Homework for Friday, March 30

Plan/Overview of Inquiry Paper

So far this semester, working with your team, you have researched a local arts organization, compiled a guidebook, and prepared a group experience (field trip, film, or panel discussion) to introduce the rest of the class to your organization. It is safe to say that, at this point in time, you know quite a bit about the organization.

Now that you have explored a wide variety of sources (web, print, interviews, and site-visits), contemplated the implications, developed a preliminary question, done some further research, and done some exploratory writing, you are ready to plan your inquiry paper.

First: “What kind of paper are you writing?” Your inquiry paper will be a presentation of your own thinking supported by evidence from your research. Your paper may be ANALYTICAL (using evidence to analyze various facets of an issue) or PERSUASIVE (using evidence to attempt to convince the reader of your particular stance on a debatable topic). This choice will affect your strategy as you move forward with the paper.

Analytical Paper
Begin by writing a question that simply and clearly defines the issue you are exploring. (e.g., “What impact does Seattle Children’s Theatre have on the development of local theatergoing audiences?”) The paper will then go on to analyze and explore the range of answers to the question, and you will contribute to the discussion by drawing your own conclusions based on the evidence.

Persuasive Paper
Begin by writing a declarative sentence that states your point directly and clearly. (e.g., “Seattle Children’s Theatre contributes to the long-term health of the local arts community by introducing young people to theatergoing and nurturing a lifelong love of the art form.”) The paper will then go on to argue your point, presenting supporting evidence and refuting opposing views.

Second: Apply the “So what? Who cares?” test. In order for your inquiry paper to be worth writing and reading, the topic needs to be worth analyzing or arguing about. Re-read your analytical question or persuasive point and ask yourself, “Why does this matter? What’s new, meaningful, or interesting about what I have to say?” Once you’re satisfied with the answer, you’re ready to move on. (If not, you may need to revise your analytical question or persuasive point.)

Third: Map it out. You have a starting point: your analytical question or persuasive point. You have a destination: a thoughtful conclusion. How are you going to get from one to the other? You need to create a map: the plan or overview of your paper.

Working in broad strokes, make a map of the journey on which you plan to take your reader. Draw pictures, place blocks, or use Post-Its to construct each of the stops along the way. Each “stop” represents a specific argument, observation, or point that you have to make.

Look through your research. What evidence do you have to support each of your ideas? Mark specific references that you would like to quote, and note any points for which you need more support.

Consider the sequence of your “stops.” Do your points flow logically from one to the next? If you are writing a persuasive paper, do your arguments build, becoming more and more persuasive with each point that you make? Move the “stops” around until you find a satisfying sequence.

Finally: Write a plan or overview for your paper, briefly noting:
o your analytical question or persuasive point
o your answers or arguments
o your conclusions

Save a copy of the plan/overview on your computer, and print a copy to bring to class. (Your paper should be double-spaced, with one-inch margins. At the top of the page, please include your name, the date, “Seattle Arts Ecology,” and “Plan/Overview.”)