Strategies in Reader Articles Assignment solution

 Strategies in Reader Articles Assignment

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Strategies in Reader Articles Assignment

This semester you will be writing a series of short essays on a controversial issue; the final research project will be comprised of the work you complete all semester. Therefore, it is important for you to think carefully about the issue you would like to explore. Your issue must be selected from one of the broad categories represented in your textbook, Chapters 15-21 of Perspectives on Argument: 1) issues concerning families and personal relationships, 2) issues concerning modern technology, 3) issues concerning education and learning, 4) issues concerning race, culture, and identity, 5) issues concerning the environment and sustainability, 6) issues concerning privacy and security 7) issues concerning war and peace.

In “The Reader” portion of your textbook (beginning on page 406) you will find a selection of short essays on these topics. The essays should help you find a focus for your issue question. I encourage you to start reading selections that seem interesting to you so that you can commit to an issue that will be meaningful and interesting to you. You have a couple of weeks to consider before you write your “issue proposal,” but once you present your issue, you will be obliged to complete your project on the issue you select.

For the writing diagnostic, please select any one of the topic categories that seems interesting to you. Write a short two-paragraph response in which you explain why the topic is appealing and identify the current controversies related to that topic. The sample will not be graded, but this diagnostic is mandatory. Please note that you are not locked into the topic you write about for the diagnostic.

Strategies in Reader Articles Assignment

STRATEGY	EXAMPLES
Argument papers	Exploratory: Knoepfler, 436. Rogerian: Jain, 418; James, 472. Position: Steinberg, 430.
Claims	Fact: Jaschik, 442; Hassani, 476. Definition: Weiss, 414; Kurzweil, 433. Cause: Moosa, 412; Carr, 426. Value: McWilliams, 472.
Language and style	Language that appeals to logic: Language that appeals to emotion: Smith, 459. Language that develops  ethos: Jain, 418.
Organizational patterns	Claim plus reasons: Steinberg, 430. Chronological or narrative: Kurzweil, 433. Compare and contrast: Problem–solution: Parker, 448.
Proofs: Ethos	Self as authority: Jain, 418.
Proofs: Logos	Sign: Guerra, 411. Deduction: Smith, 459; James, 472. Definition: Knoepfler, 436.
Proofs: Pathos	Motives: Kurzweil, 433. Values: Ojha, 503.
Adaptation to rhetorical situation	Hassler, 417.
Support	Examples: Guerra, 411; Jain, 418; Kurzweil, 433. Facts: Hassani, 476. Narration: Jain, 418; Kondo, 460. Personal examples and narratives: Asma, 480; Pierce, 504. Images:
Warrants	Smith, 459; Kondo, 460.
Backing for warrants	Schneier, 485.

Introduction to Chapters 15–21 Reading and Writing About Issue Areas

The Reader contains seven chapters that introduce you to broad issue areas that engage modern society: families and personal relationships; technology; school and education; race, culture, and

identity; the environment; security and privacy; and war and peace. Essays are then organized under a specific question related to this issue. These essays explore some of the individual

perspectives and positions people have taken in regard to these issues. You may expand your information and understanding of these issues by doing additional research and reading in other

reliable sources on the Internet, in the library, or elsewhere. Web sites that provide a starting point for further online research appear in the introduction to each chapter.

 

Purpose of The Reader

 

The Reader chapters serve three main purposes:

1. Each chapter introduces you to an important issue, helping you build background and provides you with information to quote in your papers.
2. Each chapter provides you with models of different types of arguments and thus gives you a better idea of how argument works in general. Each provides you with examples and strategies for improving your own written arguments. (See Table 1.)

Table 1 Examples of Argument Strategies in Reader Articles

3. Each chapter helps you invent arguments of your own by providing you with essays that

function as springboards for your own thoughts and reactions.

How to Use the chapters in the Reader

1. Select an issue area that is compelling for you. Understand why it is compelling. Assess your background on it. Anticipate ways to build common ground with those who oppose you.
2. Survey it: Read the titles, read the introductory material, and “The Rhetorical Situation” at the beginning of each chapter, and read the introductions to the articles.
3. Select the specific issue within the each chapter that interests you the most.
4. Read the articles about this issue, and jot down the claim and some of the major support and warrants for each article.
5. Make a map or write a list of all of the smaller issues that you think are related to the issue you have read about. Discover the aspect of the issue that interests you the most. This will be your issue.
6. Understand the perspectives on this issue presented by these articles. You may also want to do outside research. Write an exploratory paper in which you explain at least three perspectives on your issue.
7. Take a position on your issue, and phrase it as a question.
8. State your claim, clarify your purpose, and plan and write an argument paper that presents your position on the issue.

Questions to Help You Read Critically and Analytically

1. What is at issue?
2. What is the claim? What type of claim is it?
3. What is the support?
4. What are the warrants?
5. What are the weaknesses in the argument, and how can I refute them?
6. What are some other perspectives on the issue?
7. Where do I stand now in regard to this issue?

Questions to Help You Read Creatively and Move From Reading to Writing

1. What is my exigence for writing about this topic?
2. What is my general position compared to the author’s?
3. With which specific ideas do I agree or disagree?
4. Do the essays confirm what I think, or do they cause me to change my mind?
5. What original or related ideas occur to me as I read?
6. What original perspective can I take?
7. What type of claim do I want to make?
8. What can I quote, paraphrase, or summarize in my paper?

Strategies in Reader Articles Assignment

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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