Argument for a Solution Essay

English 3001 Fall 2013 Out of Class Essay #2–Argument for a Solution

GENERAL REQUIREMENTS: For the portfolio, you are to have a prewrite, first draft, second draft, final draft, and a turnitin report of the final draft.

You are to turn in to the instructor the prewrite, and first draft ONLY to receive comments on how to improve.

You are to do a second draft and get comments from SOMEONE OTHER THAN THE INSTRUCTOR (for example, SCAA tutor) before doing the final draft.

TOPIC: choose from the following:

– Argue for a solution to the problem presented in the article on the next page.

PREWRITE: At the top, briefly describe the problem. Next present several possible solutions—list, outline, brief statements–best method for you. For each solution present at least two reasons why it could work. Finally, present a statement of your choice of solution with at least three reasons for its effectiveness.

ESSAY: INTRODUCTION–¶1—Hook and Subject Background that describes the problem.

¶ 2—Solution Background that briefly presents at least three ways to solve the problem,

and your thesis that presents your solution and your reasons.

BODY—Each paragraph will explain in detail the reason that supports your solution. The research used must

follow the same requirements as the first essay—maximum of 6 pieces of information and a maximum of 3

sources. THERE WILL BE NO COUNTER ARGUMENT SECTION. Your essay is arguing that you have a valid

solution based on the strengths of your reasons.

CONCLUSION: Emphasize your solution, followed by a closing statement.

SIZE: The final draft should be approximately 4—6 pages.

NOTE—Since the instructor can only see your essay once, it is recommended that your first draft be as complete of an essay as possible.

·

· October 9, 2013, 10:09 AM ET

Our College Graduates Can’t Write!

Companies often complain they aren’t getting graduates with the skills they need. Why is that—and what should be done about it?

BRUCE NOLOP: Our graduates lack writing skills. While adept at crafting bullet points, they often have difficulty writing in declarative sentences and complete paragraphs – thus impeding the effectiveness of their business communications, including memos, letters, and technical reports.

A 2004 Conference Board survey of 120 corporations in the Business Roundtable concluded that most companies take written communications into consideration when making their hiring and promotion decisions and implied that many current or prospective employees lack the requisite skills. This conclusion was reinforced by a 2006 Conference Board survey of 431 human resource professionals, which cited writing skills as one of the biggest gaps in workplace readiness.
Recent graduates also frequently commit basic grammatical errors, such as using an improper pronoun (e.g. “between you and I”) selecting the wrong homonym (e.g. “compliment versus complement”) or employing incorrect diction (e.g. “appraise versus apprise”). Not coincidentally, these kinds of errors are difficult to catch with spell-check.

We can posit several hypotheses for the deficiencies:

— Students do not read very much in their leisure time.

— They spend more time playing videogames and watching TV.

— Their skills are eroded by texting and social media formats.

— Their communication habits are reinforced by peer groups.

— For some students, English is not their native language.

However, I believe the root cause of the problem is that our schools are not placing sufficient emphasis on writing and grammar. We need to change our priorities.

In particular, we should reinstate or increase our use of traditional learning methods, such as diagramming sentences, reading classic books, conducting vocabulary drills, writing essays, and preparing research papers, in addition to offering specialized courses in business communications.

Bruce Nolop is the former chief financial officer of 

Pitney Bowes

 Inc. and

E*Trade Financial

 Corp.

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