Concept Paper 2 Assignment and Guidelines, Online 60
Due Sunday, March 4th, 11:59 p.m. 40 points
Can write about anything you would like!!
Background to this part of the assignment: The good news is that Concept Paper Two uses all of the skills you learned from Stanford A and B, but you get to pick your concept as long as we can get it narrowed enough. Again, the samples in chapter 4, “Writing about A Concept,” should help you with your concept writing strategies. The suggested topics in the chapter are not as hot, so I’ve listed ideas farther down in this assignment guide.
Your concept paper contains informative writing and it has opinion, but it is NOT a report. Here I go again, but think about Lyu’s attachment theory paper on p. 105. She doesn’t argue and say attachment theory is a better way to understand relationships than other theories/ideas. Instead, her thesis shows her opinion that Ainsworth and Bowlby’s theory of attachment is a helpful way to understand relationships and how humans and animals connect. She then supports her thesis with defining, explaining, classifying and illustrating (basic feature=appropriate explanatory strategies). Review her essay. Do you see how she is supporting an opinion about the validity and usefulness of the attachment theory and not just writing a report with a bunch of information on attachment theory?
Writing informatively requires making specific choices of ideas and sources for your reader in order for those readers to get a clear picture of the way you want the reader to understand the concept. So your job is to shed light on a subject, but you don’t stuff our heads with facts on a general subject. Your paper reflects the careful process of narrowing the general subject. For example, let’s say you want to write about shoes. This is obviously too big and invites too many questions: What kind? What period in history? Why? So you think about the part you want us to understand. Perhaps you are interested in the marketing, design and branding of athletic shoes worn by celebrities. Consider a title or approach to this paper (now you know why I like you to come up with specific titles). Maybe the title of this concept paper is Nikes: If the Shoe Fits, Let LeBron Wear It. Do you see the process of drilling in? It’s like focusing a camera or phone to take a portrait or selfie instead of a group shot. You are focusing on the portrait, of course.
Here is a list of the skills you should demonstrate based on what you learned doing Stanford A and B:
–The ability to read and summarize sources accurately in context by annotating (chapter 9) for the author’s stages of thought (main ideas/supports), word choices, and writing strategies (is the author presenting research, arguing? Explaining? Comparing, etc.).
–The ability to write summary, paraphrase, and quotation notes from sources so that your paper will be all in your style, but be accurate and balanced regarding your use of sources. This is why as the Stanford A directions and p. 430 of chapter 18 caution you to be VERY picky about your choice to use a quotation. Again, chapter 18, especially pp. 435—437 provide a good explanation of acceptable paraphrases and summaries.
Chapter 19 shows how to format the parenthetical citations and Works Cited. Lyu’s concept model paper on attachment also shows the English class format MLA (Modern Language Association) requirements that are used in a paper. Those of you going into nursing, teaching, criminal justice and psychology will use a different format, the APA (American Psychological Association) style format. However, APA is actually a bit more complicated than MLA, so you will actually have few problems adapting to a new requirement if you can get used to the basic requirements of the MLA. You will definitely use MLA in our upcoming papers AND in English 102, so that is why we are working on this now.
–The ability to integrate the sources with your ideas (chapter 4 and student model, Lyu) and show relationships between these ideas and how they relate to the point you are making about them (thesis).
–The ability to use in-text parenthetical documentation and format a Works Cited (Chapter 4, 9, 18 and 19)
Concept 2 Directions
The topic, which is open, is explained on page 125 of Concise Guide. Many of the suggestions under the assignment in that page may not excite you, lol. However, one of my suggestions includes jumping off of what we did. If you enjoyed the Stanford Prison Experiment, you may write an essay on an associated concept (the one you wrote for Stanford B was the concept, “Power of Situation.” You could, for example, write on Bystander Syndrome to address the numerous people/researchers who witnessed the experiment but did not do anything. You could write on an aspect of the Milgram experiment that Zimbardo said formed the basis of his research question and what became the Stanford experiment. You could watch Zimbardo’s Ted talk by googling Zimbardo and the Lucifer Effect. The Lucifer Effect addresses not only some of the findings from Stanford, but what Zimbardo witnessed at Abu Grihab. Another famous classic experiment that has international far reaching applications for just about anybody is the Stanford Marshmallow experiment conducted by Walter Mischel. It studied delay of gratification in children and its connection to success in later life. There are tons of videos about it.
HOWEVER, IT IS BOTH OKAY AND ENCOURAGED TO WRITE A CONCEPT PAPER ON SOMETHING YOU ENJOY LEARNING ABOUT AS LONG AS IT IS NOT SOMETHING EVERYONE KNOWS ABOUT ALREADY OR OTHERWISE FAIRLY OBVIOUS. For example, we don’t need to read a concept paper on body cameras and policing because most people have a really good idea of what body cameras are and why they are used. It also makes me, as an instructor, wonder if a student is trying to rehash a previously written paper instead of doing the research and writing on a fresh topic that will help readers learn something.
Other ideas such as autism and other challenges or illnesses are vast topics that would need to be narrowed first. And again, remember this paper is not an argument or persuasion paper. I know people are mad about vaccines, school shootings and standardized testing. Think about this: given the recent mass shooting (we unfortunately know what this concept is about far too well) in Florida, notice how the students, whether they are for or against gun control or concerned about the mental health of shooters, are changing the conversation completely and teaching us something new through their experiences and their lobbying for change. Is there a way to help your readers understand this new conversation instead of turning the topic into an argument? That is, don’t we do a better job of debating when we first seek to understand one another instead of clinging to our opinions? That is what good concept writing is about. Seek first to help us understand and share your point of view. Save the argument for the next unit (smile).
The assignment will be three-four pages, use MLA format and cite three journal articles from the SC4 Library databases (see how that library orientation comes in handy?). If you can’t find any articles, contact the reference librarian or 24/7 librarian that appears on the SC4 library site. It has a chat feature and you can use it to ask questions, and get source and citation information. Student will save articles, annotations and notes to their SC4 Microsoft OneDrive or other storage.
Here is a list (below) of what I am looking for. As you can see, you can anticipate what your rubric will look like. Of course, I refer to pages, chapters, and as always, the basic features for concept: