Core IV: A Documented Argument

Let's not call it a research paper. That term conjures up what many of us did in high school--copied, pasted, and summarized a lot of other people's ideas and then called it our own. In academia and beyond, however, we are the ones conducting original research, putting out the original ideas, and creating knowledge that high school students are likely to plagiarize and put their names to.

If they progress to college or write for a living in the real world, those high school students will eventually come to understand that we write to convey our ideas to others who are likely to be interested--our audience. Our ideas may draw on the work/ideas of others but will always reflect our take on the issue, our contribution to the conversation. We put our spin on issues out there because our spin has value, and combined with our own experiences and the insights gained from the research we've conducted, we make new knowledge. It's kind of cool, when you think about it.

So how does this play out in your paper? Begin by thinking about the conversation and the people involved. Do you walk into a conversation among your friends who're trying to decide on what movie to see and begin quoting or paraphrasing movie reviews you read? I don't. If I did something like that, my friends would look at me like I'm crazy. No, if I walk into a conversation my friends are having about whether or not to go see a new movie, I listen to what they have to say first, and then I offer my take on it. I may then paraphrase the movie review I read online to support my opinion. This is the same thing we do in academic papers; the same thing you do when you join a conversation. And this is the same thing you've done to this point in the semester--worked to understand the conversation taking place on an issue in your discourse community in order to better understand where and when you should add your ideas.

You began the semester by analyzing the way members of your discourse community communicate with others--different genres, different methods, different levels of success within the group. Through this analysis, you gained an understanding of what works best and what doesn't work at all in communicating within the community.
You then chose a current issue within your discourse community, formed a research question and hypothesis. Then you worked to define the problem and propose the necessary research that would help you to resolve the issue.
From there, you conducted research in an effort to listen to what others in the conversation were saying, listening not only for ideas that supported yours but for a better understanding of the whole issue--history, progression, and the different sides--and to find answers to your questions.
Now it's time to take that knowledge of audience and issue and join the conversation to which you've been listening. It's time to add your own ideas to that conversation and provide something meaningful to help those others understand the issue in a manner different from what's already been presented, provide new insights/perspectives that have yet to be voiced, and to offer solutions to the issues that will move the problem towards resolution.

Where to go and what to write: Though it doesn't always work as planned, a good research process builds from the proposal, through the research, and into a final paper. If your process has been focused on providing answers to the questions you and your audience have, then the paper should be easy because you began to answer the questions that are likely to guide this paper:

What is the problem? You worked to answer this in your proposal and may have a basic answer, but you'll need to make sure that readers understand the problem and why its a problem, using all that research to fill gaps that exist.
Why is it a problem for the people who are able to put your solutions into action? Again, there should be a basic answer to this in your research proposal, but you'll need to fill gaps and provide examples to ensure readers. If you can't find a way to help your readers connect with the issue, they're unlikely to be motivated to read.
What is the solution? If you've chosen a reasonably arguable issue, there isn't going to be one definitive solution; if there is a definitive solution, the problem has likely already been solved and you're simply stating the obvious and adding nothing to the conversation. In most cases, you'll be summarizing the solutions that have been/are currently being tried, possibly pointing out their shortcomings in an effort to help readers understand why they aren't working to move the problem towards resolution. You are then likely going to explain your own solution and how it will work to solve the problem (your solution might include several steps).

This should be pretty easy for you, mostly because you've been immersed in the topic for the so long and researched to answer the questions you'll need to answer in the paper. I know you're tired. Me, too. Move forward. Just a few weeks left.

Your final draft will include:

An 8-10 page documented argument paper that employs correct MLA formatting (one-inch margins, header in the upper right-hand corner with your last name and a page number, double-spaced, using Times New Roman 12-point font, and an original and engaging title)
Plus a properly formatted (use MLA) works cited page. Your works cited page should only include sources from which you have directly quoted or paraphrased. If the MLA in your Core III annotated bibliography is correct, you will be able to copy and paste. In an 8-10 page argument paper, it is reasonable to assume you'll need evidence from at least five credible sources to be convincing. Too few sources will create a logical fallacy (non-sequitor) and too many sources will make the paper more others' ideas and not enough of yours.
A properly formatted annotated bibliography page. This is already done and will likely only need MLA corrections. It will include all of the sources from your annotated bibliography (including the sources on your works cited page) and any other sources you've gathered during the writing of your Core IV essay. Again, make sure to correct any MLA errors you had in your Core III
The Works cited and bibliography pages are a part of your paper and the pages should be numbered consecutively with it; if the last page of your paper is page 8, the works cited page would be page 9, and the first page of the annotated bibliography will be page 10.

Homework for class on 11/5: You'll be reading "Organizing the Argument" handout. Follow these directions to complete the assignment.

In class on 11/5: Discuss the Core IV assignment, the argument models, and the source you found during research that was most effective.

Homework for class on 11/7: You have a couple of readings/responses due. Follow these directions.

In class on 11/7: Discuss the readings and your papers.

Homework for class on 11/12: In an effort to consider possibilities for our writing, we should take a look at what others have done. To that end, complete this assignment.

In class on 11/12: Discuss the homework assignments, genres, and possibilities for writing our own papers. Write a discovery draft as time allows.

Homework for class on 11/14: You'll probably curse me for this one, but follow these directions for writing your first two drafts of your Core IV essay.

In class on 11/14: Answer questions and address issues. Peer review on draft of Core IV essay. Make sure to bring a printed copy to class.

Homework for class on 11/19: Use the comments and suggestions received during peer review and any of the other revision exercises you found helpful to revise. Bring a printed copy of your revised draft to class for peer review.

In class on 11/19: Due to campus closing at 3 p.m. on 11/21 for the football game, we will be doing a full peer review during class. Make sure to bring a printed draft of your paper to class for peer review.

Homework for class on 11/21: Introductory paragraph workshop. As the class decided on 11/13, you should copy/paste the introductory portion of your paper to the Core IV Introductory Paragraph discussion no later than 9 a.m. on Wednesday, Nov. 20--remember that your introduction could be more than one paragraph. Introductions posted after the deadline shouldn't expect a response or credit for the assignment. Follow these directions for posting and completing the assignment.

In class on 11/21: Due to the football game, campus will close at 3 p.m. No class.

Final draft of Core IV Due on 11/22 by 11:59 p.m.: We've used several strategies to revise this semester, some of them work for some people; others do not. We have also read about several other strategies in Williams and in From Inquiry. Choose the one you think will serve you best (choose several, if you want). Write brief paragraph explaining which exercise you chose and why you chose it. Copy and paste the paragraph into the text box and attach the final draft of your properly formatted core IV essay. Make sure to submit all required materials.

Homework for class on 11/26: Revise your Core I essay, making sure to keep track of all of the changes you've made and writing a paragraph by paragraph explanation of how the changes you made make the each paragraph more effective (don't just say that Mohrenne told me to change it, so I did; and don't just fix punctuation and spelling errors because that isn't revision). Print a copy of your revised Core I essay and bring it to class.

In class on 11/26: Our last day of regular class. Discuss final exam. Peer review on revised Core I essays.