English 153 Essay Manual May 2018 Revised

UNIVERSIDAD DEL TURABO
SCHOOL OF LIBERAL ARTS AND GENERAL EDUCATION

ENGLISH DEPARTMENT
ENGLISH 153
ESSAY WRITING MANUAL
DR. EVELYN MARTINEZ

2018
© Copyright, 2018
Evelyn Martinez Sanabria
English 153 Essay Writing Manual by Dr. Evelyn Martinez Page ii

ABOUT THE AUTHOR
Dr. Evelyn Martinez is a Full Professor in the School of Liberal Arts

and General Education at Universidad del Turabo in Gurabo, Puerto
Rico. She received her bachelor’s and master’s degrees in Teaching
English as a Second Language at University of Puerto Rico, and a
Doctorate in Leadership at Universidad del Turabo. Throughout her
academic career, she has taught a majority of the English courses, chaired the English
Department, held administrative positions, chaired and co-chaired the Middle States
Accreditation processes, served on institutional governing bodies, departmental, and
institutional committees, co-written federal proposals that have been awarded to the institution,
evaluated local and external HSIs federal grants in Puerto Rico and the mainland, and mentored
doctoral dissertation students, among many other challenging accomplishments. Her work on
“The Predictive Value of Placement and Remediation on Persistence and Achievement of First-
time Freshmen at a Post-Secondary Institution in Puerto Rico” is available in Proquest and
Glossa.
ABOUT THE EDITOR:
Dr. Juanita Rodríguez Betancourt is an Associate Professor in the School of Liberal Arts and
General Education at Universidad del Turabo in Gurabo, Puerto Rico. She received a bachelor’s
degree in Teaching English as a Second Language at University of Puerto Rico, a Master’s
Degree in Teaching English as a Second Language from Inter American University, and a
Doctorate in Puerto Rican and Caribbean Literature from Centro de Estudios Avanzados de
Puerto Rico y el Caribe in San Juan, Puerto Rico. She has published a book, Judith Ortiz Cofer
and Aurora Levins Morales: The Construction of Identity through Cultural and Linguistic
Hybridization. She is interested in topics related to Post Colonial Theory, Puerto Rican
Diaspora Literature, and Linguistic and Cultural Hybrid Identities.
English 153 Essay Writing Manual by Dr. Evelyn Martinez Page iii
CONTENTS
ABOUT THE AUTHOR AND EDITOR iii
OVERVIEW iv
Read Aloud Activities vi
Time on Task vii
Rubrics vii
Tutoring Services’ Centers viii
PART ONE THE ESSAY 1
Kinds of Essays 1
Parts of an Essay 1
The Hook 2
Connecting Information 3
The Thesis Statement 4
The Body 6
The Conclusion 6
Example Essay 1: “The San Sebastian Street Festival” 7
Understanding the Writing Process: The Seven Steps 14
General Essay Outline 15
PART TWO THE CAUSE OR EFFECT ESSAY 16
Example Essay 1: “Technology and Education” 18
Cause or Effect Connectors 21
Example Essay 2: “Cancer Risk Factors” 23
The Five Paragraph Cause or Effect Outline 30
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PART THREE THE ARGUMENT ESSAY 31
Writing in favor (pro argument) or against (con argument) 31
Counterargument and Refutation 32
Modals 33
Example Essay 1: “The Issue of Teenagers and Smoking Cigarettes” 34
Example Essay 2: “The Benefits of Eating Insects” 37
The Six Paragraph Argument Essay Outline 45
PART FOUR THE REACTION OR RESPONSE ESSAY 47
The First Paragraph 48
Introduction 48
Paragraph 1: A Summary of the Prompt 49
Paragraphs 2 and 3: Your Reaction to the Prompt 49
Paragraph 4: Your Conclusion 49
Example Prompt and Essay 1: “The 2004 Indian Ocean Tsunami” 52
Prompt: Hurricane Maria Devastates Puerto Rico 56
Prompt: Helping the Homeless 58
Prompt: Longneck Women of Hill Tribes, Thailand 60
Prompt: Above and Below 63
Prompt: Education for Planet and People 65
Prompt: Obvious Water Pollution 67
The Four Reaction or Response Essay Outline 69
Additional Readings that Support Some Prompts 71
REFERENCES 76
English 153 Essay Writing Manual by Dr. Evelyn Martinez Page v

DIAGRAMS
The Five Paragraph Cause or Effect Essay 30
The Six Paragraph Argument Essay 45
The Four Paragraph Reaction or Response Essay 68
APPENDIX A: RUBRICS 81
Rubric 1: Cause and Effect Essay Test 83
Rubric 2: Argument Essay Test 84
Rubric 3: Reaction or Response Essay Test 85
Rubric 4: Reading Aloud Evaluation for tests 1, 2, and 3 86
APPENDIX B: TEMPLATES 87
English 153 Course Guide 91
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OVERVIEW
Students in the English 153 course range from a majority of English Language Learners
(ELLs) to some English as a Second Language (ESLs) Learners. During the first academic
term, most English 153 students are first time freshmen who have been placed in the course
based on their College Entrance Examination Score of 550+ or the Universidad del Turabo
(UT) Placement Test score of 90+. During the second semester of the academic year, the
student profile in English 153 varies significantly: most English 153 students have taken
English 152, a few are first time freshmen, and some students are repeating the course.
This manual was prepared to assist students in English 153. It is divided into four parts:
Introduction to the Essay, the Cause and Effect Essay, Argument Essay, and Reaction or
Response Essay as specified in the English 153 Course Guide. Most of the content has been
obtained from WEB free access sources and attuned to meet specific course objectives and
requirements. The revised English 153 course also includes a reading aloud component, which
requires students to read aloud essays (from the manual, written in class and for homework, and
their essay tests).
The teaching method is student-centered and focuses on a cooperative and collaborative
setting in an active learning environment. Through an active learning environment, students
will work collaboratively to expand their understanding of the readings in each of the four parts,
share their information, discuss the topics for essay writing, and help their peers to improve
pronunciation and reading skills for their reading aloud presentations.
During the semester, students will practice essay writing in class and for homework.
They will utilize the Internet in class to do research on topics prior to writing their essay(s) as
English 153 Essay Writing Manual by Dr. Evelyn Martinez Page vii
well as for their homework assignments. Students will discuss their topics in class in small and
large group scenarios and expand their understanding of a topic by obtaining new information
from peer presentations and debates. An active learning environment will help students to share
their information and practice their oral and writing skills. The professor will be a facilitator
who will guide the learning process. Students:
 can use their iPad, computer, and mobile phone in class to download relevant information
for discussion and essay writing
 will be encouraged to share their findings with peers in a cooperative and collaborative
learning environment that promotes learning
 will write in every class
 will submit essay writing assignments every week
 are encouraged to use spell checker to identify misspelled words (underlined in green) and
incorrect words (underlined in red)
 will read aloud paragraphs and essays in pair and group activities
 will enunciate or articulate sounds, words, sentences to improve pronunciation (google
voice icon, Dictionary.com, https://www.howtopronounce.com/, etc.)
 will measure their reading speed
 will read aloud three essay tests in class
 will be referred to tutoring sessions at the Writing Center, as deemed necessary
 should not use a translator as this will prove worthless in writing a simple essay
 will work with the facilitator to improve their text
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Read Aloud Activities
Research shows that reading aloud (RA) is an excellent method for improving English
Language Learners’ (ELLs) reading, writing, listening, and speaking skills (Gibson, 2008). It
helps students to learn to read smoothly, build fluency skills, continuity, and confidence.
Learning to read aloud reaps many benefits that can help the unwilling student to develop more
confidence, read with more clarity, and become a more proficient ELL. When reading aloud
(RA), students can form auditory links in their memory pathways. They can remember saying
words and sentences out loud, and forming visual and auditory links. RA can help address the
broader organizational issues that a paper may have. When students are reading their essays
aloud, they are making the connections that they utilized to write their essay and following a
specific essay writing outline. When students are reading their essay aloud, it is easier for them
to realize when their essay is good or has lost focus.
It is the facilitator’s responsibility to set the rules for a supportive environment and to
demonstrate how reading aloud should be performed. The great thing about RA essay papers in
class is that students can avoid embarrassment because all students have to read aloud their
essays. Some strategies to help students read aloud include:
 working from a printed copy, which helps students to make marks at places where
something sounds wrong so they can correct it later.
 pointing at each word as they read to stay focused and not skip anything.
 reading at a moderate pace.
 proofreading, which helps to focus on the structure of each sentence, rather than on the
overall flow of the essay.
 asking a peer / tutor to read the essay out loud while the writer listens.
English 153 Essay Writing Manual by Dr. Evelyn Martinez Page ix

 assuring that your peer / tutor knows how to read exactly what is on the printed essay.
 paying close attention to words and sentences in the essay where your peer reader seems to
stumble or get lost because those words and sentences may be in places where the peer
writer needs to make corrections.
Research asserts the positive effects of reading aloud one’s text (paragraph, essay or a segment
of a research paper) to develop student confidence, improve pronunciation, reading proficiency,
and reading speed. Studies also show that continuous reading in 15-minute sessions, 3 days per
week for 14 weeks impacts fluency (O’ Connor, Rollanda, Lee, Swanson, & White, Anika,
2007, p. 1).
Time on Task
The following recommendations can help to achieve the course objectives and activities:
 Week 1-4 should cover Parts One and Two.
 Week 5 should be for The Cause / Effect Essay Test. It will require two class sessions
for each type of test (one class session for the written essay and the following class
session for the Read Aloud Essay Test).
 Week 10 should be for the Argument Essay Test. It will take two class sessions (one
class for the written essay and the following class for the Read Aloud Essay Test).
 Week 15 should be for the Reaction or Response Essay Test. It will take two class
sessions (one class for the written essay and the following class for the Read Aloud
Essay Test).
Rubrics
 Drs. Evelyn Martínez and Juanita Rodríguez have written rubrics for the Cause and
Effect, Argument, Reaction or Response Essay, and Read Aloud tests.
English 153 Essay Writing Manual by Dr. Evelyn Martinez Page x

 Rubrics should be discussed in class prior to each test.
Tutoring Service Centers
English 153 strongly encourages students who find the course challenging to attend tutoring
services at one of the following centers:
 Centro de Lectura y Redacción
 Servicios Educativos Complementarios
 Instrucción Supplementaria
 Proyecto CASA
 Open English Lab
English 153 Essay Writing Manual by Dr. Evelyn Martinez Page xi

PART ONE
THE ESSAY
An essay is a short collection of paragraphs that presents facts, opinions, and ideas about
a topic. Topics, for essay writing and reading aloud activities in this course, will include a cause
or effect or a cause and effect of an event, happening or accomplishment, an argument for or
against a specific issue, and a reaction or response to a prompt (film, photo, a video, an article,
etc.).
KINDS OF ESSAYS
There are many kinds of essays and many different ways to write them. The method that
a writer chooses is often determined by the topic of the essay. The writer needs to consider what
kind of essay will convey his or her ideas in the clearest and most accurate way. This course
will emphasize and provide examples of three types of essays: cause / effect, argument, and
reaction or response. It will include exercises, a specific structure, and a writing outline for
each type of essay.
PARTS OF AN ESSAY
An essay has three basic parts: the introduction, the body, and the conclusion. The
introduction is the first paragraph (P1), the body consists of the paragraphs that support the
thesis statement (P2, P3, and P4), and the conclusion is the last paragraph (P5). The basic
format for an essay consists of five paragraphs. In a typical five-paragraph essay, paragraph
one introduces the topic, paragraphs two, three and four develop the topic by providing details
related to the topic, and paragraph five concludes the essay. The following example illustrates
the basic format for the five paragraph essay.
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THE BASIC FORMAT FOR THE FIVE PARAGRAPH ESSAY
Introduction (P 1) = hook, connecting sentences, thesis statement with three

topics
Paragraph 2 (topic 1 in the first sentence)

Body Paragraph 3 (topic 2 in the first sentence)
Conclusion (P 5)= restated thesis statement with three topics;

opinion, suggestion, or prediction
THE HOOK
The first paragraph introduces the topic; it includes the hook, connecting sentences, and
the thesis statement. The first sentence in paragraph one MUST begin with a hook. The
hook is one or more sentences that get the reader's attention. A hook can be a question, an
interesting observation, a famous quote, a broad statement, a statistic, or an interesting piece of
information. The following examples demonstrate that there are many different ways to write a
hook.
1. Ask a question. If readers want to know the answer to the question, they are "hooked" and
will read the essay. For example, a writer might begin an essay about the need for more
regulations on technology usage with this question:
How many people begin their mornings-every day-by checking their cell phones?
Most readers will not know the answer to this question, but they will probably be interested and
want to find out more about the topic.
2. Use an interesting observation. Here is an example:
Puerto Rican economists are not sleeping well these days.
This observation makes readers want to know why economists are not sleeping well. This hook

leads to the main idea of the essay, which will highlight the three main causes of recession in
Puerto Rico.
3. Use a unique scenario to catch readers' attention. Here is an example:
Traveling at more than one hundred miles an hour, he feels as though he is not moving. He is
engulfed in complete silence. For a moment, it is as if he has entered another dimension.
Are you hooked? Do you want to read the rest of the essay? This essay is about the exciting
sport of skydiving.
4. Begin with a famous quote. Study this example: "I have a dream."
Many readers may think that this hook will lead into a discussion of Martin Luther King, Jr’s
life or his struggles. In fact, this hook begins an essay on the topic of sleep patterns.
5. Use a surprising or shocking statistic. Here are two examples:
The divorce rate in the Puerto Rico is well over 50 percent.
If world temperatures continue to rise, Singapore and New York may be under water by the
year 2050.
CONNECTING INFORMATION
After the hook, the writer usually writes connecting information, which requires three to
five sentences. These sentences help connect the reader to the topic, provide background
information about the topic, or be examples. The following sentences from Example Essay 1
“Las Fiestas de la Calle San Sebastian” on page seven (7) provides some background
information about the festival: “Every year the holiday season ends with its biggest and most
famous festival, Las Fiestas de la Calle San Sebastian or the San Sebastian Street Festival,
also known as “San Se.” The festival has been held in the capital city of San Juan in January
since 1970. It presents Puerto Rico’s culture almost entirely. Thousands of people from Puerto

Rico and other countries go to the San Sebastian Street Festival every year.” From these
sentences, the reader has a good idea that the topic is about “San Se.”
THE THESIS STATEMENT
The thesis statement is the last sentence of the introduction. It is usually one sentence
and includes three topics (details). In the thesis statement, the writer tells the reader what to
expect in the essay. There are two kinds of thesis statements-direct and indirect, also called
stated and implied thesis statements.
1. Direct Thesis Statement. The direct thesis statement is specific and includes the three topics
that will be developed in paragraphs two, three, and four in the same order that they are
presented in the thesis statement. Read the following example:
The main problems facing this nation are a lack of job opportunities for citizens, government
corruption, and limited university programs for poor students.
In your five paragraph essay, paragraph two will discuss job opportunities, paragraph three will
address government corruption, and paragraph four will talk about university programs for poor
students. This kind of thesis statement is also called a stated thesis. In this course, you will be
required to apply the direct thesis statement with its three topics. You will always develop
your three topics in the body of the essay in the same order that you wrote them in your thesis
statement. The following paragraph includes the hook in the first sentence, connecting
information in sentences 2-4, and the direct thesis statement with three topics in the last
sentence.

On October 7, 1985, torrential rainfall produced a disastrous landslide in the Mameyes
neighborhood of Barrio Portugués Urbano in Ponce. It was the result of a two week stationery
storm system that produced 32 inches of rain. The rains caused severe flooding in the
southern half of Puerto Rico, which isolated towns, washed out roads, and caused rivers to
exceed their banks. But in Ponce, the severe rainfall caused the deadliest single landslide in
North America. The landslide killed hundreds of people, destroyed homes, and caused
millions on dollars in damages.
2. Indirect Thesis Statement. The indirect thesis statement does not include the three topics.
Read the following thesis statement: There are many problems facing the nation today that
require immediate attention. Notice that the writer does not include specific information (the
three topics) that will follow in the essay, but the general topic is clear. In this case, the writer
must include each specific topic in the first sentence in paragraph two, the first sentence in
paragraph three, and the first sentence in paragraph four. This kind of thesis statement is called
an indirect or implied thesis. In this course, you will not be required to write an indirect
thesis as the purpose of this course is to have you write your three topics in the introduction.
However, the following example illustrates a paragraph with an indirect thesis statement.
On October 7, 1985, torrential rainfall produced a disastrous landslide in the Mameyes
neighborhood of Barrio Portugués Urbano in Ponce. It was the result of a two week stationery
storm system that produced 32 inches of rain. The rains caused severe flooding in the southern
half of Puerto Rico, which isolated towns, washed out roads, and caused rivers to exceed their
banks. But in Ponce, the severe rainfall caused the deadliest single landslide in North America.
The landslide produced great losses.

THE BODY
The body of the five-paragraph essay will usually include three paragraphs. Each
paragraph in the body (P2, P3, and P4) includes one of the three topics in the thesis statement.
You will develop each topic in the same order that you included them in your thesis statement.
The first sentence in each paragraph of the body includes the topic in the topic sentence
followed by supporting sentences. Supporting sentences usually provide examples, reasons,
facts, or more specific information about the topic.
THE CONCLUSION
The conclusion is the last paragraph in the essay. The first sentence in the conclusion is
the restated thesis statement with the three topics. It is important because it serves to remind
the reader of the main idea of the essay (thesis statement). A good way to restate your thesis
statement in the conclusion is to go back to the introduction and write the same ideas and
words that you wrote in your thesis statement. Follow the following diagram to write the
conclusion.
Introduction (P1)= hook, connecting sentences, thesis statement with three

topics

Body Paragraph 3 (topic 2 in the first sentence)
Conclusion (P5)= restated thesis statement with three topics

You can also start the conclusion with a transition or connector that tells the reader that
paragraph five is the final paragraph of the essay. For example, you can start with In
conclusion, From the information given, To summarize. One thing that you MUST NOT DO

is introduce new information in the conclusion. Any new information in the concluding
paragraph will sound like a continuation of the body of the essay. The conclusion also requires a
final sentence or sentences that give a suggestion, an opinion, or a prediction about the topic
of the essay.
Read the following essay
Photo: Univision 2016

Written by: Dr. Evelyn Martinez, 2017
The San Sebastian Street Festival
1 Puerto Ricans are well known for having the longest Christmas in the world. Every year,
the holiday season ends with its biggest and most famous festival, Las Fiestas de la Calle San
Sebastian or the San Sebastian Street Festival, also known as “San Se.” The festival has been
held in the capital city of San Juan in January since 1970. It presents Puerto Rico’s culture
almost entirely. Thousands of people from Puerto Rico and other countries go to the San
Sebastian Street Festival every year. “San Se” is a great festivity to end the Christmas holidays
because it represents the religious, cultural, and artistic values of Puerto Rico.

2 The original festival, held in the 1950′s, had a religious purpose. It was organized by
Father Madrazo, a parish priest of the San Jose Church in Old San Juan, to celebrate the feast
day of Saint Sabastian. Saint Sebastian was a Christian who was martyred for his faith. The
original festival was also held to raise funds to repair various church buildings. At that time, the
annual feast-day festival lasted only a few years and by the end of the 1950’s, it was
discontinued. The festival was restarted in 1970 to help catholic schools and the sisters of
charity. It has been held annually ever since. The festival is typically a four-day event that is
held on the third weekend in January, from Thursday to Sunday, in honor of San Sebastian’s
feast day, which is on January 20th.
3 The “San Se” Festival has evolved over time, but it is still full of tradition and Puerto
Rican cultural heritage. Along the parade routes, there is local food, drink, and over 500 artisans
displaying and selling their unique works of art. Artisans are seen everywhere along San
Sebastian Street, but the main artisan’s area is located at the Cuartel de Ballajá. There are also
other artists and craft workers’ set-ups throughout the rest of Old San Juan.
4 During this four-day event, there are many traditional and contemporary artistic shows
during the day and at night. The musicians perform on four stages around the Old City, but the
main stage is at the Plaza del Quinto Centenario. There are also random and spontaneous music
and dance throughout the streets where people participate in the songs and dances performed by
the young and elderly. Local, Caribbean, and mainland professionals present folkloric and
modern dance performances at the traditional and contemporary shows.
5 It is no secret that people in Puerto Rico know how to end the Christmas holidays by
enjoying the religious, cultural, and artistic values of their island displayed at the San Sebastian

Street Festival. I recommend that locals and international guests visit Old San Juan during this
festival and enjoy the parade, music, dancing, local food and drink, and take home artisans’
crafts.
Exercise 1
1. Write the hook. _____________________________________________________________
2. Do you think this hook is effective? Does it grab your attention? Why or why not?
_____________________________________________________________________________
3. According to the author of this essay, what are the three reasons why San Se is celebrated?
_____________________________________________________________________________
4. How many paragraphs does this essay have? ____ Which paragraph is the introduction?
Which paragraph is the conclusion? __________ Which paragraphs make up the body?
__________________________________________________________________________
5. What is the general topic of this essay? ___________________________________________
6. Can you find a sentence in paragraph 1 that tells readers what to expect in paragraphs 2, 3,
and 4. Write that sentence here.__ ______________________________________________
7. What topic is discussed in paragraph 2? __________________________________________
8. Write the topic sentences for:
paragraph 3: ________________________________________________________________
paragraph 4: ________________________________________________________________
9. In paragraph 2, the writer explains why San Se is celebrated. Write two supporting sentences.
_____________________________________________________________________________
_____________________________________________________________________________

Exercise 2
Complete the outline with information from the essay “The San Sebastian Street Festival”
INTRODUCTION
Paragraph 1 Sentence 1: Hook__________________________________________________
_____________________________________________________________________________
Sentences 2-4: Connecting Information _________________________________
_____________________________________________________________________________
Sentence 5: Thesis statement with three topics____________________________
_____________________________________________________________________________
BODY
Paragraph 2 Topic 1 (from thesis statement)________________________________________
_____________________________________________________________________________
Supporting details: (3-5 sentences)_____________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

CONCLUSION
Paragraph 5 Sentence One: Restated Thesis Statement with three topics _________________
_____________________________________________________________________________
Last Sentence(s): Suggestion, Opinion, or Prediction ______________________
_____________________________________________________________________________
Exercise 3
Read each paragraph and identify the hook and thesis statement with the three topics.
1. The Earth's temperature depends on the balance between energy entering and leaving the
planet’s system. When incoming energy from the sun is absorbed by the Earth’s system, the
Earth warms. When the sun’s energy is reflected back into space, the Earth avoids warming.
When energy is absorbed and released back into space, the Earth cools. Many factors, both
natural and human such as variations in the sun's energy, changes in the reflectivity of Earth’s
atmosphere and surface, and changes in the greenhouse effect can cause changes in the Earth’s
energy balance.
1. Write the hook ______________________________________________________________
2. Write the thesis statement______________________________________________________
_____________________________________________________________________________
3. Write topic 1, topic 2, and topic 3________________________________________________
_____________________________________________________________________________
2. An earthquake is ground shaking caused by a sudden movement of rock in the earth’s crust.
Such movements occur along faults, which are thin zones of crushed rock separating blocks of
crust. When one block suddenly slips and moves relative to the other along a fault, the energy
released creates vibrations called seismic waves that radiate up through the crust to the earth’s

surface, causing the ground to shake. Some causes of earthquakes are tectonic movement,
volcanic activity, and adjustment in inner rock beds.
1. Write the hook ______________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Friendship is basically when two people spend time together, or write to one another, tell
each other secrets, share their fears and worries, trust one another, help one another, and forgive
one another. We have life-long friends who grow and change as we do. Our circumstances
change. We change. Sometimes, we share a friendship that is meant to be a life-long
relationship. We also have friendships that do not last forever. Some friendships end because
people move out of town, drift apart, or betray each other.
1. Write the hook_______________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
4. Studies show that people are natural and compulsive liars. Most people tell some kind of lie
every day. Of course, some lies are more serious than others, but in many instances, it is not
seen as being very bad. Sometimes, we avoid telling things to other people more for their
benefit than for ours. For example, saying that you are feeling fine when you know it would
upset a friend if you said that you have a serious illness. We all lie, all the time and it causes

problems. Experts say that people lie to avoid punishment, gain advantage, and for self-
protection.
1. Write the hook_______________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. Gratitude is a personality trait that includes attitudes and emotion. When there is a grateful
attitude, grateful emotions are more likely to flow. As an emotion, gratitude is a feeling of
happiness that comes from appreciation. Similarly, individuals with a more grateful personality
are more likely to experience gratifying moods and emotions. Gratitude is considered a core
component of many religions. From a secular perspective, gratitude is one of the most effective
methods for increasing long-term life satisfaction. Gratitude is an expression of thanks and
appreciation that makes people happier. Gratitude makes individuals more trusting,
appreciative, and improves their self-esteem.
1. Write the hook_______________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

UNDERSTANDING THE WRITING PROCESS: THE SEVEN STEPS
There are many ways to write, but most good writers follow certain steps in the writing process.
Step 1: Choose a topic. Ideally the topic should be something that interests you.
Step 2: Brainstorm. Write down as many ideas as you can about your chosen topic; you will
move things around and change ideas as you reach Step 3.
Step 3: Outline. Once you have a topic and a thesis statement, it is time to put your ideas into a
logical format. Write an outline to help you organize how you will present your ideas.
Step 4: Write the first draft. Use the information from your brainstorming session and your
outline to write a first draft. At this stage, do not worry about errors in your writing. Focus on
putting your ideas into sentences.
Step 5: Get feedback from a peer. The more feedback you have, the better. Your classmates can
help you with the content and organization of your paper, as can your facilitator.
Step 6: Revise the first draft. Based on the feedback you receive, consider making some
changes.
Step 7: Proofread the final draft. Review the final paper before you turn it in. Be sure it is
typed, double-spaced, that you have capitalized and indented the first word in each paragraph,
and corrected any grammatical and spelling errors, which are underlined in green and red in
your computer.

GENERAL ESSAY OUTLINE
INTRODUCTION
Paragraph 1 Sentence 1: Hook __________________________________________________
_____________________________________________________________________________
Sentences 2-4: Connecting Information_________________________________
_____________________________________________________________________________
Sentence 5: Thesis statement with three topics ___________________________
_____________________________________________________________________________
BODY
Paragraph 2 Topic 1 (from thesis statement) _______________________________________
_____________________________________________________________________________
Paragraph 3 Topic 2 (from thesis statement) _______________________________________
_____________________________________________________________________________
_____________________________________________________________________________
CONCLUSION
Paragraph 5 Sentence One: Restated Thesis Statement with three topics _________________
Last Sentence(s): Suggestion, Opinion, or Prediction______________________
Capitalization and Indentation: You must indent the first line of a paragraph. You must capitalize the first word
in the sentence. www.grammarbook.com/punctuation/capital.asp

PART 2
THE CAUSE-EFFECT ESSAY
"If you prove the cause, you at once prove the effect; and conversely nothing
can exist without its cause."(Aristotle, Rhetoric)
Cause and effect is a relationship between events or things, where one is the result of the
other. It is a method of essay writing in which a writer analyzes the reasons for—and/or the
consequences of—an action, event, or decision. A cause-and-effect essay can be organized in
various ways. For instance, causes and/or effects can be arranged in either chronological order
or reverse chronological order. Alternatively, points can be presented in terms of emphasis,
from least important to most important, or vice versa. In order to write a good cause or effect
essay, you need to do research on the topic and search for many causes or many effects that will
support the main topic. Do not select the obvious Cause or Effect without first doing
substantial research that supports your topic.
The following diagram provides an example of a cause (what happened) and its three
effects, where you can see the effects in chronological order; it also includes an example of an
effect or result (why) and its three causes, where you can see the causes in reverse
chronological order. Choosing to focus on causes (the reasons for something) or on effects (the
consequences of something) depend on the subject and purpose for writing. Although you can
focus on one cause or on one effect, you'll find that a single cause generates many effects or that
one effect is the result of multiple related causes.
Example 1 illustrates a Focus on Effects model and a Focus on Causes model. The
focus on effects example has only one cause (Tsunami). The Tsunami (cause) has a domino

effect, which includes flooding (Effect 1), death (Effect 2), and massive destruction (Effect 3).
The focus on causes example has three causes that lead to one effect (Ph.D. in Genetics). This
model requires reverse chronological order because the result was a Doctorate Degree in
Genetics (Effect). Therefore, you need to go back and look at the three causes that led to the
final effect. These three causes also have a chronology. The events are presented in the order
that they developed; the student enjoyed biology in high school (Cause 1), majored in biology
in college (Cause 2), and had summer internship experiences (Cause 3). Look at the following
example of the Focus on Effect Essay and Focus on Causes Essay.
FOCUS ON EFFECTS ESSAY AND FOCUS ON CAUSES ESSAY
FOCUS ON EFFECTS ESSAY
CAUSE ESSAY = THREE EFFECTS (WHAT HAPPENED?)
Tsunami = Flooding, Death, Massive Destruction
FOCUS ON CAUSES ESSAY
THREE CAUSES (WHY?) EFFECT
Enjoyed biology in high school, Majored in biology in college, Summer internship experiences= Pd. D. in Genetics
Use the appropriate connectors in your Cause or Effect essay.
Connectors for the CAUSE Essay because, due to, one cause is, another is,
since, for, first, second
Connectors for the EFFECTS Essay consequently, as a result, thus, resulted in,
one result is, another is, therefore
Connectors show CHRONOLOGICAL first, second, third, next, later, then, finally
ORDER

The following Five Paragraph Cause or Effect Essay Diagram can help you write your
essays.
THE FIVE PARAGRAPH CAUSE OR EFFECT ESSAY DIAGRAM
Introduction (P1) = hook, connecting sentences, thesis statement with three causes
or three effects
Paragraph 2 (cause or effect 1 in the first sentence)

Body Paragraph 3 (cause or effect 2 in the first sentence)
Paragraph 4 (cause or effect 3 in the first sentence)
Conclusion (P5) = restated thesis statement with three causes or three effects
an opinion, suggestion, or prediction
Read the essay
From: Free images

Technology and Education
1 Technology has impacted almost every aspect of life today, and in many ways, changed
the face of education. It has greatly expanded access to education and revolutionized the way
students access and disseminate information. Classrooms use new ways of teaching and

learning that allow students to take greater control of their education by using laptops, tablets,
or smart phones to do research and participate in interactive and hands-on learning. Technology
has provided unprecedented access to educational opportunities and massive amounts of
information such as books, audio, images, and videos through the Internet. Technology has
allowed new ways of learning, expanded opportunities for communication, and increased peer
collaboration.
2 One of the extraordinary effects of technology is how it has revolutionized education by
standardizing new ways of learning. Online learning is a great way to facilitate today's
knowledge-driven society. It allows students to learn anytime and anywhere for as long as they
want. Consequently, students have access to a wide range of increasingly impressive online
resources that support the academic demands of higher education. As a result of technology and
globalization, educational institutions around the world have integrated technologies into all
elements of their courses, from learning tools to using online methods for administration and
student support. It is evident that online education has become part of mainstream teaching and
learning.
3 Technology has also expanded opportunities and new ways for communication. Students
in a classroom in rural Puerto Rico, for example, can learn about the Pyramids in Giza by
following the expedition of a team of archeologist in the region, reading archeologists’ blog
posting, viewing photos, e-mailing questions to the archeologists on Twitter and Facebook, and
even talking live with the archeologists via Skype or a videoconference. They can share what
they are learning in Ponce with students in other classrooms in Cayey, and even in other states
or countries that are tracking the same expedition. Students can collaborate on group projects

using technology-based tools such as wikis and Google docs. The opportunities for
communication are endless.
4 Twenty-first century classrooms also use technology to increase peer collaboration.
Technology has changed learning from an almost individual-only effort to a collaborative
activity. Collaborative learning has allowed students to learn from each other and work together
in active learning environments. It has enabled students to capitalize on one another's resources
and skills. As a result, students can ask peers for information, participate with their peers in
problem solving activities, and monitor each other’s work. They can also collaborate with other
students and their professors in and outside of the classroom quickly and easily.
5 The walls of the classrooms are no longer a barrier as technology has generated new
ways of learning, expanded opportunities for communication, and increased peer collaboration.
Technology is a powerful tool that has transformed education in many ways. It has facilitated
learning and opportunities to work together in a global community.
Exercise 1
1. What is the topic of the essay?__________________________________________________
2. Write the hook_______________________________________________________________
4. Write the effects of technology. Effect 1______________________________, Effect 2 _____
_____________________________ and Effect 3_____________________________________
5. What is the cause?____________________________________________________________
6. What topic is discussed in paragraph 2____________________________________________
a. Write one supporting sentence________________________________________________

7. What topic is discussed in paragraph 3____________________________________________
8. What topic is discussed in paragraph 4 ___________________________________________
9. Write the restated thesis statement._______________________________________________
10. How is this essay organized?
☐ focus-on-causes method ☐ focus-on-effects method
Connectors for Cause or Effect Essay Writing
When you are writing your essay, use the connectors:
 as a result, because of, due to, because, since to show CAUSE.
 for this reason, therefore, as a result, thus, consequently to show EFFECT.
Exercise 2
Provide three effects for each cause.
Cause Effect 1 Effect 2 Effect 3
1. College Education Excessive knowledge Endless career Financial success

possibilities
2. Dancing
3. Dangers of texting
while walking
4. Smoking
5. Poverty
6. Hurricane
7. Mandatory school
uniform
8. Texting while
driving

9. Domestic Violence
10. Online college

courses
Exercise 3
Provide the three causes for each effect.
Effect Cause 1 Cause 2 Cause 3
1. Tent Living in the

US*
2. Failing college
3. Childhood obesity
4. Lung cancer
5. Car accident
6. Lost flight
7. Divorce
8. Homelessness
9. Domestic Violence
10. Forest fires
*http://www.latimes.com/local/california/la-me-los-angeles-shelter-shortage-20170929-
htmlstory.html
*http://www.bbc.com/news/world-us-canada-40635756
Follow the diagram on page 18 and the outline on page 30 to write your essays.

Read the essay
Illustration by: kennymalubagsrvenglish.blogspot.com

Cancer Risk Factors
1 According to the National Cancer Institute, there are more than 100 types of cancer.
The types of cancer are named for the organs or tissues where the cancers form. Research shows
that certain risk factors may increase a person’s chances of developing cancer. Although, there
are cancer risk factors that people cannot control, like age and family history, there are other
cancer risk factors related to the environment and certain behaviors that people can prevent. For
example, cancer-causing environmental exposures include the chemicals in tobacco smoke and
radiation from the sun. Many people are not aware that their daily behavior, what they do, eat,
and drink, can lead to the development of different forms of cancer. People should be aware that
the most-studied and known risk factors for cancer include obesity, excessive sun exposure, and
tobacco.

2. Obesity has been linked to cancer and is quickly overtaking tobacco as the leading
preventable cause of cancer. It is associated with increased risks of many cancer types that
affect the esophagus, pancreas, kidney, colon, and many other vital organs. Instead of eating
healthy foods, people have increased their consumption of unhealthy foods such as hamburgers,
fried food, pizza, pork and excessive amounts of sugar loaded desserts that can increase their
chances for some kinds of cancer. These popular foods contain large amounts of saturated fat,
which is one of the worst kinds of fat, but many people buy them because they often taste
better. Because people do not eat as many fresh vegetables and fresh fruits that contain natural
fiber, they can increase their chances of colon cancer. Most people ignore the risks related to
obesity. The American Association for Cancer Research's Journal predicted that, by 2030, the
top cancer killers in the United States related to rising obesity rates will be lung, pancreas, and
liver.
3 Skin related cancers have increased from excessive sun exposure. Skin cancer is the
most common type of cancer, and health officials are gravely concerned by its astounding rise.
People really enjoy going to the beach or swimming pools. They lie in the sun for hours. Many
of them do not use a safe sunscreen lotion or spray, and get sunburned. Sunburn damages their
skin, and repeated damage may lead to skin cancer later in life. Once the damage is done, it
cannot be reversed. Unfortunately, millions of people already have this potential cancer
problem in their skin and may develop cancer later. Therefore, prevention is important.
4 Tobacco, which is used to make cigarettes, kills more Americans than alcohol, car
accidents, HIV, guns, and illegal drugs combined. Cigarettes, cigars, pipes, smokeless tobacco
called spit tobacco, chewing and other types of smokeless tobacco all cause cancer. There is no

safe way to use tobacco. It is a fact that smoking increases the risk for lung cancer. Data shows
that cigarette smokers die younger than non-smokers. Most male smokers shorten their lives by
about 12 years and female smokers by about 11 years. It is also a cancer risk factor that can
damage nearly every organ in the body including the lungs, heart, blood vessels, reproductive
organs, mouth, skin, eyes, and bones. Tobacco infested environments, especially smoke
contained areas such as bars, pubs, and nightclubs are also a threat to second hand smokers.
People who don’t smoke, but breathe in large amounts of smoke that comes from smokers in
enclosed areas can also develop cancer related diseases.
5 During the past three decades, a lot of information has been published about the most
prevalent cancer risk factors related to obesity, excessive sun exposure, and tobacco. Cancer has
been around since the earliest days of human existence, but only recently has the public been
made aware of some of the risk factors involved. If the same amount of attention were given to
proper diets, exercise, the use of sunscreens, and antismoking campaigns, perhaps the number
of overall cancer cases could be reduced.
Exercise 4
1. What is the hook in this essay? ________________________________________________
2. What is the thesis statement of this essay? _______________________________________
3. How is this essay organized?
☐ focus-on-causes method ☐ focus-on-effects method
4. In paragraph 2, write the topic_________________________________________________
a. Is the topic a cause or an effect?_____________________________________________

5. In paragraph 2, the writer also explains why people enjoy eating unhealthy foods. Write the
reason. ____________________________________________________________________
_____________________________________________________________________________
6. In what paragraph does the essay discuss the effects of sun exposure? ___________________
a. Is the topic a cause or an effect?_______________________________________________
7. Can a non-smoker develop lung cancer? Write an example from the essay._______________
_____________________________________________________________________________
8. Write the restated thesis _______________________________________________________
9. What does the essay end with: a suggestion, opinion, or prediction?_____________________
Exercise 5
Complete the Cause or Effect Outline with information from the essay Cancer Risk Factors.
THE FIVE PARAGRAPH CAUSE OR EFFECT ESSAY OUTLINE
Title:________________________________________________________________________
INTRODUCTION
_____________________________________________________________________________
_____________________________________________________________________________
Sentence 5: Thesis statement with three causes or three effects_______________
_____________________________________________________________________________

BODY
Paragraph 2 Cause or Effect 1 (from thesis statement)______________ _________________
_____________________________________________________________________________
Supporting details: (3-5 sentences)____________________ Use connectors____
_____________________________________________________________________________
Paragraph 3 Cause or Effect 2 (from thesis statement)________________ Use connectors___
_____________________________________________________________________________
_____________________________________________________________________________
Paragraph 4 Cause or Effect 3 (from thesis statement)________________ Use connectors___
_____________________________________________________________________________
_____________________________________________________________________________
CONCLUSION
Paragraph 5 Sentence One: Restated Thesis Statement with three causes or three effects_____
_____________________________________________________________________________
_____________________________________________________________________________
Exercise 6
Complete each of the following Cause or Effect tables.
1. One of the most common health problems of modernity is insomnia—also known as sleep
deprivation. What are some of the effects of insomnia on your mind and body?

Insomnia
2. Positive thinking affects the way we see and do things. Write three effects.
Positive thinking
3. Cyberbullying is bullying that takes place using electronic technology. Electronic
technology includes devices and equipment such as cell phones, computers, and tablets as
well as communication tools including social media sites, text messages, chat, and websites.
Write three effects of cyberbullying on children.
Cyberbullying
4. Suicide is the third leading cause of death among teenagers and young adults. It involves
many factors. Write three causes.
Teenagers and young

adults suicide
5. Credit card debt is a major problem for millions of people. Write three causes.
Credit card debt

6. Illiteracy (inability to read or write) is a growing concern for all nations Write three
causes.
Illiteracy
When you are writing your cause-effect essay, you should:
 Remember your purpose.
 Identify the type of essay that you will develop, a Cause Essay with three effects or an
Effect Essay with three causes.
 Focus on immediate and direct causes or effects. Limit yourself to causes or effects that
are close in time and related, as opposed to remote and indirect causes, which occur later
and are related indirectly.
 Strengthen your essay by using supporting evidence. Define terms, offer facts and
statistics, or provide examples, anecdotes, or personal observations that support your
ideas.
 Qualify or limit your statements about cause and effect. Unless there is clear evidence
that one event is related to another, qualify your statements with phrases such as "It
appears that the cause was" or "It seems likely" or "The evidence may indicate" or
"Available evidence suggests."
Exercise 7
After you have completed the previous exercises, choose a topic and write a cause or effect
essay. The following Cause or Effect Outline provides the correct structure.

THE FIVE PARAGRAPH CAUSE OR EFFECT ESSAY OUTLINE
Title:_______________________________________________________________________
INTRODUCTION
Paragraph 1 Sentence 1: Hook ________________________________________________
Sentences 2-4: Connecting Information_______________________________
__________________________________________________________________________
Sentence 5: Thesis statement with three causes or three effects ____________
BODY
Paragraph 2 Cause or Effect 1 (from thesis statement)_______________________________
Supporting details: (3-5 sentences)______Use connectors__________________
____________________________________________________________________________
Supporting details: (3-5 sentences)_______ Use connectors _________________
____________________________________________________________________________
Supporting details: (3-5 sentences)_______ Use connectors _________________
____________________________________________________________________________
CONCLUSION
Paragraph 5 Sentence One: Restated Thesis Statement with three causes or three effects____

PART THREE
THE ARGUMENT ESSAY
The argument essay is the most common type of writing assignment that Universidad
del Turabo students will encounter throughout their academic careers. Your professor will
assign a topic that you will investigate. You will be required to take a stand on the issue (in
favor or against) and convince the reader that you are correct. You MUST utilize the Internet to
collect, generate, and evaluate evidence that will be presented in a logical way to support the
overall statement in your essay. The Argument Essay may also contain empirical research
obtained through interviews, surveys, observations, or experiments. Detailed research will help
you to learn about the topic and understand different points of view regarding the topic so that
you can choose a position and support it with the evidence that you collected. Regardless of the
amount or type of research involved, the argument essay must establish a clear thesis and
thorough reasoning.
WRITING IN FAVOR (PRO ARGUMENT) OR AGAINST (CON ARGUMENT)
The argument essay is very specific about the type of topics that a student can develop.
The argument essay is objective and focuses on topics that can be supported with empirical
evidence. An argument essay does not focus on opinions. You can write your essay in favor
(Pro) or against (Con) a viewpoint. Your essay MUST always include two viewpoints. The
following example illustrates the basic format for the six- paragraph argument essay.

THE SIX-PARAGRAPH ARGUMENT ESSAY
Introduction (P 1) = hook, connecting sentences, thesis statement with three reasons

Paragraph 2 (reason 1 in the first sentence)
Body Paragraph 3 (reason 2 in the first sentence)
Paragraph 4 (reason 3 in the first sentence)
Paragraph 5 (counterargument and refutation)
Conclusion (P 6) = restated thesis statement with three reasons;
COUNTERARGUMENT AND REFUTATION
The argument essay requires a counterargument (CA) in the first sentence in paragraph
five. Your counterargument will oppose your thesis, which is in paragraph one. For example, if
you are providing reasons that explain why teenagers smoke (Pro smoking), see pages 34-36,
your counterargument (p. 35) will be against (Con) the issue by opposing it with a statement
that explains why teenagers should not smoke. For example, your counterargument should
begin with “Opponents say that teenagers should not smoke. Tobacco harms every organ in the
body and smoking puts teenagers at higher risks for developing severe lung problems and other
cancer related diseases.” Following the counterargument, you must write a refutation (R). The
refutation serves to go against the counterargument. In the refutation, you will provide a reason
that shows why the counterargument is wrong. Your refutation will reject the counterargument.
For example, your refutation will begin with “However, many teens smoke because of peer
pressure, a desire to look mature, and to rebel against their parents.”

5 Opponents say that teenagers should not smoke. Tobacco harms every organ in the
cancer related diseases. However, many teens smoke because of peer pressure, a desire to look
mature, and to rebel against their parents.
MODALS
You will use modal verbs (must, should, may, can, could, might) in your argument
essay. Modals are used to create a strong or weak tone in your paper. For example, when you
use must, which is a strong modal, you are stressing a point and forcing something to happen.
However, when you use the modals should, may, can, could, might, you have a weak tone.
Exercise 1
Underline each modal and complete each sentence.
1. To help college students learn better, professors should_____________________________
2. According to the new university requirement, students must__________________________
3. It might not be a good idea to__________________________________________________
4. That man can’t be Ricky Martin’s brother; his brother is ____________________________
5. My mother told me that I should not_____________________________________________
6. After he tastes her cooking, he may _____________________________________________
7. Poor Marcela! It must be hard for her after________________________________________

8. If Carmelo doesn’t get a job soon, he will have to__________________________________
9. I don’t know where she is; I suppose she could____________________________________
10. You must not forget to_______________________________________________________
Read the following essay and answer the exercises.
Ralf Loyts, 2012: Wikipedia Commons

The Issue of Teenagers and Smoking Cigarettes
1 Family and friends, school, television, and movies are the primary sources for teenagers
to smoke. In spite of all the warning signs and statistical evidence on the rising death toll related
to cigarette smoking, young people start to smoke in their early teens. Many of them are
addicted to cigarette smoking by the time they become adults. Teenagers say they like the
feeling they get from nicotine in cigarettes. Some say that they smoke to look cool or feel more

comfortable socially. Other teens pick up the habit to impress friends or to lose weight. Studies
have found that teenagers smoke because they have low self-esteem, want to imitate their
friends, and like to defy their parents.
2 According to the World Health Organization, teenage smoking is connected to low self-
esteem. Teenagers who smoke tend to have low expectations for future achievement. They tend
to believe what their friends tell them, for good or bad. Some teenagers see smoking as a way to
cope with the feelings of stress, anxiety, and depression that come from a lack of self-
confidence. Just like adults, teenagers see cigarettes as a way to handle negative feelings. They
are not concerned about the long-term health consequences of smoking.
3 Another reason why teenagers smoke is to imitate their friends. For teenagers,
acceptance is very important and if their friends, classmates, boyfriends and girlfriends smoke,
they want to smoke too. Studies show that the single most direct influence on smoking among
teenagers is the smoking habits of their five best friends. Girls with a best friend who smokes
are nine times likelier to become smokers themselves than those with non-smoking best friends.
For many teenagers, smoking creates a sense of belonging.
4 Finally, defiance is often a motivating factor for teens to start smoking, especially if they
believe their parents will be angry with them. Most parents do not allow their teenage sons and
daughters to smoke. Consequently, smoking becomes very attractive and exciting. Teenagers
enjoy the excitement of experimenting with something that is forbidden. If they are forced by
their parents not to smoke, they do exactly the opposite. Most teenagers look for multiple ways
to get cigarettes and smoke in places where they will not be caught.

5 Opponents say that teenagers should not smoke. Tobacco harms every organ in the
cancer related diseases. However, many teens smoke because of peer pressure and a desire to
look mature and rebel against their parents.
6 In conclusion, teenagers smoke because they have low self-esteem, want to imitate their
friends, and like to defy their parents. Studies show that teenagers are not concerned about the
long-term effects of smoking. If teenagers understood the lethal effects of tobacco, they would
ask for parental and medical help to stop the habit.
Post Reading
Exercise 2
Answer the questions.
1. The topic of this essay is _____________________. What is the hook?__________________
_____________________________________________________________________________
2. What is the thesis statement? ___________________________________________________
_____________________________________________________________________________
3. Write the topics in:
paragraph 2_________________________________________________________________
paragraph 3_________________________________________________________________
paragraph 4 ________________________________________________________________
4. In paragraph 2, write three reasons that support the topic_____________________________
_____________________________________________________________________________

5. Which paragraph presents a counterargument? ____________What is the counterargument?
____________________________________________________________________________
6. The writer refutes the counterargument by showing that it is invalid. What is the writer’s
refutation?_______________________________________________________________
___________________________________________________________________________
7. Write the restated thesis statement._____________________________________________
___________________________________________________________________________
8. Reread the concluding paragraph. What is the writer’s opinion about this issue?
____________________________________________________________________________
Read the essay
Courtesy: Little Herds


The Benefits of Eating Insects
1 For most people in the West, insects are pests, a source of torment with whole industries
devoted to their extermination. But for two billion people in many parts of the world, including
China, Africa, Asia, Australia, New Zealand, and some developing regions of Central and South
America, insects are part of a traditional diet. This practice is known as entomophagy. Insects
are a food source that has a thousand-year precedent. Worldwide, beetles, caterpillars, bees,
wasps, and ants are the most widely consumed species. Research carried out at the National
Autonomous University of Mexico found that 1,700 species are eaten in at least 113 countries
across the world, usually as a substitute for meat. According to the Food and Agriculture
Organization (FAO), edible insects might be the key to the imminent global food crisis.
Consuming insects is good for people’s health and the environment. They are important for
their nutritional value, an option to combat malnutrition, and an alternative to fight obesity.
2 The first reason to consume insects is for their nutritional value. Edible insects are more
nutritious than beef or chicken, but without the unwanted calories and cholesterol. For example,
adult locusts contain the same level of lean protein and less cholesterol than raw beef. Insects
also contain high amounts of calcium, thiamine, niacin, zinc, iron, and other minerals. Because
edible insects are not treated as livestock, they do not contain hormones and other compounds
that are harmful to a person’s health.
3 According to the United Nations Children's Fund (UNICEF), another benefit of eating
insects is to fight malnutrition. Almost half of all deaths among children in Asia and Africa
between the ages of three to five are the result of malnutrition. A lack of nutrition in a child’s
life can lead to underdeveloped growth and poor cerebral function. However, the United

Nations (UN) suggests that edible insects can provide a viable source of nutrition for low and
middle income countries where malnutrition is common. Insects are everywhere, very
accessible, high in protein, and a cheap source of food. Because of their nutritional composition,
accessibility, simple raising techniques, and quick growth rates, insects can provide emergency
food and help to counter nutritional insecurity.
4 A third benefit for consuming insects is that bugs are a good alternative to combat obesity
and its related diseases. The majority of insects are rich in protein, healthy fats, iron, calcium,
and low in carbohydrates. They are lower in cholesterol than beef or pork and are considered
highly nutritional. The low fat content of insects has led some Food and Agriculture researchers
to suggest that entomophagy, also known as eating insects, may be an effective way to combat
obesity.
5 Opponents say that eating insects is disgusting and can be dangerous due to pesticide
accumulation. Eating bugs fail to attract the taste buds of 75% of Americans and perhaps 99%
of Puerto Ricans who regard entomophagy as primitive and unnecessary. However, learning
about the health benefits of insect consumption, to reduce hunger and manage the future
challenges of climate change and overpopulation, can change one’s perception of eating bugs.
Eating insects can be very adventurous if you don't have to look at the bug in the eye as you are
eating it at a *Pestaurant.
6 In conclusion, many well-documented reports reveal that edible insects are important for
their nutritional value, an option to fight malnutrition, and an alternative to combat obesity. All
of this information can be true, but the consumption of edible bugs in the United States and
Puerto Rico will be a very slow process regardless of their nutritional benefits. Perhaps,

aggressive advertisements and free insect samples in salads, wraps, candy, and muffins can
change the way people in the West view insect consumption.
* The Pestaurant was introduced by Rentokil to help educate people about the health benefits of an insect-rich
diet.
Post Reading
Exercise 3
Answer the questions.
1 The topic of this essay is _____________________. What is the hook?__________________
2. What is the thesis statement?___________________________________________________
_____________________________________________________________________________
3. Write the topics in:
paragraph 2_________________________________________________________________
paragraph 3_________________________________________________________________
paragraph 4_________________________________________________________________
4. In paragraph 2, write three reasons that support the topic_____________________________
_____________________________________________________________________________
5. Which paragraph presents a counterargument? ____________What is the counterargument?
____________________________________________________________________________
6. The writer refutes the counterargument by showing that it is invalid. What is the writer’s
refutation?________________________________________________________________
____________________________________________________________________________
7. Write the restated thesis statement.______________________________________________
____________________________________________________________________________
8. Reread the concluding paragraph. What is the writer’s opinion about this issue?

____________________________________________________________________________
Exercise 4
Look at the example:
Walking, as an exercise, has been overrated as the best exercise to maintain a healthy lifestyle.
However, research shows that while it has many benefits for some people, it also harms others.
Following are some advantages (Pros) and disadvantages (Cons)
Write Three Ideas in Favor Write Three Ideas Against
Burns calories Provides insufficient exercise for some

people
Help you to lose weight Not recommended for people with existing
injuries to their knees, feet, or ankles.
Reduces your risk of heart disease and Neglects the upper body
stroke
Tones up legs, buttocks, and stomach
Complete each exercise.
Before you write your essay, research the topic and save your information. If you need support
from the facilitator or peers to understand the topic-JUST ASK-we will help you.
Helpful hint: It is very possible that you can select your counterargument from your pro or con
reasons.

1. Encouraging children to cook is a very debatable issue. Many parents complain about
their lack of time to teach their children to cook while others look at the short and long
term benefits of this great learning experience.
Write Three Benefits Write Three Disadvantages
2. Should students be allowed to have cell phones in elementary school?
Write Three Reasons in Favor Write Three Reasons Against
3. Most states allow people to get a driver’s license at the age of 16. Some people feel that 16
is too young for the responsibility that comes with driving a car and that teenagers should
not be allowed to drive until the age of 18. In your opinion, at what age should people be
allowed to drive, and why?

4. Public schools in the United States do not require a mandatory school uniform. Should
school uniforms be required in all public schools in the United States. Use specific reasons
and examples to support your position.
The following Argument Essay topic has more negative (Cons) reasons than positive ones.
5. Texting while crossing the street has become illegal in many cities in the United States. Fines
range from $15-$99, depending on how many times you have violated that law. Should
texting while walking be illegal in all states, including Puerto Rico?

After you have completed the previous exercise, you will follow the argument essay writing
outline to write your six paragraph essay.
Recommended thesis statements:
1. Children should (should not) be encouraged to cook because …R1___,__R2_____,
and R3_____.
2. Students should (should not) be allowed to have cell phones in elementary school
because …R1___,__R2_____, and R3_____.
3. People should (should not) be allowed to drive at 16 because …R1___,__R2_____,
and R3_____.
4. School uniforms should (should not) be required in public schools in the United States
because …R1___,__R2_____, and R3_____.
5. Texting while crossing the street should (should not) be legal in all states, including
Puerto Rico, because …R1___,__R2_____, and R3_____.

THE SIX PARAGRAPH ARGUMENT ESSAY OUTLINE
Title:________________________________________________________________________
INTRODUCTION
_____________________________________________________________________________
Sentence 5: Thesis statement with three reasons (Pro or Con)________________
BODY
Paragraph 2 Reason 1 Pro or Con (from thesis statement)_____________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Paragraph 5 Counterargument-Opponents say that…_______________________________
_____________________________________________________________________________
Refutation-However,…_____________________________________________
_____________________________________________________________________________

CONCLUSION
Paragraph 6 Sentence One: Restated Thesis Statement with three reasons
______________________________________________________________________
Last Sentence (s): Opinion ___________________________________________
in each sentence. www.grammarbook.com/punctuation/capital.asp

PART FOUR
THE REACTION OR RESPONSE ESSAY
The four paragraph reaction or response essay is an evaluation of a work of art or a
prompt (quotes, photos, a video, a film, news event or article) that you are observing. A reaction
or response essay focuses on your feelings, opinions, and personal observation about the
specific prompt. When you are writing a reaction or response essay, you will summarize the
prompt, and then provide your personal thoughts, feelings, and impressions. For example, if you
observe something interesting or shocking in a photo or on the news, you might write a reaction
or response essay that expresses your viewpoint. A reaction or response essay is written from
the first person (I) point of view. You can and should use phrases like “I thought” and “I
believe” when you are writing your essay, especially in paragraphs two and three. You can use,
but are not limited to including the following phrases in your reaction or response essay.
1. Use in paragraph one for the thesis statement:

 After observing the prompt… or
 After reading the article… or
 After watching the film, movie, news event,
documentary,…
o I think that…
o I believe that…
o I see that …
o I feel…
o I was really surprised (shocked,
amazed, bewildered, saddened,
impressed, filled with awe and
admiration, etc.)…
2. Use in paragraphs two and three:

o I think that…
o I believe that…
o I see that …
o I feel…
o I was really surprised (shocked, amazed,

bewildered, saddened, impressed, filled
with awe and admiration, etc.)…
o It seems that
o In addition,
o For example,
o Moreover,
o However,
3. Use in paragraph four (conclusion):

o Consequently,
o Finally,
o In conclusion,
o In my opinion,
THE FIRST PARAGRAPH
The first sentence of a reaction or response essay must identify the author
(photographer, artist, reporter, etc.), title of the work (quotes, photos, a video, a film, news
event), the publisher / website, publication date, and a brief introduction to the summary
of the work (see example on page 52). The connecting information (sentences 2-7) contains a
summary of the prompt. The last sentence of your introductory paragraph must include a thesis
statement with your two reactions or responses. The introduction must contain all the basic
information in one paragraph as illustrated below.
INTRODUCTION
This sentence should give the title, author,

Paragraph 1: Sentence 1 publication date, publisher or website that you read
and a brief introduction to your summary.
These sentences provide a summary of what you are

Paragraph 1: Sentences 2-7 observing, have read, or watched.
This sentence is your thesis statement with your two

Paragraph 1: Sentence 8 reactions or responses. You must include one of the
statements recommended in the chart on page 47.

THE FOUR PARAGRAPH REACTION OR RESPONSE ESSAY
Introduction (Paragraph 1) = title, author, publication date, publisher or website,

summary, thesis statement with two reactions or responses
Paragraph 2 (reaction 1 in the first sentence)
Body
Conclusion (Paragraph 4) = restated thesis statement with two reactions or responses;

PARAGRAPH 1: A SUMMARY OF THE PROMPT
To develop the first paragraph of your essay:
 Identify the author, the title of the prompt, the publisher, and publication date.
 Write a summary of the work.
 Keep the summary objective and factual. Write only what you see and not what you
feel.
 Include your two personal reactions only in the thesis statement.
PARAGRAPHS 2 and 3: YOUR REACTION TO THE PROMPT
To develop the second and third paragraphs:
 Focus on the two reactions in your thesis statement. You must use “I” in each reaction
sentence.
 Explain how the prompt relates to your life, knowledge, awareness, experiences,
feelings, and ideas. For instance, what emotions did the prompt provoke in you?
 Does the prompt increase your understanding of a particular issue? Does it change your
perspective of what you have observed in any way?

 Evaluate the merit of the prompt: the importance of its points, accuracy, completeness,
organization, etc.
PARAGRAPH 4: YOUR CONCLUSION
 To develop the conclusion in the fourth paragraph, restate your thesis statement and
provide your opinion.
When You Are Writing Your Essay:
 Apply the four basic standards of effective writing (unity, support, coherence, and clear,
error-free sentences).
 Make sure that paragraph two includes reaction one, and paragraph three includes
reaction two. Use “I” in the first sentence in each paragraph.
 Support your reactions with specific reasons and details. Statements such as "I found the
prompt very interesting because it…" provide specific evidence that shows why you
feel as you do.
 Edit the essay carefully for errors in grammar, mechanics, punctuation, word use, and
spelling.
Note: We have discussed the basic requirements of the Reaction or Response Essay. Before
reading, discussing, and writing about the first prompt, The 2004 Indian Ocean Tsunami,
focused on the reporter’s five questions (interrogative words) or the five Ws (who, what,
where, when, why) and one H (how). The answers to these interrogative words should be
accurate, can be very valuable to collect and synthesize information, and to have a better

understanding of the prompt. The exact answers will help you to gain a deep understanding of
the prompt so that you can address it properly and write your summary in paragraph one.
For example:
 What do you see? What happened?
 Who is involved?
 Where did it take place?
 When did it take place?
 Why did that happen?
 How did it happen?
THE FOUR PARAGRAPH REACTION OR RESPONSE ESSAY
Introduction (Paragraph 1) = title, author, and publication date, publisher or website,

summary, thesis statement with two reactions or responses
Body
Conclusion (Paragraph 4) = restated thesis statement with two reactions or responses;

Exercise 1
The following reaction essay is based on the article, The 2004 Indian Ocean Tsunami, (pp. 70-
72) by Kallie Szczepanski. Read the article.

The 2004 Indian Ocean Tsunami
Kallie Szczepanski, 2016, http://asianhistory.about.com From:Free Pictures - 2004 Tsunami in Indonesia

Paragraph 1: In the updated 2016 article, The 2004 Indian Ocean Tsunami, in
Four
components asianhistory.about.com, Kallie Szczepanski narrates the terrible events of
December 26, 2004 in Indonesia and neighboring countries. She provides
specific information about a series of events that began with a powerful 9.1
underwater earthquake. The force of the earthquake was followed by a powerful
tsunami with 80-100 foot waves that destroyed the sea shores and low lands.
Body
The deadly tsunami waves produced horrific results which led to massive death
and destruction. The 2004 tsunami has been recorded as the worst disaster in
the history of the Indian Ocean. After reading the article, I was surprised by
Thesis
Statement the fact that there were no tsunami warnings in the coastal zones and alarmed
by the extremely high death toll.

Paragraph 2: I was surprised to learn that there were no tsunami warnings. Unlike the
Reaction 1
Pacific Ocean that has buoys that warn authorities of earthquakes and tsunamis,
I did not know that the Indian Ocean did not have these warning systems.
Supporting
details People who lived close to the epicenter had less than ten minutes to seek shelter
before the giant waves struck the shore lines. However, people who did not feel
the earthquake, or were warned about the impending threat of the huge wall of
water, were carried away by the tsunami waves.
Paragraph 3: I was also alarmed by the extremely high death toll. Thousands of
Reaction 2
people who lived in the coastal areas were swept away by the force of the
Supporting waves. Consequently, an estimated 230,000 to 260,000 people died in the 2004
details
Indian Ocean earthquake and tsunami disaster. A small portion of those who
perished were celebrating the Christmas holidays with their family at the
beaches of Thailand, Sri Lanka, and Indonesia. I was very saddened by the
human loss and mass destruction.
Paragraph 4: To conclude, the lack of a tsunami warning system and the extremely
Conclusion
Restated high death toll are the two major reasons why this disaster has been the worst
Thesis
Statement in the Indian Ocean. I believe that this catastrophic tragedy showed poor
judgement on behalf of the agencies that are responsible for the welfare of their
Opinion
countries. They failed to foresee the multiple effects that underwater

earthquakes have in their region and lived to see the consequences of their
negligence. Since that disastrous event, officials have worked hard to install a
tsunami warning system to protect people in the Indian Ocean.
Exercise 2
1. What does sentence one in paragraph one include?

_____________________________________________________________________________
2. Which sentences summarize the prompt?__________________________________________
3. Write the two reactions. _______________________________________________________
4. What is paragraph two about? __________________________________________________
5. What is paragraph three about? _________________________________________________
6. In which paragraph is the restated thesis? _________________________________________
Based on the article on pages 70-72, utililze for the four paragraph reaction essay to answer the
following questions.
1. Who wrote the article?________________________________________________________
2.When and where was it published?_______________________________________________
3. Why was there a Tsunami?_____________________________________________________
4. What happened to the coastal areas around the Indian Ocean basin?
_____________________________________________________________________________
_____________________________________________________________________________
5. How many people were killed?__________________________________________________

6. Name the countries that were affected by this event?_________________________________
_____________________________________________________________________________
7. Why did many people die?_____________________________________________________
8. What have the authoriities of the neighboring countries done to protect people from a similar
tragedy?
________________________________________________________________________

Exercise 3
Hurricane Maria Devastates Puerto Rico
Photo by: @Jennifer2012 wsws.org

September 20, 2017
1. Describe everything that you see in the photo. (write ten sentences)
_____________________________________________________________________________
_____________________________________________________________________________
2. Write a summary of the prompt.
_____________________________________________________________________________
_____________________________________________________________________________

4. What two specific reactions can you write about the prompt?
_____________________________________________________________________________
_____________________________________________________________________________
5. Use some of the phrases on page 47 to express your feelings or perception about the
image._______________________________________________________________________
_____________________________________________________________________________
6. Write a conclusion for the prompt.
_____________________________________________________________________________
_____________________________________________________________________________
7. Use the Reaction or Response Essay Outline to write your essay. (page 69)
Recommended sentence pattern for sentence one, paragraph one:
The prompt, ________________, taken on_______________by______________and posted on

title date photographer
___________illustrates _____________________________.
website short summary
Recommended sentence pattern for the thesis statement, paragraph one:
After observing the prompt, I ________________and _________________.

reaction 1 reaction 2

Exercise 4
Helping the Homeless
By Gary Dee, October 1, 2008

Free image:https://commons.wikimedia.org
1. Describe what you see in the photo. (write ten sentences)
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

image._______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Exercise 5
The following prompt is based on the article Karen Long Neck Villages in Thailand. Before you
write your essay, read pages 72-74. It will be easier to write your summary, react to the prompt,
and develop your two reactions. If you want to learn more about these women, there are more
images, information, and YouTube videos on Internet. You may want to share your information
with your peers.

Karen Long Neck Villages in Thailand
By Katie Foote, March 11, 2014

http://Epicureandculture.Com/Thailand-Long-Neck-Women/

1. Describe what you see in the photo(write ten sentences)
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
image._______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Note: Read the article on pp.70-72 . It can help you with your reactions to the prompt.
Recommended sentence patterns for sentence one, paragraph one:
A. The prompt, _____________, taken on_________by_________and posted on

___________illustrates _____________________________.



Exercise 6
Above and Below
By Katherine Schulten, September 29, 2016

https://www.nytimes.com
This is a free illustration from The New York Times Learning Network. Observe the prompt
and all the details that it includes. First, evaluate the activity that is illustrated in the upper half
of the prompt. Second, identify all the artifacts that you see in the bottom half of the prompt.
1. Describe what you see in the upper half of the image. (write at least six sentences)
_____________________________________________________________________________
_____________________________________________________________________________
2. Describe what you see in the lower half of the image. (write at least six sentences)
_____________________________________________________________________________
_____________________________________________________________________________

You might want to include a transional sentence that connects the upper part of the illustration
with the lower half. For example: In the lower half of the illustration, there are…
_____________________________________________________________________________
_____________________________________________________________________________
4. What two reactions can you write about the prompt?
_____________________________________________________________________________
_____________________________________________________________________________
image._______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
7.Use the Reaction or Response Essay Outline to write your essay. (page 69)
B. The prompt, _____________, illustrated by_________ on___________ and posted on

title illustrator date
___________shows _____________________________.


Exercise 7
Education for Planet and People
Source: UNESCO, 2016

From: Wikimedia Commons: https://commons.wikimedia.org/

1. Write what you see in the photo. (at least ten sentences)
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. What do you think this image is saying?
_____________________________________________________________________________
_____________________________________________________________________________
image._______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Exercise 8
Obvious Water Pollution
Photo by Stephen Codrington, July 12, 2005

Wikimedia.org
1. Describe eveything that you see in the photo. (at least ten sentences)
_____________________________________________________________________________
_____________________________________________________________________________

2. Write a summary of the prompt
_____________________________________________________________________________
_____________________________________________________________________________
3. What do you think this image is saying? Write a summary of the prompt.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
image._______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
The prompt, ________________, taken on_______________by______________and posted on

___________illustrates _____________________________.


THE FOUR PARAGRAPH REACTION OR RESPONSE ESSAY OUTLINE
Title: _______________________________________________________________________
INTRODUCTION
Paragraph 1 Sentence 1: Identify the author, title of the prompt, the publisher and publication
date and a brief summary of what you see.
Sentences 2-7: Summary__(write only what you see)_____________________
_____________________________________________________________________________
Sentence 8: Thesis statement with two reactions or responses________________
BODY
Paragraph 2 Reaction 1 (from thesis statement). (Use some of the phrase from page 47)
Supporting details: (from 3-5 sentences)________________________________
_____________________________________________________________________________
Paragraph 3 Reaction 2 (from thesis statement). Use some of the phrase from page 47.
Supporting details: (from 3-5 sentences)________________________________
_____________________________________________________________________________
CONCLUSION
Paragraph 4 Sentence One: Restated Thesis Statement with two reactions or responses_____
Last Sentence (s): Opinion __________________________________________

The following two articles have been included to help support your understanding of the topics.
They are an example of a type of prompt (news article) that is used to write a reaction essay.
They have not been edited.

By Kallie Szczepanski
Updated September 06, 2016
The 2004 Indian Ocean Tsunami
December 26, 2004 seemed like an ordinary Sunday. Fishermen, shopkeepers, Buddhist
nuns, medical doctors, and mullahs, all around the Indian Ocean basin, went about their
morning routines. Western tourists on their Christmas holiday flocked to the beaches of
Thailand, Sri Lanka, and Indonesia, reveling in the warm tropical sun and the blue waters of the
sea.
Without warning, at 7:58 am, a fault along the seafloor 250 kilometers (155 miles)
southeast of Banda Aceh, in the state of Sumatra, Indonesia, suddenly gave way. A magnitude
9.1 underwater earthquake ripped along 1,200 kilometers (750 miles) of the fault, displacing
parts of the seabed upward by 20 meters (66 feet), and opening a new rift 10 meters deep (33
feet).
This sudden movement released an unimaginable amount of energy - equivalent to

approximately 550 million times the atomic bomb dropped on Hiroshima in 1945. When the
seafloor shot upward, it caused a series of huge ripples in the Indian Ocean - that is, a tsunami.
The people closest to the epicenter had some warning about the unfolding catastrophe -
after all, they felt the powerful earthquake. However, tsunamis are uncommon in the Indian
Ocean, and people had only about 10 minutes to react. There were no tsunami warnings.
Around 8:08 am, the sea suddenly drew back from the earthquake-devastated shores of
northern Sumatra. Then, a series of four enormous waves crashed ashore, the highest recorded
at 24 meters tall (80 feet). Once the waves hit the shallows, in some places the local geography
channeled them into even larger monsters, as much as 30 meters (100 feet) tall.
The seawater roared inland, scouring large areas of the Indonesian coastline bare of
human structures, and carrying away an estimated 168,000 people to their deaths. An hour later,
the waves reached Thailand; still unwarned and unaware of the danger, approximately 8,200
people were caught by the tsunami waters, including 2,500 foreign tourists.

The waves overran the low-lying Maldive Islands, killing 108 people there, and then
raced on to India and Sri Lanka, where an additional 53,000 people perished about two hours
after the earthquake. The waves were still 12 meters (40 feet) tall. Finally, the tsunami struck
the coast of East Africa some seven hours later. Despite the lapse of time, authorities had no
way to warn the people of Somalia, Madagascar, the Seychelles, Kenya, Tanzania and South
Africa. Energy from the quake in far-off Indonesia carried away approximately 300 to 400
people along Africa's Indian Ocean coast, the majority in Somalia's Puntland region.
Altogether, an estimated 230,000 to 260,000 people died in the 2004 Indian Ocean
earthquake and tsunami. The quake itself was the third-most powerful since 1900, exceeded
only by the Great Chilean Earthquake of 1960 (magnitude 9.5), and the 1964 Good Friday
Earthquake in Prince William Sound, Alaska (magnitude 9.2); both of those quakes also
produced killer tsunamis in the Pacific Ocean basin. The Indian Ocean tsunami was the most
deadly in recorded history.
Why did so many people die on December 26, 2004? Dense coastal populations
combined with a lack of tsunami-warning infrastructure came together to produce this horrific
result. Since tsunamis are much more common in the Pacific, that ocean is ringed with tsunami-
warning sirens, ready to respond to information from the tsunami-detection buoys arrayed
across the area. Although the Indian Ocean is seismically active, it was not wired for tsunami
detection in the same way - despite its heavily-populated and low-lying coastal areas.
Perhaps the great majority of the 2004 tsunami victims could not have been saved by
buoys and sirens. After all, by far the largest death toll was in Indonesia, where people had just
been shaken by the massive quake, and had only minutes to find high ground. Yet more than
60,000 people in other countries could have been saved; they would have had at least an hour to
move away from the shoreline - if they had had some warning. In the years since 2004, officials
have worked hard to install and improve an Indian Ocean Tsunami Warning System. Hopefully,
this will ensure that the people of the Indian Ocean basin will never again be caught
unexpectedly while 100-foot walls of water barrel toward their shores.

Karen Long Neck Villages in Thailand
From: http://www.bigboytravel.com/asia/thailand/karen-long-neck-villages/ and

http://epicureandculture.com/thailand-long-neck-women/
The Karen are a tribal group who have historically lived in the hills on the Myanmar
(formerly Burma) side of the Thai border. There are some 300,000 of them, mainly in the
Northern provinces. They live in bamboo or teak houses built on stilts and most Karen
villagers engage in farming and keeping animals like pigs and chickens. Most Karen are
animist, the belief that things in nature, e.g., trees, mountains, and the sky have souls or
consciousness, although many have been converted to Buddhism or Christianity.
Two decades ago, an intensifying civil war between Karenni separatists and the
Burmese army caused Kayan residents to flee Myanmar. Thailand granted the Kayans
temporary stay under “conflict refugee” status. Now, the 500 or so Kayans (also known as
Padaung people) live in guarded villages on the northern Thai border. Some Padaungs moved to
these artificial hill tribe residencies with work permits to make a living on tourism. But without
citizenship, Kayans have limited access to utilities such as electricity, roads, health care, and
schools for education. Furthermore, Thai authorities refuse to allow Kayans to resettle outside
tourist villages, claiming they are economic migrants and not real refugees.
Best recognized for their elongated necks, the Karen women wear heavy brass rings
(coils) around their necks, forearms, and shins (the front part of the leg from below the knee to
above the ankle). While the Karen men are mainly field workers and farmers, the women have a
rich history of crafting from wood carving to weaving. Overall, the Long Neck Tribes live a
rugged, tedious, and simple lifestyle, but the fruits of their labor are colorful and very lively.

Karen women are known for their weaving skills. They produce colorful handmade
clothing and several kinds of handicrafts. Karen’s also produce some of the finest handmade
silver products, which contain more than 99% pure silver. Married Karen women wear very
colorful clothes, mostly red and blue, while single women wear plain white.
Photo by Dr. Evelyn Martinez, 2015

Thailand
There are still around 40,000 Karen members today, but thousands have had to flee from
Burma over the decades due to political unrest. Fleeing to Thailand was a very safe choice for
many, but the ones that came are largely illegal immigrants and do not have options for gaining
Thai citizenship. While things are much better for the Karen that have fled from Burma, the
lack of opportunity for the Long Necks has confined the groups to small pockets separate from
most of modern Thailand. On the one hand, it is beautiful that they have been able to keep their
traditions alive, and on the other, it is a struggle to balance the new world with the old.

Why Do the Karen Have Long Necks?
An ancient legend claims that the rings protected villagers from tiger attacks since the
cats attack victims at the neck. Another theory said the rings helped ward off men from rival
tribes by lessening the women’s beauty weight. While it may seem that the Karen women have
unusually long necks, today, people believe the opposite– the longer their neck, the more
beautiful the woman—and Kayans wear the golden coils as an accessory. Kayan long neck
women wear the rings from childhood, starting at the age of four and adding more rings
annually as they acclimate to the increased traditional brass rings, weighing up to 25 pounds,
depress the chest and shoulders and rib cages down, just making their necks seem longer. The
brass rings, which are also around their shins (the front part of the leg from below the knee to
above the ankle) and arms, are made out of one solid pieces of metal making them quite heavy.
This creates the illusion of a disembodied head suspended over a shimmering pedestal of gold
rings. Contrary to popular belief, the coils (rings) don’t lengthen the neck itself, and thus can be
removed without the neck snapping. Yet, women still wear these coils year round with few
exceptions, even while sleeping. Each time a woman adds a ring to her neck, she is fitted with a
new neck piece that coils around and around. Many women have over 25 rings on their necks.
Why Do the Women Do It?
The biggest reason why the Karen women put themselves through the neck lengthening
routine is simply tradition. While there are some of the women that need to stick with the
tradition to make money since they are refugees, there are other women that do it just to hold
onto their heritage. In the early days of the Long Necks, the practice of the brass rings was

started not just for beauty, but also to protect against tigers, and in some cases, just because
the village leader said he preferred it. Today many of the young Karen women are breaking
with tradition, and it is estimated that the neck lengthening practice only has a few generations
of life left.

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A Note about Wikipedia Commons
This file is licensed under the Creative Commons Attribution-Share Alike 4.0
International license.
You are free:
 to share – to copy, distribute and transmit the work

 to remix – to adapt the work
Under the following conditions:
 attribution – You must attribute the work in the manner specified by

the author or licensor (but not in any way that suggests that they
endorse you or your use of the work).
 share alike – If you alter, transform, or build upon this work, you may
distribute the resulting work only under the same or similar license to
this one.

APPENDIX A: RUBRICS
Rubric 1: Cause and Effect Essay Test
Rubric 2: Argument Essay Test
Rubric 3: Reaction or Response Essay Test
Rubric 4: Reading Aloud Evaluation for tests 1, 2, and 3

Cause/Effect Essay Test Rubric 100 points
English 153 Dr. Evelyn Martínez / Dr. Juanita Rodríguez
Paragraph 1 Hook, two-three connecting sentences, Sentence structure, correct word usage, spelling (20 points)
stated thesis statement with three (3) causes
or three (3) effects)
1-10 points
1-10 points
Paragraph 2 Cause or Effect 1 in topic sentence. Three- Sentence structure, correct word usage, (20 points)
four supporting sentences spelling and connectors
1-10 points 1-10 points



Paragraph 5 Re-stated thesis statement with three (3) Sentence structure, correct word usage, (20 points)
causes or three (3) effects. Your opinion. spelling
Note: The use of Spanish in the essay test will significantly affect the test grade.

Argument Essay Test Rubric 100 points
English 153
Dr. Evelyn Martínez / Dr. Juanita Rodríguez
Paragraph 1 Hook, two-three connecting sentences, Sentence structure, correct word usage, spelling (16 points)
stated thesis statement with three (3)
reasons in favor or three (3) reasons against
1-8 points
1-8 points
Paragraph 2 Reason1 in topic sentence. Three-four Sentence structure, correct word usage, (16 points)
supporting sentences spelling and connectors

Paragraph 3 Reason 2 in topic sentence. Three-four Sentence structure, correct word usage, (16 points)

Paragraph 4 Reason 3 in topic sentence. Three-four Sentence structure, correct word usage, (16 points)

Paragraph 5 Counterargument in sentence 1 Sentence structure, correct word usage, (20 points)
Refutation in 2nd or 3rd sentence spelling and connectors
1-10 1-10 points

Paragraph 6 Re-stated thesis statement with three (3) Sentence structure, correct word usage, (16 points)
reasons. Your opinion spelling
1-8 points
1-8 points

Reaction Response Essay Test Rubric 100 points
English 153
Dr. Evelyn Martínez / Dr. Juanita Rodríguez
Paragraph 1 Summary of the prompt; connecting Sentence structure, correct word usage, (1-40 points)
sentences, stated thesis statement with two spelling
(2) reactions

Paragraph 2 Reaction 1 in topic sentence. Three-four Sentence structure, correct word usage, (1-20 points)

Paragraph 3 Reaction 2 in topic sentence. Three-four Sentence structure, correct word usage, (1-20 points)

Paragraph 4 Re-stated thesis statement with two (2) Sentence structure, correct word usage, (1-20 points)
reactions; opinion on the effectiveness of spelling
the prompt

Name ________________________________ Student #________________________________
Section ________________________________ Dates: _________________________________ _
Professor_______________________________ _________________________________
_________________________________
English 153
Oral Reading Rubric (30 points each)
1 (Poor) 2 (Satisfactory) 3 (Good) Cause- Argument Reaction Total
Effect Response
Organization Student does not Student presents Student presents information in
present information information in logical logical, interesting sequence which
5 points in logical sequence. sequence which audience audience can easily understand.
can follow.
1-2 points 3-4 points 5 points

Preparedness Student is not at all The student is somewhat Student is completely prepared.
5 points prepared to present. prepared
1-2 points 3-4 points 5 points
Elocution Student mumbles, Student's voice is low. Student uses a clear voice and
incorrectly Student incorrectly correct, precise pronunciation of
20 points pronounces terms, pronounces terms. terms so that all audience members
and speaks too quietly Audience members have can hear presentation.
for students in the difficulty hearing
back of class to hear. presentation.
1-5 points 6-10 points 11-20 points
Oral 1:
Oral 2:
Oral 3:

APPENDIX B: TEMPLATES
PRE-TEST
English 153
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HOMEWORK ASSIGNMENTS
English 153 Homework

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CAUSE-EFFECT TEST ATTENDANCE SHEET
English 153 Date:

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ARGUMENT TEST ATTENDANCE SHEET
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REACTION OR RESPONSE TEST (POSTTEST) ATTENDANCE SHEET
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UNIVERSIDAD DEL TURABO
SCHOOL OF LIBERAL ARTS AND GENERAL EDUCATION
ENGLISH DEPARTMENT
COURSE GUIDE
Course Code: ENGL 153
Course Title: Advanced Communicative English
CRN:
Section: Days: Hour:
Professor:
Contact Information:
Office Hours:
Description: This is a performance course designed to improve writing and oral

communication skills in English. Students will learn how to choose a topic, gather information
and ideas, create topic sentences, construct a thesis statement, and write three different types
of essays. They will read aloud essays in class. The course also provides writing models,
guided structured activities, and integrated grammar lessons.
General Objectives:
 analyze the structure and function of different types of essays

 develop and construct an introduction, body, and conclusion of different essay styles
 create a clear and effective hook and thesis statement
 construct clear, effective topic sentences with relevant supporting details
 evaluate and write logical, cohesive and coherent, cause-effect, argumentative essay
and reaction/response essays
 apply appropriate grammar and writing mechanics to each essay type
 react, respond, and summarize a prompt from quotes, photos, paintings, news events,
etc.
 read aloud different types of essays
Thematic Content:
Week 1 Introduction to course (overview); free writing exercise (assessment); Pre-test
Week 2 The introductory paragraph (hook, connecting information, and thesis

statement); Introduction to the Cause-Effect Essay); homework assignment

Week 3-4 Cause / Effect Essays; homework assignments
Oral Presentation practice on a written essay
Week 5 Oral Presentation Evaluation; Cause / Effect Essay Test
Week 6-7 Argumentative Essays; homework assignments

Oral Presentation practice on a written essay
Week 8- 9 Oral Presentations or Debates
Week 10 Midterm Argumentative Essay Test and Oral Readings
Week 11-14 Reaction/Response Essays; homework assignments

Oral Presentations on written essays
Week 15 Final Reaction / Response Essay Test and Oral Presentations
Methodology:
The professor’s primary role is to coach and facilitate student learning to develop the essential
skills to write well-crafted cause-effect, argumentative and reaction-response essays. Student
learning will be measured through class discussions and participation, homework assignments,
in-class guided essay writing, and oral presentations. Reading aloud in class will be
emphasized. Additionally, the course will require utilizing the physical and virtual libraries,
Blackboard, and Internet.
Evaluation:
 Evaluation I: The Cause-Effect Essay 25% (100 points)

 Evaluation II: Departmental Midterm Exam: The Argumentative Essay 25% (100 points)
 Evaluation IIII: Three Read Aloud Presentations (Cause-Effect, Argumentative and
Reaction/Response (30 pts. each)=90 points and 10 points for homework
assignments) 25% (100 points)
 Departmental Final Exam: The Reaction/Response Essay 25% (100 points)
Total 100 % (400 points)
Grade Distribution: 100-90% A / 89-80% B / 79-70% C / 69-60% D / 59-0% F
Required Materials available on Blackboard:
Martinez, Evelyn. 2018 edition. English 153 Essay Manual. Caguas, Puerto Rico.
Rodriguez, Juanita. (2017). English 153 Modules. Sistema Universitario
Ana G. Mendez.

Additional Requirements:
 Course work will be posted on the Blackboard Platform. It will include the course guide,
English 153 Essay Manual (2018 edition), course materials, modules, assignments,
specific test dates and general information.
 Students must bring a printed copy of the English 153 Essay Manual, revised
2018.
 Students must activate and access their SUAGM e-mail account for this course.
 Student test grades can be accessed through the miTurabo page.
General Rules: Attendance and homework assignments are essential. The student is
responsible for all classwork and homework assignments. Arrangements for one missed exam
must be made with the professor upon presentation of a valid excuse.
Lack of academic honesty, plagiarism or fraud will be sanctioned in accordance with university
rules and regulations.
Any student that requires reasonable accomodation should request it at the corresponding
university office and notify the professor. For information about the Americans with Disabilities
Act (ADA) and reasonable accomodation visit: http://www.suagm.edu/turabo/
Tutoring is available in the Reading and Writing Center (Centro de Lectura y Redacción), the
Open English Center, Complementary Services Program (Programa de Servicios Educativos
Complementarios), the Supplementary Instruction Tutoring Program (Programa de Instrucción
Complementaria) and Title V+H (Titulo V+H Casa).

English 153 Essay Manual May 2018 Revised

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UNIVERSIDAD DEL TURABO

SCHOOL OF LIBERAL ARTS AND GENERAL EDUCATION

ESSAY WRITING MANUAL

DR. EVELYN MARTINEZ

English 153 Essay Writing Manual by Dr. Evelyn Martinez Page ii

Dr. Evelyn Martinez is a Full Professor in the School of Liberal Arts

ABOUT THE EDITOR:

ABOUT THE AUTHOR AND EDITOR iii

Read Aloud Activities vi

Time on Task vii

Tutoring Services’ Centers viii

PART ONE THE ESSAY 1

The Thesis Statement 4

Example Essay 1: “The San Sebastian Street Festival” 7

Understanding the Writing Process: The Seven Steps 14

General Essay Outline 15

PART TWO THE CAUSE OR EFFECT ESSAY 16

Example Essay 1: “Technology and Education” 18

Cause or Effect Connectors 21

Example Essay 2: “Cancer Risk Factors” 23

The Five Paragraph Cause or Effect Outline 30

English 153 Essay Writing Manual by Dr. Evelyn Martinez Page iv

Writing in favor (pro argument) or against (con argument) 31

Counterargument and Refutation 32

Example Essay 1: “The Issue of Teenagers and Smoking Cigarettes” 34

Example Essay 2: “The Benefits of Eating Insects” 37

The Six Paragraph Argument Essay Outline 45

PART FOUR THE REACTION OR RESPONSE ESSAY 47

The First Paragraph 48

Paragraph 1: A Summary of the Prompt 49

Paragraphs 2 and 3: Your Reaction to the Prompt 49

Paragraph 4: Your Conclusion 49

Example Prompt and Essay 1: “The 2004 Indian Ocean Tsunami” 52

Prompt: Hurricane Maria Devastates Puerto Rico 56

Prompt: Helping the Homeless 58

Prompt: Longneck Women of Hill Tribes, Thailand 60

Prompt: Above and Below 63

Prompt: Education for Planet and People 65

Prompt: Obvious Water Pollution 67

The Four Reaction or Response Essay Outline 69

Additional Readings that Support Some Prompts 71

English 153 Essay Writing Manual by Dr. Evelyn Martinez Page v

The Five Paragraph Cause or Effect Essay 30

The Six Paragraph Argument Essay 45

The Four Paragraph Reaction or Response Essay 68

Rubric 1: Cause and Effect Essay Test 83

Rubric 2: Argument Essay Test 84

Rubric 3: Reaction or Response Essay Test 85

Rubric 4: Reading Aloud Evaluation for tests 1, 2, and 3 86

English 153 Course Guide 91

English 153 Essay Writing Manual by Dr. Evelyn Martinez Page vi

their essay tests).

The teaching method is student-centered and focuses on a cooperative and collaborative

setting in an active learning environment. Through an active learning environment, students

pronunciation and reading skills for their reading aloud presentations.

who will guide the learning process. Students:

for discussion and essay writing

learning environment that promotes learning

 will write in every class

 will submit essay writing assignments every week

incorrect words (underlined in red)

 will enunciate or articulate sounds, words, sentences to improve pronunciation (google

voice icon, Dictionary.com, https://www.howtopronounce.com/, etc.)

 will measure their reading speed

and 4. Write that sentence here. ____________________________________________