EH 1020 English Composition II

 EH 1020 English Composition II

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Unit I
This assignment has threeparts total: Topics Inventory, Controlling Idea Statement, and Short Proposal.Submit all three parts in one document. If you have questions, please emailyour professor for assistance. As always, you may also seek out the guidance ofthe Success Center; the tutors are always there to assist you with your writingand comprehension. You may submit writing assignments to the Success Center byusing a “Writing Center Request form” located on the myCSU Student Portal. Tosubmit a “Writing Center Request form,” log into the myCSU Student Portal,click on “Success Center,” and then click on “Tutoring.” If you have questionsconcerning APA or your writing assignment, you can contact the SuccessCenter at <..d@columbiasouthern.edu or by phone at ext. 6538.<?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" />
The following webinarcreated by the Success Center may be beneficial to your success in this course.It provides a general overview for the course. Click here to view thewebinar.
In addition, the followingsample paper here may be helpful for you to have an idea of what is expected foryour final product: Sample Student Paper.
Part I:Topics Inventory
For the Topics Inventory,you will construct a list of topics from which you may choose one to developinto a Research Paper for this course. This exercise is based on the models onp. 318 of Strategies for Writing Successful Research Papers, so you willwant to refer back to this page for examples. (NOTE: The book does not alwaysprovide three possible topics per category, but you will be required to do so.Please see the Unit I Example.
Purpose:
The purpose of thisassignment is to help you formulate an inventory of topics that you areinterested in so that you may choose one to research in Unit II and developinto a Research Proposal. Be sure to choose a topic that you are invested in,as you are more likely to be motivated and excited about a subject thatinterests you. You will want to choose a topic that is academically viable, foras Lester et al (2011) state, “You can’t write a personal essay and call it aresearch paper, yet you can choose topics close to your life” (p. 318).
Description:
You will supply three (3)possible topics in each of the following four (4) categories:
1. Academic subject
2. Social issue
3. Scientific subject
4. Cultural background
Within each of these four (4)categories, you will supply three (3) possible academic topics. Use thefollowing format to organize your topics inventory:
1. Personal interest
2. The category (repeatedfrom above: academic study, social issue, scientific subject, and culturalbackground)
3. Three possible academictopics (each should be distinctive, developed, and as specific as possible)
After you complete Part I,you will have twelve (12) possible topics that you could choose from anddevelop into a research project. You will choose one of these and work with thesame one for Part II and Part III.
Example: Academic study
1. Personal interest: Cars
2. Academic subject:Eco-engineering
3. Possible academic topic:
• “The Fate of HybridVehicles: The Cost Is Not Worth the Environmental Toll”
• “Hydrogen Cars: The DirtyOn If They Are Clean”
• “Electric Cars Are Not ‘Saving’Environmental Resources, Only Saving Money at the Gas Pump”
Part II:Controlling Idea Statement
Understanding yourcontrolling idea will aid you in your research endeavor in Unit II as youlaunch into researching materials to help you better develop your researchpaper.
Purpose:
The purpose of this exerciseis to help you bridge between your Topics Inventory and your Short Proposal byhelping you to formulate a controlling idea statement.
Description:
You will formulate acontrolling idea statement through one of the following: a thesis, anenthymeme, or a hypothesis. For this assignment, you are required to onlyproduce one Controlling Idea Statement. It should be a statement, not aquestion. Further, your final Research Paper will be an argumentative,research-based, academic-style Research Paper; therefore, your Controlling IdeaStatement must propose an argument. In other words, your Controlling IdeaStatement must be a contestable statement that invites argumentation—somethingthat you must prove or support with research.
Process:
Refer back to your TopicsInventory and Chapter 14, Section 14f, of Strategies for Writing SuccessfulResearch Papers, “Developing a Thesis Statement, Enthymeme, or Hypothesis”(pp. 328-331). The Success Center has created a webinar that will assist youwhen you are constructing your argumentative thesis statement. Click here to viewthis webinar.
EH 1020, English CompositionII 4
Follow these steps, anddraft a Controlling Idea Statement:
1. Choose one topic from thelist of twelve possible topics that you created when you wrote your TopicsInventory. Consider these questions when choosing your topic: Which of thesetopics is most appealing to you? Which one seems as though it has the mostpossibility for ease of researching and for developing a research paper?
2. Choose one type ofControlling Idea Statement you would like to write:
• a thesis statement “advancesa conclusion the writer will defend”;
• an enthymeme “uses abecause clause to make a claim the writer will defend”;
• a hypothesis “is a theorythat must be tested…to prove its validity” (Lester & Lester, 2010, p. 328).
3. Draft your statement; usethe examples in Section 14f as examples to assist you.
4. Save a copy of thisstatement for yourself, and submit your Controlling Idea Statement with theUnit I Assignment. The Controlling Idea Statement is worth 10 points of thisassignment.
Part III:Short Proposal
For the Short Proposal, youwill write a research proposal developed from the Topic Inventory youconstructed and the Controlling Idea Assignment (a thesis, an enthymeme, orhypothesis).
Your Short Proposal must bebetween 150-200 words and written in one cohesive paragraph. All sourcematerial used in the Short Proposal must be cited correctly according to APAconvention and style. If material is quoted, then quotation marks must be used,along with a parenthetical citation. If material is paraphrased, then a parentheticalcitation giving attribution to the author must be used. A list of referencesmust be included as well. Textbooks should not be included on a referenceslist.
Purpose:
The purpose of thisassignment is to help you prepare for the next stages of the Research Paperwriting process that you will participate in for Unit II, which will give youthe foundations of research methods. In Unit II, you will be writing afull-fledged Research Proposal as well, so you will want to seriously considerwhat you write for this Short Proposal as a precursor to that assignment.
Description:
This assignment is based onthe models in Chapter 14, Section 14f, of Strategies for Writing SuccessfulResearch Papers(p. 331), so you will want to refer back to this page foran example. Your Short Proposal should include the following five elements:
1. The specific topic.
2. The purpose of the paper:Your paper must be an argumentative paper, so you will want to cast yourpurpose statement towards this argumentative end.
3. The intended audience: Ifyou are unsure about whom your audience might be, consult Chapter 1, Section1d, of The Little, Brown Compact Handbook with Exercises(p. 7-8).
4. Your voice as a writer(informer, advocate, concerned citizen, etc.).
5. The preliminary thesisstatement or opening hypothesis.
The Short Proposal is worth50 points of this assignment.
Unit I Example:
Topics Inventory
1. Academic studies
Personal interest: The future ofthe book
Academic subject: Cultural Studies
Possible topics: “How Kindle KilledBorders Bookstore”
“Digital Publishing as the Futureof the Book”
“How the e-Reader Replaced the HomeLibrary as a Status Symbol”
2. Social issue
Personal interest: Vaccinations forchildren
Social issue: A parent should havethe right to refuse vaccinations for his or her child
Possible topics: “Schools ShouldNot Require All Vaccinations”
“Vaccination Education Courses forNew Parents”
“Greater Awareness throughEducation of the General Public about the Dangers of Vaccinations”
3. Scientific subject
Personal interest: Recycling andat-home environmental awareness
Scientific subject: City-wideecological efforts
Possible topics: “How Your City CanBenefit from a Large-Scale Recycling Program”
“Teaching Your Children aboutEnvironmental Awareness through Home Recycling Makes for Lifetime Ecologists”
“Recycling Uses More Energy ThanMaking New Products: Is the Benefit Really Worth the Cost?”
4. Cultural background
Personal interest: German ImmigrantFarmers
Cultural background:German-American
Possible topics: “Treatment ofGerman-Americans During WWII”
“The Contributions ofGerman-American Farmers in the Late-19th Century”
“The Role of German-Americans inthe Civil Wars of the American Midwest”
Controlling IdeaStatement
Enthymeme: Vaccinations forchildhood illnesses should not be required by schools because it forces parentswho send their children to public school to expose their children topotentially harmful vaccinations that may cause more detriments to the child’shealth than most parents realize.
Short Proposal
The American public school system requires that allchildren who attend who are enrolled must have a series of vaccinations thatare considered prudent not only for the individual child but also for the otherchildren that the child will come into contact with throughout his or her gradeschool years. The purpose of this paper will be to examine the practice ofrequiring grade-school children to be vaccinated by arguing that parents shouldhave the right to decide whether or not their children will be exposed topotentially harmful vaccinations. The primary audience for this research paperis parents, but a second primary audience would be those who control theenrollment regulations for public schools. A secondary audience would beconcerned citizens and anyone who is involved with public schools or those whoare concerned about parents’ rights. For this paper, I will be adopting thevoice of a concerned citizen who has been urged to write this paper because ofan apprehension about this practice in our public grade schools. Vaccinationsfor childhood illnesses should not be required by schools because it forcesparents who send their children to public school to expose their children topotentially harmful vaccinations that may cause more detriments to the child’shealth than most parents realize.