rough draft and final draft for research persuasive essay

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Bonnor 1
 
Prof. Bonnor
ENGL 1301
8 November 2017
Essay #3: Writing a Persuasive Essay (20% of Final Course Grade)
Peer Review Draft due on Monday, 4 December 2017 MW Sections and Tuesday 5
December 2017 TTh Sections
Final Due Date/Time: Upload final version to Turnitin.com by 11:59 PM on Sunday,
December 10, 2017 (All 1301 Sections)
Note: Absolutely no extensions of time will be granted on this assignment.
Research Component
1) You are required to include at least four outside sources in your argument. Two of these
sources must be from the library databases.
2) Articles from textbooks used in this or other classes are not suitable sources for this course.
3) You may not use Wikipedia, ProCon.org, or other non-specific or questionable Internet
sources as cited materials. If in doubt about source credibility, please see me.
4) You must include an MLA Works Cited page
5) You must include each of the following methods of evidence at least once in your paper in its
correct MLA format. See Purdue OWL for specific examples of the following:
https://owl.english.purdue.edu/owl/resource/747/03/
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Direct Quote
Paraphrase and/or Summary
Block Quote
Possible Prompts
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Ethics and the use of torture
Out-of-state education fees
Body image and the race to slim vs. fit
Rating systems and censorship of media (if you choose this option, your paper should
specifically focus on one of the following: video games, television, film, music, etc.)
Steroid use and professional sports
Immigration requirements (visa restrictions)
Gas prices
Hydraulic Fracturing
Impact of Social Media on Interpersonal Relationships
Texting and Driving
Campus Carry at Two-Year Colleges
E-Cigarettes
Local food movements
Whether the government should require young people to perform public service
Bonnor 2
 
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Obesity epidemic in the U.S. (a related issue might be whether the federal government is
responsible for regulating junk food)
How has “Sci-Fi” (the science fiction genre) inspired/affected actual technology? For this
prompt, you will want to find actual inventors that claim such inspiration.
Proposals to build another reservoir in Houston
Sanctuary Cities
DACA
Note: Papers on abortion, gun rights, the death penalty, legalization of Marijuana, genetic
engineering, and the Iraq and Afghanistan Wars will not be accepted.
If you are interested in debating another issue for this essay assignment, please clear it with me,
first.
ARGUMENT COMPONENT
Your Claim: An argument must have tension—it cannot be based on a claim that is readily
accepted. See the preselected prompts at the end of the assignment sheet that already contain
issues of debate. However, you are still responsible for developing a thesis/claim to defend in
your argument. In other words, make sure what you argue merits the exercise of proof.
THE APPEALS
Logos: An argument requires more than your own voice, however. Use your research to add
texture and depth to your argument. Talk to your sources. Find voices, ideas, personalities and
research that compliments your viewpoint. Likewise, find some that refute your ideas, and use
them to literally argue against.
In addition, use the modes of discourse as the means of backing your argument. To prove a point,
try to compare/contrast or investigate cause and effect or question alternative solutions to the
problem at hand or offer various interpretations in order to establish a fuller understanding of
definition. Analysis is also a cornerstone to argument—break down the conflict, show its parts,
explain how and why they affect each other the way they do. Any and all of these can be used.
Ethos: Credible arguments require a moment of concession—a fair nod to the most likely
objections to your claim (sometimes also thought of as the ‘holes in your proposal’). It’s
important to address these with as little bias as possible. However, once you have granted the
opposing perspectives a fair nod, or concession, you must then refute them. By providing a solid
concession and refutation and showing thorough research you prove to your audience that you
are trustworthy and fair.
Pathos: You are welcome to use appropriate anecdotes. In addition, write with imagery,
connotative and figurative language devices. Be humorous, dark or angry in certain moment:
show this with adjectives, adverbs and more colorful verbs.
Bonnor 1
 
Prof. Bonnor
ENGL 1301
28 June 2017
Following are several models you may find useful for thinking about ways to organize your
essay.
Keep in mind: all of these are models only. Once you begin to write your argument it will take
on a “life of its own.” Sometimes, following an outline or model too closely will inhibit the
natural flow of your argument. You can also mix and match some of the strategies—don’t feel
like you have to stick with just one exclusively.
I. THE CLASSIC
This is the most straightforward of the models and runs on “stacking the deck” in your favor. It
tends to be more “one-sided.” However, concession is still a part of this model.
I. Colorful Introduction
a. establish the problem/situation/issue
b. make the audience care about why this important
c. clearly state your claim
II. Background/definition
a. include any historical information necessary
b. further develop the ‘crisis’
c. provide any necessary definitions
III. Point 1
i. Provide reason/evidence that supports your claim
IV. Point 2
i. Provide reason/evidence that supports your claim
V. Point 3
i. Provide reason/evidence that supports your claim
VI. Concession
a. Discuss the obvious objections to your claim
VII. Refutation
a. Show how there is an error or some logical fallacy in the concession OR show how your
claim/perspective has more to offer.
VIII. Conclude
a. Conclusions in arguments typically will directly address the arguer’s “proposal,” meaning that
the arguer encourages the audience to DO SOMETHING. This can include: learn more about an
Bonnor 2
 
issue, take a stand, enter a fight, change their mind, make a donation, change a behavior, and so
on.
II. THE DIFFUSER
This is a good model to use if you are working with an emotional topic. It grants validity to the
other side of the argument and then dovetails into your perspective. The aim here is typically to
show how there is value in both perspectives and either
a. how the two can be brought together OR
b. how one still offers more than the other.
I. Colorful Introduction
a. establish the problem/situation/issue
b. make the audience care about why this important
c. clearly state your claim
II. Background/definition
a. include any historical information necessary
b. further develop the ‘crisis’
c. provide any necessary definitions
III. Concession
a. Discuss the obvious objections to your claim
i. Provide reason/evidence that validate/support the other perspectives
IV. Refutation
a. Point 1
i. Provide reason/evidence that supports your claim
b. Point 2
i. Provide reason/evidence that supports your claim
c. Point 3
i. Provide reason/evidence that supports your claim
V. Conclude
a. Conclusions in arguments typically will directly address the arguer’s “proposal,” meaning that
the arguer encourages the audience to DO SOMETHING. This can include: learn more about an
issue, take a stand, enter a fight, change their mind, make a donation, change a behavior, and so
on.
III. THE ANALYZER
This model is the most thorough and careful of all. It takes time to build and the arguer
meticulously goes over each supporting point, the opposition to it, and then the refutation to it.
I. Colorful Introduction
a. establish the problem/situation/issue
b. make the audience care about why this important
c. clearly state your claim
Bonnor 3
 
II. Background/definition
a. include any historical information necessary
b. further develop the ‘crisis’
c. provide any necessary definitions
III. Point 1
i. Provide reason/evidence that supports your claim
1. CONCESSION
a. Provide reason/evidence that supports the concession
2. REFUTATION
a. Provide reason/evidence that supports the refutation
IV. Point 2
i. Provide reason/evidence that supports your claim
1. CONCESSION
a. Provide reason/evidence that supports the concession
2. REFUTATION
a. Provide reason/evidence that supports the refutation
V. Point 3
i. Provide reason/evidence that supports your claim
1. CONCESSION
a. Provide reason/evidence that supports the concession
2. REFUTATION
a. Provide reason/evidence that supports the refutation
VI. Conclude
a. Conclusions in arguments typically will directly address the arguer’s “proposal,” meaning that
the arguer encourages the audience to DO SOMETHING. This can include: learn more about an
issue, take a stand, enter a fight, change their mind, make a donation, change a behavior, and so
on.
IV. THE AGGRESSOR
This model is the most defensive or aggressive of the models because it leads with the opposition
and systematically tears it down. It depends strongly on your understanding of the opposing
sides’ arguments and your ability to poke holes in it. The caveat here is that you need to make
sure and deliver actual grounds for your claim at one point instead of constantly attacking.
I. Colorful Introduction
a. establish the problem/situation/issue
b. make the audience care about why this important
c. clearly state your claim
II. Background/definition
a. include any historical information necessary
Bonnor 4
 
b. further develop the ‘crisis’
c. provide any necessary definitions
III. Concession 1
a. Address a common objection to your claim
i. Provide reason/evidence that supports the concession
IV. Refutation 1
a. Show how there is an error or some logical fallacy in concession 1
i. Provide reason/evidence that supports the concession
V. Concession 2
a. Address a common objection to your claim
i. Provide reason/evidence that supports the concession
VI. Refutation 2
a. Show how there is an error or some logical fallacy in concession 2
i. Provide reason/evidence that supports the concession
VII. Concession 3
a. Address a common objection to your claim
i. Provide reason/evidence that supports the concession
VIII. Refutation 3
a. Show how there is an error or some logical fallacy in concession 3
i. Provide reason/evidence that supports the concession
IX. Conclude
a. Conclusions in arguments typically will directly address the arguer’s “proposal,” meaning that
the arguer encourages the audience to DO SOMETHING. This can include: learn more about an
issue, take a stand, enter a fight, change their mind, make a donation, change a behavior, and so
on.

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