History – Gp Lah!

Romance novels are only for the foolish. Comment.

Romance novels provide meaningful value. While some may dismiss romance novels as frivolous, they provide emotional growth, and societal insight, challenging the notion that they are only for the foolish.

I. Introduction

Hook: Romance novels often face ridicule, but romance novels provide a greater utility than is actually apparent. Romance novels provide meaningful value.
Background: Popularity and criticism of romance literature.
Thesis Statement: Romance novels offer valuable experiences beyond mere foolish entertainment.

II. Supporting View 1: Emotional Growth and Empathy

Topic Sentence: Romance novels provide meaningful value by enhancing emotional intelligence and empathy.
Example 1: The Rosie Project by Graeme Simsion (2013) explores Asperger’s Syndrome.
Example 2: Me Before You by Jojo Moyes (2012) discusses euthanasia and disability.
Example 3: Eleanor Oliphant Is Completely Fine by Gail Honeyman (2017) addresses loneliness and mental health.
Analysis: These novels highlight complex emotional and psychological issues.

III. Supporting View 2: Insight into Social Issues

Topic Sentence: Romance novels provide meaningful value by addressing important social themes.
Example 1: The Hate U Give by Angie Thomas (2017) focuses on racial injustice.
Example 2: Red, White & Royal Blue by Casey McQuiston (2019) explores LGBTQ+ relationships.
Example 3: An American Marriage by Tayari Jones (2018) deals with wrongful imprisonment.
Analysis: These stories engage with and educate on societal challenges.

IV. Supporting View 3: Escapism and Mental Health Benefits

Topic Sentence: Romance novels provide necessary escapism and mental health benefits.
Example 1: Increase in romance novel sales during COVID-19 lockdowns (2020-present).
Example 2: Beach Read by Emily Henry (2020) offers a light-hearted escape.
Example 3: The Flatshare by Beth O’Leary (2019) brings comfort and joy.
Analysis: Escapism through romance novels helps readers cope with real-life stress.

V. Opposing View 1: Perceived Lack of Literary Merit

Topic Sentence: Critics argue romance novels lack literary depth.
Example 1: Critics’ dismissal of Fifty Shades of Grey by E.L. James (2011).
Example 2: Twilight series by Stephenie Meyer (2005-2008) often mocked.
Example 3: After series by Anna Todd (2014-present) criticised for simplistic writing.
Analysis: These works are often seen as poorly written and lacking substance.

VI. Opposing View 2: Reinforcement of Stereotypes

Topic Sentence: Romance novels can perpetuate harmful stereotypes.
Example 1: Mills & Boon novels often criticised for outdated gender roles.
Example 2: Beautiful Disaster by Jamie McGuire (2011) portrays toxic relationships.
Example 3: The Selection series by Kiera Cass (2012-present) reinforces traditional beauty standards.
Analysis: These novels can propagate negative and unrealistic societal expectations.

VII. Opposing View 3: Unrealistic Expectations

Topic Sentence: Romance novels can create unrealistic relationship expectations.
Example 1: The Notebook by Nicholas Sparks (1996) idealises love.
Example 2: The Wedding Date by Jasmine Guillory (2018) romanticises spontaneous romance.
Example 3: Outlander series by Diana Gabaldon (1991-present) sets unrealistic standards for love and adventure.
Analysis: These narratives can lead to disappointment in real-life relationships.

VIII. Conclusion

Restate Thesis: Romance novels, while sometimes criticised, offer significant benefits.
Summary of Key Points: Emotional growth, societal insights, and mental health benefits versus lack of literary merit, stereotypes, and unrealistic expectations.
Final Thought: Romance novels should be valued for their positive impact on readers.

Reading References:

Regis, Pamela. A Natural History of the Romance Novel. University of Pennsylvania Press, 2007.
Radway, Janice A. Reading the Romance: Women, Patriarchy, and Popular Literature. University of North Carolina Press, 2009.
Betts, Hannah. “The Mental Health Benefits of Escapist Fiction.” The Guardian, 2020.

The study of history is futile. Do you agree?

The study of history is crucial. Understanding current events can help shape future decisions.

I. Introduction

Hook: “Those who cannot remember the past are condemned to repeat it.”
Background: Importance of history in education and society.
Thesis Statement: Study of history is crucial for understanding present issues and guiding future decisions, despite claims of its futility.

II. Supporting View 1: History Teaches Valuable Lessons

Topic Sentence: Study of history is crucial as history offers lessons from past successes and failures.
Example 1: Germany’s reconciliation post-Holocaust (2013-present).
Example 2: South Africa’s truth and reconciliation post-apartheid (2010s).
Example 3: Rwanda’s recovery after the 1994 genocide (2014-present).
Analysis: These examples show how history provides valuable lessons for healing and reconciliation.

III. Supporting View 2: History Helps Understand Current Issues

Topic Sentence: Understanding history helps explain current socio-political issues.
Example 1: Brexit and its historical roots (2016-present).
Example 2: Middle East conflicts and colonial history (2010s).
Example 3: Indigenous rights movements in Australia (2014-present).
Analysis: These cases demonstrate how historical context explains contemporary issues.

IV. Supporting View 3: History Informs Future Decisions

Topic Sentence: History informs better decision-making for the future.
Example 1: Environmental policies inspired by past mistakes (2010s-present).
Example 2: Economic reforms influenced by historical financial crises (2010s).
Example 3: Public health strategies post-pandemic reflections (2020s).
Analysis: These instances show how historical knowledge guides future policy decisions.

V. Opposing View 1: History is Subjective and Biased

Topic Sentence: History is often biased and subjective.
Example 1: Revisionist histories in Japan (2012-present).
Example 2: Controversial colonial narratives in India (2010s).
Example 3: Biased educational content in Turkey (2010s-present).
Analysis: These examples highlight how historical narratives can be manipulated, questioning their reliability.

VI. Opposing View 2: Focus on Future Technology and Innovation

Topic Sentence: Emphasis should be on future technology and innovation.
Example 1: Singapore’s focus on STEM education (2010s-present).
Example 2: South Korea’s tech-driven economy (2010s-present).
Example 3: Israel’s innovation in technology sectors (2010s-present).
Analysis: These cases argue that focusing on future advancements is more beneficial than studying history.

VII. Opposing View 3: History is Irrelevant to Modern Problems

Topic Sentence: Modern problems require contemporary solutions, not historical perspectives.
Example 1: Climate change policies focusing on future solutions (2010s-present).
Example 2: Digital privacy laws addressing new technological challenges (2010s-present).
Example 3: Modern healthcare advancements tackling current health issues (2010s-present).
Analysis: These examples suggest that contemporary issues need innovative approaches, making historical knowledge less relevant.

VIII. Conclusion

Restate Thesis: Studying history is crucial for understanding present issues and guiding future decisions, despite claims of its futility.
Summary of Key Points: Recap main supporting and opposing views.
Final Thought: Balancing historical knowledge with forward-thinking innovation is key to addressing modern challenges.

Reading References

MacMillan, Margaret. The Uses and Abuses of History. Profile Books, 2009.
Carr, Edward Hallet. What Is History?. Penguin Books, 2008.
Evans, Richard J. In Defence of History. Granta Books, 2012.

Young people today have little to no skills to meet the challenges of the future. Discuss.

I. Introduction

Hook: In an ever-evolving world, the readiness of today’s youth to face future challenges is a topic of heated debate.
Background: Brief overview of the skills traditionally deemed necessary for future success and the changing landscape of required competencies.
Thesis Statement: While some argue that young people today lack the necessary skills to meet future challenges due to deficiencies in traditional education and life skills, others believe that the adaptability, technological proficiency, and innovative thinking of the younger generation equip them well for the future.

II. Supporting View 1: Deficiencies in Traditional Education

Topic Sentence: The current education system often fails to equip young people with essential skills needed for future challenges.
Example 1: A study by the National Center for Education Statistics showing declining scores in critical thinking and problem-solving among high school students in the U.S. and Europe.
Example 2: Employers’ frequent complaints about graduates lacking basic skills such as communication, teamwork, and time management.
Analysis: Discuss how these examples highlight the shortcomings of the traditional education system in preparing students for the real world.

III. Supporting View 2: Lack of Life Skills

Topic Sentence: Many young people today are deficient in basic life skills that are crucial for future success.
Example 1: The increasing reliance on technology for simple tasks, leading to a decline in practical skills such as cooking, financial management, and basic repairs.
Example 2: The rising rates of anxiety and depression among young people, often linked to a lack of coping mechanisms and emotional resilience.
Analysis: Examine how these trends suggest that young people may struggle to navigate everyday challenges and maintain mental well-being.

IV. Opposing View 1: Technological Proficiency and Adaptability

Topic Sentence: Young people today possess high levels of technological proficiency and adaptability, which are crucial for future challenges.
Example 1: The success of young entrepreneurs in the tech industry, such as Mark Zuckerberg and Elon Musk, who have revolutionized their fields through innovation.
Example 2: The rapid adoption and adaptation to new technologies, such as the widespread use of coding skills and digital literacy among teenagers and young adults.
Analysis: Discuss how these examples illustrate the younger generation’s readiness to thrive in a tech-driven future.

V. Opposing View 2: Innovative Thinking and Problem-Solving

Topic Sentence: The younger generation’s innovative thinking and problem-solving abilities prepare them well for future challenges.
Example 1: The rise of social movements led by young activists, such as Greta Thunberg with climate change and Malala Yousafzai with education, showcasing leadership and advocacy skills.
Example 2: The development of groundbreaking solutions to global issues by young inventors, like Boyan Slat’s ocean cleanup project.
Analysis: Explore how these initiatives demonstrate young people’s capacity to tackle complex problems with creativity and determination.

VI. Conclusion

Restate Thesis: While concerns about deficiencies in traditional education and life skills are valid, the adaptability, technological proficiency, and innovative thinking of young people indicate that they are well-prepared to meet future challenges.
Summary of Key Points: Recap the main supporting and opposing views discussed.
Final Thought: Emphasize the importance of fostering both traditional and modern skills in education to ensure a well-rounded preparation for future challenges.

Historical figures that have caused the most harm are the most influential. How far do you agree?

The undeniable truth is that the most influential individuals in history are those who have done the most good, and not the most harm. Historical figures like Mandela, Che Guevera and Einstein have imparted ideas and values that still continue to inspire people. Their influence cannot be measured against vile and vicious leaders.

Historical figures are those people who have left a significant mark on people and have influenced society or the world in one way or another. Many historical figures are remembered because of their heroic deeds and their name is taken with love and respect. While others are known for their atrocities and tyranny and sheer thought of these people brings feelings of disgust and anger. It would be myopic to say that historical figures that have caused the most harm are most influential. Those that have worked tirelessly to make a difference in this world are far more many than the few that have caused the most harm.

People who are of the view that we remember historical figures of the harm they cause, may often cite examples of Hitler, Stalin and Pol Pot. These people plundered and caused destruction of life and land. So cruel were their actions that millions of people faced atrocities like genocide, ethnic cleansing, slavery, and arbitrary homicide. Their actions are still remembered by many people today and their name is spoken with utter disdain but it would be difficult to accept that they left a lasting influence of their ethos and pathos.

However, there are people in history who have done great deeds and have left a legacy. Though people may feel sad and grieve about people who have lost lives during the atrocities committed by Saddam Hussein or Muamar Ghaddhafi, people cannot forget the historical heroes who worked for the greater good of the society and left a legacy for people which is still followed. The teachings of Mahatma Gandhi of truth and non-violence resonate with people even today. Similarly, the teachings of The Dalai Lama about patience, tolerance and forgiveness has immense influence on people. Thus, it can be said that historical figures that have done good leave a better and lasting influence on people than historical figures who have harmed the humanity.

Many historical figures like artists, philosophers and scientists have provided insights into the workings of the world. There are also those who have invented and discovered things that have impacted humans in great ways. For example, writers like Gabriel García Márquez has influenced writers and readers across the world. His influential works like One Hundred Years of Solitude and Love in the Time of Cholera has inspired modern writers like Salman Rushdie to adopt Marquez’s style of writing and has used it in many of his novels. Words of William Shakespeare too hold significant power today. No English literature class is complete without studying his works. Art of Frida Kahlo, portrayed the struggle for self-determination in the lives of women still connects with many women and men today. Thus, people who have influenced society in a positive way by portraying their society in real form and trying to bring change have had a greater influence than people who have harmed the humanity.

There are those who argue that those who have caused the most harm leave a lasting influence. It is true in some sense because it helps people in avoiding the mistakes the historical figures made. For instance, some may assert that the memory of the Holocaust under Hitler’s reign will prevent humanity from repeating such an atrocity. However, this is not true because evil acts are a part of society if historical atrocities are a reminder that we should not commit these crimes then why do racial prejudice, islamophobia and sentiments like anti-Semitism still exist? People like Hitler have simply been replaced by men like Iranian President Mahmoud Ahmadinejad, who once declared his intention to wipe Israel “off the world map”. In fact, majority of the middle east harbours the harshest anti-Semitic sentiments. The media channels in these countries also use provocative Nazi-like language that oppose Israel and the West. Therefore, it can be said that good historical figures leave a lasting impact on people and bring positive change, however, tyrannical historical figures do not leave any guidelines for people or do not inspire others to be less evil.