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2.8: Model Essay 3

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• Page ID 170227

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First Name Last Name

Professor Name

Course Name and Number

Day Month Year

Don’t Expel Them

I. Introduction

Background Information:____________________________________________

________________________________________________________________

Thesis Statement: _________________________________________________

First, students who cheat should be given a chance to learn from their mistakes. Everyone makes mistakes. Humans are not perfect and go through their whole lives making mistakes. Even the Pope has to apologize sometimes. Also, school is a place for learning. Teachers are not only responsible for teaching their subject material, but they are also responsible for teaching students how to be good people. Therefore, it is important that they teach life lessons because students spend most of their time in the classroom. Furthermore, if students learn a lesson, they won’t repeat the mistake. Expelling students without teaching them a lesson makes it likely that they will cheat again. They have developed a bad habit and have not learned any other way of getting by. It would be better to teach them a lesson.

Another reason that students should not be expelled is that getting expelled will ruin the student’s life. For one thing, he may have trouble getting into another school. This could result in his not being able to graduate or get a degree since other schools will not want to accept him. The student could also have trouble getting a job. If a person isn’t able to get a degree, he cannot get a good-paying job. If he continues cheating throughout life because he didn’t learn the lesson not to, he may cheat in his work too, making employers not want to hire him. In addition, a person who is expelled from school will probably have other problems too. His self-worth will suffer, and he will see himself as a failure. As a result, he may have trouble in relationships or have emotional problems. It is not worth ruining someone’s life for making a mistake.

Finally, the seriousness of cheating is not the same in all cultures. Americans value individualism and honesty. Children are taught from a young age to work hard and do their own work. Even though some American children still cheat in school, it is a very embarrassing and shameful thing to be caught cheating. That makes most American students not interested in cheating. On the other hand, not all cultures share this attitude about cheating. In China, for example, students are taught to help each other and not be too proud. It’s common for classmates to share answers with each other and not get in trouble for it. It is not fair to punish students from other countries when they cheat in American classrooms. They may not know the American value of doing one’s own work, or they may not even be aware of it. Because there are different views on cheating, students should not be expelled for making this mistake.

V. ​​Conclusion:

Restate Thesis: ___________________________________________________

Final remarks:____________________________________________________

Questions about Model Essay 3

• What is the topic of this essay?
• What are its subtopics? Write each subtopic in the outline below.
• Write an appropriate thesis statement for this essay:

Fill in the following outline and write a suitable introduction for this essay titled Don’t Expel Them. Make sure it is at least 5-8 sentences. Start with a title, indent the first sentence, and use academic format.

Background Information

Thesis Statement:___________________________________________________________________________________________________

__________________________________________________________________________________________________________________

Subtopic 1: _______________________________________________

Subtopic 2: _______________________________________________

Subtopic 3: _______________________________________________

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Model Essay Plato and Aristotle

August 14, 2018.

‘Episteme comes from reason, not doxa.’ Discuss (34/40 Grade A)

This essay title wouldn’t appear int his form in the exam, as the technical vocabulary episteme and doxa are not in the specification H573. However it is good to practise questions which contain extra technical vocabulary to get you used to using this vocabulary. So I ahve included it here as a question to consider – an it’s a good, A grade answer. For further essays go to our Model Essays book available int he shop – all answers heavily marked by our experts to justify the grade given. PB

Plato, a Greek philosopher, believed that episteme, true knowledge, came from reason. He believed doxa came from experiencing the world, which he believed in fact gave humans the true knowledge they seek. His student, Aristotle believed doxa was the first step in gaining true knowledge as it existed in the physical world. Through Plato’s theory of the FORMs, I believe episteme comes from reason, and this is how we gain true knowledge.

This is an excellent introduction showing the different points of view on the question about the origin of knowledge. The candidate identifies that Plato favoured reason while Aristotle argued from experience. The candidate has also shown what the line of reasoning will be in this essay: the Platonic thesis. The essay should therefore argue towards that rationalist perspective and conclude likewise.

Plato’s main theory is that of the World of FORMs.   Plato states that the World of FORMs is recognisable by humans as our souls transmigrated. Before reincarnating, our souls were able to recognise the true FORMs before we forgot them in our earthly bodies. Plato describes the World of FORMs as unchangeable. This is backed up by philosopher Parmenides who says “The world is unchangeable”. Plato states we can experience the examples of the FORMs in our earthly bodies. Those who do not understand the FORMs however will say there are different types of tree. Plato condemns this type of thinking and says we in fact recognise the examples of the perfect FORM of tree-ness. In the allegory of the cave, the free prisoner symbolises the attainment of true knowledge by recognising the true FORMs when escaping the cave. The shadows watched by the other prisoners is not the true reality, however they believe this is true reality as this is what they experienced. This illustrates that Plato’s ideas of attaining true knowledge through the FORMs and not by the examples we see in the temporal world. Therefore, episteme comes from reason.

The candidate has reviewed Plato’s perspective by commenting upon his approach to FORMs, how we perceive FORMs in the temporal world and how it is reflected in Plato’s Cave allegory. Given the time constraints of an essay, only 40 minutes, it is impossible to detail everything, so the candidate must sacrifice great depth to cover all points. Here the candidate has shown an understanding of the FORMs, the cave and influences on Plato. The candidate then links back to the question by showing that this approach shows that episteme comes from reason.

Aristotle challenges Plato’s theory however by presenting the ‘Third Man’ theory. Because the FORM of ‘man’ is a man itself, surely there must be a FORM for the FORM of a man.   This challenges Plato’s theory, as it demonstrates infinite regression. Aristotle challenges his teacher further by stating that the World of FORMs cannot be proved as it relies on reincarnation. The World of FORMs is not in the temporal world meaning there is no empirical proof of it. Aristotle’s challenges show that not only is true knowledge gained by doxa, but episteme does not come from reason.

The candidate has attempted to undermine Plato by presenting the Third Man Fallacy which has been done fairly well, though some additional explanation would be better. The challenge from the evidence for reincarnation could be better emphasised. The candidate has missed the challenge that Plato’s argument implies a FORM for everything, even one-legged-pirates. This reductio ad absurdum is a good challenge to use against Plato.

However, it should be noted that Plato’s theory only applies to abstract notions such as love, justice and maths are the true FORMs, not necessarily physical object. Aristotle questions if there are FORMs for everything such as a sick dog or a three-legged cat. Plato however is supported by Pythagoras. Pythagoras’ theorem states abstract notions such as maths do not exist in the temporal world but in fact there is a perfect FORM of it in the world of FORMs. He also states that all things are static and unchanging, suggesting that the World of FORMs and the FORMs are perfect and eternal. Plato is also supported by Heraclitus who says that “You can never step in the same river twice” and the world is constantly in flux. This signifies that humans cannot experience the world the same way twice, indicating that true knowledge is eternal e.g. maths cannot come from experience. From the support of philosophers and examples, episteme comes from reason.

The candidate managed to refer back to the reductio ad absurdum challenge in the response to Aristotle’s challenge. This is a very good response identifying that Plato’s theory only works with abstraction notions rather than everyday things.

Aristotle’s approach to attaining knowledge by experience challenges Plato, however. Aristotle emphasised the value of studying the physical world and this approach is empirical. His theory of the four causes also question Plato’s theory. Aristotle believed that everything is related to having four causes. This included matter, form, their efficient cause and their final cause; telos. An example of this is a wax stamp the matter if the wax stamp is the stamp itself while the form is what it is made of. The actuality of the wax stamp is what actually, physically it is, and the potentiality is what it could become, in this case a seal for a letter. This reason illustrates that all things have a purpose and the potentiality of it is effect. Aristotle’s four causes perhaps shows that experiencing the world and observing it with and empirical approach will improve it. Therefore, episteme does in fact come from experience.

The candidate has overviewed Aristotle’s theory of causes, and given particular attention to matter and form. The wax stamp is an excellent example to use. It is always a good idea to use the scholars’ own examples. Another would be the bronze statue showing bronze matter, in the statue form, created by the sculptor with the purpose of honouring the gods. The link back to the question might have been better emphasised: that we know the world through this empirical approach rather than from the armchair.

In response to this, Aristotle’s mistakes questions if his observations are true. A better way of stating this would be ‘Aristotle’s errors in observation bring into question the reliability of empiricism as a source of knowledge.’ He stated that women are deformed and have fewer teeth than men and in this time, society as patriarchal. Aristotle also states that people who aren’t smart were born to be slaves. He believed that they are unable to control themselves and should be enslaved which we would not accept as truthful.

This should be rounded up and a mid-conclusion should be drawn, then linked back to the question as the next part of the paragraph is on a different aspect of the response to Aristotle.

Democritus, a Greek philosopher believed that if a rock was continuously cut into to, a piece would be so tiny that it could no longer be divided. He called this a-toms and believed they were eternal. A-toms in atoms however was a failure as atoms can be divided into protons, neutrons and electrons. This shows that experience just gives changing opinion and episteme comes from reason, further supported by the change in physics from Newtonian mechanics to Quantum physics.

This is an excellent challenge against Aristotle as it shows that reason established what empiricism never managed to achieve, an understanding of the theory of non-divisibles. This conclusive point should be made clear and linked back to the question.

Plato’s theory of the FORMs shows that the attainment of true knowledge does in fact comes from episteme as experiencing and observing the world can result to changing opinion. The World of FORMs illustrates that everything we experience now is primarily not the true reality and only our souls can experience the World of FORMs. Aristotle’s statement of observing the world to gain knowledge is questionable as we can “never step in the same river twice” meaning the word cannot be experienced the same way, therefore people’s knowledge may be different, therefore episteme comes from reason.

Overall: 34/40 Grade A

The candidate has shown how the reasoning and responses to the challenges of the essay have come to the point where Plato’s perspective is the more believable. The use of supporting scholars throughout have helped to draw that conclusion so it is unsurprising, though validly done, that this conclusion is drawn.

The candidate has shown a very good breadth and some good depth of knowledge. The use of additional scholars is an excellent way of showing a wider understanding of the topic and the context of the theories. Some additional depth in Plato’s theory of FORMs and Aristotle’s Causes might have been worth investing.

Further, the candidate showed a good nuanced selection of knowledge concerning additional scholars and Aristotle’s weaknesses.

The candidate challenges Plato and then responds to the challenges very well. All challenges are resolved so that the conclusion is expected, but balanced. All arguments are developed well and justified with evidence and scholarly opinion which is excellent.

The line of reasoning begins in the introduction and continues all the way through to the conclusion. This is exactly what should appear in an essay. The thesis statement in the introduction should sign-post where the essay will go and it should all come to a final conclusion validly argued and demonstrated in what has been presented.

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Essay – examples & model answers | B2 First (FCE)

FCE Essay Examples:  Topic (Environment) 

Example exam task:, example answer (grade: 3), example answer:.

I think that my country has problems with pollution to the environment like all other countries. This problem is normal for Russia. We have big problems with transport because there are too much cars in our country. And because of that we have problems with atmospeer, air in my city and in all Russia is really dirty and sometimes I can’t make a sigh because it smells around me and of course around that cars on the road. I’ve heard about tradition of one country. They don’t go anywhere by car one day a month or a year, they just use bycicle or their feet. I think it could be very good if we had a tradition like that.

So, what about the rivers and the seas? Yeah, there are some really good and clean rivers and seas where you can go, but there are not many of them. Once I saw the river OB in my city, it was about two years ago but I stil remember that in some places it was not blue, it was green or purple I didn’t really understand because it had different colours.

I don’t know what should we do. Maybe we should just open our eyes and look what we did. But Russian people don’t care about the world around them many people care only about themselves an that’s all.

So, the best idea is look around and try to do something good for our planet and for us and our children.

FCE, CAE, CPE

Practice, write & improve, examiners comments & grade:, example answer (grade: 3-4).

To begin with pollution and damage to the environment is the most serious and difficult problem for countries of all over the world. Scientists of different countries predict a global ecocatastrophe if people won’t change their attitude to our planet.

First of all a huge damage to the environment brings a transport. People can’t imagine their living without cars, buses, trains, ships and planes. But it’s an open secret that one of disadvantage of these accustomed things is harmful exhaust. Needless to say that use of environment friendly engines helps us to save atmosphere from pollution.

In addition to this our rivers and seas are in not less danger situation. It’s a fact of common knowledge that numerous factories and plants pour off their waste to ponds. Obviously that cleaning manufacturing water helps to avoid extinction of ocean residents.

Apart from this I’m inclined to believe that every person can and must contribute to solving this important problem. Doing a little steps for protection our environment every day we will be able to save our Earth. And it’s a task of each of us.

Model Answer (Grade: 5)

DEVELOPMENT VS ENVIRONMENT

If we surf the web looking for pollution and environmental catastrophes, we will find out that every country in the world suffers them. This is a natural consequence of the struggle between development and environment.

If a country decided to live isolated from the rest of the world, living on what it can naturally grow and produce, it surely wouldn’t be highly polluted. But we all want exotic food and technological items from all over the world, so we have to pay the price.

Investing on electrical transport would benefit the environment a lot. Even more if this electricity came from a natural source of energy like wind, rivers and solar boards. It’s difficult to achieve this because petrol companies will fight against these actions.

We also have to take care of our rivers and seas. We all have heard about factories throwing highly toxic substances to rivers, without minimizing their poisoning effects. A really strict law should be applied to fine these factories and make them change their policy.

But what about ourselves? We also can do a lot! If, when possible, we bought larger packs of food, we would be producing less rubbish. And this is only an example!

FCE Essay Examples: Topic (Fashion) 

In today’s world, the fashion industry has a strong importance in people’s lives. The fashion industry say to the society what to wear and creates new types of clothes all the time.

Some people claim that the fashion industry has a bad effect on people’s lives, they say that the fashion industry creates clothes that the society has to wear. Furthermore, the clothes’ price is extremely high and people, who can’t afford it, should not be in the society.

In the other hand, the fashion industry guide the people to be in a good appearance, because, nowadays, the appearance of the person is more important than the person itself.

In my opinion, the fashion industry doesn’t has a bad influence on people’s lives. It’s something which was created to help people what to wear.

Example Answer (Grade: 4)

Fashion industry is very a discussed subject nowadays: they create and design new clothes everyday in order to satisfy some people needs.

There are many people who claim that the fashion industry is important and good for society. According to them, this industry design beautiful clothes and thanks to that every person can wear shirts, trousers or any acessory which is on today’s fashion.

On the other hand, the fashion industry in some people opinion, controls the market of clothes and because of that they can’t wear what they want to. In addition, the industry can increase the price of clothes, forcing people who don’t want to be “oldfashioned” to buy and pay a large amount of money to keep “beautiful”.

In my opinion, we can’t let the fashion industry decide what we must or musn’t wear. We shouldn’t judge people for its appearance,because that is not important. We must wear whatever we like, want and feel confortable with.

The society we live today is characterised by technology in constant development, fast speed processes, information travelling and getting to people at a blink of an eye and a complex web of social networking. In this context, the fashion industry is becoming increasingly important and having a more and more paramount role in our lives.

On one hand, the fashion industry is undeniably a source of profit and income. It hires millions of people all over the world and generates millions of dollars every year. Furthermore, such profitable business is also believed to be able to spread and make known the culture of a people, encouraging and enhancing a better understanding of each other.

Nevertheless, for those who are neither impressed nor motivated by numbers and figures, the fashion industry is seen as one which segregates people, isolating those who not fit their laws and commands. It is stated that people place too much importance on appearance and the material, world, sadly true, and the fashion industry just spurs on such situation. Moreover, not only are the costs of fashion item unrealistically high, it is thought to be a money better spent on more pressing issues, such as poverty and hunger.

I do believe that the fashion industry, as it is today, has a harmful effect, because it values a minority of people in detriment to the majority. However, it has such a wide reach that, it put into a good use, it can save lives.

FCE Essay Examples: Topic (Languages) 

“There are more reasons to learn a foreign language than to pass a test”

Everything around us revolves around language(s), it is the most important thing in our lives. Society would just not function without it. They are It is our future and I would personaly love to learn as many as I possibly can.

Not everything in life is done because it is necessary. Learning a new language can be a lot of fun. Many people only do it as a hoby, or their knowledge is something that brings them pride and pleasure.

Secondly, we have people who do it simply to challenge themselves. Truly I believe that having a great outcome that stems from your hard work and dedication to learn something new is a wonderful way to challenge prove your ability to yourself and others. Then there is travelling. It is very important to be able to understand and have a conversation with someone abroad, unless you would like to get lost or worse.

To conclude, I think that learning a new language is an amazing thing no matter why you do it. It is always better to do things out of enjoyment, but even if you do it for a test, that knowledge will always be useful.

Learning a a foreign languages is very important nowadays. English, in particular, is essential because it allows is spoken all over the world. That’s the reason why we start studying it from the age of six years old. Going abroad and being able to speak to native people is very satisfying and that’s why I want to improve my knowledge about foreign languages.

I decided to take this exam to know how high my level of English is, but also because I need this certification to go abroad next summer. I really want to come back to Cornwall, an amazing region in the South-West of England. I’ve been there twice with my family, but now I want to go alone. Only being there to England I can really improve my English comprehension and speaking skills.

Fortunately I can will have some English lessons which taught in English at university and I can’t wait for it because it will be an interesting challenge for me. Studying foreign languages is essential to live and to travel. It isn’t simple and I surely have to challenge myself everyday, but the result is so satisfying that we I can’t do without it.

FCE Essay Example: Topic (History) 

A very common topic that is being discussed nowadays is wether schools should teach subjects that some may consider useless later in life. A clear example is history, since it is quite difficult to learn and does not help us in day-to-day activities.

However, many people do not realize the importance of it or that it affects our lives today. For example, our political system would not be this way if it weren’t for the Ancient Greeks, numerous politicians and wars who helped shape democracy and our constitution. Yet it is still thought that it’s useless.

In addition, it is very important that we never forget about our past since we must know where we were standing years ago. Moreover, there are some things, such as World War II, that we have to remember to prevent them from happening again. We should also know where we we were standing a century ago: our origins, our identity. The more you learn about your ethnicity, the better.

All in all, I think that it is extremely important to learn about one’s own country’s history. Anyone who gets the chance to do this should not waste it, since they are very fortunate to have this opportunity

Would you pass B2 First (FCE)?

To Fight Inequality, America Needs to Rethink Its Economic Model

F or decades, economic policy in most liberal democracies has been premised on two core beliefs: that free markets would maximize economic growth, and that we could address inequality through redistribution.

The recent revival of industrial policy, championed by President Biden, is a clear repudiation of the first of these beliefs. It reflects a growing recognition among economists that state intervention to shape markets and steer investment is crucial for fostering innovation, protecting strategically important sectors like semi-conductors, and tackling the climate emergency.

But we must also reassess the second belief—that taxes and transfers alone can address the vast inequalities that have brought American democracy to such a perilous juncture. Doing so will lead us towards a more fundamental rethink of our economic institutions, and the values that guide them.

This is partly a pragmatic response to economic reality. The massive increase in inequality since the 1980s in America was mostly driven not by a reduction in redistribution, but by the growing gap in earnings between low skill workers, whose wages have suffered an unprecedented period of stagnation, and college-educated professionals whose salaries have continued to soar. And while inequality has increased in most advanced economies, that it is so much higher in the U.S. compared to Europe is mostly the result of bigger gaps in earnings than lower levels of redistribution. In other words, even if America were to increase the generosity of the welfare state to European levels it would still be much more unequal.

But the need to look beyond redistribution is about more than economics, it is about resisting the narrow focus on money that dominates most debates about inequality, and the tendency to reduce our interests as citizens to those of consumers. While government transfers are essential for making sure that everyone can meet their basic needs, simply topping up people’s incomes fails to recognize the importance of work as a source of independence, identity, and community, and does nothing to address the insecurity faced by gig-economy workers, or the constant surveillance of employees in Amazon warehouses.

This is not purely a moral issue. According to a recent paper by economists at Columbia and Princeton, the Democratic Party’s shift towards a “compensate the losers ” strategy in the 1970s and 1980s—taxing high earners to fund welfare payments to the poor—played a key role in driving away less educated voters, who disproportionately support “pre-redistributive” policies like higher minimum wages and stronger unions.

Things are moving in the right direction. President Biden has put “good jobs” at the centre of his economic agenda, claiming that “a job is about [a] lot more than a pay cheque. It’s about your dignity. It’s about respect.” Leading economists such as Dani Rodrik at Harvard and Daron Acemoglu at the Massachusetts Institute of Technology’s have started to challenge the prevailing orthodoxy that such jobs are an inevitable by-product of a well-functioning market economy. This shift of focus towards the production or supply side of the economy has been variously termed “ productivism ”, “ modern supply-side economics ” and “ supply-side progressivism .”

Read More: Why Joe Biden is Running on the Economy

And yet, to grasp the full potential of these ideas we must look beyond economics to philosophy. Contemporary thinkers such as Michael Sandel and Elizabeth Anderson have done much to put questions about work back on the agenda. But for a systematic vision of a just society that recognizes the fundamental importance of work we should revisit the ideas of arguably the 20th-century’s greatest political philosopher, John Rawls—an early advocate for what we would now call “pre-distribution,” who argued that every citizen should have access to good jobs, a fair share of society’s wealth, and a say over how work is organized.

The publication of Rawls’s magnum opus A Theory of Justice in 1971 marks a watershed moment in the history of political thought, drawing favourable comparisons to the likes of John Stuart Mill, Immanuel Kant, even Plato. Rawls’s most famous idea is a thought experiment called the “original position.” If we want to know what a fair society would look like, he argued, we should imagine how we would choose to organize it if we didn’t know what our individual position would be—rich or poor, Black or white, Christian of Muslim— as if behind a “veil of ignorance.”

Our first priority would be to secure a set of “basic liberties,” such as free speech and the right to vote, that are the basis for individual freedom and civic equality.

When it comes to the economy, we would want “fair equality of opportunity,” and we would tolerate a degree of inequality so that people have incentives to work hard and innovate, making society richer overall. But rather than assuming that the benefits would trickle down to those at the bottom, Rawls argued that we would want to organize our economy so that the least well-off would be better off than under any alternative system—a concept he called the “difference principle.”

This principle has often been interpreted as justifying a fairly conventional strategy of taxing the rich and redistributing to the poor. But Rawls explicitly rejected “welfare state capitalism” in favour of what he called a “property-owning democracy.” Rather than simply topping up the incomes of the least well off, society should “put in the hands of citizens generally, and not only of a few, sufficient productive means for them to be fully cooperating members of society.”

Doing so is essential for individual dignity and self-respect, he argued, warning that “Lacking a sense of long-term security and the opportunity for meaningful work and occupation is not only destructive of citizens’ self-respect but of their sense that they are members of society and not simply caught in it. This leads to self-hatred, bitterness, and resentment” – feelings that could threaten the stability of liberal democracy itself. A focus on work is also necessary for maintaining a sense of reciprocity since every able citizen would be expected to contribute to society in return for a fair reward.

Rawls’s philosophy offers the kind of big picture vision that has been missing on the center-left for a generation—a unifying alternative to ‘identity politics’ grounded in the best of America’s political traditions. It also points towards a genuinely transformative economic programme that would address the concerns of long-neglected lower-income voters, not simply for higher incomes but for a chance to contribute to society and to be treated with respect.

At the heart of this vision is the idea that productive resources—both human capital (skills) and ownership of physical capital (like stocks and shares)—should be widely shared. People’s incomes would still depend on their individual effort and good fortune, but wages and profits would be more equal, and there would be less need for redistribution.

How might we bring this about?

First, we would need to ensure equal access to education, irrespective of family background. Sadly, the reality in America today is that children from the richest fifth of households are fivetimes more likely to get a college degree than those from the poorest fifth. Achieving true equality of opportunity is a generational challenge, but the direction should be towards universal early years education, school funding based on need rather than local wealth, and a higher education system where tuition subsidies and publicly-funded income-contingent loans guarantee access to all.

We also need to shift focus towards the more than half of the population who don’t get a four-year college degree. Our obsession with academic higher education—justified in part on the basis that this will generate growth, which in turn will benefit non-graduates—is simply the educational equivalent of trickle-down economics. At the very least, public subsidies should be made available on equal terms for those who want to follow a vocational route, as the U.K. is doing through the introduction of a Lifelong Learning Entitlement from 2025, providing every individual with financial support for four years of post-18 education, covering both long and short courses, and vocational and academic subjects.

Second, we must address the vastly unequal distribution of wealth . Thewealthiest 10 % of Americans have around 70 % of all personal wealth compared to roughly 2% the entire bottom half. Sensible policies like guaranteed minimum interest rates for small savers and tax breaks to encourage employee share ownership would encourage middle-class savings. But to shift the dial on wealth inequality we should be open to something more radical, like a universal minimum inheritance paid to each citizen at the age of eighteen, funded through progressive taxes on inheritance and wealth. If developments in AI push more income towards the owners of capital, something like this will become necessary.

Finally, we need to give workers real power to shape how companies are run. The idea that owners, or shareholders, should make these decisions is often treated as an immutable fact of economic life. But this “shareholder primacy” is neither natural nor inevitable about, and in most European countries employees have the right to elect representatives to company boards and to ‘works councils’ with a say over working conditions. This system of ‘co-management’ allows owners and worker to strike a balance between pursuing profit and all the other things we want from work – security, dignity, a sense of achievement, community – in a way that makes sense for a particular firm. The benefits of co-management appear to come at little or no cost in terms of profits or competitiveness, are popular with managers, and may even increase  business investment and productivity.

Critics will no doubt denounce these ideas as “socialism.” But as we have seen, they have impeccable liberal credentials, and are perfectly compatible with the dynamic market economy that is so vital both for individual freedom and economic prosperity. Neither are they somehow “un-American.” As Elizabeth Anderson has reminded us , America was the great hope of free market egalitarians from Adam Smith through to Abraham Lincoln, whose dreams of a society of small-scale independent producers were dashed by the industrial revolution, and would have been horrified by the hierarchy and subservience of contemporary capitalism. Rawls’s ideal of property-owning democracy can help us revive this vision for the 21 st century.

Still, even sympathetic readers might wonder whether there is any point talking about a new economic paradigm when the U.S. has failed even to raise the Federal minimum wage since 2009. But this would be to ignore the lessons of history. As the neoliberal era comes to an end, we should learn from its leading architects Milton Friedman and Friedrich Hayek, who were nothing if not bold, and saw their ideas go from heresy to orthodoxy in a single generation. As Friedman put it “Only a crisis — actual or perceived — produces real change. When that crisis occurs, the actions that are taken depend on the ideas that are lying around."

It often takes a generation or two before the ideas of truly great thinkers start to shape real politics. Now, for the first time since the publication of  A Theory of Justice  just over half a century ago, there is an urgent need and appetite for systematic political thinking on a scale that only a philosopher like Rawls can provide. In the face of widespread cynicism, even despair about the American project, his ideas offer a hopeful vision of the future whose time has come.

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• ELA 2019 G8:M1:U3:L12
• End of Unit 3 Assessment: Write a Compare and Contrast Essay

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Daily learning targets, ongoing assessment.

• Technology and Multimedia

Supporting English Language Learners

Materials from previous lessons, new materials, closing & assessments, you are here:.

• ELA 2019 Grade 8
• ELA 2019 G8:M1
• ELA 2019 G8:M1:U3

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Focus Standards:  These are the standards the instruction addresses.

• RL.8.1, RL.8.9, RI.8.1, W.8.2, W.8.4, W.8.9a

Supporting Standards:  These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.

• I can write an essay that compares and contrasts the depiction of a monster in folklore from Latin America and in my modernized narrative. (RL.8.9, W.8.2)
• Opening A: Entrance Ticket
• Work Time A: End of Unit 3 Assessment: Write a Compare and Contrast Essay (RL.8.1, RL.8.9, RI.8.1, W.8.2, W.8.4, W.8.9a, W.8.10)
• Prepare the following:
• Entrance Ticket: Unit 3, Lesson 12  
• Mid-Unit 3 Assessments with feedback
• Track Progress folders
• End of Unit 3 Assessment (see Assessment download on this page)
• Ensure there is a copy of Entrance Ticket: Unit 3, Lesson 12 at each student's workspace.
• Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

• Work Time A: Students complete assessments online—on a Google Form, for example.

Supports guided in part by CA ELD Standards 8.I.B.6, 8.I.B.7, 8.I.B.8, 8.I.C.10, 8.I.C.11, 8.I.C.12, 8.II.A.1, 8.II.A.2, and 8.II.C.6.

Important Points in the Lesson Itself

• To support ELLs, this lesson supports ELLs with an assessment that targets compare and contrast writing, a skill that students have been diligently preparing for throughout the unit. Students will write a compare and contrast essay comparing depictions of a monster in traditional Latin American folklore with their own modernization of the monster in a Unit 2 narrative writing task, based on the planning they carried out in Lesson 11.
• ELLs may find it challenging to transfer the planning they did in Lesson 11 to one, cohesive piece of writing. Encourage them to think chunk by chunk, and to apply what they have conceptualized to the assessment task. Remind them of the extensive preparation they have done to build confidence going into the task.
• Mid-Unit 3 Assessment: Determine a Central Idea (returned with feedback; from Unit 3, Lesson 2; one per student)
• Compare and Contrast Painted Essay® anchor chart (for teacher reference; ) (from Unit 3, Lesson 6, Work Time B)
• Compare and Contrast Painted Essay® anchor chart (one for display; completed in Unit 3, Lesson 10, Opening A)
• Work to Become Effective Learners anchor chart (one for display; from Unit 2, Lessons 4–5, Work Time D)
• End of Unit 2 Assessment: Write a Narrative (returned with feedback; from Unit 3 Lesson 2; one per student)
• Summer of the Mariposas (text; from Unit 1, Lesson 1, Work Time C)
• Model Essay: “Peuchen” (from Unit 3, Lesson 6, Work Time A)
• Transition Words handout (from Unit 2, Lesson 10, Work Time D)
• Painted Essay® template (from Unit 3, Lesson 6, Work Time B)
• Compare and Contrast Informative Writing Plan graphic organizer (from Unit 3, Lesson 11, Work Time A)
• Track Progress folders (from Unit 2, Lessons 4–5, Closing and Assessment A)
• Entrance Ticket: Unit 3, Lesson 12 (answers for teacher reference)
• End of Unit 3 Assessment: Write a Compare and Contrast Essay (answers for teacher reference; see Assessment download)
• Entrance Ticket: Unit 3, Lesson 12 (one per student)
• End of Unit 3 Assessment: Write a Compare and Contrast Essay (one per student; see Assessment download)
• Track Progress: Informative Writing (one per student)
• Sticky notes (three per student)
• Paper or notebooks

Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.

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