[[Essay]] literally means “try.” So try one of these assignments, and feel free to get far, far away from the “intro–3-body–conclusion” format. If you persuse the [[mentor texts for writing essays]], you will find all kinds of different formats and structures. *Check back from time to time, as I plan to keep adding to these. Suggestions welcome!* Here’s a bit of a ramble about [why 3 is a magic number](https://drive.google.com/file/d/1YT7mG8FCWEuiyZKzQa3irTUQIfgUVnW3/view?usp=share_link), and how that *kind* of a question relates to **generating ideas for essays** to write. ---- #### [[Letter Writing Exercise]] (T1) > To get you going... #### [[General Essay Writing Assignment]] (T1, T2) > Come back to this one as often as you like. #### [[One More Thing]] (T1, T2) > What questions are your statements asking? What counterarguments are embedded in your arguments? How do you think of what you hadn’t thought of yet? #### [[Annual Question]] (T1) > A fun set of prompts for a different approach. #### [[Study an Editorial]] (T2) #### [[Write a Causerie]] (T1) <br> ---- [Associated standards](https://docs.google.com/document/d/1G-ffffPuAtCboosZgrsnNehrBqqzRyL4_HrzhlfPRN0/edit?usp=sharing): R.11-12.8 Delineate and evaluate an argument in applicable texts, applying a lens (e.g., constitutional principles, logical fallacy, legal reasoning, belief systems, codes of ethics, philosophies, etc.) to assess the validity or fallacy of key arguments, determining whether the supporting evidence is relevant and sufficient. R.11-12.6 Analyze how authors employ [[point of view]], perspective, and purpose to shape explicit and implicit messages (e.g., persuasiveness, aesthetic quality, satire, sarcasm, irony, or understatement). Explain how an author’s geographic location, identity, and culture affect perspective. W.11-12.2 Write text in a variety of modes: a. Write arguments and literary analysis to support claims in an analysis of substantive topics or texts. Establish the significance of the claim(s) using valid reasoning. literary theory and relevant and sufficient evidence which introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. b. Write informative texts that examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content by introducing a topic; organizing complex ideas, concepts, and information to make important connections and distinctions; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension; thoroughly developing the topic by selecting the most significant and relevant well-chosen facts, extended definitions, concrete details, quotations, and other information and examples appropriate to the audience's knowledge of the topic. c. Write narratives that develop real or imagined experiences or events using relevant descriptive details, and well-structured event sequences that organize an event sequence logically. Engages and orients the reader by establishing a context and point of view and introducing a narrator or characters; using techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.