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English 1: Argumentative Essay Assignment

The Assignment: Write a six-to-ten page argument paper that addresses a current issue that will address our theme of the impact of technology on communication on ourselves, on our world and on what it means to be human (Barrios, 583). The topic and the issue for this paper is the same as your exploratory paper assignment. The purpose of this paper is to present your position on the issue and then argue why by presenting your own reasons and evidence to support your thesis statement.

Locating Sources for Research. The purpose of the exploratory paper was to explore different writers and their position, their perspective, and the types of evidence they used in order to form your own position and perspective. You have three sources that you may use in your paper. For this paper, you must include a variety of sources; they cannot all come from Web sites. Search SMC’s library online catalog, search for a book, search online databases, find newspaper articles, use the search engine Google scholar at www.google.com , or www.yahoo.com . In addition, observations or experience from your personal life are not allowable. Refer to the following handouts: “Research Guide for Papers,” “Sources Acceptable for Academic Papers.” Both of these handouts are on eCompanion. If you include an article from a Website, there must be a date and a sponsor/publisher. If this is not available you cannot use this source.

Thesis Statement and Claim: Does your thesis clearly include a claim? Is it arguable? Does it take a perspective on an issue? Is it narrow and specific enough for the length of this assignment? Is it focused on one subject? Is it a claim of policy where you argue that certain policies should be changed? Is it a claim of value where you argue that some action, belief, or policy is morally wrong, good, or bad? Once your claim is clear, you must develop reasons that match and correspond to the type of claim being made.

Audience/Point of View: An effective argument is tailored to its audience. The reasons and the types of evidence you offer, the needs and values to which you appeal, terms defined, all depend on your audience and the type of claim. Ask: What does your audience know or not know about your topic? The audience is your instructor and classmates. Never assume that the audience is familiar with your topic or terms. You may need to include definitions and relevant details to help the audience understand your position in the first body paragraph. For this argument essay, you will use only the third-person point of view. No, “I” “We” or “You.”

Content/Body Paragraphs. For the length of this assignment, you should have at least three-to-four distinct and relevant reasons to support your thesis. Follow the guidelines for writing the argument paper when developing your reasons. Use the “because” clause approach. You may include one block quote for this short paper.

The Refutation Paragraph: Also you will include one-to-two paragraphs that address an opposing point of view. Strategically the opposing paragraph will follow your most important reason and precede the conclusion. Include the source of this inside your paragraph and cite it correctly. Follow MLA format: signal phrase, the source, citation, and tag line. McWhorter writes, “Refutation involves finding a weakness in the opponent’s argument, either by casting doubt on the opponent’s reasons or by questioning the accuracy, relevance, and sufficiency of the opponent’s evidence” (518). You must include your rebuttal to the opposing view in this paragraph.

MLA Format/Documentation: The paper must follow MLA format, typed, double-space, 12-font Times New Roman. The maximum number of sources for this assignment is eight. Incorporate evidence into your essay using correct MLA format. It is important to integrate your sources with correct signal phrases, proper punctuation, and parenthetical references at the end of the sentence, and tag lines that follow the citation that explain how the source supports your topic sentence. For this paper, you should include a variety of sources: scholarly journals, print, and some Web sites that are reliable. Include one primary source (Refer to the handout located in the folder “Argument Paper.” All Websites must have an author, a sponsor and a current date.

Annotated Bibliography: Include a two-to three sentence summary of each of the sources you cite in your paper. This will be included under each entry on the works cited page. (Refer to the handout on formatting this).

Method of Organization. Organize your reasons that support your thesis from least-to-most important.

Outline: Complete an outline. You will submit an outline and a draft to me for my comments on May 17th.

Due Dates:

Outline and Draft for Peer Review #1: May 17 BRING TWO COPIES OF THE OUTLINE AND DRAFT #1.

Second draft and outline revised: May 31 BRING TWO COPIES OF THE OUTLINE AND DRAFT #2

Final draft + outline typed June 7

Argument paper/English 1 Spring 2014 Argument Essay Outline.doc

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MLA Heading for the Outline

Directions: After the heading of the paper include the following. Follow this format.

1. The Issue: Frame this as a question

2. The Thesis statement: This is your position that you take on this issue.

3. What type of claim is your thesis statement?

4. Is the type of evidence suited for the type of claim? How and Why?

Argument Essay Outline

Directions: Follow this format and answer in complete sentences.

I. Introduction :

A. Get the readers attention by using a "hook." (Quotes, anecdotes, facts, etc).

B. Provides background in the topic/issue.

C. Thesis Statement:

Background Paragraph: This paragraph is necessary to provide necessary background, define terms, and include why the issue is important. You might include information on some of the missing research on this issue.

II. First argument or reason to support your position : (Least important point)

A. Topic sentence explaining your point.

B. Supporting evidence (examples, facts, statistics, quoted authorities, details, reasons)

III. Second argument or reason to support your position :

A. Topic sentence explaining your point.

B. Supporting evidence (examples, facts, statistics, quoted authorities, details, reasons)

IV. Third argument or reason to support your position : (most important point of thesis statement if this is your last argument to support your thesis)

A. Topic sentence explaining your point.

B. Supporting evidence (examples, facts, statistics, quoted authorities, details, reasons)

(Follow outline for additional supporting paragraphs.)

V. Opposing Viewpoint : (The reader should know you have considered another point of view and have a rebuttal to it. Show that the opposing argument does not take into account some important variable(s), or is based on unreliable research, or it is not appropriate to your topic and/or acknowledge that the others’ arguments are reasonable but your is better for a specific reason.

A. Opposing point to your argument.

B. Your rebuttal to the opposing point.

C. Supporting evidence (examples, facts, statistics, quoted authorities, details, reasons)

VI. Conclusion : Do not introduce any new material in the conclusion.

A. Topic Sentence: Restates thesis using different words.

B. Summarize the key points of your argument

C. Gives the essay a sense of completeness.

Argument paper/English 1 Spring 2014 Argument How to Organize your rebuttal paragraph.doc

Organizing the Refutation Paragraph in the Argument Paper

You want to avoid interjecting opposing points of view throughout your essay. The point of the essay is to build a convincing argument, so by interjecting opposing points of view in your earlier paragraphs, you weaken your argument. The most strategic place to acknowledge opposing or refutation voices is following your strongest reason.

When you refute an opposing position, use the following three-part organization within the body paragraph :

1. The opponent’s argument – Begin with a transition that clearly signals that you are now acknowledging the opposing point of view (Consult A Writer’s Reference for transitions). Then provide a context of the opposing view and then add your evidence. Make sure to analyze the source and do not jump into refuting until you have done this [never dump in a source and always include the tag line]. Thus at the beginning of your paragraph, you need to state, accurately and fairly, the main points of the argument you will refute. Include the source of the opposing point of view.

2. Your position – Next, make clear the nature of your disagreement with the argument or position you are refuting. Your position might assert, for example, that a writer has not proved his assertion because he has provided evidence that is outdated, or that the argument is filled with fallacies.

3. Your refutation – The specifics of your counterargument will depend upon the nature of your disagreement. If you challenge the writer’s evidence, then you must present the more recent evidence. If you challenge assumptions, then you must explain why they do not hold up. If your position is that the piece is filled with fallacies, then you must present and explain each fallacy.

Example: (This is the opposing paragraph from the student essay, “The Insidious Force of Incentives.”

On the other hand, incentives motivate people to perform. Levitt acknowledges that if companies incorporate a system of legitimate incentives with a proper check and balance system, it will motivate employees and keep management healthy and honest (45). For most companies, who have honest management, incentives do produce positive change. However, companies are after all, driven by the bottom line; they are in the business to make money. As exemplified by Enron, not all American companies are ethical and honest, and incentives are used in such a dishonest and corrupt way. Like the market place, incentives are explosive and ever-changing, maybe like the wind.

My comments:

1. The topic sentence begins with a transition that signals clearly that this is an opposing point of view, “On the other hand.”

2. Next the writer incorporates a source of the opposing point of view. This is a paraphrase. Note how the writer inserts a signal phrase, “Levitt acknowledges.” Also the paraphrase is cited (45). This is the page number from Levitt’s book.

3. A tag line follows the paraphrase, “For most companies, who have honest management….change.” This shows and explains how the quote supports the topic sentence that sometimes incentives do work.

4. Then the writer begins his refutation of Levitt’s information by beginning with “However, companies…wind.” He refutes the information.

Argument paper/English 1 Spring 2014 Argument Paper Biotechnology Student Sample.doc

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Hammond

Jamal Hammond

Professor Paschal

English 1

17 March 2013

Just Say No to Biotechnology

The debate over athletes’ use of performance-enhancing substances is getting more complicated as biotechnologies such as gene therapy become a reality. The availability of these new methods of boosting performance will force us to decide what we value most in sports: displays of physical excellence developed through hard work or victory at all costs. For centuries, spectators and athletes have cherished the tradition of fairness in sports. While sports competition is, of course, largely about winning, it is also about the means by which a player or team wins. Athletes who use any type of biotechnology give themselves an unfair advantage and they disrupt the sense of fair play. Therefore, all biotechnology should be banned from U.S. competition.

First of all fair play and a sense of a common playing field has a long defined athletic competition. Sports rely on equal conditions to ensure fair play, from regulations that demand similar equipment to referees who evenhandedly apply the rules to all participants. If the rules that guarantee an even playing field are violated, competitors and spectators alike are deprived of a sound basis of comparison on which to judge athletic effort and accomplishment. When major league baseball rules call for solid-wood bats, the player who uses a corked bat enhances his hitting statistics at the expense of players who use regulation equipment. Gregory Lamb, reports, “For example, when Ben Johnson tested positive for steroids after setting a world record in the 100-meter dash in the 1988 Olympics, his achievement devalued the intense training that his competitors had undergone to prepare for the event. What resulted, Johnson lost his medal and his world record (13). Similarly Lamb goes on and explains that biotechnology not only destroys competition but it also destroys the athlete. Likewise, athletes who use gene therapy to alter their bodies and enhance their performance will create an uneven playing field.

First of all, there is a breakthrough for medical research for humans, but it does not pan out for athletes. Researchers are experimenting with techniques that could manipulate an athlete’s genetic code to build stronger muscles or increase endurance. Gregory Lamb reports that “searching for cures for diseases like Parkinson’s and muscular dystrophy, scientists at the University of Pennsylvania have created ‘Schwarzenegger mice,’ rodents that grow larger-than normal muscles after receiving injections with a gene that stimulates growth protein. The researchers also found that a combination of gene manipulation and exercise led to a 35% increase in the strength of rats’ leg muscles” (13). As Lamb points out with these statistics, although small animals may benefit, it does not hold true for athletes. Thus, in addition to not improving the physical capabilities of athletes, there is short term damage to competition.

Furthermore, such therapies are breakthroughs for humans suffering from muscular diseases but it will damage competition. However, for healthy athletes this could translate into new world records in sports involving speed and endurance—but at what cost to the integrity of athletic competition? According to Lamb, “The International Olympic Committee’s World Anti-Doping Agency has become so alarmed about the possible effects of new gene technology on athletic competition that it has banned the use of gene therapies and urged researchers to devise a test for detecting genetic modification” (13). Lamb emphasizes that there has to be alternatives for building better performance other than biotechnology such as “real” technology. Another factor to consider is better equipment.

In addition, better equipment and not biotechnology will positively impact sports. For example, if there is an investment in better equipment by teams, this will hopefully set athletes on a better track. Sally Jenkins writes, “For example, aerodynamic bicycles and fiberglass poles for pole vaulting have made it possible for athletes to record achievements unthinkable a generation ago. But athletes must put forth the physical effort of training and practice—they must still build skills—even in the murky area of legal and illegal drug use according to Jenkins (D11). The writer stresses that there is a difference between the use of state-of-the-art equipment and drugs and the modification of the body itself. Athletes who use medical technology to alter their bodies can bypass the hard work of training by taking on the powers of a machine. If they set new records this way, people will lose the opportunity to witness sports as a spectacle of human effort and are left marveling at scientific advances, which have little relation to the tradition of fair play.

On the other hand, there are some who disagree, such as bioethicists who argue that this next wave of performance enhancement is an acceptable and unavoidable feature of competition. As Dr. Andy Miah, who supports the regulated use of gene therapies in sports, claims, “The idea of the naturally perfect athlete is romantic nonsense. . . . An athlete achieves what he or she achieves through all sorts of means—technology, sponsorship, support and so on. . . . “merely a continuation of the way sport works; it allows to create more extraordinary performance” (qtd. in Rudebeck). Miah’s approval of “extraordinary performances” as the goal of competition reflects our culture’s tendency to demand and reward new heights of athletic achievement. The problem is that achievement nowadays increasingly results from biological and high-tech intervention rather than strictly from hard work. It does not pan out for athletes, fans, or club owners.

For these reasons alone, we should ban all biotechnology from making sports into an unfair playing field. First of all, there is no doubt medical research in this field will continue to help people with major muscular diseases, but it does no good for athletes who put others at risk. Second, competition will be ruined. Lastly, what happened to hard work pays off? Athletes who have better equipment and set their d mind on working out, will benefit themselves, their sports’ fans, and their club owners. After all, isn’t what sports are about—a level playing field?

Works Cited

Jenkins, Sally. “The First item in a Pandora’s Box of Moral Ambiguities.” Washington

Post 4 Dec. 2004: D11. Print.

Annotated bibliography: A two-to-three sentence summary.

Lamb, Gregory M. “Will Gene-Altered Athletes Kill Sports?” Christian Science Monitor

23 Aug. 2004: 12-13. Print.

Annotated bibliography: A two-to-three sentence summary

Rudebeck, Clare. “The Eyes Have It.” Independent [London]. Independent News and Media,

27 Apr. 2005. Web. 28 Feb. 2011.

Annotated bibliography: A two-to-three sentence summary

MY COMMENTS--- Body Paragraphs must follow the M-[context] E-A-L format.

1. This is a short argument paper, but the form follows the guidelines for your argument paper.

2. After the introduction there is a paragraph that provides background on the issue and the importance of playing fair.

3. Then the writer begins with their reasons to support their thesis statement that biotechnology should be banned in the U.S.

4. Following the most important reason to support the thesis is the refutation paragraph.

5. Conclusion follows the refutation paragraph.

6. In your argument paper, you should have four distinct reasons to support your thesis, a paragraph that provides the reader about the importance of the issue, the topic, any terms that need defining. You may include one source for this paragraph. You should organize the reasons from least important to most important.

7. RULE FOR THE NUMBER OF SOURCES PER PARAGRAPH: LIMIT TO TWO SOURCES PER PARAGRAPH.

8. WORKS CITED/INCORPORATING SOURCES: All sources MUST have a clear signal phrase to introduce the source (quote, paraphrase, summary) and a citation that follows, and a tag line—you should explain how the source supports the claim made in the topic sentence. DO NOT JUST DUMP IN EVIDENCE ON TOP OF ONE ANOTHER.

9. A TOPIC SENTENCE SHOULD NOT HAVE A CITATION, NO SOURCE MATERIAL, OR OTHER SUPPORTING SENTENCE. THE TOPIC SENTENCE IS LIKE A THESIS STATEMENT AND IT SHOULD CLEARLY STATE A REASON TO SUPPORT THE THESIS.

Argument paper/English 1 Spring 2014 Argument Paper Format.doc

Format for the Argumentative Paper

[This is a general guide to follow]

Introduction: General introduction of the problem. It should begin with a sentence that draws the reader into the paper and points toward the thesis statement. Introduction should engage reader about the issue and situate it into the larger social, cultural, psychological or economic context. Why is this issue important? All sentences should logically flow to the last sentence, which is the thesis statement. Provides background information by answering: who, what, when, why, where and why. If you include facts, statistics, etc, you must cite them. Do not include a list of reasons to support the thesis. Paragraph length: 5-8 sentences. Follow the guidelines for an effective thesis statement: review the seven thesis pitfalls.

(Use TRANSITIONS to connect body paragraphs).

A General Guide: Keep your sources to no more than two per paragraph. Use a variety of sources: direct quote, summary, or paraphrase, and always use a signal phrase followed with the parenthetical reference and a tag line that explains the source and shows it supports the topic sentence (reason).

Paragraphs 1-to-2: Current history of the problem as it relates to your position. Include the exigency of the problem—why is it important now. State the importance of your argument: why is this issue so important now. What will this essay hope to prove to the reader. Keep your audience in mind: Do not assume the reader understands terms. You may need to define words. Do not include irrelevant information. Source(s) needed.

(TRANSITIONS between paragraphs and within paragraphs to link ideas): Follow M-[context—lead up to the evidence] E-A-L—structure.

Body Paragraphs: Transition + Main point—one clearly worded sentence that states the reason that supports your thesis. Then include context that leads up to your evidence. Do not jump from your topic sentence directly to the evidence: provide 1-2 sentences as needed to help the reader understand the purpose for adding the reason. Body paragraphs should provide the support for your thesis statement. For the longer argument paper, you should have at least four- five solid and distinct reasons to support your thesis. Sources must come from reliable, relevant, and scholarly sources. They must include print, and some Web sites. Organize the reasons to support your thesis from least important to most important. All topic sources should specifically focus on a separate part of the argument and clearly state one reason. Sources needed for each paragraph. A guideline to follow: 6-10 sentences per paragraph. Refer to the handout on writing topic sentences.

(TRANSITIONS between paragraphs and within)

Opposing Point of View: 1-2 paragraphs: Recognize the opposing positions. You want to acknowledge that you are aware of the refutation of your position and stress that although there is opposition to your thesis it is not relevant in the light of the research that you have presented to support your thesis. Sources needed. Keep to one opposing point of view per paragraph. Keep this paragraph balanced between the opposing view and your refutation.

(TRANSITIONS between paragraphs and within)

Conclusion: Conclusion. Reword the thesis as the topic sentence in order to bring the essay to a close, summarize the main reasons that support your argument, and the final remark should re-emphasize the importance of the issue, and your position. Do not introduce new material. Keep the conclusion to five to eight sentences.

Works Cited/Annotated Bibliography: This follows the last page of your essay and it should follow the 2009 MLA format. Refer to Hacker and Sommers, A Writer’s Reference and other handouts available on eCompanion in the MLA folder. Every source on the works cited page will have a two-to-three sentence summary: annotated bibliography. Follow the guidelines for formatting the annotated summary: indent 1 inch from the last line of the entry and double- spaced. The sources must be varied: print, scholarly journals, some Websites (no Wikipedia or Ask.com).

Rubric/Grade Sheet: The point total for the argument paper is 150. There are two argument papers and each one is worth 150 points.

Argument paper/English 1 Spring 2014 Argument Paper Grade Sheet.dot

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English 1: Grade Sheet for the Argument Paper

Title: (5)

_____Title suggests the main argument and does not repeat or announce the topic.

_____Title creates interest in the argument.

Introduction: (10)

_____Introduction begins with a first sentence that addresses, specifically, the issue and topic that will be addressed.

_____Contains sufficient background information on the issue, the topic, and the writer’s position.

_____Writer includes the exigence: why is this issue important now.

_____All sentences logically flow to the thesis.

_____The introduction is an appropriate length: five-to-eight sentences.

Thesis Statement: (15)

_____It is the last sentence of the introduction that clearly argues-- takes a position about a narrowed issue.

_____The thesis makes a valid Claim: a claim of policy (offers a solution) or a claim of value (makes a judgment)

_____The thesis statement is concisely, clearly worded. Does not include a list, “because” or uses vague language.

Audience, Purpose, Point of View: (5)

_____Writer keeps the audience in mind: Does not define words that the audience already knows.

_____Writer keeps the purpose in mind and writes an effective argument paper that includes sound and relevant reasons.

_____Writer maintains a third person point of view throughout the paper. No “you” No “I” No “We.”

Background Paragraph: (5)

_____Writer includes one paragraph that follows the introduction that provides context to the issue and why it is important. Other information in this paragraph includes what is missing and what this paper will contribute to the conversation on this issue. You may address overall, the weakness in others’ approaches to the issue.

Organization: Least-to-most important (10)

_____The Reasons (points to support thesis/claim) are organized from “least-to-most important.” It is logical.

_____TRANSITIONS: Writer uses transitions in topic sentences to link body paragraphs.

_____There is a clear and logical progression of ideas and not merely a dumping ground for ideas.

_____Writer does not interject opposing viewpoint(s) throughout the essay.

Body Paragraphs/Content: Writer follows the M-E-A-L structure (25)

_____Reasons to support the thesis are relevant, original, and support the claim made in the thesis statement. [Policy or Value.]

_____LANGUAGE: The language of the topic sentence is positive. It does not interject negative language.

_____TOPIC SENTENCE: All Topic Sentences are clearly constructed: simple or compound sentence structure.

_____TOPIC SENTENCES: No quotes or supporting sentences in the topic sentence.

_____Writer provides context to the evidence.

_____SIGNAL PHRASE: It is clear where the voice of the writer ends and the source begins. Signal phrases are correct.

_____Writer includes Analysis and Interprets sources (Tag Line)

_____Writer includes a linking sentence (L) that links to the next body paragraph (reason).

_____All body paragraphs are unified; they stay focused on the providing details for the topic sentence.

_____All paragraphs are coherent (transitions); sentences logically flow and are connected by transitions

_____All paragraphs are fully developed. There are sufficient details (evidence) to support the topic sentence.

_____All evidence supports the topic sentence; it logically makes sense.

_____Body paragraphs are appropriate length of six-to-ten sentences.

_____The paper is six to ten pages.

_____There is a limit of two sources per paragraph.

_____Block quotes are used: Only two—and they are formatted correctly.

_____The paragraph is mainly the writer’s voice: the paragraph is not taken over by sources: it correctly balanced.

Refutation Paragraph: (10)

_____Refutation paragraph precedes the conclusion and follows the paragraph with the most important reason.

_____Writer acknowledges and refutes opposing point of view with sound reasons based on evidence.

_____Writer includes source for the opposing point of view

_____Writer ends this paragraph by refuting the opposing position and by strengthening his/her argument.

Conclusion: (10)

_____Begins with an appropriate transition and then restates the thesis statement in the topic sentence.

_____Summarizes all the reasons that support the argument: each reason has a one-to-two sentence summary. They are not in the same sentence.

_____Final concluding remark reinforces argument of the paper.

_____Writer does not introduce any new material not previously discussed in the paper.

Sources/In-Text Citations: (Writer follows 2009 MLA format) (20)

_____All Parenthetical references are located at the end of the sentence and are correctly formatted.

_____Information in the signal phrase is not repeated in the parenthetical reference.

_____Sources are smoothly integrated in the paper.

_____Quotes, summaries, or paraphrases do not begin a sentence.

_____Writer limits sources: direct quotations, paraphrases and/or summaries to a maximum of two per paragraph.

_____Writer does not include a direct quote, paraphrase, or summary in the topic sentence (support for a topic sentence).

_____All facts, exact words, statistics, quotes are cited in the paper.

Works Cited page/Annotated Bibliography: (20)

_____All sources listed on the works cited page are cited in the paper.

_____All sources used in the paper are included in the works cited page.

_____All entries on the works cited page are correctly formatted according to 2009 MLA format (Alphabetical order).

_____All Websites are correctly formatted. All Websites must have a sponsor and a date.

_____The title: Works Cited is centered on the page.

_____Writer uses one (1) primary source.

_____Writer uses a variety of secondary sources: print, and some Web sites.

_____All sources are current (not before 2000)

_____Writer uses the correct number of sources (maximum of 5).

_____Annotated Bibliography is correctly formatted (1” margin), a two-to-three sentence summary of each source.

Mechanics, Word Choice and Style: (15)

_____There are no errors in spelling.

_____No punctuation (commas, periods, semicolons) errors

_____Capitalization is correct.

_____Writer uses present tense and active verbs.

_____Word choice is correct and appropriate.

_____There are no fragments, comma splices, fused sentences.

_____Writer uses a variety of sentence structures where appropriate: compound sentences and complex sentences.

_____Grammar: parallelism, subject-verb agreement, noun-article agreement

Total Points for the Essay __________

Grade Equivalent:

A = 150-135 B = 134- 120 C = 119 - 110 D = 109-90 F = 89↓

Additional Points:

__________

Draft 1/Peer 1 (20) __________

Draft 2/Peer2 (20) __________

Outline: (20)

Total Points: __________

(210)

Argument paper/English 1 Spring 2014 Argument Paper Primary vs. Seconday Research.doc

Primary vs. secondary research. In determining the appropriateness of a resource, it may be helpful to determine whether it is primary research or secondary research. Your argument paper requires one primary source.

Primary research presents original research methods or findings for the first time. Examples include:

· This is your own research in the form of surveys, experiments, or interviews. These types of sources are usually not used exclusively for a student research paper but are combined with several other types of research sources like professional magazines and journals.

· A journal article, book, or other publication that presents new findings and new theories, usually with the data.

· A newspaper account written by a journalist who was present at the event he or she is describing is a primary source (an eye-witness, first-hand account), and may also be primary "research"

Secondary research does not present new research but rather provides a compilation or evaluation of previously presented material. Examples include:

· A scientific article summarizing research or data, such as in Scientific American, Discover, Annual Review of Genetics, or Bioglogical Reviews

· An encyclopedia entry and entries in most other Reference books

· A textbook

· Scholarly articles from data bases: JStor, Eric, Academic Search Premier

Take an article in a popular magazine such as Mother Jones about the public health aspects of handgun control -- if it relies on interviews with experts and does not present any new research in the area, this article would be considered secondary research. If one of the experts interviewed in the Mother Jones article published a study in JAMA (The Journal of the American Medical Association) documenting for the first time the effect that handguns have on youth mortality rates, only the JAMA article would be considered primary research.

Websites. While most of the strategies listed above for evaluating information can be applied to any type of resource (books, articles or websites), the unfiltered, free-form nature of the Web provides unique challenges in determining a website's appropriateness as an information source. In evaluating a website, these are some questions that you can ask yourself:

· Is there an author of the document? Can you determine the producer's credentials? If you cannot determine the author of the site, then think twice about using it as a resource.

· Is the site sponsored by a group or organization? If it is sponsored by a group or company, does the group advocate a certain philosophy? Try to find and read "About Us" or similar information.

· Is there any bias evident in the site? Is the site trying to sell you a product? Ask why the page was put on the web?

· Is there a date on the website? Is it sufficiently up-to-date? If there is no date, again, think twice about using it. Undated factual or statistical information should never be used.

· How credible and authentic are the links to other resources? Are the links evaluated or annotated in any way?

· No Wikipedia, ask.com or any blog is accepted as a source.

Argument paper/English 1 Spring 2014 Argument What is an Argument.doc

What is an Argument?

What is an argument? Kathleen McWhorter defines argument as “A logical, well-thought out presentation of ideas that makes a claim about an issue and supports that claim with evidence” (Successful College Writing, 514). The writer explains that an effective argument focuses on a narrow issue, which is framed as a question that will generate different points of view. The writer chooses one side of the issue, and then presents sound reasons and evidence to support their thesis, which is the answer to the narrowed issue.

At the center of an argument is an issue, which is defined as a question that invites more than one reasonable answer and thus leads to disagreement. This excludes personal opinion (I think), statement of fact (California should ….because…), and/or an announcement (In this paper, I will discuss….). Asking questions about your topic will help frame the issue and claim/thesis statement. How you frame your question will affect the scope and shape of your argument. For example: Should the U.S. abandon traditional print sources for online news only? The answer may not fall neatly into yes or no answers. To argue effectively, you must explore the different perspectives on this yes/no choice and then choose one side and choose a perspective or perspectives that argue your stand on this issue. Most research questions begin with: what, why, when, where, how, who, would, should and could. Asking questions help frame the argument. Asking questions will help direct and refine your research for sources to support a thesis statement. Always keep the audience in mind when writing the paper.

Thesis Statement: The answer to the one research question is the thesis statement; your stand on this issue. For example, here is an answer to the above question: “The shift from print to online news provides unprecedented opportunities for readers.” The claim being made is that newspapers should change their policy and abandon all print news and shift to online news. This is a clear arguable statement and a policy claim. To develop reasons to support a thesis begin by generating because clause.

Generating Because Clauses: Your thesis statement and claim needs to be supported by reasons and evidence. An effective strategy is to think of your reasons as because clauses attached to your thesis statement and claim. This is brainstorming for ideas and it helps to break your argument into manageable parts. For example, take the thesis statement from above “The shift from print to online news provides unprecedented opportunities for readers.” Think of as many because clauses as possible in order to generate different perspectives on the issue. Examples are below:

· Because online news invites readers to participate in a collaborative process-to question and even contribute to the content.

· Because links within news stories provide transparency, allowing readers to move easily from the main story to original sources, related articles, or background materials.

· Because technology has made it possible for readers to become news producers—posting text, audio, images, and video of news events.

· Because journalists can provide valuable information, sometimes more quickly than traditional journalists can.

Addressing Counterarguments: To establish ethos the writer needs to strengthen his or her argument, by addressing and acknowledging counter arguments. Opposing arguments should follow the most important reason that supports the thesis/claim. One such counterargument to the above thesis is that this may negatively impact the U.S. economy.

Evaluating Sources: Reasons and Evidence to Support the Thesis Statement must come from reliable sources. Writers need to support their main point or thesis statement with relevant and distinct reasons. In addition, these reasons must be supported with evidence: facts, statistics, examples, illustrations, and expert opinion that come from reliable, current, relevant, and accurate sources. The sources must come from secondary and primary sources. Websites must be evaluated based on their credibility, accuracy, objectivity, coverage and currency. No Wikipedia, Ask.com or similar Web sites where anyone can publish information.

MLA Format/Works Cited/Annotated Bibliography: Sources (summary, paraphrase, direct quotations) should be cited. At the end of the paper you will include a list of works cited in the paper and a two-to three sentence summary of all sources cited in the paper. All sources must be smoothly incorporated using a signal phrase, a parenthetical citation, and an explanation line. All papers will follow the rule: the limit for sources is no more than two (2) per paragraph.

Argument paper/English 1 Spring 2014 Claims for the Argument Paper.doc

Writing a Claim/Thesis for the Argument Essay

Writing the thesis/claim. The thesis statement has two main purposes: (1) It gives the reader, your audience, a clear statement on the perspective, which is a claim, on a narrow topic and an issue, and (2) It is an organizing device to suggest what type of evidence is necessary to validate the perspective or claim. A thesis statement or claim articulates a particular point of view of the subject.

There are Two Types of Claims:

The claim provides a point of view or an interpretation of a narrow topic. It is part of the thesis statement because it gives coherence to the supporting paragraphs. It guides and directs your research so your evidence logically supports your type of claim and thesis. The two main types of claims you will use are:

1. Claims about value: These are claims made about what something is worth, whether we value it or not, how we would rate or categorize something. Claims of values make a value judgment: they express disapproval or approval; they attempt to prove that some action, belief, or condition is right or wrong, good or bad. For example:

The death penalty as applied in the United States and globally is immoral and inhumane.

Fetal tissue research is morally wrong.

Our current progressive tax system is inequitable and unfair.

Therefore, the use of steroids should be banned by all professional sports leagues.

2. Claims about solutions or policies: These are claims that argue for or against a certain solution or policy approach to a problem. Policy claims argue that a certain condition should exist. They express a writer's sense of obligation or necessity. Consequently, we can recognize policy claims fairly easily since a specific class of verbs, the modal verbs, convey the meanings of obligation or necessity. Supporting a policy claim can be very difficult. The writer must first convince the reader that current policy on some issue is not working, second convince the readers that the writer has a better policy, and finally move the readers to act on the writer's suggestion. The modal verbs that convey a sense of obligation and necessity are should, must, need, ought to, got to, and have to. Some examples of policy claims are

Example:

The U.S. government should create laws to help undocumented students to obtain what they so passionately make every effort to achieve, and that is educational merit and excellence.

Drivers under the age of 25 with even the slightest amount of alcohol in their blood should have their licenses revoked for five years.

We need to tax alcohol and tobacco more heavily since the use of those products accounts for a disproportionately large fraction of Medicare costs.

Social networking websites ought to be regulated with stricter privacy controls.

Which type of claim is right for your argument? Which type of thesis or claim you use for your argument will depend on your position, your knowledge on the topic, and your audience. Regardless of the type of claim you choose to utilize it is key to identify the controversy or debate you are addressing.

Argument paper/English 1 Spring 2014 SOURCES ACCEPTABLE FOR A PAPER.doc

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WHAT SOURCES ARE ACCEPTABLE FOR AN ACADEMIC PAPER?

Secondary Sources:

1. Books Books often contain a wealth of in-depth information and may be useful in research. They do, however, have some drawbacks. Sometimes you do not know if the author of the book is credible or not. Also, because books are so much longer than periodical articles, it would be much faster to read a periodical article if you are required to cite from multiple sources. Books may also contain outdated information.

2. Popular Magazines Popular magazines like Time, Psychology Today, and National Geographic are written for the general public by writers who may not be professionals in a specific field and may not have the experience or knowledge to cover topics authoritatively. Popular magazine articles are not very long and do not contain a work cited, so the reader has no way to determine where the writer obtained his sources. These articles are usually fairly easy to read and access.

3. Professional Magazines Professional magazines are similar to popular magazines, but these periodicals are written for professionals in fields like education, business, computers, and so forth. A professional magazine, like its counterpart the popular magazine, may contain useful information, but the articles are usually written by a professional writer and are not as long as journal articles, nor is the text followed by a bibliography of sources.

4. Scholarly Journals Most articles have a bibliography of sources at the end, so if necessary, the accuracy of the sources used to write the article can be verified. Professional journals are an excellent research source because of the credibility of the author, the credibility of the editorial experts, the in-depth nature of the articles, and the work cited. Journals can usually be accessed through SMC’s “Library Databases.”

Primary Research This is your own research in the form of surveys, experiments, or interviews. These types of sources are usually not used exclusively for a student research paper but are combined with several other types of research sources like professional magazines and journals.

Internet Sources: Evaluate all Web sites to ensure credibility, currency, accuracy, coverage, and authority. No Wikipedia! No Web sites acceptable that do not have a sponsor. No Blogs.

All Databases Listed Alphabetically : Here are some of the databases that you may find useful. It is not the complete list.

Academic Search Premier, MasterFile Premier Academic Search Premier and MasterFile Premier provide full text for over 6200 periodicals including full text for more than 3,500 peer-reviewed journals. Coverage spans virtually every area of academic study and offers information dating as far back as 1975.

Alt HealthWatch Coverage of alternative medicine and complementary, holistic and integrated approaches to health care and wellness. Full text for articles from more than 180 journals, reports and proceedings, as well as association and consumer newsletters.

Business Source Premier Business Source Premier provides full text for nearly 8200 serials. Coverage includes all subject areas related to business.

Communication and Mass Media Complete A resource for students, researchers, and educators interested in any and all aspects of communication and mass media.

Current Issues: Environment Full text articles from a variety of publications covering important environmental issues such as: air pollution, alternative energy, challenges to the environment, clean energy, deforestation and desertification, endangered species, energy policy, global climate change, green building, invasive species, organic food movement, rainforests, recycling, sustainable development, water supplies, wildlife conservation and more.

ERIC ERIC, the Educational Resource Information Center contains more than 2,200 digests along with references for additional information and citations and abstracts from over 980 educational and education-related journals.

Health Source Health Source: Consumer Edition offers information on many health topics including the medical sciences, food sciences and nutrition, childcare, sports medicine and general health. Has full text for nearly 300 journals.

Journal and Newspaper Titles Search or browse for journal or newspaper titles available from the Library, either in print or electronic format. An index to the full-text electronic journals available in Library databases.

JSTOR Back issues of over 300 scholarly journals in a wide variety of disciplines: African American Studies, African Studies, Anthropology, Archeology, Art and Architecture, Asian Studies, Ecology, Economics, Education, Finance, Geography, History, Language & Literature, Latin American Studies, Mathematics, Music, Middle East Studies, Philosophy, Political Science, Population Studies, Slavic Studies, Sociology and Statistics.

National Newspapers (U.S.) Searchable index for recent issues of the Los Angeles Times, New York Times, Washington Post, Wall Street Journal and the Christian Science Monitor. Full-text for newer issues and citations for older materials. More information on coverage

NetLibrary Over 10,000 electronic books (e-books) from leading university, trade and professional publishers. Titles across all subject areas. Includes an extensive collection of e-books in the public domain, featuring classics in literature and history. (One maximum simultaneous user per book)

Newspaper Source (Regional, National and International) Provides selected full text for 25 national (U.S.) and international newspapers. The database also contains full text television & radio news transcripts, and selected full text for more than 200 regional (U.S.) newspapers.

Opposing Viewpoints Resource Center Pro and con viewpoint articles on current social issues, reference articles that provide context and overview, primary source documents, government and organizational statistics, multimedia, including images and podcasts, links to hand-selected web sites, and more.

Argument paper/English 1 Spring 2014 Guidelines for Writing the Argument Paperdoc.doc

Guidelines for Writing the Argument Paper

Narrow the Topic: Once you have decided on a topic for your paper, you must narrow it down to fit the scope and length of the assignment. The most important goal is to narrow it to a specific issue. Begin by asking questions about your topic to help you frame the issue. What do you know about it? What is my perspective on this issue? Here are three categories to get you started on narrowing a topic to an issue that will fit the scope of the writing assignment:

1. By place or geographic region: What are the local social norms and values, economic and political systems or languages of the area. For example, the United States is a place. A geographic region may be the east coast.

2. By perspective or discipline: A perspective is an interpretation of the issue. What perspective will you take on your issue: social, legal, medical, ethical, biological, psychological, economic, political, or philosophical? A perspective (or viewpoint) allows you to focus on a single aspect. This will focus your research.

3. By population or by Age Group: Will you focus on women, men, children, or teenagers? Does your essay include all adults? The scope of the paper (length of the assignment) and your particular interests will determine the last category of population or age group.

Audience: To be effective, your essay should be written with a particular audience in mind. Keep in mind you must clearly establish and define your audience and determine how much or how little they know about your subject. This helps determine how much information is needed to help them understand the issue.

An issue: At the core of an argument is an issue, which is a problem, disagreement, uncertainty, concern or conflict surrounding your narrow topic in which people agree or disagree. This excludes personal opinion (I think), statement of fact (California should ….because…), and/or an announcement (In this paper, I will discuss….). Asking questions about your topic will help frame the issue and claim. To help frame this issue it is wise to begin formulating questions that will help you formulate a thesis statement. A research question is a brief question that directs your efforts to collect, critically read, and evaluate sources. Most research questions begin with: what, why, when, where, how, who, would, should and could. Asking questions help frame the argument. For example: Should the U.S. abandon traditional print sources for online news? Asking questions will help direct and refine your research for sources to support a thesis statement.

Thesis Statement: The answer to the one research question is the thesis, your stand on this issue. For example, “The shift from print to online news provides unprecedented opportunities for readers.” The claim being made is that newspapers should change their policy and abandon all print news and shift to online news. This is a clear arguable statement and a policy claim.

Next: Develop a type of Claim: Kathleen McWhorter (2012) writes, “The claim is the point the writer tries to prove, usually the writer’s view on the issue. . . . the claim often appears as part of the thesis statement” (Successful College Writing, p. 516). The claim is your particular perspective on a narrow issue and it is a debatable statement. It is not a statement of fact, or an opinion, or a list of reasons. Claims of policy advocate adoption of policies or courses of action because problems have arisen that call for solutions. Almost always "should" or "ought to" or "must" are included in the claim. Claims of value make a judgment. They express disapproval or approval, and they attempt to prove that some action, belief, or condition is right or wrong, good or bad, etc.

· Because online news invites readers to participate in a collaborative process-to question and even contribute to the content.

· Because links within news stories provide transparency, allowing readers to move easily from the main story to original sources, related articles, or background materials.

· Because technology has made it possible for readers to become news producers—posting text, audio, images, and video of news events.

· Because journalists can provide valuable information, sometimes more quickly than traditional journalists can.

Addressing Counterarguments: To establish ethos (the writer’s) and to strengthen your argument, you must address and acknowledge counter arguments. A good way to find opposing point of view is to formulate an antithesis to your reasons that support your thesis statement. Strategically, opposing arguments in the paper follow the most important reason that supports the thesis statement. Refer to the argument graphic on eCompanion.

Method of organization: An effective method of organization is order of importance: Begin with the least important reason and end with the most important reason that supports the thesis statement.

Support for the Thesis Statement. You need to support your thesis statement with research: facts, statistics, examples, illustrations, and expert opinion that come from reliable, current, relevant, and accurate sources. The sources must come from secondary and primary sources. Websites must be evaluated based on their credibility, accuracy, objectivity, and coverage. No Wikipedia, Ask.com or similar Web sites where anyone can publish information.