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You will utilize the library databases to find TWO articles that illuminate a key idea, an opinion or position on a particular and focused topic, or another focused question you have regarding the author you have chosen, which should be of particular interest to you. Remember that I am encouraging you to begin focusing early, hoping that all the work you do before the final research paper can draw on your research exercise, the midterm and your first short papers.    BE VERY CONCISE AND TO THE POINT.  NO LONG SUMMARIES OF THE MATERIAL, ETC. This exercise is only 2-3 pages, so stay on focus at all times.  Don’t include personal opinion, personal narratives, etc., or flowery introductions and empty sentences.  Concise, to the point, detailed, with evidence.  You may use:
Tolstoy, “What is Art?” http://web.csulb.edu/~jvancamp/361r14.html
Abaci, Uygar. “Kant’s Justified Dismissal of Artistic Sublimity.” The Journal of Aesthetics and Art Criticism, vol. 66, no. 3, 2008, pp. 237–251. JSTOR, www.jstor.org/stable/40206342. Accessed 3 Apr. 2021.
Allen, James Sloan. “Aristotle: Art and ‘The Blessed Life.’” Arts Education Policy Review, vol. 103, no. 5, Taylor & Francis Group, 2002, pp. 27–30, doi:10.1080/10632910209600301.
YOUR RESEARCHED ARTICLES:  This exercise asks you to find two sources that answer questions you had about the original article. Articles must be scholarly, and meet all guidelines for credibility as outlined in the Cal Poly handout on Evaluation of Sources, also in FILES: Research Exercise 1.  NO SIMPLE INTERNET SEARCHES, no blogs, no personal opinion websites, etc.  Using such sites will result in an F/0 for this assignment.  Please take this seriously.
FOR THIS EXERCISE:  You will summarize the one article you choose and the author’s position and then focus in on your question about a particular point in that article. Then, you find two researched sources demonstrating how they add to the dialogue about the particular issue you explore.  You will structure this short (2-3 pages) exercise as follows:
PARAGRAPH BREAKDOWN
FIRST PARAGRAPH:
Summarize your original article read in class.  What is the main point, the author’s intention, and who is the audience?  What is the final outcome of the author’s article?    SECOND PARAGRAPH:  What is the specific question, point, idea, opinion, position or other focused topic IN YOUR ORIGINAL ARTICLE CHOSEN FROM THE ABOVE,  that you are exploring. Answer why is this question or exploration important or worth the effort?
Utilize the rhetorical analysis techniques passed out in class to identify a focus.  You are asking questions such as “Why is this not convincing?,”
“Why would a different interpretation of a particular point make a difference, and to what or to understanding a particular problem,” or
“What is missing from this argument that research can fill in and illuminate, argue, add to, etc.”  You are NOT summarizing your original article and the researched articles.
THIRD PARAGRAPH: RESEARCHED ARTICLE ONE:  Identify the author, author’s credibility, source credibility, publication date, etc. and pertinent reference information.
In a few sentences, state the overall thesis, or position or approach of the article.
Explain how the article illuminates your specific question, utilizing a few key quotations. For example, does the article explain something unclear, give an example that helps to understand, argues for or against the particular idea, etc.
FOURTH PARAGRAPH: RESEARCHED ARTICLE TWO
Same procedure as third paragraph
FIFTH PARAGRAPH
Compare the two articles and how their individual approaches are similar or different.
How do they together add up to something more than reading them individually?  What did you learn from looking at them?  How do they impact your understanding of the original work you chose? Evaluate the effectiveness of the article’s argument. You might include what parts of the argument were convincing regarding your specific focus? What parts were less convincing regarding your specific focus?
SIXTH PARAGRAPH  Conclusion: answers the question:  “So what?”  Why do these interpretations matter in understanding  your original author, if at all
What further research might be done?  What more do you want to know?
SEVENTH SECTION: WORKS CITED PAGE IN PERFECT MLA FORMAT – ENTRIES FOR ALL THREE ARTICLES
Many students don’t take this seriously.  You learned about the Works Cited Page in 101, and in High School most likely.  There is no room for winging it or error.
MLA Works Cited samples, models and instructions are everywhere on the internet.  Purdue Owl is a very good one.
Failure to do “hanging indent,” meaning indenting all lines 5 spaces EXCEPT the FIRST LINE, is not optional.  You have to do it.
DO NOT CITE A SOURCE YOU DIDN’T READ.
for example:  You did NOT read Tolstoy’s entire book, “What is Art.”  You read a handout of excerpts.  On that handout, at the time, is the citation given by the professor who put the excerpts together.
you always only cite the ACTUAL VERSION YOU READ.  So, don’t rely on EASYBIB.  MLA CITATION IN TEXT, FORMAT AND THE WORKS CITED ARE NOT SUBJECT TO CREATIVE WRITING.  You are now scholars and academics.  MLA is a 2nd, 3rd, or 4th “language” for all of you, and you must WRITE IT PERFECTLY.
Grading Basis (75 points):
RESEARCH: Identifies at least two researched sources that represents scholarly work (no sources from simple internet searches, encyclopedias, dictionaries, Wikipedia, etc.).  These sources should be found through library data bases, Google Scholar, etc. ONLY ONE may be an internet search, but the source must pass all the criteria for evaluation we have gone over in class.  These sources offer a significant additional interpretative view to the question that you chose to explore.    They may agree in a significant way with some differences,  or counter each other.  They answer a question that you determine.  This exercise might form the basis for major paper 1, or might contribute to your final research paper.  Choose your question carefully, based on your personal interests.  Again, if you have something very specific you are deeply interested in, please run by me.  I’m open to other topics.
THESIS/INTENTION: Thesis states your intention and the question that you are addressing.  Articles chosen are relevant to that question and offer individual perspectives.  CLOSE READING AND USE OF KEY EVIDENCE FROM ARTICLE’S CHOSEN AS EVIDENCE FOR YOUR MAJOR POINTS: All major points and interpretations of text must be backed with evidence examples (key sentences, phrases, words, etc.)
MLA FORMAT: All standard format issues followed (margins, page numbers, spacing, ID information, typeface)  DO NOT JUSTIFY RIGHT HAND MARGIN.  MLA EVIDENCE AND SUPPORT RELATED STANDARDS:
Signal phrases for quotations, with author and title of article appropriately stated before quoting author, with brief summary sentences about authors position.
Explain quotation after offering it.
No quotations more than four typed lines. Break up larger sections and explain as you go along.
Perfect in-text citation form
INCLUDES WORKS CITED FOR YOUR THREE SOURCES: Includes a works cited list that follows all works cited guidelines for format, indentation and perfect source citation.      There are many free MLA guides online.  Don’t do this on a separate page.  Add right after the conclusion.
Good, error free formal academic writing: Utilize sophisticated language and writing style suited to scholarly work.  NO FIRST OR SECOND PERSON.    Write in 3rd person only.    Please do not include your “journey:”  “As I was reading I thought about” or “While researching I was interested in various topics and came upon this one.”    It is inappropriate at this level to have many grammar and sentence level errors and you will be marked down.  Edit carefully.  Use the Writing Center.

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