ENGLISH 1013: RESEARCH ASSIGNMENT PROMPT What is this assignment? For this assignment, you will be working to “find the best answer to an important but challenging question” (Booth, Colomb, & Williams 106) within a topic of your choice. This is an opportunity to display your skills in analysis, synthesis, comprehension, and evaluation in relation to credible sources you will find along the way. Additionally, your job as a writer is to help the audience understand vital contextual information and the different perspectives within your topic (including your own). While this feat necessitates integrating in external sources, remember that this is primarily your assignment, your voice, and your writing. To specify: you must engage with at leastfive sources in this assignment, one of which must be from a NWACC Library database. Your sources can be pop-culture sources, primary research (interviews, surveys), or other credible materials that serve to explore and illustrate your topic. Keep in mind that you should include sources that do not agree with your research assignment’s thesis statement, in order to demonstrate that you understand the variety of perspectives within this conversation. To advance your own thesis, your job will then be to reasonably refute these sources within your assignment. This assignment helps you develop the essential skills described in our course learning outcomes 1 -7 (listed on the front page of our syllabus). In the required 1000 words of this paper you should establish the following: · An engaging title to preview the research topic · A compelling introduction paragraph that includes a thesis statement · At least five sources (at least one being from an NWACC Library database), whose relevance is made clear through appropriate introductions, and with an appropriate amount of original analysis, synthesis, and connection to the central thesis of the assignment · Demonstrated familiarity with the topic and its nuanced perspectives achieved through extensive research · Organization that makes sense for the topic and writing genre, including appropriate transitions when switching between ideas and different supporting evidence or claims · MLA 9 formatting: Times New Roman, 12-pt. font, double spaced, 1” margins, pages numberedTips & Considerations Avoid the formula of only engaging with one source per paragraph. Put them in conversation. Weave them. When receiving feedback from a peer, ask them: does your research draft result in a clear conclusion? Sometimes we get bogged down in the details and never return to clearly state our stance. Unsure .

1. ENGLISH 1013: RESEARCH ASSIGNMENT PROMPT
What is this assignment?
For this assignment, you will be working to “find the best
answer to an important but challenging question” (Booth,
Colomb, & Williams 106) within a topic of your choice. This is
an opportunity
to display your skills in analysis, synthesis,
comprehension, and evaluation in relation to credible sources
you will find along the way. Additionally, your job as a writer
is to help the audience understand vital contextual information
and the different perspectives within your topic (including your
own). While this feat necessitates integrating in external
sources, remember that this is primarily
your assignment,
your voice, and
your writing.
To specify: you must engage with
at leastfive sources in this assignment,
one of which must be from a NWACC Library database.
Your sources can be pop-culture sources, primary research
(interviews, surveys), or other credible materials that serve to
explore and illustrate your topic. Keep in mind that you should
include sources that do not agree with your research
assignment’s thesis statement, in order to demonstrate that you
understand the variety of perspectives within this conversation.
To advance your own thesis, your job will then be to reasonably
refute these sources within your assignment.
This assignment helps you develop the essential skills described
in our course learning outcomes 1 -7 (listed on the front page of
our syllabus). In the required 1000 words of this paper you
should establish the following:
· An
engaging title to preview the research topic

2. · A compelling
introduction paragraph that includes a
thesis statement
· At least
five sources (at least one being from an
NWACC Library database), whose relevance is made clear
through appropriate introductions, and with an appropriate
amount of original analysis, synthesis, and connection to the
central thesis of the assignment
· Demonstrated familiarity with the topic and its
nuanced perspectives achieved through
extensive research
·
Organization that makes sense for the topic
and writing genre, including appropriate transitions when
switching between ideas and different supporting evidence or
claims
· MLA 9 formatting: Times New Roman, 12-pt. font, double
spaced, 1” margins, pages numberedTips & Considerations
Avoid the formula of only engaging with one source per
paragraph. Put them in conversation. Weave them.
When receiving feedback from a peer, ask them: does your
research draft result in a clear conclusion? Sometimes we get
bogged down in the details and never return to clearly state our
stance.
Unsure of what some of
these keywords mean? Return to your
course readings, notes, or ask your instructor for clarification.
FALL 2022 SEMESTERResearch Assignment Final Draft

3. Rubric – Criteria for Success
Dimension
Exemplary
Accomplished
Developing
Beginning
Points
Introduction & Thesis
The student's assignment:
(10 to >8) contains a compelling introduction that includes a
developed thesis statement.
(8 to >6) contains a compelling introduction that includes an
identifiable thesis statement.
(6 to >4) contains an introduction that includes a vague thesis
statement.
(4-0) contains an introduction that is underdeveloped and/or
lacks a thesis statement.
/ 10
Organization
The student’s assignment organization:
(10 to >8) makes sense for its genre and includes appropriate
transitions when switching between ideas and different
supporting evidence/claims.
(8 to >6) mostly makes sense for its genre and mostly includes
appropriate transitions when switching between ideas and
different supporting evidence/claims.
(6 to >4) sometimes makes sense for its genre, but often lacks
transitions when switching between ideas and different
supporting evidence/claims.
(4-0) doesn’t make sense for its genre and lacks transitions.
/ 10
Source Integration
The student’s assignment:

4. (20 to >16) effectively engages with at least five sources, one of
which being from a NWACC Library database.
(16 to >12) engages with at least five sources, one of which
being from a NWACC Library database.
(12 to >8) minimally engages with at least five sources and/or is
missing a source from a NWACC Library database.
(8-0) doesn’t engage with at least five sources.
/ 20
Citation
The student’s assignment:
(15 to >12) includes correct MLA 9 citation for all sources.
(12 to >9) includes MLA 9 citation for all sources with a few
minor errors.
(9 to >6) includes MLA 9 citation for all sources with several
errors.
(6-0) lacks necessary MLA 9 citations.
/ 15
Nuance
The student’s assignment:
(20 to >16) demonstrates close familiarity with the topic and its
nuanced perspectives.
(16 to >12) demonstrates familiarity with the topic and its
nuanced perspectives.
(12 to >8) demonstrates some familiarity with the topic, but
mostly omits its nuanced perspectives.
(8-0) lacks familiarity with the topic and its nuanced
perspectives.
/ 20
Mechanics
The student’s writing:
(10 to >8) contains focused, coherent, and developed sentences
appropriate to Composition I.
(8 to >6) contains focused, coherent, and developed sentences

5. appropriate to Composition I with few errors.
(6 to >4) contains coherent sentences mostly appropriate to
Composition I, but several errors make meaning unclear.
(4-0) is not yet appropriate to Composition I, as there are many
errors that make meaning unclear.
/ 10
Style & Tone
The student’s writing style & tone:
(15 to >12) is appropriate to the context and intended audience.
(12 to >9) is mostly appropriate to the context and intended
audience.
(9 to >6) is sometimes appropriate to the context and intended
audience.
(6-0) is inappropriate to the context and intended audience.
/ 15
Format
The student’s assignment:
(10 to >8) is formatted according to the prompt guidelines,
including an engaging title.
(8 to >6) is mostly formatted according to the prompt
guidelines, including an engaging title.
(6 to >4) is formatted incorrectly in several areas and/or lacks
an engaging title.
(4-0) is formatted incorrectly and lacks an engaging title.
/ 10
Total points: /110
Important note: at absolute minimum, you must submit passing
work (score of 10/15 or above) for your Research Question
assignment
and passing work for your Outline & Thesis
Statement assignment (18/30) to be able to submit your Review
Final Draft.

6. Stage 2
Stage 1
REVIEW
REVISE & EDIT
Polish your Research Essay Final Draft based on feedback from
peers, the Writing Center, and your instructor.
PROCESS
Annotated Bibliography
Familiarize yourself with your sources, explain why they're
relevant to your research, and practice summarizing.
Outline & Working Thesis Statement
Organize your research essay structure and begin developing
your thesis.
Research Question

7. Ask yourself: what are you interested in exploring, and what are
you curious to answer?
Works Cited Page
Begin gathering sources.
Rough Draft #2
Revise and edit your Rough Draft #1 according to feedback
from your peers.
Conference
Get one-on-one feedback from your instructor for final
revisions of your essay.
Rough Draft #1
Prepare a rough draft of your essay.
Peer Review
Have your classmates review your rough draft.

8. Writing Center or Library Workshop
Attend one workshop between Weeks 11-15.
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Diggs 1
Quintezha Diggs
Professor Carolyn Bauhaus
ENGL1013 English Composition
October 25, 2022
Research Assignment Prompt- Works Cited - Life Challenges
Works cited
Dewey, John. "Does reality possess practical character?."
Pragmatism. Routledge, 2020. 79-91.
Reiss, Franziska, et al. "Socioeconomic status, stressful life
situations and mental health problems in children and
adolescents: Results of the German BELLA cohort-study."
PloS one 14.3 (2019): e0213700.
Remien, Robert H., et al. "Mental health and HIV/AIDS: the
need for an integrated response."
AIDS (London, England) 33.9 (2019): 1411.
Sambas, Abdul Azim Mohamed, Masitah Shahrill, and Masriatol
Zuraifah Sajali. "Supporting Design and Technology Lessons
with the Use of Problem-Based Learning."
European Journal of Education 1.3 (2018): 25-36.
Sarkis, Joseph, et al. "A brave new world: Lessons from the
COVID-19 pandemic for transitioning to sustainable supply and

9. production."
Resources, conservation, and recycling 159 (2020):
104894.
Diggs 2
Quintezha Diggs
Professor Carolyn Bauhaus
ENGL1013 English Composition
October 25, 2022
English 1013- Research Assignment Prompt- Life Challenges
Question: Are there hidden opportunities in life challenges and
fears that people face?
Life challenges are inevitable and in getting into challenges are
easier than living a life free of challenges. Ever since time in
memorial, human beings have been working day and night to
keep away from diverse and immense life challenges. This topic
interest me because life challenges are always perceived from a
negative perspective that bring people down hurting people
emotionally, physically, and psychologically. Challenges make
people to develop untold fear that hinder them from realizing
their full potential. As a result, many have been blocked from
realizing their dreams something that makes them to live in
regrets. However, challenges can bring good tidings if
addressed from a positive perspective. Challenges make people
stronger; they create innovative minds; they promote good
behavior as they make people humble and above all they
amplify achievements. Life challenges affect people, but they
give people chances to making positive change only when they
are approached positively.
Works cited
Dewey, John. "Does reality possess practical character?."

10. Pragmatism. Routledge, 2020. 79-91.
Reiss, Franziska, et al. "Socioeconomic status, stressful life
situations and mental health
problems in children and adolescents: Results of the German
BELLA cohort-
study."
PloS one 14.3 (2019): e0213700
Diggs 1
Quintezha Diggs
Professor Carolyn Bauhaus
ENGL1013 English Composition
October 25, 2022
English 1013- Research Assignment Prompt- Life Challenges
Question: Are there hidden opportunities in life challenges and
fears that people face?
Life challenges are inevitable and in getting into challenges are
easier than living a life free of challenges. Ever since time in
memorial, human beings have been working day and night to
keep away from diverse and immense life challenges. This is
because life challenges are always perceived from a negative
perspective that they bring people down hurting people
emotionally, physically, and psychologically. Challenges make
people to develop untold fear that hinder them from realizing
their full potential. As a result, many have been blocked from
realizing their dreams something that makes them to live in
regrets. However, challenges can bring good tidings if
addressed from a positive perspective. Challenges make people
stronger; they create innovative minds, they promote good
behavior as they make people humble and above all they
amplify achievements. Life challenges affect people, but they

11. give people chances to making positive change only when they
are approached positively.
Life challenges have caused deaths of many people in the world.
According to Reiss, Franziska, et al. (12) challenges bring
failure of many sorts resulting in hopelessness and despair. For
instance, sickness, financial constraints, loss of loved ones, lack
of employment, betrayal, inability to forgive, relationship
breakups, family quarrels, and lost investment or savings are
only a few of vast life challenges that people are exposed to.
Challenges affect the inner person as they develop hard to
contain fear that stagnate a person. As a matter of reality, life
challenges make one to feel demotivated to work hard as they
have a way of making one feel like a failure Reiss, Franziska, et
al. (20). It is this feeling that if nurtured results in feeling of
hopelessness and desire that life is not important. Many people
that fail to access psychological and emotional help at such
times results in attempted failed or successful suicide.
Life challenges have made even those with some levels of
achievement to lose it all. There are many instances that
challenges make one to use available resources with intentions
of turning the situation for the better only for things to get
worse. For instance, in the case where one after getting into an
accident or falling sick tends to use available finances to get
well and work to get more finances only for the health condition
to fail to improve as the person is pushed into poverty state
(Sambas, et al. 33). In another instance is where a rich person
gets duped, and resources stolen and in other instance is
investing in a wrong business leading to massive loss and
regrets. This means that life challenges can pull one from a
good life status into a bad and undesirable life situation.
However, challenges are not entirely bad as they have molded a
lot of people in the society. It is evident that for long, people
have failed to take challenges positively and hence they prolong
their suffering. Notably, the small percentage of people who
saw opportunities from challenges life placed their way have
not only overcome the challenge but also fear that challenges

12. along and further making life better for themselves and others
(Sambas, et al. 28). For instance, in the early days when there
were no vehicles, people could walk for long distances and they
could take days and months to get from one location to the
other. Along the way they could suffer hunger, attacks by wild
animals and others could die in the process. These challenges
pushed some people into innovation and vehicles were designed
as a result. The modern day comfortable and fast means of
transport have their origin on past mobility challenges that
people faced something that eradicated this specific challenge
entirely (Sambas, et al. 30). Also, many people could die from
illnesses and the challenge made some people to see an
opportunity in inventing medicine and medical services
something that led to the creation of the healthcare sector. This
means all developments the world enjoys today is a result of
past life problems.
According to Dewey, John (82) it is through challenges that
people learn and become stronger in life. Whenever a person is
faced with any kind of challenges, he/she has to put efforts to
overcome the challenge. Different measures put in place may
fail and this grants one a chance to learn on things that work
and those that do not work. By the time the applied solution
works, it becomes a practical learning process that surpasses
any academic lesson. As a matter of reality, life challenges
make people disciplined and remain cautious as they are aware
of how it feels to be in problems and hence would apply
precaution to remain safe (Sarkis, Joseph, et al. 104894).
For instance, a person who has been hungry for lack of food
would not dare sit idle but would rather try seeking employment
or engage in activities that would earn a living to keep away
from hunger (Dewey, John 86). A person who has been through
sickness would try to do things that would keep him/her away
from sickness for instance observing hygiene, taking medication
religiously, and avoiding behaviors warned by medical
professionals, or engaging in risky sexual behaviors. The
caution makes only makes people better and this means that

13. even the most successful people in the world are products of
past life challenges.
According to Remien, Robert H., et al. (1411) challenges make
people humble as they realize that they do not have what it is
necessary to overcome the challenges. As one learns important
values, principles, and skills to overcome challenges, the
process prepares one for future possibilities and daily efforts
are put in place. The consistency is known for gradually
attracting success and when it is attained, the same failure
amplifies achievement. For example, in the society today, when
once a poor person becomes a great and successful person, the
level of impact and appreciation the person receives is different
from a person in the same rank but was born with a silver spoon
in his/her mouth. People who manage to strive against all odds
and succeed in life become role models that many look up to
and this is not the case for people who have never been exposed
to challenges (Sarkis, Joseph, et al. 104894). This is the case
because people in problems are always willing to learn from
those that were in similar problems in the past as they send an
encouraging message that no amount of challenges and fear that
cannot be overcome.
In conclusion, life challenges and fear do not have a single
perspective as they have been perceived for the longest time.
There are a lot of positive opportunities that can be realized
from these challenges that can make the world a better place. As
a matter of reality, any milestone that has ever been achieved in
life emanated from a certain problem. It is a fact that even all
types of crimes the world has ever experienced emanated from
life challenges and fear. But it is possible to ignore the negative
perspective and focus on positive perspective as this is the only
aspect that can benefit individuals, society, nations, and the
world.

14. Works cited
Dewey, John. "Does reality possess practical character?."
Pragmatism. Routledge, 2020. 79-91.
Reiss, Franziska, et al. "Socioeconomic status, stressful life
situations and mental health problems in children and
adolescents: Results of the German BELLA cohort-study."
PloS one 14.3 (2019): e0213700.
Remien, Robert H., et al. "Mental health and HIV/AIDS: the
need for an integrated response."
AIDS (London, England) 33.9 (2019): 1411.
Sambas, Abdul Azim Mohamed, Masitah Shahrill, and Masriatol
Zuraifah Sajali. "Supporting Design and Technology Lessons
with the Use of Problem-Based Learning."
European Journal of Education 1.3 (2018): 25-36.
Sarkis, Joseph, et al. "A brave new world: Lessons from the
COVID-19 pandemic for transitioning to sustainable supply and
production."
Resources, conservation, and recycling 159 (2020):
104894.