Global human trafficking – 15 page paper

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15 page paper + formal outline

My topic is : Global human trafficking

I already did an infographic presentation for this project, you can use it to help you

It is attached

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Research paper Requirements for CMS400

In this course you are to write an academic research paper of 15 pages in length, APA style, one inch all around margins, 12 point Arial font on any instructor-approved topic of your choice in the social science field. The paper can include up to 4 infographics which you will develop from scratch based on the data presented and analyzed on the paper. Please consult with the instructor to have her approve your topic before you begin working on it.

The paper itself will be worth 5% of your grade and it will be graded based on the rubric shown below. 10 points will be deducted every day you are late submitting your paper. You must have at least 10 sources for your research paper.

Writing Strategy: This is the way the writer develops his or her topic. For example, an essay topic may ask you to compare and contrast two things; for example, “how is the love of a friend similar or different from the love of a romantic partner?” Another strategy may be to define a term – “what is platonic love” or to persuade – “there cannot be love without commitment.” The writing strategy is contained within the assigned topic from the professor; if unsure, you should ask her or him since using the wrong strategy will produce a completely different kind of essay.

Thesis: The thesis of an essay is simply the one sentence or group of sentences that state the main idea of your essay. It is virtually a contract the writer makes with his or her reader that limits the topic the essay will cover. Ideas that range beyond what the thesis states would violate the unity of the essay; in other words, the essay must develop one topic and one topic only.

A thesis is what the writer has to say about a subject; hence, the writer states a position in the thesis. For example, the subject of the essay may be “love”; however, a thesis may be “there cannot be love without commitment.” The thesis should always be your idea or your argument on the subject that you will support in the body of the essay. If the thesis is unclear, too complex or hard to find, it will make the reading and understanding of the essay very difficult.

Introduction: Your introduction should serve two purposes: 1. To highlight the thesis of your essay and 2. To raise the interest of your reader in reading your essay.

Thesis sentences are traditionally located at the end of the introduction, but you can place them anywhere as long as your reader can see them clearly. One reason for placing the thesis at the end of the introduction is to build interest in the topic before stating the thesis. Some of those methods to raise interest are the following: beginning with a significant quote, statistics or facts; asking relevant questions; providing a short anecdote; showing a contrast between the topic and its opposite idea, discussing the importance of the topic to the reader, and lastly leading the reader from a broader discussion of the topic down to the thesis. Typically one or more are these are used in introductions to set the overall tone of the essay from light and humorous to serious and more “academic.”

Organization of main points:

  1. An effective essay develops an argument by presenting ideas in a structured way. One method is to organize according to time – which supporting idea occurs first and then last in the proper chronological order in which they occurred, such as in an important event or in a biography of a person. Another order is to present ideas in the order of their importance: the strongest idea first to the least, or the opposite way, the least to the strongest. This order is particularly effective in persuasive essays. Lastly, spatial order reveals where supporting ideas are in relation to each other. In a descriptive essay this may be the order in which you describe the details of a photograph. In essay devoted to explaining a film or an essay, spatial order would present ideas that support your thesis by explaining where you see them in that film or essay.
  2. Academic essays of more the a few paragraphs in length are organized into sections. Sections are groups of paragraphs that focus on the ideas that support your thesis. Each section develops one topic and can be introduced by a section sentence that states the idea of that section. This section sentence should directly connect to and support your thesis.

Transitions: Transitions are the words, phrases, or sentences that link ideas in a paragraph or an essay. The simplest and most commonly used are “first, second, third”, etc. Transitions in a paragraph or between paragraphs, or between sections of paragraphs create “bridges” by connecting the previous idea explored to the next that will be explored. If effectively used, transitions create a flow between supporting ideas and reveal a relationship between them, as opposed to ideas presented at random in the essay.

Evaluating and applying evidence and/ or supporting ideas: Evidence and/or supporting ideas in an essay are the specifics that you provide to support your ideas in the essay that in turn support the thesis. Evidence may be specifics from your own analysis of the essay’s topic. In other words, they are ideas drawn from your own experience or thoughts on a topic. For example, for the topic in “writing strategy” above on “love” you may want to use specifics from your own life as evidence to detail your supporting ideas on the topic.

Evidence and/ or supporting ideas may also be drawn from your reading of primary [original] sources and / or secondary sources [commentary, analysis of primary sources done by others in a specific field]. Sometimes these sources are the readings given to you by your professor in a course’s syllabus. Our Dialogue Reader is a perfect example. However, evidence and/ or supporting ideas may come from your own personal research of a topic. In general specific evidence establishes the credibility of your ideas in an essay and are often proof to your professor that your have thoroughly thought out, analyzed, and / or researched your topic.

Conclusions: The essential function of a conclusion is to signal to your reader that your analysis of your thesis is completed. This is traditionally done with a concluding statement that reflects what you have claimed as your argument in your thesis. Concluding statements are usually located at the very beginning of a conclusion. Methods of concluding vary; however, the chief goals are to be clear and interesting, as you were in your introduction. A summary of your supporting ideas is the most common way to conclude, and it can be very effective for complex topics in particular. You must be careful with summaries, however, since they can be less than interesting. Other methods of concluding are to make a prediction or recommendation to you reader based on your preceding analysis. You must be very careful not to give the impression you are continuing your analysis, however. This would violate the basic purpose of your conclusion. Stylistically, you may want to create symmetry between your introduction and your conclusion by matching the method of raising interest in your introduction to your conclusion. Hence, begin with a quote, end with a quote; between with an anecdote, end with an anecdote. Even offering questions can work, as long as you don’t give the reader the impression that the essay is going to continue. All of these methods can be used along with summary. In general, the rule for introductions and conclusions is to begin interestingly and end interestingly. Student writers often compose conclusions hastily. Remember, the conclusion is the final impression your reader will have of your essay.

Presentation, style and grammar: In academia the standard of writing is clarity. Effective presentation, style and grammar are essential to achieving it. Presentation and style often vary from one academic field to another. What is proper for courses in the arts may not be for courses in business, for example. As you become familiar with your major and its academic field, you should acquire a feeling for the appropriate presentation and style. One caution, though, is not to be too informal unless that is requested by your professor [see tone above]. Academic writing is not like writing emails or text messages. It does not have to be boring or poetic, but it must be clear. Often professors will ask you to avoid using certain pronouns, such as “I”, “we” or “you” in your essay. This is often done to establish an objective and analytical tone. Check with your professor as to what he or she expects with these pronouns.

Lastly, the most brilliant writing and ideas will be discredited if not written with proper grammar and punctuation. An analogy is how you would dress for a job interview. No matter how well qualified you are for a job, lack of concern for your dress and personal hygiene will destroy your credibility as a candidate. If you are continually writing run-on sentences, improperly using the comma or misspelling words, it will destroy what may be wonderful ideas in your essay. Use spell and grammar checkers, but don’t rely on them. Proofread your essay carefully before you pass it in. One of the best methods to do this is to read your essay aloud or have it read to you. Do your sentences sound right? Punctuation in many cases represents pauses in an essay. Do these pauses sound right? Use your ears and your eyes to proofread.

Documentation (APA): Proper documentation in your essay are the standards for writing created by professionals in academia and various disciplines. Their proper use signals to the reader that you are aware of these standards and should be considered as a member of the academic community. Moreover and most importantly, proper documentation prevents any suggestion of plagiarism of the ideas of others. The rules are simple and available to you at our library’s website with numerous examples and manuals.

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