Should Schools Teach Students How to Cook and Manage Money?

This guide breaks down how to write a compelling argumentative essay on whether schools should teach students how to cook and manage money, transforming a basic argument into a top-grade analysis with concrete examples and examiner insights.

Why This Matters on the Exam

The argumentative essay is a staple of the English subject in Norwegian upper secondary school (VG1-VG3). Exam prompts frequently ask you to discuss a contentious social issue and state your opinion, using a formal and structured format. This topic—the role of practical skills in education—is a classic example. You might encounter similar tasks, such as: "Discuss the pros and cons of standardized testing" or "To what extent should physical education be mandatory?" Mastering the structure and techniques shown here will directly prepare you for both written exams and the oral exam, where you are expected to present and defend a point of view on a complex topic.

Core Concepts for Argumentative Essays

To build a strong argument, you need to master a few key structural components. These are the building blocks of any successful argumentative essay. Using them correctly signals to the examiner that you understand the genre and can construct a logical, persuasive text.

A Model Essay, Analysed

Below is a strong example of an argumentative essay on this topic. Let's dissect it paragraph by paragraph to understand what makes it effective. The original essay text is preserved verbatim.

Introduction

Education is not only about academic knowledge but also about preparing young people for real life. Some people believe that schools should focus mainly on traditional subjects such as mathematics, science, and language. Others argue that practical skills like cooking and money management are equally important and should be taught in schools. I strongly agree with the latter view because these life skills are essential for independence, health, and responsible financial decision-making. A well-rounded education should equip students with both academic and practical knowledge to succeed in adulthood.

Analysis: This introduction is highly effective. It starts with a broad, contextual statement before narrowing to the specific debate. It presents both sides of the argument fairly and ends with a crystal-clear thesis statement that outlines the author's position and the core reasons behind it (independence, health, financial responsibility).

Body Paragraph 1: The Importance of Practical Life Skills

Cooking and managing money are fundamental skills that every individual needs. While subjects like history and physics are valuable, they do not always prepare students for everyday challenges. Knowing how to cook ensures that young people can make healthy, affordable meals for themselves, reducing dependence on fast food and processed products. Similarly, financial literacy — understanding budgeting, saving, and using credit — helps people make informed economic decisions and avoid debt. Schools that include these topics in their curriculum prepare students to become capable and self-sufficient adults.

Analysis: A strong opening body paragraph that expands on the thesis. The topic sentence, "Cooking and managing money are fundamental skills," is clear and direct. The paragraph then provides specific examples for both skills: cooking leads to healthier, affordable meals, while financial literacy helps avoid debt. The language ("fundamental," "self-sufficient") establishes a formal, academic tone.

Body Paragraph 2: Benefits of Teaching Cooking in School

Cooking is not only a practical necessity but also a skill that encourages creativity, responsibility, and healthy living. Many teenagers today rely on convenience foods because they were never taught how to cook. This often leads to poor diet choices, obesity, and health problems later in life. Teaching cooking in school gives students hands-on experience with ingredients, nutrition, and portion control. It also fosters a sense of accomplishment and teamwork when students cook together. For example, home economics classes in some countries teach students to plan balanced meals, shop responsibly, and reduce food waste — all essential skills for modern living.

Analysis: This paragraph zooms in on the first main point: cooking. It connects the lack of cooking skills to negative consequences (poor diet, obesity) and the presence of these skills to positive outcomes (creativity, teamwork, nutrition knowledge). The use of a concrete example ("home economics classes") makes the argument tangible and relatable.

Body Paragraph 3: Financial Education Builds Responsible Adults

Equally important is teaching financial literacy. In a world where credit cards, online shopping, and loans are common, many young adults struggle with managing money. Schools often overlook this topic, leaving students unprepared for real-world financial responsibilities. By learning budgeting, saving, and investing, students gain the tools to make smart financial choices. For instance, understanding how interest rates work can prevent debt accumulation, while learning about saving helps students plan for future goals such as education or housing. Financial education also promotes independence and reduces economic inequality by giving everyone access to essential financial knowledge.

Analysis: This paragraph effectively mirrors the structure of the previous one, now focusing on financial literacy. The transitional phrase "Equally important is..." ensures a smooth flow. It outlines the problem (young adults struggling with credit) and presents the solution (school-based education on budgeting, saving, and investing). The link to broader social benefits, such as reducing economic inequality, adds another layer of depth to the argument.

Body Paragraph 4: The Argument Against Teaching Life Skills in School

Critics argue that schools already have limited time and resources and should prioritize academic subjects that are essential for university or professional careers. They claim that practical skills like cooking and money management should be taught by parents at home. However, not all families have the time, knowledge, or financial stability to provide such education. In addition, schools reach all students equally, regardless of background, ensuring that everyone has the same opportunity to learn vital life skills. Thus, leaving these topics to families alone risks increasing inequality and leaving many young people unprepared for adult life.

Analysis: This is a masterclass in handling a counter-argument. The first two sentences fairly and accurately represent the opposing view. The author then uses the powerful transitional word "However" to pivot to the rebuttal. The rebuttal is logical and compelling, pointing out that relying on families creates inequality—a powerful ethical argument that strengthens the author's overall position.

Body Paragraph 5: Integrating Practical Skills with Academic Learning

Rather than viewing life skills as separate from academics, schools can integrate them into existing subjects. For example, math lessons can include exercises on budgeting or calculating interest, while science and health classes can cover nutrition and food preparation. This approach not only makes learning more relevant but also helps students see the connection between theory and real-life application. Hands-on learning also makes education more engaging, encouraging students to take active roles in their personal development. By combining academic and practical skills, schools can produce well-rounded, capable individuals. …