Research Project Part Two: Advocacy
Like the Contexts Project, the main assignment here is a multimodal composition that uses
various rhetorical positions and different types of evidence. While the CP asked you mostly to
describe the landscape of the problem, the AP instead asks you to argue about efforts to address
the problem you described. Over the course of these next few weeks, as you research and
evaluate various sources, and as you draft, craft, and organize your thoughts and evidence, you
will eventually have to 1) describe, analyze, and evaluate one or more efforts to address the
significant and current political/social/cultural problem that sits at the center of your
project. From there, you will have to 2) argue which of the efforts to address the problem
work best, explain why, and offer possible next steps; OR make the case that none of the
efforts to address the problem works, explain why, and offer possible next steps.
In other words, your arguments for advocating solutions in combination with the analytical reasons you provide for why you have chosen to focus on particular solutions will after weeks and weeks of
diligent engagement become a richly-textured thesis statement, one that deepens your articulation of the problem at hand and argues for convincing for ways to move forward.
When we think of the act of advocating and when we imagine a person or an organization who is an advocate for a cause, we think of strongly held opinions delivered with intensity from a rhetorical position that appears unshakable, deeply confident in the ethical rightness of its arguments and the accuracy of its knowledge. If we look at advocacy in this way, we can understand why it takes time to become a convincing advocate, and that advocacy, even when it is delivered in the form of a thesis-driven composition, is a form of argumentation that can be quite different from the balanced arguments we often think of as academic writing, even if it is as rigorous in its presentation of evidence.
This is not to say that academic writers are not advocates. They are, and over the course of this project, you will become such an advocateâ€”one who uses academic research and methods todeliver persuasive arguments convincingly to a public of oneâ€™s peers. Academic writers in manydisciplines often write with the purpose of advocating for solutions to political/social/cultural/environmental problems. When they do so, they are expected to consider and present positions that run against theirs in various ways â€“ call them counterarguments â€“ in order to meet the expectations of their academic audience. They must demonstrate their mastery of established arguments and knowledge in areas of discourse and recognize the legitimacy of other perspectives, even if the author seeks ultimately to dismiss them.
In the realm of public advocacy, arguments and persuasion can look, feel, and sound quite different. Public advocates deliver strong and impassioned arguments by undermining counter arguments. They do so by choice and with knowledge about the various perspectives and pieces of evidence that may potentially undermine their case. When putting forth arguments in academic or public settings, the most convincing advocates do not simply put forward solutions without first comprehending the informed debates in which these solutions are situated. Rather, successful advocates draw from a deep well of knowledge when carefully selecting the evidence and rhetorical appeals that will make their case about how to address the profound social problems they put before their audiences.
This assignment challenges you to become that strong advocate, one who delivers convincing solutions to a current and pressing political/social/cultural problem. You cannot, in all likelihood, be this advocate at the beginning of the project. You will need to spend time researching and evaluating sources; you will need to explore various arguments and perspectives as you write proposals and drafts. At some point, however, after deepening your knowledge and maybe even after writing a full draft or two, you will need to choose a position to advocate.
Assignment Requirements The Graded Submission:
In Week 9 or thereabouts, you will submit your advocacy composition for a grade.
The Ungraded Work:
Between now and the submission deadline for the final version in Week 9, your instructor will give you a number of assignments to complete: source evaluations and annotations, outlines, prospective statements of argument, free writing, drafts, peer reviews, and other useful things to help you develop and craft your arguments. All of these assignments are ungraded, and they give you lots of artifacts to use in your ePortfolio! Take advantage of these ungraded assignments; use them to explore ideas and various arguments and as opportunities to receive feedback from your peers and your instructor so that your arguments become clearer and your composition more cogent, richly textured, and gracefully organized. If you complete all of the ungraded work, you put yourself in a much better position to turn in a well-developed submission by the time the final deadline arrives. If you do not do the ungraded work, your final product will have to contend with the final products of others who have and who will therefore turn in work that is of higher quality because it will be more polished comprehensively, and its arguments will be more mature, its thesis more persuasive, and its evidence more convincing.
Please complete an annotated bibliography entry for at least:(300words)
- 2 Scholarly Sources (Academic Journals, Books, etc.)
- 3 Popular Sources (Newspaper Articles, Magazine Articles, Blogs, Youtube, Twitter, etc.)
Please submit your entry as a Word Doc and insert them in the in the google doc “Class Annotated Bibliography” found in the Collaborations section. Please insert your source alphabetically.
Now that we have moved on to the Advocacy Project, you want your entries to be more critically geared.
- summarize the argument:
- What is the topic/subject/problem? What is the author’s main claim/problem? What are some of the sub-claims/sub-problems? What is the author’s position regarding the problem or issue they identify?
- assess the source:
- What kind of evidence/materials/examples are used to justify and support their claims? How well does the evidence work to support the author’s argument?
- Are there any specific strengths and weaknesses of the argument?
- reflect on the source:
- Will this source be useful to your problem, why or why not? If you think the source will be useful, how do you see it working to shape your argument (i.e. how will you integrate it into your argument)? Will the source be used to justify a particular subproblem you identify? Does it work to demonstrate the efficacy of a potential solution? (Remember, you will need to martial evidence to demonstrate both that a particular problem/sub-problem exists, as well as evidence that demonstrates that a proposed solution would be efficacious/effective.)