EN102 W6: Discussion

War and the Everyday Life

These discussion boards have been designed to explore controversial topics. Often these debates have the potential to become heated. In the act of creating ideas, heat can be a good thing, but not at the expense of hurt feelings or frustration. Remember that any argument asks that we change something about ourselves. If we are asking our readers to change, we need to be civil about it. Likewise, when we are challenged by others with a different opinion, we need to keep an open mind. Remember, we are not changing the world here, only examining it.

Some important rules to follow:

1.     You may not attack other people or their ideas in this course. To do so may result in failure of the assignment. You may, however, disagree with the ideas of others, but do so in a constructive manner. (e.g. “I don’t agree with your post. I think instead that . . . ” NOT “That’s a dumb way of looking at this.” Debate in academia is important, but let’s all be adults here.

2.     Ask open-ended questions (e. g. “What if we thought about things this way?”), and avoid making statements meant to be absolute or closed-ended questions (“There is no other way to think about this,” or “Do you agree with me?”).

3.     Remember to consider the lessons we’ve worked on throughout the rest of the class. Rather than simply reacting to the readings and the responses of your classmates, think about the arguments being made. Really consider the effectiveness of these arguments.

Go to the resources tab and use the EBSCOhost link to search for the following articles, then, using the questions below as a guide, write a 75-100 word response about the issue being discussed. Next, please take the time to respond to your classmates.


Go to the resources tab and use the EBSCOhost link to search for the following articles:

1.     Harjo, J. (2007). When the world as we knew it ended. World Literature Today, 81(6), 34-35 (please read both “No” and “When the World as We Knew it Ended–“).

2.     Melville, H. (1976). Punishable by death. Saturday Evening Post, 248(5), 16-17

3.     Alexie, S. (1994). Flight. Ploughshares, 20(1), 38.


The effect of war is broad-reaching. It is not restricted to the soldiers who fight the battles, it deeply affects the families of those who have sent their sons and daughters into the fray. War affects those who live within one or the other societies engaged in the war and those who live their lives within the war zone.

For those who live inside of these war zones, day to day life must still continue, despite the “inconvieniece” of war. These people, though not directly involved with the conflicts going on between opposing forces, have to live with the disruptions to their daily lives.

In contrast, America, at least in recent years, has been fortunate to have avoided engaging in war on its own soil. Thankfully, most Americans are not faced with the day to day reality of war– instead laying the burden of fighting and dying mostly on the back of the American soldier.

Soldiers, those who have layed down their lives for the good of a nation, are likely the most directly affected (though not necessarily the most deeply affected). Soldiers have a duty to their country and a mission to keep their nation and their families safe. Most soldiers do not specifically choose to enter battle; they are compelled.

This begs the question: Who are the real victims of war? Families, soldiers, bystanders, governments, society itself? Perhaps war can be a good thing, not simply a necessary evil as this prompt has implied. Perhaps the victims of war are actually those who do not partake in it.

In your opinion, who are the victims of war and why? Remember, no answer is wrong provided you support your answer. Take some time to really consider this issue and make your post.

Please respond to the initial question by day five and be sure to post two additional responses to peers and/or the instructor by day seven. The initial post by day 5 should be 75 to 150 words, but may be longer depending on the topic. If you use any source outside of your own thoughts, you should reference that source.



EN102 W6: Assignment

Researched Argument Rough Draft

Your researched argument is meant to stand as a culmination of all the work you have done throughout the course.You will more than likely be asked to write many of these as you move further into your academic and professional career, and you should expect these essays to gradually become longer and more involved as you move forward.

Throughout this course, we have been focusing our arguments on the practice of arguing to find meaning. Because of that, it is important to practice balancing opposing viewpoints of a single issue.This essay allows you the chance to do just that. Because much of the writing you will be doing throughout your academic and professional career will be argumentative, this essay will help you to hone your rhetorical skills in several ways: first, this essay will help you to establish an environment of civilized discourse within your writing (essential for productive argumentation); secondly, this essay will allow you to practice your research skills in both identifying and integrating sound arguments; and thirdly, this essay gives you a chance to practice your critical thinking skills—skills you will need for success throughout your academic and professional life.

Remember, the purpose of this essay is not to prove whether you are right or wrong, but instead prove that you can fairly present two sides of an argument and logically determine the best solution to the problem you are faced with. With that in mind, we ask that you withhold your personal opinion, personal judgments of the material, or personal narrative until the concluding remarks of your essay.

The final draft of your essay should meet the following guidelines:

  • is between 900 and 1200 words in length;
  • includes direct quotations and paraphrased passages from four or more scholarly texts representing more than one side of the issue;
  • qualifies each of the authors (authors representing each side of the debate should have compatible credibility);
  • withholds personal opinion until the conclusion of the essay;
  • is written clearly, concisely, and accurately;
  • is written primarily in third-person;
  • includes a References page;
  • has been closely edited so that it contains few or no mechanical errors.

*Note that no one writes a polished essay in a single sitting.Start early and give yourself time for multiple revisions.

Researched Argument Checklist:.

As you go work on your essay, the following questions should help to keep you on track. It may be beneficial to have someone read your essay and help you answer them.

1.     How does this essay meet the assignment criteria?

2.     Does this essay treat both sides of the argument equally and fairly?

3.     What is the purpose of this essay to be? What does it do to meet that purpose? How effective is the argument?

4.     Does this essay avoid second person language and limit first person language?

5.     Are there elements of pathos, ethos, and logos in this essay. Do these appeals work together to propose a solution?

6.     Does the essay avoid logical fallacy in the reasoning behind the solution?

Basic features
  • Free title page and bibliography
  • Unlimited revisions
  • Plagiarism-free guarantee
  • Money-back guarantee
  • 24/7 support
On-demand options
  • Writer’s samples
  • Part-by-part delivery
  • Overnight delivery
  • Copies of used sources
  • Expert Proofreading
Paper format
  • 275 words per page
  • 12 pt Arial/Times New Roman
  • Double line spacing
  • Any citation style (APA, MLA, Chicago/Turabian, Harvard)