SOC-417Functionalism WorksheetSociology students s.docx

SOC-417
Functionalism Worksheet
Sociology students should be able to explain what is meant by
functionalism and how it applies to society. This assignment
will help you learn this concept.
Answer the prompts below. You will need to cite scholarly
sources from the GCU library to support your answers:
Topic 2: Functionalism
After reading the assigned readings, cite two to four sources to
summarize what is meant by functionalism. (200-250 words)
Functionalism is the theory based on the premise that all aspects
of a society to include institutions and social norms
Parsons, Talcott. (2006). In D. Jary, & J. Jary (Eds.), Collins
dictionary of sociology (4th ed.). London, UK: Collins.
Retrieved from
https://lopes.idm.oclc.org/login?url=https://search.credoreferenc
e.com/content/entry/collinssoc/parsons_talcott/0?institutionId=5
865
Citing two sources, explain how functionalism applies to
society. (100-150 words)
How Theory Works
Using the social problem you selected in Topic 1, cite two
sources that show how a functionalist theorist would explain
your social problem, and how this social problem stabilizes

society (75-100 words)
Select two major functionalist theorists. Using your selected
social problem, cite two to four sources and compare/contrast
the views of these theorists in regards to the social problem.
(200-250 words)
References
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Abortion: Parental Consent
Date: Jan. 2, 2019
From: Gale Opposing Viewpoints Online Collection
Publisher: Gale, a Cengage Company
Document Type: Topic overview
Length: 1,869 words
Content Level: (Level 5)
Lexile Measure: 1510L

Full Text:
Sexually active teenagers ages fifteen through nineteen have the
highest rate of unintended pregnancy of any age demographic in
the United States; however, the rates of teen pregnancy have
been declining since the 1990s. The US Centers for Disease
Control
and Prevention (CDC) estimates that 750,000 women in this age
group become pregnant each year. More than half of these
pregnancies result in live births and a quarter end with an
induced abortion, which refers to the intentional termination of
a pregnancy.
In 2015 this age group accounted for 9.8 percent of abortions
performed in the United States, while girls under the age of
fifteen
accounted for 0.3 percent. In most states, minors encounter
more difficulty obtaining an abortion than adults because of
restrictions
that require notifying and often obtaining the consent of their
parents. As of December 2018, thirty-seven states have abortion
laws in
effect that require parental involvement in the decision-making
process for minors seeking an abortion, while an additional six
have
such laws that are not in effect because they have either been
temporarily or permanently halted by a court order. Twenty-six
of
these states require that at least one parent provide written or
verbal consent, and eleven states require that one of the
patient's
parents be notified. Five states have no laws related to parental
involvement, while two states and the District of Columbia have
legislation that asserts a minor's right to consent to abortion
services without parental notification or consent.
Proponents of parental involvement laws contend that these
requirements foster better parent-child relationships, protect the

rights of
the patient's parents, improve sexual assault reporting, and deter
young women from having abortions or becoming sexually
active in
the first place. Opponents argue that these laws place an
unnecessary burden on the patient and violate her rights.
Additionally,
opponents point to evidence that most pregnant teenagers
discuss their decision with a parent, indicating that those who
choose not
to might have a practical reason for keeping their situations
private. In states that require parental consent, a pregnant
adolescent
may travel out of state to obtain an abortion, delay medical
treatment, or pursue the procedure from an unlicensed source,
all of
which can increase threats to the patient's health.
Pros and Cons of Parental Involvement Laws
Pros and Cons of Parental Involvement Laws
Pros
Requiring a minor to notify her parents or request an exemption
from a judge when seeking an abortion ensures that she will
discuss the decision with an adult before making an irreversible
choice.
Parental rights advocates support parental involvement laws
because they ensure that parents are involved their children's
decisions and informed when their children undergo a major
medical procedure.
Pregnancies caused by sexual assault, including statutory rape,
may go unreported if the victim is not required to notify her
parents or request an exemption.

Cons
Parental involvement laws violate a minor's right to privacy.
Parents may refuse their consent, which would likely result in
the
minor giving birth to a child she is not prepared or able to
parent.
Some parents may inflict physical harm on their child or impose
other unreasonable punishments after learning that she has
become sexually active.
Though independent judicial review is available for minors in
such cases, the judge reviewing the case may be biased by his or
her own views on abortion.
Legislative Background
In 1973 the US Supreme Court's ruling in Roe v. Wade legalized
abortion in the United States but left many specifics open to
interpretation, which resulted in several legal challenges. In
Planned Parenthood of Central Missouri v. Danforth (1976), the
court
issued its first major ruling on parental involvement laws. The
case involved a Missouri law that required, among other things,
parental consent to obtain an abortion in all cases involving a
minor. The Supreme Court determined this provision of the law
to be
unconstitutional because the provision did not include any
exceptions for circumstances under which a patient could
receive an
abortion without parental consent, such as when the patient's
health is threatened. The court's decision upheld the other
provisions of
the law.

In Planned Parenthood Association of Kansas City, Missouri,
Inc. v. Ashcroft (1983), the US Supreme Court reaffirmed the
standard
established by the Massachusetts Supreme Judicial Court that
parental involvement laws must not withhold or otherwise
infringe
upon a minor's right to independent judicial review in lieu of
obtaining parental consent. A minor may be unable to obtain
parental
consent because both of her parents are dead, in jail, in a coma,
or living out of state. Additionally, the minor may feel that her
safety
could be threatened if her parents were aware of her pregnancy.
In this decision, the Supreme Court established that individual
states
may legally require minors to obtain parental consent for an
abortion only if judicial review is available.
In response to the Supreme Court's decisions, each state
approached parental involvement legislation in its own way.
Understanding
the differences from state to state can be challenging for both
abortion providers and the minors seeking an abortion. Without
uniformity in the law, minors with the means and ability to do
so have been able to bypass their own state's restrictions and
travel to a
state with more flexible regulations. For example, a minor
living in Utah who is required both to notify and obtain
permission from her
parents to procure an abortion can travel several hours
northwest to Oregon or Washington, which do not require any
parental
involvement.
Congress has attempted to pass legislation that would prevent
minors from circumventing state parental involvement laws. The

Child
Interstate Abortion Notification Act (CIANA) and the Child
Custody Protection Act (CCPA) were first introduced in the
House and the
Senate in 1998 and have been revisited several times, including
reintroductions of both bills by members of the 115th Congress
(2017–2018). The bills seek to make the transportation of a
minor across state lines to evade parental consent laws a federal
crime.
Despite repeated attempts by conservative lawmakers, no
additional federal legislation has been enacted concerning
parental
involvement in a minor's abortion decision.
In 2018 the Supreme Court reviewed the decisions of lower
courts in Azar v. Garza, a case involving the reproductive rights
of
undocumented unaccompanied minors. The circumstances
involved a pregnant unidentified minor who had been detained
by
immigration officials upon entering the United States illegally.
While in custody with the Office of Refugee Resettlement
(ORR), the
minor requested an abortion but was denied until her attorney,
who had been appointed her legal guardian during her
immigration
case, challenged the ORR's policy of denying detainees access
to abortion services. The US District Court for the District of
Columbia granted the minor permission to leave the facility to
procure an abortion. That decision was again challenged,
resulting in
the scheduling of another hearing. During the disagreements
between the courts, the minor terminated her pregnancy in
accordance
with the district court's initial ruling, thus rendering any ruling
on the individual case inconsequential. After approving the case

for
review by granting certiorari, the Supreme Court vacated the
lower court's decision, meaning that its outcome cannot be used
to
establish legal precedent.
Critical Thinking Questions
Critical Thinking Questions
Under what circumstances would a minor seek exemption from
parental involvement laws through independent judicial review,
and do you think states should be required to offer this
exemption?
Why do some medical professionals and reproductive rights
advocates characterize parental involvement laws as a health
threat?
Do you think minors should be required to involve their parents
or a judge in their decision to terminate a pregnancy? Why or
why not?
Impact of Parental Involvement Laws
Proponents of parental involvement laws claim that more
pregnant teenagers would choose not to have an abortion if they
had the
benefit of their parents' guidance. They also maintain that
parental consent laws discourage teenagers from becoming
sexually
active. Research shows, however, that state parental
involvement laws have little effect on a minor's decision to
engage in sexual
activity or pursue an abortion. Proponents also distinguish
abortion from health care services such as providing
contraceptive
information, substance abuse treatment, and testing for sexually

transmitted diseases, which are covered under state and federal
confidentiality laws, arguing that, in contrast, abortion carries
specific health risks as a surgical procedure.
Quantifying the impact of parental involvement laws presents
many challenges because multiple factors contribute to changes
in birth
and abortion rates, including the availability of contraceptives
and comprehensive sexual education. Inconsistencies in
reporting data
have also been identified. Conducting a review of twenty-nine
separate studies on the effect of such laws, researchers from the
Guttmacher Institute found that many studies had
methodological limitations, including a lack of consistent data,
as state reporting
agencies maintain different record-keeping practices. The
authors of the review concluded that the "clearest documented
impact of
parental involvement laws is an increase in the number of
minors traveling outside their home states to obtain abortion
services in
states that do not mandate parental involvement or that have
less restrictive laws." Two studies—one in Mississippi and one
in
Massachusetts—noted incidents of minors leaving state borders
to receive an abortion and showed no change in the abortion
rate
among teens compared to prior to the law. Several studies
reported a decline in minors' abortion rates after parental
involvement
laws were enacted. A study in Texas found that the number of
abortions in the state had decreased with no evidence that young
women had traveled to other states to obtain the procedure. The

authors suggested that Texas's large size deterred long-distance
interstate travel.
Though current research may not provide conclusive results,
health care organizations consistently speak out against parental
involvement laws. The American Academy of Family
Physicians, American Medical Association, American Academy
of Pediatrics,
Society for Adolescent Health and Medicine, and American
Public Health Association have all issued statements in
opposition to
these laws. Though the American Medical Association advises
health care providers to encourage minor patients to discuss the
procurement of confidential services with their parents, the
organization stresses the importance of respecting the autonomy
of the
patient and acting in accordance with state law. Many medical
professionals feel that minors should not be forced by law to
involve
their parents in decisions involving abortion or contraception.
Medical professionals warn of potential health hazards caused
by parental involvement laws. Parental involvement laws cause
a
delay in the patient's ability to obtain the abortion, often
resulting in a second-trimester abortion, which carries more
risks than a first-
trimester abortion. Additionally, parental involvement laws may
compel a young woman to pursue an illegal and possibly
dangerous
abortion. Doctors also recognize that the parents' input may
have a negative impact on the patient's health, as the parents
may
respond violently when they learn that their child is sexually
active, or they may force their daughter to carry the child to
term.

Though all parental involvement laws must allow an exception
for judicial bypass, minors who do not want to inform their
parents that
they are seeking an abortion may also find it intimidating to
secure consent from a judge. Many young people are unfamiliar
with how
to navigate the court system and may feel uncomfortable
sharing personal details about their pregnancy with strangers.
Additionally,
reproductive rights activists allege that anti-abortion judges
often delay rulings, ask intrusive personal questions, and can
ultimately
deny petitions for young women seeking judicial bypass.
Full Text: COPYRIGHT 2019 Gale, a Cengage Company
Source Citation (MLA 8th Edition)
"Abortion: Parental Consent." Gale Opposing Viewpoints
Online Collection, Gale, 2018. Gale In Context: Opposing
Viewpoints,
https://link-gale-
com.ezproxy.snhu.edu/apps/doc/PC3021900129/OVIC?u=nhc_m
ain&sid=OVIC&xid=ff587981. Accessed 14
Jan. 2020.
Gale Document Number: GALE|PC3021900129
Module 2: Discussing Your Topic and Conducting Preliminary
Research
Research

In this module, you'll begin constructing an argument for your
persuasive essay by taking writing notes. You'll also develop a
list
of keywords to help you research your subject matter and use
them to search for potential sources to support your argument.
2-1 Reading: Preparing for Assignment 1, Milestone 1
Reading: Preparing for Assignment 1, Milestone 1
"My very first book, Night, was, paradoxically, born more in
certainty than doubt. I knew I had to testify about my
past but did not know how to go about it…I had things to say
but not the words to say them."
— Elie Wiesel
Deciding on a topic is the first step in the writing process. The
good news is that, as a writer, you are encouraged to choose
what you are going to research. The important thing to keep in
mind is that you should choose a topic that interests you and
that
you would like to learn more about.
Be wary of choosing topics that you know absolutely nothing
about. For example, if you choose a topic in the health sciences,
you need to be prepared to read health sciences research
material, which can be quite intimidating to someone who isn't
familiar
with the language of the discipline.
You should use the tools, resources, and information from Week
1 as guidance when selecting your topic, and if you're still
unsure if the topic will work, please email your instructor.

Copyright © 2020 MindEdge Inc. All rights reserved.
Duplication prohibited.
Elie Wiesel speaking to the United
States Congress.
Selecting a Topic Based on Your Field of Study, Career, and
Knowledge
As you are considering topics to research, you should consider
your field of study, your career, and your previous knowledge
and experience. Read each of the examples below to see how
several students have chosen topics based on these factors.
Writer: Felix
Interests: my children, health, diseases, medicine
Career: nurse
Knowledge and experience: My sister's baby just got measles
and nearly died
because her neighbor chose not to vaccinate her children.
Topic: vaccination of children
Thought process: I don't understand why people don't vaccinate
their children. I
wonder what they're thinking. Maybe there's a good reason for
not vaccinating
children. If I write about the topic of vaccinations, I'll learn
how to talk to neighbors
and future patients when the issue comes up.

Writer: Janelle
Interests: real estate, Ernest Hemingway, the consequences of
recessions, the Chinese economy
Career: Something in business? Financial analyst?
Knowledge and experience: I have been adjusting to changes to
my household budget because of the recession.
Topic: family economics during the recession
Thought process: I know a lot about buying and selling houses
and how families can change their habits to make ends meet
during the recession. I also know that some financial service
companies don't treat customers' money as carefully as they
should. Maybe I'll write about how families should weather the
recession by making changes to how they spend their money.
Writer: Alister
Interests: nature, math, computers
Career: Studying to be an IT professional
Knowledge and experience: I fell in love with computers when
my parents gave
me a robotic dog when I was 10, and I learned that I could
program its behavior.

Topic: quality assurance processes
Thought process: I am very enthusiastic about solving problems
with computers.
Sometimes I let my enthusiasm get the best of me and I don't
check my work. I
wonder what the most important components of quality
assurance processes are
when it comes to working on an IT team. My topic may help me
improve in my
career as well.
Writer: Tabitha
Interests: children, teaching, technology
Career: Teacher, and eventually a principal
Knowledge and experience: I have been working as a teacher's
aide in a private school for five years, ever since I graduated
from high school.
Topic: teaching with technology in elementary education
Thought process: I've been working as an aide for five years,
and I love my school and I love working with kids, but I'd like
to
eventually be a teacher in a school where technology is used in
the classroom. The teachers that I've talked to say that
elementary kids are too young to really take advantage of
technology. There must be some ways to incorporate technology
into

elementary education in a meaningful way. I wonder what they
are...
2-2 Assignment: Writing Notes
This assignment does not contain any printable content.
2-3 Video and Reading: Keywords
Video and Reading: Keywords
Keywords are the terms that are relevant to your topic that you
enter into a search engine to find sources for your research.
Developing a list of effective and relevant keywords will
greatly improve your search results.
While you may typically use an internet search engine like
"Google" to search for everyday topics, for this project, you
will be
required to use SNHU's Shapiro Library databases for your
research. You will learn more about this process later in this
module.
Selecting Effective Keywords
On the next page, you will complete an activity that will help
you generate several keywords related to your research topic.
Below is an overview of the steps you will take in order to
identify the best keywords for your search.
Step 1: Identify your research topic and basic argument related
to topic.
It is okay if your topic and basic argument are still "a work in
progress"; in fact, the keyword

identification and search process may help more clearly define
your topic and argument. However,
you do need a working topic/argument from which to develop
keywords.
Step 2: Identify the major concepts in your research topic and
argument. Analyze different
aspects of your topic and argument to distinguish the main
ideas.
For example, if my research argument is "Acupuncture for
performance horses helps prolong their
careers," the major concepts would be: acupuncture, horses,
performance horses (dressage horses,
jumpers, hunters, barrel racers, etc).
Step 3: Develop keywords based on the major concepts in your
topic/argument.
Now examine the main concepts you identified and evaluate
their appropriateness for use as
keywords. The most useful and significant keywords will
generate the best results for your research.
The best keywords are not too broad or too general. Look for
specific concepts and make sure they
are directly connected to your topic.
For example, keywords based on the major concepts above
would be acupuncture, horses, and performance horses; these

are
the terms you would use to begin your search. The terms
identified are not too broad and are related to the topic. If you
had
identified main concepts as animals and veterinary care, you
would need to re-evaluate your main concepts to generate more
specific keywords.
If you are having a difficult time generating keyword ideas,
abstracts are good sources because authors use them to generate
"hits" on search engines. Check the end of journal articles for
keywords as well.
Step 4: Assess the effectiveness of your keywords.
One way to assess the effectiveness of your keywords is to try
them out and evaluate the results. If
the results generated are not what you were looking for, you
should identify new keywords.
For example, if you are writing a paper on American history in
the colonial period and you search the keywords America and
history, you will generate an overwhelming number of
responses, most of which will not be helpful. Searching the
keywords
colonial American history will yield better results. If you
generate any acceptable sources, check those for additional
keywords.
Using Boolean operators could also help refine your search (see
Step 5).
Step 5: How to choose and use Boolean operators.
Boolean operators, the terms AND, OR, and NOT, are used to
modify search results and manage the
number of responses generated by your keywords. Essentially

you combine your keywords with the
Boolean operators to yield different search results in order to
increase, decrease, or obtain more
specific responses. You will learn more about Boolean operators
in the next section, but it's good to know now that this will be
another, important step in this search process.
2-4 Activity: Creating Keywords (GRADED)
Mind Mapping
Mind mapping is a useful visual technique for brainstorming
keywords. The brain is constantly making connections between
different aspects of a problem. By capturing these connections
and exploring them systematically, we are less likely to miss
possible solutions. Mind mapping is also a highly visual and
efficient way of organizing ideas.
To begin mind mapping, the main subject/research topic is
written in the center of a sheet in a circle. New ideas are drawn
in the
form of spokes branching from this central idea. These ideas are
likely to lead to further ideas which form new spokes and so
on. It can be helpful to use different colors for different
branches of the map. By the end of the mind mapping process,
you will
have an entire page full of keywords related to your research
topic.
The first step in creating your own mind map is to grab a blank
piece of paper and a pen or pencil (several different colored
pens
would be ideal). In the middle of the page, write down the main
subject that you plan to research for the persuasive essay
project. Then draw a circle around it:

From the main circle, draw lines outward to represent the main
ideas:
As you dig into each of the main ideas, add sub-topics and
supporting evidence:
We can take the mind map as far as it needs to go to cover all
our main ideas, our sub-topics, and our relevant evidence.
After your mind map is complete, look over the results and pick
out the most interesting terms that you have generated on the
page—these terms are your keywords.
Sample Mind Map
The image below depicts a sample mind map drawn out based
on the research topic "the impact of technology on urban
education."
2-5 Reading: Library Databases
2-6 Activity: Opposing Viewpoints (GRADED)

ResearchModule 2: Discussing Your Topic and Conducting
Preliminary Research2-1 Reading: Preparing for Assignment 1,
Milestone 1Reading: Preparing for Assignment 1, Milestone
1Selecting a Topic Based on Your Field of Study, Career, and
Knowledge2-2 Assignment: Writing NotesThis assignment does
not contain any printable content.2-3 Video and Reading:
KeywordsVideo and Reading: KeywordsSelecting Effective
Keywords2-4 Activity: Creating Keywords (GRADED)Mind
MappingSample Mind Map2-5 Reading: Library DatabasesThis
assignment does not contain any printable content.2-6 Activity:
Opposing Viewpoints (GRADED)This assignment does not
contain any printable content.
Module 1: The Keys to Persuasion
Module 1: The Keys to Persuasion
Welcome to ENG-123: English Composition II! In this course,
you will uncover the foundations of persuasive writing and
explore
the research process through analysis and evaluation of various
sources.
In this first module, you'll start by introducing yourself on the
course-long discussion boards. Next, you'll explore problem
solving
and persuasion with your classmates. Finally, you'll brainstorm
and develop ideas for your persuasive essay (due in Module
Seven) by submitting a journal entry to your instructor.
1-1 Discussion: Class Mixer (UNGRADED)

1-2 Reading: Problem Identification
Reading: Problem Identification
We encounter problems in every aspect of our lives. On a
personal level, we are constantly working on such things as
mending
relationships with friends and family members, managing a
hectic household, and addressing health concerns. In our
professional lives, we also encounter problems on a daily basis,
both on a small and a large scale. For example, if you are a
teacher, you may spend one class period managing poor student
behavior and then spend the next class period scrambling to
figure out how to finish your lesson plan before the bell rings.
There are also the larger-scale issues that you may deal with,
particularly if you teach in a public school system, such as
reconciling the tension between government-mandated
initiatives and
your own beliefs about what works well in the classroom.
In response to these types of industry-specific problems,
researchers are continually investigating ways to fix these
issues. The
results of such research will impact the types and availability of
careers in various fields, while also impacting people's personal
lives. For example, in the fast food industry, many companies
are responding to society's ever-growing interest in "eating
clean"
and "being green." Takeout containers are made with recycled
materials, and many fast food chains are ceasing to use artificial
colors and ingredients in their food. Individuals in the food
industry now feel the pressure to join the "clean and green"
movement in order to attract and maintain customers. And as
with all change, debate follows. There will always be dissenters
from every viewpoint.

Introduction to Persuasion
In this course, you will practice the art of persuasion. You will
think about a problem in your field of study/profession that
has at least two clear arguable sides and compose a
persuasive argument that clearly states your point of view on
the issue. Your goal is to convince the audience to adopt
your viewpoint. In order to do this, you will make a claim—an
assertion with which your audience might disagree—and
then support that assertion with evidence.
Argument in Everyday Life
The word "argument" has a negative connotation, or
suggested meaning. When people hear the word argument,
they often assume it is a hostile conversation about a topic.
But argument can also simply mean a well-reasoned point
being made about a topic, done so in a respectful, logical
way. Arguments can occur between respectful parties who
strongly disagree with one another's argument, but it does not
have to be hostile.
Let's say you are sitting at Thanksgiving dinner, and you are a
bit nervous because your uncle, who feels very differently
about politics than you, will inevitably bring up the latest
political hot topic. Knowing you have to be level-headed and
reasoned in your conversation with him, in order to avoid any
hostility, you choose an even tone, respectfully acknowledge
what he is saying, but still hold your ground on your position
toward the hot topic. Since it is different than his position, and

you want to hold your own in this argument, you present him
with reasons that are clear and logical. Although he may not
agree with you, and you will likely not persuade him, he is more
likely to at least listen to your point of view. Making sure you
do not slip into insulting language, eye rolling, or walking away
when he disagrees with you are all important to having an
effective argument.
In all aspects of our lives, we present arguments to those around
us: to car salespeople, to our children when they don't want
to do something we know is good for them, to our partners when
they want to spend more money than we do, or to our
grandparents when we try to get them to see the benefits of
using video chats. Whether we are writing or talking to people
who matter to us, argument is all about drawing people in and
persuading them to at least see our point of view, if not to
adopt it.
The examples in the video show us how argument and
persuasion can function successfully (or unsuccessfully) in
everyday life.
Although the examples provided are in the first person (since
they are examples from everyday life), the premise in
persuasive
writing is the same:
be respectful of potentially opposing positions
use logic to ground your stance
be clear, concise, and precise in the presentation of your
argument, using indicator words such as "must," "should,"
"support," "because," or "oppose" to present your core argument
Opposing Viewpoints
When making a persuasive argument, it is also important to
factor in any counterarguments, or opposing viewpoints, and

consider how to respond to them.
Most topics generate a variety of positions, not simply two
positions that sit in direct opposition to each other. In fact, it is
helpful
to picture the potential positions on any given topic in a circular
format rather than imagining two distinct points at opposite
ends
of a straight line. Few topics lend themselves to such an
oversimplified black and white division. As most topics are
complex and
layered, some of the most potent arguments can be found in the
grayer areas. The more complex issues give rise to multiple
points of view along a continuum, something writers need to
keep in mind.
Take, for example, the topic of sex education in public schools.
One position on the topic is the "absolutely not" position held
by
some people due to their religious and/or moral ideologies.
According to this position, sex education should never be taught
in
America's public schools under any circumstances. Opposing
the "absolutely not" position are a range of positions, not just
one.
Here are only four of the many possibilities:
Yes, sex education should be taught in public schools,
depending on what material is covered.
Yes, if it concentrates on abstinence.

No, if it concentrates on abstinence.
No, if it begins in elementary school.
If you are writing on sex education in public schools, you will
have
to be familiar with all of the positions on both sides of the
argument. Additionally, you will need to understand the reasons
people hold these positions. Refuting any opposing position is
impossible if you are unfamiliar with the issue as a whole.
The first step in composing a persuasive argument is to do a
little
preliminary research and brainstorm topics for your written
piece.
The next few pages in the module will help you get started.
1-3 Discussion: Persuasion in Everyday Life (GRADED)
1-4 Reading: Brainstorming Ideas
Reading: Brainstorming Ideas
This week, in your 1-6 Journal assignment, you'll be asked to
look at some issues related to your potential field or degree.
Before you practice some brainstorming strategies, it might help
to take a look at possible issues related to your field. In module
two, we'll take a closer look at conducting keyword searches
and gathering sources, but for now, to prepare for brainstorming
and constructing your Journal submission this week, you can
take a look at the freewriting instruction steps previously
outlined—
with that idea as your starting point.
Remember that the most important part of freewriting is
reflecting on your writing. So, after your loop, be sure to ask

yourself the
same reflective questions you asked during your initial
freewrite.
Freewriting Questions
After you finish freewriting, read your writing carefully to
decide which ideas are most worthy of exploration. As you read
over
your writing, ask yourself these questions:
Do I stay on topic in most of the writing, or do I shift to another
topic? Am I more interested in my initial or my new topic?
What words are repeated in my writing? Words that you repeat
are likely to indicate an interest in that particular aspect of
the topic?
Which of my ideas can be backed up with research during the
subsequent research process? Opinions can help point you
toward an interest, but if your freewrite consists only of
opinion, you may need to conduct another freewrite that focuses
more on facts, you may want to conduct a preliminary search, or
you may need to pick a new topic.
Can I identify one or two questions that most of my freewrite
responds to? If you can, you might have found yourself a
research question.
If you'd like to compare a freewriting session against a looping
session, compare the loops below to the freewrites from above.
Looping Example #1
Looping Example #1
Feeding America's poor won't be easy. Not with one out of
seven of us living at the poverty level. It's especially bad for
kids. I mean, how can a kid concentrate on learning when he

hasn't eaten in two days? When you think about how much
food goes to waste every single day in this country, you'd think
there wouldn't be a problem. Just think about the food
fights that go on in cafeterias all over the country. With that
wasted food alone we could probably feed all the poor
people. And I know a lot of people let vegetables sit in their
refrigerators until they rot and then they have to throw out all
that food. Also, just think about all the restaurants that throw
away food every single day. You've probably seen
homeless people doing "dumpster digs." I know I have. At least,
they are getting some nourishment out of what's being
discarded, but who'd want to eat food that's mixed with
garbage? I think we should have more public service
announcements to make people aware of what they are wasting.
That would be a first step. Maybe parents could also
be advised not to put so much food on their kids' plates at
suppertime. That would solve two problems--the food waste
problem and the obesity problem. Then, we could use the money
that is saved to help the hungry more than we do. It's
true that some celebrities like Sandra Lee have started a
campaign, but not everybody watches her on the food network
channel. I guess we need more celebrities getting the word out.
I know the President and First Lady are working on this
and that's helping a lot. But there's really a lot to do. There are
food banks, of course. But we really need more than
famous people getting the word out. We need the average Joe
thinking twice about waste.
Follow-Up Questions

topic? Am I more interested in my initial or my new
topic? ANSWER: I really did focus on the poor and how much
food-waste there is in this country. I also talked about
what famous people and ordinary people can do to solve the
problem of people going hungry.
What words are repeated in my writing? ANSWER: "Poor"
(poverty), "food," "waste," "celebrities."
subsequent research process? ANSWER: There has to
be a lot of data about poverty in America and also wasted food.
I could also learn more about Sandra Lee and what
people like her are doing to help.
responds to? ANSWER: What are celebrities doing to help
the poor? What can the average person do?
Research Question
Topic: Feeding the hungry
Research Question: What are the characteristics of an effective
anti-hunger program?
Looping Example #2
Looping Example #2
What will I do to earn a living? Right now I'm studying liberal
arts and there are a lot of possibilities in front of me,
assuming I don't change my major. There are a lot of things I
know I wouldn't do--no matter how much money I could
make. Even if I was desperate, like Stephen King, I wouldn't dig

graves to earn money. I also wouldn't do anything that
would harm animals. And I would never steal from people the
way Madoff did. But, as a liberal arts generalist, especially
a generalist with some computer skills, I could probably enter
any field I wanted to. There really are a lot of choices.
Plus, I could always learn on the job. Most businesses have
orientation and training programs that help new hires learn
what they need in order to do a specific job. And, a lot of places
will actually pay for employees to take additional
college courses. Of course, I could pay for further education
myself if I had to. I could get a Master's Degree or some
other degree that would help me get promotions once I've
started working. Plus, there's always stuff I could learn about
on my own by doing research on the Internet or by taking some
online courses. Things are changing so fast that I'd
probably have to take additional courses anyway. Take
electrical engineers, for example. I read that by the time they
graduate, half their knowledge is obsolete. So maybe I shouldn't
worry too much about what I'm learning right now.
Instead, I should concentrate on getting a good solid academic
base, rather than a narrow or too-specific body of
knowledge. Being able to communicate well is critical for
career success, no matter what field I choose and I've always
had A's in my written and oral communications classes. Being a
good problem-solver is important, too. I like challenges
and have often been complimented on my analytical skills.
Another thing that's going to serve me well are my people
skills. Everybody tells me I'm both a good leader and a great
team player. So, I guess, now that I think about it, I won't
have to dig graves. I should be able to get any job I
want...assuming the economy is better by the time I graduate.
Follow-Up Questions
topic? Am I more interested in my initial or my new

topic? ANSWER: I did stay on the topic of my future--work I'd
like to do and work I definitely wouldn't do.
What words are repeated in my writing? ANSWER: "earn a
living," "money," "job," "learning"
subsequent research process? ANSWER: I should be
able to research jobs in general, especially those available to
liberal arts majors. I'd also have to find out what skills are
required for entry-level jobs in certain industries.
responds to? ANSWER: What jobs does a liberal arts
degree lead to? How soon does knowledge become obsolete?
Research Question
Topic: Job economy
Research Question: What can one do with a liberal arts degree?
Clustering
Clustering is another method of brainstorming ideas. You can
use it by itself, or you can organize some of the ideas you
discovered during your freewrite. Watch the following video to
learn more about the clustering method.
1-5 Activity: Brainstorming Ideas (UNGRADED)

Activity: Brainstorming Ideas (UNGRADED)
Now it's time to put into practice one of the brainstorming
exercises discussed in the previous page. Please select one of
the two
UNGRADED brainstorming activities below.
You may want to choose a topic that is related to your career or
degree, since you will be completing a journal assignment on
the next page with that focus.
1-6 Journal: From Issue to Persuasion
Module 1: The Keys to PersuasionModule 1: The Keys to
Persuasion1-1 Discussion: Class Mixer (UNGRADED)This
assignment does not contain any printable content.1-2 Reading:
Problem IdentificationReading: Problem
IdentificationIntroduction to PersuasionOpposing Viewpoints1-
3 Discussion: Persuasion in Everyday Life (GRADED)This
assignment does not contain any printable content.1-4 Reading:
Brainstorming IdeasReading: Brainstorming IdeasFreewriting
QuestionsLooping Example #1Follow-Up QuestionsResearch
QuestionLooping Example #2Follow-Up QuestionsResearch
QuestionClustering1-5 Activity: Brainstorming Ideas
(UNGRADED)Activity: Brainstorming Ideas (UNGRADED)1-6
Journal: From Issue to PersuasionThis assignment does not
contain any printable content.

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