English Research Essay

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English Research Essay

English Research Essay
English 1 12 , College Composition 2 Fall 20 20 , Kristin Vogt Essay # 2, Research ed Essay on an Issue in Pop Culture & Tech Due Dates: Wednesday, 10/21 : Researched essay topic: oral proposal during in -class mini -conference with instructor ; written proposal due to Canvas by midnight Monday, 11/ 2: Draft Thesis Statement due to Canvas by midnight Monday, 11/9 : First draft due b y midnight to discussion board for peer editing and to Canvas for instructor preliminary grading and feedback Fri day, 11/1 3: Editing worksheets due to peer and to instructor via Canvas (separate uploads) Wednesday, 11/18 : Final draft due by midnight * * * * * Length : Essay: 4-6 pages : 1000-1500 words — more is okay . This does NOT include the list of Works Cited, which is required. Sources: At least 5 high quality outside sources including at least 1 on each side of the question Value s: Proposal – 10 points Draft i ntroduction , t hesis & outline – 20 points First draft – required on time for final score to be recorded ; this draft will be given a preliminary grade Editing Worksheet – 20 points Final draft – 200 points Assignment: Compose a 4 -6 page essay in which you give an overview of the issue and answer the specific research question you proposed and had approved as your topic. You should develop your own stand on this question, and your essay must be driven by a strong, clear, specific and arguable thesis that serves as the blueprint for your argument . You may take one clear side in response to the question, or de velop an argument in which you show the pros and cons of both sides of the issue. English 1 12 , Fall 20 20 , Kristin Vogt Essay # 2, Researched Essay Page 2 You must use at least five high quality outside sources to provide evidence and support for your thesis . Your sources should be written by scholars and other experts and a uthorities on the topic and published by authoritative journals, newspapers, magazines and websites. These may include some of the sources your group located and reviewed for the annotated bibliography, in addition to any other sources you located in your own research. Al though you may use any of the starter articles I provide, they do not count towards your five required sources. Your sources must also deal with both sides of the issue . If you are taking a clear side to the question, you must use and respond to at least one source that offers a counter argument — an opposing view — to your thesis. If you are showing the pros and cons of each side, you will need sources that address both s ides of the question. Your final essay must include the following: • An effective introduction that includes a clear and strong thesis statement • Unified and coherent body paragraphs that develop your thesis • Relevant and specific evidence in support of your thesis that you have gathered during your research (properly attributed and cited) from at least five high quality outside sources (in addition to the starter articles if you use those ), including at least one source on each side of the issue • A conc lusion that synthesizes and shows the significance of your thesis and makes a good final impression • Proper MLA formatting for the essay • In-text citation s in MLA style for every use of an outside source, including quotes, paraphrases, and summaries • A correc tly formatted list of W orks Cited at the end of the essay • Proper grammar, mechanics, and academic style • 1000 – 1500 words (more is okay) Things to keep in mind while you are planning and writing this essay: • Topic: You will choose a very specific topic by developing a research question that you wish to answer by doing research. Your topic should address a problem related to the subject you have been assigned or the solution to a problem. For example, you may wish to research the question of how social media affects mental health. Depending on your precise area of research, you may discover that social media causes problems with mental health for certain people in certain ways OR you may find that social media helps certain people who are dealing with certain types of mental health problems. Either one is an appropriate topic for your essay, as long as you English 1 12 , Fall 20 20 , Kristin Vogt Essay # 2, Researched Essay Page 3 can provide strong evidence for the stand you will take on the issue, and as long as it is specific enough for you to cover in 4 -6 pages. • Purpose : This time, your purpose is to analyze and argue, which means you are explaining an issue and trying to convince people that your position on it is valid. • Audience : Your audience is a general audience that may include your peers, friends, family, ac ademics, researchers and policy -makers who are interested in the issue you investigate. However, you cannot assume they have read any of the same articles as you have, and you must also imagine that they may have had VERY different life experiences than you. • Evidence and use of sources : You will need to make decisions about whether to quote, summarize, paraphrase, or otherwise include data, ideas, examples, and other information from your research to support your argument. But your essa y must be essentially own composition: you cannot patch together a lot of quotes and paraphrases from your source to build your entire essay. Your evidence should support your thinking, not replace it. • Counterarguments : You must include an opposing view point on the issue, whether you are taking a clear stand on one side or the other, or describing the benefits and dangers of both sides. Sometimes you will be able to refute the entire counterargument. In other cases you may make some concessions while s till refuting a large part of the opposing view. • Organization and Style : You will need to develop a logical and coherent way of arranging your material that it is delivered effectively to the readers, so that they can follow your thinking easily and wit hout confusion. Background and philosophy: In your first essay, you practiced analysis and argument in response to one of the articles from our reading. For this paper, I ask you to broaden your approach, do some research about a general subject that I assign, develop a base of information about t he issue, identify a specific question you would like to answer, and write a paper in which you present different views and argue in favor of one position in response to your research question. You will not necessarily be responding to a single author or article, although you may find it helpful to use one as a focusing element. But your essay must include information and ideas gleaned from at least five outside sources in addition to any of the readings we have done during the semester. To help you deve lop a good bank of information to work with, you will work with a group to construct an annotated bibliography on the topic before writing your individual papers. Through out your academic career and quite probably in your work life, you will be asked to re search and analyze different subjects (sometimes of your own choosing, sometimes assigned by your professor or manager), and to compose argument essays about those subjects. You will be expected to locate appropriate sources of information in the library English 1 12 , Fall 20 20 , Kristin Vogt Essay # 2, Researched Essay Page 4 and online, including both print and electronic resources. Assignments will require you to compose essays in which you summarize, analyze, and synthesize information from a variety of materials, develop an argument, defend your case, and cite the sources that you have consulted. Many times in both college and the workplace, you will also need to work with a group to collaborate on a project. This researched essay assignment is designed to help you develop effective collaboration, research, argument, and writing skills, and to prepare you to succeed in future college assignments and courses, as well as in your chosen career . I hope it will also provide an opportunity for you to think and write about an interesting and potentially important cultural topic . A detailed scoring rubric is posted to Canvas as a separate document . Topics and group assignments are posted to Canvas as a separate document within the Unit 2 Module.
English Research Essay
Link for the main article https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5904786/ Link for researched articles https://www.forbes.com/sites/petersuciu/2019/11/04/social-media-isnt-actually-creating-anxiety-or-depression-in-teens/#2fa56288101a https://link.springer.com/article/10.1007/s00127-019-01825-4?ArticleAuthorOnlineFirst_20200111&utm_content=AA_en_06082018&utm_medium=email&utm_source=ArticleAuthorOnlineFirst&wt_mc=Internal.Event.1.SEM.ArticleAuthorOnlineFirst http://whygethelp.com/wp-content/uploads/2018/08/Does-Social-Media-Cause-Depression.pdf https://core.ac.uk/download/pdf/234676072.pdf
English Research Essay
English 11 2, College Compositi on 2, Summer 20 20 , Kristin Vogt Researched Argument Essay Scoring Rubric Criteria A B C D F ANALYSIS & ARGUMENT : 40% = possible 80 points Thesis Strong, clear thesis demonstrating complex thinking , thorough research, and expressing an insightful attitude toward the topic. Good thesis showing original thoug ht and solid research, and expressing the author’s honest attitude . Adequate but somewhat simple thesis showing adequate research, and express ing the author’s attitu de about the topic . Thesis is present, but unclear or thoughtless, shows inadequate re search, or does not express the author’s own thoughts. Thesis is missing or unidentifiable , shows little or no research; the author’s opinion on the topic is unidenti fiable . Context Setting Essay correctly describes the issue being addressed and current thinking on the issue, and provides sufficient context for the discussion, analysis & response to the question . Essay correctly describes the issue being addressed and current thinking on the issue, but could use more detail to provide context for discussion, analysis & response to the question . Essay comes close to describing the issue being addressed and current thinking on the i ssue, but is somewhat off target or too vague to support a quality analysis & response . Essay is noticeably off target in describing the issue being addressed and current thinking on the issue, or so vague that an adequate analysis and response is unlike ly. Essay shows almost no understanding of the issue being addressed and current thinking on the issue, making an analysis and coherent response impossible . Use of sources Essay makes good use of at least f ive authoritative and credible sources, providing both evidence for the essay’s thesis, and a counterargument. Essay makes good use of at least f ive mostly authoritative and credible sources, with both evidence for the essay’s thesis, and a counterargument. Essay makes good use of at least f ive sources, some of which may be unauthoritative or not credible, and may not include a counter – argument. Essay makes good use of only four sources, some of which may also be unauthoritative or not credible , and may not include a counter – argumen t. Essay makes use of fewer than four sources, which may be unauthoritative or not credible , and may not include a counter – argument. Discussion and evaluation of source material Discussion correctly identifies the main points and the strengths and weaknes ses of cited source s, describes and evaluates them specifically and persuasively. Discussion identifies the main points and strengths and weaknesses of cited source s, des cribes them in some detail, and evaluates them in somewhat general terms. Discussion identifies some of the main points of cited sourc es , a few of the strengths and weaknesses, des cribes them vaguely, & does not evaluate them in any detail. Discussion mentions mostly unimportant points from the cited source s, does not describe them well, and does not evaluate them. Discussion fails to use sources, or fails to identify any significant points from any cited source s, does not describe them well or evaluate them. Criteria A B C D F Argument The argument is very persuasive with excellent evidence & strong reasoning to support the thesis. The argument is fairly persuasive but could use a bit more evidence or better reasoning in support . Argument is some – what dull or not well supported, needing more evi dence. Reasoning may be poor. The argument is not well presented or supported, reasoning is poor, or may be offensive. The argument is not coherent, interesting, supported , or reasoned . ORGANIZATION & COMPOSITION : 40% = possible 80 points Introduction Introduction is vivid and compelling, with a strong hook and interesting description of the issue to capture the reader’s attention. Introduction is helpful with some interesting details, previews the i ssue , is reasonably appealing to the reader and include a thesis . Introduction indicates the main issue of the essay, but lacks details and vivid language and to compel the reader’s interest ; weak thesis. Introduction is not very detailed or interesting, has no hook; may state a thesis, but not in a way that creates much interest. Introduction is dull, vague, and boring, or hopelessly confusing; does not generate any interest for the reader to continue ; no thesis. Body organization: paragraph order & transi tions Paragraph order is logical with transitions that help the reader easily follow the flow of ideas. Paragraph order is mostly logical, with mostly good transitions that help the reader follow the flow of ideas. Paragraph order is not always logical , or some missing transitions make it tricky to follow the flow of ideas. Paragraph order is confusing or illogical & missing transitions make it very hard to follow the flow of ideas. Paragraphs seem to have no particular order or plan of organization , and transitions are completely missing. Paragraph development Paragraphs include a claim sentence, are well focused, coherent and detailed. Evidence is well presented and explained. Most paragraphs have a claim sentence, some are a bit unfocused or lack details . Evidence is mostly well presented and explained. Several paragraphs lack claim sentences, lose focus or need more details. Evidence could be more clearly explained. Many paragraphs are unfocused, unclea r, undetailed, or disorganized. Insufficient evidence, or poor explanation. Paragraphs are very disorganized, with no focus, main point, claim sentences, or details. Little to no evidence included. Conclusion Conclusion revisits the main ideas from a new or fresh (but logical) viewpoint , synthesizes the significance of the essay, and suggests memorable ideas for further thought. Conclusion restates or summarizes the main point clearly and effectively, with some new twist or fresh viewpoint , offers a pa rtial synthesis of significance. Conclusion summarizes or restates the main ideas without any new thoughts or viewpoint and with very little synthesis of significance. Conclusion includes some summary but is incomplete and lacks an adequate final statemen t about the main idea and synthesis of the significance . Conclusion is missing; essay just stops with no final thoughts or wrap -up. Criteria A B C D F SENTENCES, STYLE, POINT of VIEW, GRAMMAR, TITLE, MLA FORMAT : 20% = possible 40 points Sentences Sentences are varied, & mature, with correct structure and good flow. Very little or no passive voice or other wordiness. Good variety of sentences with occasional lapses in clarity, or structure; flow could be better. Occasional passive voice or wordiness. Sentences lack variety, are too short or repetitive; or use incorrect structure; poor flow. Overuse of passive voice or other wordiness. Many short, choppy or very long, confusing or incorrect sentences with little flow. Frequent passive voice or other wordiness. Sentences are either extremely short or extremely long or incorrect. No flow. Extreme vague and wordy constructions. Style & audience awareness Mature academic style; vivid, fresh language. Tone is consistent and appropriate for academic writing on the topic and the audience. Little or no slang or clichés Good academic style; some quality but also some dull language. Tone is consistent and appropriate with little slang or clichés with a few lapses. Fair academic style; too much mundane or pretentious language. Tone is not always appropriate for the audience —some slang and/or c lichés. Not in academic style; poor word choice. Frequent clichés and slang. Language is inappropriate or borderline offensive for the audience. Not academic writing. Full of slang and clichés. Style and tone are highly inappropriate & may cause reader s to abandon the essay. Point of View (Use of “I” and “you”) “I” sentences only where needed for meaning or impact; no use of “you” sentences. Occasional unnecessary “I” sentences, no “you” sentences. More than a few “I” or “you” sentences. Ma ny “I” and “you” sentences. Completely written in “I” and “you” sentences. Grammar & mechanics, including direct quotations No serious grammatical errors; nearly perfect punctuation, spelling and usage; almost no typos; direct quotations properly form atted and punctuated. Only a few grammatical or mechanical errors that do not detract from meaning or impact; direct quotations mostly properly formatted and punctuated. Some distracting grammatical or mechanical errors, including a few serious or repeated types of errors; errors in formatting and punctuating direct quotations. Several significant grammatical errors or patterns of errors that compromise meaning; many mec hanical errors; direct quotations not properly formatted. Most sentences contain some grammatical errors; overwhelming errors of punctuation, formatting direct quotations. Title Title is vivid and interesting, reaches out to the reader and demands at tention. Title is interesting and helps the reader anticipate the subject of the essay. Title is helpful in suggesting the point of the essay, not really exciting, but workable. Title is not interest ing or helpful, or is inaccurate or inappropriate fo r the subject. No title. Criteria A B C D F Citation Format* In -text citations and list of works cited are in proper MLA 8 format, with very few minor errors. All sources can be located and checked easily. In -text citations and list of works cited are mostly in proper ML A 8 format, with some minor errors, but all sources can be located and checked. In -text citations and list of works cited are close to MLA 8 format, with some errors, but all sources can be located and checked. In -text citations and list of works cited are close to MLA 8 format, some sources incorrectly cited so they cannot be located and checked. In -text citations and list of works cited not in MLA 8 format, some citations completely missing; sources cannot be located and checked. *Note on citations: An essay that makes use of sources without proper citations during the first draft phase will be assigned a zero and returned for revision to include citations to all outside sources. If a final draft is submitted without all sources being p roperly cited, th e essay will be failed and may be reported to the College for plagiarism, even if unintentional. Any information gotten from a n outside source requires a citation, whether it is a quote, paraphrase, or summary. LENGTH REQUIREMENTS (NOT INCLUDING LIST OF WORKS CITED) A B C D F Word count 1350+ words 1150 -1349 words 1000 -1149 words 850 -999 words < 850 words

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