Line of Inquiry Essay and Canvas Research Discussion

Board
Value = 150 points, major grade Audience: Your audience is your WRTC 103
class and instructor.
Timeline for completing this project:

Introduction to Canvas research board: in class Feb. 6

Outline: due Wed., March 15, at 8:30 AM on Canvas
Canvas research board due: Fri., March 17, at 8:30 AM on Canvas
Hard copy of rough draft 1/1st (750 words) for in-class peer review: due
Monday, March 20, at beginning of class
Hard copy of rough draft 2/whole essay (1,300 or more words) for in-class
peer review: due Wednesday, March 22, at beginning of class
Final draft of whole essaydue Monday, March 27, by 8:30 AM
Introduction to Piktochart: in class on Monday, March 27

Overview: The line of inquiry essay establishes a means for you to enter the
conversation about your research topic with your own informed position on the
issue; thus, it leads logically to the final project, the position argument web page.
For this project, you will do more than merely gather and report on information;
instead, you will take an active role in summarizing, integrating (paraphrasing and
quoting), comparing, contrasting, evaluating, and responding to the information you
discover. You will investigate a variety of sources to help you formulate and explain
your own position on/answer to your own research question.

Purpose: The purpose of this essay is to corroborate your research and thinking
process as you decide your position on your selected issue, question, or topic. Also,
you will not develop this essay around a particular thesis; instead, you will (1) clarify
the meaning and context of your research question; (2) trace your own
inquiry/research into the issue as you summarize and respond to sources; and (3)
explain your current viewpoint on the issue (and the likely position you will argue in
your final project). In addition, you will compile a Canvas research discussion
board--a collection of seven or more credible sources (digital, print, and multimedia)
relevant to your topic/theme, published 2012-2017, and representing various types
of information (See Recommended Types of Sources on next page.) AT LEAST
THREE OF THESE SOURCES MUST BE SCHOLARLY.

Focus of research for this assignment: Locate seven sources (5 NEW

SOURCES + 2 ARTICLES/VERBAL ARGUMENTS FROM COMPARATIVE
RHETORICAL ANALYSIS ESSAY--at least three must be 2012-2017 and
scholarly) representing various types of information to research these components
of your topic:
relevant background information, including the history and definition of the
issue
causes of or reasons for the issue
 evidence of the existence of the problem
stakeholders (those affected by the problem)
approaches to solve, minimize, or cope with the issue or problem: What has
been tried, attempted, successful, and unsuccessful in addressing this issue?
importance of addressing the issue now
different viewpoints on the issue

Recommended Types of Sources:

academic journal articles

reference books or books focused on the topic

newspaper articles

pamphlets

documentaries or other current, credible, relevant films

Web sites (.org or .gov, preferred)

broadcast news stories

interviews

expert testimony

government documents

weblogs/blogs

archival materials

audio recordings

policy statements

historical sources

Format: You will format this essay in APA style; thus, you will include a title page,
an abstract, double-spaced essay, and References page.
Tasks:

1. You will locate seven sources; at least three must be scholarly,

published 2012-2017, AND exemplifying various types of
information to investigate your research question.
 2. You will complete the Canvas Research Discussion Board to document
your research.

3. You will choose three of the five NEW sources as the focus of this essay.

4. Next, you will use the provided outline template to plan the essay on
these three sources.

5. Finally, you will write a Line of Inquiry Essay of 1,300 words (or more)
that lets you join the conversation by defining and describing the issue;
summarizing, comparing, contrasting, and evaluating source information;
and clarifying your own viewpoint on the issue.

Writing the Line of Inquiry essay:

1. Title Page: Set this up in correct APA style.
2. Abstract: In this paragraph of 100-200 words, you will discuss your
research question, your reasons for choosing it, and its importance to your
professor, peers, and others. Title this page Abstract and place it on page 2
(after the title page and before the essay).
3. Introduction: Bring readers into the topic. Include an attention-grabber,
background and definition of the topic, and the importance of investigating
the issue now. You will not have a thesis since this essay is an inquiry, not an
argument. Use third-person point-of view. This section may require multiple
paragraphs. The introduction starts page 3 of your essay.
4. Body: Follow this organizational plan:
a. Introduce each source (title, author, type of source, etc.) and
summarize it IN YOUR OWN WORDS by asking questions such as
these: What is the authors purpose and main argument? What is the
main claim? What reasons and evidence does the author include to
build the argument? What does the author conclude? Use third-person
point-of-view. This section will comprise three paragraphs for three
sources.
b. Compare ideas and evidence from your research as you also integrate
quoted and paraphrased information from these three sources to verify
your observations. You will determine which ideas and sources to
connect, but a logical sequence for this section follows:
i. Idea 1 and similarities among sources with quoted and
paraphrased information as support
ii. Idea 2 and similarities among sources with quoted and
paraphrased information as support
iii. Etc.
 Each paragraph should have a topic sentence focused on the
similarities in ideas, should connect ideas and evidence from the
selected sources, should integrate quotes with signal phrases, and
should include APA in-text citations. Organize each paragraph
according to common denominators; e.g., common ground,
discrepancies in the arguments, and points of agreement and/or
disagreement. That is, arrange each paragraph around a particular
question or point on which at least two of the sources or writers agree;
e.g. consider a topic sentence like On the question of X, writers A and
B agree that Use third-person point-of-view. This section will require
multiple paragraphs.
c. Contrast ideas and evidence from your research as you integrate
quoted and paraphrased information from these three sources to
validate your observations. You will determine which ideas and sources
to discuss/contrast, but a logical sequence for this section is . . .
i. Idea 1 and differences among sources with quoted and
paraphrased information as support
ii. Idea 2 and differences among sources with quoted and
paraphrased information as support
iii. Etc.
Each paragraph should have a topic sentence focused on the
differences in ideas, should discuss ideas and evidence from the
selected sources, should integrate quotes with signal phrases, and
should include APA in-text citations. Organize each paragraph
according points of contention or disagreement. That is, arrange your
paragraph around a particular question or point on which at least two
of the sources or writers disagree; e.g. consider a topic sentence like
On the question of X, writer A argues/states/contends ___ while writer
B claims/maintains/questions that Use transitions and signal
sentences (e/.g., On the other hand, Critics argue . . . , or Despite
the compelling arguments for of writer B for___, writer A strongly
opposes/disputes/contests . . .) to move from one viewpoint to the
next. Maintain third-person point-of-view. This section will require
multiple paragraphs.
d. Evaluate each source in a separate paragraph. In the topic sentence
for each source, clarify your judgment of the information. Discuss
strengths (e.g., evidence that validates your own thinking, convincing
argument, etc.) and weaknesses (logical fallacies, biases, insufficient
evidence, etc.). Include paraphrased and quoted evidence to
corroborate your judgment as you develop this section, and cite your
support in APA style. Use first-person point-of-view. This section will
require multiple paragraphs.
5. Conclusion: Discuss your new perspective: your learning from your inquiry
into the issue, your current thinking about the issue, any changes in your
original viewpoint, and your planned position/stand in the upcoming web
 page (final assignment in WRTC 103). Also, clarify any additional research
necessary to fill in gaps in your understanding and your strategy for
conducting this research. Use first-person point-of-view.
6. In-text citations: Follow APA conventions for in-text, parenthetical citations
of quoted, paraphrased, and summarized information. See APA section of
Pocket Style Manual for help.
7. References: Organize your list of sources, known as the References
page, in correct APA format; see Chapter 37 of the Bedford
8. text or the APA section of Pocket Style Manual for help.

Helpful resources:
Summarizing: https://depts.washington.edu/owrc/Handouts/How%20to%20Write
%20a%20Summary.pdf
Paraphrasing: https://owl.english.purdue.edu/owl/resource/563/02/
Quoting:
o http://www2.ivcc.edu/rambo/eng1001/quotes.htm
o https://awc.ashford.edu/cd-integrating-quotes.html
Signal phrases: http://www.davidglensmith.com/wcjc/PDFs/signal-phrases.pdf
Comparing and contrasting: See paragraph on pp. 19-20 (or 156-157 within
this document) to illustrate the process of evaluating and comparing source
information.
https://writing.colostate.edu/textbooks/informedwriter/chapter9.pdf.
Logical fallacies: http://www.aims.edu/student/online-writing-
lab/assignments/logical-fallacies.php
JMU Writing Center resources and tips for writers:
https://www.jmu.edu/uwc/link-library/index.shtml
APA style: See Pocket Style Manual.

Evaluation Criteria for Whole Project:

See specific assignment rubrics on Canvas!
TOTAL VALUE OF PROJECT = 150 POINTS, MAJOR GRADE
Organization and focus = 25 points
Development = 25 points
Research, evidence, and critical thinking = 20 points
Conventions/Writing style = 20 points
APA documentation = 20 points
Peer review = 20 points
Canvas research discussion board = 20 points (separate
rubric)
 Canvas Research Discussion Board
Timeline: Start this assignment in Unit 2 (Feb. 6, 2017) and submit it during Unit 3
(March 17, 2017).
Task: On the Canvas discussion board, develop a collection of seven or more
academic sources (digital, print, and multimedia) that are (1) relevant to your
topic/theme; (2) published between 2012-2017; (3) credible sources of information,
INCLUDING AT LEAST THREE SCHOLARLY SOURCES; and (4) eclectic content
(representing a wide range of sources). Two of these sources may be the
articles/verbal arguments you submitted for the comparative rhetorical analysis
essay. The Canvas research discussion board must exhibit effective filtering of
curated information, complete annotation (context and appraisal) and citation of
each source, and competent use of technology (through navigation,
attribution/URLs, and visual design).
1. The citation should include all of these elements:
o author, editor, and/or sponsor
o title of article,
o title, date, and place of publication
o URL if an electronic source

2. The annotation should include all of these elements:

o concise/brief summary of source
o background information (audience, purpose, other relevant details
about why this source was produced
o appraisal/value of the source to your topic and future argument

Purpose: For the Canvas Research Discussion Board, collect seven or more
academic sources to prepare for the culminating WRTC 103 assignment, a position
argument web page; use the Canvas research discussion board to post links and/or
to upload sources. Note: Feel free to post useful images for your upcoming web
page, but these images will not count as sources.
Recommended Types of Sources:

academic journal weblogs/blogs interviews

articles
reference books or
books focused on the
topic
historical sources
newspaper articles
pamphlets
documentaries or expert testimony
other current, govt. documents
credible, relevant
films archival materials
Web sites (.org or audio recordings
.gov, preferred) policy statements
broadcast news
stories

 Helpful Hints:

1. You may reply to the Canvas Research Discussion Board as many times as
you like (a) by editing your first reply each time you post or (b) by posting
multiple replies for multiple sources; however, remember to include all
required components (annotations, correct attribution/URLs, and functional
links).
2. Check your links for navigation to any electronic sites; that is, make sure all
links to external sites/sources actually function.

Evaluation: Value of assignment = 20 points (part of Line of Inquiry Essay

major grade)

Foc Clear, Logic Unex Unclear Confusing

us convinc al, cepti theme and/or
and ing intere onal or topic; irrelevant
criti topic; sting or board topic;
cal board focus; gene shows research
thin shows board ral little or board
king keen shows them no shows no
abo awaren strong e or awarene clear
ut ess of aware topic ss of the connection
the purpos ness ; purpose to purpose
me/ e and of boar and/or of the
topi careful purpo d negligibl assignmen
c filtering se show e t and/or
and of and s filtering completely
sour sources reaso limit of lacks
ces for only nable ed content. evidence
high filteri awar (2 pts.) of filtering
quality ng of enes content. (1
researc conte s of pt.)
h. (5 nt. (4 purp
pts.) pts.) ose
and
hasty
filteri
ng of
cont
ent.
(3
pts.)
Coll Expansi Solid Satisf Limited Unsatisfac
ecti ve, collec actor collectio tory
on relevan tion of y n with collection;
t, largel colle minimal 5 or fewer
 timely, y ction content; sources
credibl releva of sources included.
e, and nt, relev may (1 pt.)
diverse curre ant, show
collecti nt, usefu little
on of reliabl l, variety;
audio, e, and and 4
visual assort timel sources
(e.g., ed y included
films or conte cont . (2 pts.)
docum nt; 6 ent;
entarie sourc 5
s), and es sourc
print includ es
sources ed. (4 inclu
; 7 or pts.) ded.
more (3
sources pts.)
include
d. (5
pts.)
Des All Most Som Annotati Annotation
crip annotat annot e ons are s may be
tion ions ations anno general, absent,
s are are tatio unclear, unclear,
concise concis ns and/or and/or
, e, are random; irrelevant;
informa infor conci provide they show
tive, mativ se, limited little or no
percept e, and infor context thinking
ive, logica mati or about the
and l; ve, appraisa informatio
comple usuall and l of n, and
te; y some content; they are
provide provid what and littered
sufficie e unex blend with
nt conte cepti fragmen grammatic
context xt and onal; ts and/or al
and apprai provi run-ons mistakes.
apprais sal of de with (1 pt.)
al of conte some sentenc
content nt; conte es and
; and and xt contain
are are and/ multiple
written usuall or gramma
as y appr tical
comple writte aisal errors.
 te, n as of (2 pts.)
gramm compl cont
atically ete ent;
correct sente and
senten nces repre
ces. (5 but sent
pts.) may a
displa mixt
y 1-2 ure
gram of
matic frag
al ment
errors s,
. (4 run-
pts.) ons,
and
sente
nces
with
sever
al
gram
mati
cal
error
s. (3
pts.)
Navi Discuss Discu Discu Discussi Discussion
gati ion ssion ssion on board board may
on, board board boar may have an
attri is may d have an issue in all
buti posted have may issue in of these
on, on the an have three of areas: (a)
and Canvas issue an these correct
pres researc in one issue areas: posting on
enta h class of in (a) Canvas
tion discuss these two correct research
ion areas: of posting discussion
board. (a) these on board; (b)
All links correc areas Canvas properly
functio t : (a) discussi functionin
n well, postin corre on g links; (c)
and all g on ct board; precise
sources Canva posti (b) citation of
have s ng properly sources; or
citation resear on functioni (d)
. Board ch Canv ng links; attractive
 looks discus as (c) design to
profess sion resea precise enhance
ional: board rch citation readability.
layout ; (b) discu of (1 pt.)
is prope ssion sources;
pleasin rly boar or (d)
g and functi d; (b) attractiv
comple oning prop e design
ments links; erly to
the (c) funct enhance
overall precis ionin readabili
topic/th e g ty. (2
eme; citatio links; pts.)
visual n of (c)
elemen sourc preci
ts es; or se
(colors, (d) citati
fonts, attrac on of
text, tive sourc
and desig es;
headin n to or (d)
gs) enhan attra
enhanc ce ctive
e reada desig
readabi bility. n to
lity. (5 (4 enha
pts.) pts.) nce
read
abilit
y. (3
pts.)