Persuasive Argument essay Assignment | Custom Essay Services

Description

***PLEASE FOR ALL INTRUCTIONS THIS MY FINAL *** I will be uploading the sample my teacher gave me to go by as I am writing..ALSO I am uploading MY I SEARCH PAPER WHICH THATS THE SAME TOPIC IM USING

Patrick Dawson

Dr. Jamie Martin

English 102

11 June 2020

I Search Paper

Social Anxiety Disorder

Section I: Why I Chose my Topic, What I Know, and What I What to Learn.

For long, I have been having difficulties expressing myself in most social gatherings. At first, I thought I was an introvert, but when I visited my counselor for several sessions, I found that I was suffering from a social anxiety disorder. According to my counselor, social anxiety disorder is a type of disorder characterized by the fear of being evaluated and judged in social settings.

I started noticing that I had difficulties expressing my opinions when I was in middle school. When I was in middle school when playing with classmates, I was always afraid that I would say something that would offend my playmates or make them negatively think of me. Due to this reason, I preferred to stay quiet even when I felt the urge to express my ideas.

The first time I visited a therapist, I was worried that my life would remain boring and lonely after the counselor informed me that I was suffering from a social anxiety disorder. However, the councilor assured me that it is not that serious. Through several procedures, a social anxiety disorder can be fixed, and I will be able to leave a normal social life.

After realizing that I was suffering from this disorder, I became interested in researching and watching videos about social anxiety disorders and depression. I have been trying to gather as much information as possible to help me deal with my current situation. Therefore, I choose this topic to continue expanding my knowledge on social anxiety disorder and identify ways in which I can comfortably engage in a conversation with my peers without the fear of being judged.

Another reason I chose this topic is that I already have some information about social anxiety disorder; however, I am not sure if the information is credited because the sources I used were not scholarly sources. The information about a social anxiety disorder is from blogs and short videos from YouTube. Therefore, I chose this topic to find more credited information and confirm the information I already have on the disorder.

Section II: My Research Process

The research process began by identifying ten scholarly journals about social anxiety disorders. The article I used to download the peer-reviewed journals was google scholar. I downloaded nine peer-reviewed journals on social anxiety disorder from google scholar, and my tenth source was a trusted website about social anxiety disorder. The reason I decided to base my research on the only peer-reviewed journal is that the information in these journals is credit, and they are not random ideas from writers and bloggers.

After identifying the ten sources, I used the website ‘about social anxiety’ to identify the different types of social anxiety disorder so that I could identify which type of social disorder I will be researching. After identifying the type of disorder, I was suffering from, I then chose the articles that were focused on the specific type of social anxiety disorder and read them thoroughly, noting down the key points and ideas.

During the research, I also made a list of new vocabularies that I had never heard of but were related to the topic of social anxiety disorder. I used the online Merriam Webster dictionary to define the new vocabularies according to the context in which they were used. Identifying the meaning of these vocabularies related to social anxiety disorder helped me understand the disorder better.

Section III: My Research Results

           According to research, social anxiety, which is also referred to as social phobia, is caused by several factors and characteristics of an individual. Among the factor identified to cause social anxiety disorder are information processing biasness, self-focused

attention, emotion and emotion regulation, safety behavior, and post-event processing.

Information biasness can be grouped into two: attention bias and interpretation biasness. Attention biasness to threat tends to manifest in people with a social anxiety disorder in two different ways. The first way is through reduced attention control in the individual, and the second way is through attention biasness away from positive stimuli.

According to research, people with a social anxiety disorder were found to have difficulty regulating their attention, which was the opposite of normal individuals who were able to shift their focus to threat-relevant stimuli comfortably. According to a study done using a modified dot-probe task done to investigate if an individual’s differences in attentional biases towards either happy or angry emotional stimuli or an intention between these biases related to self-reported trait resilience. Participants with a great attentional bias towards happy faces reported high trait resilience. The research also revealed that attentional biasness towards happy faces predicted resilience in the individuals who had an attentional biasness towards angry stimuli. Therefore, it is evident that there is a relationship between attentional business and stress-related psychopathology, which also causes social anxiety.

On the other hand, interpretation bias is the tendency of individuals with a social anxiety disorder to interpret neutral stimuli as threatening wrongly. Due to this reason, most people suffering from social anxiety disorder have a negative interpretation of positive events, which makes them non-interactive in social settings. Interpretation bias was found to be more severe in people with a social anxiety disorder compared to other anxiety disorders such as panic disorder and generalized anxiety disorder.

Another factor associated with a social anxiety disorder is imagery and visual memories. The research revealed that people suffering from social anxiety disorder had characteristics of reflecting on their previous conversations and viewing themselves from the observer’s point of view. Negative imagery and visual memories were also evoked by anxiety-provoking situations resulting in the individual showing the symptoms of social anxiety disorder. These symptoms include sweating, trembling, fear, blushing, stomach upsets, muscle tensions, feeling that the mind has gone blank, dizziness and lightheadedness, and fast heartbeat.

There are long term emotional and behavioral symptoms which include fear of situations where the individual feels he or she could be judged, worry that one will embarrass him or herself, fear of interacting and talking to strangers, fear of being noticed as being anxious, and avoid the anxiety of situations, where the individual will be the center of attraction, expecting the worst possible consequence from a negative experience when in social settings and spending time after a social event analyzing performance by identifying flaws in the interaction.

The other factor is known to cause self-focused attention. Self-focused attention is an awareness of internally generated information. Internally generated information can be about self-physical appearance or self-thoughts and emotions. According to research, increased self-focus attention results in social anxiety disorder, and it plays a big role in maintaining the disorder.

Post-event processing is another factor that has been proven to cause social anxiety disorder. Post-event processing is the process where a person pictures his or her own and the reactions of his or her audience after a social event. According to research post, event-processing leads to biased retrieval of negative memories and negative self-focus in the social events, therefore triggering social anxiety disorder.

The last factor that results in social anxiety disorder is emotion and emotion regulation. Emotion regulation is the process where a person determines what emotion he or she wishes to experiences, the time he or she wants to experience, and how to express the emotions experienced. From research, it was identified that individuals with a social anxiety disorder had trouble describing their feelings. Though difficulties in describing one’s emotions were associated with general anxiety disorder, people with weak emotional understanding was a prediction o social anxiety disorder.

Section IV: What this Means to Me

           Writing this research paper was a great experience for me. However, I had never written an I search paper before my professor guided me well. I gained a lot by writing the I-search paper. First, the topic I choose to research was directly related to a problem I have been facing for a long time. Writing this paper has helped me realize a lot about my problem. Social anxiety disorder is a problem that has affected many adult Americans; however, they do not reach out for help.

Through the research paper, I was able to identify what caused my social anxiety disorder and how to best improve my social skills and overcome it. I concluded from the research that I experienced social anxiety due to imagery and visual memories, self-focused attention, and post-event processing. From middle school, I have always been a perfectionist, I have never wanted to offend any of my friends, so I was afraid of expressing my genuine feelings and opinions

The second reason I have been avoiding social settings is due to my post event processing nature. Every time I am from a social event regardless of the social class of the people in the event I always spend the evening reflecting on the activities that happened and analyzing the whole event to identify areas where I might have gone wrong. Most of the times I manage to identify the flaws in my conduct but I end up feeling less confident in the next event due to the fear of making the same mistakes.

After writing this research paper, I can now control myself in social setting trying to avoid the situations I identified as triggers of social anxiety. This I search paper will also be used for future reference if I develop new social anxiety disorder symptoms. The knowledge gathered from this paper will also be used to advise other colleagues with social anxiety disorder.

Works cited

Beidel, D. C., Turner, S. M., & American Psychological Association. (2007). Shy children, phobic adults: Nature and treatment of social anxiety disorder. Washington, DC: American Psychological Association.

Stein, M. B., & Stein, D. J. (2008). Social anxiety disorder. The lancet, 371(9618), 1115-1125.

Ollendick, T. H., & Hirshfeld-Becker, D. R. (2002). The developmental psychopathology of social anxiety disorder. Biological Psychiatry, 51(1), 44-58.

Turk, C. L., Heimberg, R. G., & Magee, L. (2008). Social anxiety disorder.

Morrison, A. S., & Heimberg, R. G. (2013). Social anxiety and social anxiety disorder. Annual review of clinical psychology, 9, 249-274.

GENG, H., & LI, X. (2013). Abnormal Functional Connectivity in Social Anxiety Disorder. Advances in Psychological Science, 21(10), 1763-1769. Doi: 10.3724/sp.j.1042.2013.01763

Strahan, E., & Conger, A. (1999). Social Anxiety and Social Performance. Journal of Anxiety Disorders, 13(4), 399-416. Doi: 10.1016/s0887-6185(99)00006-7

ADAA. (2020). Social Anxiety Disorder | Anxiety and Depression Association of America, ADAA. Retrieved 8 June 2020, from https://adaa.org/understanding-anxiety/social-anxiety-disorder

Social anxiety. (2020). nine Types of Social Anxiety Disorders – About Social Anxiety. Retrieved 8 June 2020, from https://www.aboutsocialanxiety.com/types-of-social-anxiety-disorders/

Boelen, P., & Reijntjes, A. (2009). Intolerance of uncertainty and social anxiety. Journal of Anxiety Disorders, 23(1), 130-135. Doi: 10.1016/j.janxdis.2008.04.007

I

The Persuasive/Argument Research Paper
The purpose of a persuasive or argumentation research paper is to get the reader to side with you on a particular
topic for the reasons that you present. The information presented in this packet will serve as a guide to
understanding the elements of a persuasive/ argument paper and to formatting the paper, as well as offer
prewriting strategies and a checklist to verify that the requirements have been met.
Persuasive and argument essays contain some common elements.
They must:
 Clarify the relevant values of the topic so that the audience can see the position of the paper.
o Remember that there are many parts of any argument. The topic of the paper should be specific
to the issue that you plan to address.
 Present facts that support the side of the argument that you plan to present and to persuade for or
against.
o Facts can consist of statistics, researched information, and other materials that are found in
scholarly journals, government publications and other academic or professional fields.
o Remember to cite all information that is not your own original idea.
 Sequence or prioritize the facts in a manner that builds the argument in the most influential way.
o The presentation of facts for the argument should follow the same organization presented when
clarifying the relevant values. The first issue stated in the thesis should be the first topic
approached in the persuasion/ argument section of the paper and so on.
 Form and state conclusions.
o The conclusion should never be thought of as just a summary of the essay. If you answer the
question, “So, why am I writing this paper to this audience?” you can create a stronger
conclusion that does what it was intended to do, persuade.
Key Words and Transitional Phrases for Persuasive/Argument Papers
After you begin writing, you may run into difficulties when trying to make transitions between paragraphs or
ideas. Included below are some useful transition words that will be helpful.
accordingly, granted, of course, admittedly, however, on the
one hand, because, in conclusion, on the other hand, but,
indeed, since, certainly, in fact, therefore, consequently, in
summary, thus, despite, moreover, to be sure, even so,
nevertheless, truly
Persuasive Paper Format
INTRODUCTION
 1-2 paragraphs tops
 PURPOSE: To set up and state one’s claim
 OPTIONAL ELEMENTS
 Make your introductory paragraph interesting. How can you draw your readers in?
 What background information, if any, do we need to know in order to understand your claim? If you
don’t follow this paragraph with a background information paragraph, please insert that info here.
REQUIRED ELEMENTS
 STATE your claim (thesis statement) at the end of your introductory paragraph
Thesis Statement:
BACKGROUND PARAGRAPH
 1-2 paragraphs tops; Optional (can omit for some papers). Also, sometimes this info is incorporated into
the introduction paragraph (see above).
 PURPOSE: Lays the foundation for proving your argument.
 Will often include:
o Summary of works being discussed
o Definition of key terms
o Explanation of key theories
SUPPORTING EVIDENCE PARAGRAPH #1
 PURPOSE: To prove your argument. Usually is one paragraph but it can be longer.
 Topic Sentence: What is one item, fact, detail, or example you can tell your readers that will help them
better understand your claim/paper topic? Your answer should be the topic sentence for this paragraph.
 Explain Topic Sentence: Do you need to explain your topic sentence? If so, do so here.
 Introduce Evidence: Introduce your evidence either in a few words (As Dr. Brown states ―…‖) or in a
full sentence (―To understand this issue we first need to look at statistics).
 State Evidence: What supporting evidence (reasons, examples, facts, statistics, and/or quotations) can
you include to prove/support/explain your topic sentence?
 Explain Evidence: How should we read or interpret the evidence you are providing us? How does this
evidence prove the point you are trying to make in this paragraph? Can be opinion based and is often at
least 1-3 sentences.
 Concluding Sentence: End your paragraph with a concluding sentence that reasserts how the topic
sentence of this paragraph helps us better understand and/or prove your paper’s overall claim.
SUPPORTING EVIDENCE PARAGRAPH #2 & 3 etc.
 Repeat above
COUNTERARGUMENT PARAGRAPH
 PURPOSE: To anticipate your reader’s objections; make yourself sound more objective and reasonable.
 Usually 1-2 paragraphs
 What possible argument might your reader pose against your argument and/or some aspect of your
reasoning? Insert one or more of those arguments here and refute them.
 End paragraph with a concluding sentence that reasserts your paper’s claim as a whole.
CONCLUSION PART 1: SUM UP PARAGRAPH
 PURPOSE: Remind readers of your argument and supporting evidence
 Like the conclusion you were most likely taught to write in High School
 Restates your paper’s overall claim and supporting evidence
CONCLUSION PART 2: YOUR “SO WHAT” PARAGRAPH
 PURPOSE: To illustrate to your instructor that you have thought critically and analytically about this
issue.
 Your conclusion should not simply restate your intro paragraph. If your conclusion says almost the exact
same thing as your introduction, it may indicate that you have not done enough critical thinking during
the course of your essay (since you ended up right where you started).
 Your conclusion should tell us why we should care about your paper. What is the significance of your
claim? Why is it important to you as the writer or to me as the reader? What information should you or I
take away from this?
 Your conclusion should create a sense of movement to a more complex understanding of the subject of
your paper. By the end of your essay, you should have worked through your ideas enough so that your
reader understands what you have argued and is ready to hear the larger point (i.e. the “so what”) you
want to make about your topic.
 Your conclusion should serve as the climax of your paper. So, save your strongest analytical points for
the end of your essay, and use them to drive your conclusion
 Vivid, concrete language is as important in a conclusion as it is elsewhere– perhaps more essential,
since the conclusion determines the reader’s final impression of your essay. Do not leave them with the
impression that your argument was vague or unsure.
 WARNING: It’s fine to introduce new information or quotations in your conclusions, as long as the new
points grow from your argument. New points might be more general, answering the “so what” question;
they might be quite specific. Just avoid making new claims that need lots of additional support.
Persuasive Essay Evaluation Rubric
Criteria 15 pts 10-14 pts 5-9 pts 1-4 pts Unacceptable
Assignment Student completely
fulfills assignment
requirements
-Process Complete
-Due Dates Met
-Final Copy Submitted
-Format Correct
-Works Cited Incl.
Student completely
fulfills assignment
requirements
Student partially
fulfills assignment
requirements (almost
all)
Student partially
fulfills assignment
requirements (almost
all)
Student’s work in no
way relates to
assignment
Thesis
Student’s thesis is a
clear, arguable, well
developed, and
definitive statement of
position. It answers a
why or how question
Student’s thesis is a
clear and arguable
statement of position
that answers a why or
how question
Student’s thesis is a
clear, arguable
statement of position
Student’s thesis is an
outline of points; it is
not an arguable
statement of position
Student’s work does
not have a thesis
Development Student’s paper
demonstrates a logical,
mature, and thorough
development of points
that support the thesis
Student’s paper
demonstrates adequate
development of points
that support the thesis
Student’s paper
demonstrates an
adequate development
of points that support
the thesis
Student’s paper
presents a superficial
development of points,
many of which do not
support the thesis
Student’s paper does
not present any
evidence of
development of points
that support the thesis
Evidence:
Analysis
Synthesis
Student presents
relevant and fully
analyzed textual
evidence to support the
thesis following the
evidence formula
Student synthesizes
textual evidence and
points back to thesis
statement
Student presents
relevant and
adequately analyzed
textual evidence to
support the thesis-.
Student makes an
attempt at synthesis
Student presents
relevant and partially
analyzed textual
evidence to support the
thesis-.
Student makes an
attempt at synthesis
Student’s textual
evidence is irrelevant
and is not analyzed-.
Student makes no
attempt at synthesis
Student provides no
textual evidence to
support the thesis—
Student makes no
attempt at synthesis
Opposition/
Refutation
Student clearly and
fully explains
opposition and
persuasively refutes it
Student explains
opposition and gives
refutation
Student explains
opposition and gives
refutation
Student does not
include op./ref. in
paper
Student does not
include op./ref. in
paper
Citation Student follows
citation format with
meticulous care.
Includes a complete
works cited list.
Student follows
citation format with
care. Includes a
complete works cited
list.
Student follows
citation format with
meticulous care.
Includes a
partial/mediocre works
cited list.
Student does not
follow citation format.
Does not include
works cited list.
Incomplete or Missing
Conventions Is error-free. Contains minimal
mistakes that do not
interfere with meaning.
Numerous minor errors
often make memoir
difficult to read.
Many errors in
spelling, capitalization,
and punctuation often
interfere with meaning.
Many errors in
spelling, capitalization,
and punctuation often
interfere with meaning.