Frey, Writing the Public Argument, 9/15/2018, 1/2
Writing the Public Argumenton a subtopic pertaining to your Annotated Bibliography and SynthesisAnalysis. Your audience iscollege-educated essay readers who know little of your chosen subtopic, and who are interested in learning more, and who agree with some of your ideas but not completely (yet).
Goal:create a 7-8 page research paper that educates your reader on the different aspects of a current controversy of your chosen topic, and argues for a specific solution.
Due: Tuesday April 18Student Example 1
MLA format:headingandheaderStudent Example 2
7-8 pages, double-spaced
1” margins all around
Times New Roman, 12-point font
a Works Cited page
Drafting:You have been in the process of drafting the Public Argumentthis whole semester. Every reading and writing exercise support your analysis, research, and writing of the Public Argument. These include therhetorical language study of the first unit, the Summaryand Critique assignments, the interest inventories, the Annotated Bibliography and its synthesizing into your SynthesisAnalysis, the library research …for the Public Argument, review our course of study, decide what rhetorical strategies are best for you to incorporate, and write a Public Argument encompassing the rhetorical analysis and research skills you have learned thus far.
Note: The “introduction” of the Public Argumentincludes the topic and the subtopic(s) of yourchoice, the main points of your argument, and directly states your thesis. Take as long as needed on the page to introduce your audience to the topic (and the subtopics) your Public Argumentwill take on.
Revising:You’ll spend much time over the next two weeksindependently revisiting your writing and your research to make sure your Public Argumentis 1) accurate, 2) written in your own words, and 3) connects ideas smoothly.You will most likely find yoursection’s email list and small group meetings (that you set up yourself with your peers)most helpful. We will, of course, do in-class workshopping of global and specific writing issues. Good research + good revising = good persuasion.
Oh, and … here’s our three sheets of rhetorical appeals. At a minimum, think about your own ethical appeal.
Some Step-by-Step Direction: In creating yourPublic Argument, consider that most of the strongest essays I grade implement the classical argument style. If interested, here are some strong, clear guidelines for how to properly structure your argument in the classical style.
Also, especially for those of you tackling an emotionally charged topic, you maybenefit from implementing all of or some aspects of theRogerian argumentation as well.
Remember the free writing help via the Writing Center at the ThinkTank …
And the organizational tools to ease your research and writing:
--- the web plug-in citation managerZotero
--- the library’s online citation managerRefWorks/Write-N-Cite
Some Evaluation Criteria
The Public Argument
- identifies the thesis and main points of the originalsources
- identifies the genre and the author and title of the originalsources
- directly states your thesis, which while focusing on a topic of your choice and uncovering controversy from your
body of research, may also focus on the strengths and weaknesses of the rhetorical strategies found in the originalsources
- has a style and organization that are easy to follow
- reads smoothly with transitions connecting ideas
- paraphrases the important ideas of the original sources without using the author’s phrasing
- “quotes”as often as neededto accurately incorporate sources
- makes effective use of specific detail from original sources to support analysis
- makes effective use of specific detail-of-place to increase rhetorical effect of your writing
- makes rhetorically significant judgments about the original sources
- avoids errors in grammar, punctuation, spellingand MLA formatting
Grading Reminder: Specific requirements of individual assignments may vary, but in all cases my evaluation of your Public Arguments will consider content, organization, development of ideas, expression, mechanics, and maturity of thought. From the Syllabus:
"C" work is competent, adequate work for college level writing, and not to be ashamed of.
"B" work shows some original, complex thought about your topic and has the expressive mastery to convey those thoughts to an interested, educated reader. "B" work goes beyond self-evident, general ideas that only summarize, and it focuses the discussion on a topic narrow enough to discuss in a short paper. "B" work makes an original, debatable, important claim that teaches something, creates new meaning, work that you can be proud of.
"A" work is this and more: It is eminently readable, engaging, and interesting as a piece of writing. It fulfills the assignment by becoming more than the sum of its parts. It is complex, important, developed, organized, rhetorically appropriate, and mechanically flawless. To get an "A" in this course, all work will have to be superbly thought through and presented; you will have to hit the ground running and keep running throughout the semester.
If you ever have a question about my comments or a grade you have received, be sure to talk to me about it.