as at least one of the type of argument methodologies in the tables above. Few examples have been given on the topic of whether or not teenagers should be able to sleep in Later. Label the type of methodology next to the example.

EXAMPLES

1)      Can you imagine the danger if sleepy teenagers were allowed to drive their cars during rush hour?

2)      A lack of sleep among teenagers may account for the increased preponderance of insomnia and narcolepsy due to a lack of uninterrupted REM dream states.

3)      What could possibly better determine how much sleep a body needs than the body itself?

4)      Some countries like the U.S look at napping as a waste of time, while others fully embrace the afternoon siesta.

5)      Depriving teenagers of sleep is like depriving a car of oil changes and maintenance- without the opportunity to recover, both will fall apart.

6)      Imagine if teenagers could force adults to get up at a mandatory hour every single day, no matter the unique needs of the adults in question. Just as adults are able to choose their jobs and lifestyles based on their body clocks, teenagers should have the same freedom to structure their schedules in accordance with their bodily rhythms.

7)      The U.S Surgeon General recently stated that a later start to the school day could have a marked positive impact on student learning outcomes.

8)      Young people are asked to make healthy choices when it comes to drugs, sex and nutrition. Yet when it comes to sleep, parents often encourage decidedly unhealthy habits.

9)      Imagine yourself as a troubled teenager, burdened throughout the day with adults telling you how to behave. Your one refuge is your bed, where your soft pillow comforts your weary head at the end of a long, long day.

10)   Once, When I took the SAT, I stayed up late partying the night before the test. My score was atrocious. The next time I took the test, I got a good night’ s sleep every day of the week before test day. Unsurprisingly, my score increased by over 200 points.

11)   Those opposed to adequate sleep may not realize that sleep deprivation is a method used by torturers to produce confessions.

12)   According to the Centers of Disease Control, approximately 43% of young adult ages 18-25 have reported involuntarily falling asleep during the day within the past month.

13)   If students are able to sleep as much as their bodies truly need, they will be able to achieve their full academic potential since they will be able to devote their full attention to their studies. If students can achieve their full academic potential, the country will have a far stronger workforce in the decades to come.

14)   A noted Frenchman once said, “Some people talk in their sleep. Lecturers talk while other people sleep”.

15)     Young people today have many more potential distractions that keep them from sleeping well than those from past generations. Fifty years ago, there was no texting, tweeting or messaging.

Methodology

1)      Rhetorical question

2)      Authoritative observation, or causes and effects

3)      Rhetorical question

4)      Comparison, or contrast

5)      Comparison and Analogy

6)      Reciprocity

7)      Authoritative observation and opinion

8)      Comparison

9)      Sensory language

10)   Anecdote

11)   Attack

12)   Statistics

13)   Cause and effect

14)   Humor

15)   Historical allusion

                                                                  WRITING SKILL BUILDING

In addition to having a command of English grammar, your essay should demonstrate excellent writing skills by having the following four elements:

1)      A cleat thesis

2)      Good progression of ideas.

3)      Variety in wording and sentence structure.

4)      Precise communication with well-chosen words.

1 Thesis

The thesis of your essay is a clear statement of your central claim that previews your argument. Read the following examples to see what poor and good thesis in response to questions would like.

QUESTION: Should the penny coin be eliminated?

GOOD THESIS: “Since it costs more to manufacture a penny than a penny itself is worth, it is time that to abandon this antiquated relic, making the nickel the smallest unit of hard currency”. This gives a clear idea of where the author is going to take the argument.

QUESTION: Should textbooks be replaced with tablet computers?

GOOD THESIS: “Because of long-term cost savings, ease of transport, and opportunities for more interactive learning, tablet computers should replace textbooks in schools”. Using virtually the same number of words as the persuasive thesis, this statement is far clearer as to how tablet computers will make education better.

QUESTION: Should students not be permitted to use cell phones in school?

GOOD THESIS: “While cellular phones provide a possible vehicle for independent research and dynamic learning, their potential to distract students from instruction is too great; as a result, students should be prohibited from using cellular phones in school”. This statement provides a strong idea of the author’ s position and the major points that the author will make.

2 Progression

Your essay must be organized in logical, sequential manner. A reader should be able to outline your argument easily. The following mini-essays give you an idea of what not to do and what to do in order to demonstrate progression of thoughts.

Good Progression

Try to follow the writer’ s argument. How does it advance?

Student should be given the opportunity to leave school for lunch for three major reasons. First, when students become adults, they will have such freedom. In order to prepare students for the world of work, they should begin learning responsibility at a young age. Second, students will benefit from having a break from the monotony of school. Having the opportunity to get off school grounds and recharge will build school morale and empower students to be more focused when they return from their meal. Finally, giving students the chance to leave school for lunch will likely encourage more physical activity, as many students will walk home or to a nearby restaurant. With obesity in increasingly menacing issue for young people, students should be encouraged to have a dedicated time each day when they have the chance to walk around. Many people are rightly concerned that some students cannot be trusted to act appropriately with this freedom; rather than letting a few bad apples spoil the barrel, schools should prohibit troublemakers from leaving the school grounds, while allowing responsible students the freedom to make their own choices.

Did you notice how the writer uses transition words like “First” and “Finally” to alert the reader of the progression?

3 Variety

On the new SAT Writing, you will likely find it most challenging to avoid repeating yourself in two major areas: transition words (both in the general structure of your essay and in your analysis of the given prompt), and argumentative words. These tables give you more variety in how you can express these ideas.

                                                           Examples of Transitional Words

First Then Next In summary Overall Undeniably More so Lastly Finally Additionally Hence Thus From here on out As a result of

Generally speaking Of course Initially Since In turn Therefore However Perhaps From this point forward At times For example Again Nonetheless Throughout

Going forward Now In fact At last By allowing Furthermore Meanwhile Simultaneously Subsequently Specifically On the contrary Accordingly That is to say Suddenly

                                                           Examples of Argumentative Words

Argue Argument Prove Show Illustrate Appeal Depict Builds Present Employ Insist

Allows Contemplate Enable Define Consider Complex Cite Reference Provide Questions Display

Rely Acknowledge Connect Concede Enlist Effectively Reason Plea Maintain Persuade Convince

4 Precision

Show your command of the English language by using precise words to express your ideas. Here are some examples of imprecise and precise responses to given questions.

QUESTION: How are you feeling today?

PRECISE RESPONSE: I feel physically rested, intellectually contemplative and socially extroverted.

QUESTION: How was that movie you just watched?

PRECISE RESPONSE: While the movie attempted to fit the drama genre, the acting was so amateurish that the film was more of a comedy.

QUESTION: What are your looking for in a college?

PRECISE RESPONSE: I want to attend a college that is close to a major city, yet is self-contained, has opportunity for independent research and study abroad, and has a large international student body so I can learn about other cultures outside of the classroom.

Let’s now examine a top-scoring response to the “Books: A Lost Art” passage for examples of the thesis, progression, variety and precision.

Prompt: Write a response that demonstrates how the author makes an argument to persuade an audience that traditional book publishing is valuable. In your response, analyze how the author uses at least one of the features from the essay directions (or features of your own choosing) to develop a logical and persuasive argument. Be certain that your response cites relevant aspects of the source text. Your response should not give your personal opinion on the merit of the source text, but instead show how the author crafts an argument to persuade readers.

RESPONSE

In response to the growing issue of “the disappearance of hard-copies” the author of the article, “Books: A Lost Art”, makes the argument that traditional book publishing is valuable. The author effectively persuades the audience by utilizing published research, rhetorical questions and powerful word choice.

THESIS This sentence clearly states the writer’ s position and previews her argument. It should typically be stated in the first or second paragraph so the reader understands what the writer will argue.

Throughout the article the author strategically inserts published research to help bring merit to the idea that the diminishing publication of hard-copy books and closing of local bookstores is not only an issue for avaricious book readers, “but also small business owners, publishing and editing firms, and the general public.” The author shares a finding from a February 2015, U.S News and World Report that “directly connected the suspension in economic recovery to the decline of small businesses.” This powerful statement insinuates that dwindling business of small book retailers is a grave concern because of the current electronic lifestyle we have created. The author continues to influence the audience by examining research of dwindling book sales by introducing a report from Publishers Weekly that states there is “a steady decrease in print sales, with 2012 sales down 9% from those in 2011.” From this piece of statistical information, the author is better able to explain to the audience the growing issue facing publishers and editors including: erratic consumers trends, job loss and writer instability. By highlighting the major issues small businesses and publishing firms face today the author is able to support the claim that traditional book publishing is valuable beyond making reading felicitous for avid reader.

VARIETY The highlighted words in this paragraph give five different ways that the writer has referred to argumentative techniques without repeating herself.

To help balance the hard-fact approach of introducing the audience to research, the author mesmerizes the audience by introducing the rhetorical questions to help elicit an emotional pleasure. Awakening an emotional response in the audience persuades the audience to see value in traditional book publishing because it helps connect the individual to the big picture’ problem. For example, the question, “Are we truly ready to give up the retail experience—shelves upon shelves of your favorites, quiet nooks to cuddle up in, children’ s reading hour, a latte and a stack of magazines—in its entirety? “paints a vivid picture in the mind of the readers and help transport them to a moment in time that they enjoyed. Now that the audience is in a positive space, it would seem almost unfathomable to them to give up the bookstore experience, which is the ultimate goal of the author. The author continues to push the audience’ s emotional level when in the final sentence asks, “What’ s next to go, libraries?” Strategically placing this question at the very end of the article delivers a final punch to the audience that really makes them think about the value of traditional book publishing. This is because, for many, libraries are inevitable in the community that have been around for decades and many could not comprehend an end to libraries, but the author makes sure to emphasize the possibility of this if traditional book publishing ceases to exist.

PRECISION The writer uses precise language to communicate her analysis of the source text.

Finally, the author uses powerful word choice throughout the article in order to persuade the audience to see the value in traditional book publishing. It is important for the author to use meaningful words in the article so that the audience quickly grasps the dire situation with decreasing traditional book publishing. An example of this is in the opening sentence of the second paragraph when the author states “with the e-book’ s conquest over traditional hardcovers and paperbacks.” This sentence helps the audience quickly understand—from the use of word “conquest”—that e-books have purposefully taken over traditional books. And as the author continues to explain in the article, dominance of the e-book has many consequential effects for different types of businesses. If the author chooses a less powerful word or rearranged the sentence, the audience might not fully understand the severity of the situation caused by increasing e-books in the market.

PROGRESSION The writer has used logical transitions to introduce the body paragraphs and each paragraph ties directly to the thesis.

As the digital age continues to grow at rapid rates many traditional businesses, including the book publishing industry, continue to dwindle. Understanding the value of keeping traditional book publishing, the author is able to persuade the audience to the same understanding by using published research, rhetorical questions and powerful word choice throughout the article.

TEN KEY STRATEGIES FOR SAT ESSAY WRITING SUCCESS

1.       BEFORE START READING LOOK AT THE QUESTION: looking at question tells you the main idea of the passage

2.       KEEP YOUR PERSONAL OPINIONS TO YOURSELF: In SAT, your task is to analyze how the author makes his or her argument, not to make your own argument on the topic. When you are coming up with your thesis, make sure to focus on what the author does to persuade the reader rather than to what the author fails to do.

3.       LOOK FOR WHAT IS GOOD IN THE ARGUMENT-DON’ T IGNORE IT APART: The source text you will analyze will be a well-written argument for a general audience. Carefully look for the skillful ways in which the author uses evidence, reasoning and rhetoric to make his or her argument.

4.       THE PROMPT WILL NOT CHANGE, WHILE THE SOURCE TEXT WILL KNOW THE QUESTION, FORMAT AND DIRECTIONS AHEAD OF TIME: You will always need to write a response that describes and analyzes how the author makes this argument. With the source text changing with essay, but question format remaining consistent, prepare yourself by being completely familiar with what stays consistent with each SAT essay.

5.       ALLOW ENOUGH TIME TO READ THE PASSAGE WELL: You will be tempted to rush through reading the passage, but don’ t- if you don’ t fully understand the argument. First understand the argument well and then start writing.

6.       READ ACTIVELY: While reading the source text, ask yourself this two-part question over and over: What is the author saying and why? Here are some more specific things to focus on as you read:

·         Paraphrase: What is the author generally saying? What is the thesis?

·         Evidence: How does the author support his or her claims? Are there examples, evidence, statistics or anecdotes? Why was this evidence Chosen?

·         Style: What kind of wording does the author use? How about emotional appeal, sensory language, attack, humor? Why was this done?

·         Reasoning: What kind of reasoning does the author use? Is it consistency? Is it reciprocity? Has he asked rhetorical questions? Has he made comparisons? Has he talked about causes and effects?

7.       DETERMINE YOUR PREFFERED PREWRITING METHOD: Figure out the best way to organize your thoughts for the essay. Here are two major steps you might want to prewrite:

·         Outline: Write a step-by-step outline of what you are going to argue in each body paragraph and what examples you will use.

·          Get going: If you have a difficult time determining the overall structure and thesis of your argument ahead of time, you may want to start by writing your body paragraphs, leaving a few lines blank at the beginning of your essay.

8.       STAY FOCUSED: The graders will look to see whether you have a clear thesis and whether you are able to sustain your argument all the way through your essay. Don’ t digress from main topic.

9.       AVOID DISCUSSING ALL PERSUASIVE ELEMENTS: You are not supposed to discuss all persuasive elements. Avoid brief mention of every persuasive element. Try to really flesh out why a specific detail works persuasively- devote a number of sentences to explain the way it functions.

10.   LINK YOUR PERSUASIVE ELEMENTS: When you write about your examples of persuasive elements, always make sure to tie those examples back to your central argument about persuasion.

11.   AVOID LENGTHY DIRECT QUOTATION: Avoid lengthy direct quotations, you should mainly reserve direct quotes for when you want to draw attention to the specific language or persuasive element of the writing the author is using.

12.   USE FORMAL LANGUAGE: Try to use formal language you find in many academic essays and school textbooks.

13.   ADVANCED VOCABULARY: Use advanced vocabulary when appropriate and when you are certain about meaning and usage of word.

14.   DETERMINE HOW YOU WANT TO PEACE YOURSELF: Review the following chart and fill in the last column with your personal plan for timing.

Part of the process	Range of Times	How much time will I take for each part?
Reading the source	4-10 minutes
Prewriting	1-5 minutes
Writing the essay	35-45 minutes
Editing	0-5 minutes

PUTTING IT ALL TOGETHER

Let’ s go step by step through everything you will need to do to write a successful essay. First, let’ s actively read the prompt. Know the directions ahead of time so you can focus your energy on actively reading the source text. The types of thoughts/notes you could have while reading are given after the prompt.

Read the following passage, and think about how the author uses: ·         Evidence, such as applicable examples, to justify the argument. ·         Reasoning to show logical connections among thoughts and facts. ·         Rhetoric, like sensory language and emotional appeals, to give weight to the argument.

                                                                       The History Major

1.       I am sure you have heard by now-new trickles fast down the steep façade of the ivory tower. Perhaps, you have already packed up my room, taken my portrait off the mantel, and relayed my unfortunate accident to the intrusive Mr. and Mrs. Duta (“a rare condition, “such ill-fated tragedy,”” nonetheless, Swanson’ s Home for the irresponsibly insane provides the very best care”). Or, you have called the Dean, pleaded for immediate intervention (surely, the choice should belong to those whose pockets dwindle every semester), and sabotaged my class schedule so that I inadvertently end up at the College of Science and Technology once again. And so, it is with utmost austerity that I beg for your ear; fear not, I am no lost cause.

2.       The Liberal Arts education is far from obsolete. Despite the rumors of late, you need not worry that your son will end up unemployed and homeless, pining over unheeded art in shadowy bars with rickety tabletops and flyer-covered walls. Nor must you relinquish hopes for a charming daughter-in-law and animated, curly-haired grand-children. What I meant to say is that liberal arts graduates are well suited- In some ways, even better suited—for success and happiness than their narrowed, specializing counterparts. Not only are our skills coveted in graduate school and the workforce, but we are also more adaptable and likely to move up rank in our careers. The breadth of study emphasized in a liberal arts education provides an exemplary foundation for a variety of professional fields and career paths, while molding open-minded, curious problem solvers. Mon and Dad, I implore you to reconsider my cosmopolitan ambitions and reinstate my place at the dinner table.

3.       A third of all fortune 500 CEOs passes liberal arts degree. LEAP, or Liberal Education & America’ s promise, is an initiative launched by the Association of American Colleges & Universities to emphasize the importance of a 21^st century liberal education for individuals and a nation “dependent on economic creativity and democratic vitality”. According to LEAP’ s recent national survey, 93% of employers say that “a demonstrated capacity to think critically, communicate clearly, and solve complex problems is more important than undergraduate major.” You have guessed it—these three skill sets are the unifying objective of liberal arts programs nationwide.

4.       Furthermore, these skills are timelessly useful and valuable; in a quickly evolving world, they are the few ingenuities that will neither be replaced nor outdated. Whether students decide on graduate education, law or medical school, or dive right into the job hunt, a broad and diverse interdisciplinary education provides the analytical, research and independent judgement training necessary to gain an edge on other applicants. Acquisition of self-understanding accompanied by a respect for others and an aptitude for clear expression, shapes leaders in a variety of work environments from government to business to education. The lucrative liberal arts education results in a life-long learner who asks difficult questions, presents information intelligibly, and makes coherent arguments across disciplines. Is this not what you want for your baby boy?

5.       Even more intriguing is the evidence that a liberal arts education spawns’ happier individual. With a capacity to understand and enjoy humanity’ s achievements, my artsy cohort and I will be more likely to spend time appreciating literature, music, art and even witty conversation and to participate in our communities and global politics. An active and engaged life is indeed something to be happy about. According to Robert Harris’ s On the Purpose of a Liberal Education, in addition to teaching students how to think, learn and see things whole, a liberal education also enhances students’ faith and wisdom, with their gained knowledge begetting increased pleasure.

6.       Let us not forget Leonard da Vinci, Michelangelo, or America’ s own, Benjamin Franklin, who made their marks on society not with one expertise, but with a legion of talents—renaissance men of the highest degree. It is the cultivated mind of the multifarious and enlightened that I endeavor toward with my decision to declare a history major. If I manage to avoid the fate of the shaggy-haired drifter of your nightmares, I could turn out to be brilliant (or mediocre with a steady job and varied interests).

Write a response that demonstrates how the author makes an argument to persuade an audience that a liberal arts education is valuable. In your response, analyze how the author uses at least one of the features from the essay directions (or features of your own choosing) to develop a logical and persuasive argument. Be certain that your response cites relevant aspects of the source text.  Your response should not give your personal opinion on the merit of the source text, but instead show how the author crafts an argument to persuade readers.

                                                      Full Top-Scoring Essay Response

This author uses a wide variety of persuasive techniques in his essay to craft an extremely well-thought-out argument for why liberal arts educations are useful. He considers possible objections to his argument, which he combats with facts. He very purposely evokes certain emotions in the reader, such as empathy and anxiety. He proceeds to alleviate these anxieties with facts that make the reader want to pursue a liberal arts education, before wrapping up the argument he talked about liberal arts educated and renaissance men of highest degree having expertise in more than one field.

The author is mindfully persuasive from the very beginning, introducing the topic with a dramatization that draws the reader in. The description of the family cleaning out the author’ s room out and taking the author’ s picture off of the mantel makes the reader think that something tragic has happened. The author then shocks the reader by announcing that the “tragedy” that has taken place was simply his choice to pursue a liberal arts education. The author seems to have carefully chosen such an introduction to get the reader to think that such a “tragedy” is extremely serious; this is the author’ s first step in his persuasion.

The author also seems to have carefully chosen to write this essay as a mock address to his parents. It seems as if the purpose for this choice was to put the reader in the author’ s shoes, this is a seamless transition for the reader, as many students have had, or will have, similar arguments with their parents. This forces the reader to feel empathy, making the author’ s attempt at persuasion more effective.

After the initial dramatization, the author goes on to consider some possible objections to a liberal arts education. For instance, the author alludes to the parents expressing concern that their child will end up unemployed after college. The author’ s rebuttal to such concerns is twofold. First, he uses tongue-in-cheek humor to brush off such concerns, by assuring his parents that he will not end up homeless. Second, and more effectively, he uses facts to the contrary. For instance, he states that 1/3 of Fortune 500 CEOs have liberal arts degree.

Another technique used in the argument is appealing to the reader’ s own anxieties. Many students worry that they won’ t find jobs in today’ s competitive job market. The author eases this anxiety by assuring the reader that 93% of employers say that they care more that an employee possess the skills that a liberal arts education strives to foster than about the particular major the employee chose. Another thing that many young people worry about is whether or not they will be happy in the future. The author assures the reader that many liberal arts degree recipients tend to be happier than their peers. He cites On the Purpose of a Liberal Education as saying that a liberal arts education can increase faith and wisdom, which leads to an increase in pleasure.

Finally, the author talked about liberal arts educated and renaissance men, both the liberal arts educated and the people we tend to think of as renaissance men are well-versed in a wide array of disciplines. He cites Leonardo da Vinci, Michelangelo and Ben Franklin forcing the reader to consider why someone would n’ t strive to be like these greats.

In conclusion, the author begins his argument by first hinting that something tragic has happened to him. When he reveals that this “tragedy” was choosing a liberal arts path, this forces the reader to think, “how disastrous can such a decision really be?” Once the reader is feeling fairly neutral on the subject matter, the author begins persuading. He uses a variety of techniques, such as appealing to the emotions of the reader and considering possible objections. He also backs up his argument with facts about how job and happiness prospects are very good for those with liberal arts educations. Finally, he allows the reader to compare what they could be with a liberal arts education to some of the great renaissance men. Overall, the argument was very well developed, owing much of its effectiveness to the success of evoking chosen emotions in the reader.

SAMPLE ESSAYS

Now, let us examine a variety of responses to a given prompt, each response having a different score.

Read the following passage, and think about how the author uses: ·         Evidence, such as applicable examples, to justify the argument. ·         Reasoning to show logical connections among thoughts and facts. ·         Rhetoric, like sensory language and emotional appeals, to give weight to the argument.

                                                           The importance of studying Philosophy

1.       Consider the work that you must enjoy doing. How do you figure out what to do when complications arise? Relationships with family members, friends and other enrich our lives. What makes those relationships go well? Many forms of recreation contribute to living a good life. But is there any ultimate meaning or purpose to these temporary activities, or even to life itself? Studying philosophy equips us with the skills needed to understand these and many other important questions.

2.       “Philosophy” literally means the love of wisdom. It involves striving to understand the most fundamental question about life and all other disciplines. It provides us with the opportunity to engage ideas, to learn from great minds throughout history, and to contribute to our understanding of the world and ourselves. Studying philosophy builds our abilities to break down concepts, such as love and justice, to understand them, to communicate ideas effectively, and to discover good reasons that help us know what beliefs to accept. It enables us to have the Summum bonum, or the highest good, through the pursuit of what is true, good, and beautiful.

3.       Training in philosophy helps us to make progress in working through otherwise intractable problems. There are some issues about which there has been ongoing debate, such as god’ s existence, immorality and abortion. How do we handle these topics? We might avoid them, sweeping them under the rug, either in our interactions with others or even in our own minds. Other times, we resort to name-calling, getting emotionally heated or personal attacks. In the case of slavery, such responses led to an American civil war! These approaches only make matters worse, generating more heat than light and leading to hurt feelings, broken relationships, or worse. Taking a philosophical approach, however, focuses our attention on the issue at hand to understand it, to learn about different views, and to explore the reasoning behind those views, getting to the heart of the matter. This provides the possibility of finding resolution and implementing solutions. Regardless of how much disagreement remains, through respect for one another, we can maintain friendships and work together toward the common goal of learning more about what is true. If everyone consistently followed this path, imagine how much better our world would be!

4.       The skills developed through studying philosophy train us to clear up confusions. Sometimes, when two people are discussing a significant life issue, they talk past one another and use the same terms in different ways. Learning to analyze concepts helps us to step back and clarify what we mean by the terms we use, to realize the assumptions we are making in holding certain views, and to make important distinctions. Through this process, we may discover that we did not even have a disagreement with someone, but that we were simply emphasizing different aspects of the same idea. Take, for example, the concept of equality. Most people recognize that this is an important value to uphold. But what do we mean by it in a certain context? We could be referring to people having equal value, equal opportunities, equal outcomes or equal treatment. Then, how does something like equal treatment apply in matters of friendship, for example? Answering that question requires a further investigation into the nature of friendship. Learning to key distinctions and clarifications like this in philosophy improves our ability to think well and in turn to live wisely.

5.       Another way in which we can recognize the importance of philosophy is by considering how we have acquired the fruits of science and technology. The advances made in medicine, transportation, communications and so forth have been remarkable. But certain philosophical ideas have made modern science possible, such as that there are laws by which matter and energy operate over time and throughout space. In Isaac Newton’ s great work, Mathematical principles of Natural philosophy, it was through philosophical reflection about his observations that led him to revolutionary scientific ideas. Questions about how to best explain what we observe, what the laws of nature are, or what science itself is, are issues explored in philosophy of science. Does philosophy involve working through difficult concepts and abstract arguments? Yes, but it is doable as we learn from others, standing on the shoulders of those who have gone before us. It is also well worth the effort, as it improves our understanding of the mundane to the most profound issues, and helps us know how to put that knowledge to good use.

Write a response that demonstrates how the author makes an argument to persuade an audience that a study of philosophy is worthwhile. In your response, analyze how the author uses at least one of the features from the essay directions (or features of your own choosing) to develop a logical and persuasive argument. Be certain that your response cites relevant aspects of the source text.  Your response should not give your personal opinion on the merit of the source text, but instead show how the author crafts an argument to persuade readers.

                                                      Full Top-Scoring Essay Response

Who is in favor of thoughtful consideration, complex problem solving and intelligent debate? Everyone is. More so, these skills have vast implications for society as a whole. In “The importance of Studying Philosophy,” the writer builds a contention for the study of philosophy on the grounds that it leads to peaceful resolution, allows us to consider other prospectives, and yields knowledge in other discourses. By making philosophy relevant, and even appealing, to each and every person, the writer effectively proves its worth, noting historical examples of its extensive and significant impact.

Beginning with a series of relatable life activities followed by abstract and ambiguous questions, the writer challenges the reader to deliberate on how philosophy could benefit his or her life. Rather than remaining an abstruse field of study, philosophy becomes tangible, and even necessary. This technique enables the writer to encapsulate a wide audience before going into a more thorough discussion of philosophy’ s far-reaching consequences for humanity. Through the language of “knowledge”, “wisdom”, and “purpose”, the writer not only makes it clear that everyone benefits from the efforts of philosophers, but also hints at the allure of studying philosophy oneself.

Since philosophy involves the “most fundamental question about life” and empowers us to have the “highest good,” it is not only relevant to everyone but supremely rewarding. It is in this way that the writer works to define the study of philosophy and depict it as a peaceful alternative approach to some of life’ s most difficult conflicts. From “God’ s existence, immortality and abortion” to slavery and equality, we all have a card in the game, the writer argues. In the example of the Civil war--- an infamously catastrophic historical event that everyone is familiar with—the writer invites the reader to consider what might have happened had the powers at hand taken a philosophical approach instead. In this way, the reader is made to see the practical power of this type of thinking.

Next, the writer moves onto instances that may be more manifold than a fundamental disagreement. There are many ways to disagree and sometimes, it is n’ t as clear cut as yes and no. The writer illustrates through the concept of equality just how multifaceted social issues can truly be. The technique of asking several questions (what do we mean, what exactly are we referencing, how does it apply) effectively defends the breadth of such issues and supports the need for philosophical examination. It is through the skills developed in a Philosophy education, the author concedes, that one is equipped to “think well” and “live wisely”.

Lastly, the author appeals to philosophy’ s influence among other disciplines. Modern science, the author posits, would not be possible without philosophy. Any left doubting the field’ s worth are persuaded by its influence on Sir Isaac Newton—a household name that epitomizes advancement in the fields of physics and mathematics. By citing such a well-known scientist, the writer successfully postulates that the world would not be where it is today without the rigor of philosophical reflection. It is easy, for the reader to imagine how essential the study of philosophy may be to “medicine, transportation, communications” among other discipline.

The author most notably informs the reader of the infinite advantage of philosophy. The author’ s straightforward presentation allows aa clear and logical transition from the purpose of philosophy to its application in thoughtful resolution of politicized issues, in differing particularities of the same idea, and in fields of science and technology. Yet, the argument, at times, fails to be complex in itself. Ultimately, the writer succeeds in building a defense for the study of philosophy through an exploration of its many assets, but does so without mentioning why anyone might disagree or question the importance of philosophy to begin with. Nonetheless, through historical examples and obscure concepts, the worth of philosophy is clearly proven and the attentive reader may just consider it as an intended major.

Read the following passage, and think about how the author uses: ·         Evidence, such as applicable examples, to justify the argument. ·         Reasoning to show logical connections among thoughts and facts. ·         Rhetoric, like sensory language and emotional appeals, to give weight to the argument.

                                                           The Last Amateurs

1.       A man owns a factory that produces an item consumed regularly by hundreds of millions of captive customers. As his product is a cultural staple, the factory earns billions of dollars every year, and the man becomes extravagantly wealthy. Yet, while this golden empire flourishes, the factory workers toil day after day without compensation, nary a cent passing from the owner’ s pocket to their own. They labor on, resigned to destitution, cognizant of the corporeal cost of their existence.

2.       You have been to this sweatshop. You have yelled at the workers to come on, implored them to dig deep, demanded that they give 110 percent today. And god bless them, they oblige, ravaging their bodies in tune to Our feral cheers. We are enablers, you and I; we are hypocrites blinded by our naivete. We are college sports fans. And now we must expunge our fanatical sins.

3.       It’ s difficult to conceptualize how such an economic injustice can persist in these United states of Free Market Capitalism, but the NCAA has managed to perpetuate exactly that with their iron-fisted control over major collegiate athletics. Consider that the NCAA and participating universities earned 6 billion dollars last year. Consider that NCAA president Mark Emmert earned 1.7 million dollars last year without ever taking the field. Or that Alabama football coach Nick Saban earned 6.9 million without over getting tackled, while Vanderbilt athletic director David Williams earned 3.2 million.

4.       Conversely, though the athletes are bringing the dollars (again, six billion of them annually), they see none of the profits. NCAA supporters will point to the academic scholarships that the athletes receive in return for the services, as if being forced to accept a lesser compensation still constitutes a sufficient payment for services rendered. Moreover, though these athletes receive full academic scholarships, they don’ t receive “cost of living” scholarships, which is to say that the schools don’ t even give them enough money to survive without personal expense. Superstar basketball player Shabazz Napier—who was the face of a national championship team as he filled arenas, sold thousands of over-priced jerseys, and enticed corporate sponsors to spend millions on commercial advertising during nationally-televised games—claims that he often went to bed hungry before he made it to the NBA. Though Shabazz earned tens of millions of dollars in revenue for the NCAA and the university of Connecticut, he was not even given enough to eat. Surely, none can argue that this is a just exchange.

5.       Here is the real kicker: this life of paucity is not voluntary, but rather a form of indentured servitude; football and basketball players are barred from playing in the NFL and NBA until they are three and one years removed from high school, respectively. They are forced to play college ball before being allowed to earn a living. This is akin to the corporate world saying, “Sorry, Bill Gates; though your Microsoft idea is revolutionary and will redefine technology as we know it, we really feel like you need to stay in college for three more years before you can start to monetize. But, in the meantime, how about you let us keep the billions in Microsoft profits, and we will pay your $50,000 tuition in return? So yes, you can point to the free education for athletes, but let us not be so gullible as to confuse complimentary with compulsory.

6.       In addition, what happens when a world-class athlete suffers a debilitating injury while biding his or her time and playing for the NCAA for free? Consider the case of former South Carolina running back Marcus Lattimore. Marcus was physically ready to be a star NFL player during his junior season, but he was prohibited from doing so. During this time, Marcus suffered a gruesome knee injury; despite rehabilitation, he has never really been the same, and his earning potential is mere decimal points of what it once was. To be blunt, Marcus’ career was ruined while the NCAA profited from his free labor. In a society that hangs its hat on the level playing field of free-market principles, it is baffling that such a travesty is permitted to continue.

Write a response that demonstrates how the author makes an argument to persuade an audience that college athletes should be paid. In your response, analyze how the author uses at least one of the features from the essay directions (or features of your own choosing) to develop a logical and persuasive argument. Be certain that your response cites relevant aspects of the source text.  Your response should not give your personal opinion on the merit of the source text, but instead show how the author crafts an argument to persuade readers.

                                                      Full Top-Scoring Essay Response

In the essay “The Last Amateurs,” the author attempts to convince the reader that college athletes deserve greater compensation than mere “athletic scholarships.” The author present facts to inform readers of policies by the NCAA that he finds unfair to the athletes. The author in the passage persuades the reader to his point of view through the use of allegory, and emotional appeal through specific examples.

The author begins the passage with an allegory that eventually leads the reader to compare college athletes to sweet shop workers. He draws many similarities between the factory’ s products, and the “product” created by college athletes. Through terms like “culture staple” the reader is led to see the clear link between the two ideas. The author continues to say that the “gold empire flourishes” while the workers “day after day without compensation”. The media has recently sensationalized the effects of sweet shop labor and as such this would be an example near and dear to the hearts of many readers. By introducing the comparison at the beginning of the essay, the author is able to allow the reader to subconsciously mull the idea over as he makes other points. He later specifically cites the income of college athletic coaches and directors while pointing out that the athletes receive no, or little, compensation. With even a basic level of analysis, the reader can clearly see the parallels the author intends between sweet shop labor and college athletics.

Throughout the passage, the author uses specific examples to his advantage. By providing named examples, the author forces the reader to feel closer to the subjects and thus his overall topic. This closeness creates a bond with a PERSON rather than statistical examples. As people are more relatable than numbers, the author makes the reader feel sympathy and empathy with those he perceives as hurt by the system.

The first issue the author brings up is compensation for athletes. This issue is explained through the example of Shabazz Napier. Napier made, possibly, millions of dollars for the NCAA but has reported often going to bed hungry prior to going professional. As the reader begins to wonder, “why stay in college? Why not go pro immediately” The author explains that basketball players are required to be at least one year removed from high school before playing in the NBA: ensuring that the NCAA will make profits off of them for at least one year.

The requirement of athletes to play college ball, for at least a period, is a perfect segue into the second example and problem. Marcus Lattimore exemplifies the issue of compensation and injury among college athletes. Athletics have a risk and reward system deeply ingrained in them. There is the possibility of fame and fortune, but also the very real risk that a person could be injured and end their career. By requiring athletes to play at a college level, they are risking their futures with no chance of reward.

  This is exactly what happened with Lattimore. Lattimore suffered a knee injury that decimated his earning potential. Because these are “student-athletes” the NCAA is in no way required to pay workers compensations for these injuries, or to allow the STUDENT-athletes to keep their scholarships. Had Lattimore been permitted to go straight to the NFL, he would have had the opportunity to earn more money and receive compensation following his injury.

The author crafts a very persuasive argument against the NCAA’ s current system. He uses allegory and emotional appeals through specific examples to expertly build a position that seems irrefutable. Shabazz Napier and Marcus Lattimore are real people whom the reader can easily empathize with. Overall, the author of “The Last Amateurs” is successful in his attempt to convince readers of his opinion.

  

                                                          

Read the following passage, and think about how the author uses: ·         Evidence, such as applicable examples, to justify the argument. ·         Reasoning to show logical connections among thoughts and facts. ·         Rhetoric, like sensory language and emotional appeals, to give weight to the argument.

                                                         You Get What You Pay For

1.       Finding a job directly out of college is, for many, a catch-22. Employers want experience and graduates are hard-pressed to gain the experience needed to, well, gain experience. As a remedy, universities are encouraging internships, opportunities to enter the workforce temporarily and train in a position of interest. The idea is that both sides will come out the better– the intern strengthening his or her resume and building a strong social network, the employer expanding its workforce and investing in a prospective employee. But now, more students are questioning exactly who is getting their money’ s worth when many internships are unpaid. Rather than doubting the value of experience, they wonder at its fairness and practicality. Internships, when paid, are not only more valuable, but also more meaningful.

2.       After all, it is a small minority of college students who can afford to work for free. A certain incongruity exists when those students, who have the least connections and need the most help breaking into the job market, are also those who have to pass up internships to earn cash for food, gas and books. First-generation college students from low-income families are particularly frustrated at the prospect of unpaid work. Between adjusting to campus life and difficult coursework, there is little time to spare, what is left must be devoted to bookstore clerking, restaurant serving, pizza delivering and other rent-paying positions, even when it would be better spent in on-the-job training.

3.       There is conflict too, when interns are doing the same work as entry-level employees who enjoy a salary for their efforts. According to the Fair Labor Standards Act, internships can legally only go unpaid when the work is similar to training in, an educational environment and does not give immediate advantage to the employer. These stipulations have students asking, “Then, what’ s the point?” If the work is not directly benefiting the employer, and the student is not being paid, the situation seems much more like a lose-lose. The lack of reward for each party paints a dismal picture—one with interns failing to perform at high standards and employers hesitant to offer permanent employment.

4.       Instead, internships, when requiring investment by both parties are more likely to result in job matching. According to a survey by the National Association of Colleges and Employers, paid internships markedly increase a student’ s chances of landing a job by graduation, while unpaid internships give little or no edge. Statistics of that same survey fid starting annual salaries of those with paid intern experience some $15,000 higher than those with unpaid work. Not only are students profiting, but employers are finding more valuable after their paid on-the-job training. When the stakes are raised, everybody is coming out on top.

5.       Then there are the naysayers. Forbes answered the “mantra” of pro-payers with a simple solution: let the individuals decide for themselves. If it were only that simple. Do students, in dire need of a bullet point or two under the subheading “experience,” have a choice with the current 11% unemployment rate for recent graduates that Forbes reports? Critics concede that all experience is valuable, and so it must be left to the students to decide whether or not to take an internship based on pay rate, or lack thereof. Clearly, they add, the requirement to offer only paid internships will discourage many corporations from offering them at all, and limited opportunities will only further harm the untested, job-seeking graduates. Yet if these unpaid prospects are doing so little to enhance their job search, why should students express concern over their depletion? Additionally, if companies are forced to offer internships only under paid circumstances, are not they more likely to provide substantial training to new talent and offer permanent employment to those who meet their expectations?

6.       Work experience in a market that expects experience at the entry-level is thus hard to come by. Student’ s yearning to expand their skills and marketability should not be met with meaningless, unpaid work, particularly when so many families are financially strapped with tuition, housing, and living expenses. The opportunity cost of committing time, effort and aptitude to a prospective career must be acknowledged with fair pay and genuine likelihood for extended employment. While students hone their skills, employers relish in a skillful and productive workforce generation after generation. The key to a successful internship lies in its potential reward for both parties.      

Write a response that demonstrates how the author makes an argument to persuade an audience that a liberal arts education is valuable. In your response, analyze how the author uses at least one of the features from the essay directions (or features of your own choosing) to develop a logical and persuasive argument. Be certain that your response cites relevant aspects of the source text.  Your response should not give your personal opinion on the merit of the source text, but instead show how the author crafts an argument to persuade readers.

                                                      Full Top-Scoring Essay Response

In response to the current market difficulties surrounding young people and job opportunities, the author argues first that internships are essential for young people, but secondly that unpaid internships are inherently unfair, and that they furthermore provide little benefit for either the employer or the intern. Instead, she argues first through the introduction of a Catch 22 paradox that establishes the importance of internships in general, and then through statistical evidence and an appeal against those that support unpaid internships that the establishment of paid (rather than unpaid) internships would be most advantageous for both employers and interns.

As stated, the author begins her persuasive approach with the use of a Catch22 paradox to emphasize the need for internships. “Employers want experience, and graduates are hard-pressed to gain the experience needed to, well, gain experience,” she asserts in her opening paragraph. The primary point here is that the requirement to attain entry-level employment is often previous entry-level employment. Thus, the author seems to call to attention the rhetorical question: If I need a job, what in the world am I supposed to do? However, the author states that all is not lost; this is where the concept of internships is introduced to fill the paradoxical void. With an internship, young people can attain that work experience before they began to apply for full-time employment upon graduation. Nonetheless, not just any type of internship will do. After all, many college students can’ t afford the opportunity cost of working for free. Thus, these internships must be paid to accommodate not just students who can afford to work for free, but rather all students, the author posits. “A certain incongruity exists when those students who have the least connections …. Are also those who have to pass up internships to earn cash for gas, money and books.”

In addition, the author relies on the concreteness of statistical evidence to lend additional credence to her perspective, according to a report from Forbes, the author states that the unemployment rate is currently 11%. Her point here is that, when one out of every nine prospective applicants is unable to attain work, something must be done to remedy this short-fall. Again, this is another example that is introduced in order to strengthen the argument in favor of internships ; if these 11% had had the opportunity to complete an internship before hitting the open market, they would certainly be stronger applicants, and also would have a connection and an “in” with that employer with whom they interned. Furthermore

                                            ADDITIONAL PROMPTS FOR PRACTICE

Read the following passage, and think about how the author uses: ·         Evidence, such as applicable examples, to justify the argument. ·         Reasoning to show logical connections among thoughts and facts. ·         Rhetoric, like sensory language and emotional appeals, to give weight to the argument.

                                                         Education Reimagined

1.       Since 2012—the year of Massive Open Online courses (MOOCs)—the discourse on the success of open online education and its implications for traditional colleges has been mixed, and often conflicting. While some raved that e-learning platforms would dismantle and revolutionize the university overnight, others doubted their maturation and assimilation into the job market. In response to the influx of online learning platforms that offer free content, President Obama called upon online learning as a key ingredient in redefining higher education, stating colleges must, “embrace innovative new ways to prepare our students for a 21^st century economy and maintain a high level of quality without breaking the bank.” Although open online courses have failed to transform higher education in the abrupt manner that many reformers predicted, the current push for discernible and accessible digital credentials from accredited institutions will be a turning point in education.

2.       The open educational movement really took off in 2008; and, within just a few short years, providers like courser, Udacity and edX emerged among hundreds of other self-paced, virtual education platforms including the immensely popular Khan Academy, that offer quality learning at a great price, free. Now, students could enjoy learning outside of a formal education environment with asynchronous and unconstrained access to free content. And many took Advantage. Coursera, associated with Stanford University, boasts that it currently offers more than 1,000 free courses. Udacity, similarly connected with Stanford, specializes in vocational courses for professionals who can choose to pay a fee for a certificate of completion to submit to employers. MIT and Harvard introduced edX, a nonprofit provider that now has more than three million users. Then, in November 2012, the University of Miami launched the first high school MOOC to assist students in preparing for the SAT.

3.       As programs expanded and quality increased, many speculated that MOOCs would be the vanguard for a reduction in rising costs of higher education that could potentially replace the business model of education. Others pointed to the meager 10% completion rate common among MOOCs and the unceasing admission rates and rising tuition costs in traditional universities, and chalked open online education up to a fleeting fad. Thus far, neither prediction has manifested, but the former is seemingly more indicative of current trends than the latter. Stanford celebrates several courses that have “graduated” over 20,000 students; and, as distance education moves toward reputable degree-granting, these numbers will soar. In collaborative e-platforms, more students than ever are watching video lectures, participating in discussion boards, engaging in peer-review exercises, and taking up interactive blogging. Imagine unlimited access to a college education for anyone who can get in front of a computer screen.

4.       The prophesized revolution will come with the next step in open online course: the reconception of education. Students are failing to turn to the cheaper, more convenient online platform because it is yet to lead to jobs. More than a broad, encompassing education for personal growth and intellectual stimulation, students are paying for degrees that get jobs. A lag with employers is expected and understandable; the conventional diploma is well-tested and time-honored, so naturally employers are skeptical of change. Moreover, ways to recognize and measure quality in online education had to be established. But now, as online education becomes accredited and archives make it easy for employers to see students’ work and achievements, open online education is in position to overtake its predecessor. Digital credentials and reputable degrees and certificates mean that employers can not only rest assured that employees have extensive training and knowledge, but will also, for the first time, be able to effortlessly glimpse academic accomplishments, rather than try to decipher the meaningless acronyms on standardized transcripts.     

5.         While it is still unlikely to happen overnight, employer-friendly online platforms are already working to bridge the gap. Acknowledgement and recognition of accredited virtual education leaves a lot of questions for the traditional university model. If students are afforded quality education at unbeatable costs without having to move on campus and are competing for first-rate jobs, there will be little incentive to attend the expensive, corporeal universities where memories created are only outshone by debt accumulated. Highly education will soon become accessible for the masses and “college” will look very different, for students, instructors and employers.

Write a response that demonstrates how the author makes an argument to persuade an audience that a liberal arts education is valuable. In your response, analyze how the author uses at least one of the features from the essay directions (or features of your own choosing) to develop a logical and persuasive argument. Be certain that your response cites relevant aspects of the source text.  Your response should not give your personal opinion on the merit of the source text, but instead show how the author crafts an argument to persuade readers.

Read the following passage, and think about how the author uses: ·         Evidence, such as applicable examples, to justify the argument. ·         Reasoning to show logical connections among thoughts and facts. ·         Rhetoric, like sensory language and emotional appeals, to give weight to the argument.

                          Promoting Dignity: Freedom from Trafficking

1.       “Congratulations!” we exclaim, after hearing of a baby’ s birth, a joyful time of celebration. Regardless of who people are, where they come from, or what stage of life they are in, human beings have great worth and dignity. From the beginning of the Universal Declaration of Human Rights, the international community recognizes this reality. The idea that people have inherent rights just in virtue of the fact that they are human beings is based in the inherent moral value of human beings. Human trafficking, however, which involves exploiting someone for financial gain, is a direct attack on human dignity. Therefore, we must work together to create a world free of such exploitation.

2.       It is estimated that nearly 21 million people worldwide are victims of forced labor or sexual exploitation. Human trafficking is a modern-day form of slavery, in which victims typically are kept in unsanitary conditions and endure physical, sexual and psychological harms. The average age at which people are trafficked is about 13 years old, and they are sometimes brutally violated many times a day. Traffickers use force, fraud, deception, or coercion in order to use other people for the purpose of making money for themselves. Victim’ s inability to escape leads to self-destructive behaviors, including attempted suicide.

3.       Achieving freedom from trafficking first requires promoting awareness of the signs of it in order to help prevent becoming a victim. Experienced traffickers have subtle tactics to lure people by getting to know them gradually, happening to show up at the same places as the one being targeted, and making attractive offers of good jobs, marriage or a “better life”. One former perpetrator recounted how many times he heard young ladies say that “it cannot happen to me,” and yet they gradually became desensitized in environments where, despite earning money at first and receiving many compliments, they end up with shattered lives. Some signs that someone is being trafficked include working excessively long hours, having high security measures around the place of employment or living, being fearful or anxious, showing signs of abuse and having a lack of control of possessions, money and identification.

4.       Creating a world free from trafficking also includes not contributing to it. The super bowl is said to be the single largest human trafficking incident in the United States, where traffickers take advantage of so many men being out of town at a hotel with a festive atmosphere and lowered inhibitions. There are, however, many ways to have a great time without using and abusing other people’ s sons and daughters. Bringing trafficking to an end does not just involve our behavior though; it also includes changing the attitudes and ideas that lead to such behaviors, stimulating the demand for it. Instead of viewing others as objects for one’ s own gratification, we must recognize them as whole persons with minds, wills and emotions. Each person has intrinsic moral worth and so is deserving of respect and kindness, not degradation and humiliation. According to the U.S Department of State Office to Monitor and Combat Trafficking in Persons, an end to human trafficking “can only be achieved by rejecting long-held notions that regard commercial sex as a ‘boys will be boys’ phenomenon, and instead sending the clear message that buying sex is wrong.” Leaders, they argued, “must foster the belief that it is everyone’ s responsibility to reduce the demand for sex trafficking”.

5.       In addition to not becoming a victim or a perpetrator, protecting people from trafficking requires what we take positive steps to stop it from happening. At the governmental level, it is important to enact laws that carry with them penalties proportional to the seriousness of the crimes of human trafficking, the enforcement of which will bring people to justice and actually deter them from committing such crimes in the first place. At the individual level, we need to be aware of our surroundings, notice the signs of trafficking and report suspicious activities to the appropriate authorities. A final essential component involves groups of people forming organizations to educate the public, help identify victims and provide aftercare for those that are rescued from enslavement, and contribute toward the elimination of demand for trafficked victims.

6.       It is commonly thought that slavery ended long ago. Let us work together so that one day we can hold that belief truly.

Write a response that demonstrates how the author makes an argument to persuade an audience that a liberal arts education is valuable. In your response, analyze how the author uses at least one of the features from the essay directions (or features of your own choosing) to develop a logical and persuasive argument. Be certain that your response cites relevant aspects of the source text.  Your response should not give your personal opinion on the merit of the source text, but instead show how the author crafts an argument to persuade readers.

Read the following passage, and think about how the author uses: ·         Evidence, such as applicable examples, to justify the argument. ·         Reasoning to show logical connections among thoughts and facts. ·         Rhetoric, like sensory language and emotional appeals, to give weight to the argument.

                                                          The Hunt for Success

1.       Ask parents what they want most for their children and many will answer success. By “success,” they may mean happiness, financial stability, good health etc. Chances are, they mean a combination of these things and many more. Perhaps, success is not a concept that falls to easy measurement or simple understanding because of its tendency to particularity; it is different for every individual—there is no one recipe. So then, without a clear definition of success let alone an apprehensible path toward its fulfillment, how is one to choose a field of study, a major, and eventually a career?

2.       According to Forbes magazine, more than half of Americans are unhappy at work, with disconnection hitting a record high in 2010. Fifty-two percent of people report feeling disengaged at work, while eighteen percent say they downright hate their jobs. Business insider complicates the statistics further by asking the working public whether they chose a passion or a paycheck, and whether these two are incompatible. The argument only gains complexity when one considers how much fulfillment comes from the pay itself: would be unfulfilled be bigger fans of their current jobs if the salary was higher, or do they, regardless of pay, need to feel pride in what they spend forty hours a week or more doing? With so many falling short of self-realization, surely there needs to be more attention paid to what makes up a successful career.

3.       The answer to choosing the right career lies in the nuances of success itself. Just as there is no one definition of success, there is no one path to it, and one will rarely find success by sitting around thinking about it. Furthermore, it can be equally futile to weigh everything in the name of one small part of the plethora that makes up success: there are plenty of wealthy men and women who do not consider their work fulfilling, just like there are many who don’ t consider themselves successful despite their contentment at work. The fact is, one does not know the best career path for them until they feel it, see it, hear it. This balance, particular to an individual’ s personal needs and priorities, is found most often through action.

4.       In Lindsey Pollak’ s Getting from College to Career, she suggests that career-hunters “follow every rainbow,” a tip that involves finding and exploring every opportunity that comes one’ s way. From job shadowing to career fairs to campus ads to online resumes, Pollak asserts that the potential paths to one’ s dream job are innumerable, so every angle and every avenue should be pursued. Her work as a career expert has allowed her to interview thousands of people who boast that they found success in a fulfilling and engaging career; their paths are as many as their number. Some cite a family friend, a coincidental conversation with a stranger, an employment agency, or a referral as the reason behind their success. Yet, all successful stories have this in common: action.

5.       Many universities have caught on and are beginning to implement programs that encourage, or even mandate, action throughout a student’ s undergraduate study. These initiatives often include study abroad, research experiences, internships, community outreach, career fairs, and senior project fairs—all with the goal of bolstering one’ s exploration of opportunities and exposing one’ s talents to prospective employers. When students are able to expand their interests and experiences by trying new things and meeting new people, they are likewise expanding their career search. Not only are students more likely to find employment, they are more likely to be engaged, challenged and enriched by their work. While universities are undeniably attempting to improve their career placement rates, they are simultaneously doing something much more important—changing the lives of their students.

6.       With the evidence for action so overwhelming, one must ask if the university is really the best place to start. College application indeed ask students for their intended majors, and with many undergraduate degrees taking five and even six years to complete, it would appear that students are expected to come into the university with some sort of direction. High schools—which are presumed to prepare students for the workforce, military and/or college—must take on some of this responsibility in order to ensure the success of future generations. Seventeen-year-olds with an idea of where their interests lie and what makes them happy, albeit uncommon, undoubtedly have the advantage in exploring meaningful opportunities.

  

Write a response that demonstrates how the author makes an argument to persuade an audience that a liberal arts education is valuable. In your response, analyze how the author uses at least one of the features from the essay directions (or features of your own choosing) to develop a logical and persuasive argument. Be certain that your response cites relevant aspects of the source text.  Your response should not give your personal opinion on the merit of the source text, but instead show how the author crafts an argument to persuade readers.

Read the following passage, and think about how the author uses: ·         Evidence, such as applicable examples, to justify the argument. ·         Reasoning to show logical connections among thoughts and facts. ·         Rhetoric, like sensory language and emotional appeals, to give weight to the argument.

                                                          The Customer Is Always Right

1.       The dormitories are ten stories high, bounded by ovals of forest green lawn and narrow brick walkways. The recreation center is enclosed by six thousand square feet of unblemished glass and equipped with no less than thirteen pools, one hundred and fifty-seven treadmills, and a fulltime massage therapist. The football stadium is unmatched, sitting thrice the number of fans as enrolled students. Campus night life, with all its shining neon lights and immaculate dance floors, is a tropical haven for the lonesome and homesick. And the admission brochure brags aimlessly that university students are “making the impossible possible.” So, it goes. College is a business, eighteen-year-old-students (and their preferably wealthy parents) the consumers. As appealing as it all sounds, the current university model is failing the student in arguably the most important ways.

2.       Take Psychology 101, now offered on Thursdays at 1 P.M because lethargic and fetid. Student stopped coming on Fridays, and the remaining sleepwalkers were hesitant to enroll in a course before 11 A.M. Next, consider Instructor Evaluation Day, the next-to-last class meeting where a semester’ s worth of interpretive intelligence and deliberation culminates in a 1 to 5 rating; I being “I wish I would have taken this course at the community college down the street and passed” and 5 being “the professor is such a hunk that I totally clicked the chili pepper on ratemyprofessor.com”. Dare we mention exams, when 79% of the class failed so miserably that a curve was fabricated to soothe exasperated parents and riled department chairs? Failing, after all, leads to transfers and drop-outs, which of course means less money, and can this shrinking department really afford any more cuts?

3.       So, where did it all go wrong? Long before admission offices began hiring the top marketing students and graphic designers to sell their respective universities, there was the idea of a college education being somewhat unsettling, something to push and challenge and stimulate and unearth the dissenter within. Prior to softened grades and political correctness, classrooms were marked by tough student-instructor exchange, passionate intellectual debates, and an eagerness to expand thinking. Today, the university model mass produces graduates who can unequivocally repeat facts, memorize definitions and reference experts (at least for a semester at a time), but fails to truly engage, ripen or educate its customers.

4.       Currently, the government rewards universities for innovative research; so, it is hardly surprising that this is where professors direct their focus. Professors, busy with research and ceaseless publishing, have little time to teach. Frequently, teaching is left to inexperienced graduate students who are just as occupied with research and thesis or doctorate writing. And so, the student suffers. On the other end, students are less concerned with notable faculty and demanding curriculum, and more interested in impressing employers. Employers are most enthralled with rankings and selectivity. Meanwhile, colleges, in order to desirable, must keep enrollment low (i.e.  be selective) and, therefore, must charge students more to keep revenue high. And so the student-consumer cycle continues with its first-rate communal bathrooms and seventeen cafeterias, including a Chick-fil-A and, get this, a Starbucks.

5.       Almost half of college graduates show no improvement in critical thinking, reasoning and writing skills according to Academically Adrift, a recent book that explores the stagnant and, at times, Utterly ineffective U.S collegiate system. Critical thinking and deductive reasoning are not the only arenas in which the university is failing either: the wall street journal asserts that four of every ten college graduates don’ t have the skills needed to manage white-collar work, with less than 2 out of 5 employers finding recent graduate interviewees ready for the workforce. Indeed, the high-points of the American University don’ t seem to include progression, preparedness or professionalization.

6.       Are we to give up hope and abandon college education? Not exactly. Yet the paradox of the current student-consumer university is something that cannot go on unaddressed. If U.S students fail to complete, it won’ t be long before other job-seekers take advantage of our stupor. One proposal suggests that common tests be given upon admission and graduation to see which colleges are doing their job and which are not. Acknowledging the complexity of testing graduates from a myriad of majors, others turn to the government to back programs that encourage quality graduates. Whichever alternatives we pursue, teaching must regain the foreground.

    

Write a response that demonstrates how the author makes an argument to persuade an audience that a liberal arts education is valuable. In your response, analyze how the author uses at least one of the features from the essay directions (or features of your own choosing) to develop a logical and persuasive argument. Be certain that your response cites relevant aspects of the source text.  Your response should not give your personal opinion on the merit of the source text, but instead show how the author crafts an argument to persuade readers.