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The purpose of this assignment is enable you to formulate into writing your perspective on the research topic that you chose at the beginning of this module. Refer to the

Overview of the Argument Research Essay

for specific details on the content of the essay.


Develop an effective argument research essay (800 plus words) about the research topic that you have chosen.

Format your paper according to

MLA style

(Links to an external site.)


Create an interesting title that captures the interest of your reader and focuses your essay.

Begin with a strong introduction that engages your reader and provides a clear thesis at the end of the introduction.

Develop at least three support paragraphs about your perspective.

Include refutation of another perspective in a separate paragraph or within your support paragraphs.

Use evidence from at least FIVE sources to support your opinions and your refutation.

End with a strong conclusion that restates your thesis in a different wording and sums up what the reader should take away from the essay.

Use MLA formatted in-text citation for evidence from your sources.

Add a MLA formatted Works Cited as a separate page at the end of the essay.

Proofread your essay. Check for clear content and accurate sentence mechanics.

Save your rough draft as a Word or Google doc and submit it as a file upload.

Overview: Argument Research Paper
In previous assignments, you have read, viewed, researched and discussed materials
related to your chosen topic. Now you will develop an 800 plus word argument
research essay on your topic. Your essay will include a clear thesis and well developed
key ideas with topic sentences and supporting examples. The essay will also follow the
conventional organization of the three elements of introduction, body and conclusion.
Introduction: A good introduction needs to get your reader interested in your topic,
provide relevant background information for that topic and, in a thesis statement, state
the main points that support your claim (stance) about the topic. Your thesis should be
the last sentence in the introduction paragraph.
Body: Write a minimum of three support paragraphs. As this is an extended research
essay, each main idea may need to be developed into more than one body paragraph.
You must also include Counterargument and Refutation within the body of your essay.
Your supporting paragraphs must have clear and relevant details, must be wellresearched (with good, credible sources and accurate documentation), and must be
well-presented and persuasive.
Conclusion: A good conclusion needs to summarize the argument (reiterate the thesis
and summarize the body of the essay) and to explain new understanding.
Works Cited: You must cite from at least FIVE sources including at least one
perspective that differs from yours. The citations should be on a separate Works Cited
page at the end of the essay.
Annotated Bibliography on Freedom of Speech
Institution affiliated
Annotated Bibliography on Freedom of Speech
De Keersmaecker, Jonas, et al. “Disliked but Free to Speak: Cognitive Ability Is Related to
Supporting Freedom of Speech for Groups Across the Ideological Spectrum.” Social
Psychological and Personality Science 12.1 (2021): 34-41. https://scihub.se/10.1177/1948550619896168
The authors emphasize that freedom of speech for individuals is positively related to their
cognitive ability irrespective of their ideological attitudes and beliefs. Individuals with high
cognitive abilities advocate for freedom of speech for others. Individuals with high cognitive
ability support liberal groups who they differ in various aspects. Cognitive ability is related to
people whose prejudices are relatively conservative and less affect the liberal groups of people.
Individuals with high cognitive ability often fight for their freedom of speech. This article is
relevant because the authors have written several scholarly materials on how cognitive ability
affects freedom of speech between the conservative and the liberal groups. The authors also
describe how beliefs and ideological differences affect how people fight for their freedom of
speech. This article is helpful for a student who would like to understand the impact of cognitive
ability on the fight for freedom of speech. The student will find the relationship between
cognitive ability and how people express their feelings.
Eftedal, Nikolai Haahjem, and Lotte Thomsen. “Motivated moral judgments about freedom of
speech are constrained by a need to maintain consistency.” Cognition 211 (2021):
104623. https://www.sciencedirect.com/science/article/abs/pii/S0010027721000421
Speech is an essential means of negotiation in the political world and the daily activities
in society. Research has shown that support for freedom of speech depends on ideological issues.
People support speech following their social dominance orientation and political alignment. This
research explains that if people have previously condemned restrictions of speech that they
oppose, they are less harsh in judging restrictions that they support. People support speech that
agrees with their political ideologies. The authors Thomsen, Eftedal, and haahjem have written
several books and journals on psychology. This article is relevant because the authors have
shown how people from different political ideologies support or oppose freedom of speech. This
article is helpful because it helps us understand why people who have different ideologies judge
freedom of speech. The article also explains that although people can selectively endorse moral
principles depending on their political beliefs, many do not share their political views with
Kendrick, Leslie. “Use your words: On the” speech” in” freedom of speech”.” Michigan Law
Review 116.5 (2018): 667-704.
Freedom of speech is an essential aspect of our society, but it remains a controversial
issue. In some instances, the court struggles to distinguish highly protected speech from
regulated economic activity. Such incidences show that it is difficult to distinguish speech from
other forms of activities. However, this article argues that speech is a distinctive phenomenon
and a normative matter, and it is possible to have freedom of speech. This article emphasizes that
it is possible to have freedom of speech, which can be distinct from other phenomena. The article
is relevant because the author is a vice-dean of the law school and director of the center for the
first amendment. Her teachings focus on freedom of speech and property law. Leslie has also
made an appearance in several law reviews. This article is helpful for a student who would like
to understand how people understand freedom of speech. The articles will also help the student
understand how skeptics view freedom of speech and how the author emphasizes that speech is a
distinct phenomenon and it is possible to get the freedom of speech.
Lunenburg, Fred C. “Do Constitutional Rights to Freedom of Speech, Press, and Assembly
Extend to Students in School?.” FOCUS on Colleges, Universities & Schools 6 (2011): 15. Link here.
Through the first amendment, the constitution allows freedom of speech, freedom of
expression rights, and freedom of association in public schools. The first amendment protects
students in all public schools regarding the school’s demand for expression. For instance, singing
the national anthem and saluting the flag. The amendment allows students to express their
opinions and feelings concerning issues in the school that students feel uncomfortable adhering
to. For instance, students can express their feelings concerning specific rules set by the school.
This article is relevant because the author Lunenburg is a professor of education and has taught
several schools, and has authored several books and journals. Professor Lunenburg has written
this document to show how the constitution has amended laws governing and protecting students
in public schools. This research shares information on how some of the constitutional rules give
students freedom of speech and speech, like vulgar language that the constitution does not
protect. This research is helpful for anyone studying freedom of speech in schools and the
constitutional amendments that give students freedom of expression.
Nash, Catherine J., Andrew Gorman-Murray, and Kath Browne. “Geographies of intransigence:
freedom of speech and heteroactivist resistances in Canada, Great Britain and Australia.”
Social & Cultural Geography (2019): 1-21.
Freedom of speech has become an essential aspect of sexual gender politics, and it is
increasingly being battled in universities. Heteroactivists face challenges to express their
freedom of speech for the LGBT’S. The cultural wars remain central in the universities. This
article provides strategies that address the debate on sexuality and gender. The article also
conceptualizes and engages the heteroactism arguments in debates. The article tries to argue and
form careful interrogation that seeks to contest sexual and gender equalities so that freedom of
speech is enrolled to fight the war against sexual and gender rights. The article is relevant
because the authors are geography professors who have written scholarly articles on sexual and
gender issues and freedom of speech for the LGBT. The article is helpful for a student trying to
understand how heteroactivists express their freedom of speech and their challenges. The
document helps in understanding the battle on gender politics in universities.

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