Description
Proposal (1 paragraph): Include answers to the following questions:
What overall website and/or fact will you be analyzing?
Why did you choose this website and fact?
What are the major appeals you see being used in the source?
Tell me something about the organization responsible for the source/website (do some research).
Thesis statement: No longer than 3 sentences.
Outline: Including ideas for Intro – Body – Conclusions.
For this first report, you will use Chapter 8 of the course textbook, as well as other complementary material, as the basis for researching, exploring, and analyzing written communication that is designed to inform, i.e., present “factual” information. Your focus of study will be a website with either a .org or .gov designation devoted to providing and presenting such factual information, for example www.cdc.gov (the Center for Disease Control), www.adl.org (the Anti-Defamation League), https://www.who.int/ (the World Health Organization), www.az.gov (Arizona State Government), https://www.census.gov/ (U.S. Bureau of Census), https://www.habitat.org/ (Habitat for Humanity) and so forth. You can also use News Sites, but these have to be approved by the instructor.
Use the following methodology for approaching this project:
First, before you search for a website, write detailed notes about what sort of informative websites you expect to look at and what your expectations are for those sites (consider sites that are generally unfamiliar to you). For example, suppose you are going to look at the CDC site. What are your feelings, perceptions, and personal knowledge about world health issues, government-funded health research, disease prevention, and federal government organizations? Based on your preconceptions, what would you expect the CDC’s official website to look like? What sorts of factual information would you expect to see presented on this site? How would you expect these facts to be presented and communicated?
Then, when you go to the website, write detailed notes about your first impressions. What do you see? What kinds of facts are offered? Pictures? Lists? Statistics? Testimonials? Anecdotes? Quoted and cited sources? How are visuals organized and presented on the website? What purpose do these visuals serve? What are your initial reactions to the factual arguments that are presented? What facts are you skeptical about? Why? What facts seem reasonable and sensible to you? Why? What facts are new to you? Do they seem relevant or important to you? Why? Why not? To whom would these facts be relevant or important? Who might challenge or disagree with these facts? Why? How?
After your initial examination, read the information on the website more closely to see what additional observations you can make about the facts presented, and note your reactions to them. Follow links and take note of information presented on the associated and affiliated websites and their relationships to the original site. Finally, write a report of your observations and findings about arguments of fact.
Please note that you are not being asked to summarize, evaluate, or critique the website. You are asked to explore, observe, analyze, and present your findings.
Unformatted Attachment Preview
Outline Template (Microsoft Word)
Beginning on the next page is an outline template (in Microsoft Word format), which is filled in with a
sample to show you what a final outline looks like. Here is how to fill in your own outline:
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Triple click on a sentence to highlight it. (Or swipe across it with a mouse’s left key held down.)
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Type your sentence. (The original words should automatically disappear; if they don’t, use the
Delete key to eliminate them.)
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When you don’t need an outline subdivision (such as “C” or “3”), delete the line.
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When you need to insert a new subdivision, place the cursor at the end of the sentence
immediately above where you want to insert, press Enter, go the Style drop-down menu (typically
located next to the Font drop-down menu) at the top of the screen, and select the appropriate
style:
For I, II, III, etc., choose Outline 1
For A, B, C, etc., choose Outline 2
For 1, 2, 3, etc., choose Outline 3
For a, b, c, etc., choose Outline 4
NOTE: You will need to manually enter the correct letter or number, and you may need to
change letters and numbers above and below your new entry. At times, you may need to use the
Tab and Backspace keys to align entries properly.
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TROUBLESHOOTING TIP: If Microsoft Word performs undesired formatting—such as
inserting unwanted letters and numbers and changing the indentation—go to Format menu, click
AutoFormat, click Options, choose the “AutoFormat As You Type” button, and deselect (so that
there is no checkmark) these two choices: “Automatic Bulleted Lists” and “Automatic Numbered
Lists.”
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The first time you save your document, choose “Save As” in the File menu and provide a new
name. (This will preserve the original file and its sample.)
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For Bibliography entries, you can choose (from the Style drop-down menu at the top of the
screen) either the “MLA Entry” style or the “APA Entry” style. (See Chapter 6 in the text for
details.)
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For an explanation of the different parts of an outline, see Chapter 12 in the text.
If you use this template for your outline, please make sure to replace ALL THE INFORMATION with
your own.
Banning Jet Skis
Viviana Morello
General Purpose: To persuade
Specific Purpose: To persuade my listeners that jet skis should be prohibited in
national and state parks
Thesis Statement: Jet skis should be banned in national and state parks because
they make too much noise, harm the environment, and harass
wildlife.
INTRODUCTION
I.
Attention Material
A. Describe jet ski
1. Some people love them and want to use them on all waterways.
2. Other people hate them and want them banned.
B. I have a love/hate relationship with them.
1. I enjoyed driving a jet ski on the ocean a few years ago.
2. But my vacation recently at a beautiful lake was marred by the constant noise of jet skis.
II.
Orienting Material
A. More than 1.3 million jet skis (also called personal watercraft) are in use, with annual sales of
about 200,000—one-third of all boat sales.
B. Jet skis should be banned from lakes and other waterways in national and state parks because
they make too much noise, pollute air and water, and harass wildlife.
C. However, I am in favor of permitting them on the ocean and private lakes, provided they stay
away from shallow water.
D. My information comes from The National Parks and Conservation Association; the
Environmental Protection Agency; Dr. Joanna Burger, professor of biology at Rutgers
University, and Dr. Ken Cordell, wildlife expert at the University of Georgia.
(Transition: Let’s examine the first reason why jet skis should be banned.}
BODY
I. Jet skis destroy peace and quiet.
A. People go to national and state parks to get away from noise and enjoy the sounds of nature.
B. A jet ski makes loud, intrusive noise.
1. A person on shore 100 feet away hears 80 decibels (equivalent to a police siren).
2. Two or more jet skis traveling together can create over 100 decibels (equivalent to standing
next to a chainsaw).
3. These decibel levels were figured by the American Industrial Hygiene Association.
(Transition: While jet skis are creating noise, they are also creating an environmental mess.)
II. Jet skis cause serious pollution of air and water.
A. One day’s worth of jet ski production of hydrocarbons and nitrogen oxide equals what a car
would produce in 100,000 miles.
B. Jet skis have inefficient, two-stroke engines, which dump up to one-third of their fuel—
unburned.
C. Each year 165 million gallons of oil are spilled into U.S. waterways by jet skis.
D. Jet ski emissions can harm humans, animals, and plants, says the Environmental Protection
Agency.
E. A lot of the toxic chemicals are long-lived.
1. Example: polycyclic hydrocarbons can kill zooplankton, an important part of the food
chain.
2. In lakes that have heavy jet ski traffic, fish populations have declined.
(Transition: Pollution is not the only way that jet skis harm animals.)
III. Jet skis harass wildlife.
A. They are so small, they can enter shallow waters.
B. These waters are used by wildlife for reproduction and nesting.
C. Jet skis cause alarm and flight and sometimes death, says Dr. Burger.
1. Many birds abandon their nests permanently.
2. This exposes their young to predators and bad weather.
(Transition: Let’s summarize.)
CONCLUSION
I.
Summary
A. Jet skis should not be allowed in national and state parks.
B. They create noise, cause pollution, and harass wildlife.
II.
Clincher
A. Please sign a petition that I will send to our U.S. and state legislators asking them to support a
ban.
B. When we go to these parks, we have a right to find peace and quiet.
BIBLIOGRAPHY
Burger, Joanna, Ph.D., professor of biology at Rutgers University. E-mail interview. 5 Oct. 2000.
Clemans, John. “Bluewater Blues.” Motor Boating & Sailing Mar. 2000: 56.
“Guide to Personal Watercraft.” National Parks and Conservation Association (Internet site at
www.npca.org). Retrieved 14 Sept. 2000. (The article includes research by the Environmental
Protection Agency; Dr. Joanna Burger, professor of biology at Rutgers University, and Dr. Ken
Cordell, wildlife expert at the University of Georgia.)
Shaw, Robinson. “Environmental Group Pushes Government to Rid National Parks of Watercraft.”
Environmental News Network (press release). 3 Sept. 2000.
VISUAL AIDS
Photo of a jet ski on a lake (PowerPoint slide)
Poster showing three main points
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