The Advocacy Project: A Multi-modal Composition

The Advocacy Project: A Multi-modal Composition

Like the HCP Project, the main assignment here is a multi-modal composition that uses various rhetorical positions and different types of evidence to make arguments. This one, however, is a bit different from the first in that over the course of these next few weeks, as you research and evaluate various sources, and as you draft, craft and organize your thoughts and evidence, you will at some point have to make a decision to become an advocate for solutions to your central problem in at least one of the following three ways: 1) you might advocate for two specific solutions (solutions that is currently debated but not published) to the significant and current political/social/cultural problem that sits at the center of your focus (HCP focus); 2) you might locate the next steps to potentially solving your project’s central problem; or, 3) you might argue for which the current solution is more suitable for the current problem, explain why and leave your readers with questions about possible next steps.. In other words, your arguments for advocating solutions in combination with the analytical reasons you provide for why you have chosen to focus on particular solutions will after weeks and weeks of diligent engagement become a richly-textured thesis statement, one that deepens your articulation of the problem at hand and argues for convincing for ways to move forward.


Solutions could be:

  1. Law proposed by politician
  2. Policy proposed by organization. (non-profits advocacy)
  3. Policy passed in other state. (should have scholarly experts said that we can use it in…)

All the solutions should be already exist, the AP is aiming at debating which solution is better.




  1. Introduction: I will argue policy A is better than policy B because……(2-3gp)
  2. Policy A: Who is persuading whom of what and how?  (3-4pg)
  3. Policy B: Who is persuading whom of what and how?  (3-4gp)
  4. Conclusion(2pg)


When we think of the act of advocating and when we imagine a person or an organization who is an advocate for a cause, we think of strongly held opinions delivered with intensity from a rhetorical position that appears unshakable, deeply confident in the ethical rightness of its arguments and the accuracy of its knowledge. If we look at advocacy in such ways, we can understand why it takes time to become a convincing advocate, and that advocacy, even when it is delivered in the form of a thesis-driven composition, is a form of argumentation that can be quite different from the balanced arguments we often think of as academic writing even if it is as rigorous in its presentation of evidence.


This is not to say that academic writers are not advocates. They are, and over the course of this project, you will become such an advocate—one who uses academic research and methods to deliver persuasive arguments convincingly to a public of one’s peers. Academic writers in many disciplines often write with the purpose of advocating for solutions to political/social/cultural/environmental problems. When they do so, they are expected to consider and present positions that run against theirs in various ways – call them counter arguments – in order to meet the expectations of their academic audience. They must demonstrate their mastery of established arguments and knowledge in areas of discourse and recognize the legitimacy of other perspectives, even if the author seeks ultimately to dismiss them.


          Sources & Citations:

You should use at least 10 sources beyond the sources you’ve been assigned in class or used in your first essay. Use the MLA system for citing your sources.