Background: We have read and discussed multiple texts that address the issue of the rising demand on college campuses for mental health services.
Now it is time for you to join the continuing conversation by responding to the different authors’ ideas about the issue and using their arguments to inform your own.
Task: Construct a thesis-driven essay in which you respond to the following question:
How should college and university faculty and administrators respond to the increasing demand for student mental health services, and what should students do to help themselves?
Essay Length: 1200-1500 words (4-5 pages), plus a 1-2 page reflection.
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Background: We have read and discussed multiple texts that address the issue of the rising demand on college campuses for mental health services.
Now it is time for you to join the continuing conversation by responding to the different authors’ ideas about the issue and using their arguments to inform your own.
Task: Construct a thesis-driven essay in which you respond to the following question:
How should college and university faculty and administrators respond to the increasing demand for student mental health services, and what should students do to help themselves?
Essay Length: 1200-1500 words (4-5 pages), plus a 1-2 page reflection.
Sources (on Canvas):
“Declining Student Resilience” by Peter Gray
“Finding Strength” by Deborah Blum
“The Coddling of the American Mind” by Greg Lukianoff and Jonathan Haidt
“Have Smartphones Destroyed a Generation? by Jean M. Twenge
“College students are forming mental health clubs—and they’re making a difference” by Amy Ellis Nutt
The Harvard Forum: College Students and Mental Health (link to video online) https://theforum.sph.harvard.edu/events/college-students-and-mental-health/
The Chronicle of Higher Education articles
The Basics:
· Construct a thesis-driven essay in which you represent your own point of view that is responding to other points of view on the same issue.
· Incorporate at least three of the sources we examined in class (see list of sources above) into your essay.
· Represent the existing conversation in your introduction paragraph.
· Use direct quotation and summary to represent the others’ ideas and to establish, explain, and support your own view.
· Use 8th edition MLA documentation style. You must include in-text citations and provide a Works Cited page for all of your sources.
Important Dates:
Thursday, October 18: Workshop. Bring two typed and printed drafts of your essay to class. Your draft must contain your introduction paragraph, at least one body section, and the outline of your remaining points.
Tuesday, October 23: Final draft and reflection due.
Reflection: Part I should answer the following questions:
What’s your main point or perspective on the issue you are addressing? (Copy and paste your thesis statement here.)
Describe briefly the other (opposing) perspectives to which you respond.
Who is your audience?
As the author of this essay, how did you strive to come across? (Your ethos)
Part II should answer these questions:
Which peer comments did you use in your revisions? Which did you ignore? Be specific and explain why you used or ignored them.
What did you do particularly well in this essay? (You might point to a particular paragraph or even a particular sentence.) What makes this part noteworthy?
If you had more time, which part would you continue to work on? Why?
What did you think of the topic? Should it be used in future classes? Why?
Tips: In building the “Entering the Conversation” essay, keep these points in mind:
➢ To argue effectively, you need to do more than simply assert your own opinions. Rather, you need to enter the existing conversation and respond to the views of others.
➢ Based on what we have discussed in class and read in the articles, identify the existing conversation by representing it in your introduction paragraph. Explaining what others are already saying on the topic will orient your reader and pave the way to your own argument. For example: Some argue…, while others suggest
➢ Do not begin your body paragraphs with quotes from source material. Instead, use quotes and paraphrases from source material to help you explain your own points. Remember, your own argument is the star of the essay; the claims of others merely help you make your points.
➢ Anticipate a potential objection from your reader and respond to it in order to strengthen your own argument.
➢ Acknowledge that those who argue on the other side of the issue have some valid concerns. Presenting opposing views fairly actually helps you strengthen your argument and build ethos.
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