12 Apr For your final essay, you will compose a 5-page persuasive, proposal research essay using 5 (five) secondary sources [up to three can be from our course materials
- Academic level: College
- Type: Research paper
- Subject: English 101
- Topic: Writer's choice
- Style: MLA
- Number of pages: 5 pages/double spaced (1375 words)
- PowerPoint slides: 0
- Number of source/references: 5
- Extra features: –
Order instructions:
ENGL 1010 Proposal Research Essay
Lynn SUMMER 2022
Length: 5 full pages – down to the bottom of the fifth page (not including the works cited page)
Format: MLA
Due Date: Monday, July 25th before11:59pm in the Research Essay Assignment Folder in “Assignments” on
Brightspace.
For your final essay, you will compose a 5-page persuasive, proposal research essay using 5 (five) secondary sources [up to three can be from our course materials – you must either paraphrase and/or directly quote from all five secondary sources in your essay] and a combination of rhetorical strategies to convince your readers to reevaluate and reconsider their position on the topic you choose. The purpose of your essay is to outline the issue and then to propose at least one viable solution to the problem you describe.
This research paper will need to propose a feasible solution to the most difficult challenge PSCC students face that leads them to stop short of completing their studies. In other words, the essay must offer at least one reasonable, thoughtful, intelligent way to solve or address for a large number of affected PSCC students some aspect of the debate you outlined in PAPER THREE.
The research paper must be at least 5 full pages long, not including the required works cited page. Essays that are short of the five full page length requirement will lose up to one letter grade per half page short of the assigned length.
Please note that I fully, 1000% expect you to re-use much of your Paper 3 in this final essay, which is why my expectations in terms of you submitting a polished, revised, fully proofread essay are much higher for Paper 4 and why the timeline is slightly truncated in terms of you composing the essay. Your Paper 3 argument will be the foundation of proving that there is a problem that warrants a solution. Thus, Paper 4 largely involves you crafting an explanation and defense of your proposed solution to the problem you defined in Paper 3.
Your research paper must include at least 5 (five) secondary sources with MLA format in-text citations as well as an MLA works cited page. You must get these sources from one of the PSCC library databases, an e-book from the PSCC library, non-profits who focus on successful college completion, or our course materials. Do NOT just use whatever sources you find on Google. To be most persuasive, you should consider including sources from more than one location or type and make very, very sure that all of your sources pass the CRAAP test.
Writing this essay will require you to inform your readers about the problem [define what the issue is]; explain why [why it is important and controversial] and how the problem affects your readers; take a clear position on that issue, and then persuade them to 1) take action to change the problem and 2) begin to consider a change in their position on the issue.
An effective essay that persuasively argues a position and offers a persuasive solution will:
(1) address a specific audience [your peers – college educated men and women] and purpose [persuade];
(2) take a clear stance on the issue in the form of an arguable assertion [thesis statement];
(3) support the assertion with good reasons [remember logos, pathos, & ethos] and logical evidence [use of your 5 sources];
(4) anticipate and address counter-arguments for the problem;
(5) propose a realistic, viable solution for the problem you have defined (must be specific to PSCC and show awareness of the student resources PSCC already does or does not offer);
(6) anticipate and address counter-arguments for your proposed solution; and
(7) provide a thought-provoking and informative introduction and conclusion.
You do not have to convince your readers that you are "correct"; it is impossible to convince all of your readers that your position is the only or the right one. We have discussed that your goal as a writer is to persuade your reader to take a single step in your direction.
Your thesis statement needs to assert a clearly defined position. If a thesis is done well, the writer's intention cannot be mistaken, and readers know that a strong argument must follow.
Your primary purpose is to convince your audience that your position and your proposed solution are valid, logical, and/or worth considering.
Every paragraph needs a topic sentence, discussion of that topic, evidence/examples to support your ideas, connection of any quote(s) to the point you are making in that paragraph and your overall argument, conclusion of the paragraph’s ideas and connection back to your thesis, and transition to the next supporting point (i.e. next
paragraph) as we have discussed in class throughout the semester (reminder: the outline of a well-developed paragraph is in Brightspace. USE IT).
Your assertions and supporting points should be consistent with available evidence. You cannot build an intellectual argument on opinion alone. Therefore, you must do research to find support for the argument, or claim, that you are making. The need for you to master integrating secondary sources as part of strengthening and developing your own essay is why I am asking you to find five external sources as support for your position.
You need to use your secondary resources as support for your argument to an extent, but do not let them take over your essay. The general rule of thumb is to include no more than three quotes per page of text. Only quote what is absolutely necessary to prove your point. In an essay of this length, you should not have more than one block quote (more than 4 full lines of text).
In regard to using and integrating these sources, follow the ICEC method – Introduce, Cite, Explain, and Connect. Any quote you put in your paper needs to be explained in your own words and directly connected to the argument your paragraph is making. Do not begin or end a paragraph with a quote; doing so should be impossible given that every quote will be introduced and every quote explained.
For this essay to be successful, it will need to exhibit clear organization, effective topic sentences, transition phrases, proper in-text MLA citation of every one of your five ACADEMIC sources, and fully-developed quotation integration.
The tone of this essay should be overtly formal and academic in nature. Do not include “I” or “in my opinion”
statements. Do not include contractions.
Because this is your final essay for this course and will have been reviewed by a tutor, I expect that this essay will be considerably better than a first draft. Misspelled/missing words, a lack of proofreading, insertion of informal elements such as contractions or “you/your,” and an abundance of grammar mistakes will significantly lower your grade. More than four comma splices, fused sentences, or sentence fragments will immediately drop your grade to a C or lower. It is time for you to remove these significant sentence concerns from your writing.
The required tutor review must take place at least 4 hours before the due date. I will not accept any tutor review that occurs less than 48 hours before the due date.
The Research Paper is due in the Brightspace Assignment Folder before 11:59pm on Monday, July 25th.
Please note that I cannot accept any late submissions for this essay due to the very tight grading deadlines.
,
Barr 2
English 1010
July 6, 2022
Low Graduation Rates in Community Colleges
Community colleges are a critical component of higher education in the United States and serve about 45% of undergraduates (Martin et al., 221). The institutions contain the most diverse network of students from different communities and populations. Community colleges must equip students with the necessary tools to work in the ever-changing global environment and maintain a healthy middle class. According to Bailey et al. (5), less than 40% of all students in community colleges complete their studies in 6 years. This is a significant problem because such students have a reduced earning potential (Guthrie 65). One barrier to graduation in community colleges is low income which leaves students unable to pay for their courses. Secondly, students may lack premeditated goals when enrolling in courses, making it challenging to determine their destiny. Also, the unpreparedness for community college significantly affects how they manage their time and study plans. Many barriers to college completion exist, but financial constraints are the most common. Policymakers, community colleges, and employers can address these problems to improve learners’ prospects and reduce economic inequalities. Low graduation rates in community colleges are caused by many factors, including lack of goals and unpreparedness, resulting from low income and economic inequality.
Low Income
The majority of students in community colleges are from low-income families. Martin et al. (223) found that community colleges enroll many non-white students than other institutions of higher learning. The students enroll to enhance their skills and acquire knowledge as they work part-time jobs. However, non-white students have a lower graduation rate than white learners (Martin et al. 223). The struggle of balancing school and work has a significant effect on academic performance and completion rates. The students can either halt studies to work and save or work and study simultaneously. The jobs available for minority students in community colleges are low-paying since they lack professional skills. The slow earning rate makes them take off for several years before they resume their learning. During this period, learners are demotivated to pursue their degrees. However, focusing on school while maintaining jobs, family relations, and friendships is challenging.
Lack of Goals in College
Students from less fortunate families are not well versed with college life, including enrollment, financial support, and the means of succeeding. Such students are advised by high school guidance counselors but continue experiencing gaps in college admissions, unlike students with high socioeconomic status. The reason is that successful students have more resources, increasing their persistence rates. The advisors and counselors have many students who make it hard to attend to individual student needs. It is more likely that they can lead students away from their dreams. Martin et al. (229) found that students who graduated from a community college have clear goals, unlike those who fail to graduate. For minority students, the low opportunity gap contributes to low educational aspirations and success.
First-generation students experience difficulty in college admission and perseverance. A student with no graduate predecessor in their family will likely lack vital information about college survival (Bailey et al. 57). They lack ideas on how to build confidence and navigate college admission. However, first-generation students' postsecondary degree completion problem is not within their control (Bailey et al. 200). Non-first generation students have parents and relatives who went through universities or colleges. This advantage means that the students enjoy guidance and motivation in educational aspirations.
The gap in college knowledge before enrolling in a program plays a vital role in predicting the graduation rate. Students from low socioeconomic backgrounds are disadvantaged in terms of motivation for attending college compared to students from the higher socioeconomic group (Bailey et al. 102). Despite the lack of guidance and clear goals in college, minority students are expected to perform academically and graduate within a short time, which is often challenging.
Lack of Academic Preparation
Minority students in community colleges are not academically prepared, making them fail to graduate. Students’ academic preparation can be examined by self-confidence, study skills, and academic discipline (Bailey et al. 119). The degree of preparedness plays a vital role in educational attainment in higher learning. Most students in community colleges are from Black, Hispanic, and other minority backgrounds. These communities are faced with social-economic issues that result in high rates of poverty. Students from economically disadvantaged communities are underprepared for college-level courses. Their parents are less concerned with children’s education journey, leading to low motivation.
Students who succeed in community colleges have been found to develop self-empowerment. Unlike non-minority students have to manage and overcome academic hurdles without assistance (Martin et al. 229). Many students plan their time and solve complex questions without asking the school staff for assistance (Bailey et al. 144). The lack of preparedness makes it hard for the students to utilize the tutoring services and guidance from faculty offices.
In 2020-2022, the success rate in community colleges declined significantly. The pandemic affected many industries, and the nature of jobs shifted into remote mode. Jobs that did not require higher education were mainly terminated, making community college students suffer economically. Students from low-income households focused on the means for survival while abandoning the e-learning programs that were widely used.
Counter Argument
Critics argue that minority students can ease the financial burden by seeking grants. With a part-time job, studies, and other responsibilities, it is impossible; applying for these sources of finance is time-consuming. Students with part-time jobs, studies, and other responsibilities can't acquire financial aid. Similarly, students working full-time spend their little extra time planning for school rather than scholarships, grants, and financial help. Besides, a study by Martin et al. (232) revealed that students feared the consequences of debt accrued from student loans. Although not all low-income students fail to graduate, their economic class makes them disadvantaged.
Recommendations
The income gap that has the greatest effect on the graduation rate can be mitigated by increasing financial aid. The federal government has increased the schemes of need-based financial programs. However, the rate inflation rates to a fee increase while the student loan is static (Guthrie). Adjusting the student loans to match the inflation rate can help many students solve financial problems. Other forms of assistance can be installed, including simplifying the financial aid application process.
Students can be assisted to have goals and be academically prepared when joining community colleges. As mentioned earlier, students from middle-income families are unprepared when joining college. They lack goals and plans to enable them to pursue suitable courses correctly. However, colleges should increase resources and faculties that are crucial to guide and motivate learners. Students should learn self-direction and motivation that could increase their chances of graduation within six years after college admission.
Low income is the main challenge facing community college graduation rates. Students in these institutions must work and pay for their studies, making it impossible to concentrate on the course completion time. Although the students may lack goals as the first generation, this results from economic disparities between families. Successful students, often the non-minority group, enjoy financial support, motivation, and guidance from wealthy families. This is contrary to minority students who are unprepared to join community colleges. Many factors can hinder students from graduating from college, but low income is the primary factor. Thus, policymakers should ensure that the less-fortunate students can access financial assistance to increase graduation rates.
Works Cited
Bailey, Thomas R. Redesigning America’s community colleges: A clearer path to student success. Harvard University Press, 2015.
Guthrie, Lou A. "Community colleges: Preparing students for diverse careers." New Directions for Institutional Research 2016.169 (2016): 61-72.
Martin, Kimberly, Richard Galentino, and Lori Townsend. "Community college student success: The role of motivation and self-empowerment." Community College Review 42.3 (2014): 221-241.
,
Barr 2
English 1010
July 6, 2022
Low Graduation Rates in Community Colleges
Community colleges are a critical component of higher education in the United States and serve about 45% of undergraduates (Martin et al., 221). The institutions contain the most diverse network of students from different communities and populations. Community colleges must equip students with the necessary tools to work in the ever-changing global environment and maintain a healthy middle class. According to Bailey et al. (5), less than 40% of all students in community colleges complete their studies in 6 years. This is a significant problem because such students have a reduced earning potential (Guthrie 65). One barrier to graduation in community colleges is low income which leaves students unable to pay for their courses. Secondly, students may lack premeditated goals when enrolling in courses, making it challenging to determine their destiny. Also, the unpreparedness for community college significantly affects how they manage their time and study plans. Many barriers to college completion exist, but financial constraints are the most common. Policymakers, community colleges, and employers can address these problems to improve learners’ prospects and reduce economic inequalities. Low graduation rates in community colleges are caused by many factors, including lack of goals and unpreparedness, resulting from low income and economic inequality.
Low Income
The majority of students in community colleges are from low-income families. Martin et al. (223) found that community colleges enroll many non-white students than other institutions of higher learning. The students enroll to enhance their skills and acquire knowledge as they work part-time jobs. However, non-white students have a lower graduation rate than white learners (Martin et al. 223). The struggle of balancing school and work has a significant effect on academic performance and completion rates. The students can either halt studies to work and save or work and study simultaneously. The jobs available for minority students in community colleges are low-paying since they lack professional skills. The slow earning rate makes them take off for several years before they resume their learning. During this period, learners are demotivated to pursue their degrees. However, focusing on school while maintaining jobs, family relations, and friendships is challenging.
Lack of Goals in College
Students from less fortunate families are not well versed with college life, including enrollment, financial support, and the means of succeeding. Such students are advised by high school guidance counselors but continue experiencing gaps in college admissions, unlike students with high socioeconomic status. The reason is that successful students have more resources, increasing their persistence rates. The advisors and counselors have many students who make it hard to attend to individual student needs. It is more likely that they can lead students away from their dreams. Martin et al. (229) found that students who graduated from a community college have clear goals, unlike those who fail to graduate. For minority students, the low opportunity gap contributes to low educational aspirations and success.
First-generation students experience difficulty in college admission and perseverance. A student with no graduate predecessor in their family will likely lack vital information about college survival (Bailey et al. 57). They lack ideas on how to build confidence and navigate college admission. However, first-generation students' postsecondary degree completion problem is not within their control (Bailey et al. 200). Non-first generation students have parents and relatives who went through universities or colleges. This advantage means that the students enjoy guidance and motivation in educational aspirations.
The gap in college knowledge before enrolling in a program plays a vital role in predicting the graduation rate. Students from low socioeconomic backgrounds are disadvantaged in terms of motivation for attending college compared to students from the higher socioeconomic group (Bailey et al. 102). Despite the lack of guidance and clear goals in college, minority students are expected to perform academically and graduate within a short time, which is often challenging.
Lack of Academic Preparation
Minority students in community colleges are not academically prepared, making them fail to graduate. Students’ academic preparation can be examined by self-confidence, study skills, and academic discipline (Bailey et al. 119). The degree of preparedness plays a vital role in educational attainment in higher learning. Most students in community colleges are from Black, Hispanic, and other minority backgrounds. These communities are faced with social-economic issues that result in high rates of poverty. Students from economically disadvantaged communities are underprepared for college-level courses. Their parents are less concerned with children’s education journey, leading to low motivation.
Students who succeed in community colleges have been found to develop self-empowerment. Unlike non-minority students have to manage and overcome academic hurdles without assistance (Martin et al. 229). Many students plan their time and solve complex questions without asking the school staff for assistance (Bailey et al. 144). The lack of preparedness makes it hard for the students to utilize the tutoring services and guidance from faculty offices.
In 2020-2022, the success rate in community colleges declined significantly. The pandemic affected many industries, and the nature of jobs shifted into remote mode. Jobs that did not require higher education were mainly terminated, making community college students suffer economically. Students from low-income households focused on the means for survival while abandoning the e-learning programs that were widely used.
Counter Argument
Critics argue that minority students can ease the financial burden by seeking grants. With a part-time job, studies, and other responsibilities, it is impossible; applying for these sources of finance is time-consuming. Students with part-time jobs, studies, and other responsibilities can't acquire financial aid. Similarly, students working full-time spend their little extra time planning for school rather than scholarships, grants, and financial help. Besides, a study by Martin et al. (232) revealed that students feared the consequences of debt accrued from student loans. Although not all low-income students fail to graduate, their economic class makes them disadvantaged.
Recommendations
The income gap that has the greatest effect on the graduation rate can be mitigated by increasing financial aid. The federal government has increased the schemes of need-based financial programs. However, the rate inflation rates to a fee increase while the student loan is static (Guthrie). Adjusting the student loans to match the inflation rate can help many students solve financial problems. Other forms of assistance can be installed, including simplifying the financial aid application process.
Students can be assisted to have goals and be academically prepared when joining community colleges. As mentioned earlier, students from middle-income families are unprepared when joining college. They lack goals and plans to enable them to pursue suitable courses correctly. However, colleges should increase resources and faculties that are crucial to guide and motivate learners. Students should learn self-direction and motivation that could increase their chances of graduation within six years after college admission.
Low income is the main challenge facing community college graduation rates. Students in these institutions must work and pay for their studies, making it impossible to concentrate on the course completion time. Although the students may lack goals as the first generation, this results from economic disparities between families. Successful students, often the non-minority group, enjoy financial support, motivation, and guidance from wealthy families. This is contrary to minority students who are unprepared to join community colleges. Many factors can hinder students from graduating from college, but low income is the primary factor. Thus, policymakers should ensure that the less-fortunate students can access financial assistance to increase graduation rates.
Works Cited
Bailey, Thomas R. Redesigning America’s community colleges: A clearer path to student success. Harvard University Press, 2015.
Guthrie, Lou A. "Community colleges: Preparing students for diverse careers." New Directions for Institutional Research 2016.169 (2016): 61-72.
Martin, Kimberly, Richard Galentino, and Lori Townsend. "Community college student success: The role of motivation and self-empowerment." Community College Review 42.3 (2014): 221-241.
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