Project 3 Defining the Conversation
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Project 3 Defining the Conversation
To academic writers, books, articles, and presentations on a topic function
as a kind of ongoing conversation. Participants in these conversations
exchange ideas, build on them, challenge them, and reshape them into
new questions. Like any conversation, these scholarly conversations have
a set of (sometimes unwritten) rules that make them work. The people
who participate in them may never engage with each other face-to-face,
but in their scholarly work they share certain assumptions about how
ideas should be presented, about the kinds of evidence they should use,
and about the types of questions they should address.
In order to participate in these conversations, you’ll need to know first, how
to find them, and second, how to contribute to them once you do. Thinking
rhetorically about your project can help you figure out how to do both,
whether you are writing for the academic community in general, or for a
specific disciplinary community.
–Lisa Ede, The Academic Writer, p. 168, 170
In this project you will begin to research a specific aspect of the
conversation you selected in Project 2, to define for readers in more details
what the conversation is. This project will not be a report, but an analysis
of the conversation, one where you will continue to use the synthesizing
skills that we practiced in Project 2. In other words, you are defining the
conversation by deciding which voices to include and what area to focus
on (not by giving us a definition of your topic). This project is designed to
help you “challenge” your own perspectives and prepare for your extended
research-based argument in Project 4.
Research (read, review, re-read, write) at least three academic sources that represent multiple perspectives on your sources’ overarching topic; be
sure to include at least one naysayer. Rather than summarize each source
in its entirety, you will select themes that are common to two or more of
the sources; in other words, select areas where they are having the same
conversation, present the conversation, and then analyze their
conversation (you are defining the conversation by selecting which
parameters to include; your stance does not need to be completely neutral,
but your focus should be on exploring the conversation, not defending your
position). Your conclusion should hint at where you hope to take the
conversation with your next and final persuasive research project.
Visual: Additionally, experiment with incorporating at least one visual, image, weblink, audio clip, or other type of media into your paper. Do not
think of this as “adding” a visual just because you’re supposed to; rather,
consider how a visual might help you define the conversation and refine
future arguments. We’ll discuss and demonstrate possible ways for doing
this more in class.
Requirements for Project 3
- Length: 4-5 pages (at least 3.5 pages of your original writing) in correct MLA format (including font, spacing, page numbers, and in-text citations,)
- At least three academicbook chapters, or peer-reviewed journal articles, & one type of media source
- A Works Cited page as the last page of your document (but not part of the page count)
Option for Revision
As you continue researching this topic, you may find that you need/want to incorporate more sources into this project to better help you define the conversation. You may also decide to remove sources (visual or print) that don’t help you establish your point.
Examples for starting out:
One way (not the only way) to approach this Project is:
– Education: Describe how Deborah Tannen defines: argument in college works; argument culture; helpful and/or damaging aspects of education. Now bring in Freire or hooks, placing their ideas in “conversation” with Tannen’s. Describe how one of these authors would criticize or support Tannen’s view. What solutions or changes to the current education system (in 2018) can be suggested, based on what each of these authors promote or argue for in their work?
In your above description, use your own words primarily, while also integrating one or more meaningful quotations and/or paraphrases from your sources.
– Sports and Social Issues: Describe in your own words, Fischer or Butterworth’s definition of nationalism. Do both authors see it similarly? What differences are there, if any, and what are their consequences? Choose one or both authors to describe (in their words, as well as your framing) one or two aspects, manifestations, of the U.S. military presence in NFL games and ceremonies. Why is it important to keep, or get rid of, such ceremonies or customs in sports? What helpful or harmful consequences exist?
As noted in the Education example above, your words should be dominant in framing and outlining the “conversation” about this issue, while characterizing each source in detail and in their own words (quoting them in small amount while framing those quotes with signal phrases, analysis, etc.)
– Technology: Describe how either Twenge or Goldsmith would define a certain term related to technology, social media, social interaction. Use smaller, meaningful quotations from the source(s), framed by a lot of your own (longer) analysis and explanations. For example, what evidence exists in the chapter by Twenge, that she views similarly or differently Goldsmith’s idea of what “wasting time” online is? What would each author (in your view – there is no wrong answer here, just supported or unsupported answers) recommend to an individual today, for example, if you had the two authors in a room with a young person and his/her cell phone? What limits, settings, or practices would the two authors’ conversation include?
NOTE: In all these examples above, notice that you as the writer have a lot of power in setting the scene, defining the parameters or limits of conversation – who gets to speak, and when and where and to what extent. Your own voice or views may be staying in the background (compared to Projects 4 and 2), but your position as “editor” or “manager” of this 4-5-page essay is important and powerful in shaping the conversation’s content.
Project 3 Defining the Conversation
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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