Short Essay

  1. Refer to Chapter 2 of your textbook and your student notes to write an essay in response to the question below.
  2. Read the question below.
  3. After preparing your response, click the above title link to take the Chapter 2 Essay Quiz.
  4. Do not open the quiz until you are ready to submit your essay.
  5. Please save and submit your essay as a word document by browsing your computer and attaching the file in the space provided.

Essay Question:

Anita cannot understand why adolescents are more likely than any other age group to engage in risky behaviors. She has learned in class that individuals undergo significant cognitive advancements during adolescence, and in fact, many adolescents aged 15 and older use the same basic processes that adults use to make decisions. Your instructor has asked you to explain to Anita why risk taking may peak during adolescence. What do you tell her?

Please follow the directions below as you build your essay.

http://grammar.ccc.commnet.edu/grammar/five_par.htm

As you organize your thoughts, consider this:

  • what does current research re: adolescent risky behavior tell us
  • what types of risky behaviors are stereotypical to this age?
  • are the stereotypical ideas based upon fact?
  • is there a biological explanation for this behavior?
  • what is meant by developmental “time gap” of cognitive functioning, and how does that relate?

Content AND format will be graded.  A single paragraph response cannot yield full credit!

See, first, Writing Introductory Paragraphs for different ways of getting your reader involved in your essay. The introductory paragraph should also include the thesis statement, a kind of mini-outline for the paper: it tells the reader what the essay is about. The last sentence of this paragraph must also contain a transitional “hook” which moves the reader to the first paragraph of the body of the paper.

Body:

Body — First paragraph:

The first paragraph of the body should contain the strongest argument, most significant example, cleverest illustration, or an obvious beginning point. The first sentence of this paragraph should include the “reverse hook” which ties in with the transitional hook at the end of the introductory paragraph. The topic for this paragraph should be in the first or second sentence. This topic should relate to the thesis statement in the introductory paragraph. The last sentence in this paragraph should include a transitional hook to tie into the second paragraph of the body.

Body — Second paragraph:

The second paragraph of the body should contain the second strongest argument, second most significant example, second cleverest illustration, or an obvious follow up the first paragraph in the body. The first sentence of this paragraph should include the reverse hook which ties in with the transitional hook at the end of the first paragraph of the body. The topic for this paragraph should be in the first or second sentence. This topic should relate to the thesis statement in the introductory paragraph. The last sentence in this paragraph should include a transitional hook to tie into the third paragraph of the body.

Body — Third paragraph:

The third paragraph of the body should contain the weakest argument, weakest example, weakest illustration, or an obvious follow up to the second paragraph in the body. The first sentence of this paragraph should include the reverse hook which ties in with the transitional hook at the end of the second paragraph. The topic for this paragraph should be in the first or second sentence. This topic should relate to the thesis statement in the introductory paragraph. The last sentence in this paragraph should include a transitional concluding hook that signals the reader that this is the final major point being made in this paper. This hook also leads into the last, or concluding, paragraph.

Conclusion:

Concluding paragraph:

# This paragraph should include the following:

1. an allusion to the pattern used in the introductory paragraph,

2. a restatement of the thesis statement, using some of the original language or language that “echoes” the original language. (The restatement, however, must not be a duplicate thesis statement.)

3. a summary of the three main points from the body of the paper.

4. a final statement that gives the reader signals that the discussion has come to an end. (This final statement may be a “call to action” in an persuasive paper.)

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