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ENGL 120 Research Paper Prompt
Topics in Agency vs Structure: A Research Essay
____________________________________________________
Thus far in our course, we have explored the tension between individual agency (our free will,
personal decisions, etc.) and structural forces (the power of our environments and the systems in
which we operate). This research essay process allows you to select a specific topic and
corresponding question within the course theme. You will conduct research on that topic, and
synthesize that research with your own informed position (through creating topic proposal,
annotated bibliography, and rough draft). Ultimately, you will develop an academic, argumentative
essay in response to the prompt you select. This assignment offers you not only an opportunity to
learn more about a pressing topic in American society and culture, but also hone your academic
research, critical thinking and writing skills.
PROMPT
Select a research topic and corresponding question from the Research Essay Topics list (attached to
this prompt below; also available in Canvas).
STEPS (The Whole Process)
1. Select a topic and corresponding research question.
2. Use the Opposing Viewpoints in Context database, available through Cuyamaca’s online
library system to conduct your research. Type the topic name into the search box in
Opposing Viewpoints to find the research starter information and articles associated with
your topic. See attached Research Essay Topics and Database Information sheet attached
below.
§ Note: You are required to use the Opposing Viewpoints database; do not just
Google your topic.
3. Prepare a formal Topic Proposal and Annotated Bibliography (WR4) that identifies your
topic and research question, and summarizes at least 5 relevant and reputable sources,
including at least one academic source.
4. Begin the draft of the research essay in a timed setting, and then submit a complete draft of
the research essay.
5. Attend a conference to discuss feedback on completed draft.
6. Revise draft based on feedback to ultimately submit a polished, final draft of the research
essay (WR5).
REQUIREMENTS (For the Research Essay)
➔ Final research paper must offer an original thesis in response to the research question, and
support that thesis with subclaims, evidence and analysis of reputable sources.
➔ Final research paper must present a counterargument, and refute (or accommodate) that
counterargument in support of the thesis statement.
➔ Final research paper must be 5-7 pages long (or 1600-2100 words), double spaced, 1”
margins, 12 point Times New Roman or 11 point Arial.
➔ Final research paper must present evidence and analysis from at least three sources from
the Opposing Viewpoints in Context database.
Note that while you summarize 5 sources in your Annotated Bibliography, you only are
required to 3 sources in the actual research essay. The idea is to research widely, and only
use the most relevant sources of what you locate and read.
➔ Use in-text citations and include a works cited page according to MLA standards.
Note that essays that do not meet these minimum requirements will not receive a passing
grade.
LEARNING OBJECTIVES
• Locate and evaluate reputable, scholarly sources on a specific topic within the course unit
• Respond to that research question in an argumentative essay that includes a thesis,
subclaims, and well-developed body paragraphs
• Synthesize, present and analyze evidence from research in support of claims
• Produce a largely error-free academic research paper of 5-7 pages (1600-2100 words), citing
at least 3 sources
• Avoid plagiarism by properly citing quoted, summarized, and paraphrased material using
MLA format in in-text citations and a works cited page
DUE DATES
o See updated/revised schedule for all due dates corresponding to this assignment.
Research Topics and Database Information
Please view the topic list and questions, and pick the topic and one question you are most
interested in exploring. You can always change your mind in the research process, or browse
several topics before choosing, but in the end, you should select just one question from the list
below as your prompt for the Topic Proposal/Annotated Bibliography and Research Paper.
After you review the topic list, pay close attention to the instructions below about how to use the
Opposing Viewpoints in Context database. Using this database is required, and it’ll make your
research process so much easier.
Research Essay Topics and Questions
PICK ONE QUESTION FROM THIS LIST
Juvenile Offenders
• Are juveniles fully responsible for criminal behavior?
• Should juveniles be tried as adults?
Affirmative Action
• To what extent does success in employment and/or education depend on an individual’s
merit, or on the circumstances, environment, or structures that shape the individual’s life?
• Should employers and colleges take proactive steps to increase diversity and “even the
playing field” for applicants who have faced significant disadvantages?
Obesity
• To what extent is obesity caused by an individual’s choices (or lack of willpower), or by
larger environmental or genetic factors?
• Should the government take steps to limit people’s access to unhealthy food, such as taxing
sugary sodas or removing junk food from schools?
Media Violence
• Does violent media (like films or video games) cause violence in children, adolescents or
teens?
• Does the media’s coverage of violence create more violence?
Poverty
• Are poor people responsible for their poverty?
• What effect do government programs (such as welfare, food stamps, etc.) have on poverty
and people who are lower-income?
Mental Health
• Should people with severe mental illness be forcibly medicated and/or institutionalized?
• Is involuntary treatment for people with mental disorders ethical?
Opposing Viewpoints in Context
The Grossmont Cuyamaca Community College District library system subscribes to various research
databases, which are fantastic tools for students. For our work in this unit, we will be using the
database called Opposing Viewpoints in Context. You cannot access this database through
Google or any other public search engine: it is only open to GCCCD enrolled students, and if you
are off-campus, you will need to use your Web Advisor username and password to access it.
Take These Steps:
1. Watch this tutorial video about Opposing Viewpoints in Context (link:
http://solutions.cengage.com/gale-training/video/opposing-viewpoints/)
2. Access Opposing Viewpoints by clicking on the name of the database on this shortcut link:
http://cuyamaca.libguides.com/az.php?s=117762
3. Again, if you are not on campus, you may be instructed to log-in using your Web Advisor
username and password. If you have any problem getting access to Opposing Viewpoints in
Context, please contact a librarian or the Help Desk.
4. Once you are in the Opposing Viewpoints Database, type your topic exactly as it appears on
the list above into the search box (Juvenile Offenders, Poverty, Mental Health). The topic
name should appear on an auto-generated menu in bold. Click on it.
5. The topic pages are a well-organized overview of the topic itself, the debates around that
topic (in the form of viewpoint essays) and various articles and other resources pertaining to
that topic.
Check Out These Tips:
•
•
•
•
•
The Featured Viewpoints and Viewpoints articles are your best bets. These essays are
commissioned by the database, and are written by a range of experts with a range of
professional and academic opinions. These essays are gold: you can’t find most of them
using public searches, and they’re perfect for research essays. Note that the title of each essay in
the Featured Viewpoints and Viewpoints sections gives you a reliable hint about that essay’s main argument.
You may need to dig through the list of viewpoint essays to find ones that are relevant to
your question. Note that not every essay in the viewpoints section (or in the resource list
more broadly) is appropriate for your question: there are a number of debates around each
topic, so you’ll need to pick the texts that speak to your question the best and don’t get
distracted by off-topic essays or resources.
To start, look at one or two essays that argue one side of the debate, and then review one or
two that argue the opposing viewpoint (See? That’s why they call this database opposing
viewpoints! LOL).
Then, supplement your research by browsing some of the texts in different categories, like
News, Magazines and Audio. The texts and resources that this database presents tend to be
reliable and well-curated, unlike a Google Search, which can turn up unreliable nonsense.
Extra awesome bonus: the library system gives you the MLA citation already formatted
when you use Opposing Viewpoints database or other library research tools. To get
the MLA citation for your Works Cited page, just click on the article and look at the right
hand menu called “Tools.” The top selection should be “Citation Tools.” Click on that, and
you’ll see a perfectly-formatted 8th Edition MLA entry for the text. Just copy and paste it
onto your own works cited page, and organize alphabetically. Done!
The Research Essay
(plus Counterarguments)
Instructor: Tania Jabour, Ph.D.
Research Essay Basics
For this Research Essay, you will be selecting a topic and corresponding question
as your prompt. Keep these points in mind:
●
●
While you’re researching, read widely on all sides of the issue so that you
can understand the parameters and context of the debate about your topic.
You’ll be ultimately “picking a side” to make an argument in response to the
question you selected. But don’t pick a side before you do the research; don’t
jump on a side too early.
The point of research is to come to an informed position, not to just pick facts
that support your preconceived notions.
Research Essay Format
Use the same format as our previous argument essay!
Introduction + 3D Thesis Statement
SEAS Supporting Body Paragraphs
Your introduction should provide a
comprehensive introduction to the debate
for a reader unfamiliar with your topic.
Start with a story, hook, quote, fact,
definition or whatever you want.
●
●
●
●
Include a full 3-D Thesis that responds to
the WHAT/HOW/WHY questions (see
previous lesson if you don’t remember!).
Subclaim
Evidence
Analysis
Significance
The body paragraphs in support of your
thesis should follow the SEAS format from
our previous lesson. See the refresher on
the next slide!
SEAS BODY
PARAGRAPHS
A REMINDER OVERVIEW
Subclaim: A mini-argument that comes from the
HOW part of your thesis. Begins your body
paragraphs with claims rather than facts.
Evidence: In the form of paraphrased or quoted
material from your research sources. Don’t forget to
fully introduce the source and provide a lead-in and
citation for the quote.
Analysis: Unpacks details in the quote to explain how
the author is creating meaning. Author-focused,
connected to key concepts, explains how the
evidence supports the subclaim.
Significance: Addresses the “so what” of the
subclaim in the bigger picture.
Include a
COUNTERARGUMENT
Introduction to Counterargument
A counterargument is a claim that opposes the one(s) you’re making in your
essay.
The counterargument can oppose your whole thesis, it can contradict one of
your subclaims, or it can bring up a whole separate point that goes against what
you’re proposing or advocating for generally.
In a strong argumentative essay, a writer will objectively present the
counterargument, perhaps explain or unpack it a bit, and then address it with a
refutation or an accommodation.
Example of a Counterargument
Let’s say that a student writes an essay that makes the following argument:
People should convert to vegetarian, primarily plant-based diets, because
vegetarianism is beneficial to animals, the environment and human health.
Adopting a vegetarian diet is the only ethical option amid growing crises
involving the mistreatment of the planet and most forms of life on it–including
ourselves.
●
●
First, just for fun, can you identify the what, how and why of that thesis?
Second, for more fun, can you think of a counterargument that this author may want
to address in her essay?
Review: The WHAT/HOW/WHY of the Sample Thesis
Just for review, let’s identify the what, how and why of the 3-D Thesis in the
previous slide:
●
●
●
WHAT: people should adopt a vegetarian diet
HOW (reasons): vegetarianism is beneficial to animals, the environment and
human health
WHY: vegetarianism is a more ethical diet, especially considering global
medical and environmental crises.
Note: I’m not a vegetarian. I’m not trying to convert you. I promise.
Can you think of a
COUNTERARGUMENT
to the sample thesis about
vegetarianism?
Sample Counterarguments
If you thought of one of the following counterarguments, you’re probably on the
right track:
1.
2.
3.
4.
Vegetarians may be ineffective at getting enough protein in their diets,
which could actually harm their health.
Vegetarianism isn’t automatically environmentally friendly; industrial
farming, mono-crop use, and pesticides are doing as much environmental
damage as the meat industry.
Vegetarianism doesn’t go far enough: people should be vegan instead.
Vegetarianism is a totally unacceptable life choice because . . . bacon.
To Refute or Accommodate?
In order to present a strong, balanced, thorough research essay about the
benefits of vegetarianism, the author may want to incorporate one or two of the
sample counterarguments from the previous slide.
Depending on the nature of the counterargument, the author may decide to
address the counter in one of two ways:
1.
2.
The author may refute the counter claim outright, or
The author may decide to accommodate part of the counter claim, but still
identify why her claims are stronger.
REFUTATION and ACCOMMODATION
Refutation: when you refute a
Accommodation: when you
counterargument, you are explaining why that
argument is not as strong as your own. It may
be based on questionable research, faulty
values, or poor assumptions.
accommodate a counterargument, you are
acknowledging that part of it is strong, but its
strength does not outweigh your argument.
Be sure not to just dismiss the counter as
stupid, wrong, or naive. You actually want to
pick strong counters, or counters that people
widely believe, and refute them thoughtfully.
Calling a counter “stupid” usually just makes
you look stupid. :-/
It’s smart to accommodate a counter if it is
compelling, thoughtful, or true in part. But if it
totally invalidates your whole position, you may
need to change that position!
Review the sample
counterarguments and decide
whether you would refute or
accommodate them!
Refutation and Accommodation, continued
So, going back to our sample counterarguments, here’s what I would do:
1.
2.
3.
4.
The claim about protein deficiency is common, but it’s not supported by evidence. If I included this
in my paper, I would REFUTE this counterargument.
The claim about environmental problems that vegetarianism does not resolve is pretty compelling.
I would ACCOMMODATE this argument by acknowledging its strength; I might present evidence
about the environmental problems with the meat industry to help my point, and then I could
accommodate by suggesting that picking organic vegetarian food that supports crop biodiversity is
also important.
The claim about veganism being better is slightly off-topic. I probably would not include it as a
strong counter, but if I had to address it, I could either REFUTE or ACCOMMODATE.
The claim about bacon is just a joke . . . kind of. 😉
Format for the Counterargument Paragraph
Now you know what a counterargument is and how to address one. There is a
format you can use to thorough present, unpack and then refute or
accommodate the counter claim.
1.
2.
3.
Present the counterarugment using SIGNALING LANGUAGE (more on that
later).
Neutrally, or objectively, unpack/explain the counterargument. You may
want to outline some of the reasoning or evidence on the opposing side.
Use a TRANSITION to turn back to your argument and refute or
accommodate it. You can transition to supporting evidence and analysis for
your own claim at this point.
Presenting the Counter with Signaling Language
The biggest trap with presenting the counterargument is that students often
throw in the counter as if it’s one of their subclaims:
Vegetarianism is better for health; vegetarianism is more ethical for
animals; vegetarians don’t get enough protein, the end.
See? That part about protein–the counter–is totally confusing. It sounds like
the author just forgot what she was arguing and started contradicting herself.
To avoid confusing your reader, use SIGNALING LANGUAGE to present the
counter.
Examples of Signaling Language for the Counter
Present the counterargument with language that signals to your reader that the
claim is not your own; instead, it belongs to the opposing side. Some examples of
signaling language to present the counterargument are:
○
○
○
○
Some people argue that . . .
Critics suggest that . . .
In opposition, some people claim . . .
One claim in opposition to my own is . . . .
Note: we’ve talked about how it’s important to use signaling language, or author-focused language, when
you are discussing an author’s ideas. Same idea here.
Explain the Counterargument
●
●
●
●
Incorporate evidence that illustrates the counterargument the same way we
learned how to incorporate evidence into our body paragraphs.
Analyze the evidence to objectively/neutrally “unpack” or explain the
counterargument in more detail. Use author-focused analysis just as you
would a regular paragraph.
Explain the logic, values, or appeal of the counterargument: what
assumptions does it rest on?
Do this part objectively, in a neutral tone.
Refute or Accommodate!
Now go in for the kill! No, just kidding. Do transition to your own refutation or accommodation:
Create a transition that signals to your reader that you will be refuting that claim/evidence in support of
your own thesis. For example, you could write:
○ However, this position does not take into account that . . .
○ One weakness with this position is . . .
○ This author, however, fails to note that . . .
○ While it may be true that XX, it is not true that YY . . .
○ This position rests on the faulty notion that . . .
Devote the rest of your paragraph to analyzing and explaining how/why the counter is not as strong as
your position. You may introduce and incorporate additional evidence to support your claim in the
paragraph, but always remember that evidence needs analysis.
Example of a
counterargument paragraph
Sample Counterargument Paragraph
Some authors like Emily Yoffe, journalist and frequent contributor to Slate and The Atlantic, argue that young women are
ultimately responsible for preventing incidents of sexual assault against them. Yoffe argues that when a woman consumes alcohol, she
renders herself a target and leaves herself defenseless against a potential attack. In her article, “College Women: Stop Getting Drunk,”
Yoffe quotes researcher Christopher Krebs, who states, “when your judgement is compromised, your risk is elevated of having sexual
violence perpetrated against you” (3). Yoffe agrees, and further adds that “young women are getting a distorted message that their
right to match men drink for drink is a feminist issue” (3). Yoffe’s overall point about the value of women watching their alcohol
consumption is well-intended and valid to a point. Afterall, over 80% of incidents sexual assaults among those who are 18-24 involve
alcohol (The Hunting Ground). However, in …
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