SMOKING
tHIS IS THE REQUIRED:
MY TOPIC IS SMOKING
THE RESEARCH INFORMATION
Essay 3: Argumentative Research Paper (7-10 pages)
In your research paper, you will put forward a clear position (claim) on a subject on which people actively disagree. You will present a series of arguments to prove your position and support those arguments with a combination of evidence consisting of facts and statistics, expert opinions, examples and other source material as well as your own argument, analysis and commentary. You will use a work cited page and in-text citations to properly identify the sources from which you use quotation, paraphrase or summary. You will need a minimum of five soruces, four from books, magazines, journals or newspapers. This will be the major project of the course worth thirty percent of your course grade.
Sample Argument for Final Research Paper
Argument Example: (Opening, Source Paragraphs and Closing Statement)
Source paragraphs combine your comments, analysis and evaluation with paraphrases, summaries or quotations from your sources to provide evidence that supports your arguments (reasons). Below I have provided the argument (reason) written by the author (you), the source paragraphs providing the evidence supporting that argument and the closing statement ending this argument. I’ve included the thesis so you can understand the argument better, and I’ve put the source information in bold just so you can see the amount of material from sources and the amount from the author (you).
Thesis: The war in Iraq was unjustified because there were no weapons of mass destruction, Saddam Hussein was not involved in the 9/11 attacks and sanctions were not given time to work.
One reason why the U.S. attack on Iraq was unjustified and improper is that the claims that the United States made as reasons for going to war were proven to be false and based on poor information. The chief reason offered for going to war was that Saddam Hussein’s government was developing weapons of mass destruction that would be threat to the United States, the Middle East, including Israel and the world. The primary weapon that was claimed to be in Saddam’s possession was a nuclear weapons program. Once the war began, a hunt for “WMDs” was started, but none were ever found. Without WMDs, the primary reason offered by the Bush administration for the war on Iraq, the war was unjustified and wrong.
(There would be a couple more paragraphs here establishing the claim of weapons of mass destruction)
After the 2003 invasion of Iraq, an extensive search was begun for weapons of mass destruction throughout Iraq, but to the Bush administration’s growing embarrassment, none could be found. According to the Associated Press, Charles Duelfer, head of the Iraq Survey Group, produced a CIA final 92 page report in April 2005 that concluded that after eighteen months of debriefing WMD detainees in Iraq and an extensive investigation that occupied over 1,000 military and civilian translators, weapons specialists and other experts there had been no discovery of any weapons of mass destruction and that the CIA had exhausted every possible avenue for further investigation. According to the CIA, there simply were no weapons of mass destruction in Iraq (“CIA’s Final Report”). With the presence of weapons of mass destruction proven conclusively to be false, all eyes turned to those who had guaranteed the United States government that the weapons were there.
The United States based its information on WMDs on questionable sources who lied and who were unreliable. Douglas Stanglin in USA TODAYreported that Rafid Ahmed Alwan al-Janabi, code-named “Curveball” admitted “that he made up the stories of mobile bio-weapons trucks and clandestine factories in an effort to bring down the Saddam Hussein regime” (A1). In the article, Stanglin quotes al-Janabi as saying, “They gave me this chance. I had the chance to fabricate something to topple the regime. I and my sons are proud of that, and we are proud that we were the reason to give Iraq the margin of democracy” (A2). Clearly, the Bush administration based its decision to go to war with Iraq on false information given to them by a politically-motivated and biased source of information. Many lives, American and Iraqi, have been lost or destroyed based on nothing more than lies and deception.
President Bush was later forced to admit that there had been no WMDs in Iraq. In a speech from the Oval Office on December 18, 2005, Bush stated, “It is true that Saddam Hussein had a history of pursuing and using weapons of mass destruction. It is true that he systematically concealed those programs, and blocked the work of U.N. weapons inspectors. It is true that many nations believed that Saddam had weapons of mass destruction. But much of the intelligence turned out to be wrong. And as your president, I am responsible for the decision to go into Iraq” (“Bush View” ). With this admission, even Bush’s most passionate supporters would have to accept that WMDs were not found and were not present when the decision for war was made. The centerpiece of the President’s justification for war with Iraq was unfounded.
Clearly the evidence shows that the prime justification the United States gave for the attack on Iraq simply did not exist. The war was not justified and should never have happened.
IF YOU NEED THE SYLLBUS THIS IS THE SYLLABUS:
Subject: ENG105
English 105 Spring 2014 Syllabus
FOUNDATIONAL STUDIES REQUIREMENTS
English 105: Freshman Writing II. This course addresses all seven criteria of the composition requirement as defined in Foundational Studies. It is part of a sequence with English 101. Together the two courses cover all criteria.
1. Demonstrate fluency in the writing process: planning, drafting, revising, editing, and preparing final papers. This course continues to focus on process as it integrates research into the writing process. Thus, much additional emphasis is placed on planning. Other elements of process are addressed in the context of research.
2. Demonstrate competence in the varied elements of writing: thesis, stance, content, organization, sentences, diction, and technical matters: These aspects of writing are essential to writing research papers and continue to get attention. Students also get much practice in the technical matters of citation and documentation.
3. Demonstrate awareness of rhetorical strategies in various forms of writing, with particular attention to audience: All essays in this course ask students to draw upon strategies practiced in 101, but in 105 students must begin to develop strategies of organization that emerge from their research. They are also instructed in the expectations of a scholarly audience.
4. Assess the usefulness and reliability of sources, including Internet sources: Research writing is the purview of English 105, and instruction gives much attention to source evaluation so that students can discern reliable scholarly sources from sources addressed to a wider audience, whether in print or electronic form. They also learn how and when each type is appropriate depending on the audience and purpose of the paper. In addition to class discussion, the textbook is heavily focused on these matters.
5. Synthesize and critique material from a variety of sources with an emphasis on scholarly and professional publications; incorporate sources; document sources properly: All papers require students to examine and incorporate sources with correct documentation forms. Both the textbook and class discussion directly address these matters.
6. Exhibit critical thinking as readers and as writers: Critical thinking is modeled and practiced both in the evaluation and use of sources and in the writing of the papers.
7. Understand the relevance of writing to real-world situations: Upon completion of this course students will have a strong understanding of how research writing functions in the university and the world.
MAIN SYLLABUS
As the second half of the freshman sequence in foundational studies, English 105 is designed to continue to build upon the basic writing skills you developed in English 101. You will continue to practice writing as a process to formulate effective theses and develop clear, smooth, and correct expression of your ideas (FS criteria 1,2,3). However, unlike English 101 and its emphasis on expository writing from personal experience and observation, 105 requires you to do academic writing based on research (FS criteria 1-7). Research is a means to gather useful ideas, information, and experience and to synthesize these into a thoughtful essay addressing a mature topic. You will write a number of smaller essays, and three main essays, including a Source Evaluation and a longer multiple- source research paper that culminates the course. The course will emphasize research, writing, and documentation; thus it will include instruction in finding, evaluating, and integrating sources, whether from the library or the Internet. You will be free to choose a topic for your final research paper pending my approval (FS criteria, 1-7).
Mission of the Foundational Studies Program
Indiana State University is committed to providing students with a broad, high quality education that will develop their intellectual abilities while providing them with the skills and knowledge base they will need to successfully navigate the complexities of the Twenty-First Century.
A high quality and robust Foundational Studies curriculum is the cornerstone of this goal. While your major prepares you to meet specific professional goals, the Foundational Studies curriculum prepares you to be an effective communicator, critical thinker, and an informed decision maker; abilities that are important in your life roles as a professional, consumer, and citizen. Foundational Studies also exposes you to a diverse range of subjects that will help you to develop an appreciation of the fine and performing arts, enrich your life, and cultivate an awareness of historical and contemporary social, economic, and political realities.
REQUIRED TEXTS
Handbook For College Research 4rd Edition. Robert Perrin. Houghton Mifflin, 2010.
SUPPLIES
At least one folder for work in progress (all major assignments must be in a folder when handed in).
This course is designed to help students become better readers, writers, and thinkers by providing them the opportunity to become better evaluators of their own reading, writing and thinking habits. Consequently, students will perform a variety of tasks over the course of the semester.
Short Writing/Group Work: I will assign a variety of short papers and in-class group work projects that will include responses to articles, MLA work and even a final class debate. These writings will be important and valuable exercises in your development as a writer.
Essays: You will compose three main essays. Each of these will go through one substantial revision.
Essay 1: Personal Experience Essay (3-5+ pages)
The Personal Experience Essay will be a narrative essay aimed at using a personal experience you lived through to educate others. The aim of this paper is to relate an experience in which you learned something important through either a positive or negative experience you lived through, and using a detailed and involving narrative of that experience to illustrate to the reader what you learned and, finally, what they can take from your experience to either improve their lives. This essay will require excellent descriptive and narrative skills, including the possible use of dialogue, to convey your true story as powerfully as possible to hold the reader’s interest.
Essay 2: Source Evaluation (3-4+ pages)
The Source Evaluation will require you to take one (1) PRINT source you are considering using in your final research paper and evaluate it through a series of tests as outlined in Chapter 8, Section b of Handbook for College Research. You will evaluate the quality of your source through each of the tests I explain in class, and offer an opinion at the end whether the source passes and can be used of fails and will not be used in your final research paper.
Essay 3: Argumentative Research Paper (7-10 pages)
In your research paper, you will put forward a clear position (claim) on a subject on which people actively disagree. You will present a series of arguments to prove your position and support those arguments with a combination of evidence consisting of facts and statistics, expert opinions, examples and other source material as well as your own argument, analysis and commentary. You will use a work cited page and in-text citations to properly identify the sources from which you use quotation, paraphrase or summary. You will need a minimum of five soruces, four from books, magazines, journals or newspapers. This will be the major project of the course worth thirty percent of your course grade.
Final: At the end of the semester you will be given a short answer/mulitple-choice test that will demonstrate your understanding of Logical Fallacies, Ethos, Pathos and Logos and other material covered in Handbook for College Research.
General Writing Guidelines
1. Papers will be graded according to both technical matters and content or style. Each paper will have specific requirements which will be discussed prior to each assignment’s due date. Rough drafts are an essential part of the writing process, and will be peer reviewed with corrections and comments. While rough drafts do not receive a letter grade, they are not optional. Students who do not bring a rough draft at least half the length of the final draft will not be counted present on Peer Editing days.. Rough drafts will be submitted with your final drafts, as the degree and quality of your revision will be taken into account in assigning your final grade for that paper.
2. All papers must be typed and citations of quoted and paraphrased material must be formatted in the MLA style (see handbook). Essays must also be thoroughly edited and spell-checked.
3. All written work must meet the minimum page length. Page length should not be increased by altering the paper format or type size. Font sizes from 11 to 14 are acceptable, but increasing font size beyond that or using various formatting tricks can be viewed as “padding” the page length.
4. All papers must be stapled and include the page number on all pages with your last name as MLA format dictates. You are responsible for stapling your own papers. It is not my responsibility to provide you with a stapler when you turn essays in. All main essays must be submitted in a folder with rough drafts included. Final essays will not be accepted without a two pocket portfolio folder.
5. Unless otherwise arranged with the professor, minor papers turned in two class sessions late will not be accepted. Main essays must be submitted on the day they are due, unless otherwise arranged in advance. Papers must be submitted to Turnitin on the same schedule. If you do not submit the paper BOTH in class and to Turnitin by the deadline, the paper will be considered past due and the paper will fail.
6. When attending conferences, all papers must be neatly and properly prepared and organized, ready for review by the professor. The student should always be prepared with specific questions or concerns on which they want me to focus.
These course ingredients will determine your course grade. Each ingredient will carry the following values:
Short Writings/Group Work 20%
Essay 1 10%
Essay 2 20%
Essay 3 30%
Final 10%
Attendance/Participation 10%
Other Course Requirements:
Attendance: Because most of what we do in this class depends upon your active participation in class discussion (sharing and building better understandings of the texts we will be reading and the texts you will be writing), your punctual attendance is vital to your success in developing your abilities in reading, writing, reflection and discussion. For that reason, 10 percent of your grade is devoted to attendance. If absent, be sure to find out what was missed and make up any work. Consistent attendance will be rewarded as follows:
0 –3 total absences: A
4-5 total absences: B
6-7 total absences: C
8 total absences: D
9 total absences: F
10+ total absences: F for the course
It is important that you contact me in advance if you know you will be absent. Please discuss with me any special problems you are having that might cause you to miss class excessively. There are no “excused”absences of any kind. With the possible exception of verifiable severe emergency or illness, if you miss a total of ten classes in the course of the semester, you will automatically fail this course regardless of your average grade in the course.
Chronic lateness to class is unprofessional and disruptive. While circumstances may occasionally cause you to be running late, consistent late arrival and disruption of the class will result in you not being counted present for days you come in substantially late. If there is an unavoidable reason you are late, discuss it with me immediately, and we will attempt to resolve the problem.
Class Participation: You should expect to contribute to two other kinds of activities not usually associated with writing classes: speaking and listening. In this class, you will be expected to listen and to attend to what others say. During any small group or whole class discussion, you should be prepared to contribute to the discussion and to record what you are hearing with careful notes. If you are in class, then you should be listening when I’m talking. Interference in other student’s learning by talking, text messaging repeatedly, taking cell phone calls or being disruptive in class will not be tolerated. This is a university, and you will be expected to behave in a professional and respectful manner in the classroom. No electronic equipment, including laptops, cell phones or other electronic devices, may be used during a lecture, class discussion, or group work unless I give permission. If it is important that you not be out of touch because of your children or an ongoing situation in your family, cell phones should be put on vibrate, and you can quietly leave the room to take a call. Students are expected to be professional in all communication with the professor. All email communication should be in complete sentences, without using text messaging abbreviations, and be written in a formal and professional manner. Use the subject heading to identify what you are writing about. If you send me an attached file, write me to explain what you have sent. Don’t just send a blank e-mail and expect me to open the attachment. It is your responsibility to ask questions about assignments and find out what is going on in classes you have missed. You should contact fellow classmates to get notes, as I will not be repeating entire lectures for you. If you do not know someone in class you can ask, arrange to exchange information with someone so you can get the information you need.
Office Hours: I have scheduled regular office hours for your convenience. I would like to encourage you to take advantage of my help at any time. If you would like to talk to me about any facet of this class, please come see me. If you can’t make it during these hours, I will be happy to make other arrangements with you.
Conferences: A number of times during the term, I will set aside our regularly scheduled class times to meet with you individually in conference so that we might discuss your progress in the course or on a particular writing project. Your attendance at these conferences is required. Because I am setting aside class periods for each conference, a missed appointment will count as at least one absence.
Academic Dishonesty: All work submitted for this course must be your own and written exclusively for this course. The student handbook states, “Cheating on exams, quizzes, or other course work, the submission of another’s work as your own, and plagiarism, are some of the activities strictly forbidden by the University. Aside from the very real possibility of suspension, students also receive a failing grade in the class and may be banned from courses in their major when found in violation of this regulation” (Section 3.01). If you have any questions, ask me. The most common problem in recent years has been the use of internet material passed off as the student’s own writing. Let me be very clear. When I ask you to write a paper, I do not want another person’s work or an assembly of many other people’s work turned in as your own. Any ideas or language that appears in your own work that comes from someone other than yourself that is not cited is considered plagiarism. Even if vaguely cited, work that is primarily the intellectual property of sources and is being passed off as your own ideas and views, will be considered plagiarism. Rough Drafts that are turned in which have been plagiarized will also be considered plagiarism. You also can not submit work you did for other classes at ISU or anywhere else. All work you do for this course must be original and new. Since you have been warned of this here, there will be no excuse for you claiming ignorance of this later on. My policy on Plagiarism is that the paper automatically fails and no rewrites will be allowed. You will lose the points for that paper without question. If you plagiarize a second time, you will fail the course entirely. Most of your essays will be submitted to Turnitin through Blackboard. This will check your essay for all content taken from books, magazines, journals, newspapers, internet sites and even student papers submitted to ISU or any other university or high school using Turnitin. If you are caught Plagiarizing, Indiana State now requires that it be reported to Student Judicial, and you will be frozen into the class, unable to just drop it. You do not want to end your academic and future professional career by risking plagiarism in this course.
Submitting all assignments (including exercises, required rough drafts, and in-class writing) is a minimum requirement, but not a guarantee, for passing the course.
We are always aiming to provide top quality academic writing services that will surely enable you achieve your desired academic grades. Our support is round the clock!
[order_calculator]