{"id":38879,"date":"2024-11-26T13:45:42","date_gmt":"2024-11-26T13:45:42","guid":{"rendered":"https:\/\/www.writemyessays.app\/blog\/questions\/our-final-paper-should-annotated-bibliography-should-have-given-you-a-good-handle-on-your-sources-and-how-you-can-best-use-them-to-prove-your-thesis\/"},"modified":"2024-11-26T13:45:42","modified_gmt":"2024-11-26T13:45:42","slug":"our-final-paper-should-annotated-bibliography-should-have-given-you-a-good-handle-on-your-sources-and-how-you-can-best-use-them-to-prove-your-thesis","status":"publish","type":"questions","link":"https:\/\/www.writemyessays.app\/blog\/questions\/our-final-paper-should-annotated-bibliography-should-have-given-you-a-good-handle-on-your-sources-and-how-you-can-best-use-them-to-prove-your-thesis\/","title":{"rendered":"our final paper should annotated bibliography should have given you a good handle on your sources and how you can best use them to prove your thesis."},"content":{"rendered":"
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Your final paper should be three to five pages, contain an arguable thesis*, use your sources to back up your argument, and include a Works Cited page. Your annotated bibliography should have given you a good handle on your sources and how you can best use them to prove your thesis. Make sure all sources are quoted correctly and receive both an in-text citation and a Works Cited page citation. <\/p>\n

http:\/\/owl.english.purdue.edu\/owl\/resource\/747\/13\/ (Links to an external site.)<\/span><\/a><\/p>\n

1) <\/strong> <\/strong> Does the introductory paragraph start talking about the topic right away? Don’t use a gimmicky “hook.” Just dive in.<\/strong><\/p>\n

2) <\/strong> <\/strong> Does the thesis come at the end of the introductory paragraph?<\/strong><\/p>\n

3) <\/strong> <\/strong> Is the thesis the one claim the whole paper intends to prove?<\/strong><\/p>\n

4) <\/strong> <\/strong> Is the thesis specific?<\/strong><\/p>\n

5) <\/strong> <\/strong> Is the thesis concise?<\/strong><\/p>\n

6) <\/strong> <\/strong> Is the thesis arguable?<\/strong><\/p>\n

7) <\/strong> <\/strong> Is the thesis verifiable?   <\/strong><\/p>\n

8) <\/strong> <\/strong> Do each of the body paragraphs begin with a topic sentence?<\/strong><\/p>\n

9) <\/strong> <\/strong> Does each topic sentence directly prove the thesis?<\/strong><\/p>\n

10) <\/strong> <\/strong> Does each topic sentence work as a mini-thesis for its paragraph?<\/strong><\/p>\n

11) <\/strong> <\/strong> Does the paper use at least four secondary sources, including two peer-reviewed sources?<\/strong><\/p>\n

12) <\/strong> <\/strong> Are sources cited correctly in the text of the essay?<\/strong><\/p>\n

13) <\/strong> <\/strong> Are sources cited correctly on the Works Cited page?<\/strong><\/p>\n

Does the paper avoid all the following mechanical errors?<\/strong><\/p>\n

14)<\/strong>   <\/strong>apostrophe misuse<\/strong><\/p>\n

15)<\/strong>   <\/strong>subject-verb disagreement<\/strong><\/p>\n

16)<\/strong>   <\/strong>comma splices<\/strong><\/p>\n

17)<\/strong>   <\/strong>fused sentences<\/strong><\/p>\n

18)<\/strong>   <\/strong>run-on sentences<\/strong><\/p>\n

19)<\/strong>   <\/strong>misspellings<\/strong><\/p>\n

20)<\/strong>   <\/strong>vague pronoun reference<\/strong><\/p>\n

21)<\/strong>   <\/strong>inaccurate shifts in tense<\/strong><\/p>\n

22)<\/strong>   <\/strong>sentence fragments<\/strong><\/p>\n

23)<\/strong>   <\/strong>misplaced or dangling modifiers<\/strong><\/p>\n

24)<\/strong>   <\/strong>capitalization problems<\/strong><\/p>\n

25)<\/strong>   <\/strong>comma errors<\/strong><\/p>\n

26)<\/strong>   <\/strong>non-parallel verb structures<\/strong><\/p>\n

 <\/p>\n

*You need a clear, solid understanding of a few key definitions and ideas.<\/span><\/p>\n

1) Rhetoric: the art of persuading your audience.<\/span><\/p>\n

2) Argument: a particular rhetorical mode, the mode of the essays you’ll write in this class. An argument is a means of persuasion, not a shouting match.<\/span><\/p>\n

3) Remember than an argument is not: a matter of taste, a matter of faith, emotional manipulation.<\/span><\/p>\n

The famous Lyndon Baines Johnson “Daisy Girl” campaign ad is, therefore, NOT an argument. It is, instead, manipulation.<\/span><\/p>\n

Here’s the ad: LBJ Daisy ad (Links to an external site.)<\/span><\/a><\/a><\/span><\/p>\n

4) Rather, an argument is a claim supported by logic and evidence.<\/span><\/p>\n

5) Key to a successful argument is the statement of its claim. That statement is a thesis statement. The definition of a thesis statement: the one claim your entire paper will prove.<\/span><\/p>\n

Not the three claims. You’re not writing high school five paragraph essays in this course. You’re doing something less formulaic, more sophisticated.<\/span><\/p>\n

A thesis statement is the one claim your entire paper will prove.<\/span><\/p>\n

It usually comes at the end of your first paragraph and is usually one sentence, though once in a while, it may necessitate two.<\/span><\/p>\n

6) Please memorize the following four characteristics of a successful thesis statement. Use them as a checklist for your writing.<\/span><\/p>\n

A thesis statement must be:<\/span><\/p>\n

a) specific, not vague;<\/span><\/p>\n

b) concise, not full of fluff and extraneous wording;<\/span><\/p>\n

c) verifiable, something that can be argued with logic and with evidence;<\/span><\/p>\n

d) arguable, not obvious. “Arguable” means that everyone doesn’t automatically come to the same conclusion. It means you are arguing your own interpretation of the facts.<\/span><\/p>\n

Topic sentences should be found at the beginning of each body paragraph. Each topic sentence has two functions:<\/span><\/p>\n

1) to form a step in directly proving the thesis statement.<\/span><\/p>\n

2) to function as a mini-thesis for its particular paragraph.<\/span><\/p>\n<\/div>\n

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<\/span>View Rubric<\/span><\/span><\/span><\/p>\n
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ENC 1102 Outcomes Assessment Rubric – 15 points<\/span><\/caption>\n
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ENC 1102 Outcomes Assessment Rubric – 15 points<\/th>\n<\/tr>\n
Criteria<\/th>\nRatings<\/th>\nPts<\/th>\n<\/tr>\n<\/thead>\n
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 This criterion is linked to a Learning Outcome<\/span><\/span>Outcome 1: Organization, Purpose, Audience, Tone<\/span><\/div>\n
view longer description<\/span><\/div>\n

threshold: 2<\/span><\/th>\n

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3 pts<\/span><\/div>\n
EXCEEDS EXPECTATIONS: Essay has a clearly established main idea and develops the topic in an innovative way with a perceptive thesis. Organization demonstrates a clear and insightful progression of ideas; transitions are seamless and skillful; essay has an organic and sophisticated structure. Writer demonstrates an effective analysis of the rhetorical situation through clear sense of purpose and audience and responds to assigned topic with insight and originality. Tone is exemplary and shows sophisticated awareness of the audience and purpose.<\/span><\/div>\n

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2 pts<\/span><\/div>\n
MEETS EXPECTATIONS: Essay has a basic directly or indirectly stated main idea. Organization demonstrates a clear progression of ideas, possibly with a few lapses in logic; transitions are basic but adequate, competent, or effective rather than masterful; essay has an adequate or effective structure. Writer analyzes the rhetorical situation with an adequate understanding of purpose and audience and responds appropriately to assigned topic. Tone is appropriate to the purpose and audience.<\/span><\/div>\n

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1 pts<\/span><\/div>\n
DOES NOT MEET EXPECTATIONS: Essay has no evident main idea or an incomplete or ambiguous main idea; thesis is too broad, vague, or obvious. Organization lacks a clear progression of ideas; transitions are abrupt, sometimes or often inaccurate, and\/or nonexistent; essay has an inconsistent or no discernable structure. Writer exhibits a limited understanding of the rhetorical situation, with minimal attention to purpose and audience or provides an inadequate response to topic. Tone inconsistent and\/or shows little to no awareness of audience and purpose and may be inappropriate for the writing task.<\/span><\/div>\n

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\/ 3 pts<\/div>\n<\/td>\n<\/tr>\n
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 This criterion is linked to a Learning Outcome<\/span><\/span>Outcome 2: Synthesize Evidence<\/span><\/div>\n
view longer description<\/span><\/div>\n

threshold: 2<\/span><\/th>\n

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3 pts<\/span><\/div>\n
EXCEEDS EXPECTATIONS: Main idea is fully developed, each section supporting the thesis with logical arguments; many specific, concrete details, examples, and evidence that has been interpreted and is clearly related to the main idea; and thorough explanation of the significance of the support. No unsupported generalizations. Demonstrates skillful selection and use of high-quality, credible, and relevant sources.<\/span><\/div>\n

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2 pts<\/span><\/div>\n
MEETS EXPECTATIONS: Main idea is adequately developed with some specific details and examples as well as some explanation of their significance. May have a few unsupported generalizations, underdeveloped passages, or unrelated information. Demonstrates an attempt to research and use credible and\/or appropriate sources.<\/span><\/div>\n

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1 pts<\/span><\/div>\n
DOES NOT MEET EXPECTATIONS: Main idea is not developed, has inadequate or irrelevant support, or is developed almost entirely with generalizations or lists and little to no explanation of their significance. Demonstrates an inadequate understanding of research and use of sources.<\/span><\/div>\n

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\/ 3 pts<\/div>\n<\/td>\n<\/tr>\n
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 This criterion is linked to a Learning Outcome<\/span><\/span>Outcome 3: Cite & Document Sources<\/span><\/div>\n
view longer description<\/span><\/div>\n

threshold: 2<\/span><\/th>\n

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3 pts<\/span><\/div>\n
EXCEEDS EXPECTATIONS: Thoroughly understands how to integrate, cite, and document researched sources according to assigned style guide.<\/span><\/div>\n

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2 pts<\/span><\/div>\n
MEETS EXPECTATIONS: Competently integrates, cites, and documents researched sources according to assigned style guide.<\/span><\/div>\n

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1 pts<\/span><\/div>\n
DOES NOT MEET EXPECTATIONS: Ability to integrate, cite, and document researched sources is uneven.<\/span><\/div>\n

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 This criterion is linked to a Learning Outcome<\/span><\/span>Outcome 4: Standard American English<\/span><\/div>\n
view longer description<\/span><\/div>\n

threshold: 2<\/span><\/th>\n

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3 pts<\/span><\/div>\n
EXCEEDS EXPECTATIONS: Demonstrates sophisticated use of sentence structure, word choice, grammar, punctuation, and\/or mechanics which is virtually error-free, rises above mechanical correctness, and enhances the writer\u2019s ability to communicate.<\/span><\/div>\n

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2 pts<\/span><\/div>\n
MEETS EXPECTATIONS: Demonstrates adequate use of sentence structure, word choice, grammar, punctuation, and\/or mechanics which may include some errors but these errors do not interfere with the writer\u2019s ability to communicate.<\/span><\/div>\n

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1 pts<\/span><\/div>\n
DOES NOT MEET EXPECTATIONS: Includes errors in sentence structure, word choice, grammar, punctuation, and\/or mechanics which interfere with the writer\u2019s ability to communicate.<\/span><\/div>\n

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\/ 3 pts<\/div>\n<\/td>\n<\/tr>\n
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 This criterion is linked to a Learning Outcome<\/span><\/span>Outcome 5: Analyze Human Experience<\/span><\/div>\n
view longer description<\/span><\/div>\n

threshold: 2<\/span><\/th>\n

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<\/p>\n
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3 pts<\/span><\/div>\n
EXCEEDS EXPECTATIONS: Analyzes relevant aspects of the human experience and\/or demonstrates thorough understanding of different perspectives of an issue\/topic and responds with insightful ideas.<\/span><\/div>\n

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2 pts<\/span><\/div>\n
MEETS EXPECTATIONS: Competently identifies some aspects of the human experience and\/or demonstrates some understanding of different perspectives of an issue\/topic and responds with obvious or predictable ideas.<\/span><\/div>\n

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1 pts<\/span><\/div>\n
DOES NOT MEET EXPECTATIONS: Recognizes only limited aspects of the human experience and\/or demonstrates only a limited understanding of different perspectives of an issue\/topic and responds with inadequate ideas.<\/span><\/div>\n

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\/ 3 pts<\/div>\n<\/td>\n<\/tr>\n
Total Points: 0<\/span><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Your final paper should be three to five pages, contain an arguable thesis*, use your sources to back up your argument, and include a Works Cited page. Your annotated bibliography should have given you a good handle on your sources and how you can best use them to prove your thesis. Make sure all sources […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"closed","template":"","meta":[],"disciplines":[14],"paper_types":[],"tagged":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/questions\/38879"}],"collection":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/questions"}],"about":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/types\/questions"}],"author":[{"embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/comments?post=38879"}],"version-history":[{"count":0,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/questions\/38879\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/media?parent=38879"}],"wp:term":[{"taxonomy":"disciplines","embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/disciplines?post=38879"},{"taxonomy":"paper_types","embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/paper_types?post=38879"},{"taxonomy":"tagged","embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/tagged?post=38879"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}