Last week, you outlined your argumentative essay. This week, you must use your instructor’s feedback and information from the course materials to turn your outline into an essay draft. Weekly instructor guidance and Chapters 1, 2, and 3 in the course text, College Writing Handbook, will walk you through the process.The Week 3 assignment is the first draft of your academic argument. In this assignment, you will show that you are making progress in all course learning outcomes:Interpret information through close and critical reading.Demonstrate effective use of the writing process.Employ effective academic tone, style, mechanics, and citation method.Integrate relevant source material effectively and ethically.Support a position appropriate to the rhetorical situation.You will submit a 4- to 5-page (1,000 to 1,250 words) rough-draft essay that is formatted in proper APA style. This rough draft assignment must integrate prior feedback and show improvement from your prior coursework. The rough draft will be evaluated differently than a final draft essay, so pay close attention to the grading rubrics and requirements.Your argument should be sound, valid, and based upon evidence from at least 5 credible sources. At least 3 of your sources must be scholarly. You may integrate additional information, since your final draft requires additional research. Information and evidence must be integrated appropriately, cited in APA-style, and used with integrity. Remember to draft your essay for an academic audience.Running Head: WATER AND HYGIENE
Water and Hygiene
Ashford University
ENG122: English Composition II
Shandalee Greene
10 February 2020
1
WATER AND HYGIENE
2
OUTLINE: Water and Hygiene
1. Introduction. – Introduces the topic of the study and argumentized response to the research
questions.
2. Personal experience on the topic- Explains the research based on personal experience
towards the topic.
3. Existed information about the topic- Use of articles in proving of the topics and personal
findings.
4. Discovering different viewpoints on the topics- Arguing based on the different ways of
approaching the topic.
5. Conclusion- brief summary of the argument.
WATER AND HYGIENE
3
Water and Hygiene
Introduction
Over 1.8 billion people in the world use water that is contaminated, and through
narrowing down to a specific population, the outcome is wanting. When water and hygiene are
considered a success factor in a place, this means that people are enjoying the fruits of clean
water, which is not contaminated. However, there are some states which do not fully issue the
freshwater to the people (Fuller & Eisenberg 2016). The leaders usually hold meetings to try
and help some states recover from the blow of water contamination and bad water hygiene.
Through narrowing the research down to Flint, Michigan, the state has a significant cause of
water crisis in that people suffer from wrong political decisions and shared economic history
currying forward to the crisis.
The paper will explain the personal experiment on the topic, existed information about
the issue, and discovering of all viewpoints of the on the matter. The paper will include an indepth analysis of the issues at hand based on the topic.
Personal experience on the topic
Michigan has been on the trending topic revolving around contamination of water by
lead, and people have protested to the government to sort out the matter. Through the
interaction with the people of Michigan, the water problem is a common thing since 2014, and
by information gathering on different people from different households has led to the
conclusion that Michigan’s’ people are suffering (Olson et al., 2017). The level of water
contamination is adverse and almost beyond the redemption level.
WATER AND HYGIENE
4
Existed Information About the Topic
Water security has been on the rise in Flint town, where the contamination of water is
on the next level. The water in Flint contains lead, which makes it hard for over 35 % of the
household unable to afford water. Until now, the human rights struggle for water is still pushing
the United States government to help them handle the problem (Wang et al., 2019). Water as a
human right has forced individuals in the state to protest to the government claiming their rights
to clean and healthy water. Nadia Gaber (2019) talks about how the state has tumbled in terms
of water hygiene representations by the local and international government; this shows that the
problem has been there since and people have failed drastically in solving them out.
Discovering Different Viewpoints on The Topic
Water and hygiene revolve around the environmental factors or the human activities in
place, and thorough research, knowing the actual cause of water problem and contamination
help 20 % in solving the matter at hand. Hutton & Chase (2017) noted that the contamination
of water directly impacts the lives of people towards health due to the increase in deceases
caused by pollution (Hutton & Chase 2017). Nadia Gaber (2019) also brings out the political
way of how water contamination was brought forward to Michigan. Improvement of the town
water systems has failed, and politically viewing the issue makes it hard for the people in
Michigan to have clean water soon (Gaber 2019).
Conclusion
To talk about water and hygiene, then there should be a history explaining the causes
of the problem that brings forth the challenges. Clean water availability is crucial to people on
the day to day usage. Also, freshwater brings about the aspects of the low level of diseases, and
in Michigan, the instance has worsened up due to the contamination of water (Hutton & Chase
2017).
WATER AND HYGIENE
5
References
Fuller, J. A., & Eisenberg, J. N. (2016). Herd protection from drinking water,
sanitation, and hygiene interventions. The American journal of tropical
medicine and hygiene, 95(5), 1201-1210.
Gaber, N. (2019). Mobilizing health metrics for the human right to water in Flint and
Detroit, Michigan. Health and human rights, 21(1), 179.
Hutton, G., & Chase, C. (2017). Water Supply, Sanitation, and Hygiene. Disease
Control Priorities,, 7, 171-198.
Olson, T. M., Wax, M., Yonts, J., Heidecorn, K., Haig, S. J., Yeoman, D., … & Ellis, B.
R. (2017). Forensic estimates of lead release from lead service lines during the
water crisis in Flint, Michigan. Environmental Science & Technology
Letters, 4(9), 356-361.
Wang, T., Kim, J., & Whelton, A. J. (2019). Management of plastic bottle and filter
waste during the large-scale Flint Michigan lead contaminated drinking water
incident. Resources, Conservation and Recycling, 140, 115-124.
RESEARCH NOTEBOOK
ENG122: ENGLISH COMPOSITION II
STUDENT NAME:
INSTRUCTOR:
FINAL DECISIONS
COMPLETE THIS AS EACH TASK IS COMPLETED. MAKE SURE YOU HAVE FINISHED ALL TABLES
BEFORE SUBMISSION IN WEEK 4.
TOPIC:
NARROWED TOPIC:
RESEARCH QUESTION:
THESIS STATEMENT:
ESSAY TITLE:
1
SECTION ONE: TOPIC SELECTION
COMPLETE THIS SECTION DURING WEEK 1
COMMUNITY:
Flint, Michigan
ISSUES FACING THE
COMMUNITY:
Social Issues
RESEARCH TOPIC:
Water and hygiene
NARROWED TOPIC:
Contamination of drinking water
ONCE YOU HAVE RECEIVED FEEDBACK FROM YOUR INSTRUCTOR IN THE WEEK 1 INSTRUCTOR
MEETUP QUIZ, FINALIZE YOUR TOPIC AND NARROWED TOPIC, AND ADD THEM TO THE “FINAL
DECISIONS” TABLE ON THE COVER PAGE.
What has been your
own personal
experience(s) with this
topic?
I have interacted with people from the state of Michigan. They share
What do you already
know about this topic?
Where did you get that
information?
President Obama called a federal emergency in the state of Michigan
What steps have you
taken to discover
different viewpoints
from your own?
Research with different scholarly books from the internet and looked
their issues on how the water contamination has affected them in
terms of diseases and overall as well.
to help improve their water systems. However, there hasn’t been
much strides towards this.
at articles that have been written addressing this issue. I have also
interacted with people from Michigan.
2
What is the value in
listening to other
positions on this topic?
It helps give different viewpoints of the same situation. It helps in
understanding a situation much better. It also helps them feel
included as part of the research.
BRAINSTORMING SPACE
USE THE INFORMATION FROM SECTION 2.1 IN COLLEGE WRITING HANDBOOK TO CONDUCT
BRAINSTORMING IN WEEK 1. USE THIS PAGE TO MAKE LISTS LIKE LOLA, FREEWRITE LIKE CHARLIE,
USE TALK-TO-TEXT TECHNOLOGY LIKE ANDRÉ, MINDMAP LIKE LASHONDA, OR TAKE NOTES WHILE
SURFING THE WEB LIKE WINNIE.
Public health crisis that started in 2014
The source of the water was changed and this was the root cause of the problem.
Initially, Flint got its water supply from the treated Detroit water and the sewerage
department from Lake Huron and Detroit River.
The source was changed to Flint River and no corrosion inhibitors were applied. In
essence, no hygiene steps were taken.
In 2016 a state of emergency was declared following the water issue in Flint. There
have been different strides to help Flint recover. However, this has not really solved the
problem.
It affects people in different ways and the most important one is that there health is at
dire risk.
3
SECTION TWO: RESEARCH QUESTION DEVELOPMENT
COMPLETE THIS SECTION DURING WEEK S 1 AND 2
Preliminary Research
Question:
(Use the information
from Section 2.1 in
College Writing
Handbook.)
BEGIN YOUR RESEARCH QUESTION WITH THE WORDS “HOW,”
“WHERE,” “WHAT,” OR “WHY.”
How has the water problem in Flint, Michigan affected people?
Is this research question open-ended?
yes
(cannot be answered with a “yes” or a “no”)
Does this research question open a line of inquiry?
yes
(is not seeking a fact or opinion)
Will this research question add to the academic conversation?
Yes
(does not seek to restate what has already been said)
Is this research question objective and unbiased?
yes
(does not assume the outcome and is written in third-person perspective)
Revised Research
Question:
The effects of water crisis
(Make sure you answer
“yes” to all checklist
items and use the
feedback from your
instructor.)
ONCE YOU HAVE RECEIVED FEEDBACK FROM YOUR INSTRUCTOR IN THE WEEK 1 INSTRUCTOR
MEETUP QUIZ, FINALIZE YOUR RESEARCH QUESTION, AND ADD IT TO THE “FINAL DECISIONS”
TABLE ON THE COVER PAGE.
TROUBLE GETTING STARTED? TRY ONE OF THESE FORMULAS:
How has __________________________ impacted ______________________?
Where is the common ground between _____________________________ and _______________________?
What is a viable solution to the problem of _________________________________________________?
Why has ____________________________________ been changed by ________________________________?
4
SECTION THREE: KEYWORD GENERATION
COMPLETE THIS SECTION DURING WEEKS 1 – 4
Use sections 2.1 and 3.1 of College Writing Handbook along with information from LibraryU to develop keywords.
Keep track of your keywords here throughout class. Write down the keywords as you use them, and cross out any
keywords that are not productive.
KEYWORDS FROM THE
NEWS:
Water Crisis, impact.
KEYWORDS FROM THE
INTERNET:
Water Issues, Flint Water Crisis, Water Problems
KEYWORDS FROM
ENCYCLOPEDIAS,
WIKIS, AND OTHER
INFORMAL SOURCES:
Water Crisis, privatizing water
SEARCH TERMS
Olson, T. M., Wax, M., Yonts, J., Heidecorn, K., Haig, S. J.,
FIELD: AUTHOR
Yeoman, D., … & Ellis, B. R. (2017). Forensic estimates
of lead release from lead service lines during the water
crisis in Flint, Michigan. Environmental Science &
Technology Letters, 4(9), 356-361.
SEARCH TERMS
Lead- water contamination
FIELD: TITLES
5
FIELD: SUBJECT
Forensic estimates of lead release from lead
service lines during the water
crisis in Flint, Michigan
SEARCH TERMS
Water crisis in Flint Michigan
SEARCH TERMS
BASIC SEARCH BAR
SECTION FOUR: RESEARCH NOTES
COMPLETE THIS SECTION DURING WEEKS 2-4; USE ONE TABLE FOR EACH SOURCE
SOURCE TYPE: PRIMARY/SECONDARY/TERTIARY, TRADE/POPULAR/SCHOLARLY/OTHER
APA-STYLE REFERENCE
CITATION:
CRAAP TEST:
(Use the information
from Section 3.2 in
College Writing
Handbook. If this
source does not pass
the CRAAP test, do not
continue; move on to
the next source.)
Currency:
Relevance:
Authority:
Accuracy:
Purpose:
6
READING NOTES:
Summarize the information in your own words. Be complete and specific. Do
not copy from the source or its abstract.
Explain how this source provides information that will help you answer your
research question.
QUOTES:
(including page
number)
7
SOURCE TYPE: PRIMARY/SECONDARY/TERTIARY, TRADE/POPULAR/SCHOLARLY/OTHER
APA-STYLE REFERENCE
CITATION:
CRAAP TEST:
(Use the information
from Section 3.2 in
College Writing
Handbook. If this
source does not pass
the CRAAP test, do not
continue; move on to
the next source.)
Currency:
Relevance:
Authority:
Accuracy:
Purpose:
READING NOTES:
Summarize the information in your own words. Be complete and specific. Do
not copy from the source or its abstract.
Explain how this source provides information that will help you answer your
research question.
8
QUOTES:
(including page
number)
9
SOURCE TYPE: PRIMARY/SECONDARY/TERTIARY, TRADE/POPULAR/SCHOLARLY/OTHER
APA-STYLE REFERENCE
CITATION:
CRAAP TEST:
(Use the information
from Section 3.2 in
College Writing
Handbook. If this
source does not pass
the CRAAP test, do not
continue; move on to
the next source.)
Currency:
Relevance:
Authority:
Accuracy:
Purpose:
READING NOTES:
Summarize the information in your own words. Be complete and specific. Do
not copy from the source or its abstract.
Explain how this source provides information that will help you answer your
research question.
10
QUOTES:
(including page
number)
11
SOURCE TYPE: PRIMARY/SECONDARY/TERTIARY, TRADE/POPULAR/SCHOLARLY/OTHER
APA-STYLE REFERENCE
CITATION:
CRAAP TEST:
(Use the information
from Section 3.2 in
College Writing
Handbook. If this
source does not pass
the CRAAP test, do not
continue; move on to
the next source.)
Currency:
Relevance:
Authority:
Accuracy:
Purpose:
READING NOTES:
Summarize the information in your own words. Be complete and specific. Do
not copy from the source or its abstract.
Explain how this source provides information that will help you answer your
research question.
12
QUOTES:
(including page
number)
13
SOURCE TYPE: PRIMARY/SECONDARY/TERTIARY, TRADE/POPULAR/SCHOLARLY/OTHER
APA-STYLE REFERENCE
CITATION:
CRAAP TEST:
(Use the information
from Section 3.2 in
College Writing
Handbook. If this
source does not pass
the CRAAP test, do not
continue; move on to
the next source.)
Currency:
Relevance:
Authority:
Accuracy:
Purpose:
READING NOTES:
Summarize the information in your own words. Be complete and specific. Do
not copy from the source or its abstract.
Explain how this source provides information that will help you answer your
research question.
14
QUOTES:
(including page
number)
15
SOURCE TYPE: PRIMARY/SECONDARY/TERTIARY, TRADE/POPULAR/SCHOLARLY/OTHER
APA-STYLE REFERENCE
CITATION:
CRAAP TEST:
(Use the information
from Section 3.2 in
College Writing
Handbook. If this
source does not pass
the CRAAP test, do not
continue; move on to
the next source.)
Currency:
Relevance:
Authority:
Accuracy:
Purpose:
READING NOTES:
Summarize the information in your own words. Be complete and specific. Do
not copy from the source or its abstract.
Explain how this source provides information that will help you answer your
research question.
16
QUOTES:
(including page
number)
17
SOURCE TYPE: PRIMARY/SECONDARY/TERTIARY, TRADE/POPULAR/SCHOLARLY/OTHER
APA-STYLE REFERENCE
CITATION:
CRAAP TEST:
(Use the information
from Section 3.2 in
College Writing
Handbook. If this
source does not pass
the CRAAP test, do not
continue; move on to
the next source.)
Currency:
Relevance:
Authority:
Accuracy:
Purpose:
READING NOTES:
Summarize the information in your own words. Be complete and specific. Do
not copy from the source or its abstract.
Explain how this source provides information that will help you answer your
research question.
18
QUOTES:
(including page
number)
19
SOURCE TYPE: PRIMARY/SECONDARY/TERTIARY, TRADE/POPULAR/SCHOLARLY/OTHER
APA-STYLE REFERENCE
CITATION:
CRAAP TEST:
(Use the information
from Section 3.2 in
College Writing
Handbook. If this
source does not pass
the CRAAP test, do not
continue; move on to
the next source.)
Currency:
Relevance:
Authority:
Accuracy:
Purpose:
READING NOTES:
Summarize the information in your own words. Be complete and specific. Do
not copy from the source or its abstract.
Explain how this source provides information that will help you answer your
research question.
20
QUOTES:
(including page
number)
21
SOURCE TYPE: PRIMARY/SECONDARY/TERTIARY, TRADE/POPULAR/SCHOLARLY/OTHER
APA-STYLE REFERENCE
CITATION:
CRAAP TEST:
(Use the information
from Section 3.2 in
College Writing
Handbook. If this
source does not pass
the CRAAP test, do not
continue; move on to
the next source.)
Currency:
Relevance:
Authority:
Accuracy:
Purpose:
READING NOTES:
Summarize the information in your own words. Be complete and specific. Do
not copy from the source or its abstract.
Explain how this source provides information that will help you answer your
research question.
22
QUOTES:
(including page
number)
23
SOURCE TYPE: PRIMARY/SECONDARY/TERTIARY, TRADE/POPULAR/SCHOLARLY/OTHER
APA-STYLE REFERENCE
CITATION:
CRAAP TEST:
(Use the information
from Section 3.2 in
College Writing
Handbook. If this
source does not pass
the CRAAP test, do not
continue; move on to
the next source.)
Currency:
Relevance:
Authority:
Accuracy:
Purpose:
READING NOTES:
Summarize the information in your own words. Be complete and specific. Do
not copy from the source or its abstract.
Explain how this source provides information that will help you answer your
research question.
24
QUOTES:
(including page
number)
25
SOURCE TYPE: PRIMARY/SECONDARY/TERTIARY, TRADE/POPULAR/SCHOLARLY/OTHER
APA-STYLE REFERENCE
CITATION:
CRAAP TEST:
(Use the information
from Section 3.2 in
College Writing
Handbook. If this
source does not pass
the CRAAP test, do not
continue; move on to
the next source.)
Currency:
Relevance:
Authority:
Accuracy:
Purpose:
READING NOTES:
Summarize the information in your own words. Be complete and specific. Do
not copy from the source or its abstract.
Explain how this source provides information that will help you answer your
research question.
26
QUOTES:
(including page
number)
27
SOURCE TYPE: PRIMARY/SECONDARY/TERTIARY, TRADE/POPULAR/SCHOLARLY/OTHER
APA-STYLE REFERENCE
CITATION:
CRAAP TEST:
(Use the information
from Section 3.2 in
College Writing
Handbook. If this
source does not pass
the CRAAP test, do not
continue; move on to
the next source.)
Currency:
Relevance:
Authority:
Accuracy:
Purpose:
READING NOTES:
Summarize the information in your own words. Be complete and specific. Do
not copy from the source or its abstract.
Explain how this source provides information that will help you answer your
research question.
28
QUOTES:
(including page
number)
29
SECTION FIVE: THESIS STATEMENT & TITLE DEVELOPMENT
COMPLETE THIS SECTION DURING WEEKS 3 – 4
Use sections 2.1 and 2.2 of College Writing Handbook along with information from the writing center to develop a
working thesis statement and working title. Make sure the thesis statement directly answers your research
question and ensure that it is based on the research, not on assumption, opinion, or bias. Keep track of your
revisions throughout class. Be sure to review feedback provided by the writing center, peer reviewers, and your
instructor.
RESEARCH QUESTION:
RESEARCH-BASED
ANSWER TO THE
RESEARCH QUESTION
(WORKING THESIS
STATEMENT):
REVISED THESIS
STATEMENT:
FINAL THESIS
STATEMENT:
ONCE YOU HAVE RECEIVED FEEDBACK FROM YOUR INSTRUCTOR, CLASSMATES, AND WRITING
CENTER, FINALIZE YOUR THESIS STATEMENT, AND ADD IT TO THE “FINAL DECISIONS” TABLE ON
THE COVER PAGE.
WORKING TITLE:
REVISED TITLE:
FINAL TITLE:
ONCE YOU HAVE RECEIVED FEEDBACK FROM YOUR INSTRUCTOR, CLASSMATES, AND WRITING
CENTER, FINALIZE YOUR TITLE, AND ADD IT TO THE “FINAL DECISIONS” TABLE ON THE COVER
PAGE.
30
REFLECTION SPACE
USE THIS PAGE TO REFLECT ON YOUR RESEARCH EXPERIENCE AND TAKE ADDITIONAL NOTES
DURING YOUR RESEARCH PROCESS. TRACK YOUR EXPERIENCE AND MAKE NOTES TO INFORM YOUR
FUTURE TIME MANAGEMENT PLAN.
31
View markup for updated Greene Week 2 Assignment_Argumentative_essay_outline.pdf
Shandalee,
Your rough draft is well-composed and structured. This shows that you have an idea of where you want to go with the final essay and what research will need to be required. There does need to be further work on articulating exactly how
your sources are supporting your argument. When presenting quotes, there needs to be further analysis to indicate how you wish the reader to interpret them. This way the reader is definitely seeing how you want the research to satisfy
your argument. It is also necessary to include further research, either paraphrased or directly quoted to support the claims that you make.
Please be advised that this assignment did require an outline format to be used. The school has a required APA approved format that was not present in your submission. It is key to ensure that you do use the required format for
assignments in order to effective develop a piece’s structure, and to ensure that you are fulfilling expectations of the rubric. If you’d completed the officially mini-outline you’d started, you would have been closer to what was assigned. It’s not
a good idea to try and jump ahead a step, it won’t help your paper in the end.
It is also important to utilize the Ashford Writing Center for advice on grammar and punctuation while editing your paper. A possible method for editing to try would be to write your paper, print a hard copy, and edit the material with a
highlighter (for each area that you feel is ambiguous and/or missing). It is difficult to force your eye to focus on the screen when reading the text on the computer. The paper copy may help you to go through this piece a bit more thoroughly.
Also, this provides you with at least a few minutes not to be staring at your paper, which will help you to see the paper as written, not as you see what it should be.
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