Essay: El ensayo debe tener el formato de no menos de cuatro prrafos y

no menos de 4 oraciones por prrafo adems no se deben incluir ideas

nuevas en el ltimo prrafo y debe dejarse indentation o bien un rengln
entre prrafo por ltimo la idea debe estar bien clara en el primer prrafo y
si es posible subrayada porque hay veces que la ponen al principio y otras
veces que la ponen al final del primer prrafo.
Como todo ensayo argumentativo no se debe incluir la opinin del escritor y
deben tratar de demostrarse los puntos con hechos, es decir que creencias
u opiniones no deberan estar incluidas no hace falta decir que el ensayo
argumentativo es para tratar de convencer al lector de algo y es por eso
que las ideas nuevas en el ltimo prrafo o terminar el ltimo prrafo con
una pregunta no son aconsejables. por ltimo debera considerarse incluir
la mayor cantidad de conectores posibles para que la lectura de dicho
ensayo sea algo fcil y ameno.The exam: El examen final consta de tres
partes la primera es aprobar la parte de lengua y gramtica la segunda es
aprobar el ensayo y la tercera una vez aprobadas Estas dos es aprobar la
parte oral. en esta el alumno deber Mostrar fluidez y conocimiento y uso
del vocabulario de los temas vistos incluidos en el programa as como su
capacidad para explicar un tema gramatical a eleccin del profesor en
detalle con todas las reglas y excepciones posibles explicando Incluso en el
caso de la formacin de palabras Cul es la regla por la cual Las palabras se
rigen a la hora de formarse. Para esta instancia los alumnos pueden elegir
explicar algn tema gramatical de su eleccin y el profesor considerar
ahondar en la explicacin o bien conectarse esta explicacin con otro tema
gramatical visto en el ao.
Pasa a la instancia oral el alumno que haya aprobado la parte de lengua
gramtica con un 60% y el ensayo tambin est aprobado. Los problemas
ms grandes en el ensayo son cuando el alumno tiene oraciones
fragmentadas o muchos errores de ortografa si bien hay errores de
ortografa que ocurren debido a que el alumno est nervioso y tiene poco
tiempo para realizarlo hay situaciones en las cuales se considera que un
error que se repite muchas veces es porque ya no est bien fijado y el
alumno lo aprendi mal. Si el alumno no alcanza el 60% en la parte de
lengua y gramtica el profesor considerar darle una oportunidad siempre y
cuando no tenga menos del 55% y el ensayo est de forma correcta. La
parte de lengua y gramtica no tiene trampa ya que son los ejercicios que
se han visto durante el ao y los alumnos tienen acceso a estos ejercicios lo
que no se incluye en esta parte es todo aquel tema de vocabulario visto en
la unidad 4 6 y 8 pero si se incluyen los temas gramaticales de estas
unidades.
Modelo de examen

alumnos regulares y libres

Writing persuasive or argumentative essaysPara consultas, comentarios o

envo de tareas asignadas, dirigirse aProf. Lezcano Gerig, Carlos Fabricio, email address:
General Examples of Wordiness
absolutely essential
according to
all of
are connected with
as a result
as long as
at all times
at this time
close proximity
consensus of opinion
despite the fact that
due to the fact that
few in number
first and foremost
for the production of
for the purpose of
for the reason that
has (or needs) to
if, then
in a given
in accordance with
in an attempt (effort) to
in connection with

in order for
in order to
in point of fact
will depend upon
will have to in reference to
in (or with) regard to
in the event that
in view of the fact thatinasmuch as
is allowed (able or entitled) to
is located in
is required to
it should be noted that
look into
making a determination (decision)
more often than not
needs (or has) to
not allow
not different
not include
on the basis of
owing to the fact that
past history
payment made to
prior to the limitation on
small in size (number)
subsequent to the use of
that limits (or other verb after that)
the creation of (or other -tion noun)

there are (or there is)

whether or not
will be able to
with reference to
with regard to
with the exception of
Better Phrases or Wordsessential
per
all (or each)
relate to
thus
if
always
now (or currently)
proximity
consensus
even though
since (or because)
few
first
to produce
for (or to)
since (or because)
must (or should)
if,
each
according to
to

about
for
to
in fact
about
regarding (or about)
if
since (or because)
since (or because)
can
is in
must (or should)
OMIT
consider
determining (deciding)
often must (or should)
must (or should)
prevent (or preclude)
similar
omit
based on (or since)
since (or because)
history
paid to
before limits
small
after usinglimiting (i.e., the verbs ing form)creating (i.e., the nouns ing
form)
CONSIDER OMITTING

whether
can
depends on
must (or should)
regarding
regarding (or about)
except

Defined broadly, wordiness also might include using words with multiple
syllables where simpler words would suffice. Some common examples are
listed below.

Words with Multiple Syllablesalthough

altogether
anticipate
because
commence
consequently
into
oftentimes
therefore
upon
utilize
whenever
within Simpler Words
though
together

expect
since
begin (or start)
thus
in
often
thus
on
use
when
in

Tax-related terms and phrases often can be expressed more concisely or

abbreviated. Citations to tax authority, in particular, should be shortened to
avoid unnecessary clutter, especially in technical research memos. For
example, Internal Revenue Code section 101 can be clearly stated as 101.
In tax practice, a statutory reference is assumed to be to Title 26 (i.e., the
Internal Revenue Code) unless otherwise noted. Thus, explicit references to
the Code are usually unnecessary. (Caveat: Tax-related wordiness might be
appropriate in some forms of written communications, such as client
letters). Common examples of tax-related wordiness and recommended
substitutions are listed below.

Tax-Related WordinessCode section 61

Commissioner of Internal Revenue

credit against tax liability
deduction from gross income

exempt from gross income (or taxation)

in Smith v. U.S.,the court held

in the case of Smith v. U.S.
included in gross income
income which is subject to taxation
Internal Revenue Code
Internal Revenue Service
Regulation 1.101-1
Revenue Ruling 83-24
take (or claim) a credit for
take (or claim) a deduction for
tax deductible
tax exempt
the Smith v. U.S. decision
Treasury Regulation 1.101-1
United States

Better Expressions

61 (or Sec. 61 at beginning of

sentence)
Comm. or CIR
credit
deduction (unless distinguishing between
for and from AGI deductions)
exempt
Smith v. U.S. held
in Smith v. U.S.
gross income
gross income
Code (or omit if part of specific cite)
IRS

Reg. 1.101-1
Rev. Rul. 83-24
credit
deduct
deductible
exempt
Smith v. U.S.Reg. 1.101-1
U.S.
Consider the following example containing wordiness.
Wordy Example:
In the case of Mais (TC, 1968), the taxpayer was able to
exclude from gross income embezzled funds that were repaid during the
year the funds were embezzled but the taxpayer was not allowed to exclude
embezzled funds to be repaid in a subsequent year.
Edited Example: In the case of Mais (TC, 1968) allowed the taxpayer was
able to to exclude from gross income embezzled funds that were repaid
during the same year the funds were embezzled but the taxpayer was not
allowed to exclude embezzled funds to be those repaid in a subsequent
lateryear.
Better Wording:
Mais (TC, 1968) allowed the taxpayer to exclude
embezzled funds repaid during the same year but not those repaid in a later
year.
The original sentence contained 45 words. The corrected sentence contains
only 23 words, a 49% decrease. The corrected sentence contains just as
much information as the original; shortening the sentence creates no
ambiguity. However, the shorter sentence is easier to read and understand.
Another form of wordiness is the unnecessary use of legalese. Using
legalese can make your writing appear archaic, too formal, or stilted.
Examples of legalese include the following words: aforementioned,
aforesaid, hereto, heretofore, herewith, said (when used as an adjective),
thereby, therein, thereof, thereto, therefor (as opposed to the conjunction,
therefore), therewith, whereby, wherefore, wherein, and whereto. Often,
legalese can be omitted without changing a sentences meaning or creating
ambiguity. In other cases, simpler words can be substituted.Using several
consecutive prepositional phrases (i.e., prepositional strings) is wordy and
creates poor sentence rhythm. More importantly, prepositional strings make
sentences difficult to follow since prepositional phrases are modifying the
objects of preceding prepositional phrases. Readers may need to reread the
sentence to comprehend its meaning. Generally, use no more than three

consecutive prepositional phrases; however, even three may be too many in

some cases. One method to improve a sentence plagued with prepositional
strings is to convert one of the prepositional phrases objects to an
adjective.
Consider the following example, which contains four consecutive
prepositional phrases (prepositions are italicized in the initial sentence).
Prepositional Strings:
Ringo can deduct the $23,000 for the cost of the
pool atthe new home as a medical expense.
Ringo can deduct the $23,000 for the cost of the
new homes pool at the new home as a medical expense.
Edited Version:
Better Sentence: Ringo can deduct the $23,000 cost of the new
homes pool as a medical expense.
The sentence reads better after new home is converted into a modifier for
pool.
The word search capabilities in your word processing software can help you
find wordiness in your writing (e.g., searching for the phrase in order).
Consistent use of this technique can greatly reduce wordiness and,
eventually, can help you recognize wordiness without using your word
processors search function. In other words, conscientious and consistent
practice can lead to a stronger writing style and reduce the need for later
searching and editing.
What Is a Comma Splice, and How Do I Fix It?
Before I start explaining what a comma splice is and how to correct one, I
want to make it clear that not all comma splices are errors.* Unfortunately,
few American English teachers are aware that there is a type of comma
splice that is perfectly acceptable, and so they mark all comma splices as
errors.
If you have read some of my other articles on grammar and usage,
you know that there are certain 'rules' that need not be slavishly obeyed. I
don't recommend gratuitously splitting an infinitive or ending a sentence
with a preposition, simply because so many people are likely to jump on you
when you do. However, when the occasion clearly calls for either a split
infinitive or a preposition at the end of the sentence, I say go for it. But even
when a properly handled comma splice would produce just the rhetorical
effect I am after, I won't use it.
No doubt you are disappointed in me. The fact is, though, that in the
U.S. a lot of people who are sure they understand the 'rules' of English firmly
believe that all comma splices are not just errors, but really big errors, and
that any one who commits a comma splice is demonstrating a fundamental

inability to control a sentence. If I were to use a perfectly acceptable comma

splice, I can be sure that an awful lot of people would assume that I have no
mastery of sentence boundaries. They would be wrong, but I would never
get the chance to argue the point, so their judgment would stand.
Sometimes it seems that the rule against comma splices is the only
rule that many people--English teachers especially!--have managed to
master, and so they are always on the hunt for an opportunity to wield it
against someone. While it is true that in American usage most comma
splices are errors, it is also true that some are worse errors than others, and
some are not errors at all.
I am not even sure it is considered a matter of concern in British
usage, and if any of my readers are from the U.K., I would like to know
whether current usage there abhors the comma splice as does American
usage.
Now to business.
WHAT IS A COMMA SPLICE?
Quite simply, a comma splice is the attempt to join two independent
clauses with a comma, but without a coordinator.
Let's back up for a moment. First of all, according to the definition
most of you learned in grade school, an independent clause is one that can
stand alone as a sentence. (This is not the most precise or useful way to
define an independent clause, but it will do for now.) When two independent
clauses are next to each other, you have only two choices: you can either
join them, or you can separatethem.
(1) To join two independent clauses, you must use a
coordinator. The coordinators are the correlatives and the
coordinating conjunctions. (Correlatives don't figure into comma splices, so
we will not worry about them.) The coordinating conjunctions are and, but,
or, nor, yet, and so. You can remember them by combining their first letters
into the pseudoword 'anboys.' Your English teachers and your usage
handbooks also listed 'for' as a coordinating conjunction. Forget that. As a
conjunction 'for' translates as 'because,' and serves as a subordinating
conjunction, just as 'because' does.
(2) To separate two independent clauses, you must use some form of
end-stop punctuation. Here are all of your possible choices: the period [.],
the exclamation point [!], the question mark [?], and the semicolon [;].
(Remember, a semicolon is a weak period,not a strong comma. The
semicolon fragment is a common error, one I deal with in 'Colons, and
Semicolons, and Bears!')

What this means is that if you have two independent clauses with
nothing between them but a comma, you have failed either to join them
with a coordinator or to separate them with end-stop punctuation. (You will
notice that the comma is not on either of those two lists.) Thus, you have a
comma splice, which is a form of run-on sentence.
Here is an example of a comma splice, followed by several different
ways of correcting it:
COMMA SPLICE: I got up late this morning, I didn't have time for breakfast.
CORRECTIONS:
I got up late this morning. I didn't have time for breakfast.
or
I got up late this morning; I didn't have time for breakfast.
or
I got up late this morning, so I didn't have time for breakfast.
or
I got up late this morning, and I didn't have time for breakfast.
Notice that in the latter two corrections, the coordinating conjunction
joining the two independent clauses is preceded (notfollowed) by a comma.
(That's about a 90-95% rule. See
'Commas with Compound Sentences' for information about when that
comma can be omitted.) What causes a comma splice is not the comma
between the two clauses, but rather the absence of the coordinator in the
attempt to join the clauses.
A DIFFERENT STRATEGY: If you choose to turn one of the clauses into a
subordinate (dependent) clause, then you can use just the comma between
the two clauses:
Because I got up late this morning, I didn't have time for breakfast.
Dangling Modifiers and How To Correct Them
A dangling modifier is a word or phrase that modifies a word not clearly
stated in the sentence. A modifier describes, clarifies, or gives more detail
about a concept.
Having finished the assignment, Jill turned on the TV.
'Having finished' states an action but does not name the doer of that action.
In English sentences, the doer must be the subject of the main clause that
follows. In this sentence, it is Jill. She seems logically to be the one doing the

action ('having finished'), and this sentence therefore does not have a
dangling modifier.
The following sentence has an incorrect usage:
Having finished the assignment, the TV was turned on.
'Having finished' is a participle expressing action, but the doer is not the TV
set (the subject of the main clause): TV sets don't finish assignments. Since
the doer of the action expressed in the participle has not been clearly
stated, the participial phrase is said to be a dangling modifier.
Strategies for revising dangling modifiers:

1. Name the appropriate or logical doer of the action as the subject of the
main clause:
Having arrived late for practice, a written excuse was needed.
Who arrived late? This sentence says that the written excuse arrived late. To
revise, decide who actually arrived late. The possible revision might look like
this:
Having arrived late for practice, the team captain needed a written excuse.
The main clause now names the person (the captain) who did the action in
the modifying phrase (arrived late).
2. Change the phrase that dangles into a complete introductory clause by
naming the doer of the action in that clause:
Without knowing his name, it was difficult to introduce him.
Who didn't know his name? This sentence says that 'it' didn't know his
name. To revise, decide who was trying to introduce him. The revision might
look something like this:
Because Maria did not know his name, it was difficult to introduce him.
The phrase is now a complete introductory clause; it does not modify any
other part of the sentence, so is not considered 'dangling.'
3. Combine the phrase and main clause into one:
To improve his results, the experiment was done again.
Who wanted to improve results? This sentence says that the experiment
was trying to improve its own results. To revise, combine the phrase and the
main clause into one sentence. The revision might look something like this:
He improved his results by doing the experiment again.

More examples of dangling modifiers and their revisions:

Incorrect: After reading the original study, the article remains unconvincing.
Revised: After reading the original study, I find the article unconvincing.
Incorrect: Relieved of your responsibilities at your job, your home should be
a place to relax.
Revised: Relieved of your responsibilities at your job, you should be able to
relax at home.
Incorrect: The experiment was a failure, not having studied the lab manual
carefully.
Revised: They failed the experiment, not having studied the lab manual
carefully.

Sentence Fragments
Fragments are incomplete sentences. Usually, fragments are pieces of
sentences that have become disconnected from the main clause. One of the
easiest ways to correct them is to remove the period between the fragment
and the main clause. Other kinds of punctuation may be needed for the
newly combined sentence.
Below are some examples with the fragments shown in red. Punctuation
and/or words added to make corrections are highlighted in blue. Notice that
the fragment is frequently a dependent clause or long phrase that follows
the main clause.
Fragment:Purdue offers many majors in engineering. Such as electrical,
chemical, and industrial engineering.
Possible Revision: Purdue offers many majors in engineering, such as
electrical, chemical, and industrial engineering.
Fragment: Coach Dietz exemplified this behavior by walking off the field in
the middle of a game. Leaving her team at a time when we needed her.
Possible Revision: Coach Dietz exemplified this behavior by walking off the
field in the middle of a game, leaving her team at a time when we needed
her.

Fragment: I need to find a new roommate. Because the one I have now isn't
working out too well.
Possible Revision: I need to find a new roommate because the one I have
now isn't working out too well.
Fragment: The current city policy on housing is incomplete as it stands.
Which is why we believe the proposed amendments should be passed.
Possible Revision: Because the current city policy on housing is incomplete
as it stands, we believe the proposed ammendments should be passed.
You may have noticed that newspaper and magazine journalists often use a
dependent clause as a separate sentence when it follows clearly from the
preceding main clause, as in the last example above. This is a
conventionaljournalistic practice, often used for emphasis. For academic
writing and other more formal writing situations, however, you should avoid
such journalistic fragment sentences.
Some fragments are not clearly pieces of sentences that have been left
unattached to the main clause; they are written as main clauses but lack a
subject or main verb.
No main verb
Fragment: A story with deep thoughts and emotions.
Possible Revisions:
Direct object: She told a story with deep thoughts and emotions.
Appositive: Gilman's 'The Yellow Wallpaper,' a story with deep thoughts and
emotions, has impressed critics for decades.
Fragment: Toys of all kinds thrown everywhere.
Possible Revisions:
Complete verb: Toys of all kinds were thrown everywhere.
Direct object: They found toys of all kinds thrown everywhere.
Fragment: A record of accomplishment beginning when you were first hired.
Possible Revisions:
Direct object: I've noticed a record of accomplishment beginning when you
were first hired
Main verb: A record of accomplishment began when you were first hired.
No Subject
Fragment: With the ultimate effect of all advertising is to sell the product.

Possible Revisions:
Remove preposition: The ultimate effect of all advertising is to sell the
product.
Fragment: By paying too much attention to polls can make a political leader
unwilling to propose innovative policies.
Possible Revisions:
Remove preposition: Paying too much attention to polls can make a political
leader unwilling to propose innovative policies.
Fragment: For doing freelance work for a competitor got Phil fired.
Possible Revisions:
Remove preposition: Doing freelance work for a competitor got Phil fired.
Rearrange: Phil got fired for doing freelance work for a competitor.
These last three examples of fragments with no subjects are also known as
mixed constructions, that is, sentences constructed out of mixed parts. They
start one way (often with a long prepositional phrase) but end with a regular
predicate. Usually the object of the preposition (often a gerund, as in the
last two examples) is intended as the subject of the sentence, so removing
the preposition at the beginning is usually the easiest way to edit such
errors.

Parallel Structure
Parallel structure means using the same pattern of words to show that two
or more ideas have the same level of importance. This can happen at the
word, phrase, or clause level. The usual way to join parallel structures is
with the use of coordinating conjunctions such as 'and' or 'or.'
Words and Phrases
With the -ing form (gerund) of words:
Parallel: Mary likes hiking, swimming, and bicycling.
With infinitive phrases:
Parallel: Mary likes to hike, to swim, and to ride a bicycle.
OR
Mary likes to hike, swim, and ride a bicycle.

(Note: You can use 'to' before all the verbs in a sentence or only before the
first one.)
Do not mix forms.
Example 1
Not Parallel:
Mary likes hiking, swimming, and to ride a bicycle.
Parallel:
Mary likes hiking, swimming, and riding a bicycle.
Example 2
Not Parallel:
The production manager was asked to write his report quickly, accurate ly,
and in a detailed manner.
Parallel:
The production manager was asked to write his report quickly, accurately,
and thoroughly.
Example 3
Not Parallel:
The teacher said that he was a poor student because he waited until the last
minute to study for the exam, completed his lab problems in a careless
manner, and his motivation was low.
Parallel:
The teacher said that he was a poor student because he waited until the last
minute to study for the exam, completed his lab problems in a careless
manner, and lacked motivation.
Clauses
A parallel structure that begins with clauses must keep on with clauses.
Changing to another pattern or changing the voice of the verb (from active
to passive or vice versa) will break the parallelism.
Example 1
Not Parallel:
The coach told the players that they should get a lot of sleep, that they
should not eat too much, and to do some warm-up exercises before the
game.

Parallel:
The coach told the players that they should get a lot of sleep, that they
should not eat too much, and that they should do some warm-up exercises
before the game.
or
Parallel:
The coach told the players that they should get a lot of sleep, not eat too
much, and do some warm-up exercises before the game.
Example 2
Not Parallel:
The salesman expected that he would present his product at the meeting,
that there would be time for him to show his slide presentation, and that
questions would be asked by prospective buyers. (passive)
Parallel:
The salesman expected that he would present his product at the meeting,
that there would be time for him to show his slide presentation, and that
prospective buyers would ask him questions.
Lists After a Colon

Be sure to keep all the elements in a list in the same form.

Example 1
Not Parallel:
The dictionary can be used for these purposes: to find word
meanings,pronunciations, correct spellings, and looking up irregular verbs.
Parallel:
The dictionary can be used for these purposes: to find word
meanings,pronunciations, correct spellings, and irregular verbs.
Proofreading Strategies to Try:
Skim your paper, pausing at the words 'and' and 'or.' Check on each side of
these words to see whether the items joined are parallel. If not, make them
parallel.
If you have several items in a list, put them in a column to see if they are
parallel.

Listen to the sound of the items in a list or the items being compared. Do
you hear the same kinds of sounds? For example, is there a series of '-ing'
words beginning each item? Or do your hear a rhythm being repeated? If
something is breaking that rhythm or repetition of sound, check to see if it
needs to be made parallel.
A Brief Guide to Writing Argumentative Essays
The art of argumentation is not an easy skill to acquire. Many people might
think that if one simply has an opinion, one can argue it effectively, and
these folks are always surprised when others don't agree with them because
their logic seems so correct. Additionally, writers of argumentation often
forget that their primary purpose in an argument is to 'win' it--to sway the
reader to accept their point of view. It is easy to name call, easy to ignore
the point of view or research of others, and extremely easy to accept one's
own opinion as gospel, even if the writer has not checked his or her premise
in a couple of years, or, as is the case for many young writers, never
questioned the beliefs inherited from others.
Want to know what you think about something? Then write an
argumentative essay. To be fair, however, you'll find that one of the first
things you must do is become an expert on the issue. When you pick a
topic, you should avoid writing about issues that cannot be won, no matter
how strongly you might feel about them. The five hottest topics of our time
seem to be gun control, abortion, capital punishment, freedom of speech,
and probably the most recent, euthanasia, or the right to die. If possible,
avoid writing about these topics because they are either impossible to 'win,'
or because your instructor is probably sick of reading about them and knows
all the pros and cons by heart (this could put you at a serious disadvantage).
The topics may be fine reading material, however, because most people are
somewhat aware of the problems and can then concentrate on
understanding the method of argument itself. But care should be taken that
if you read one side, you also read the other. Far too many individuals only
read the side that they already believe in. These issues cannot be won for
good reason: each touches on matters of faith and beliefs that for many
people are unshakable and deeply private.
Features
1. So, what do you write about? Pick a well-defined, controversial issue.
(Spend some time with the latest copies of several news magazines, watch
60 Minutes, or listen to National Public Radio to generate ideas.) Readers
should understand what the issue is and what is at stake. The issue must be
arguable, as noted above. After stating your thesis, you will need to discuss
the issue in depth so that your reader will understand the problem fully.
2. A clear position taken by the writer. In your thesis sentence, state what
your position is. You do not need to say: 'I believe that we should financially
support the space station.' Using the first person weakens your argument.

Say 'Funding for the space station is imperative to maintain America's

competitive edge in the global economy.' The thesis can be modified
elsewhere in the essay if you need to qualify your position, but avoid
hedging in your thesis.
3. A convincing argument. An argumentative essay does not merely assert
an opinion; it presents an argument, and that argument must be backed up
by data that persuades readers that the opinion is valid. This data consists
of facts, statistics, the testimony of others through personal interviews and
questionnaires or through articles and books, and examples. The writer of
an argumentative essay should seek to use educated sources that are
nonbiased, and to use them fairly. It is therefore best to avoid using hate
groups as a source, although you can use them briefly as an example of the
seriousness of the problem. Talk shows fall into the same category as they
are frequently opinionated or untrue.
4. A reasonable tone. Assume that your reader will disagree with you or be
skeptical. It is important, therefore, that your tone be reasonable,
professional, and trustworthy. By anticipating objections and making
concessions, you inspire confidence and show your good will.
Steps of a Research Paper
1. Decide on a topic. Make sure it is one you are interested in and that it is
not too broad or too narrow to analyze adequately.
2. Begin your library research. Start with the card catalogue or computer
subject headings. Use the periodical index. Your best bet may be to find a
few general books on the subject, and then study the bibliographies in the
back of the books. Oftentimes, the very best sources are found this way. You
may note, as you read, that one person may be quoted repeatedly in several
articles. This should tell you that this person may be an authority. (See if
their name is in the catalogue.) If you run across the mention of an article
while reading another article or book, go find it. Use encyclopedias,
reference books, newspapers, microfilm, the librarians, the World Wide Web,
and other professors' advice. Research is a back-and-forth, in-and-out
process, rather like the strategy of a good card game.
As you scan possible sources, make a list of sources you won't use, sources
you might use, and sources you will definitely use. Make bibliography cards
for the latter two right away. Photocopy all material that you might or will
use--even pamphlets and personal books. This will save you time later,
should you need to return to the library. If you conduct a good deal of
research, the first list will help you keep up with sources you've already
checked (unless you enjoy checking them three and four times).
3. After acquiring some knowledge of your subject matter, it is time to
decide on your personal interview and/or questionnaire, should you choose
to use one. Write the interview questions and prepare the survey. Be careful

to word both objectively. Your research is only as valuable as the interview

or questionnaire.
4. Write the outline, rough draft, and the final paper. Then rewrite it to make
it sound as professional as possible.
To analyze something, divide it into parts. Since you are writing about a
problem, the body of your paper might look something like this:
Paragraph 1: General introduction of the problem. Thesis statement which
states your opinion.
Paragraph 2-3: History of the problem (including, perhaps, past attempts at
a solution). Sources needed
Paragraph 4-6: Extent of the problem (who is affected; how bad is it, etc.).
Sources needed
Paragraphs 7-8: Repercussion of the problem if not solved. Sources needed.
Paragraphs 9-10: You should have led up to a conclusion that your
argument is sound. Pull it all together by connecting your argument with the
facts. Anticipate objections and make concessions.
Paragraph 11: Conclusion: Restatement of thesis and summary of main
ideas.
You are writing a full explanation of the problem and arguing for your
viewpoint to be accepted. Work in your own interview and questionnaire in
the body of the paper where they make the most sense.
5. Once your paper has been written, check every quotation in it for
accuracy. Your instructor may require that every quotation should be
photocopied and included with what you turn in. All quoted matter should be
clearly marked on the photocopy.
Argumentative Essay
The function of an argumentative essay is to show that your assertion
(opinion, theory, hypothesis) about some phenomenon or phenomena is
correct or more truthful than others'. The art of argumentation is not an
easy skill to acquire. Many people might think that if one simply has an
opinion, one can argue it successfully, and these folks are always surprised
when others don't agree with them because their logic seems so correct.
Argumentative writing is the act of forming reasons, making inductions,
drawing conclusions, and applying them to the case in discussion; the
operation of inferring propositions, not known or admitted as true, from
facts or principles known, admitted, or proved to be true. It clearly explains
the process of your reasoning from the known or assumed to the unknown.
Without doing this you do not have an argument, you have only an
assertion, an essay that is just your unsubstantiated opinion.

Notice that you do not have to completely prove your point; you only have
to convince reasonable readers that your argument or position has merit;
i.e., that it is somehow more accurate and complete than competing
arguments.
Argumentative essays are often organized in the following manner:
They begin with a statement of your assertion, its timeliness, significance,
and relevance in relation to some phenomenon.
They review critically the literature about that phenomenon.
They illustrate how your assertion is 'better' (simpler or more explanatory)
than others, including improved (i.e., more reliable or valid) methods that
you used to accumulate the data (case) to be explained.
Finally revise and edit, and be sure to apply the critical process to your
argument to be certain you have not committed any errors in reasoning or
integrated any fallacies for which you would criticize some other writer.
Additionally, you will want to find out how your readers will object to your
argument. Will they say that you have used imprecise concepts? Have you
erred in collecting data? Your argument is only as strong as the objections to
it. If you cannot refute or discount an objection, then you need to rethink
and revise your position.