ENG 101 WSU Life and Education in the AI Era Research Paper

ENG 101 WSU Life and Education in the AI Era Research Paper – Description

Please submit your Unit #14 Explaining a Concept Research Paper here as an attachment for grading. Before you post your Unit #14 Explaining a Concept Research Paper, be sure to save your work with the following file name:

Yourlastname Yourfirstname EAC Research Paper

For example, if I were turning in myUnit #14 Explaining a Concept Research Paper, I would save it to my computer with the following file name:

Heller Sheyene EAC Research Paper

REMINDER: The Unit #14 Explaining a Concept Research Paper is due at the end of Unit #14.

Please consult the Outline section in the lefthand menu for a complete list of due dates.

Formatting Basics: In terms of formatting, 1-inch margins, 12-point Times New Roman font, and double-spacing are the basics that are generally preferred in academic writing. It is also helpful to indent the first line of each new paragraph. In terms of the program you use to save your work, Microsoft Word is preferred, but please just let me know if you have questions about other acceptable programs.

Major Paper #4: Explaining a Concept Research Paper

We will be working on the Explaining a Concept Paper for the next four units, as this is the longest paper you will write for this class. The Explaining a Concept Paper will be due at the end of Unit 14.

In the Explaining a Concept Paper, you will simply want to explain a concept of your choice, using research to support your explanations/definitions. This paper should be at least 4-6 pages long (a minimum of 1000-1500 words), it should include at least two sources, and it should accomplish the following:

* Inform your particular audience about a specific subject.

* Present information confidently and efficiently.

* Use established information for support, as well as personal “evidence” (if applicable) such as short anecdotes and examples from your own experience, or the experience of others.

* Maintain an informative tone (not an argumentative tone, as this is not an argumentative or persuasive paper).

Unit 11 is designed to familiarize you with the Explaining a Concept paper, and to help you choose a topic. I would like each of you to discuss your topic ideas on the discussion board this unit.

Looking ahead, Unit 12 will discuss strategies to consider in terms of your approach to this paper, and Unit 13 will explain the basic structure of papers such as this. Unit 14 is designed to give you time to revise.

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IMPORTANT NOTE: Papers on the following topics will not be accepted:

* abortion
* capital punishment
* euthanasia

These topics are far too controversial for the Explaining a Concept Research Paper, which should be informative (not persuasive) in its purpose. Also, I’ve already read more papers on these topics than anyone should in an entire lifetime, so I won’t read anymore. I encourage you to be more creative in selecting your topic.

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Please be sure to review the Submit Your Assignment of Unit #14 section for specific instructions on how you should turn in your work for grading. The Explaining a Concept Research Paper is due at the end of Unit #14.

The following course competencies are emphasized in this unit:

* Employ planning strategies that are effective for a variety of writing tasks, including, but not limited to journaling, listing, freewriting, brainstorming, clustering, reporter’s questioning. (Outcome A, Competency #1)

* Organize an essay using outlining strategies. (Outcome B, Competency #2)

* Write an opinionated, focused thesis statement and topic sentences for a specific audience and purpose. (Outcome B, Competency #3)

* Compose a thesis that will address a specific audience. (Outcome B, Competency #4)

* Adequately test a hypothesis to determine whether it is specific and well-focused. (Outcome B, Competency #5)

* Demonstrate mastery of a variety of organizational methods appropriate to the writing task, such as comparison/contrast, cause/effect, definition, problem/solution, classification, and process analysis. (Outcome C, Competency #6)

* Compose introductions that address a specific audience and introduce the topic appropriately. (Outcome D, Competency #10)

* Choose diction that is specific as well as vivid and appropriate for college level academic writing. (Outcome F, Competency #15)

How do I explain my concept?

A variety of strategies can be utilized in explaining your concept to your readers. You might start by thinking of a concept that you learned about recently, whether in this class, another class, or elsewhere in your personal or professional life. How would you explain this concept to someone else who might be unfamiliar with the topic? Why is this concept important? Why are you interested in this concept? Why should others be interested in it too? What do you want your readers to learn or understand about your concept?

Start with the big questions: What is this? Why does it matter? Why do I care? Why should you?

Once you’ve answered those big questions for yourself, you’ll be ready to consider the methods that could be most effective in explaining your concept to your readers. In the lecture notes section for this unit, we’ll explore those specific strategies.

***

Friendly reminder: Papers on the following topics will not be accepted:

* abortion
* capital punishment
* euthanasia

Explanatory Strategies

There are several different ways that one can explain a concept. While you do not have to use all of these strategies (some may be more helpful to your paper than others, depending on your topic), the following options may be useful for you to consider:

1.) Defining Directly: This is the most obvious strategy—using a direct, dictionary-type definition to explain what something is or does. For instance, in an essay focused on the biological contributors to the feeling of love, a writer might want to define certain terms such as “attraction junkies” and “endorphins.”

2.) Examples: Providing specific examples can help your readers understand your concept in a more concrete way, even if your concept is abstract or complicated. For instance, in an essay focused on the biological contributors to the feeling of love, a writer might reflect on their own experiences, or the writer might include specific research on human hormonal chemistry.

3.) Classification: Another way to explain something is to break information into groups, and then discuss each of the groups one by one. This is called classification. In an essay focused on the biological contributors to the feeling of love, a writer might divide hormonal chemicals into two groups: those associated with falling in love and those associated with lasting relationships.

4.) Process Narration: Particularly if your topic is of the how-to variety, this strategy will come in very handy. Even if your topic is not how-to, a clear explanation of how something is done may be helpful. Again, in an essay focused on the biological contributors to the feeling of love, a writer might use process narration to explain how romantic love may have been part of the evolutionary process.

5.) Comparison and Contrast: Another way to explain something is to discuss the ways in which it is similar to and different from a concept that your audience is already familiar with. Using the same example, in an essay focused on the biological contributors to the feeling of love, a writer might compare and contrast our traditional assumptions about love with the scientific view of love (as related to human hormones and body chemistry).

6.) Cause and Effect: What are the causes of your concept? What are the effects of your concept? Again, this tool may be more useful for some topics than others, but it is an option you should consider. In an essay focused on the biological contributors to the feeling of love, a writer might explore what caused romantic love to develop in human evolution, as well as the benefits—or effects—of this development.

7.) Illustration: A final strategy to consider is illustration. Though you are not required to include any visual illustrations, these can helpful in helping readers understand more complex concepts or statistical data. If you decide to incorporate illustrations, be sure to provide proper context and explanation to allow your readers to fully understand the visual information you are presenting. I also recommend limiting yourself to one or two graphical elements maximum.

The following course competencies are emphasized in this unit:

* Organize an essay using outlining strategies. (Outcome B, Competency #2)

* Write an opinionated, focused thesis statement and topic sentences for a specific audience and purpose. (Outcome B, Competency #3)

* Compose a thesis that will address a specific audience. (Outcome B, Competency #4)

* Adequately test a hypothesis to determine whether it is specific and well-focused. (Outcome B, Competency #5)

* Compose introductions that address a specific audience and introduce the topic appropriately. (Outcome D, Competency #10)

* Choose diction that is specific as well as vivid and appropriate for college level academic writing. (Outcome F, Competency #15)

For more information about our course outcomes and competencies, please refer to our course syllabus.

Unit 13: Assignment — EAC Research Paper, Part 3

Complete a full draft of your Explaining a Concept Paper with Research. See this unit’s lesson for specific requirements.

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REMINDER: Papers on the following topics will not be accepted:

* abortion
* capital punishment
* euthanasia

Now it’s time to do the heavy lifting: drafting. But how do you organize your information for this paper? What kind of structure works best?

Structure

In general, this paper should follow the basic research paper format: Introduction, Body, Conclusion. However, here’s a more specific outline:

1.) List your audience at the top of your paper, before your title. Who are your intended readers? You can name a specific group of people (for instance, “New parents”) or you can name a publication that you think your paper would be appropriate for (for instance, Time Magazine or Outdoor Life).

2.) Introduction. This is the place where you need to engage the reader. In journalism, this is referred to as the “hook.” How can you hook your readers? How can you grab their interests so that they want to keep reading?

There are several ways to hook the reader. You can start with a question, you can alter your tone, you can use a quote, or you can tell a story. Your introduction and hook may take only one paragraph, or it may take several, which is also perfectly acceptable.

3.) State your thesis. This is the place where you come right out and tell the reader what you are going to be offering them.

4.) Orient your readers to your concept. In other words, describe or define your concepts, so that your readers can understand what you’re talking about specifically.

5.) Provide information about your concept. Use strategies such as comparison/contrast, process narration, etc., and use examples as appropriate.

6.) Conclusion. This is where you want to wrap things up for the reader. You may even make some reference back to the beginning of the paper, or restate your points.

Please review the Unit #12 Lecture Notes and Video Lecture for further review of explanatory strategies and structure.

MLA Documentation: A Super Simplified Approach

MLA Documentation is simply a standardized method of citing your sources. In general, when you use source material, you’ll want to do several things.

Within the text of your paper . . .

1.) When you are using a source for the first time, introduce your source so that we can understand his or her credibility. According to Joe Smith, a computer programmer at VacuTech, “Programming is difficult” (Smith 2).

2.) When you quote the same source later in the paper (after he/she has been introduced), use a standard attribute tag. Smith went on to say that “DOS is especially difficult for many beginning users” (Smith 3).

3.) In addition to these informal methods of citation, you will need to use parenthetical citations whenever you are quoting a source directly and whenever you are using a source’s ideas, even if you are putting them in your own words. Smith explained that there are three keys to good programming: be patient, be practical, be persistent (Smith 2).

Additional Notes/Questions about In-Text Citations

*But what if the author of the article is not the person that I am quoting? What if I’m quoting someone who the author quoted in her article?

If the person you are quoting is not the author, just do the same as in number 1 above, but when you get to the parenthetical citation use the author’s name instead of the name of the person you are quoting. For instance, if Lou Brown had written the article above, and merely quoted Joe Smith, you would do this: According to Joe Smith, a computer programmer at VacuTech, “Programming is difficult” (Brown 2).

*But what if the article has no author?

If the article has no author, just do the same as above, but use a keyword from the article title in the parenthetical citation. For instance, if the article we quoted above had no author, but we knew the title was “Programming for Beginners,” we would cite it like this: According to Joe Smith, a computer programmer at VacuTech, “Programming is difficult” (“Beginners” 2).

At the end of your paper . . .

At the end of your paper, you’ll need to include a Works Cited page, which will offer an extended reference for each of the sources you used in your paper. Use the MLA guide in the assigned reading for this week to determine how to cite each of your individual sources.

PLEASE NOTE: For a good example of a paper that uses the MLA System of Documentation correctly, please see the student essay below.

For more information on MLA documentation on the web, go to:

OWL PurdueLinks to an external site.

(full URL: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_style_introduction.html)

You may also find the following basic tutorial helpful:

Youtube TutorialLinks to an external site.

Student Example

Richelle Collado

EAC Research Paper

Sheyene Heller

28 November 2021

To Non-Filipinos:

The Origins and Evolution of Filipino Music

In 2018, Juan Karlos Labajo, a finalist of The Voice Kids: Philippines’ first season, stunned the world with the release of “Buwan” — a psychedelic, alternative rock twist on the classic form of Filipino love songs known as kundiman. Along with his one-name band, Labajo became an overnight sensation across Asia and, later, a global celebrity. “Buwan” rose to the top of the charts in Labajo’s home country, as well as locally. It topped Spotify, YouTube, Apple Music, and other audio streaming platforms’ as an instantaneous hit (News). International fans were entranced with the ballad and fell quickly in love with the lyrics, written in the Filipino national language Tagalog. Praised by national heroes and iconic Pinoy figures such as Sarah Geronimo, Bamboo Mañalac, and most especially Lea Salonga — known best for the voices of Disney’s Princesses Jasmine and Mulan. They claimed that Juan Karlos helped Filipino music regain exposure in a modernized society (Garcia). However, as curiosity about the Filipino language and culture continues to grow today, there is still little knowledge about the origins, evolution, and development of how Filipino music came to be. As a result of colonial, religious, and cultural influences, what we now know as Pinoy music emerged, evolving through every step of the country’s history.

Juan Karlos Labajo was not the first Filipino artist to popularize the kundiman, but he is arguably the first to repopularize its form in this contemporary era. The Spanish arrived in the Philippine islands in 1521, claiming the country as a colony of the Spanish Empire. The Spanish integrated their musical customs and instruments into Pinoy society. Quickly, Filipino natives took on these forms, even adopting those of other Spanish colonies such as Argentina and Cuba (Guzman). For over 300 years, Pinoy culture had been greatly accustomed to Spanish culture, nearly morphing as one. Guitar making became a popular occupation in the Philippines during this time period and is still prevalent presently as a result of colonization (Blancaflor). Although some historians and sociologists claim that every unique aspect of Filipino civilization was erased, qualities of unparalleled music were born. The 16th century was a time of war and great oppression under the Spanish regime. Thus, the kundiman arose as a way for indigenous Filipinos to discreetly express their passion for their roots. Masked as folk-style love songs, the kundiman were analogous to nationalistic messages (Cabral). After the Philippine Revolution in 1898, the song form was celebrated for representing Pinoy citizens’ devotion to their country, and for uplifting and maintaining human spirituality through dark times (Guzman).

With the arrival of the Spanish came one of the greatest influences on Filipino music: religion. Catholic priests and friars used their music to convert Filipinos. The foreign language, foreign music, and foreign God were especially appealing to Pinoy children, who were encouraged to sing in church. One example of this is Marcelo Adonay, a former altar boy who became famous for his religious writings and compositions. “Filipinos started writing their own misas and cantatas,” both of which were popular vocal music forms in Spain (Guzman). These forms led to the conception of new, original styles also influenced by secularism such as the sarswela and the balitaw. Additionally, the danza was developed as an alternative to the kundiman, inspired by the Spanish habanera and tango. Religious influences were always prevalent in the Philippines, even before the arrival of the Spanish. About 200 years prior, Islam arrived in the 14th century, introducing Pinoys to the Muslim God, Allah, as well as animism, in which people worship creatures, places, objects, and their coinciding spirits. Islam also introduced instruments like the gong, which was present in other East Asian cultures. Moreover, ritual music became a routine practice. Even today, my own family performs songs to celebrate life and death, or to encourage the growth of rice, which is a symbol of long life. Spirituality and manner, myth and ritual, God and nature were common themes in Filipino music, and are all qualities that are still ever-present in Pinoy music today.

Finally, the arrival of American culture extended the Philippines’ connection to Westernization. Americans first came to the country to form an alliance with the Pinoy people amidst the Spanish-American War. Later, the Philippines was annexed as commercial territory of the United States. Soon after, the Philippine Republic declared war on America (Blancaflor). Filipinos learned English as an effect of American imperialism, subsequently inheriting their musical styles and customs such as dance halls, radio music, movie music, and vaudeville, which became mainstream during World War II. Furthermore, Pinoy culture was introduced to pop, which evolved into the genre known as the “Manila Sound,” coined by the people of the capital city (Cabral). Classic kundiman was blended with modern sounds of folk, jazz, blues, rock, pop, and later, rap to develop this unique classification. The use of multiple languages — Tagalog, English, Spanish — and Filipino dialects — Ilocano, Bisaya, Cebuano, Pangasinense — greatly emphasized the distinction between Filipino music and worldly music because of its sense of nationality and proud heritage.

The Manila Sound genre eventually became “Original Pilipino Music” or “OPM,” now an umbrella term for all Filipino music, hence its name. As the most diverse genre, people around the world are attracted to its progressiveness. Spanish imperialism, American colonialism, wars, and multiple religious and spiritual influences changed the trajectory of music in the Philippines. With recent Pinoy rap artists — namely Gloc-9, Shanti Dope, and Ez Mil — dominating the Western music industry, Juan Karlos Labajo topping international charts with alternative rock blended with the kundiman, and American musicians with Filipino heritage like Olivia Rodrigo and Bruno Mars ruling sales, it’s safe to say that OPM will continue to evolve throughout time as a worldly phenomenon.

Works Cited

Blancaflor, Saleah. “120 Years After Philippine Independence From Spain, Hispanic Influence Remains.” NBC

News, NBC Universal News Group, 22 Apr. 2019, https://www.nbcnews.com/news/asian-america/120-

years-after-philippine-independence-spain-hispanic-influence-remains-n912916.

Cabral, Alyana. “The Evolution of the Filipino Love Song.” CNN Philippines Life, Cable News Network, 9 Feb.

2017, https://cnnphilippines.com/life/entertainment/music/2017/02/09/evolution-of-the-filipino-love-

song.html.

Garcia, Vincent. “13-Year-Old Cebuano Charms Coaches.” ABS-CBN News, ABS-CBN Corporation, 7 June 2014,

https://news.abs-cbn.com/entertainment/06/07/14/13-year-old-cebuano-charms-coaches-netizens.

Guzman, Paul de. “Are We Filipinos Because We Love Music, or Do We Love Music Because We Are Filipinos?”

Tatler Asia, Tatler Asia Limited, 7 Nov. 2021, https://www.tatlerasia.com/culture/arts/historical-notes-on-

why-filipinos-love-music.

“Juan Karlos Labajo Puzzles Fans with Bizarre Music Video for ‘Buwan’” ABS-CBN News, ABS-CBN Corporation,

27 Sept. 2018, https://news.abs-cbn.com/entertainment/09/27/18/watch-juan-karlos-labajo-puzzles-

fans-with-bizarre-music-video-for-buwan.

***

Depending on your browser, the formatting of this student example may be altered. Please find a downloadable copy here to ensure accurate viewing:

Collado_Richelle_EAC_Research_Paper.pdf

The following course competencies are emphasized in this unit:

* Organize an essay using outlining strategies. (Outcome B, Competency #2)

* Incorporate both general and specific supporting evidence. (Outcome C, Competency #8)

* Compose conclusions that effectively lend closure to the many ideas expressed within the essay’s development. (Outcome D, Competency #11)

For more information about our course outcomes and competencies, please refer to our course syllabus.

Unit 14: Assignment — EAC Research Paper, Part 4

In this unit, you will want to revise your own work to the best possible quality. I strongly recommend that in addition to reviewing your work yourself, you find yourself an outside reader—someone who will read your work and offer you suggestions for revisions.

You have two options in choosing an outside reader:

1.) You can find someone on your own to read your work (ie. your spouse, one of your kids, a friend, a neighbor).

2.) You can sign up for the Peer Review Option by emailing me. (I’ll set up an email list, so that you and 2-3 of your classmates can email each other your drafts and get feedback.)

The following course competencies are emphasized in this unit:

* Judge whether topical paragraphs display unity, completeness, order and coherence. (Outcome C, Competency #9)

* Correctly use appropriate and effective transitional devices. (Outcome E, Competency #12)

* Compose sentences that clearly express the author’s ideas. (Outcome F, Competency #16)

* Write using standard English grammar. (Outcome F, Competency #18)

* Evaluate the effectiveness of the relationship between the thesis and the essay to determine whether the essay develops the idea expressed in the thesis and whether the thesis accurately conveys the ideas developed in the essay. (Outcome G, Competency #19a & #19b)

* Evaluate the effectiveness of the relationship between each topic sentence and its paragraph to determine whether the paragraph develops the idea expressed in the topic sentence and whether the topic sentence accurately conveys the ideas developed in the paragraph. (Outcome G, Competency #20a & #20b)

* Revise paragraphs for logical presentation and complete development of ideas. (Outcome G, Competency #21)

* Revise sentences for clarity, emphasis, economy and variety. (Outcome G, Competency #22)

* Write in third person, when appropriate, following the rules for correct pronoun/antecedent agreement. (Outcome G, Competency #23)

* Employ strategies that promote the use of active voice. (Outcome G, Competency #24)

* Use conjunctions correctly, observing the conventions of parallel structure and correct punctuation. (Outcome G, Competency #25)

* Demonstrate proficiency in proofreading and editing. (Outcome G, Competency #26)

For more information about our course outcomes and competencies, please refer to our course syllabus.

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