The purpose of this assignment is to present your own argument backed up by others? ideas and information. custom essay

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Steps
? As you know, your essay will respond to one of the following authors: Michael Kimmel, bell hooks, Peggy McIntosh, Malcolm Galdwell, Barbara Ehrenreich, Ann duCille, Jean Kilbourne, or Steven Johnson.
? Use the essay 3 guidelines for tips on articulating your own argument in response to the essay?s author. Also see chapter four from ?They Say/I Say.? Remember, if you agree with the author, you do have to agree with a difference!
? As in essay 3, you should use your personal experiences to support the claims you?ll be making.
? Use the ?Debatable Thesis? handout to formulate your thesis.
? Once you have your bold, debatable thesis, start finding sources for your paper. As you know (and as I will continue to state repeatedly), your sources are there to support your argument.
? Since you have your thesis, your search for sources should be focused and specific. In other words, you are not looking for everything you need to know about your topic, but instead, are searching for sources pertaining to your thesis.
? Evaluate your sources: Your sources will vary in quality; you should evaluate each of your sources to make sure you are using the most appropriate source to develop your argument. Evaluate the following for each article or book:
? The author?s background and credentials. -What the author?s own view is.
? The writer?s purpose. -How the author supports his/her argument.
? The topic of discussion. -The accuracy of the author?s evidence.
? The audience the writer invokes. -What the author identifies as a gap in knowledge.
? The nature of the conversation. (How have others addressed the problem?)
? Take notes: Many people prefer the index card system for taking notes. Some suggestions:
? Use one fact/idea per card.
? On each index card, note the source, including the volume number (if there is one) and the page number. If you wind up using that idea in your paper, you will have the information readily available to use in a citation.
? In order to avoid plagiarism: If you copy something directly from a book without putting it in your own words, put quotation marks around it so that you know it is an exact quotation.
? Field research: If you plan to do field research, look over chapter 11 in From Inquiry to Academic Writing; this chapter has a lot of useful information, including the steps of how to conduct an interview.
? Formulate an Outline: Everyone has their own way of doing this. If you?d like suggestions, do a search on Google.
? Writing the Introduction. In your introduction, include the following:
? The essay that you?re responding to.
? Any relevant background or contextual material.
? Definition of key terms/concepts.
? Your bold, debatable thesis (that includes the HOW, WHAT, and WHY)
? Your plan of organization (see McIntosh, p. 522, paragraph 6 for an example)
? See the ?Introductions? handout in the course packet and chapter 9 of From Inquiry to Academic Writing for tips on writing an introduction.

? Writing the body of your paper
? Use your outline as a flexible guide.
? The counter-argument: you MUST insert a counter-argument to your main argument. See Chapter Six of ?They Say/I Say? for tips on integrating a counter-argument.
? *Very important: Build your essay around points YOU want to make (don?t let your outside sources organize your paper).
? Integrate your sources into your discussion (See the sample essay in From Inquiry, pp. 59-64 for an example).
? Summarize, analyze, and explain your outside sources rather than merely reporting it.
? Writing the conclusion (taken from From Inquiry to Academic Writing, 225)
? Pull together the main claims of your essay: Don?t just repeat the points you made in your paper; instead, show your reader how the points you make fit together.
? *Very important: make sure you answer the ?So What?? question. Show your reader why your stand on the issue is significant.
? Place your argument in a larger context: In addition to the specifics of your argument, discuss its broader implications.
? Show your readers what is new: As you synthesize the key points of your argument, explain how your argument builds on, extends, or challenges the thinking of others.
? Strategies for shaping your conclusion: echo the introduction, challenge the reader, look to the future, pose questions, and conclude with a quotation.
(See pp. 222-225 in From Inquiry to Academic Writing)
? Also, see the ?Conclusions? handout in the course packet

? Last but certainly not least: revise and PROOFREAD!!!

Some resources (all page numbers refer to From Inquiry to Academic Writing unless otherwise noted):
? How to draw on personal experience: pp. 67-8.
? What is a summary? p. 130 forward, and Chapter Two of ?They Say/I Say?
? How to incorporate textual evidence: pp. 152-56, and ?Guideline for Quotes? handout in course packet
? How to cite and document sources: pp. 156-162 (NOTE: use MLA format!)
? See ?They Say/I Say? for tips/templates on stating your own ideas as a response to others (this is what the whole book is about!)

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