Argument paperEnglish 1 Spring 2014 Argument Assignment Paper.docx

Argument paper/English 1 Spring 2014 Argument Assignment
Paper.doc
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English 1: Argumentative Essay Assignment
The Assignment: Write a six-to-ten page argument paper that
addresses a current issue that will address our theme of the
impact of technology on communication on ourselves, on our
world and on what it means to be human (Barrios, 583). The
topic and the issue for this paper is the same as your
exploratory paper assignment. The purpose of this paper is to
present your position on the issue and then argue why by
presenting your own reasons and evidence to support your thesis
statement.
Locating Sources for Research. The purpose of the exploratory
paper was to explore different writers and their position, their
perspective, and the types of evidence they used in order to
form your own position and perspective. You have three sources
that you may use in your paper. For this paper, you must
include a variety of sources; they cannot all come from Web
sites. Search SMC’s library online catalog, search for a book,
search online databases, find newspaper articles, use the search
engine Google scholar at www.google.com, or www.yahoo.com
. In addition, observations or experience from your personal
life are not allowable. Refer to the following handouts:
“Research Guide for Papers,” “Sources Acceptable for
Academic Papers.” Both of these handouts are on eCompanion.
If you include an article from a Website, there must be a date
and a sponsor/publisher. If this is not available you cannot use
this source.
Thesis Statement and Claim: Does your thesis clearly include a

claim? Is it arguable? Does it take a perspective on an issue?
Is it narrow and specific enough for the length of this
assignment? Is it focused on one subject? Is it a claim of policy
where you argue that certainpolicies should be changed? Is it a
claim of value where you argue that some action, belief, or
policy is morally wrong, good, or bad? Once your claim is
clear, you must develop reasons that match and correspond to
the type of claim being made.
Audience/Point of View: An effective argument is tailored to
its audience. The reasons and the types of evidence you offer,
the needs and values to which you appeal, terms defined, all
depend on your audience and the type of claim. Ask: What does
your audience know or not know about your topic? The
audience is your instructor and classmates. Never assume that
the audience is familiar with your topic or terms. You may
need to include definitions and relevant details to help the
audience understand your position in the first body paragraph.
For this argument essay, you will use only the third-person
point of view. No, “I” “We” or “You.”
Content/Body Paragraphs. For the length of this assignment,
you should have at least three-to-four distinct and relevant
reasons to support your thesis. Follow the guidelines for writing
the argument paper when developing your reasons. Use the
“because” clause approach. You may include one block quote
for this short paper.
The Refutation Paragraph: Also you will include one-to-two
paragraphs that address an opposing point of view.
Strategically the opposing paragraph will follow your most
important reason and precede the conclusion. Include the
source of this inside your paragraph and cite it correctly.
Follow MLA format: signal phrase, the source, citation, and tag
line. McWhorter writes, “Refutation involves finding a
weakness in the opponent’s argument, either by casting doubt
on the opponent’s reasons or by questioning the accuracy,
relevance, and sufficiency of the opponent’s evidence” (518).
You must include your rebuttal to the opposing view in this

paragraph.
MLA Format/Documentation: The paper must follow MLA
format, typed, double-space, 12-font Times New Roman. The
maximum number of sources for this assignment is eight.
Incorporate evidence into your essay using correct MLA format.
It is important to integrate your sources with correct signal
phrases, proper punctuation, and parenthetical references at the
end of the sentence, and tag lines that follow the citation that
explain how the source supports your topic sentence. For this
paper, you should include a variety of sources: scholarly
journals, print, and some Web sites that are reliable. Include
one primary source (Refer to the handout located in the folder
“Argument Paper.” All Websites must have an author, a sponsor
and a current date.
Annotated Bibliography: Include a two-to three sentence
summary of each of the sources you cite in your paper. This
will be included under each entry on the works cited page.
(Refer to the handout on formatting this).
Method of Organization. Organize your reasons that support
your thesis from least-to-most important.
Outline: Complete an outline. You will submit an outline and a
draft to me for my comments on May 17th.
Due Dates:
Outline and Draft for Peer Review #1:
May 17
BRING TWO COPIES OF THE OUTLINE AND DRAFT #1.
Second draft and outline revised:
May 31
BRING TWO COPIES OF THE OUTLINE AND DRAFT #2

Final draft + outline typed
June 7
Argument paper/English 1 Spring 2014 Argument Essay
Outline.doc
PAGE
MLA Heading for the Outline
Directions: After the heading of the paper include the
following. Follow this format.
1. The Issue: Frame this as a question
2. The Thesis statement: This is your position that you take on
this issue.
3. What type of claim is your thesis statement?
4. Is the type of evidence suited for the type of claim? How
and Why?
Argument Essay Outline

Directions: Follow this format and answer in complete
sentences.
I. Introduction:
A. Get the readers attention by using a "hook." (Quotes,
anecdotes, facts, etc).
B. Provides background in the topic/issue.
C. Thesis Statement:
Background Paragraph: This paragraph is necessary to provide
necessary background, define terms, and include why the issue
is important. You might include information on some of the
missing research on this issue.
II. First argument or reason to support your position: (Least
important point)
A. Topic sentence explaining your point.
B. Supporting evidence (examples, facts, statistics, quoted
authorities, details, reasons)
III. Second argument or reason to support your position:
IV. Third argument or reason to support your position: (most
important point of thesis statement if this is your last argument
to support your thesis)

(Follow outline for additional supporting paragraphs.)
V. Opposing Viewpoint: (The reader should know you have
considered another point of view and have a rebuttal to it. Show
that the opposing argument does not take into account some
important variable(s), or is based on unreliable research, or it is
not appropriate to your topic and/or acknowledge that the
others’ arguments are reasonable but your is better for a
specific reason.
A. Opposing point to your argument.
B. Your rebuttal to the opposing point.
C. Supporting evidence (examples, facts, statistics, quoted
VI. Conclusion: Do not introduce any new material in the
conclusion.
A. Topic Sentence: Restates thesis using different words.
B. Summarize the key points of your argument
C. Gives the essay a sense of completeness.
Argument paper/English 1 Spring 2014 Argument How to
Organize your rebuttal paragraph.docOrganizing the Refutation
Paragraph in the Argument Paper
You want to avoid interjecting opposing points of view
throughout your essay. The point of the essay is to build a
convincing argument, so by interjecting opposing points of view
in your earlier paragraphs, you weaken your argument. The

most strategic place to acknowledge opposing or refutation
voices is following your strongest reason.
When you refute an opposing position, use the following three-
part organization within the body paragraph:
1. The opponent’s argument – Begin with a transition that
clearly signals that you are now acknowledging the opposing
point of view (Consult A Writer’s Reference for transitions).
Then provide a context of the opposing view and then add your
evidence. Make sure to analyze the source and do not jump into
refuting until you have done this [never dump in a source and
always include the tag line]. Thus at the beginning of your
paragraph, you need to state, accurately and fairly, the main
points of the argument you will refute. Include the source of
the opposing point of view.
2. Your position – Next, make clear the nature of your
disagreement with the argument or position you are refuting.
Your position might assert, for example, that a writer has not
proved his assertion because he has provided evidence that is
outdated, or that the argument is filled with fallacies.
3. Your refutation – The specifics of your counterargument will
depend upon the nature of your disagreement. If you challenge
the writer’s evidence, then you must present the more recent
evidence. If you challenge assumptions, then you must explain
why they do not hold up. If your position is that the piece is
filled with fallacies, then you must present and explain each
fallacy.
Example: (This is the opposing paragraph from the student
essay, “The Insidious Force of Incentives.”
On the other hand, incentives motivate people to perform.
Levitt acknowledges that if companies incorporate a system of
legitimate incentives with a proper check and balance system, it
will motivate employees and keep management healthy and

honest (45). For most companies, who have honest
management, incentives do produce positive change. However,
companies are after all, driven by the bottom line; they are in
the business to make money. As exemplified by Enron, not all
American companies are ethical and honest, and incentives are
used in such a dishonest and corrupt way. Like the market
place, incentives are explosive and ever-changing, maybe like
the wind.
My comments:
1. The topic sentence begins with a transition that signals
clearly that this is an opposing point of view, “On the other
hand.”
2. Next the writer incorporates a source of the opposing point of
view. This is a paraphrase. Note how the writer inserts a signal
phrase, “Levitt acknowledges.” Also the paraphrase is cited
(45). This is the page number from Levitt’s book.
3. A tag line follows the paraphrase, “For most companies, who
have honest management….change.” This shows and explains
how the quote supports the topic sentence that sometimes
incentives do work.
4. Then the writer begins his refutation of Levitt’s information
by beginning with “However, companies…wind.” He refutes
the information.
Argument paper/English 1 Spring 2014 Argument Paper
Biotechnology Student Sample.doc
PAGE
1
Hammond
Jamal Hammond

Professor Paschal
English 1
17 March 2013
Just Say No to Biotechnology
The debate over athletes’ use of performance-enhancing
substances is getting more complicated as biotechnologies such
as gene therapy become a reality. The availability of these new
methods of boosting performance will force us to decide what
we value most in sports: displays of physical excellence
developed through hard work or victory at all costs. For
centuries, spectators and athletes have cherished the tradition of
fairness in sports. While sports competition is, of course,
largely about winning, it is also about the means by which a
player or team wins. Athletes who use any type of
biotechnology give themselves an unfair advantage and they
disrupt the sense of fair play. Therefore, all biotechnology
should be banned from U.S. competition.
First of all fair play and a sense of a common playing field has
a long defined athletic competition. Sports rely on equal
conditions to ensure fair play, from regulations that demand
similar equipment to referees who evenhandedly apply the rules
to all participants. If the rules that guarantee an even playing
field are violated, competitors and spectators alike are deprived
of a sound basis of comparison on which to judge athletic effort
and accomplishment. When major league baseball rules call for
solid-wood bats, the player who uses a corked bat enhances his
hitting statistics at the expense of players who use regulation
equipment. Gregory Lamb, reports, “For example, when Ben
Johnson tested positive for steroids after setting a world record
in the 100-meter dash in the 1988 Olympics, his achievement

devalued the intense training that his competitors had
undergone to prepare for the event. What resulted, Johnson lost
his medal and his world record (13). Similarly Lamb goes on
and explains that biotechnology not only destroys competition
but it also destroys the athlete. Likewise, athletes who use gene
therapy to alter their bodies and enhance their performance will
create an uneven playing field.
First of all, there is a breakthrough for medical research for
humans, but it does not pan out for athletes. Researchers are
experimenting with techniques that could manipulate an
athlete’s genetic code to build stronger muscles or increase
endurance. Gregory Lamb reports that “searching for cures for
diseases like Parkinson’s and muscular dystrophy, scientists at
the University of Pennsylvania have created ‘Schwarzenegger
mice,’ rodents that grow larger-than normal muscles after
receiving injections with a gene that stimulates growth protein.
The researchers also found that a combination of gene
manipulation and exercise led to a 35% increase in the strength
of rats’ leg muscles” (13). As Lamb points out with these
statistics, although small animals may benefit, it does not hold
true for athletes. Thus, in addition to not improving the physical
capabilities of athletes, there is short term damage to
competition.
Furthermore, such therapies are breakthroughs for humans
suffering from muscular diseases but it will damage
competition. However, for healthy athletes this could translate
into new world records in sports involving speed and
endurance—but at what cost to the integrity of athletic
competition? According to Lamb, “The International Olympic
Committee’s World Anti-Doping Agency has become so
alarmed about the possible effects of new gene technology on
athletic competition that it has banned the use of gene therapies
and urged researchers to devise a test for detecting genetic
modification” (13). Lamb emphasizes that there has to be
alternatives for building better performance other than

biotechnology such as “real” technology. Another factor to
consider is better equipment.
In addition, better equipment and not biotechnology will
positively impact sports. For example, if there is an investment
in better equipment by teams, this will hopefully set athletes on
a better track. Sally Jenkins writes, “For example, aerodynamic
bicycles and fiberglass poles for pole vaulting have made it
possible for athletes to record achievements unthinkable a
generation ago. But athletes must put forth the physical effort
of training and practice—they must still build skills—even in
the murky area of legal and illegal drug use according to
Jenkins (D11). The writer stresses that there is a difference
between the use of state-of-the-art equipment and drugs and the
modification of the body itself. Athletes who use medical
technology to alter their bodies can bypass the hard work of
training by taking on the powers of a machine. If they set new
records this way, people will lose the opportunity to witness
sports as a spectacle of human effort and are left marveling at
scientific advances, which have little relation to the tradition of
fair play.
On the other hand, there are some who disagree, such as
bioethicists who argue that this next wave of performance
enhancement is an acceptable and unavoidable feature of
competition. As Dr. Andy Miah, who supports the regulated use
of gene therapies in sports, claims, “The idea of the naturally
perfect athlete is romantic nonsense. . . . An athlete achieves
what he or she achieves through all sorts of means—technology,
sponsorship, support and so on. . . . “merely a continuation of
the way sport works; it allows to create more extraordinary
performance” (qtd. in Rudebeck). Miah’s approval of
“extraordinary performances” as the goal of competition reflects
our culture’s tendency to demand and reward new heights of
athletic achievement. The problem is that achievement
nowadays increasingly results from biological and high-tech

intervention rather than strictly from hard work. It does not pan
out for athletes, fans, or club owners.
For these reasons alone, we should ban all biotechnology from
making sports into an unfair playing field. First of all, there is
no doubt medical research in this field will continue to help
people with major muscular diseases, but it does no good for
athletes who put others at risk. Second, competition will be
ruined. Lastly, what happened to hard work pays off? Athletes
who have better equipment and set their d mind on working out,
will benefit themselves, their sports’ fans, and their club
owners. After all, isn’t what sports are about—a level playing
field?
Works Cited
Jenkins, Sally. “The First item in a Pandora’s Box of Moral
Ambiguities.” Washington
Post 4 Dec. 2004: D11. Print.
Annotated bibliography: A two-to-three sentence summary.
Lamb, Gregory M. “Will Gene-Altered Athletes Kill Sports?”
Christian Science Monitor
23 Aug. 2004: 12-13. Print.
Annotated bibliography: A two-to-three sentence summary
Rudebeck, Clare. “The Eyes Have It.” Independent [London].
Independent News and Media,
27 Apr. 2005. Web. 28 Feb. 2011.

Annotated bibliography: A two-to-three sentence summary
MY COMMENTS--- Body Paragraphs must follow the M-
[context] E-A-L format.
1. This is a short argument paper, but the form follows the
guidelines for your argument paper.
2. After the introduction there is a paragraph that provides
background on the issue and the importance of playing fair.
3. Then the writer begins with their reasons to support their
thesis statement that biotechnology should be banned in the
U.S.
4. Following the most important reason to support the thesis is
the refutation paragraph.
5. Conclusion follows the refutation paragraph.
6. In your argument paper, you should have four distinct
reasons to support your thesis, a paragraph that provides the
reader about the importance of the issue, the topic, any terms
that need defining. You may include one source for this
paragraph. You should organize the reasons from least
important to most important.
7. RULE FOR THE NUMBER OF SOURCES PER
PARAGRAPH: LIMIT TO TWO SOURCESPER PARAGRAPH.
8. WORKS CITED/INCORPORATING SOURCES: All sources
MUST have a clear signal phrase to introduce the source (quote,
paraphrase, summary) and a citation that follows, and a tag
line—you should explain how the source supports the claim
made in the topic sentence. DO NOT JUST DUMP IN
EVIDENCE ON TOP OF ONE ANOTHER.
9. A TOPIC SENTENCE SHOULD NOT HAVE A CITATION,
NO SOURCE MATERIAL, OR OTHER SUPPORTING
SENTENCE. THE TOPIC SENTENCE IS LIKE A THESIS
STATEMENT AND IT SHOULD CLEARLY STATE A

REASON TO SUPPORT THE THESIS.
Argument paper/English 1 Spring 2014 Argument Paper
Format.docFormat for the Argumentative Paper
[This is a general guide to follow]
Introduction: General introduction of the problem. It should
begin with a sentence that draws the reader into the paper and
points toward the thesis statement. Introduction should engage
reader about the issue and situate it into the larger social,
cultural, psychological or economic context. Why is this issue
important? All sentences should logically flow to the last
sentence, which is the thesis statement. Provides background
information by answering: who, what, when, why, where and
why. If you include facts, statistics, etc, you must cite them.
Do not include a list of reasons to support the thesis. Paragraph
length: 5-8 sentences. Follow the guidelines for an effective
thesis statement: review the seven thesis pitfalls.
(Use TRANSITIONS to connect body paragraphs).
A General Guide: Keep your sources to no more than two per
paragraph. Use a variety of sources: direct quote, summary, or
paraphrase, and always use a signal phrase followed with the
parenthetical reference and a tag line that explains the source
and shows it supports the topic sentence (reason).
Paragraphs 1-to-2: Current history of the problem as it relates
to your position. Include the exigency of the problem—why is
it important now. State the importance of your argument: why is
this issue so important now. What will this essay hope to prove
to the reader. Keep your audience in mind: Do not assume the
reader understands terms. You may need to define words. Do
not include irrelevant information. Source(s) needed.
(TRANSITIONS between paragraphs and within paragraphs to
link ideas): Follow M-[context—lead up to the evidence] E-A-
L—structure.
Body Paragraphs: Transition + Main point—one clearly worded

sentence that states the reason that supports your thesis. Then
include context that leads up to your evidence. Do not jump
from your topic sentence directly to the evidence: provide 1-2
sentences as needed to help the reader understand the purpose
for adding the reason. Body paragraphs should provide the
support for your thesis statement. For the longer argument
paper, you should have at least four- five solid and distinct
reasons to support your thesis. Sources must come from
reliable, relevant, and scholarly sources. They must include
print, and some Web sites. Organize the reasons to support
your thesis from least important tomost important. All topic
sources should specifically focus on a separate part of the
argument and clearly state one reason. Sources needed for each
paragraph. A guideline to follow: 6-10 sentences per
paragraph. Refer to the handout on writing topic sentences.
(TRANSITIONS between paragraphs and within)
Opposing Point of View: 1-2 paragraphs: Recognize the
opposing positions. You want to acknowledge that you are
aware of the refutation of your position and stress that although
there is opposition to your thesis it is not relevant in the light of
the research that you have presented to support your thesis.
Sources needed. Keep to one opposing point of view per
paragraph. Keep this paragraph balanced between the opposing
view and your refutation.
(TRANSITIONS between paragraphs and within)
Conclusion:
Conclusion. Reword the thesis as the topic sentence in order to
bring the essay to a close, summarize the main reasons that
support your argument, and the final remark should re-
emphasize the importance of the issue, and your position. Do
not introduce new material. Keep the conclusion to five to eight
sentences.
Works Cited/Annotated Bibliography: This follows the last
page of your essay and it should follow the 2009 MLA format.
Refer to Hacker and Sommers, A Writer’s Reference and other

handouts available on eCompanion in the MLA folder. Every
source on the works cited page will have a two-to-three
sentence summary: annotated bibliography. Follow the
guidelines for formatting the annotated summary: indent 1 inch
from the last line of the entry and double- spaced. The sources
must be varied: print, scholarly journals, some Websites (no
Wikipedia or Ask.com).
Rubric/Grade Sheet: The point total for the argument paper is
150. There are two argument papers and each one is worth 150
points.
Argument paper/English 1 Spring 2014 Argument Paper Grade
Sheet.dot
PAGE
2
English 1: Grade Sheet for the Argument Paper
Title: (5)
_____Title suggests the main argument and does not repeat or
announce the topic.
_____Title creates interest in the argument.
Introduction: (10)
_____Introduction begins with a first sentence that addresses,
specifically, the issue and topic that will be addressed.
_____Contains sufficient background information on the issue,
the topic, and the writer’s position.
_____Writer includes the exigence: why is this issue important
now.
_____All sentences logically flow to the thesis.
_____The introduction is an appropriate length: five-to-eight
sentences.
Thesis Statement: (15)
_____It is the last sentence of the introduction that clearly

argues-- takes a position about a narrowed issue.
_____The thesis makes a valid Claim: a claim of policy (offers
a solution) or a claim of value(makes a judgment)
_____The thesis statement is concisely, clearly worded. Does
not include a list, “because” or uses vague language.
Audience, Purpose, Point of View: (5)
_____Writer keeps the audience in mind: Does not define words
that the audience already knows.
_____Writer keeps the purpose in mind and writes an effective
argument paper that includes sound and relevant reasons.
_____Writer maintains a third person point of view throughout
the paper. No “you” No “I” No “We.”
Background Paragraph: (5)
_____Writer includes one paragraph that follows the
introduction that provides context to the issue and why it is
important. Other information in this paragraph includes what is
missing and what this paper will contribute to the conversation
on this issue. You may address overall, the weakness in others’
approaches to the issue.
Organization: Least-to-most important (10)
_____The Reasons (points to support thesis/claim) are
organized from “least-to-most important.” It is logical.
_____TRANSITIONS: Writer uses transitions in topic
sentences to link body paragraphs.
_____There is a clear and logical progression of ideas and not
merely a dumping ground for ideas.
_____Writer does not interject opposing viewpoint(s)
throughout the essay.
Body Paragraphs/Content: Writer follows the M-E-A-L
structure (25)
_____Reasons to support the thesis are relevant, original, and

support the claim made in the thesis statement. [Policy or
Value.]
_____LANGUAGE: The language of the topic sentence is
positive. It does not interject negative language.
_____TOPIC SENTENCE: All Topic Sentences are clearly
constructed: simple or compound sentence structure.
_____TOPIC SENTENCES: No quotes or supporting sentences
in the topic sentence.
_____Writer provides context to the evidence.
_____SIGNAL PHRASE: It is clear where the voice of the
writer ends and the source begins. Signal phrases are correct.
_____Writer includes Analysis and Interprets sources (Tag
Line)
_____Writer includes a linking sentence (L) that links to the
next body paragraph (reason).
_____All body paragraphs are unified; they stay focused on the
providing details for the topic sentence.
_____All paragraphs are coherent (transitions); sentences
logically flow and are connected by transitions
_____All paragraphs are fully developed. There are sufficient
details (evidence) to support the topic sentence.
_____All evidence supports the topic sentence; it logically
makes sense.
_____Body paragraphs are appropriate length of six-to-ten
sentences.
_____The paper is six to ten pages.
_____There is a limit of two sources per paragraph.

_____Block quotes are used: Only two—and they are formatted
correctly.
_____The paragraph is mainly the writer’s voice: the
paragraph is not taken over by sources: it correctly balanced.
Refutation Paragraph: (10)
_____Refutation paragraph precedes the conclusion and follows
the paragraph with the most important reason.
_____Writer acknowledges and refutes opposing point of view
with sound reasons based on evidence.
_____Writer includes source for the opposing point of view
_____Writer ends this paragraph by refuting the opposing
position and by strengthening his/her argument.
Conclusion: (10)
_____Begins with an appropriate transition and then restates the
thesis statement in the topic sentence.
_____Summarizes all the reasons that support the argument:
each reason has a one-to-two sentence summary. They are not
in the same sentence.
_____Final concluding remark reinforces argument of the paper.
_____Writer does not introduce any new material not previously
discussed in the paper.
Sources/In-Text Citations: (Writer follows 2009 MLA format)
(20)
_____All Parenthetical references are located at the end of the
sentence and are correctly formatted.
_____Information in the signal phrase is not repeated in the
parenthetical reference.
_____Sources are smoothly integrated in the paper.
_____Quotes, summaries, or paraphrases do not begin a
sentence.
_____Writer limits sources: direct quotations, paraphrases

and/or summaries to a maximum of two per paragraph.
_____Writer does not include a direct quote, paraphrase, or
summary in the topic sentence (support for a topic sentence).
_____All facts, exact words, statistics, quotes are cited in the
paper.
Works Cited page/Annotated Bibliography: (20)
_____All sources listed on the works cited page are cited in the
paper.
_____All sources used in the paper are included in the works
cited page.
_____All entries on the works cited page are correctly
formatted according to 2009 MLA format (Alphabetical order).
_____All Websites are correctly formatted. All Websites must
have a sponsor and a date.
_____The title: Works Cited is centered on the page.
_____Writer uses one (1) primary source.
_____Writer uses a variety of secondary sources: print, and
some Web sites.
_____All sources are current (not before 2000)
_____Writer uses the correct number of sources (maximum of
5).
_____Annotated Bibliography is correctly formatted (1”
margin), a two-to-three sentence summary of each source.
Mechanics, Word Choice and Style: (15)
_____There are no errors in spelling.
_____No punctuation (commas, periods, semicolons) errors
_____Capitalization is correct.
_____Writer uses present tense and active verbs.

_____Word choice is correct and appropriate.
_____There are no fragments, comma splices, fused sentences.
_____Writer uses a variety of sentence structures where
appropriate: compound sentences and complex sentences.
_____Grammar: parallelism, subject-verb agreement, noun-
article agreement
Total Points for the Essay
__________
Grade Equivalent:
A = 150-135
B = 134- 120
C = 119 - 110
D = 109-90 F = 89↓
Additional Points:
__________
Draft 1/Peer 1 (20)
__________
Draft 2/Peer2 (20)
__________
Outline: (20)
Total Points:

__________
(210)
Argument paper/English 1 Spring 2014 Argument Paper Primary
vs. Seconday Research.doc
Primary vs. secondary research. In determining the
appropriateness of a resource, it may be helpful to determine
whether it is primary research or secondary research. Your
argument paper requires one primary source.
Primary research presents original research methods or findings
for the first time. Examples include:
· This is your own research in the form of surveys, experiments,
or interviews. These types of sources are usually not used
exclusively for a student research paper but are combined with
several other types of research sources like professional
magazines and journals.
· A journal article, book, or other publication that presents new
findings and new theories, usually with the data.
· A newspaper account written by a journalist who was present
at the event he or she is describing is a primary source (an eye-
witness, first-hand account), and may also be primary
"research"
Secondary research does not present new research but rather
provides a compilation or evaluation of previously presented
material. Examples include:
· A scientific article summarizing research or data, such as in
Scientific American, Discover, Annual Review of Genetics, or
Bioglogical Reviews

· An encyclopedia entry and entries in most other Reference
books
· A textbook
· Scholarly articles from data bases: JStor, Eric, Academic
Search Premier
Take an article in a popular magazine such as Mother Jones
about the public health aspects of handgun control -- if it relies
on interviews with experts and does not present any new
research in the area, this article would be considered secondary
research. If one of the experts interviewed in the Mother Jones
article published a study in JAMA (The Journal of the American
Medical Association) documenting for the first time the effect
that handguns have on youth mortality rates, only the JAMA
article would be considered primary research.
Websites. While most of the strategies listed above for
evaluating information can be applied to any type of resource
(books, articles or websites), the unfiltered, free-form nature of
the Web provides unique challenges in determining a website's
appropriateness as an information source. In evaluating a
website, these are some questions that you can ask yourself:
· Is there an author of the document? Can you determine the
producer's credentials? If you cannot determine the author of
the site, then think twice about using it as a resource.
· Is the site sponsored by a group or organization? If it is
sponsored by a group or company, does the group advocate a
certain philosophy? Try to find and read "About Us" or similar
information.
· Is there any bias evident in the site? Is the site trying to sell
you a product? Ask why the page was put on the web?

· Is there a date on the website? Is it sufficiently up-to-date? If
there is no date, again, think twice about using it. Undated
factual or statistical information should never be used.
· How credible and authentic are the links to other resources?
Are the links evaluated or annotated in any way?
· No Wikipedia, ask.com or any blog is accepted as a source.
Argument paper/English 1 Spring 2014 Argument What is an
Argument.doc
What is an Argument?
What is an argument? Kathleen McWhorter defines argument as
“A logical, well-thought out presentation of ideas that makes a
claim about an issue and supports that claim with evidence”
(Successful College Writing, 514). The writer explains that an
effective argument focuses on a narrow issue, which is framed
as a question that will generate different points of view. The
writer chooses one side of the issue, and then presents sound
reasons and evidence to support their thesis, which is the
answer to the narrowed issue.
At the center of an argument is an issue, which is defined as a
question that invites more than one reasonable answer and thus
leads to disagreement. This excludes personal opinion (I think),
statement of fact (California should ….because…), and/or an
announcement (In this paper, I will discuss….). Asking
questions about your topic will help frame the issue and
claim/thesis statement. How you frame your question will
affect the scope and shape of your argument. For example:
Should the U.S. abandon traditional print sources for online
news only? The answer may not fall neatly into yes or no
answers. To argue effectively, you must explore the different
perspectives on this yes/no choice and then choose one side and
choose a perspective or perspectives that argue your stand on

this issue. Most research questions begin with: what, why,
when, where, how, who, would, should and could. Asking
questions help frame the argument. Asking questions will help
direct and refine your research for sources to support a thesis
statement. Always keep the audience in mind when writing the
paper.
Thesis Statement: The answer to the one research question is
the thesis statement; your stand on this issue. For example,
here is an answer to the above question: “The shift from print
to online news provides unprecedented opportunities for
readers.” The claim being made is that newspapers should
change their policy and abandon all print news and shift to
online news. This is a clear arguable statement and a policy
claim. To develop reasons to support a thesis begin by
generating because clause.
Generating Because Clauses: Your thesis statement and claim
needs to be supported by reasons and evidence. An effective
strategy is to think of your reasons as because clauses attached
to your thesis statement and claim. This is brainstorming for
ideas and it helps to break your argument into manageable parts.
For example, take the thesis statement from above “The shift
from print to online news provides unprecedented opportunities
for readers.” Think of as many because clauses as possible in
order to generate different perspectives on the issue. Examples
are below:
· Because online news invites readers to participate in a
collaborative process-to question and even contribute to the
content.
· Because links within news stories provide transparency,
allowing readers to move easily from the main story to original
sources, related articles, or background materials.
· Because technology has made it possible for readers to become
news producers—posting text, audio, images, and video of news
events.

· Because journalists can provide valuable information,
sometimes more quickly than traditional journalists can.
Addressing Counterarguments: To establish ethos the writer
needs to strengthen his or her argument, by addressing and
acknowledging counter arguments. Opposing arguments should
follow the most important reason that supports the thesis/claim.
One such counterargument to the above thesis is that this may
negatively impact the U.S. economy.
Evaluating Sources: Reasons and Evidence to Support the
Thesis Statement must come from reliable sources. Writers
need to support their main point or thesis statement withrelevant
and distinct reasons. In addition, these reasons must be
supported with evidence: facts, statistics, examples,
illustrations, and expert opinion that come from reliable,
current, relevant, and accurate sources. The sources must come
from secondary and primary sources. Websites must be
evaluated based on their credibility, accuracy, objectivity,
coverage and currency. No Wikipedia, Ask.com or similar Web
sites where anyone can publish information.
MLA Format/Works Cited/Annotated Bibliography: Sources
(summary, paraphrase, direct quotations) should be cited. At
the end of the paper you will include a list of works cited in the
paper and a two-to three sentence summary of all sources cited
in the paper. All sources must be smoothly incorporated using a
signal phrase, a parenthetical citation, and an explanation line.
All papers will follow the rule: the limit for sources is no more
than two (2) per paragraph.
Argument paper/English 1 Spring 2014 Claims for the Argument
Paper.doc
Writing a Claim/Thesis for the Argument Essay
Writing the thesis/claim. The thesis statement has two main
purposes: (1) It gives the reader, your audience, a clear

statement on the perspective, which is a claim, on a narrow
topic and an issue, and (2) It is an organizing device to suggest
what type of evidence is necessary to validate the perspective or
claim. A thesis statement or claim articulates a particular point
of view of the subject.There are Two Types of Claims:
The claim provides a point of view or an interpretation of a
narrow topic. It is part of the thesis statement because it gives
coherence to the supporting paragraphs. It guides and directs
your research so your evidence logically supports your type of
claim and thesis. The two main types of claims you will use
are:
1.
Claims about value: These are claims made about what
something is worth, whether we value it or not, how we would
rate or categorize something. Claims of values make a value
judgment: they express disapproval or approval; they attempt to
prove that some action, belief, or condition is right or wrong,
good or bad. For example:
The death penalty as applied in the United States and globally is
immoral and inhumane.
Fetal tissue research is morally wrong.
Our current progressive tax system is inequitable and unfair.
Therefore, the use of steroids should be banned by all
professional sports leagues.
2.
Claims about solutions or policies: These are claims that argue
for or against a certain solution or policy approach to a
problem. Policy claims argue that a certain condition should
exist. They express a writer's sense of obligation or necessity.
Consequently, we can recognize policy claims fairly easily
since a specific class of verbs, the modal verbs, convey the
meanings of obligation or necessity. Supporting a policy claim
can be very difficult. The writer must first convince the reader

that current policy on some issue is not working, second
convince the readers that the writer has a better policy, and
finally move the readers to act on the writer's suggestion. The
modal verbs that convey a sense of obligation and necessity are
should, must, need, ought to, got to, and have to. Some
examples of policy claims are
Example:
The U.S. government should create laws to help undocumented
students to obtain what they so passionately make every effort
to achieve, and that is educational merit and excellence.
Drivers under the age of 25 with even the slightest amount of
alcohol in their blood should have their licenses revoked for
five years.
We need to tax alcohol and tobacco more heavily since the use
of those products accounts for a disproportionately large
fraction of Medicare costs.
Social networking websites ought to be regulated with stricter
privacy controls.
Which type of claim is right for your argument? Which type of
thesis or claim you use for your argument will depend on your
position, your knowledge on the topic, and your audience.
Regardless of the type of claim you choose to utilize it is key to
identify the controversy or debate you are addressing.
Argument paper/English 1 Spring 2014 SOURCES
ACCEPTABLE FOR A PAPER.doc
PAGE
1
WHAT SOURCES ARE ACCEPTABLE FOR AN ACADEMIC
PAPER?

Secondary Sources:
1. Books
Books often contain a wealth of in-depth information and may
be useful in research. They do, however, have some
drawbacks. Sometimes you do not know if the author of the
book is credible or not. Also, because books are so much
longer than periodical articles, it would be much faster to read a
periodical article if you are required to cite from multiple
sources. Books may also contain outdated information.
2. Popular Magazines
Popular magazines like Time, Psychology Today, and National
Geographic are written for the general public by writers who
may not be professionals in a specific field and may not have
the experience or knowledge to cover topics authoritatively.
Popular magazine articles are not very long and do not contain a
work cited, so the reader has no way to determine where the
writer obtained his sources. These articles are usually fairly
easy to read and access.
3. Professional Magazines
Professional magazines are similar to popular magazines, but
these periodicals are written for professionals in fields like
education, business, computers, and so forth. A professional
magazine, like its counterpart the popular magazine, may
contain useful information, but the articles are usually written
by a professional writer and are not as long as journal articles,
nor is the text followed by a bibliography of sources.
4. ScholarlyJournals
Most articles have a bibliography of sources at the end, so if
necessary, the accuracy of the sources used to write the article
can be verified. Professional journals are an excellent research
source because of the credibility of the author, the credibility of
the editorial experts, the in-depth nature of the articles, and the
work cited. Journals can usually be accessed through SMC’s
“Library Databases.”
Primary Research

This is your own research in the form of surveys, experiments,
or interviews. These types of sources are usually not used
exclusively for a student research paper but are combined with
several other types of research sources like professional
magazines and journals.
Internet Sources: Evaluate all Web sites to ensure credibility,
currency, accuracy, coverage, and authority. No Wikipedia!
No Web sites acceptable that do not have a sponsor. No Blogs.
All Databases Listed Alphabetically : Here are some of the
databases that you may find useful. It is not the complete list.
Academic Search Premier, MasterFile Premier
Academic Search Premier and MasterFile Premier provide full
text for over 6200 periodicals including full text for more than
3,500 peer-reviewed journals. Coverage spans virtually every
area of academic study and offers information dating as far back
as 1975.
Alt HealthWatch
Coverage of alternative medicine and complementary, holistic
and integrated approaches to health care and wellness. Full text
for articles from more than 180 journals, reports and
proceedings, as well as association and consumer newsletters.
Business Source Premier
Business Source Premier provides full text for nearly 8200
serials. Coverage includes all subject areas related to business.
Communication and Mass Media Complete
A resource for students, researchers, and educators interested in
any and all aspects of communication and mass media.
Current Issues: Environment
Full text articles from a variety of publications covering
important environmental issues such as: air pollution,

alternative energy, challenges to the environment, clean energy,
deforestation and desertification, endangered species, energy
policy, global climate change, green building, invasive species,
organic food movement, rainforests, recycling, sustainable
development, water supplies, wildlife conservation and more.
ERIC
ERIC, the Educational Resource Information Center contains
more than 2,200 digests along with references for additional
information and citations and abstracts from over 980
educational and education-related journals.
Health Source
Health Source: Consumer Edition offers information on many
health topics including the medical sciences, food sciences and
nutrition, childcare, sports medicine and general health. Has full
text for nearly 300 journals.
Journal and Newspaper Titles
Search or browse for journal or newspaper titles available from
the Library, either in print or electronic format. An index to the
full-text electronic journals available in Library databases.
JSTOR
Back issues of over 300 scholarly journals in a wide variety of
disciplines: African American Studies, African Studies,
Anthropology, Archeology, Art and Architecture, Asian Studies,
Ecology, Economics, Education, Finance, Geography, History,
Language & Literature, Latin American Studies, Mathematics,
Music, Middle East Studies, Philosophy, Political Science,
Population Studies, Slavic Studies, Sociology and Statistics.
National Newspapers (U.S.)
Searchable index for recent issues of the Los Angeles Times,
New York Times, Washington Post, Wall Street Journal and the
Christian Science Monitor. Full-text for newer issues and

citations for older materials. More information on coverage
NetLibrary
Over 10,000 electronic books (e-books) from leading university,
trade and professional publishers. Titles across all subject areas.
Includes an extensive collection of e-books in the public
domain, featuring classics in literature and history. (One
maximum simultaneous user per book)
Newspaper Source (Regional, National and International)
Provides selected full text for 25 national (U.S.) and
international newspapers. The database also contains full text
television & radio news transcripts, and selected full text for
more than 200 regional (U.S.) newspapers.
Opposing Viewpoints Resource Center
Pro and con viewpoint articles on current social issues,
reference articles that provide context and overview, primary
source documents, government and organizational statistics,
multimedia, including images and podcasts, links to hand-
selected web sites, and more.
Argument paper/English 1 Spring 2014 Guidelines for Writing
the Argument Paperdoc.doc
Guidelines for Writing the Argument Paper
Narrow the Topic: Once you have decided on a topic for your
paper, you must narrow it down to fit the scope and length of
the assignment. The most important goal is to narrow it to a
specific issue. Begin by asking questions about your topic to
help you frame the issue. What do you know about it? What is
my perspective on this issue? Here are three categories to get
you started on narrowing a topic to an issue that will fit the
scope of the writing assignment:
1. By place or geographic region: What are the local social
norms and values, economic and political systems or languages

of the area. For example, the United States is a place. A
geographic region may be the east coast.
2. By perspective or discipline: A perspective is an
interpretation of the issue. What perspective will you take on
your issue: social, legal, medical, ethical, biological,
psychological, economic, political, or philosophical? A
perspective (or viewpoint) allows you to focus on a single
aspect. This will focus your research.
3. By population or by Age Group: Will you focus on women,
men, children, or teenagers? Does your essay include all
adults? The scope of the paper (length of the assignment) and
your particular interests will determine the last category of
population or age group.
Audience: To be effective, your essay should be written with a
particular audience in mind. Keep in mind you must clearly
establish and define your audience and determine how much or
how little they know about your subject. This helps determine
how much information is needed to help them understand the
issue.
An issue: At the core of an argument is an issue, which is a
problem, disagreement, uncertainty, concern or conflict
surrounding your narrow topic in which people agree or
disagree. This excludes personal opinion (I think), statement of
fact (California should ….because…), and/or an announcement
(In this paper, I will discuss….). Asking questions about your
topic will help frame the issue and claim. To help frame this
issue it is wise to begin formulating questions that will help you
formulate a thesis statement. A research question is a brief
question that directs your efforts to collect, critically read, and
evaluate sources. Most research questions begin with: what,
why, when, where, how, who, would, should and could. Asking
questions help frame the argument. For example: Should the
U.S. abandon traditional print sources for online news? Asking

questions will help direct and refine your research for sources
to support a thesis statement.
Thesis Statement: The answer to the one research question is
the thesis, your stand on this issue. For example, “The shift
for readers.” The claim being made is that newspapers should
change their policy and abandon all print news and shift to
online news. This is a clear arguable statement and a policy
claim.
Next: Develop a type of Claim: Kathleen McWhorter (2012)
writes, “The claim is the point the writer tries to prove, usually
the writer’s view on the issue. . . . the claim often appears as
part of the thesis statement” (Successful College Writing, p.
516). The claim is your particular perspective on a narrow
issue and it is a debatable statement. It is not a statement of
fact, or an opinion, or a list of reasons. Claims of policy
advocate adoption of policies or courses of action because
problems have arisen that call for solutions. Almost always
"should" or "ought to" or "must" are included in the claim.
Claims of value make a judgment. They express disapproval or
approval, and they attempt to prove that some action, belief, or
condition is right or wrong, good or bad, etc.
Generating Because Clauses: Your thesis statement and claim
needs to be supported by reasons and evidence. An effective
strategy is to think of your reasons as because clauses attached
to your thesis statement and claim. This is brainstorming for
ideas and it helps to break your argument into manageable parts.
For example, take the thesis statement from above “The shift
for readers.” Think of as many because clauses as possible in
order to generate different perspectives on the issue.
· Because online news invites readers to participate in a
collaborative process-to question and even contribute to the
content.
· Because links within news stories provide transparency,

allowing readers to move easily from the main story to original
sources, related articles, or background materials.
· Because technology has made it possible for readers to become
news producers—posting text, audio, images, and video of news
events.
· Because journalists can provide valuable information,
sometimes more quickly than traditional journalists can.
Addressing Counterarguments: To establish ethos (the writer’s)
and to strengthen your argument, you must address and
acknowledge counter arguments. A good way to find opposing
point of view is to formulate an antithesis to your reasons that
support your thesis statement. Strategically, opposing
arguments in the paper follow the most important reason that
supports the thesis statement. Refer to the argument graphic on
eCompanion.
Method of organization: An effective method of organization is
order of importance: Begin with the least important reason and
end with the most important reason that supports the thesis
statement.
Support for the Thesis Statement. You need to support your
thesis statement with research: facts, statistics, examples,
illustrations, and expert opinion that come from reliable,
current, relevant, and accurate sources. The sources must come
from secondary and primary sources. Websites must be
evaluated based on their credibility, accuracy, objectivity, and
coverage. No Wikipedia, Ask.com or similar Web sites where
anyone can publish information.
Revision of exploratory paper/English 1 Spring 2014
EXPLORATORY FRAMEWORK.doc
FRAMEWORK FOR AN EXPLORATORY PAPER
Point of View: Third person (Do not use “you” or “we” or “I”

or “your.”
Title for your paper
Introduction (5-8 sentences)
· Begins with a relevant sentence that leads to the thesis
statement. It is not some generic or dawn of man opening
· Establishes the subject, the issue—framed as a question, the
exigence (What happened to cause this argument? Why is it
perceived as a defect or problem? Is it new or recurring? The
issue, problem, or situation that causes or prompts someone to
write or speak).
· Presents relevant background information: the types of
sources, the perspectives
· Ends with the thesis statement: Keep it brief, but include the
number of sources and the fact they represent three distinct
perspectives on the issue
Body Paragraph 1—6-10 Sentences
All body paragraphs should follow—
M-main point of the paragraph
[context] 1-2 sentences that will logically lead the reader to the
evidence
E-evidence—reasons to support the main point
A-analysis/tag lines that explain how the source (evidence)
supports the topic sentence
L—linking sentence that transitions to the next paragraph
· M= Topic sentence that introduces the first source: first and
last name of the writer and their perspective
· [Context]—1-2 sentences that narrows the topic sentence and

leads logically to the summary of the source. Explains why the
source is selected.
· Summary: Include a 2-3 sentence summary. USE A SIGNAL
PHRASE TO INTRODUCE THE SOURCE: Include the writer’s
full name, a verb, and their thesis statement –of course in your
own words. Then include only the main points—these are the
reasons the writer uses to support his/her thesis statement.
IMPORTANT: CITE THE SUMMARY—when the summary is
completed—CITE IT (“shortened title”). Follow this with the
analysis/tag line(s) that explains how the source supports the
thesis statement and then prepare the reader for your specific
example.
· Evidence: After the summary you want to include at least one
example from the writer’s article that clearly SHOWS how the
writer supports his/her perspective. ALWAYS USE A SIGNAL
PHRASE TO INTRODUCE THE SOURCE. Follow the quote
with a parenthetical reference ( ). Follow this with a tag
line/ANALYSIS that explains how the source supports your
claim in the topic sentence: the perspective.
· END WITH A LINKING SENTENCE: DO NOT END WITH
THE SOURCE (quote).
Body Paragraph-2—repeats the process/form in paragraph 1
6-10 Sentences
· Repeats the process with source #2.
· [context]--Explains the importance of the source.
· Summary—2-3 sentences—use correct MLA format for citing
· Analysis of the summary—explains the source’s relevance to
the issue as presented in the summary.
· Evidence—incorporatedirect quotes using correct MLA
format.

· Linking sentence—end with a sentence that prepares the
reader for the next source.
Body Paragraph 3—repeats the process/format in paragraph 1
6-10 sentences
· Repeats the process with source #3
· CONTINUES THE PROCESS/FORMAT FROM PARAGRAPH
1
Conclusion: 5-8 sentences
· Choose an appropriate transition that clearly indicates the
essay is closed
· Include the thesis statement—the answer to the issue
question—in the topic sentence
· Summarize each source—use 1-2 sentences for each source
beginning with the first source and ending with the last source.
DO NOT CLUMP THE SOURCES TOGETHER IN ONE
SENTENCE.
· Evaluate each source’s relevance to the issue
· End with a final remark that reinforces the relevancy of the
sources to the issue.
MLA Format/ Works Cited/Annotated bibliography
All handouts on MLA formatting on eCompanion.
ONLY THREE SOURCES
· 1” margins, 12 font New Roman, heading—1/2 inch with your
last name and page number in the upper right hand corner of the
page.
· Works Cited—centered on the page—1” margins,
· Sources must be varied: newspapers, magazines, Web sites,
scholarly journals
· Format: alphabetical order, double-spaced within and

between.
· Do not include: http://www. for web Sites. Refer to the
formatting handout.
For Web sites:
Author (last name, first). “Title.” Website. domain. Sponsor,
date. Web. Date you accessed the article.
Exploratory Paper Assignment Technology and Our World.doc
PAGE
2
Writing the Exploratory Paper
How do Online Technologies Change the Way We Live?
Issues Concerning Modern Technology
Exploratory essays are very different from argumentative
essays. In fact, an exploratory essay is likely different from any
other essay you’ve written. Instead of writing to convince an
audience of the validity of a thesis, you will be writing to find
out about a problem and perhaps to form some preliminary
conclusions about how it might be solved. This paper will
prepare you for writing the argument paper, which is a
requirement for all English 1 classes. The theme for your
argument paper will be how technology is changing the face of
communication domestically as well as globally, for good or
bad. You will narrow your topic and issue to fit the scope of
this assignment. This kind of writing is about how you work
through problems that require writing and research. Your
opinion does not enter into this paper.
In the exploratory essay, you will explore how three different
sources examine the impact of technology on communication on
ourselves, on our world and on what it means to be human
(Barrios, 583). Up to this point in our class, you have read five

essays in our text Emerging that deal with how technology
affects communication. For example, in Rachel Kadish article,
she explores the idea of [mis]appropriating an anonymous image
on a social media network for social or political causes, and
does this through an ethical perspective. Whereas, Arwa
Aburawa shows how art is interpreted differently across
cultures and how technology aids in multiple perspectives, thus
taking a political view. Finally in Elizabeth Dickinson’s
article, she incorporates infographics from sources on the
Internet into her argument in order to communicate the ongoing
food shortages across the globe, thus taking an economic
perspective. The article by Marshall Poe, examines how
technology, specifically, Wikipedia, has changed our
understanding of “experts” communicating information.
Finally, in Thomas Friedman’s article, he examines how
technology changes economic and political communication. All
five articles present their individual arguments on a narrow
issue within this broad topic and offer different perspectives of
how technology impacts humanity, for good or for bad.
Although all five articles address and examine their
perspectives on the impact of technology, their topics differ as
well as their perspectives.
Advances in technology no doubt are shaping and influencing
how we communicate and what we [can] communicate to others
domestically as well as globally. This may or may not be for the
best. It will be up to you to narrow a topic that falls under the
broad topic of how technology is impacting ourselves and our
world and then focus on how the three sources answer the one
narrow issue or problem surrounding this narrow topic. First of
all you must choose a topic that interests you and then using the
worksheet, begin to narrow that topic and issue that can be
explored and analyzed within the two-to three page limit.
Assignment: Write a two-to-three page paper that explores
three sources that answer the issue question: How is modern
technology changing ourselves, our world, and what it means to
be human? Of course, this is a broad topic and you will have to

narrow the topic and the issue to fit the scope of this
assignment. Too broad means it cannot be adequately covered
in two-to-three pages. For example, the topic technology and
science is too broad for this paper. A suitable narrow topic and
issue: Is technology benefiting stem cell research? This would
generate a yes or no response, which is what an issue should do.
You could find three different sources that present their side to
this argument and analyze how well they support their
respective perspectives. The purpose of the exploratory paper
is to help you view an issue from different perspectives, so you
gain a greater depth of understanding of it and the various views
taken. For each article, you will write one paragraph (6-10
sentences) that includes a brief two-to-three sentence summary
of the writer’s thesis statement and the reasons he or she uses to
support their perspective, then you will include a brief analysis
(3-4 sentences) of the rhetorical situation that includes choosing
one rhetorical device (logos, ethos, or pathos) and then provide
evidence to support the analysis in the form of direct
quotations—up to 3 lines. You will choose a specific passage
that proves how this appeals to a particular rhetorical device in
order to show how well the writer supports his or her
perspective. Your opinion does not enter into this paper.
Credible Sources: Choose three different sources that are found
on the database list, or do a Google scholar search on a narrow
topic and one issue surrounding the technology and
communication topic. Newspapers, popular magazines are
acceptable sources, but Wikipedia, blogs, or other Websites
without sponsors, are not acceptable. Your sources must address
a narrow topic and one issue. Where they will differ, if they do,
is on their position on the issue and on their perspectives. You
want to find articles that clearly take a side to this issue and
have a clear perspective so your analysis will provide sufficient
evidence to support the writer’s thesis statement and
perspective.
In addition to the articles available in Emerging, here are a few
articles that might trigger your interest. All the articles deal

with the issue of how technology changes the face of
communication. You may want to read them and decide if they
fit your interest. They are grouped together by topic:
· Nicolas Carr, “Is Google Making us Stupid? (500-502). The
source: Atlantic Monthly, July/August 2008.
· Clay Shirky, “Does the Internet Make You Smarter.” (505-
506). Source: The Wall Street Journal, June 4, 2010.
· Matthew Kirschenbaum, “How Reading is Being Reimagined.”
(508-510). Source: The Chronicle of Higher Education,
December 7, 2007.
· Peggy Orenstein, “Your Gamete, Myself,” (514-518). Source:
The New York Times, July 15, 2007.
· Kathleen Craig, “Making a Living in Second Life,” (518-520).
Source: Wired magazine, February 8, 2006.
Worksheet; There is a worksheet that you will complete and
turn in with the final draft. Bring to class: 4/12.
Audience/Point of View:
Keep you audience in mind when writing this essay. Make sure
to define terms if necessary and remember that you must it
make clear where you voice ends the source begins. Always use
signal phrases to introduce the summary and the evidence
(direct quotations). The audience is classmates and the
instructor, so you must not assume they understand terms or that
you may need to explain terms. The point of view is third
person. Format: Refer to the handout “Framework” for the
Exploring Paper. This is in the folder. Your paper will include
an introduction, three body paragraphs, a conclusion, and a
works cited/annotated bibliography page.
MLA format/Works Cited/Annotated Bibliography: For this
paper, you must have three sources, only. Paper must be typed,
double-spaced, in 12pt. Times New Roman font, header on the

left side of the page. The works cited page is the last page and
should be formatted according to 2009 MLA style. All evidence
must include a signal phrase, citation, and a tag line. For the
annotated bibliography, you will use the two-to-three sentence
summary of each of the sources used in the paper. How to
format the annotated bibliography is on eCompanion.
Due Dates:
First Draft:
4/26 + Worksheet--
Final Draft:
5/3 + Final worksheet + peer review
Turn in the worksheet with the final draft.
Exploratory Paper Body Paragraphs.docx
· M= Topic sentence: first and last name of the writer + their
perspective
· [Context]—1 sentence that leads logically to the summary of
the source.
· (E)-Summary: Begin with a signal phrase that includes the
full name of the author, a verb, and their thesis statement. Then
follow with 2-3 sentences that include the writer’s reasons that
support his/her thesis. At the end of the summary you must
include the parenthetical citation ( ). Include (“shortened
title”). Tag Line: explain the writer’s overall argument. Then
proceed to the Analysis section.
· Analysis: Transition + one sentence that will lead into the
analysis. You will include ONE QUOTE—at least three lines,
that to SHOW how the writer supports his/her perspective.
Remember to use a signal phrase, citation, tag line.
· LINKING SENTENCE: End with a linking sentence.

First of all, Michele Ma takes an ethical perspective on how
companies produce GMOs unfairly sue famers. For example,
Monsanto, one of the largest biotechnology companies in the
world, is often in the news for suing farmers. Michele Ma
argues that Monsanto, acts unethically in their patent
infringement lawsuits against farms. First, the points out that
Monsanto sues farmers who grow organic or do not want to use
GMO crop seeds in their field. Then it is unfair for Monsanto to
sue farmers for inadvertent patent infringement. Finally,
farmers have no control over GMO in his fields (“Unfairness of
Monsanto’s). Ma’s argument is significant in supporting that
GMOs should not be produced. The evidence Ma uses to
support her thesis does support her ethical perspective. For
example, she writes, “In 2007, Monsanto filed 112 lawsuits
against farmers for breach of contract. . . Some assert that
Monsanto investigators have taken samples from farmers’ lands
without permission and without notice and have warned
customers against doing business with the accused farmers
(“Unfairness of Monsanto’s). Thus, Ma shows how unethical
Monsanto is toward farmers who do not want to use GMOs.
Along with the ethical perspective, there is the environmental
perspective on why GMOs should not be produced.
Work Cited
Ma, Michele. “Anticipating and Reducing the Unfairness of
Monsanto’s Inadvertent Infringement
Lawsuits. California Law Review 100.3 (2012: 691-720.
Academic Search Premier
Web. 24 Apr. 2014.
Monsanto, a company that produces seeds of patented
genetically modified crops,

acts unethically in their patent infringement lawsuits
against farmers. They sue farmers that
have Monsanto’s patented seed technologies that enter their
fields by natural factors. This
is unfair to sue farmers for inadvertent patent infringement.
Exploratory Paper Ethos pathos logos handout and Lesson
Plan.docAristotelian Appeals: Logos, Ethos, and Pathos
To Appeal to LOGOS
(logic, reasoning)
To Develop or Appeal to ETHOS
(character, ethics)
To Appeal to PATHOS
(emotion)
: the argument itself; the reasoning the author uses; logical
evidence
: how an author builds credibility & trustworthiness
: words or passages an author uses to activate emotions
Types of LOGOS Appeals
Ways to Develop ETHOS
Types of PATHOS Appeals
· Theories / scientific facts
· Indicated meanings or reasons (because…)
· Literal or historical analogies
· Definitions

· Factual data & statistics
· Quotations
· Citations from experts & authorities
· Informed opinions
· Examples (real life examples)
· Personal anecdotes
· Author’s profession / background
· Author’s publication
· Appearing sincere, fair minded, knowledgeable
· Conceding to opposition where appropriate
· Morally / ethically likeable
· Appropriate language for audience and subject
· Appropriate vocabulary
· Correct grammar
· Professional format
· Emotionally loaded language
· Vivid descriptions

· Emotional examples
· Anecdotes, testimonies, or narratives about emotional
experiences
· or events
· Figurative language
· Emotional tone (humor, sarcasm, disappointment, excitement,
etc.)
Effect on Audience
Effect on Audience
Effect on Audience
Evokes a cognitive, rational response. Readers get a sense of,
“Oh, that makes sense” or “Hmm, that really doesn’t prove
anything.”
Helps reader to see the author as reliable, trustworthy,
competent, and credible.
The reader might respect the author or his/her views.
Evokes an emotional response. Persuasion by emotion.
(usually evoking fear, sympathy, empathy, anger,)
How to Talk About It
The author appeals to logos by defining
relevant terms and then supports his claim with numerous
citations from authorities.

The author’s use of statistics and expert
testimony are very convincing logos appeals.
Through his use of scientific terminology, the author
builds his ethos by demonstrating expertise.
The author’s ethos is effectively developed as readers
see that he is sympathetic to the struggles minorities face.
When referencing 9/11, the author is appealing to pathos.
Here, he is eliciting both sadness and anger from his readers.
The author’s description of the child with cancer was a very
persuasive appeal to pathos.
Exploratory Paper Graphic Organizer.doc
Planning Form for the Exploratory Paper
All body paragraphs should follow the M-[context]- E-A-L
format. Also all body paragraphs should follow MLA format
for smoothly incorporating sources. There will be three body
paragraphs: three sources. Length: 6-10 Sentences.
Conclusion: Begin with an appropriate transition and restate
the thesis statement. Then summarize each of the sources
explored giving each one (1) sentence. Do NOT PUT THEM IN
THE SAME SENTENCE. Evaluate each source’s relevance to
the issue, and end with a final remark that reinforces the
relevancy of the sources to the issue.
Works Cited: This is the last page of your essay. Follow 2009
MLA format.
INTRODUCTION

Begins with a relevant sentence that leads to the thesis
statement. It is not some generic or dawn of man opening
Establishes the subject, the issue—framed as a question, the
exigency (What happened to cause this argument? Why is it
perceived as a defect or problem? Is it new or recurring? The
issue, problem, or situation that causes or prompts someone to
write or speak).
Presents relevant background information: the types of sources,
the perspectives
Ends with the thesis statement: Keep it brief, but include the
number of sources and the fact they represent three distinct
perspectives on the issue
M= Topic sentence: first and last name of the writer + their
perspective
[Context]—1 sentence that leads logically to the summary of the
source.
(E)-Summary: Begin with a signal phrase that includes the full
name of the author, a verb, and their thesis statement. Then

Analysis: Transition + one sentence that will lead into the
LINKING SENTENCE: End with a linking sentence.
perspective
source.

perspective
source.

Exploratory Paper Narrowing the Topic.doc
PAGE
Narrowing the Topic and Issue for the Exploratory Paper
Directions: A topic that is too broad may retrieve too much
information. The exploratory paper as explained in class is a
way to find out about a problem and perhaps to form some
preliminary conclusions about how an issue might be solved.
This paper will prepare you for writing the argument paper,
which is a requirement for all English 1 classes. Narrow your
topic and issue by filling in the chart. Sources: All of the
sources explored must be secondary sources such as scholarly
journals, magazines, newspapers, books; you may not use
Wikipedia, or blogs.
Use this worksheet to help prepare you for the exploratory
paper.
Strategy
Explanation
Broad Topic: Technology and how it is impacting
communication on ourselves and on the world.
Place/Geographic
Local social norms & values, economic & political systems, or
languages.
Perspective or discipline
Social, legal, medical, ethical, biological, psychological,
economic, political, philosophical? A viewpoint allows you to
focus on a single aspect.

By Population or by Age Group
Women, Men, Children Teenagers,
Women 25-54, Men 18-49, or Children 6-11, and Teens 12-17
years old.
Directions: Fill in the chart.
As you research for this paper, keep these questions that follow
in mind.
1. Your paper will focus on one narrow problem or
controversial issue surrounding the broader issue: How is
technology impacting communication on ourselves, on our
world? We have explored one narrow issue within this broad
topic and issue by reading the editorial on how one school
district fired an employee for something she posted on a social
media site. The issue the writer of the editorial answered and
explored was, “Should companies use social media to hire and
to fire employees? The issue is framed as a question because it
generates different responses; it is ongoing problem. In the
editorial, this writer took a stand on this issue and presented
proof to support her claim/thesis statement. What is one central
conflict about the issue you have chosen for the exploratory
paper?
2. Develop one issue question. All essays basically answer one
question. The issue question frames your argument and directs
your efforts to collect and find sources to support your
thesis/claim. Most issue questions begin with: should, why,
how, or what. For example, “Should companies have the right
to fire and to hire employees based on their communication on
social media? This question will generate a “yes” or “no”
response, which is important for focusing your research efforts.
3. Thesis statement/claim. Do all three sources explored take a
stand on the same narrowed issue? They may all take the same

side of the issue, or they may vary, but all three must answer
the issue question on the same narrow topic.
4. Perspectives. Do all three sources take a different
perspective on the issue? Once you have researched and found
three sources, you must read them carefully to determine how
each of the sources interprets the issue (an ongoing problem
that is yet solved). All three sources cannot take the same
perspective; this is important. One source may take a legal
perspective, all of the evidence/support will come from legal
cases; another may take a medical perspective, and another may
take an ethical perspective. The point of this essay is to explore
three different sources and their particular stand on the same
issue, so you can begin to work through problems that require
research and to shape your own response and your perspective
to this issue when you write your own argument paper.
Exploratory Paper Student Sample Biotechnology.doc
PAGE
3
Hammond
Jamal Hammond
Professor Wood
English 101
17 March 2012
Just Say No to Biotechnology
The debate over athletes’ use of performance-enhancing
substances is getting more complicated as biotechnologies such
as gene therapy becomes a greater reality. For example, Lance
Armstrong evaded judges’ inquiries and blood tests, only to

admit that he did use gene therapy to boost his performance. Is
this ethically correct? The availability of these new methods of
boosting performance will force the public to decide what we
value most in sports: physical excellence through hard work or
victory at all costs. The issue is, should biotechnology be
banned from competition for its negative impact off and on the
field of sports? All three sources answer “yes.” They believe
that we should take the attitude of just say no to biotechnology,
yet they come at their argument from three different
perspectives. All three sources take the side that biotechnology
should be banned from competition, although with three
different perspectives.—Thesis Statement.
First of all, Gregory Lamb argues that biotechnology can be
beneficial for only people who are afflicted by certain medical
conditions. His perspective on the issue is medical. He argues
that there is a breakthrough for medical research for humans,
but it does not pan out for athletes. “He explains that cures for
diseases like Parkinson’s and muscular dystrophy, have led
scientists at the University of Pennsylvania to create larger-
than-life mice, rodents that grow larger than normal muscles
after receiving injections with a gene that stimulates growth
protein. In addition, the studies find that a combination of gene
manipulation and exercise led to almost 50% increase in the
rats’ leg muscles” (“Will Gene-Altered”). As Lamb reports, the
experiments are done on mice and have proven to help those
with muscular disorders, but he affirms to his readers that
although small animals may benefit, it does not hold true for
athletes. Over all his evidence is effective is affirming his
medical perspective on this issue. Beside a medical perspective
on the issue, there is of course the ethical perspective. Linking
Sentence
In addition, exploring the issue from an overall ethical
standpoint is Sally Jenkins. Jenkins examines and weighs the
cost vs. benefit of biotechnology to the world of competition.
Sally Jenkins argues at what cost to the integrity of athletic
competition is it worth taking all of this gene technology. She

points out that athletes who use medical technology to alter
their bodies can bypass the hard work of training by taking on
the powers of a machine, but at what moral and ethical cost.
Even if they win she points out, the fans will lose out on the
opportunity to witness sports as a spectacle of human effort and
honest hard work (“The First Item”). Her overall ethical
perspective underscores that athletes can set new records this
way with gene therapy, but fair play is blown out the window.
Her audience, readers of the Washington Post, which tend to be
on the conservative side of this issue, thereby her tone and
perspective on this issue is appropriate for the readers of the
Washington Post. Furthermore there is the legal perspective.
Linking sentence.
Lastly, the issue of biotechnology and gene therapy is viewed
by Clare Rudebeck from the legal perspective. Clare Rudebeck
examines the legal perspective in her article by arguing that
sports rely on equal conditions to ensure fair play, from
regulations that demand similar equipment to referees who
evenhandedly apply the rules to all participants. If the rules that
guarantee an even playing field are violated, competitors and
fans are deprived of a lawful and fair athletic effort and
accomplishment” (The Eyes”). Rudebeck emphasizes that
athletes who use gene therapy to alter their bodies and enhance
their performance will create an uneven playing field, thus
upsetting a fair power play.
Therefore, from a medical, ethical, and legal perspective, gene
therapy should be banned from the playing field. There is no
doubt that medical research will continue to help people with
major muscular diseases, but not for athletes. Also, ethically, it
is a no brainer: at what cost will dishonestly have on the
players, fans, and the sport itself. Finally, fans are entitled to a
level playing field and not one dominated by the powerful gene
therapy. Overall all three sources present an effective argument
using evidence that makes sense for their particular perspective
and audience.

Works Cited
Jenkins, Sally. “The First Item in a Pandora’s Box of Moral
Ambiguities.” Washington
Post 4 Dec. 2011: D11. Print.
Annotated Bibliography: include a 3-4 sentence summary of
this article.
Lamb, Gregory. “Will Gene-Altered Athletes Kill Sports?”
Christian Science Monitor
23 Aug. 2011: 12-13. Print.
this article.
Rudebeck, Clare. “The Eyes Have It.” Independentnews.com.
Independent News and
Media, 27 Nov. 2011. Web. 28 Feb. 2012.
this article.
The annotated bibliography is 1” from the left margin—it is a
three-to-four sentence summary of each of the sources.
Revision of exploratory paper/English 1 Spring 2014 GRADE
SHEET for Exploratory Paper.doc
GRADING SHEET: EXPLORATORY PAPER
_____(10)

Title is good and correctly formatted: not underlined, not in
bold, or larger font.
_____(20)
Introduction provides background on the issue, the exigence,
the subject, the position of the three sources and the three
perspectives. There is sufficient background to set up for the
thesis statement. The issue is framed as a question. (5-8
sentences)
_____(10)
Thesis statement is the last sentence and it clearly includes the
side the three sources take and notes that there are three
different perspectives. [Do not include all the names].
_____(20)
Body paragraphs follow the M-[context]-E-A-L format. Topic
sentences begin with a transition and then include the author
and his or her perspective. Then lead off with some context that
leads the reader to the evidence. Writer introduces the summary
with a correct signal phrase that includes the writer’s thesis
statement. The summary does not contain exact wording, no
quotes or examples. The summary is 3-4 sentences and the
parenthetical citation follows and is correctly formatted. Tag
line follows—writer explains the significance of the writer’s
argument. Evidence for each article is analyzed for how well it
effectively proves the writer’s thesis statement. Writer includes
specific evidence in the form of quotes (up to three lines of
quotes). Linking sentence ends each of the body paragraphs.
_____( 10 )
The essay is free of spelling, grammatical, and mechanical
errors. Writer uses a variety of sentence structures, subject-
verb agreement, present tense verbs, active verbs, correct
article, etc.
_____(20)
Sources: Writer uses a variety of sources: scholarly journals,
books, magazines, newspapers. Works cited page is correctly
formatted: 1” margins, alphabetical by last name, first name,

second line indented 1 tab (.5). Annotated bibliography is
included and correctly formatted. No Wikipedia.
_____(10)
MLA Paper Format: Writer uses correct MLA format,
integrating sources follow MLA format: signal phrase,
appropriate present tense verb, citation, and tag lines. Heading
is correctly formatted.
_____(100)
Grade
Incorporating Evidence into Your Essay.doc
Incorporating Evidence into Your Essay
As a writer, you must use evidence effectively to support your
thesis statement. Refer to the handout on the seven thesis
statement pitfalls. A thesis statement is the answer to the one
narrowed issue question that frames your argument. There are
three types of sources used as evidence for the academic paper:
summary, paraphrase, quotations.
MLA Format: English papers should follow the correct MLA
format for the heading, for integrating sources, and for
formatting the works cited page. Refer to the handout.
The goal is to smoothly integrate sources. In order to use
evidence effectively, you need to integrate it smoothly into your
essay by following these four steps:
1. Use a signal phrase that introduces the writer, if there is one,
followed by a present tense verb appropriate for the main point
of the evidence. Do not place the signal phrase information in
the citation. The important thing to remember is that you must
clearly show where your own voice ends and the source begins.
2. Include your evidence: summary, paraphrase, or quotation.
3. At the end of the evidence include a parenthetical citation (
). MLA rule is never repeat information used in the signal

phrase in the citation.
4. Finally, explain and comment on how the evidence shows
that it supports the claim made in your topic sentence: a Tag
Line(s). A topic sentence should clearly and concisely state a
reason to support your thesis/claim.
Key: Choose your evidence, carefully and remember to relate it
to your thesis statement.
Citing Your Sources
Evidence appears in essays in the form of quotations,
paraphrasing, and summarizing. All three sources must be cited
in your text.
The important thing to remember is that you must clearly show
where your own voice ends and the source begins. All
information from a source must be given credit to your source.
Quoting: According to Frank Bruni,
“No paramedics. No arrest. No need” (“Fatal Mercies”).
Bruni’s thesis is stated here in three distinct words to remind
readers that people who assist others in their wish to die, should
not be sent to jail: no need to call for help, no prison term, and
no requirement.
Paraphrasing: Frank Bruni basically states in his article that
appeared in The New YorkTimes, that people who assist others
in their wish to die should not have to call for help, they will
not be sent to jail, and there should not be a concern about their
helping others (“Fatal Mercies”). Bruni states that there is too
much legal costs involved in sending someone to prison who
only carried out the wishes of someone who was dying of a
terminal illness.
Summarizing: Frank Bruni argues that people should not be sent
to prison who help others in their wish to die. First of all, he
defends his position by saying that simply the trial process is
too expensive and a waste of public funds. He then proceeds by
showing how there are too many loop holes in the legal system;
not enough solid evidence to build a strong case against the
person charged with a crime, and lastly, there is no black and

white areas in this legal case; it is not a clear legal case (“Fatal
Mercies”). All in all Bruni presents his legal perspective so
readers will decide for themselves.
Structure of a Paragraph: M-E-A-L
Body paragraphs consist of a group of connected sentences that
develops one reason to support the thesis statement. This main
reason is stated in the topic sentence. Each paragraph has two
jobs: to develop one reason in support of the thesis and to show
how through your research (evidence/sources) and analysis it
furthers the argument.
Writing a well-developed paragraph is easy once you understand
the structure. Think of each paragraph as following the M-E-A-
L plan. M-E-A-L gives you a formula for building an effective
paragraph.
1. Main point = The declarative sentence that states the main
point. Do not open your paragraph with a support sentence:
with a quote. (1 sentence)
2. Follow a topic sentence with a context for the source. Don’t
just jump from topic sentence to source. You must lead up to
the source.
3. Then provide Evidence: direct quote, paraphrase, or
summary. Keep in mind that it must make sense and support
your argument. Remember to cite all sources correctly with
MLA format.
4. Finally, Analysis: explain and analyze how the evidence
supports the topic sentence. This is referred to as the Tag Line.
(1-2 sentences)
Strong use of evidence:
Today, Americans are too self-centered. Even our families
do not matter as much anymore as they once did. James Gleick
says, “In fact, the evidence shows that most American families
no longer eat together, preferring instead to eat on the go while
rushing to the next appointment” (148). Gleick emphasizes that
the American family is no longer taking time to share but have

become too busy and too self-centered.
Revision of exploratory paper/Graded essay.pdf

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