English Researched Argument Assignment
ENG102_MH_V5 | Writing Assignment 5: Researched Argument
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Grading Guide: Researched Argument ENG 102 Rubric: Researched Argument
Assignment Requirements: 1500 words & parenthetical citations with a Works Cited page.
0-1 Points 2 Points 3 Points 4 Points
Topic Introduction and Thesis (Main Claim) (15%)
The thesis/claim may be more than one sentence. The thesis may be anywhere in the first or second paragraph.
The thesis/claim may establish a line of reasoning that structures the essay, but it needn’t do so to earn full credit.
The thesis/claim that meets the criteria can be awarded full points whether or not the rest of the response successfully supports that line of reasoning.
Reminder: The thesis/claim is underlined.
The thesis is not able to be debated and/or essential background information is missing.
The thesis is attempted though undebatable, and the paragraph includes some background information but is essentially unclear and ineffective.
The thesis is evident and defendable. The writer provides some essential background information to help the reader understand the purpose for writing.
The thesis is well-written, defendable and sophisticated; it clearly establishes the point of the argument. The writer provides essential background information to help the reader understand the purpose for writing.
Evidence / Research (20%)
The evidence (data or grounds) is information collected to support the thesis and reasons.
Reminder: This assignment requires the research and review of 6 scholarly sources. These 6 sources should be parenthetically cited within the text and referenced in the Works Cited page.
An insufficient amount of specific and/or relevant evidence is provided, and information may be repetitive or irrelevant to the argument.
Overall, some evidence is provided; however, its specificity and/or relevance to the thesis is lacking.
A sufficient amount of specific and/or relevant evidence is provided to support claims and a line of reasoning.
Specific and effective evidence supports all claims within a line of reasoning.
Commentary: Research Analysis (20%)
The research analysis is the detailed explanation of the evidence and data collected.
The commentary also includes at least one counterargument and rebuttal.
There is no logical commentary exploring how and/or why the evidence supports the argument’s thesis and/or line of reasoning.
There is no counterargument and/or rebuttal present.
Commentary may or may not explain how the argument’s evidence supports the thesis and an established line of reasoning.
At least one counterargument and/or rebuttal may or may not be present.
Commentary attempts to explore how the evidence relates to the argument’s thesis, but no clear line of reasoning is established, or the line of reasoning is faulty or illogical.
At least one adequate counterargument and rebuttal supports the writer’s argument.
Commentary comprehensively explains how the argument’s evidence supports the thesis and an established line of reasoning.
At least one well-articulated counterargument and rebuttal logically supports the writer’s argument.
If there is no counterargument AND rebuttal, a score of 4 cannot be earned.
Rhetorical Awareness (20%)
Notes:
The rhetorical situation speaks to the writer’s awareness of tone, audience, and context, as well as an awareness and application of appropriate rhetorical appeals.
The writer illustrates no awareness of the rhetorical situation.
The writer attempts to contextualize their argument, but such attempts consist of predominantly sweeping generalizations.
The writer hints or suggests others’ arguments (the counterargument). A vague reference is made to an opposing argument.
The writer uses vague or overly complicated sentences or language that is ineffective because the argument is not enhanced.
The writer demonstrates an understanding of the rhetorical situation.
The argument, at times, explores complexities or tensions within a broader context.
A counterargument and/or rebuttal notes the writer’s general awareness of the argument’s implications or limitations
The writer makes rhetorical choices that often strengthen the argument.
The writer’s style is, at times, persuasive.
The writer demonstrates sophistication of thought and/or a complex understanding of the rhetorical situation
The argument consistently explores complexities or tensions within a broader context.
A counterargument and/or rebuttal clearly notes the writer’s awareness of the argument’s implications or limitations.
The writer makes strong rhetorical choices that consistently strengthen the argument. The writer’s style is consistently persuasive.
Language and Style (10%)
Word Choice & Vocabulary
Including stylistic considerations such as redundancy, repetition, awkwardness, audience awareness, and tone.
Effective use of logical transitions; the writing flows from one idea to the next. Stylistic choices support argument development.
Overall, the writer’s use of language and style lacks development.
Overall, the writer’s use of language and style is adequate.
Overall, the writer’s use of language and style is proficient.
Overall, the writer’s use of language and style is excellent.
Mechanics, Grammar, and Punctuation (10%)
Comma errors, comma splices, apostrophe errors, capitalization errors, semicolon errors, colon errors, typos/misspellings
The work is unpolished with 6 or more repetitive grammatical, mechanical, and/or punctuation errors.
The work is unpolished with no more than 5 repetitive grammatical, mechanical, and/or punctuation errors.
The work appears polished with no more than 4 repetitive grammatical, mechanical, and/or punctuation errors.
The work appears polished with no more than 3 repetitive grammatical, mechanical, and/or punctuation errors.
Formatting (5%)
MLA formatting: Heading (name, assignment name, course name, date), original title, header (page numbers), line-spacing (double- spaced), 1” margins, 12-point font size, and Times New Roman or other sans-serif font.
Includes properly formatting in-text citations and the Works Cited page. (6 sources minimum.)
The thesis should be underlined.
Meets little or none MLA formatting requirements.
Meets some MLA formatting requirements.
Meets most MLA formatting requirements.
Meets almost all MLA formatting requirements.
The thesis is underlined. If the thesis statement is not underlined, the essay cannot score above a 3.
Last modified: Monday, December 5, 2022, 5:02 PM
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