a reason (Use connecting words like “since,” “because,” “so that” . . .)
a way to achieve your goal (“by doing something”)
a concession to the other side of the debate, admitting that the other point of view is partially correct (“While it is true that . . .” or “Many (specific group) think . . . ; however, . . .”)
Example thesis: Therefore, to end inefficient services at Mission Neighborhood Health Center towards Transgender and Gender Non-Conformist patients, the Board of Directors must provide education on the TGNC community to healthcare providers and staff to improve medical services and create a friendly environment for said community. (From an essay by Ivan Ramirez Cano from Fall 2020)
Example thesis: Costume design students working on period films should strive for historical accuracy through research, but make exceptions if it hinders the expression of the characters. (From an essay by Eden Metzger from Fall 2020)
Example thesis: The Environmental Protection Agency suggests salvaging buildings to reduce construction and demolition waste, which is a good idea; however, architects should create a more sustainable structure design so that material can be reused in new construction. (From an essay by Mohamed Alshaebi from Spring 2020)
Research sources: Draw on a minimum of eight sources, at least one from each of the following categories: (Links to an ext
An encyclopedia entry from Credo Reference (Links to an external site.) on the CCSF Library Website
A film from the library databases or a TED Talk (or one approved by Prof Ron)
An article from an Internet source from the last year whose credibility has been evaluated, using the C.R.A.A.P. Test (Links to an external site.) (Currency, Relevance, Authority, Accuracy, and Purpose)
A scholarly article, one from an academic journal, preferably from the last five years from the library databases.
An article from a respected news source, such as The New York Times, (Links to an external site.) The Washington Post (Links to an external site.), The Wall Street Journal (Links to an external site.), or The National Review (Links to an external site.) from the last year. Note: The first two have a liberal bias, the second two, conservative. Remember that you will need to bring counterarguments into the larger research paper. If you wish to use a different newspaper, please email Prof Ron.
Primary research that students conduct themselves: an interview, survey, observation, or experiment.
Introduction: After a catchy, informative title, open with an attention-getting hook (a quote, a shocking statistic, a startling statement, an anecdote) that leads directly into an introduction to the issue: explain who should care about it and why it matters. Give your main argument in a unified thesis statement, which gives specific advice to a specific group in the form of a positive call to action, answering the question, “Who exactly should do what exactly to solve a specific problem?”
Body paragraphs:
Problem paragraphs: Revising and adapting your Writing Assignment B2: Analysis of a Problem on the Student’s Research Topic, following feedback from Prof. Ron, present the problem clearly in 2-5 body paragraphs, showing that it is a serious problem that demands immediate attention. Break down the problem into subcategories. Please review 4.7: “Outlining” (Links to an external site.) from the online textbook to consider methods of organization: chronological order, spatial order, order of importance, or cause and effect. Back up every debatable claim with many, many, many, (I’m not kidding) many examples, facts, statistics, anecdotes, summaries, paraphrases, and quotes in quote sandwiches with MLA in-text citations that refer to a works cited.
Counterarguments: Explain at least one other point of view on the problem you are addressing or the solution you are proposing. Keep in mind that a counterargument doesn’t always have to be the opposite point of view. Sometimes the counteragument is just another perspective: Certain people say something is not the main cause of the problem; this other thing is, or some say this other approach would be the best solution. Play what Peter Elbow calls “the believing game,” (Links to an external site.) where you put yourself into the other person’s shoes for a while to see how they think of the issue. Give evidence to support their point. Offer concessions to those points of view, which means admitting that they are partially valid. Then, you can argue against those points of views to show that they are not logical, not supported by evidence, not relevant, not important, or not as convincing as your own argument. Alternatively, counterarguments can come as the first or last body paragraph or they can be worked into every body paragraph.
Conclusion: In the conclusion, reinforce your main argument, your thesis. You may also do one of the following: Echo the introduction. Answer the “So what?” question: why should your target audience care? Give your readers something more to think about
Use the PIE paragraph format: P: Open with a Point you would like to make. Think of this topic sentence as the thesis, or main idea of the paragraph. Your topic sentence should answer this question: What is one reason your target audience should follow your call to action? Alternatively, you can present a step-by-step guide on how they can accomplish it. I: Give Information to show that this is a significant problem with lots and lots and lots of evidence in the form of examples, facts, statistics, summaries, paraphrases, quotes, and anecdotes (stories from the readings or the experience of you or others you know). Be sure to give the titles and authors and/or websites of every source you use in the text and in your works cited. E: After the information, or evidence, provide an Explanation of how the information supports your main idea. Analyze quotes, referring to specific words and phrases in “pull quotes” (small pieces of the quote that are pulled down into your explanation), examining less obvious aspects like tone, assumptions, implications, and literary
