Fluent Essays

This week’s writing task will ask you to plan out your essay. You should first have read over the prompt for the final research paper. Next, you should have read over all of the materials about what a body paragraph should be and how it should support the claim. One you’ve done all of that, I’d like you to create an outline of your essay in which you plan out at least six body paragraphs.Keep in mind that the reason you plan an essay is so that you can move from one point to another while supporting your claim but not confusing your reader. That means you want to be able to move from one source to another, or one topic to another in a way that your reader can follow and that does not make them feel lost.As you’re planning these out, you should think back to your annotated bibliography and feel free to plan paragraphs around those sources. Keep in mind that while most of your sources need to be peer reviewed sources, not all of them do and you’ve developed a lot of analysis around those two sources.For this task please complete the following:First post your claim at the top of the page.Then, describe 6 paragraphs that you will write. For each paragraph plan, please include the followingA topic sentence you will use (you can change this later if you need.)Explain what the goal of the paragraph will be. Will it offer background, make a connection or offer evidence?Indicate if the paragraph will include Includes a quote sandwich, a well integrated reference, or a summary/paraphrase of a source.Critical reflection on how it supports the claim and how the evidence supports the topic sentence.Finally, select one of the proposed and planned paragraphs and write out a draft of a body paragraph.Once you’ve done this, provide a short reflection indicating how it meets the expectations of the followingA P.I.E. Paragraph(stands for Point, Illustration, Explanation)Explain how the paragraph supports the claimIF the paragraph uses a quote sandwich, summary, or paraphrase, explain how it meets the expectations of the sandwich.Ive attached the Research Essay Prompt document, the annotated bibliography and the claim. In addition, Here is a link to the SVC Library Research Guide: http://subjectguides.library.skagit.edu/az.php?s=28597&t=4825 You will need to use the Username/Password to access these materials: Username: wthomas7291@mysvc.skagit.edu ; Password: LBasketball5Feel free to contact me if you have any additional questions or concerns. research_based_essay.prompt.docx thomas_annotated_bibligraphy_the_effects_of_student_loans__1_.doc thomas_non_traditional_education_claim.__1_.doc Unformatted Attachment Preview Research Based Essay Description: This is your major assignment for English 102. For this assignment you will write a thesis or claim driven essay supported with thoughtful academic research and carful analyses. Your essay should be between 4000 and 6000 words (approximately 8 to 12 pages) and will make use of between 6 and 10 sources. The final draft will be due on Monday June 15th by 11:59 pm. This essay will be claim (otherwise called a thesis) driven and will require you to use scholarly sources in a focused and thoughtful way. Because this is such a large assignment, you will be asked to draft parts of it over the quarter as you build parts of your essay. The last few weeks will be spent on putting the essay together and getting feedback from both myself (Dr. Baros) and your peers. Essays should be in some way related to the course’s theme, learning, but you should feel free to take that into any direction that interests you. You will be asked to take part in reading, discussion, and research to focus your topic and claim Requirements: • • • • Claim driven essay 4000-6000 words 6-10 sources with a minimum of 6 peer reviewed scholarly sources. Correct works cited page in MLA format. Expectations: • • • • • • • • • • The research essay will be make use of a complex claim in the introduction of the essay or at least early in the essay. o A claim is specific. o A claim is arguable. o A claim takes a clear position. The essay will have a well developed introduction that brings the reader into the conversation and argument in which the essay engages. o The introduction will make clear the motivation for the claim and the research project. o The introduction will offer context and define terms if needed. o The introduction will sign post as needed so that the reader is prepared for the evidence and analysis to follow. The essay will incorporate between 6 and 10 sources as evidence to support the claim. (At least 6 sources must be scholarly peer reviewed sources.) o Sources will be introduced to make their relationship to the discourse around the claim clear. o Appropriate context will be offered to make the source’s relationship to the topic and discourse clear to the reader. o The relationship of the evidence from the source to the claim will be made clear through analysis, critique, and reflection. Claim and sub-claims will be supported by evidence or analysis. No part of the essay should be based only in assertion. The paragraphs of the essay should be clear and well developed in service to the claim or sub-claim. The essay should be organized in a way that is easy for the reader to follow without becoming confused. The essay will include a conclusion that articulate the stakes of the essay clearly to the reader. The essay will be correctly formatted in MLA style. The essay will include a works cited page in correct MLA style. (please do not use the generated citations from the library data base, they are often very incorrect.) The essay will be between 4000 and 6000 words without being over written or under developed. Thomas Willie Thomas III Dr.Baros English 102 May 18, 2020 The effects of Student Loans The topic looks to expound on the impact of student loans in the education system and on students. It looks to explain how the loan has helped to shape the lives of the students while at the same time looking to justify its existence. The analysis is good as it opens up on all the factors involved with student loans such as the need to pay the loans and whether or not such loans help in the long-term. Ausbrooks, Mary Beth, and Samuel R. Henninger. “Student Loans and Bankruptcy: Undue Hardship Is a Difficult Standard to Meet in Tennessee.” Tennessee Bar Journal, vol. 55, no. 8, Aug. 2019, pp. 17–20. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=138269497&site=ehost-live. The work highlights the connection between bankruptcy and student loan debts in Tennessee. It opens up on how a person who has been weighed down by student loans can apply for bankruptcy ending their obligation to pay their student loan. However, such people have to meet certain conditions that qualify them. For those who do not qualify for the conditions, it is hard to survive financially. National statistics showing that the US citizens are collectively owed as much as $1.5 trillion is as alarming as the fact that most people average as much as $30,000 in student loans. According to the article, the bankruptcy court and bankruptcy appellate panel (BAP) are obligated to deal with cases of bankruptcy declarations concerning student loans. Thomas Barlow, Talon J. Forever in Debt: The Effects of Debt-Funded Education on Racial Disparities. Intuition: The BYU Undergraduate Journal in Psychology 13.3 (2018): 1. The article discusses how college debts are spread across Americans in terms of race and ethnic diversity. It has been established that minority groups do not enjoy the luxury of their white counterparts who have strong financial backing. There has been disparity established on how students from the minority groups have been able to access college loans and are left languishing in debts that affect their lifetime investments. The analysis has provided the evidence required to show whether or not the American educational system is biased in terms of acquiring and paying college debts. Racial disparities in terms of the qualification someone needs to access college loans have been analyzed. Herzog, Serge. Financial aid and college persistence: Do student loans help or hurt? Research in Higher Education 59.3 (2018): 273-301. The analysis explains the impact of student loans on a student’s lives. It looks at the two possibilities of students going through college without student loans. The analysis uses data from the current credit status of many students who have gone through college while utilizing student loans. It also expounds on whether or not those loans help them or leave them exposed to financial barriers. According to the analysis, student loans are presented with more problems than benefits. The obligations than bind students such as payment terms and the associated rates create burdens such as bankruptcy on their lives after school. The analysis uses empirical analysis to help aspiring students to plan for their college lives. Kerrigan, Heather. “BETTER BORROWER$: 4 Actions for Helping Prospective and Current Students, and Alumni, Learn to Be Responsible in Taking out and Paying Back Thomas Student Loans.” University Business, vol. 23, no. 1, Jan. 2020, pp. 13–15. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=141373028&site=ehost-live. The article examines the need for student loans by expounding on the guidelines that a person should follow while securing a student loan. According to the author, the reasons behind the loan should be purely paramount to avoid problems that follow the repayment of student loans. Student loan debts are now said to be spread across people of all ages and no longer the younger generation who have recently finished tier college education. The article emphasizes on the need to emphasize people on the obligations of taking student loans and counsel them along with financial guidelines. Prospective students need to have a clear picture of what student loans involve and they should be more inclined towards avoiding them if possible instead of going for them. LEVIN, H. M., Mcewan, P. J., & McEWAN, P. J. (2003). Cost-Effectiveness analysis as an evaluation tool. In T. Kellaghan, D. L. Stufflebeam, & L. A. Wingate (Eds.), springer international handbooks of education: international handbook of educational evaluation. Springer Science+Business Media. Credo Reference: http://ezproxy.library.skagit.edu/login?url=https://search.credoreference.com/content/entr y/spredev/cost_effectiveness_analysis_as_an_evaluation_tool/0?institutionId=5696 The article talks about the effectiveness of alternatives that are considered less costly but end up being more costly. For instance, many jobs do not require a college degree. The article describes how people end up paying for more in their lives than promised. In that case, people must analyze the effectiveness of such alternative job opportunities and strategize on their money expenditure. According to the analysis, it is the duty of every person and educational institutions should be focused on determining the quality of what they want in terms of life after school. Thomas Montalto, C. P., Phillips, E. L., McDaniel, A., & Baker, A. R. (2019). College student financial wellness: Student loans and beyond. Journal of Family and Economic Issues, 40(1), 3-21. The analysis expounds on the nature of student preparation in terms of their plans for higher educations. It looks into student lives before, during, and after college lives that have been characterized by student loans; the ability to offset student loans as well as the student preparation for the future after they have also been analyzed. The analysis is based on the idea that most college students must utilize student loans to remain effective in school. Such students have been analyzed critically based on the need to conform to higher costs of educations and the need to remain relevant in the job market. The balance between the two aspects has been expounded which amounts to dealing with student upkeep and life after school which is unavoidable in most cases. Nica, E., & Mirica, C. O. (2017). Is higher education still a wise investment? Evidence on rising student loan debt in the US. Psychosociological Issues in Human Resource Management, 5(1), 235. The analysis looks at the struggles students have gone through after school. For instance, the need to offset college debts, and the benefits acquired from higher education have been weighed. The analysis explains why people should reconsider going for higher education especially if it has to be funded through student loans. The US educational system has been put in the limelight. For instance, the expenses students incur while pursuing higher education have been analyzed. The desire to look for jobs to offset college bills and its impacts on the student’s mental status has been expounded. Also, the need to pay college debts is always heavily Thomas considered to have a long-term effect on the credit status of those who fail to pay them, and their ability to make informed decisions has been analyzed in the writing. In other words, the analysis questions whether or not having higher education that has been funded through college loans is worth it. Quirk, William J. Federal Student-Loan Sharks. The American Scholar, vol. 82, no. 4, Autumn 2013, p. 32+. Gale Literature Resource Center, https://link-galecom.ezproxy.library.skagit.edu/apps/doc/A343464350/LitRC?u=moun28208&sid=LitRC& xid=e4acd6b7. Accessed 19 May 2020. The publication highlights how laws on loan rates have affected the educational system. From Thomas Jefferson to Barack Obama, the need to have a free education in the country has been analyzed; the idea of maneuvering around the educational system and introducing student loans as a means to source money out of the citizens has been said to be unwarranted. It is believed that the country should focus on providing the country with free education rather than on how to have its people pay for it. The analysis outlines that new loan rates laws do not favor the education system as they do not remove the burden students have such as cumulative amounts when it comes to their obligation t payment of student loans. Robb, Cliff A., et al. “The Role of Federal and Private Student Loans in Homeownership Decisions.” Journal of Consumer Affairs, vol. 54, no. 1, Mar. 2020, pp. 43–69. EBSCOhost, doi:10.1111/joca.12248 The article examines how students are affected by student loans when they decide to settle after school. The effects cover their desire to be homeowners. According to the writer, students have to negotiate through poor credit status such as the inability to secure loans after school as they are already tied down by the need to settle their student loans. According to the Thomas author, many students keep on renting as likely to own a house drops. For instance, student loans are calculated on a cumulative way in which private student loans are disastrous to a student reducing their chances of owning a home by a 5percent margin whereas a federal loan has no effects. The study examines home ownership in terms of which kind of loan a student took while in college and their payment terms. Walsemann, Katrina M, et al. “Student Loans and Racial Disparities in Self-Reported Sleep Duration: Evidence from a Nationally Representative Sample of US Young Adults.” Journal of Epidemiology and Community Health (1979-), vol. 70, no. 1, 2016, pp. 42–48., www.jstor.org/stable/44017664. Accessed 19 May 2020. The analysis looks into the connection between student loans and sleep deprivation in students. It also establishes the relationship between sleep deprivation and race by looking at the probability of a certain race to take out student loans. According to the analysis, black students, who come from low-income backgrounds are said to be more susceptible to lose sleep over student loans. The trend has introduced new levels of concern over their mental state in the country. The data presented show that student loans put a strain on students who are always thinking about them and how to repay them. Their ability to settle their thoughts and relax is affected and they are left anxious which affects their sleep time. Running head: NON-TRADITIONAL EDUCATION 1 Willie Thomas III wthomas7291@mysvc.skagit.edu Dr. Baros English 102 May 17, 2020 Non-traditional Education Claim Students who have gone through non-traditional educational systems possess the necessary experiences that have made them push harder in their careers and become more successful than their counterparts who have gone through the traditional education system. Position of the Claim The above claim takes a position in that it supports the idea of non-traditional students being better. The position is based on the idea that non-traditional students have introduced new skill-sets in the job market as most of the people involved have underlying factors that push them to become better. The claim looks to answer the question of whether or not non-traditional students are better off compared to traditional students. The capacity to deliver on a personal level is the focus of the claim to outline its position in the issue. The claim also ascertains that non-traditional students are equally, if not more productive than their traditional colleagues. The only thing that sets them apart is the fact that non-traditional students have underlying situations that push them to become better when compared to traditional students who have less compelling them to become better and perform. NON-TRADITIONAL EDUCATION 2 Claim Argument and Evidence Support The claim can be argued and supported by evidence in several ways. For instance, a person can look into the national data about the employment status of students who have gone through the non-traditional educational system. The numbers available show that there has been an influx in the numbers in the employment sector which is higher than that of traditional students. Again, the number of non-traditional students who are in colleges and higher education institutions is higher than that of traditional students. In that case, the data can be used as an indication of how there is demand in the skill-sets of non-traditional students in the job industry based on their desire to make their lives better which improves their general performance. Taking a look at the performance of individual companies who have absorbed non-traditional students in them is another way to argue and support the claim. Specifics of the Claim The claim is specific in that it focuses on the performance of non-traditional students in the job sector. The claim focuses on the reasons why non-traditional students choose to become better in their places of work which can be traced back and connected to their performance in school. Again, the claim indirectly draws a comparison between non-traditional and traditional students. It looks to identify the traits in non-traditional students that make them unique in their delivery and performance. ... Purchase answer to see full attachment