OVERVIEW OF THE ASSIGNMENT
The Guided Research essay may be used as an initial assignment leading to the research paper. However, just one or the other assignment can also be taught effectively.
Since this is a semester-long assignment, the students will most likely be learning many strategies for writing and using The New York Times for research throughout the course, (including the Guided Research, if that is used). Therefore, by the time the students attempt this assignment, they will be comfortable with not just reading research sources but also evaluating the sources and integrating them into their writing.
In conjunction with Guided Research
If you use the guided research assignment, then the students will have learned how to write, develop an argument, and work with sources provided by the instructor. For this assignment, students will work with the same topic, and they will use at least THREE of the same sources from the annotated bibliography that their group developed. In addition to those sources, they will find THREE additional sources using library databases. They will integrate this research material into their essay using the techniques of paraphrase, summary, and direct quotations.
Students will also expand the argument they made in the Guided Research debate. While writing this longer essay and developing their ideas, they will utilize other strategies to organize their points. For example, to develop a point that shows a cause and effect, they will use the cause and effect strategy, or they may have to use the comparison and contrast to show the differences between two points.
Without Guided Research
If you choose to teach this assignment as a stand alone, then the methodology remains the same. Only the requirements change. In this case, you will begin the process in the second or third week of the semester. NOTE: The activities listed below pertain to this assignment as a stand alone.
Ultimately, the students will write a 1000-1250 word (4-5 page) research argument essay, which will include at least six research sources. In conjunction with the Guided Research assignment, three of these can be from the Annotated Bibliography and at least three will be fresh sources that students will have to find using the library databases and/or articles from the newspaper they have been reading. NOTE: Students must develop annotations for the additional sources to supplement their existing Annotated Bibliography. If used as stand alone, then all six course will be must be evaluated, developed, and annotated.
OBJECTIVES
to sustain an activity over a semester
to learn how to read research materials
to critically examine researched material
to learn to integrate research
to use MLA in-text and Works Cited
to write an annotated bibliography
to formulate an argument
to write a cohesive academic essay
ADVICE FOR THE INSTRUCTOR
THE BENEFITS OF THIS ASSIGNMENT:
Students will be working on this assignment all semester so that by the time they begin to write this paper, they will have become very comfortable with the subject and will have read many perspectives on the topic and gathered much information to formulate susbstantive ideas.
They will have followed a 'story' for weeks and will have a clear idea of their argument; therefore integrating sources to support their points will be relatively easy for them
By following a story and developing summaries on various articles about it throughout the semester, they will already have a body of work to use and integrate in their final paper.
THE CHALLENGES OF THIS ASSIGNMENT:
The lenghth of the paper is often an issue for most students; however, because they will have done quite a bit of work on the topic, hence, this challenge can be seen as culmination
Typical problems involved with any research paper: organizing the argument, integrating research, citing sources, etc.
Despite having followed the story, students sometimes find it hard to stake an argumentative stand or see the controversy in the topic. This can be countered by having students discuss their research topic in class--in peer groups or in conference with the instructor.
Keeping ideas cohesive in a long paper is often a challenge for students. However, if the students develop good theses and are taught how to structure ideas within the thesis, early in the semester, this problem can be minimized.
ACTIVITIES
Step 1: Assign students a selection of topics
In the second or third week of the course, after your students have been reading the paper for some days, identify, with your students, a few stories that seem to be long-standing and promise to continue in the news for a some weeks. Choosing the right topics is very important. Be certain the topics lend to a good argument. Some of them are better than others. Before your start reading these, have a preliminary discussion about the topics and have students do a bit of writing about their (uninformed) feelings.
Step 2: Writing summaries
Have students write two or three summaries a week and or letters to the editor on articles about at least two of these topics. For information on summary and letter to the editor assignments, please see the Short Assignments.
Step 3: Select a topic
Once students have become familiar with the topics making the news, have them select one topic of their choice. From this point on, they will focus on articles related to this topic and write summaries on this particular topic. NOTE: This does not mean that they will stop reading other articles; it only means that their focus will have become narrow and they will summarize articles pertaining to this topic. Also, make sure to remind them that any one topic or piece of news impacts other aspects of society as well, so they need to be reading their story in all perspectives. For example, if a student selects economy as his/her topic, there will be stories about the economy in all sections of the paper and it will pertain to sports, entertainment, science, education, business, etc.
Step 4: Narrow the topic to a specific focus
Once students have gained a wide perspective on their topic, have them narrow their focus to a specific area. This will become their topic of argument. TIP: You can have students discuss their topic in a class discussion so that students can get help from their peers in narrowing their topics, or you can meet with the students in conferences to help them decide a focus. NOTE: Students should continue summarizing articles, but now they will be working on articles that pertain to their narrowed focus.
Step 5.: Discuss the major issues and develop a thesis statement
Arriving at a thesis based on an informed opinion about the topic is a vital part of the process of writing this paper. Doing so demonstrates the hard work that goes into developing an argument from a sustained critical reading of a subject or topic.
Step 6: Plan a Library visit to check out the databases for sources other than The New York Times
Students will have many articles from the New York Times which they will uses as sources for their research essay. However, at this point it is important for students to realize that there are innumerable other sources dealing with their topic, and an effective research essay should include a variety of sources. Many studnets will already have arrived at this realization and will already be be eager to use otyher sources. Have students search for at least five sources other than The New York Times.
Step 7: Write an annotated bibliography.
If the class has already been doing the summary assignments, it will be a natural transition into doing the annotated bibliography. Writing the annotated bibliography encourages students to interact with and clearly assess each source. It is invaluable resource during the debate as well as during the planning and writing of the actual essay.
Step 8: Develop an Outline.
Using the handout below, have students develop a detialed outline for the essay.
Step 9: Write a first draft
Step 10: Peer review
Step 11: Revise and submit final draft
Handouts for Argumentative Research Paper:
1. Argument research guidelines
2. Argument outline
3. Faulty reasoning handout
4. Argument peer review
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