Unit 3: Research Paper and Multi-Modal Presentation

Unit 3: Research Paper and Multi-Modal Presentation

The Research Project:

Unit 1 Topic Proposal (Sept. 26) – Come up with a topic for your research project.

Unit 2 Annotated Bibliography (Oct. 17) – Find and evaluate 5 sources for your research project

Unit 2 Literature Review (Oct. 17) – Create a visual model for interpreting those sources.

Unit 3 Research Paper (Dec. 3) – Write an extended (2000-word) research paper.

Unit 3 Multi-Modal Presentation (Dec. 5) – Turn that research paper into another genre and medium.

Unit 4 e-Portfolio (Dec. 3) – Create a portfolio with all the work you’ve done, with a reflective cover letter.

Assignment Prompts

Quick Facts   Research Paper Length: 2000 words (works cited is not counted in length) Sources: must contain 6 sources (2 scholarly, peer-reviewed) in a works cited page in in-text citations Format: MLA for page format; use MLA or APA citation style; must end in a works cited page   Multimodal Project Length and formatting depends on your genre. No videos over 5 minutes.

Research Paper. For this assignment you’ll compose a 2000-2500-word argumentative essay that works within an academic discourse community. The paper must posit an argument using the research question you’ve been exploring as a starting point. As evidence for your argument, cite 6 or more sources (2 of which must be scholarly, peer-reviewed) as quotes, paraphrases, or summaries; they must be cited in your paper and listed on a works cited page. You may use primary and secondary sources, but please do not use Wikipedia, study guide websites, or other sources inappropriate for a scholarly argument. Use MLA or APA style consistently for your citations. The research paper will follow this writing process:

Multi-modal Presentation. Present the argument you made in the research paper in a multimodal genre for a non-scholarly audience. This means that you’ll have to choose how to adapt your research argument, what sources you’ll include and how to cite them, and how to appeal to your new audience.

You have a lot of freedom in what genre you choose, and there are some suggestions on the next page. Whatever your project is, you must include a 1-2 page report that explains your choices of genre, audience, and how you adapted your research. You’ll present your project in whatever way makes sense to your classmates during the final exam period.

Here are some good examples of multi-modal projects:

• A physical or digital poster that includes both words and images, accompanied by a letter that explains its purpose and context. You can present your argument in a visual mode, perhaps focusing on the pathos or artistic expression to make your point. The letter (1-2 pages single-spaced) should tell a specific audience of your choice HOW the poster is a representation of your research, what parts of your research you focused on, and why you made those decisions.
• A public service announcement or PSA (print or filmed) or pamphlet that you design to either raise awareness or help solve a problem presented in your research paper. This should be accompanied by a 1-2 page proposal for your ad campaign: who it’s targeting, what effect you plan to make for the chosen audience, and how you’re planning to distribute the PSA or pamphlet.
• A video essay that includes multiple video/audio elements. Shoot for 4-5 minutes on this.
• A lesson plan to teach this topic to an audience of students of your choice. This should include written materials (a worksheet or activity) and a recorded video lecture.
• A social media presentation, aimed at a wide audience. This can be a blog post, a Twitter thread, a series of Instagram posts, etc. The presentation should follow the conventions of that social media platform, and should include images, links, and/or videos.

There are other options, but these are some of the ones I’ve seen work effectively. For whatever you choose, focus on the following, make sure:

• It’s not just a speech with a PowerPoint
• you transform your research material to be appropriate for the new audience and mode/genre
• it’s well-rehearsed and edited
• it’s clearly tied to your research project.
• you have a purpose for all elements (i.e. don’t just include meaningless clip art, don’t use words on a slide for a visual aid, etc.)

Rubrics

I will use the following criteria to grade the Research Paper, adapted from our course learning objectives:

Critical Thinking: The research paper explores and evaluates diverse perspectives in order to advance a specific thesis. It forms a sound argument using evidence and examples from a variety of appropriate sources.

Writing Process: The paper shows evidence of development over multiple drafts and peer discussion, as well as a progression of a semester-long inquiry-based research project.

Rhetorical Knowledge: The paper fits the academic rhetorical situation and organizes ideas rhetorical and logically.

Knowledge of Conventions: The paper uses correct citation conventions (MLA, APA, Chicago), and uses appropriate linguistic structures, including grammar, punctuation, and spelling to meet the audience’s expectations.

I will use the following criteria to grade the Multimodal Project, adapted from our course learning objectives:

Critical Thinking: The project explores diverse perspectives in order to advance a specific thesis. It forms a sound argument using evidence as examples from a variety of appropriate sources.

Writing Process: The draft shows evidence of development over multiple drafts and peer discussion, with a focus on adapting composing process for multiple modalities.

Rhetorical Knowledge: The project adapts the research argument well to the new rhetorical situation of your choice, and the report explains those choices and that rhetorical situation well.

Knowledge of Conventions: The project applies appropriate design conventions for the multimodal genre and rhetorical situation.

I will use the following values as well:

Highly Effective (A): Goes above and beyond the basic requirements; shows a great deal of initiative, inspiration, and clever use of the writing situation and opportunities.

Somewhat Effective (B): Goes above the basic requirements; uses the writing situation and opportunities well.

Satisfactory (C): Mostly meets the basic requirements.

Developing (D): Does not meet the basic requirements.

Poor (F): Shows severe issues with understanding the basic requirements of the assignment.

Evaluative Criteria	Highly Effective (A)	Somewhat Effective (B)	Satisfactory (C)	Developing (D)	Poor (F)
Critical Thinking
Writing Process
Rhetorical Knowledge
Knowledge of Conventions

Note: An assignment might lose points if it’s late.