Using their research in the annotated bibliography, students identify an angle or theme or position they can support about their topic, and they write a position essay for an academic

Using their research in the annotated bibliography, students identify an angle or theme or position they can support about their topic, and they write a position essay for an academic audience. This angle or position will likely be a response to the research question that drove the annotated bibliography; this response will not often be an answer to the question, but rather a statement about the possible answers to the question or a statement about the difficulty of answering the question with any certainly. You should use the four sources from your annotated bibliography. However, you can that are geared toward the college-educated reader. Students will be graded on content, organization and style: –Overall, a presentation of your key ideas, and your thesis,  in an in-  depth, coherent, and even interesting or thought-provoking manner -A compelling Introduction (hook, sources: articles and authors; a short   summary of your main idea, and a debatable, narrowly focused, well-  crafted thesis statement) –Development of paragraphs (topic sentence, use of evidence and   analysis) and the skill in which you have your sources “converse” with   one another -Use of strong organization skills: clarity, transitional words and phrases,   and strong verbs -Strong command of grammar -A compelling conclusion -An understanding of MLA rules for in text citation and Works Cited -Proofed closely. Ultimately, your professor must judge the paper to be an effective academic, college-level work.

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