ENC 1102 Formal Assignment 2: Proposal Essay To begin preparations for the research project, compose a proposal (minimum of 2 pages in MLA format) that addresses a specific problem relating to identity contingencies, stereotype threat, and their effects AND presents specific solutions to the problem. For specific tips on writing a proposal argument, refer to CH 12 in Everything’s an Argument. ➢ Begin your proposal with an introductory paragraph that hooks the reader, introduces the problem, and provides any necessary context the reader needs, such as the definitions of social identity, identity contingencies, and stereotype threat. NOTE: Because this paper is not specifically about stereotypes, it is unnecessary to define stereotypes. (You may reuse any relevant portions of FA1.) ➢ Remember, it is important to humanize and dramatize the issue for readers. Therefore, it is critical that you provide a compelling and relevant anecdote that illustrates the problem of identity contingencies, stereotype threat, and their effects. Conclude the paragraph with a one-sentence proposal (thesis), following the format on page 287 in the 8th ed. of the textbook or page 275 in the 6th ed. This sentence will become the thesis of your research paper. If this sentence is flawed, then your argument is likely as flawed. ▪ Remember, your thesis must identify the groups of people you hold accountable for implementing the proposed solution, action, change, or compromise; it must also specify the exact solution, action, change, or compromise; and it must also specify reasons why (those reason should relate to identity contingencies, stereotype threat, and their effects). ➢ In the body paragraph(s), explain your proposal in greater detail: • Explain the reasons why action(s) is necessary, which must include explanation and examples of identity contingencies, stereotype threat, and their effects. (You may reuse any relevant portions of FA1.) ▪ This explanation must also include properly framed and cited evidence from at least two assigned readings (no more than 3). (You may reuse any relevant portions of FA1.) • The evidence must include quotes. ▪ Remember, at least 80% of every body paragraph must originate from you. No more than 20% should originate from your sources. • Explain how the proposed action(s) can be implemented; in other words, explain the steps the audience will take to implement or adopt your solution, change, or comprise. ▪ This explanation must also include ways in which your proposed action(s) is feasible (realistic) and sustainable (long-term). ➢ In the conclusion, reiterate your stance and appeal to your audience. ➢ Acknowledge opposing views (naysayer). ➢ Explain why this issue matters (who is affected and how they are affected). ➢ Explain why the proposed action(s) is also in their best interest and/or those they know and care about (in other words, explain what is at stake and what they stand to gain by adopting your proposal). Format ▪ The proposal must be submitted in proper MLA format. ▪ Frame every quote properly. Readers should not have to guess why you are including the quote, how it connects to your proposal, and why your source is credible. Review CH 55b – c in the Bedford. ▪ Use in-text citations for ALL quotes, paraphrasing, and examples from the assigned readings and any web or library source used (refer to CH 22 in the 8th ed. of the textbook or the OWL Purdue site). ▪ You MUST have a Works Cited page at the end of your proposal (refer to CH 22 in the 8th ed. of the textbook or the OWL Purdue site). ▪ The proposal must be written consistently in 3rd person. ▪ The proposal must be written consistently in present tense unless there is a clear and logical justification for using a different tense. ▪ Use appropriate, active verbs unless there is a clear and logical justification for using a passive verb: refer to CH 20 in your textbook and CH 8 and 55b in Bedford. A list of appropriate verbs is also in They Say / I Say CH 2 and Seagull section R-4e. ▪ Economize your word choice and use each word appropriately: CH 16 – 18 in Bedford. ▪ Use the necessary transitions to clearly signal the connection/relationship between sentences and ideas (refer to CH 3d in Bedford). A list of appropriate transitions is also in They Say / I Say CH 8. ** she says my thesis statement must have the word (should) in it. ** for the proposal statement Thank You!