part 1.3
Rhetorical summary for 6 sources each summary should be 100-120 word with APA citation. I uploaded 3 sources from our course and I provided a links for the other 3 that I have chosen. I also provide an example of how the rhetorical summary and the final paper should look. please please follow the picture I provide for the Rhetorical summary
Description
Step 1: You will begin to narrow your focus by selecting the three general topic areas that are most interesting to you out of the five we have been discussing. Then, you will provide citations and summaries for two articles that you have read so far for each topic area. For each of the three broad topic areas, you will have one scholarly and one popular source correctly cited (APA) and summarized.
Step 2: After compiling your research log, you will write a 300-word response on the research you have conducted. The response will consider which one of the three remaining topic areas is the most interesting to you, what specific issue within this topic you want to research further, and why.
After you have selected your subtopic research area, conclude your response by discussing why and for whom your subtopic is important, including groups or organizations. Include questions you still have about your subtopic that may advance your research forward.
Step 3: Finally, you will find and include three new sources you would like to read about the subtopic you have chosen, two public writing sources and one scholarly source. Cite each article accurately, but you do not need to summarize these articles now.
The total word count of this assignment should be 1000-1200 words.
please check all files I uploaded and let me know if there is any issues with them :
1 explanation , 1 example , 3 sources form the course + 3 sources links,1 picture of the summary.
part 1.4
Step 1. For each source, your annotation will include two paragraphs (approximately 300 words total). The first paragraph will summarize the source’s key ideas. Use the 4-sentence rhetorical summary model addressed in Project 1 Part 1. The second annotation paragraph will address the credibility of the source and note the links, patterns, similarities, and/or variances between the source and the other two sources.
Step 2. After you have compiled your annotations and synthesized their arguments and drawn preliminary conclusions about your subtopic, you are ready to write your introduction. This opening paragraph should introduce your reader to your subtopic area and identify what people/stakeholders might be interested in or influenced by your subtopic.
The introduction will briefly explain why this research is important. To conclude the introduction, you will (a) represent your initial findings based on the research compiled in the annotated bibliography and (b) write a preliminary thesis statement that begins to frame these findings.
When writing your introduction, remember that you are still in the process of researching your subtopic. This means that your information will be brief, the conclusions you draw will be preliminary, and the thesis you compose will be representative of initial trends in ongoing research. Do not worry; you don’t have to have all the answers yet!
In this assignment, we need to write tow paragraph for every source.
The first image illustrates the first paragraph.( 9426)
The second image illustrates the second paragraph.(9427
will send 1.4 in a different massage.
EXAMPLE
Project 1.3 Deliverable:
Compiling Research and Narrowing your Research Focus Area
Part 1: Compiling Research
Health and Wellness
Godfray, H. C. J. (February 12, 2010). Food Security: The Challenge of Feeding 9 Billion
People. Science New York Then Washington-, 327, 5967, 812-817.
In this article, Godfray describes the challenge of feeding roughly 9 billion people worldwide given the finite amount of natural resources available. Godfray establishes this argument by detailing the complexities of sustainability and assessment of global food production practices.
The purpose of this article is to propose new ways of conceptualizing global agricultural sustainability to accommodate the food security needs of the next generations. Godfray writes in a very matter-of-fact tone for an audience of science enthusiast interested in evidence-based findings.
Bloom, D. (2016). Instead of detention, these students get meditation. In CNN.com. Retrieved
May 8, 2018.
Deborah Bloom in the CNN web article “Instead of detention, these kids get mediation” describes how elementary school children in Baltimore may benefit from mindfulness meditation instead of traditional punishment. Bloom supports this claim by quoting various school officials, students, and foundation staff who have witnessed the transformative effects yoga and meditation have had on these school children.
The author’s purpose is to demonstrate alternative means of disciplining and educating children from impoverished backgrounds so that more professional educators can be aware of these practices. The author writes in a fairly neutral tone (although it is clear that the story is in support of mindfulness meditation) for a rather general audience.
Society and Culture
Campbell, J. A. (May 01, 1994). Writing to Heal: Using Meditation in the Writing Process.
College Composition and Communication, 45, 2, 246-51.
Campbell argues that meditation can be an important part of the writing process for college students in her article “Writing to Heal.” She supports her claims by reviewing the literature in the field of composition as it relates to meditation and other mindfulness activities connected to healing, invention, or overcoming writer’s block.
Campbell’s purpose is to promote meditation in higher education as an activity leading to life-long health and one that has very practical benefits for student writers. She writes in a more relaxed academic tone often invoking more spiritual or emotional language despite addressing a scholarly community of writing instructors.
Bäck, A. (2009). The Way to Virtue in Sport. Journal of the Philosophy of Sport, 36, 2, 217-237.
In “The Way to Virtue in Sport” Back argues that athletes in the West are most often observed as scoring lower on standardized morality/ethics tests, but this trend has more to do with the competitive emphasis placed on Western sports culture than the activity itself. Back supports this claim by comparing data between various sports against that of martial artists and concludes that some of the meditative, non-competitive practices in various martial arts lead to an overall more ethically-minded practitioner.
The purpose of this research is to suggest ways of reimagining sports culture in the US to better exemplify and nurture the morality and ethical behavior American culture claims to uphold. This article is written clearly in a plain-style accessible for experts and non-experts alike.
Safety and Security
Cohen, D. L. (2012). Clearing up hazing: Opponents are pushing for stricter laws. ABA Journal,
98(10). 14-15, 18.
In this article for the American Bar Association Journal, Cohen describes ways in which hazing on college campuses could be treated as a federal offense and the legal ramifications that could have on students.
The argument is contextualized by a story about a Florida A&M student who died as a result of hazing and how this behavior could be reacted to by the federal court system more severely. The purpose of this argument is to reveal the seriousness of collegiate hazing rituals and to propose new ways of mitigating these outcomes. Cohen writes in a very journalistic style relying heavily on quoting individuals as evidence.
Angleman, A. J., Shinzato, Y., Van, H. V. B., & Russo, S. A. (January 01, 2009). Traditional
martial arts versus modern self-defense training for women: Some comments. Aggression
and Violent Behavior, 14, 2, 89-93.
Angleman et al compare and contrast traditional martial arts and modern self-defense
training for women as a means of deterring violent encounters. This discussion relies heavily on literature that has previously examined the efficacy of martial arts training for women seeking to defend themselves and provides critical response from a master Karate instructor. The purpose of this article is to further examine some of the assumptions researchers and the general public bring to the table when considering the issue of women’s self defence. The article is written in an easily accessible academic tone.
Part 2: Narrowing your focus
After reviewing the above articles in addition to the others we have read for class, I feel my research interests are gravitating more towards topics involving meditation, martial arts, and the combination of mental/physical/spiritual wellness necessary for success in college and beyond.
Articles like Back (2009), Campbell (1994), and Bloom (2016) most inspire me to pursue further research into the connections between mental/physical health and how that might correlate to college success. I feel like these questions are important to all college students (hence the overabundance of health and wellness resources available at USF) as well as professionals in various educational fields.
As a martial arts practitioner, I’m interested in how various martial arts communities discuss the ways they strive to condition the mind and body through practice, kind of like how Angleman (2009) included this research in the article about women’s self-defense. Ultimately, I’d like to read more about ways in which physical and mental health education can be combined for the development of emotional and interpersonal competencies in students. To do this, I have selected the following three articles to review for my next assignment.
Part 3: Working Bibliography
(3 sources to annotate for next time)
(Scholarly)
Butterworth, M. L. (2014). The athlete as citizen: judgement and rhetorical invention in sport.
Sport In Society, 17(7), 867-883.
Kroll, B. (2008). Arguing with Adversaries: Aikido, Rhetoric, and the Art of Peace.
College Composition and Communication, 59, 3, 451-472.
(Public)
Martin, A. (2014). A Brief History of Physical Education in America’s Schools. In
www.iowachiroclinic.com.