1

Research Paper Overview: Argument and Persuasion

Due Date
10/24
10/26
10/31
11/2
11/14

11/16
11/21

12/5

Assignment
Formulating Research Question Due
Overview Article Summary Due
Paper Topics Can No Longer Be Changed***
Scholarly & Popular Article Assignment Due
Worksheet on Introduction completed in Class
Introduction and draft outline due at end of class
Annotated Bibliography
PowerPoint Presentation of Main Points in Paper
to Share with Class
Developing Evidence for Body Paragraph
Thesis (claim) and Outline Due--polished
PowerPoint Presentation of Main Points in Paper
to Share with Class
PowerPoint Presentation of Main Points in Paper
to Share with Class
Draft Due/Peer Evaluationbring 2 copies to
class
Final Draft Due

Grades

Scope of your paper: Your focus is a controversial topic that relates to one of the
following three topics: technology and the social media, gender issues, or the American
Dream Your choice must center on a topic controversial among members of the general
public or among a small group. You will choose a position relative to the controversy and
defend it, using one of the templates from Chapter 4 of They Say/I Say. Your topic must
be one over which people of good will can disagree. (Arguing about the causes or
effects of a situation is acceptable.)You need to have conducted some limited (at least 6
items-2 must be scholarly; at least one must come from our textbook) research.
Your paper is to be no fewer than 5 typewritten pages, normal margins, normal
spacing, Times New Roman, and 12-point font. Your focus must begin as a response to
one of the essays from They Say/I Say.
You must demonstrate that you are able to
narrow your focus,

develop a thesis in the form of one of the prescribed templates,

respond to one of the essays included in identified sections of They Say/I Say.

present topic sentences and evidence that support the thesis,

include effective rebuttal to counterargument presented by real or hypothetical

nay-sayers, and

present a conclusion which lets your reader know where he/she can go from
here.

Additionally, your paper must be reasonably free of grammatical/mechanical

error.

Arguments are everywhere...Making an argument, expressing a point of view on a

subject and supporting it with evidence, is the aim of much academic and real-world
writing. A writing assignment that asks you to respond to a reading, various readings, or
to a discussion is a request for you to produce an argument. In the world of work, if you
propose a solution to a problem and prove how that solution will work, if you have a
request for funding or a change in protocol, you are writing argument.
Most material you learn in college is or has been debated by someone, somewhere, at
some time. Even when the material you read or hear is presented as simple "information"
or "fact," it may actually be one person's interpretation of a set of information or facts. In
your writing, instructors may call on you to question that interpretation and either defend
it, refute it, or offer a new view of your own. In writing assignments, you will almost
always need to do more than just present information that you have gathered or rehash
information discussed in class. You will need to think carefully, select a point of view,
make a point, and provide evidence (in other words, use "argument" or make a claim)
to shape and offer your interpretation of material.
If you think that "fact," not argument, rules intelligent thinking, consider these examples.
At one point, the "great minds" of Western Europe firmly believed the Earth was flat.
They had discussions about how obviously true this "fact" was. You are able to disagree
now because people who saw that argument as faulty set out to make a better argument
and proved it. Differences of opinion are how human knowledge develops, and
scholars spend their lives engaged in debate over what may be counted as "true," "real,"
or "right" in their fields. In their courses, professors want students to engage in similar
kinds of critical thinking and debate through writing.
In the world of work, employees often write proposals for changing a policy/process or
for funding a project or piece of equipment. The more you improve your skills in this
area, the better you will be at thinking critically, reasoning, making choices, and
weighing evidence.
Making a Claim . . . What is an argument? In academic writing, an argument is a main
idea, often called a "claim" or "thesis statement," backed up with evidence that supports
the idea. Claims must be supported with reasons (facts, statistics, examples, expert
testimony) that lead your reader to believe that your position is best. Your ability to argue
well will separate your papers from those of students who see assignments as mere
accumulations of fact and detail.

3
As you conduct your research you will begin to shape your opinions about your topic. As
you consider your research and begin to brainstorm, you will ask yourself, "What is my
point? Remember, your instructors are usually looking for two things:
1. Proof that you have a command of the material about which you are writing
AND
2. Demonstration of your ability to use or apply the material beyond what you
have read or heard.
Arguments in academic writing are usually complex and take time to develop. Your
argument will need to be more than a simple or obvious statement such as, "Frank
Lloyd Wright was a great architect." Such a statement might capture your initial
impressions of Wright as you have studied him in class; however, you need to look
deeper and express specifically what caused that "greatness." Your instructor will
probably expect something more precise, such as, "Frank Lloyd Wright's architecture
combines elements of European modernism, Asian aesthetic form, and locally found
materials to create a unique new style," or "There are many strong similarities
between Wright's building designs and those of his mother, which suggests that he
may have borrowed some of her ideas." Then you would define your terms and prove
your argument with evidence from Wright's drawings and buildings and those of the other
architects you mentioned.
Evidence. . . You must back up your point. The strength of your evidence, and your use
of it, can determine the success of your argument.
The type of evidence can take different forms: statistics, a logical development of
points, close observations concerning the object being discussed (art work, text,
culture, or atom), facts, examples, the way something works, etc.
You can and should use more than one type of evidence within each paragraph of
your paper, but make sure that within each section you are providing the reader with
evidence appropriate to each claim. So, if you start a paragraph or section with a
statement like "putting the student section closer to the court in the Dean Dome will
raise player performance," do not follow with discussion of how much tuition has been
raised in the last three years and how students should therefore be able to attend games
free. Information about how fan support raises player morale, which then results in
better play, is to the point. Then the next section could offer clear reasons why
undergraduates have as much or more right to good seats as wealthy alumni--but not in
the same section as the fan support stuff. You cannot convince a confused person, so
keep things tidy and ordered.
Rebuttal/Counterargument to Nay-sayers One way to strengthen your argument and
show that you have a deep understanding of the issue you are discussing is to anticipate
and address objections others might have to your position. By considering what someone
who disagrees might say about your argument, you show that you have thought things
through, and you are able to address some of the reasons your audience might have for

4
not accepting your argument. Recall our discussion of student seating in the Dean Dome.
To make the most effective argument, you should consider not only what students would
say about seating, but also what alumni who have paid a lot to get good seats might say.
You will encounter counter-arguments when you research. Once you understand these,
consider how you will respond to them--will you concede that your opponent has a point
but explain why your audience should nonetheless accept your argument? Will you reject
the counterargument and explain why it is mistaken? Both? Regardless, you will want to
leave your reader with a sense that your argument is stronger than the opposing
arguments.
When you are summarizing opposing arguments, present each fairly and objectively,
rather than trying to make it look foolish. You want to show that you have seriously
considered the many sides of the issue and that you are respectful of your opponents.
It is usually better to consider one or two serious counterarguments in depth, rather
than to give a long but superficial list of many different counterarguments and replies. Be
sure that your reply is consistent with your original argument. If considering a
counterargument changes your position, you may need to go back and revise.
Audience. . . You are not just expressing your opinion ("it's true because I said so"). Your
audience is knowledgeable and engaged--so you need sturdy proof. Remember that your
audience is not a genius or clairvoyant. You have to come out and state both your claim
and your evidence clearly. You must connect ideas within paragraphs and within the
paper as a whole. Do not assume that because your audience may know the material that
they understand the part of the information you are using, what you think about it, and
why. Make connections for them. If you use studies conducted by researchers, provide
the necessary detailwhen conducted, who or what were the subjects, what were the
characteristics of that group, where and how was the research conducted, by whom? Be
aware of where and when the research was published.
Critical Reading . . . . Although some of the material you read will be very persuasive, do
not fall under the spell of the printed word as authority. Few instructors think of any one
work as the last word on the subject. Remember that every author has an agenda,
something he/she wants you to believe. When you read, ask "What is the author trying to
prove?" and "What is the author assuming I agree with?" Do you agree with the author?
Does the author adequately defend her argument? What kind of proof does she use? Is
there something she leaves out? Does putting it in hurt her argument? As you get used to
reading critically, you will start to see the sometimes hidden agendas of other writers, and
you can use this skill to improve your own ability to argue.
(Indebted to UNC Writing Center)

Assignment 1Formulating the Research Question

Due Monday, 10/24, posted and in hard copy, before class
Meaningful research papers and meaningful information seeking require reflection,
planning, and persistence. Often, significant adjustments and redefinition are necessary.

As you begin the process of topic formulation, you must identify at least one
general area of interest. Write a paragraph (Watch that topic sentence!) in which
you identify your general subject of interest and explain what it is about that
subject that you find interesting.

In a second paragraph, explore a related research question/problem. This question

can examine the validity of a particular position, consider the causes of a problem,
examine the effects, etc. It cannot simply report on an event. It must have the
potential to yield an opinion.

Word-process your paragraphsdouble spaced. Heading in right corner: Name,

Research Assignment 1.

Think closely about your subject or research question/problem. What is it you

really want to learn and need to know? You will next consider where you need
to look for research relevant to the topic--books, articles, primary sources, a
specialized reference handbook, a subject encyclopedia.

For your next assignment, you will read and summarize an overview article.

You will file these assignments in a pocket folder that will contain all your
research materials. Submit it with the final version of your paper. You will also
keep logs and journals on your research and on the ways your topic evolves as
you encounter more information. You will submit bibliographies at various stages
of the research process, so that you get used to keeping track of data as you go
along.

Assignment 2Summarizing an Overview Article

Due Wednesday, 10/26, posted and in hard copy, before class

Early in the process of writing a research paper, the student must seek research
materials relative to the topicbooks (or parts of books), articles, primary
sources, a specialized reference handbook, a subject encyclopedia. General
information about a topic is often found in an encyclopedia, a textbook, or a
popular article. You may also choose to summarize an essay from They Say/I Say

Using such general research, you will read and summarize (200 words) an
overview article. This article should provide you and your reader with a
general introduction to the subject.

The heading in right corner: Name, Research Assignment 2.

Instructions for Writing the Overview Article Summary

First, prepare a topic sentence that mentions the title of the article, the author, and
the main idea.

If there is a discernible, They Say to which the author is responding, identify and
describe it.

Next, prepare three or four supporting sentences that explain how the author
develops his explanation of the main idea (issue?) treated in the article.

In a second paragraph, provide considerations, analysis, and relevant ideas that you may
consider in your own paper.

Tie everything together with logical transitions between sentences.

Be sure to include documentation information (proper MLA Works Cited form) at

the bottom of the sheet for later use.

***Anyone who has not found a meaningful topic and formulated a reasonable
research question must see me ASAP.

Assignment 3Distinguishing between Scholarly and Popular

Materials
Due Monday, 10/31, posted and hard copy before class
Regardless of what your topic of interest may be, regardless of the potential research
question(s) which you may be interested in exploring, popular and scholarly materials are
available. Although you will be working largely with popular materials, scholarly
materials may prove quite helpful to you as you develop your research question and as
you write. This assignment is designed to help you distinguish between scholarly and
popular research materials and to determine when it's appropriate to use each type.

First, briefly review a variety of resources (articles available in print or on-line,

chapters of a book, etc.) and consider whether and why it would be appropriate to
use each for an academic project. How might these be used?

Then find one popular and one scholarly article on your topic of interest, briefly
summarize each and describe how they differ. You will have three paragraphs.
The first two will each provide article summaries; the third will compare the two
articles, focusing on the elements that make them popular or scholarly. Be sure to
write a citation for each article in MLA form as it would appear on a Works Cited
page. Place this document in your research log/portfolio, labeling it with your
name and Assignment 3.

Questions to consider as you work:

How do the purposes of and audiences for popular and scholarly communications
differ? What types of sources provide information for a popular audience? What
types provide information for a scholarly audience?

How can you tell if a source is scholarly [i.e. type of author, peer review,
institutional affiliation, bibliography, etc.] or popular [i.e. author, unsigned
articles, flashy graphics, etc.]? What are the visual cues?

How can a researcher find both types of information?

Which type of information does a researcher need? When or how is it appropriate

to use either type in research?

Assignment 4Worksheet for Developing Introduction

In-Class Wednesday, 11/2
Questions to generate information for inclusion in your introduction: Word process
your responses. Credit any sources immediately after the response, (summary,
paraphrase, quote), so that you will have that information when you are ready to draft.
You will not be creating an introduction employing the order of the questions below.
Name and Assignment 4 at the upper right.
1. What area of interest is the focus of research that you have conducted in
developing this paper? What is the research question? (Do not spread yourself too
thin! If you have multiple issues, you will necessarily have to be broad rather than
deep superficiality is not good!)

2. What is it about the topic that makes it important?

3. What is the historical background of this issue? Who was initially involved?
Where and when? How? Why?
4. Where do things stand now?

5. What is controversial about the issue? Who (which groups of people or which
individuals constitute the They Say) holds different opinions concerning this issue?

9
6. What does each side have to say about the issue?

7. What is your claim or thesis? Your own position???

Use the above as brainstorming from which to draft a detailed introduction. If you are
using sources, include signal phrases, etc. The beginning of this section must use a
strategy to attract your reader. Additionally, provide a rough outline for the entire paper.
(Due at the end of class, posted and in hard copy.)

Research-Related Assignment--Annotated Bibliography

Due Monday, 11/14, posted and in hard copy before class
Completing an annotated bibliography with a minimum of 6 college-level (at least 2
scholarly; at least one from our text) entries relating to your research. Each entry is
normally about 150-200 words.
Evaluation of Annotated Bibliography5 points
Quality and Quantity of the Resources (2 points)
_____
Quality of the Annotation: Summary, Assessment, Relevance to Paper (2 points) _____
Correctness of Bibliographical (Works Cited) Citation (1 point)
_____

Instructions
Completing an annotated bibliography with a minimum of 6 college-level entries
relating to your research. One of these must come from a source other than They
Say/I Say. Each entry is a minimum 150 words.
A bibliography is a list of sources (books, journals, periodicals, etc.) used while
researching a topic. Bibliographies are called "references" (APA) or "works cited"
(MLA), depending on the style format you are using. (Our class will use MLA
format.) A bibliography usually includes only the bibliographic information (i.e.,
the author, title, publisher, etc.). But an annotated bibliography is different. An
annotated bibliography is an alphabetical list of research materials, followed by a
summary of each item. Instructors often ask for an annotated bibliography early on
in the research development process to assure that students are on track, are using

10
good college-level resources, and are getting the information they need from such
sources.
An entry typically has the following:
Full MLA citation of the work (Consult A Short Guide to College Writing for
MLA format information, or access OWL.
https://owl.english.purdue.edu/owl/resource/747/02/ )
The topic sentence for the summary paragraph must include first and last
name of the author, the title of the source (essay, book, other reference), the
main idea/thesis/purpose* (the I Say) of that source.
If not also included in the first sentence, early in the paragraph information
that establishes the authority of the source is presented.
Another sentence contains explanation of the They Say to which the
summarized source responded.
Brief description of the most important facts, examples, anecdotes,
explanations, definitions provided by the author of the source. You will ask
yourself: How does the writer support his main idea (evidence)? What is the
basis of his position?
A concluding sentence.
*As you read, you will ask yourself: What is the main idea or argument? What is
the point the author seeks to make? If someone asked what this work was about,
what would you say?
Helpful Reading Strategies
The following reading strategies can help you identify the important information
within your source:
Identify the author's thesis (central claim or purpose) or research question.
Both the introduction and the conclusion can help you.
Mark the important arguments that the writer uses by highlighting, making
notes in the text, etc.
Look up any words or terms that you do not know.
Look for repetition of key terms or ideas. Follow them through the text and
see what the author does with them. Note especially the key terms that occur
in the thesis or research question that governs the text. Be sure you have a
full understanding of such terms: for example, liberal arts.
Notice how the text is laid out and organized. What are the main divisions or
sections? What is emphasized? Why? Accounting for why will help you to
move beyond listing contents and toward giving an account of the argument.
Notice whether and how a theory or a value system is used to interpret
evidence or data. Identify the method used to investigate the
problem/problems addressed in the text.
Pay attention to the opening sentence(s) of each paragraph, where authors
often state concisely their main point in the paragraph.

11
Helpful Language: Finding the vocabulary to summarize and discuss a text can be
hard. Here is a list of some verbs for referring to texts and phrases that you may
find useful:
account for
analyze
argue
assess
assert
assume
claim

clarify
compare
conclude
criticize
defend
define
demonstrate

describe
depict
determine
distinguish
evaluate
emphasize
examine

exemplify
exhibit
explain
frame
identify
illustrate
imply

indicate
investigate
judge
justify
narrate
persuade
propose

question
recognize
reflect
refer to
report
review
suggest

The evidence indicates that . . .

The article assesses the effect of . . .
The author identifies three reasons for . . . The article questions the view that . .

Sample
Brainstorming:
In Hidden Intellectualism, Gerald Graff, a professor of English at the University
of Illinois, says that all fields of study are equal but require different levels of
analysis.

Street smarts
Using academic eyes to look at non academic subjects
o How to make an argument
o Weigh different kinds of evidence
o Move between particulars and generalizations
o Summarize the views of others
o Enter a conversation about ideas
Unintentional analysis

Entry:
Graff, Gerald. Hidden Intellectualism. They Say/I Say with Readings: The Moves
That
Matter in Academic Writing. Ed. Graff, Gerald,
Cathy Birkenstein, and Russel Durst. New York: Norton, 2012. 380-387. Print.
In Hidden Intellectualism Gerald Graff, a professor of English at the University
of Illinois, asserts that all fields of study are equal but offer different levels of
analysis. His essay argues against the perception common among professors that
academic work can focus only on scholarly subjects, rather than on everyday
subjects like fashion or sports. He bases his argument on his own conversations and
debates about sports and the values and toughness of residents in the multicultural community in which he grew up. He claims that such discussions created
within him . . . the rudiments of the intellectual life: how to make an argument,

12
weigh different kinds of evidence move between particulars and generalizations,
summarize the views of others, and enter a conversation about ideas (383). In
conclusion, he warns that such topics are not sufficient to intellectual development,
but insists that when approached in a reflective, analytical (386) way, they can
provide a springboard to grappling with scholarly subjects.

GUIDELINES FOR OUTLINE AND IN-CLASS PRESENTATION ON

RESEARCH (POWERPOINT10 minute) Due Wednesday, 11/16
I.

Orient the class to issue and thesis (does not have to follow the order
below, but this information should be included both in your presentation
and in the introduction to your paper):
A. Provide your audience with an attention grabber.
B. What is the issue and what makes it controversial?
C. What makes this issue significant why should your reader care
about this?
D. What is the historical background of this issue? When did it first
emerge as a controversial issue? Where?
E. Who are the people of good will who disagree over this issue, and
what is the main argument each group sets forth?
F. Where do things stand right now (if relevant, federal and state laws)?
G. What is your thesis? Your own position???

II.

Your presentation outline may look something like this:

Reasons in support of the thesis at least one paragraph will be devoted to each
reason within the text of the paper.
A. Reason I
1. Evidence and source
2. Evidence and source
3. Evidence and source
B. Reason 2
1. Evidence and source
2. Evidence and source
3. Evidence and source
C. Reason

13
1. Evidence and source
2. Evidence and source
3. Evidence and source
D. Reason 4
III.

People who disagree with your position make various assertions, but
these reasons have shortcomings.
A. Counterargument 1
1. Explanation of counterargument
2. Rebuttal
B. Counterargument 2
1. Explanation of counterargument
2. Rebuttal

IV.

Conclusion
Order of Presentation

Monday, 11/14

********************************
Wednesday, 11/16

*******************************
Monday, 11/21

Jon Bolick
Mollie Clohesy
Callie Cope
Lindsey Cruz
Fran Culver
Chase Fowler
Brandy Fox
************************
Briana Hinshaw
Kara Jolly
Sydney Jones
Marc Laws
Jessica Luna-Paz
Brianna Miller
Livi Murphy
*****************************
Abby Pennington
Christy Rowland
Lauren Sanders
Caleb Shronce
Martin Smolka
Cole Whitehurst
Tiah Wyatt

14
If a student has another responsibility on the date he/she is scheduled to present, it is
imperative that he/she find someone with whom to switch times. This change must
receive my approval.

Assignment 5Drafting Body Paragraphs

Due, Wednesday, 11/16, during class
You have now drafted your introduction and outline. Additionally, you have completed
your annotated bibliography. Using these documents, complete Assignment 5. In fact,
write as much of your reasons section as you can. It is up to you whether you elect to
write only one paragraph or whether you choose to write more than one. Obviously, if
you choose to write only one, it should be quite polished if you choose quantity over
precision, that is fine too. I will evaluate each product for what it is.
Key to this exercise is the precision of the topic sentence and the effectiveness of the
evidence. (You may look up any information that you need or wish, so long as it is
included within the Annotated Bibliography.) Remember, your reader will be looking for
facts, details, statistics, concrete examples, etc. as proof of your assertions. There should
be at the very minimum one strong source forming the basis of your evidence within each
given paragraph.

Your evidence needs to relate directly to the assertion made in the topic sentence.
It needs to be as specific as possible.
It needs to make use of the conventions for introducing material derived from
external sources (signal phrases) and to provide the appropriate in-text citation.
It needs to use transitions between sentences.
Example:
One reason why students from Duke University and those from the University of North
Carolina at Chapel Hill dislike one another is the academic differences between the two student
bodies. Whereas only 15 percent of Duke students come from North Carolina, nearly 85 percent
of students from UNC are North Carolinians (College Search), leading Tarheels to call Duke
The University of New Jersey-South. Without UNCs legislative mandate to select at least 82

15
percent of each freshman class from within the state, Duke has a much larger academic
recruitment zone (Employer Profile). Duke can thus attract more high fliers. According to
the College Board website, Duke students perform considerably better on the SAT than their
colleagues at Chapel Hill, especially in Critical Reading and Writing. The middle 50 percent of
admitted freshmen at UNC scored 590 to 700 in the former and 580 to 680 in the latter, while
Duke students comparable scores were 660 to 750 and 660 to 760. In other words, 25 percent of
Duke students scored over 750 in the verbal areas. Not surprisingly, Duke admits only 17 percent
of applicants, and although UNC has a reputation for being highly selective, they accept nearly
twice as many students33 percent, to be exact (College Search). Small wonder that Duke
students look down their noses at the hayseeds who attend the big state school eight miles
down the road and that Tar Heels have disdain for those fast-talking, egg head carpetbaggers who
invade their territory year after year. These two student bodies come from two very different
places, geographically and academically.
The academic discrepancies between the Duke and UNC student bodies repeat themselves in
the students comparative wealth. According to the College Board website, tuition and fees for
2009-2010 were $40,243 at Duke and $5625 at UNC-Chapel Hill. Clearly, on the whole, Duke
students come from wealthier families than students at UNC. And so on