argument reserach , annotated bibiography ready , 2 sources more needed. obesity and poverty in US

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EH 102 Paper 5 Major Researched Argument Purpose: The goals of this assignment are to (1) help you develop and defend your position on an issue concerning the law (local, state, or federal), (2) improve your ability to use outside sources as evidence to support your thesis, (3) help you write a logical, well-developed argument to your intended audience, and (4) provide an opportunity for you to use the concept of transference in your writing. Task: Using an issue from the topic you chose for Paper 4, develop a claim or thesis. Your claim or thesis must fit the criteria for a good claim or thesis: it should clearly state your stance on the issue, contain an element of risk, uncertainty, or challenge and have tension. As part of your thesis, you may wish to offer a recommendation regarding this issue. Your goal is to write an essay that persuades readers to accept your position, or at least persuades them to consider your opinion or recommendation. Remember your argument is to persuade your audience to accept or consider wanting to newly create, amend or abolish some form of legislation. Select a suitable audience who care about the issue but do not accept your position or who do not accept your recommendation on how to deal with the issue. Under the title of your paper, include a brief description of your audience. The majority of your paper should be devoted to your own arguments supporting your position. You should use sources to support your claims and reasons, but do not let your paper be dominated by other people’s arguments. Additionally, you should address at least two counterarguments in your paper which means you must consider at least two other points of view. Evaluation: The paper’s use of outside sources and University of South Alabama’s Shared Criteria of development and support, organization, style and mechanics are the assessment tools for evaluating your paper. • You must have a minimum of nine sources with a maximum of ten and four of them must identify (with) your anticipated audience. • Your interview is included in your nine sources. • You must have a correctly formatted Works Cited page for all of the sources used in your narrative along with providing a critical annotated bibliography for six of your sources. • The Annotated Bibliography must include sources with two differing points of view. (You may use or build on your Paper 4 Annotated Bibliography.) • You must follow MLA format exactly. 1 Finally, your written argument and the presentation of a brief oral report (over some aspect of your paper) will provide the basis for assessing this project. The oral report and your written assessment of your writing skills will serve as the final exam for this class. Attendance is mandatory for all students for all presentations or your paper will receive 30 points off the final grade. Remember this paper counts for 35% of your total grade for this class. An oral presentation of the paper is required of all students or the paper will receive a failing grade. Format: The typed, double-spaced paper should be 1800 - 2000 words in length (this does not count the Annotated Bibliography pages, but does include the Works Cited page). Include correct MLA parenthetical citations in your paper, and include the following when you submit the paper in its assigned folder: • all required pre-writing, outline, drafts and peer reviews; • brief description of your audience at the top of the paper under the title; • at least nine sources (one of these sources must be a personal interview); • a mixture of direct and indirect quotes (that include at least three block quotes from three different sources); • a high-lighted photocopy of all the source material pages you cite Failure to bring drafts or other work on the date due for such work will lower the paper’s grade. There will be no acceptance of late papers, because it is due on the day of the final. Failure to submit the paper to will result in an automatic failing grade. Due Dates: See additional homework on pp. 3 & 4 of this prompt. Tuesday, April 11 – Planning Schema: the thesis outline (one sentence each; argument claim (thesis), grounds (reasons, stance) warrants (evidence,) conditions of rebuttal and rebuttals (counter argument with reasons and evidence), backing and qualifiers. (Submit planning schema for review and keep copy to develop your paper.) Thursday, April 13 Draft 1: Narrative: Introduction and argument presentation and body for peer review. This should include • a summary of the argument, • claim with reasons/premise, • underlying/unstated assumptions and • evidence to validate the claim and reasons • and conditions of rebuttal. • This draft should have in-text (parenthetical) citations composed of direct quotes, paraphrases and at least one block quote synthesized with your own thoughts and conclusions. 2 Brief summary of two new sources and a draft of a Works Cited page containing all eight sources. Tuesday, April 18 For Peer Review Draft 2 is comprised of counterargument, rebuttal and the conclusion to your researched argument for peer review. This should include • an introduction to the counterargument • and the underlying assumptions and reasons/premise for the counterargument • and the rebuttal to the counterargument. • This draft should also incorporate in-text (parenthetical citations) that are composed of direct quotes, paraphrases and at least two block quote(s) synthesized with your own thoughts and conclusions. Thursday, April 20 For Peer Review: Draft 3: Revised argument of Drafts 1 & 2 Tuesday, April 25 For Peer Review Draft 4: Revision of complete argument integrating new information about the use of transference and draft of Works Cited page. Thursday, April 27 (last day of classes) Draft 5: Complete drafts of project: argument, Works Cited page and Annotated Bibliography Final Exam Schedule for Ferguson EH 102 classes is as follows: SEC 149 Tuesday, May 2 1:00pm -3:00pm SEC 137 Thursday, May 4 1:00pm-3:00pm This is the Final Exam for Ferguson EH 102: Submission of Final Draft of Paper 5 and 5-7 Minute Oral Presentations of the Paper content. Oral Presentations assigned in alphabetical order. Submit Drafts 1-5 to and check plagiarism (research source use) detail report. If the percentage is over 0%, download your drafts, study the highlighted sections and make correct MLA adjustments. Your goal is 0%, but no more than 10%. The site will be open for draft submissions and re-submissions beginning 12:00am Monday, April 10 and will close Thursday, May 4 at 11:59pm. 3 Homework April 6 – April 27: Reading Due April 11 • LPH sample of argument “Why We Remember” pp. xcv-ci • LPH (parenthetical citation models) pp.80 – 91 and pp. 91-98 (works-cited models) pp. 98-99 (sample Works-Cited list) • WIT, Ch. 9 Constructing Arguments pp. 221-236 Citing Resources, pp 306-315 • Find two additional sources Readings due April 13 Handouts: Two USA Student Researched Arguments • “Unethixs: The Truth About Pharmaceutical Ethics” Due April 18 • “A Look at the Reliability and Validity of the MBTI” Handout: Current Issues… April 20 “Death and Justice: How Capitol Punishment Affirms Life”, Edward I. Koch, April 25 “Letter from Birmingham Jail, A Call to Unity”, Martin L. King, pp.736-751. Additional homework assigned TBA. 4 ...
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Obesity and Poverty in the United States Of America
The targeted audience for this paper is essentially policy makers (i.e. both federal and state
governments) on issues related to obesity and school administrations where children spend quite
a considerable part of their time as well as the general public who are at risk of either personally
struggling with the problem or have someone they are close to who may be suffering from the
The overall obesity rates and obesity prevalence remains high not only in the United
States but also to many countries in the world. Obesity has grown and turned out to a major
problem for many lives in the whole world with its prevalence being higher than ever before and
the trend seeming to increase day by day. In the present date, 17% of the youth in U.S are
suffering from obesity, a figure that clearly illustrates how the obesity levels in the country have
almost tripled in the last twenty to thirty years. Most obesity policies have been unsuccessful,
which has resulted to many people doubting their efficiency and assuming that some people are
basically reluctant to change their dietary habit regardless of how it affects their life. Obesityrelated chronic diseases such as type 2 diabetes, cancer, high blood pressure among others have
been on the rise with some of them like heart diseases and cancer leading as the causes of death


in America. Many policy options can play a significant role in preventing and reducing obesity
cases. This paper seeks to detail some of the policy options utilized and enacted by the federal as
well as state governments to reduce obesity cases.
Nutrition Legislation
The United States government and its respective state governments have continued to
consistently remain active in the sector of nutrition policies especially in schools by endorsing
legislations and assimilating resolves that supplement as well as enhance the government’s effort
to enact the Health, Hunger-Free Kids Act of 2010 and other legislations that ensure that school
children receive nutritious foods. Several states such as North and South Carolina, Montana,
Kansas and others have implemented some sort of nutrition policies in schools or adopted
nutrition resolves to in the schools. These policies play a crucial role in ensuring that children
and particularly students have access to healthier affordable, pocket-friendly beverages and food
options as well as encouraging communities to support for food nutrition. One of the areas that
has pooled much attention from policymakers in several states was a broader access to affordable
healthy meals so as to assist the children to spend their days in a way they are ready to learn and
undertake their day to day activities. As indicated by CDC:
Healthier foods generally are more expensive than less-healthy foods (28), which can
pose a significant barrier to purchasing and consuming healthier foods, particularly for
low-income consumers. Healthier foods and beverages include, but are not limited to,
foods and beverages with low energy density and low calorie, sugar, fat, and sodium
content (11). Healthier food and beverage choices need to be both available and
affordable for persons to consume them.


Physical education and decreased obesity
Moreover, the federal government and some state governments have put much emphasis
on the physical education or activities in schools and school vacations policy. The first national
policy was the Physical Activity Guidelines for Americans which was issued by the United
States Department of Health and Human Services recommending an hour of age-appropriate,
engaging and varied physical activities for children. The guidelines which were developed by
professionals in the field of exercise science and public health are founded on the findings of
prior research on the importance and benefits of physical activities. For instance, the Center for
Disease and Prevention (CDC) conducted a research and established that physical activities in
the course of the school day come with health based advantages and benefits such as
development of strengthened bones, muscles, and the heart. Moreover, such activities increase
the student’s academic achievement in the end.
In the present day, nearly 30% of children in the United States do not exercise even two
days per week. As a matter of fact, the only a small percentage of children and especially
students in high school exercise the minimum recommended sixty minutes daily. Policy makers
have considered and enacted legislations aimed at supporting physical education programs and
activities in schools and communities so as to bridge the gap between the students who exercise
and those who do not exercise at all. Policy strategies which tend to increase physical exercise at
the school include creating physical education time standards at all levels, offering day to day
physical education classes, ensuring that physical education is taught by competent personnel,
and preserving recess time meant for physical activity. Though all the fifty states have set sort


statewide standards for physical education or activities in s...

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