research paper
ENG 111/ ENF 3: Summer 2016
Essay 3: The Research Paper—> Problem/ Solution(s)
Open Topic
Being able to identify and solve problems in the workplace and in everyday life are essential skills for all productive citizens. Problem-solution essays inform readers about problems and propose methods to address the problems. People draft and present problem-solution essays daily in business, government, education, and other professions. Problem-solution essays and presentations are an essential component of the world of work.
In most disciplines and professions, problem solving is a basic way of thinking. For example, health professionals use problem-solving skills when diagnosing and addressing patient health concerns; mechanics maintain systems and use sophisticated tools and problem-solving techniques to perform 60,000 mile checkups on cars, and optimize performance in turbocharged engines; politicians and community leaders propose solutions to troubling political and social problems; attorneys find legal precedents to solve their clients’ problems; teachers make decisions everyday about how to help students with specific problems; carpenters, plumbers, masons, electricians, and HVAC technicians are in continuous demand to solve difficulties for home and business owners; and business owners or managers must themselves be problem-solvers as they work with the public and plow through bureaucratic red tape.
Problem-solution essays are a form of persuasive writing. In addition to identifying a problem and exploring its ramifications, the writer proposes a solution or solutions, recommends a course of action, and explains the reasons the recommended course of action is the best to pursue. The writer is arguing in favor of following the recommended course of action. Therefore, the writer must be aware of the reader’s needs and expectations. Does the reader understand the problem and its seriousness? What other solutions might the reader think of, and what objections might they have to the writer’s solution? An awareness of the audience, including their concerns and possible objections, is a central element of all effective persuasive writing.
One topic may require only one solution, but an extremely detailed discussion of causes and steps in solving the problem; while another may require an in-depth discussion of the problem’s history and an explanation why two possible methods of solving the problem are unacceptable.
Thus, no one outline format will suit every paper. However, the following elements should be in all papers to some extent.
For this research paper, please consider a problem that college students like yourself may encounter in the process of pursuing a higher education and offer a solution. Additionally, your argument needs to proffer a counter-argument in which you take an alternative look at the problem or a solution that may not be effective and offer your own, better take.
Here is a sample organization:
Introduction: (order of items within paragraph may vary; introduction may be more than one paragraph in length)
Identify the problem
State thesis
Gain the reader’s interest, perhaps by explaining why he should be concerned or
describing the seriousness of the problem
Present Problem: (more than one paragraph in length)
Describe the problem thoroughly
Be sure to address the following questions as they apply to the assigned problem, giving examples and explanations of each and supporting answers with research:
What caused the problem?
Who is affected by the problem?
What are the effects of the problem?
Why is it important?
Where did it begin, or where is it most problematic?
When did it become a problem?
What background information would a lay reader (someone unfamiliar with your topic) need to know to understand the issue?
What factors need to be considered when you think about how to “solve” your
problem? What do you need to consider and what are your priorities?
Present Solution(s): (more than one paragraph in length)
Describe, examine, and evaluate the solution or solutions.
If you have more than one solution to discuss, place the least acceptable first, then progress in order to the best solution.
Each discussion of a solution should
Identify the solution
Go through the pro’s and con’s (which can include cost, time, labor, feasibility, as well as how it meets or surpasses current industry standards…)
If you include more than one solution, your paper should include a clear explanation of which solution is the most applicable from our point of view. Anticipate and address any objections or reservations your audience may have in this part of the paper.
Conclusion:
Remind the reader of key points, benefits to your solution, or of the problem’s significance.
Call to action: What further research needs to be invested in and why? In other words, why is this a problem deserving more attention than it already has?
The first essay taught you how to summarize and respond to information from a source. The second essay asked you to look at a question from four angles. You have not been asked to organize an essay, so you will need to choose which knowledge problems you investigate and which fall outside of the parameters of the paper you are writing.
__5 credible, cited sources including at least one database source; 4.5-5.5 well-informed, analytical pages using the PEE structure and in-text citations in each body paragraph. That brings your source total minimum to 5. The Works Cited Page will not be figured into your minimum page requirement.
__Your audience is your professor, so your topic should be mindful of that audience.
__Your paper must have local significance; that is, do not attempt to write about an international problem but rather a local, academic, or career-specific one.
__Balance logos, pathos, and ethos
__Think “outside of the box” on your sources; an interview is a source (your first paper). However, you may not interview members of your audience. Your sources must have ethos. Thus, you must introduce them in a way that shows their expertise and credibility prior to quoting or paraphrasing them. We will look at examples of this together..
__This assignment will require you to think divergently. There is no one right answer, no one way to start, research, or write. Give yourself enough time to succeed even if a source or two or three doesn’t pan out. That is, give yourself time to make mistakes. That’s my best advice.
Paper Process with Deadlines: In this packet, you have a model of 1, 2, and 4 below
Submit your working thesis and paper outline and working thesis document to Prof. Tong for approval by Tuesday, June 20th in the lab (I will respond to these with feedback). Your outline should consist of a paragraph plan in the form of critical questions and the source(s) you will use in each paragraph. (20 points)
Begin your research ASAP and submit an annotated bibliography in MLA format by Tuesday June 27th (hard copy so I can comment on them in class). Annotated bibliographies consist of an MLA citation for a source followed by a source summary, source evaluation, and the ways in which you will use the source. For this piece, please use the words logos, pathos or ethos, since your paper should blend the three types of evidence. (30 points)
Receive feedback on your rough draft during office hours, by peer review, or in the Writing Center by Wednesday, July 5. I will check to see your rough draft is complete the class before this (as noted on your syllabus schedule), but you have some additional days to actually receive your feedback so that everyone doesn’t try to get my input or a WC visit on the same day. Plan ahead. Request an appointment if necessary. If your schedule doesn’t allow you to visit office hours, the WC takes paper via email, in walk in hours, and by scheduled appointments. Since you have your research process due dates today, you have every opportunity to plan ahead. As soon as you have at least 4 pages, come and get my feedback or visit the WC. (15 points)
Prior to submitting your final draft, you will write a research paper abstract, which you will present to the class on the due date for the paper. An abstract is a brief summary of your argument (problem/solution) and evidence. (10 points abstract; 10 points presentation)
All presentations and papers are due Tuesday, July 11th (by electronic, hard copy and through SAFEASSIGN). There is, as always, a seven-point deduction for late papers. (Final paper: 100 points; Research project total including steps for each of the processes (1-5 above: 200 points)
Student X
Prof, Tong
ENG 111/ENF 3
X/Y/201Z
Sample
Paper Outline (example 1)
Topic: Impact of Rise in College Tuition
Working Thesis Statement: The rising in college tuition has brought negative consequences for all Americans, not only students, but families and the economy has been affected by this. However, there are ways to help go through this important problem.
Questions:
Intro
How is rise in college tuition affecting students?
How affects family?
How affects the economy?
Where did it become a problem?
Why still doesn’t have a solution?
What solution could be propose to lower the costs of college?
Conclusion
Student X
Prof. Tong
ENG 111/ ENF 3
X/Y/ 201Z
Sample Outline (Example 2)
Topic: Veterans transitioning from combat to NOVA
Working Thesis: NOVA reconciles veterans and educators with Vetlink, advisors, and counselors.
Intro
Why is reconciliation a priority for veterans?
What is VetSuccess and how does it exemplify reconciliation?
What is Vetlink and how does it exemplify reconciliation?
How do counselors and advisors use reconciliation?
How could NOVA improve reconciliation? (counter-argument)
Conclusion
Writing Your Annotated Bibliography
An annotation starts with the MLA citation for a given source. The annotations and citations should be ordered alphabetically.
Each annotation needs to provide the following three details:
A brief summary of the source
An evaluation for what the source includes and what holes (weaknesses) it has
A sentence telling me how you intend to use the source and for which appeal (pathos, logos, ethos). You need to be sure the kinds of evidence you use demonstrate a balance of the appeal across the length of your paper. That is, don’t use all statistics (logos); instead, balance these facts with anecdotes (pathos) and personal testimony of experts (ethos). You will find each of these on the NOVA website if you do good research.
Here is a sample NOVA website citation. It starts with the name of the page because for the website sources that are not reports, often there is no listed author. Every page you use from the NOVA site needs a different citation, but all will list NVCC (written out) in italics. In your paper, the use of this source will appear as (“Student Orientation”). Use abbreviated versions of your citations in the text of your paper:
“Student Orientation and Advising & Registration Sessions.” Northern Virginia Community College, 2013. Web. Date of Access.
For option 2, here is how everyone will cite the Freire article, which I provided to you:
Freire, Paulo. Pedagogy of the Oppressed. New York: Continuum, 1993. Web. Date at the bottom of your copy.
Here is how to cite your database source, which you should use for your counterargument to discuss what other schools are doing or have done in the way of your paper topic:
Junge, Wolfgang, and Nathan Nelson. “Nature's Rotary Electromotors.” Science 29 Apr. 2005: 642-44. Science Online. Web. 5 Mar. 2009.
Langhamer, Claire. “Love and Courtship in Mid-Twentieth-Century England.” Historical Journal 50.1 (2007): 173-96. ProQuest. Web. 27 May 2009.
Student X
Professor N. Tong
ENG 111/ ENF 3
8 April 2014
Annotated Bibliography
Freire, Paulo. Pedagogy of the Oppressed. New York: Continuum, 1993. Web. 4 Mar. 2014.
“Military Services.” Northern Virginia Communit College, 2013. Web. 8 Apr. 2014.
NOVA offers veteran-specific counseling to assist veterans in applying to NOVA and choosing and enrolling in classes. I will use services provided by the Office of Veteran’s Affairs and Veteran’s Counselor to show logos and ethos in the reason for having Veterans-specific programs. The website has no statistics and that makes it difficult to provide back-up data.
“NOVA Vetlink” Northern Virginia Communit College, 2013. Web. 8 Apr. 2014.
NOVA Vetlink is NOVA’s with the Virginia’s Wounded Warrior Program. NOVA has individuals ready to talk with other veterans about combat situations. This program is important for veterans who are returning from combat and transitioning. I will use this to show pathos in the stresses that result from some combat experience.
Rumann, Corey, Marisa Rivera, and Ignacio Hernandez. “Student Veterans and Community Colleges.” New Directions for Community Colleges 155 (2011): 51-58. Ebscohost. Web. 8 Apr. 2014.
This source will serve mainly as logos as my counter argument to argue for a centralized and specialized point of contact for veterans. All of the programs offered for veterans are great, but they are in different buildings and different rooms in those different buildings. Veterans need to go to 4 different offices just to do the minimum in order to use VA benefits. My argument is that NOVA should commandeer a large room (possible one on the third floor of CA?) and put all Veterans programs in one place. I’ll also argue that Veteran’s special advisors should be full time veterans supports (currently, some are only on campus a few days a week and others even teach classes and support non-veterans).
“VetSuccess Now Serving the Annandale Campus” Northern Virginia Communit College, 2013. Web. 8 Apr. 2014.
VetSuccess On Campus (VSOC) is a Veterans Affairs (VA) program that has a partnership with NOVA where a VA representative is on campus to help students transition into college life and they can answer questions regarding educational benefits and to be a source for other Veteran related needs such as counseling services and connection to community services that focus on Veterans. I will use VetSuccess to show ethos in the value of achieving a positive transition for veterans.
“Vocational Rehabilitation and Employment.” U.S. Depart of Veterans Affairs, 2014. Web. 8 Apr. 2014.
This website was the link from NOVA’s VetSuccess, I will use this to provide more information on the VetSuccess program since the information about the program is on this website rather than NOVA’s due to the agreement between the School and the VA to host the VetSuccess Prgram.
Wildblood, Margie. Email interview. 10 Apr. 2014.
Margie Wildblood is the Veteran’s Counselor and has agreed to answer some interview questions via email Thursday due to schedule. I plan to use quotes from our email interview to show ethos for Veterans-specific counseling services. I will write my rough draft without her interview but wanted to include it here since it is a planned portion of my final draft. A weakness of the personal interview is a lack of facts or logos, since answers are mostly opinion based.
Student X
Professor N. Tong
ENG 111/ ENF 3
17 April 2014
A Smoother Transition for NOVA Veterans
Attending college for many veterans can be a culture shock because life in the military is vastly different from the life that they experience once they are attending college. The way that veterans think is different than the way any of their traditional college student peers. Paulo Freire, a 20th century educator, transformed way that education is viewed by acknowledging that an individual’s past plays an important role on the conversations they have during their education. Because a veterans past is generally one of leadership, motivation, and drive, they have a lot of experience that they can bring to the conversations being held on campus, but they need to feel like they are welcomed into that conversation through reconciliation with their teachers and peers. The Northern Community College (NOVA) community is in the process of reconciling the relationship between student veterans and educators by taking steps to address the differences in the educational needs of student veterans through programs like VetSuccess and NOVA Vetlink, and through academic advisors and counselors who specialize in student veteran needs. NOVA administrators could continue that process by making all veterans’ programs, advisors, and counselors more easily accessible to their student veterans.
Reconciliation should be a priority when student veterans are involved because they bring unique perspectives to the conversation. The major problem is that the banking theory “fail[s] to acknowledge men and women as historical beings” (Freire). When an educator fails to realize a veteran’s developed experience and character, the educator stifles the veteran’s ability to be completely involved in his or her education. Military experience, especially for veterans with combat experience, is not something that can just be forgotten because that veteran is starting a new chapter in their life. Freire says that “[e]ducation must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students” (Freire). This process of reconciliation is especially important because of that same past that banking theory forgets to recognize. A student veteran can offer fresh views and insights to the conversations being had in their classrooms. Because of NOVA’s large veteran population, it is important that NOVA continue the process of reconciliation with its student veterans.
NOVA administrators are reconciling their relationship with military veterans through the VetSuccess on Campus (VSOC) program. VSOC is a Department of Veteran Affairs (VA) program that offers student veterans access to a VA representative called a VSOC counselor. The VSOC counselor is familiar with local VA programs such as medical, counseling, and vocational assistance services and they help veterans understand and apply for those programs (Vocational Rehabilitation). Knowing what programs are available to student veterans can be difficult; the VSOC counselor makes sense of this confusion and helps students adjust to the new chapter in their life. Ensuring that veterans have access to the programs that their entitled to allows veterans to spend less time searching for them and more time engaging in their education. NOVA is currently one of only ninety four campuses nation-wide that offer the VSOC program (VetSuccess). By giving space to the VA so that veteran students had access to programs available to them, the NOVA administration is showing their concern for veterans. In providing services that meet veteran-specific needs, NOVA administrators are showing that they are willing to modify what has been their dialogue in order to best ensure that their veterans are comfortable being on the campus and therefore are comfortable joining the conversations.
Student-veterans are also in the process of reconciliation with one another through programs like NOVA Vetlink. Virginia Wounded Warrior Program and NOVA sponsor a peer counseling service, called NOVA Vetlink, to support combat-experienced veterans through conversation with other veterans who have shared similar experiences (NOVA Vetlink). One of the most important aspects of military service is the camaraderie established through training and serving together, NOVA Vetlink provides student veterans that camaraderie again. This program helps students know that they are not alone in their struggle to adapt to the new environment. Knowing that there are others who are going through a similar transition is an encouragement and a source of strength during the tough change. NOVA Vetlink also provides support to NOVA veterans’ family members (NOVA Vetlink). Since the transition from military to college also impacts the family members of NOVA veterans, communicating and connecting to those veterans’ families on campus is another great way to show that the veterans’ community is not only appreciated and cared for but that their unique needs are a priority and NOVA veterans are willing to help in any way that they can.
Reconciliation is also happening between veterans and NOVA faculty through veterans’ academic counselors and dedicated veterans advisors. A counselor at NOVA who specializes in advising veterans, describes why she feels veterans deserve a specialized advisor: “a veteran’s counselor is familiar with military transcripts, what will count, which colleges will accept them, how to access them and how to have them evaluated. A veteran’s counselor can work closely with the VA certifying official at each campus to assure that the veteran is in the appropriate degree plan and following the course requirements. This coordination prevents the student from taking unnecessary courses” (Wildblood). Student veterans are different than many students because their prior learning experiences are unique; Wildblood spends time planning with her veterans in order to help them best understand how those experiences apply at NOVA and overall in their educational plan. NOVA’s Office of Veterans Affairs (OVA) provides information and assistance to veterans on their GI Bill benefits. The OVA also provides assistance in filling out paperwork for the school (Military Services). Because of the amount of paperwork required to use the GI Bill benefits is confusing, having a faculty member who knows the process and can guide veterans through it is invaluable. This ensures that student veterans do not give up but instead participate and engage in their education.
Although a plethora of great services are offered to veterans throughout the NOVA community, veterans services should be co-located to help ensure simplicity, minimize confusion, and increase overall use. One article states that student veterans “experience the additional difficulty of navigating institutional bureaucracy and are sent from office to office when attempting to gather information related to GI Bill funding” (Rumann, Rivera, and Hernandez). When first applying at NOVA, student veterans can go to as many as six different offices, counselors, and advisors. This frustrates and could even alienate veterans. If NOVA had co-located offices for all veterans’ services this frustration could be eliminated and the veterans’ admission process streamlined. The same article also describe one college’s veteran’s center where veterans can “relax as well as find out about resources, make copies, use computers, attend workshops, and buy snacks” (Chappell qtd. in Rumann, Rivera, and Hernandez). Having a centralized location where veterans can meet other veterans and receive information on recourses like NOVA Vetlink would make more veterans aware of the programs that support their transition and success at NOVA. All veterans see the OVA at least once a semester to file paperwork with them for their GI Bill benefits; instead of shoving them into a small office where there is barely enough room to file their paperwork, NOVA administrators should provide a large space where they are surrounded by faculty and students that care about their educational and emotional well-being. Co-locating all the veterans’ programs at NOVA would provide student veterans an place where they can process all the paperwork needed for both NOVA and the VA, while getting information on support programs offered by NOVA, the VA, and the community. Ensuring the awareness of programs and simplicity of process for veterans at NOVA would make be a giant leap forward in the recondition between student veterans and educators and would probably increase veteran success at NOVA.
Veterans transitioning from the military to NOVA have a lot to offer the NOVA community. They have experience and character that is unique to their special community. Through the programs and procedures already in place at NOVA, it is clear that the NOVA community has already made steps to reconcile their relationship with student veterans. Services like the Veterans office and opportunities like Veterans Lunch, veterans discussions, ties in curricular studies to topics having to do with militarization and military experience all validate a veteran-student’s prior knowledge when they enter a NOVA classroom. However, student veterans would be able to feel more connected at NOVA and would surely have an amazing impact on the NOVA climate if they were able to have their educational, emotional, and transitional needs met in one place.
Works Cited
Freire, Paulo. Pedagogy of the Oppressed. New York: Continuum, 1993. Web. 4 Mar. 2014.
“Military Services.” Northern Virginia Community College, 2013. Web. 8 Apr. 2014.
NOVA Vetlink. 2013. Northern Virginia Community College Intercom. PDF file.
Rumann, Corey, Marisa Rivera, and Ignacio Hernandez. “Student Veterans and Community Colleges.” New Directions for Community Colleges 155 (2011): 51-58. Ebscohost. Web. 8 Apr. 2014.
"VetSuccess Now Serving the Annandale Campus." Intercom. Northern Virginia Community College, 14 Oct. 2013. Web. 15 Apr. 2014.
“Vocational Rehabilitation and Employment.” U.S. Depart of Veterans Affairs, 2014. Web. 8 Apr. 2014.
Wildblood, Margie. Email interview. 10 Apr. 2014.
