Annotated bibliography: Students will submit an annotated bibliography as part of the researched essay assignment. The bibliography will demonstrate knowledge of the research process and the ability to evaluate source materials.
INSTRUCTIONS:
The second major writing assignment (essay) of the semester is the Researched Essay (RE). Students will research a socially significant issue being debated in the US today, complete an annotated bibliography (AB) of their sources, and develop a rhetorically sophisticated argument about how to address the issue. The essay will take the form of a thesis- driven, researched argument that takes part in an existing conversation, and will clearly demonstrate the validity of its claim using reasoned argumentation, rhetorical appeals, detailed support, and purposeful organization. It will not simply be a report on, or summary or description of, the existing debate. It will have to be focused on the thorough development of a single idea, and this idea will be one with high stakes a significant matter of concern.
Instructor approval: Students must submit a list of five topic summaries, in order of personal preference, to the instructor for approval. As indicated on the schedule in our syllabus, this is due in class on Thursday 10/11. In order for your topic to be approved, your list must be complete (according to instructions in the syllabus), and your topic must be SPECIFIC climate change, cancer, immigration, economy, etc., are too broad; you must work to narrow your focus so as to have a clear direction for pursuing your research. I will also not approve topics that are already overdone (legalization of marijuana, lowering the drinking age, etc.), nor those that are based in bias or ignorance rather than substance (climate change is a hoax, abortion is murder, etc.).
Annotated bibliography: The AB documents sources relevant to the RE. Like any bibliography or works cited list, it includes bibliographic information for each source. However, it is also annotated, meaning that it also includes a brief summary and evaluation of the contents of each source along with its bibliographic information. The Purdue Online Writing Lab (OWL) has lots of helpful information about annotated bibliographies. You can access this information at https://owl.purdue.edu/owl/general_writing/common_writing_assignments/annotated_bibliographies/index.html.
Sources: Sources must be reputable: academic, journalistic, governmental, scientific, and the like. Things like Wikipedia, amateur blogs, propaganda, and similar sources MAY NOT be used. We will discuss this matter (information literacy) in class on the research day. If you have additional questions regarding the appropriateness or reputability of any sources you wish to use, speak to me about them well ahead of the AB and/or RE due dates. The AB must include at least 12-15 annotated entries; at least 8-10 of these sources must be meaningfully incorporated into the content of the RE.
SUGGESTIONS ON HOW TO PROCEED:
Your greatest resources for the AB and RE are your sources, this handout, the On Research handout, the Rhetorical Appeals handout, the Purdue OWL, and (above all) your They Say, I Say text, which not only provides helpful rubrics to aid you in elaborating your argument, but also contains lots of important discussion about how to understand researched academic writing as entering a conversation. Study these resources carefully and frequently.
REQUIREMENTS:
Word count: 2500-3000 words
Formatting: MLA. For MLA formatting guidelines, go to the Purdue Online Writing Lab here: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_style_introduction.html.
Submission: Each student will have to complete a rough draft for an in-class workshop, and will then be responsible for submitting a first draft and a final draft to designated online drop-boxes on Turnitin. Details about how to do this will be discussed in class and Blackboard announcements.
Due dates:
R 10/11: Topic list due in class
T 10/16: Research question and 4-5 AB entries due in class R 10/18: 4-5 additional AB entries due in class
F 10/19: COMPLETE AB due (Turnitin)
R 10/25: Draft of thesis statement and introductory paragraph for RE due for in-class workshop T 10/30: Complete RE draft printed for in-class workshop
F 11/2: Revised first draft of RE due for instructor feedback and grading (Turnitin)
F 11/9: First draft of RE returned with feedback and grade (Turnitin)
F 11/20: Revised final draft of RE due for final grading (Turnitin)
RUBRIC (next page)Researched Essay: Rubric (COMP 100)
A
B
C
D
SUBSTANCE (50%)
Material challenges intelligence and sophistication of college audience. A thesis that is clear, specific, original, debatable, and clearly part of an established conversation. A single, narrow focus, developed with significant and interesting details, examples, and discussion. Sources are relevant, clearly introduced, and meaningfully synthesized and integrated into the discussion. The writing artfully fulfills assignment criteria.
Material is thoughtful and engaging to a college audience. A single focus runs through the paper, and is developed with appropriate details, examples, and discussion. Sources are relevant and clearly and purposefully used. Writers argument is clear, but may lack originality, or may not entirely demonstrate meaningful engagement with an established conversation. Writing clearly fulfills assignment criteria.
Material may not fully engage a college audience. A single focus is evident, but may be too broad, and parts of the essay may wander. Focus is generally developed with details, examples, and discussions. Sources are generally relevant, although not always clearly introduced or integrated. Argument may be lacking in originality, strength, clarity, or debatability. Writing reasonably fulfills most assignment criteria.
Material does not fully engage the abilities of a college audience. No single focus runs through the paper. Topic is likely too broad. Ideas are stated, but not developed with details, examples, and discussions. Sources, if used at all, are not clearly introduced or integrated. May read more like a report, with little or no argument or personal voice in the conversation. The writing fails to fulfill several assignment criteria.
APPEALS (20%)
Essay makes clear, purposeful, and effective use of all types of rhetorical appeal
Essay makes clear use of some forms of rhetorical appeal, but may be missing others or may sometimes use them ineffectively
Essay is noticeably lacking, inconsistent, or ineffective in its use of rhetorical appeals
Essay is almost entirely lacking, inconsistent, or ineffective in its use of rhetorical appeals
ORGANI- ZATION (20%)
Essay is clearly purposefully organized, following the internal logic of the argument and developing it consistently; sentences and paragraphs are purposefully structured and flow well; transitions tie everything together smoothly
Essay demonstrates a clear attempt at purposeful organization, but includes some inconsistency and/or lack of development; sentence- and paragraph-level structure is apparent but inconsistent; some transitions may be weak
Essay demonstrates only a weak attempt at organization, and sometimes seems jumbled, disjointed, repetitious, and/or scattered; little evidence of purposeful sentence/paragraph structure; some transitions weak or missing
Essay is severely lacking in purposeful organization, and seems carelessly thrown together, disjointed, repetitious, scattered, and/or jumbled; lacking smoothness, flow
STYLE AND MECHANICS (10%)
Sentence structure varies according to content and purpose. Sentences are clear and enjoyable to read. Word choice is precise, interesting, and appropriate. Language is mature and idiomatic. Tone complements purpose and suits the audience. References to sources are appropriately cited and documented. Problems in grammar, spelling, punctuation, or usage are minor and rare, and do not interfere with communication.
Sentence structure varies, only occasionally choppy or repetitive. Sentences are generally clear and readable. Word choice and vocabulary are appropriate. Language is idiomatic. Tone is appropriate to purpose and audience. References to sources are generally cited and documented properly. Problems in grammar, spelling, punctuation, or usage may interfere with communication.
Sentences tend to be basic, choppy, or structurally repetitive. Generally readable, but ideas may be hard to follow. Most words are well-chosen, and language is generally idiomatic. Tone is generally appropriate to purpose and audience. References to sources generally follow accurate formatting. Problems in grammar, spelling, punctuation, or usage occasionally interfere with communication and impair the writers credibility.
Sentences frequently basic, choppy, or repetitive. Sentence problems impede effective communication. Frequent word choice and idiom problems. Tone frequently inappropriate to the writers purpose and audience. References to sources are not properly formatted in- text. Many errors in spelling, grammar, punctuation, and usage impede communication and damage writers credibility.
E/F: Does not fulfill basic criteria (word count, off-topic, source requirements, etc.)
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