MID TEST : Argumentative Essay

Argumentative Essay

WRITING ORGANIZER - ARGUMENT

Issue : Can grades really determined student’s intelligence?
There are some students agree and believed that marks and grades reflect student’s intelligence. And some of them don’t agree. Some think that student's intellect is monitored through grades to know their intelligence. Others think that ideas, creativity and abilities can considered intelligent.
Arguments : Marks and grades do not reflect student’s intelligence
For :
The first point of view for :	Nirisha Manandhar :   She thinks that marks and grades do not actually matter. Because some schools caught their students cheating in their examination. And she thinks it is very important to understand the lesson well. Mark and grades do not actually ensure success.
The second point of view for :	Eliza Prasai :   She thinks that exams do not show how intelligent a student is. Getting intelligence is a part of new thoughts. She believed that these ideas and creativity not a a part of getting good marks.
Against :
The first point of view against :	Saluja Siwakoti :   She thinks that 98 to 99 percent of the people depend upon the mark sheets that can give them a better future. People need marks, grades and qualifications for any fields.
The second point of view against :	Prarthana Subedi   She thinks that marks and grades are important in every field. She said that intelligence can also be shown in the examination of a student.
Conclusion :
It is not a common issue students debate about this topic. Some students have stating their views. Half students agree and a half don't agree. Intelligence certainly is not depends on the marks and grades –even  though that marks and grades are important for every field– ability, creativity, capabilities, knowledge, skills also considered as intelligence.

Link : Debate : Marks and Grades Do Not Reflect Student's intelligence

Exposition Activity

 Analyze an Expository Text

Murakami Sees Bright Strength in “Sad” Translated US Classic Novel

INTRODUCTION

The internationally acclaimed novelist Haruki Murakami, who recently translated the 1940 American classic "The Heart is a Lonely Hunter," by Carson McCullers, recently spoke about the book's meaning to him, as well as the import of its message about racism and poverty against the backdrop of recent social protests.

1st BODY PARAGRAPH

McCullers, born in 1917 in the southern state of Georgia in the United States, had initially sought to become a pianist but later turned to writing, learning her craft while working at other jobs.

2nd BODY PARAGRAPH

The story takes place in a town in the Deep South in the late 1930s, where a black doctor fighting discrimination and an anarchist indignant at capitalism are confronted with society's lack of understanding. A young girl who carries a secret world in her heart and a cafe owner who harbors an affection for her both find it impossible to express their innermost feelings. A deaf-mute man, who wordlessly listens as others bring him their stories of hardships, is ultimately overwhelmed by hopelessness.

3rd BODY PARAGRAPH

Murakami read McCullers' book as a 20-year-old, during the period when student movements were roiling most of the world in the late 1960s and 1970s. While he was not put off by the politically charged nature of the novel, he kept his distance from the movements, unlike his peers. A book lover who placed great importance on individualism, he felt a kinship with the protagonists of "The Heart is a Lonely Hunter," who also had difficulty fostering connections with others. We believed at the time that if we did our best, the world would become a better place," said Murakami, referring to his younger days. "But that didn't happen. The gap between the rich and poor has only grown. If we were to ask young people now, 'Do you think that the world will get better?', I think that almost no one would respond 'Yes,'" he said.

4th BODY PARAGRAPH

"'The Heart is a Lonely Hunter' is a story. It does not say there is hope. On the contrary, the book ends in a way where only despair can prevail, but even so it leaves the readers with something bright in their hearts. I wanted to believe in the story's strength, translate it and send it forth as a book," he said. "For a long time I thought that all that a novelist had to do was write novels," he said. But his belief changed as he got older. He emphasized that translating others' works has played a large role in developing his writing skills. "I learned a lot of important things through translating numerous books written in English. And I continue to learn. It is my greatest joy to have finished translating this important book that I am so attached to," he said. He said he is waiting to see how young readers will react to a story which had so impressed him.

THE FEATURES

1.    Informative 2.   Clarity

Source : https://www.thejakartapost.com/life/2020/10/03/murakami-sees-bright-strength-in-sad-translated-us-classic-novel.html

Explanation Text Activity

Analyze an Explanation Text

How Some Cities ‘Flattened The Curve’ During The 1918 Flu Pandemic

Opening Statement

Philadelphia detected its first case of a deadly, fast-spreading strain of influenza on September 17, 1918. The next day, in an attempt to halt the virus’ spread, city officials launched a campaign against coughing, spitting, and sneezing in public. Yet 10 days later—despite the prospect of an epidemic at its doorstep—the city hosted a parade that 200,000 people attended.

Sequence Paragraphs

Flu Cases continued to mount until finally, on October 3, schools, churches, theaters, and public gathering were shut down. Just two weeks after the first reported case, there were at least 20,000 more. The 1918 flu, also known as the Spanish Flu, lasted until 1920 and is considered the deadliest pandemic in modern history.   From its first known U.S. case, at a Kansas military base in March 1918, the flu spread across the country. Dramatic demographic shifts in the past century have made containing a pandemic increasingly hard. The rise of globalization, urbanization, and larger, more densely populated cities can facilitate a virus’s spread across a continent in a few hours –while the tools available to respond have remained nearly the same. These measures include closing schools, shops, and restaurant; placing restrictions on transportation; mandating social distancing, and banning public gatherings. After implementing a multitude of strict closures and controls on public gatherings, St. Louis, San Francisco, Milwaukee, and Kansas City responded fastest and most effectively: Interventions there were credited with cutting transmission rates by 30 to 50 percent. New York City which reacted earliest to the crisis with mandatory quarantines and staggered business hours, experienced the lowest death rate on the Eastern seaboard.

 

Conclusion

The most effective effort had simultaneously closed schools, churches, and theaters, and banned public gatherings. In 1918, the studies found, the key to flattering the curve was social distancing. The studies reached another important conclusion: That relaxing intervention measures too early could case an otherwise stabilized city to relapse.

Source : https://www.nationalgeographic.com/history/2020/03/how-cities-flattened-curve-1918-spanish-flu-pandemic-coronavirus/