As the title implies, this essay will require you to construct an extended analysis about a conversation within the topic category you selected at the beginning of the term. It will also contextualize for your reader various perspectives that exist regarding your topic by working through your argument and analysis in conversation with those other perspectives. Your previous essays were part of your inquiry process and helped you contextualize the issue and narrow your focus. Your assignment now is to explain the issue from the angles your curiosity led you to explore, and then to persuade the reader to help solve the issue.
Your essay should contain the following sections:
Definition of Issue – This will act as your introduction
Define the issue at the center of the essay moving from its general context to the specific question to be explored.
Include a clearly expressed controlling purpose/thesis regarding the need for addressing this issue.
Explain the importance of wrestling with the issue. In other words, why does this matter?
Exploration of the Conversation – this section should establish the conversation that your are analyzing, it’s connection to the core issue of your essay, and the places where you see the communication not working well between various stakeholders. This is the largest section of the essay and should make up about two thirds of the essay.
Provide with source support key voices and perspectives on the issue you have defined. Also include data/studies and any historical or cultural developments relevant to your specific topic and these voices/perspectives.
Place those voices/perspectives in conversation with each other, noting agreement and disagreement. Analyze the role of rhetoric, fallacy, and divergent discourse community needs on the quality of the conversation you see. Also advance your use of these perspectives via your position as a reasonable persuader in the conversation.
Construct your exploration in such a way that each element advances with logic and connection to what has come before it and so that you will clearly be able to analyze it in the next section of the essay.
Analysis of Key Arguments/Perspectives – Using the elements of the Exploration of the Conversation, analyze the various perspectives and arguments pertaining to the issue at the center of the essay.
Are they valid or invalid? Why? Where are stakeholders completely disconnected?
Where is there opportunity for their views to work in conjunction with each other?
What suggestions do you have for making the conversation more effective. Note: you DO NOT have to fix the issue at the center of the conversation you are analyzing. Rather, you are looking for ways to help the conversation be more effective at achieving a solution.
Concluding Case for Your Argument – Why should readers accept your argument? And if they do, what should they do about it?
Your essay must contain all these section, but you have flexibility as to how much emphasis you place on each of the sections and what they contain.
Requirements (I will not score your essay if it does not meet these minimum requirements):
2,700-3,000 words
12+ sources
Variety of sources: at least two books and two academic journals, as well as magazine/newspaper articles, websites of relevant stakeholders, etc.
Must be completed employing proper grammar, syntax, discourse level, and MLA format. See the rubric for this assignment in the Final Portfolio process file. The Extended Argument draft will be scored out of 10 points and represents 10 percent of your course grade. The final draft will be factored as the largest element of your Final Portfolio grade as well.
Grading for:
Controlling Purpose should be clear and consistently integrated throughout essay.
Show you know how to take apart a source in the context of the assignment—more than just lifting ideas from a source—utilize what you learned from analyzing the definitions, stakeholders, and rhetoric to explain why/how that information is relevant.
Show you have the ability to smoothly integrate source material & make internal references between ideas using the discussion/conversation model and relevant, useful transitions.
Have coherent & necessary reason for inserting your own opinions into the discussion. It should be clear why your opinion/interpretation matters any time it is given.
Outline
Thesis:
Cause and effect
sentence frames: by exploring _______ (the what) through ______ (how),
Bucket 1: social aspect of living with Type 2 -> fat shaming+genetics
Kyngas, Helvi, and Julie Barlow. “Diabetes: an adolescent’s perspective.” Journal of advanced nursing 22.5 (1995): 941-947.
stance/info1:
whatever info you pull from the article should support your thesis
Why:
Hale, Daniel E. “Type 2 diabetes and diabetes risk factors in children and adolescents.” Clinical cornerstone 6.2 (2004): 17-27.
Lyssenko, Valeriya, et al. “Genetics of Type 2 Diabetes: It Matters from Which Parent We Inherit the Risk.” The Review of Diabetic Studies : RDS, U.S. National Library of Medicine, 2015, www.ncbi.nlm.nih.gov/pmc/articles/PMC5275752/.
Viner, Russell, Billy White, and Deborah Christie. “Type 2 diabetes in adolescents: a severe phenotype posing major clinical challenges and public health burden.” The Lancet 389.10085 (2017): 2252-2260.
Bucket 2: management of Type 2
Aslander‐van Vliet, Ellen, Carmel Smart, and Sheridan Waldron. “Nutritional management in childhood and adolescent diabetes.” (2007): 323-339.
Smart, Carmel E., et al. “Nutritional management in children and adolescents with diabetes.” Pediatric diabetes 15.S20 (2014): 135-153.
Johnson, Suzanne Bennett, et al. “Assessing daily management in childhood diabetes.” Child Health Psychology. Psychology Press, 2013. 303-322.
Bucket 3: Challenges
McCoy, Rozalina G., et al. “Challenges for younger adults with diabetes.” Minnesota medicine 102.2 (2019): 34.
Lyons, Sarah K., Ingrid M. Libman, and Mark A. Sperling. “Diabetes in the adolescent: transitional issues.” The Journal of Clinical Endocrinology & Metabolism 98.12 (2013): 4639-4645.
Dabelea D;Stafford JM;Mayer-Davis EJ;D’Agostino R;Dolan L;Imperatore G;Linder B;Lawrence JM;Marcovina SM;Mottl AK;Black MH;Pop-Busui R;Saydah S;Hamman RF;Pihoker C; ;, Dana. “Association of Type 1 Diabetes vs Type 2 Diabetes Diagnosed during Childhood and Adolescence with Complications during Teenage Years and Young Adulthood.” JAMA, U.S. National Library of Medicine, pubmed.ncbi.nlm.nih.gov/28245334/?dopt=Abstract. Accessed 13 Feb. 2024.
Bucket 4: Lifestyle
Marigliano, Marco, et al. “Nutritional education and carbohydrate counting in children with type 1 diabetes treated with continuous subcutaneous insulin infusion: the effects on dietary habits, body composition and glyco metabolic control.” Acta diabetologica 50 (2013): 959-964.
Darnton-Hill, Ian, Chizuru Nishida, and W. P. T. James. “A life course approach to diet, nutrition and the prevention of chronic diseases.” Public health nutrition 7.1a (2004): 101-121.
Introduction:
write after completing the rest of your essay to best guide your audience
we want to establish it as a road map for your essay
it should tease and give the audience an initial overview of your content
Conclusion:
best suggestion:
take the major takeaways from each paragraph/section and use those to construct the major takeaway for your essay.
“ if my audience leaves with nothing else i want them to know ____”
remember to refer back to your thesis
