Expert answer:I need this essay revised. change the words up and
Expert answer:This essay is donei need revisionI need to meet the requirements that are in the hand out and I need to have the essay dumb down a little bit. change the words make them smaller and update to the correct MLA
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Due on Thursday after thanksgiving
Research Paper
Research is a high-fat word that scares a lot of people. It needn’t. It’s
rather simple. Essentially research is nothing but a state of mind . . . A friendly,
welcoming attitude toward change . . . going out to look for change instead of waiting for
it to come.
Research is an effort to do things better and not to be caught asleep at the
switch. It is the problem-solving mind as contrasted with the let-well-enough-alone mind.
It is the tomorrow mind instead of the yesterday mind.
Charles Kettering
One of the most essential collegiate writing skills is the ability to coherently
express a stance on a given topic; we also call this structure argument or persuasion. It is
a given that one’s viewpoint will require substantiation via research in order to advance
and/or prove said assertion(s). It is important that students understand that the essay is
not a report, but a research paper. In a report, one simply “reports” findings. In a
research paper, one has his/her own opinions and uses outside sources to support those
ideas.
During the course of the semester, students have been writing both expository and
source-based essays expressing their beliefs on assigned topics. As the culmination of
this process, students will be allowed to choose a controversial topic to research and
share with the class. The “shared” aspect of the research paper will be via an oral report
that each student will give to his/her classmates. Students will receive further
instructions regarding this oral project under separate cover. Students have the
opportunity to select the topic, which is a rather large responsibility. The topic needs to
be broad enough to meet the requirements of the paper, yet narrow enough to avoid
generalizations. Students should stay away from “tired” topics, such as abortion.
Likewise, students should concentrate on a subject of an academic nature—no Brittany
Spears’ biographies. An option from the students’ major areas of interest or an assigned
topic from another class is a solid idea.
Once a topic has been decided upon, students are free to begin the research
process. NOTE: It is my assumption, perhaps erroneously, that students at this level will
be conversant and comfortable with the process of researching a topic. If a student does
not feel adequately prepared to undertake this task, then he she should see me as soon as
possible. I have a supplemental “Research Step Checklist,” which I use in my 120 level
classes. This checklist is designed as a process analysis. It will take students through the
steps of research: from the origins of research, finding a topic, to the final piece, the
Works Cited page. In addition, students need to be aware that Chapters 41-48 in the
LBH offer exhaustive coverage of the research paper process, as well. In fact, Ch. 48
shows a sample MLA research paper accompanied by commentary about the required
features. Prior to the paper’s submission, the class will spend a week reviewing MLA
conventions regarding researched writing, but if a student has no applicable background,
then perusing the materials listed above will be very beneficial.
Argument is discussed in The Little, Brown Handbook in Chs. 8 and 9.
In the introduction of an argumentative essay, students need to offer any
necessary background information, restrictions/limitations, or definitions. Once this
material is offered, then offer any motivator and, finally, offer a thesis. The thesis should
meet three criteria: it must attempt to change people’s minds/urge them to do something;
it must offer a position with which people can realistically disagree; and it should present
a position that does not already have a collective solution/belief in place. Further, in the
thesis, avoid absolutes, such as “no, never, not, always.” Finally, the thesis should present
a statement that indicates “what ought to be,” not “what is.”
In the body paragraphs, students need to offer a topic sentence, which meets the
following three criteria: it needs to offer a transition; it needs to offer a thesis reminder;
and it needs to state the topic of the paragraph, the reason that supports the thesis. After
the topic sentence, students should offer a rebuttal from the opposition, those who believe
differently; give the opposition’s stance on the topic sentence. Then students need to
either refute, show how the opposition’s idea is incorrect, or concede, agree that the
opposition has a good point, but there is more to the concept. Failure to include the
opposition is a significant deficit in one’s argument, so be sure to incorporate it. Finally,
students can offer their own evidence to support their claim. Evidence can be derived
from facts, statistics, testimonials, and examples.
NOTE: Many credible sources illustrate another argument shape that offers the
opposition in opening body paragraphs and the writer’s points in the latter body
paragraphs; this structure is valid, especially for longer-length essays. For the purposes
of our assignment, the above-detailed structure seems best (see LBH 219).
The conclusion of an argumentative essay typically begins with a restated thesis;
this addition is imperative since the reader has been presented with two belief systems:
the writer’s and the opposition’s. Once the thesis is restated, some common endings
involve a call to action, a proposed solution, or a judgmental statement. If none of these
endings align with the content of the body paragraphs, then simply end the essay by
referring back to the motivator in the introduction.
Finally, while students are shaping their argument, keep in mind the need to speak
to the readers via logical, emotional, and ethical appeals; use any and all appeals to best
prove the assertion. Remember that well-written, articulate arguments are the most
persuasive. What would convince you if you were the reader? Think of this answer
while writing. At this juncture, it is also imperative for students to avoid committing any
fallacies; see LBH 193-99 for assistance.
Students will be expected to follow MLA guidelines and conventions regarding
researched writing. MLA uses a simple parenthetical citation method wherein sources
are referenced in the essay and then cross-referenced to an alphabetically-arranged Works
Cited page found at the paper’s end. There are no footnotes, except for special
circumstances, and only the sources actually cited, quoted, summarized, or paraphrased,
are listed on the Works Cited page. Chapter 47 in LBH covers MLA citation rules, and
there is a sample Works Cited page on pages 706-09. Students are also free to explore
online citation tools, such as citationmachine.net.
Another key component of a MLA research paper is a full-sentence outline. The
outline follows the title page and precedes the body of the paper. Outlines are explained
on pages 34-40 of the LBH, and there is a sample full-sentence outline on pages 684-85
of the LBH.
Students will be accountable for proper source incorporation, utilizing quotes,
paraphrases, and summaries, as appropriate. Students will also be expected to avoid
plagiarism since such an act will result in a failed grade on the paper. As is the case with
the MLA conventions, we will spend time in class ensuring that all have a thorough
understanding of what, exactly, constitutes plagiarism so that students may accurately
incorporate sources.
The parts of the research paper include the following elements:
Title Page
Full-Sentence Outline
Body of the Paper (1800-2,500 words)
Works Cited Page (8 sources).
There is a sample research paper on 683-709
Due Date: 11-28
Big Food Businesses Impact Consumers Through Advertisements
Advertisements are a vital marketing element for companies (Kelly et al. 43). Businesses
develop advertising strategies with the aim of fostering a competitive advantage in the market.
An advertisement focuses on the products in the issuance and is unique depending on the
industry. Food companies, for instance, are very particular about their choice of advertising
criteria. Consumers are reliant on advertisements in their decisions about which company’s
products to purchase. Also, food companies employ similar techniques in their advertisements,
given that they often deal in related products (Bragg et al. 740). Like any marketing efforts,
advertisements by the food companies feature a level of exaggeration that is not attainable in real
life, but which is meant to pique the curiosity of consumers and convince them into buying the
respective products. Due to many players, competition in this industry is stiff. Therefore, the
ability of a food company to sway consumers is an asset and can be achieved using proper
advertising strategies.
There are some underlying issues companies need to understand before they engage in
advertising activities. The identification of these factors promotes business operations because it
alleviates the negative impact that may arise from foregoing any precaution measures. An
effective advertising strategy, according to De Keyzer and Patrick, should consider the key
issues to facilitate an optimal outcome for the company (33). False advertising is one of the key
ways through which food companies elicit the attention of consumers and convince them into
buying the products a company offers. False advertising instills a positive influence on
consumers, thereby promoting sales. Customer engagement is attained through inaccurate
advertising, where customers are given information that is bound to compel them into making a
purchase (De Keyzer & Patrick, 48). Food companies may influence consumer decisions such as
through false labeling, where the product labeling is done in a manner that consumers approve,
but would not otherwise if they knew the actual contents of the said product.
Regulatory agencies are only concerned about the safety of the components of a product but do
not intervene with the promotional strategies companies choose in their advertisements.
Contemporary consumers are concerned about the health contents of consumable products that
they purchase (Bernhardt et al. n.p.). Therefore, food companies will often label their products in
a manner that misguides the clientele into thinking that the product meets their expectations. In
so doing, a food business gets rid of any concerns consumers might have regarding the suitability
of its products. Therefore, consumers may not know for sure, whether the qualities on a product
label are the exact ones in the actual product (Rosengren and Micael, 67). Nevertheless, this trick
gets the work done as can be seen with sales results after a successful advertising campaign.
Another factor food companies focus on is the vulnerability of their consumers. Cheesecake
factory is a food company that reaps gains from such exploitation.
Cheesecake factory makes products aimed at the college-going consumer. At least that is how
the company wants it to look like. However, the company primarily targets Asian consumers,
due to their specific preference of the products made by this company. The demographics of the
clientele to this company indicate that females are more likely to purchase its products as
opposed to males. At the same time, many people who purchase these products are members of
the high class in society. Another attribute that the company benefits from is that its female
customers are interested in the social engagements made possible by visits to the company.
McDonald’s has engaged in similar advertising strategies, where it fosters positive customer
relations with incentives such as playing stations for children, given that its target group is
mostly children and the youth (Powell et al. 457). This way, McDonald’s enhances its bond with
its target consumers, thereby promoting customer loyalty which in turn promotes business.
Customer complaints about one food company are a stepping stone for yet another in this overly
competitive industry. Companies are constantly seeking out flaws to exploit. They devote
themselves to accomplishing things their competitors fail to accomplish for users. In this manner,
companies provide solutions for the identified flaws in the products of other companies, in their
advertisements (Lang et al. 104). All the same, they do not necessarily modify their production
processes to accommodate these said changes, but only do so to influence consumer opinion. So
long as the advertisement can create a notion of change among consumers, companies benefit
without necessarily doing anything extra to their products. Such a tactic is among the many
psychological techniques companies use to influence their target consumers. Market weaknesses
are one tool companies employ when furthering their agenda. Big food companies employ a
myriad of tools and techniques to win over consumers, thereby fostering business growth.
These food companies, therefore, have developed a different strategy where they employ the use
of their brand image to advertise and promote their products since brand image plays a crucial
role in influencing the consumer preference since they are used to the certain taste of food
products that are produced by companies (Schudson, 55). It is worth noting that many companies
tend to compromise the quality of their products while promoting the advertising techniques
while still focusing on the initial characteristics of products produced. Food companies are very
sensitive, and thus they usually try to avoid any significant negative coverage by ensuring
constant advertising for their products. If consumers effectively embrace products within an
organization, big food businesses ensure that they maintain a given level of engagement with the
consumers since it creates a better platform on which the business can improve efficiency by
continued promoting its engagements (Schudson, 78).
Works cited
Bernhardt, Amy M., et al. “How television fast food marketing aimed at children compares with
adult advertisements.” PloS one 8.8 (2013): e72479.
Bragg, Marie A., et al. “The use of sports references in marketing of food and beverage products
in supermarkets.” Public health nutrition 16.4 (2013): 738-742.
De Keyzer, Freya, Nathalie Dens, and Patrick De Pelsmacker. “Is this for me? How consumers
respond to personalized advertising on social network sites.” Journal of Interactive Advertising
15.2 (2015): 124-134.
Kelly, Bridget, et al. “New media but same old tricks: food marketing to children in the digital
age.” Current obesity reports 4.1 (2015): 37-45.
Lang, Tim, and Michael Heasman. Food wars: The global battle for mouths, minds and markets.
Routledge, 2015.
Powell, Lisa M., Jennifer L. Harris, and Tracy Fox. “Food marketing expenditures aimed at
youth: putting the numbers in context.” American journal of preventive medicine 45.4 (2013):
453-461.
Rosengren, Sara, and Micael Dahlén. “Exploring advertising equity: How a brand’s past
advertising may affect consumer willingness to approach its future ads.” Journal of Advertising
44.1 (2015): 1-13.
Schudson, Michael. Advertising, the uneasy persuasion (RLE Advertising): Its dubious impact
on American society. Routledge, 2013.
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