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Paper #5: Argumentation: Your Public Issue

For the culminating project of the semester, we turn to argumentation, which most writing experts consider to be the highest form of rhetoric. All of the genres we have learned to use to communicate with others—such as description, narration, exemplification, and analysis—may be called into play here as we deliver our position or point of view on a subject that matters to us.

In the academic and professional worlds, the ability to argue your case—to stake out a belief or position and then vigorously and logical defend it to an audience that may or may not agree with you—is critical to your success. Whether you are faced with defending your analysis of a politician’s strategy in an election or your interpretation of a controversial poem or play, your ability to carve out a laser-sharp thesis and support it with a clear and informed discussion can make or break you at school, court, or the workplace. Nobody is simply going to give you a “free pass” in the adult world; you will be called upon to prove your point to some pretty tough critics, wherever you go! Your course grade, your degree completion, your getting the job you want, may depend on your mastery of this skill.

So, to get some practice with this really challenging writing experience, we will be formulating and constructing argumentative papers for our last class assignment. As always, one of the first steps in the process is for you to connect with a problematic current public issue that is getting a lot of attention today. To give you direction and focus, I have pre-selected two major subjects that are appearing in the news today: 1) the value of a college education, and 2) the phenomenon of racial profiling—and its implications for us all.

They are subjects for which people have multiple, divergent points of view; and, as such, you can see and hear them being bandied about on periodicals, TV and radio news programs and talk shows, online blogs—and even in casual conversations on campus, in cafes, and out in people’s homes. In fact, to get a sense of how strongly people feel about these issues, make a point of keeping your eyes and ears open for the next week or so. Better yet, make a point of throwing your ideas out to family, friends, or co-workers, to check out what they have to say. Doing so can give you great direction for your paper!

Getting Started

As with any writing situation, the first step is always about taking inventory on the subject. Which of these two general subjects interests you—and why? Do you have any experience or familiarity with the subject—or special interest in it? Does it have any relevance to you or significance to your life? Does it connect to any of your interests or concerns—or impact people you know—such as friends, family, or people in the community where you live? Unless and until you find that connection, you will have a tough time imagining how you can generate a thoughtful 4-page essay on the topic. So, get busy!

But once you do find that “sweet spot”—the angle or aspect of the issue with which you can connect, you will find the energy and motivation to research the topic and share your ideas and opinions with others. That engagement, that curiosity about understanding the issue better and building arguments to support your point of view, will give you trhe fuel you need to blast through the essay. When you genuinely care about what you are discussing and actually want to prove your point about that subject, you will be amazed at how much easier it will be to create a powerful, purposeful essay.

Getting on Board

You can choose any starting point you want to “shop around” and see which of these two topics appeals to you. Google around if you wish, check out TED Talks, blogs, You Tube videos—whatever feels easy and comfortable—and fits your own personal style. But, as soon as possible, I want you to check out the sampling of essays I have posted to the Resource page of Talon Net for this class. There you will find a half dozen short writings on each topic (value of college and racial profiling).

Check them out and write down notes of whatever catches your interest. Here is a sampling of questions to get you started:

Value of A College Education

· What is this topic really talking about? What do people mean when they talk about the “value of a college education?” Is it all about the money?

· Why is it particular timely today—especially in terms of the current economy and the challenges of getting a “good job” after you graduate from college?

· Do you personally believe a college education, which is getting more expensive all of the time, is “worth it” to you? Why do you think so—or not?

· What are some benefits to going to college, apart from the assumed economic advantages that college graduates expect to find for themselves?

· Would you, personally, be attending college if money (your future income) were not an issue for you?

· What do you think colleges should be doing differently to “add value” to their degrees—or make them more relevant in today’s world?

· Should the primary purpose of college be practical preparation for jobs and careers in today’s marketplace? If so, why? If not, why not?

· Do you think it makes any sense to take pre-requisite courses that seem to have no direct connection to your intended major or career plans?

· Why do you think most employers value college degrees and may select job applicants who have them over those who do not? Is that fair of them?

· What “hard’ and “soft” skills are you supposed to learn in college—the abilities that transcend or stand aside from the “accumulation of knowledge” about the subjects you are studying?

Racial Profiling

· What exactly is racial profiling—and whom does it affect or include? Do you associate it primarily with African-Americans, Hispanics, Asian-Americans, Muslims, or other racial or ethnic groups?

· Where or when does racial profiling happen—for instance, on the streets, in the workplace, in public places (such as hotels, restaurants, and retail establishments?) What about routine traffic stops?

· Who is doing the profiling, why, and to what effect? For instance, are we mostly talking about police profiling a certain group of people out on the streets? Security officers at the airports? Shop owners and other retailers at their places of business? Or, do everyday citizens do racial profiling, too?

· Why is it such a “hot button” topic among so many people today? What do you hear people saying about it—at home, on the streets, at work, wherever? Do most people think it is a serious problem that needs to be addressed? Are there people who would say that it is not a concern—or that the “victims” of this profiling need to “chill”—that this type of scrutiny is well justified?

· How does this “problem” show up or manifest itself in relation to allegations of police violence, especially in relation to the rash of high-profile stories connected to alleged police brutality or harassment of young black males (Michael Brown and others)?

· In light of the recent local, national, and international terrorist attacks by ISIS or ISIL—and growing concerns about the acceptance of Syrian refugees into the US, do you believe some sort of racial profiling is necessary for our national security?

Our Goal Here

In class, we will be sharing our ideas and opinions on the value of a college education—or on the problems involved in racial profiling-- with each other in a free-form discussion. By participating in it and sharing your ideas, experiences, opinions, and observations—as well as valuable or interesting ideas you have culled from your readings and other explorations, you will discover a personal point of view (thesis) to develop in your paper.

Paper Requirements

Bottom line: your assignment is to write a 4-page (minimum) typed argumentative essay in which you take and defend a position on some aspect of one of the two topics offered for consideration here: the value of a college education or racial profiling.

· You must present a clear, concise, focused thesis that delves into a very specific aspect of the topic. (For instance, not “I am against racial profiling,” but, “Though I understand the fears that can lead to racial profiling of people from the Mid-East, I think we have gone too far in excluding recent Syrian refugees.”)

· Your paper must specifically support, illustrate, defend that thesis by presenting a series of arguments (“reasons why”) designed to prove your point. (Be extremely careful not to fall in the trap of simply “talking about” your topic!)

· You may draw on personal experience and observations, but you must also demonstrate that you have gone beyond what you know directly by sharing ideas, facts, statistics, opinions, expert testimony and reports, as well as other materials from your research. You may rely strictly on readings from our text and on the articles posted to the Resource page of this Talon Net site. Or you may select your own material—as long as it is academically appropriate—no Wikipedia, Askme, Aboutme, or random Google searches.

· And, yes, you must accurately document those cited sources using correct MLA documentation format—both in-text citations and a Works Cited page.

· Your final draft of the paper must be posted to our turnitin site by the close of the exam time designated for this class. Your final printed copy of this paper must be submitted to me in class by the close of our final exam session—no exceptions, no drop-offs, no emails.

· The final exam consists of your sharing the thesis and main arguments of this paper, orally, in class, at the designated finals time. You will have three minutes.

· Failure to participate in the final in person will result in an “F” for the final exam and may jeopardize your ability to receive a passing grade in this class.