Muslims are guilty for creating a perception that we are all terrorists

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College Writing: Writing Project #3 – Researched Essay Draft Due Date: Tuesday, November 21 Approx. Length: 10-12 double spaced pages Due: Friday, December 8 Through writing projects 1 and 2, we posed fruitful questions about our topics and we formed a working thesis including complex sub-arguments. That led us to sources that helped us better understand the conversation surrounding our topic. We have emphasized the need to understand the topic and its surrounding conversation first, and only then write an argument in response. Argument For this assignment, write an essay which in some way responds to or develops from the research that you have completed for writing project 1 and 2. Initially, you may have chosen a topic that you had some questions or ideas about. Now, your task is to craft a response that is reasoned and supported based on the research that you have performed. Through your research, you have hopefully located a conversation about this topic. Your task here is to share that conversation with your reader as a clear “they say,” and then respond with your thesis, or “I say.” As you respond to that conversation, your thesis should address questions of “So what?” and “Who cares?” In this essay you’ll have a clear, explicit thesis, but that thesis should involve complexity and nuance; you shouldn’t merely have a “yes/no” argument, or engage in polemics. The essay will state the significance of your argument, and your goal is to persuade the reader of the validity of your insight. Research To develop this essay, you should include at least eight (8) sources in your essay. At least three of these sources should be scholarly, academic works (journal articles, scholarly books, research studies, etc.). You may, of course, include as many sources as you deem necessary; however, you should always be aware of how those sources aid in the development of what you have to say about the issues. Whether you use eight sources or ten, you should never let the sources overwhelm your own take on the subject, or do the speaking for you. The last thing that we want this essay to become is an “information dump”: a series of quotations and facts from other sources, linked together without a clear thesis determining their organization and use. You also should be doing more than simply using sources to “confirm” your claims. Instead, they should be helping you develop the larger conversation that surrounds your topic, and providing complexity and nuance to what you have to add to it. These sources should be documented with APA-style. So What?: The Purpose of This Assignment This is a linear, thesis-driven research essay, in which the body paragraphs develop the validity and complexity of the thesis. Most of your academic writing in college will involve research, analysis, and argument, and we’re bringing all three elements together in this paper. Your audience in this essay is therefore primarily scholarly or academic; while you may be addressing a topic of interest to the general public, our conversation is with readers who are interested in thinking critically about these issues and ideas, and building knowledge through analysis. Regardless of your topic, your goal in this essay will be to make a detailed, logical, and carefully researched and supported argument that in some way responds to, agrees with, or counters the research that you are including. It should consider potential counter-argument, and develop a clear awareness of multiple perspectives, all in the development of your own point and purpose. Evaluation Criteria I will be evaluating this essay according to the College Writing Program rubric. However, I will be paying particular attention to the following questions: • Does the essay identify a clear, explicitly stated thesis? Does that thesis demonstrate ambition, thoughtfulness, and appropriate specificity? • Does the argument demonstrate a clear awareness of multiple perspectives, and provide an original response to the “conversation?” • Do the sources (from a variety of genres and perspectives) receive correct APA citation and formatting (along with a works cited page)? • Does the essay develop an organization that is logical, effective, and that clearly stems from the essay’s purpose and thesis? • Is it written with a clear sense of an academic audience, anticipating and addressing a reader’s questions and expectations? Does it maintain a tone and style that are effective, and consistent with audience and context? • Does it utilize other conventions of successful academic prose, including controlled surface features such as syntax, grammar, punctuation, and spelling? Schedule The rough draft for Writing Project 3 is due on Tuesday, November 21. On November 21, you will sign up for individual conferences in class. The conferences will take place during the week of November 28. Bring a hard copy of your essays to the class for workshops on December 5 and 8. A revised version of the essay will then be due to Blackboard on Friday, December 8. This essay is worth 30% of your course grade. Writing Studies Program Grading Criteria – College Writing A (Outstanding) The essay’s thesis demonstrates ambition, thoughtfulness, and appropriate specificity. The thesis provokes readers to reflect on the topic’s subtleties and complexities. Throughout the paper, arguments remain clear, essential, and sound. B (Good) The essay has an ambitious thesis but does not fully deliver on its promise, or it may have thoroughly developed and explored a less than demanding thesis. Supporting arguments progress with very few lapses in clarity, soundness, or relevance. C (Satisfactory) D (Unsatisfactory) F (Failing) The essay has a thesis, although it The essay’s unsatisfactory thesis The essay has virtually no Thesis & Argument doesn’t demonstrate ambition or take suffers from logical incoherency or discernible thesis or direction. on a discernible degree of difficulty. facile aims. Argumentation generally Arguments often bear no relation to The thesis may be too broad to lead suffers from tangential lapses and/or other sections of the essay; logical to a focused essay. Argumentation in logical fallacies. Evidence is fallacies may abound. general seems lackluster or obvious; markedly insufficient or irrelevant. some arguments might be weak due to lapses in logic or insufficient (perhaps irrelevant) evidence. Support The essay engages a variety of The essay uses substantive support: The essay’s argument is supported The essay’s supporting arguments The essay’s supporting arguments credible perspectives, demonstrating arguments consistently follow from but would benefit from more—or often suffer from inadequate have virtually no evidence or rely a sophisticated use of support: other evidence. The writer effectively better use of—evidence; the essay evidence that is insufficient, disproportionately on inappropriate views have been carefully illustrates the conversation on the demonstrates analysis, albeit irrelevant, or incorrect. Sources may evidence. considered, sources have been topic. The analysis almost always occasionally superficially. The not be appropriate for the appropriately synthesized, and the offers some insights. analysis offers a few insights. assignment. The essay may analysis offers readers fresh ways to misinterpret or misrepresent its view the source material. source material. Organization The essay’s organization develops At the global level, the essay’s At the global level, the essay’s At the global level, the essay’s The essay’s paragraphs lack most organically from an outstanding organization reveals a logical, organizational strategies unsatisfactory organization results in defining features of a traditional thesis. At the global level, the writer rhetorically effective progression of demonstrate basic cohesion and an essay that confounds the reader. paragraph: controlling ideas, reveals a sophisticated awareness of the argument. On a local level, continuity. On a local level, Locally, paragraphs stumble from transitions, unity, and coherence. form; locally, paragraphs cohere, transitions between paragraphs and transitions between paragraphs and one to the next and often lack focus The same is true of the essay as a and the essay flows without sentences create continuity and sentences usually create continuity and coherence. whole. unintended interruptions. coherence. and coherence, with some exceptions. Style The essay engages the reader The essay’s prose itself, not just the The essay’s prose is adequate and, The writing’s lack of precision often The writing prevents readers from through a sophisticated control of subject matter, interests the reader despite some awkwardness, confuses the reader through unclear engaging with the piece on any level: diction, syntax, and tone. The through effectively varied sentence communicates clearly through word choice or problematic sentence the sentences resist coherency, language is concise, precise, and styles and word choices. The competent syntax and diction. There structures. The writing may also word choices resist clarity, and appropriate for the subject. language is usually concise and may be some wordiness. demonstrate substantial wordiness. overall the prose ignores the basic precise. demands of an audience. Correctness The writing has virtually no The writing has few grammatical, The writing has several grammatical, The writing has substantial The essay fails to meet minimum grammatical, mechanical, or mechanical, or formatting errors, and mechanical, or formatting errors, and grammatical, mechanical, or standards of correctness: errors in formatting errors. Sources are they do not distract the reader from some errors distract the reader from formatting errors that distract the grammar or mechanics prevent appropriately attributed, the content. Sources are the content. Sources are reader from the content. Many readers from understanding the documented, and cited. At this level, appropriately attributed and cited documented and cited, though not sources are incorrectly documented essay. Sources receive incorrect or the presentation reveals with very few errors. always strictly in the required format and cited. no documentation and citation. professionalism and attention to and with little attribution. detail. While the preceding elements demonstrate a hierarchical concern, the following discussion regarding adherence or response to assignment must be seen outside that hierarchy; fundamentally, the question comes down to whether or not an essay properly responded to its assigned goals. Though an essay may excel at the above elements, one may view an essay’s success in the final element below as an equally important concern. Assignment The essay meets every essential requirement. The essay meets the majority of the The essay fails to meet the essential requirements of the assignment. Adherence essential requirements.
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Since the 9/11 terrorist attacks at the World Trade Center, the West and international
attitudes about Muslims have changed drastically. This drastic shift in attitudes about Muslims
has further been escalated by increasing terrorist attacks against Western nations and NonMuslims. In a majority of Christian or Non-Muslim nations, Islam and those practicing the
religion are largely seen as either directly or indirectly associated with terrorism. As a result,
Muslims are increasingly experiencing biases, prejudices, stereotypes, discriminations that
attribute or link them to terrorism. To a large extent, many people, especially those in the west
perceive Muslims as being terrorists. In recent years, there has been an increase in reports of
violence, racism and harassment against Muslims especially in The United Kingdom and the
United States. This perception has further been fueled by the mass media and social media
coverage of events of terrorist attacks. Islam and the media have been faulted for failing to
distinguish and educate the public on the difference between Islam and terrorism. However,
whereas the media has played a key role in increasing Non-Muslims’ negative attitude towards
Islam, Muslims are guilty of creating a perception that all Muslims are terrorists.
Muslim Demographics
Muslims exists in all continents of the world, and the religion of Islam is practiced nearly
in every country on earth. A 2009 wide-ranging demographic study conducted by Pew Research
Center in over 200 countries revealed that there are nearly 1.57 billion Muslims of both genders
and all ages in the globe currently. This population represents 23% of an estimated global
population of 6.8. The study further reveals that even though Muslims are present in all five
continents of the world, more than 60% of the world Muslim population is in Asia, whereas
approximately 20% live in the Middle East and North Africa. Furthermore, the study also found


that the Middle East-North Africa region comprises the largest percentage of Muslim-majority
nations. More than half of the territories in the Middle East-North Africa region have a
population that is nearly 95% Muslim or higher (Grim & Hsu, 2011).
Also, over 300 million Muslims live in nations where Islam is not the mainstream
religion. Interestingly, these minority Muslim populations are usually fairly wide. For example,
India currently has the third-largest population of Muslims globally. Another example is China,
which currently has more Muslim population that Syria, whereas the population of Muslims in
Russia is higher than that of Libya and Jordan combined. Muslims can further be identified into
smaller tribes or ethnicities. The study by Pew Research Center shows that of the total Muslim
population, approximately 10-13% are Shia Muslims and approximately 87-90% are Sunni
Muslims. Approximately 68%-80% of most Shias live in only four nations including; India, Iran
and Iraq. 2.4% of the global Muslim population live in Europe while 0.3% live in America as
minorities (Grim & Hsu, 2011).
Islam and Terrorism
The connection between Islam and terrorism became a primary media argument and
focused after the September 11 attacks. The media focus on the link between Islam and terrorism
has created new series of culture talk. This dialogue and rage have shifted religious experience
into a political perspective, distinguishing 'good Muslims" from "bad Muslims, as opposed to
terrorists from law abiding citizens. The implication of this is clear especially in the attitudes and
perceptions of Non-Muslims about Muslims. However, whereas terrorism even like suicide
attacks is not an Islamic phenomenon by description, it cannot be overlooked that a large
percentage of terrorist activities and the most distressing attacks in recent decades have been
committed in the name of Islam. This statistic has fueled a major argument both in the western


and inside Muslim world about the relationship between terrorist acts and the religious teachings
of Islam. Whereas Islam is accepted as a peace-loving and tolerant religion, some of the terrorist
attacks committed in the name of Islam is appalling. The timeline for terrorist attacks perpetrated
in the name of ...

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