For this assignment you will read a set of texts on a topic. Then, you will choose two texts and analyze how their argument modifies or changes the discussion as the topic evolves and changes. Finally, you will join in on the conversation and make your own claim to continue the discussion.
Part 1. Introduction
Introduce the topic and explain why it is important.
Introduce your two texts. Be sure to clarify the authors’ names and explain how the arguments differ from each other.
Thesis statement:
What does text 1 do to the conversation?
What does text 2 do to the conversation?
What do you have to add to the conversation?
Body 1: Analysis of Argument 1:
Does it support, clarify, extend, illustrate, etc., the existing point of view? To do this effectively, you will need to address the assumptions/generalizations that a given society or readers generally have the topic.
Quote and analyze what the author DOES in the text to make that argument work.
Analyze how the argument is developed and how the claim changes the conversation
Explain what the target audience might feel, think, or believe after reading this text.
Body 2: Analysis of Argument 2:
Decide what this argument DOES to the conversation–contradict, rebut, refute, or complicate the previous point of view?
Quote and analyze what the author DOES in the article to make that argument work.
Analyze how this claim takes the argument in a new direction and why this shift or change might be necessary and useful
Explain what the target audience might feel, think, or believe after reading this text.
Body 3: Your Position:
Now that you’ve laid the groundwork by situating the texts in conversation, carve out your own position on the issue. Position yourself in relation to the texts in order to make an argument that enables you to “join the conversation.”
Argue for your contribution.
Conclusion: A discussion of further explorations
Remind readers why this issue is important and relevant
Propose future research/explorations OR comment on how this issue may affect our future.
