Task: Choose Your Source
\nThis is the beginning of your Research-Driven Critique Essay. You will build it in stages over several units.
\nIn Units 6, 7 and 8, you complete Research Essay Process Assignment, which includes an annotated bibliography and an outline of your essay.
\nIn Unit 9, you will write the draft.
\nIn Unit 10, you will revise and edit the draft.
\nBeginning the Research-Driven Critique
\n\ue902
\ns:\/\/app.readspeaker.com\/cgi-bin\/rsent?customerid=11151&url=https%3A%2F%2Fe.centennialcollege.ca%2Fcontent%2Fenforced%2F836616-COMM171003_2022F%2FTask%2520Choose%2520Your%2520Source.html&lang=en_us&voice=11151&voice=Kate&readid=d2l_read_element_1)
\n\ue91a\ue91b Listen
\nIn Unit 11, you will complete the final draft.
\nThe source you critique your research essay will be either an argument or a narrative. You are already familiar with argument sources, but we will briefly recap the main
\npoints about arguments and add a few new pieces of information before going on to define narrative.
\nTwo Types of Souces
\nType 1: Argument
\nIn an argument, a writer responds to an issue (a debatable controversy) with a thesis (the main claim) supported by reasons and evidence.
\nExamples of Arguments
\nRead the following argument and identify the issue, thesis, reasons and evidence.
\nNancy Colier\u2019s argument in \u201cThe Power of Off,\u201d in which she argues that we are overly dependent on and addicted to digital technology and should wean ourselves
\noff and control our use more:
\nhttps:\/\/bestselfmedia.com\/power-of-off\/ (https:\/\/bestselfmedia.com\/power-of-off\/).
\nArgument Reasons Often Take the Form of Rhetorical Appeals
\nMost arguments contain some mixture of the following types of strategy, known as rhetorical appeals:
\nLogical: the writer persuades through facts and reasoning designed to seem rational and reasonable.
\nEmotional: the writer persuades through imagery, diction, and stories designed to make the reader feel an emotion–joy, horror, sadness, empathy, etc.
\nEthical: the writer persuades through markers of credibility (writing that is fair-minded, accurate, and self-aware; but this may also refer to elements not directly in the text, such as the writer\u2019s
\nbackground, experience, education, and reputation).
\nType 2: Personal Narrative
\nA personal narrative is an essay about a particular moment, event, problem, or question that occurs in the writer\u2019s life. These essays are usually brief and tightly
\nfocused. They are told using the same narrative techniques as fictional stories–plot, character, setting, figurative language–but they are true and autobiographical.
\nWriters of personal narrative essays typically do not directly state their main message or overall meaning. They usually evoke a mood, describe a situation, share an
\nexperience, or detail an event, and compel readers to put together the meaning for themselves.
\nExamples of Personal Narratives
\nRead the following narratives and identify the moment, event, problem and question.
\nMalcolm Conner’s story of negotiating transgender identity and romantic love in College:
\nThe physics of Forbidden Love (https:\/\/go-gale-com.centennial.idm.oclc.org\/ps\/i.do?p=ITOF&u=ko_acd_cec&id=GALE|A590217127&v=2.1&it=r)
\nProblems or Questions
\nThe writer of a personal narrative usually seeks to understand or unravel some specific problem or question in his or her life.
\nMalcolm Conner wants to better understand the problem he faces of dating a female Indian classmate as a transgender male in the the context of ongoing struggles around acceptance of
\nLGBTQ and racial identity in North America.
\nMain Message
\nNarrative writers typically avoid stating their main meaning directly. Readers must infer the lesson of the narrative, and it\u2019s possible for different readers to arrive at
\ndifferent–if related–interpretations.
\nAs a reader, questions to ask may include, \u201cWhat does the writer most want me to understand?\u201d, or \u201cHow does the writer want me to think differently from reading
\nthis narrative?\u201d, or \u201cWhat is the writer\u2019s central insight?\u201d
\nElements and Strategies
\nWhere arguments are built out of reasons and evidence (along with background information and context), narratives are built out of narrative strategies and
\nelements.
\nNarrative elements include character, event (plot), setting, theme, and symbolic or figurative language. Narrative strategies include creating puzzles for the reader;
\nand creating suspense, surprise, and emotion.
\nCharacter, event, setting, and theme provide important clues to the narrative\u2019s message. So do the various strategies, such as creating emotion and surprise,
\nbecause thematically rich moments and moments of heightened emotion or surprise are often where writers come closest to conveying their message directly.
\nSummary of Source Types
\nArguments and narratives are by no means the only types of sources around us. But they are very common and very powerful. Primary means of transmitting ideas,
\nthey shape our beliefs and actions, often in hidden ways. Knowing how to break them down and evaluate them helps us to become more critically aware consumers
\nof information. We will also become more equipped to push back against the stereotyping, oversimplifications, inaccuracies and prejudice that sometimes
\ncharacterize public conversation or discourse including message we see in many forms of the media.
\nFundamentally, the structures of narratives and arguments are simple, and can be summarized as follows:
\nArgument: Issue, thesis (often stated directly), reasons and evidence
\nNarrative: Problem or Question, main message (usually implied), narrative elements and strategies
\nWhat to choose?
\nChoosing an argument if…
\nyou enjoy thinking logically and debating issues;
\nyou want to engage with contemporary controversies, opinions, or current affairs; or
\nyou want to continue directly building on the skills of argument analysis.
\nChoosing a narrative if…
\nyou enjoy absorbing stories and reflecting on language;
\nyou want to engage with contemporary issues that may be more subtle than a controversy or debate; or
\nyou want to stretch yourself by trying a different type of source.
\nTask: Choose Your Source
\nDownload the Research Essay Process Assignment Template (Research%20Essay%20Process%20Assignment%20Template1.docx?
\n_&d2lSessionVal=c8tKcromD0bjlXFBNmAJ5DEFd&ou=836616) You will complete this assignment from Unit 6 to Unit 8. Check the Research Essay Process
\nAssignment Rubric (\/d2l\/common\/dialogs\/quickLink\/quickLink.d2l?ou=836616&type=content&rcode=CENCOL-3323119) and be familiar with the Assessment criteria.
\nIMPORTANT: You will submit it at the end of Unit 8. There is NO submission this week.
\nStep 1: Choose one of the following sources as the basis of your Research-Driven Critique Essay.
\nArgument Sources
\nSource 1: What’s the right age to get a smartphone? (https:\/\/www.bbc.com\/future\/article\/20220914-whats-the-right-age-to-get-a-smartphone)
\nSource 2: Climate change is a public health emergency (https:\/\/www.cbc.ca\/news\/opinion\/opinion-climate-change-public-health-emergency-1.6600620)
\nNarrative Sources
\nSource 3: My son’s death revealed the connection between mental illness and addiction
\n(https:\/\/www.cbc.ca\/news\/canada\/manitoba\/son-mental-illness-addiction-first-person-1.6605973)
\nSource 4: I met my dad for the first time when I was 4, and he was behind bars (https:\/\/www.cnn.com\/2021\/11\/13\/opinions\/burmese-democracy-human-rights-wai-hnin\/index.html)
\nStep 2: Once you have chosen your source, deconstruct it.
\nWrite a one-paragraph summary.
\nStep 3: Answer the following questions:
\nIf you’re using an Argument:
\nStrengths: In what ways is the argument logical, fair, and reasonable? Even if you happen to think it’s weak, why might some reasonable people agree with the
\nauthor?
\nCentennial College. (n.d.). Unit 6: Task: Choose your source and complete initial steps. In COMM170. Winter 2020 [Online
\ncourse]. https:\/\/docs.google.com\/document\/d\/1kKw50aszD5ccuHBD11Kaukd9LNiBmQplQ8rkFKlNjbU\/edit (https:\/\/docs.google.com\/document\/d\/1kKw50aszD5ccuHBD11Kaukd9LNiBmQplQ8rkFKlNjbU\/edit)
\nCOMM-171
\nCollege Communication 2
\nFlaws: What are the problems, flaws, or gaps in the argument? Even if you think it’s basically strong, why might some
\nreasonable people disagree with the author? What objections can you raise about the argument? Try hard to be rigorous,
\nbut if you really can’t find “flaws,” what new questions and areas for development does the argument raise?
\nIf you’re using a Narrative:
\nStrengths: What makes the narrative seem truthful, important, and relevant? Why should the narrative matter to other
\npeople today?
\nFlaws: What voice or perspective does the narrative allow us to hear that is perhaps often hidden? Moreover, what do
\nyou think are some other possible perspectives on the same issue\/problem raised in the narrative? In other words, how
\nwould the same experience\/issue\/problem look from a different perspective?
\nResearch Essay Process Assignment Template
\nTitle of the source for the Research-Driven Critique Essay<\/p>\n
Deconstruct the Source
\nSummary
\nWrite a one-paragraph summary.<\/p>\n
Write a paragraph that answers the following questions
\nIn what ways is the argument logical, fair, and reasonable? What are the problems, flaws, or gaps in the argument?<\/p>\n
Academic Integrity
\nFor each of the three scenarios below, identify whether the action is acceptable or unacceptable, and give the reason why.<\/p>\n
Scenario 1
\nYou copy a paragraph or an image from an Internet source and paste it into your COMM 171 essay.
\nIs this action acceptable or unacceptable? Why?<\/p>\n
Scenario 2
\nYou and your friend complete an essay that your instructor said must be done independently, and each of you submits it as your own work in different sections of COMM 171. Is this action acceptable or unacceptable? Why?<\/p>\n
Scenario 3
\nYou conduct research on a topic (sample nursing essay examples by the best nursing assignment writing service) and paraphrase it in your COMM 171 essay by using your own words and a unique sentence structure. You use synonyms where possible. You include an in-text citation and a reference list entry. Is this action acceptable or unacceptable? Why?<\/p>\n
Keep a record of your research
\nList 2 sources of each type.
\nNewspaper and Magazine Sources<\/p>\n
–\tSource 1:<\/p>\n
–\tRelevance:<\/p>\n
–\tSource 2:<\/p>\n
–\tRelevance:<\/p>\n
Videos\/Images<\/p>\n
–\tSource 1:<\/p>\n
–\tRelevance:<\/p>\n
–\tSource 2:<\/p>\n
–\tRelevance:<\/p>\n
Library and\/or Database Sources<\/p>\n
–\tSource 1:<\/p>\n
–\tRelevance:<\/p>\n
–\tSource 2:<\/p>\n
–\tRelevance:<\/p>\n
Annotated Bibliography
\nSource 1
\nAPA entry:<\/p>\n
Annotation:<\/p>\n
Source 2
\nAPA entry:<\/p>\n
Annotation:<\/p>\n
Source 3
\nAPA entry:<\/p>\n
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