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2.1

2.1. Researched Argument. 2.1 Classical Argument. EVERYONE should be using the topic they used for the literature review. (Email me if you have questions) The banned topics list still applies.

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2.1

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  1. 2.1 Researched Argument

  2. 2.1 Classical Argument • EVERYONE should be using the topic they used for the literature review. (Email me if you have questions) • The banned topics list still applies. • While your classical argument should use the same sources as your literature review, NONE of the text should be recycled. • Sources are no longer the focus- they are the support. The subject of your sentences should now be the material, or point you’re making, not the author or source. • Your classical argument should be 1500 words without the works cited list. Meet the minimum word count. • The minimum number of sources is six, and one should appear in the counterargument.

  3. Thesis Statements: • Should not pose rhetorical questions • Should contain an argument, not set up an informative paper. • Should contain at least one reason. • Try to add a qualifier • After reading the introduction and thesis, your reader should not think, so what should happen? Ex: Wind farms are economically viable, environmentally friendly, and important for sustainable energy. Better: Because wind farms are economically viable, environmentally friendly, and important for sustainable energy, more government funding should be allocated to building wind farms across the United States.

  4. Lines of Argument: • What are the most compelling reasons for your case? These should be fairly obvious after the literature review. • Assumptions: Consider our discussions on ideological frameworks and your thesis statement. What assumptions does your argument contain? • Example: To reduce the number of unhealthy and subsequently abandoned infants, the Russian government should develop a program that both informs young women about the impacts of drinking during pregnancy and provides emergency counseling.

  5. Possible Outline I.) Introduction II.) Background (optional) III.) First Supportive Paragraph A.) Topic Sentence that states the compelling reason for the thesis (the connection to the thesis should be clear). B.) Discussion of reason, examples, quotes, etc. C.) Transition to next body paragraph. IV.) Second Supportive Paragraph (folllow the format above) V.) Third Supportive Paragraph VI.) Counterargument VII.) Strong Rebuttal VIII.) Conclusion

  6. 2.1 Grading Rubric • C1—Issue Identification and Focus: Has the student focused his or her argument on a narrow topic?  Is the essay argumentative rather than informative? • C2—Context and Assumptions: Has the student considered the contexts of the articles which he or she quotes?  Has the student discussed any assumptions which he or she makes about the topic as well as the assumptions which the articles make? • C3—Sources and Evidence: Has the student presented sources effectively to support his or her points?  Are the sources scholarly?  Has the student cited these sources correctly?  Is the Works Cited list formatted correctly? Has the student cited all of the sources listed in the Works Cited?

  7. 2.1 Grading Rubric • C4—Diverse Perspectives: Does the student consider the counterargument fairly and carefully?  Do the articles which the student cites in the counterargument support the counterargument and not the argument?  Sometimes, students will borrow a summary of the counterargument from a source that they have been using to support their own lines of argument. • C5—Own Perspective: Has the student clearly stated an arguable thesis statement?  Do the lines of argument provide adequate support for this thesis statement, and is it clear how they support it?  • C6—Conclusion: Does the student summarize the main points the student has made?  Does the conclusion restate the thesis statement?  How effective is the conclusion rhetorically? • C7—Communication: Is the essay clearly organized and easy to follow?  Can you tell which paragraphs are lines of argument?  Is it clear how every paragraph helps to develop the thesis statement?  How effective is the student’s writing at the sentence level?

  8. Upcoming Schedule • November 29: Peer Critiques Due December 3 • Class December 6: 2.2 Classical Argument Due December 10 Writing Review Due December 12 • Saturday, December 17: Final Grades due in RW and Banner The Writing Review due on RaiderWriter during finals takes the place of a final exam. We will not meet for a final exam.

  9. Class Preparation for November 29 • On November 29, bring 1) Your 2.1 classical argument, 2) a list of at least three grammar errors you’ve had trouble with this semester, 3) at least one question on the material in Chapter Eight in the FYW textbook. • Reading: St. Martin's Handbook Part 1, Section 6, "Working with Others'" (pp. 136-142)

  10. HAPPY THANKSGIVING! Please be careful if you are driving home. Do not text and pay attention to the road.

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