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I would like argue that the Housing First Model to end homeless does work In thi

I would like argue that the Housing First Model to end homeless does work
In this first Writing Assignment, students will participate in an unending conversation with professionals who write peer-reviewed arguments; I ask that students focus on peer-reviewed articles within their academic major or field of study or area of professional interest. The peer-reviewed arguments are available in the CWI Library database.
Thus, the completion of WA # 1 requires students to conduct research using the Library database: explore arguments in professional journals in a specific field of study. You can also ask people questions, a person, a professional, a teacher, who may know about what ideas and claims are controversial in your discipline.
Questions that may help you get started:
Is there a debate about the causes of certain problems, events, or trends (and their consequences) in your major field of study?
What specific argument do you wish to evaluate? What are professionals saying in the unending conversation in your field of study.
Is there an argument being made by a respected professional that you feel is incomplete or in need of revision? Students will apply the course materials in Learning Module in the development of this first essay, starting with the ideas in “Argument as Conversation: The Role of Inquiry in Writing a Researched Argument,” where the author Stuart Greene proposes that research is best regarded as a conversation with others. In a College Composition class, every argument you make is connected to other arguments. Every time you write an argument on a specific issue, topic, or problem, the way you position yourself will depend on three things: which previously stated arguments do you agree with, which previously stated arguments do you want to refute, and most importantly, what new and “valuable” point of view and supporting information are you bringing to the conversation.
You may, for example, commend others for raising important perspectives about issues and problems in a given profession, but assert that the author has not given the issues the thought or emphasis it deserves. You may point out gap in the knowledge. Or you may raise a related issue that has been ignored entirely.
Be a detective; begin participating in the unending conversation. To develop WA # 1, it is helpful to think of writing as a process of understanding conflicts, the claims others make, and the important questions professionals in your field of study ask each other. The real work of writing a researched argument occurs when you try to figure out the answers to the following:
What topics or ideas have people in a particular discipline been talking about?
What is a relevant problem or controversy?
What kinds of evidence do writers use to support a claim?
What objections might you have to the argument?
What is at stake in the argument? (What if things change? What if things stay the same?)
Note: as the Learning Module progresses into Week 3 and Week 4, students will learn to use the “MOVES” John Swales presents in his brief essay CARS, which stands for “Create a Research Space.” We will discuss and practice this organizational model later in detail in the first learning module. In summary, in WA # 1, we are incorporating Greene’s advice and looking at research as conversation (entering the Burkean Parlor) and then, after listening to and summarizing what an author of a peer-reviewed article is saying, students will “put their oar in the water” (as Burke calls it), and present their own point of view, using Swales’ CARS as a organizational model for doing so.

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