longbeach Navigating the Path to Equality Through the Lens of Where We Are Going and How We Get There
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- Write a complete rough draft of your paper in correct paper formatting, with complete in-text citations and a complete, up-to-date list of Works Cited in MLA format at the end of the paper. Your paper should explore how the themes and readings covered in this course can be of value in addressing a contemporary problem.
- Audience: Write as a scholar-in-training to an audience of intelligent, well-informed people who do not necessarily know this material and who may have a different perspective on it than you do, or at least might not have thought of your thesis before reading your paper. Engage your readers in the issue and convince them of your thesis, the significance (value) of the issue, and your argument. Assume that they are expecting you to follow the norms of academic citation and to make the context of your paper clear. For additional guidance see Little Seagull, W-1 and W-2.
- Introduction: The introduction is your opportunity to frame the paper in an interesting way that shows its significance. To do so, you’ll need to:
- Introduce the course theme, course sources, and contemporary problem, and the relationship between them
- Clearly pose an open-ended, debatable question that is answerable with scholarly research and analysis of texts; for your paper, this question should address how the course theme you’ve chosen can be of value in addressing a contemporary problem
- Answer your question with a thesis (your argument); for MMW, we encourage you to use the thesis formula (found below) when crafting your thesis.
- Thesis: The thesis answers the question you’ve posed and lays out the structure of your argument, creating the reader’s expectations for what is to come in the essay:
- Acknowledges an alternative view of the subject—the opposition (an “although” point)
- Refers to the subject of the question, what your paper is about
- Makes an assertion about the subject that answers the question
- Provides at least 3 reasons (sometimes fewer, sometimes more) to support the assertion, listed in the most logical and persuasive order for your argument
- Stated as a formula: TS = O + S + A + R (3+)Thesis Sentence = Opposition + Subject + Assertion + Reasons (3+)
- Significance: This is the “so what” argument of your paper: How does your essay, and your thesis/assertion in particular, contribute to a better understanding of the problem you address? Why does it matter that the problem be addressed and resolved as well as possible? Your answer to these questions is your paper’s significance. It’s your reason for writing the entire paper. If you can’t determine significance, then you most likely do not have an argument yet.Significance not only refers to the significance of the issue in general but most importantly also to the significance of your thesis, your assertion/argument. Further, the “although” part of your thesis (the “O”/Opposition part of the formula) introduces the counterargument/alternative view with which you are engaging and gives you the context for significance: unless someone could disagree with your assertion, you do not have an argument.To determine significance, ask yourself why it’s important that we understand your assertion: what value are you bringing to the discussion about your topic? When determining the significance of your assertion, you can
- Discuss the historical significance, contemporary significance, or both, as long as you relate it to your assertion
- Discuss it in terms of finding issues in the scholarly debate (the conceptual problem) and addressing those issues. Sometimes, you may be addressing issues you have discovered through examining primary sources and reading widely in secondary sources
- Context: Accurately establish the historical and cultural contexts of relevant events and texts for 1) the topic you are exploring and 2) any sources you use. The context can be woven into any part of the paper where it is appropriate and needed for the reader to understand and be persuaded by your argument.Provide enough context for a reader outside of the course to follow your reasoning. For instance, the first time you refer to an author, even if the author is in your Works Cited and even if the people in your course know who you are talking about, write the full name and give enough background information to make it clear why you are referencing this author.Opposition (Counterargument) and Rebuttal: Consider at least one alternative view to your assertion. This is your opposition, also known as your counterargument. Discuss its merits and flaws fairly, presenting evidence for it. Then show why your argument is better, rebutting the counterargument with evidence in support of your argument. You don’t have to claim that your interpretation is “right” or “true;” you just have to persuade your readers that it is the strongest among competing views. The counterargument and rebuttal are built into the thesis as the “opposition” and “assertion” (the O and the A parts of the thesis formula). Develop them in one or more paragraphs in the body of the paper, and place them wherever they flow best with the rest of the paper and are most persuasive for your argument. The thesis forecasts the counterargument early on in the paper, and sometimes you may need to go into some detail about it for the set up of the paper. For most essays, though, the fully developed counterargument and rebuttal section of the paper works best after thoroughly presenting the evidence for your argument. In any case, use transitions to make it clear to your reader what you are arguing for and what you are arguing against.Organization: Organize the body of the paper with several paragraphs, at least one for each reason provided in the thesis, the counterargument, and the rebuttal. Discuss the reasons in the order presented in the thesis. Write a topic sentence for each paragraph that makes a point about each reason, tying it explicitly to your thesis.Analyze and use specific evidence from texts to support each reason and illustrate your point: summarize, paraphrase, and quote, as needed, citing the texts for all evidence you draw from them. Explain how the evidence supports the point you’re making for each reason.Use transitions to guide the reader so they can easily follow the flow of your argument:
- To connect the thesis to the supporting reasons
- To connect the reasons to the textual evidence
- To mark the transitions between reasons, counterargument, and rebuttal
- Contemporary problem: education access in America
- Course Theme: Where are we going and how do we get there
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