Inquiry III
Public Issue Argument
Inquiry III, the Public Issue Argument, asks you to practice crafting an argument to a specific audience. So far, we have spent much time discussing rhetorical moves that render arguments both effective and ineffective. Now it’s your turn to practice rhetoric by composing an argument on a timely and debatable issue that is of importance to you. By drawing on some of the strategies we’ve already discussed, your argument should attempt to target a specific audience using rhetorical moves that will appeal to them in ethical and responsible ways.
Assignments for Inquiry 3, which will comprise about six weeks of the semester, will be split into two manageable parts—the first for practicing invention and discovery, and the second for practicing argumentation and source documentation. Both parts will explore the processes of what it means to do research.
Part A--Annotated Bibliography
The first part of this inquiry is all about discovery. It’s an opportunity for you to sit with an issue before you make a definitive claim about it. The issue should hold significance to you. Maybe it’s an issue that you want to know more about. Maybe it’s an issue that you feel is misrepresented in the popular media. Maybe it’s an issue that no one knows about but should. Or maybe it’s an issue with which you have personal experience. Whatever the case, Part A is a time for you to ruminate on the issue. In fact, it is perfectly acceptable—and maybe even preferred—that you don’t have a thesis in mind when you start the research process.
Part B--Public Argument Paper
Based on the research you’ve reviewed in Part A, you should attempt to arrive at a focused and arguable thesis. You should develop and support your thesis throughout the Public Argument Paper. To do this, you should critically integrate outside research using a combination of summary, paraphrase and direct quotation.
Although your thesis should drive your argument, it’s also important to recognize alternative points of view. This work—often absent in contemporary public discourse—is important if done earnestly. Engaging alternative points of view shows that you are responsible, ethical, and knowledgeable.
Important Dates
Annotated Bibliography: October 8
Synthesis Paper: October 10 (in class)
Public Argument draft: October 19
Public Argument final: October 29
Evaluative Criteria
We will build an in-class collaborative rubric when we get to Part B of the assignment.
Assignments for Inquiry 3, which will comprise about six weeks of the semester, will be split into two manageable parts—the first for practicing invention and discovery, and the second for practicing argumentation and source documentation. Both parts will explore the processes of what it means to do research.
Part A--Annotated Bibliography
The first part of this inquiry is all about discovery. It’s an opportunity for you to sit with an issue before you make a definitive claim about it. The issue should hold significance to you. Maybe it’s an issue that you want to know more about. Maybe it’s an issue that you feel is misrepresented in the popular media. Maybe it’s an issue that no one knows about but should. Or maybe it’s an issue with which you have personal experience. Whatever the case, Part A is a time for you to ruminate on the issue. In fact, it is perfectly acceptable—and maybe even preferred—that you don’t have a thesis in mind when you start the research process.
Part B--Public Argument Paper
Based on the research you’ve reviewed in Part A, you should attempt to arrive at a focused and arguable thesis. You should develop and support your thesis throughout the Public Argument Paper. To do this, you should critically integrate outside research using a combination of summary, paraphrase and direct quotation.
Although your thesis should drive your argument, it’s also important to recognize alternative points of view. This work—often absent in contemporary public discourse—is important if done earnestly. Engaging alternative points of view shows that you are responsible, ethical, and knowledgeable.
Important Dates
Annotated Bibliography: October 8
Synthesis Paper: October 10 (in class)
Public Argument draft: October 19
Public Argument final: October 29
Evaluative Criteria
We will build an in-class collaborative rubric when we get to Part B of the assignment.