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Typewriter with solid fillENGLISH 1013: RESEARCH ASSIGNMENT PROMPT

What is this assignment?

For this assignment, you will be working to “find the best answer to an important but challenging question” (Booth, Colomb, & Williams 106) within a topic of your choice. This is an opportunity to display your skills in analysis, synthesis, comprehension, and evaluation in relation to credible sources you will find along the way. Additionally, your job as a writer is to help the audience understand vital contextual information and the different perspectives within your topic (including your own). While this feat necessitates integrating in external sources, remember that this is primarily your assignment, your voice, and your writing.

To specify: you must engage with at least five sources in this assignment, one of which must be from a NWACC Library database. Your sources can be pop-culture sources, primary research (interviews, surveys), or other credible materials that serve to explore and illustrate your topic. Keep in mind that you should include sources that do not agree with your research assignment’s thesis statement, in order to demonstrate that you understand the variety of perspectives within this conversation. To advance your own thesis, your job will then be to reasonably refute these sources within your assignment.

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This assignment helps you develop the essential skills described in our course learning outcomes 1 -7 (listed on the front page of our syllabus).

In the required 1000 words of this paper you should establish the following:

· An engaging title to preview the research topic

· A compelling introduction paragraph that includes a thesis statement

· At least five sources (at least one being from an NWACC Library database), whose relevance is made clear through appropriate introductions, and with an appropriate amount of original analysis, synthesis, and connection to the central thesis of the assignment

· Demonstrated familiarity with the topic and its nuanced perspectives achieved through extensive research

· Organization that makes sense for the topic and writing genre, including appropriate transitions when switching between ideas and different supporting evidence or claims

· MLA 9 formatting: Times New Roman, 12-pt. font, double spaced, 1” margins, pages numbered

Tips & Considerations

 

Avoid the formula of only engaging with one source per paragraph. Put them in conversation. Weave them.

When receiving feedback from a peer, ask them: does your research draft result in a clear conclusion? Sometimes we get bogged down in the details and never return to clearly state our stance.

Unsure of what some of these keywords mean? Return to your course readings, notes, or ask your instructor for clarification.

 

FALL 2022 SEMESTER

Research Assignment Final Draft Rubric – Criteria for Success

Dimension Exemplary Accomplished Developing Beginning Points
Introduction & Thesis

 

The student’s assignment:

(10 to >8) contains a compelling introduction that includes a developed thesis statement. (8 to >6) contains a compelling introduction that includes an identifiable thesis statement. (6 to >4) contains an introduction that includes a vague thesis statement. (4-0) contains an introduction that is underdeveloped and/or lacks a thesis statement. / 10
Organization

 

The student’s assignment organization:

(10 to >8) makes sense for its genre and includes appropriate transitions when switching between ideas and different supporting evidence/claims. (8 to >6) mostly makes sense for its genre and mostly includes appropriate transitions when switching between ideas and different supporting evidence/claims. (6 to >4) sometimes makes sense for its genre, but often lacks transitions when switching between ideas and different supporting evidence/claims. (4-0) doesn’t make sense for its genre and lacks transitions. / 10
Source Integration

 

The student’s assignment:

(20 to >16) effectively engages with at least five sources, one of which being from a NWACC Library database. (16 to >12) engages with at least five sources, one of which being from a NWACC Library database. (12 to >8) minimally engages with at least five sources and/or is missing a source from a NWACC Library database. (8-0) doesn’t engage with at least five sources. / 20
Citation

 

The student’s assignment:

(15 to >12) includes correct MLA 9 citation for all sources. (12 to >9) includes MLA 9 citation for all sources with a few minor errors. (9 to >6) includes MLA 9 citation for all sources with several errors. (6-0) lacks necessary MLA 9 citations. / 15
Nuance

 

The student’s assignment:

(20 to >16) demonstrates close familiarity with the topic and its nuanced perspectives. (16 to >12) demonstrates familiarity with the topic and its nuanced perspectives. (12 to >8) demonstrates some familiarity with the topic, but mostly omits its nuanced perspectives. (8-0) lacks familiarity with the topic and its nuanced perspectives. / 20
Mechanics

 

The student’s writing:

(10 to >8) contains focused, coherent, and developed sentences appropriate to Composition I. (8 to >6) contains focused, coherent, and developed sentences appropriate to Composition I with few errors. (6 to >4) contains coherent sentences mostly appropriate to Composition I, but several errors make meaning unclear. (4-0) is not yet appropriate to Composition I, as there are many errors that make meaning unclear. / 10
Style & Tone

 

The student’s writing style & tone:

(15 to >12) is appropriate to the context and intended audience. (12 to >9) is mostly appropriate to the context and intended audience. (9 to >6) is sometimes appropriate to the context and intended audience. (6-0) is inappropriate to the context and intended audience. / 15
Format

 

The student’s assignment:

(10 to >8) is formatted according to the prompt guidelines, including an engaging title. (8 to >6) is mostly formatted according to the prompt guidelines, including an engaging title. (6 to >4) is formatted incorrectly in several areas and/or lacks an engaging title. (4-0) is formatted incorrectly and lacks an engaging title. / 10
Total points: /110

 

Important note: at absolute minimum, you must submit passing work (score of 10/15 or above) for your Research Question assignment and passing work for your Outline & Thesis Statement assignment (18/30) to be able to submit your Review Final Draft.

 

Stage 2

Stage 1

 

 

REVIEW

REVISE & EDIT

Polish your Research Essay Final Draft based on feedback from peers, the Writing Center, and your instructor.

PROCESS

 

 

Annotated Bibliography

 

 

Familiarize yourself with your sources, explain why they’re relevant to your research, and practice summarizing.

 

 

Outline & Working Thesis Statement

 

 

Organize your research essay structure and begin developing your thesis.

 

 

 

 

 

 

 

 

 

Research Question

 

 

Ask yourself: what are you interested in exploring, and what are you curious to answer?

 

 

Works Cited Page

 

 

Begin gathering sources.

 

 

 

 

 

 

 

 

 

Rough Draft #2

Revise and edit your Rough Draft #1 according to feedback from your peers.

 

 

Conference

Get one-on-one feedback from your instructor for final revisions of your essay.

 

 

 

Rough Draft #1

Prepare a rough draft of your essay.

 

 

Peer Review

Have your classmates review your rough draft.

 

 

Writing Center or Library Workshop

Attend one workshop between Weeks 11-15.

 

 

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