Module 1: Introduction to Georgia Histories

Overview

This begins our first "real" engagement with course content. I'm sure some parts of this course still seem a bit confusing or overwhelming. Don't worry-- it's actually going to end up being pretty simple. For the first week, we start things slowly as students are still adding and dropping courses. Remember: as your instructor, I am always available to answer questions during class-time, over email, and we can even video chat or meet on campus to walk through any difficulties you have in the course. 

Remember: in the START HERE: Welcome to the Course! module, you will find the Schedule of Assignments. Note that the Readings and the Assignments on the schedule are due before class time. In other words, you will read through the Syllabus (Policies & Procedures) and Schedule of Assignments before we meet in person on that day. There are controls that close down the access to assignments, so make sure to keep on top of the due dates outlined in the Schedule of Assignments tab. If you have questions about this, please ask!

Here's a quick preview of what will happen in this module.

Week One introduces the following conversations:

1. Where to locate important course information.
2. How to avoid plagiarism.
3. How some Georgia locations are tied to histories of race and power.

Module Week One Outcomes (MO)

By the time this module is completed, you will be able to:

• MO1: Familiarize yourself with course layout and where to find and produce materials. (CO 1) 
• MO2: Recognize how familiar Georgia locations are tied to histories of race and power. (CO 1)

Module Checklist

In addition to in-class discussions, you will complete the following:

1. Georgia’s Hidden Histories Wrap-Up (MO 2)
2. Multimedia: Race and Place: Georgia’s Hidden Histories (MO2)

Multimedia

• Review the “Race and Place Georgia’s Hidden Histories” PowerPoint.

In-Class Discussion Ideas

Discussion Idea #1: Introductions

Instructor's note: It’s a good idea to begin class by allowing students a chance to introduce themselves while also considering the course theme. Here is an example of how you might go about doing this:

• Introduce yourself: Who are you? What are your interests, hobbies, academic goals, or future career dreams?
• Think about your relationship to Georgia: Where did you grow up or spend most of your time in Georgia (if applicable)? Have you ever thought about the history of race or identity in those places? Explain.

Discussion Idea #2: In-Class Writing: Georgia’s Hidden Histories Wrap-Up

In class, be prepared to answer the following questions after reviewing the multimedia in this module.

• • Which question or fact surprised you the most?
  • Have you ever visited one of these places mentioned in the questions? Did you know its history?
  • Why do you think some of these histories are not well known?

Discussion Idea #3: What is Place? Activity

What is Place? This activity (linked) asks you to reflect on a place that has meaning for you. Then, you will brainstorm together to think about what "place" means and come up with your own definition.

Module 2: Race, Place, and Memory

Overview

Welcome to our second week of course work. I hope the structure of the class is beginning to make more sense and that you're feeling more comfortable engaging with the material. 

This week, we’ll begin to dig into key ideas about race—what it is, what it isn’t, and how the concept has been shaped by science, society, and power. Through film, reading, discussion, and reflection, you’ll start developing the vocabulary and background knowledge needed to analyze race and place in Georgia and elsewhere. 

Here's a quick preview of what will happen in this module.

Week Two introduces the following conversations:

1. How race differs from ethnicity and why it is considered a social construct.
2. How scientific and historical ideas about race have shaped society.
3. How we can begin to examine Georgia’s places through the lens of race and history.

Module Week Two Outcomes

By the time this module is completed, you will be able to:

• MO1: Explain how race is socially constructed rather than biologically determined. (CO1)
• MO2: Analyze and respond to a multimedia text about race using evidence-based discussion. (CO2)
• MO3: Identify and define key terms related to race, ethnicity, and racism. (CO1)

Module Checklist

In addition to in-class discussions, you will complete the following:

1. Read and take quiz on the reading: “Ethnicity, Race, and Racism” (MO 2, MO 3)

Readings

• Read: Deeley, Kathryn H. "Chapter 12: Ethnicity, Race, and Racism." Introduction to Anthropology: An Open ALG Textbook. Edited by Andrews-Swann, Jenna, MaryBeth Chrostowsky, Kathryn Deeley, and Gregory Gullette, University System of Georgia, 2023.

Multimedia

• Watch Netflix’s “Explained: Racial Gap Wealth.” YouTube, 17 Apr. 2020. In this episode: Cory Booker and others discuss how enslavement, housing discrimination and centuries of inequality have compounded to create a racial wealth gap.
• Review Chapter 12: Ethnicity, Race, and Racism PowerPoint. This presentation is based on the Chapter 12 assigned reading.
• Review the Chapter 12 PowerPoint.

In-Class Discussion Ideas

Discussion Idea #1: Annotating Texts for Key Concepts

Annotating a text, which means both marking it up and taking notes in the margins (or on sticky notes, if you are trying to avoid marking up the pages), can help you understand its meaning. In this annotation exercise, you will practice this skill by focusing on key concepts, arguments, and questions.

Instructions:

1. Read Chapter 12, Ethnicity, Race, and Racism Chapter, by Kathryn Deeley. As you read, keep the following questions in mind:

• What are the main arguments or points the author is making?
• What key terms are introduced and what do they mean?
• Are there any places in the text that confuse me?

1. Make annotations in the margins or directly on the document. Try to annotate at least five different sections, using the guide below:

• Summary: Briefly paraphrase a key point from the text in your own words.
• Questions: Write questions you have as you read. This might be a specific sentence or paragraph you find confusing or unclear, or something related to the text that you wonder about.
• Connections: Make connections to other readings, personal experiences, or current events (e.g., "This reminds me of…").
• Vocabulary: Highlight unfamiliar words and define them in the margin (either in context or with a dictionary).
• Critical Response: Comment on the author’s argument or point of view. Do you agree or disagree? Why or why not?

1. After annotating the text, your instructor might ask you to discuss the following as a group:

• What is the most important argument or concept from this text, and why?
• Did you encounter any challenges or surprises while reading?
• How does this text relate to the course themes or other readings?

For an additional resource on annotating texts, see School Habits. “How to annotate text while reading. YouTube, 9 May 2017.

Assignments

Assignment #1: Rhetorical Analysis/Essay 1: Analyzing Race and Place in Georgia

Task: Write a 900-word essay about an historical site, monument, or geographic location in Georgia. Using at least one credible source from GALILEO, analyze how this place represents or obscures racial history. Consider how memory, public storytelling, and silence shape what the location communicates.

Purpose: Learning about the narratives and history connected to race and place in Georgia has many benefits, such as having a deeper knowledge about where we live and getting a sense for how historical memory is constructed. This assignment will also give you the opportunity to begin learning about how to research using GALILEO, which is a skill you will need later in this class and in other college courses (CO2). Because you will be using evidence from the sources you find to support your ideas (CO3), you will also practice citation methods using MLA, APA, or another instructor-approved style (CO4).

Steps:

Choose a topic: First, you will decide on a place. You may select a well-known location or a lesser-known site. Options include (but are not limited to):

• Stone Mountain (Confederate monument and state park)
• Forsyth County the site of the 1912 racial expulsion
• Sapelo Island (Gullah-Geechee culture and land loss)
• Andersonville Prison (memory of Black Union soldiers)
• The Trail of Tears routes in Georgia
• Former plantation sites (e.g., Jarrell Plantation, Wormsloe)
• Buttermilk Bottom, Atlanta (displacement by urban renewal)

Research: Find at least one GALILEO source about your place that you can use for your essay.

• Prewrite and Plan: As your instructor, I will assign specific prewriting and planning activities for you to complete on your chosen place. During this phase, you should be ready to share an image of your chosen place. As you work through these phases, you should also think about the following questions:
  • What is the historical significance of this site, and how is it connected to Georgia’s racial history (including African American or Native American history)?
  • How is the site currently presented to the public (e.g., plaques, signage, museums, online descriptions, tours)?
  • What aspects of the site’s history are emphasized—and what is left out?
  • How does this place shape or influence public understanding of race and history in Georgia?
  • How do memory, silence, or storytelling influence how the site is perceived?
  • How are the rhetorical appeals of ethos, logos, pathos, and/or Kairos presented through this place?
• Draft the Rhetorical Analysis: I will ask that you draft, review, and revise this essay. The essay should include:
• An introduction that introduces your chosen place, provides context for your reader, and ends with a thesis statement that asserts your main idea about how this place is represented.
• A body, where you support your ideas using evidence from your GALILEO source. Body paragraphs should have clear and concise topic sentences, evidence, and supporting explanations. Refer back to the questions posed under Step #3 for help in developing your paragraphs as you draft.
• A conclusion that adds closure for your audience and answers a “so what” question, makes a recommendation or call for action, and/or discusses the broader implications of your perspective.
• Citations using MLA, APA, or another instructor-approved style (both in-text and Works Cited/References page citations are required).

Criteria: Rough drafts will be graded not on content, but on completion.

Assignment #2: Ethnicity, Race, and Racism Quiz

1. What does the term ethnicity refer to?
2. A shared cultural heritage or nationality
3. Genetic similarity between individuals
4. The color of a person's skin
5. A person's biological traits
6. What is an ethnic group?
7. A social class based on wealth
8. People classified based on skin color
9. A group defined by political beliefs
10. A group that shares a common cultural background or ancestry
11. How is race commonly defined in a social context?
12. A cultural category unrelated to appearance
13. A scientifically agreed-upon classification of humans
14. A social construct based on perceived physical differences
15. A neutral and unbiased way to categorize people
16. Who was Carl Linnaeus in relation to race theory?
17. A historian of African culture
18. A political leader who opposed racism
19. A scientist who classified humans into racial categories
20. A civil rights activist
21. What was the Great Chain of Being used to justify?
22. Human equality across races
23. Religious freedom
24. The evolution of species
25. Hierarchical classification of life, including human races
26. What did the term Caucasians originally refer to?
27. People believed to have originated near the Caucasus Mountains
28. European aristocracy
29. Native peoples of Eastern Asia
30. All people with light skin
31. What is the core idea of eugenics?
32. Teaching racial tolerance in schools
33. Promoting ethnic diversity
34. Improving the genetic quality of a population through controlled breeding
35. Supporting civil rights
36. What does hypodescent refer to?
37. Genetic mutation
38. Classifying mixed-race individuals as belonging to the subordinate group
39. Laws banning interracial marriage
40. The process of racial integration
41. What were anti-miscegenation laws designed to prevent?
42. Voting by minority groups
43. Immigration from Asia
44. Free speech in schools
45. Marriage or sexual relationships between people of different races
46. What is the definition of racism?
47. Discrimination based on perceived racial differences
48. A preference for certain cultures
49. A scientific theory about race
50. General dislike for another person
51. What is prejudice?
52. A system of government
53. A fair judgment based on evidence
54. A pre-judgment or opinion about someone based on their group identity
55. An example of cultural diversity
56. What is biological racism?
57. The classification of plants and animals
58. The promotion of multicultural education
59. A form of environmentalism
60. The belief that some races are biologically superior to others
61. What does anti-Semitism specifically target?
62. European immigrants
63. Christians and Muslims
64. All ethnic minorities
65. Jewish people
66. The term “model minority” often refers to:
67. A group that engages in protests
68. The ideal racial classification system
69. A stereotype that portrays a minority group as successful and obedient
70. Minorities with low socioeconomic status
71. A caste system is best described as
72. A way to allocate natural resources
73. A democratic form of government
74. A rigid social stratification system where status is inherited
75. A method of racial integration
76. What was the practice of redlining?
77. A postal delivery system
78. Drawing school zones based on test scores
79. Denying services or loans to people in racially marginalized neighborhoods
80. Building new communities in rural areas
81. What is race, according to most social scientists today?
82. A socially constructed category based on perceived physical differences
83. A cultural expression with no impact on society
84. An objective system of genetic classification
85. A scientifically accurate biological classification of humans
86. Compared to the United States, race in Brazil is:
87. Determined by government-issued racial identity cards
88. Based solely on skin color
89. More flexible and influenced by social and cultural factors
90. Defined strictly by ancestry and physical traits
91. Which of the following factors can influence a person’s racial classification in Brazil?
92. Their height and eye color
93. Only their parents' racial background
94. Their religion and citizenship
95. Appearance, language, dress, residence, and income
96. In contrast to Brazil, the United States tends to view race as:
97. Unimportant in social classification
98. An ascribed status based primarily on ancestry and physical appearance
99. A fluid and changing identity
100. A personal choice unrelated to law or culture

Module 3: Rhetorical Analysis Race and Place in Georgia

Overview

Last week, we discussed foundational concepts related to race and ethnicity, including the social construction of race and how systemic racism shapes our lived experiences. We also began thinking critically about how these concepts intersect with our local context in Georgia.

This week, we pivot to a new but related set of questions: How do writers and speakers persuade us? What makes a message effective—or ineffective? In other words, we begin to practice rhetorical analysis, an essential skill in both academic and everyday life. You’ll learn to identify persuasive strategies, examine how messages are shaped for specific audiences, and begin drafting ideas for your first major assignment, the Rhetorical Analysis Essay: Race and Place in Georgia.

Before class this week, remember to post in Discussions an image of your chosen topic — this could be a monument, historical marker, building, street, memorial, or public site related to Georgia’s racial history.

Because an outline of your first essay is due early next week, also be sure to review that assignment, the provided example, and the template. Ask your instructor any questions you have about the organization of the first essay.

Here's a quick preview of what will happen in this module.

Week Three will facilitate the following conversations:

1. What is rhetorical analysis, and why is it useful across disciplines and professions?
2. How can we recognize and evaluate rhetorical strategies (ethos, pathos, logos)?
3. How do we move from observation to analysis in academic writing?
4. How do I find and cite the source(s) I plan to use in my first essay?

Module Week Three Outcomes

By the time this module is completed, you will be able to:

• MO1: Define and apply the basic concepts of rhetorical analysis (CO1)
• MO2: Identify and evaluate the use of ethos, pathos, and logos in written or visual texts (CO2)
• MO3: Recognize how to find and cite a source in the library databases. (CO2, CO4)

Module Checklist

In addition to in-class discussions, you will complete the following:

1. Select a visual to class for the Rhetorical Analysis Prewriting Activity. Post before class in Discussions (MO 1)
2. Read: So You’ve Got a Writing Assignment. Now What? 
3. Read: Backpacks vs. Briefcases: Steps Toward Rhetorical Analysis and apply concepts from Backpacks vs. Briefcases in an online discussion (MO1, MO2)

Readings

• Read Carroll, Laura Bolin. "Backpacks vs. Briefcases: Steps toward Rhetorical Analysis." Writing Spaces: Reading on Writing, Vol. 1, WAC Clearinghouse Books, Colorado State University Department of English, 2010.
• Read Hinton, Corrine E. "So You've Got a Writing Assignment. Now What?" Writing Spaces: Reading on Writing, Vol. 1, WAC Clearinghouse Books, Colorado State University Department of English, 2010.

In-Class Discussion Ideas

Discussion Idea #1: Spot the Appeals: Understanding Ethos, Pathos, and Logos

This activity focuses on the rhetorical appeals — ethos (credibility), pathos (emotion), and logos (logic). You’ll examine how these appeals are used in everyday texts, like advertisements, public service announcements, or speeches. The goal is to recognize how writers and creators try to influence audiences — a skill you’ll use all semester long.

Instructions

1. Your instructor will share a short, accessible video clip, or you can choose one of your own. The Ad Council website is a great place to look for public service announcements.
2. After you watch the clip, complete the following chart either on your own or with a peer:

Appeals Chart

1. Discuss with the class what you discovered. Which appeals were most effective? Do you think emotion was overused? What types of messages should rely on logic more than on emotion?

Discussion Idea #2: Rhetorical Analysis Prewriting Activity: Seeing Place Rhetorically

This activity will help you prepare for the Rhetorical Analysis Essay by critically examining how a

historical site, monument, or public location in Georgia communicates messages through visual and spatial rhetoric, with attention ethos, pathos, logos, and kairos.

Instructions:

1. Post a Visual: Before class, your instructor will ask you to find an image of your chosen topic (this could be a monument, historical marker, building, street, memorial, or public site related to Georgia’s racial history). You will either post it to a discussion board or have it saved and ready to share with your classmates.
2. Individual Brainstorming: In class, you will spend some time thinking about the appeals and responding to the following prompts:
   1. Pathos: What feelings might this place evoke in visitors? What emotional responses are likely?
   2. Ethos: How does the site convey authority, respectability, or legitimacy? Who is being represented as credible?
   3. Logos: Is there an argument being made through the language, structure, or spatial arrangement? What message is being conveyed logically?
   4. Kairos: How does the timing or historical context influence this site’s message? Does its meaning change depending on when or why it is visited?
   5. Also consider: the location of the site — what surrounds it? Is it isolated or central? The visual/spatial features — materials, size, shape, and inscriptions. o What you might see, hear, or feel if you were standing at the site.
3. Group Sharing and Feedback: Join a group of 3–4 classmates and share your findings. Ask each other: What other rhetorical appeals do you notice? What seems most effective or confusing? Are there gaps or areas that could be explored more in writing? Take notes based on your group’s questions and suggestions.
4. Whole-Class Discussion: If there’s time, be ready to share an insight you gained about a specific site or a challenge that you or a group member faced in this activity.

Discussion Idea #3: Reviewing a Sample Outline

In class, your instructor will discuss the details of the outline assignment with you, provide an outline template you can use, and share an example of an essay outlined using the template. They may ask you to discuss the following questions about the Buttermilk Bottom Example Outline in class (example is provided below):

1. Does the outline give you a good idea of what the structure, main idea, and supporting points will be in the essay?
2. Do the topic sentence ideas seem to support the thesis? Could any better support the thesis?
3. Is there any part of the outline that looks underdeveloped or weak? Anywhere that looks particularly well-developed or interesting?
4. What do you think about the strategies for the introduction and conclusion? What strategy are you thinking of using for your introduction and conclusion?
5. Does the outline show where all the sources will be used?
6. What ideas from seeing this outline will help you in drafting your own outline? What questions do you have?

If there is time in class, your instructor may encourage you to begin outlining your own essay.

Buttermilk Bottom Example Outline for Rhetorical Analysis/Essay 1:Analyzing Racial Space in Georgia Outline Template

Introduction

First Body Paragraph or Section

Second Body Paragraph or Section

Third Body Paragraph or Section

Fourth Body Paragraph or Section

Conclusion

Works Cited

Discussion Idea #4: Steps to Finding and Citing Sources in GALILEO

Because this week you were reminded about the source requirements for the Rhetorical Analysis/Essay 1, which requires at least one GALILEO source, this week is an excellent time to practice and begin looking at sources if you have not already. Your instructor might ask you to complete the following steps in class:

1. Locate a GALILEO source that you think might work well for this essay.
2. With your instructor’s help, pull up the citation and copy and paste it into a Word or Google document.
3. Ask your instructor questions if your citation does not look quite right. Some students might need more time to find a source they like than others.

If you finish early, use the time to browse additional sources or read your source, to learn more about your topic. This will help you with the Rhetorical Analysis Prewriting Activity.

Assignments

Assignment #1: Backpacks vs Briefcases: Steps toward Rhetorical Analysis

Laura Bolin Carroll argues that we constantly perform rhetorical analysis in everyday life, often without realizing it. Think about a recent ad, social media post, or interaction where you made a quick judgment. What rhetorical choices (words, images, tone, etc.) influenced your response? Identify the exigence, audience, and constraints of that situation. How did these shape your interpretation?

• Initial 250-word post 
• 50-word responses to two class members 

Assignment #2: Rhetorical Analysis/Essay 1: Analyzing Race and Place Outline Assignment

Creating an outline of your Rhetorical Analysis/Essay 1 gives you the chance to take a step toward completing the essay without leaping in all at once. Outlining will also help you think about structure, which is especially important when writing about complex topics.

Steps:

1. Gather any prewriting and research you have completed so far.
2. Organize your ideas, from introduction to conclusion, using the outlining template included as part of this assignment (see below).
3. Be as detailed as you can be at this stage in the writing process as you think about your ideas, pull in your evidence or support, and explain the connection between them.
4. Be sure to reference your sources at this stage so as to avoid complications or confusion during drafting. The Steps to Finding and Citing Sources in GALILEO PowerPoint for this module walks you through how to cite the required source for this assignment.

If you have a point you'd like to make, but you're having trouble, make a note on your outline. Doing so will remind you about your idea later, and it will give your instructor and/or peers a place to focus some feedback.

Rhetorical Analysis/Essay 1 Outline Template

Feel free to use this template to guide the organization of your own essay when you reach that stage. You can also adapt this template to include more pieces of evidence and explanation of that evidence in paragraphs, as needed.

Introduction

First Body Paragraph or Section

Second Body Paragraph or Section

Third Body Paragraph or Section

Fourth Body Paragraph or Section

Conclusion

Works Cited

Module 4: Planning and Drafting a Rhetorical Analysis

Overview

Last week, you reviewed logos, pathos, and ethos because it would provide helpful background knowledge in analyzing a place to research and discuss for Essay One: Race and Place  in Georgia. You also did some freewriting about the location of your place and the message it sends or the argument that it makes to visitors. 

This week, you will work on planning, or outlining, your essay and getting some feedback on that plan. If you find outlining difficult, the provided template attached to the outlining assignment should help. This planning stage of the writing process will help you think about what you want your essay's focus to be and what details about your place you want to share with your readers, but nothing is set in stone. You can always revise your outline before you draft. Just make sure to review the assignment, which asks you to use a GALILEO source. You will also work with that source before the week is over. 

Here's a quick preview of what will happen in this module.

Week Four will facilitate the following conversations:

1. Are my ideas logically organized?
2. Do I have enough evidence for my supporting points?
3. What is a signal phrase?
4. How do I integrate quotations into my writing?

Module Week Four Outcomes

By the time this module is completed, you will be able to:

• MO1: Outline Essay 1. (CO1, CO3)
• MO2: Develop signal phrases to introduce credible source material into your writing. (CO4)
• MO3: Discuss proper formatting methods and key features of a sample essay. (CO1)

Module Checklist

In addition to in-class discussions, you will complete the following:

1. Assignment: Rhetorical Analysis/Essay 1: Analyzing Race and Place Outline Assignment (MO1)
2. Read: Sample Essay: Buttermilk Bottom
3. Discussion Board: Analysis of Buttermilk Bottom Sample Essay (MO3)
4. Watch: "Quote Sandwich" 
5. Watch: MLA and/or APA Formatting Videos
6. Author Credibility and Signal Phrase Activity (MO2)

Readings

This sample essay about Buttermilk Bottom is annotated with notes emphasizing MLA format, the title, thesis statement, main ideas, and integration of sources. The essay also includes a properly formatted Works Cited page.ultimedia

• Watch Morgan, Jason. “Formatting a Paper in MLA Style 2023.” YouTube, 31 Jan. 2023. This video shares how to create an MLA-formatted essay using Microsoft Word.
• Watch Smart Student. “How to Format Your Paper in APA Style 2025.” YouTube, 11 May 2020. This video shares how to create an APA-formatted essay using Microsoft Word.
• Watch Portland Community College. “Quote Sandwich—Anna Marie Erwert.” YouTube, 20 May 2019. This YouTube video from Anna Marie Erwert at Portland Community College discusses how to create a quote sandwich, meaning how to introduce, cite, and explain a quotation in your essay.

In-Class Discussion Ideas

Discussion Idea #1: Outline Review Activity

Objective: To receive feedback on how to improve the plan for the essay’s main points and ideas for support before drafting.

Instructions:

Review the outline you developed for your essay. Share it with your peer group and discuss the following questions, being open to feedback, and taking notes so that you remember:

1. Is my thesis specific enough? Does it prepare you for my main points?
2. Does the order of my main points seem effective/logical or would a different organization make more sense?
3. What areas need more support, and what kind of support could I use?
4. Are there any major requirements of the assignment that I may be overlooking, based on what I plan to include in my essay?
5. Do you have any suggestions for the type of introduction or conclusion I plan to include?

If there is time, your instructor might encourage you to begin developing one of your body paragraphs.

Discussion Idea #2: Author Credibility and Signal Phrases

Objective:
To learn about using signal phrases, you will research the author(s) of the article/essay you plan to use in your essay. Then, you will be asked to share your findings in small groups and draft various signal phrases.

Instructions:

1. Pull up your source and locate the author(s) (5 min)
   You should have already located a source to use for your outline. Go ahead and pull that source up on your laptop, for easy reference. Then, look for the author. It might be more than one person or an organization, which is okay.
2. Author Research (15 minutes)
   Research the author of your article or source. Answer the following questions:
   • Who is the author or organization? (Name, role, affiliation)
   • What is their expertise? (Degrees, job title, field of study)
   • Have they written other work on this topic?
   • Are they affiliated with a credible institution?
   • Why should readers trust them on this subject?

You might find this information on the article overview page in GALILEO, or you might need to Google their name and rely on sites like LinkedIn or their college website.

1. Group Sharing and Feedback (10 minutes)
   Join a group of 3–4 classmates and share your findings. Take turns trying to convince your peers that this author is a trustworthy expert on this topic.

When you are done, you might decide who seemed most trustworthy and why. What types of credentials were the most impressive to your group?

1. Discussion (10 minutes)
   Your instructor will now discuss what a signal phrase is. Some purposes of signal phrases are to indicate to your reader you are introducing other people’s ideas and not your own; to provide information about the origin and credibility of your sources; and to provide for a smooth transition, possibly from a claim to evidence.

Here are some examples:

• • • “According to historian Bob Harris at the University of Oxford...”
    • “In a 2022 report published by the Brookings Institution, policy analyst Richard Reeves argues...”
    • “Writing in the Journal of American History, Professor Madison Schramm emphasizes...”

1. Practice (10 minutes)

Now, try writing 2-3 signal phrases to introduce a quotation from your source, using what you learned about your author. You might vary the credentials you share and the words you use.

If there is time, your instructor might ask you to either share what you have written or to try creating a complete quote sandwich with at least one of your signal phrase and quotation combinations. This means that you will try adding an in-text citation and explaining the quote.

Discussion Idea #3: Multimedia: Review of MLA/APA Formatting and Brief Introduction to Citation

You might be wondering which format you are required to use for your essay. Your instructor may require a specific format, such as APA or MLA, and they can demonstrate the format by sharing a Word document on the whiteboard and asking you to call out instructions. 

If you are allowed to choose a format, your instructor may place you in groups and ask you to format your work (or a new document) into that format, checking each other's work. You will probably have questions, such as how to create a header in Google Docs or Word, which your instructor can clarify by demonstrating in a shared document on the whiteboard.

If everyone is using one format, such as MLA, your instructor might ask you to call out the formatting rules while they follow your instructions in setting up an essay, projecting the document so that everyone can see and follow along.

Your instructor will probably also demonstrate

1. How to cite a GALILEO source by pulling up a few of the sample citations from Week Two.
2. How to format a Works Cited/References page with hanging indents, double spacing, and alphabetical order.
3. How to know if a PDF version of your article is available so that you can cite page numbers in your in-text citations, and what to do if you do not have page numbers.

There are also videos in the Multimedia folder that you can watch before you submit your work.

Assignments

Assignment #1: Rhetorical Analysis/Essay 1: Analyzing Race and Place Outline Assignment

Creating an outline of your Rhetorical Analysis/Essay 1 gives you the chance to take a step toward completing the essay without leaping in all at once. Outlining will also help you think about structure, which is especially important when writing about complex topics.

Steps:

1. Gather any prewriting and research you have completed so far.
2. Organize your ideas, from introduction to conclusion, using the outlining template included as part of this assignment.
3. Be as detailed as you can be at this stage in the writing process as you think about your ideas, pull in your evidence or support, and explain the connection between them.
4. Be sure to reference your sources at this stage so as to avoid complications or confusion during drafting. The Steps to Finding and Citing Sources in GALILEO Multimedia Resource walks you through how to cite the required source for this assignment.

If you have a point you'd like to make, but you're having trouble, make a note on your outline. Doing so will remind you about your idea later, and it will give your instructor and/or peers a place to focus some feedback.

Assignment #2: Analysis of Buttermilk Bottom Sample Essay

To prepare for an in-class discussion about the sample essay on Buttermilk Bottom in this module, answer the following questions:

1. In your opinion, does the thesis statement effectively prepare the reader for the rest of the essay? What are its strengths and/or weaknesses?
2. How is the essay organized (chronologically, order of importance, from least complex to most complex idea, etc.)? Explain how you determined the method of organization.
3. Is the method used for organization the best choice for this essay, in your opinion?
4. Overall, do you think this is a good example of a Rhetorical Analysis/Essay 1?

Your response should be at least 250 words. Responses to peers is not required.

Module 5: Workshopping and Revising

Overview

By now, you've gotten a good start on your first essay and have produced both an outline and a draft. This week, you will share your work with your instructor and your peers to get some feedback. Hopefully, you will see that peer reviews are valuable for both the writer and the reviewer. As a writer, you will receive comments about what your peer sees as your essay's areas of strength and weaknesses. As a reviewer, you will likely get some ideas about how to revise your own work while looking at how someone else approached the assignment.

Outside of the classroom, you can also receive help and feedback! Remember the valuable resource you have in the Academic Enhancement Center! They can help you with thesis statements, organization, style, and citations, just to name a few areas of their expertise.

Here's a quick preview of what will happen in this module.

Week Five introduces students to the following conversations:

1. How to evaluate and respond to a peer's essay.
2. How to revise your work for organization and structure.
3. Why submitting original work is important.

Week Five Outcomes

By the time this module is completed, you will be able to:

• MO1: Compose a rough draft of Essay 1. (CO1, CO3)
• MO2: Evaluate peer work and provide constructive feedback. (CO1)
• MO3: Practice revision techniques to improve a draft. (CO1)
• MO4: Discuss the consequences of plagiarism and the unethical use of AI. (CO3, CO4)

Module Checklist

In addition to in-class discussions, you will complete the following:

• 1. Assignment: Essay 1 Rough Draft (MO1)
  2. Read: “Five Reasons Why Feedback is the Most Useful Skill” 
  3. Assignment: Essay 1 Peer Review (MO2)
  4. Discussion: Real-World Plagiarism and Its Consequences (MO4)
  5. In-Class Revision Activity: Improving Topic Sentences (MO3)

Readings

• Dignen, Robert. “Five Reasons Feedback May Be the Most Important Skill.” Cambridge University Press and Assessment, 17 March 2024. This article discusses the importance of both positive and constructive feedback in the real world.

In-Class Discussion Ideas

Discussion Idea #1: A Successful Peer Review Session:

This will be the first peer review session in the course, which makes it the perfect time to discuss what makes a successful peer review session. Everyone should have also read "Five Reasons Why Feedback Might Be the Most Important Skill." While the article focuses mostly on the business world, it can be applied to the classroom.

Your class might brainstorm the answers to questions such as:

• What is the purpose of getting peer feedback?
• What kind of feedback would I appreciate receiving from a peer?
• What kind of feedback would not be helpful from a peer?

You could also discuss questions about the article, such as:

• Which reason about feedback discussed in the article seemed most relevant or important to me and why?
• Will taking part in peer review in college prepare me for the world after college? How?

You could also discuss some basic parameters if they do not come up in discussion, such as how peer reviewers should:

• Ask questions. Marking places where you have a question or feel confused while reading will help the writer see the essay from a reader's perspective.
• Prioritize feedback. Focus on content and structure more than grammar and mechanics in a draft. After all, if a sentence is off topic, it doesn't necessarily matter if it's a fragment.
• Balance comments. Make sure your comments are both positive and constructive. Most people appreciate knowing what works in their essay in addition to what needs work. 
• Be polite. Instead of writing, "This section makes no sense," you might say, "I felt confused here..." and ask a question. Your peer is more likely to consider your feedback if it sounds more thoughtful and opens up an idea for consideration.

Understanding the instructions before peer review begins is also important.  Will everyone be responsible for reviewing only one essay? Is there a worksheet to complete? Having clear steps will help the class have a successful peer review session.

Discussion Idea #2: Self Review Using the Grading Rubric for the ENGL 1102 Rhetorical Analysis/Essay One

As you complete your self-review, use the provided rubric to honestly assess your own work. For each category on the rubric, you must select the score that best reflects your current work based on the criteria and write one thoughtful comment in the comments section under each category. The comments may be positive or constructive--as long as you focus on explaining why.

This review is a chance to step back and view your work through a more objective lens. Doing so will help you revise and grow as a writer.

Assignments

Assignment #1: Real-World Plagiarism and its Consequences

In the real world, there have been plenty of instances where public figures have been accused of plagiarism or using artificial intelligence (AI) inappropriately. This discussion post asks that you compare an instance where someone used AI unethically to an instance where someone plagiarized.

First, read this article, about a lawyer who used AI (ChatGPT) as part of his legal research.

Next, find your own case where someone in the public eye was caught for plagiarism. It could be a musician, politician, businessman, or any other public figure who borrowed work from someone else irresponsibly.

Then, in at least 300 words, respond to the following questions:

• In each case, the one involving the lawyer and the one you found, what happened? Briefly summarize in your own words.
• What was the outcome of both incidents? Were the repercussions mostly legal, professional, or reputational? Explain.
• Should using AI be considered plagiarism, in your opinion? Why or why not?
• What tools, resources, or knowledge do you have that will help you avoid plagiarism/AI issues in this class?

When you are done, include a citation for the source(s) you used to find your example.

Assignment #2: Revision Activity: Improving Topic Sentences

Objective: This activity allows you to review the overall structure of your essay before moving forward with any additional revision work.

Instructions:

Step 1: First, read through your first body paragraph. On a separate sheet of paper, write down, in your own words, a sentence that explains what this body paragraph is about. Try to look away from the paragraph’s current topic sentence as you write.

You do not have to, but you can begin your sentence with “Paragraph #1’s main idea is …..”

Step 2: Repeat this step with each body paragraph, so that when you are done, you have a sheet of paper with a list of your main idea statements.

Step 3: Now, underline your first paragraph’s actual topic sentence and compare it to what you just wrote down as paragraph #1 main idea. How are the two sentences different? What ideas does this give you for revising the topic sentence?

Step 4: Repeat Step #3 for each topic sentence and its corresponding sentence you wrote today, considering the same questions.

Step 5: Revise any topic sentences that need to be clarified for your audience and so that they represent your paragraph’s main idea better.

If there is time, I might ask you to do one of two things:

1. Share one or two of your revised paragraphs with a peer to receive feedback.
2. Check the alignment of your essay by highlighting your thesis and your revised topic sentences and consider whether each newly revised topic sentence supports the thesis.

Assignment #3: Peer Review: Rhetorical Analysis/Essay One: Analyzing Race and Place in Georgia

Instructions: Answer each question about your peer’s essay. Feedback may be a positive comment or constructive criticism--as long as you focus on explaining why.

Example of a constructive comment:

“I liked your description of what Buttermilk Bottom was. However, I think you need to more clearly explain that it was demolished and why to help your reader understand what happened. Since you haven’t used a GALILEO source yet, maybe this would be something you could research and cite. That would help you meet the source requirement while also answering some questions your reader might have.”

Example of a positive comment:

“You use a very informative GALILEO article from the Journal of Urban History that explained how urban renewal displaced Black communities in Atlanta. The way you use that that source at the very beginning of your essay gives it credibility right from the start and creates a serious and academic tone. I learned a lot from hearing about the research you did.”

Peer review is an opportunity to help each other improve. Don’t rush and focus on helping your peer grow as a writer and thinker.

____________________________________________________________________________________

Questions:

1. What is your opinion of the introduction? Does it grab your attention, provide relevant context, and lead up to a clear and compelling thesis statement? Explain.
2. Does the writer discuss the historical significance of the site chosen for the essay? Is the connection between the site and Georgia’s racial history made clear? Explain.
3. Does the writer describe the site and how it is presented to the public? Do you have any questions about where the site is located or what it looks like after reading the essay? Explain.
4. How is the required source from GGC’s databases used in the essay? Is it easy to distinguish between the information provided from a source and that provided from your peer? Explain.
5. Evaluate the topic sentence for each paragraph. Do all the sentences in the paragraph clearly support and further expand upon that topic sentence?
6. Does the paper flow well from one paragraph to the next? Where do the writer's thoughts seem disconnected?
7. What does the writer do to come across as a credible or reliable source on this topic? Do you have any suggestions for how they might increase their ethos?
8. How effective is the writer's conclusion? Does it successfully wrap up and extend the ideas present in the rest of the paper?
9. Has the writer met the requirements of the rubric? Explain.
10. What should the writer continue to do well?
11. Are there any major grammatical errors (fragments, run-ons, subject-verb agreement) that need to be addressed? Is the language used clear and effective? You can mark on the draft where improvements may be made.

MLA/APA format:

1. Is the heading in the upper left-hand corner of the first page?
2. Does the heading include:
   1. Name
   2. Instructor’s name
   3. The course
   4. The date (e.g. 8 Aug 2023)
3. Does the paper have an original title (other than something like--Final Paper)? Is the title presented without being bolded, italicized, or placed in quotation marks?
4. Does the paper have 1″ margins on all sides?
5. Is the paper written in Times New Roman and in 12-pt. font?
6. Is everything double-spaced?
7. Are the last name and the page number in the upper right-hand corner of each page (0.5″ from the top, or inserted using the “header” function in Word)?
8. Does the Works Cited/References page look correct? Are sources double spaced, placed in alphabetical order, and formatted with a hanging indent?
9. Do the citations on the Works Cited/References page have the necessary information in the correct order? Are these sources also clearly cited in the essay with in-text citations?

Module 6: Atlanta Student Movement

Overview

This week, we will transition to the second "big" assignment, which is the Annotated Bibliography. This assignment will help you write the final research essay for the course as you will annotated 4 sources that you may use for the final research essay (note that you will need to find 2 additional sources--a total of six sources--for the final research essay). Before we move on, we have found it beneficial to reflect on our writing projects after they are done, so we will do so here as well in a couple of exercises: an in-class reflection discussion and the Discussion Board post called "What did you learn?" This is also a good time to ask any last-minute questions you may have before you turn in the final draft.

Once we move on from our reflection, we will focus on a major inflection point in Georgia history: the Atlanta Student Movement.

In the early 1960s, college students in Atlanta — many from historically Black institutions like Morehouse, Spelman, Clark, and Morris Brown — led a powerful movement to challenge segregation in their city. This effort, known as the Atlanta Student Movement, was part of the larger Civil Rights Movement but had a unique identity: it was organized, courageous, and youth-led.

It began in earnest in March 1960 when students published “An Appeal for Human Rights,” a bold document written by Spelman student Roslyn Pope. In it, they demanded desegregation, equal access, and dignity. That same month, students launched sit-ins, marches, and boycotts targeting segregated businesses in downtown Atlanta. These nonviolent actions brought national attention to the injustices in Atlanta and forced change in both policy and public attitudes.

While laws and leaders often get the spotlight, it's the personal stories of students, whose courage, fear, and resolve, that helped us truly understand what the movement meant. Listening to someone describe their life in their own words brings the past to life in a way that lectures or readings can't. For the Atlanta Student Movement, oral histories help us remember that these brave young people were students — just like you. Their voices remind us that history isn't just something that happens to us. It's something we make.

We will also begin an activity called Why Oral Histories Matter, which will show you how to access and assess firsthand accounts from the Atlanta Student Movement Digital Archive. These skills will directly support your work on the Annotated Bibliography.

Week 6 introduces you to the following conversations:

1. Why oral histories matter.
2. The motivations behind student activism in the Atlanta Student Movement.

Module Week Six Outcomes

By the time this module is completed, you will be able to:

• MO1: Reflect on the individual writing process (CO1, CO4)
• MO2: Evaluate oral history as a credible and meaningful source for research writing (CO3)
• MO3: Analyze the historical significance of student activism in Georgia through multimedia and primary sources (CO2)

Module Checklist

You will complete the following:

1. What did you learn? Analyzing Race and Place in Georgia (MO1)
2. Analyzing Race and Place in Georgia (MO3)
3. Watch: Power of Unity: The Atlanta Student Movement
4. Read: An Appeal for Human Rights
5. Read “Atlanta Student Movement Timeline”
6. June Wilson Davis Oral History Interview Activity (MO2, MO3)
7. Why Oral Histories Matter Assignment (MO2, MO3)

Readings

• Read King Jr., Lonnie. "Atlanta Student Movement Timeline Committee on Appeal for Human Rights (COAHR) 1960-1964." Kennesaw State University. A timeline of the events of the Atlanta Student Movement.
• Read “An Appeal for Human Rights.” Wikisource. Written by Roslyn Pope in March 1960, this historical document was signed by all the student government presidents from Atlanta University schools. Julian Bond typed the document as Roslyn Pope dictated it to him in Howard Zinn's dining room. An Appeal for Human Rights served as the manifesto for the Atlanta Student Movement and still continues to be an inspiration for human rights activism world-wide.

Multimedia

• Watch Voices of the Civil Right Movement. " Power of Unity: The Atlanta Student Movement." YouTube, 21 Sept. 2023. As a student at Spelman College in 1960, Gwendolyn Harris Middlebrooks was offered a babysitting job for her pastor’s son, who had recently moved to Atlanta. That pastor was the Rev. Dr. Martin Luther King Jr. Harris Middlebrooks reflects on her time with the King family, which inspired her activism as one of the original members of the Atlanta Student Movement.
• "June Wilson Davis Interview." Atlanta Student Movement Project, Kennesaw State University Archives, 5 September 2017. Norma June Wilson Davis was born in Jacksonville, Florida, and she graduated from Spelman College in Atlanta, Georgia in 1961. In this interview, she discusses her role in the Atlanta Student Movement, including helping to plan sit-ins and protests, Dr. Martin Luther King, Jr.'s involvement, and being arrested and sentenced to work camp. Davis also discusses her life after college, working for the University of Iowa, and sharing her legacy of activism with her family.

In-Class Discussion Ideas

Discussion Idea #1: Race and Place in Georgia Essay Reflection

This is a time for you to engage in the metacognitive task of talking about your own writing, reflecting on what worked and what didn't work so well. This type of reflective activity helps you make deliberate changes for future assignments.

1. What did you find easiest about writing the analytic essay Race and Place in Georgia essay? What was difficult?
2. What do you believe you did particularly well on in this essay? What would you have improved if you had more time/energy?
3. What percentage of your time and energy do you tend to devote to the first draft versus revision and rewriting? Would you be willing to commit to a 50/50 split for the duration of this class? (To clarify, this would mean devoting as much time to revision as actual composing.)
4. What revision strategies have you found most helpful in the past?

Discussion Idea #2: Why Oral Histories Matter

1. In class, discuss as a group what "oral history" means. How might it differ from what you read in textbooks or see in documentaries?

2. Watch a Clip as a class: Power of Unity: The Atlanta Student Movement)

As you watch, your instructor will ask you to listen for:

• Emotions in the speaker’s voice
• Details that might not appear in a textbook
• How the speaker describes everyday life during the movement

3. In small groups of 3-4, your instructor will ask you to discuss the following questions. Have a notetaker in your group jot down ideas as you discuss:

• What stood out to you in the speaker’s story?
• How does hearing a personal voice change your understanding of the event?
• What might we lose if we didn’t have access to oral histories like this?
• Can oral histories be biased? Why or why not?
• Who usually gets remembered in history — and who gets left out?

4. As a class, be ready to discuss the following wrap-up questions:

• How do oral histories help us tell a more complete story of events like the Atlanta Student Movement?
• Write responses on the board — especially ideas around emotion, memory, perspective, and representation.

Discussion Idea #3: Introduction of the Annotated Bibliography Assignment

The Annotated Bibliography will help you write the final research essay for the course as you will annotated 4 sources that you may use for the final research essay (note that you will need to find 2 additional sources--a total of six sources--for the final research essay).

Task: Explore your research topic by creating an annotated bibliography that includes four sources, including at least one scholarly source and at least two other options from the list below. The sources must be from GALILEO (GGC Library) or another instructor-approved source.

Purpose: As you prepare for your final paper, the Annotated Bibliography will help you practice analyzing how different kinds of sources—academic, archival, historical, media, and primary—can build and complicate your understanding of race and place in Georgia. In ENGL 1102, this assignment meets course outcomes because you will be: Identifying and evaluating a variety of credible and relevant sources (CO2), summarizing sources clearly and accurately (CO1), integrating diverse perspectives into your own developing argument (CO3), and using correct MLA (other another approved style) formatting for a range of source types (CO4).

Steps:

1. First, you will decide on a topic that explores a specific question related to race and place in Georgia. Here are some examples:

• The racial impact of urban renewal in Atlanta
• Gullah-Geechee cultural preservation on the Georgia coast
• A family heirloom that reveals something about racial memory or migration
• How local media covered civil rights protests in a specific Georgia town
• Generational wealth and redlining in Georgia communities

1. Then, you will locate the required sources. You must include at least one scholarly source (peer-reviewed article or academic book chapter) from GALILEO. For your other three required sources, you must choose at least two different types of material from the below options. All four sources must be relevant and credible.

Possible Source Types:

• Scholarly journal article or academic book (required, from GALILEO)
• Archival material (e.g., census records, historical newspaper articles, photos, maps, government reports)
• Oral history or artifact (e.g., story or object from a relative—photo, document, heirloom, etc.)
• Multimedia/Documentary (e.g., PBS, Georgia Public Broadcasting, or Smithsonian Channel)
• Credible news or magazine articles (e.g., Atlanta Journal-Constitution, The Atlantic, ProPublica)
• Museum, historical society, or government websites (e.g., Digital Library of Georgia, National Park Service, Library of Congress)
• Civil rights movement sources, such as: Atlanta Student Movement (e.g., An Appeal for Human Rights, speeches, interviews, newspaper coverage); SNCC papers; King Center Archives; Clark Atlanta, Spelman, or Morehouse archival projects.

1. Next, you will cite the sources using MLA (or any other citation style approved by your instructor). Use the GALILEO citing tools or the Purdue Online website for help with citing. You must cite DIRECTLY from each source. Do not paraphrase. Add page numbers when available.
2. For each citation, you will write two paragraphs of at least 5-7 sentences each:
   • • • Paragraph 1: Summary (What is this source saying? What does it show? What is the argument or main takeaway?) Direct Quotes belong here (remember “direct quotes” only.
       • Paragraph 2: Evaluation/Synthesis (How does it connect to your topic? What questions or insights does it raise?)
3. Finally, format the entire document in using MLA (or the style your instructor approves), including the header, heading, and title.

Assignments

Assignment #1: What Did You Learn? Race and Place in Georgia

After completing your essay on a historical site, monument, or geographic location in Georgia, take a few moments to reflect on your learning. What new insights did you gain about the site you studied and how it represents (or obscures) racial history? How did the sources you used—especially the optional reading and your Galileo source—shape or change your perspective? What did you learn about the power of public memory, storytelling, and silence in shaping how we understand history?

Post your 250-word response.

Assignment #2: Why We Act, Inspired by June Davis

This assignment invites you to clarify your values and connect them to action. You’ll practice articulating a cause and proposing realistic, ethical action—a foundation for argument-based writing.

Task

• Read this quote from June Davis: “Let’s don’t just act without letting everyone know... what it is we are upset about.” Then, listen to her describe it: interview: video 0:00 – 3:00 mins. Available at: https://soar.kennesaw.edu/handle/11360/2399
• In 250–350 words, name an issue that matters to you. Describe (a) what the issue is, (b) why it matters, and (c) a nonviolent, achievable action you or others could take.
• Annotate your writing by circling one part where you explain your motivation.

Complete/Incomplete Rubric

Module 7: Exploring Civil Rights Rhetoric and Launching Research

Overview

In this module, you will explore how oral histories bring the past to life, especially through the voices of those who shaped the Civil Rights Movement in Georgia. We will focus on two more powerful interviews: one with Dr. Lonnie King, a leader of the Atlanta Student Movement, and another with Dr. Roslyn Pope, author of An Appeal for Human Rights (which you read in the last module). As we listen to their stories, we’ll analyze how rhetorical strategies—ethos, pathos, and logos—are used to persuade, inspire, and bear witness.

In class, we’ll discuss how oral history operates as both evidence and argument. On the discussion board, you'll respond to the ideas and rhetorical choices presented by King and Pope. Later in the week, we’ll turn our attention toward developing your own research project. You’ll be introduced to the Research Proposal assignment and begin brainstorming possible topics related to race and Georgia history.

By the end of this module, you will have practiced critical listening, rhetorical analysis, and topic development—all foundational steps toward a compelling research paper.

Here's a quick preview of what will happen in this module.

Week 7 introduces you to the following conversations:

1. How oral history captures and conveys the lived experience of the Civil Rights Movement in Georgia
2. The rhetorical strategies used in oral histories, especially ethos, logos, and pathos
3. The role of student activism in Atlanta during the 1960s, particularly through the voices of Dr. Lonnie King and Dr. Roslyn Pope
4. Strategies for developing a strong research question related to race and Georgia history

Module Week Seven Outcomes

By the time this module is completed, you will be able to:

• MO1: Analyze oral history as both evidence and rhetorical argument in historical and cultural contexts (CO1, CO3)
• MO2: Identify a research topic related to race and Georgia history and articulate a focused research question (CO2, CO3)

Module Checklist

You will complete the following:

1. Watch Dr. Lonnie King Interview and Dr. Roslyn Pope Interview
2. Begin Brainstorming Ideas for Essay 2 (MO2)
3. Discussion Board: Pope and King and the Atlanta Student Movement (MO1)
4. In-Class Research Proposal Introduction and Brainstorming (MO2)

Multimedia

• Watch "Dr. Lonnie King Interview." Atlanta Student Movement Project, Kennesaw State University Archives, 19 July 2017.
• Watch "Dr. Roslyn Pope Interview." Atlanta Student Movement Project, Kennesaw State University Archives, 25 August 2017.
• Review the Research Proposal Brainstorming PowerPoint.

In-Class Discussion Ideas

Discussion Idea #1: Rhetoric in Oral Histories--The Voices of the Atlanta Student Movement

To explore how oral histories function as rhetorical texts, using ethos, pathos, and logos to engage listeners and shape historical memory by reflecting on the interviews with Dr Roslyn Pope and Dr. Lonnie King.

Step 1: Before groups begin, review the three rhetorical appeals:

• Ethos=Credibility/authority
• Logos=Logic/evidence
• Pathos=Emotion

Example in Oral Histories:

• Ethos: Speaker’s background, education, lived experience
• Logos: Use of data, timelines, historical arguments
• Pathos: Personal stories, tone, voice, memories

Step 2: Get into small groups. Now that you have watched or read both interviews and posted to the discussion board, complete the following:

• Choose one quote from each speaker that stands out.
• Determine which rhetorical appeal(s) each speaker uses.
• Explain why the quote from each speaker is effective.
• Explain how it affects your understanding of the movement.

In-Class Reflection

Your instructor might ask you to reflect by writing about how the oral history interviews with Dr. Pope and Dr. King helped you better understand rhetorical appeals. Which appeal was most effective and why?

Assignments

Assignment #1: Pope and King: Atlanta Student Movement

After watching or reading the interviews with Dr. Lonnie King and Dr. Roslyn Pope from the SOAR Atlanta Student Movement Project, reflect on the following:

1. How did Dr. King and Dr. Pope each contribute to the Atlanta Student Movement? What leadership qualities stood out to you in their stories?
2. Dr. King focused on organizing and mobilizing students, while Dr. Pope articulated the movement’s moral and intellectual foundation through “An Appeal for Human Rights.” How did their approaches complement each other? Which do you think was more impactful, and why?
3. What emotions or thoughts did their stories evoke in you? Can you draw any parallels between their activism and social justice movements today?
4. Based on what you learned, what lessons can students today take from their experiences? How can we apply those lessons in our own communities?

Please respond thoughtfully, referencing specific moments from the interviews. Then, reply to at least two of your classmates’ posts to continue the conversation.

• Initial 250-word post
• 50-word responses to two class members

Module 8: Evaluating Sources and Making Research Decisions

Overview

Before you begin writing your research essay, it’s essential to know how to find, evaluate, and cite trustworthy sources. This week, you'll learn how to determine whether a source is credible using the CRAAP test, explore different types of research sources, and apply critical thinking to real-world examples. You'll put these skills to the test in a fun source evaluation challenge and an in-class debate. By the end of the week, you’ll be ready to submit your research proposal with confidence in your source choices.

This course will include an EXACT Activity that features an experiential learning exercise and complementing critical thinking assignment. The Activity may take one to two class periods, or the equivalent in online classes.

Week 8 introduces you to the following conversations:

1. How to evaluate information for credibility using tools like the CRAAP Test
2. How to distinguish between scholarly, popular, primary, and secondary sources
3. How to think critically about bias, reliability, and evidence in what you read
4. How to develop and propose a focused research question or topic

Module Week Eight Outcomes

By the time this module is completed, you will be able to:

• MO1: MO1: Evaluate and select credible sources appropriate for academic writing, using tools like the CRAAP test. (CO 2)
• MO2: Propose a focused research question or topic and support it with preliminary evidence from credible sources. (CO 3)

Module Checklist

You will complete the following:

1. Assignment: Research Essay Proposal Due (MO2)
2. Quiz: Source Types & Citation Practices
3. Read: EXACT Critical Thinking Credible Sources
4. Quiz: EXACT Critical Thinking Exercise: Credible Sources (MO1)
5. Discussion Board: EXACT Credible Sources Debate

Readings

• Read Evaluating Information: Applying the CRAAP Test. The CRAAP Test is a list of questions to help you evaluate the information you find. Different criteria will be more or less important depending on your situation or need.   
• Read Exact Critical Thinking Credible Sources: Article About Confederate Monuments in Macon. After years of legal and civic debate, two Confederate monuments in Macon, Georgia, were relocated from downtown to Whittle Park near Rose Hill Cemetery, following community activism and a narrowly passed county resolution. The move, delayed by lawsuits and public controversy, reflects ongoing tensions around historical memory, race, and public space in the South.

Multimedia

• Watch “Examining Sources for Credibility.” Youtube, North Carolina State University, 6 June 2015. What does it mean for a source to be credible? Why is it important to use these sources? How can you tell if a source is credible? This video is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States license.
• Review the Types of Credible Sources for Research PowerPoint.

In-Class Discussion Ideas

Discussion Idea #1: CRAAP Test Race: Source Evaluation Challenge

Instructions: Work with your group to evaluate the sources below using the CRAAP Test: Currency, Relevance, Authority, Accuracy, Purpose.

For each source, decide if it is Credible or Not Credible for use in an academic research paper about the Atlanta Student Movement.

Write two CRAAP reasons (justifications) to support your decision.

The first group to finish with all correct answers wins — but accuracy is more important than speed!

CRAAP Test Quick Reference

Criteria What to Ask

• Currency: Is the information up to date?
• Relevance: Does it relate to your topic or assignment?
• Authority: Who is the author or source? Are they credible or expert?
• Accuracy: Is the information reliable, supported by evidence?
• Purpose: Why does the source exist? To inform, persuade, entertain?

Sources to Evaluate

Challenge:

Pick one source marked Not Credible and write a 2–3 sentence explanation of how you could improve it or find a better version.

Discussion Idea #2: In-Class Debate: Is This a Credible Source for Monument Removal?

Objective:
Students will critically examine whether the article "Crews Begin Moving Two Confederate Monuments in Macon..." is a credible and sufficient source for arguing that removing Confederate monuments in Georgia is justified and necessary.

Debate Format

1. Opening Setup:
Your instructor will remind you of the article’s content and the quiz questions you completed.

• Quiz Question One: Imagine someone you know cited this article as proof that removing Confederate monuments in Georgia is justified and necessary. Is this a credible source to support that claim? 
• Quiz Question Two: What other information would be useful to know about this source before determining whether it is credible? 
• Quiz Question Three: Imagine you learn that Micah Johnston is a local government reporter and Caleb Slinkard is the news editor for Georgia Public Broadcasting (GPB), a respected public media outlet in the state. This article was published as a reported news story—not an opinion piece. Does this new information change your opinion about whether this is a credible source?

2. Debate Question:
Is this article a credible and effective source to support the claim that removing Confederate monuments in Georgia is justified and necessary?

3. Choose a Side:
Physically move to one of two sides of the classroom (or raise hands) to indicate their initial stance:

Side A: Yes, the article is credible and effective support for that claim.

Side B: The article may be credible, but it is limited or insufficient to support that broad a claim.

4. Team Prep:
Each side has a few minutes to:

• Choose 2–3 speakers.
• Review the article and prepare key points and evidence.
• Strategize opening and rebuttal points.

5. Structured Debate:

• Opening Statements (2 minutes per side)
• Rebuttals (1–2 minutes per side)
• Audience Questions (3–5 minutes): Invite neutral or opposing students to ask clarifying or challenging questions.
• Closing Statements (1 minute per side)

6. Debrief and Vote

• Ask if anyone changed their position.
• Hold a final (anonymous or public) vote.
• Debrief with 2–3 follow-up questions:
  • What made one side’s argument stronger?
  • Did credibility or sufficiency of evidence matter more in your final judgment?
  • Would this source be enough to include in an academic paper on its own?

Assignments

Assignment #1: Research Essay Proposal: Race and Georgia History

Now that you have brainstormed and workshopped potential topics, select one and draft your proposal. Remember, this topic is going to be the same for the Annotated Bibliography and the final Research Essay.

Requirements: Your Proposal Must Include (at least 400 words total):

1. A provisional thesis statement that identifies your current position or argument.
2. A description of your research focus, including why this topic matters to the study of race and Georgia history.
3. A brief discussion of potential sources you’ve found or plan to use (including at least one scholarly source).
4. A short reflection on any challenges or questions you anticipate as you begin your research.

Assignment #2: Source Types & Citation Practices Quiz

Instructions: Choose the best answer for each question. Some questions may have more than one correct answer.

Question 1. Which of the following are examples of credible sources for a college-level research paper?

1. A blog post with no listed author or sources
2. A government website ending in .gov
3. A Wikipedia article
4. A peer-reviewed journal article from GALILEO

Question 2. Which of the following is a characteristic of a scholarly source?

Question 3. A “non-credible” source might include which of the following?

Question 4. What is the main difference between a scholarly and a popular source? 

1. Scholarly sources are written by experts and reviewed by peers
2. Popular sources are always inaccurate
3. Scholarly sources do not require citations
4. Popular sources are published only online

Question 5. Which of the following details help determine whether a source is scholarly?

1. The presence of an abstract and reference list
2. It was published by a news outlet like CNN
3. It has been peer-reviewed
4. It includes author credentials or university affiliation

Question 6. Which source is most likely to be peer-reviewed?

1. Wikipedia entry
2. YouTube video interview
3. Journal of African American History research article
4. The Atlanta Journal-Constitution article

Question 7: Which of the following citation examples is correctly formatted in MLA 9th edition for a print book?

1. John Smith. Race and Place in Georgia. Penguin, 2020.
2. Smith, John: Race and Place in Georgia (Penguin, 2020).
3. Smith, John. Race and Place in Georgia. Penguin Books, 2020.
4. Smith, John. "Race and Place in Georgia" Penguin, 2020.

Question 8: Which of the following require in-text citation in MLA format?

1. A statistic found on a nonprofit organization's website
2. General historical facts like "The Civil War ended in 1865"
3. A paraphrased idea from a journal article
4. A direct quotation from a textbook

Question 9: Which of the following are correct ways to evaluate a source’s credibility?

1. Determining if the publication has editorial oversight
2. Seeing whether the source cites evidence and references
3. Making sure it agrees with your personal opinion
4. Checking the author's qualifications and institutional affiliation

Question 10: If you quote or paraphrase from a website in an MLA paper, what must you include?

1. Nothing, if it's common knowledge
2. Only the author's first name
3. An in-text citation with author or site name and a full Works Cited entry
4. The full URL in the body of your paragraph

Question 11: Which of the following is not required in an MLA Works Cited entry for a journal article?

1. The author's academic degree
2. Title of the article in quotation marks
3. The DOI or stable URL
4. Author name

Question 12: Which of these best defines “signal phrase”?

1. A concluding sentence that restates your thesis
2. A citation in parentheses
3. A phrase that transitions between paragraphs
4. An introductory phrase that identifies the author/source of a quote

Question 13: In MLA format, how should titles of long works like books or films be formatted?

1. Written in all caps
2. In quotation marks
3. Underlined only
4. In italics

Question 14: Why is it important to evaluate source credibility in academic writing?

1. It's not really that important
2. So your arguments are supported by trustworthy evidence
3. So your professor will think you worked hard
4. So you can avoid doing too much reading

Question 15. Which of the following are common features of popular sources?

1. Written for a general audience
2. May include bias or persuasive language
3. Usually peer-reviewed
4. Contains expert analysis and data tables

Assignment #3: EXACT Critical Thinking Exercise: Credible Sources

This quiz is designed to guide students through the process of evaluating a news article’s credibility. Each question introduces a different layer of source evaluation—starting with initial judgment, adding investigative inquiry, and concluding with synthesis.

Question 1: Imagine someone you know cited this article as proof that removing Confederate monuments in Georgia is justified and necessary. Is this a credible source to support that claim?

1. Yes, because the article reports on factual events—the movement of Confederate monuments in Macon—based on verifiable information and official statements.
2. No, because it was written by someone with personal opinions and is therefore biased.

Question 2: What other information would be useful to know about this source before determining whether it is credible?

1. I would want to know if the article aligns with the majority opinion in the community and whether the authors consulted public figures before publishing.
2. I would like to know who are the authors and if the article fact-checked or peer-reviewed.

Question 3: Imagine you learn that Micah Johnston is a local government reporter and Caleb Slinkard is the news editor for Georgia Public Broadcasting (GPB), a respected public media outlet in the state. This article was published as a reported news story—not an opinion piece. Does this new information change your opinion about whether this is a credible source?

1. This source is not credible because the authors (Micah Johnston and Caleb Slinkard) are simply journalists, not legislators or experts in the field.
2. Since it was published by Georgia Public Broadcasting (GPB), a reputable public media outlet, this is considered a credible source.

Module 9: Summarizing and Paraphrasing Source Material

Overview

Module Overview: Library Tutorial and Summarizing and Paraphrasing Source Material

For the Rhetorical Analysis/Essay 1 about Race and Place in Georgia, you were asked to use one source from GALILEO. More recently, for the Research Essay Proposal, you had to share sources you had found or are considering for your Annotated Bibliography. Remember that the Annotated Bibliography asks that you evaluate and cite four sources, including at least one scholarly source and at least two other options. Therefore, this week, we will focus on integrating material from those sources into our writing.

Being able to summarize and paraphrase accurately shows that you truly understand a source—and helps you avoid accidental plagiarism. These skills are essential for writing your Annotated Bibliography, where you’ll need to describe and evaluate at least four sources (including one scholarly source from Galileo). Practicing these techniques now will also prepare you to synthesize evidence in your Research Essay later this term. 

Here's a quick preview of what will happen in this module.

Week 9 introduces you to the following conversations:

1. How to differentiate between quoting, summarizing, and paraphrasing
2. How to put ideas into your own words while maintaining accuracy and citation integrity

Module Week Nine Outcomes

By the time this module is completed, you will be able to:

• MO1: Identify the features of effective summaries and paraphrases (CO3)
• MO3: Apply strategies for writing accurate summaries and paraphrases in your own words (CO3, CO4)

Module Checklist

You will complete the following:

1. Watch: "What are Archives?" 
2. Read: “Paraphrasing and Summarizing: Putting it In Your Own Words” 
3. Watch: “Quoting, Paraphrasing, & Summarizing” 
4. Multimedia: “How to Paraphrase and Summarize” 
5. Quiz: Summarizing and Paraphrasing (MO2)
6. Assignment: One Source Summary for My Annotated Bibliography (MO3)

Readings

• Read Paraphrasing and Summarizing. This resource from Trent University provides six specific steps for paraphrasing and summarizing effectively.
• Review the “How to Paraphrase and Summarize” PowerPoint.

Multimedia

• Watch What Are Archives? This video explains the multiple meanings of “archive.”
• Watch Quoting, Paraphrasing, Summarizing. Learn how to incorporate other people's ideas into your own writing.
• Review How to Paraphrase and Summarize PowerPoint. This presentation discusses the difference between paraphrasing and summarizing. Tips and important reminders are included, as well as example summaries and paraphrases to evaluate.

In-Class Discussion Ideas

Discussion Idea #1: In-Class Activity: Practice with Summarizing and Paraphrasing

Objective: To practice identifying and restating key ideas from a text through both summarizing and paraphrasing. Students will work collaboratively to refine understanding, distinguish between summary and paraphrase, and reflect on interpretation and clarity across groups.

Materials Needed:

• Copies of a selected academic article or excerpt (1–2 pages)
• Whiteboard or shared digital space (e.g., Google Doc, Jamboard, Padlet)
• Pens/highlighters

PART 1: Group Analysis, Summary, and Paraphrase (35–40 minutes)

1. Form Groups: Your instructor will assign groups of 3–4 students.

2. Distribute the Text:
Each group will receive the same short academic article or excerpt.

3. Group Task – Identify Main Ideas and Key Passages:
As a group, read the passage and:

• Highlight or underline the main ideas and important supporting points
• Identify one short quote or sentence (1–2 lines) that captures a key argument or claim

4. Write a Summary (3–5 sentences):

• Summarize the overall passage in your own words
• Avoid quoting; condense the argument or message without inserting opinions
• Reference the author or source

5. Write a Paraphrase (1–2 sentences):

• Select the key sentence or claim your group identified in Step 3
• Paraphrase it accurately in your own words
• Keep the meaning intact but change both wording and sentence structure
• Include an in-text citation if your instructor requires it

6. Prepare to Present:
Decide on a group speaker or designate one person to post your group’s:

• Summary
• Paraphrased sentence

PART 2: Whole-Class Sharing and Discussion (15–20 minutes)

• • • 1. Group Presentations:
         Each group will share:
• Their 3–5 sentence summary
• Their paraphrased sentence
  • • 1. Class Discussion Prompts:
         As a class, reflect on:
• What ideas were common across all summaries?
• Were any important ideas left out or overly emphasized?
• How accurate and clear were the paraphrases?
• What’s the difference between summarizing and paraphrasing in practice?
• Which is harder—and why?

Optional Reflection:

Respond to the following in 5–7 sentences: What did you learn about the differences between summarizing and paraphrasing? How can these skills help you integrate sources more effectively in your own writing?

Assignments

Assignment #1: One Source Summary for My Annotated Bibliography Assignment

Instructions: For this assignment, you will apply what you have learned about writing summaries in class. For this assignment, you will share one summary of a source you plan to use in your Annotated Bibliography. (You may have started or even completed this activity in class, which is okay.) When you are done, reflect on the process.

Steps:

1. Choose one credible source you plan to use in your annotated bibliography.
2. Review the source carefully:

• Skim the full article or chapter.
• Identify the author’s thesis or main idea.
• Highlight key findings, evidence, or arguments.
• Note the publication context (e.g., journal, website, organization).

1. Write a summary paragraph (5–7 sentences) in your own words.
   Your summary should objectively describe the source’s central argument and key points without including personal opinions.
2. Revise using the checklist below to ensure your paragraph meets expectations.

Summary Review Checklist:

• Did I state the author’s name and/or the title of the source?
• Did I clearly identify the main idea or argument of the source?
• Did I include 1–2 important supporting ideas, examples, or types of evidence?
• Is the summary in my own words (not copied or overly paraphrased)?
• Is the tone objective and free of personal opinion?
• Is the summary concise (around 5–7 sentences)?
• Have I checked for grammar and clarity?

        5. Include a full MLA citation for your source above your summary paragraph.

       6. Reflect by answering the following questions: What is most challenging about writing a summary, and what helps you through that challenge? What strategy helps you the most when writing a summary? Do you still have questions about summarizing or paraphrasing?

Assignment #2: Summarizing and Paraphrasing Quiz

What is the main goal of summarizing a text?

1. To memorize every detail
2. To rewrite the text using different words
3. To critique the author's writing
4. To restate the main ideas in a shorter form

Which of the following should you avoid including in a summary?

1. Reference to the source
2. Personal Opinions
3. Main idea
   • • 1. When writing a summary, you should use:
4. A thesaurus to change every word
5. The author's exact sentences
6. Rhetorical questions
7. Your own words
   • • 1. Read the passage and choose the best summary: "Tigers are the largest cats in the world. They live in a variety of habitats, including forests and grasslands. Sadly, they are endangered due to habitat loss and poaching."
8. Tigers like forests and grasslands.
9. Tigers are endangered animals that live in several habitats.
10. Tigers are the biggest animals in the forest.
11. People are bad because they poach tigers.
12. Choose the best summary of the following paragraph: "The Amazon rainforest, often referred to as the 'lungs of the Earth,' produces approximately 20% of the world's oxygen. It is home to an incredibly diverse range of species, many of which are not found anywhere else on the planet. Additionally, the rainforest plays a crucial role in absorbing carbon dioxide, making it vital in the fight against climate change. Despite its importance, the Amazon is facing unprecedented levels of deforestation due to logging, agriculture, and mining, which not only threaten biodiversity but also accelerate global warming."
13. The Amazon is a large forest that provides oxygen and has many animals, but people are cutting it down to build farms.
14. The Amazon is being destroyed mainly because of global warming and poor air quality in South America.
15. The rainforest helps clean the air, and people visit it to study rare species and collect plants.
16. The Amazon rainforest is important for biodiversity and climate regulation but is being harmed by human activities like deforestation.
17. Why is it important to avoid copying word-for-word when summarizing?
18. It makes the summary longer.
19. It may be considered plagiarism.
20. It does not reflect an understanding of the text.
21. Both B and C
22. Summarizing is most useful when you want to:
23. Prepare for a test or write a research paper
24. Retell a story with every detail
25. Translate a text into another language
26. Argue with the author
27. Why is being able to summarize an important skill?
28. It improves reading comprehension and helps you remember key information
29. It makes reading unnecessary
30. It helps you write longer essays
31. It allows you to focus only on fun parts of a text
32. Choose the best summary of the following passage: "In his book The Tipping Point, Malcolm Gladwell explores how small changes can lead to significant shifts in society. He introduces concepts such as the 'Law of the Few,' 'Stickiness Factor,' and 'Power of Context' to explain how ideas, products, or behaviors spread like viruses. Gladwell uses a mix of case studies, research, and storytelling to illustrate his points."
33. Gladwell explains why viruses are dangerous and how people can protect themselves.
34. The book argues that change is inevitable and usually caused by government action.
35. In The Tipping Point, Gladwell examines how minor events can trigger widespread change using social science concepts and real-world examples.
36. Gladwell believes that context is the only reason trends spread.
37. Which of the following includes the three key elements of a good summary?
38. Introduction, body, conclusion
39. Quotes, statistics, opinions
40. Main idea, key supporting points, own words
41. Title, author's biography, your reaction
42. What is the main goal of paraphrasing?
43. To copy the original text exactly
44. To summarize the main idea in fewer words
45. To avoid citing the source
46. To restate the original text in your own words while keeping the meaning
47. Which of the following is a good paraphrasing strategy?
48. Copy the sentence and add quotation marks
49. Read the original, cover it, and then write it in your own words
50. Use a thesaurus to replace every word
51. Change a few words and keep the sentence structure
52. Why is it important to cite a paraphrased source?
53. Because it makes your paper longer
54. To avoid using your own ideas
55. It's only required for direct quotes
56. To give credit to the original author
57. Which of the following is NOT a reason to paraphrase instead of quote?
58. To show you understand the material
59. To make your paper look more impressive
60. To keep your writing style consistent
61. To avoid plagiarism
62. Paraphrasing means changing a few words in the original sentence. True or False?
63. You don’t need to cite a paraphrase if you wrote it in your own words. True or False?
64. Paraphrasing helps you better understand the source material. True or False?
65. Using paraphrasing tools guarantees your writing is plagiarism-free. True or False?
66. Paraphrasing and summarizing are the same thing. True or False?
67. A good paraphrase keeps the original meaning but uses different words and structure. True or False?

Module 10: In-Text Citations and Annotated Bibliography Draft

Overview

Last week, you learned about the library and had a chance to do some research. If you are struggling to find sources at this point, don't be afraid to reach out to me and/or the librarians! The librarians are experts at research, and they enjoy helping students find materials. Of course, I am happy to help, too!

Because last week you also learned about summarizing sources in an accurate and responsible way and because your Annotated Bibliography rough draft is due this week, we will also learn a little more about in-text citations in class. If you include quotations or references to specific information in your annotations, you will want to reference the source using in-text citations. Doing so will show your attention to detail, give you a reference point when you return to the source, and, of course, help you avoid plagiarism!

Here's a quick preview of what will happen in this module.

Week 10 introduces you to the following conversations:

1. How to cite in-text in different situations.
2. How to evaluate the organization and development of an Annotated Bibliography.
3. How to revise an Annotated Bibliography.

Module Week 10 Outcomes

By the time this module is completed, you will be able to:

• MO1: Practice in-text citations. (CO4)
• MO2: Draft an Annotated Bibliography. (CO1, CO2, CO4)
• MO3: Evaluate an Annotated Bibliography and provide constructive feedback. (CO1)

Module Checklist

You will complete the following:

1. Read: Purdue OWL's "MLA In-Text Citations: The Basics"
2. Multimedia: In-Text Citations: Basic Guidelines for MLA Style
3. In-text Citation Practice (MO1)
4. Assignment: Annotated Bibliography Draft (MO2)
5. Annotated Bibliography Peer Review (MO3)

Readings

• Read MLA In-Text Citations: The Basics - Purdue OWL® - Purdue University. The Purdue OWL is a great source in general for MLA. This specific page provides many useful examples for how to cite in-text, depending on the source and author's choices.

Multimedia

• Review Revision. This presentation walks through steps to consider while revising the annotated bibliography.
• Review “In-Text Citations: Basic Guidelines for MLA Style” PowerPoint.

In-Class Discussion Ideas

Discussion Idea #1: In-Text Citation Practice

Complete the following five questions to practice creating parenthetical and narrative citations.

1. Matching reference citation for the following question:

Den Heyer, Kent. "Implicated and Called Upon: Challenging an Educated Position of Self, Others, Knowledge and Knowing as Things to Acquire." Critical Literacy: Theories and Practices, vol. 3, no. 1, 2009, www.criticalliteracyjournal.org/.

Complete this sentence with the parenthetical citation for this paraphrased sentence taken from page 30 of this scholarly journal article:

The purpose of information mastery is often to ensure student success on standardized testing in order to show schools and school boards how well students are learning from their teachers (_________).

1. Matching reference citation for the following question:

Anderson, Chalon E., et al. What Every Student Should Know about Citing Sources with APA Documentation, Pearson, 2010.

Complete this sentence with the parenthetical citation for this direct short quote sentence taken from page 13 of this book:

Students can sometimes "get overwhelmed with citation but with experts like librarians to help them learn the basics they are able to succeed" (________).

1. Matching reference citation for the following question:

Peck, Carla. "Ethnicity and Students' Historical Understandings." New Possibilities for the Past: Shaping History Education in Canada, edited by Penney Clark, UBC P, 2011, pp. 305-324.

Complete this sentence with the narrative citation for this paraphrased sentence taken from page 312 of this book chapter from an edited book:

It is important to consider all perspectives when representing history because, according to _______________________, students’ ancestry, experiences, and ethnic identity influence how they understand and construct historical thinking (_______).

1. Matching reference citation for the following question:

“Dietary Supplements.” U.S. Food and Drug Administration, FDA, 1 Oct. 2024, www.fda.gov/food/dietary-supplements. Accessed 22 June 2025.

Complete this sentence with the citation for this partial quotation taken from this website page:

According to the FDA, manufacturers are allowed to make specific “structure or function claims” on dietary supplement labels( ____________).

1. Matching reference citation for the following question:

Benson, Michaela, and Emma Jackson. “The Craft of Co-writing.” The Sociological Review, 8 Oct. 2018, thesociologicalreview.org/collections/doing-sociology/the-craft-of-co-writing/. Accessed 22 June 2025.

Complete this sentence with the citation for this partial quotation taken from this website page:

The authors discuss the importance of establishing a clear argument and structure early in the co-writing process, often collaborating in person to refine their ideas (______________).

1. Matching reference citation for the following question (same source as above):

Benson, Michaela, and Emma Jackson. “The Craft of Co-writing.” The Sociological Review, 8 Oct. 2018, thesociologicalreview.org/collections/doing-sociology/the-craft-of-co-writing/. Accessed 22 June 2025.

Complete this sentence with the narrative citation for this partial quotation taken from this website page:

________________ discuss the importance of establishing a clear argument and structure early in the co-writing process, often collaborating in person to refine their ideas (______________).

Note: This activity was partially adapted from: Kestler, Ulrike. “In‑Text Citations Activity.” MLA Style Citations, Kwantlen Polytechnic University, 1 Sept. 2021, kpu.pressbooks.pub/mlastyle/chapter/in-text-citations-activity/. The activity by Ulrike Kestler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Assignments

Assignment #1: Annotated Bibliography Peer Review

Instructions: Complete the Annotated Bibliography Rubric Peer Review Sheet attached to this assignment. Circle or highlight the space on the rubric that reflects how you would “score” the rough draft in that category. Next, write comments to support your answers and give recommendations to consider during revision. 

Make sure that each source is directly cited 1-2 times--no paraphrasing.

Grading Rubric: ENGL 1102 Annotated Bibliography Assignment

USE DIRECT QUOTES –placed in “quotes” and not paraphrased. Add page numbers when available.

*Or other instructor-approved citation style.

Assignment #1: Annotated Bibliography Rough Draft: Researching Race, Place, and Georgia

Task: Explore your research topic by creating an annotated bibliography that includes four sources, including at least one scholarly source and at least two other options from the list below. The sources must be from GALILEO (GGC Library) or another instructor-approved source.

Purpose: As you prepare for your final paper, the Annotated Bibliography will help you practice analyzing how different kinds of sources—academic, archival, historical, media, and primary—can build and complicate your understanding of race and place in Georgia. In ENGL 1102, this assignment meets course outcomes because you will be: Identifying and evaluating a variety of credible and relevant sources (CO2), summarizing sources clearly and accurately (CO1), integrating diverse perspectives into your own developing argument (CO3), and using correct MLA (other another approved style) formatting for a range of source types (CO4).

Steps:

1. First, you will decide on a topic that explores a specific question related to race and place in Georgia. Here are some examples:

• The racial impact of urban renewal in Atlanta
• Gullah-Geechee cultural preservation on the Georgia coast
• A family heirloom that reveals something about racial memory or migration
• How local media covered civil rights protests in a specific Georgia town
• Generational wealth and redlining in Georgia communities

1. Then, you will locate the required sources. You must include at least one scholarly source (peer-reviewed article or academic book chapter) from GALILEO. For your other three required sources, you must choose at least two different types of material from the below options. All four sources must be relevant and credible.

Possible Source Types:

• Scholarly journal article or academic book (required, from GALILEO)
• Archival material (e.g., census records, historical newspaper articles, photos, maps, government reports)
• Oral history or artifact (e.g., story or object from a relative—photo, document, heirloom, etc.)
• Multimedia/Documentary (e.g., PBS, Georgia Public Broadcasting, or Smithsonian Channel)
• Credible news or magazine articles (e.g., Atlanta Journal-Constitution, The Atlantic, ProPublica)
• Museum, historical society, or government websites (e.g., Digital Library of Georgia, National Park Service, Library of Congress)
• Civil rights movement sources, such as: Atlanta Student Movement (e.g., An Appeal for Human Rights, speeches, interviews, newspaper coverage); SNCC papers; King Center Archives; Clark Atlanta, Spelman, or Morehouse archival projects.

1. Next, you will cite the sources using MLA (or any other citation style approved by your instructor). Use the GALILEO citing tools or the Purdue Online website for help with citing. You must cite DIRECTLY from each source. Do not paraphrase. Add page numbers when available.
2. For each citation, you will write two paragraphs of at least 5-7 sentences each:
   • • • Paragraph 1: Summary (What is this source saying? What does it show? What is the argument or main takeaway?) Direct Quotes belong here (remember “direct quotes” only.
       • Paragraph 2: Evaluation/Synthesis (How does it connect to your topic? What questions or insights does it raise?)
3. Finally, format the entire document in using MLA (or the style your instructor approves), including the header, heading, and title.

Module 11: From Annotated Bibliography to Research Argument

Overview

This week marks an exciting shift: you're moving from collecting and analyzing sources to developing your own original argument. After weeks of investigating Georgia’s racial histories and evaluating sources for your Annotated Bibliography, you're now ready to start shaping a position and planning your Research Essay.

We’ll begin by reflecting on what you learned through the Annotated Bibliography and then introduce the final major assignment: the Research Essay. You’ll also dive into a new framework for argumentation—the Aristotelian (Classical) model—which will help you organize your ideas into a persuasive and evidence-based structure. You’ll refine your research question, develop a working thesis, and begin to consider what kinds of subclaims and sources will best support your position.

Here's a quick preview of what will happen in this module.

Week 11 introduces you to the following conversations:

1. What makes a research question focused, arguable, and useful
2. How to begin mapping your argument using Aristotelian principles
3. Refining your research question and working thesis with peer feedback

Module Week 11 Outcomes

By the time this module is completed, you will be able to:

• MO1: Develop a working thesis that reflects a clear position supported by your research (CO2)
• MO2: Identify logical subclaims and types of evidence that support an Aristotelian-style argument (CO3)

Module Checklist

You will complete the following:

1. Read: Why Visit Your Campus Writing Center?”
2. Read: “What Makes a Good Research Question?”
3. Read: Introduction to Aristotelian Argument
4. Read: “What Makes a Good Research Question?”
5. Multimedia: “Aristotelian Argument”
6. Revised Research Question & Working Thesis (MO1, MO2)

Readings

• Read "What Makes a Good Research Question?" Duke University, Thompson Writing Program of Duke University. This handout provides a comprehensive guide to understanding and developing strong research questions. It explains the importance of crafting a clear, focused, and arguable question that serves as the foundation for any research project.
• Read Rafoth, Ben. "Why Visit Your Campus Writing Center?" Writing Spaces: Reading on Writing, Vol. 1, WAC Clearinghouse Books, Colorado State University Department of English, 2010. Ben Rafoth emphasizes that conversation is at the heart of writing center work. Writing is a complex, often isolating task, and talking through ideas with a tutor can help students clarify their thinking, improve their drafts, and gain confidence. 

Multimedia

• Review “Aristotelian Argument” PowerPoint.

In-Class Discussion Ideas

Discussion Idea #1: Annotated Bibliography Reflection

This is a time for you to engage in the metacognitive task of talking about your own writing, reflecting on what worked and what didn't work so well. This type of reflective activity helps you make deliberate changes for future assignments. Here are some example prompts:

• What questions do you still have? What gaps or perspectives might you need to explore further in your final research paper?
• How did this assignment prepare you (or not) to begin your larger research essay?

Discussion Idea #2: Introduce the Research Essay: “Unearthing Georgia: Race, Memory, and Place in Historical Perspective”

Task: Write a 1,500-word research argument essay that explores the specific topic you chose for your Annotated Bibliography, related to race and Georgia history. You will use scholarly and credible sources to develop a compelling argument about how race has shaped (or been shaped by) a place, event, community, or cultural practice in Georgia. Below are the key requirements:

• Length: 1,500 words (about 6 pages, double spaced)
• Sources: Minimum of 6 sources. You should use the 4 sources from your Annotated Bibliography and at least 2 others. Overall, your sources should include:
  • At least 2 peer-reviewed academic sources (must be from Galileo)
  • At least 1 primary source (oral history, archival material, photograph, historical document, etc.)
  • At least 1 credible secondary source (e.g., GPB, Digital Library of Georgia, local news, etc.)
• Citation Format: MLA (APA or another instructor approved format). Must include at least TWO in-text citations per source + Works Cited page.

Purpose: Throughout this semester, we have explored how Georgia’s history is shaped not only by what is remembered, but also by what is forgotten, buried, or contested. From hidden histories of place to the advocacy of the Atlanta Student Movement, we’ve examined how race, power, and storytelling intersect in Georgia’s past and present. This assignment give you the opportunity to share what you have learned about the topic you chose, and it relates to all of our course outcomes because you are showing your ability to research and select sources (CO2), synthesize those sources into your writing to support your claims (CO3), apply appropriate citation rules (CO4), and organize your ideas in essay form using an Aristotelian method of argumentation.

Steps:

1. Create and revise a research question and working thesis statement. You might refine your thesis statement by considering the following: How does this event, place, or issue reveal deeper truths about race, memory, and power in Georgia’s past or present? We will work through this step in Week 11.
2. Develop subclaims and begin connecting evidence/research to your claims. We will work through this step in Week 12.
3. Plan your Research Essay. An outline assignment will be due in Week 13. This will include your ideas for an introduction, body paragraphs (including a counterargument), and conclusion.
4. Continue researching as needed. As you work through Steps 2 and 3, remember the research requirements for this essay (see the Task section at the top of this document).
5. Draft the Research Essay: I will ask that you draft, review, and revise this essay. The essay should include:

• An introduction that captures your audience’s attention, includes background, and asserts your thesis.
• A body, where you support your ideas using evidence from your research. Body paragraphs should have clear and concise topic sentences, evidence, and supporting explanations.
• A counterargument section where you address significant opposing views in a way the strengthens your argument and credibility.
• A conclusion that adds closure for your audience and answers a “so what” question, makes a recommendation or call for action, and/or discusses the broader implications of your perspective.
• Citations using MLA (unless you have specifically received approval on another style). Both in-text and Works Cited/References page citations are required. Remember: You must include at least TWO in-text citations per source.

Criteria: Rough drafts will be graded not on content, but on completion. See the digital classroom for the rubric.

Discussion Idea #3: Research Question and Working Thesis Workshop

This activity gives students time to workshop their Discussion Post activity of the same name (which is due before class time). 

Objective: To refine research questions and thesis statements through peer discussion, feedback, and analysis of alignment with evidence and scope.

Prompt: Now that students have begun researching their topic related to race and Georgia history, it’s time to refine their research question and working thesis statement. After they post their ideas to a discussion post before class, they will workshop their ideas.

Part 1: Small Group Workshop

Instructions:

1. Form Groups of 3–4.
   Each student should have their written post printed or opened digitally.
2. Take Turns Sharing.
   For each student in the group:
   • One person reads their Research Question and Thesis Statement aloud.
   • Others listen, then take 3–4 minutes to discuss:
     • Is the thesis a clear and arguable response to the research question?
     • Is the scope too broad or too narrow?
     • Does the thesis reflect engagement with historical evidence and racial dynamics in Georgia?
3. Mini Feedback:
   Each group member gives short feedback for the presenter:

• One strength
• One question or suggestion for improvement
  

Part 2: Instructor Wrap-Up

• Debrief as a class: Highlight strong examples, common struggles, or questions.
• Show 2–3 anonymized student examples (good + needs improvement) and revise them together on screen.
• Reinforce the idea that a working thesis evolves as new evidence is discovered.

Examples:

• Research Question: How did school desegregation unfold in Georgia, and what were its long-term effects on Black students and communities?
  • Working Thesis Statement: Although Georgia formally desegregated its public schools in the 1960s, deep structural inequalities persisted, as white flight, unequal funding, and biased discipline policies continued to harm Black students for decades afterward.
• Research Question: What role did the Atlanta Student Movement play in shaping civil rights activism in Georgia?
  • Working Thesis Statement: The Atlanta Student Movement redefined grassroots activism in Georgia by using strategic nonviolence, campus organizing, and Black intellectual leadership to push desegregation efforts beyond legal battles into everyday life.
• Research Question: How has the legacy of convict leasing affected modern incarceration patterns in Georgia?
  • Working Thesis Statement: Convict leasing in post-Reconstruction Georgia laid the foundation for today's racial disparities in incarceration, embedding labor exploitation, racial control, and legal loopholes into the structure of the state’s justice system.

Assignments

Assignment #1: What did you learn? Annotated Bibliography

Now that you’ve completed your Annotated Bibliography, take a moment to reflect on your learning and research process.

In at least 250 words, respond to one or more of the following prompts:

• What did you learn about your topic that surprised you, challenged your thinking, or deepened your understanding of race and history in Georgia?
• What questions do you still have? What gaps or perspectives might you need to explore further in your final research paper?
• How did this assignment prepare you (or not) to begin your larger research essay?

Post your 250-word response. 

Assignment #2: Annotated Bibliography Assignment: Researching Race, Place, and Georgia

 Task: Explore your research topic by creating an annotated bibliography that includes four sources, including at least one scholarly source and at least two other options from the list below. The sources must be from GALILEO (GGC Library) or another instructor-approved source.

Purpose: As you prepare for your final paper, the Annotated Bibliography will help you practice analyzing how different kinds of sources—academic, archival, historical, media, and primary—can build and complicate your understanding of race and place in Georgia. In ENGL 1102, this assignment meets course outcomes because you will be: Identifying and evaluating a variety of credible and relevant sources (CO2), summarizing sources clearly and accurately (CO1), integrating diverse perspectives into your own developing argument (CO3), and using correct MLA (other another approved style) formatting for a range of source types (CO4).

Steps:

1. First, you will decide on a topic that explores a specific question related to race and place in Georgia. Here are some examples:

• The racial impact of urban renewal in Atlanta
• Gullah-Geechee cultural preservation on the Georgia coast
• A family heirloom that reveals something about racial memory or migration
• How local media covered civil rights protests in a specific Georgia town
• Generational wealth and redlining in Georgia communities

1. Then, you will locate the required sources. You must include at least one scholarly source (peer-reviewed article or academic book chapter) from GALILEO. For your other three required sources, you must choose at least two different types of material from the below options. All four sources must be relevant and credible.

Possible Source Types:

• Scholarly journal article or academic book (required, from GALILEO)
• Archival material (e.g., census records, historical newspaper articles, photos, maps, government reports)
• Oral history or artifact (e.g., story or object from a relative—photo, document, heirloom, etc.)
• Multimedia/Documentary (e.g., PBS, Georgia Public Broadcasting, or Smithsonian Channel)
• Credible news or magazine articles (e.g., Atlanta Journal-Constitution, The Atlantic, ProPublica)
• Museum, historical society, or government websites (e.g., Digital Library of Georgia, National Park Service, Library of Congress)
• Civil rights movement sources, such as: Atlanta Student Movement (e.g., An Appeal for Human Rights, speeches, interviews, newspaper coverage); SNCC papers; King Center Archives; Clark Atlanta, Spelman, or Morehouse archival projects.

1. Next, you will cite the sources using MLA (or any other citation style approved by your instructor). Use the GALILEO citing tools or the Purdue Online website for help with citing. You must cite DIRECTLY from each source. Do not paraphrase. Add page numbers when available.
2. For each citation, you will write two paragraphs of at least 5-7 sentences each:

• Paragraph 1: Summary (What is this source saying? What does it show? What is the argument or main takeaway?) Direct Quotes belong here (remember “direct quotes” only.
• Paragraph 2: Evaluation/Synthesis (How does it connect to your topic? What questions or insights does it raise?)

1. Finally, format the entire document in using MLA (or the style your instructor approves), including the header, heading, and title.

Criteria: Review the rubric used during the peer review workshop, which is the rubric for this assignment.

Module 12: From Research to Writing—Making Sources Work for You

Overview

This week, you will deepen your understanding of how to connect your research sources to the specific claims in your thesis. These skills are critical as you begin drafting your Research Essay and learning how to use evidence purposefully—not just to report information, but to support and shape an argument.

In addition to reading and watching short media segments, you’ll engage in hands-on activities that help you test how well your sources align with your thesis and identify any gaps in your research. This module marks an important step in your transition from research collection to synthesis and composition.

Here's a quick preview of what will happen in this module.

Week 12 introduces you to the following conversations:

1. How do I evaluate whether a source truly supports my argument?
2. How do I match evidence to specific claims (subclaims) in my working thesis?
3. What kinds of sources or perspectives might still be missing from my research?

Module Week 12 Outcomes

By the time this module is completed, you will be able to:

• MO 1: Match appropriate sources to specific claims within your working thesis to support academic argumentation, demonstrating a purposeful research process and early synthesis. (CO2, CO3)
• MO2: Identify gaps in evidence or missing perspectives in your current research to revise or expand your source base as needed. (CO3)

Module Checklist

You will complete the following:

1. Upload TWO sources for use in the Claim-to-Source Match Activity (MO1)
2. Read: Connecting Source Material to Claims
3. Watch: What are Claims, Subclaims, and Evidence? 
4. Read and take Quiz: “Synthesis Notes: Working with Sources to Create a First Draft” (MO1, MO2)

Readings

• Read Szymanski, Erika. “Synthesis Notes: Working with Sources to Create a First Draft.” CU Write: Cameron Composition, Online Consortium of Oklahoma, Writing Commons. Erika Szymanski introduces synthesis notes as a method for integrating reading and critical thinking into the writing process, helping writers move efficiently from research to a first draft. Instead of merely summarizing sources, synthesis notes encourage readers to reflect on how each source contributes to their developing argument.
• Read Edgar, Eir-Anne. “Connecting Source Material to Claims.” Composing Ourselves and Our World. Pressbooks. The article “Connecting Source Material to Claims” by Eir-Anne Edgar, originally published in Writing Commons and republished in Network, Collaborate, Compose, offers practical strategies for integrating research into academic writing. Edgar emphasizes that using sources effectively means more than just inserting quotes—it involves engaging with them critically to support your own argument.

Multimedia

• Watch Muller, Scott. “What are Claims, Subclaims, and Evidence?” Youtube, 4 Apr. 2016. In this video, you'll explore the building blocks of a strong argument. You'll learn what an argument is and how it's structured using claims, subclaims, and evidence. Understanding these elements will help you think critically, write persuasively, and evaluate the strength of others' arguments. As you watch, pay close attention to how each part works together to support a main idea. 

In-Class Discussion Ideas

Discussion Idea #1: In-Class Activity: Claim-to-Source Match (Using Your Own Sources)

Objective: Practice connecting your research sources to specific claims in your thesis and identify where you still need support.

What to Bring: Before class, upload to Assignments two sources that you plan to use in your final research paper. These should be full-text articles, archival materials, or credible multimedia sources (from Galileo, local archives, oral histories, etc.).

On a piece of paper, begin by reviewing your working thesis. Underneath it, jot down 2–3 subclaims that help support your main argument.

• 1. Source Matching:
• With a partner or small group: Briefly introduce your thesis and subclaims. Share your two sources with your group.
• As a group, discuss how each source supports a specific subclaim (or if it doesn't).
• Ask your group members for suggestions on how to strengthen the connection between your source and your claim.
  1. Quick Write:

After your group discussion, reflect individually:

• Which subclaim(s) are still weak or unsupported?
• What type of source (e.g., oral history, scholarly article, statistic, government report) would help you fill that gap?
  1. Share Thoughts as a Class:

After you reflect, share your thoughts with your instructor and the class. Ask for help if you need.

Discussion Idea #2: From Source to Synthesis

Objective: Practice turning your research into usable parts of your argument by writing synthesis notes that will help you draft your Research Essay.

What to Bring:

• 2–3 sources you plan to use in your Research Essay (printed or digital)
• Your working thesis and 2–3 subclaims

Step 1: Quick Source Review

Choose one source and:

• Skim for the most useful quote, claim, or fact
• Write a brief note explaining:
  • How this connects to your thesis or subclaim
  • Why it matters
  • A direct quote or paraphrase you might use

Example:

Claim: Redlining shaped housing segregation in Georgia.
Source Quote: “Federal lending policies explicitly excluded Black neighborhoods from loans.”
My Thinking: This connects to my subclaim about government policy driving long-term inequality. I might use this in my second body paragraph.

Step 2: Build a Synthesis Paragraph

• Turn your note into a short paragraph (4–6 sentences) combining:
• A topic idea or claim
• Evidence from your source (quote or paraphrase)
• Your explanation or interpretation

Step 3: Partner Share

Pair up and exchange your synthesis paragraphs. Respond to your partner:

• Does the paragraph clearly connect evidence to a claim?
• Is it clear how the source supports the argument?
• Is the writer’s voice stronger than the source’s?

Step 4: Reflect & Revise

On your own, answer:

1. What’s working well in your synthesis paragraph?
2. What might you revise?
3. What kind of synthesis paragraph could you write next (with a different source or subclaim)?

Assignments

Assignment #1: Preparing for the Claim to Source Match Activity

What You Need to Do:

To prepare for our in-class activity, please upload two sources you plan to use in your final research paper to the D2L Assignments folder by the posted deadline.

These can be:

• A PDF of a scholarly or news article
• A screenshot or scan of a primary source or archival document
• A link and summary for a multimedia source (e.g., oral history, podcast, video)
• Any credible source you've already found through Galileo, a local archive, or another reliable research method

*Remember, scholarly sources MUST be from Galileo (unless otherwise approved by your instructor).

Assignment #2: Quiz: Synthesis Notes and Drafting from Sources

• • • 1. What is the main purpose of synthesis notes?

1. To integrate reading and thinking into the writing process
2. To avoid using direct quotes
3. To summarize each source individually
4. To memorize information for a test
5. Why is summarizing alone considered inefficient when preparing to write a research-supported argument?
6. It doesn't help memorize facts
7. It's too difficult to do correctly
8. It takes too much time
9. It doesn't reflect how sources support your argument
10. What should you do if a note no longer fits your argument during drafting?
11. Skip it and return later if needed
12. Include it anyway for completeness
13. Delete it immediately
14. Rewrite it to fit
15. What is the purpose of summarizing each paragraph in a single phrase or sentence in Step 3?
16. To reduce word count
17. To help organize the argument logically
18. To prepare for citation
19. To create a title for each paragraph
20. You should never change your thesis once you’ve started writing. True or False?
21. What is a helpful strategy for tracking which synthesis notes you’ve used?
22. Numbering them
23. Printing them
24. Color-coding them
25. Highlighting them
26. When should you finalize your thesis according to the synthesis process?
27. After creating the bibliography
28. After writing the conclusion
29. Before reading any sources
30. As it emerges from reading and thinking
31. What is the goal of Step 6 in the synthesis process?
32. To delete unused notes
33. To create a bibliography
34. To shape a coherent argument with transitions and structure
35. To summarize all sources
36. Why might you need to return to your sources during Step 6?
37. To fill in gaps or strengthen your argument
38. To find more citations for your bibliography
39. To rewrite your thesis
40. To memorize quotes
41. Transitions between paragraphs are added in the final step of the synthesis process. . True or False?

Module 13: Refining Your Argument with the Aristotelian Model

Overview

Now that you’ve selected your topic, developed your research question, and crafted a working thesis, it’s time to examine how your argument fits within the Aristotelian (Classical) model. This week, we’ll focus on refining the structure of your Research Essay by working with outlines, studying a sample essay, and mapping out how counterarguments fit into your overall position.

You’ll review a strong example of the Aristotelian structure ("Time for a Change") and begin seeing how your own essay can be strengthened by anticipating opposing views and planning your evidence strategically.

Here's a quick preview of what will happen in this module.

Week 13 introduces you to the following conversations:

1. How counterarguments strengthen your essay’s credibility
2. How the Aristotelian model helps you organize your essay logically
3. What makes a well-structured outline for a research-based argument

Module Week 13 Outcomes

By the time this module is completed, you will be able to:

• MO1: Analyze the Aristotelian argument structure in a sample essay and apply it to your own writing. (CO2, CO3)
• MO2: Develop a Research Essay outline that includes thoughtful counterarguments and a logical structure aligned with your thesis. (CO3, CO4) 

Module Checklist

You will complete the following:

1. Read: Aristotelian Argument APA or MLA Sample: "Time for a Change” 
2. Review: Developing Counterarguments
3. "Time for a Change” Aristotelian Argument Outline (MO1)
4. Research Essay Outline Worksheet (MO2)

Readings

• Read: “Aristotelian Argument APA or MLA Sample: ‘Time for a Change.’” This sample essay serves as the basis for the Assignment: “’Time for a Change’ Aristotelian Argument Outline.” Reverse outlining can help you think about the way an argument is structured and look for any flaws.

Multimedia

• Review “Multimedia: Developing Counterarguments.” This PowerPoint presentation breaks down the parts of a counterargument.

In-Class Discussion Ideas

In-Class Discussion Idea #1: Mapping Your Argument

Purpose: This activity helps you translate your research topic into a structured argument using the Classical (Aristotelian) model. You’ll use your working thesis, research question, and sources to begin organizing claims, subclaims, and supporting evidence.

Instructions: Use the outline below to begin mapping your essay. You may work on your own or with another classmate. You can write in bullet points or full sentences.

1. Your Research Question

What question is guiding your research?

2. Working Thesis Statement

What is your current answer to your research question?

3. Narration: Key Background and Context

• What historical context does your reader need to understand?
• What place, event, or cultural practice are you analyzing?
• Define any key terms (e.g., race, memory, power, resistance).

4. Confirmation: Your Main Claims and Evidence

Claim 1: _____________________________________________

• Source(s): _____________________________________________
• Explanation: ____________________________________________

Claim 2: _____________________________________________

• Source(s): _____________________________________________
• Explanation: ____________________________________________

Claim 3 (optional): ____________________________________

• Source(s): _____________________________________________
• Explanation: ____________________________________________

5. Refutation: Counterargument and Response

• What is one possible counterargument or complexity?
• How will you respond to it?

6. Conclusion (Reflection)

• Why does your argument matter in the context of Georgia’s history and racial memory?

Keep this outline as you’ll use this as a foundation for your full Research Essay Outline.

In-Class Discussion Idea #2: Peer Workshop Essay Outline

Task: Form groups of 3, exchange outlines, and read each other’s work silently. Once you read the second outline, you will use the Peer Review Worksheet to guide your review. Only peer review one student outline. Answer each question in writing.

I. Introduction & Thesis

• Is the hook engaging and connected to the topic of race, memory, or Georgia history?
• Does the background/context provide a clear sense of the topic’s significance?
• Is the thesis clear, arguable, and historically grounded? Rewrite it here:

II. Background

• Does the student explain the historical event/place/cultural practice clearly?
• Are key terms and historical context explained well enough for a general reader?
• Where can the context be explained well enough for a general reader? (Let anything that didn’t make sense to you guide your response.)

III. Main Points & Evidence

• Are the 3 main points logically organized? Outline them for your peer.
• Is each claim specific and tied back to race, memory, and power? How can they be improved?
• Do sources support each point clearly? Is there enough analysis? Explain:
• Are any claims too vague or underdeveloped? Where?

IV. Refutation

• Does the student acknowledge at least one counterargument or complexity? If so, write this below:
• Do they respond thoughtfully and with evidence? What is the evidence?

V. Conclusion

• Is the thesis restated clearly?
• Are the broader implications for Georgia today discussed?

VI. Source Checklist: Are at least 4 of the six sources included, such as:

• Two peer-reviewed (GALILEO)?
• One primary?
• At least one secondary?
• Are the sources relevant and appropriate? Why or why not?

VII. Verbal Feedback

Give this sheet to the person whose paper you reviewed so they may keep it to guide their revisions. Then, discuss your feedback with your partner and ask questions about the feedback you received.

VIII. Reviewee Reflection (Optional - 5 min Writing Prompt)

“What feedback today was most helpful? What is one specific change you will make to your outline before drafting?”

Assignments

Assignment #1: Time for a Change Aristotelian Argument Outline

First read, the Sample Essay "Time for a Change: Legalizing Marijuana in the State of Texas." Then practice outlining this argument by filling out the below parts of the outline. Once you are finished, upload the assignment. This assignment will prepare you for drafting the full outline for your Research Essay.

Essay Title: "Time for a Change: Legalizing Marijuana in the State of Texas"

I. Introduction

• Hook:
• Context/Background:
• Thesis (Proposition):

II. Narration (Background/Statement of Facts)

III. Confirmation (Proof: Arguments Supporting the Thesis)

Claim 1:

• Evidence/Source:
• Analysis:

Claim 2:

• Evidence/Source:
• Analysis:

Claim 3:

• Evidence/Source:
• Analysis:

IV. Refutation (Counterargument and Rebuttal)

• Opposing View:
• Response:

V. Conclusion

Summary of Appeals:

Cite where you see Ethos, Logos, Pathos operating below:

Assignment #2: Research Essay Outline Worksheet

Creating an outline helps you organize your ideas and research into a logical structure before you begin writing your Research Essay. It allows you to identify gaps in your argument, plan the order of your points, and make sure your evidence supports your thesis.

Instructions:

1. Review Your Thesis and Subclaims

• Start by writing your working thesis statement at the top of your outline.
• Then list 2–3 subclaims (major points) that support your thesis.

1. Use the Classic Outline Format

• Fill out each section with your main ideas, evidence from your sources, and your own explanation or interpretation.
• Try to include at least one quote, paraphrase, or example in each body paragraph.
• Use bullet points or short sentences—this is a planning tool, not a full draft.

1. Include These Sections:

• Introduction: Write a possible hook, background, and your thesis.
• Body Paragraphs: For each subclaim, add supporting evidence and explain how it connects to your argument.
• Counterargument (optional): Consider opposing views and how you’ll respond.
• Conclusion: Restate your thesis, summarize key points, and offer final insight.

1. Upload Before Class

• Submit your completed outline to the D2L Assignments folder titled “Research Essay Outline Worksheet” before our next class session.
• We’ll use it for peer feedback and revision work.

Tips:

• Use your Annotated Bibliography and synthesis notes to help fill in the evidence.
• Don’t worry if some sections feel incomplete—this is a draft!
• Bring a copy (digital or printed) to class for our work

Module 14: Peer Reviewing

Overview

So far, we have learned about the Aristotelian method to help with outlining and drafting our argument. This week, we peer review our essay to get some feedback that should help us revise our work. We also begin a mini-presentation assignment. Working on presenting your argument to others might even help you revise your essay because you will have to look closely at your claims and subclaims with your immediate audience in mind. What do they know about your topic? What words or terminology will they need to be defined? What is their opinion likely to be? Asking questions like these can help you with both your presentation and your essay.

Week 14 introduces you to the following conversations:

1. How to draft a research essay.
2. How to evaluate and respond to a peer's essay.
3. How to visually present your essay.
4. How do I match evidence to specific claims (subclaims) in my working thesis?
5. What kinds of sources or perspectives might still be missing from my research?

Module Week 14 Outcomes

By the time this module is completed, you will be able to:

Draft a research essay. (CO1, CO3, CO4)

• • • • Analyze a peer's essay draft. (CO1)
      • Plan the mini-presentation assignment. (CO1)

Module Checklist

You will complete the following:

1. Read: "Public Speaking and Class Presentations"
2. Watch (Optional): Canva Infographic Tutorial
3. Watch (Optional): How to Make a Good PowerPoint Presentation
4. Research Essay Rough Draft (MO1)
5. Research Essay Peer Review (MO2)
6. Discussion: Preparing for the Mini-Presentation (MO3)

Readings

• Read "Public Speaking and Class Presentations." College Success, Ohio State University, 2024. This chapter in the book College Success provides many helpful tips on giving presentations. It begins with ideas for dealing with the anxiety that many people (not just students) feel when it comes to talking in front of a group. Suggestions as specific as how to design your visual presentation might also prove very useful not just in this class, but in others.

Multimedia

• Watch Yes to Tech. “Canva Infographic Tutorial.” YouTube, 28 July 2020. If you decide to use Canva to create an infographic as your presentation tool, this video covering the basics of how to choose a template and customize it might be helpful to review, even if you have used Canva before. Just remember that infographics often do not allow for a lot of text. 
• Watch HubSpot Marketing. “How to Make a Good PowerPoint Presentation (Tips),” YouTube, 12 August 2019. This short video may come in handy if you decide to use PowerPoint or a similar slide software. The speaker discusses organizing information and design elements, with some quick how-to tutorials.

In-Class Discussion Ideas

In-Class Discussion Idea #1: Mini-Presentation Assignment: Summarizing Your Research

Task: You will practice multimedia communication by sharing your Research Essay findings with the class in a brief 5-6 minute presentation. To do this, you will:

• Create a slide presentation, infographic, poster, or recording to share your work
• Include your thesis and major subclaims
• Highlight relevant key ideas and research (you can also discuss your research process if it feels relevant to your presentation)
• Cite your sources (using both in-text citations and a Works Cited slide)

Purpose: As we discussed in a previous module, being able to accurately summarize information reflects a deep understanding of that information. Therefore, presenting your research to your peers in a condensed way gives you the chance to show how much you have learned about your topic. It also allows your peers to be better informed about topics relating to the theme of this class. Being able to share research through presentations is also an important part of academic life. Finally, you will be learning and reviewing strategies and guidelines for presenting effectively (CO1) and might even get ideas for revising your essay as you work with your claims and evidence in a new way.

Steps:

1. Gather your information. Review your essay and mark your thesis, major subclaims, important supporting details, and counterargument. Make note of your introduction and conclusion strategies (you might decide to change your opening and closing for an oral presentation).
2. Decide on which presentation method you will use. You can create a physical or digital poster, a slide presentation (using software such as PowerPoint), or an infographic (using software such as Canva).
3. Plan out your design. Think about how many sections you will need and what kind of visuals might be effective.
4. Design your presentation. Here are some basic suggestions:

• Slides: Use 1 major idea or subclaim per slide; do not include entire paragraphs on your slides; use larger text for headings, but try to make no font smaller than 18 pt.
• Infographic: Try to use consistent image types and do not use so many fonts and colors that they detract from your ideas. Different sections should be easy to recognize through textboxes and/or borders. Make sure it presents well and will be readable to an audience.
• Poster: This could be created digitally or physically, using poster board. Apply the same principles as with the infographic—sections should be clear and easy to read.
• Recording: This could be a podcast or a recorded version of your PowerPoint, infographic, etc. Students who chose this option will still have to play the recording for the class during presentations, meet the criteria for the assignment, and include a visual element.

1. Cite your sources. You should have in-text citations and a Works Cited slide. Specifically reference at least three of the six sources you used in your essay in your presentation (one of these should be your primary source and one should be a peer-reviewed source).
2. Practice. To help you feel prepared, practice your presentation. You do not have to stick to the below recommended structure, but feel free to use it if it helps you plan:

• Opening hook (30–45 sec): Context and thesis
• Body (3–4 min): Subclaims supported by research, including at least one primary and one peer‑reviewed academic source
• Counterargument (30–45 sec): Summarize opposing view and your rebuttal
• Conclusion (30–45 sec): “So what?” significance, call to action or broader implications
• Works Cited: No need to read through—just show your work.

Total presentation time: 5-6 minutes

ENGL 1102 Grading Rubric: Mini-Presentation

Mini-Presentation Rubric, June 2025

Assignments

Assignment #1: Preparing for the Mini-Presentation

The purpose of this post is to help you begin to plan your Mini-Presentation Assignment. In your response of 250+ words, answer the following questions:

1. Which method are you choosing for the Mini-Presentation—slides, poster, infographic, or recording? Why does this format best showcase your topic, argument, or audience connection?
2. What obstacles do you anticipate (e.g., time management, tech tools, research integration, visual design)? How do you plan to address these challenges effectively?
3. What introduction approach might you use—an intriguing question, compelling fact, powerful quote, brief anecdote, or something else? Will this be the same or different from your essay’s intro? Explain why this approach suits a multimedia, 5–6 minute oral presentation.
4. What suggestion from the reading on "Public Speaking and Class Presentations" in this module do you find particularly helpful? Why?
5. What questions do you have right now about the assignment—clarification on format, timing, citing, visuals design, delivery, etc.?

A response to a peer is encouraged but not required.

Assignment #2: Research Essay Rough Draft

Task: Write a 1,500-word research argument essay that explores the specific topic you chose for your Annotated Bibliography, related to race and Georgia history. You will use scholarly and credible sources to develop a compelling argument about how race has shaped (or been shaped by) a place, event, community, or cultural practice in Georgia. Below are the key requirements:

• Length: 1,500 words (about 6 pages, double spaced)
• Sources: Minimum of 6 sources. You should use the 4 sources from your Annotated Bibliography and at least 2 others. Overall, your sources should include:
• At least 2 peer-reviewed academic sources (must be from Galileo)
• At least 1 primary source (oral history, archival material, photograph, historical document, etc.)
• At least 1 credible secondary source (e.g., GPB, Digital Library of Georgia, local news, etc.)
• Citation Format: MLA (APA or another instructor approved format). Must include at least TWO in-text citations per source + Works Cited page.

Purpose: Throughout this semester, we have explored how Georgia’s history is shaped not only by what is remembered, but also by what is forgotten, buried, or contested. From hidden histories of place to the advocacy of the Atlanta Student Movement, we’ve examined how race, power, and storytelling intersect in Georgia’s past and present. This assignment give you the opportunity to share what you have learned about the topic you chose, and it relates to all of our course outcomes because you are showing your ability to research and select sources (CO2), synthesize those sources into your writing to support your claims (CO3), apply appropriate citation rules (CO4), and organize your ideas in essay form using an Aristotelian method of argumentation.

Steps:

1. Create and revise a research question and working thesis statement. You might refine your thesis statement by considering the following: How does this event, place, or issue reveal deeper truths about race, memory, and power in Georgia’s past or present? We will work through this step in Week 11.
2. Develop subclaims and begin connecting evidence/research to your claims. We will work through this step in Week 12.
3. Plan your Research Essay. An outline assignment will be due in Week 13. This will include your ideas for an introduction, body paragraphs (including a counterargument), and conclusion.
4. Continue researching as needed. As you work through Steps 2 and 3, remember the research requirements for this essay (see the Task section at the top of this document).
5. Draft the Research Essay: I will ask that you draft, review, and revise this essay. The essay should include:

• An introduction that captures your audience’s attention, includes background, and asserts your thesis.
• A body, where you support your ideas using evidence from your research. Body paragraphs should have clear and concise topic sentences, evidence, and supporting explanations.
• A counterargument section where you address significant opposing views in a way the strengthens your argument and credibility.
• A conclusion that adds closure for your audience and answers a “so what” question, makes a recommendation or call for action, and/or discusses the broader implications of your perspective.
• Citations using MLA (unless you have specifically received approval on another style). Both in-text and Works Cited/References page citations are required. Remember: You must include at least TWO in-text citations per source.

ENGL 1102 Grading Rubric: Research Essay

Research Essay Rubric

Assignment #3: Research Essay Peer Review

Instructions: Answer each question about your peer’s essay. Feedback may be a positive comment or constructive criticism--as long as you focus on explaining why.

Example of a constructive comment:

“I liked your description of what Buttermilk Bottom was. However, I think you need to more clearly explain that it was demolished and why to help your reader understand what happened. Since you haven’t used a GALILEO source yet, maybe this would be something you could research and cite. That would help you meet the source requirement while also answering some questions your reader might have.”

Example of a positive comment:

“You use a very informative GALILEO article from the Journal of Urban History that explained how urban renewal displaced Black communities in Atlanta. The way you use that that source at the very beginning of your essay gives it credibility right from the start and creates a serious and academic tone. I learned a lot from hearing about the research you did.”

Peer review is an opportunity to help each other improve. Don’t rush and focus on helping your peer grow as a writer and thinker.

___________________________________________________________________________________

Questions:

1. What is your opinion of the introduction? Does it grab your attention, provide relevant context, and lead up to a clear and compelling thesis statement? Explain.
2. Are at least six sources used in the essay? What is the primary source being used, and is it effective? Are at least two peer-reviewed GALILEO sources used? Make some recommendations for where more evidence from sources is needed and/or discuss where you think sources are used effectively.
3. Does the writer have at least two in-text citations for each source in the essay? Are signal phrases used effectively overall? Explain.
4. Evaluate the topic sentence for each paragraph. Do all the sentences in the paragraph clearly support and further expand upon that topic sentence?
5. Does the paper flow well from one paragraph to the next? Where do the writer's thoughts seem disconnected?
6. Does the writer effectively use rhetorical appeals (logos, ethos, and pathos) in the essay? Do you have any recommendations for improving their usage? Explain.
7. How is the counterargument presented? Does the author concede and/or refute the counterargument in a way that shows consideration of the audience and that strengthens the overall claim of the essay? Explain and provide suggestions.
8. How effective is the writer's conclusion? Does it successfully wrap up and extend the ideas present in the rest of the paper?
9. Has the writer met the requirements of the assignment rubric? Explain.
10. What should the writer continue to do well?
11. Are there any major grammatical errors (fragments, run-ons, subject-verb agreement) that need to be addressed? Is the language used clear and effective? You can mark on the draft where improvements may be made.

MLA/APA format:

Is the heading in the upper left-hand corner of the first page?

• • • 1. Does the heading include:
• Name
• Instructor’s name
• The course
• The date (e.g. 8 Aug 2023)

1. Does the paper have an original title (other than something like--Final Paper)? Is the title presented without being bolded, italicized, or placed in quotation marks?
2. Does the paper have 1″ margins on all sides?
3. Is the paper written in Times New Roman and in 12-pt. font?
4. Is everything double-spaced?
5. Are the last name and the page number in the upper right-hand corner of each page (0.5″ from the top, or inserted using the “header” function in Word)?
6. Does the Works Cited/References page look correct? Are sources double spaced, placed in alphabetical order, and formatted with a hanging indent?
7. Do the citations on the Works Cited/References page have the necessary information in the correct order? Are these sources also clearly cited in the essay with in-text citations?

Module 15: Module Mini-Presentations

Overview

Welcome to the last week of class! You MADE it. That said, if there is anything you are unclear about, make sure to ask me. I want to make sure to support you the best way I can during the final stretch. Now that you've had a chance to draft your Research Essay, you will focus on sharing what you have learned through brief presentations. Don't forget to work on revising your Essay as we head toward the end of the semester, too.

Here's a quick preview of what will happen in this module.

Week 15 introduces you to the following conversations:

1. Presenting what I learned in my research.
2. How to be a good audience member.
3. What kinds of sources or perspectives might still be missing from my research?

Module Week 15 Outcomes

By the time this module is completed, you will be able to:

• MO1: Summarize my research findings through a mini-presentation. (CO1)
• MO2: Reflect on the mini-presentation experience as a presenter and audience member. (CO1)
• MO3: Revise the Research Essay. (CO1, CO2, CO3, CO4)*
• MO4: Reflect on the Research Essay. (CO1)*

Module Checklist

You will complete the following:

1. Mini-Presentation Assignment (MO1)
2. Discussion Board: Mini-Presentation Reflection (MO2)
3. Research Essay Final Draft Assignment (MO3)
4. Discussion Board: What Did You Learn? Research Essay Reflection (MO4)

Assignments

Assignment #1: Mini-Presentation Reflection: Mini-Presentation Assignment: Summarizing Your Research

Task: You will practice multimedia communication by sharing your Research Essay findings with the class in a brief 5-6 minute presentation. To do this, you will:

• Create a slide presentation, infographic, poster, or recording to share your work
• Include your thesis and major subclaims
• Highlight relevant key ideas and research (you can also discuss your research process if it feels relevant to your presentation)
• Cite your sources (using both in-text citations and a Works Cited slide)

Purpose: As we discussed in a previous module, being able to accurately summarize information reflects a deep understanding of that information. Therefore, presenting your research to your peers in a condensed way gives you the chance to show how much you have learned about your topic. It also allows your peers to be better informed about topics relating to the theme of this class. Being able to share research through presentations is also an important part of academic life. Finally, you will be learning and reviewing strategies and guidelines for presenting effectively (CO1) and might even get ideas for revising your essay as you work with your claims and evidence in a new way.

Steps:

1. Gather your information. Review your essay and mark your thesis, major subclaims, important supporting details, and counterargument. Make note of your introduction and conclusion strategies (you might decide to change your opening and closing for an oral presentation).
2. Decide on which presentation method you will use. You can create a physical or digital poster, a slide presentation (using software such as PowerPoint), or an infographic (using software such as Canva).
3. Plan out your design. Think about how many sections you will need and what kind of visuals might be effective.
4. Design your presentation. Here are some basic suggestions:

• Slides: Use 1 major idea or subclaim per slide; do not include entire paragraphs on your slides; use larger text for headings, but try to make no font smaller than 18 pt.
• Infographic: Try to use consistent image types and do not use so many fonts and colors that they detract from your ideas. Different sections should be easy to recognize through textboxes and/or borders. Make sure it presents well and will be readable to an audience.
• Poster: This could be created digitally or physically, using poster board. Apply the same principles as with the infographic—sections should be clear and easy to read.
• Recording: This could be a podcast or a recorded version of your PowerPoint, infographic, etc. Students who chose this option will still have to play the recording for the class during presentations, meet the criteria for the assignment, and include a visual element.

1. Cite your sources. You should have in-text citations and a Works Cited slide. Specifically reference at least three of the six sources you used in your essay in your presentation (one of these should be your primary source and one should be a peer-reviewed source).
2. Practice. To help you feel prepared, practice your presentation. You do not have to stick to the below recommended structure, but feel free to use it if it helps you plan:

• Opening hook (30–45 sec): Context and thesis
• Body (3–4 min): Subclaims supported by research, including at least one primary and one peer‑reviewed academic source
• Counterargument (30–45 sec): Summarize opposing view and your rebuttal
• Conclusion (30–45 sec): “So what?” significance, call to action or broader implications
• Works Cited: No need to read through—just show your work.

Total presentation time: 5-6 minutes

Criteria: See the provided rubric below.

Assignment #2: Mini-Presentation Reflection

Reflect on the mini-presentation assignment as both a presenter and an audience member in at least 250 words, answering the following questions in your post.

Part A: Reflection as a Presenter

• Was it challenging deciding what to include in your presentation? Explain. 
• Did completing the mini-presentation assignment help you with ideas for revising your Research Essay? Explain.
• How would you describe the experience of presenting your research findings to the class and what suggestions would you give to future students presenting their research in this class?

Part B: Reflection as an Audience Member

• List three specific things you learned from your peers' presentations that you found interesting. Explain why those details/points stand out.
• What ideas from the reading this week, "6 Steps to Being a Good Audience Member," do you think are especially important and why? 
• Do you think your class was a good audience during your presentation? Were you a good audience member? Explain.

Assignment #3: Research Essay: “Unearthing Georgia: Race, Memory, and Place in Historical Perspective”

Task: Write a 1,500-word research argument essay that explores the specific topic you chose for your Annotated Bibliography, related to race and Georgia history. You will use scholarly and credible sources to develop a compelling argument about how race has shaped (or been shaped by) a place, event, community, or cultural practice in Georgia. Below are the key requirements:

• Length: 1,500 words (about 6 pages, double spaced)
• Sources: Minimum of 6 sources. You should use the 4 sources from your Annotated Bibliography and at least 2 others. Overall, your sources should include:
  • At least 2 peer-reviewed academic sources (must be from Galileo)
  • At least 1 primary source (oral history, archival material, photograph, historical document, etc.)
  • At least 1 credible secondary source (e.g., GPB, Digital Library of Georgia, local news, etc.)
• Citation Format: MLA (APA or another instructor approved format). Must include at least TWO in-text citations per source + Works Cited page.

Purpose: Throughout this semester, we have explored how Georgia’s history is shaped not only by what is remembered, but also by what is forgotten, buried, or contested. From hidden histories of place to the advocacy of the Atlanta Student Movement, we’ve examined how race, power, and storytelling intersect in Georgia’s past and present. This assignment give you the opportunity to share what you have learned about the topic you chose, and it relates to all of our course outcomes because you are showing your ability to research and select sources (CO2), synthesize those sources into your writing to support your claims (CO3), apply appropriate citation rules (CO4), and organize your ideas in essay form using an Aristotelian method of argumentation.

Steps:

1. Create and revise a research question and working thesis statement. You might refine your thesis statement by considering the following: How does this event, place, or issue reveal deeper truths about race, memory, and power in Georgia’s past or present? We will work through this step in Week 11.
2. Develop subclaims and begin connecting evidence/research to your claims. We will work through this step in Week 12.
3. Plan your Research Essay. An outline assignment will be due in Week 13. This will include your ideas for an introduction, body paragraphs (including a counterargument), and conclusion.
4. Continue researching as needed. As you work through Steps 2 and 3, remember the research requirements for this essay (see the Task section at the top of this document).
5. Draft the Research Essay: I will ask that you draft, review, and revise this essay. The essay should include:

• An introduction that captures your audience’s attention, includes background, and asserts your thesis.
• A body, where you support your ideas using evidence from your research. Body paragraphs should have clear and concise topic sentences, evidence, and supporting explanations.
• A counterargument section where you address significant opposing views in a way the strengthens your argument and credibility.
• A conclusion that adds closure for your audience and answers a “so what” question, makes a recommendation or call for action, and/or discusses the broader implications of your perspective.
• Citations using MLA (unless you have specifically received approval on another style). Both in-text and Works Cited/References page citations are required. Remember: You must include at least TWO in-text citations per source.

Criteria: Rough drafts will be graded not on content, but on completion. The final draft will be due in our online classroom, using the rubric provided previously.

Assignment #4: What did you learn? Research Essay

After completing your Research Essay Assignment, take a few moments to reflect on your learning. What new insights did you gain about the topic you studied and how it represents (or obscures) racial history? What source(s) and/or resources do you think proved especially helpful in writing your essay and why? Do you have any suggestions for future students undertaking a research project? Explain.

Post your 250-word response.