ENGL 1302 Argumentative Essay rough draft and final submission + Discussion board

Humanities

ENGL1302

North Lake College

Question Description

I need help with an argumentative essay for my 1302 class The rough draft is due April,20,2020 11:59 (you can send it to me on here and I will review it and submit it) The essay instructions will be included below.

Essay instructions;

You will select and refine a topic for Essay 2 from They Say/I Say Blog (https://www.theysayiblog.com/) conversations. Your ability to choose, evaluate, incorporate, and cite sources will constitute a significant portion of your grade for the argumentative research essay. Revisit Purdue OWL’s “Research Overview” (https://owl.english.purdue.edu/owl/resource/552/1/) before you begin. Or, for citation examples, refer to Dixie State University Library’s Citation Guide. (https://libguides.dixie.edu/c.php?g=57887&p=371726) Additionally, after you select a topic for your essay, review these characteristics of inventive research:

• Read beyond the most accessible source. o For example, don’t stop with the first source listed in a database.

• Explore sources that are opposed to your position. o Don’t seek out only those sources in line with your thinking.

• Be open to change. o Be willing to modify your claim and/or approach as you encounter sources.

• Look beneath the meaning of each key word or phrase. o See key terms and phrases as opportunities for more exploration. • Go back in history to find the origin of words, attitudes, and beliefs related to your topic. o Your initial understanding of a topic may be inaccurate.

• Look for principles and precedents. o Imagine how your topic resonates with some broader set of rules or earlier cases. • Imagine analogies. o Make comparisons while reading and researching to see new layers of your topic.

• Read for underlying values. o All arguments reflect values and assumptions that lie beneath the surface. Of course, as your reading materials explain, not all research is exploratory. As you research your topic, you may need to conduct seeking research to locate specific information to support your claim. Evaluate your research needs by asking these “seeking” questions.1. What type of information do I need?

2. What discipline or field of study has explored this issue?

3. What type of publication is likely to offer such information?

4. What is the best way to access that information?

-The final draft of this essay should be 750–1200 words, or 3-4 double-spaced pages (plus a Works Cited Page).

Examples of Additional Resources for Topics:

  • Browse for topics in databases that provide ready-made lists and peer-reviewed articles, e.g, "Search Database Descriptions" for "Current Events:"

Additional Resources for Topic Development

I have attached two attachments one is a student examples for the essay, and the other is the handout for the essay( wich is the order for the essay)

Please note that if you did a good essay on the rough draft which is due tomorrow 11:59 you won't have to submit a final draft.

-The final draft is due Apr,25,2020 (11:59pm),

here is the link to everything I posted om here in case the tutor would like to view a better organized information : https://dcccd.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_541738_1&content_id=_19535313_1

Forum: Class Discussion: The Martian is due by April,25,2020 11:59 dallas time

Throughout the novel, there are several themes presented. Locate and discuss two prominent themes presented in the novel. How do these themes correlate to the central idea of human ingenuity and survival?

You must use direct quotes from the literature to support your ideas.

Be sure to also add a Works Cited entry for the novel.

Finding the Theme -- this information will help you locate the themes in the novel.

Once you have posted your initial comments of about 250 words, return to the discussion to read all the postings of your classmates. Choose at least two classmates and write replies of at least 150 words to each. Make sure you address them by first name and then sign your reply with your own first name.

Create one intial post and two replies for 2 different students.

Unformatted Attachment Preview

Last Name 1 NAME Professor Ulanda Forbess English 1302 7 August 2017 High School Sports: Detrimental to Education Friday night football, school spirit, and bleachers filled with screaming students. When one thinks of American high schools that is what usually comes to mind, high school sports. Sports are a big part of American culture, so it is no surprise that American high schools are also huge on sports. It is an undeniable truth that sports are an integral part of American high schools, but how is this affecting the level of education? Having sports in high schools negatively affects the quality of education and as a result the students are underperforming. The United States constantly underperforms in math and science which could be linked to the United States’ heavy emphasis on sports. In her article, “U.S. Teens Trail Peers Around World on Math-Science Test” Maria Glod mentions the scores from the 2006 Program for International Student Assessment in which U.S. teens scored lower than many of their peers. In the Organization for Economic Cooperation and Development, a group of 30 of the richest countries in the world, the U.S. scored below 16 of them in math and below 23 in Science (Glod 2007). These scores were similar to the ones conducted in 2003 (Glod 2007). In Eric A. Hanushek, Paul E. Peterson, and Ludger Woessmann’s "US Math Performance in Global Perspective: How Well Does Each State Do at Producing High-Achieving Students? PEPG Last Name 2 Report No.: 10-19.", we see how the U.S. class of 2009 faired in math in comparison to other countries around the world which can be summarized with the following excerpt: No less than 30 of the 56 other countries that participated in the Program for International Student Assessment (PISA) math test had a larger percentage of students who scored at the international equivalent of the advanced level on our National Assessment of Educational Progress (NAEP) tests (Hanushek, Peterson, Woessmann p. 4). With more than half the participating countries having a higher percentage of students scoring at the advanced level than the U.S., American students continue to score exceptionally low in math compared to its peers. Some people attribute the U.S. students underperforming to American high schools having such a large emphasis on sports. In Amanda Ripley’s “The Case Against High School Sports”, she examines how having sports in high school may attribute to the students not doing so well at school. Ripley cites a student who moved from South Korea as an example of the drastic difference between the education system in other countries and the U.S. Jenny, the aforementioned student, was surprised at how big of a deal sports are here in America (Ripley p. 1). South Korea does not make a big deal out of sports like the U.S. does and that may contribute to them scoring so high on the math with them ranking fourth in the world in math (Ripley p.2). Math is not the only subject in which Korea outperforms the U.S; they also outperform the U.S. in Science (Glod 2007). Ripley surveyed a group of foreign students and the result indicated that U.S. students cared more about sports than their foreign counterparts. Therefore, the U.S.’ underperformance in Math and Science could be attributed to having such a huge emphasis in sports. South Korea, among other countries, constantly outperforms the U.S. in both those subjects which may be attributed to their lack of emphasis on sports in high school. Last Name 3 Putting such a huge emphasis on sports can also create a bad culture among the student athletes which could negatively affect their academic involvement. Steve Conn notes a particular story about a student named Patrick Witt who disregarded his education jumping from high school to high school treating them as a “training ground” to hone his football skills (2012). This is the culture that can be created by letting the athletes become more invested in their sport rather than their education. Witt, like many other high school athletes, see sports as an opportunity to receive a scholarship to a university. So, rather than focusing on their studies they put most of their time and effort into their sport. According to Amanda Ripley, of the 77 percent of American students who are graduates only 2 percent receive an athletic scholarship to college (2013). So many athletes pin their hopes of college on an athletic scholarship, but the likelihood of them receiving one is very unlikely. They should instead focus on their studies without the distraction of sports. In a school where sports where cut due to funding, one student notes that without sports it made it easier to focus on his academics because of the extra time (Ripley 2013). Sports can create a bad culture among the athletes which makes them prioritize the sport over their education, but removing sports entirely proved to benefit the students academically. The funds necessary to sustain sports programs in high schools can be very costly which means there is less money in the budget for education. According to David C. Berliner and Gene V. Glass in their book 50 Myths and Lies That Threaten America's Public Schools: The Real Crisis in Education, there is a new mindset among politicians that money in education doesn’t really matter and as a result there have been huge cuts to state education budgets. This thought process is wrong and money does matter in education as it has made it so the U.S. schools have the necessary resources to succeed (Berliner and Glass p. 172). Budget cuts mean that many of these needed resources may not be attainable and this problem is exacerbated by the money spent Last Name 4 on sports programs. In her article “The Case Against High-School Sports”, Amanda Ripley examines a case in which a school in the Premont Independent School District had to make the tough decision to cut sports programs due to low funds. In this school district it costs about $1300 per football player while math only cost $618 per student (Ripley p.5). Programs costs are really costly as it cost more than twice as much to fund football than it does to fund math. As a result Ernest Singleton decided to suspend all sports in order to cut costs despite the backlash he would receive. This decision proved beneficial as 80 percent of the students passed their classes as opposed to just 50 percent the prior fall semester (Ripley p. 7). Funding for sports can be very costly which can lead to cuts in other needed areas. The Premont high school showed that making cuts to sports funding proved to be beneficial for the students and the school. Some critics will argue that the reason the U.S. education system is failing is due to the quality of teachers. Such is the case in the article "The Importance of Teacher Quality as a Key Determinant of Students' Experiences and Outcomes of Schooling." by Ken Rowe. He argues that the most important determinant for a student’s success is the quality of the teachers. Studies show that a strong relationship exists between student achievement and teacher efficacy, although the data is limited (Rowe 2003). In the book 50 Myths and Lies That Threaten America's Public Schools: The Real Crisis in Education by David C. Berliner and Gene V. Glass, they argue that teacher’s are not the most important factor in a student’s education. They state that it is obvious that a good teacher helps students and a bad one is detrimental, but that does not mean that teacher’s should bear the whole responsibility of a child’s competency (Berliner and Glass p. 51). Less than 30% student’s academic success can be attributed to schools and teachers may not be the most important factor. There is a multitude of factors which affect a student’s success, but the major one appears to be socio-economic factors (Berliner and Last Name 5 Glass p. 51). This means that although teachers play a role in determining a student’s academic success, they aren’t the most important factor. Critics might also argue that some studies have shown that participation in sports can lead to an improvement in academic success. A study of three Midwestern high schools was conducted by Grant Nesbit in order to determine how athletic participation would affect End-ofCourse Assessment examinations, grade point averages & attendance. The results showed that students who participated in athletics did better than non-athletes in End-of-Course exams with their scores being 16% higher. Student-athletes also had a higher GPA than non-athletes with a 19% increase in their GPA (Nesbit 2015). This shows that students who participate in sports tend to do better academically than their counterparts. In his article “In College Classrooms, the Problem is High-School Athletics”, Steven Conn disagrees with the claim that athletes do better academically than non-athletes stating that there have been findings that show both negative and positive improvements academically, thus the findings are inconclusive. He also mentions that those studies don’t examine whether the student athletes take easier classes to decrease their workload (Conn 2012). Amanda Ripley examines this in her article "The case against highschool sports" where a school which had 50 percent of juniors and seniors play a sport only 17 percent took at least one Advance Placement test. This shows that student athletes do tend to take easier classes or they don’t challenge themselves nearly enough. Sports are a huge deal in the U.S. especially in American high schools, but this huge emphasis on sports can prove to be detrimental to the students’ education. The U.S. is unique in the way it treats sport in school as other countries around the world don’t make as big a deal when it comes to sports. Consequently, the U.S. scores lower in math and science than many of the other countries. Sports can also create a bad culture among the athletes which can affect them Last Name 6 academically. The funding needed for sports also creates a problem because it means there is less money for academics. Although some limited studies do show that athletics can improve upon academics, it can be attributed to the student-athletes taking easier courses. Therefore, high school sports can be detrimental to the students’ education for a number of reasons. Last Name 7 Works Cited Berliner, David C., and Gene V. Glass, eds. 50 myths and lies that threaten America's public schools: The real crisis in education. Teachers College Press, 2014. Conn, Steven. "In College Classrooms, the Problem Is High School Athletics." Education Digest: Essential Readings Condensed for Quick Review 78.4 (2012): 21-24. Glod, Maria. "US teens trail peers around world on math-science test." The Washington Post 5 (2007). Hanushek, Eric A., Paul E. Peterson, and Ludger Woessmann. "US Math Performance in Global Perspective: How Well Does Each State Do at Producing High-Achieving Students? PEPG Report No.: 10-19." Program on Education Policy and Governance, Harvard University (2010). Nesbit, Grant. The effect of athletic participation on End-of-Course Assessment examinations, grade point averages & attendance. Ball State University, 2015. Ripley, Amanda. "The case against high-school sports." The Atlantic (2013): 47-53. Rowe, Ken. "The importance of teacher quality as a key determinant of students' experiences and outcomes of schooling." 2003-Building Teacher Quality: What does the research tell us? (2003): 3. Monroe’s Motivated Sequence Template Specific Purpose: To persuade my audience that … Central Idea: Title of the Essay Introduction I. Attention-getter: II. Central Idea: should be the same one that is at the top of the page. III. Establish your credibility and good-will: IV. Preview your main points: (Transition) Body I. Main Point – Establish the need or problem. The main point sentence should be a complete, declarative sentence. a. Supporting Point: Present evidence. b. Supporting Point: Make sure you have sound reasoning. i. Sub-Supporting Point: Each point needs to have at least one source. ii. Sub-Supporting Point: (Transition) Main Point – Present a solution to the need or the problem. The main point sentence should be a complete, declarative sentence. a. Supporting Point: Describe in detail how your solution would fix the problem. i. Sub-Supporting Point: ii. Sub-Supporting Point: Make sure you have solid evidence! b. Supporting Point: This point should be the most important part of your speech. c. Supporting Point: If needed. (Transition) II. Main Point – Help the audience visualize the impact of the solution. a. Supporting Point: Tell the benefits of the solution. b. Supporting Point: Paint a picture for the audience. i. Sub-Supporting Point: Make sure your reasoning is sound. ii. Sub-Supporting Point: (Transition) Conclusion I. Restate the main points: II. Restate your central idea: III. Call your audience to action: This can be either to change their thinking or to physically do something. IV. Endnote: Don’t fizzle out! Close with a bang! III. Works Cited You need to have 5 sources for this essay, but make sure you cite all of your sources if you use more. Cite all pictures, quotes, graphs, etc. ...
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