[Please follow the prompt below and use all three sources I attached as pdf files]
Prompt: Select a primary source that you will represent with the authors greatest intellectual strengths before you identify a gap, lack, or limitation in the authors position or perspective. You will evaluate the authors argument in conversation with two other exhibits: an opposing source (authors idea differs in a meaningful way from the primary & creates a complication/obstacle), and an illuminating source (lens) that sheds light on both the primary and secondary essay in order to pave the way for your own idea via original analysis, reflection, and insight. In the end, are you satisfied with your primary sources arguments? What new insights have you gained into the authors work from such rigorous conversations?
You will need to accomplish careful work here as we begin to refine our use of sources, relying not only on understanding their purpose in your evaluation and construction of an argument, but also continuing to recognize and value the ethos of an essay, of an authors voice and intentions, and of your own ethos.
One primary source that you point out a gap or lack, or test out a claim theory.
One secondary source (Opposition) that you will use to establish a dialectical investigation of your primary text.
A third source (Illuminating Source) that you will find on your own through research.
Essay Requirements:
Posing and Engaging a Problem: The reader senses that the writer is motivated by some question, paradox, or problem that is both: 1.) Meaningful and important to the writer and his/her readers, and 2.) Genuinely uncertain, open-ended, and not easily resolved. This question, paradox, or problem is clearly stated early on in the essay (toward the end of the beginning) but it also remains as an organizing presencewhether explicit or implicitthroughout the essay.
Analyzing Evidence: The writer selects compelling evidence and then shows his/her logical process of breaking apart and parsing the evidence. Reader sees the writer approaching the evidence in more than one way and going beneath the surface to get at deeper significance, meaning, or implication of the evidence.
Argument/Logic: The writer makes clear how his/her analysis of the evidence leads to a new idea (a new complex perspective on the problem). Argument is rigorous, patient, and open-minded.
Structure: Essay contains a beginning, middle, and end. Each part is constructed so as to create a larger whole that leads the reader through the development of the idea. There are clear signposts along the way that lay out the logic of the argument and point to this idea.
Articulating the Idea: After reading the essay, the reader has a clear sense of something worth taking away, some tentative, yet rigorously sought after thinking. The idea is complex and not easily agreed to or denied. Rather it opens up a complex potential for further thinking and testing. The idea has been explored and revealed from beginning to ending of the essay through the interpreting of evidence and conceptual work woven throughout.
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