The overall Gist: To use a class text as a springboard for analyzing a current a

The overall Gist: To use a class text as a springboard for analyzing a current and relevant topic.
For your Second Formal Paper you will dive deep into one of the last four texts (Thoreau, King, Muir, or hooks) in order advance a detailed and specific discussion on the author’s ideology. As you explore this ideology, be specific. Identify particular beliefs, values, and expectations, and push beyond the obvious into more complex and meaningful details. Remember, an ideology is an entire system of ideas, a worldview, so you’ll want to not only identify key BVEs but also explain how they connect together into a coherent system of thought.
The second objective of the paper involves conducting focused research on a specific and relevant topic. This topic could be any issue you care about and wish to explore in greater depth. The trick is to pick an issue that can be analyzed through the ideological lens of your chosen class text, since the paper is both about the class text’s ideology and your research topic. Think of the paper as a sort of dialog between the class text and your research topic.
To this end, you will be using quotation, paraphrase, and citation throughout the paper to ground your discussion in both the class text and your research sources. We’ll be doing a unit on quotation soon, and we’ll be talking about how to use quotation strategically in order to advance your own thought process.
Your paper will eventually take a position, a stance in relation to your research topic. This position should reflect both a deep reckoning with the class text’s ideology and an informed perspective on your research topic. In order to conduct focused research you’ll need to develop a thesis question, which will set the scope of your inquiry. Your thesis question will emerge from your research process. It’s part of the process.
One of the challenges you will encounter right away is picking a research topic. If the topic is too general you’ll be unable to advance a meaningful discussion. If the topic is too specific you may have difficulty finding research articles and/or connecting your topic back to your chosen class text. The challenge is to pick a topic that is specific but not too specific. We’ll be talking more about this soon.
I’m asking for at least two credible research articles for the first draft of the paper. One must be from a peer-reviewed academic journal.
I’ll be asking for four credible research articles for the final draft of the paper.
Grading Criteria for First Draft:
4-5: Draft attends closely to the objectives outlined above. It is thoughtful, focused, and detailed. Quotation is used effectively throughout the draft. Citation is present throughout. There are minimal grammar and/or spelling errors. The discussion is cohesive and organized. A strong, clear-eyed effort.
3-4: Draft does not adequately fulfill the objectives of the assignment. In places, the discussion is overly general and lacking in detail. There may be distracting grammar and/or spelling issues. Quotation may need considerable work. The discussion is not adequately organized. Citation may be missing.
Less than 3: Draft is in an underdeveloped stage and lacks in specificity and detail. The objectives of the draft have not yet been met. Grammar and/or spelling and/or organization may need serious attention.
Grading Criteria for Final Draft:
Paper provides a detailed and meaningful discussion of specific BVEs from class texts: 20%
Research topic is explored with the use of facts/statistics/expertise from credible sources: 20%
Paper stakes out and supports a position that takes into account class text and research sources: 20%
Quotation (introducing and integrating quotes throughout paper) and citation: 20%
Overall clarity and coherence (including grammar/mechanics): 20%

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