English 1102 Diversity, Equity, and Inclusion Modules 

We have put together this guide to help faculty members think about how to incorporate these resources into their classrooms. Below you will find sample sequences for each assignment module. However, you can mix and match these materials with any of your own or reorganize and edit to fit your pedagogical goals. Each activity can also be easily adapted to individual teaching styles and/or modalities, including adjusting between activity types, like changing group work to a discussion board. Keep in mind that certain elements specific to individual or institutional pedagogy have been left open for customization, including specific rubrics, the weight or percentage of each activity toward overall student averages, and some more general lessons, such as introductions to units or a thesis statement lecture, for example.

Annotated Bibliography Assignment Module 

Materials: 

Annotated Bibliography Assignment Prompt

Readings: “Living the Political: Julia de Burgos and Lolita Lebron,” Josianna Arroyo, “Insufficiency of Honesty,” Stephen Carter, and “The Master’s Tools Will Never Dismantle the Master’s House,” Audre Lorde.

Workshops: Scaffolded peer reviews of the annotations. 

Activities/Discussion Posts: Getting Started: What to Write About, Semester Outline, Locating and Evaluating Sources, Annotated Bibliography Scaffolding exercise, General Peer Review.

Suggested Sequence: 

Week One: 

1. Introduce the Getting Started: What to Write About and the Semester Outline, giving students ample time to review the order of their research project and progression and how each assignment is connected. 

2. After the Library Literacy class or module, students should read Locating and Evaluating sources and begin to locate sources for their own research.

Week Two: 

4. Students should Annotating Bibliography Scaffolding Exercise.

5. Students read “The Master’s Tool Will Never Dismantle the Master’s House,” by Audre Lorde. This reading was chosen as an example of how to utilize this scaffolding assignment. Faculty are free to use any reading material they choose or have the students work on this scaffolding exercise using sources for their research project. Students will work on drafting the summary of the sources. 

6. Students should read the General Peer Review to work together as they revise and edit their annotations.

Week Three: 

4. Students should Annotating Bibliography Scaffolding Exercise.

5. Students read “The Master’s Tool Will Never Dismantle the Master’s House,” by Audre Lorde. This reading was chosen as an example of how to utilize this scaffolding assignment. Faculty are free to use any reading material they choose or have the students work on this scaffolding exercise using sources for their research project. Students will work on drafting the analysis of the sources. 

6. Students should read the General Peer Review to work together as they revise and edit their annotations.

Week Four: 

7. Students should Annotating Bibliography Scaffolding Exercise.

8. Students read “The Master’s Tool Will Never Dismantle the Master’s House,” by Audre Lorde. This reading was chosen as an example of how to utilize this scaffolding assignment. Faculty are free to use any reading material they choose or have the students work on this scaffolding exercise using sources for their research project. Students will work on drafting the relevancy of the sources. 

9. Students should read the General Peer Review to work together as they revise and edit their annotations.

Research Proposal Assignment Module 

Materials:

Research Proposal Assignment Prompt

Readings and Videos: "Beauty and the Beast-Bonjour," Disney; "Beauty and the Beat," Todrick Hall

Workshops: Revised Research Topic and Audience Selection Workshop; Research Proposal Draft Workshop 

Activities/Discussion Posts: Research Topic Selection; Audience Awareness in the Composing Process; Proposal Requirements and Structure Assignment; Proposal Peer Review Sheet

Suggested Sequence:

Week One: 

1. Introduce Research Proposal Assignment Prompt and provide an example of a strong research proposal.

2. Review and revise student research topics that reflect DEI issues by using the Research Topic Selection assignment and online database sites. 

3. Students submit the revised research topics with 2-3 sources. These sources should be in addition to the sources they submitted for the annotated bibliography assignment. 

Week Two: 

1. Review the Audience Awareness in the Composing Process handout. Students will workshop their sources to ensure all sources are adequately addressing their intended audience for the research proposal and research paper. This workshop will help them solidify their choices for the assignment and stay on track for completing the assignment. 

2. Watch "Beauty and the Beast-Bonjour" and "Beauty and the Beat," by Todrick Hall. Pay particular attention to the audience for both videos. Use the "Audience Awareness in the Composing Process" handout to assist with evaluating the audiences in each video.

1. Begin the review of the Proposal Requirements and Structure assignment. Reiterate the guidelines of the research proposal assignment guidelines and reshare the strong research proposal example introduced in Week One. Discussing this information towards the end of the week gives the students time to work on the research proposal before workshopping their research proposal with classmates in Week Three.

Week Three: 

1. Continue review of the Proposal Requirements and Structure assignment. Ask students to bring laptops or hardcopy of the research proposal draft to class. As you review each section of the Proposal Requirements and Structure assignment in class, ask students to edit their document.  

2. Students will workshop their research proposal with classmates using the Proposal Peer Review Sheet. They should be prepared to share their work with a partner and receive feedback on their writing and ideas.

Week Four (Final Week): 

1. Reshare the strong research proposal example you provided in Weeks One and Two to give students an excellent example of student work they can review to ensure they have a well-constructed document ready for final submission. 

1. Final Research Proposal Assignment is due. 

Research Paper Module 

Materials: 

Research Paper Assignment Prompt

Readings and Videos: "Education is a System of the  Indoctrination of the Young," Noam Chomsky; "I Just Sued the School System," Prince Ea, "Simon Says," Ashley Davis and Oompa; "Why Can’t Everyone Get A’s," Alfie Kohn; White Privilege: Unpacking the Invisible Knapsack," Peggy McIntosh; Gender, Class, and Terrorism," Michael Kimmel; "American Male," MTV; "'Dude, You’re a Fag:' Adolescent Masculinity and Fag Discourse," C.J. Pascoe

Workshops: Close- Reading Workshop

Activities/Discussion Posts: Research Paper Overview and Diagnostic Essay; The Research Process Model; Prewriting and Visual Analysis;Discussion Board Post 1: The Value of Diversity and Inclusivity in the Education System; Unpacking the Invisible Knapsack; Close Reading exercise; Understanding Rogerian, Invitational, and Dialectical Arguments; Terrorism Among Marginalized Groups; Discussion Post 2: Gender Stereotypes and Forced Assimilation; Research Paper Outline; Research Outline Peer Review

Suggested Sequence: 

Week One:

1. Introduce the Research Paper Prompt and show a strong research paper example. 

2. Review the Research Paper Overview and Diagnostic Essay assignment. This activity will allow students the opportunity to express specific writing concerns and/or questions that are directly associated with research writing without academic penalty. It is a great way for the instructor to address common concerns within the class without any one student feeling ostracized from his/her/ their peers when expressing these concerns in the classroom. 

3. Students review the Research Process Model to assist with all additional questions that need to be addressed in class. This website also provides additional research writing samples, outlines, timelines, etc., as a resource for students. 

Week Two: 

1. Students watch "Education is a System of the Indoctrination of the Young," by Noam Chomsky, "I Just Sued the School System," Prince Ea, "Simon Says," by Ashley Davis and Oompa. These videos were chosen because of the connection back to trauma imposed on marginalized groups from the research paper prompt. These videos present clear arguments and use specific evidence in video format. 

2. As the students watch the above mentioned videos, they will complete the Prewriting and Visual Analysis assignment, answering questions that will help them exercise critical thinking and analytical writing on diverse issues. The questions posed in the Prewriting and Visual Analysis assignment are intended to be discussed in a face-to-face classroom setting in preparation for the Discussion Post One: The Value of Diversity and Inclusivity in the Education System, but the assignment can also be used in asynchronous and synchronous settings. 

3. Students complete Discussion Post One: The Value of Diversity and Inclusivity in the Education System. The discussion post complements the Prewriting and Visual Analysis assignment. The students will better understand how to refine their research topic and complete a more focused argument on diverse issues. This assignment serves as a practice for analyzing and synthesizing topics on inclusivity and equity concerns. It will also help them stay on track with the theme of the research assignment. 

4. Students will complete an in-class writing workshop through the Close Reading exercise on "White Privilege: Unpacking the Invisible Knapsack," Peggy McIntosh. Students will bring their annotated copy of the text to class, break into small group discussions, and address various diversity, equity, equality, and inclusivity issues presented in the text. The assignment allows students to listen to their peers' responses and respectfully respond to these issues of diversity, equity, equality, and inclusivity. 

Week Three: 

1. Students will watch the Daryl Davis TedTalk and review the Understanding Rogerian, Invitational, and Dialectical Arguments assignment. The video will support the argument assignment. The next two activities are specifically about KSU database research. 

2. Students will read "Gender, Class, and Terrorism," by Michael Kimmel. Reading this article compliments the Terrorism Among Marginalized Groups assignment. This assignment shows the student that the beginning of becoming a critical thinker happens when students are open to understanding, not necessarily agreeing, with an opposing point of view. The students do not have to agree with the opposing perspectives, but for critical writing purposes, they would have to be open to hearing it, which leads the way to adequately synthesized and unbiased research papers.

3. Students will watch "American Male" and complete Discussion Post Two: Gender Stereotypes and Forced Assimilation. This assignment continues the discussion on diverse issues and furthers the understanding that students do not have to agree with the opposing sides (potentially the responses of their classmates on the discussion board). However, if they are open to hearing opposing positions, they will begin to adequately synthesize an unbiased research paper. 

4. Begin the review of the Research Paper Outline assignment. Reiterate the guidelines of the research paper assignment and reshare the strong research paper example introduced in Week One.

Week Four: 

1. Continue review of the Research Paper Outline assignment. Ask students to bring laptops or a hardcopy of the research paper outline draft to class. As you review each section of the Research Paper Prompt in class, ask students to edit their document. 

2. Students will workshop their research paper outline with classmates using the Research Outline Peer Review. They should be prepared to share their work with a partner and receive feedback on their writing and ideas.

Week Five (Final Week): 

1. Reshare the strong research paper example you provided in Week One to give students an excellent example of student work they can review to ensure they have a well-constructed document that is ready for final submission. 

1. Final Research Paper Assignment is due.

Annotated Bibliography

 Due dates:

First draft: X

Second draft: X

Final draft:  X

Purpose: One common scholarly piece of writing we will work on this semester is the Annotated Bibliography. So, just what is an Annotated Bibliography? In a nutshell, it is a list of sources collected during the research process. It is formatted using MLA or APA. Because this is a Humanities class, we are using MLA. This assignment helps students develop their research skills, as well as develop their critical reading skills and analysis of sources. In addition, it helps students engage with the voices of other scholars. More specifically, this assignment is aligned with the course learning objective – “Analyze sources by critically reading, annotating, engaging, comparing, and drawing implications” (learning objective 2). Furthermore, these transferable skills are useful for their higher-level courses within their majors and in graduate school should they choose to further their education in the future.  

Skills: This assignment helps students locate credible sources, engage with academic sources, critically analyze sources, and cite sources using the required citation convention. For example:

1. Locate print and digital sources that represent multiple perspectives.

2. Analyze sources by critically reading, annotating, engaging, comparing, and drawing implications.

These learning objectives above are applicable to all the writing you will do in this class and other classes this semester. Furthermore, these skills are transferable towards “real world” occasions, where you will need to analyze, evaluate, and assess the ideas of others in the workforce. 

Knowledge: Students will then practice and apply their critical reading and analyzing skills through reflections and discussion with peers, which are applicable in various situations, such as collaborating with current and future colleagues.

Task: For this first multi-draft writing assignment, you will compose a list of sources you intend to use for your semester-long research project. This list is called an annotated bibliography. Each annotation must contain a summary (main idea and key supporting reasons), an analysis (what evidence does the author use to support their thesis), and relevancy (how is this scholar in conversation with the other scholars, and what have you learned from this scholar thus far?)

Criteria for Success:

1. The format is similar to the works cited page, with the only difference being that each entry contains an annotation. 

2. The annotation should contain:

   1. Summary of the sources’ main points,

   2. an evaluation or analysis of the source,

   3. and the relevancy of the source to your work. 

3. Similar to all MLA documents, your annotated bibliography must be double-spaced. 

4. You will need to list every source you read for your final paper for the semester.

5. You must have at least five sources.

Example citation and annotation:

Williams, Tamika K, et al. “Equity in Distance Education during COVID-19.” Research in Social Sciences and Technology, Vol. 6, 24 May 2021, https://ressat.org/index.php/ressat/article/view/524/94.

Williams, et al., argue that a proven flaw of technological intervention in education is a problem they call “digital divide.” They define the issue as an inequity among students and educators regarding accessibility to technology and the efficacy in using it and argue that it leads to a variety of difficulties for distance education. Williams, et al., claim that the rise of COVID-19 exposed the severity of the digital divide, as a small population of educators and their students either lacked the appropriate technology to access digital education, or they had little to no knowledge of how to utilize the technology available to them. To support their position, the authors utilize surveys conducted among selected educators. The educators, in large part, reported difficulties digitally connecting to students, usually due to the lack of necessary technology, such as no access to the internet or poor connection issues. The purpose of the study is to inform the reader of the existence of the digital divide, to expose the implications of it for educators and students, and to develop solutions by reevaluating the problem critically with community support. The authors’ work supports the argument that reliance on technology in education exposes inequity among students and educators because it is a privilege that not everyone has access to equally. It adds to Walter’s argument by providing another negative aspect of technology in education; however, it takes on a different perspective in that it informs the reader of ways to improve the negative points it exposes. Though this source includes ways to improve the issues it raises, it provides me with evidence that there is more than just one negative issue to consider in the conversation about technology in education.

What Types of Sources Must I Use?

1. Three of the five required sources must be scholarly from the KSU Library database.

2. You can have additional sources, but they must be credible sources. 

What Sources Are Not Acceptable?

1. Web sources that have too many ads, especially those that make it hard to read the page.

2. Web sources that are challenging to determine the validity or credibility of the authors, information, etc.

3. Ads – You cannot use advertisements as a source. This should go without saying. However, I have had cases such as this. These are not sources. 

4. If you have a question on whether a source is reliable, please email me. 

Bottom Line:

Your sources should come from individuals, organizations, and institutions that are experts on the topic and have been contributing to the larger conversation on the issues you are researching. You will learn more during the Library Literacy class.

Readings and Videos

• Arroyo, Jossianna. "Living the Political: Julia de Burgos and Lolita Lebrón."

• Carter, Stephen L. "The Insufficiency of Honesty."

• Lorde, Audre. "The Master's Tools Will Never Dismantle the Master's House"

Other Possible Readings and Videos

• hook, bell. "Seeing and Making Culture: Representing the Poor" 

• Raja Sekhar, G. "Colonialism and Imperialism and Its Impact on English Language" 

Getting Started: What to Writing About

The theme of the class is X. We will read, discuss, research, and write papers on issues concerning X. For example - we will begin the semester with a conversation about what it means to be human and the definition of humanity and then start exploring issues regarding the impact that X progress has on humanity from a cultural, intellectual, biological, political, philosophical, etc. perspective. I am looking for original ideas from you! 

I have selected the reader, X, by X. The reader is divided into the following X sections:

1. X

2. X

3. X

4. X

5. X

6. X

Take some time to read the brief introduction of each section to become familiar with these topics. In addition, also read the preface of the reader.

During Unit One of the class, we will begin to think about the topic or issue we want to explore, research, and learn more about.

When we begin Unit Two and move on to Unit Three, you must have a specific area of interest for your research. We will discuss this further in class. 

Please do not wait until we are ready to work on the final project. 

Warning: During Unit Four, once you have selected a specific area of interest and started researching and writing on the topic, you cannot change your field of interest. Doing so will have detrimental effects on your ability to develop a substantial final paper/project, as you would have to start your research from the beginning. You will not get a good grade.

___________________

Semester Outline

Your final paper for this class, as mentioned in the "Getting Started: What to Write About" guidelines, will deal with a particular issue of interest to you concerning technology. This semester we are examining humanity's existence from various perspectives: psychologically, philosophically, culturally, etc. 

For Unit One, you will explore ideas for your final paper. You can utilize the readings from the reader, X or you can refer to the Reading list in D2L (found under the "Additional Resources" module at the end of the Table of Content). It is important that you narrow down your ideas no later than by the end of Unit One (Week Four), but ideally within the first two weeks of the semester, as every single writing assignment for this class must be related to your topic of interest. Then generate a research-based question that will guide your research. Also, to effectively write a well-researched argument, you must spend as much time as possible researching the topic. We only have fifteen weeks, but a research project like this could take a year or more. Hence the reason you must get started as soon as possible. You must begin keeping a log of all the sources you have read and write short annotations (please see the Annotated Bibliography guidelines) because the AB is due at the end of Unit Two. If you wait until the last minute, you will not get a good grade on this assignment. 

During Unit Two, you will write an Annotated Bibliography (which we will work on at the beginning of Unit One). So, what is an Annotated Bibliography? It is a "works cited" page that includes short (sometimes lengthy) blurbs about the sources, with the following elements: 

1. Summary of the source: what is the main idea, and what are the key supporting points of this scholar's work?

2. Analysis of the source: How was the argument supported?

3. Relevancy of the source: how it relates to your research? How is this scholar in conversation with the other scholars?

When Unit Three begins, your second assignment is the Research Proposal. A Research Proposal is a form of communication in which you outline your plan and objectives for a research project. Your audience consists of fellow academics, and this academic document contains an implied argument that seeks to persuade your peers to understand that this research is worth exploring. 

Finally, in Unit Four, you will be ready to begin drafting and revising the final Research paper. You will need at least five sources, all of which must be credible and reliable. See the Assignment guidelines for more details.

Please let me know if you have any questions. 

___________________

Locating And Evaluating Sources

Respond to the following: 

• Run a general Internet search (Google) on your topic.

• Then search for your topic using KSU's library database to look for scholarly journals.

• List your sources, and using the "Steps to Evaluating Library Sources," try to identify the most reliable sources. Which sources are the most reliable, and why? 

Then, respond to at least one classmate's responses. Please make sure all of your classmates receive a response. If you see that someone has not received any responses, respond to them. 

Guidelines: 

• The discussion post must be at least 500 words. 

• If you cite from a source, you must use MLA citing conventions. 

• Your responses should be substantial, meaning your responses should demonstrate critical thinking on your part and encourage critical thinking from your peers. To do this, you must go beyond one or two sentences, "I agree/disagree" statement. Why do you agree? Or disagree?

• Please note you can also respond by creating a Podcast or a video clip. 

Due on Sunday, Month Day at 11:59 pm via Discussion Board.

___________________

Annotated Bibliography Scaffolding Exercise

Summarizing (Week One)

1. Read “The Master's Tools Will Never Dismantle the Master's House,” Audre Lorde.

2. Write a summary of the text.

3. Split into small groups and discuss your summaries.

4. Come together as a class and ask students to share their summaries.

   1. Discuss the summaries and assess which ones were the strongest.

Analyzing (Week Two)

1. Read “The Master's Tools Will Never Dismantle the Master's House,” Audre Lorde.

2. Write an analysis of the text.

3. Split into small groups and discuss your analysis.

4. Come together as a class and ask students to share their analysis.

   1. Discuss the analysis and assess which ones were the strongest.

Relevancy (Week Three)

1. Read “The Master's Tools Will Never Dismantle the Master's House,” Audre Lorde.

2. Write the relevancy of the text to your research project. Compare and contrast the ideas of the other sources in your AB and how it has shaped your thinking on the issue.

3. Split into small groups and discuss your relevancy.

4. Come together as a class and ask students to share their relevancy.

   1. Discuss the analysis and assess which ones were the strongest.

(Professor can use any reading material they prefer. But it should be a short read).

___________________

PEER REVIEW:

What is it?

Peer review is a common practice among writers and scholars. The goal is to receive feedback from peers through the writing process. All writers participate in this exchange and benefit from this exchange.

Purpose: This assignment helps students develop their editing and revising skills.

Skills:

• Analyze sources by critically reading, annotating, engaging, comparing, and drawing implications.

• Practice working through the writing process, including brainstorming, drafting, peer review, revision, and publication.

How:

• Remember that you are the reader. You are not grading the work; you are providing feedback and making suggestions based on the assignment guideline prompt. 

• Read your peer’s work at least twice.

• And do not forget to review the assignment guidelines and rubric.

• Address the “first order of concerns” (the big picture, the message) first.

• Then address the “second order of concerns” (grammar, sentence structure, etc.) second.

• Provide constructive feedback:

  • Address what the writer did well. This boosts a writer’s confidence!

  • Then add your suggestions as to what they must work on the improve their work. This helps the writer know what they need to work on

• Be clear with your feedback. For example, point to the specific area that needs work and clearly delineate what needs work, but kindly.

• As a receiver of feedback,

  • Let your peer reviewer know what specifically what you need help with.

  • Ask questions if feedback is not clear.

  • Be receptive of the feedback given. Remember we are working together. 

  • You do not need to accept all of the feedback but be wise about what you choose to reject. Review the assignment guidelines for more clarity.

What do look for?

• Does the work follow the assignment guidelines?

• Does the writer understand the rhetorical situation they are engaging in? Does the writer use the appropriate tone, language, framing, format, context, etc., for this specific genre of writing?

• Is the content of the work well-structured and developed?

• Do the sources of the work properly support the claims the author is attempting to address? Does the writer contextualize the evidence sufficiently?

• Does the writer cite the work according to the citation convention required for the assignment?

• Is the work organized – logically organized?

• Does the introduction appeal to the reader effectively?

• Is there a thesis statement? Is it clear, concise, and direct?

• Do the body paragraphs align with the thesis? Are they coherent?

• Does the conclusion contain implications and other rhetorical strategies such as a call to action, etc.? Does it provide a sense of closure?

• Is the work properly formatted? Double-spaced, Times New Roman, size 12 font?

• Are there spelling errors or grammar mishaps?

• Does the writer use concise sentences?

Remember to provide useful, constructive feedback but be kind!

English 1102

Professor 

Semester

Research Proposal 

ASSIGNMENT OVERVIEW

This assignment asks you to produce a formal proposal of at least 1200 words describing the research project you intend to pursue for the rest of the quarter. 

DUE DATES:

• Peer-Review Outline due: XXX

• Final Proposal Draft due: XXX

• Final Research Paper due: XXX 

Paper format: 1200 + words; MLA format; separate title page; must include in-text citations 

Grading: This assignment is worth XXX% of the overall class grade. 

Assignment Goals: 

This assignment has three interrelated goals: 

1. To help you develop an effective research plan for your research paper, consider context, research questions, sources, timeline, and larger implications. 

2. To give you practice working with the Research Proposal as an academic genre. 

3. To provide an opportunity for working on stylistics and effective academic discourse. 

Proposal Draft and Revision

To give you time to develop your research idea and to focus on polishing your writing, this assignment involves an outline and a final draft. 

The outline is due on D2L and to your peer review partner on XXX. Turn your outline in two ways: 

1. As an electronic document on D2L

2. As an email to your peer review partner.  

Outline format: Your draft should be at least 500 words in length and should be double-spaced. 

Outside sources are not required for your proposal, though they may enhance your ethos as a researcher. 

The final draft is due on XXX on D2L. 

Student Success Criteria

This section reflects the rubric used to grade the project. Use this as a checklist for finishing your project. 

At a minimum, there needs to be content for each section of the proposal. Students who submit proposals that represent very little effort and are pronouncedly incomplete will receive a letter grade (A to B) deduction from their overall grade for this assignment. 

An exceptional research proposal will contain:

• An interesting, focused introduction that captures the reader’s attention, clearly identifies the topic, and concludes with either a hypothesis or a research question that provides a strong guiding principle for the rest of the proposal 

• Clear articulation of topic; a move toward sophistication and complexity of approach to the topic, one which narrows a broad topic to a manageable scope 

• Strong transitions between sentences and ideas, producing prose that is fluid and organic with clear and logical structure, producing an overall sense of coherence in the proposal 

• Use of clear, concrete language and examples to develop ideas; attention to detail 

• Strong sense of audience, including an understanding of the readers’ values, assumptions, expectations, and level of expertise in the topic under discussion 

• Strong control of style, language, word choice, diction, syntax, sentence structure, and consistent and authoritative voice in writing 

• Strategic, powerful, and appropriate use of rhetoric appeals 

• Effective use of source material (textual and visual as appropriate), which is integrated into the author’s prose and argument, and is meticulously documented in proper MLA parenthetical citation form 

• Attention to strategic and powerful document design  

• A Research Method and Sources section that includes specific examples of texts, methodologies, and search strategies, with rationales for the use of that particular research plan 

• A Timeline section that integrates attention to class deadlines for the research project with the student’s individual research practices and academic/extracurricular commitments 

• A Conclusion section that synthesizes earlier sections of the proposal while thoughtfully addressing broader implications (the "So What?" of the project) 

• An "About the Author" section that carefully develops the writer’s ethos as a researcher on this topic through a combination of words and images. 

• A Works Cited and/or Preliminary Bibliography as appropriate in correct MLA format with notation as to how the author searched/located the sources 

• At least 1200 words of concise and clear writing 

Further Advice

Since this is a formal piece of writing, be strategic in your stylistic choices, especially in your Introduction and Conclusion sections. Think about starting with an example, a quote, a statistic, a question, a fact, an opposing opinion, etc. Also, use concrete language and specific examples to grab your reader. 

In the Conclusion section, do not trail off at the end. Conclude with a solid statement, something that makes the audience think about your project and wants to read more about it. 

Think of it this way, if you were writing a proposal for a $10,000 grant, how would you convince your readers that they should fund your project? Would you use bland language, or would you finely craft it? 

• Don't forget the power of visual presentation. How your proposal looks reflects on your argument and your persona as a rhetor. For instance, do you want your subheadings to be bolded? Do you want indented bullet lists or lists flush against the left margin? Do you want to use horizontal lines, color, boxes, shading, etc., to format your text? Do you want to embed relevant images -- not as decoration -- but as evidence for your argument? 

• Don't forget to format your sources correctly: article titles should be enclosed in quotation marks; titles of books should be underlined or italicized. Also, if you quote, remember to cite your sources. 

• Overall, use specifics and concretes in your language and development as much as possible. Make sure your proposal is an interesting read! 

Readings

• Disney Movies. "Beauty and the Beast-Bonjour"

• Hall, Todrick. "Beauty and the Beat"

Other Possible Resources

• Democracy Now! The Young Lords: Exploring the Legacy of the Radical Puerto Rican Activist Group 50 Years Later

• Graulau, Bianca - How the U.S. silenced calls for Puerto Rico's independence

• hooks, bell - "Love as the Practice of Freedom"

• Lorde, Audre - Burst of Light

• Lorde, Audre - Sister Outsider

• RealBlack One - Sally Hemings (2000) | Documentary

• Ida B. Wells: A Chicago Stories Special Documentary - YouTube

Research Topic

• • Each student will revise his/her/their preselected traumatic social issue that he/she/they used for the annotated bibliography assignment. The research topic will focus on issues that impact marginalized groups. While this list is compiled of social issues, all of these issues are not deemed traumatic to a person's mental and physical well-being. Use the below website to help refine your topic and develop your statistical support for your research topic. Make sure to read the assignment overview and guidelines before submitting your restructured research topic. 

List of most prominent social issues of the year.

Assignment Guidelines: 

Research Paper Overview

By the end of the course, each student will complete a research paper that will relate to social issues that promote trauma on the mental and physical state of diverse people, communities, genders, cultural groups, etc. You will explore ways to eradicate the trauma caused by these issues. You can analyze and synthesize your topic in any way you choose.

Research Topic Submission

It is time to revise, develop or focus your research topic based on the feedback you received for your annotated bibliography. Your topic should be one that is supported by the sources selected in the annotated bibliography assignment. This step in the writing process is, therefore, very important. 

Choose 3 problems facing society that you believe are prominent social issues. To help refine your research topic, obtain general statistics, and/or help develop your ideas, you can use this link. However, you are not limited to this list of social issues. Develop the topic that most interests you, preferably develop your topic in a manner that impacts society at several different levels (global, national, regional. community, individual, and families). 

Record these problems on your document using the standard MLA format: Times New Roman, size 12, double-spaced. 

Now visit the online library (click here). As you revise your topic, find 2-3 sources that you find interesting. These sources will be in addition to the sources you selected for the annotated bibliography assignment. List the title and author (if there is one) and 2-5 sentences about what is most interesting to you. 

You may also search the web for information about the problem(s) that are associated with your topic. Look for sites that are reliable. List the title, author, and URL (so you can find it again), and 3-5 sentences about what is most interesting. 

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Audience Awareness in the Composing Process

You should consider your audience early while writing documents or speeches, but not necessarily as the first step. Worrying too much about accommodating an audience can inhibit the early stages of composition. Do some research and prewriting first. Once you’re knowledgeable about the topic and confident you have something to say about it, consider how to make it interesting and significant for specific readers or listeners.

Here are some questions to ask when analyzing your audience:

• How much does the audience know about the subject? The level and type of knowledge your audience already has determines how much background you need to provide, which terms will need definition or explanation, and whether you’ll use an academic or familiar tone.

• How does the audience feel about your topic? You may need to convince a skeptical audience that your views have merit. If the audience is biased against your stance, you’ll have to find ways to bring them around to your viewpoint. In that case, finding common ground might be a good place to start.

• What new information can you provide? Consider why your topic is important to your audience and what they can gain by giving you their attention. Can you motivate them to think more about your issue? To take action?

• What is your relationship to the audience? Are you giving orders, suggestions, or advice? Your tone may be more personal with a peer. If you’re an authority, you need to sound sure of yourself; if you’re a subordinate, you need to show respect.

The Effect of Audience on Style

Your style is determined in part by your audience. Together, the following elements constitute style; adjust them to reach your intended audience:

• Message. What does the audience care about, or what are they likely to act upon? What do they need to know from you?

• Argument/Content. What sort of evidence would convince them? What would they need to hear to agree with your argument? Would they appreciate a story or find it distracting?

• Word choice. Should you use jargon and slang? Formal or informal words? Contractions?

• Sentence type and length. Should you use long, complex sentences or short, simple ones? Can you use fragments?

• Tone. Should it be personal or distanced, humorous or serious, formal or informal?

The Effect of Audience on Style

Your style is determined in part by your audience. Together, the following elements constitute style; adjust them to reach your intended audience:

• Message. What does the audience care about, or what are they likely to act upon? What do they need to know from you?

• Argument/Content. What sort of evidence would convince them? What would they need to hear to agree with your argument? Would they appreciate a story or find it distracting?

• Word choice. Should you use jargon and slang? Formal or informal words? Contractions?

• Sentence type and length. Should you use long, complex sentences or short, simple ones? Can you use fragments?

• Tone. Should it be personal or distanced, humorous or serious, formal or informal?

Addressing a Diverse Audience

An additional but important factor to consider when writing a document or preparing a speech is the differences that exist in our diverse society. Your goal should be to not only address your audience accurately and clearly but also in a socially acceptable and professional manner. The following are suggestions to help you adapt your document or speech to meet this goal:

• Recognize your cultural filter. Cultures are not monolithic but are formed from many factors such as class, gender, generation, religion, or education. Your cultural filter shapes how you view the world and can, at times, prevent understanding different backgrounds.

• Avoid ethnocentrism. Assuming that your culture’s values, customs, or beliefs are superior to another’s is ethnocentrism. It’s an attitude that can alienate your audience. Be careful not to assume that all cultural practices are shared. Suspend any judgments or cultural stereotypes. An example of an ethnocentric attitude is assuming that everyone in your audience believes capitalism is the best economic system just because that’s the system you live under.

• Be aware of gestures when speaking. In many cultures, different gestures have different meanings. For example, in North America, eye contact is a sign of respect. However, in Japan and Korea, the same eye contact is considered intimidating. Some gestures (sitting cross-legged, folding your arms) might be acceptable in one culture but may appear rude or defensive in another. When giving a speech, consider whether your audience might misconstrue any gestures you’re likely to make.

• Distinguish between people and their abilities. When referring to an individual with a disability, always use people-first language. For example, instead of “the blind woman,” write “the woman who is blind.” This will ensure the person is the focus of your message and not the disability. Also, avoid outdated terms (“handicapped,” “crippled”) and never identify someone solely by that person’s disability (“a quadriplegic,” “an epileptic.”).

• Adopt bias-free language. Biased language privileges one group or leaves out other groups or individuals and often makes unwarranted assumptions. For example, using the term “flesh-colored” assumes that every reader will have the same skin color—or that one color of skin is better than another. Don’t write “the male lawyer” when it is unnecessary to signify the lawyer’s gender. Avoid mentioning a person’s sex, gender, ethnic background, religion, disability, or physical characteristics without a sufficient reason for doing so.

• Avoid sexist language and gender-specific terms. Sexist language creates stereotypes that assume one gender is the norm. Nonsexist language refrains from addressing sex at all when it’s irrelevant. Gender-specific words (policeman) stress one sex, excluding the other. Consider substituting gender-neutral words (police officer).

• Acknowledge issues of oppression. Similar to ethnocentrism, the language we write or speak might convey a negative bias towards individuals or groups. If your message stereotypes a group, even unconsciously, you risk offending your audience. Examples of discriminating language to avoid include:

  • Racism – Your audience will be diverse. By recognizing that there are many cultural frames of reference, you’ll reach each reader or listener effectively. Unless it is necessary, avoid references to ethnicity.

  • Heterosexism – If your essay or speech depicts a relationship, don’t assume that each member of your audience is heterosexual.

  • Ageism – Many pervasive stereotypes exist with regard to the age of individuals. If you write or speak about an elderly person, challenge discriminating ideas such as “old people are feeble” or “teenagers lack wisdom.”

  • Sexism – While sexist language assumes one term for both genders, sexism suggests one sex or gender is inferior to the other. To suggest that females are emotional and men logical, privileges one sex over the other while stereotyping that all of one sex have the same traits or characteristics.

References

Axtell, Roger E. Gestures: The Do’s and Taboos of Body Language Around the World. New York: John Wiley & Sons, Inc., 1998.

Lucas, Stephen E. The Art of Public Speaking: Ninth Edition. New York: McGraw-Hill, 2007.

Maggio, Rosalie. Talking About People: A Guide to Fair and Accurate Language. Westport, CT: Oryx Press, 1997.

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Proposal Requirements and Structure

The proposal should be at least 1200 words in length, should have a well thought-out title, and contain effective visual rhetoric as appropriate. It should be a traditional, linear Word document and should be divided into sections with the following subheaders: 

• Section #1 - Introduction. 

This introduction should be designed to interest your reader in your topic and provide some historical/cultural context for your project. At the end of your introduction, include a tentative thesis to indicate to the audience that you are entering your project looking at your topic through an analytic lens. The thesis should clearly state your intentions using a meta-discursive structure (i.e., "In this project, I will..." or "This research project will investigate ..."). 

A good formula for an introduction is context + problem/complication + proposed argument or research question. Each stage in this formula should be a few sentences long. If you are not ready to construct a hypothesis at this point, be sure to include at least one well-thought-out research question to indicate what line of inquiry you’re going to use in your research. 

NOTE: consider using reference sources such as those found on our KSU library database to help you develop an understanding of the background of your topic. 

• Section #2 - Research Methods and Sources. 

In this section, discuss the methods and sources you will use to conduct your research, including specific references to sites, databases, key texts or authors that you feel will be indispensable to your project. Include references to less traditional research methods-- fieldwork, interviews, surveys, visits to chatrooms, gaming -- as applicable to your topic. This is also the section in which you might troubleshoot the research project or weigh the benefits and drawbacks of certain types of sources (i.e., availability, bias, etc.). Make sure your reader understands how the methodology/sources you have chosen are appropriate to your specific topic. Keep in mind that as you move forward, you are required to use some of KSU’s databases as part of your search strategy. 

• Section #3 - Timeline. 

Include a timeline for your research paper. Keep in mind that the research paper is due on XXX.

Set up certain milestones (by day or by week) that you will accomplish to keep yourself on track. Be sure that your timeline is more than a simple reiteration of the assignment deadlines for the course; it should reflect some awareness of the demands of your time outside of class, as well as the different stages in the process of research (going to the library, taking notes, going to the KSU Writing Center, reviewing sources, etc.). You may also want to include other notable time commitments (a trip to visit family, test prep for other courses, etc.). 

• Section #4 - Conclusion. 

In your conclusion, address the "So What?" of this research. That is, why does what you are investigating matter as more than an academic exercise? Why should your audience want to read it? Why does it matter? 

• Section #5 - About the Author. 

Finally, as an addendum to the proposal, create a biography of yourself as a researcher -- an "About the Author" section-- in which you establish your persona and your ethos as a student-researcher on your topic. Please include an appropriately sized photograph of yourself alongside your biography. Remember to consider ethos in your photo selection. Be sure to use the third person in your biography. 

• Section #6 - Works Cited or Preliminary Bibliography. 

If you cite any sources, you'll also need to have a Works Cited page at the end of the proposal with the citations in MLA format. Any parenthetical citations in the text itself should also follow MLA guidelines. Even if you don’t have any works cited in your proposal, you should include a preliminary bibliography at the end of your proposal containing at least 4 sources; be sure this is in proper MLA form as well. Be sure to include URLs for your source unless you found them through a database system. Also, after each citation, note how you found it. 

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 Peer Review Worksheet: Research Proposal Project

Reviewer Name: ______________________________________________________________________

Researcher Name:______________________________________________________________________

Title of Proposal Being Reviewed: _________________________________________________________

Reviewer: Please answer the following questions as completely as possible

Audience

• Who is the audience for this proposal?

• Does the language (word choice, tone, construction) appear to be tailored to the audience? If yes, how? If not, what should the writers do to improve their language?

• Is the need to implement the proposal justified? If yes, how? If not, what could the writers do to justify their proposal?

Purpose

• What is the problem being addressed?

• Is the problem clearly presented? If yes, how? If not, how could the writers clarify the purpose? 

Research Paper Plan and Description

• Does the research paper plan address the purpose of the proposal?

• Is the research justified? (Does what the researcher proposes to do make sense?) If yes, how? If no, how could the researcher improve his/her justifications? 

• What would make the plan more practical or more effective? 

Qualifications

• Do the qualifications presented here convince you that the researcher could do the work he/she proposes?

• If yes, how? If not, what should be added or changed?

General Comments: What is your overall impression of this proposal? What could the researcher do to improve his/her proposal?

English 1102

Professor 

Semester

Research Paper Guidelines

DATES

  WORKSHOPS –

See scaffolding document and add dates here

  FINAL PROJECT –

Add final due date here

TASK

This research paper is an opportunity for you to research and learn about a topic that interests you. Writing a research paper is not simply looking up facts and stringing them together. As you do your research, you may find different points of view or contrary results. Good research usually leads to new understanding of a topic. As you compile information, you may see a new way to apply the information. Your new understanding is what is referred to below as “synthesizing something new”. You might propose a new practice or a new explanation of a well-known phenomenon. This is considered academic use of information, and you should strive to achieve it.

In this assignment, you will be expected to do a significant amount of research and your sources should be reliable (for example, you should not use information from blogs or Wikipedia as sources of information). Your sources should be recent (less than 10 years old). You are expected to produce a draft of this paper at least 2 weeks before the final grade is due. I will give you guidance for writing your final draft when we conference together.

Format

•  Length 10-12 pages (excluding the work cited page)

•  MLA style must be used 

• It is assumed that you will follow the standard MLA format specifications, so you do not get points for following them. However, points will be deducted if you fail to follow them (up to a whole letter grade for significant omissions).

Content Specifications

•  Introduction must include an objective statement

•  In-text citations must be present throughout the essay

•  Works cited must be recent (less than 10 years old)

•  All work cited must be from reliable sources (i.e. you should not depend on blogs, opinions, or sources who have a financial interest in the topic)

• It is assumed that you will follow the content specifications in your research prompt/question, so you do not get points for following them. However, points will be deducted if you fail to follow them (up to a whole letter grade for significant omissions).

STUDENT SUCCESS CRITERIA

This section reflects the rubric used to grade the project. Use this as a checklist for finishing your project. 

Writing Style 

• No spelling errors

• Proper grammar used

• No run-on sentences

• Strong sentence structure which indicates attention to organization and communication of thoughts

• Research reflects attention to development, organization, and communication of ideas

Content 

• background

• results

• conclusions

Thesis/Objective 

• Paper accomplishes the stated objective

• Paper stays on topic and fulfills the objectives stated in the introduction

• Avoids major digressions

Organization/Research 

• Paper is clearly and logically organized and thoroughly researched 

• All of the citations used are pertinent and used effectively to make points that fulfill the objectives of the paper. 

• Sequence of ideas are clear and transitions are effective. 

Synthesis of Something New 

•  The author synthesize something new from the research

• Information presented is excellent and supports the new ideas/approach that the author is proposing.

• New ideas presented/proposed are based on the research.

• Synthesis does not simply recount what is already available in the literature

Understanding 

• The paper demonstrates academic level understanding of the topic

• The author clearly understands the topic well and can effectively use the information presented to solve practical problems.

• The author has strong mastery of the material with no omissions or misconceptions.

Readings

• Chomsky, Noam. "Education is a System of the Indoctrination of the Young"

• Davis, Ashley and Oompa. "Simon Says"

• Davis, Daryl. "Why I, as a Black Man, Attend KKK Rallies"

• Ea, Prince. "I Just Sued the School System"

• Kimmel, Michael. "Gender, Class, and Terrorism"

• Kohn, Alfie. "Why Can't Everyone Get A's"

• McIntosh, Peggy. "White Privilege: Unpacking the Invisible Knapsack"

• MTV. "American Male."

• Pascoe, C.J. “‘Dude, You’re a Fag’: Adolescent Masculinity and the Fag Discourse”

Other Possible Resources

• Behn, Aphra. Oroonoko

• Behn, Aphra. Oroonoko (audiobook)

• Cather, Willa. My Antonia

• Chesnutt, Charles. "Dave's Neckliss"

• Chesnutt, Charles. The Marrow of Tradition

• Du Bois, W.E.B. The Souls of Black Folk

• Dunbar, Paul Laurence. "We Wear the Mask"

• Evelyn, Jamilah. "The Miseducation of Hip-Hop"

• Fanon, Frantz. Black Skin, White Mask

• Fanon, Frantz. The Wretched of the Earth

• hook, bell. "Seeing and Making Culture: Representing the Poor"

• "Improving School Climate for Trans and Nonbinary Youth," GLSEN

• Jaschik, Scott. "College Belonging"

• Mebane, Mary. "Shades of Black"

• Rankine, Claudia. "The Condition of Black Life is One of Mourning" 

• Said, Edward. Orientalism

• Walker, Alice. "Everyday Use"

• Williams, Tennessee. A Streetcar Named Desire

Research Paper Overview and Diagnostic Essay 

• At the end of the course, each student will complete a research paper that will relate to social issues that promote trauma in the mental and physical state of diverse people, communities, genders, cultural groups, etc. You will explore ways to eradicate the trauma caused by these issues. You are able to analyze and synthesize your topic in any manner in which you choose.

• As we go through the class, you will be able to better formulate your stance on the social/ traumatic issue you decide to research. However, at this point in the class, I would like for you to give your initial reaction to the theme of the course and your current expectations of the class. Please review the diagnostic essay prompt: 

  1. Before we get going in the course, I'd like to have an idea of how you feel about writing and research in general and this course in particular. Please write one to two paragraphs (about 2 pages total) on each. There's no right or wrong answer. You get full credit for completing the assignment as long as there's some substance to your response. So, be honest and specific. What do you enjoy or struggle with on writing or research projects?

  2. Your essay on this course, in particular, should refer specifically to the syllabus. Feel free to ask questions. 

  3. This is an informal writing assignment, so mechanics don't affect your grade as long as the meaning isn't obscured. However, this assignment will serve as a casual diagnostic of your writing, so please show me your best effort at well-crafted sentences.

  4. Please submit your assignment as an MLA-formatted document. Your document should be double-spaced, in Times New Roman 12 font, with no spaces between paragraphs, and should have a header (your last name and page number).

  5. For full credit, your paper should be at least 1¾ pages in the required format and should address all 3 topics--your feelings about writing, research, and this course; be sure to refer specifically to the syllabus.

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The Research Process Model

The research process model from the Excelsior Online Writing lab can be used as an open-access alternative for students' research papers. It follows a standard format that is easy for students to follow. Excelsior Online Writing Lab also provides students with other resources for their research projects. Professors can use this as they choose and modify it to fit their needs.  

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Prewriting and Visual Analysis Assignment 

Each video looks at the challenges placed on adolescents as they strive to understand, follow, and respect the persons in leadership in the education system. As you watch these videos, ask yourself if you questioned the education system when you were in high school. Do you question the education system now? Do you know whether or not your high school math teacher actually has a degree in math? Did your English teacher allow you to question his/her way of teaching, or were you told to sit down and be quiet? Are the concepts that Prince Ea and Noam Chomsky put forth still valid today? Did Ashley Davis and Oompa shed more light on systemic racism in the education system, or did these poets just prove to be "troublemakers"?

Videos Links:

Chomsky, Noam - "Education is a System of the Indoctrination of the Young"

Ea, Prince - " I Just Sued the School System"

Davis, Ashley and Oompa - "Simon Says”

___________________

Discussion Post One: The Value of Diversity and Inclusivity in the Education System 

As you watch Prince Ea, Noam Chomsky, Ashely Davis and Oompa videos and read "Why Can't Everyone Get A's" by Alfie Kohn, make sure you think about the questions in the Prewriting and Visual Analysis assignment. Do not rush through the videos. I suggest that you watch each video several times. See where your reflection on your own high school matriculation takes you. The more you ponder the questions, the more criticism you partake in and the closer you are to determining the inclusivity issue that you will want to explore for your research paper. Once you find the connection between the videos and articles that speak to you, please complete Discussion Post One.

Discussion Post One: 

Choose one of the articles, and determine if the article presents a biased perspective on the information in the text. Explain the biased perspective the article presents. Then determine if the other article and videos have any connection to the preliminary article you discussed. Explain your answer. Remember to synthesize when giving your response. 

Ensure that your post is at least 500 words. You will then respond to at least two other classmates with responses that are at least 200 words. 

___________________

Close Reading Exercise 

Unpacking the Invisible Knapsack – Peggy McIntosh

• Students will read “White Privilege: Unpacking the Invisible Knapsack"

• Students will compose either a short reflection on their identity or a longer narrative piece.

• Students will reflect on moments of privilege 

  • Students will bring their annotated copies to class

  • During class, the students will break into small group discussions and address the following:

    • What are your thoughts on the list at the end of the reading?

    • What sort of questions do you have about the items on this list?

  • Students should listen to their peers’ responses and respectfully respond.

___________________

Understanding Rogerian, Invitational, and Dialectical Arguments 

While traditional arguments seek to prove the communicator’s position on the issues as correct, the Rogerian argument takes a less aggressive approach. This style of argumentation emphasized the establishment of common grounds with the opposing audience. Instead of seeking to “aggressively” persuade the opposition that your position is correct, the Rogerian style seeks to invite the opposition into a dialogue for further discussion.

Similarly, the invitational argument is a dialectical discourse - discussing different viewpoints. The point is not to win the argument but to open up respectful conversations between all parties involved to then come to a consensus.

After watching Daryl Davis’s TedTalk, write a 500 to 700 reflection on how Davis’s invitational strategies work and how you might employ these strategies in your argumentative essay.

Make sure to include examples from Davis’s talk in the reflection.

___________________

Terrorism Among Marginalized Groups 

• •  As you read through the "Gender, Class, and Terrorism" article, think about the impact terrorism has on not just the society that has terror afflicted upon them but the terrorist and what caused them to take that path in life. 

  • With this text, I want you to begin to think about the trauma the terrorist experiences. The article exposes the terrorists' motivations for their actions, but it also illustrates the traumas that impact the terrorists. It is evident that much of society will naturally empathize with the victim of a terrorist attack. With that being said, are you also able to not necessarily empathize but at least question the motivations behind a suicide bomber or terrorist? Were they born to be horrific people, or did they suffer from some form of trauma that motivated their heinous actions? I want to make it overwhelmingly clear that I am NOT asking you to support a terrorist; I am, however, asking you to analyze all sides of a situation so that you have a deeper understanding of each person's perspective in the videos and articles. The beginning of your becoming a critical thinker happens when you are open to understanding, not necessarily agreeing, with an opposing point of view. Again, you do not have to agree with the opposing side's perspective, but for critical writing purposes, one would have to be open to hearing it, which leads the way to adequately synthesized and unbiased research papers.  

___________________

Discussion Post 2: Gender Stereotypes and Forced Assimilation

Reading and Videos

• • The readings and videos for this week present gender stereotypes and attributes that are either constantly perpetrated or not reflected enough. Reflect on what your immediate thoughts were once you saw the gender generalizations put forth in "American Male". Is there any truth that was projected in that video, or is this an outdated perspective of gender roles and stereotypes? 

  • What about the article by C.J. Pascoe? Is the homosexual slur used throughout the article acceptable for people who are homosexual to say, or is it objectionable for anyone to say? Are there standards that are upheld for some groups and excused for others? Does this separatism help promote mental and physical trauma within classically ostracized communities? Are we unconsciously or consciously succumbing to gender stereotypes, whatever they may be? Middle-aged white men are the leading demographic who are committing suicide; is historical AND modern society adding to the rise in depression and suicide rates among these men? 

• Discussion

  • The videos and article present a lot of thought-provoking questions about sexuality's impact on hyper-masculinity, assimilation for acceptance, and the rise in depression. How does race add to this discussion, especially since we now know that middle-aged white men are leading the numbers in suicide? Does this information surprise you; what does this say about the pressures men, specifically white men, battle? Take the above mentioned questions and build on what discussion post two asks you to assess.

Discussion Post Two:

After setting up her argument and analyzing a good portion of her data, Pascoe adds another layer to her analysis in the section titled "Racing the Fag." How does the additional analysis of race contribute to Pascoe's central argument? Analyze a few of the examples in this reading section or from the discussion in Tuesday's class. What other examples might you add? Do you think Pascoe's examples support her overall argument?

Your initial post must be at least 400 words. Also, respond to at least two of your classmates with a minimum of 250 words per response. 

___________________

Research Paper Outline  

I. Introduction (introduces topic in an interesting way; introduces key ideas to help explain your argument) 

a. Thesis Statement: (your argument) 

II. Background Paragraph: (information to help the reader understand the broad context of your topic)  

III. Body Paragraph

a. Section/Subtopic (write the subtopic here):

i.

ii.

iii.

How does this prove the thesis? 

b. Section/Subtopic (write the subtopic here):

i.

ii.

iii.

How does this prove the thesis? 

c. Section/Subtopic (write the subtopic here):

i.

ii.

iii.

How does this prove the thesis? 

d. Section/Subtopic (write the subtopic here):

i.

ii.

iii.

How does this prove the thesis? 

IV. Counter Arguments Paragraph: (explain the arguments against your thesis and refute them)

V. Concluding Paragraph (restate thesis, summarize main points, offer insight to the larger significance of your topic and thesis)  

___________________

Research Outline Peer Review

Editor:_______________________________Writer:___________________________________

1. Write the thesis here:

• Is the thesis a statement that can be developed throughout the paper?

• If so, what areas would you expect to be developed throughout the paper based on the thesis? In other words, what would you expect the paper’s focus to be?

• If the thesis is all fact, let the author know here and make a few suggestions as to how the thesis can be edited into an actual thesis statement. 

• Does the thesis focus on what is being asked in the prompt?  Does it seem to be off-target? If so, brainstorm with the author to get it on target.

2. What logic is used to arrange the outline, cause and effect, description, example, argument, etc.? State it/them here:

3. Are there details that do not adequately support the author's stance on the subject? If so, brainstorm with the author. 

4. Does each main idea have at least two sub-points? Do the sub-points develop minor ideas? If not, show the writer where you think more should be added for clarity and development.

If the author only has main ideas, let her/him know this needs development.

5. Is there a logical transition between each main idea and sub-point? If not, help the author improve the sequence/coherence of the paper. 

6. Does the outline prove the thesis? Either way, support your answer with a detailed response.

7. From the thesis and outline, does the paper present an argument that will be discussed, or does it look like a summarization? Either way, support your answer.

8. Does the outline incorporate MLA style? Refer to Purdue Owl online, or think back to your handbook from 1101 if you are unsure.

9. Are there any last comments you can share to help this paper get the highest score possible?

10. Leave the writer with at least one positive comment about his/ her outline.