The Guided Argument drafts will approximate this basic structure:
Introduction Thesis (I argue that for international students to learn English and the culture faster and get involved, teachers should add SOTL into the curriculum to help students.
Body Supporting Claims explored through support and evidence from the sources
Counterclaim (1 or 2 at most) rebutted and refuted using support and evidence from the sources
Conclusion Summation that points to action (possible ways to bring SOTL into the curriculum to support students learning English)
(Finn, Eileen. “Swearing: The Good, the Bad & the Ugly.” ORTESOL Journal, vol. 34, Jan. 2017, pp. 17–26.
EBSCOhost, https://search-ebscohost-com.proxy.library.stonybrook.edu/login.aspx?direct=true&db=
eric&AN=EJ1152392&site=ehost-live&scope=site.) file is provided below
(Wedlock, Joshua. “Teaching ‘about’ Taboo Language in EFL/ESL Classes: A Starting Point.” ORTESOL
Journal, vol. 37, Jan. 2020, pp. 33–47. EBSCOhost,
https://search-ebscohost-com.proxy.library.stonybrook.edu/login.aspx?direct=true&db
=eric&AN=EJ1263547&site=ehost-live&scope=site.) file is provided below
(Valdesolo, Piercarlo. “Is Swearing a Sign of a Limited Vocabulary?” scientificamerican.com, 5 April 2016,
https://www.scientificamerican.com/article/is-swearing-a-sign-of-a-limited-vocabulary/)
(Orlando, Alex. “Swearing Like A Sailor May Not Be Such A Bad Thing.” discovermagazine.com, 1 November
2022, https://www.discovermagazine.com/health/worried-about-your-foul-mouth-swearing-
could-actually-be-good-for-you)