Eng102 Brentar Argument Prospectus Evaluation Name Focus Org

Eng102 Brentar Argumentprospectusevaluationnamefocusorganization

Develop a research prospectus on a chosen issue from The Engaged Reader, including an overview, rationale, thesis statement, agenda, and annotated works consulted, emphasizing scholarly sources and critical analysis of the topic's significance and opposing viewpoints. Follow MLA formatting and submission guidelines for drafts and final versions.

Paper For Above instruction

The purpose of this assignment is to prepare a comprehensive research prospectus that clearly lays out the groundwork for a future argumentative paper. The prospectus acts as a roadmap, demonstrating the topic’s importance, the research plan, and how the writer intends to engage with existing sources and viewpoints.

To begin, the student must select an issue from “The Engaged Reader,” such as a specific article related to contemporary social, political, or cultural debates. After choosing the article, the student will conduct scholarly research using academic databases like Academic Search Complete, LexisNexis, and others available through OhioLINK, intentionally avoiding general internet sources like Google. The research will include at least ten sources, with at least three scholarly journal articles, one of which must be the original article from the reader. Remaining sources may be journalistic but must be from credible outlets, ensuring a robust and credible foundation for the argument.

The prospectus itself will contain several key components:

  • Overview: A succinct summary of the issue at hand, highlighting the key points and context.
  • Rationale: An explanation of why this issue is significant, including the rhetorical situation (audience and purpose) and its broader social or cultural importance.
  • Thesis Statement: A clear, specific position that previews the main argument (e.g., “I plan to argue that…”).
  • Agenda: A detailed plan outlining the probable lines of argument, anticipated counterarguments, and responses. This includes a draft of the thesis and an overview of supporting and opposing sources.
  • Annotated Works Consulted: A list of at least ten sources with annotations—approximately 50-75 words each—describing the source’s key claims and its relevance to the research plan. The annotations should demonstrate critical engagement and show how each source contributes to the overall argument, including contrasting viewpoints, scholarly perspectives, or journalistic insights.

The entire prospectus must adhere to MLA formatting guidelines: using US Letter size paper, 1-inch margins, Courier New 12-point font, double-spacing, and proper header formatting. The first page should include the student's name, instructor’s name, course number, and date in the upper left corner; subsequent pages should feature a header with the last name and page number. The submission process involves an initial draft submitted in person during conferences, followed by a polished final version submitted via Blackboard as an attachment, with specific file-naming conventions. It is vital to avoid placeholder or extraneous comments, maintain grammatical accuracy, and ensure clarity and logical progression throughout the document.

The final research prospectus aims to demonstrate the student’s ability to formulate a focused research question, develop a defensible position, plan an argumentative structure, and engage critically with credible sources. By doing so, the student will lay a solid foundation for the actual research paper, ensuring that their argument is well-supported, nuanced, and academically rigorous.

References

  • Black, Jason Edward. “The ‘Mascotting’ of Native America: Construction, Commodity, and Assimilation.” American Indian Quarterly, vol. 26, 2012, pp. 605-622.
  • Brady, Erik. “Taking a Stand against ‘Redface’.” USA Today, 22 July 2014, p. C1.
  • Briggs, David. “Chief Wahoo Must Go.” Cleveland.com, 5 Apr. 2008.
  • Dolgan, Bob. “Tale of Indians' Name Off Base: Legend of Louis Sockalexis As Origin of Nickname Strikes Out with Baseball Historians.” Plain Dealer, 17 May 1999.
  • Freng, Scott, and Cynthia Willis-Esqueda. “A Question of Honor: Chief Wahoo and American Indian Stereotype Activation among a University Based Sample.” Journal of Social Psychology, vol. 151, 2011, pp. 577-591.
  • Fryberg, Stephanie A., et al. “Of Warrior Chiefs and Indian Princesses: The Psychological Consequences of American Indian Mascots.” Basic and Applied Social Psychology, vol. 30, 2008, pp. 208-218.
  • King, C. Richard, and Charles Fruehling Springwood, eds. Team Spirits: The Native American Mascots Controversy. Lincoln: University of Nebraska Press, 2001.
  • Spindel, Carol. Dancing at Halftime: Sports and the Controversy over American Indian Mascots. New York University Press, 2000.
  • Staurowsky, Ellen. “You Know, We Are All Indian.” Journal of Sport and Social Issues, vol. 31, 2007, pp. 61-76.
  • Zimmerman, Jonathan. “The Cleveland Indians' Mascot Must Go.” Christian Science Monitor, 15 Oct. 2007.

Related Assignments