Using the attached research proposal, find three scholarly sources and evaluate them using the STAR method. You can find the STAR method below. Write out the citation in MLA format. Then, below the citation, answer the questions for each letter of the STAR acronym. Also using the attached research proposal, formulate a relevant, one-sentence thesis statement.
Consider a target audience of educated, reasonable, and careful readers who approach an issue with healthy skepticism, open-minded but cautious. What demands would such readers make on a writer's use of evidence? To begin to answer that question, let's look at some general principles for using evidence persuasively. Our open-minded but skeptical audience would first of all expect the evidence to meet what rhetorician Richard Fulkerson calls the STAR criteria:1 14Richard Fulkerson. Teaching the Argument in Writing (Urbana, IL: National Council of Teachers of English, 1996), 44-53. In this section. we are indebted to Fulkerson's discussion. STAR: Sufficiency: Is there enough evidence? Typicality: Is the chosen evidence representative and typical? Accuracy: Is the evidence accurate and up-to-date? Relevance: Is the evidence relevant to the claim? Lets examine each in turn. Sufficiency of Evidence How much evidence you need is a function of your rhetorical context. In a court trial, opposing attorneys often agree to waive evidence for points that aren't in doubt in order to concentrate on contested points. The more a claim is contested or the more your audience is skeptical. the more evidence you may need to present. If you provide too little evidence, you may be accused of hasty generalization, a reasoning fallacy in which a person makes a sweeping conclusion based on only one or two instances. On the other hand, if you provide too much evidence your argument may become overly long and tedious. You can guard against having too little or too much evidence by appropriately qualifying the claim your evidence supports.
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