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Homework answers / question archive / Research essay In this paper, you will engage with secondary sources in order to develop a thesis related to one of the topics below

Research essay In this paper, you will engage with secondary sources in order to develop a thesis related to one of the topics below

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Research essay

  • In this paper, you will engage with secondary sources in order to develop a thesis related to one of the topics below. Alternatively, you can come up with your own research topic and clear it with me first. I encourage you to explore the various avenues of research these short stories encourage, but also feel free to explore the topics suggested below.
  • This paper should be 1700-2000 words, double spaced using MLA formatting. I would like, at minimum, for students to engage with 4-5 academic sources. This means finding, reading, and discussing 4-5 academic journal articles or similar peer-reviewed sources and connecting the conversation and ideas to your own. Although this is a research paper, it is necessary for your paper to have an argument and a thesis. The purpose of research is to help contextualize and explain YOUR argument.
  •  Choose 1 or 2 stories from our course and write about the depictions of technology. How has our relationship to technology been imagined in these texts? Antagonistic, sympathetic, or both? Or is it more nuanced than this? Explain and demonstrate with evidence from the text.

Essay Rubric

  • TOPIC / THESIS 25 points: Is there a clear thesis statement? Does the paper clearly define its topic and scope of discussion? Throughout the paper, do the students stay focused on the ideas and arguments in the introduction, or is there a lack of cohesion and clarity throughout about what the paper is saying? An unsatisfactory performance here would be papers that fail to define a clear research topic and lack a discernible thesis.
  • Unsatisfactory: fails to identify a research topic / no clear thesis
  • Developing: Identifies a research topic but thesis is broad and/or unclear
  • Accomplished: Identifies a relevant topic and thesis, and introduction provides adequate direction for a reader
  • Exemplary: Identifies relevant research topic with thoughtful, provocative thesis statement. Thesis, topic, argument are consistently the focal point THROUGHOUT the paper.
  • EVIDENCE 25 points: Does the student engage with accurate, reliable evidence, using relevant sources and accurate evidence? Finally, ensure the student does not rely too much on summary description. Afterall, they're meant to have an argument here. Their research for this paper will be mostly only the readings from class, but ensure they're engaging with the material and it's content in meaningful ways.
  • Unsatisfactory: Irrelevant evidence. Plot summary. Spends whole paragraphs describing conspiracy theories like a book report with no connecting argument or topic sentence. Contains factual mistakes or inaccuracies, omissions, or oversimplifications.
  • Developing: A few relevant examples, but not reliably or appropriately tied to the overall argument and topic. Too general or broad.
  • Accomplished: Evidence, examples, and ideas are integrated into a clear discussion without disingenuous presentation of facts.
  • Exemplary: Evidence clearly supports central position, information is summarized succinctly, presented clearly, and not used as filler.
  • ANALYSIS 25 points: Does the paper provide more than a superficial assessment of the topic? Does the student demonstrate, understand, and summarize perspectives, counter-arguments, or opposing ideas fairly? Or are they characterizing them inaccurately?
  • An A performance here would be a sophisticated understanding and careful, critical analysis of the research topic and thesis (argument) ought to outline other thoughts and arguments while positioning their own with original and thoughtful conclusions with future implications.
  • Unsatisfactory: Demonstrates a lack of understanding and inadequate analysis of the topic and thesis. Engagement is superficial and analysis seems based on preference and opinion rather than critical analysis.
  • Developing: Demonstrates general understanding with limited critical analysis of the topic. Accomplished: Demonstrates an understanding of the critical analysis, adequately describes and explains perspectives and arguments, but some connections or thoughts left unexplored.
  • Exemplary: Demonstrates a sophisticated understanding and careful, critical analysis of the research topic. Compares/contrasts perspectives, considers counter arguments, and draws original and
  • thoughtful conclusions with implications.
  • WRITING 25 points: Is it properly MLA formatted? Is the writing awkward, turgid, wordy, and unclear? Or is it concise, clear, and thoughtful? Be mindful of tense and formal language. Students ought not use colloquial or idiomatic speech, and should attempt to mimic academic language and tone. Quite often, students will say “I” or “you” and this tense is incorrect. If writing is vague or arguments are unclear be sure to identify this. Finally, they know to avoid over-generalizing and assuming things from the texts or what they've read, but they'll do it anyway; students love filler like “since the beginning of time” or “everybody knows that” without any evidence. Finally, check for paragraph organization to ensure that each student is taking the time to sort out the steps of their argument into contained, thoughtful paragraphs.
  • Unsatisfactory: Littered with grammatical errors, typos, unclear references. Difficult to read for numerous reasons. Demonstrates superficial or total lack of familiarity with course material. Argument stifled by lack of clarity. Paragraphs lack focus and organization. Idiomatic and colloquial language throughout. Informal tone, style, and tense.
  • Developing: Mistakes are common, but ideas are readable. Thoughts, evidence, and arguments are presented in wordy or informal ways, but is readable.
  • Accomplished: Writing is coherent, thoughtful, and organized. Ideas are clear, diction is acceptable, tone and style are formal.
  • Exemplary: Coherent, persuasive, and formal, exemplary writing requires an extraordinary command of language, expressing complexity, seamless integration of ideas, sophistication of thought, insight, and depth. Language here is not only formal and structured, it is provocative, imaginative, and eloquent.

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