Essay ideas for any subject: the "How & Why it Matters" points

     

I developed three new opening ideas/themes to help elementary, middle, high school, and college-university students who struggle with opening paragraphs for essays. And I did this because “how do I start my essay?” seems to be one of the biggest questions I hear as a teacher and instructor. So here they are, and each one has a symbol or image to use as a visual reminder. They are Personal, National, and Global. The key to each is “How does the idea I need to write about have an impact on me or the reader?How does it affect me as the writer of this essay?” And the best one that I like: establishing WHY the idea has relevance to (1) you personally, (2) your country or place where you live (city, town), and (3) the World. Planet Earth. (When you realize the idea you're writing about has relevance for the planet we live on, it can take on greater impact and significance.)

 Once you, the student, focus your attention on each of the three, you’ll find your answer—and writing your opening idea for your essay will be much easier. It's a part of brainstorming--and that is important to good writing. You have to THINK before you write--and then it becomes easier to produce an essay or paper.

First, is it Personal? Does this idea in the essay have a PERSONAL impact on you? For example, is it asking you to BUY something? That’s about $$. See the symbol? That’s M.O.N.E.Y. or whatever you use to buy things (credit, bitcoin, cash). If the idea in your essay is something that you NEED or WANT or think is worth having, and to get it, you have to BUY it in some form, then you’re PERSONALLY involved: this is about YOU. And to satisfy “your wants-needs”, you have to spend your savings, earnings, or however else you can pay for “it”. Think of it this way: if you have to open your wallet, purse, or whatever and however you carry your form of funds, that’s why it’s personal. You can’t just get it by asking someone because you have to PURCHASE IT. See? Personal-Purchase. It’s Perfect for an opening Paragraph. A variation of this: what does the idea ask you to DO? What ACTION is it asking you to take? WHY is that action important to you? HOW will the outcome make a difference in your life, and in WHAT APPROACH TO DOING IT must you take?

Second idea: does this idea have an impact on your HOME COUNTRY? Does this idea have an effect on WHERE YOU LIVE? That’s NATIONAL. Your nation. For example: “Does your country have a law or policy about…?” Or, is there a SOCIAL issue going on that people are talking about, arguing about, or commenting about in some manner? It’s NATIONAL. That is why it matters to you: because in some form, shape, or other decision, it affects you as a citizen. 

Third: is the idea something that impacts planet Earth? Is this something that affects ALL of us living on this world? Is it about the environment? Is it about conflict and politics? Is it about SOMETHING that we all must consider if we are to survive as a species? (Example: a huge asteroid is coming toward Earth—what must we do?) So, when it comes to your essay and how to start, just look for one of these three options. You will find one—or maybe two—or even all three—can be guides to get you started. And when you finish, you’ll have written more than you knew possible or perhaps than you’ve ever done before—and you can repeat it again and again when you’re asked to write a paper or something else.
(C) MDLOP8 2018

Successful hints for a scholarship essay

A hint for an idea about "weaknesses into success": what have you learned to do that took effort, time, and concentration? What was it that you learned to do that made you stay with the idea? For example, I used to have terrible stage fright--and I was afraid to speak in front of an audience. I learned to do this through a career in sales and later, in education. And I love to get up front or on a stage now! I even did a stand-up comedy routine at a school where I taught! In costume! (Yes, that picture of me as a 6th-grade student teacher: I did that at a parochial school talent show. My kids were stunned!) I've used this as a "I've learned to make a weakness into a strength and help empower others" speech.

"What do you do?" in life that took effort--and made a difference for you

"What do you do?" That's the first writing assignment I want from you as my student. But I don't mean "what job do you perform."  I mean "What have you learned to do because you were persistent; because you tried; because you were determined to succeed. And WHY did it make a difference in your life because you stayed with it--even if it was hard-tough-took up your time, etc.? And in the long run, you're better for it. It's something you're proud of; an accomplishment that means a lot to you; it makes a difference in WHO you are now. It built character in you--and you're a better person for it." In other words, "What do you do well that you once-upon-a-time didn't, or couldn't--but you were willing to stay with it and master it?"

I want to know WHAT you learned to do because it was difficult but you had to stay with the job, or the idea, or the lessons to master it.  I want to know WHY this particular skill, talent, or ability was--and is--so important to you--that you are happy to tell me about it BECAUSE it made you smarter, stronger, or more confident.

Can you cook?  Are you skilled at preparing food?  (That's hand-eye and measurement as well as time management.) Are you musically inclined?  Can you read music?  (It's like a 2nd language, really, and that's hand-eye and analytics.) Perform on an instrument? Do you learn by moving (drummers especially; think of how hard it was to learn independent limb control): are you a dancer, or do you find martial arts to be your skill?  How about mechanical talents:  can you assemble, build, or figure out the complex ideas of operating something and what makes it work? 

How about building:  can you see spatial plans and assemble or create?  Are you artistically inspired to draw, paint, carve, or release something from your imagination into a tangible?  

Are you a people-person?  Do you work with ideas, thoughts, images, or coaching?  Can you motivate, inspire, encourage, or promote?  Have you sales skills, the ability to make people believe in your ideas?  Are you motivated by the need to nurture, heal, or save something or someone?  Are you creative with words, sounds, colors, or textures?  Can you do things with available space or organize?

What IS it you do well because you had a goal, a dream, or a determination to be "good" at something; tell me about this.  Tell me WHY this matters to you and HOW it came to be; tell me WHO was the person who showed this to you (or did you come by this yourself?) WHO made you do this? WHO inspired you; who put the idea in your mind, or where did you go for support and help to get better at this.  HOW did you learn things about this idea, job, skill, or talent, and HOW was it valuable:  HOW have you used it or done it?

HOW LONG has this been a part of your life, and HOW do you see this playing a part in your future?  I want to know--and it will be useful for you to learn how to make your answer a part of your future--and the future of others who may learn by you. And you just may find this answer VERY useful in a job interview when you explain this idea--because it shows you have DETERMINATION, ENDURANCE, AND PERSEVERANCE to not only learn something, but because you were motivated, had initiative, and had a drive for success and achievement that you WANT to offer to your potential employer.

Got that?

PS: LOL. I used to have raging stage fright and be quiet. Confidence, which for me came through teaching, does a wonderful thing when you let it out and become yourself. You learned that through challenges like the ones I shared. Those are SKILLZ. You know it.

"Why should I care what I write?"

 "Does spelling count?" That's a good way to get thrown out of my class--especially if I'm on the 2nd floor. No, you won't use the door to leave--I have another idea--and you'd better hope the ground is soft when you land. Yes, it counts--and I'll deduct your ignorance from your grade too.

The idea for this answer was fanned into a white-hot issue by a former student. Katie had just completed a course with me in English composition at a community college in New Jersey in the fall 2005 semester.  She was a very motivated achievement-oriented young woman, and I had learned to enjoy her feisty nature.  In some ways, she clearly reminded me of my own attitude toward authority and accomplishment:  she wanted to be recognized for what she did, she was impulsive, aggressive when her intelligence was challenged or questioned, and she wanted to be a high school English teacher.  
 
In return, I gave her a large measure of personal and professional freedom, including soliciting her views on topics to discuss with the class as well as providing her with textbooks and materials that I had obtained as requirements for upper-level classes that I had taken.  If it helped her in her endeavors, I was willing to share the goodies I had accumulated.  Why not, I thought—she’s serious about her goals and objectives.  In fact, one of the reasons I was so generous was because she was student-teaching at a parochial school, and I had done my first two years of formal teaching in that environment.  At the end of the semester, I gave her an A as a final grade, partially because (a) she was determined to get one by virtue of trying harder and improving her writing, (b) she really did want to be a teacher, and (c) I wanted to be considerate of her goals. 
 
Therefore, I was aghast—at best—to see an email from her that read as though it came from a 1st grade child.  I used to warn students that emails were as sensitive a document as any formal paper they produced—and that spelling, grammar, punctuation, and sentence structure should be correct.  It was communication, I explained, even though it might have been in an informal setting—and if they were going to write me (I gave my email address as a back-up means to contact me), I expected the formalities of English to be followed.  After all, it leaves a trail of evidence of one’s intellect.  Here is what I received in its rawness:

hey i need ur opinion on something. i had to do observations for my intro to teaching class. i wore dress jeans one day and brang coffee with me all the time. they just called to tell me that i cant go back bc of these things.  also i didnt go once and emails the teacher to let her know bc i got into a snow tubing accdient and i had to go to the doctor. What should i say to my professor since obviously hes going to ask.

    (Sigh.  What did I do to deserve this?)  If you’re not reeling in shock, then you can skip reading the rest of this book because it’s not going to be a happy-ever-after event.  There is a nice ending to this story, but it depends on whose point of view one takes.  And certainly, the young lady in question who carved that monstrosity into my memory isn’t happy—but she ought to be.  Actually, she’s rather righteously indignant at this time because I forwarded the email intact to several friends and associates, soliciting their response.  
 
Aside from the expected tongue-lashing that she deserved (for having the nerve to drink coffee while being observed; for wearing dress jeans, let alone not wearing a more formal outfit; and for the massacre on the English language, let alone her lack of respect for me—and the grade I had given her), the smallest, least expected and wisest response came from Callie Bolyard of Memphis, Tennessee.  Callie, a former classmate of mine in high school (and whose maiden name was English, of all things!), is a 2nd grade teacher, and she used it as a lesson for her class.  Their comments are an indication of the eagerness of those young minds, the practicality of Callie’s experience as a teacher, and the hope that I keep intact for the future of our youngsters as they grow into adulthood.  Consider these thoughts as well as Mrs. Bolyard's lesson for these kids:

    This was so much fun for the students.  Here is what happened:
 
I wrote the “paragraph” on the board.  I asked the students to look at it, but not to say anything out loud.  We all studied the passage for about 2 minutes.  Then I asked, ”Raise your hand if you see anything wrong.”  I have 24 students.  Seventeen of them raised their hands.  I called on each child.  Here are some of their responses:

Ethan- “It ain’t got no capital.
Ally- “I is always capitalized.”
Alex- “The T in they is little, it should be capital.
Hunter-”Who wrote this?”
Austin- “There’s a whole bunch of “I”s that need to be a capital.
Cormega-”What’s bc?”
Hanna- “It’s for a headache.”
Brianna- “Brang is not good English.”
Domonique- “You have to push in a paragraph.”

After everyone had their say, we went over and corrected the whole paragraph.  Here is a new version:

February 14, 2006
(Julia- “Where’s the date?”)

    Dear Mr. Mitch,
    (Gavin- “A letter needs a greeting.”)
 
How are you?  I am fine. 
(Connar- “You should be nice in a letter.”)

I need your opinion on some observations.  It is for my introduction to teaching class. I wore dress jeans and brought coffee with me.
(The students couldn’t grasp where she was going with the coffee.) 

They (Raymond- “They is a pronoun. I don’t know who they are.”) just called to tell me I can’t go back (Garrett-”Where is she going?”) because of these things. (This is where I said the coffee must come in.) Also, I didn’t go once. (The students figured it must be class.)

I e mailed (The students thought this was a good sentence.) the teacher and let her know I was in a snow tubing accident and I had to go to the doctor’s office.  (Sherlisa-”Did she hurt herself bad?”) What should I say to my professor since obviously he’s going to ask.  (Morgan- “I thought she said she sent him an e mail?”)

Sincerely, 

(I told the students that this was not necessary in an e mail, but they wanted to finish the letter.)      (Tyler- “What’s her name anyway?”) 
 
P.S.  We will be taking time out this afternoon to talk about e mail letters and notes!

    I can’t improve on the simple beauty of the words of these children, nor could I make a more sincere and enriching lesson than Callie.  In fact, I suggested to her that she use this as a key example for her end-of-year evaluation; to immediately show it to her supervisor and principal, and to write it as a formal article for an education magazine!  
 
    Does writing matter?  More than we know—because it is a small part of our attitude toward education.  And it reflects upon the way that we approach (or tackled) assignments, whether or not we are students, teachers, or administrators.  
 
A tip of my hat and a bow to your class, Mrs. Bolyard, and I’m glad to keep my promise:  hey, kids, you’re going in a book! 

Finally, to an angry, annoyed young lady who may never read these words:  you made a mistake—or a great deal of them—but that doesn’t mean you won’t or can’t be a teacher.  I hope you realize someday how much it matters to write well—and how powerful an impact you made on those children.  I hope you still pursue your dreams of being a teacher—and accept that mistakes are part of the job.  Believe me, I made my share—and that could be another book.