1 Early Childhood Education Program Education Department Hostos Community College of the City University of New York 500 Grand Concourse, Bronx, New York 10451 EDU 101: Foundations of Education Section: 000B Code: 5671 Semester: Summer 2020 Class meets: Online Location: Online Syllabus Instructor/Professor: Dr. Denise Cummings-Clay Office: A-107H Education Office: Early Childhood Education, A-107 Office Hours: Online or by Appointment Phone: (405) 409-2464; Message Line: (405) 409-2464 Email: [email protected] This course has been designated a Writing Intensive (WI) Course by Hostos Community College. The requirements include both formal (graded) and informal (non-graded) writing assignments. These assignments are designed to strengthen students’ writing skills within their specific disciplines. It is expected that through these writing exercises, students will become better writers and communicators. Course Description This course introduces learners to a variety of critical contemporary and foundational issues and themes that influence modern urban education models. Due to the interdisciplinary nature of this course, prospective paraprofessionals, teachers and/or non-education-liberal arts majors interested in Child & Family Studies related fields, will be introduced to the social-cultural, historical, philosophical, and technological influences that impact children’s curricula, pedagogical practices, and learning environments. This course also integrates theoretical readings with required visits to educational urban settings and formal written observations of their experiences. Course Materials: Open Educational Resources Open Educational Resources (OER) are any type of educational materials that are in the public domain or introduced with an open license, which are useful for teaching, learning, and assessing as well as for research purposes. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them. mailto:[email protected] 2 Course Objectives Learners are exposed to the concept that teaching is inherently a political act. Schools and learners don’t reside in a value neutral environment, but quite the opposite. The mere “fact” of acquiring an education is a political act in the sense that it involves making choices as to: • WHAT is taught (content) • HOW information is presented (pedagogy) • WHOM is taught (student) • WHO will teach (teacher) • WHY it is taught (history) Using this concept as a background for discussion, this course is designed to address the following goals: 1. To develop consciousness concerning how schooling and education are related to larger structures of social, cultural, political, and economical life in the United States. It is expected that learners will understand the larger socio-political macrocosm of American Society and how it influences.

1. 1
Early Childhood Education Program
Education Department
Hostos Community College of the City University of New York
500 Grand Concourse, Bronx, New York 10451
EDU 101: Foundations of Education
Section: 000B
Code: 5671
Semester: Summer 2020
Class meets: Online
Location: Online
Syllabus
Instructor/Professor: Dr. Denise Cummings-Clay
Office: A-107H
Education Office: Early Childhood Education, A-107
Office Hours: Online or by Appointment
Phone: (405) 409-2464; Message Line: (405) 409-2464
Email: [email protected]

2. This course has been designated a Writing Intensive (WI)
Course by Hostos Community College. The
requirements include both formal (graded) and informal (non-
graded) writing assignments. These
assignments are designed to strengthen students’ writing skills
within their specific disciplines. It is
expected that through these writing exercises, students will
become better writers and communicators.
Course Description
This course introduces learners to a variety of critical
contemporary and foundational issues and themes
that influence modern urban education models. Due to the
interdisciplinary nature of this course,
prospective paraprofessionals, teachers and/or non-education-
liberal arts majors interested in Child &
Family Studies related fields, will be introduced to the social-
cultural, historical, philosophical, and
technological influences that impact children’s curricula,
pedagogical practices, and learning
environments. This course also integrates theoretical readings
with required visits to educational urban
settings and formal written observations of their experiences.
Course Materials: Open Educational Resources
Open Educational Resources (OER) are any type of educational
materials that are in the public domain
or introduced with an open license, which are useful for
teaching, learning, and assessing as well as for
research purposes. The nature of these open materials means
that anyone can legally and freely copy,

3. use, adapt and re-share them.
mailto:[email protected]
2
Course Objectives
Learners are exposed to the concept that teaching is inherently a
political act. Schools and learners don’t
reside in a value neutral environment, but quite the opposite.
The mere “fact” of acquiring an education
is a political act in the sense that it involves making choices as
to:
• WHAT is taught (content)
• HOW information is presented
(pedagogy)
• WHOM is taught (student)
• WHO will teach (teacher)
• WHY it is taught (history)
Using this concept as a background for discussion, this course is
designed to address the following goals:
1. To develop consciousness concerning how schooling and
education are related to larger
structures of social, cultural, political, and economical life in
the United States. It is expected
that learners will understand the larger socio-political

4. macrocosm of American Society and
how it influences the daily life of a teacher.
2. To suggest alternatives and critiques to the way we “do
education and schooling” in the U.S.
To this end, learners will focus on a serious discussion and
understanding of educational
reform in the nation and specifically their application here in
New York.
3. To give learners the opportunity to first hand experiences in
observing educational practices
in Early Childhood and Elementary school programs such as the
NYC Public Schools, day care
centers, Head Start programs, hospital classes, etc.
4. To provide opportunities for learners to exchange ideas and
problems that result from their
exploration of the foundational issues introduced in class.
5. To increase knowledge and understanding of Pre-K through
grade 6 philosophy, socio-
cultural background, methods and materials through assigned
readings and projects.
Program-Learning Outcomes (PLO) and General-Education
(GenEd) Competencies
PLO 1: Students will analyze the pros and cons of current
social and political issues in education,
especially in urban and diverse settings, using scholarly
resources. GenEd Competencies addressed: A2
and A3. This program-learning outcome will be assessed
through the EDU 101 Buzz-Word Paper.

5. • A2 – Develop the acts of speaking, reading, listening, and
writing; demonstrate the act of
speaking and synthesizing information correctly and effectively
with the ability to use
context-appropriate vocabulary and communication technology;
parse lectures, text, and
other educational material.
• A3 – Distinguish factual information from subjective opinion;
consider informational origin
in analyzing relevance in order to represent content in a clear,
succinct and logical manner.
Supplemental Reading Options
Banks, J. A., Cookson, P., Hawley, W. D., Irvine, J. J., Nieto,
S., Schofield, J. W., and Stephan, W. G. (2001).
Diversity Within Unity: Essential Principles for Teaching
and Learning in a
Multicultural Society. Phi Delta Kappan, 83 (3), pp. 196-
2003.
Canuto, A. (2015). Reflections on Theory and Pedagogy of
Challenges in Facilitating Children’s Dialogues
in the Community of Inquiry. International Journal of Whole
Schooling, 11(1), pp. 1-15.
Dewey, J. (1986). Experience and Education. Educational
Forum, 50(3), pp. 241-252.
Hale, J.E. (2016). Learning Styles of African American
Children: Instructional Implications. Journal of
Curriculum and Teaching, 5(2), pp. 109-118.
Nieto, S. M. (2003). Profoundly Multicultural Questions.
Educational Leadership, 60 (4), pp. 6-11.

6. Noddings, N. (1999). Renewing Democracy in Schools. Phi
Delta Kappan, 80(8), pp. 579-583.
3
Noddings, N. (1998). Thoughts on John Dewey’s “Ethical
Principles Underlying Education”. The
Elementary School Journal. 98(5), pp. 479-488.
Piper, R. (2019). Navigating Black Identity Development: The
Power of Interactive Multicultural Read
Alouds with Elementary-Aged Children. Education Sciences,
9(141), pp. 1-11.
Sharkins, K., Newton, A., Causey, C., & Ernest, J. (2017).
Flipping Theory: Ways in Which Children’s
Experiences in the 21st Century Classroom Can Provide Insight
into the Theories of Piaget and
Vygotsky. International Journal of Early Childhood Education
Care, 6, pp. 11-18.
Shih, Y. (2018). Towards a Pedagogy of Humanizing Child
Education in Terms of Teacher-Student
Interaction. Journal of Education and Learning. 7(3), pp. 197-
202.
Technology Requirements
1. A reliable device with access to Blackboard (BB).
2. Use of Mozilla Firefox Internet Browser.
3. Basic skills in Microsoft Word and use of the Internet.

7. Learners with Disabilities Policy
Equal educational opportunity is offered to learners with special
needs due to a disability. Please notify
me if a reasonable accommodation is needed to meet course
requirements. If at any point in the
semester you encounter difficulty with the course material or
feel you could be performing at a higher
level, please visit my office hours or arrange an appointment to
meet with me about your concerns.
The Americans with Disabilities Act (ADA) prohibits
discrimination based on disability and requires the
College to be physically and programmatically accessible.
Beyond the basic requirements of the ADA,
Section 504 of the Rehabilitation Act and New York State and
New York City statutes, the college has
created an office, Services for Learners with Disabilities
(SSWD) that provides services to help each student
with a disability maximize his or her potential for success.
Based on an intake interview and
documentation provided by a student, a variety of
accommodations may be provided to assist qualified
learners to attain their academic objectives. Intake and
counseling are provided in English and Spanish. As
provided within the College Catalogue
http://www.hostos.cuny.edu/sswd/txt/html/geninfo.html.
As required by section 504 of the Rehabilitation Act of 1973
and the Americans with Disabilities Act of
1990, reasonable accommodations are provided to ensure equal
opportunity for learners with verified
disabilities. If you have a disability that requires
accommodations, contact the Academic Resource Center,
Savoy (D) Building, 120 Walton Avenue, Room D101P, Bronx,
New York 10451; telephone: (718) 518-4454
(Voice/TTY); E-mail: [email protected] or [email protected]

8. If you are registered with Accessibility Services and have a
letter from them verifying that you are a
qualified student with a disability, please present the letter to
the instructor as soon as possible. The
instructor will work with you and Accessibility Services to plan
and implement appropriate
accommodations.
Student Integrity Policy: Definitions and Examples of Academic
Dishonesty
Academic Dishonesty is prohibited in the City University of
New York and is punishable by penalties,
including failing grades, suspension, and expulsion, as provided
within the College Catalogue:
http://www.hostos.cuny.edu/sdem/student_life_aip.html.
Learners are responsible for upholding the
academic integrity of the program by not participating either
directly or indirectly in acts of cheating and
by discouraging others from doing so.
Learners’ responsibilities include, but are not limited to, the
following. No student shall:
http://www.hostos.cuny.edu/sswd/txt/html/geninfo.html
mailto:[email protected]
mailto:[email protected]
http://www.hostos.cuny.edu/sdem/student_life_aip.html
4

9. 1. Give or receive any assistance or communicate in any way
with another student while an
examination is in progress.
2. Use unauthorized notes, books, or other materials during an
examination.
3. Attempt to obtain or disseminate the content of any
examination prior to its distribution by the
proctor.
4. Procure or distribute answers to examinations in advance.
Definitions of academic dishonesty:
1. Cheating is the unauthorized use or attempted use of
material, information, notes, study aids,
devices or communication during an academic exercise.
2. Plagiarism is the act of presenting another person's ideas,
research, or writings as your own.
3. Internet plagiarism includes submitting downloaded term
papers or parts of term papers,
paraphrasing or copying information from the Internet without
citing the source, and cutting
and pasting from various sources without proper attribution.
4. Obtaining Unfair Advantage is any activity that intentionally
or unintentionally gives a student
an unfair advantage in his/her academic work over another
student.
5. Falsification of Records and Official Documents The
following are some examples of falsification,

10. but by no means is it an exhaustive list: (a) forging signatures
of authorization; (b) falsifying
information on an official academic record; and (c) falsifying
information on an official
document such as a grade report, letter of permission, drop/add
form, ID card or other college
document.
For more detailed information, visit
http://www.hostos.cuny.edu/oaa/policies.htm.
APA Style
The required format for all reports and papers for this course is
the American Psychological Association
Style (APA). For information on how to set this up and
incorporate it into a report, please visit your
library. An online site that is helpful is –
http://owl.english.pudue.edu/owl/resource/560/01/
Class Participation
Participation is essential. You must be present to participate.
You need to be ready to contribute to class
discussions based on the readings and to work cooperatively
with fellow learners in assignments.
Excessive absences in participation will lower your grade.
Please be advised that if you are late with
assignments or your participation is missing due to extenuating
circumstances, please send an e-mail to
me or text message so that we can arrange an appointment to
discuss.
Learner Responsibilities
1. Use Blackboard and keep Hostos e-mail accounts active.

11. 2. Keep Hostos e-mail accounts accessible for new mail. Check
and empty e-mail daily.
3. Communicate with faculty using their Hostos e-mail.
4. Perform all lesson objectives, activities, and reading
assignments.
5. Complete and submit all written assignments on or before the
respective due date.
6. Demonstrate skill and ability with all homework and written
assignments.
7. Demonstrate a significant amount of critical thinking and
analysis. Each student’s quantity and
quality of participation will be factored into the grade.
8. Complete all class work, which is mandatory.
Written Assignments
1. Written assignments must be the product of the student’s own
research.
http://www.hostos.cuny.edu/oaa/policies.htm
http://owl.english.pudue.edu/owl/resource/560/01/
5
2. No student shall submit work that has been written by
someone else or copied from an outside
source.
3. No student shall submit work that has been previously
submitted in either whole or part for
academic credit. This is termed “self-plagiarism.
4. Late assignments may not be accepted; if accepted, points

12. will be deducted.
5. Learners who engage in academic dishonesty will receive a
grade of zero for the assignment.
6. All violations of the academic integrity policy shall be
referred to the Disciplinary Committee to
determine if negative incentives or additional sanctions,
including suspension or dismissal from the
program, are warranted.
Note: Hostos Community College Library staff are available to
help with respect to how to avoid plagiarism.
Academic Policies and Procedures
Hostos Community College awards letter grades to denote the
level of achievement for each course. The
grading system is as follows:
Letter Grade Range Quantity Point Value Explanation
A 93 -100 4.0 Exceeding Standard
A- 90 - 92 3.7
B+ 87 – 89 3.5 Meeting Standard
B 83 – 86 3.0
B- 80 – 82 2.7
C+ 77 – 79 2.3 Approaching Standard

13. C 70 – 76 2.0
D 60 – 69 1.0 Far Below Standard
F Failure 0 Unacceptable
Course Requirements
Assignments Points Due Dates
Writing Assignments
• Critical
Reading
Low Stakes Assignment
Supplemental Reading
(Turning Point Exercise)
0 Points 6/3/20
• Historical
Figure (HF)
Paper
Analysis Paper -
Contributions to the
field of Education
10 Points 6/5/20
• Buzz Word

14. Topic Paper
Low Stakes Assignments
Part I-A
Part I-B
Part I-C
0 Points
6/4/20
6/5/20
6/8/20
Part II - Final
Comprehensive Paper
20 Points 6/16/20
• Personal Philosophy of Education Paper 20 Points 6/17/20
• Observation Assignment Paper
(Note: 20 hours of observation in an educational
setting including a written Observation Paper
reflecting observation experiences. An alternative
assignment will be used for this Summer 2020 Online
Course – see pg. 11 of this syllabus.)
20 Points 6/19/20
6
• “Just Mercy” Reflection Paper
(Optional – Extra Credit)

15. To be
determined
6/23/20
Exams
• Exam 1 15 Points 6/9/20
• Exam 2 (Final Exam) 15 Points 6/24/20
Total 100 Points
Historical Figure in Education
(Due 6/5/20)
(This assignment fulfills Standard 5: Becoming a Professional)
Historical Figures, listed below, can be used for the Historical
Figure paper. There are some
choices (listed below), although there are countless others. If
you choose someone not on this list,
please check with me BEFORE you start research to prepare
your paper.
• Jean Rousseau (His book, Émile, was one of the most
significant books on education)
• Johann Pestolozzi (philosopher of early childhood education)
• Jane Adams (philosopher of early childhood education)
• Noah Webster (teaching language as a means of unifying the

16. country)
• Johann Herbart (educational methods should be based on
psychology and ethics)
• Herbert Spencer (coined the phrase "survival of the fittest")
• Friedrich Froebel (father of kindergarten)
• Marva Collins (fought for children’s right to an education)
• Socrates (excited the youth of Athens to discover current ideas
through the use of questions)
• Emma Willard (women’s education)
• Horace Mann (created schools for teacher education)
• Joseph Lancaster (developed the monitorial school system)
• Henry Barnard (introduced the first legislation for free
education and created the Connecticut
Board of Common Schools)
• Booker T. Washington (vocational education)
• W.E.B. DuBois (teach the “talented tenth” of the African
American population)
• John Dewey (child-centered education, learning by doing)
• Maria Montessori (philosopher of education)
• Mary Bethune (founder of Bethune-Cookman College)
• Jean Piaget (philosopher of education)

17. • B. F. Skinner (explained the behavioral/psychology behind
student learning/response)
• Thomas Jefferson (inspired public education)
• Benjamin Rush (He wanted American education to be in line
with American needs, and work
along with the principles of democracy.)
• Benjamin Franklin (founded first public library)
• Mary Lyon (pioneer for equal education for women)
• Justin Smith Morrill (vocational colleges; education for all
social classes)
• Sarah and Benjamin Roberts (desegregation)
• Catharine Beecher (female teachers)
• Blanche Lamont (female teacher in 1893)
• Edward Thorndike (IQ test)
• Melba Pattillo Beals (an African-American teenager chosen to
integrate into an all-white school
in 1957)
7
• Joseph Albert Delaine (filed a lawsuit against a white school
district for not provided buses for

18. his 3 children)
• Oliver Brown (plaintiff in Brown v. Board of Education)
• Jose Angel Gutierrez (leader in the Chicano civil rights
movement in education)
• Jerome Bruner (philosopher of education)
• Lev Vygotsky (philosopher of education)
• William Holmes McGuffey (created McGuffey readers for
reading instruction)
• Jan Amos Comenius (placement of pictures in text)
Instructions: Research one of the people from the list on the
previous page in this syllabus. Obtain
information from two to three scholarly reference sources.
Summarize (in a one-page paper) your
research of a Historical Figure, including in-text citations.
Include on a separate page your reference
sources in APA Style. In your summary, answer the questions
that follow.
1. Who was the Historical Figure/person?
2. What was his/her significant accomplishment in the education
field?
3. How did this person affect education at that time?
4. Why did this person make these changes and what may have
been some of the obstacles faced?
What would you have done differently?
5. What, if any, is this person’s impact on education today?
How would education be different

19. today without this person’s accomplishments?
6. Is this person memorialized in any way? If so, how?
7. From your perspective, in what ways can education be further
reformed to enhance this
person’s contributions?
Buzz Word Paper Assignment – Part I-A, Part I-B, & Part I-C
(Low Stakes Writing)
(The completion of this assignment fulfills Standard 4:
Teaching and Learning
and Standard 5: Becoming a Professional)
Part I-A (Due on 6/4/20)
(Choose a topic; prepare a two-page response to an
encyclopedia article on the topic)
Assignment: Choose one (1) topic from the list of “Buzz
Words” (below) and develop a preliminary
account of why it is so controversial in the field of Early
Childhood Education:
1. Accountability in Education
2. Charter Schools
3. Constructivism
4. Home Schooling
5. Homework
6. Merit Pay
The Assignment:

20. Critical Reading, Part I-A (Due on 6/4/20)
Choose one (1) topic from the list of “Buzz Words” (below)
1. Accountability in Education
2. Charter Schools
3. Constructivism
4. Home Schooling
5. Homework
6. Merit Pay
8
Critical Reading Exercise – Part I-A (Assignment in Bullet
Format) - The Assignment:
1 Use the Gale Virtual Reference Library (GVRL) database
to locate at least one (1)
encyclopedia article that gives an overview of your topic.
HINT: GVRL contains
encyclopedia articles and a glossary of dictionary entries. Make
sure you find an article that
covers all the basics of your topic (an encyclopedia article).
Determine why it is so
controversial in the field of Early Childhood Education.
2. Read the article and identify three possible arguments in
support of your Buzz Word topic

21. and three possible arguments in opposition to your topic.
3. Using the key words in the pro and con arguments
identified, search the OneSearch
database to identify two articles - one article in support of your
topic and one in opposition
of the topic.
4. Identify the following and write your responses in bullet
format for each article:
a. Author's main idea
b. Author's sub ideas
c. State the reasoning or evidence the author uses
d. Identify how the author establishes a question(s), concern(s),
or conflict(s)
e. State how the author evaluates the evidence/weigh one piece
of evidence against
another
f. State how the author deals with what is unknown, uncertain or
is being debated by
experts
g. State the conclusions based on the evaluation of evidence the
author finds
Part I-B (Due 6/5/20)
Assignment: Find at least six articles that address your topic
(three articles addressing the advantages
and three articles addressing the opposition to your topic, or
that present both sides of the issue. Draw
information from all six of these to advance your own
description of the advantages and disadvantages.
Submit a typed list of these reference sources in APA format

22. (i.e., your sample “References” page.)
1. Skim the encyclopedia article again and your two-page
response and circle all the most
important words and phrases—these are things you can use to
search when you do research in
the next step. NOTE: this is a preliminary assessment of the
topic; you should expect your
understanding to change as you get more information.
2. Using key words from the Gale article, locate two articles—
one in-favor and one
opposed—using the Opposing Viewpoints in Context database.
(See the Find Materials
tab of the library guide).
3. Choose four other articles, two in-favor and two-opposed to
the topic.
I suggest that you look in the following three places for these
articles: Opposing Viewpoints in Context,
Education Source, and OneSearch. The first two are individual
databases, and One Search is a tool that
searches multiple databases at once. Use the following tips:
• Look in all three places. You will likely get different results,
and some topics work better in one
search engine/database or another.
9

23. • You can take your initial assignment—the two columns and
the initial paragraph you developed
on the topic—and circle each main word on both pages. These
can be used for key words.
• The key words “pro” and “con” will not likely be very useful.
o It is best to just use the most important words to search –
leave out: and, or, the, etc.
o Be creative about what keywords you use – the writing you
did in Part I-A and the
language in the encyclopedia article should help.
o You might want to add the word, “education,” to your search
terms since some of the
words in the list of topics are words that are relevant in various
areas of life (not just
education).
• OneSearch has “filters” in the right-hand side that will help a
lot, particularly the Topic/Subject
filters. Try “Education,” or “Teaching,” or “Children”; try these
one at a time, rather than all at
once.
• When you begin to type a search into Education Source, a
drop-down menu appears with search
suggestions that can be very helpful.
This assignment will take perseverance, creativity, and
problem-solving. Be ready to adjust your topic as
you learn additional information. Consider more than just the
first three articles listed in the results, and
use what you learn to develop new keywords for further
searching.

24. Part I-C (Due 6/8/20)
Assignment: Write an overview of the topic consisting of two
paragraphs. This assignment is designed
for you to develop an assessment of the topic with your
interpretation of it. The assignment also will
give you the chance to practice paraphrasing text. Follow these
steps to prepare the assignment:
• Write two paragraphs. The first paragraph is to interpret the
topic based on the information
you discovered. Include the arguments for and the arguments
opposing the topic in this
paragraph.
• For the second paragraph, choose one position that you think
has the strongest argument and
write a paragraph supporting this argument. In this second
paragraph, also describe how the
topic fits into a larger ethical dilemma.
• Note: These introductory paragraphs can help the reader to
understand the issues raised by
the discussion around the topic. The paragraphs also can help
you think about the different
sides of the debate. Use APA Style for in-text citations to give
credit to the author for his
or her idea(s). Below are three examples of how to do it.
Instructions on how to paraphrase.
Paraphrasing - Most of your academic writing will be a
paraphrase of what you have
been reading. This means using your own words to express the

25. ideas of others,
without changing their meaning or intent.
Effective paraphrasing starts with effective reading and note-
making, which you have
done in your critical reading assignments.
Simple Three-Step Process on how to paraphrase.
1. Original text:
• “Employers must ensure staff have healthy options through the
day” (Smith,
2009, p. 12).
10
2. Your own words:
• Bosses must make sure staff eat good food all the time.
3. More formal, academic language:
• Management has a responsibility to their employees’ health,
which can include
supplying healthy food choices (Smith, 2009).
Examples of in-text citations using APA Style

26. • According to Maldonado (2015) stated that education
polices….
• In 2015, Maldonado wrote that education polices…
• Education policies… (Maldonado, 2015).
Buzz Word Paper Assignment – Part II (Final Paper)
(Due 6/16/20)
Assignment (Final Paper): Choose one topic from the list of
“Buzz Words” below and discuss why it is so
controversial in the field of early childhood education. Find
three (3) articles that support your topic and
three (3) articles that disagree with the idea. In an eight (8)-
page, doubled-spaced paper, summarize
your findings. Remember that every argument has two sides. It
is important that you pay adequate
attention to arguments that may disagree with your view as well
as to persuade others holding your
same position(s).
Part II is the revision and expansion of the information you
gathered, and the comments you received
from Part I of the assignment. Use this as the basis for your
final research paper. When finalizing your
paper, refer to all handouts for the proper format.
Format for Final Paper:
• pp. 1: Title page

27. • pp. 2: Define your topic. What is it? How do schools use it?
Who is it meant for?
Who uses it? etc.
• pp. 3-4: Summarize the three (3) articles that agree
with/support your topic
• pp. 5-6: Summarize the three (3) articles that disagree with
your topic
• pp. 7: Summarize which side you agree with and why
• pp. 8: Reference page, APA Style
Research Recommendation - Use Opposing Viewpoints in
Context to identify articles
Tips for Writing the Paper
• Determine whether each article presents arguments for or
opposed to the topic debate.
• Identify the following information in your articles and include
in your written paragraphs
(one paragraph per argument) the following, including in-text
citations for paraphrased
text or quotes:
11
o Author's main idea

28. o Author's sub ideas
o The reasoning or evidence the author uses
o Identify how the author establishes a question(s), concern(s),
or conflict(s)
o How does the author evaluate the evidence/weigh one piece of
evidence against
another?
o How the author deals with what is unknown, uncertain or is
being debated by
experts
o Is the debate a pro argument?
o Is the debate a con argument?
o What conclusions based on the evaluation of evidence does
the author find
Be sure to summarize the authors’ ideas by using your words
(paraphrasing), not their words. Insert in-
text citations in your narrative for both paraphrased text and
quotes. For paraphrased text, cite the
names of the authors you are paraphrasing and the year that the
article was published. For quotes, cite
the names of the authors you are quoting, the year the article
was published, and the page …