500-750 words 

I attached down below all the instructions and what you need to deliver the perfect paper, I also attached a file the big idea : I want you to fill it out after writing the paper. palagrisim free paper!! 

Persuasive Essay Prompt

A persuasive essay requires you to respond to a prompt in a way that persuades the reader that your stance is the correct one. Unlike the academic summary in which you focused on the article, for your persuasive essay you are going to focus on the topic. The point of this paper is to convince your reader that a particular stance is correct. As always you have to stay away from using first person pronouns. As usual this is not an opinion piece; your opinion is not important here. Make a claim and provide evidence for that claim. Focus on the facts and help the reader come to the correct scientific conclusion.

Guidelines

· The Persuasive Essay for this class must be 500-750 words.

· Your thesis statement must be clear and concise.

· You must support any claims that you make with plenty of evidence

· Evidential support (whether factual, logical, statistical, or anecdotal).

· Use 3 to 5 articles. Cite their arguments in your essay and write them on your reference page.

· Grammar, punctuation, and content must be on par with university standards.

· The only thing that you need other than your paper is your peer review worksheet.

· You have graphic organizers to help you organize your information, but use of these is not mandatory.

· 1st Draft: Feb 7

·

2nd Draft: Feb 26

Persuasive Essay

Your Persuasive Essay

It must be 500 – 750 words.

You must choose your stance of an affirmative or a negative.

The topic will be given at the end of this PowerPoint.

You must use at least 3 credible articles to support your stance.

3 to 5 articles.

Organizing your Essay
Strong Argument 1
Strong Argument 2
Counter Argument
Rebuttal
Conclusion

Formatting your Essay
Title page
Running head belongs on the top left.
Page number belongs on the top right.
Title and name belong in the middle
“Why I’m always right about everything”
by Michael Rawls

Your Prompt
Are sports and other extracurricular activities important for High School students?
Should private schools be funded by the Federal, State, and Local Government?
Should Teaching Credentials be a mandatory requirement for allowing teachers to teach?

The Big Idea

Topic/Problem_____________________________________________________________________

Main persuasive argument ___________________________________________________________

Next persuasive argument ___________________________________________________________

Next persuasive argument ___________________________________________________________

Call to action _____________________________________________________________________

_________________________________________________________________________________

Main persuasive argument _________________
_______________________________________
Quote __________________________________
_______________________________________
Further evidence _________________________
_______________________________________
Quote __________________________________
_______________________________________
_______________________________________

Next persuasive argument ________________
_____________________________________
Quote ________________________________
_____________________________________
Further evidence _______________________
_____________________________________
Quote ________________________________
_____________________________________

Next persuasive argument __________________
_______________________________________
Quote __________________________________
_______________________________________
Further evidence _________________________
_______________________________________
Quote __________________________________
_______________________________________

Possible solution to the problem _______________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Evidence to support solution __________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Quote ____________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Topic/Problem supporting evidence
_____________________________________
Quote ________________________________
_____________________________________
Further evidence _______________________
_____________________________________
Quote ________________________________
_____________________________________
_____________________________________

Mechanics and Style

Commas
Between Elements (including before and and or) in a series of three or more items.
To set off a nonessential or nonrestrictive clause, that is, a clause that embellishes a sentence but if removed would leave the grammatical structure and meaning of the sentence intact. (Think Appositives)
To separate two independent clauses joined by a conjunction.
To set off the year in exact dates.
To set off the year in parenthetical reference citations.
To separate groups of three digits in most numbers of 1,000 or more

Do Not Use Commas
Before an essential or restrictive clause, that is, a clause that limits or defines the material it modifies. Removal of such a clause from the sentence would alter the intended meaning.
Between the two parts of a compound predicate.
To separate parts of measurement.

Semicolons
To separate two independent clauses that are not joined by a conjunction.
To separate elements in a series that already contain commas.

Colon
Between a grammatically complete introductory clause (one that could stand as a sentence) and a final phrase or clause that illustrates, extends, or amplifies the preceding thought. If the clause that illustrates, extends, or amplifies the preceding thought. If the clause following the colon is a complete sentence, it begins with a capital letter.
In ratios and proportions.
In references between place of publication and publisher.
Do not use a colon after and introduction that is not an independent clause or complete sentence.

Quotation Marks
To introduce a word or phrase used as an iconic comment, as slang, or as an invented or coined expression. Use quotation marks the first time the word or phrase is used; thereafter, do not use question marks.
To set off the title of an article or chapter in a periodical or book when the title is mentioned in text.
To reproduce material from a test item or verbatim instructions to participants.

Do Not Use Double Quotation Marks
To identify the anchors of a scale. Instead, italicize them.
To cite a letter, word, phrase, or sentence as a linguistic example. Instead, italicize the term.
To introduce a technical or key term. Instead, italicize the term.
To hedge. Do not use any punctuation with such expressions.

Brackets
To enclose the values that are the limits of a confidence interval.
To enclose material inserted in a quotation by some person other than the original writer.
To enclose parenthetical material that is already within parentheses.
Do not use brackets to set off statistics that already include parentheses.

Hyphenation
Hyphen
An em dash is longer than a hyphen or an en dash and is sued to set off an element added to amplify or to digress from the main clause.
An en dash is longer and thinner than a hyphen yet shorter than an em dash and is used between words of equal weight in a compound adjective.

Hyphenation
A compound with a participle when it precedes the term it modifies.
A phrase used an adjective when it precedes the term it modifies.
An adjective-and-noun compound when it precedes the term it modifies.
A fraction used as an adjective.

Do Not Hyphenate
A compound including an adverb ending in ly.
A compound including a comparative or superlative adjective.
Chemical terms.
Foreign phrases used as adjectives or adverbs.
A modifier including a letter or numeral as the second element.
Common fractions used as nouns.

Italics
Titles of books, periodicals, films, videos, TV shows, and microfilm publications.
Genera, species, and varieties.
Introduction of a new, technical, or key term or label (after a term has been used once, do not italicize it).
A letter, word, or phrase cited as a linguistic example.
Words that can be misread.
Letters used as statistical symbols or algebraic variables.
Some test scores and scales.
Periodical volume numbers in reference lists
Anchors of a scale.

Do Not Use Italics
Chemical terms.
Trigonometric terms.
Nonstatistical subscripts to statistical symbols or mathematical expressions.
Greek letters.
Mere emphasis.
Letters used as abbreviations.

Abbreviations
Use
If it is conventional and if the reader is more familiar with the abbreviation than with the complete form.
If considerable space can be saved and cumbersome repetition avoided.
Write out all abbreviations on their first appearance

Number Expressed in Numerals
Numbers 10 and above
Numbers in the abstract of a paper or in a graphical display within a paper.
Numbers that immediately precede a unit or measurement.
Numbers that represent statistical or mathematical functions, fractional or decimal quantities, percentages, ratios, and percentiles and quartiles.
Numbers that represent time, dates, ages, scores and points on a scale, exact sums of money, and numerals as numerals.
Numbers that denote a specific place in a numbered series, parts of books and tables, and each number in a list of four of more numbers.

Numbers Expressed in Words
Any number that begins a sentence, title, or text heading.
Common fractions.
Universally accepted usage.

Numbers
Do not change Roman numerals for Arabic numerals.
Do not use commas in: page numbers, binary numbers, serial numbers, degrees of temperature, acoustic frequency designations, and degrees of freedom.
To pluralize numbers use s or es without an apostrophe.

Manuscript Structure and Content

{

Reporting standards provide a degree of comprehensiveness in the information that is routinely included in reports of empirical investigations

Uniform reporting standards make it easier to generalize across fields.

Reporting standards are based on the research design and implementation of the study being reported, not on the topical focus of the study or the particular journal that might serve as the vehicle for its publication.

Manuscript Structure and Content

It should summarize the main idea of the manuscript.
Fully explanatory when it stands alone
A good title is easily shorten to the running head
Avoid words that serve no useful purpose; they increase length and can mislead indexers.
Avoid using abbreviations
Typed upper and lowercase letters, centered between the left and right margins, and positioned in the upper half of the page.
Title

Name
First Name, Middle initial, last name
Bottom Line use the same format of publication throughout your career
Institutional Affiliation
The location where the author or authors were when the research was conducted.
When an author has no institutional affiliation, list the city and state of residence below the author’s name.
Names of the authors should appear in order of their contributions centered between the die margins.
Author’s Name

First Paragraph: Complete Departmental affiliation
Changes of affiliation (if any)
Third paragraph:
Acknowledgments
Special Circumstances
Fourth Paragraph: Person to contact
Author Note

Explore the importance of the problem
Why is this problem a topic of study?
Describe relevant scholarship
What other literature is important or related to this topic of study
State hypotheses and their correspondence to research design
How do you plan on solving the problem
Introduction

The Method section describes HOW the study was conducted.
Identify subsections
Divide your work into various subsections
Participant (subject) characteristics
Who are you conduction your study on
Sampling Procedures
Sample size, power, and precision
Measures and covariates
Research design
Experimental manipulations or interventions
Method

Summarize collected data and the analysis performed on those data relevant to the disclosure that is to follow.
Recruitment
Statistics and data analysis
Ancillary analyses
Participant flow
Intervention or manipulation fidelity
Baseline data
Statistics and data analysis
Adverse events
Results

Examine, interpret, and qualify the results and draw inferences and conclusions from them.
What is the theoretical, clinical, or practical significance of the outcomes, and what is the basis for these interpretations?
Discussion