ch in the annotated bibliography, students identify an

ch in the annotated bibliography, students identify an angle or theme or position they can support about their topic, and they write a position essay for an academic audience.

This angle or position will likely be a response to the research question that drove the annotated bibliography; this response will not often be an answer to the question, but rather a statement about the possible answers to the question or a statement about the difficulty of answering the question with any certainly.

You should use the four sources from your annotated bibliography. However, you can add up to 3 additional sources that are geared toward the college-educated reader.

Students will be graded on content, organization and style:

–Overall, a presentation of your key ideas, and your thesis,  in an in-  depth, coherent, and even interesting or thought-provoking manner

-A compelling Introduction (hook, sources: articles and authors; a short   summary of your main idea, and a debatable, narrowly focused, well-  crafted thesis statement)

–Development of paragraphs (topic sentence, use of evidence and   analysis) and the skill in which you have your sources “converse” with   one another

-Use of strong organization skills: clarity, transitional words and phrases,   and strong verbs

-Strong command of grammar

-A compelling conclusion

-An understanding of MLA rules for in text citation and Works Cited

-Proofed closely.

Ultimately, your professor must judge the paper to be an effective academic, college-level work.

Final research paper: 5 pages plus WORKS CITED.