1. After you have conducted your research, you want to compose an outline for your essay...

2. Your essay is a proposal to conduct more research The first thing you need to consider is your rhetorical context: subject, audience, purpose, thesis statement. The first thing you need to consider is your rhetorical context: subject, audience, purpose, thesis statement. Subject: Create a noun phrase that conveys your general topic. Subject: Create a noun phrase that conveys your general topic. The ethics of sex-selection; The problem of grade inflation; Obscenity laws and first amendment rights. The ethics of sex-selection; The problem of grade inflation; Obscenity laws and first amendment rights.

3. Thesis statement Before you decide who your audience is, you should compose a rough draft thesis. Before you decide who your audience is, you should compose a rough draft thesis. Your thesis should try to persuade your readers that more research should be conducted on your topic. Your thesis should try to persuade your readers that more research should be conducted on your topic. Your thesis should have a specific insight into your topic: what specifically about your topic demands further research be conducted. Your thesis should have a specific insight into your topic: what specifically about your topic demands further research be conducted. You thesis should reflect your attitude toward your topic and research... You thesis should reflect your attitude toward your topic and research... –Is your topic one that needs to be researched urgently to save lives? Is your topic one that is complex and research is needed to illuminate the details? Is your topic one that has many social ramifications for tomorrow’s youth?

4. Possible thesis statements... Not very effective: More research should be conducted on my research question: How old is too old for women to have children? Not very effective: More research should be conducted on my research question: How old is too old for women to have children? Not very effective: Grade inflation is a debatable and timely topic which should be researched more. Not very effective: Grade inflation is a debatable and timely topic which should be researched more. More effective: More research should be conducted on the issue of sex-selection to determine if parents’ right to choose the sex of their babies should be prioritized over natural methods. More effective: More research should be conducted on the issue of sex-selection to determine if parents’ right to choose the sex of their babies should be prioritized over natural methods. More effective: Although the current obscenity laws do not appear to encroach on Americans’ first amendment rights, there are important aspects of the issue that should be explored further. One major aspect is whether policing victimless crimes involving pornography is a good allocation of resources by the government. More effective: Although the current obscenity laws do not appear to encroach on Americans’ first amendment rights, there are important aspects of the issue that should be explored further. One major aspect is whether policing victimless crimes involving pornography is a good allocation of resources by the government.

5. Audience Go beyond the obvious audience of your instructor. Go beyond the obvious audience of your instructor. Think about who has an interest in your topic, and also, who has an ability to influence others. Think about who has an interest in your topic, and also, who has an ability to influence others. Imagine you are writing to a group of people who might pay for you to conduct more research: who would they be and what would be their stake in the issue? Imagine you are writing to a group of people who might pay for you to conduct more research: who would they be and what would be their stake in the issue?

6. Purpose Your purpose is to convince your audience that more research should be conducted on X because of Y. Your purpose is to convince your audience that more research should be conducted on X because of Y.

7. After you have determined your rhetorical context, you can start to compose your outline. What is an outline? What is an outline? Where can I find information on how to compose my outline? Where can I find information on how to compose my outline? Why compose an outline? Why compose an outline? An outline is a structured, sequential list of the contents of an essay. An outline is a structured, sequential list of the contents of an essay. Quick Access pgs. 25-26 Quick Access pgs. 25-26 Writers may outline a different stages of the writing process for different reasons: Writers may outline a different stages of the writing process for different reasons: –Before drafting: to flesh out, pull together, and arrange material. –While revising: to check the logic and flow of the essay.

8. Use the essay “The New Stork Wears a Lab Coat” and compose a reverse outline in your group. Refer to the outline on page 26 for format, but use the one from class to select what details to include.

9. Thesis statement: I. Introduction strategy II. Background of the issue: how long has this question been an issue? A. Who has been affected by the issue and how? B. First example or reason to support the history of the issue C. Second example or reason to support III. What is the current state of the issue? A. What stage of the life-cycle is it in currently? B. How well known is this issue? C. First reason or example to support what stage the issue is currently in. D. Second reason or example to support what stage the issue is currently in. IV. Explanation of any key terms or processes that readers should know about the issue currently. A. Key term or process B. Key term or process V. What are the differing views on your issue? A. First view 1. First supporting reason a. First piece of evidence that supports reason b. Second piece of evidence that supports reason 2. Second supporting reason a. First piece of evidence that supports reason b. Second piece of evidence that supports reason B. Second view First supporting reason First supporting reason a. First piece of evidence that supports reason b. Second piece of evidence that supports reason 2. Second supporting reason a. First piece of evidence that supports reason b. Second piece of evidence that supports reason VI. What is your connection to the issue? A. Supporting reason B. Supporting reason