Persuasive Essay Final Draft Directions This essay explores the persuasive mode, one of the more common kinds of writing you’ll experience throughout your college and professional career. Your goal is to persuade your audience to consider your position on a controversial subject. Understand, there is seldom a definitive right or wrong answer in anything. You should anticipate the real possibility that some of your readers will not initially agree with you on your stance. Part of this essay requires that you take opposing viewpoints into consideration when making your argument. By truthfully representing the strengths of your opponent’s point of view, you show that you have considered more than one option when making your decision. This gives you more clout with your audience. Criteria The final draft of your essay should contain the following basic features: · A well-defined issue that is controversial by nature · A clear thesis statement that demonstrates the position you will be taking throughout this essay · A treatment of at least three reputable sources, at least one drawn from the EBSCO database, and at least one of them supporting your claim · A counter argument with at least one credible source defending the opposing viewpoint · A refutation to or compromise with the counter argument In addition to the above, the final draft of your essay should be: · From 900 to 1200 words in length, typed in Times New Roman, 12pt. font, double-spaced, with one inch margins · Written primarily in third person Edited for spelling, mechanical, grammatical, and typing errors Persuasive Draft Larger class sizes offer some variety alternatives to tutors in selecting students with talents and skills that match a variety of specifications in school management and extracurricular activities. School managers can assess individual expertise and recommend the best-suited learners to be assigned specialized tasks. However, the large classes present some challenges to both the tutor and student body, including overcrowding, inability to learn students at an individual level and absence of personal connections with respective faculty and students (Greenberg & Carbone, 1998). In many cases, administrators only focus on the financial implications associated with bigger numbers and neglecting core objective of producing accomplished scholars. The major drawback that students face while attending larger high school is the overcrowding issue. School administrators enroll more students to the already full learning institutions, causing a possible strain on the available social amenities. Thus, it will, in turn, create a habit of a struggle for existence and eventually leading to stiffer competition for the available resources. Right from the classroom situation to the halls of residence, learners who may not withstand the struggle in sourcing for the available tools of learning will lose out. With crowded hallways, students become overwhelmed and experience delay.

1. Persuasive Essay Final Draft Directions
This essay explores the persuasive mode, one of the more
common kinds of writing you’ll experience throughout your
college and professional career. Your goal is to persuade your
audience to consider your position on a controversial subject.
Understand, there is seldom a definitive right or wrong answer
in anything. You should anticipate the real possibility that some
of your readers will not initially agree with you on your stance.
Part of this essay requires that you take opposing viewpoints
into consideration when making your argument. By truthfully
representing the strengths of your opponent’s point of view, you
show that you have considered more than one option when
making your decision. This gives you more clout with your
audience.
Criteria
The final draft of your essay should contain the following basic
features:
· A well-defined issue that is controversial by nature
· A clear thesis statement that demonstrates the position you
will be taking throughout this essay
· A treatment of at least three reputable sources, at least one
drawn from the EBSCO database, and at least one of them
supporting your claim
· A counter argument with at least one credible source
defending the opposing viewpoint
· A refutation to or compromise with the counter argument
In addition to the above, the final draft of your essay should be:
· From 900 to 1200 words in length, typed in Times New
Roman, 12pt. font, double-spaced, with one inch margins
· Written primarily in third person
Edited for spelling, mechanical, grammatical, and typing errors
Persuasive Draft

2. Larger class sizes offer some variety alternatives to tutors in
selecting students with talents and skills that match a variety of
specifications in school management and extracurricular
activities. School managers can assess individual expertise and
recommend the best-suited learners to be assigned specialized
tasks. However, the large classes present some challenges to
both the tutor and student body, including overcrowding,
inability to learn students at an individual level and absence of
personal connections with respective faculty and students
(Greenberg & Carbone, 1998). In many cases, administrators
only focus on the financial implications associated with bigger
numbers and neglecting core objective of producing
accomplished scholars.
The major drawback that students face while attending larger
high school is the overcrowding issue. School administrators
enroll more students to the already full learning institutions,
causing a possible strain on the available social amenities.
Thus, it will, in turn, create a habit of a struggle for existence
and eventually leading to stiffer competition for the available
resources. Right from the classroom situation to the halls of
residence, learners who may not withstand the struggle in
sourcing for the available tools of learning will lose out. With
crowded hallways, students become overwhelmed and
experience delays while moving to and from classes. While in
the large classes, students will also struggle with cramped desk
space while competing with fellow students for attention
(Greenberg & Carbone, 1998).
Secondly, students in large classes easily get lost in classroom
shuffle. Administrators, teachers and support staff, are bound to
interact with tens of hundreds or thousands of learners all year
and may find it more difficult getting to recognize individual
students than their fellow small school professionals. Students
who do not feel a personal touch to one or more of their
teachers or staff members might miss the sense of brotherhood
that small schools often deliver. This evident lack of tutor-
student engagement may eventually cause students to feel like

3. none cares about them or their life in school, which demotivates
their performance in academics (Bear, Cavalier, & Manning,
2005). Highly extroverted students who miss out on classroom
activities may achieve notoriety to gain recognition in the
competitive environment. The bulk of students who might
either blend in or even isolate themselves from other, may
vanish into the shadows of the large classroom.
Lack of personal recognition impacts both the academic and
social experience of the students and this may eventually
impede their success in school (Greenberg & Carbone, 1998).
Often, the teachers may find it hard to study and analyze the
progress of each student including their challenges and possible
remedies to address. The problem can worsen when a majority
of the students are not well-behaved. In a class with the lesser
student population, there will be fewer distractions which are
beneficial for not only students but also the classroom teacher.
The teacher will never have the burden of addressing the
distractions and instead direct more time to tutor. With fewer
students, it does not mean that every student will be well-
behaved, but there will be better chances of the students not
engaging in classroom vices like talking to each other during
learning sessions. Research shows that most students that
receive enough attention from their tutors have a higher
likelihood to perform better (Bear, Cavalier, & Manning, 2005).
The contrary occurs when the instructors are unable to offer the
required attention to every student because the teachers are
outnumbered; hence, overwhelmed (Tingstrom, Sterling-Turner
& Wilczynski, 2006). Guiding discussions in a class with high
population becomes difficult as compared to smaller sized
classes. That means, teachers with a smaller group of students
can guide group discussions in classrooms leading to productive
sessions.
Furthermore, large classes face the danger of losing their
students since they tend to experience much higher dropout
rates. Personal touch with tutors and school administrators is
key to building a reputable learning environment where

4. instructors and students get to interact at a personal level. With
the well nurtured interactive setting, students get to open up on
their concerns, with the tutors creating a more personalized
touch to guide and counsel the individual learner. However, if
the environment is never conducive enough, the students might
feel isolated and thus believe that getting out of the system
would offer a solution to their predicaments. The teacher-
student relationship is a key factor that determines whether a
student will successfully graduate or repeat a particular grade
(Bear, 2008). With a smaller class, a teacher will be able to
spend more attention and individually with every student. It
may help the students have a better understanding of the subject
concepts.
Another notable challenge experienced due to higher volumes
of students is the lack of resources. Administrative problems
tend to arise when trying to meet the needs of all students
(Brooks, 1985). For instance, purchasing materials like
computers to be used by every student can be involved. Sharing
resources may affect the individual and overall institutional
performances. On the other hand, smaller classes make it easy
for the administration to plan and source for supplies enough
for each. Thus, maximum access and utilization of particular
resources influence the academic outcome of the people as well
as that of the institution.
In conclusion, school administrators should consider the pros
and cons associated with bigger classes to avoid overcrowding,
unnecessary strain on available social amenities or to even lose
their treasured students in the classroom scuffles. They should
wake up to the fact that a manageable class creates a
personalized touch between tutors and individual learners hence
creating a conducive environment that favors learning and
eventually producing a population of highly scoring students.
Draft Persuasive Essay

5. The Challenge of Larger Class Sizes
Larger class sizes offer some various alternatives to tutors in
selecting students with talents and skills that match a variety of
specifications in school management and extracurricular
activities.
School managers can assess individual expertise and
recommend the best-suited learners to be
assigned specialized tasks. However, the large classes present
some challenges to both the tutor
and student body, including overcrowding, inability to teach
students at an individual level and
absence of personal connections with respective faculty and
students (Greenberg & Carbone,
1998). In many cases, administrators only focus on the financial
implications associated with
bigger numbers and neglect core objective of producing
accomplished scholars. The major drawback that students face
while attending larger high school is the overcrowding issue.
School administrators enroll more students to the already full
learning institutions, causing
a possible strain on the available school activities open to them.
Thus, it will, in turn, create a struggle for existence and
eventually leading to stiffer competition for the available
resources.
Right from the classroom situation to the hall of residence,
learners who may not withstand the struggle in sourcing for the
available tools of learning will lose out. With crowded
hallways, students become overwhelmed and experience delays
while moving to and from classes. While in the large classes,
students will also struggle with cramped desk space while
competing with fellow students for attention (Greenberg &
Carbone, 1998). Secondly, students in large classes easily get
lost in classroom shuffle. Administrators, teachers and support
staff, are bound to interact with tens of hundreds or thousands
of learners all year and may find it more difficult getting to

6. recognize individual students than their fellow small school
professionals. Students who do not feel a personal touch to one
or more of their teachers various teach
(Instructor: You need a more general statement to open your
essay, one that previews the overall theme of the essay)
Instructor:
Meaning?
Instructor:
Are you still talking about high school? There are no residence
halls in high school.
Or staff members might miss the sense of brotherhood that
small schools often deliver. This evident lack of teacher-student
engagement may eventually cause students to feel like no one
cares about them or their life in school, which demotivates their
performance in academics (Bear, Cavalier, & Manning, 2005).
Highly extroverted students who miss out on classroom
activities
may achieve notoriety to gain recognition in the competitive
environment. The bulk of students who might either blend in or
even isolate themselves from other, may vanish into the
shadows of
the large classroom. Lack of personal recognition impacts both
the academic and social experience of the students and this may
eventually impede their success in school (Greenberg &
Carbone, 1998). Often, the teachers may find it hard to study
and analyze the progress of each student including their
challenges and possible remedies to address. The problem can
worsen when a majority of the students are not well-behaved. In
a class with the lesser student population, there will be fewer
distractions which are beneficial for not only students but also
the classroom teacher. The teacher will never have the burden
of addressing the distractions and instead direct more time to
tutor. With fewer students, it does not mean that every student
will be well-behaved, but there will be better chances of the

7. students not engaging in classroom vices like talking to each
other during learning sessions. Research shows that most
students that receive enough attention from their tutors have a
higher likelihood to perform better (Bear, Cavalier, & Manning,
2005). The contrary occurs when the instructors are unable to
offer the required attention to every student because the
teachers are outnumbered; hence, overwhelmed (Tingstrom,
Sterling-Turner & Wilczynski, 2006). Guiding discussions in a
class with high population becomes difficult as compared to
smaller sized classes. That means, teachers with a lower group
of students can guide group discussions in classrooms leading to
productive sessions. The teacher no one fewer students teach
who teachers
(Add some research to support this point).
(What about teachers large classroom size difficult)
Furthermore, large classes face the danger of losing their
students since they tend to experience much higher dropout
rates (Need data to back up)
Personal touch with tutors and school administrators is key to
building a reputable learning environment where instructors and
students get to interact at a personal level. With the well-
nurtured students open up about their concerns, with the
teachers creating a more personalized touch to guide and
counsel the individual
learner. However, if the environment is never conducive
enough, the students might feel isolated and thus believe that
getting out of the system would offer a solution to their
predicaments. The teacher-student relationship is a key factor
that determines whether a student
will successfully graduate or repeat a particular grade (Bear,
2008). With a smaller class, a teacher will be able to spend
more attention individually with every student. It may help the
students have a better understanding of the subject concepts.
Another notable challenge experienced due to larger classroom
size of students is the lack of resources. Administrative

8. problems tend to arise when trying to meet the needs of all
students (Brooks, 1985). For instance, purchasing materials like
computers to be used by every student can be difficult. Sharing
resources may affect the individual and overall institutional
performances. On the other hand, smaller classes make it easy
for the administration to plan and source for supplies enough
for each. Thus, maximum access and utilization of particular
resources influence the academic outcome of the people as well
as that of the institution. In conclusion, school administrators
should consider the pros and cons associated with bigger classes
to avoid overcrowding, unnecessary strain on available social
amenities or to even lose their treasured students in the
classroom scuffles. They should wake up to the fact that a
manageable class creates a personalized touch between tutors
and individual learners hence (Add data to support this.)
creating a conducive environment that favors learning and
eventually producing a population of
highly scoring students.
References
Bear, G.G. (2008). Best practices in classroom discipline. In
Thomas, A. & Grimes, J. (Eds.),
Best Practices in School Psychology V (1403-1420). Bethesda,
MD: National
Association of School Psychologists
Bear, G.G., Cavalier, A., & Manning, M. (2005). Developing
self-discipline and preventing and
correcting misbehavior. Boston: Ally & Bacon
Brooks, D. M. (1985). The First Day of School. Educational
Leadership, 42(8), 76-78.
Greenberg, J., & Carbone, E. (1998). Teaching Large Classes:
Unpacking the Problem and
Responding Creatively. To Improve the Academy, Paper 399
Tingstrom, D.H., Sterling-Turner, H.E., & Wilczynski, S.M.
(2006). The Good Behavior Game:

9. 1969-2002. Behavior Modification, 30, 2, 225-253.
References
Bear, G.G. (2008). Best practices in classroom discipline. In
Thomas, A. & Grimes, J. (Eds.), Best Practices in School
Psychology V (1403-1420). Bethesda, MD: National
Association of School Psychologists
Bear, G.G., Cavalier, A., & Manning, M. (2005). Developing
self-discipline and preventing and correcting misbehavior.
Boston: Ally & Bacon
Brooks, D. M. (1985). The First Day of School. Educational
Leadership, 42(8), 76-78.
Greenberg, J., & Carbone, E. (1998). Teaching Large Classes:
Unpacking the Problem and Responding Creatively. To Improve
the Academy, Paper 399
Tingstrom, D.H., Sterling-Turner, H.E., & Wilczynski, S.M.
(2006). The Good Behavior Game: 1969-2002. Behavior
Modification, 30, 2, 225-253.