Revising two papers : Argument paper and exploratory paper

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

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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 Paper Sample of a Table.doc

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Social Media Update 2013 by Maeve Duggan and Aaron Smith

42% of online adults use multiple social networking sites, but Facebook remains the platform of choice

Some 73% of online adults now use a social networking site of some kind. 1 Facebook is the dominant social networking platform in the number of users, but a striking number of users are now diversifying onto other platforms. Some 42% of online adults now use multiple social networking sites. In addition, Instagram users are nearly as likely as Facebook users to check in to the site on a daily basis. These are among the key findings on social networking site usage and adoption from a new survey from the Pew Research Center’s Internet Project.

Despite recent growth by services such as Pinterest and Instagram, Facebook remains the dominant social networking platform

As in previous Pew Research surveys of social networking usage, Facebook remains the dominant player in the social networking space. Some 71% of online adults are now Facebook users, a slight increase from the 67% of online adults who used Facebook as of late 2012.

While Facebook is popular across a diverse mix of demographic groups, other sites have developed their own unique demographic user profiles. For example, Pinterest holds particular appeal to female users (women are four times as likely as men to be Pinterest users), and LinkedIn is especially popular among college graduates and internet users in higher income households. Twitter and Instagram have particular appeal to younger adults, urban dwellers, and non-whites. And there is substantial overlap between Twitter and Instagram user bases.

Facebook and Instagram exhibit especially high levels of user engagement: A majority of users on these sites check in to them on a daily basis

In addition to being the most commonly used social networking platform of the five we measured,  Facebook also has high levels of engagement among its users: 63% of Facebook users visit the site at least once a day, with 40% doing so multiple times throughout the day. Instagram and Twitter have a significantly smaller number of users than Facebook does, but users of these sites also tend to visit them frequently. Some 57% of Instagram users visit the site at least once a day (with 35% doing so multiple times per day), and 46% of Twitter users are daily visitors (with 29% visiting multiple times per day).

42% of online adults use multiple social networking platforms. For those who use only one social networking site, Facebook is typically—though not always—the platform of choice.

Overall, 42% of online adults use two or more of these social networks, while 36% use only one (the remaining 22% did not use any of the five specific sites we asked about). Among those who only use one major social networking platform, 84% say that Facebook is the single site that they frequent. However, other “single platform” social networking site users have adopted a site other than Facebook as their platform of choice. Among those who use just one social networking site, 8% use LinkedIn, 4% use Pinterest, and 2% each say that Instagram or Twitter is their sole social networking site.

A note on the social networking platforms measured in this survey

In this survey, we only asked about a subset of the social networking sites that people use. The Pew Research Center’s Journalism Project has collected recent data on the use of other social networking platforms – especially in the context of getting news. To read their material about other sites such as YouTube, Google+, Tumblr, Reddit, and Vine, please go to http://www.journalism.org/2013/11/14/news-use-across-social-media-platforms/ .

About this survey

The results in this report are based on data from telephone interviews conducted by Princeton Survey Research Associates International from August 7 to September 16, 2013, among a sample of 1,801 adults, age 18 and older.  Telephone interviews were conducted in English and Spanish by landline (901) and cell phone (900, including 482 without a landline phone). For results based on the total sample, one can say with 95% confidence that the error attributable to sampling is plus or minus 2.6 percentage points.  For results based on Internet users (n=1,445), the margin of sampling error is plus or minus 2.9 percentage points.

Work Cited

Duggan, Maeve, and Aaron Smith. “Social Media Update, 2013.” Pewinternet.org. Pew

Research Center, 30 Dec. 2013. Web. 20 May 2014.

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 Framework for Writing the Argument Paper.doc

English 1: Framework for Writing the Argument Essay

Title: Suggests the thesis statement

Introduction: 5-8 sentences

image1Thesis statement

· Begin with a sentence or two that introduces the reader to the topic discussed in your paper. This should engage the reader and draw them into the argument. Avoid the too broad introduction that does not direct the reader to the thesis. Every sentence should contribute to the argument.

· Next, include background information: the issue, framed as a question. Do not include opposing points of view to the issue in the introduction. The introduction should prepare the reader for the issue and your position.

· Thesis statement: End the introduction with your thesis statement. The thesis statement is one sentence that clearly answers the issue question. The claim made in the thesis statement should be either a claim of policy (proposing a solution to a problem) or a claim of value (making a value judgment). Remember that a thesis statement is not your opinion, should not include a list of reasons, it should not have the word “because” in it, and it should not be too broad or too narrow.

Method of organization for the body paragraphs: The most appropriate method of organization for the argument paper is from least important to most important. There must be four relevant and distinct reasons to support the thesis statement. Refer to the handout on using “because” clauses to brainstorm for reasons.

Body Paragraph 1: [6-8 SENTENCES]. This paragraph follows the introduction and includes the exigency of the current issue. As define by Lloyd Bitzer, “An exigence, is 'an imperfection marked by urgency; it is a defect, an obstacle, something waiting to be done, a thing which is other than it should be' (6). In other words, an exigence is a pressing problem in the world, something to which people must attend. The exigence functions as the 'ongoing principle' of a situation; the situation develops around its 'controlling exigence. This is the paragraph that will help the reader understand the urgency of the issue.

Body Paragraphs: [6-10 sentences]. Begin all body paragraphs with an appropriate transition. Format all body paragraphs following the M-[context]- E-A-L format. If you need help, refer to the handouts on eCompanion. Follow MLA format for incorporating your source material: Use a signal phrase that includes the author(s) full names and a present tense verb. Then remember to follow the source material with a parenthetical reference.—this must follow MLA format. Then include an explanation line that explains how the source material supports your claim/reason in the topic sentence. DO NOT INCLUDE SUPPORT MATERIAL IN A TOPIC SENTENCE—NO CITATIONS. DO NOT END A PARAGRAPH WITH A PARENTHETICAL CITATION.

Acknowledging Opposing View: [6-10 sentences]. After the most important reason, you must include one paragraph that addresses and acknowledges the opposing view. This paragraph must include ONE source. Follow the format for incorporating this information. Then in the same paragraph you will refute the claim made by the opposing view using your research for your reasons to support your position. DO NOT INTERJECT OPPOSING VIEWS THROUGHOUT YOUR ESSAY. This is the paragraph to address one opposing view. Refer to the handout on eCompanion for formatting this paragraph.

Conclusion: [5-6 SENTENCES]. Begin with an appropriate transition and restate your thesis statement. Then begin summarizing each of your reasons to support your thesis statement. Each reason should have at least a one sentence summary. End with a final remark that emphasizes the importance of your argument.

Your conclusion is like the inverted triangle of the introduction.

Format for all of the Body Paragraphs: M-[context]- E-A-L. All body paragraphs should follow this format:

Body Paragraphs’ Format Opposing View Paragraph Format

Work Cited/Annotated Bibliography

The annotated bibliography is a 2-3 sentence summary of each source. The annotated bibliography is indented ½ inch from the second line of the work cited entry, double spaced, and it is a block quote. Here is a sample.

Wood, Nancy. Perspectives on Argument. Upper Saddle River: Pearson Education,

2012. Print.

In chapter 6, Woods describes three types of appeals used to support a writer’s argument. The first one is using facts and statistics and this is called logos. The second one is also important and it is helpful for a writer to establish credibility with the readers through expert opinions and research; it is called ethos. Finally, if a writer is arguing on a sensitive issue and one that draws deep emotions, it is wise that the writer appeal to the emotions of his or her writer; this is called pathos. All three types are invaluable for writing as well as analyzing writer’s argument, both written and visual.

M: Begin with an appropriate transition, your reason and a claim—how does it support the writer’s thesis.

Context: From the topic sentence include a sentence that explains further the topic sentence and leads to the first evidence to support thesis.

E: Introduce all evidence with a signal phrase, quotes:--up to 3 sentences, cite it, explain it—show how it supports the thesis statement.

Repeat this pattern for the next quote.

A: Explain how the quote supports the rhetorical device and the thesis statement.

Repeat the format for another source, only two sources per paragraph.

L: Last sentence is the transitional sentence to the next body paragraph.

**Do not begin or end a paragraph with support material (quote). Do not include a citation in the linking sentence.

M: Begin with an appropriate transition that signals opposing view (on the other hand, there are some who oppose…).

Context: From the topic sentence include a sentence that explains further the topic sentence and leads to the evidence to support the opposing view.

E: Introduce all evidence with a signal phrase, quotes:--up to 3 sentences, cite it, explain it—

*There is only one opposing view per paragraph.

Transition: Use a transition that signals your refutation.

Begin by showing how the source’s claim is not acceptable or easily refuted. Bring in evidence you used to support one of your reasons. Keep this section to 3-4 sentences.

**Do not begin or end a paragraph with support material (quote). Do not include a citation in the linking sentence.

Key: There should be an equal number of sentences for the opposing view and your refutation.

End the paragraph with a Last sentence that sums up the purpose of this paragraph.

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.

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.

· 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.

Argument paper/English 1 Spring 2014 Incorporating Evidence into Your Essay.doc

Incorporating Evidence into Your Essay

As a writer, you must use evidence effectively to support your thesis statement. Refer to the handout on the seven thesis statement pitfalls. A thesis statement is the answer to the one narrowed issue question that frames your argument. There are three types of sources used as evidence for the academic paper: summary, paraphrase, quotations.

MLA Format: English papers should follow the correct MLA format for the heading, for integrating sources, and for formatting the works cited page. Refer to the handout.

The goal is to smoothly integrate sources. In order to use evidence effectively, you need to integrate it smoothly into your essay by following these four steps:

1. Use a signal phrase that introduces the writer, if there is one, followed by a present tense verb appropriate for the main point of the evidence. Do not place the signal phrase information in the citation. The important thing to remember is that you must clearly show where your own voice ends and the source begins.

2. Include your evidence: summary, paraphrase, or quotation.

3. At the end of the evidence include a parenthetical citation ( ). MLA rule is never repeat information used in the signal phrase in the citation.

4. Finally, explain and comment on how the evidence shows that it supports the claim made in your topic sentence: a Tag Line(s). A topic sentence should clearly and concisely state a reason to support your thesis/claim.

Key: Choose your evidence, carefully and remember to relate it to your thesis statement.

Citing Your Sources

Evidence appears in essays in the form of quotations, paraphrasing, and summarizing. All three sources must be cited in your text.

The important thing to remember is that you must clearly show where your own voice ends and the source begins. All information from a source must be given credit to your source.

Quoting: According to Frank Bruni,

“No paramedics. No arrest. No need” (“Fatal Mercies”). Bruni’s thesis is stated here in three distinct words to remind readers that people who assist others in their wish to die, should not be sent to jail: no need to call for help, no prison term, and no requirement.

Paraphrasing: Frank Bruni basically states in his article that appeared in The New York Times, that people who assist others in their wish to die should not have to call for help, they will not be sent to jail, and there should not be a concern about their helping others (“Fatal Mercies”). Bruni states that there is too much legal costs involved in sending someone to prison who only carried out the wishes of someone who was dying of a terminal illness.

Summarizing: Frank Bruni argues that people should not be sent to prison who help others in their wish to die. First of all, he defends his position by saying that simply the trial process is too expensive and a waste of public funds. He then proceeds by showing how there are too many loop holes in the legal system; not enough solid evidence to build a strong case against the person charged with a crime, and lastly, there is no black and white areas in this legal case; it is not a clear legal case (“Fatal Mercies”). All in all Bruni presents his legal perspective so readers will decide for themselves.

Structure of a Paragraph: M-E-A-L

Body paragraphs consist of a group of connected sentences that develops one reason to support the thesis statement. This main reason is stated in the topic sentence. Each paragraph has two jobs: to develop one reason in support of the thesis and to show how through your research (evidence/sources) and analysis it furthers the argument.

Writing a well-developed paragraph is easy once you understand the structure. Think of each paragraph as following the M-E-A-L plan. M-E-A-L gives you a formula for building an effective paragraph.

1. Main point = The declarative sentence that states the main point. Do not open your paragraph with a support sentence: with a quote. (1 sentence)

2. Follow a topic sentence with a context for the source. Don’t just jump from topic sentence to source. You must lead up to the source.

3. Then provide Evidence: direct quote, paraphrase, or summary. Keep in mind that it must make sense and support your argument. Remember to cite all sources correctly with MLA format.

4. Finally, Analysis: explain and analyze how the evidence supports the topic sentence. This is referred to as the Tag Line. (1-2 sentences)

Strong use of evidence:

Today, Americans are too self-centered. Even our families do not matter as much anymore as they once did. James Gleick says, “In fact, the evidence shows that most American families no longer eat together, preferring instead to eat on the go while rushing to the next appointment” (148). Gleick emphasizes that the American family is no longer taking time to share but have become too busy and too self-centered.

Argument paper/English 1 Spring 2014 Integrating Sources.doc

Integrating Sources: MLA Format

When to use quotations, paraphrasing, and summarizing?

· Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author. Use direct quotations when the exact wording is needed. Include up to three lines of a direct quote, more than three is a block quote. Key is to limit your use of direct quotations.

· Summarizing involves putting the writer’s thesis or claim, his or her main idea(s) into your own words, including only the main point(s). Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material. When to use a summary: A summary may be preferred to a paraphrase when you want to provide a brief overview of a text or provide background to an issue in an introduction of a paper.

· Paraphrasing involves putting a short passage from source material into your own words. A paraphrase must also be attributed to the original source. The paraphrase must be entirely in your own words. You must do more than merely substitute phrases here and there. You must also completely alter the sentence structure. Use a paraphrase when you want more detailed and specific information. A paraphrase is more detailed than a summary, which focuses concisely on a single main idea.

Here are some important reminders when using sources:

· Remember that the cited material should illustrate rather than substitute for your point. Make sure your paper is more than a collection of ideas from your sources; it should provide an original interpretation of that material. Synthesize ideas. All direct quotations, paraphrases, and summaries must include an explanation line or tag line that follows the parenthetical citation; this explains the source’s significance to the thesis/reason in the topic sentence.

· Body paragraphs should not begin or end with a source: quote, paraphrase, or summary. The opening sentence of each body paragraph should be your topic sentence—the reason that supports your thesis statement and the final sentence in the body paragraph should conclude your point and lead into the next. If you have cited material in these spaces, you leave your reader without a sense of the paragraph’s main purpose and your reasons for including that material.

· All material that you cite should contribute to your main argument and support the topic sentence. Main point is to use sources sparingly. Limit the number of sources per paragraph to two (2).

· Wikipedia is not accepted or other unreliable Web sites. Web sites must have a sponsor/publisher.

· Clearly indicate where your voice ends and the source begins. Always use a signal phrase that introduces the summary, paraphrase, or direct quote. Do not put this information at the end. Remember, signal phrases should let the reader know 1) who is speaking and 2) how they are speaking.

Format for the body paragraph: use the Main-[context]-Evidence-Analysis-Linking Sentence Format—

Today, Americans are too self-centered.

M= MAIN IDEA [claim is Americans are too self-centered.

Even our families do not matter as much anymore as they once did. In fact, evidence shows that most American families no longer eat together anymore.

Context: Before inserting evidence provide background or context to lead up to the evidence.

James Gleick says

E= signal phrase with the writer’s full name and verb

“We are consumers-on-the-run [and] the very notion of the family meal as a sit-down occasion is vanishing” (148).

Direct Quote. Notice that the parenthetical reference follows with the page information. Punctuation follows the parenthetical reference.

Gleick emphasizes that sit-down meals are a time to share and connect with others. By all means, this is a startling fact.

A=Analysis and interpretation follows the source. This is the tag line, which explains how the quote supports the claim made in the topic sentence.

However, and for this reason Americans are too self-centered; the family meal has become less valued.

L=Last sentence that restates the main point and transitions to the next body paragraph.

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

PAGE

1

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/Graded Argument paper.pdf

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should be enhanced so that data and information is

highl;" saf'eguarded. Due to the rising need fbr infonnation people utilize intbrmation technologl,'

and in the process. inlbrmation is shared and the machinery gets int'ected by viruses and worms,

which end up deleting files and documents crucial-to a firm's functions or a person's confidential

information and people have also lost the personal infbnnaTi6h to several cases such as

hacking, malr.vare attacks and neb server attacks. Theretbre in the process of establishing

LAI 1

brmation Technology order to Secure Confidential

work information technology ha3

lack of col-

,k,Pfl ^yttormaym*ef\ ^ ypformayofi-(Kaspersky lab. 23\ Therelore curbing insecurities in I.T is a hurdle since the'u^,-,lA'(V4-' \ 1g;-il,1rllt€ / ^r.- ttt^a|M>Lgruu \-E r*yA,\U^ situation cannot

(Kaspersky lab,

individual level and even in

@tqeytC9," '. The perspective being iaicl in this topical issue is that legal restrictions should be intact tr/rl" U J,r,'l

,ry.yfuN, addressing the need for saf-et1,'of inlbrmation and data:ln*lTel_:.1.:r instance. a lot has been t4ti,0- f \=-I i--- done in orderto achieve conficlentiality of infbrn{qtion. Several tinns ha}e lost criticalion. Several llnns -%.*cid..c'

nolicies upaD

LAI2

procedules to ensure protection of personal data awareness has to be created to all t'(e $ fiYOrrei{

an r them to know the kind of digital threats the1, face.

Restriction should theretore be put in place so that conlldentiality of data and information

is not compromised. Any loss of confidential data r,vill have the ability to be traced since

€* someone will be vested with the duty of ensuring security of infbrmation. Through restrictions

also. it u-ill be easy to save on costs that come together with loss of infbrmation.

individual states, what action have the-v employed in order to ensure that such never occurs

again? It is essential that a firm puts in place policies and regulations that will regulate

procedures of obtaining data that belongs to the firm (I egislative Guides for the Implementation

of the United Nations Convention against Transnational Organized Crinre. l4). Policies and

regulations introduced to any environment should be able to reduce cases of attacks b-v hackers.

mallr,are and worms or an)'other fbrm of attack. 81, doing this it w'ill be possible to mitigate

other consequences such as hacking and u'eb server attacks.

For critical and personal infbmation. audits should be undertaken to identif,v ail personal

data and their locatio,n. Risks associated u.ith storage. handilng and protection of this data should

6lkn, be rnade clear tg the ollner of the intbrmation so that the-v are a,ware of the risks the,v are 1ikel1'ttl

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tace uporr loss of personal i to all data and server rooms

in r,vhich data is stored should be restricted onffi t stafTmen-rbers rvho permission to uork

there. 'I-his can be enhanced b-v use of srvipe cards or pin technolog,v in the rooms and thus it "r'ill

be easier to identil,v people in case of an.v breach to losing critical clata and information. Access

rccords and procedures have to be revieu,ed regularit, be the management in place.

According to Legislativc Guides fbr the Implementation of the Un:ited Nations

As insecurities increase in f-rrms. political sceneb,

(Kaspersk1, lab. 23).

? Tm' dM

'ffi*lrvr NY,^O&)^*nlL

LAI 3

Convention against -fransnational

Organized Crime (34) mitigating loss of critical infbrmation

entails the use of passwords which are only knowrr to the individual or the management.

Therefore passr.vords used to access personal computers and application databases should be

credible enough and should be able to sense password cracking and guessing attacks. If possible.

passwords should include numbers, symbols, upper and lou,er case letters to make it more

complex and only known to the individual. They should also be changed on regular basis to avert

insecurities.

.-' With the govelxments facing the same issue of insecurity and lack of confidentiality. thea {

\ American government has ensured that this issue is reduced through the current implementation t

I

! of the Health Information Privacy Act. This came as a result of the need to secure and make a I, --" i patient's information secure and more private. i L*-t

@eriesof2010statesthatMedicareandmedicalservicesinevery

uritv Standard ion of Electronic

Health Information security rule. This rule was adopted to implement provisions of the

ility and Accountability Act. Compliance of the HIPAA encompasses all

IPAA covered entities fbr instance covered health care providers. These are Medicare

providers u.ho provide medical or other health care services or suppliers who transmit any health

information in electronic lbrm. Another group that has to compl-v rvith HIPAA rules is any'

individLral or group that provides or pavs costs of health care lbr instance health care insurer.

HIPAA Act is meant to protect priracy of an individual's identiflable health infbmation and

thus it enhances integritl, and confldentialit.v of health data (U.S department of-health sern,ices

and human services. 21).

Health Insurance

I,AI4

Why shoulci there be compliance to securit\. nreasures such as I{iPAA fbr health

agencies? The U.S department of health services and human services. (1 1) states that there is

need fbr to adopt confidentiality and integrity when it comes to a patient's health information.

New technologies are evolving in the health care industr-v and there is need to do all'ay

with paper w.ork processes which compromise on privacy of patient's infbrmation and data.

Therefore. in order to provide more efl-icient access to critical health intbrmation, covered

entities are using r.l,eb based applications to give ph-vsicians. nurses and health administrative

employees more access to electronic health information. Providers are also utilizing clinical

applications such as Computerized Physician Order Entry (CPOE) systems, Electronic Heaith

Records (llHR), radiology, pharmacy and laboratory systems. Health plans as provided in the

FIIPAA Act involve provicling access to claims and care management and also member self-

service applications. All these components are meant to enhance mobility and efliciency in

medical provision since phy'sicians can check patient records and tests liom any place.

For the case of companies and other government agencies w.hich require strict

confldentiality of infbnnation, network designs and network security controls should be made in

a way that security of the system is not compromised. The layout of the design if not rvell

arranged can leaci to attacks by malware and hacking. Personnei should be put in charge of the

netu,ork system to ensure that int-ormation is secured and that the network is also in good

capacity to manage transf-ers of data and intbrmation. To mitigate losses that could be brought b1'

the nature of the network design. at each step. securit,v fiameworks should applied so that no

situation is compromised. Technical personnel w'ho are experts in the field shor-rld advice the

f-ims on the best netu,ork designs so that the kind of netr'vork adoptec'l becomes compatible rvith

security poiicies and activities of-the firm.

\ \

LAI 5

Data authentication is necessary as it reduces chances of data rnodification lr,hich is

caused by malr,vare. This process is helpfui in enhancing integrit,v of infbnnation. It is advisable

fbr the company therefore to enhance security of data by applying data authentication as it will

make undetected modification of data impossible (Kaspersky lab, 19). In all processes the

compan,Y should be supporlive in budgeting tbr security controls and monitoring the situation.

In enhancing confidentialit.v and security of organizational and personal data and

information external service providers rvho attend to duties at lvork place should be subject to

strict measures. These could be contractors and consultants and who should not be given liberty

to access personal data unless provisions under the Data Protection Acts are compiled upon.

Within departn,ents of the organization there should be an up to data acceptable usage policv that

reiates to intbrmation communication technoiogy such as n-robile phones" fax. internet and

remote access. This policy should be understood and agreed upon by each user of such

technologv in the organization (Challenges and Best Practices in Cybercrime Investigation, 18).

In event of disposing files both electronic and paper. elTlcient procedures should be

fbllowed so that personal data is not conrpromised. Disposal of computer equipment should also

be ascertained such that their destruction and disposal becomes efllcient in disposing personal

confldential data. Therefore. ernplo,vees in an organization should be aware of the Data Privacv-

Act which is comprehensive in ensuring adequate disposal of firm's critical data or personal

data. For organizations that deai u,ith financial information high ler.els o1'secrecy and

confldentiality should be keenly'implemented (Challenges and Best Practices in Cybercrime

Investigation, 28).

Ner,r, staf t should be taken through induction processes to lamiliarize them with eff-rcient

organizational culture and be coached on how'the organization highly,prioritizes on saf-eguarding

LAI 6

critical personal infbruation. Organizationai structures should be etfective in addressing its

inrerest in safbguarding emplo-vee information. Access to personal t-rles and inlbrmation should

be the responsibility of the infbrmation technology personnel rvho have sw'om to ensure

confidentiality.

Legislative Guides for the hnplementation of the United Nations Convention against

Transnational Organized Crime (14) provides that in any organization that utilizes technology to

caffy out its activities should ensure that callers to the olfice and other visitors are tlot given

permission to look into personal and sensitive information whether in paper or in electronic

tbrm. Contldentiality thus has to be taken seriously and the staff should be on the tbrefront to

advocate fbr privacy of their personal infbnnation. All computers and internet sites should be

lock u,henever they are not in use. StatT should not be allor,ved to sat-e infbrmation on local disks

but there should be a sat'e allocation in the netr,vork drive that ensures securitl. of personal and

organizational critical data.

' ,.t,

is true that in the current technology and the digitalization era we are. personal data and

infbrmation critical to an organization has been compromised. The solution is in changing our

perspective of technologv and placing regulations on access of information in order to ensure

confidentiality and saf-ety.. In cases u.hich involve crime and majorl-v c,vbercrime, individuals

should note that it is punishable by law and harsh coutl penalties.

worrdGa

the health safbt,v and well-being of America, (2011).

LAI 7

,., VV ()t Krtltl4tU

I I

U.S departrhent oihealth services and human services " Health iffirmcttion privctcy ", Improving

the health safbt,v and well-being of America, (2011). Retrieved from r,vwr,v.hhs.gov o

"()hallenges ctnd Best Practices in Cybercrime Investigation". (2008), retrieved from:

'r',^ rv rn atei,er,j p/en gi : ^h r,r,l f/PT'lF-rm sin o?Cr,l 1 5-p 1 07 1 1 2,1d1'

Kaspersky lab " Globctl corporate IT sectu'ity risk.s " , (2013)" Retrieved tiom

uus . k usp)$ I ! a !1. ce1ll

"Legislatitte Guides.for lhe Implementotion of the L,nitecl l{crtions Con'-ention aguinst

Transnationul Organized (..rirne " (2004) pa-ire 217. retrieved fiom:

Trr-r119/o20r,ersi