Task: Instructions for the thesis and build of the essay must be followed accuratly
Argumentative Essay Topic: Are people’s cries falling on deaf ears? Are Our leaders the problem?Bias is in the eye of the beholder – Yes, argue that regarding the israel-gaza conflict.
use sources(ads and articles) provided later in the entry to argue that in 1800 words MLA format. Be sure to accurately identify and cite the sources and follow the rubric to get the best grade possible.
Your task is to write a 1300–1800-word essay that analyzes an ad campaign that deals with disaster like Feed the Children or “Hope for Haiti.” This is an argumentative essay, which means that students must have an argumentative thesis and framework that closely analyzes the ad. Questions to consider are: What types of images do you see? What bodies are in “need” of help? Who is being marketed too for both a financial and emotional response? Students must have three reputable sources in their paper i.e. The Washington Post, The New York Times, etc. and one of which must be the Stuart Hall “Encoding, Decoding” reading. Failure to include three sources or have a proper Works Cited page will result in a 20pt deduction.
Strict MLA formatting required.
If you are using a video ad on like YouTube then include it within your Works Cited page; If you are doing a photographed ad then include it after your Works Cited Page.
Please use the How, What, So What or Concession based Thesis format for this paper.
In addition to the official 1ABC rubric, I will assess your essay using the requirements detailed in this prompt.
Rubric
Criteria Ratings
This criterion is linked to a Learning OutcomeFocused, Well-presented Issue (Disaster Ad)
Exceeds Expectations
Introduction is well written, directed, appropriate, and clearly and concisely provides the main points of the argument. Thesis is clear and effective.
Meets Expectations
Introduction is directed, appropriate, and prepares readers for the topic and argument. The summary is limited or too broad, but focused. Some background of the topic Clearly presents a thesis.
Nearly Meets Expectations
Introduction gets the reader to the thesis, but thesis may not make an argument. It is appropriate, but may be under-developed or provide too much summary. The main points are present but may be too general.
Does Not Meet Expectations
Introduction lacks focus. May be vague or off-topic. Missing thesis
This criterion is linked to a Learning OutcomeClear, Logical Organization
Exceeds Expectations
Effective and creative. Arguments are well organized and make sense with the thesis. Arguments are supported with sources/evidence and analysis. Includes effective transitions. Conclusion is effectively placed and reiterates significance and argument.
Meets Expectations
Coherent. Arguments are appropriately organized, and support thesis. Arguments supported with sources/ evidence. Paragraphs are usually an appropriate length. Essay interesting, for the most part, though may lag in places. Conclusion is appropriate.
Nearly Meets Expectations
Organization attempted, but Arguments may be unclear in some places or may not effectively support thesis. Sources may lack analysis. Paragraphs may be focused but might oversimplify/ summarize points and may not clearly transition. Conclusion just repeats what came before.
Does Not Meet Expectations
Organization unclear. Essay rambles. Arguments points may be misplaced, mismatched or unidentified. Supporting evidence lacks order and analysis. Essay may oversimplify or summarize points. Points may be disconnected or unbalanced. Conclusion may be missing or lack reflection on the points made within the paper.
This criterion is linked to a Learning OutcomeSmooth Integration of Sources (At Least Three)
Exceeds Expectations
The writer uses sources, including “Encoding, Decoding” by Stuart Hall, in clear and effective ways. Sources are credible and provide clear support to the argument. Use of sources provides a balance between paraphrasing and direct quotation. Sources are integrated smoothly into writer’s text and are fully introduced and analyzed. Sources cited are properly formatted and are entered on the works cited page.
Meets Expectations
The writer uses sources, including “Encoding, Decoding” by Stuart Hall, in clear and effective ways. Sources are credible and provide relevant support. Provides some balance between paraphrasing and direct quotation (may lean too much on one side). Sources are integrated into writer’s text, but may be clumsily done at times or not fully analyzed. Sources are properly cited entered on the works cited page.
Nearly Meets Expectations
The writer uses sources, including “Encoding, Decoding” by Stuart Hall, but may not be effective. Sources are may not provide clear support to the arguments. Citations of sources may reveal superficial or incomplete research. Quoted material is may not be appropriately integrated into writer’s text. Author may rely too much or too little on quoted material and not analysis. Sources are properly cited and there is a complete works cited page.
Does Not Meet Expectations
One or more sources are missing including “Encoding, Decoding” by Stuart Hall, or writer does not integrate sources. Sources are inappropriate, dated, or peripheral to the arguments. Quotes are not smoothly integrated and appear usually as “drop quotes” or filler. Essay is missing speaker tags or credentials for cited material. Sources are not appropriately cited or not analyzed. Work cited lacking or missing.
This criterion is linked to a Learning OutcomeGrammar and Style
Exceeds Expectations
The writer uses precise, expressive language, which includes appropriate rhetorical strategies. Vivid vocabulary and an active voice to energize the topic. Essay includes a variety of sophisticated sentence structures. Sentences are free from major grammatical errors. No major punctuation problems or typos. (20pts)
Meets Expectations
Clear sentences and accurate vocabulary engage the reader in the topic. The writer attempts to use active voice. The essay includes a variety of sentence structures. Sentences have only a couple of major grammatical errors and no pervasive pattern of error. The essay may include some punctuation problems or typographical errors.
Needs Improvement
Sentences show mostly accurate vocabulary. This essay may contain minor problems in grammar, punctuation, or word choice, which distract the reader but do not get in the way of ideas or comprehension. Sentences show some variation of structure and style. May overuse passive voice.
Does Not Meet Expectations
Sentences are very simple, showing little to no variation in structure. The essay contains serious grammatical errors, making the essay difficult to understand at times. Word choices are very repetitive or frequently inaccurate.
Thesis Format:
In developing a sophisticated thesis, your goal should be to create a concise and impactful statement which grabs the reader’s attention as a uniquely intriguing argument. It is not enough to merely label a phenomenon – rather strive to place your claim in a deeper context by emphasizing how it is supported and why it is significant. Thus three important questions to ask yourself are:
What is my claim?
How is my claim supported?
So what – why does my claim matter?
If you have these bases covered, you are on your way to a well-qualified thesis. Let’s look at an example of thesis evolution:
“The changes that occurred in the wake of World War I were manifested in many aspects of American life.”
So what? Even if the reader doesn’t already know this, the statement still isn’t a significant assertion about the historical data. It’s merely a vague observation and makes no analytical claims at all. This thesis needs to be more specific about the WHAT part of its argument.
“The changes that occurred in the wake of World War I were manifested in many aspects of American life, from questioning old beliefs to roles in society, causing an open split between old and new.”
This thesis is definitely an improvement because it is much more specific about WHAT the changes were. But still, it doesn’t address the questions HOW or SO WHAT. HOW were the “changes that occurred…manifested in many aspects of American life?” WHY were these changes significant for American society?
“In the Wake of World War I, tension over changing social ideologies and roles were manifested in political demonstrations that reflected the growing sense of fear and uncertainty about society’s new direction that would continue on well into the 20th century.”
Much better! This thesis is good because it makes an interesting, original, specific and analytical statement about the relationship between the “changing social ideologies and roles” and the “political demonstrations that reflected the growing sense of fear and uncertainty.” In doing so, it addresses all of the components of the questions WHAT, HOW and SO WHAT.
Remember: Try to avoid making your thesis overly specific or overly general. Your claim should make a concrete assertion while also leaving room to develop your argument. Think of it as an umbrella statement. It is important to be specific, but not so narrow that there is nothing left to argue!
Building the What, How, So What Thesis
Sometimes, even when you know your position, coming up with a thesis can be a difficult task. One way to create a thesis statement is to build it piece by piece.
First, what is your claim or argument?
What is your simple answer to the prompt you’ve been given? Do you agree or disagree with an author? Is there an event in history or in a novel that you think is most significant? Write out this answer for yourself.
Second, how will you prove this claim?
What evidence will you use to prove your position? Are you using historical events? Certain literary conventions in a novel or poem? Findings from peer-reviewed research? Anecdotes or personal experience? Think about the common thread(s) that connect the evidence you plan to use to prove your claim. Consider your evidence from an analytical perspective and try to characterize how this evidence helps you to prove your position to answer the question “how will you prove this claim.” Write out this answer for yourself.
Finally, why does your claim matter?
What impact does your argument have on the broader or more general issue? Why should your readers care about your position? Why do you care about your position? Why is it important to consider your perspective or process for considering this issue? What does the reader gain from your position? Any of these questions, or some combination of them, can help you determine the “so what” or relevance of your position. Write out the answer for yourself that best fits your topic.
Once you have responses for each piece of the thesis statement, you can try to put them together into one or two sentences that clearly state(s) your idea. One way to start putting your ideas together is by using the “Magic Thesis Statement.” This formula is often not the best way to phrase your thesis in the end, but it is a useful tool to get yourself writing and working with the wording of your ideas.
Through (how) , we can see that (what) , which is important because (so what) .
After you have plugged your responses into this formula, read over the sentence and consider the relationships between each element of thesis statement: How can you improve this statement to make your position clearer? How can you change the wording to better connect each part of the thesis? Do certain parts of your thesis overlap (maybe the what and how?), and is that ok? Do you need to break the thesis statement into two sentences to make sure your ideas are clearly understood?
CONSTRUCTING A THESIS STATEMENT
What is a thesis? Although the thesis can be found almost anywhere in an essay or other piece of writing, it is usually found at or near the end of the introductory paragraph. The thesis or thesis statement refers to a paper’s main argument or central claim. Unlike an ordinary statement (which may merely state a fact or idea), a thesis takes a stance or position on an issue, usually addressing the “why” or “how”. In subsequent paragraphs (i.e., body paragraphs), the author will often present facts and supporting claims aimed at proving the thesis. In this handout, we will elaborate on how to construct an effective thesis statement.
THE THESIS QUESTION
A good thesis derives from a significant, complex, and original question. Since the thesis is your conclusion to a scholarly argument, there must be a clear question at stake for you to answer. You need to ask thoughtful questions about your examples and source material to develop a good thesis.
Good thesis questions may challenge accepted wisdom or complicate a seemingly clear-cut topic.
CONSTRUCTING A THESIS
Start with a topic (i.e., a very general area of interest) then narrow it down to a more specific issue.
Topic: Japanese Americans during World War II
Issue: Discrimination against Japanese Americans during World War II
Develop a question around it. This question will help give direction to your topic.
Example: Why did government officials allow discrimination against Japanese Americans?
Develop a unique perspective on your question that answers it. This is a thesis statement.
Example: Government officials allowed discrimination against Japanese Americans not because it was in the nation’s interest, but because it provided a concrete enemy for people to focus on.
Read through your thesis again, and re-word vague words and phrases to be more specific.
APPROACHES TO CONSTRUCTING A THESIS
Approach #1 – Start with a Concession: Use a concessive clause, such as although, to make your point stand out by contrasting it with an opposing position. Then introduce the heart of your argument in the main clause. The subject of the main clause should be the subject of the paper. Do not present it with a statement like “I will show,” where you are the subject of the main clause.
Example: Although many people might assume that George Bailey is influenced by the townspeople because he is weak-willed or lacks independence, it is actually because of Bailey’s location in the town’s social network that he is influenced to abandon his dreams.
Note that this thesis also includes a because clause, which forces you to summarize support for your thesis as concisely as possible.
Approach #2 – A Letter to the Reader: An exercise that might help you develop your thesis is to write a letter to your reader:
Dear Reader: I want to convince you that… [This is a hypothesis or “what”]
The main reasons why you should believe me are that… [This is a summary of your evidence and logic, or “how”]
You should care about my thesis because… [This comments on the significance of your argument, or “why”]
Example: Dear Reader: I want to convince you that the social context in Europe between the 18th and 20th centuries affected the questions and interpretations of archaeologists. The main reason why you should believe me is that North American archaeologists claimed that the Moundbuilders could not have been built by Native Americans, which reinforced the historical context of colonialism. You should care about my thesis because it shows the biases of archaeological research.
From this exercise, you can form your thesis:
The social context in Europe between the 18th and 20th centuries affected the questions and interpretations of archaeologists, such as when North American archaeologists claimed that the Moundbuilders could not have been built by Native Americans. This reinforced the historical context of colonialism and reveals the biases of archaeologists.
THE INTRODUCTION
The first paragraph of your paper should define the problem your paper addresses, define key words and concepts you will use, and present your thesis. The thesis, while it effectively encapsulates the argument, cannot stand alone. It requires the sentences which precede it to “set it up.” Here are some guidelines for what to include in your introduction:
What is the general topic of your paper? Provide the reader with the context necessary to understand your thesis. Introduce and define key concepts and terms you will be using.
What are the examples you will focus on? Introduce them briefly. Explain the significance of examining these examples. What insights does your analysis of the examples promise?
What factors explain the situation or behavior in this example? This is the thesis.
Introduction
Start with a Hook
A hook is an attention-grabbing sentence that makes your reader want more.
“Space the final frontier”
There should be two to three sentences of context that helps you to contextualize your hook for your reader.
After the contextualization, there should be a transitionary sentence that helps you to prepare your reader for your thesis statement.
Finally, the last sentence should be your thesis statement, which informs your reader what you will be discussing.
Sources: 5 – All image/ad sources must be pasted at the very end of the works cited and when cited must be described in accurate and vivid detail
source:
-use the article as a source and the image as an Ad, analyze it and use it to support the claim made as the topic of the essay
Source:
https://www.aljazeera.com/program/upfront/2024/3/15/is-this-a-watershed-moment-for-jewish-solidarity-with-palestinians
-use article as a source and video as ad
Source:
https://www.realinstitutoelcano.org/en/commentaries/global-spectator-israel-palestine-time-is-running-out-and-religion-is-no-help/
-Only use the image as an Ad and analyze it and use it to support the claim made as the topic of the essay
Source:
https://frederickjoseph.substack.com/p/palestinians-victims-of-liberal-hypocrisy
-Only use the image as an Ad and analyze it and use it to support the claim made as the topic of the essay
Source: Use article as a source
https://www.cnn.com/2024/04/05/middleeast/gaza-war-no-plan-israel-intl-cmd/index.html
Source: Use article as a source
https://www.csis.org/analysis/gaza-why-war-wont-end
REQUIRED SOURCE: Encoding Decoding by stuart Hall
attached as pdf
