Category: English

ENG 190 Module Two Journal Guidelines and Rubric
Overview
The research process i

ENG 190 Module Two Journal Guidelines and Rubric
Overview
The research process is an important part of writing a persuasive essay. As you begin your independent research and gather sources to support your topic, part of the research process is assessing your sources for bias and considering how bias in your sources will impact your persuasive essay argument. As you consider bias in your sources, remember that bias is a prejudice for or against something, and bias can be positive or negative.
Directions
In this journal assignment, you will start by reiterating your topic and research question and identifying your audience. Then, you will share two sources from your independent research and examine them for bias.
Specifically, you must address the following:
List credible and relevant sources you found in the Shapiro Library during your independent research.
Include two sources that you find from your independent research.
Include the link to both sources. Alternatively, you can practice using attribution conventions to cite sources by writing a citation for each source using APA or MLA conventions. While you will not be graded on the accuracy of this citation, this is a great opportunity to practice citing sources using the citation format you chose to use in this course. Remember, you will need to use the format you chose in Module One for the duration of the course, including all assignments and the project.
Evaluate your sources.
Describe how each source supports your topic and how it can help answer your research question.
Discuss why you trust the credibility of your sources and/or what questions or doubts you have about the information presented in your sources.
Discuss how you think your audience will view the credibility of your sources for your argument.
Explain the bias found in each source.
Explain how the bias or lack of bias in each source impacts your argument.
Explain how you think your audience will respond to the bias or lack of bias in each source.
this is from the Shapiro library
https://eds.p.ebscohost.com/eds/pdfviewer/pdfviewer?vid=6&sid=fe219f87-04db-4206-8a0c-15ca68094299%40redis
https://go.gale.com/ps/i.do?p=STND&u=nhc_main&id=GALE%7CA806697080&v=2.1&it=r&sid=ebsco&aty=sso%3A+shibboleth
can we please keep it under 2 pages

Writing a research paper and it’s in inspired by my readings on a book called Ga

Writing a research paper and it’s in inspired by my readings on a book called Garbology. Not about the book but inspirations. So I need this paper to be about Pollution in our oceans such as plastic pollution the affects this causes to oceans, How this affects marine life, coral reefs and how this can lead to human health. I have three sources picked and if I can use these I need two more sources I started an annotated bibliography with those choses sources.

Read “Supervolcanoes” (Concept Essay/Download Essay Readings)
Write a one page a

Read “Supervolcanoes” (Concept Essay/Download Essay Readings)
Write a one page analysis No more than 250 words
Identify the concept
Quote the thesis statement
Identify and quote the conclusion
Describe the structure using short quotes from each section

Task 1: Instructions: Please do a new research question of your choosing. You ca

Task 1: Instructions: Please do a new research question of your choosing. You can not use the topic ” Why are tech people leaving Face book.”
Task 2: Please fill out the “Unit 10 Proposal Template for a Research Question.docx” You will be working on a “narrowly focused research question.” These are the links to the required Reading

Chapter 18: Digital Composition and Multimodal Texts

7.3 Multimodal Texts and Rhetorical Situations

7.2 What are Multimodal Texts?

Task 3 and 4: Please read all instructions provided. I also gave a sample entry. Links:
https://scholar.google.com/
https://guides.newman.baruch.cuny.edu/onesearch
https://baruch.mediaspace.kaltura.com/media/How+to+Find+Scholarly+Journal+Articles/1_f68zyx0d/8883671
https://library.baruch.cuny.edu/

Developing a Strong, Clear Thesis Statement
Have you ever known a person who was

Developing a Strong, Clear Thesis Statement
Have you ever known a person who was not very good at telling stories? You probably had trouble following his train of thought as he jumped around from point to point, either being too brief in places that needed further explanation or providing too many details on a meaningless element. Maybe he told the end of the story first, then moved to the beginning, and later added details to the middle. His ideas were probably scattered, and the story did not flow very well. When the story was over, you probably had many questions.
Just as a personal anecdote can be a disorganized mess, an essay can fall into the same trap of being out of order and confusing. That is why writers need a thesis statement to provide a specific focus for their essay and to organize what they are about to discuss in the body.
Just like a topic sentence summarizes a single paragraph, the thesis statement summarizes an entire essay. It tells the reader the point you want to make in your essay, while the essay itself supports that point. It is like a signpost that signals the essay’s destination. You should form your thesis before you begin to organize an essay, but you may find that it needs revision as the essay develops.
Elements of a Thesis Statement
For every essay you write, you must focus on a central idea. This idea stems from a topic you have chosen or been assigned, or from a question your teacher has asked. It is not enough merely to discuss a general topic or simply answer a question with a yes or no. You have to form a specific opinion, and then articulate that into a controlling idea—the main idea upon which you build your thesis.
Remember that a thesis is not the topic itself, but rather your interpretation of the question or subject. For whatever topic your professor gives you, you must ask yourself, “What do I want to say about it?” Asking and then answering this question is vital to forming a thesis that is precise, forceful, and confident.
A thesis is one sentence long and appears towards the end of your introduction. It is specific and focuses on one to three points of a single idea—points that are able to be demonstrated in the body. It forecasts the content of the essay and suggests how you will organize your information. Remember that a thesis statement does not summarize an issue, but rather dissects it.
A Strong Thesis Statement
A strong thesis statement contains the following qualities.
Specificity. A thesis statement must concentrate on a specific area of a general topic. As you may recall, the creation of a thesis statement begins when you choose a broad subject and then narrow down its parts until you pinpoint a specific aspect of that topic. For example, healthcare is a broad topic, but a proper thesis statement would focus on a specific area of that topic, such as options for individuals without healthcare coverage.
Precision. A strong thesis statement must be precise enough to allow for a coherent argument and to remain focused on the topic. If the specific topic is options for individuals without healthcare coverage, then your precise thesis statement must make an exact claim about it, such as that limited options exist for those who are uninsured by their employers. You must further pinpoint what you are going to discuss regarding these limited effects, such as whom they affect and what the cause is.
Ability to be argued. A thesis statement must present a relevant and specific argument. A factual statement often is not considered arguable. Be sure your thesis statement contains a point of view that can be supported with evidence.
Ability to be demonstrated. For any claim you make in your thesis, you must be able to provide reasons and examples for your opinion. You can rely on personal observations in order to do this, or you can consult outside sources to demonstrate that what you assert is valid. A worthy argument is backed by examples and details.
Forcefulness. A thesis statement that is forceful shows readers that you are, in fact, making an argument. The tone is assertive and takes a stance that others might oppose.
Confidence. In addition to using force in your thesis statement, you must also use confidence in your claim. Phrases such as I feel or I believe actually weaken the readers’ sense of your confidence because these phrases imply that you are the only person who feels the way you do. In other words, your stance has insufficient backing. Taking an authoritative stance on the matter persuades your readers to have faith in your argument and opens their minds to what you have to say.
Examples of Appropriate Thesis Statements
Each of the following thesis statements meets several of the following requirements:
-Specificity
-Precision
-Ability to be argued
-Ability to be demonstrated
-Forcefulness
-Confidence
Examples
1. The societal and personal struggles of Troy Maxon in the play Fences symbolize the challenge of black males who lived through segregation and integration in the United States.
2. Closing all American borders for a period of five years is one solution that will tackle illegal immigration.
3. Shakespeare’s use of dramatic irony in Romeo and Juliet spoils the outcome for the audience and weakens the plot.
4. J. D. Salinger’s character in Catcher in the Rye, Holden Caulfield, is a confused rebel who voices his disgust with phonies, yet in an effort to protect himself, he acts like a phony on many occasions.
5. Compared to an absolute divorce, no-fault divorce is less expensive, promotes fairer settlements, and reflects a more realistic view of the causes for marital breakdown.
6. Exposing children from an early age to the dangers of drug abuse is a sure method of preventing future drug addicts.
7. In today’s crumbling job market, a high school diploma is not significant enough education to land a stable, lucrative job.
Source info: https://mlpp.pressbooks.pub/writingsuccess/chapter/9-1-developing-a-strong-clear-thesis-statement/

9.1 Developing a Strong, Clear Thesis Statement

Assignment:
Write a thesis statement for the topic that you wrote about in the pre-writing assignment. Remember to make each statement specific, precise, demonstrable, forceful, and confident.
Topic is: Should medical facilities and hospitals encourage nurses to self-care
There is no set length for this assignment. You need to write 5 complete thesis statements. Review the previous information if needed.
File Types doc, docx, and pdf

Please send via word document
..Week Two Textbook Readings and Signal Phrase art

Please send via word document
..Week Two Textbook Readings and Signal Phrase article)
True or False–
1. Argumentative writing always involves a confrontational approach where one side must be declared the winner.
2. Opinions and arguments are essentially the same thing and can be used interchangeably in academic writing.
3. Implicit arguments rely solely on explicit statements to convey the author’s perspective.
4. Premise indicators signal the introduction of supporting statements in an argument.
5. An argument must contain at least one premise and conclusion.
6. The burden of proof in an argument lies on the recipient of the argument.
7. Evidence must always be self-evident and not require further explanation.
8. Including multiple pieces of underdeveloped evidence in an argument is sufficient to prove a point.
9. A counterargument is a viewpoint that supports the main argument.
10. Anticipating and addressing possible objections to your arguments can strengthen your overall argument.
11. Logic primarily belongs to the field of psychology.
12. Informal logic is mainly used in academic research.
13. Deductive arguments guarantee a true conclusion based on the premises.
14. An invalid deductive argument means that the premises are false.
15. Inductive arguments promise absolute certainty.
Multiple Choice:
16. What is the main purpose of academic argument?
• A) To win debates
• B) To discuss and evaluate ideas
• C) To provoke controversy
• D) To assert opinions
17. Which of the following is NOT a characteristic of an argument?
• A) It must be supported
• B) It must be controversial
• C) It must have a conclusion
• D) It must have premises
18. What distinguishes an argument from a statement of fact?
• A) Arguments must be arguable
• B) Statements of fact are always true
• C) Arguments cannot contain facts
• D) Statements of fact are subjective
19. What is the purpose of conclusion indicators in identifying arguments?
• A) To signal the introduction of a main claim
• B) To indicate the presence of supporting evidence
• C) To identify the author’s opinion
• D) To mark the end of an argument
20. Which term refers to the structured arrangement of premises and conclusions in an argument?
• A) Thesis
• B) Standard argument form
• C) Rhetorical situation
• D) Premise indicator
21. What must evidence be in order to support an argument effectively?
• A) Logical and sufficient
• B) Self-evident and unquestionable
• C) Relevant only to the writer’s viewpoint
• D) Varied in type but not thoroughly developed
22. What term is used to describe the connection between evidence and an argument?
• A) Assumption
• B) Warrant
• C) Counterargument
• D) Conclusion
23. What is another term for a counterargument?
• A) Thesis
• B) Hypothesis
• C) Antithesis
• D) Synthesis
24. What is the purpose of addressing counterarguments in an essay?
• A) To ignore opposing viewpoints
• B) To weaken the overall argument
• C) To demonstrate thorough research
• D) To strengthen the main argument
25. Which of the following is a signal phrase that can be used to introduce an objection in a paper?
• A) “The evidence suggests…”
• B) “Some readers may point to…”
• C) “I believe that…”
• D) “It is obvious that…”
26. What is the purpose of formal logic?
• A) To emphasize emotions in arguments
• B) To eliminate imprecision in evaluating arguments
• C) To promote mysticism and belief
• D) To focus solely on informal reasoning
27. What is the key difference between validity and soundness?
• A) Validity ensures all premises are true, while soundness focuses on the conclusion.
• B) Validity guarantees a true conclusion, while soundness requires true premises.
• C) Validity is subjective, while soundness is objective.
• D) Validity is for deductive arguments, while soundness is for inductive arguments.
28. How are inductive arguments measured?
• A) By their reliability and soundness
• B) By their validity and strength
• C) By their reliability and plausibility
• D) By their validity and credibility
29. What is the main reason for studying logical fallacies?
• A) To learn deceptive techniques
• B) To increase emotional appeals in arguments
• C) To understand different forms of logic
• D) To avoid errors and manipulative tactics in reasoning
30. Which fallacy involves bringing irrelevant information into an argument?
• A) Ad hominem
• B) Straw man
• C) Red herring
• D) Hasty generalization
31. Which fallacy distracts by introducing irrelevant ideas or information, diverting attention from the validity of an argument?
• A) Appeal to Emotion
• B) Hasty Generalization
• C) Red Herring Fallacy
• D) Appeal to Authority
32. What does Tu Quoque, or “you, too” fallacy, involve?
• A) Attacking the person making the argument
• B) Making a weak analogy
• C) Shifting the burden of proof
• D) Changing the rules of the argument
33. What type of fallacy implies that something is valid because many people believe or support it?
• A) Appeal to Popularity
• B) Ad Hominem Attack
• C) Special Pleading
• D) Moving the Goalposts
34. When does Hasty Generalization occur?
• A) When the arguer shifts the burden of proof
• B) When the arguer makes a weak analogy
• C) When the conclusion is derived from too little information or evidence
• D) When the arguer distracts by introducing irrelevant information
35. Which fallacy occurs when one keeps changing the rules of the argument without justification?
• A) Circular Reasoning
• B) Moving the Goalposts
• C) Special Pleading
• D) Appeal to Emotion
Section B:
–Refer to the article “More school districts adopt 4-day weeks, citing lower costs and better teacher recruitment.”
True or false:
36. The Pruente children are enrolled in a four-day school schedule in Kansas City, Missouri.
37. The district-provided childcare option is available in every school within the Independence district.
38. Missouri has seen a decrease in the number of districts adopting three-day weekends since the pandemic hit.
39. The shortened school week has had no impact on teacher recruitment and retention in the Independence district.
40. Research conducted by the Rand Corporation found no significant differences in academic achievement in districts with a four-day school week.
Multiple Choice Questions:
41. What is cited as the primary reason for adopting a four-day school schedule?
• A) Increased test scores
• B) Cost savings and teacher recruitment advantages
• C) Longer summer vacations
• D) Higher government subsidies
42. Which district switched to a four-day school week due to failed efforts to increase taxes?
• A) Independence
• B) 27J
• C) Turner
• D) Oregon State
43. How much does the district-provided child care option cost per day?
• A) $15
• B) $20
• C) $25
• D) $30
44. In which state has the number of districts operating on a shortened schedule more than doubled since the pandemic?
• A) Montana
• B) Indiana
• C) Missouri
• D) Oregon
45. According to Superintendent Will Pierce, what percentage of parents and teachers in the 27J district support the four-day schedule?
• A) 70% of parents, 75% of teachers
• B) 80% of parents, 85% of teachers
• C) 60% of parents, 70% of teachers
• D) 75% of parents, 80% of teachers
Fill-in-the-Blank :
46. The Pruente children’s mother teaches ________ in a neighboring district.
47. The number of districts routinely getting three-day weekends in Missouri has increased from ________ to ________ since the pandemic hit.
48. In the Turner district, taking Fridays off helps avoid situations such as basketball games played at districts ________ or more hours away.
49. The off-day program in Independence to help struggling students is set to start in ________.
50. According to Karyn Lewis of NWEA, students are not making up all the ________ they lost during the pandemic.
Section C:
51. The Straw Man Fallacy reframes your opponent’s thesis to make it easier to attack and refute it. Here is the thesis: Four-day school weeks, seen nationwide, highlight the relationship between economics, teachers, and academics, although a comprehensive evaluation and stakeholder engagement can help manage any drawbacks.
• Simplify or misconstrue the thesis statement
• Refute the simplified or misconstrued thesis statement
• Explain what you did to create the Straw Man Fallacy.
• Worth 10 points.
Section D:
52. False dichotomy—Create a false dichotomy linked to our society switching to a four-day workweek.
• Create the fallacy
• Explain your reasoning. (Explain your logos)
• Worth 10 points.
Section E:
53. Please refer to our textbook. An outline of the Rogerian argument can be found on pages 76 and 77.
• Please read this article: “KILL THE 5-DAY WORKWEEK.”
• You will create an outline of a Rogerian argument based on the article “KILL THE 5-DAY WORKWEEK.”
• This will be considered side A–
“We live in a society in which overwork is treated as a badge of honor,” Alex Soojung Kim Pang, an author and consultant who helps companies try out shorter work weeks, told me. “The idea that you can succeed as a company by working fewer hours sounds like you’re reading druidic runes or something. But, he said, we’ve had the productivity gains that make a four-day week possible. It’s just that they’re buried under the rubble of meetings that are too long and Slack threads that go on forever.
• This will be considered side B–
Of course, working fewer hours at an unfulfilling job doesn’t change its basic nature. According to Gallup, only 36 percent of workers in the U.S. “work with passion and feel a profound connection to their company.” A shorter schedule would not in and of itself give workers the sense of independence, purpose, and camaraderie that researchers have identified as traits of satisfying work.
• Create a Rogerian Outline with these different takes on the four-day workweek.
• The outline should include all five parts. (Introduction, Side A, Side B, Bridge, Compromise)
• For the introduction–tell me how you would start the essay
• For Side A–help me understand their argument
• For Side B–Help me understand their argument
• For the Bridge–what do the sides have in common?
• For the compromise–explain what they would agree on and why they would agree.
• Make sure to show your logos for each part.
100-word minimum
–This should be an outline, not a paragraph. (or an essay)
• Worth 30 points

1. Write out your brainstorm list of approximately twenty-five items.
2. Write

1. Write out your brainstorm list of approximately twenty-five items.
2. Write out your FULL outline to the i) ii) level with the correct indenting. USE the Word file provided.
3. Write a CREATIVE title of four words maximum. Remember that the topic I provide is not a title.
4. Write your FOUR-sentence INTRODUCTION paragraph that HAS the THESIS STATEMENT AS the last sentence of the paragraph. The THESIS STATEMENT has to identify your THREE steps in your PROCESS.
5. Write your THREE BODY paragraphs that follow your own outline. Write generally using PLURALS (for example, people, they). Do NOT use words such as you, your, our, we, my, mine. EACH BODY paragraph should be 8-10 sentences. The first sentence of EACH paragraph should be a strong, clear TOPIC sentence.
TOPIC CHOICES–
1. EXPLAIN HOW to have a pleasant first date (romance).
and does not have a cure.

Type your answers on the sheet and then save it to your computer. Then, click t

Type your answers on the sheet and then save it to your computer. Then, click the underlined heading above, click browse my computer, attach the file, and click submit to turn it in. . Read Materials in the Week 5 Readings Folder:
a. Anaya Bhattacharya and Heather Long’s “America Still Leaves the Disabled Behind”
b. Naomi Gingold’s “People with ‘Invisible Disabilities’ Fight for Understanding”
c. Aaron Robertson’s “Blind Pedestrians Sue the City”
d. Susan Brink’s “How is the World Treating People with Disabilities?”
2. Watch Screencasts about the readings
3. Complete homework short answer questions America still leaves the disabled behind (cnn.com) People With ‘Invisible Disabilities’ Fight For Understanding : NPR Report: How Is The World Treating People With Disabilities? : Goats and Soda : NPR Articles about Disability (screenpal.com)

Either
Watch this youtube video:
https://www.youtube.com/watch?v=-MgmHPUdKS8&t=3

Either
Watch this youtube video:

Or
Look over the charts on this page:
https://nida.nih.gov/research-topics/trends-statistics/overdose-death-rates

Then describe for us an interesting/intriguing/startling/surpring/or alarming fact that you have learned about opioids or the opioid crisis that you did not know before.

For instance: I did not know that so many more American males were dying of overdoses than females from 2019-2023 (as noted in Bar Chart 1 of the NIDA webpage).

Read the two articles below by clicking on the links.
How to Understand and Use

Read the two articles below by clicking on the links.
How to Understand and Use the Nutrition Facts LabelLinks to an external site.
Understanding Ingredients on Food LabelsLinks to an external site.
Then, complete the attached assignment.
Food Label Assignment
Actions
****** you have to include a picture of the lable too