Debatable Essay Topics

I was looking at something oh I think it there was an article somewhere when I was browsing around here that was just talking about whether or not the long shifts that are typical of nursing and nurses and doctors are helpful or harmful to patients so that might be a debate and I’ve had a lot of students in the Health Sciences come up with some great topics really specific ones about whether or not ob/gyn doctors are recommending too many c-sections or whether you know doctors are delivering premature babies and neonatal too early I don’t it just I mean they’ve really gotten involved with them and I feel like I’ve learned a lot about the health sciences and nursing in particular because of all our nursing or pre-nursing students so it’s great to see students who take an interest in something. Learn how to present a debatable topic in your essay at Robotdon.

And then they research it and I learn along with them as they’re researching so you know finding a trade magazine or a website that deals with your particular major as you’re going through is good too it’s a good way pro/con is a good website to scout around on so pro con org if you click on that that’s got all these different controversial issues that you can click on and the wonderful thing about this I think is is that it really breaks it down in an easy-to-understand way so like let’s click on minimum wage should the minimum wage be increased so it gives you a research question and then it even gives you kind of a brief summary of what the major reasons for and against or yes and no to the question are and it really helps to give you like a quick synopsis that you can say wow if I mentor reading about this topic based on this webpage that I’m probably going to be able to use this from my topic but if you get bored just reading half this page then this is probably not the topic for you one other.

Two other places that should be useful to you and again you can always come back if I’m going too fast it are to library databases actually I’m going to start with just one so you click on libraries click on databases go to oh and scroll down there’s a database called opposing viewpoints in context prompts you to put in your borrower ID which is your X ID and your pin password which is your six digit birthdate and you should be able to do this from home any time of the day is to get in here and this database specializes in debatable issues so it kind of like pro/con it has them divided into categories where you can just click around if something interests you or you can just always go to browse issues and it’ll give you like a laundry list of issues you can click on please stop this and so you can click around there if something interests you.

A Strong Subject For Essay

Write an essay on one or two of the given choices now always decide on a subject that you have good command-and-control on or you feel strongly about for example you may have a stronger opinion on let’s say traffic condition of your city rather than the state of the United Nations yeah or the role of the United Nations in promoting world peace you will be more equipped to tackle competently what you are comfortable with style is another thing always be careful about your style it is important that you use the right kind of tone please be very clear about the tone you employ your tone has to be in accordance with the general nature of the essay for instance if your topic is violence in contemporary society don’t approach the si in a light-hearted tone it’s a serious issue role of women in society these are serious issues we don’t banter about these things we don’t crack jokes about these things.

So please remember that there are plenty of opportunities for us to be light-hearted about but not when you approach an academic and a serious essay you have to adopt a very formal tone a serious tone then you are approaching a serious topic and finally be careful about employing a personal point of view the use of you know constantly saying I believe I think or in my opinion in my view it should be avoided if si is of objective and scientific nature you have to be more detached more impersonal coming to the important elements in an essay you always begin with an introduction when you go to introduction remember that you have to explain why the general topic of the essay is relevant and then you put the essay in context of it your thesis sentence should include your introduction of course an introduction should end with a specific thesis statement this could be the major argument of your essay so introduction where you explain why the general topic of your essay is relevant you put the s in context.

And then introduction should end with a specific thesis statement this is the main argument after establishing the context you move on to the next paragraph si si writing is all about mastering paragraphing as well you cannot have one single block running into five pages or two pages or even one page there has to be necessarily break up in paragraphing so next paragraph should be the so called body after introduction there is body of paragraphs you can have depending on the length of your essay so assuming it’s a 300 or 500 then four to five paragraphs in body should be sufficient it could be more but five four to five maximum six could be sufficient or should be self sufficient these paragraphs contain argument evidence supporting statements and topics that aid and help the thesis in a thesis statement in standing now you know what is a topic sentence.

Your Points in Term Paper

You want to make sure that the points that you may have a beginning a middle and an end this is where a lot of writers will fall down what they will do is to only give a partial explanation of the points that they’re making let’s say that we’re talking about a novel the writer will start up i’m beginning to explain what the novel is about but then not tell how ends or leave out big chunks of it in the middle that are important that make that help the reader to understand what the any means so you don’t want to do that you want to be sure that you have a beginning a middle and enemy and every point in the body of your paper what you want to do is assume that your reader doesn’t know anything about your subject you have the knowledge base you’ve done your research you know your subject dr. stays they know about you may not I certainly don’t know because banking and finance not my fields of expertise. Get to know how to make these points at Edusson.

Somebody else rooting for might not have that knowledge base so we want to explain your points as if the person knows nothing about your subject doctor says had good analogy for it calls it the grandma approach what you want to do is to pretend as if your grandmother is reading paper and most grandmas don’t really know that much about finance some do some do but not not everyone does but you want what you want to do is pretend that your grandmother is reading the paper and you’re explaining everything to her very basically that’s what you want to do in these papers it helps in the development section to use what’s called an inverted purely approach what this means is that you put the most important information right at the top and then the rest of the paragraph gives more information in descending order from most important to least important it’s all important to avoid me you should explain the point but what you want to do with you for comparing is to start with that shot that element that really captures your point your information.

So you want to list those important things first then the things that will explain these points from beginning to end in the development section you want to reflect your extensive research and the more in-depth that this section is the better let me give you some things that you can ask yourself about the development section what are the highlights of a material that I’ve read one of the most same points what are the major themes what elements are the most important to the history the current status and the future of my subject this is important because what you’re going to be doing in your conclusion is to give dr. sayson need some of your opinions about your subject about its current status in its future I’ll get to that minute what things made the greatest impression on me as I read my source material.


Argumentative Essay Writing

Below is the four step process I use with my students to support– and gradually pull support– for writing the extended argumentative essay for the GED. Obviously, some students will need more or less support, so some steps may need to be repeated more than once or omitted altogether at your discretion.

The GED testing resources suggest students write between four and seven paragraphs in their extended response. I have found that students more easily organize, remember, and master a five paragraph essay. A strong five paragraph essay is always better than a weak seven paragraph essay; therefore, that is the structure I teach, and this has successfully prepared students to pass the LA test with high scores. Of course, this is an editable document, so you can always alter content or add to it as you choose.

The use of color coding to guide students with structure within their essays is highly recommended, as research shows it significantly aids with comprehension and retention.

Link to prompts:

Step 1. I begin by giving students (1) the sample prompt, (2) the structure guide with sentence stems, and (3) the color-coded exemplar. I do not time the first essay.  I have students refer to my exemplar as they type their first essay, and I have them highlight their paragraphs as shown in the exemplar, which will help them remember the structure. (If they have to hand write, they can use markers to highlight.)

The five paragraphs are highlighted as follows:  

  1. Summarize the topic of the two arguments and state which argument is strongest (claim)
  2. Note specific arguments from the speech to support your claim
  3. Note more specific arguments from the speech to support your claim
  4. Concession/Rebuttal: Acknowledge opposing arguments. Then refute or invalidate them
  5. Restate your thesis (reiterate who has the strongest argument)

Step 2. With the second practice essay, I give students an exemplar, but I have them turn the exemplar face down and challenge them to only refer to it if absolutely needed. They still have the structure guide with sentence stems to refer to, and they are still instructed to color code each paragraph as they write. I challenge them to complete the essay within an hour. When they are finished, I have them compare their paragraphs with the exemplar paragraphs and reflect on what they could have done to make their essays stronger. Then, I edit grammar and mechanics within the essay and address weaknesses accordingly with mini-lessons.

Step 3. With the third practice essay, I pull the exemplar and only give students the structure guide. They’re still instructed to color code each paragraph. I challenge them to complete the essay in 45 minutes. Again, when they are finished, I give them the exemplar have them compare their paragraphs with the exemplar paragraphs and reflect on what they could have done to make their essays stronger. Then, I edit grammar and mechanics within the essay and address weaknesses accordingly with mini-lessons.

Step 4. With the fourth practice essay, no supports are given. Students have the prompt but no structure guides, and they are given 45 minutes to complete the essay. You can delete the mini-structure guides above the exemplar at this point as well if you wish. Students are still instructed to color code their paragraphs according to introduction, support, concession and rebuttal, and conclusion. Then, we compare and contrast their essays with the exemplar and end by editing grammar and mechanics.


College Admissions Program

How to implement this program?

Participants should sit in a circle or semi-circle. If this course is being administered in a home, you should choose a comfortable place as not to be distracted. Everyone in the circle, including the facilitator (or advisor, parent, coach or teacher), should be able to see everyone. This seating arrangement will make communication easier.

Each session consists of these three elements:

Reading: The reading can be done individually or in a group. Participants whom struggle with reading should not be forced to read aloud.

Activity: The activities are structured to be interactive. A portion of this approach is working with other participants in a common goal. If working one-on-one with a student you may use the activity as a launching point of conversation.

Optional Homework: If you have a long session, you may complete the homework during the session. Some of the homework require use of a smart phone or Internet access and thus may be assigned to participants.

After each reading, participants should answer the following questions:(1) What did I learn from the reading portion? (2) What ideas stand out to me? Why? (3) How would I summarize this passage? (4) What action steps are necessary after reading this passage?  There are no right or wrong answers to these questions. These questions are simply designed to foster conversation and interaction.

Each session should begin with a review of the homework from the previous session.


SAT® Reasoning and Subject Tests, ACT®

Some students will take both the SAT® and ACT® standardized tests. Some may prefer one or the other, and some may perform better on one versus the other. Take full-length sample tests to grow more comfortable with each of the tests, and try each once to see if one is more in line with your style as a test-taker.

The SAT® Reasoning Test consists of three types of sections: critical reading, mathematics, and writing. The test length is 3 hours and 45 minutes; total testing administration time is close to five hours. The SAT® intends to measure critical thinking skills and provide an indication of how academically successful you might be in college.

The critical reading portion contains long and short reading passages and related questions which test comprehension. There are also sentence completions which test vocabulary and understanding of sentence structure.

The mathematics section consists of multiple choice questions and student-generated responses. Topics include number theory and operations, algebra and functions, geometry and measurement, data analysis, probability and statistics.

The writing portion includes a 35 minute multiple choice section and a 25 minute student written personal statement section. Students receive separate scores for each and a composite score for the entire writing section. If they request it, colleges will be able to see a student’s personal statement.

The SAT®
Subject Tests are hour-long multiple choice tests on specific subjects. A handful of colleges require that student submit three, several dozen ask for or recommend two and many do not require Subject Tests.

One hour tests are offered in the following areas: Literature, U.S. History and World History, Mathematics I and II, Biology -Ecological, Biology -Molecular, Chemistry, Physics, and a variety of foreign languages including Chinese, French, German,
Spanish, Modern Hebrew, Italian, Latin, Japanese, and Korean. Some of the language tests have two versions – one with and one without listening components.

The ACT®
is a multiple choice test, with an optional writing section. The test is four or four and a half hours long, depending on whether or not the writing section is included. The ACT® attempts to assess a student’s general educational development and their potential to successfully complete college-level work.

It is broken down into four subject areas: English, reading, mathematics, and science. The English section covers standard grammar and usage of the English language, as well as rhetorical skills such as organization and style. The math section
covers topics in pre-algebra through intermediate algebra, coordinate and plane geometry, and trigonometry. The reading section tests students’ reading comprehension. The science section tests understanding, interpretation, and analysis of scientific data and hypotheses. The writing section consists of a 30-minute student-generated personal statement in response to a prompt.

PSAT®, SAT® Reasoning and Subject Tests, ACT® Registration
It is a student’s responsibility to sign up for test administrations. You are urged to discuss your testing plans with a counseling office before you register. You register for the SAT® or ACT®, and at other times during the college process. Juniors should take the SAT® in January and/or May, and strongly consider taking the ACT® in April. Seniors take the SAT® in October, November and/or December, or the ACT® in December, if necessary. Keep in mind that some colleges have deadlines for testing if you are applying under an Early Decision/Action program; some colleges require that your testing is completed by the October or November test date. If you enroll in a prep class, it makes sense to take the test as soon as possible following the conclusion of the course.

You will sign up and pay for all SAT®/SAT II® and ACT ® exams on their respective Web Sites. Speak to your guidance counselor about the possibility of qualifying for a fee waiver as they can provide one to you. You will also choose a testing location and date. The sites are:

Anytime you register for standardized tests, be consistent with the name you use; you should use your name as it would appear on your passport. You should also be consistent throughout the process, using this name on personal statement and all applications, correspondence, etc. Using different versions of your name or nicknames can only complicate the situation. If you create an online account for the SAT® or ACT®, hang onto your password, as you will use this account to register, receive and send scores. You can also view your scores online.

Save your SAT® and ACT® testing admission tickets. These include a registration number to use as a reference if you have a problem with your scores.

Getting Your Scores to Colleges
It is the student’s responsibility to send official test scores. High Schools will not send a student’s SAT® or ACT® scores. Keep in mind that sending scores does not happen automatically, and can take several weeks. Plan ahead! Use the four free score reports you get every time you take the SAT®; remember that subsequent scores will not be sent unless you initiate the process.

Parents, please note: To register and send scores, it is helpful for students to have a credit card to use online.


College Testing Explanation

Standardized Testing (Grades 9 – 10)
Most ninth graders will not take standardized college tests, but some will. If you think you should, you must discuss your plan with a counselor. As a tenth grader, it might make sense to try one of the “practice” standardized tests, such as the PSAT®. Again, you must discuss your plan with a counselor. Some ninth and tenth graders who are particularly advanced in an academic area might want to consider taking the SAT Subject Test® in the relevant topic. Not every college requires these one-hour subject tests. Highly selective colleges, including MIT, Cornell, BU, Carnegie Mellon, and most programs at NYU
require some SAT Subject Tests®; check individual college websites to see which places do.
Those colleges that do require SAT Subject Tests® typically require two, a handful ask for three, and some may recommend specific subjects. You will need to plan ahead for this by discussing your intent with a counselor, and obtaining the guidance and support of the teacher in the appropriate class. You should take sample tests under simulated testing conditions to prepare for the test.

Standardized Testing (Grades 11 – 12)
During junior year, you will take a number of standardized tests. Each person has different strengths, so each student’s testing plan might look a bit different. Here are some general guidelines, however, as far as what to expect:

In October, juniors will take the PSAT® (Preliminary SAT®) at their high school. If it is not being offered, see a guidance counselor and find out where it is taking place. It is highly recommended that you prepare for the PSAT® by taking the sample test included in the student bulletin. This bulletin, available in a guidance office, also explains more about the format and content of the test and has helpful tips.

Online information is available at:

This test has several purposes:
 To familiarize you with the SAT® Reasoning Test, which you will take later in the year;
 To expose you to the SAT® in a no-risk manner – colleges do not typically ask for PSAT® scores;
 To give you a simple analysis of your strengths and weaknesses in the various critical reading, verbal, and mathematical components of the test.

When you receive a score report in December, it will include your answer choices, the correct answers, and list the type of question asked. You will also receive your test booklet, so that you may go back and look at the questions again. This report may help you identify areas in which you need to improve. The PSAT® is also used in the National Merit and Achievement
Scholarship programs®. Juniors who score in the top two percent of test-takers nationwide will be eligible to compete for scholarship funding from select colleges, companies, and organizations.


Understanding the Long-Term Importance of Attending College

Aside from the one obvious benefit of earning a college degree – making more money – there are a myriad of other advantages to furthering your education past the high school level. By devoting the time and commitment to the improvement of personal knowledge and intellectual fortification, you provide yourself with the tools to be a better employee, a better citizen, and a better all-around individual. There are several economic and social factors (both individual and civic in nature) that you might not even consider to be the potential outcomes of you, an individual, earning a college degree. The benefit of earning a college degree does not just have an individual impact, but it has a societal impact as well.

Among the many personal benefits of earning a college degree is, of course, higher personal earnings. A person with at least a bachelor’s degree tends to earn at least two times more money annually than a person with a high school diploma alone. This personal plus has the potential to influence the public sector in turn. The greater number of people with college educations leads to lower unemployment rates, which in turn leads to decreased reliance on publicly-funded programs such as welfare. This concept of personal improvement for the greater good can be further demonstrated.

By achieving a strong educational foundation, a person tends to continue to educate themselves throughout their lifetime. Whether this is by earning further college degrees or by simply being more civically minded and socially conscious, the benefit of a college degree has been shown to increase a person’s sense of civic responsibilities and awareness. Those with higher education show increased participation in voting, increased altruism, and a greater appreciation of social diversity. This in turn can lead to a decrease in crime and poverty rates.

There are many more personal benefits of having a college degree other than making more money. Often, those who have attained a higher education enjoy better long-term health and thus an increased life expectancy, which could be related to higher personal income. With the benefit of earning more money comes the ability to afford better preventative health care. Those with higher education tend to have more hobbies as well. But one important thing to note: those that have a college degree are often able to provide an improved quality of life for their offspring. As a result, college-educated parents often breed college-educated children


Quick Tips For Contacting Colleges

We know you’re excited to demonstrate your interest to the colleges on your list. But before you dash off an e-mail to the admissions office at your dream school, think about how you are presenting yourself to your potential alma mater (the school, college, or university that one once attended).

Admissions officers usually provide their contact information via the admissions website because they want to be accessible and available to answer questions from applicants—either about the college application process or about the school. If you have specific questions about academic programs or campus life (or just want to touch base with the admissions officer), sending an e-mail to college admissions will get you the essential information you need AND show your enthusiasm for the school.

Check out our top tips for communicating with college admissions offices efficiently and effectively:

1. Keep it short! Focus on your questions, not on yourself. This is not the time to tell them how great you are.
2. Minimize the number of questions you ask. You can always ask more questions when you visit campus. Before contacting colleges, make sure the answers to your questions aren’t easily accessible on the school’s website.
3. Introduce yourself. Give your name, school, grade/ graduating year, name and city of your high school and your address either in the body of the e-mail or as an e-mail signature. This information helps the admissions office place you and where you are in the application process (and you’ll definitely want them to remember you if you make a good impression).
4. Check for spelling and grammatical mistakes. Then check again. And then one more time. It’s important that any communication you have with the admissions office is typo free!
5. Be professional. If your e-mail address is anything other than a form of your name or initials, consider creating a new one for college correspondence. If you’re writing from an existing account, check your email signature. Make sure it doesn’t include
anything offensive, silly, or bizarre.

Directions: This is your chance to write your rough draft to your college. This will help you plan what you will email to your college. Be sure to follow the 5 tips AND use the example to help. Once you finish have someone proof read and edit your


Dear UNC,
My name is Charles Barkley, and I’m an 8th grader at Sky View Middle School in Pueblo, Colorado. I’m writing to inform you of my interest in your university. I my class we are have been discussing our future where I have learned a lot about UNC, and other universities.

University of Northern Colorado is ranked as one of the top teaching colleges, and I greatly respect the work and energy your school has put in to achieve such success. I dream of becoming a part of that success in the near future when I graduate high school, and when I become a teacher. Not only am I interested in UNC, but I have enjoyed following your athletic programs. I am a cheerleader and I look forward to cheering at all the football and basketball games, while majoring in history and education.

I am passionate about my future and would love to share that passion with my friends and classmates. Would you please consider sending me any UNC gear that I can wear or display? Thank you!

Charles Barkley
Teacher’s name
School’s Address


Resume & Cover Letter Tips


Resume is your best marketing tool. Well written by a professional cv writer, a resume catches the attention of prospective employers and systematically leads them through your skills and experience.

How do you write right? You want to sound clear, concise and focused. You want to look crisp and uncluttered. No one style of writing a resume is correct. Under the Career Center area on the main page of the website, we’ve illustrated several styles for the resume that are pleasing to the eye and effective. Please feel free to download these for your personal use.

When writing your resume, avoid the temptation to sound important—which usually backfires. “Furthermore, I utilized the management training modules for self-advancement” sounds a lot better when you simply say, “I attended training courses to develop my management skills.” Instead of stuffy words like utilize, nevertheless and give consideration to, just day use, but and consider.

Once you’ve mastered a good resume, keep it up to date so you’re ready when the phone rings. You can focus your time and energy on the interviews—and acceptance letter!

Resume Templates

There are lots of ways to write a resume—from chronological to functional (skills listed but not necessarily connected with a particular employer). Today, interviewers seem to frown on functional resumes, assuming you’re hiding something—your age, firings, or some other information. Below is an overview of the key components of a chronological resume.
E-mail: Only professional looking addresses; no .

Professional Objective: Optional—this information is often better left to the cover letter. If you do put it in your resume, avoid generic statements about “potential for growth” and “putting your skills to work.” Get specific.

Summary of Qualifications: Feature highlights that, like a movie trailer, will make people want to read on. Customize for the specific job. Get creative—though stay honest—with expertise, traits, distinctions and even quotes and testimonials from employers.

Experience: Include employer, location, years worked (not months—more on that in a minute), responsibility statement (keep it brief; include industry keywords) and accomplishments. Make everything pass the “so what” test. Show the positive results and successful outcomes you generated. Use bullets to make it easy to read.

Education: Starting with most recent, list degrees, university or college, city, state. Dates are not necessary.

Professional Development & Training: Illustrate your interest in lifelong learning and personal development.

Technical Skills: List skills such as Excel, Photoshop, PowerPoint, HTML, etc.

Military (if appropriate)

Affiliations/Volunteerism: Keep them relevant, but show you contribute and care.

Other: Include foreign languages, honors, publications, certifications, professional licenses, etc.

Don’t list personal hobbies or interests not relevant to the position. And no need to write: References available upon request. They’d better be!