Creating An Interest Inventory In Unit Two Which Begins Next

Creating An Interest Inventoryin Unit Two Which Begins Next Week You

Creating an interest inventory in Unit Two, which begins next week, involves generating a list of potential topics grouped under various categories such as controversies, history, sports, technology, education, trends, fashion, careers, politics, philosophy, religion, hobbies/games, etc. The goal is to select a topic that is debatable and suitable for an argumentative research paper. Students are instructed to brainstorm at least five ideas in eight categories, then narrow down to three favorites, and finally choose one to formulate into a research question starting with "WHY" or "SHOULD." The question should be argumentative, avoiding "what" or overly descriptive forms. An example prompt and a list of forbidden topics are provided to guide topic selection.

Paper For Above instruction

This assignment encourages students to develop a comprehensive interest inventory intended to facilitate the selection of a compelling, debatable research topic for their upcoming argumentative paper. The process begins with creating multiple brainstormed lists under designated categories such as controversies, history, sports, technology, education, trends, fashion, careers, politics, philosophy, religion, hobbies, and games. The emphasis is on generating at least five potential topics within each of eight categories, aiming to compile at least 80 ideas. The importance of choosing a topic that can be argued for or against is stressed, ensuring the research question is framed as a "WHY" or "SHOULD" query, which promotes debate and critical thinking.

Students are then instructed to review their lists to select their top three interests, reflecting on which topics excite them most and hold potential for a well-argued position. The final step involves narrowing these options to a single topic and developing a specific research question that begins with "SHOULD" or "WHY," targeting an issue that prompts evidence-based debate. For example, a topic like "prayer in school" might lead to a research question such as "SHOULD public schools allow prayer in the classroom?" This framing promotes argumentative writing rather than reporting or summarizing.

To guide students further, an explicit list of topics that are not permitted for research is provided, including issues such as corporal punishment, abortion, school uniforms, church attendance, standardized testing, and other sensitive or controversial subjects. These restrictions serve to focus students' research on topics more conducive to academic discussion and argumentation.

This structured approach ensures students are not only developing their research skills but also honing their ability to formulate compelling, debatable topics for their upcoming assignments, fostering critical engagement with current issues and fostering argumentative writing skills that are essential for academic success.

References

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