Construct an argument about a topic dealing with childhood using research to support your argument. In making your argument, choose one of the following options:
Engage and enter a current conversation surrounding childhood (helicopter parents, media influence, youth sports, testing, etc.). Then, using this research, contextualize an exhibit source (object of study) — or more than one if the sources are small, i.e., opinion pieces. This option would look much like your last project: find an exhibit source/object of study that complicates the conversation people are already having about a given topic and theorize how your source/object adds to that conversation.
Theorize an aspect of childhood by engaging and entering a current conversation about it. After doing research to contextualize yourself in the current conversation, synthesize your research into a new idea, using their ideas to make your own argument. Be careful here: you should not make value judgments; base your argument on the research, not how you feel about it.
In order to make either of these arguments, you must find and use research about your subject matter, ultimately using at least 5 outside sources, three of which must be scholarly.
Successful projects will respond energetically and creatively to the readings and the assignment; engage meaningfully with texts in a sustained manner; form a cohesive final project; contribute new ideas or formulations that successfully enter into conversation with others’ work; demonstrate rhetorical awareness, including knowledge of and facility with genre conventions; and correctly handle citations. Specifically for this assignment, successful projects will synthesize a conversation and utilize research to support their argument.
Please use as least 2 argument sources and at least 1 method source:
Argument Sources: These sources are written by scholars who are discussing the same object of study as the writer, but the writer “affirms, disputes, refines, or extends [those scholars’ claims] in some way. To invoke a common metaphor, Argument sources are those with which writers enter into ‘conversation’” (Bizup 75-76).
How to recognize Argument sources: What differentiates Exhibit and
Argument sources is…
1)that an Argument source has already developed its own interpretation,
analysis, and/or evaluation of the object of study (i.e., the source doesn’t present information about the object of study that needs interpretation; instead, the scholar has already interpreted the information being presented; and
2)that with an Argument source, the writer explicitly agrees, disagrees, or
modifies the source’s point in some way.
If you can’t see any evidence of those two things happening, it is probably an Exhibit source. Moreover, in the body of an essay, an Argument source is usually discussed/commented on at some length, but in an introduction to a piece of writing, an Argument sources may be introduced only briefly.
Method Sources: These are sources “from which a writer derives a governing concept or a manner of working. A method source can offer a set of key terms, lay out a particular procedure,” or in some other way provide conceptual tools for the writer (Bizup 76). The writer uses a method source as a tool to help analyze, interpret, or evaluate the object of study.
How to recognize Method sources in the humanities and some social sciences
(anthropology, political science, criminology): In disciplinary writing where the writer is NOT reporting on an experiment, Method sources are often used as an interpretive, analytical, or evaluative tool. In these types of writing, a Method source is…
1)a scholarly source
2)that does not refer to the object of study itself (i.e., it doesn’t provide information about the object of study).
The writer usually spends some time introducing and explaining the Method source, but the application of the Method source to the object of study may occur in a later paragraph. If you see a writer introducing and discussing a source that isn’t about the object of study itself, you may need to continue reading for several paragraphs to see if the writer then uses the source as a tool to help analyze, interpret, or evaluate the object of study. If so, the source is functioning as a Method source.
How to recognize Method sources in the sciences and some social
sciences (psychology, linguistics): In disciplinary writing that reports on experiments conducted by the writer, a Method source provides part of the methodology or procedure for the writer’s experiment.