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Demonstrate your critical reading of sources, articulate their relevance to your research assignment, and advance your information literacy – the ability to recognize when you need inform

Demonstrate your critical reading of sources, articulate their relevance to your research assignment, and advance your information literacy – the ability to recognize when you need inform

 

Demonstrate your critical reading of sources, articulate their relevance to your research assignment, and advance your information literacy – the ability to recognize when you need information, identify the kinds of information you need, and then locate, evaluate, and utilize that information accordingly. 

Step 1: Critically Read (or Watch) Your Sources

  • Go to https://library.nwacc.edu/noodletoolsLinks to an external site. and navigate to your Research  project. You should already have found at least five credible, relevant sources for your Works Cited page assignment previously and entered them into your Research project.
  • With the goal of fully understanding and being able to evaluate the quality and possible biases of the text, read (or watch, if it's a video) each of your sources. You'll likely find it easier to write annotations if you take notes as you read/watch. 

Step 2: Compose Annotations

  • For each source, compose a quality and thoughtful annotation in NoodleTools  (see screenshot below) that follows the guidelines established by NWACC's library annotated bibliography guidelines.
  • Links to an external site. Each annotation should have a:
    • Summary of the source: What are the key points made by this source?
    • Evaluation of the source: What makes this a quality source?
    • Use for the source: How might you use this source in your paper? 
  • For an article, book chapter, poll, interview, or survey, aim for about 200 words per annotation. For a longer source (single-author book or longer video), aim for about 300 words per annotation. 

A screenshot of the NoodleTools annotation text box, where an annotation is typed.

Step 3: Export to Word & Submit

  • Export your five sources' citations and annotations from NoodleTools to Microsoft Word (just like you did in your Works Cited assignment). Your file will download to your computer's "downloads" folder – open it once downloaded.
  • Double check that the document is formatted correctly for MLA 9 style and contains the annotations for each of your sources beneath their corresponding citations.

Diggs 1

Quintezha Diggs

Professor Carolyn Bauhaus

ENGL1013 English Composition

October 25, 2022

English 1013- Research Assignment Prompt- Life Challenges

Question: Are there hidden opportunities in life challenges and fears that people face?

Life challenges are inevitable and in getting into challenges are easier than living a life free of challenges. Ever since time in memorial, human beings have been working day and night to keep away from diverse and immense life challenges. This is because life challenges are always perceived from a negative perspective that they bring people down hurting people emotionally, physically, and psychologically. Challenges make people to develop untold fear that hinder them from realizing their full potential. As a result, many have been blocked from realizing their dreams something that makes them to live in regrets. However, challenges can bring good tidings if addressed from a positive perspective. Challenges make people stronger; they create innovative minds, they promote good behavior as they make people humble and above all they amplify achievements. Life challenges affect people, but they give people chances to making positive change only when they are approached positively.

Life challenges have caused deaths of many people in the world. According to Reiss, Franziska, et al. (12) challenges bring failure of many sorts resulting in hopelessness and despair. For instance, sickness, financial constraints, loss of loved ones, lack of employment, betrayal, inability to forgive, relationship breakups, family quarrels, and lost investment or savings are only a few of vast life challenges that people are exposed to. Challenges affect the inner person as they develop hard to contain fear that stagnate a person. As a matter of reality, life challenges make one to feel demotivated to work hard as they have a way of making one feel like a failure Reiss, Franziska, et al. (20). It is this feeling that if nurtured results in feeling of hopelessness and desire that life is not important. Many people that fail to access psychological and emotional help at such times results in attempted failed or successful suicide.

Life challenges have made even those with some levels of achievement to lose it all. There are many instances that challenges make one to use available resources with intentions of turning the situation for the better only for things to get worse. For instance, in the case where one after getting into an accident or falling sick tends to use available finances to get well and work to get more finances only for the health condition to fail to improve as the person is pushed into poverty state (Sambas, et al. 33). In another instance is where a rich person gets duped, and resources stolen and in other instance is investing in a wrong business leading to massive loss and regrets. This means that life challenges can pull one from a good life status into a bad and undesirable life situation.

However, challenges are not entirely bad as they have molded a lot of people in the society. It is evident that for long, people have failed to take challenges positively and hence they prolong their suffering. Notably, the small percentage of people who saw opportunities from challenges life placed their way have not only overcome the challenge but also fear that challenges along and further making life better for themselves and others (Sambas, et al. 28). For instance, in the early days when there were no vehicles, people could walk for long distances and they could take days and months to get from one location to the other. Along the way they could suffer hunger, attacks by wild animals and others could die in the process. These challenges pushed some people into innovation and vehicles were designed as a result. The modern day comfortable and fast means of transport have their origin on past mobility challenges that people faced something that eradicated this specific challenge entirely (Sambas, et al. 30). Also, many people could die from illnesses and the challenge made some people to see an opportunity in inventing medicine and medical services something that led to the creation of the healthcare sector. This means all developments the world enjoys today is a result of past life problems.

According to Dewey, John (82) it is through challenges that people learn and become stronger in life. Whenever a person is faced with any kind of challenges, he/she has to put efforts to overcome the challenge. Different measures put in place may fail and this grants one a chance to learn on things that work and those that do not work. By the time the applied solution works, it becomes a practical learning process that surpasses any academic lesson. As a matter of reality, life challenges make people disciplined and remain cautious as they are aware of how it feels to be in problems and hence would apply precaution to remain safe (Sarkis, Joseph, et al. 104894).

For instance, a person who has been hungry for lack of food would not dare sit idle but would rather try seeking employment or engage in activities that would earn a living to keep away from hunger (Dewey, John 86). A person who has been through sickness would try to do things that would keep him/her away from sickness for instance observing hygiene, taking medication religiously, and avoiding behaviors warned by medical professionals, or engaging in risky sexual behaviors. The caution makes only makes people better and this means that even the most successful people in the world are products of past life challenges.

According to Remien, Robert H., et al. (1411) challenges make people humble as they realize that they do not have what it is necessary to overcome the challenges. As one learns important values, principles, and skills to overcome challenges, the process prepares one for future possibilities and daily efforts are put in place. The consistency is known for gradually attracting success and when it is attained, the same failure amplifies achievement. For example, in the society today, when once a poor person becomes a great and successful person, the level of impact and appreciation the person receives is different from a person in the same rank but was born with a silver spoon in his/her mouth. People who manage to strive against all odds and succeed in life become role models that many look up to and this is not the case for people who have never been exposed to challenges (Sarkis, Joseph, et al. 104894). This is the case because people in problems are always willing to learn from those that were in similar problems in the past as they send an encouraging message that no amount of challenges and fear that cannot be overcome.

In conclusion, life challenges and fear do not have a single perspective as they have been perceived for the longest time. There are a lot of positive opportunities that can be realized from these challenges that can make the world a better place. As a matter of reality, any milestone that has ever been achieved in life emanated from a certain problem. It is a fact that even all types of crimes the world has ever experienced emanated from life challenges and fear. But it is possible to ignore the negative perspective and focus on positive perspective as this is the only aspect that can benefit individuals, society, nations, and the world.

Works cited

Dewey, John. "Does reality possess practical character?."  Pragmatism. Routledge, 2020. 79-91.

Reiss, Franziska, et al. "Socioeconomic status, stressful life situations and mental health problems in children and adolescents: Results of the German BELLA cohort-study."  PloS one 14.3 (2019): e0213700.

Remien, Robert H., et al. "Mental health and HIV/AIDS: the need for an integrated response."  AIDS (London, England) 33.9 (2019): 1411.

Sambas, Abdul Azim Mohamed, Masitah Shahrill, and Masriatol Zuraifah Sajali. "Supporting Design and Technology Lessons with the Use of Problem-Based Learning."  European Journal of Education 1.3 (2018): 25-36.

Sarkis, Joseph, et al. "A brave new world: Lessons from the COVID-19 pandemic for transitioning to sustainable supply and production."  Resources, conservation, and recycling 159 (2020): 104894.

,

Diggs 2

Quintezha Diggs

Professor Carolyn Bauhaus

ENGL1013 English Composition

October 25, 2022

English 1013- Research Assignment Prompt- Life Challenges

Question: Are there hidden opportunities in life challenges and fears that people face?

Life challenges are inevitable and in getting into challenges are easier than living a life free of challenges. Ever since time in memorial, human beings have been working day and night to keep away from diverse and immense life challenges. This topic interest me because life challenges are always perceived from a negative perspective that bring people down hurting people emotionally, physically, and psychologically. Challenges make people to develop untold fear that hinder them from realizing their full potential. As a result, many have been blocked from realizing their dreams something that makes them to live in regrets. However, challenges can bring good tidings if addressed from a positive perspective. Challenges make people stronger; they create innovative minds; they promote good behavior as they make people humble and above all they amplify achievements. Life challenges affect people, but they give people chances to making positive change only when they are approached positively.

Works cited

Dewey, John. "Does reality possess practical character?."  Pragmatism. Routledge, 2020. 79-91.

Reiss, Franziska, et al. "Socioeconomic status, stressful life situations and mental health

problems in children and adolescents: Results of the German BELLA cohort-

study."  PloS one 14.3 (2019): e0213700

,

Diggs 1

Quintezha Diggs

Professor Carolyn Bauhaus

ENGL1013 English Composition

October 25, 2022

Research Assignment Prompt- Works Cited – Life Challenges

Works cited

Dewey, John. "Does reality possess practical character?."  Pragmatism. Routledge, 2020. 79-91.

Reiss, Franziska, et al. "Socioeconomic status, stressful life situations and mental health problems in children and adolescents: Results of the German BELLA cohort-study."  PloS one 14.3 (2019): e0213700.

Remien, Robert H., et al. "Mental health and HIV/AIDS: the need for an integrated response."  AIDS (London, England) 33.9 (2019): 1411.

Sambas, Abdul Azim Mohamed, Masitah Shahrill, and Masriatol Zuraifah Sajali. "Supporting Design and Technology Lessons with the Use of Problem-Based Learning."  European Journal of Education 1.3 (2018): 25-36.

Sarkis, Joseph, et al. "A brave new world: Lessons from the COVID-19 pandemic for transitioning to sustainable supply and production."  Resources, conservation, and recycling 159 (2020): 104894.

,

Typewriter with solid fillENGLISH 1013: RESEARCH ASSIGNMENT PROMPT

What is this assignment?

For this assignment, you will be working to “find the best answer to an important but challenging question” (Booth, Colomb, & Williams 106) within a topic of your choice. This is an opportunity to display your skills in analysis, synthesis, comprehension, and evaluation in relation to credible sources you will find along the way. Additionally, your job as a writer is to help the audience understand vital contextual information and the different perspectives within your topic (including your own). While this feat necessitates integrating in external sources, remember that this is primarily your assignment, your voice, and your writing.

To specify: you must engage with at least five sources in this assignment, one of which must be from a NWACC Library database. Your sources can be pop-culture sources, primary research (interviews, surveys), or other credible materials that serve to explore and illustrate your topic. Keep in mind that you should include sources that do not agree with your research assignment’s thesis statement, in order to demonstrate that you understand the variety of perspectives within this conversation. To advance your own thesis, your job will then be to reasonably refute these sources within your assignment.

This assignment helps you develop the essential skills described in our course learning outcomes 1 -7 (listed on the front page of our syllabus).

In the required 1000 words of this paper you should establish the following:

· An engaging title to preview the research topic

· A compelling introduction paragraph that includes a thesis statement

· At least five sources (at least one being from an NWACC Library database), whose relevance is made clear through appropriate introductions, and with an appropriate amount of original analysis, synthesis, and connection to the central thesis of the assignment

· Demonstrated familiarity with the topic and its nuanced perspectives achieved through extensive research

· Organization that makes sense for the topic and writing genre, including appropriate transitions when switching between ideas and different supporting evidence or claims

· MLA 9 formatting: Times New Roman, 12-pt. font, double spaced, 1” margins, pages numbered

Tips & Considerations

Avoid the formula of only engaging with one source per paragraph. Put them in conversation. Weave them.

When receiving feedback from a peer, ask them: does your research draft result in a clear conclusion? Sometimes we get bogged down in the details and never return to clearly state our stance.

Unsure of what some of these keywords mean? Return to your course readings, notes, or ask your instructor for clarification.

FALL 2022 SEMESTER

Research Assignment Final Draft Rubric – Criteria for Success

Dimension

Exemplary

Accomplished

Developing

Beginning

Points

Introduction & Thesis

The student's assignment:

(10 to >8) contains a compelling introduction that includes a developed thesis statement.

(8 to >6) contains a compelling introduction that includes an identifiable thesis statement.

(6 to >4) contains an introduction that includes a vague thesis statement.

(4-0) contains an introduction that is underdeveloped and/or lacks a thesis statement.

/ 10

Organization

The student’s assignment organization:

(10 to >8) makes sense for its genre and includes appropriate transitions when switching between ideas and different supporting evidence/claims.

(8 to >6) mostly makes sense for its genre and mostly includes appropriate transitions when switching between ideas and different supporting evidence/claims.

(6 to >4) sometimes makes sense for its genre, but often lacks transitions when switching between ideas and different supporting evidence/claims.

(4-0) doesn’t make sense for its genre and lacks transitions.

/ 10

Source Integration

The student’s assignment:

(20 to >16) effectively engages with at least five sources, one of which being from a NWACC Library database.

(16 to >12) engages with at least five sources, one of which being from a NWACC Library database.

(12 to >8) minimally engages with at least five sources and/or is missing a source from a NWACC Library database.

(8-0) doesn’t engage with at least five sources.

/ 20

Citation

The student’s assignment:

(15 to >12) includes correct MLA 9 citation for all sources.

(12 to >9) includes MLA 9 citation for all sources with a few minor errors.

(9 to >6) includes MLA 9 citation for all sources with several errors.

(6-0) lacks necessary MLA 9 citations.

/ 15

Nuance

The student’s assignment:

(20 to >16) demonstrates close familiarity with the topic and its nuanced perspectives.

(16 to >12) demonstrates familiarity with the topic and its nuanced perspectives.

(12 to >8) demonstrates some familiarity with the topic, but mostly omits its nuanced perspectives.

(8-0) lacks familiarity with the topic and its nuanced perspectives.

/ 20

Mechanics

The student’s writing:

(10 to >8) contains focused, coherent, and developed sentences appropriate to Composition I.

(8 to >6) contains focused, coherent, and developed sentences appropriate to Composition I with few errors.

(6 to >4) contains coherent sentences mostly appropriate to Composition I, but several errors make meaning unclear.

(4-0) is not yet appropriate to Composition I, as there are many errors that make meaning unclear.

/ 10

Style & Tone

The student’s writing style & tone:

(15 to >12) is appropriate to the context and intended audience.

(12 to >9) is mostly appropriate to the context and intended audience.

(9 to >6) is sometimes appropriate to the context and intended audience.

(6-0) is inappropriate to the context and intended audience.

/ 15

Format

The student’s assignment:

(10 to >8) is formatted according to the prompt guidelines, including an engaging title.

(8 to >6) is mostly formatted according to the prompt guidelines, including an engaging title.

(6 to >4) is formatted incorrectly in several areas and/or lacks an engaging title.

(4-0) is formatted incorrectly and lacks an engaging title.

/ 10

Total points: /110

Important note: at absolute minimum, you must submit passing work (score of 10/15 or above) for your Research Question assignment and passing work for your Outline & Thesis Statement assignment (18/30) to be able to submit your Review Final Draft.

Stage 2

Stage 1

REVIEW

REVISE & EDIT

Polish your Research Essay Final Draft based on feedback from peers, the Writing Center, and your instructor.

PROCESS

Annotated Bibliography

Familiarize yourself with your sources, explain why they're relevant to your research, and practice summarizing.

Outline & Working Thesis Statement

Organize your research essay structure and begin developing your thesis.

Research Question

Ask yourself: what are you interested in exploring, and what are you curious to answer?

Works Cited Page

Begin gathering sources.

Rough Draft #2

Revise and edit your Rough Draft #1 according to feedback from your peers.

Conference

Get one-on-one feedback from your instructor for final revisions of your essay.

Rough Draft #1

Prepare a rough draft of your essay.

Peer Review

Have your classmates review your rough draft.

Writing Center or Library Workshop

Attend one workshop between Weeks 11-15.

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