Human Animal Relationships

Part 1: Proposal (due 08/08 @ noon) We just finished an essay identifying a problem in human-animal relationships called the CP. I will upload it to the files. Please refer to this when completing this assignment.  Purpose: Through this assignment, you will lay the foundation for your advocacy argument. You will continue to research solutions to the problem you identified in the CP, become familiar with the strengths and weaknesses of these solutions, and develop a thesis in favor of one or more.   Step 1: Build a bibliography of 5 new sources that you did not use in your CP. At least three of these new sources should be scholarly. (Remember that your final project should include 10 new sources. You will need to keep researching in the coming weeks!) Underneath each source in your bibliography, write a brief summary of the source’s argument and an evaluation of its quality and usefulness as a source for your project.   Step 2: Which of the sources used in your CP seem most important to you at this stage? Add them to your bibliography with a revised evaluation of how you think they will be re-used in this new context.   Step 3: Write a 750-word proposal identifying the solution(s) you plan to advocate in the Advocacy Project. Specifically – Succinctly introduce the problem. What is it and why should we care about it?  What is the solution? What will it do and how will it do it? How does the solution(s) address one or more causes of the problem? What are the most significant points of agreement and disagreement among your sources about either this specific solution or this type of solution? What arguments do you plan to make in favor this solution? Include one piece of multimodal evidence that will help you make one of these arguments and explain how it will help you do so. What objections do you anticipate against this solution and how you might respond to them?  Note: The answers to each of these questions may not be immediately available in your sources, and answering them may require analysis and logical reasoning. For example, some solutions may not have people making direct arguments against them. Rather, the opposition may come in the form of different ways of understanding the problem and its causes, or different methods for achieving the same goal. For example, you if you were working on a project about health care and poor children, you would be unlikely to find someone arguing that providing health care for poor children whose parents can’t afford it is a bad idea. Someone making that argument would sound like an uncaring person and would lose credibility with readers. Rather, while people may generally agree on the overall goal that poor children need to be able to see doctors when they are sick, they may disagree on what is broken with our current healthcare system, what kinds of care should be prioritized, how that care should be delivered, and who should pay for it.    Similarly, evidence to support an argument in favor of your solution may have to be applied from other relevant contexts. For example, if you want to advocate for a program that incentivizes the adoption of a specific vaccination, you may want to look for research that studies how effective vaccination incentives have been for other vaccines and see if that data might be applied as evidence in your argument. Step 4: What do you still need to learn more about? Write 3-5 research questions that will guide your research in the coming week.    Part 2: The essay (first draft due sunday 8/9: 1850 words) (final due 8/23: 2500 words) Like the Contexts Project, the main assignment here is a multimodal composition that uses various rhetorical positions and different types of evidence. While the CP asked you mostly to describe the landscape of the problem, the AP instead asks you to argue about efforts to address the problem you described. Over the course of these next few weeks, as you research and evaluate various sources, and as you draft, craft, and organize your thoughts and evidence, you will eventually have to 1) describe, analyze, and evaluate one or more efforts to address the significant and current political/social/cultural problem that sits at the center of your project. From there, you will have to 2) argue which of the efforts to address the problem work best, explain why, and offer possible next steps; OR make the case that none of the efforts to address the problem works, explain why, and offer possible next steps. In other words, your arguments for advocating solutions in combination with the analytical reasons you provide for why you have chosen to focus on particular solutions will after weeks and weeks of diligent engagement become a richly-textured thesis statement, one that deepens your articulation of the problem at hand and argues for convincing for ways to move forward. When we think of the act of advocating and when we imagine a person or an organization who is an advocate for a cause, we think of strongly held opinions delivered with intensity from a rhetorical position that appears unshakable, deeply confident in the ethical rightness of its arguments and the accuracy of its knowledge. If we look at advocacy in this way, we can understand why it takes time to become a convincing advocate, and that advocacy, even when it is delivered in the form of a thesis-driven composition, is a form of argumentation that can be quite different from the balanced arguments we often think of as academic writing, even if it is as rigorous in its presentation of evidence.  This is not to say that academic writers are not advocates. They are, and over the course of this project, you will become such an advocate—one who uses academic research and methods to deliver persuasive arguments convincingly to a public of one’s peers. Academic writers in many disciplines often write with the purpose of advocating for solutions to political/social/cultural/environmental problems. When they do so, they are expected to consider and present positions that run against theirs in various ways – call them counterarguments – in order to meet the expectations of their academic audience. They must demonstrate their mastery of established arguments and knowledge in areas of discourse and recognize the legitimacy of other perspectives, even if the author seeks ultimately to dismiss them.  In the realm of public advocacy, arguments and persuasion can look, feel, and sound quite different. Public advocates deliver strong and impassioned arguments by undermining counter arguments. They do so by choice and with knowledge about the various perspectives and pieces of evidence that may potentially undermine their case. When putting forth arguments in academic or public settings, the most convincing advocates do not simply put forward solutions without first comprehending the informed debates in which these solutions are situated. Rather, successful advocates draw from a deep well of knowledge when carefully selecting the evidence and rhetorical appeals that will make their case about how to address the profound social problems they put before their audiences.  This assignment challenges you to become that strong advocate, one who delivers convincing solutions to a current and pressing political/social/cultural problem. You cannot, in all likelihood, be this advocate at the beginning of the project. You will need to spend time researching and evaluating sources; you will need to explore various arguments and perspectives as you write proposals and drafts. At some point, however, after deepening your knowledge and maybe even after writing a full draft or two, you will need to choose a position to advocate.   The Word Counts for the Multimodal Composition:  (Include notes and in-text citations but not the bibliography) -Draft 1: 1850 words -Draft 2: 2000 words -Graded Submission: 2500 words Sources & Citations:  You should use at least 10 sources beyond the sources you’ve been assigned in class or used in your first essay. Use the MLA system for citing your sources

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