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COMO FAZER A REDAÇÃO DO ENEM 2026 (AULA COMPLETA) — Transcript

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0:01Perhaps this is the most complete essay
0:03writing class for you to understand how
0:05you should write your Enem 2026 essay
0:07to achieve a score of 900+. Let's go.
0:11Look, before you try to understand how
0:13to write an introduction, how to write
0:15a development, how to write a
0:16conclusion, what do you need to grasp?
0:20That every Enem theme is a problem. And
0:24this problem will be linked to a
0:26thematic axis. Teacher, what do you
0:29mean by thematic axis? A thematic axis
0:32is a grouping of themes from the same
0:34category. For example, challenges
0:37associated with reading, challenges
0:39associated with literacy. Two different
0:42themes that are part of which axis? The
0:44education axis. Another example,
0:47challenges related to the trafficking
0:49of wild animals. What is the axis for
0:51this theme? The environment axis.
0:56Therefore, you will write in your Enem
0:58essay a discussion about a problem from
1:01a thematic axis, which could be health,
1:03education, environment, technology,
1:05minorities, culture, or economy,
1:07understand? And to write about this
1:12problem, to produce this text, what
1:14will you have in your favor? 30 lines.
1:17Teacher, how am I going to use these 30
1:20lines? Look, you will take these 30
1:23lines and distribute some lines across
1:25these four paragraphs here. These are
1:29the four paragraphs for you to write
1:31your perfect score essay. The first is
1:34the introduction and I recommend that
1:35you leave between five and seven lines
1:37for the introduction. The second
1:40paragraph is development one. And for
1:43development one, you will leave what,
1:45look, between 8 and 10 lines. The third
1:47paragraph is development two, which you
1:49will also leave the same amount,
1:51between 8 and 10 lines. And the last
1:53paragraph of your text is precisely
1:55what? The conclusion. And my suggestion
1:58is that you leave between five and
2:00seven lines for the conclusion.
2:02Wonderful, teacher. I am understanding.
2:05Tell me one thing, what is the general
2:07logic of the Enem essay? What is the
2:09Enem essay, exactly? It is a
2:13dissertative-argumentative text. And
2:18you will write about this problem
2:20precisely by following the logic of the
2:22dissertative-argumentative text, which
2:23is what? You taking a stance; it is
2:27your critique that will be at stake for
2:29the grader to evaluate. So, in the
2:33dissertative-argumentative text, you
2:35will defend your point of view
2:37regarding that theme, that problem,
2:39based on 30 lines that will be divided
2:41into four paragraphs in the way I
2:42showed. Got it? Let's understand, then,
2:48what the perfect-score structure for
2:50each of these paragraphs is, because
2:52the division I chose for you to try
2:54isn't random; it's a strategic division
2:56so each paragraph is valued as it
2:58should be. Got it? Just so, for example
3:02, you understand what I mean, okay? You
3:04will write the introduction in five to
3:06seven lines, as I mentioned, following
3:08these three steps, look. There are
3:10three steps. First, you start with a
3:13repertoire. What is a repertoire? It
3:15could be a series, it could be a movie,
3:17it could be a literary work, the
3:19Federal Constitution, or a law. After
3:22this repertoire, you present the theme.
3:25The theme is exactly that problem you
3:27are going to discuss; it's the thematic
3:29sentence you will drop in here. And
3:32finally, you present two theses.
3:35Teacher, first of all, what is a thesis
3:37, right? And why two? What is a thesis?
3:43I want you to consider the theses in
3:45your Enem essay as cause one and cause
3:47two. So, the theses are practically the
3:51causes of the problem. Government
3:53negligence, lack of information, social
3:56inequality, family failure, school
3:58failure, media influence. And why two?
4:01One for your development paragraph one
4:03and the other for your development
4:04paragraph two. All right, teacher? I
4:06get it. There are three steps to making
4:08a perfect-score introduction, but how
4:09do I fit this into practice? Let's go.
4:12Look at the icing on the cake. I have
4:14prepared a ready-made introduction for
4:16you, a ready-made introduction
4:17structure just for you to plug in
4:19according to the theme. And my
4:22suggestion for you to use as a
4:24repertoire is precisely a series or a
4:25movie, because you have already watched
4:27many series and many movies, and
4:29regardless of the theme, it might
4:31happen that in some situation you think
4:33: "Wow, I've seen a series that talks
4:34about this, I've seen a movie that
4:36talks about this," and you just add
4:38what happens there that relates to the
4:40theme. How can I do that? Look, it
4:43starts like this: in the audiovisual
4:46work. And here you would insert the
4:48name of that series, the name of that
4:50movie. Something is portrayed,
4:52something related to the theme. The
4:54character so-and-so is portrayed, who
4:56goes through this, goes through that,
4:58faces such a thing, suffers such a
5:00thing. Then you show that what the
5:03character experienced, what is
5:04portrayed in the series, can also be
5:06observed in Brazil. In other words, you
5:08are going to compare the realities.
5:10Want to see? outside of fiction. Notice
5:13how this connector marks the transition
5:15from the repertoire to the theme. The
5:18context presented in the film or series
5:20, depending on what you put here, finds
5:22a parallel in modern-day Brazil. What
5:25do you mean, it finds a parallel? I
5:26also observe it in Brazil. Why? Because
5:29of the theme. Since, and here you would
5:32fit the complete theme, since there are
5:34challenges related to that theme, since
5:36there are situations related to that
5:38theme, you will fit the theme here.
5:41There, the theme is set. Let's go to
5:43the two causes. Therefore, a little
5:45connector, to mark the beginning of the
5:47last sentence of our introduction, to
5:49analyze cause one, which is thesis one,
5:51and cause two, which is thesis two, as
5:53causes of the problem. Professor,
5:55wonderful. Show us in practice so we
5:57can understand. Sure. Take a look.
6:00perspectives on aging in Brazil. Look
6:03at this. In the audiovisual work El
6:06Chavo, the character Doña Clotilde is
6:08portrayed. Then I explain. A lady who
6:13is called the witch of 71 by her
6:14neighbors and is the target of
6:16prejudiced comments related to what? To
6:19her appearance and age. Does this also
6:22happen in Brazil regarding the elderly?
6:24It happens. So I will show here what I
6:26perceive in the series and also
6:28perceive in Brazil. outside of fiction,
6:30notice it's the same structure, okay?
6:32And you will be able to use this
6:33structure in many situations. The
6:36context presented in the series finds a
6:38parallel in modern-day Brazil. Why?
6:41Because of the existence of
6:42perspectives on aging. See, since the
6:47existence of negative perspectives on
6:49aging in the country devalues the
6:51elderly population. Professor, wait a
6:56minute. The theme is perspectives. on
6:59aging. Exactly. But why here, when you
7:05presented the theme, since the
7:12existence of negative perspectives on
7:14aging, did you add this term "negative"
7:16? Do you agree with me that every Enem
7:23theme is a problem? But when you read
7:26this thematic phrase, perspectives on
7:28aging, you don't clearly identify a
7:29social problem here, because
7:31perspectives are broad. But you have a
7:34duty to do what? When the theme does
7:37not clearly show a problem. You have to
7:40problematize it, add a term that
7:42actually makes it a problem, without
7:43changing much. So, if the theme, for
7:46example, is perspectives on aging, when
7:48I present it in an introduction, what
7:51do I say? limited perspectives,
7:54negative perspectives on aging,
7:55prejudiced perspectives on aging. What
7:59did I do here? I problematized it
8:00because every Enem theme is a problem,
8:02professor. I'm not sure if I'm
8:03understanding. For example, imagine
8:05this topic: the democratization of
8:07internet access in Brazil. Does
8:09everyone have access to the internet?
8:11No. So, when I go to write about this
8:13topic in my introduction, I don't just
8:15put "democratization of internet access
8:17." What do I say instead? "Lack of
8:19democratization of internet access." If
8:21you have a topic like "valuing teachers
8:23in Brazil," are teachers valued? No,
8:26I'm going to problematize the lack of
8:28appreciation, the devaluation of
8:30teachers. This is what we call thematic
8:32problematization. If you notice that
8:35the topic doesn't clearly identify a
8:37problem, you problematize it. Oh,
8:41professor, but the topic is: "
8:42challenges related to wildlife
8:44trafficking." Look, the word "
8:47challenges" already identifies that
8:49there is a problem there. So you just
8:51take that whole phrase and put it in
8:53your text because there's already a
8:54problem in it. Got it? Was this point
8:56clear? Wonderful. Now, pay attention
9:00here. Therefore, it is urgent to
9:02analyze what? Prejudiced thinking,
9:07which would be exactly our cause one,
9:08and government negligence as causes of
9:10the problem—government negligence,
9:12which would be our cause two. That is
9:17how you write a perfect-score
9:18introduction. Follow these three steps,
9:21follow this structure, and you will do
9:23very well. Now that you know how to
9:25write a perfect-score introduction,
9:27let's learn how to write body paragraph
9:29one and body paragraph two, which
9:31follow the same steps. Exactly. There
9:33are four steps for you to follow. The
9:36first is what we call restating the
9:38thesis. What is restating the thesis?
9:40Remember that at the very end of your
9:42introduction, you tell the grader: "
9:43Look, thesis one and thesis two are the
9:45causes of the problem." So, you restate
9:47thesis one at the beginning of body
9:49paragraph one. And you restate thesis
9:51two at the beginning of body paragraph
9:53two. This is what we call a topic
9:54sentence. Wonderful. The second step is
9:57to include a repertoire, which we call
9:59a supporting repertoire. It is a
10:00repertoire linked to the thesis so you
10:02can later argue about it. What do you
10:04mean, professor? Let's suppose you are
10:06going to write about government
10:07negligence in body paragraph one. Then
10:10you have to choose a repertoire that
10:11specifically addresses the government.
10:14"Oh, I'm going to cover social
10:16inequality." So what do you choose? A
10:18repertoire that talks about social
10:19inequality to then start arguing based
10:21on the topic. Got it? Wonderful. The
10:24argumentation, which is the third step
10:26and the part where many people get
10:27stuck, I’ll give you a tip, okay?
10:29You're going to try to do this based on
10:31three steps, look. Three steps. The
10:34first is what, exactly? You ask
10:37yourself the following: how does it
10:39happen? How does it happen? The second
10:43is what is the example? What is the
10:48example? And the last step of the
10:52argumentation, which is the third
10:54question, would be what is the
10:59consequence? What is the consequence?
11:04Got it? You will, look, ask yourself
11:07these three questions here, because
11:08with them you argue without gaps. What
11:10do you mean, professor? What would this
11:12"how does it happen" be? Oh, I'm going
11:14to write about government negligence.
11:16So, you ask: "How does government
11:18negligence occur in this topic?" And
11:20then you, look, argue, then you prove
11:22what example I can give. What does the
11:24government actually fail to do
11:26regarding that topic? Then you
11:27exemplify, what is the consequence of
11:29that? To make your argument even more
11:31concrete, what is the effect of this on
11:33the individuals within this topic, in
11:35relation to society within this topic?
11:38Try to answer these three questions. I
11:40doubt there will be any gap that will
11:41make your argument weak. On the
11:43contrary, it will become a very good
11:45argument. Got it? And the last step is
11:48the critical closing, which is a
11:50synthesis of what you argued in a
11:51critical way to say: "Look, it is
11:53unfair that this continues to happen;
11:55it is unfair that the government
11:57doesn't do such a thing; it is unfair
11:59that people need a financial status, uh
12:01, to have access to such a thing." Got
12:04it? So you make a very short critique
12:07about everything you argued. Professor,
12:10okay, but is there a structure for me
12:12to follow? Of course. Look how
12:15wonderful. Starting today, you will try
12:17to do your development one like this,
12:19look. Start it with "given this
12:22scenario," okay? It is necessary to
12:26understand the influence of thesis one
12:27that you will revisit in the topic.
12:30Here you also revisit the topic. You
12:31can revisit it with other words, you
12:33can revisit it with the same words, no
12:35problem. Try to revisit the topic there
12:37. about this. So, before I continue,
12:40notice that "given this scenario" is
12:42precisely the connective that will open
12:44your development one. Start with it. "
12:48About this," look, is already another
12:50connective that will provide continuity
12:52, presenting now what? our repertoire.
12:55Then you add an author, a work, you can
12:57add a series again, you can add a movie
12:59again, you can add a law, something
13:01related to the thesis. About this, add
13:04some repertoire, it claims, it defends
13:07that, and then you explain. Alright,
13:09when you are about to start arguing,
13:11what do you have to do? Be careful.
13:16Either you agree with the repertoire
13:18and do it like this: from this
13:20perspective, so-and-so’s idea,
13:21Felipe’s idea, applies to Brazil.
13:26Then, then you start arguing, given
13:28that blah blah. Oh, teacher, but I
13:29don’t agree with the repertoire, he
13:31says it has to be like this, but in
13:33practice it isn't. What do you do?
13:37However, so-and-so’s idea does not
13:39apply to Brazil, is not observed in
13:41Brazil, is not evidenced in Brazil. Why
13:45? And then you start arguing, got it?
13:47Done. When you are about to start
13:49arguing, look, what do you do first?
13:51How does that thesis occur in relation
13:53to the theme? Then you explain, given
13:55that what happens, fits here. How can I
13:58prove this? Then you exemplify an issue
14:01that can be observed when, and then
14:03provide a practical example. Done, add
14:06a period and start a new sentence to do
14:08what? Consequence. Now, as a
14:11consequence, and here you place the
14:13effect on the individuals of that theme
14:15, on the reality of that theme, and
14:17close that period to then move on to
14:18the last part of your development,
14:20which is the critical closing. Thus, as
14:26long as the thesis you discussed
14:27persists, it will be difficult to
14:29achieve something related to that theme
14:31. It will be difficult to democratize
14:34something, to provide something. Got it
14:36? Try to follow this structure here,
14:39the teacher shows it in practice, of
14:41course, the same essay, perspectives on
14:43aging. Look at it in practice. Given
14:46this scenario, it is necessary to
14:48understand the influence of the
14:49persistence of what? Of outdated
14:52mentalities in the devaluation of the
14:54elderly. In other words, persistence of
14:57outdated mentalities. It is our thesis
15:01on the devaluation of the elderly, a
15:03return to negative perspectives on
15:05aging. Let’s go to the repertoire to
15:08talk precisely about prejudiced
15:09mentalities, outdated mentalities. But
15:12look at the repertoire. Regarding this,
15:16the sociologist Erving Goffman states
15:18that social stigma consists of
15:19attributing negative characteristics to
15:21certain groups, making them be seen as
15:23inferior. In other words, I chose to
15:28write here in relation to the theme of
15:29perspectives on aging about what? About
15:32outdated mentalities in society. And
15:35this thesis, this cause, it fits into
15:37several themes about minorities, okay?
15:40And this repertoire that I read here,
15:42look, Erving Goffman states that social
15:44stigma consists of the attribution of
15:45negative characteristics to certain
15:47groups. You can use it for many themes
15:50as well. Let’s see how I am going to
15:52argue now based on that. Before you
15:54start arguing, you ask the repertoire:
15:56do I agree with it? Does this
15:58attribution of negative characteristics
16:00to certain people actually exist? Yes.
16:02So, what am I going to include? I will
16:05add a connective that agrees, which
16:06would be "under this perspective" or "
16:08following this logic." Got it? The
16:12thinker's idea applies to Brazil. In
16:15other words, before I start arguing, I
16:17built a bridge to show that there is
16:18concreteness in using my repertoire. I
16:21am using my repertoire to my advantage.
16:23I didn't just throw it in; I'm
16:25referencing it, showing that I truly
16:26see it in Brazil. And now I will begin
16:29to argue, look. Since prejudiced
16:33conceptions associate old age with
16:35incapacity and unproductiveness. That
16:39is, how does the persistence of
16:41outdated mentalities occur? Well,
16:45through prejudiced conceptions that
16:47associate old age with incapacity and
16:49unproductiveness. But if I leave my
16:52argument sitting right here, it isn't
16:54quite concrete enough. I now need to
16:56exemplify how I perceive this in
16:57practice. Where, in what context, and
17:00how. That is where you take the second
17:01step. What example can I give? Look,
17:03let's put it in another color. An issue
17:07that can be observed when older
17:09candidates are rejected in job
17:10interviews due to their age, even while
17:12possessing experience and
17:13qualifications for the position. Did
17:16you notice? I took a concrete example
17:18of how I perceive that these prejudiced
17:20conceptions exist. What is the
17:22consequence of all this? Let's move on
17:24to the consequence. As a consequence,
17:28these citizens face difficulties
17:30entering the job market, which
17:31compromises what? Their financial
17:35autonomy and reinforces their social
17:37exclusion. Look at how wonderful our
17:39argument turned out. How do these
17:41outdated mentalities occur? When
17:43society associates old age with
17:44incapacity and unproductiveness. How do
17:47I perceive it? I perceive it when older
17:49people are rejected in job interviews.
17:51And what is the consequence of this for
17:53this group? Then you included the
17:55critical closing we can build. Ah, yes,
17:59as long as this retrograde view
18:01persists, it will be difficult to
18:03guarantee the recognition and valuation
18:05of this part of society. So, notice
18:08what I did? Look, as long as these
18:10mentalities persist, it will be hard to
18:12recognize the elderly, right? It will
18:15be hard to recognize the valuation of
18:17this part of society. It will be hard
18:21to value this part of society. This is
18:23the critical closing. Wonderful. And if
18:27you stop to think about what I said at
18:29the beginning? The same step-by-step
18:32logic from D1 applies to D2. Want to
18:35see? Look at how wonderful. You will do
18:38your development two like this, see.
18:39Start with "furthermore.""Furthermore."
18:43Thesis two also fuels the setback. What
18:45does it mean to fuel? It is to amplify
18:47what is a setback. It is a problem, a
18:49return to the theme. Let's put the
18:51repertoire in that direction. Then you
18:53can include an author, a work, a film,
18:55a series, or a law related to that
18:57thesis again. Fit it in here, address
19:00something, and if you agree, what do
19:02you do? "In light of this," and make a
19:05little bridge to show that I can
19:06observe this in the theme's scenario in
19:08Brazil. If you don't agree, what do you
19:10do? Look, however, this is not observed
19:13, this is not seen, this is not
19:15realized. And then start explaining why
19:18. "Given that," that is, how that
19:21thesis occurs. Explain how I can prove
19:24it, what example I can give. A
19:26situation that materializes in, insert
19:28an example. What is the consequence of
19:30this? The same structure I wanted for
19:32you. "Consequently," consequence.
19:36Critical closing, "in this way, it is
19:38not fair that something prevents
19:40something legal." Teacher, that is
19:42wonderful. Show it in practice. Of
19:45course I will show it. Look at this
19:47here. Remember that our thesis two back
19:49in the introduction was precisely about
19:51what? About government negligence.
19:54Let's go back to it here. "Furthermore,
19:56" which is a wonderful connective for
19:58you to start your D2. Government
20:00negligence also fuels the setback. What
20:02repertoire can I use here for
20:04government within this theme? There are
20:05many, okay? But I chose this one here.
20:08In this sense, Article 15 of the
20:10Elderly Person Statute ensures
20:11comprehensive healthcare for this
20:13portion of the population through the
20:15Unified Health System, which is the SUS
20:17. In practice, does this comprehensive
20:21care happen for the elderly? No. So, I
20:23am going to contest this. I will use a
20:25connective like "however,""nevertheless
20:27," okay? However, such a guarantee is
20:30not fully realized. Why? Given that
20:35many hospitals and clinics have
20:37difficulties offering adequate
20:38geriatric care. In other words, first I
20:43showed how this occurs. It occurs like,
20:46look, many hospitals have difficulties
20:49offering adequate geriatric care. But I
20:52need to prove it, what example can I
20:53give? A situation that materializes in
20:56the scarcity of specialists and the
20:58delay for appointments aimed at
21:00treating diseases like Alzheimer's and
21:01Parkinson's. There, I've exemplified it
21:04. What is the consequence of this?
21:07Consequently, the delay in the
21:09diagnosis and treatment of these
21:10illnesses compromises the quality of
21:12life of the elderly. who start living
21:17with aggravated symptoms and avoidable
21:19limitations, right, that could be
21:21prevented, hindering the construction
21:23of a positive perspective on aging,
21:24which would be associated with health
21:26and autonomy. In other words, the
21:30government itself strengthens these
21:31negative perspectives when it doesn't
21:33offer what? this adequate treatment
21:36that could leave the elderly healthier,
21:38right, more peaceful, and it ends up
21:40generating this dependency on other
21:42people, contributing to negative
21:43perspectives that aging means not
21:45having health, perhaps, okay? Because
21:49the government itself perhaps doesn't
21:50offer this health as it should to this
21:52part of the population. Wonderful,
21:54professor. What is the critical closing
21:56? Thus, it is not fair that state
21:59omission prevents a healthy and
22:01dignified longevity. the same
22:04step-by-step that you already learned
22:06regarding development one, you have now
22:08learned to do development two.
22:10Wonderful. Let's move to the conclusion
22:12. And the conclusion, my dears, will
22:14follow three steps. Look, the first
22:17step is the conclusive topic sentence,
22:19which is when you start like this: "
22:21Therefore, it is necessary to combat
22:23the theme, it is necessary to face the
22:25theme." In summary, it is the
22:26resumption of the theme. Then you will
22:29make the intervention proposal. I want
22:32you to pay close attention here,
22:34because it is extremely important that
22:36you understand that an intervention
22:37proposal is you actually trying to
22:39combat that problem. Remember? Every
22:42Enem theme is what? It's a problem. And
22:44you have to combat it with the
22:45intervention proposal. There in the
22:46conclusion. This intervention proposal
22:49has five mandatory elements. It has an
22:53agent, let's write here, look. It has
22:56the agent, okay? It has the action,
23:02look, it has the action, it has the
23:04means, the purpose, and it also has the
23:07detailing. Professor, are there five
23:12elements to make the intervention
23:14proposal? Exactly. Mandatory ones.
23:17Exactly. Agent, who is going to do that
23:19? Action. What is the measure taken by
23:22the agent? Means, by what means will
23:25this action be carried out? Purpose,
23:27what is the result I expect from this
23:29action? In order to, detailing would be
23:32you choosing either the agent or the
23:34action, or the means or the purpose to
23:36detail, deal? And my suggestion is that
23:40you choose, for example, the agent
23:42itself, because it is the easiest for
23:44you to detail. How so? Therefore, the
23:46Ministry of Education, comma, as
23:48responsible for educational guidelines
23:50in the country, comma, must blah, in
23:52other words, you detailed the function
23:54of the Ministry of Education. Detailing
23:56is this, it's you stating the function,
23:58it's you giving an example, it's doing
23:59something in that sense. All good? And
24:02pay attention to everything I've said
24:04regarding the intervention proposal,
24:05because I have more important
24:07information. For this intervention
24:10proposal you're going to build, what
24:11can't you look at exclusively? The
24:13theme. You have to look at what you
24:16discussed in relation to that theme. In
24:18other words, you will look at your
24:19thesis one in development one and look
24:21at your thesis two in development two.
24:24You are required to address both thesis
24:26one and thesis two. And here is my
24:29suggestion. My suggestion is that,
24:32since you have to address the theme by
24:34looking at both theses, what should you
24:36do? Two intervention proposals, P1 and
24:40P2. For proposal one, you include the
24:45five mandatory elements, focusing on
24:47thesis one. Professor, is that right?
24:50So, for proposal one, I will address my
24:52thesis one that I developed in
24:53development one, and I will use the
24:55five mandatory elements in it, right?
24:57Exactly. For your proposal two, you
25:00address your thesis two, but here’s
25:02the trick. The Enem accepts at least
25:06one complete action proposal. Meaning,
25:09you must make at least one complete
25:10action proposal. You can make proposal
25:12two with fewer elements, because only
25:14one complete one is enough for you to
25:16get 200 points in competency five. So
25:18my suggestion, my dear, is that your
25:19proposal two, since the first one is
25:21already complete, should have at least
25:23three elements. So you can include the
25:25agent, the action, and the means in
25:27proposal two to address thesis two. The
25:28agent, the action, and the purpose. Oh,
25:30professor, I want to use all five
25:32mandatory elements. If you have enough
25:34lines to do that, go ahead. I find it
25:35difficult. You won't have that many
25:37lines for it, but you can just use
25:39three elements, or four elements. Do
25:41whatever you prefer to address thesis
25:43two, but only one complete action
25:45proposal is enough. And finally, you
25:48add the topical closing. A topical
25:50closing is a sentence that says what to
25:52the grader? Look, grader, with these
25:54measures I created, the problem will be
25:56addressed. We know it won't be, right?
25:59It's a utopia. That's why I call it a
26:01topical closing. And generally, you see
26:05this topical closing in essays with a
26:06perfect score, revisiting the
26:08repertoire from the introduction. So,
26:12sometimes what happens? The author of
26:15the perfect-score essay puts a
26:16reference to the repertoire right at
26:18the end. How would that look in
26:20practice? Remember that in "El Chavo"
26:22we see a negative scenario regarding
26:23the elderly with Dona Clotilde, and you
26:25mention in your introduction that this
26:27is also observed in Brazil. So, in your
26:30closing topic sentence, what do you do?
26:32Look, at the very end of your
26:34conclusion, with these measures I’ve
26:36created—you won't write "that I
26:37created," you'll say "with these
26:39measures"—it will be possible to
26:41distance the scenario portrayed in "El
26:43Chavo" from the Brazilian reality,
26:44right? From what is observed in Brazil,
26:47of Brazil, you see? You distance what
26:49is seen in "El Chavo" from Brazil with
26:51your intervention proposals. It’s
26:54basically that. All good, teacher? Is
26:57there a ready-made conclusion structure
26:59to just apply there? Is there? Of
27:00course there is, my dear. Look how
27:02wonderful. It starts like this, look.
27:05Therefore, it is necessary to combat
27:07the topic that you will restate here.
27:13To do this, you put Agent 1, add a dash
27:15to provide details about the agent
27:17responsible for something, close with a
27:19dash, must do something for Action 1,
27:21by means of something for this Action 1
27:23, in order to achieve an aim related to
27:25this Action 1. Done. Proposal one with
27:31the five mandatory elements. Follow
27:33this structure so you can get 200
27:34points in competency five. Don't leave
27:36out anything I'm showing here in this
27:38structure, okay? In addition, let's
27:41move to proposal two. Agent 2 must do
27:45something for Action 2 with the goal of
27:47something for Action 2, right, related
27:49to that second thesis. Done. Notice
27:53that in this second proposal I have
27:54what? I have an agent, the action, and
27:56the purpose, three of the five
27:58mandatory elements. Why did I only
27:59include three? Because the first one is
28:01already complete. With these measures,
28:04it will be possible to achieve
28:05something, some result, some reference
28:07back to the repertoire you used in the
28:09introduction. Let's see it in practice.
28:12Let's go. Same topic, okay? Therefore,
28:15it is necessary to combat negative
28:17perspectives regarding aging in Brazil.
28:20To do this, the Ministry of Human
28:22Rights and Citizenship, responsible for
28:24promoting equality and combating
28:26discrimination—and in this case, we
28:28have the agent and its detail—what is
28:30the action? Must deconstruct
28:33stereotypes associated with the elderly
28:35. Through what means will it do this?
28:37Through educational campaigns that
28:39value the experience and professional
28:41capacity of this group, the elderly, in
28:43order to do what? In order to reduce
28:46ageism in the job market. Why did my
28:48proposal focus so much on the job
28:50market? Because back in development one
28:51, we argued about the fact that the
28:53elderly are associated with uselessness
28:54and incapacity in the job market. So
28:56I'm going to combat that. Proposal two.
28:59Looking at the government's negligence
29:01regarding proper treatment in the
29:03public health system, in addition, the
29:05Ministry of Health, which is our second
29:07agent, must take action to expand the
29:09offer of geriatric consultations and
29:11the monitoring of neurodegenerative
29:12diseases in the SUS, which is what I
29:14pointed out in my D2 argument, with the
29:16goal of ensuring early diagnoses and
29:18preserving patient autonomy. Done. What
29:22do I have in proposal two? The agent
29:24and the intent. Let's move on to the
29:25critical closing. The critical closing
29:27is not a mandatory step. Just like the
29:29topic sentence, which is this callback
29:30right here. Necessary to combat the
29:32theme. It is also not mandatory. What
29:34is mandatory in the conclusion is for
29:35you to do what? The intervention
29:36proposal. However, the top-scoring
29:38essays follow these three steps. So we
29:40try to apply them too. Look at the
29:42closing. With these measures, it will
29:45be possible to build a society that,
29:47unlike Dona Clotilde's neighbors, look
29:49at the callback, how cool, man. In the
29:53show Chaves, recognizes the dignity and
29:55value of the elderly population. You
29:59just learned how to write a top-scoring
30:01essay with a ready-made structure that
30:03you'll be able to use for many, many
30:05topics. Dude, if this class helped you,
30:07leave a like, subscribe to the channel,
30:09recommend it to your friends, and stay
30:11tuned, okay? Because I'm going to post
30:14many amazing and free writing lessons
30:15here to help you all. If you liked it,
30:18comment "gold" here and subscribe to
30:19our channel right now. M.

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