09 Nov Assignment 20: Bringing things into focus
Assignment 20: Bringing things into focus
Youve got a partially-complete draft; the goal for this assignment is to fill in the rest of the blanks to produce a rough-but-full-length-draft.
Again, the end goal for this unit: to produce a scholarly essay that articulates a research interest, summarizes and critically-engages sources in response to that interest, and draws on that engagement in support of making an argument in relation to those sources and your research interest.
And here are the criteria that breaks down the assignment in more detail and that will serve as the grading criteria for the final product you will produce for this unit (with tips for meeting those criteria in blue!):
- Clearly articulate the writers central line of inquiry (explain in detail what you are trying to learn through examine and evaluating the perspectives of your sources)
- Maintain a clear purpose for writing that grows out of the writers inquiry (explain how the other researchers interested in your topic–the research community–will benefit from the work you’re doing)
- Make strategic composing decisions in response to the writers rhetorical situation (shape your essay so that your readers–the community of researchers interested in your topic–will find it relevant, credible, and persuasive)
- Provide relevant background information and definitions of key terms (give background information about your sources, your topic, and identify and explain any necessary key terms)
- Introduce, summarize, and otherwise integrate sources effectively and ethically, through paraphrase and direct quotation, while providing insight into the rhetorical situations of those sources and breakdowns of their arguments (just as you learned to do in the first unit, give your sources’ full names when you first mention them, share the titles of their works, explain their audience, purpose, and context, identify the claims they make and the evidence they use to support those claims, and summarize their perspectives through paraphrase and direct quotation)
- Critically engage sources perspectives through interpretation, analysis, and critique in service of making a logical, well-supported argument that contributes to the conversation taking place around the writers topic (go beyond summary to evaluate your sources’ perspectives and weigh their helpfulness in the context of your inquiry in support of making an argument that other researchers will find new and useful)
- Meet academic expectations for clarity, cohesion, organization, paragraph structure, grammar, and mechanics (make sure your draft is organized, flows well, makes connections, and is grammatically correct)
- Properly cite sourcesboth in-text and through an accompanying works cited pagein accordance with MLA, APA, or Chicago Manual of Style guidelines (see the , , or other resources for guidance
- Word or Google doc, double spaced, 12pt font
Submit:
Begin this assignment by reading through your draft, taking notes on things you think you might need to change, add, or delete.
Then, continue the same process as in the previous assignments, responding to your notes through revising and adding to your draft.
Try to have a full-length, decent-but-not-quite-in-final-form draft by next class.
Requirements: Word or Google doc, double spaced, 12pt font.
NB; you have the previous assignment.
