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Cameron University

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You shoud write Controversy Analysis Essay for any topic

but here all sources which teacher provided to me,and you should use the “On the 50th Anniversary of Tinker v. Des Moines” https://blackboard.cameron.edu/bbcswebdav/pid-6635... source and PICK THREE (3) OTHERS from the seven provided for a total of FOUR (4) sources in your paper. : https://blackboard.cameron.edu/bbcswebdav/pid-6635...

https://blackboard.cameron.edu/bbcswebdav/pid-6635...

https://blackboard.cameron.edu/bbcswebdav/pid-6635...

https://blackboard.cameron.edu/bbcswebdav/pid-6635...

https://blackboard.cameron.edu/bbcswebdav/pid-6635...

https://blackboard.cameron.edu/bbcswebdav/pid-6635...

Here are citations:

https://blackboard.cameron.edu/bbcswebdav/pid-6635...

This is picture lover is requirments for this essay, read it attentively

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Composition II SU22 – Dr. J. L. Hanna Controversy Analysis Essay Controversy Analysis Assignment Sheet Rough Draft Due 6/5 Group Peer Revision Due 6/7 Final Draft uploaded BEFORE 11:59 p.m. 6/10 The Assignment: Students will compose a critical thinking essay in the form of an analysis of a controversy. This essay will serve as a diagnostic essay to evaluate analytical writing skills and to introduce students to potential models for their own research and arguments later this semester. With this essay, you should be able to: investigate a controversial topic, summarize a preliminary source on this topic, identify key points and stakeholders in the debate, critique positions and arguments on this topic, integrate quotations, summary, and paraphrase for clarifying details, and extrapolate a conclusion, which includes a personal opinion on the topic. Essay Requirements: Make sure your essay contains the following: • Introduction: Introduce the controversy, its history, and the major “stakeholders” that are related to or impacted by the topic. • Thesis: Because you are NOT arguing anything in this paper (it is an analysis after all), your thesis will be more of a response to the topic as opposed to an assertion on the topic. You will explore possible answers (plural) to this question in your body paragraphs. • Body Paragraphs: In these paragraphs, you should address the multiple perspectives on the controversy without explicitly making an argument about it; however, your analysis will ultimately weigh the strengths and weaknesses of all the evidence to present a rational conclusion to the analysis within your essay. Your tone should be objective in your body paragraphs. • Conclusion—Try to respond to the following questions: So what? Why might this matter to general audiences? Where do we go from here? Any lessons to be learned? • Within your conclusion you can finally offer your own personal opinion on the controversy. This can relate back to the sources, your own experiences, or a combination of both. • Your essay MUST contain proper MLA parenthetical citations and full works cited page. Controversy Analysis Topic: You will write your essay in response to the following topic: hate speech and the first amendment. EVERYONE MUST use the “On the 50th Anniversary of Tinker v. Des Moines” source and PICK THREE (3) OTHERS from the seven provided for a total of FOUR (4) sources in your paper. It will be your responsibility to read those articles, use them as sources of support in your essay, and cite them correctly following MLA rules. Essay Length and Format Requirements: • Paper should be typed using Times New Roman, 12 point, double spaced and between 2-3 pages and more than 700 words. • Your essay MUST use at least four (4) of the seven (7) sources provided – one MUST be the 50th Anniversary source, but you are welcome to use all of them if you wish. No outside sources will be allowed for this essay beyond those provided. • This essay will be worth 200 points. Late submissions will not be accepted. 1 Composition II SU22 – Dr. J. L. Hanna Controversy Analysis Essay Supporting Readings from Writing Commons & Writing Spaces: • • • • • "Reading Games: Strategies for Reading Scholarly Sources" Information Literacy Information Scholarship as a Conversation Information Creation as a Process Grade Guidelines for Essays The “A” essay is well organized and developed, with a recognizable thesis statement. The essay demonstrates a clear understanding and fulfillment of the assignment and its audience. The writing is interesting and detailed, showing the student’s ability to use language effectively and creatively. In an “A” essay, the student constructs sentences distinguished by complexity and variety. When the use of outside source material is a required component of the assignment, in an “A” essay, the student has made clear and engaging attempts to incorporate thought-provoking and relevant selections from each referenced source to add complexity and depth to the discussion without letting the source overshadow the student’s own writing voice. In an “A” essay, when sources are referenced they are cited and documented using accurate and consistent documentation methods. Finally, “A” essays are essentially free of grammatical, mechanical, and usage errors. The “B” essay demonstrates competence in the same categories as the “A” essay. The chief difference is that the “B” essay shows minor weaknesses in one of the above categories. It may lack development or a clear sense of audience or organization, show less facility in forming sentences, show weaknesses in the use or documentation of referenced source material, or contain some minor grammatical, mechanical, or usage flaws. The “C” essay completes all tasks set by the assignment, but it shows weaknesses in fundamentals, usually development, with barely enough specific information to illustrate the experience or support generalizations. Whereas the “B” essay contains weaknesses in one grading area, the “C” essay has shortcomings in more than one area. The sentence construction may be limited, the use of referenced source material may not effectively add to the discussion or the citation and documentation of source material may be produced in an incorrect or incomplete manner, and the use of language is less effective and correct than the “B” essay. The “D” essay neglects the assigned tasks and is noticeably superficial in its treatment of the assignment—it is usually too simplistic or too short. The essay has serious issues in developing and organizing ideas for its audience. It contains grammatical, mechanical, and usage errors that are serious or frequent enough to interfere substantially with the writer’s ability to communicate. The “F” essay demonstrates a striking under development of ideas and insufficient or unfocused organization. It contains serious grammatical, mechanical, and usage errors that render some sentences incomprehensible. 2
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