discussion & 1 pg like sample attached
This week’s OWL reading presents three of the most common methods for structuring Persuasive Research Papers: The Toulmin, Rogerian, and Classical methods.
● Share which method you feel will be most appropriate or preferable for your Persuasive Research Paper. Why is this the best approach?
● Post a rough outline for your paper using the key sections of your chosen method as listed below.
Toulmin
● Claim ● Data ● Warrant
(Bridge) ● Backing
(Foundation) ● Counterclai
m ● Rebuttal
Rogerian
● Introduction ● Opposing View ● Statement of
Validity ● Statement of
Your Position ● Statement of
Contexts ● Statement of
Benefits
Classical
● Introduction (Exordium)
● Statement of Background (Narratio)
● Proposition (Propositio)
● Proof (Confirmatio) ● Refutation (Refuatio) ● Conclusion (Peroratio)
Last of all, underline the text in your outline that best presents your thesis if needed.
For this discussion, you will post your proposed outline for the week 16 paper. This outline should include a rough idea of the topic and thesis statement, and what points you want to write about. You also need to list 2-3 sources which you are considering using. Remember, you must choose a topic which is relevant to nursing and/or healthcare.
For reference, your final Week 16 paper must meet the below requirements. Keep these in mind as you craft your outline for it:
● Your essay should be a Persuasive Research Paper ● Have a Cover page, in APA style ● Have a References page, in APA style ● Have 3-5 scholarly sources cited in the body of the paper in APA format. ● Have 3-5 scholarly sources with full citations on a References page in APA
format. ● Be 10 pages in length ● Contain a clear, debatable, thesis statement ● Be double-spaced, Times New Roman, 12pt font, and have 1-inch margins
This week, you’ll perfect the APA formatting of your paper, including the title page at the beginning and the References page at the end. Additionally, you’ll draft the first 3 sections of your paper corresponding to the argument method you’ve selected:
● Toulmin: The Claim section plus at least 1 Data and 1 Warrant section. ● Rogerian: The Introduction, the Opposing View section, and the Statement of
Validity section. ● Classic: The Introduction, the Statement of Background section, and the
Proposition section.
Requirements
Your essay should:
● Be a Persuasive Research Paper that uses one of the three argument methods above
● Be double-spaced, Times New Roman, 12pt font, with 1-inch margins, correct page number placement and indentations
● Have a Cover page, in APA style ● Have a References page, in APA style, with at least 3 correctly formatted
sources ● Have in-text citations for any sources used ● Have all three sections listed above for the type of argument you’ve chosen.
https://www.sciencedirect.com/science/article/abs/pii/S0190740919312861
https://psychiatryonline.org/doi/full/10.1176/appi.ps.201900575
https://screening.mhanational.org/mental-health-screening-in-schools/
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Rhetoric in English Renaissance Drama
Somebody Special
Nightingale College
ENG120: English Composition I
Professor Commander
August 22, 2022
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Rhetoric in English Renaissance Drama
After the fall of Rome and the medieval preoccupation with theology, rhetoric reemerged
as the premier area of study during the Renaissance. More than merely being the dominant
academic discipline of the period, rhetoric served as the integrating principle of the English
Renaissance, comprehensively pervading the nation’s education, politics, and wider cultural
milieu—including its theatre (Pressley, 2014, p. 22). “If there is one school subject that seems to
have pre-eminently influenced the writers, statesmen and gentlemen of the 16th and 17th century,”
writes Foster Watson in The English Grammar Schools to 1660, “the claim for this leading
position may justly be made for Rhetoric and the Oration” (Pressley, 2014, p. 22). Indeed, the
English grammar school revived the Ancient Roman school curriculum with the study of rhetoric
(which, in addition to teaching effective language use, broadly subsumed grammar and literature)
as its centerpiece (Laperle, 2010, p. 58). From the age of seven to thirteen, Renaissance
schoolboys (including those who would later grow up to be the period’s leading dramatists) spent
four hours a day becoming intimately acquainted with the writings of Aristotle and Isocrates,
Quintilian and Cicero—acquaintances that would only become further developed if they, like
Christopher Marlowe, continued their studies at Cambridge or Oxford (Laperle, 2010, p. 58).
These daily rhetorical devotionals undoubtedly shaped every playwright of the period as he grew
up, an understanding that leads McNeely (2004), in Proteus Unmasked: Sixteenth-Century
Rhetoric and the Art of Shakespeare, to conclude that English Renaissance schools “were the
prime instigators of the rise of Elizabethan drama” due to their governing focus on the ancient
rhetoricians coupled with rhetorical exercises in imitating Seneca through playwriting, dramatic
performances, and staging (pp. 432-434).
Now, let us pretend there are about ten more pages here . . .
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References
Laperle, C. (2010). Rhetorical situationality: Alice Arden’s kairotic effect in the tragedy of
master Arden of Faversham. Women’s Studies, 39(3), 175-93.
doi:10.1080/00497871003595844
McNeely, T. (2004). Proteus unmasked: Sixteenth-century rhetoric and the art of Shakespeare.
London, England: Associated University Press.
Pressley, J. M. (2014, July 5). Shakespeare’s grammar: Rhetorical devices. Shakespeare
Resource Center. Retrieved from http://www.bardweb.net/grammar/02rhetoric.html