Narrative Argument Readings & Assignment

Here's our schedule for the remainder (!) of our semester, with links to readings:

Mon. 4/11: Readings from Good Reasons (access via Blackboard), plus “Family Faith: Raising Children in an Interfaith Marriage” by Leah Katz. 

Wed. 4/13: “Minivan Motoring, Or Why I Miss That Old Car Smell” by Sam Patteson. Narrative Techniques.
DVW Series: Fiction writer Sarah Shun-Lien Bynum Reading, Klingenstein Lounge, Egbert Hall, 7:30 p.m.

Fri. 4/15: Essay 3.2 due.  Reflection 3.2 in class.  Prewriting and group brainstorming, Essay 4.

Mon. 4/18: “What’s so wrong with a pregnancy pact?” by Amy Benfer; “Raped by statute” by Ayelet Waldman. 

Wed. 4/20: Essay 4.1 due.  Reflection 4.1.  Sentence Variety.

Fri. 4/22: Essay 4 Workshops (two essays)

Mon. 4/25: Essay 4 Workshops (two essays)

Wed. 4/27: Essay 4 Workshops (two essays)

Fri. 4/29: Essay 4 Workshops (two essays)

Mon. 5/2: Concision.

Wed. 5/4: TBA.

Fri. 5/6: Last day of class.  Essay 4.2 due.  Final reflection in class.

NARRATIVE ARGUMENT ASSIGNMENT

“To be a person is to have a story to tell.”

—Isak Dinesen

We love stories.  Stories are a human currency; they sustain us and give form to formless experience.  Stories, when shaped effectively, can also be powerful arguments.  This assignment will depart from our traditional notion of argument by asking you to consider the power of pathos, example, and persuasive storytelling.

Many of you have used elements of narrative in your previous papers.  However, in this assignment, you will use narrative as your primary method of argument.  Choose a true story that makes a powerful argument, and share it with your audience.  This might mean using one central story to support your claim.  Or, you may need a series of ancillary anecdotes.  These stories could be from your personal experience, the experience of your friends or family, or from experiences you learn about through primary or secondary research.  It will be your job to clearly describe these experiences through concrete detail and sensory language.

While you need not explicitly state your claim and/or reasons, they should be clear to the audience.  This assignment prizes creativity and risk-taking as well as focus and clarity.

Final length: 1200 words, minimum (approximately 3 to 4 pages, double-spaced)

Percentage of final grade: 25

Research: At least three secondary sources are required to support your argument.  As always, your sources must be properly incorporated and documented using the MLA system.  And as always, you should choose the most appropriate and credible type of evidence available.

Topics: The topic of your paper is open.  While I encourage you to be creative and to choose a topic about which you feel strongly, remember that this is an academic paper, and that your topic should meet the needs of an academic audience.  In other words, your purpose should not be simply to share a “lesson,” or your favorite sport, food, song, etc.  For example, you might take a stand on the issue of granting illegal immigrants amnesty by narrating your experience hiring day laborers, living in a city with a large population of illegal immigrants, or being an immigrant yourself.  Or you might take a stand on Title IX based on your experience playing college sports.

               

Office hours: Especially because this is the most challenging assignment yet, I encourage you to see me during my office hours to discuss topics, claims, structure, or any other concerns at any point during your writing process. I also encourage you to visit the Writing Center.

First draft due: Wednesday, April 20, 2011

Second draft due: Friday, May 6, 2011 (last day of class)

GRADING CRITERIA

An “A” paper (90–100):

·      advances a clear, insightful, and original claim and well-defined reasons

·      supports the reasons with sufficient and compelling evidence

·      uses research critically and ethically and incorporates it appropriately

·      is constructed of unified, well-developed paragraphs in logical order with clear transitions

·      makes bold and creative use of narrative techniques to develop and support a point of view

·      demonstrates mastery of documentation, grammar, and formatting

·      shows sophistication, innovation, and creativity with style, diction, and voice

A “B” paper (80–89):

·      advances a clear argumentative purpose, but may lack the insight  or originality of an “A” paper

·      supports the reasons with clear and relevant evidence, but support may lack insight

·      uses research ethically and incorporates it adequately, but analysis may lack insight

·      progresses logically, for the most part, and shows some attempt at transition

·      makes effective use of narrative techniques to develop and support a point of view

·      demonstrates proper documentation and exhibits few grammar and formatting errors

·      provides evidence of an evolving, but perhaps underdeveloped, individual voice

A “C” paper (70–79):

·      demonstrates an attempt, though perhaps inconsistent, at an argumentative purpose

·      provides support, but may contain generalizations, overlook relevant examples, or rely on obvious or clichéd evidence

·      uses research, but research may not be appropriate or incorporated effectively

·      orders paragraphs logically and coherently with, perhaps, a few lapses

·      demonstrates a simplistic understanding of narrative techniques

·      exhibits patterns of grammatical error, but they do not significantly impede meaning

·      documents sources appropriately but perhaps with some lapses in formatting

·      may be simplistic in style or reliant on clichés; may lack sentence variety

A “D” paper (60–69) may lack any of the following:

·      an argumentative purpose

·      sufficient and relevant support

·      analysis of evidence

·      logical paragraph order or clearly defined paragraphs

·      understanding of narrative techniques

·      understanding of grammar or documentation

An “F” paper fails to meet most requirements and/or the writing exhibits serious deficiency.