Work off of topic proposal, sources attached
Project #4 – Argumentative Research Essay
Assignment Details:
The purpose of this essay is to persuade your reader to
agree with you on a position that you take. So, early on in your essay, you
want to identify what your position is on the issue, and spend the body of your
essay providing reasons to defend why your position really is the best one. You
should use sources throughout your essay to help you explain your position, to develop
your discussion of each reason you have to defend your position, and to
identify and respond to your counterargument. The topic of your essay will be
the one you wrote about in Project 3.
Paper Length and Sources:
The length of this essay should be 5-7 pages, and you should
be using between 5-7 high-quality sources in your project. These sources can be
from anywhere (online, library, print or digital), as long as you’ve vetted the
sources for credibility and accuracy, and that they will be credible enough to
help persuade your reader to agree with you. Make sure to choose the best
sources possible for your topic.
Reminders:
A clear, specific title
An introduction
A clearly-stated thesis to explain what your position is on
the issue
Several reasons, focused in separate paragraphs, to defend
your thesis about why your position is the strongest one (why the reader should
agree with you) ARGUMENT – CLIMATE CHANGE IS CAUSED BY HUMANS
A counterargument–somewhere in your essay, identify a
possible flaw with your position, or a reason why someone might not agree with
you. Then, tell us either (1) why the other side is mistaken in some way, or
(2) they are correct, but this flaw isn’t enough to weaken your entire argument
– COUNTERARGUMENT – PEOPLE THAT THINK IT IS NOT CAUSED BY HUMANS
A conclusion
Between 5-7 sources cited correctly in the citation format
specified by your instructor, using in-text citation and a works cited page.
A length of 5-7 pages, double-spaced, 1-inch margins, not
counting the Works Cited or References page
Purpose: The purpose of Project 4 is to
compose an original argument that is supported by credible, high-quality
sources. Completing this assignment will bring together your skills of
research, analysis, argumentation, and incorporation/citation of sources (by way
of summary, paraphrase, and/or quotation).
Assignment Description: In this essay,
you will persuade your reader to agree with you on a position that you take.
So, early on in your essay, you want to identify what your position is on the
issue, and spend the body of your essay providing reasons to defend why your
position really is the best one. You should use sources throughout your essay
to help you explain your position, to develop your discussion of each reason
you have to defend your position, and to identify and respond to your
counterargument. The topic of your essay will be the one you wrote about
in Project 3. This essay should be at least 5 pages (1250 words) in length, and
should be citing at least 5 credible, high-quality sources.
Course learning outcomes: This assignment
fulfills the following learning outcomes for this course:
Rhetorical
Awareness 1a: Students will be able to identify, explain and apply the
components of the rhetorical situation: purpose, author, audience, genre,
medium, and context.
Rhetorical
Awareness 1b: Students will write as an academic contributor to their
chosen subject area, communicating clearly in writing for an appropriate
academic audience and for an academic purpose.
Critical
Use of Texts 2a: Students will read examples of student, professional, and
academic writing to generate ideas, and respond to ideas in their own
writing.
Critical
Use of Texts 2b: Students will demonstrate a solid proficient
understanding of correctly incorporating outside texts and sources to
develop their own academic researched argument.
Critical
Use of Texts 2c: Students will evaluate the quality of printed and online
sources, and will be able to select the most appropriate and highest
quality sources to support their own writing.
Writing
Processes 3a: Students will write multiple drafts independently.
Writing
Processes 3c: Students will practice all steps of the writing process,
with an emphasis in drafting and revision.
Writing
Processes 3d: Students will practice revising their own papers and their
peers’ papers, integrating feedback from their instructors and peers
Grammar/Mechanics
4a: Students will have a solid proficient understanding of the rules of
Standard English grammar and be able to apply those conventions to their
own writing, in particular grammatical tools to provide unity and cohesion
in sentences, which may include but not be limited to
(coordination/subordination, parallelism, transitional words and phrases).
Grammar/Mechanics
4b: Students will demonstrate a solid proficient understanding of academic
documentation.
