FOR NJOSH
yalwarafiENG 102
State of the Conversation Report
Due Date:
Assignment Overview:
In the “State of the Conversation” Report, you have an opportunity to:
· discuss the main positions related to your guiding question/issue
· describe where the most useful information about your topic can be found
· demonstrate your skills with summary, paraphrase, and direct quotations
· organize and synthesize your material effectively
· adjust your writing to a specific audience
Audience: Assume you are writing to a group of people who are fairly new to your issue and want to learn more so they can participate in intelligent discussions with a wide group of people.
Length: Approximately 1600-1800 words.
REMEMBER: This is NOT an argumentative essay.
Your goal is to report the different positions related to your issue.
What to Include in Your “State of the Conversation” Report:
Build your report using the sections and the headings below. Suggested lengths are included.
Section 1: Overview of the Issue
In this section, offer relevant background/introductory information. Explain what issue you’re focusing on, who the issue is important to, and what makes the issue controversial.
Around 200 words.
Section 2: Your Specific Guiding Question/Issue
In this section, clearly announce your specific guiding question/issue and explain why you chose to focus on this particular question. (If you wish to state your personal position on your issue/overtly “take a side,” this is the only place in the report to do that.)
Around 100 words.
Section 3: Available Materials
In this section, describe where (in what kinds of sources, in which databases, using which searches, etc.) a researcher is likely to find useful information about your topic. You might also explain the challenges a researcher faces in gathering information about your topic, such as what kinds of sources are not as useful, available, etc. (and why).
Around 200 words.
Section 4: Positions/Groupings
In this section, carefully explain the various positions/groupings you’ve found in response to your guiding question/issue.
Important Notes:
· Organize this section carefully. Group information according to key positions (and variations within those positions). Don’t just jump haphazardly from source to source. Use transitions to move from position to position, and/or use subheadings if you wish.
· Include a clear “topic-sentence”-type statement for each major position and for each sub-position.
· Bring in researched material to explain the position. Remember that you will likely draw on multiple sources as you explain each major position. “Frame” your research with sentences that introduce, interpret and explain your sources.
· Use direct quotation, summary, and paraphrase to build your own credibility.
· Do not simply organize your material into “two sides”: find distinctions and overlap across the different positions.
Around 1000 words.
Section 5: Conclusion
In this section, reiterate the key overall positions you’ve discovered and emphasize the most important concepts/ideas that someone new to your issue must understand. (Again, remember our in-class discussion/example.)
Around 200 words.
Section 6: Works Cited
In this section, compose a traditional works cited page, including only the sources you actually quoted, summarized, or paraphrased in your report.
Evaluation:
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A |
B |
C |
D-F |
Section 1 Overview of the Issue
/10 |
Section offers excellent relevant background/introductory information, explaining the issue addressed, who the issue is important to, and what makes the issue interesting or controversial clearly. |
Section offers needed relevant background/introductory information, explaining the issue addressed, who the issue is important to, and what makes the issue interesting or controversial with general clarity. |
Section offers most needed relevant background/introductory information, explaining the issue addressed, who the issue is important to, and what makes the issue interesting or controversial in a mostly clear way. |
Section does not sufficiently offer relevant background/introductory information, explaining the issue addressed, who the issue is important to, and what makes the issue interesting or controversial without clarity. |
|
10-9 |
8 |
7 |
6-0 |
Section 2 Your Specific Guiding Question/Issue
/10 |
The specific guiding research question is clearly shared with its personal relevance explored. |
The specific guiding research question is shared with its personal relevance explored. |
The specific guiding research question is shared with its personal relevance somewhat explored. |
The specific guiding research question is not shared with its personal relevance not explored.
|
|
10-9 |
8 |
7 |
6-0 |
Section 3 Available Materials
/15 |
Section covers the specific steps taken in the collection of the sources, noting locations searched, search terms, and other relevant points of advice gleaned from this research process.
|
Section mostly covers the specific steps taken in the collection of the sources, noting some locations searched, search terms, and other relevant points of advice gleaned from this research process. |
Section covers some of the specific steps taken in the collection of the sources, noting few locations searched, few search terms, and few other relevant points of advice gleaned from this research process. |
Section fails to cover the specific steps taken in the collection of the sources,missing locations searched, search terms, and other relevant points of advice gleaned from this research process. |
|
15-14 |
13-12 |
11-10 |
9-0 |
Section 4 Synthesis (Positions / Groupings)
/50 |
Section clearly explains the researcher’s synthesis, showing developed groupings. Throughout there are clear SAPs in-text citations, topic & concluding sentences and transitions clearly reflecting the synthesis of the researcher’s sources. |
Section explains the researcher’s synthesis, showing generally developed groupings. Throughout there are consistent SAPs in-text citations, topic & concluding sentences and transitions reflecting the synthesis of the researcher’s sources. |
Section suggests the researcher’s synthesis, showing somewhat developed groupings. Throughout there are issues with SAPs in-text citations, topic & concluding sentences and transitions, but synthesis of sources is still apparent. |
Section does not show the researcher’s synthesis, failing to show developed groupings. Throughout there are significant issues with SAPs in-text citations, topic & concluding sentences and transitions, and synthesis of sources is not apparent. |
|
50-45 |
44-40 |
39-35 |
34-0 |
Section 5 Conclusion
/10 |
Section clearly reiterates the researcher’s synthesis (groupings), avoids argumentative claims and possibly suggesting paths for additional research. |
Section reiterates the researcher’s synthesis (groupings), avoids argumentative claims. |
Section somewhat reiterates the researcher’s synthesis (groupings), and engages in some subtle argumentative claims. |
Section fails to reiterate the researcher’s synthesis and/or engages in argumentation.
|
|
10-9 |
8 |
7 |
6-0 |
Section 6 Works Cited
/5 |
Section has a MLA formatted works cited page with sources quoted, paraphrased, or summarized listed in alphabetical order. All entries use the appropriate style entry. |
Section has a MLA formatted works cited page with sources quoted, paraphrased, or summarized listed in alphabetical order. All entries attempt the appropriate style entry. |
Section has a MLA formatted works cited page with sources quoted, paraphrased, or summarized listed in alphabetical order. Most entries use the appropriate style entry. |
Section has a mostly MLA formatted works cited page with sources quoted, paraphrased, or summarized listed. Entries often have errors, not using the appropriate style entry. |
|
5 |
4 |
3 |
2-1 |
/100 |
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% of 15% |
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