I have attached the directions, rubric, sample and a sheet of websites/prezi that tell you exactly how the paper should be, that were in the lecture of the professor. Please read all the directions carefully before starting this paper. If you have any question, ask them, I will respond in a timely manner.
My topic has been Education – Diversity in the Classroom from Cultures to Disabilities and How the Teacher must try and meet the needs of the Student. All of the resources listed below are related to the topic of discussion.
For the Researched Argument, you are going to construct an audience-based argument that presents a claim about your topic and integrates the research you have done this semester to support your claim.
Think carefully about your readers. Consider these five questions:
- What do you want readers to do or think?
- Why should they do or think that?
- How do they know that what you say is true?
- What should readers know about counterarguments?
- What larger principles or context grounds your argument?
Also, think about the stakeholders involved in your topic. Who is most impacted? Most invested? Who can be the agents of change? Who is in the most powerful position to effect change? Note: stakeholders and agents of change are not always the same group of people.
Writing an audience-based argument means thinking about your goals. What do you want the audience to do, think, or feel? What action do you think they need to take (if applicable)? In some cases, your audience may be large entities, such as corporations or governments, so you should set proportionate goals for your audience.
Whatever your goal for your audience, you must choose and evaluate evidence accordingly. What evidence does the audience need? To what would they respond best? What most aligns with their own goals and agendas? Here, a careful consideration of ethos, pathos, and logos is critical. How are you going to appeal to your reader in a way that persuades them to proceed according to your recommendations?
In other words, your thesis, evidence, purpose, and writing style should all correspond to your intended audience. You do not need to identify the audience explicitly, but you do need to write as if you were addressing that intended audience.
What should it include?
1) a general but attention grabbing introduction that speaks to the specific sentiments or concerns of the audience you have chosen whilst also indicating your position
2) a specific claim that clearly states what you think the audience should think, feel, or do differently (Ex. It is imperative that the FDA conduct independent research on the effects of GMOs on human beings.)
3) body paragraphs that identify supporting reasons, ideas, or examples for the claim
4) well-developed details and explanations for supporting ideas, all relating back to supporting the claim
5) a conclusion that emphasizes the importance of taking the action or making the change recommended by the claim
6) coherent organization between and within paragraphs
7) appropriate style and tone suited to the purpose and audience of the argument
8) clear and logical argumentative strategies tailored to the audience
9) proper, ethical, and correct documentation for ALL sources (sources that have been carefully evaluated, of course)
10) correct grammar, spelling, punctuation, and capitalization throughout
How is it formatted?
Please format your paper in MLA Style:
- Minimum of 5 sources, including one primary source and one visual source.
- 1,200 – 1,500 words
- MLA formatting
- MLA in-text citations
- MLA Works Cited
Primary source :
Quinton, Sophie. “Good Teachers Embrace Their Students’ Cultural Backgrounds.” The Atlantic, 11 Nov. 2013, https://www.theatlantic.com/education/archive/2013/11/good-teachers-embrace-their-students-cultural-backgrounds/281337/.
Bates, Anthony William. Culture and Learning Environments. 2017. Article. <http://opentextbc.ac/teachinginadigitalage/chapter/a-9-culture-and-learning-environments/>.
Walker, Tim. “Closing the Culture Gap.” NEA, http://www.nea.org/home/43098.htm. Accessed 4 Nov. 2019.
Ballard, Keith. “Children and disability: Special or included.” Waikato Journal of Education 10.1 (2016). 10-12.
Barton, Len. “Disability, empowerment and physical education.” Equality, education, and physical education. Routledge, 2017. 43-54.
Clauss-Ethlers, Caroline S. “Diversity Training for Classroom Teaching.” Google Books, https://books.google.com/books/about/Diversity_Training_for_Classroom_Teachin.html?id=QNILm2T0A90C. Accessed 28 Mar. 2019.