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ENG122: English Composition II

ENG122: Argumentative Essay Final Draft

Argumentative Essay Final Draft

[WLO: 3] [CLOs: 1, 2, 3, 4, 5]

Click each source below:

Type of assignment: Final Draft. Main mode of discourse: Argumentation. Length requirement: 5 to 7 pages Plus title page and reference list. Style guide: APA 6th Edition. Source requirement: Eight credible sources, at least five must be scholarly. POV/perspective: Third person. Due date: Week 5, Day 7The Week 5 assignment is the culmination of your hard work in ENG122. You will submit your final research-based academic argument. Weekly instructor guidance, prior assignment feedback, and Chapter 5 in your course text, College Writing Handbook, will help you complete final revisions and edits. In this assignment, you will show that you have achieved all course learning outcomes:

  1. Interpret information through close and critical reading.
  2. Demonstrate effective use of the writing process.
  3. Employ effective academic tone, style, mechanics, and citation method.
  4. Integrate relevant source material effectively and ethically.
  5. Support a position appropriate to the rhetorical situation.

You will submit a five- to seven-page (1,250 to 1,800 word) well-structured essay that is formatted in proper APA style. This final draft assignment must integrate prior feedback and show effective improvement from the prior rough draft assignment. Your essay is expected to be the product of a complete and thorough writing process.

The argument presented in your essay must be sound, valid, and based upon evidence from at least eight credible sources—at least five of which must be scholarly. (Review the Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.) table for more information about appropriate sources). Information and evidence must be integrated properly, cited accurately, and used with integrity. The essay must be appropriate for an academic audience.

If you have any questions about the requirements of this assignment, please contact your instructor right away. This assignment will be assessed on a 100-point scale and is worth 30% of your final grade. Your assignment may lose its formatting when it is converted in the Waypoint grading system. To preserve formatting, please submit your assignment as a PDF file.

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ENG122: English Composition II

ENG122: Week 5 – Discussion

Week 5 – Discussion

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above and the Grading Criteria link below for guidance on how your discussion will be evaluated.

 The Role of the Editor [WLOs: 1, 2] [CLO: 2]

Revision, editing, and proofreading are essential parts of the writing process. In this discussion, you’ll reflect upon the role of “self-editor” and how you can improve your final draft.

Prepare 

Review the discussion grading criteria and read Chapter 5 in College Writing Handbook. Watch at least one TED video and explore the YouTube channels and apps listed in the “Web Resources”  section of the chapter.

Reflect 

Take careful notes as you watch the video(s) and explore apps on your computer or mobile device. Think about your role as a self-editor and how you can improve your final draft paper.

Write 

Summarize the video(s) that you reviewed for this assignment and cite the source(s) in APA style. Describe the YouTube channels and apps that you explored and share how you may use them in the future. Share your confidence in (or concerns about) your role as a self-editor and college-level writer. Are you confident in your ability to troubleshoot issues, correct mistakes, and improve your writing? You are invited to share relevant audio, video, or images to your introduction.

Remember your APA-style Citations: Parenthetical and In-Text Citations (See Citing Within Your Paper (Links to an external site.))Reference Citations (See Formatting Your References List (Links to an external site.))

Respond to Peers 

You are expected to engage in this discussion on multiple days throughout the week, Tuesday through Monday. Log in frequently from your computer or through the mobile app to stay engaged.

As you respond to your classmates’ posts, discuss the role of self-editor. Share ideas, explore differences, and think critically about your classmates’ self-reflection as a college-level writer.

Offer advice and information from your work this week to support and encourage classmates. Work together to take action and gain confidence in your writing and editing abilities. You are invited to share relevant audio, video, or images in your responses.

Be sure to participate in meaningful conversation with multiple classmates in this discussion, which will close at the end of the learning week. This discussion will be assessed on a 10-point scale and is worth 5% of your final grade.

Grading Criteria Week 5 Discussion: Distinguished Performance 
ContentProvides in-depth analysis of the web resources, including unique insight and perspective. Clearly identifies and explains the role of self-editor and the editing stage of the writing process.
EngagementEngages in ongoing in-depth conversation with at least three different classmates on three different days throughout the week. Follows up with those who are responding in return. Reviews and responds to posts made by the instructor.
Critical ThinkingApplies the web resources to personal experience. Approaches others with fair-mindedness and respect. Is willing to consider other viewpoints. Asks classmates clarifying questions and points out other perspectives. Takes time to “think out loud” and explain ideas in detail.
CommunicationText is well written and proofread. Audio and video are clear and understandable. Images are appropriate and well formatted. The message is clear and error-free.
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ENG122: English Composition II

ENG122: Week 4 – Discussion

Week 4 – Discussion

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above and the Grading Criteria link below for guidance on how your discussion will be evaluated.

 Response to Reading: Time Management and Planning [WLO: 1] [CLO: 2]

In this discussion, you’ll continue to refine your writing process. Through this discussion, you will develop a thoughtful time management plan for future writing assignments in college.

Prepare

Review the discussion grading criteria and read “Chronic Procrastination: Life Beyond Ineffective Time Management,” written by Joseph R. Ferrari in Chapter 4 Summary and Resources, along with Chapter 4 of College Writing Handbook. Use an active reading strategy, such as SQ3R, PQRST, or KWL, to comprehend the words and their meaning (See section 1.4 Reading Academic Materials).

Reflect

After reading Chapter 4, including “Chronic Procrastination,” reflect upon your experiences in this class. Think about your current writing process and how it may work for you (or against you) in future classes. Consider your biggest time management concerns and how you may be able to address them in the future.

Write

Describe your experience in class thus far. Did you feel organized and prepared or did you feel disorganized and unprepared?

Share your time-management techniques and how you may do things differently in the future. Identify strategies and ideas from Chapter 4 in College Writing Handbook that you will use to complete papers in your upcoming courses.

As you discuss time management, share your response to Ferrari’s article. Could you relate to the chronic procrastinators described in the article? Did the research surprise you? What did you learn from the article?

Remember to cite the source in APA style. For example: Ferrari (2011/2018) said that “adult procrastinators more often claim they are ‘night’ people” (para. 8), which I could relate to.While Ferrari (2011/2018) suggested that procrastination is related to time perception, I feel that my procrastination is not related to my perceptions of the past or the future.End your post with a proper reference citation in APA style, too: Ferrari, J. R. (2018). Chronic procrastination: Life beyond ineffective time management. In A. Garten, College Writing Handbook (pp. 155-159). San Diego, CA: Bridgepoint Education. (Original work published 2011)

Respond to Peers

You are expected to engage in this discussion on multiple days throughout the week, Tuesday through Monday. Log in frequently from your computer or through the mobile app to stay engaged.

As you respond to your classmates’ posts, discuss your unique experience with time management. Address your classmates’ experiences and work together to decide if a new strategy is needed. Help your classmates apply the course materials to their life to improve time management and prepare for the future. You are invited to share relevant audio, video, or images in your responses.

Be sure to participate in meaningful conversation with multiple classmates in this discussion, which will close at the end of the learning week. This discussion will be assessed on a 10-point scale and is worth 5% of your final grade.

Grading Criteria Week 4 Discussion: Distinguished Performance 
ContentProvides in-depth analysis of the reading assignment, including unique insight and perspective. Clearly identifies and explains time management in detail. Arrives at a strong and effective time management plan by the end of the week. Helps others to achieve the same goal.
EngagementEngages in ongoing in-depth conversation with at least three different classmates on three different days throughout the week. Follows up with those who are responding in return. Reviews and responds to posts made by the instructor.
Critical ThinkingApplies the reading to personal writing process. Approaches others with fair-mindedness and respect. Is willing to consider other viewpoints. Asks classmates clarifying questions and points out other perspectives. Takes time to “think out loud” and explain ideas in detail.
CommunicationText is well written and proofread. Audio and video are clear and understandable. Images are appropriate and well formatted. The message is clear and error-free.
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ENG122: English Composition II

ENG122: Week 3 – Assignment

Week 3 – Assignment

Argumentative Essay Rough Draft

[WLO: 3] [CLOs: 1, 2, 3, 4, 5]

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Type of assignment: Rough Draft. Main mode of discourse: Argumentation. Length requirement: 4 to 5 pages Plus title page and reference list. Style guide: APA 6th Edition. Source requirement: Five to eight credible sources, at least three must be scholarly. POV/perspective: Third person. Due date: Week 3, Day 7Last week, you outlined your argumentative essay. This week, you must use your instructor’s feedback and information from the course materials to turn your outline into an essay draft. Weekly instructor guidance and Chapters 1, 2, and 3 in the course text, College Writing Handbook, will walk you through the process.

The Week 3 assignment is the first draft of your academic argument. In this assignment, you will show that you are making progress in all course learning outcomes:

  1. Interpret information through close and critical reading.
  2. Demonstrate effective use of the writing process.
  3. Employ effective academic tone, style, mechanics, and citation method.
  4. Integrate relevant source material effectively and ethically.
  5. Support a position appropriate to the rhetorical situation.

You will submit a 4- to 5-page (1,000 to 1,250 words) rough-draft essay that is formatted in proper APA style. This rough draft assignment must integrate prior feedback and show improvement from your prior coursework. The rough draft will be evaluated differently than a final draft essay, so pay close attention to the grading rubrics and requirements.

Your argument should be sound, valid, and based upon evidence from at least 5 credible sources. At least 3 of your sources must be scholarly. You may integrate additional information, since your final draft requires additional research. Information and evidence must be integrated appropriately, cited in APA-style, and used with integrity. Remember to draft your essay for an academic audience.

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ENG122: English Composition II

ENG122: Week 3 – Discussion

Week 3 – Discussion

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above and the Grading Criteria link below for guidance on how your discussion will be evaluated.

Objectivity and Bias [WLOs: 1, 2] [CLOs: 2, 3, 4]

In this discussion, we’ll continue to build an argument that is appropriate for the rhetorical situation. Through this discussion, you will consider the opinions, assumptions, and biases that may impact your objectivity.

Prepare

Review the discussion grading criteria, read What Lies Beneath the Surface by Joy Meads, and watch the full video Mind Bugs | Mahzarin R. Banaji | TEDxBari (Links to an external site.) from TEDx Talks on YouTube.

Then, log on to Project Implicit (Links to an external site.) and take at least one implicit association test (IAT). There are many tests to choose from. You do not have to register or log in. You can take any test(s) as an unregistered “guest” by clicking the orange “GO!” button. Pay close attention to the instructions for each section of the IAT. The rules change!

Reflect 

After learning about the IAT and taking the test online, think about your results and the explanation provided by the website. Are the results surprising to you? Do you trust the outcome of the IAT? How did you feel while taking the test and how did you feel when you received the results? Were some parts of the IAT easier than others?

Think about the possible biases, assumptions, and opinions that may be influencing your work in this class. Will Mead’s ten strategies for overcoming unconscious bias help you compose a more objective argument?

Write 

Share what you learned from your IAT experience and relate it to Meads’ ten strategies for overcoming unconscious bias.

Then,

  • remind the class of your research question and share your working thesis statement (See Writing a Thesis Statement (Links to an external site.)),
  • identify your personal opinions, experiences, assumptions, and associations with the subject of your argumentative essay,
  • explain how you intend to overcome your biases so you can write an objective research-based argument, and
  • share how you plan to integrate research into your rough draft this week.

Be sure to speak up if you have any questions or concerns.

APA Reminders:The reference citation for this YouTube video: TEDx Talks. (2018, January 10). Mind Bugs | Mahzarin R. Banaji | TEDxBari [Video file]. Retrieved from https://youtu.be/AFEaCFFsM2UTo create a paraphrase or summary citation:  Screen name and year of publication (TEDx Talks, 2018)To create a quote citation:  Screen name, year of publication, and timestamp (MM:SS)(TEDx Talks, 2018, 03:25) The citations for this article:Meads, J. (2015). What lies beneath the surface. American Theatre32(8). 48-50. Retrieved from https://www.americantheatre.orgMeads (2015) claimed that…Meads (2015) stated that “this is the quote” (p. 49).

Respond to Peers 

You are expected to engage in this discussion on multiple days throughout the week, Tuesday through Monday. Log in frequently from your computer or through the mobile app to stay engaged.

As you respond to each of your classmates’ posts, discuss their potential biases and provide your perspective and suggestions. Remember, biases are often subconscious so we all need help in identifying them! Approach classmates honestly and respectfully with care and compassion.

Help your classmates identify issues with their research questions or working thesis statements and offer suggestions as a peer and as an audience. Use the course materials to help answer your classmates’ questions. You are invited to share relevant audio, video, or images in your responses.

Be sure to participate in meaningful conversation with multiple classmates in this discussion, which will close at the end of the learning week. This discussion will be assessed on a 10-point scale and is worth 5% of your final grade.

Grading Criteria Week 3 Discussion: Distinguished Performance 
ContentProvides in-depth reflection on implicit associations and bias, including unique insight and perspective. States opinions, assumptions, and experiences that may create bias in the rough draft and creates a plan to limit their influence. Helps others to achieve the same goal.
EngagementEngages in ongoing in-depth conversation with at least three different classmates on three different days throughout the week. Follows up with those who are responding in return. Reviews and responds to posts made by the instructor.
Critical ThinkingApplies the reading to issues in writing and argument development. Approaches others with fair-mindedness and respect. Is willing to consider other viewpoints. Asks classmates clarifying questions and points out other perspectives. Takes time to “think out loud” and explain ideas in detail.
CommunicationText is well written and proofread. Audio and video are clear and understandable. Images are appropriate and well formatted. The message is clear and error-free.
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ENG122: English Composition II

ENG122: Week 2 – Assignment

Argumentative Essay Outline

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Type of assignment: Formal Outline. Main mode of discourse: Argumentation. Length requirement: Introduction, Conclusion, and at least five body paragraph/sub-topic sections (I, II, III, IV, V, VI, VII)  Plus title page and reference list. Style guide: APA 6th Edition. Source requirement: Five credible sources, at least three must be scholarly. POV/perspective: Third person. Due date: Week 2, Day 7The Week 2 assignment is a formal outline for your academic argument, which requires understanding of weekly instructor guidance and College Writing Handbook chapters 1, 3, and section 2.1. In Week 1, you developed your topic and constructed a research question. In Week 1, you developed your topic and constructed a research question. This week, you’ve researched the topic and can begin to develop your argument. Create your argument based on the information you have gathered through research and tracked in your research notebook.

In this assignment, you will show that you are achieving important learning outcomes:

  1. Interpret information through close and critical reading.
  2. Demonstrate effective use of the writing process.
  3. Employ effective academic tone, style, mechanics, and citation method.
  4. Integrate relevant source material effectively and ethically.
  5. Support a position appropriate to the rhetorical situation.  

You will submit a formal, alphanumeric, full-sentence outline formatted in proper APA style. The outline must organize your argument into an introduction, conclusion, and at least five body sections (approximately 550 words or more). The introduction section must include a working thesis statement, which is an arguable response to your research question. Each body section should contain a topic sentence and subordinate claims and evidence from at least five credible and scholarly sources. Paraphrases, summaries, and quotes must be cited accurately and used with integrity. This assignment requires a title page and a reference list. 

If you have any questions about the requirements of this assignment, please contact your instructor right away. Your assignment may lose its formatting when it is converted in the Waypoint grading system. To preserve formatting, please submit your assignment as a PDF file

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ENG122: English Composition II

ENG122: Week 2 – Discussion

Week 2 – Discussion

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above and the Grading Criteria link below for guidance on how your discussion will be evaluated.

 The Role of the Writer [WLOs: 1, 3] [CLOs: 1, 5]

Now that you have a topic and have begun research, it’s time to engage in the writing process. In this discussion, we’ll reflect upon the role of “writer” and how we can become more comfortable as writers.

Prior to completing the discussion, read Chapter 3 in College Writing Handbook, examine Steps to Avoiding Plagiarism (Links to an external site.), and review the discussion grading criteria. Then, explore College Writing Handbook Chapter 2 “Web Resources”—watch at least one item from Inspiration from Successful Writers and read at least one article from Essays on Writing.  

Reflect 

Take careful notes as you watch the video and read the essay. Think about your thoughts, feelings, and behaviors as a student writer.

Write 

Summarize  the video and article that you reviewed for this assignment and cite the summaries  in APA style. (See Quoting, Paraphrasing, & Summarizing (Links to an external site.)and Citing Within Your Paper (Links to an external site.)). Compare and contrast the messages in the two web resources, including a comparison of subject, occasion, audience, purpose, and speaker (SOAPS) in each (See Action Words in Academic Writing (Links to an external site.) and Section 1.2 Understanding Context). Share what you learned from the materials this week and identify your confidence in (or concerns about) your role as a college-level writer. You are invited to share relevant audio, video, or images in your post.

To create a reference citation for a YouTube video: Lastname, F. M. [Screen name]. (Year, Month Day). Title of video [Video file]. Retrieved from http://xxxxxxxxIf the name is unavailable:Screen name. (Year, Month Day). Title of video [Video file]. Retrieved from http://xxxxxxxxTo create a reference citation for an online article:Lastname, F. M. (Year, Month Day). Title of article. Title of Online Periodical. Retrieved from http://xxxxxxxxTo create a paraphrase or summary citation:Last name or Screen name and year of publication(TED, 2014)(Jackson, 2018)Jackson (2018) claimed that…To create a quote citation:Last name or screen name, year of publication, and timestamp (MM:SS)/(HH:MM:SS) or paragraph number (para. #)(TED, 2014, 03:25)(Jackson, 2018, para. 5)Jackson (2018) claimed that “this is an example of a direct quote” (para. 5).

Respond to Peers 

You are expected to engage in this discussion on multiple days throughout the week, Tuesday through Monday. Log in frequently from your computer or through the mobile app to stay engaged.

As you read each of your classmates’ posts, find opportunities to discuss the perspectives presented in each web resource. Share ideas, explore differences, and think critically about your classmates’ self-reflections as college-level writers. Offer advice and information from your work this week to support and encourage classmates. Work together to take action and gain confidence in your writing abilities. You are invited to share relevant audio, video, or images to your responses.

Be sure to participate in meaningful conversation with multiple classmates in this discussion, which will close at the end of the learning week. This discussion will be assessed on a 10-point scale and is worth 5% of your final grade.

Grading CriteriaWeek 2 Discussion: Distinguished Performance
ContentProvides in-depth analysis of the web resources, including unique insight and perspective. Clearly identifies and explains each rhetorical situation through a basic SOAPS analysis.
EngagementEngages in ongoing in-depth conversation with at least three different classmates on three different days throughout the week. Follows up with those who are responding in return. Reviews and responds to posts made by the instructor.
Critical ThinkingApplies the web resources to personal experience. Approaches others with fair-mindedness and respect. Is willing to consider other viewpoints. Asks classmates clarifying questions and points out other perspectives. Takes time to “think out loud” and explain ideas in detail.
CommunicationText is well written and proofread. Audio and video are clear and understandable. Images are appropriate and well formatted. The message is clear and error-free.
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ENG122: English Composition II

ENG122: Week 1 – Discussion

Week 1 – Discussion

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above and the Grading Criteria link below for guidance on how your discussion will be evaluated.

Response to Reading: Community and Responsibility [WLOs: 1, 2, 3] [CLOs: 1, 2]

In this discussion, we’ll continue the brainstorming process by discussing social and civic responsibility and how it applies to our unique communities. (See Section 2.1: The Writing Process: Planning and Prewriting Strategies.) Through this discussion, you will arrive at a topic for the research-based writing project in this class.

Prepare

Prior to participating in this discussion, read Chapter 1 in College Writing Handbook. Then, review the discussion grading criteria and read “My Adventures as a Social Poet”, written by Langston Hughes in 1947. Re-read this short essay as many times as necessary to comprehend the words and their meaning.

Reflect 

After reading “My Adventures as a Social Poet,” reflect upon its message. Think about community members’ responsibilities to one another. Consider the biggest issues facing your community today.

Why is it important for us to write about social issues? Why does your research and your writing matter?

Write 

Remind the class of your community. Explain how Hughes’ words relate to you. Include reasons why you have a responsibility to your community. Hughes felt compelled to write about racial inequality, social injustice, and African-American culture. What compels you?

As you discuss social responsibility, talk about specific issues that affect your community. Use this discussion to identify a broad topic for the research-based argument we will be writing in this class. If you are having trouble choosing a single topic, solicit advice from your classmates.

Remember to cite the source in APA style. (See Citing Within Your Paper (Links to an external site.).) For example: Hughes (1947) said that he was banned from certain places because his poetry tackled the subjects of “poverty, oppression, and segregation” (p. 207).While Hughes (1947) said that he was able to write about universal, romantic themes, he was more interested in writing about the issues that impacted the African-American community.End your post with a proper reference citation in APA style, too. (See Formatting Your Reference List (Links to an external site.)):Hughes, L. (1947). My adventures as a social poet. Phylon, 8(3), 205-212. doi:10.2307/272335Note: Double-spacing and hanging indent are not required in discussions due to formatting limitations in the discussion forum.

Respond to Peers 

You are expected to engage in this discussion on multiple days throughout the week, Tuesday – Monday. Log in frequently from your computer or through the mobile app to stay engaged.

As you respond to your classmates’ posts, discuss your unique perspectives on social responsibility and the issues your classmate has identified within their community. Address your classmates’ topic selection and work together to decide if the topic is too broad, too narrow, or just right. Help your classmates remain objective and unbiased in their approach to the topic. You are invited to share relevant audio, video, or images in your responses.

Be sure to participate in meaningful conversation with multiple classmates in this discussion, which will close at the end of the learning week. This discussion will be assessed on a 10-point scale and is worth 5% of your final grade.

Grading Criteria Week 1 Discussion: Distinguished Performance 
Content Provides in-depth analysis of the reading assignment, including unique insight and perspective. Clearly identifies and explains social responsibility in detail. Arrives at a strong and effective topic by the end of the week. Helps others to achieve the same goal. 
Engagement Engages in ongoing in-depth conversation with at least three different classmates on three different days throughout the week. Follows up with those who are responding in return. Reviews and responds to posts made by the instructor. 
Critical Thinking Applies the reading to issues in the community. Approaches others with fair-mindedness and respect. Is willing to consider other viewpoints. Asks classmates clarifying questions and points out other perspectives. Takes time to “think out loud” and explain ideas in detail. 
Communication Text is well-written and proofread. Audio and video is clear and understandable. Images are appropriate and well-formatted. Images are appropriate and well-formatted. The message is clear and error-free.