Category: English

To compose an argument with integrated research of at least 4-6 pages in length. . Your research should come from credible sources. In your final essay, you will reference at least four outside sources to support your points. Please choose your sources carefully and remember that more research doesnt necessarily equal a better argument.

Purpose

To develop argumentation, research, critical thinking, writing, and persuasive skills and create a polished research-based college-level argument.

Instructions

Argument with integrated research, the final essay assignment of the course, is an extended research project of at least 4-6 pages in length. in which you will argue a position concerning a specific issue.

As you start planning your essay, think about the following questions:

• Who is your intended audience (the audience with whom you want to share your perspective)?
• What goals do you want to accomplish with the essay? Do you want to change your audience’s mind? Do you want to promote your audience’s cause? Do you want your audience to understand your perspective?
• What choices will you make (about language, structure, development, format) in order to achieve those goals?

Suggested process

1. Begin by identifying specific controversies in your chosen topic.
2. Choose one controversy to focus on for your annotated bibliography and essay.
3. Research the controversy, develop an annotated bibliography, refine your topic, generate ideas, and develop a working thesis.
4. Draft the essay and revise your thesis as needed.

You should

Your final essay should be detailed in terms of content, evidence, sources, and support. The topic should be tight and focused, and your position should be responsibly, persuasively, and credibly argued. As with any strong argument essay, you should:

Introduction

• Create interest in and introduce your topic
• End with your thesis

Body

• Support your argument with a series of focused body paragraphs
• Reference outside sources smoothly and effectively to illustrate points and to support claims
• Use the 1 or 2 quote body paragraph format
• Address and respond to counterarguments

Conclusion

• Conclude with a focused conclusion in which you sum up your main points and emphasize the significance of your argument
• Emphasize the significance of your argument

In addition your essay should:

• Format the essay MLA style
• Maintain an effective balance of ethos, pathos, and logos
• Convey your points through professional college-level writing
• Maintain crisp, clear prose
• Ensure that your finished essay is free of errors
• Demonstrate awareness of your rhetorical situation
• Include a minimum of four sources,
• Include a works cited page (in MLA format) with at least four sources.

Body Paragraph Format

For the Rhetorical Analysis Essay, you used the 1 quotes body paragraph format. Many times you find you would like to add a second quote to your paragraph. Adding the second quote is an easy addition. Use the format below:

1. Topic sentence –– this is the first sentence of the paragraph that clearly states the part of the argument this paragraph will examine
2. Evidence setup– Briefly give context to the quote. This could include general information or information from the source that helps the quote make more sense.
3. Evidence — provide 1 quote of that supports your argument
4. Buffer sentence…. you need some sort of sentence between the two quotes to transition to the next piece of evidence. Either give commentary to analyze the first quote and/or evidence setup for the second quote.
5. Evidence — provide 1 quote of that supports your argument. Consider using a quote from a different source here. It adds additional support to your argument
6. Commentary — explain/analyze how this quote(s) support your claim made in your topic sentence
7. Transition sentence –– transition to the next point by writing wrapping up this paragraph and giving us a sneak peak into the next paragraph.

You should have no more than 1-2 quotes per body paragraph. This way you can fully set up up and analyze each piece of evidence you are providing.

Counterargument

The goal of a counter argument paragraph is to acknowledge the other side of the argument and then prove why it is wrong. The counter argument(s) is typically the last paragraph before the conclusion but it can also be placed anywhere within the essay –> see the Sample Structure for Argument Structure page.

First, identify a strength of the MLA style. Then, offer suggestions on their use of MLA. Check the paper against these MLA guidelines:

• Double-space the paper,
• Use Times New Roman, font size 12 pt.,
• Leave only one space after periods and other punctuation marks,
• Set the margins to 1 inch on all sides,
• Indent the first line of each paragraph one half-inch from the left margin,
• Create a header with your last name and the page number in the upper right-hand corner, one-half inch from the top and flush with the right margin,
• List your name, your instructor’s name, the course, and the date in the upper left-hand corner of the first page. Make sure this part is also double-spaced. Make sure that the date format is “date, month, year.” Like this: 15 May 2022.

Grammar

First, identify a strength of grammar. Then, offer grammar suggestions. Questions to consider include:

• Does the tone feel appropriate for a college essay?
• Is the essay free of errors?
• What could the writer do to improve?

Answer ONE of the following questions. Your answer should explore at least TWO texts from the syllabus (you may discuss more, including texts not on the syllabus, once this criterion has been met). If a question begins with a quotation you are not required to discuss the quotation or the text from which it comes, but may of course do so if you wish. 1. [W]hen two authorities are up, | Neither supreme, how soon confusion | May enter (Coriolanus). Examine authority and/or confusion in Shakespeares tragedies. 2. What is metamorphosis in Shakespearean tragedy? 3. Her modest eloquence with sighs is mixed, | Which to her oratory adds more grace (The Rape of Lucrece). Write an essay that explores the relationships between the semantic and the somatic in Shakespeares tragedies. 4. And why should Caesar be a tyrant then? (Julius Caesar) Describe the tensions between the individual and the collective in Shakespeares tragedies. 5. Down, down to hell, and say I sent thee thither! (3 Henry VI). Examine the place of anger and/or vengeance in Shakespearean tragedy. 6. How do minor characters contribute to, and feel the impact of, tragedy in Shakespeare? 7. To what extent is tragedy gendered in Shakespeare? 8. He holds her by the hand, silent (Coriolanus). How, where and why are stage directions important for Shakespeares tragedies? 9. Why dost thou laugh? It fits not with this hour (Titus Andronicus). Discuss the place and use of comedy and/or laughter in Shakespeares tragedies. 10.Something wicked this way comes. (Macbeth) Consider the place of the supernatural and/or evil in Shakespearean tragedy.

The Writing Prompt: “Winning isn’t everything; it’s the only thing,” is a well-known sports quotation, but it can be applied to many aspects of life. Many people believe in this motto, while many others do not. Write a two-page persuasive essay defending your stance regarding the motto. Clearly state why you agree or disagree with the famous quote. Support your stance with specific reasons and at least two sources of text evidence.

Must Write a 500-word essay on: Should AI be used for School Assignments

Essay must be typed using a 12 font

Essay must be typed using Book Antiqua Style

Essay heading must use 20 font (bold centered)

The title is A Tool, Not a Substitute

Position in argument: AI can be useful in education, but it must be used responsibly and ethically.

Its an argumentative essay.

Strong attention grabbing hook and strong conclusion

Clear thesis

Logical flow

No extreme opinions

Ethical awareness

Slight personal insight

Confident tone

Strong final sentence

Doesnt need sources.

Avoid:

• Overly complex vocabulary
• Long robotic sentences
• Repetitive phrasing

Your essay should sound intelligent but natural

Tips:

1. A Clear and Mature Position

Judges like essays that show balanced thinking, not extreme opinions.

Many students will write:

• AI should be banned.
• AI should be used for everything.

A stronger position is something like:

Artificial intelligence should be allowed for school assignments, but it must be used responsibly as a tool for learning rather than a replacement for a students own thinking.

This shows critical thinking and maturity.

2. Real Understanding of the Problem

Judges want to see that you understand both sides of the issue.

Strong essays usually:

• Explain how AI helps students
• Explain why teachers worry about it

For example:

• AI can help explain difficult concepts.
• But overusing it could prevent students from developing independent thinking.

Showing both sides makes your essay sound thoughtful and intelligent.

3. A Strong Conclusion About the Future

This is where many essays fail. The best essays connect the topic to the future.

You could say something like:

As technology continues to advance, students will need to learn how to work with artificial intelligence responsibly. Schools should focus on teaching students how to use these tools ethically while still developing their own knowledge and creativity.

This shows:

• Forward thinking
• Responsibility
• Awareness of the real world

Judges love that.

Bonus Tip (Very Important)

Your essay should sound like a smart student, not a robot or a research paper.

That means:

• Clear ideas
• Natural writing
• No unnecessary complicated words
• No citations

task (1 will):

I will research one modern invention and write an organized research report that includes a clear thesis, credible outside sources, properly cited evidence, and a strong conclusion.

Target (so that I can):

so that I can explain how a modern invention has changed the social order or the way people live, using logical organization, strong evidence, and formal academic writing.

Goal (I will know I have met my target when I have):

I will know I have met my target when my report includes:

• a compelling hook and clear thesis statement
• at least three well-developed body paragraphs with cited evidence
• correctly formatted parenthetical citations and a Works Cited page
• a conclusion that restates my thesis
• clear organization, purposeful word choice, and minimal grammar errors

1. Both social science research and literature often explore the
2. effects of technological developments on our lives.

Think carefully about the following question.

Which invention has had the greatest impact on your life?

Write a research report about one modern invention that has changed the

social order or the way people live their daily lives.

Be sure to

develop research questions

review many possible sources

choose the best sources for your essay

organize your report logically

use evidence from your sources to support your own ideas

cite each outside source in the text

use quotations, paraphrasing, and summarizing; state most facts and

ideas in your own words, using direct quotations when appropriate

present a thesis statement

1. include an introduction and conclusion

use 3 sources properly site in mlc format

LITERATURE of the BLACK AMERICAN I ENGL 235.401 Spring 2026 MIDTERM EXAM Quote Identification & Explication Completed exam is to be submitted to the Turnitin link in the BlackBoard Contents Weekly Assignments Midterm Exam materials folder on Wednesday 3/11/26 by 11:59 PM. The exam contains ELEVEN quotes that have been chosen by the instructor; you choose your SIX quotes from those ELEVEN. Label your responses with the letter of the quote. Type your answers in a word document. Do not type answers on to this question sheet. DO NOT REWRITE THE PASSAGE! Reminder: This is an English course; your responses will also be graded in terms of quality written English. Plagiarism. A word of warning! These questions are about things that are unique to this course, such as the assigned readings, your interpretations, your group discussions, the PowerPoints, and my lectures. DO NOT include any information or material from any outside sources, including Internet searches. And if you copy information from an Internet source, such as Sparknotes, etc., Turnitin will tell me, and you will fail the exam for plagiarism. Do not use AI. You will fail the exam for plagiarism. For SIX (6) of ELEVEN (11) passages write a unified paragraph of five or six sentences. In your paragraph: 1. Identify the author and title of the passage 2. Identify the historical era and/or literary period in the African American literary tradition when the passage was written. 3. Explain the content (whats going on) and context (how does it fit into the larger work from which it is excerpted) 4. Comment on a theme or subject of the work as illustrated by this passage. (Do not paraphrase.) 5. Make sure that your responses take all aspects of the passage, including literary forms or techniques, into account. Questions A) Some view our sable race with scornful eye, Their colour is a diabolic die. Remember, Christians, Negros, black as Cain, May be refind, and join thangelic train. B) It seems less degrading to give ones self, than to submit to compulsion. There is something akin to freedom in having a lover who has no control over you, except that which he gains by kindness and attachment, A master may treat you as rudely as he pleases, and you dare not speak; moreover, the wrong does not seem so great with an unmarried man, as with one who has a wife to be made unhappy. C) PREAMBLE. My dearly beloved Brethren and Fellow Citizens. HAVING travelled over a considerable portion of these United States, and having, in the course of my travels, taken the most accurate observations of things as they exist–the result of my observations has warranted the full and unshaken conviction, that we, (coloured people of these United States,) are the most degraded, wretched, and abject set of beings that ever lived since the world began; and I pray God that none like us ever may live again until time shall be no more. They tell us of the Israelites in Egypt, the Helots in Sparta, and of the Roman Slaves, which last were made up from almost every nation under heaven, whose sufferings under those ancient and heathen nations, were, in comparison with ours, under this enlightened and Christian nation, no more than a cypher–or, in other words, those heathen nations of antiquity, had but little more among them than the name and form of slavery; while wretchedness and endless miseries were reserved, apparently in a phial, to be poured out upon our fathers, ourselves and our children, by Christian Americans! D) His trial is still going on and I can scarcely think of anything else; read again to-day as most suitable to my feelings and times. The Runaway Slave at Pilgrims Point, by Elizabeth B. Browning; how powerfully is written! How earnestly and touchingly does the writer portray the bitter anguish of the poor fugitive as she thinks over the wrongs and sufferings that she has endured, and of the sin to which the tyrants have driven her but which they alone must answer for! It seems as if no one could read this poem without having his sympathies roused to the utmost in behalf of the oppressed. E) This was a Southern auction, at which the bones, muscles, sinews, blood, and nerves of a young lady of sixteen were sold for five hundred dollars; her moral character for two hundred; her improved intellect for one hundred; her Christianity for three hundred; and her chastity and virtue for four hundred dollars more. And this too, in a city thronged with churches, whose tall spires look like so many signals pointing to heaven, and whose ministers preach that slavery is a God-ordained institution! F) Then that little man in black there, he says women can’t have as much rights as men, ’cause Christ wasn’t a woman! Where did your Christ come from? Where did your Christ come from? From God and a woman! Man had nothing to do with Him. G) I have taken the liberty to direct a copy to you, which I humbly request you will favourably receive; and although you may have the opportunity of perusing it after its publication, yet I desire to send it to you in manuscript previous thereto, that thereby you might not only have an earlier inspection, but that you might view it in my own handwriting. H) When Israel was in Egypt land Let My people go Oppressed so hard they could not stand Let My people go I) The free operatives of Britain are, in reality, brought into almost personal relations with slaves during their daily toil. They manufacture the material which the slaves have produced, and although three thousand miles of ocean roll between the producer and the manufacturer and the operatives, they should call to mind the fact, that the cause of all the present internal struggle, now going on between the northern states and the south, the civil war and its attendant evils, have resulted from the attempt to perpetuate negro slavery. J) He only can understand the deep satisfaction which I experienced, who has himself repelled by force the bloody arm of slavery. I felt as I never felt before. It was a glorious resurrection from the tomb of slavery to the heaven of freedom. My long-crushed spirit rose, cowardice departed, bold defiance took its place; and now I am resolved that, however long I might remain a slave in form, the day had passed forever when I would be a slave in fact. K) They tear him from her circling arms, Her last and fond embrace. Oh! never more may her sad eyes Gaze on his mournful face. One quote each will be appear from each of the following sources: Oral tradition Phillis Wheatley David Walker Benjamin Banneker Frederick Douglass Sarah Parker Remond Sojourner Truth Harriet Jacobs Frances E.W. Harper Charlotte L. Forten Grimke William Wells Brown Be sure to label your responses with the letter of the quote. Completed Exam must be posted to Turnitin by Wednesday 3/11/26 @ 11:59 PM. DO NOT INCLUDE ANY MATERIAL FROM THE INERNET SEARCHES OR AI IN YOUR EXAM ANSWERS!

Write a well-developed, interesting, original essay that analyzes the rhetorical strategies used in one of the following options available at the Miller Center

:

1. Franklin Delano Roosevelt — “Address to Congress Requesting a Declaration of War”

1. John Fitzgerald Kennedy — “Address on the Space Effort”

1. George Walker Bush — “Address to the Nation on the Terrorist Attacks”

1. Barack Obama — “Remarks on the Death of Osama Bin Laden”

*You may chose a different speech; however, the speech must be approved and must relate to a time of national crisis. It cannot be motivated by party ideology.*

In addition to considering the ways in which the President uses rhetorical strategies in his speech, you will need to conduct research to support the analysis and create an interpretive context. At minimum, the research must include 1 news account of the event referenced by the President (or, in the case of the Kennedy speech, you may include a contextual article). The maximum number of sources that may be used for this essay is 4. The purpose of the news or contextual article(s) is to help you to create an interpretive context. You need to understand the time period in which the speech was written as well as the factor(s) that resulted in the President delivering the speech. Remember, this is known as exigence.

First, you will read and annotate the speech. You will note the use of ethos, logos, and pathos in the speech. Then, you will conduct outside research to help create a context for the speech. As you continue to evaluate the speech and the outside sources, create an analysis of the speech that includes a clear thesis statement with an interpretive context. While the essay needs to consider the President’s use of rhetorical strategies, it must also establish a clear cultural context for the speech. I strongly suggest watching a video of the speech or listening to a recording as well as reading it.

An understanding of terms from the readings is necessary in order to write a complete analysis (audience, pitch, complaint, moment, conversant, ethos, logos, pathos, exigence, and constraints, specifically).

Requirements

• MLA format (heading, header, double spaced, etc.)
• Times New Roman, 12-point font
• Academic writing style
• All sources must be cited in text and on Works Cited.
• Perform a rhetorical analysis of a speech
• Include a thesis statement. The thesis must:

1. be a clear statement (could be up to four sentences)
2. appear in the first paragraph
3. identify the analytical methods that will be used in the analysis (include more than ethos, logos, and pathos — repetition, binaries, and so on are other possibilities)
4. preview the cultural context for the speech
5. avoid vague language and/or evaluative adjectives

• 750+ words (excluding Works Cited)

Course Student Learning Outcomes

• Develop a thesis about the primary source with an interpretive context that considers the cultural context.
• Organize information to support the controlling idea.
• Complete the writing of a rhetorical analysis paper through drafting, revising, and editing using Standard American English and MLA format.
• Demonstrate critical thinking standards as they engage in analysis, synthesis, and evaluation of rhetorical sources in order to explore patterns and contradictions among images and present the complexity of multiple interpretations and implications.
• Write in a style that clearly communicates meaning, builds credibility, and offers fresh insights.

Getting Started

1. Read and annotate the speech.
2. Use the heuristics in Writing Analytically to develop points of analysis of patterns and contradictions.
3. Evaluate the speech for the use of ethos, logos, and pathos.
4. Follow MLA format for all in-text citations and Works Cited entries.
5. Write body paragraphs first, using paragraph strategies and academic writing style.
6. Write opening introduction to source and overall analytical thesis.
7. The thesis must:
8. be a clear statement (could be up to four sentences)
9. appear in the first paragraph
10. identify the analytical methods that will be used in the analysis (include more than ethos, logos, and pathos — repetition, binaries, and so on are other possibilities)
11. preview the cultural context for the speech
12. avoid vague language and/or evaluative adjectives
13. Write conclusion with overall implications of your analysis (why does it matter?).
14. Revise, revise, revise.

Evaluation Criteria

The following categories determine the grade for each submitted paper: Meets Assignment, Introduction, Thesis, Focus on Thesis, Content, Analysis, Organization, Audience, Closing, Format, and Mechanics. Not all of these elements are weighted the same, but all are part of the final grade for your paper. The most important aspect of any paper in this class is critical thinking.

*The paper will not be graded without the Works Cited as the last page of the essay.

wright a essay about the books setting and history of the book Frankenstein by mary shelley but make it look like a dyslexic 15 year old made it