Hello I need a research argument outline done

Please review the components of each section of the ENG 310 Researched Argument. Then respond to the various prompts (in italics) that direct you to provide specific information about the plan for the Researched Argument Essay you are crafting. Completing this plan is the first step in the research and argument process after you have submitted your initial Thesis Statement.

(For now, we will put aside the title page and the abstract. You will be adding to the reference page with each section of the essay, while the title page and abstract will be part of the finishing stages of the assignment.)

Element 1—Thesis Statement

(Already submitted, but please copy to this document and note if there are any changes)

This is one-two sentences that both preview and frame out the essay. The writer will tells the reader the subject being discussed, the writer’s opinion on the subject and the reasons/evidence the writer will use as proof of her argument.

This statement must be specific, yet broad. It must argue specific parts of a specific argument that are well-researched through library databases as well as reputable professional sources. (LibGuides)

The controlling idea/credible claim/thesis statement of the essay must be debatable: the writer must take one side or another of an argument and be able to sustain this argument throughout a 14-18 page paper.

This statement will evolve as you move through the research process.

Please provide your thesis statement/controlling idea in its current form, thinking about the subject, your opinion, and the reasons you will use to defend your opinion.

Element 2—Introduction Sequence 1-3 pages (20 points)

Provides: background/context/definitions/identification of current trends/ identification of recent discoveries -- anything the reader needs to be aware of before need to know before the beginning Literature Review section and the rest of the essay. The writer must think of how best to engage the audience – what will make them care about the subject and the writer’s opinion?

Somewhere in this sequence will be an issue statement. This is where the writer discusses the issue at hand, but does not yet present her opinion on the subject.

Many people have been questioning the need for genetically modified organisms (GMOs) and whether GMOs should be clearly labeled in stores. On the one hand, GMOs have the potential to solve world-hunger issues. On the other hand, GMOs may be contributing to increasing obesity crisis in America.

This section ends with the controlling idea/credible claim/thesis statement of the Researched Argument paper. This is one to two sentences that both preview and frame out the essay. The writer tells the reader the subject being discussed, the writer’s opinion on the subject and the reasons/evidence the writer will use as proof of her argument.

The controlling idea/credible claim/thesis statement of the essay must be debatable: the writer must take one side or another of an argument and be able to sustain this argument throughout a 14-18 page paper.

Because you are submitting a first draft of your introduction this week, please just provide a short overview of your Introduction Section (including the thesis statement). You can use bullet points, but avoid listing one-word entries. Start with the thesis statement. Then name the terms or concepts you will define or introduce and/or any background information you will cover. Finally, mention how you will engage the reader.

Element 3—Body/Discussion 7-8 pages (20 points)

· Reports the opinions/theories of scholars/experts regarding the claim in support of the student writer’s argument

· Demonstrates that the writer has reviewed the most important and current literature on the subject

· Summarizes previous investigations in order to inform the reader of the state of the current research

· Reflects a point of view about the research claim: This is not the writer’s point of view, rather the point of view of other researchers of this topic. However, these researchers’ finding have informed the student writer’s opinion. The student writer uses this evidence to both demonstrate her expertise/right to an opinion as well as convincing the student writer has spent many hours researching your sources.

· Researching not only means getting the sources, but reading and digesting the sources. Students should make an effort to summarize original sources in order to truly understand the researcher’s argument. Student writers also need to look carefully at charts and data to be able to interpret the data for additional use in an argument.

· This secetion will be heavily documented: includes parenthetical documentation for each paraphrase or summary of an author’s original thought, for direct quotes, and for statistics – i.e. information that is not common knowledge must be cited.

· This section is written as an essay. The student writer will transition from the introduction into this section with both a heading and a transition.

· This section will start with previewing the sections in the discussion – what parts of the argument are the most compelling? Where is the most credible evidence? (“Credible” is about facts, but also getting the audience to believe it.)

· The writer may choose to break this section of the paper into sub-sections. The sub-sections would consist of evidence presented along themes that support the credible claim. The writer will use APA 6th ed. level 2 headings for these subsections.

· The body of the essay is a series of paragraphs that use sources to identify, verify, analyze, or prove the claim. The body of this section may use any of the following modes:

Chronology

Comparisons

Contrasts

Causes

Effects

Definition

Examples (illustration)

Classification

Divisions

Processes

Please provide a detailed overview of your Body/Discussion section; namely, begin to categorize, group, compare, and contrast the opinions, theories, and ideas, of scholars and experts. Who are the experts in the field the student writer is analyzing? What types of arguments are they making that can be used to support your thesis statement?

Give examples of how you will use at least three of the above development methods.

Think about what resources are available: LibGuides, Library Databases, and Librarians themselves. In this overview, include a couple of sentences that explore what resources you will use to complete the task of finding quality research sources. Consider talking to a librarian, even by email.

Element 4—Opposing Viewpoint 2-3 pages (15 points)

· The opposing viewpoint is also called the counter-argument. What evidence would the other side offer to convince your common audience that you were wrong? And how do you effectively refute this opponent? With evidence, of course!

· When you did your research, you found articles that did not support your argument. This is where you will use information from those articles; then, you will use the information from the articles you used in your discussion to disprove what the other side is arguing.

· This section can be written two ways. The opposing position paragraphs can be written to be grouped after the discussion sections on the same topic or the opposing position can be its own section. If it is its own section, use APA 6th ed. level heading 1.

· The body of this section may use any of the following development methods:

Comparisons

Contrasts

Causes

Effects

Definition

Examples (illustration)

Classification

Divisions

Processes

Please provide an overview of the arguments that you will use and then refute in this section. Give an overview of opposing opinions, and detail how each of those can be refuted. Determine if there are any opponents’ arguments that you have to concede to – start thinking of how you plan to refute the opponents. Give information regarding the specific sources you will use to help edify your position.

Element 5—Conclusion* (10 points)

Restate your thesis without excess repetition

*You do not have to do all of these!

Look ahead (scope/time)

Call to action

Discuss broader implications: make connections to how your issue may affect other

topics/fields

Although it is hard to determine the true contents of the conclusion at this point, please provide some ideas as to what you think you will discuss in your conclusion. Also think about how you will foreshadow your conclusion in your paper so it is not new information.

Element 6 -- References (15 points)

Eight – Twelve sources (two-thirds of the sources must be scholarly; the remainder must be

Professional, or reliable sources that are not necessarily from peer-reviewed journals)

You may have more than twelve sources, but not fewer than eight.

Please provide a list of sources that you are considering using in your Researched Argument. Include at least eight potential scholarly/professional sources. This is not an annotated list. Create the list in correct APA format. You will find examples of APA references pages in “Examining Sample Papers,” Chapter 9, Perrin.

Please note that the sources can be different from those included in the Information Literacy Assignment that you submitted in week one.

Please also note that the title page and abstract are not handled in this document, but will be required along with an assembled and revised paper week seven.

Additional Note

Please use this space to make relevant notes, comments, or reminders regarding things that you need to record that may not fit in the above categories. For example, you may want to make a note about something you need to do more research about.