A Narrative with a Point

An ERWC 3.0 Mini-Module

On May 1, 2017, Jimmy Kimmel opened his show with a story about his son, who was born with a heart defect.  He began

I have a story to tell about something that happened to our family last week. I’m sorry, you know I try not to get emotional, but it was a scary story, and before I go into it I want you to know it has a happy ending. Don’t get too upset; leave that to me.

It was an unusual beginning for a comedy show. He tells his audience that the story is scary, but not to worry, it has a happy ending, referencing both the past and the future at the outset. Then he returns to the past to begin his narrative. His son is born, but in the recovery room, a nurse notices something unusual. His son is rushed to another room, which soon fills up with doctors and specialists. Everyone is worried as more tests are made. Meanwhile, Kimmel’s wife is still in the recovery room, oblivious to any problems. Finally, Kimmel’s son is rushed to Children’s Hospital for heart surgery. Everything turns out ok.

Kimmel thanks doctors, nurses, and many others, and describes a happy home life with his new son. But then he makes a political point: “No parent should ever have to decide if they can afford to save their child’s life.” He connects this thesis to the vote on repealing the Affordable Care Act that is about to take place in the Senate.  This quickly became known as the “Jimmy Kimmel” test for the political viability of a health care policy.

The narrative is a well-crafted rhetorical piece with emotional appeals, strong identification, and various appeals to both medical and political logos. It also does interesting things with narrative time.  As he delivers the monologue, he moves back and forth between show time, hospital time, home time, and the larger political moment. There are many “nows” in his story, as there are in most stories, including the “now” of senators taking a vote on health care.

We used this monologue at our leadership events to introduce the concept of the rhetorical situation.  I found it so interesting that I decided to create a mini-module around it, based on the current draft of the ERWC 3.0 template.  See what you think.  Please post comments on this site.

What will ERWC 3.0 be like?

People have been asking me how ERWC will change as we work on the new NPD and i3 grants. I have some ideas, but we are just beginning our work. Although I nominally chair the steering committee, there are a lot of talented people on the various ERWC committees, and we don’t always initially agree. Still, I think that some things have become relatively clear.

11th Grade Course

Currently the ERWC curriculum consists of a 12th grade course with 12 modules, from which teachers select 8-10, with additional modules for grades 7-11. Our new plan is to create an 11th grade course and redesign the 12th grade. Some existing modules will remain, but some may be retired and some shifted to 11th grade. Many new modules will be created. The current plan is for each course to have eight major module slots with at least two to three possible choices for each slot. Mini-modules introducing rhetorical concepts will be available for the transitions between the major modules. The courses will form a coherent whole and the expected outcomes will be more clearly sequenced, but it will not be necessary for a student to take the 11th grade course in order to do well in the 12th grade. Our intention is to provide teachers and students with greater flexibility than in the past.

Literary Texts

The existing ERWC does a good job of addressing California’s English language arts (ELA) standards related to reading and writing expository and persuasive texts. Although literary texts have always been included in ERWC, they have not been a major focus. ERWC 3.0 will include more novels, poems, and short stories and will address all ELA standards, including speaking and listening. The ERWC approach to literature will go beyond the traditional focus on the use and interpretation of figurative language. Each literary module will take up multiple perspectives and theoretical approaches and encourage multiple interpretations. Of course, the rhetorical perspective that is built into ERWC will be a prominent one. The pilot module on The Great Gatsby is a good example of what an ERWC literary module will look like.

The Template

The Assignment Template has been called the DNA of ERWC. It is an apt metaphor because the template contains the structure and sequence of every module. It has been the foundation of our success and we are reluctant to alter it greatly. However, certain aspects of it need to evolve. Right now we are asking ourselves four big questions:

  1. How can we make ERWC more accessible to students with different learning strengths and needs?
  2. How can we incorporate Universal Design for Learning?
  3. How can we better support English learners?
  4. How can we update the template to reflect current research and new approaches?

We have lots of ideas about the first three questions. The problem is to integrate the material without turning the template into a dissertation. On the fourth question, we are still negotiating some important issues about theory and practice.

New Modules

My oft-repeated slogan for our new and revised modules is that they should be “Shorter, Simpler, Smarter.” I think it is beginning to catch on. In the last i3 study we found that many teachers were not able to finish one module before going on to the next one. This was one reason we started talking about the ERWC “Arc” and saying that a module moved from a professional text to a student text. It also was clear that it was difficult for teachers to finish eight modules in a year. In the last rewrite we had simply added too many activities and in some cases, too many texts (I was the biggest offender in this regard). Our idea was that we would provide lots of activities so that teachers could use formative assessment to determine which activities their students needed and which they did not. In practice, teachers new to ERWC may not have had enough experience with the materials to make these decisions. They tried to teach everything.

What the slogan really means is that module writers should be asking themselves questions such as

  1. Do I really need this activity or text to achieve the goals of the module?
  2. Is there a simpler way to do this activity and get the same result?
  3. Can I use the product of this activity in another activity for double benefit?
  4. Has another module already taught this sufficiently? Can I build on it?

Another way to look at this issue is to consider the effort to benefit ratio. In other words, is this complex or difficult activity worth the benefit it will achieve?

And we also face the challenge of balancing the need to add strategies and activities for integrated English language development to modules and still keep them shorter and simpler.

Rhetorical Concepts

When we designed ERWC 1.0, most high school teachers were unfamiliar with rhetoric. We introduced Aristotle’s three appeals—ethos, logos, and pathos—and based most of our critical thinking questions on them. We kept it simple. Now, most teachers are aware of this aspect of Aristotle and are ready to teach a more complex set of rhetorical tools. We will offer more sophisticated means for analyzing audience and purpose, building on Aristotle, but going beyond. The new version of “Three Ways to Persuade” is one example of this extension. We will focus more attention on the rhetorical situation, using concepts such as “kairos” (timeliness and appropriateness) and “exigence” (that which moves the speaker to speak). Our task is to present these concepts in such a way that they are easily understood and used in various contexts and situations. These new materials are under development.

In Summary

There will be lots of tweaks, revisions, and additions, but ERWC will remain recognizably ERWC. The new courses are going to be very interesting. We will address more standards and provide more tools and strategies for different populations of students. We will have new modules, texts, and strategies. It is an exciting time to be involved in ERWC.

ERWC Leadership Event 2017: Speech

We have just completed our ERWC Leadership Conferences for 2017.  The Sacramento event was held at the Hilton Sacramento Arden West Hotel, June 20-21.  Unfortunately, the hotel’s air conditioning system failed at about 11:00 am, so the first day sessions were conducted under less than ideal conditions and the second day sessions were curtailed.  The Los Angeles event, at the Westin Los Angeles Airport June 27-28, ran much more smoothly.  I would like to thank the presenters, the support staff, and the participants for a wonderful event.

I will post on other aspects of the conferences and ERWC 3.0 in the next few days, but today I want to post the speech I gave at both events.

I am sorry I missed the leadership events last year. I had a scheduling conflict. I was in London. My wife and I had been invited to visit her brother, who is an executive in a large scientific instruments company, while he was temporarily stationed in the U.K. The company had rented a lovely home for him in Beaconsfield, an upscale suburb, where we were invited to stay. As it happened, we were in London just before the Brexit referendum and returned from the continent just after it.

The difference was palpable. The city we had left was a vibrant, optimistic, multicultural metropolis. The city we returned to was downcast, confused, stunned. My brother-in-law said he canceled several multi-million dollar deals the day after Brexit, and six months later he was working from Shanghai. The United Kingdom is still in turmoil and the future is difficult to predict.

How did this happen? I would say that it was largely a matter of rhetoric.

The city of London voted largely to remain in the European Union (though I did see “Leave” signs even in Beaconsfield) as did Scotland, Northern Ireland, and most young people, who saw the right to freely travel and live in Europe as a path toward adventure, education and jobs. The rest of England and Wales voted to leave.

I happened to talk to some Welsh soccer fans in Paris, who kept reminding me that they were Welsh, not English. They said that they had voted Leave because of immigrants, whom they felt were getting benefits they had not earned and did not deserve. Membership in the E.U. and the required free movement of people from any E.U. member country to any other has brought lots of Polish and Eastern European people to the U.K. to work in service jobs and to harvest agricultural products. Many British people feel that immigrants from elsewhere in the E.U. are taking away jobs, getting undeserved benefits, diluting British culture with foreign ways, and committing crimes. Sound familiar? So the solution is to exit the E.U. But that also means giving up free access to the European market, which is the foundation of most economic activity in the U.K.

The following image represents two of the main arguments that Boris Johnson, former Mayor of London and a leader of the “Leave” campaign, made to support Brexit:


The slogan on the sign sounds like a simple way to improve the National Health Service, but it ignores all the other benefits that might accrue from E.U. membership. The url on the podium, voteleavetakecontrol.org, makes another simplistic argument that focuses on immigration, but simply ignores the issue of the free market. Johnson, a flamboyant and popular leader, also argued that the U.K. could “Have our cake and eat it,” implying that Britain could negotiate a deal to control immigration and still have access to the free market. He never explained why the E.U. would agree to that.

The arguments for “Remain,” on the other hand, were mostly economic, cast in terms of currency fluctuations, trade figures, economic forecasts. Many arguments sound like this paragraph from an article in the Business Insider:

If the pound is weak, again, it will make it more expensive for us to trade. Equities are already tumbling because extra costs will hurt not just Britain’s biggest companies’ pockets, but also how they can afford to pay staff. Morgan Stanley points out that a Brexit would devastate a number of markets within just six months.

From Here is an avalanche of reasons why Britain should stay in the EU, Business Insider Jun. 16, 2016

The average citizen without a corporate job or any investments in stocks would be unmoved by this rhetoric.

Aristotle says, “The duty of rhetoric is to deal with such matters as we deliberate upon without arts or systems to guide us, in the hearing of persons who cannot take in at a glance a complicated argument, or follow a long chain of reasoning.” In other words, rhetoric is for matters about which we cannot have certainty, and for audiences who would not understand the proofs we might give if we had them.

Boris Johnson and the rest of the Leave campaign were clearly more persuasive to the electorate in this regard, providing a simple, appealing logos for people who were disinclined to follow complicated arguments. And notice how this logos appeals to both a simple logic and a nationalistic pathos: “Let’s stop giving money to foreigners and spend it on our own health care! Let’s take control of our borders and keep the foreigners out!” On the other hand, the message from the Remain campaign is coldly logical: “If we do this, we will lose money.”

And here we come to my main point in discussing Brexit: the speaker who masters the art of understanding the audience and the rest of the rhetorical situation, and in crafting a message that moves both the emotions and the intellect of this audience in this context, is the one who will be most persuasive. Too often, we are tempted to see Aristotle’s three appeals as discreet elements that can be recognized and sorted into boxes. In fact, they work together seamlessly and harmoniously. Logos alone is rarely persuasive in a public forum.

In your packets you will find a new version of my rather ancient article “Three Ways to Persuade.” In this revision, I have attempted to connect the appeals together, mostly through the conduit of audience. In the updating and re-envisioning of ERWC that is currently ongoing, this is one of the main themes. We want to provide students and teachers with a more subtle, flexible, and useful set of rhetorical tools, for both analyzing and writing texts. Even after 14 years of growth and success, this is an exciting time to be involved in ERWC. And now I want to turn things over to my colleagues Meline Akashian and Nelson Graff for an introduction to more of these rhetorical tools.


Revisiting “Three Ways to Persuade”

My short article, “Three Ways to Persuade,” has been a part of ERWC since the early days.  It is included in my first ERWC module, “The Rhetoric of the Op-Ed Page,” but many teachers extracted it and used it earlier in the course.  It was designed to be a simple introduction to Aristotle’s three appeals: ethos, logos, and pathos.  It has been uploaded by teachers to various websites and many teaching websites link to it. It hasn’t exactly gone viral, but it is quite popular.

The earliest version of the article was written as a handout for a First Year Writing class I was teaching as a T.A. at the University of Southern California, probably in 1990.  At that time, the former Yugoslavia was breaking apart and I drew some of my examples of pathos from the conflict between Serbians and Croatians and the practice of “ethnic cleansing.”  Once the article became widely available on the internet, I started to receive complaints from Serbs that my otherwise very useful article was biased against them.  I considered their arguments and decided that I was not an expert on the former Yugoslavia, that my purpose was not to write about Yugoslavia, and that I did not need those specific examples.   I revised the piece.  One of my correspondents about this matter took it upon himself to contact every site that linked to the article and encourage them, quite persuasively I am sure, to upload the revised version.

As I have noted in other blog posts, a couple of years ago instructors in First Year Writing courses in colleges and universities began to complain about receiving large numbers of overly simplistic rhetorical analysis essays that combined ethos, logos, and pathos with the five-paragraph essay.   In a typical example, the writer claims in the introduction that the author of the text under analysis “uses” ethos, logos, and pathos, writes a body paragraph about each appeal with examples from the text showing the “use” of the appeal, and then writes a conclusion that repeats the claim about “using” ethos, logos, and pathos, as if that were an important thing to prove.  It is all quite neat and tidy.  It does show that the student writer has some understanding of the appeals and is able to recognize elements of the text that might function in this way.  However, such an analysis ignores more important concerns such as audience and purpose.  This is akin to naive birdwatching–identifying and checking off birds on a list without thinking about the whole ecosystem and why this bird is in this context at this moment.

I first heard about this problem on the Writing Program Administrators listserv, but when I asked instructors on my own campus about it, they agreed.   There are lots of potential causes for this, including the new emphasis on persuasion and argumentation in the Common Core standards, but I wondered if my semi-viral article was in part responsible.  I started thinking about revising it again.

This issue resulted in lots of discussion in the ERWC committees about the utility of the three appeals, whether we should present Aristotle as Aristotle or try to modernize him, and whether the problems created by this simplistic use of the appeals were inherent in the appeals or a matter of instruction.  One point of contention was Aristotle’s conception of logos.  Aristotle favors arguments from probability, which he calls “artistic proofs,” and distrusts “inartistic proofs,” arguments based on eye witnesses, documents, and other elements that we would call “evidence,” because he thinks witnesses can be bribed and documents can be forged. I think this is why textbooks that are very much based in classical rhetoric, such as Andrea Lunsford’s Everything’s an Argument, bring in Stephen Toulmin’s system when they get to logos.

After all of this discussion, I created a revised version of the piece, which is now called, “Three Ways to Persuade: Integrating the Three Appeals.”  I decided to remain true to Aristotle, but connect Aristotle to more modern rhetorical concepts.  This version makes it clear that the three appeals work in concert together. I reordered the appeals so that I could use Kenneth Burke’s concept of “identification” as a bridge between ethos and pathos and use the psychological concept of “desire,” and the rationalization of desire, as a bridge between pathos and logos.  I have also included a paragraph describing the difference between Aristotle’s syllogistic arguments from probability and evidence-based arguments such as one gets from Toulmin.

It is still only four pages long.  I hope that the additional conceptual material does not confuse students, but helps them use these concepts in a more productive and useful way.  See what you think.  Please post a comment if you have responses or suggestions.

Teaching Arguments: Rhetorical Comprehension, Critique, and Response

I first met Jennifer Fletcher when she joined our ERWC Task Force as a high school representative. At the time she was Chair of English at Buena Park High School, but she was working on a Ph.D. at UC Riverside (and raising two kids!). Soon she surprised us by taking an English Education position at CSU Monterey Bay. Jennifer has an amazing resume: high school teaching, chairing a department, scholarship, and publications. She is quite agile in moving from theory to practice. And she lives and breathes ERWC.

So it was no surprise to me when she published this wonderful and timely book, Teaching Arguments: Rhetorical Comprehension, Critique, and Response.


The book synthesizes concepts from classical rhetoric, modern rhetoric, Common Core State Standards, and Jennifer’s teaching experience and wisdom. It manages to be both academic and personal, with practical teaching strategies on every page. As Jennifer herself says in the introduction:

This book is about opening doors to deeper learning for all our students through a rhetorical approach to arguments—an approach based on situational awareness and responsiveness instead of rules and formulas. Throughout the chapters, you’ll find detailed examples of activities, such as the rhetorical précis, descriptive outlining, and the doubting and believing game, that show students how to move beyond a superficial response to texts (xiv).

A bit later she offers a justification for teaching rhetorically:

Rhetoric targets the conventions and processes of high academic literacy, including the sophisticated responsiveness to context that characterizes college and workplace writing. Writing rhetorically means writing with attention to argument, purpose, audience, authority, and style demanded by academic texts (xv).

The first chapter is about “open-minded” inquiry. It begins with activities for closely attending to the features of a text, even a visual text such as a painting. Then Peter Elbow’s “believing game” is introduced (the “doubting game” will appear in the next chapter) along with checklist questions for facilitating the activity. This is demonstrated through a detailed analysis of an op-ed by David Brooks, followed by a section on “Discovering the Question at Issue” which is built around the Ciceronian concept of stasis. Stasis theory is presented with lots of examples and sample questions, making it clear how it might be used with students. Though the theories deployed span centuries, everything is tied together by the focus on the classroom and the students and by the author’s personal experience.

Subsequent chapters discuss critical approaches to text, modern application of the ancient Greek concept of Kairos (timeliness and appropriateness), audience, purpose, and the three appeals–ethos, pathos and logos. The chapter on the appeals is especially useful because it goes deep into each appeal rather than engaging in the checklist sort of approach that many teachers fall into. Every rhetorical concept is described, contextualized, demonstrated, and explained, often with charts, handouts and other activities that can be used directly in class, with more available in the appendix.

The final chapter is called “Aristotle’s Guide to Becoming a ‘Good’ Student,” but it is really Jennifer’s guide. It focuses on habit, identity, confidence, self-perception, performance, insiders versus outsiders, modeling, mentoring, teachable moments, imitation, and flow. Obviously these concepts go far beyond Aristotle. Reading this book is like accompanying the author on a personal intellectual journey through rhetoric and teaching, a journey on which you learn, grow, and pick up handouts that you can use on Monday morning. I recommend it highly.

Fletcher, Jennifer. Teaching Arguments: Rhetorical Comprehension, Critique, and Response. Portland, Maine: Stenhouse, 2015.

The ERWC and the CAASPP

Teachers have been asking, “Does the ERWC prepare students for the CAASPP (California Assessment of Student Performance and Progress)?” The CAASPP includes the Smarter Balanced English Language Arts assessments, part of which is the “Argumentative Performance Task Full Write.” The sample “Performance Task” on the Smarter Balanced website concerns “Financial Literacy.”

In the sample task, the students are told that their school is considering offering a financial literacy course. The students read four journalistic sources: an article from the New York Times about the need for financial literacy, recommending a particular kind of course; an article from the Chicago Tribune about problems with financial education, citing research showing that such courses are not effective and in fact may be a “racket”; a second article from the New York Times about the drawbacks of financial literacy courses, recommending “just in time” education, simple rules of thumb, and making the financial system more user-friendly; and an article from the Baltimore Sun about the issues involved in implementing a mandated financial literacy course at a particular school.

The first article claims that “Research shows that this type of financial education tends to resonate with the students later,” but cites only one study. The second article reports on another study of a financial literacy course, which concludes “We find no effect.” The third article reports on a meta-analysis of 168 studies and concludes, “financial education is laudable, but not particularly helpful.” The fourth article cites no research, but costs out a required financial literacy course at a single school at $600,000 a year.  Financial literacy courses don’t actually seem like a good idea, given these sources.

In Part 1 of the task, the students are asked to do two things: 1) Determine which source “would most likely be relevant to students researching new approaches to increasing people’s financial literacy,” supporting their choice with two details from the article, and 2) “Paraphrase information from Source #1 that refutes information from Source #2 without plagiarizing.” (I would have put a comma after Source #2, to clarify that they mean that the student is the potential plagiarizer, not Source #2. By “without plagiarizing” I suppose they are emphasizing the imperative to “paraphrase,” not to quote, though proper quotations with citation would not be plagiarizing.)

In Part 2, they are given the following prompt:

Today, in preparation for the school board meeting, you will write a multi-paragraph essay in which you take a stance on the topic of financial literacy courses. Make sure you establish an argumentative claim, address potential counter arguments, and support your claim from the sources you have read. Develop your ideas clearly and use your own words, except when quoting directly from the sources. Be sure to reference the sources by title or number when using details of facts directly from the sources.

Then the students are instructed to plan, write, revise, and edit their “multi-paragraph argumentative essay.”

One could look at the questions in Part 1 as a kind of scaffolding for the writing task in Part 2. In fact, this performance task is rather like an ERWC module at the end of the process of gradual release of responsibility. It has multiple texts that take different positions from different perspectives, and it asks students to synthesize the material, take a position, and support it with evidence from the sources. This is basic ERWC practice.  The questions in Part 1, sitting in between the readings and the writing task, face both ways. They cause the student to re-read the texts in relation to one another and also to think about how they might use them in writing.

The scoring guide is also consistent with ERWC. The sample papers that are now available for most ERWC modules, at least the ones from 7th to 10th grade, were scored using the Smarter Balanced scoring guide (12th grade samples were scored with the EPT rubric because those students may be taking the EPT.) The Smarter Balanced scoring guide is really three scoring guides in one, and is an unwieldy beast. Here I have reduced it to its basic categories:

Organization/Purpose (4 points)

  • A clear claim, focused for the purpose and audience
  • Varied transitional strategies to clarify relationships
  • Effective introduction and conclusion
  • Logical progression of ideas; connection of ideas; syntactic variety
  • Acknowledgement of opposing arguments

Evidence/Elaboration (4 points)

  • Relevant evidence from sources is specific and well-integrated
  • Clear citations and attribution
  • Effective elaboration (may include relevant personal experience)
  • Vocabulary appropriate to audience and purpose
  • Effective style

Conventions (2 points)

  • Sentence formation, punctuation, grammar and spelling

The original scoring guide is available on the Smarter Balanced site. The 11th grade version is on page 96. I have also created a rudimentary Word version.

One important thing I noticed when I was reviewing the sample papers was that they ding students for formulaic organization. One student wrote a typical five-paragraph essay with a claim-and-three-reasons thesis: “Cities and government should not be paying money to have public art pieces put up around towns because it could raise taxes, the art could get ruined and some people could find the art offensive.” The scorer’s response is:

  • Introduction is present. Conclusion simply repeats much of the introduction.
  • Progression of ideas is formulaic

They give the student only “2” out of “4” points for “Organization and Purpose.” So the five-paragraph essay is not going to fare well on the CAASPP. Either the Roman speech or the sort of modified version of it I created for the “Essay Process” post would work better.  Both implement rhetorical principles that are embedded in this scoring guide and address opposing viewpoints.

In a future post I will analyze this scoring guide in more detail. We have also received questions about what they mean by “elaboration,” so I will discuss that.

An Essay Writing Process

In recent posts I have explored alternatives to the five-paragraph essay.  The five-paragraph essay is a formidable adversary.  It is nearly ubiquitous in educational contexts, and it serves simultaneously as invention strategy, writing process, and pattern of arrangement.  It also appeals to what Holcomb and Killingsworth call “the ritual of three” (Performing Prose).  What I tell you three times is true.  Three points and we are convinced.

So whatever we try to substitute for this ubiquitous form must have at least as many advantages, plus some more.

The biggest disadvantage of the five-paragraph essay is that it does not address an audience.  The rhetorical concerns–audience, purpose, situation–are not built into the format.  Of course, it is possible to write a five-paragraph essay while considering the rhetorical situation, and such an essay will probably be a superior one, but taking such considerations seriously is also likely to result in a product that has more or fewer paragraphs and a somewhat different organization.

Thinking about the above concerns and both the Roman six-part speech and Ken Bruffee’s Short CourseI decided to combine some things together into a process that is potentially as simple as the five-paragraph essay, but allows for audience and some choices about arrangement.  One way of implementing this might be to have students write the paragraphs and other components on 3×5 cards or slips of paper and move them around.  It doesn’t call for multiple drafts, which usually don’t happen anyway, because revision happens as part of the built-in writing process.  I haven’t used this in class yet, but I will in the fall.   It looks like this:


What is your topic? Why is this topic important now? Is it urgent? Are people talking about it? Is it trending on social media? Is it in the news? Write a paragraph about this.


What is your main claim about your topic? Write it down, but save it for later.


What background does your reader need to understand your claim? Write a paragraph about the background.


Should your main claim go after the introduction of the topic or after the background? Which would work better? Try it out both places.

Strongest Support

What is your best support for your claim? Is it an example or an argument? Do you have facts, words from authorities, or other support? Write this paragraph.

Additional Support

Do you have more support? Write another paragraph about it. Keep writing paragraphs for each supporting argument until you run out of ideas.  You might find later that you can combine some of them into one paragraph. Make sure that each example or argument is related to your main claim in some way.


What would people say who disagree with you? How can you refute their arguments?  Write a paragraph about it.


Should your best argument go last, or should you lead with it? Reorder your paragraphs if you think another order would be more effective.


How do you want to conclude? Do you want to remind the reader of something? Do you want to talk about what might happen if he or she doesn’t listen to you? Write your concluding paragraph.


Reread your essay. Are things in the right order? Do you need some transitions to make connections clearer? Did your main claim change a bit as you argued for it? Do you need to restate it?  Make the changes you want to make, proofread for errors, and submit your draft.