This book

A guidebook for current middle and high school teachers who are curious about essay-based assessments.
A book for middle and high school students who want to get good results on their school essay-based assessments.
This book is for parents who are interested in their children's reading, discussion, and essay-based assessments.


After reading this book, both teachers and students will no longer be afraid of essay-based evaluations.

A major change is seen in school evaluations.
We are at a turning point, moving from multiple-choice to descriptive assessment, and from descriptive to argumentative assessment.
However, essay-based evaluation is an unfamiliar method in our educational field.
So teachers ask:
How should we conduct essay-based assessments? The answer is simple.
If you take a logical reasoning class first, you can easily do an essay-based evaluation.
So, in this book, we will teach you the easiest logic class and essay-based evaluation.

First, we clearly distinguish between descriptive and argumentative evaluations.
And we will help you clear up any misunderstandings about essay-based assessments.
Having the right perspective on essay-based assessments will greatly reduce your fears.
Second, we provide a class manual so that anyone can take a class to improve their logical thinking skills.
It provides step-by-step guidance on two-line writing, four-line writing, paragraph writing, two-mind discussion and discussion, and argumentative writing.
We show you a concrete way to discuss and write using the easiest and most efficient OREO argument.
Teachers demonstrate step-by-step how to proceed and learn during class.
Third, it explains how to plan and conduct an essay-type evaluation.
It presents specific methods and evaluation criteria for writing a statement of claim, a proposal, a column, and an inquiry report.
Teachers, please use the activity sheets and examples provided here as they are.
When teaching writing, there is a huge difference between having examples and not having them.
Anyone can download and use it.
It can be used in any subject.

In a society of increasing uncertainty, logical reasoning classes can foster real-life skills in students who must coexist with artificial intelligence.
If you learn to think and express yourself logically enough in class, essay-based assessments are not difficult.
If you teach logical reasoning skills according to this book for one semester, you will become an expert in argumentative evaluation.

“I like apples.” Is there any logic to this sentence?
“I don’t think so.”
“Then let me say it again.
'I like apples.
And I like watermelon too.' Is there any logic to this sentence?
“Isn’t there logic in that too?”
"you're right.
There is no logic.
So, please give logic to this sentence: 'I like apples.'
“What should I do?”
--- What is the logic? Among them

It seems like words are eating words, and our society is suffering because of words.
So now I want to teach you the logic and dignity of speech.

“Don’t just say whatever you want, speak logically.”
“Express it with formality and manners.”
You have to be able to speak to be alive.
But it would be difficult if that word were 'any word'.
I hope it's not just any words, but reasonable words, not just any words, but kind words.
As students advance in grade level, I want to teach them to speak politely and formally.
It is possible to learn to speak logically, respectfully, and considerately.

--- p.34

Descriptive writing is a 'writing that explains facts' that are known about the subject.
The explanation is simply a summary of the knowledge you already have in an easy-to-understand way.
I have no thoughts.
In my opinion, you shouldn't write things like that.
Just write down the already shared facts or knowledge about who discovered universal gravitation and what it is.
Descriptive questions include writing down the four reasons why Yi Seong-gye carried out the 'Wihwado Retreat'.


In contrast, the argumentative type is a piece of writing that 'argues one's thoughts or position on a subject.'
An argument consists of a claim and evidence.
It's about presenting valid reasons to support your argument.
At this time, the claim is not set in stone.
You may vote for or against, or even suggest a third option.
If the question requires alternatives, there will undoubtedly be a wide variety of answers. Even in these cases, the key isn't the position taken, but whether the argument and its basis are logically sound.

--- p.51~52

The essay-based assessment evaluates expertise, argumentation skills, and writing skills.
Expertise is about understanding the core learning elements of the subject.
In the case of social studies and science, it would be possible to evaluate whether the concepts, principles, theories, and rules essential for learning the subject were properly used, and whether the related information was accurately recognized, explained, analyzed, interpreted, and inferred.
It is to see the suitability of the subject knowledge required in the essay-type questions.
Argumentative power is the ability to see whether the argument is logical.
For logic to work, there must be a claim-evidence structure.
That is, there must be an explicit claim and valid and sufficient evidence to support it.
Furthermore, the argument does not stop at my own claim; it also requires review and verification of other claims or opposing claims.

Writing is about seeing if the writing maintains consistency and adheres to writing conventions.
When you present your thoughts in a logical structure using the core learning elements of the subject, check whether your writing is consistent and coherent, and whether it follows the context and rules of expression.
--- p.75~76

Now comes the most important thing you need to understand.
We will lay the most basic foundation of worldly logic.
It is the most basic, but it can also be said to be the most powerful weapon.
Are you curious? It's OREO.
You probably already know that Harvard University places a lot of emphasis on writing.
The representative argumentation method taught there is OREO.
It is an abbreviation for Opinion-Reason-Evidence-Opinion.
Wow, you teach at Harvard? Isn't that too difficult? No.
It's not difficult at all.
We already speak this way, even if we haven't learned it.

--- p.102

The term 'aul-ttoron' means 'to discuss together'.
It is a discussion where people express their opinions logically, respect each other's differences of opinion, and help each other rather than trying to do it alone.
The number of debaters per team can range from 2 to 7, and assistance from the audience can be provided if needed.
The time may vary slightly depending on the school level.

--- p.149

“Learning to write will help you throughout your life.
It's a survival skill that you really need, no matter what job you have or where you live.
Then it is right to teach.
But writing takes time and requires personal reflection and consideration.
Of course, it is better to have time to solve it alone at home.”
“I am making this suggestion because writing is difficult to learn easily.”
“Yes, I think that if it’s something that you really think should be taught in school, whether it’s writing or anything else, it should be learned through assignments.
I hope you don't feel sorry for the students.
At first glance, it may seem like students are complaining about too much homework, but more often, they are complaining about classes that don't allow them to experience meaningful growth.
Even if it's difficult, if you learn something and feel like you did a good job, your dissatisfaction with the task seems to disappear."
--- p.175

After creating a question, the teacher must write a sample answer.
It's really different from what I had in mind.
By writing sample answers, you can simultaneously assess questions like: "Can I answer within the given time? Is this question open to debate? Is the content appropriate for the question? Is the length appropriate? Where might students stumble or get stuck? Is it too easy?"
Please write down your answer and review the problem once more.
When creating essay-type assessment questions, teachers should never omit providing sample answers.
--- p.181

Writing a petition is not a fight where I win and you lose.
It's a win-win game where we think together to create the best possible result.
A petition is a public conversation.
It is a time for conversation to get what I want while being considerate of the other person and being polite and formal.
Emphasize students' attitudes when writing.
--- p.204

As you ask questions and explore on your own, the real 'message' that is not revealed on the surface will be revealed.
Students who experience the thrill of finding it begin to change their thinking patterns.
Writing a science column in middle and high school can change your attitude toward science.
Writing allows me to see science and the world through new eyes.

--- p.226

Report writing is already being done in many subjects.
Research and research a topic you are curious about in the curriculum and complete it into an essay.
I ask the questions, I select the materials, and I write in my own language.
So, is report writing also an essay-based assessment? Strictly speaking, reports can't be considered essay-based assessments.
Why is that? It's because there is no process of argument.
A report is a written document that researches and systematically organizes data.
There may be some subjective viewpoint and position here, but it is not argumentative writing.
--- p.239

The research report writing includes both descriptive and essay questions.
Research reports can be written with the help of others or by one's own efforts.
So it's a bit more accessible to students than writing an essay.
Because research paper writing targets subject matter learning elements, it can be done in any subject.
Not only Korean, but also social studies, science, arts and physical education, technology, and home economics are all possible.
I think teachers might find it a little easier to approach based on my experience.

--- p.259