Have refrences as well
Option Three: Fill in the Blank Extended Argument Essay III The Humor and Critical Thinking Project (in 1500 Words) for 200 Points Plus a Proposal for 50 Points Option One: What’s so Funny? Critchley has told us much about jokes, their logic, how they relate to social norms, and of course how they are funny. Choose a comedic television series, motion picture, or written text (from a book list I’ll provide at your request), and compose an essay that attempts to answer this question: How does this comedic work use social norms in ways that get a laugh, and how does it contain an implied or obvious argument? Devote a substantial portion of your essay to analyzing why the comedic work is funny using Critchley’s On Humor: Thinking in Action, as well as Weston’s A Rulebook for Arguments to describe the arguments and/or logical fallacies, including at least two of the types of arguments Weston has covered and the key terms of those types (along with page numbers). Option Two: It’s Only Just for Laughs? Believe it or not, much of what is called “stand-up comedy” includes political, and cultural, and social commentary and either explicitly or implicitly presents arguments. How does one particular stand-up comedian’s work offer opportunities for analysis? Devote a substantial portion of your essay to analyzing why the comedian’s stand-up comedy is funny using Critchley’s On Humor: Thinking in Action, as well as Weston’s A Rulebook for Arguments to describe the arguments and/or logical fallacies, including at least two of the types of arguments Weston has covered and the key terms of each of the types (along with page numbers). The Proposal Requirement (for 50 Points) You will need to submit a 200-word proposal before you start with the actual writing for this essay, so tell me of your choice in writing according to the instructions for the proposal I have posted on the Assignments page. Do that no later than midnight on Monday, May 6. The Research Part No matter which option you choose, you will need to inform your analysis with another source. Since Critchley points out that “Humour is a form of cultural insider-knowledge . . .” (67), you will need an additional source, a kind of cultural informant to support your explanation of what particular audience would get the jokes. There are three ways to do this: find a professional reviewer’s published commentary that discusses the appeal to the audience; or you can create your own “focus group” by having a few people sit down for a "viewing party," and then ask them why they laughed as you summarize their answers; or alternately, solicit comments by people on social media--if you have a good video clip—and then summarize their answers. You will definitely need a works cited page, so see the sample on the Purdue OWL on the Web Links page, as well menu on the left side of the screen for the correct method for citing various types of sources on that page. You will also need page numbers in parentheses wherever you quote, paraphrase, or reference anything a print source, as I have demonstrated three sentences above this one. The Other Mandatory Ingredients Follow A paragraph of counterargument is optional this time, but a good conclusion is not. See “Better Conclusions” on the Writer’s Toolbox page on Blackboard. Definitely include a works cited page that includes any source you discuss in your essay, in whatever form that source takes, along with in-text citations where you use it in your paragraphs. In regard to the writing itself, not only will each proofreading error incur a two-point penalty this time, but this essay should show careful handling of sources, which will also have more weight in the grading than previously. To further improve your writing, you will need to look over your recently returned previous writing, and work on these elements in the essay: · Come up with an original title for your essay. · Thoughtfully develop your essay’s introduction before you get to your thesis, using the guidelines I list on “Good Introductions” on the Writer’s Toolbox page on Blackboard. · When you do get to your thesis, be sure it directly responds to the option you have chosen. · Limit all quotations to four or fewer lines by using ellipses when needed. · As I’ve often said, “Never let a quotation be a sentence by itself.” Introduce it as well as explain it, like I’m doing here. · Use a transition wherever one thought doesn’t smoothly follow the one before it. · By this point in the course, you should have developed the worthy habit of checking The 7 Signals of Meaning in all matters of grammar, usage, and punctuation I have marked on your previous two extended argument essays. · The grading criteria for this essay are the same as they were for the first two. · Give all sources credit whether you are directly quoting or not. · There is no 10% extra-credit opportunity for submitting the assignment at least 24 hours early or for proof of having had a session with a Writing Center tutor) for this assignment this time. Instead, there will be an extra-credit opportunity on Blackboard the week before the essay is due. · The assignment to be considered as having arrived at all, it must arrive in a format Blackboard will download, typically Microsoft Word or Rich Text because if I can’t see it, I can’t grade it. · The essay is due by midnight, Monday, May 20. · Anybody planning on taking the late option should know that I won’t have time to grade any essay that I receive after midnight Saturday, May 25.