'Addressing the Ill Effects of the Five Paragraph Theme\r'

'A student has an Idea; a capital, huge, expansive Idea. She wants to draw up about It, so she turns to the entirely right sm artifice she knows how to write. The Five Paragraph Theme. In incessantlyy(prenominal) of her years of school, she has been led to believe that it is the save neat carriage to write an essay. In the process of report her essay and forcing on the whole of her ideas into common chord principal(prenominal) topics, she loses a great deal of the important information she had antecedently planned to write about.But thats okay, she means, because at least her piece of writing is well organise and written in an â€Å" satisfying” way, right? Wrong! All their lives, students save been manipulated into accept that five paragraphs in an essay is the only way to go. In reality how ever, according to Mrs.. Kimberly Wesley, an English instructor at Berkeley Preparatory School, Tampa, Florida, becoming complacent with only being commensurate to wri te In unmatchable format â€Å"stunts the growth of human minds” (57). The FTP was meant to dish up students with their writing and organizational skills after they mastered the art of writing In Itself.Instead, whats been happening Is that t all(prenominal)ers eve release satisfied with staying on the edge of the status quo, and have f eachen back on using the evidently structured â€Å"national phenomenon” FTP as their main memoriseing method to teach their students how to write efficiently. To bring to spin an easy grading system and keep organized order in the class so students think they know what theyre doing, they have forced the belief on the children that the FTP is the only way they will ever, and should ever write essays.I myself remember on separate cause in Junior high when I would throw less than satisfactory grades mainly cause I didnt tie down expressly to the FTP. With succession, I conformed to the idea, as all of my classmates with me and before me had. Now, In high school, learning that Its non the only way to write, and that its actually desired to write In a different format, comes as a challenge as well as a relief to me.Along with so umteen others, I had unknowingly fallen prey to the complacence that came with the belief that I had learned all that my teachers wanted from me, and that besides to a greater extent complicated topics, not much more would ever be expected of me. Changing the way Ive been military rating for years will not be impossible, just now it will be an uphill road. If a teacher does not challenge a student, they will not ever reach their full potential.When students believe they must(prenominal) stay strictly in spite of appearance their guidelines for their essays, they â€Å"carry seeds of tiny thought that argon never go outed to grow,” says Wesley (58). Instead they centralise mainly on clearly summarizing the effects of any(prenominal) they were sent to write about, and not revealing much, or any opinion of their own, as it â€Å"didnt fit within the neat prescribed formula of their thesis” (58). As a result, many essays that ad the potential for great Insight were cut and pruned until only the most introductory bones remained.In other words, Instead of using It to piss an Interesting, more thought provoking essay, students channel all of their energy Into keeping wealth the confines of collar neatly connected ideas. Rather than endlessly revolving in this dry, staring them right in the face. They dont need to stick to five paragraphs. Especially when they have topics that are super complicated and must fit into, for example sise to seven scalawags. The thought of using only third ideas and five paragraphs to write six to seven page paper seems absolutely ridiculous when one truly ponders the notion.What Wesley introduces is that while thither must be an introduction, body, and conclusion, there is no set rule that says there must on ly be one paragraph for each the introduction and conclusion, and only three paragraphs that explain three ideas. As long as you have a clear introduction, body, and conclusion, you can use as many paragraphs and ideas as you like! Wesley calls this the â€Å"Rhetorical Process. ” A dependent relationship is when two organisms share or eat up after another in order to main. teach for example, the relationship between feeder shrimp and chisels.Feeder shrimp eat the organisms and plants that get caught in sharks gills. By them doing so, the shark is able to breathe efficiently, and the shrimp get nutrients that allow them to live and grow. The student and teacher have a similar symbiotic relationship. When the student works harder for the teacher, the teacher works harder for the student, and in doing so, they are both able to grow. The student responds to a teachers encouragement, and in return, the teacher responds to a students enthusiasm.When that occurs, the student g rows as an independent writer, and the teacher is allowed to pass their Job more fully. When teachers go beyond the minimum requirement and revoke the easy, cookie cutter way of teaching that turns out cookie cutter students to pass on to the next grade, but instead underframe on students strengths, work on strengthening their weaknesses, and teach each student according to their individual potential, they take up the boundaries on the students learning, and set them free.One way of proposing this change in organizing ideas is o show students different styles of writing, from different time periods and from people of all ages and backgrounds, to show them that there unfeignedly are many different ways to write. Wesley believes that when students are asked to â€Å"reflect on what format best enables them to sound their concerns and meets the needs of their audience” (60), they are encouraged to fuck off communicators, which will help them immensely out in the real worl d. Coming from a students point of view, I agree wholeheartedly.\r\n'