How can families and schools help second-generation immigrants to find happiness and success?

Topic:
How can families and schools help second-generation immigrants to find happiness and success?

Complete the highlighted parts of the outline to organize your essay. Topic sentences should give a reason why for Topic 1 (immigrants) Support each topic sentence with:

(1) examples of real events, invented instances, or analogies

(2) authoritative testimony (summaries, paraphrases, or direct quotations from articles)

(3) statistics (summaries, paraphrases, or direct quotations from articles)

You have some flexibility with this outline.   For example, you may have two or four reasons instead of three, or you may not always have three supporting details in each paragraph.

Your outline is due on D2L Brightspace > Assessments > Assignments > Argument Essay Outline before Friday, February 26 at 10:00pm.  Check D2L Brightspace for feedback on your outline.  Use the outline and the feedback as you write Draft 1 for Kelly’s ENGL 1711 class.

1. INTRODUCTION
   1. Interesting/Creative Opening (conflict, quotation, statistic, specific detail, interesting story or example):

1. Thesis statement (claim):

1. BODY PARAGRAPH 1
   1. Topic Sentence (Idea1):

Support (quotations and/or paraphrases from Argument Essay articles)

1.

2.

3.

• BODY PARAGRAPH 2
  1. Topic Sentence (Idea 2):

Support  (quotations and/or paraphrases from Argument Essay articles)

1.

2.

3.

1. BODY PARAGRAPH 3
   1. Topic Sentence (Idea 3):

Support  (quotations and/or paraphrases from Argument Essay articles)

1.

2.

3.

1. BODY PARAGRAPH 4 (Opposing View & Refutation)
   1. State Opposing View:
   2. Textual Evidence Showing Opposing View
   3. Refutation (why the opposing view is not correct. See pp. 565-566):
   4. Textual Evidence Supporting Refutation
   5. Re-state your main point:
2. CONCLUSION
   1. Strong & Creative Ending (Do not repeat the same ideas you said in your body. Be creative by giving a suggestion, call to action, quotation, statistic, connect back to introduction, connect to readers’ own life. See Kelly’s course notes on Introductions and Conclusions for ideas.)