WCE IDEAS:

TOPIC: Learning is a lifelong experience.

  • They decided, last-minute, to remove the ILLUSTRATION rhetorical mode from the WCE (this was the reasons & examples type of essay).
  • while most students will approach the subject of "learning" from a school perspective, we learn throughout life in different places so it's really an open topic.
  • we learn at school, at work, on the streets,
  • from good & bad experiences, from relationships (good & bad), ...
  • the key is to bring it all back to learning, where we're learning something valuable, where learning is taking place
  • ***START with the prompt (doesn't have to be verbatim BUT in essence)
  • then narrow from that to your topic
  • then end with your THESIS statement
  • for ex (classification):we learn throughout our lives --> not just in school --> but on the streets --> & at work --> learn to deal w/all types of people --> 3 most annoying types of co-workers
  • for ex (process):learning is a lifelong experience --> but most of our learning comes in school --> success as a student, exams --> how to study for the PRAXIS exam

Process:

  • Write a thesis statement which indicates there are steps or stages related to some aspect of learning. Discuss each aspect of the sequence; do not merely list.
  • HOW TO-
  • since we are learning throughout our lives, the process needn't be strictly limited to school
  • school-related process:
  • study for a specific assessment or assignment
  • Test, mid-term, final, Praxis, SATs, …
  • psych. test, anatomy exam, ....
  • succeed in school (be a successful college student)
  • write a college-level essay
  • earn/win a scholarship
  • write a winning scholarship essay
  • leisure-related process:
  • clean a weapon (gun), clean a deer, create deer jerky
  • train for your first ___ (sporting) event
  • properly saddle a horse
  • place the reed in an alto saxophone
  • tune a guitar (electric or acoustic)
  • work-related process:
  • cash register, WIC checks, clean a deli slicer
  • painlessly draw blood, take a temperature (pick an orifice), field dress a wound
  • (some other process related to learning)
  • INTRO:
  • start with the prompt: a generalization about learning
  • end with a thesis that sets up your process (# & difficulty of steps, purpose)
  • BODY:
  • step-by-step, presume nothing, “how exactly”
  • group related short steps into 1 paragraph
  • keep longer steps in their own paragraph
  • CONCLUSION:
  • process-as-a-whole (# & difficulty, total time, describe final product, relate to purpose)
  • *relate to “lifelong learning”
  • (paragraph total can vary, doesn’t have to be 5)
  • CHRONOLOGICAL order of steps

ComparisonandContrast:

  • Create a thesis statement which allows you to give similarities AND differences
  • to support your opinion about TWO aspects of learning.
  • COMPARISON: 1 difference & 2 similarities
  • CONTRAST: 1 similarity & 2 differences
  • Either way = 5 total paragraphs:
  • Introduction (w/Thesis), difference, similarity, similarity, conclusion
  • Introduction (w/Thesis), similarity,difference, difference, conclusion
  • C/C
  • since we are learning throughout our lives, the process needn't be strictly limited to school
  • school-related process:
  • High school & college (esp. for Young Scholars Program)
  • Online & brick-&-mortar
  • High school writing & college writing
  • leisure-related process:
  • 2 bows, 2 rifles, 2 tree stands
  • 2 hockey goalie paddles, 2 running shoes (same category), 2 bridles
  • Nook & Kindle
  • Gibson & Les Paul
  • work-related process:
  • Burger King & McDonald's
  • Geisinger & Blue Cross (ins. plans)
  • Geisinger & General (hospitals)
  • 2 brands of sphygmomanometer
  • INTRO:
  • start with the prompt: a generalization about learning
  • tip your hat to other, minor similarities & differences
  • end with a thesis that states your 1 difference & 2 most significant similarities (or vice versa)
  • Despite their similarities in course material, online classes and "real world" classesdiffer in their pace and time management requirements..
  • BODY:
  • 1 similarity/difference per paragraph
  • Name the similarity (or difference), Explain/Define it, Illustrate it by relating a specific example (specific person in a specific situation), End w/a Clincher that reiterates the similarity, that relates your example to the similarity
  • arrange your paragraphs in an Emphatic Order (save the “most” for last & say so)
  • CONCLUSION:
  • repeat your thesis
  • repeat your differences/similarities
  • relate to your purpose (your “So What?”)
  • end with a Clincher Sentence
  • *reference or connect to “lifelong learning”
  • (5 total paragraphs)

Classification:

  • Compose a thesis statement which claims there are categories or groups of learning. Then, explain the generic characteristics of each type.
  • Use specific examples to illustrate the general type BUT not to replace the type –
  • start w/the type, define/explain its traits, illustrate the type w/an example, end w/a Clincher Sent. that relates the example to the type.
  • (Illustration starts w/the example; Classification uses the example 3rd to illustrate the type)
  • TYPES OF:
  • since we are learning throughout our lives, the process needn't be strictly limited to school
  • school-related process:
  • Learning (school, street, experiential/on-the-job)
  • Learners or Students
  • At LCCC
  • Teachers
  • Schools
  • Classes
  • Courses
  • Extra-curricular activities
  • Clubs, organizations
  • leisure-related process:
  • hunters, musicians, horse owners, hockey players
  • (NOT bow hunters, deer hunters BUT an original classification system)
  • (NOT forward, defenseman, goalie BUT an original classification system)
  • work-related process:
  • nurses, doctors, patients
  • bosses, co-workers, customers
  • EMPHATIC order:
  • The 3most __ types (common, annoying, dependable, influential, negative,….)
  • INTRO:
  • start with the prompt: a generalization about learning
  • tip your hat to other, minor types (just list, no details)
  • end with a thesis that states your 3 types & your emphatic order
  • BODY:
  • 1 type per paragraph
  • Name the type, Explain/Define its general traits, Illustrate the type with a specific example (specific person in a specific situation), End w/a Clincher that relates your specific example to the general type
  • arrange your paragraphs in an Emphatic Order (save the “most” for last & say so)
  • CONCLUSION:
  • repeat your thesis
  • repeat your 3 types
  • relate to your purpose (your “So What?”)
  • end with a Clincher Sentence
  • *reference or connect to “lifelong learning”
  • (5 total paragraphs)