ENC 1102 Major Assignment One Prompt: Field Trend Analysis

Purpose:

Before you can jump into a conversation and make an educated, knowledgeable argument about a topic or subject (the goal of the final assignment/essay for this course), you need to know what knowledge and information is currently “out there” about the topic. This assignment begins the brainstorming and research process that will create a foundation upon which you can build your final argumentative research essay for this course.

Since the main objective for this course is to teach you the advanced research skills that will make you the professional you are becoming, this first assignment will help you take the first step into your chosen discipline (or other area of interest) so that you can see what it looks like “for real.”

You will be using and practicing what you learn in the advanced research library sessions to find out what professionals in your field write and also how they write. Part of your higher education experience is preparing you to enter seamlessly into the professional world and teach you how to be aware of what that world looks like and how it works. This project will give you a big boost in entering that world and will give you an advantage when you do step into it. Not only that, but it will allow you to apply the advanced research skills you learn in this class toward that goal.

For the first assignment for this class, you are going to compose what is known as a Field Trend Analysis. This is just a fancy way of saying “What’s Up?” in your field or a specific discipline OR an area of interest. What are the hot topics? What are the experts in that field currently exploring? What are the questions and topics they are researching? What are they arguing about? What are those arguments? If you know the answers to these questions, you’ll be ahead of the game when you step into your profession AND you’ll knock the socks off your future colleagues (and employers!) because you’ll be on their level of knowledge and conversation. Not only that, but for those of you in research fields, you’ll know what projects to pursue that will earn you grant, research funds, or the contract from that big client . (Trend Research = $$$)

Specifically, a trend analysis is simply collecting information to identify a discussion or research pattern. Adding “field” means applying this to your professional field or discipline. Now, how to actually do it …?

Transferable Skills (College and Career):

Independent research; source comprehension and analysis; summarizing and reporting; formatting and source documentation conventions; time management; project planning; instruction comprehension and adherence; keeping knowledge of discipline/profession relevant.

Task:

Write a report (informative) in essay form which identifies a trend within a certain discipline (field) or topic and analyzes three sources which led you to identify the trend.

Using academic sources (peer-reviewed publications from the collage database and/or Google Scholar)
OR highly reliable media sources if you can’t find your topic in academic publications, search for peer-reviewed journals and articles published in your field/topic for the past two to three years. Note topics and subjects that appear more often than others. There may be more than one that appears a lot. If this is the case, select one that is of most interest to you.

Once you have discovered which topic appears the most (or the one you select from more than one),

select three articles
that have been published on that subject for use in your report
that indicate the trend you have identified. For each article, you will have a body paragraph of your report which identifies and discusses each of the following elements about EACH article:

1. Clearly identifies the source (article or book) by the author’s(s’) full name(s) and the full title of the article or book. Do so in the first sentence or two so that it’s clear the article is the topic of your paragraph.

2. identify the author’s (or authors’) thesis,

3. summarize the article and its main points, and

4. be able to state how it contributes to the trend you have identified.

Each body paragraph should be about a paragraph in length, each of 5+ sentences. (A word count for the whole essay is given below).

Once you have compiled your three paragraphs as described above,
compose an essay which reports on the trend you have found using your three summaries as each of the body paragraphs.
Your thesis will be an informative thesis which will state what the trend is in your field (as opposed to an argument thesis – a handout will be available to clarify this).

A
sample thesis might be: Recent publications show a trend of increasing discussion of incorporating more green technology in architecture and city planning.

Make sure the word “trend” shows up in your intro and through the essay!

Structure: You will have five paragraphs total.

1. Paragraph One: Introduction

2. Paragraphs Two through Four: Article analyses – one paragraph for each article

3. Paragraph Five: Conclusion

This is something that you may not have come across before, so example essays will be posted with this prompt for you to see how it looks and sounds. This project will take some time to get started, so allow yourself plenty of time to work on it.

Grading Criteria and Requirements

· Keep in mind this is NOT just a regular essay and it is NOT an argument essay.

Use the word “trend,” especially in your introduction, and phrasing throughout that makes it clear that this is a trend analysis.

Your thesis will be informative rather than argumentative. This is a report on the status of the profession. Present it as such.
If you turn in an argument or other essay and not a clear trend analysis, the paper will not assess well, no matter how good the content is. This has to do with following instructions and writing in the assigned genre and for the assigned purpose.

· Each paragraph should focus on a
single source (peer-reviewed journal article, academic-level book, or highly credible mass media/trade publications ONLY) that is broken down as described in the four elements above. This essay is an analysis of publications that, together, indicate a trend of discussion in the field (profession) you have selected.

· This report should be
1,000 words or more. Your introduction and conclusion will be shorter than your body paragraphs. Aim for each body paragraph to be about the same length.

· Have
at least one quote per body paragraph from the articles you are analyzing. It will likely be a statement which is the author’s thesis or a statement that supports the importance of the topic to the field. Recall that each body paragraph will focus on just one of the articles.
Be sure to have proper MLA in-text citations!

·
SOURCES: Please use peer-reviewed, academic journals from the KSU database and/or Google Scholar OR highly credible mass media/trade publications (as found using the Ad Fontes Media Bias Chart). Remember you can filter your search by “Peer-Reviewed” in the KSU database.

· Have a Works Cited page in which each article is fully identified according to MLA format expectations.

· Adhere to MLA conventions with other formatting, etc.

· Proper organization, grammar/mechanics, spelling, etc.

· Please submit your work ONLY in Word format. The system often can’t open other files. IF YOU SUBMIT YOUR WORK IN A FILE FORMAT THAT CAN’T BE OPENED IT WILL RECEIVE FAILING OR NO CREDIT. Unfortunately, this has to be the policy to prevent academic dishonesty.

FIELD TREND ANALYSIS GRADING CRITERIA / RUBRIC

1)
Instructions and Requirements (NOTE: failure of any one of these criteria of Word Count, MLA format, proper genre, and submission as a Word file can cause a paper to fail even if other criteria are correct; most important is Word Count.)

A-Range: Word count has been exceeded; document is in MLA format and has been submitted correctly as a Word file and as an upload in D2L (or via e-mail). Essay is written in the assigned genre.

B–
Range: Word count has been met or exceeded; document is in MLA format with only one or two small errors; document has been submitted correctly in Word format and as an upload in D2L (or via e-mail). Essay is written in the assigned genre.

C-Range: Word count has been met or exceeded; document is in attempted MLA format with only a few minor errors; document has been submitted correctly in Word format and as an upload in D2L (or via e-mail). Essay is written in the assigned genre.

D-Range: Word count is short by no more than 50 words; document is in attempted MLA format, though major errors exist; document has been submitted correctly in Word format and as an upload in D2L (or via e-mail). Essay is written in the assigned genre.

Failed Paper: Word count is short by 50 words or more AND/OR submission is not in MLA format AND/OR has not been submitted as a Word file AND/OR Essay is not written in the assigned genre (i.e. Student has submitted an argumentative research essay or a source analysis instead of a narrative essay.)

Thesis Statement

A-Range: Thesis is clear, not in list form, and placed at the end of the introductory paragraph. The thesis is an informative thesis indicating which specific trend has been identified in what field or topic. (Although, it is acceptable to have an argumentative thesis as long as the focus remains on the identified trend.) The thesis statement is reasonable and remains the focus of the remaining paper, being referred to as a natural part of discussion in the supporting paragraphs.

B-range: Thesis is clear, may be in list form but still developed, and placed at the end of the introductory paragraph with a clear indication that it is identifying a trend. The thesis statement is reasonable and remains the focus of the remaining paper, being referred to as a part of discussion in the supporting paragraphs though it may not be integrated seamlessly in conversation.

C–
range: Thesis is clear but may need more development, precision, and/or may be in list form but still identifies or attempts to identify a trend. It is placed at the end of the introductory paragraph. The statement is strong but may not be fully developed. The thesis statement is mostly reasonable and is related to the remaining discussion in the paper, though direct references may not be consistent throughout.

NP (not passing) – Thesis cannot be found OR it may exist, but not at the end of the introductory paragraph. Thesis makes no reference or conceptual allusion to a trend, is unreasonable, and/or is a simple statement of fact. Though ideas in the essay are related to this idea, there is no synthesis or clear association with it in discussion.

Introduction Paragraph

A-range: Inviting, fully developed introduction that fluidly presents the What (main topic), How (supporting topics—in this case main ideas of each of the three selected articles/sources), and Why (thesis) of the essay without being mechanical. Thesis is placed clearly at the end as the Why of the essay. Readers should be able to anticipate how and why the paper will proceed as it does. Discussion flows smoothly from What to the How statements and logically arrive at the Why/thesis at the end. Paragraph has good substance without being overly short or long.

B-range: Developed introduction that presents the What, How, and Why of the paper, though it may not be completely fluid and/or feel mechanical. Thesis is placed clearly at the end as the Why of the essay. Readers generally anticipate how and why the paper proceeds as at it does, though there may be opportunities for more conceptual synthesis. Conversation goes from What to How to Why but may have room for more development or fluid language to go from one to the next. Paragraph has good substance without being overly short or long.

C-range: Introduction that presents the What, How, and Why of the paper, though it feels formulaic or mechanical. Thesis is placed clearly at the end as the Why of the essay. Readers have a basic idea of how the rest of the paper will unfold, though some aspects may be unclear or missing. Conversation goes from What to How to Why but is mechanical or formulaic. May be short of substance but still completes the overview of the paper. It may also be overly long with material that can be trimmed or moved to a body paragraph without omitting crucial aspects of the essay overview.

NP: Introduction is very short or overly long; What/How/Why elements are misplaced, undeveloped, or missing; Missing thesis or incorrect thesis; AND/OR The reader is left with little or no idea as to what will be discussed in the essay content.

Evidence

A-range: The three selected sources are clearly related to one another by discipline or overall topic. They are current (within past 1-3 years) and from scholarly journals, a book, and/or published in a highly credible/reliable source and written by an expert or experts in the field/discipline of the topic. Quote/s selected from each source are effective in showing a) the author’s thesis AND/OR b) a statement about the trend that the student author has identified. The selected quotes provide information or meaning that enhances the reader’s knowledge of the topic/trend and is used by the student author to prove the existence of the identified trend, the effects of the trend on the field, and/or offers professional knowledge and support of the existence of the trend.

B-range: The three selected sources are related to one another by discipline or overall topic. They are current (within past 1-3 years) and from scholarly journals, a book, and/or published in a highly credible/reliable source and written by an expert or experts in the field/discipline of the topic. Quote/s selected from each source show or give an idea of a) the author’s thesis AND/OR b) a statement about the trend that the student author has identified. The selected quotes provide information or meaning that attempts to enhance the reader’s knowledge of the topic/trend and is used by the student author to prove the existence of the identified trend, the effects of the trend on the field, and/or offers professional knowledge and support of the existence of the trend.

C-range: The three selected sources are generally related to one another by discipline or overall topic. They are current (within past 1-3 years) and from scholarly journals, a book, and/or published in a highly credible/reliable source and written by an expert or experts in the field/discipline of the topic. Quote/s selected from each source at least attempt to show a) the author’s thesis AND/OR b) a statement about the trend that the student author has identified, though it may not be directly clear or implied. The selected quotes provide information or meaning that enhances the reader’s knowledge of the topic/trend and is used by the student author in an attempt to prove the existence of the identified trend, the effects of the trend on the field, and/or offers professional knowledge and support of the existence of the trend, though these connections and conclusions may not be immediately clear at first.

D-range: The three selected sources are somewhat related to one another by discipline or overall topic but that relationship is largely implied or is overly broad with no specific connections between the sources. They are current (within past 1-3 years) and from scholarly journals, a book, and/or published in a highly credible/reliable source and written by an expert or experts in the field/discipline of the topic. Quote/s selected from each source attempt to show an author’s thesis or mention of the trend, but the content is not clear, overly general, too long or short, or the reader is left to guess that there is a connection. The selected may have something to do with the topic or trend but are largely just “shoehorned” in with little or no direct connection to the conversation or the overall thesis of the essay.

NP: There are not three sources, or if there are, one or more are not related to the others and/or the overall topic or trend. One or more of the sources is not current or not from a scholarly or expert source. Quote/s are missing, or those that are selected from each source do not add any support or evidence to the discussion. Material selected is randomly selected, “shoehorned” into the text, or too short or long to provide any real meaning.

Elaboration / Discussion

A-range: Relates the three sources to each other and to the trend consistently and fluidly. Exhibits substantial depth, fullness, and complexity of thought supported by sophisticated ideas/analysis and carefully chosen evidence that support the paper’s thesis. All of the evidence and examples are woven into the thought process of the discussion in a way that is relevant, and explanations are given that show how each example supports the author’s position. Sentences are varied, nuanced, and eloquent.

B-range: Relates the three sources to each other and the trend but perhaps not fluidly or consistently. Exhibits depth, fullness, and thought supported by well-related ideas and carefully chosen evidence that support the paper’s thesis though there are missed opportunities to make connections or connections are forced to some extent though still effective. All of the evidence and examples are integrated into discussion in a way to show they are relevant to some extent, and explanations are given that show how each example supports the author’s position in some way. Sentences are varied and flow smoothly throughout.

C-range: Exhibits thought and planning put into development of the paper, though there may be opportunities for more development. Discussion is supported by related ideas and evidence that support the paper’s thesis, although the connections may not be immediately recognizable, they are eventually made. All of the evidence and examples are related in some way though it may not be fluid in discussion, and explanations are given or attempted that show how each example supports the author’s position. Sentences are generally varied and have at least some attempt at flow between them.

NP: Writing clearly needs more development; paper may still be largely in draft form. Ideas are not clearly related to the overall thesis, are underdeveloped, and/or veer off-topic. Examples and explanations are unrelated, weakly related, or undeveloped. Sentences are overly long or short and do not flow in a conversational or logical manner.

Conclusion

A-range: The conclusion successfully provides the “real world/ big picture/ a-ha” understanding that applies to the world just beyond writing a paper for a class. Clear, synthesized reiteration of the What/How/Why without being obvious repetition or restatement of the introduction in a different order, particularly the identification of the selected trend. If applicable, suggests possibilities for further development and/or research.

B-range:
The conclusion provides an idea of broader understanding that applies to the world just beyond writing a paper for a class or hints at those possibilities. Reiteration of the What/How/Why and identification of the trend with only minor obvious repetition or restatement of the introduction in a different order. If applicable, little or no suggestion for possibilities for further development and/or research.

C-Range: Broader application of concepts are generally suggested or implied but may not be explicitly stated. Trend may not be explicitly stated but is alluded to. Reiteration of the What/How/Why is formulaic and only minimal in variation from statements in the introduction. If applicable, no suggestion or implication of further development or research.

NP: No conclusion (or it is not discernable from a body paragraph); very short or very long conclusion; conclusion does not provide an overview of what was accomplished or discussed in the paper; conclusion is a direct repetition or near-direct repetition of introduction. No suggestion of broader application or development possibilities.

Organization and Flow

A-range: Topics flow from one to the next, one building upon ideas from the previous, in a logical, conversational manner. Consistent attention to proportion, emphasis, logical order, smooth flow, and synthesis of ideas. Body paragraphs are coherent, unified, and skillfully and logically developed with clear topic sentences. All transitions between paragraphs are clear, effective, and smooth with a natural flow of conversation and logic with a clear flow of development of ideas. Transitions carry conversation forward from the previous article/s and/or ideas, building a sense of direct connection and cohesiveness between them.

B-range: Essay is in paragraph and topical order that builds in a natural, reasonable manner. Topics are logically and cleanly ordered from one to the next, though conversational flow may be lacking. Relatively consistent attention to proportion, emphasis, logical order, smooth flow, and synthesis of ideas. Body paragraphs are understandable, generally unified, and developed with clear topic sentences. Transitions between paragraphs are clear and generally effective with some idea of the connections between ideas.

C-range: Essay is in paragraph and topical order that is in a relatively reasonable manner though paragraph order may be changed without making any significant changes to meaning (It’s good if paragraphs depend on their order to make sense; if you can change the order of your paragraphs with no effect, you need more development/transitions). Topics are ordered in a generally logical order and relate to one another, though there may not be an obvious logical flow or order. Attention to proportion and order, though there is opportunity for development and/or editing/expansion of some paragraphs. Body paragraphs are understandable, generally unified, and developed with clear topic sentences. Transitions between paragraphs are attempted or limited to basic phrases, and though they may need more development, they are still effective.

NP: There is a wide range of paragraph sizes; body paragraphs may be shorter or the same size as the introduction and conclusion paragraphs. There is no logical order or connection between the paragraphs; they could be placed anywhere with no change to the effect of the essay. Topics have no clear connection or order. No topic sentence or weak topic sentences. Weak or missing transitions between paragraphs.

Grammar, Style, Punctuation, Mechanics, etc.

A-range: No errors in grammar or spelling. Contains no sentence level errors. Clarity and expressiveness promoted by consistent use of grammar/punctuation/mechanics – higher than expected skill in use. Precise, lively, elevated diction suited to audience and context; clear diction with no errors in word choice; suited to audience and context. Specialized terms used correctly and fluidly. Sentences skillfully constructed to achieve clarity, conciseness, coherence, and variety. Impressive and/or professional-level formality of tone that is still fluid and engaging.

B-range: Few or no errors in grammar or spelling; any that exist are minor and likely typos. Contains few or no sentence level errors. Clarity and expressiveness promoted by generally consistent use of grammar/punctuation/mechanics – strong skill in use. Clear, fluid diction suited to audience and context; few or no errors in word choice; vocabulary and tone suited to audience and context. Specialized terms used correctly in general. Sentences constructed to achieve a good level of clarity, conciseness, coherence, and variety. Strong level of formality of tone that is still relatively fluid and engaging.

C-range: Contains errors in grammar, spelling, or sentence construction, although they are relatively minor overall or do not appear throughout. Generally consistent use of grammar/punctuation/mechanics – some to good skill in use. Diction largely suited to audience and context with an attempt at professional voice and formality; some minor errors in word choice. Sentence construction may need coaching and development, but meaning is still clear. 

NP: Consistent major errors in spelling and grammar which impede meaning and distract the reader. Diction informal with use of cliches, informal phrases, and/or slang. Poor and/or incomplete sentence construction. Consistent run-on or incomplete sentences or choppy, short sentences.