25 Aug write a 5-7-page essay (page count does not include works cited page) arguing for why it ought to be better known or understood.
Option # 2 on the attachment below. Underappreciated research on the outlying disparity in African American infant mortality and maternal death compared to other races. This paper should be targeted to the next generation of doctors and nurses that will help these mothers deliver babies who may not be aware of this alarming data. Please include implicit/subconscious bias, negligence, and racial malpractice. Should have at least 5 sources for this paper, please no more than 7.
Requirements: 3-4 pages | .doc file
English 313 Spring 2021 Inquiry 3: Underappreciated Research Underappreciated Research – AKA, Entering the Public Sphere What: Two Options 1. Choose an underappreciated topic in your field, learn about it, and write a 5-7-page essay (page count does not include works cited page) arguing for why it ought to be better known or understood. Your essay should demonstrate both your understanding of the topic and the “reality” of the topic’s underappreciated status, consider reasons for its relative obscurity, explain why it should be properly appreciated, and examine the negative outcomes of its underappreciation along with the potential positive consequences of its full appreciation. Include a Works Cited page and a cover letter briefly explaining your process for, and what you learned, from completing the assignment 2. Choose an underappreciated topic in your field, learn about it, and craft communication about it in at least two communication genres used by your discipline. Accompanying these two pieces of communication will be a 2-3-page letter explaining your process, including how you know the issue is underappreciated, the rules you followed to meet the demands of the genre (and why), how your sources informed your communication, and how the choices you made were meant to appeal to your audience(s). Include as an attachment to this letter a list of works cited in the format preferred by your discipline. ~ NOTE: It’s important to consider who should hear about your topic. This semester, we’ve practiced looking closely at the rhetorical tactics used by writers and speakers to reach particular readers. For this assignment, you’ll need to identify the audience and context for your project (the rhetorical situation): Are you writing for students or practitioners in your discipline? Or, are you writing for a general audience? Is this something your discipline needs to appreciate/care about? Is this something important to your discipline that you want to share with the general public? Why? This project is your chance to enter the sphere you’ve observed and analyzed this semester. Use this opportunity to craft a rhetorical document of your own—convincing a selected audience of the significance of your chosen topic. You will work on effectively drafting and structuring rhetorical
documents of your own. This assignment will support all four of the course’s student learning outcomes: ● Identify and explain a problem or issue, recognize and evaluate concepts and assumptions from multiple perspectives, ask relevant questions, analyze appropriate sources, and articulate logical, well-organized, and innovative conclusions. [Core Learning Outcome: Critical Thinking] ● Organize content cohesively, use compelling language and delivery that is audience appropriate, incorporate supporting materials to establish credibility, and reinforce a memorable central message with civility. [Core Learning Outcome: Oral Communication] ● Produce well-organized and clear writing, supported by strong, diverse evidence and precise explanation, applicable to its audience and consistent with the conventions of appropriate genres. [Core Learning Outcome: Written Communication] ● Ethically discover, evaluate, and use information to formulate and address research questions, explain how information is produced and valued in a given discipline, and share their results. [Core Learning Outcome: Information Literacy] How Things to consider: • “Underappreciated” might mean overlooked, undervalued, or misunderstood. Make sure you can define what you mean by “underappreciated.” • Who is/are your audience/audiences? • Who are the stakeholders? (i.e. who is or will be impacted by this?) • Think back on effective moments in our past readings, in-class videos, etc.→what made those moments effective? How might you emulate those moments? • How might you strike a balance among logos, ethos, and pathos while adhering to the parameters of the genre? • You’ll want to support your argument with academic sources, searching for and writing annotated bibliographies for at least three such sources. • After you’ve found your sources, use the note-taking method that works best for you—SQ3R, Cornell, double-entry, etc. • When it comes to corroborating sources, think outside the box → are there real-world examples you might use to illustrate your claims? Not every item, above, will be explicitly addressed in your final draft, but working through each of these questions and considerations will make the work you do more substantial and effective.
When? Week 9: Brainstorm topics Week 10: Research on topic/draft thesis/Find 4-5 sources Week 11: Close Reading and Pre-Writing – Focus: Impact/Effect Week 12: Outline paper and Pre-Writing – Focus: Call to Action Week 13: Drafting Week – Intro and Body (wellness days!) Week 14: Write conclusion and Revising/Editing Your final draft is due at the end of week 14.
