Introduction
A. Hook: School uniforms have been a hotly debated topic for years, with some arguing that they restrict students' self-expression, while others believe they promote unity and equality.
B. Background: The issue of school uniforms has been a contentious one, with proponents citing benefits such as improved academic performance and reduced peer pressure, while opponents argue that they stifle individuality and creativity.
C. Claim: Requiring school uniforms unfairly restricts students' self-expression.
D. Transition: One reason to support this claim is that uniforms limit students' ability to express themselves through their clothing choices.
Body Paragraph #1 (Reason #1)
A. Topic Sentence: School uniforms hinder students from expressing their individuality and creativity through their clothing choices.
B. Evidence: According to a study by the National Association of Elementary School Principals, 90% of public schools that require uniforms reported a decrease in students expressing their individuality through clothing.
C. Analysis of evidence: This evidence demonstrates that uniforms restrict students' ability to express themselves through clothing, limiting their opportunity for self-expression.
D. Transition: Another reason to support the claim is that uniforms can lead to students feeling uniformity and lack of individuality.
Body Paragraph #2 (Reason #2)
A. Topic Sentence: School uniforms can create a sense of uniformity among students, leading to a lack of individuality.
B. Evidence: In a study published in the Journal of Educational Psychology, researchers found that students in schools with uniforms were more likely to report feeling like they were part of a group, rather than being able to express their unique personality.
C. Analysis of evidence: This evidence shows that uniforms can contribute to a sense of conformity and limit students' ability to stand out and express themselves.
D. Transition: Despite these arguments, some may argue that uniforms promote a sense of equality and unity among students.
Body Paragraph #3 (Counterclaim/Rebuttal)
A. Address counterclaim: Some argue that school uniforms promote equality and unity among students.
B. Evidence/support for counterclaim: A study published in the Journal of School Psychology found that schools with uniforms had lower rates of bullying and teasing based on clothing.
C. Disprove counterclaim: However, while uniforms may promote a sense of equality, they do so at the expense of students' individuality and self-expression.
Conclusion
A. Summarize claim: Requiring school uniforms restricts students' self-expression.
B. Summary of reasons: School uniforms limit students' ability to express themselves through clothing choices and create a sense of uniformity, rather than individuality.
C. Closing statement: It is important to consider the impact of school uniforms on student self-expression and individuality when making decisions about dress code policies.
Does requiring school uniforms unfairly restrict students’ self-expression?
Introduction
A. Hook (one-two sentences where you excite the reader to make them want to keep reading): ____________________________________________________________________________________
B. Background (one-two sentences that summarizes the debate):
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C. Claim (one sentence where you tell the reader which side of the argument you are on):
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D. Transition into first body paragraph (one sentence, briefly introduce the first reason that supports your claim in the first body paragraph):
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Body Paragraph #1 (Reason #1)
A. Topic Sentence (one sentence where you write the first reason that supports your claim/thesis):
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B. Evidence (one-two sentences- quote or paraphrase from one of your sources. Remember to include a parenthetical/in-text citation using the parenthetical/in-text citations linked here):
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C. Analysis of evidence (one-three sentences- how does your evidence prove the claim?):
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D. Transition to next paragraph (one sentence, briefly introduce the second reason that supports your claim in the second body paragraph):
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Body Paragraph #2 (Reason #2)
A. Topic Sentence (one sentence where you write the second reason that supports your claim/thesis):
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B. Evidence (one-two sentences- quote or paraphrase from one of your sources. Remember to include a parenthetical/in-text citation using the parenthetical/in-text citations linked here):
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C. Analysis of evidence (one-three sentences- how does your evidence prove the claim?): ____________________________________________________________________________________
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D. Transition to next paragraph (one sentence, briefly introduce the counterclaim/rebuttal that you will write in the third body paragraph):
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Body Paragraph #3 (Counterclaim/Rebuttal):
A. Address counterclaim (one-two sentences about the opposing viewpoint, “Some people think that…”):
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B. Evidence/support for counterclaim (one-three sentences with evidence about the counterclaim. Remember to include a parenthetical/in-text citation using the parenthetical/in-text citations linked here): _________________________________________________________________________________
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C. Disprove counterclaim (one-three sentences of why the counterclaim is wrong- “However, they are wrong because…”):
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D. Transition to next paragraph (one sentence, briefly transition to the conclusion):
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Conclusion
A. Summarize your claim (one-two sentences- reword your claim from your introduction):
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B. Summary of reason #1 and reason #2 (two or more sentences that restate what you discussed in your first two body paragraphs): __________________________________________________________________________________
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C. Closing statement/final thought (one sentence that wraps up your paper; what do people need to remember to do?):
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1 answer
1 answer