Эссе

Consistency; Reputation; Ability to Perceive; Vested Interest; Expertise; Neutrality (BC CRAVEN). Provide them with a range of evidence to assess using these criteria. More information at http://en. wikibooks. org/wiki/A-levelCriticalThinking
Students work in pairs. They are given a topic to discuss. Person A starts. They must support every point they make with evidence. Person B stops them if they fail to do this at any point and the roles
Reasons
We use reasons to persuade others that our claims are true. For example:
Children can write essays (claim/conclusion)
1) I have seen many children write essays.
2) I myself was once a child and wrote many essays at that time.
3) Cognitive psychology shows intelligence is not innate and that everyone has the capacity to learn.
Each of these is a reason supporting the claim (or conclusion). We could insert the word because between them to further prove the case. Here are some activities to get students thinking about reasons:
Activities
Give students a newspaper article or politicians speech and ask them to identify the claims made along with the reasons used to support them.
Give students a claim (this could be subject-related or completely random). Ask them to come up with as many reasons as possible which could support it.
Give students an essay title. Ask them to come up with a brief plan. For each key point identified in the plan, they must find three reasons which could be used to support it. Students then work in pairs, explaining their reasons to one another and critiquing them.
Examples
When one makes a claim about the world, it is often general or abstract in nature. The addition of an example helps to contextualise the statement in the mind of the audi