Pitch to Polish:

1. Pitch to Polish: A Student’s Topic Pitches and Drafts as the Idea Evolves From Askance to Academic Argument GSW Fall 2013 Assignment, Canvas Module Image, Topic Proposal Stages and Student Drafts

2. Essay #3 Assigned Oesch-Minor GSW 1110 / Fall 2013 Essay 3- Arguing a Position with Academic Sources ESSAY ASSIGNMENT: For your third essay, I want you to argue an aspect of a current event. You might find an intriguing court case, environmental issue or city government problem. Also, be sure that the topic is a manageable one: local news—even if it’s local news from Afghanistan—works best. (Let me define local as it is used in this assignment: an event that happened in a specific place, with a clear date and time.) The debate over bombing Syria or repealing Obamacare is too complex to debate in a short 4-6 page essay. Only consider localized events—event that touch on a topic you feel strongly about. As you do research, keep track of the publication data for your sources and make sure that you accurately cite the news sources you use. In your essay you will want to: Provide background so your readers understand the issue at hand. Take a clear position on the issue. Support your argument with logical (logos), authoritative (ethos), and emotional (pathos) appeals. Include another view on the issue and explain why your stance is the correct one versus the other view in a respectful manner (your counterargument). Write with an appropriate tone and manner of address. You want to convince your readers; don’t give them a reason to disregard your paper without finishing it. Lead your readers through your thought process. Don’t assume that they will connect the dots. Assumptions lead to misunderstandings. Be clear as to your views and why you believe what you do. Include a MLA formatted, works cited page with at least three REPUTABLE sources. HINTS: Stick with a small topic. Congressional hearings on steroids and baseball are too big for this paper, but the lack of preparation in Wellington FL for hurricane Isaac’s flooding could be fertile territory. Listening to NPR daily news podcasts is one way to hear a series of localized stories in a short amount of time; scanning local newspapers is another way. I want you to listen to NPR (you can access podcasts online if you’re not a radio listener), scan a local paper (from anywhere in the world) and troll the internet prior to getting your heart set on a topic. Find three topics you like. Then, dig deeper. Make sure each is an arguable topic. You’ll pitch all three to your peers and argue for the one you like best. After narrowing down to one event/argument, I’ll want you to take a clear position, do more research and upload a list of at least five sources you’ve read/listened to/watched before approving your topic. Your three idea proposals are due in class Friday, September 20 Topic proposals are due in class Monday, September 23 (MLA format not required at this stage) First 3-5 page drafts are due Monday, September 30 for 9:30 and 10:30 sections AND first drafts are due Monday, October 7 for 12:30 and 2:30 sections A complete/revised draft is due for peer workshops in class Monday, October 14 A Final 4-6 page draft is due in class + on Canvas Wednesday, October 16 Email me with any questions you have or stop by during office hours: 432 East Hall. Also, don’t forget that the Writing Support Center at the Learning Commons is in the library to help you with your writing. SPECIAL RECOGNITION, ATTRIBUTION & Thanks! Significant portions of this assignment were written by Christine Garbett. She has given BGSU writing faculty permission to use her assignments as guides for their GSW courses.

3. Along with the Assignment page and Canvas, students had a day-by-day schedule of readings and activities designed to help them complete their essay. Assignment Structure

4. DAILY ASSIGNEMENT SCHEDULE FOR ESSAY #3 • Monday 9/16 Share paragraphs from Essay #2/Turn in Essay #2 • Essay #3 Assigned • Presearch https://ul2.bgsu.edu/reassess/ • “Good Sources” Explored • Assignments for Wednesday: • See CANVAS link to PRESEARCH Activities • DO PRESEARCH Quizzes: 2, 3 and 7 • Listen to 3 NPR pieces (pick topics you like) • Visit Aljazeera and read 3 articles (more topics that catch your eye) • Wednesday 8/29 – Essay #3 Explored • Narrowing the scope for your #3 Argument • Research: finding scholarly sources (handout on Canvas) • University Libraries and in particular, how to navigate EBSCOAcademic Search Complete to find sources. This is a large interdisciplinary article database with many full text articles. • Assignments for Friday: • READ: KM pp. 21-28 • Do scholarly research to find topics that interest you for Essay #3 • Upload topics proposals for 3 events/ideas prior to class—one source must be NPR and/or a major TV news outlet • Friday 9/20 – Ideas Proposals for Essay #3: 3 Ideas Due with sources • In class: topics workshopped • MLA Powerpoint: What is MLA? • Students revisit Academic Search Complete • Evaluating resources • Targeting an AUDIENCE revisited (Complete the LAVENDER page) • Assignments for Monday: • Click on “Getting Started” tab and complete the “Virtual Library Tour” • Continue doing research for Essay #3 and drafting a formal proposal • READ: KM pp. 227-228 & 255-268; SKIM: 229-254 • Create MLA citations for three of your Essay #3 sources • Type your formal proposal and upload to Canvas (sample on Canvas) • Week 5 • Monday 9/23 – Focused Proposal Idea Due for Peer Workshop • Assignments for Wednesday: • Polish and Perfect a FORMAL PROPOSAL for Essay #3 including outline of key points • READ http://academichonesty.bgsu.wikispaces.net/

5. Wednesday 9/25 –Formal Proposal due on Canvas • Instructor briefly reviews the format of an MLA-Style Works Cited list using Purdue’s OWL’s example, http://owl.english.purdue.edu/owl/resource/557/14/ • Examine pp.19-21 in the GSW 1110 portfolio, which lists six different categories of academic dishonesty. • In-class activity designed to provide practice in distinguishing instances of plagiarism from instances of legitimate source use. • Review: p. 21 in the GSW 1110 portfolio & note the potential penalties for plagiarism. • Instructor distributes an academic honesty homework assignment. • Assignments for Friday: • READ KM p.79 – p.87 Chapter 8 “Thinking Critically” • Making connections: How will integrating tools from “Thinking Critically” enhance your essay? • READ the Sample Essay on Canvas • Friday 9/27 • Organizing your Argument/ Consider the SAMPLE Essay on Canvas • Counterargument • Logical, Ethical and Emotional Appeal • Continue writing Essay #3 • Complete your LAVENDER “Audience and Values Exploration Sheet” if you haven’t yet • Monday 9/30 DRAFT ONE of Essay 3 Due for 9:30 & 10:30 Sections • 9:30 and 10:30 Sign up for one-on-one Office Workshops (East Hall 432) • Appeals Revisited—Rational, Emotional and Ethical/ Who is Sach’s appealing to? How? • Organizing your Argument • Counterargument • Assignments for Wednesday: • READ KM p.445-472 Chapter 40 (pay special attention to varying sentence lengths and active vs. passive voice) • Complete a working draft and Works Cited page for Essay #3 (bring an e-copy or paper copy to class) • Wednesday 10/2 • Sentence Structures: varying sentence length to grab your audience • Active vs Passive writing—stay active! • Polishing your sentences: making the thesis shine • Assignments for Friday: • Carefully revise your working draft paying special attention to active voice, varying sentence length and organization. • Friday 10/4 • First paragraphs for 12:30 and 2:30 sections • NO CLASS for 9:30 and 10:30 sections • Assignments for Monday/ 12:30 and 2:30 Sections: • Finalize Essay #3, then read it out loud to a tutor or intelligent friend • Revise and edit Essay #3 to make every line absolutely perfect • Upload Essay #3 to Canvas • Print and organize/staple Essay #3 to turn in at the beginning of class • 9:30 and 10:30 Sections: Begin Formal Revisions of Essay #3

6. Week 7 • Monday 10/7– First Draft for Essay #2 Due with Works Cited for 12:30 and 2:30 Sections • q Upload an electronic copy to Canvas + Bring your printed copy to class • q PRIOR to CLASS: • Print paper with Works Cited & staple lavender audience page on back • Sign-up for Essay conferences with Debbie Oesch-Minor, East Hall 432 • Creating parallel structures and country music • BRING A PRINTED COPY OF YOUR REVISED PAPER WITH YOU TO THE MEETING IN MY OFFICEand make notes in the margins as we talk about your essay. • Tuesday, Wednesday and Thursday: 10 minute conferences in East Hall 432 • There will NOT be a classroom session on Wednesday 10/11 • Instead, you will meet with me in my office: East Hall 432 • Please arrive 5 minutes early—carve out enough time for a 20 minute meeting • in case sessions run longer than expected • Sign-up sheets for conferences will be completed in class on Monday 10/7 • *IF you do not attend conference with the instructor, it will count as an absence for Wed 9th • Wednesday 10/9—9:30 and 10:30 sections discuss paper revisions and progress • Writing as a public act: samples from in-progress student papers • 12:30 and 2:30 Sections NO CLASS • Instead, attend conferences: meet with instructor about rewrites of Essay #3 • Friday 10/11—NO CLASS/ Fall Break • Week 8 **FORMAL REVISIONS of Essay #3 DUE Wednesday** • Monday 10/14—Bring a working copy of REVISIONS of Essay #3 to class for peer workshops • Writing as a public act: sharing your paper with peers • Essay #3 assigned and discussed • Assignments for Wednesday: • Final Draft for Essay #3 Due (MLA formatted with Works Cited page) • q Upload an electronic copy to Canvas + Bring your printed copy to class • q PRIOR TO CLASS: Print paper, staple goldenrod rubric/evaluation on top, place final draft and works cited page next, include first draft with comments after the works cited page and make sure the lavender audience page is on the back. PLEASE have all of this stapled and ready prior to class.

7. Canvas Module • In addition to the Essay Assignment and day-to-day schedule, students had access to Canvas modules which included activities and areas for topic pitches for Essay #3.

8. Canvas Module IMAGE ONLY • Essay #3  • Essay #3 ASSIGNED for GSW 1110.doc • ESSAY #3 Daily ASSIGNMENT Schedule.doc • Introduction to PRESEARCH • Great RESEARCH picks.doc • Sample Essay #3 on Fracking.docx • THREE Topic IDEAS for ESSAY #3: Participate HERESep 20, 20130 pts      • MLA Documentation Oesch-Minor PowerPoint.ppt • Formal PROPOSAL for Essay 3Sep 23, 20130 pts      • PLAGIARISM Detection 101 • LIBRARY ACTIVITY.docx • Guide to Counterarguments • EVALUATING PEER ESSAYS.docx • FIRST DRAFT of ESSAY #3: Attach HEREOct 7, 20130 pts      • FORMAL REVISIONS of Essay #3: ATTACH HereOct 18, 20130 pts    (These are not ACTIVE Links: VISIT Canvas for LIVE Links)  

9. CANVAS ASSIGNMENT: THREE TOPIC IDEAS for Essay #3 PLEASE COPY/PASTE or TYPE your RESPONSES in the AREA BELOW--THIS IS A PUBLIC RESPONSE AREA SO YOU CAN EASILY SHARE IDEAS. Please upload three of the ideas you’re interested in tackling for Essay #3.  Simply type your argument in one sentence or less, then provide a URL for the article/report that will anchor your argument. There are many ways to meet expectations for the topic pitches; but, as a general rule, you’ll either be pitching three very different ideas, or three variations of the same idea. I’ve provided two samples below. SAMPLE with very different topic ideas: I could argue that factory farming can be more environmentally friendly than free-range farming for cattle. http://www.nytimes.com/2012/04/13/opinion/the-myth-of-sustainable-meat.html?_r=0 I want to argue that the blind in Iowa should not be allowed to have public conceal and carry permits. http://video.msnbc.msn.com/rachel-maddow/53037916#53037926 Beauty pageants for young girls (girls under 13) should be banned in the US, like France is proposing to do. http://www.npr.org/blogs/parallels/2013/09/18/223812397/france-moves-to-say-mais-non-to-honey-boo-boos I could argue that proper management of soil could help solve environmental problems, focusing on the role cows can play in healthy soil. This is informed by Cows Save the Planet by Judith Schwartz http://www.npr.org/books/titles/191666036/cows-save-the-planet-and-other-improbable-ways-of-restoring-soil-to-heal-the-ear and anchored on an article about two cattle farmers in Iowa http://www.agrinews.com/cattle/producers/using/cover/crops/to/extend/forage/conserve/soil/story-5356.html STUDENT RESPONSE Three Essay Topics I could argue that celebrities like Lindsay Lohan, Miley Cyrus, and Chris Brown are bad influences to the youth in  and encouraging inappropriate behavior. http://www.huffingtonpost.com/2013/06/18/miley-cyrus-chris-brown-worst-celebrity-role-models_n_3460902.html I could argue that its unfair that celebrities are making more money than teacher, doctors, ect. http://bleacherreport.com/articles/1089195-two-sides-to-every-coin-are-professional-athletes-overpaid I could argue animals in the toledo zoo are more of an attraction than the other landmarks that toledo has. http://www.toledozoo.org/zoo-animals/attractions CANVAS MODULE:Three Topic Pitches Activity

10. Canvas Assignment: Please attach your formal proposal to this Canvas Assignment area. You'll need to include: 1) the URL of the article that will anchor your argument 2) a one sentence overview of your argument 3) the name, place, date/ time that will help anchor your argument 4) the three claims you will make to support your argument (your three main points of your argument) 5) your counterpoint (the expert who takes another angle on the issue) 6) MLA citations for two sources that will help support your argument I'm not concerned about formatting. If you opt to make a list or choose to write a couple of paragraphs, both are fine. I'll see you in class Monday! Student Proposal Anchor: http://www.nydailynews.com/entertainment/gossip/miley-cyrus-chris-brown-top-parents-survey-worst-role-models-article-1.1375905 Statement: Celebrities are bad role models for young children and teenagers. Time/Place: 1)Chris Brown, Rihanna Assault February 8, 2011 12:30 a.m. in the Hancock Park 2) Miley Cyrus VMA Performance. August 25, 2013 at the Barclays Center in Brooklyn, New York Support: 1) human and make mistakes/glorified like their perfect 2) celebrities break the law/do crazy things 3) too much influence on lives of fans Counterpoint: parents should monitor children better and that will prevent them from idolizing celebrities. FORMAL PROPOSALS Completed on CANVAS

11. Oesch-Minor GSW 1110 1230 29 September 2013 Essay 3 Rough Draft Throughout the process of researching and writng this paper, I got lost. I didn’t know exactly what we were being asked to do. This is the rough draft . It is not complete. I hope to find direction when we conference and talk about this paper. When Fans Go To Far The definition of a fanatic or “fan” for short has changed over the last two to three decades. A fan used to be defined as “a person filled with excessive and single-minded zeal, esp. for an extreme religious, social, or political cause.” According to the urban dictionary, it is now defined as “a person who obsesses over something excessively so much so that it consumes ones’ life”. With new definitions, new boundaries were drawn. Fans are going to great lengths to get the attention of their idols by harming themselves, breaking laws, and even pulling practical jokes. Earlier this year Justin Bieber was photo’d smoking what was assumed to be marijuana. His fans took to twitter and uploaded photos to show their disproval of his actions. The hash tag “#cutforbieber” was started. Thousands of photos of teenaged female fans self-inflicting pain was uploaded to the World Wide Web via twitter. The media, police officials, Bieber, and his publicist immediately jumped to action. Later, they found out it was all a hoax. The incident still had an impact on people even Bieber himself. It even angered the medical community due to the fact that self-mutilation is not a joke and many people suffer from illnesses similar to what had taken place. One Direction has become one of the biggest selling pop boy bands in the last 2 years. They have been able to travel around the globe and sell out shows. With that being said, they have gained an extreme following of fans. In Early June of this year, they were invited to perform in England. Upon their arrival, they were taken to the hotel in which they would stay until their visit was over. The hotel was built on a snake’s den. They boys were warned not to trespass into the dangerous are. Their fans ignored the signs and jumped the fence. They broke laws to get a glimpse of the stars. Liam, a member of the boy band, took to twitter to warn the girls of the snakes and to get out. The girls did not believe the signs and felt that they were just a lie to get them away from the boys. Little did they know they were actually in harm’s way. Miley Cyrus has had a rough year also. Her fans have been acting out because she has been acting out. Her fans had mixed reactions to her “Wrecking Ball” and “We Can’t Stop “videos. Jt_xoxo on twitter tweeted “It was great that she was finally expressing herself fully” while Natalie98_09 tweeted “Miley is a disgrace and should be ashamed of herself”. Her family has made public statements speaking on how they also do not approve of what she is doing. At a university in Michigan, a symbolic wrecking ball had to be removed due to the fact that the students were mistreating it by climbing on it and filming Vine and Instagram videos riding the wrecking ball such as Miley did. She is not the only celebrity acting out causing their fans to act out. Amanda Bynes was known as an actress, designer, and comedian. She went on a tweeting rampage after being distant from the entertainment community and tweeted a select few inappropriate tweets directed at other artist in the industry. Many fans thought her account was FIRST DRAFT PAGES of Student Sample

12. hacked because she had been gone for so long and no one had heard from her nor seen her tweet until this date but she clarified later and stated that it was indeed her who tweeted. Fans were outraged. They felt that she was ruining her own reputation and they tweeted inappropriate tweets towards her in hopes of “teaching her a lesson”. Bynes apologized later that week. Many fans have given up on other celebrities like Lindsay Lohan. Since she has been in and out of rehab and acting out since 2007, fans feel she is a lost cause. They really have nothing to say about her but many are still supportive and hope she can make a comeback with a movie. People like Chris Brown who have come back from making terrible mistakes that could have damaged their career should be role models. Chris Brown had a domestic violence incident with Rihanna in 2009. It took him and while and some later community service to convince his fan to forgive him. Once he was forgiven, he was able to make a comeback. He has a number one selling album in 2012 and even got Rihanna to forgive him. Brittany Spears had the whole shaving head bald incident and even had a few bad performances where she was booed but was able to come back with an even better tour and be the fresh new face on the X Factor as a judge. She divorced and gained custody of both of her children. She has made a full circle recovery. Works Cited "Follow Me? How Obsessed Fans Use Twitter to Hold Celebrities Hostage." Jezebel. N.p., n.d. Web. 29 Sept. 2013. "Reach for the Stars." Reach for the Stars. N.p., n.d. Web. 29 Sept. 2013. "Tweet or DIE: Crazy Fan Threatens to Kill Sister If J. Cole Doesn't Retweet His Message." NY Daily News. N.p., n.d. Web. 29 Sept. 2013. Student Sample continued(page 3 and Works Cited)

13. Agenda Audience: My audience is teens, fans, and the parents of teen fans. Purpose: My purpose is to inform the reader on the issue of Beliebers and whether or not they are pushing limits intentionally or if there is reasoning, that science can prove, behind their actions. Point 1: Fans are suffering from an illness that is causing them to harm themselves physically; Point 2: they willingly obsess and defend celebrities, Point 3: and go to extreme lengths to help celebrities maintain status and relevancy through social media networks like Twitter and Instagram. The Science of the Celebrity Infatuation with Justin Bieber Justin Bieber rose to stardom in 2008 when he released his hit single “One Time”. Bieber, who was discovered by pop star Usher, was only 15 when he released his first single. Now at the age of 19, with a fan base of over 2.7 million, he is still making girls faint and causing a media frenzy wherever he goes. Throughout the course of his career thus far, he has gone through breakups, paparazzi scuffles, and countless fan incidents. “Beliebers” is a term that is used to describe his die-hard fans. Fans are suffering from an illness that is causing them to harm themselves physically; they willingly obsess and defend celebrities, and go to extreme lengths to help celebrities maintain status and relevancy through social media networks like Twitter and Instagram. To the world Beliebers push limits. Beliebers have gone as far as to physically harm themselves for his attention. Naturally, people who are willing to commit harm to one self are thought to have a mental illness. This begs the question of whether or not Beliebers are suffering from an illness. This idea goes farther than die-hard Justin Bieber fans but to fans in general who have a deep obsession with a certain celebrity. Stuart Fischoff, PhD, spokesperson for the American Psychological Association stated that “what's in our DNA, as a social animal, is the interest in looking at alpha males and females; the ones who are important in the pack. We are sociologically preprogrammed to "follow the leader”. In early 2013, Bieber was photo’d enjoying hookah with friends. Many fans were outraged and disappointed due to the fact that they thought he was breaking the law and smoking “marijuana”. To get their point across to Bieber that they did not like his actions and were not going to stand for it, a trending topic on Twitter was created by a user, who goes by the screen name 4Chan on Twitter. The hash tag “cutforbieber” went viral and was widespread in over 5 continents in under an hour. Hundreds uploaded pictures of what looked like self-inflicted lacerations. Someone even went as far as to engrave Bieber into their forearm. These pictures shocked the nation. Bieber’s representative, Scooter Braun, immediately set the record straight and released a statement which read that Bieber was “simply was smoking hookah which contained a flavored tobacco not the illegal drug fans assumed he was smoking and because he is over 18, it is clearly legal. It is no worse than him smoking a cigarette”. This situation was an eye opener to the severity of infatuation, the media, and pop culture. Eric Hollander, MD, Professor of Psychiatry and director of the Compulsive, Impulsive and Anxiety Disorders program at Mt. Sinai School of Medicine in New York City feels that “The actions of super fans are “justified” by Celebrity Worship Syndrome also known as “CWS” for short”. CWS is “an obsessive-addictive disorder in which a person becomes overly involved with the details of a celebrity's personal life”. Hollander also states later on that “the fascination with celebrities is a substitution for real life with the focus on a celebrity replacing the focus that should be on our own lives, that is the point at which some folks begin to get into trouble.” Fans should not value the lives of celebrities more than they value their own. SIGNIFICANT RE-FOCUSINGThe Student Significantly Focused Her Essay and Made Substantial Revisions/ FINAL DRAFT

14. Haley Pettaway is 18 years old and attends the Art Institute of Cincinnati. For the past 4 years she has had an infatuation with Justin Bieber. While in high school, all of her school supplies, from binders down to pencils, were Justin Bieber. Her book bag and the inside of her locker were covered in pictures of Justin Bieber. When asked by Nicole Lovell, art teacher at Horizon Science Academy Toledo, why she loved Bieber so much, Hayley became defensive. She replied by saying that “justin has been there for me when I had no one else. He comforts me when I am sad and makes me happy when I need to be cheered up. His voice speaks to my heart and goes deeper into my soul”. The way Hayley talked about Bieber was alarming. He has never actually been present to comfort her in a time of need but she can connect with his music so much so that it feels like he is. Fischoff states that "a lot of these people who fall deeply into celebrity worship are just abnormal pathology waiting to happen. The fact that it comes out in the form of idolization of a particular celebrity is less important than recognizing the pathology was there all along. And if it was not focused on a celebrity it would be focused on something else, but it would still be there.” Fans should not feel such a connection to intangible things like celebrities. Twitter has helped celebrities and fans connect. Celebrities are able to be more hands on. They can physically reply to fans tweets and have a direct conversation. Instagram has also allowed fans to see more candid moments of celebrities. It allows fans to be a little bit more personal. For the fans who have an abnormal infatuation with celebrities, they develop relationships and connect with other people who obsess over the same celebrity through these websites. On many cases, they take it to the extreme. If someone tweets an opinion of that celebrity and the fans don’t like it, they attack. They say degrading things about the person’s family, appearance, and anything else they can dig up and insult on. Many of the people being attacked are under the age of 18. Fans that attack others are destroying self-esteem, individuality, and are not accepting the differences of others making themselves close-minded to other viewpoints. Long Island, N.Y. psychologist Abby Aronowitz, PhD says that “Prior to Marilyn Monroe, a star’s life was hidden from the public. But now, instead of a glossy ideal, we see celebrity's ugly messes, including their drug and alcohol abuse, which, for many who admire these people, translates into a very dangerous message”. With that being said, the media scrutiny is at an all-time high. Safety is no longer valued as the paparazzi is able to jump fences and roam private property to get a picture of the latest celebrity newborn and not suffer severe consequences due to the fact that they are protected under the 1st amendment. Celebrities are not protected. Fans feel that connection to them so they feel the obligation to protect them. Fans should not be able to break laws and push the limits for celebrities. Over the past decade, celebrities have evolved into mega superstars and the fans have evolved as well into mega super fans. This is both exciting and alarming. New boundaries were drawn and now there is not clear understanding to what is right and wrong when it comes to being a fan of a celebrity. Science has proven that the infatuation is an illness called Celebrity Worship Syndrome. This in a way protects fans and gives them justification for their actions in the way that the paparazzi have justification to get pictures by any means necessary due to popular demand. Fans are suffering from an illness that is causing them to harm themselves physically; they willingly obsess and defend celebrities, and go to extreme lengths to help celebrities maintain status and relevancy through social media networks like Twitter and Instagram. Bieber will always have this huge body of super fans. The Beliebers and fans in general are a force to be reckoned with and do not seem to be going anywhere soon. Final Draft continued

15. Works Cited Bouchez, Colette. "When Celebrity Worship Leads to Mental Problems." Fox News. FOX News Network, 04 Mar. 2003. Web. 13 Oct. 2013. Webber, Rebecca. "The Way Things Are What to Do When Infatuation Fades." Psychology Today. Psychology Today, 1 Jan. 2012. Web. 14 Oct. 2013. Works Cited

16. SUCCESS • From the beginning stages of considering several topic ideas, through the formal topic proposal and then through a thorough revision process, this student learned to focus her topic and begin shaping an argument using sources: keys to composing academic discourse.