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Assignment2-Argumentivepdf.pdf
https://youtu.be/Z0iJyZ0z-zM
Assignment Guide: The Argumentative https://youtu.be/Z0iJyZ0z- zM
Assignment Prompt For this assignment, you will be writing an argumentative essay– a piece of writing that requires you to take a position, what rhetoricians call a claim, on a debatable topic (that is, a topic with more than one side). Specifically, you will present a policy claim where you argue for or against a change of some kind. This claim should be supported by reliable, credible evidence (i.e. scholarly sources) backed by research. In addition to presenting your claim, you will also need to acknowledge the other side, which is called the counterargument. For this assignment, you may choose your own topic or select one from the list below.
Assignment-Specific Requirements: Length: This assignment should be at least 750 words.
Thesis: Underline your thesis statement or the main claim of
your letter.
Supporting Points: plan to develop at least three strong supporting points to accompany your thesis and at least one counter. Each supporting point should equate to at least one body paragraph.
Sources Needed: The essay should integrate at least four reliable and credible sources, to help prove the argument for or against a policy change. Be sure to use MLA guidelines for all in-text and Works Cited citations.
Page Formatting: See Appendix C - Formatting and Submitting Your Work
MLA Requirements: See Formatting your Essay: MLA 8th Edition
Rhetorical Mode When we talk about argument writing, we are not talking about an emotional and heated argument, but one that is neutral in tone and uses evidence/facts to convince your readers of a claim. Your argument is your claim, or the point that you want to convince readers of–in this instance, you will be making a claim for or against a policy change. Because everything depends on the strength of this claim (and the supporting points that you use to scaffold it), the organizational structure of an argumentative essay is incredibly important to its success. Every idea, topic sentence, paragraph, and page should always align with your argumentative claim. Be sure that you use scholarly evidence purposefully to support the claim you are making and do not veer too much into exploratory or informative writing, which is trickier than it sounds. You’ll also need to think carefully about how to integrate researched evidence with your own ideas, to build a fully developed and supported stance throughout. Finally, you
will want to acknowledge the counterargument in the body paragraphs, even if you cannot refute it entirely.
Rhetorical Considerations
Purpose:
Remember that this is an argumentative essay: that means your goal is to prove your claim for or against a policy change to readers. This piece of writing should be aimed at convincing readers through the inclusion of a strong argumentative thesis, specific supporting points, acknowledgement of the counter, and carefully chosen scholarly evidence.
Audience:
The argumentative essay is written for someone else–a community of readers that is most impacted by the policy you are proposing to change (or keep the same). In this instance, you are writing to argue for or against a change (and thus convince readers that a change should or should not occur). Keep this audience in mind by angling everything in your essay towards a strong argument that can appeal to a more general population.
Form:
This is a formal writing project, written in third-person, relying on strong organizational strategies, integrating researched evidence (the academic sources you choose), and following MLA formatting guidelines.
Additional Resources: Suggested Topics:
• Physician-assisted suicide should/should not be legalized • The drinking age should/should not be lowered to 18 • Colleges should/should not use proctoring for exams • Weedkiller should/should not be illegal • Self-driving cars should/should not be legal • College athletes should/should not be paid as employees • The U.S. should/should not switch to a single-payer
healthcare system • Drug possession should/should not be decriminalized • The minimum wage should/should not be increased across
the U.S.
Mini-Lesson on ETHOS - PATHOS - LOGOS
Plan to use these appeals heavily throughout your Argumentative essay.
Ethos
This is an ethical appeal. It relies on your reliability and credibility as the author.
• Includes reliable sources
• Is written from an unbiased perspective
• Shows the writer’s expertise through the presentation of careful insight and research
Pathos
This is an emotional appeal. It relies on the construction of careful connection between the claims presented and the emotions of the readers.
• Includes the writer’s values and beliefs
• Uses stories or examples that convey emotion
• Contains broader appeal and focus
Logos
This is an appeal to logic and reason. It relies on facts and figures that can convince the reader of the claims.
• Relies on fact and opinion
• Focuses on reasonable claims and organization of ideas
• Only includes relevant material with a narrow focus
Grading Guide: The
Argumentative Essay ENG 101 Rubric: Argumentative Essay
Points
0-1
Points
2
Points
3
Points
4
Points
5
Intr odu ctio n
(Fir st Par agr aph )
20 %
Ope ning “ho ok”
Bac kgro und Info rmat ion
Arg ume ntati ve The sis/ Clai m for Cha nge
Spe cific Sup porti ng Poi nts
The openin g “hook” is not presen t. The thesis does not contai n a clear argum entativ e thesis/ claim and/or severa l specifi c suppor ting points. Aware ness of the audien ce is not appar ent.
The openin g “hook” is not appar ent. The argum entativ e thesis/ claim and/or the suppor ting points are hard to discer n; Aware ness of the audien ce is difficul t to ascert ain.
The openin g “hook” is attemp ted, but it may/ may not be succe ssfully engagi ng. The Argum entativ e thesis/ claim and suppor ting points are eviden t, though they may lack strengt h. Aware ness of the audien ce attemp ted.
The openin g “hook” is presen t and may/ may not enhan ce the reader ’s interes t in the materi al. The argum entativ e thesis/ claim and suppor ting points are presen t. Aware ness of the audien ce is presen t, but could use improv ement.
The openin g “hook” grabs the reader ’s attenti on. The argum entativ e thesis/ claim and suppor ting points are strong and clear, and they though tfully prepar e the audien ce for argum entativ e analys is.
Ess ay Dev elo pm ent (Bo dy Par agr aph s)
20 %
Is angl ed tow ards arg ume nt thro ugh out
Incl ude s clea r tran sitio ns
Inte grat es rese arch ed evid enc e
Ref ere nce s a cou nter arg ume nt
The essay is not angled toward s argum ent throug hout. Transit ional phrase s are lackin g or ineffec tive. Resea rch is not integra ted at all.
The essay is not angled toward s argum ent throug hout. Little to no attenti on is paid to transiti ons. Resea rch is integra ted poorly, if at all.
The essay attemp ts to angle toward s argum ent. Some attenti on is paid to transiti onal phrase s, but further attenti on is requir ed. Resea rched eviden ce is attemp ted, but not succe ssfully integra ted with origina l insight .
The essay may/ may not attemp t to angle toward s argum ent. Transit ional phrase s are attemp ted and mostly succe ssful. Resea rched eviden ce is includ ed, but could be better integra ted with origina l insight .
The essay succe eds by anglin g toward s argum ent throug hout. Transit ional phrase s are presen t and effecti vely used throug hout the essay. Resea rched eviden ce is expertl y woven into the essay with origina l insight .
Clo sin g (Co ncl usi on Par agr aph ) 20 %
Incl ude s a remi nde r of the expl icit thes is and sup porti ng poin ts.
Mak es a dire ct atte mpt to eng age the audi enc e.
Doe s not intro duc e new idea s/ clai ms
The conclu sion paragr aph does not remind reader s of the argum entativ e thesis and suppor ting points. There is no attemp t to engag e the audien ce one final time. New ideas/ claims are presen t and theref ore under develo ped.
The conclu sion paragr aph does not remind reader s of the argum entativ e thesis and suppor ting points. Little to no attemp t is made to engag e the audien ce one final time. New ideas/ claims are presen t and under develo ped.
The conclu sion paragr aph attemp ts to remind reader s of the argum entativ e thesis and suppor ting points, though improv ement is possib le. Some attemp t is made to engag e the audien ce one final time. New ideas/ claims may be presen t and under develo ped.
The conclu sion paragr aph remind s reader s of the argum entativ e thesis and suppor ting points. An attemp t is made to engag e the audien ce one final time, though some improv ement is possib le. New ideas/ claims are not presen ted.
The conclu sion paragr aph though tfully remind s reader s of the argum entativ e thesis and suppor ting points. A final attemp t at audien ce engag ement is attemp ted. No new ideas/ claims are presen ted, but the writer still gives reader s food for though t on the topic.
Lan gua ge and Styl e 13.3 %
Sen tenc e Stru ctur e (Gra mm ar) Wor d Cho ice/ Voc abul ary (Re dun dan cy, rep etiti on, awk war dne ss)
The writer has given very little or no appar ent consid eration to langua ge and style. Word choice is sloppy and/or incorre ct.
The writer’ s use of langua ge and style dimini shes the nature and strengt h of the essay. Writer’ s langua ge/ style choice s make the essay less cohesi ve and/or difficul t to unders tand.
The writer’ s use of langua ge and style, at times, deters from his/ her/ their overall argum ent. The writer’ s word choice and style someti mes detract s from the overall messa ge.
The writer’ s use of langua ge and style helps conve y the author’ s point(s ). The writer almost always uses langua ge and style as a tool to enhan ce the essay.
The writer’ s use of langua ge and style accent uates the nature of the essay. Writer wields langua ge and style as a tool to enhan ce the essay. .
Pun ctu atio n, Cap itali zati on 13.3 %
Co mm a erro rs, com ma spli ces, apo stro phe erro rs, capi taliz atio n erro rs, sem icol on erro rs, colo n erro rs, typo s/ mis spel ling s
Contai ns more than 6 differe nt punctu ation/ capital ization errors.
The identic al or similar errors may be repeat ed throug hout.
The errors help to signific antly deter from the writer’ s overall narrati ve.
Contai ns many (more than 4) differe nt punctu ation/ capital ization errors. The identic al or similar errors are repeat ed throug hout.
The errors deter from the writer’ s overall narrati ve.
Contai ns more than 3 differe nt punctu ation/ capital ization errors. The identic al or similar errors may be repeat ed throug hout. At times, the errors deter from the writer’ s overall narrati ve.
Contai ns 1-2 types of punctu ation/ capital ization errors, which may be repeat ed throug hout the essay. The errors do not deter from the writer’ s overall narrati ve, but they serve as a distrac tion.
Contai ns either no punctu ation/ capital ization errors, or no more than 2 differe nt errors with no repetiti on, and/or the errors do not deter from the writer’ s narrati ve.
Atte ntio n to Dire ctio ns/ For mat 13.4 %
Ess ay For matt ing req uire men ts, as note d for the cour se.
Mini mu m wor d cou nt: 750 wor ds
Doesn ’t meet format ting and/or word count requir ement s, and as a result, the writing is difficul t to read or unrea dable.
Meets very few format ting requir ement s, and those missin g deter from the reada bility of the writing . Word count minim um may not be met.
Meets some format ting requir ement s: the lack of appro priate format ting may lead to a lack of reada bility or to a distrac tion while readin g.
Word count minim um may not be met.
Meets most format ting requir ement s; the format ting does not discou rage reada bility. Word count minim um is met.
Meets all of the sugge sted essay format ting requir ement s; format ting enhan ces the reada bility of the writing . Word count minim um is met.
ENG 101 Rubric: Argumentative Essay
Points
0-1
Points
2
Points
3
Points
4
Points
5
Intr odu ctio n
(Fir st Par agr aph )
20 %
Ope ning “ho ok”
Bac kgro und Info rmat ion
Arg ume ntati ve The sis/ Clai m for Cha nge
Spe cific Sup porti ng Poi nts
The openin g “hook” is not presen t. The thesis does not contai n a clear argum entativ e thesis/ claim and/or severa l specifi c suppor ting points. Aware ness of the audien ce is not appar ent.
The openin g “hook” is not appar ent. The argum entativ e thesis/ claim and/or the suppor ting points are hard to discer n; Aware ness of the audien ce is difficul t to ascert ain.
The openin g “hook” is attemp ted, but it may/ may not be succe ssfully engagi ng. The Argum entativ e thesis/ claim and suppor ting points are eviden t, though they may lack strengt h. Aware ness of the audien ce attemp ted.
The openin g “hook” is presen t and may/ may not enhan ce the reader ’s interes t in the materi al. The argum entativ e thesis/ claim and suppor ting points are presen t. Aware ness of the audien ce is presen t, but could use improv ement.
The openin g “hook” grabs the reader ’s attenti on. The argum entativ e thesis/ claim and suppor ting points are strong and clear, and they though tfully prepar e the audien ce for argum entativ e analys is.
Ess ay Dev elo pm ent (Bo dy Par agr aph s)
20 %
Is angl ed tow ards arg ume nt thro ugh out
Incl ude s clea r tran sitio ns
Inte grat es rese arch ed evid enc e
Ref ere nce s a cou nter arg ume nt
The essay is not angled toward s argum ent throug hout. Transit ional phrase s are lackin g or ineffec tive. Resea rch is not integra ted at all.
The essay is not angled toward s argum ent throug hout. Little to no attenti on is paid to transiti ons. Resea rch is integra ted poorly, if at all.
The essay attemp ts to angle toward s argum ent. Some attenti on is paid to transiti onal phrase s, but further attenti on is requir ed. Resea rched eviden ce is attemp ted, but not succe ssfully integra ted with origina l insight .
The essay may/ may not attemp t to angle toward s argum ent. Transit ional phrase s are attemp ted and mostly succe ssful. Resea rched eviden ce is includ ed, but could be better integra ted with origina l insight .
The essay succe eds by anglin g toward s argum ent throug hout. Transit ional phrase s are presen t and effecti vely used throug hout the essay. Resea rched eviden ce is expertl y woven into the essay with origina l insight .
Clo sin g (Co ncl usi on Par agr aph ) 20 %
Incl ude s a remi nde r of the expl icit thes is and sup porti ng poin ts.
Mak es a dire ct atte mpt to eng age the audi enc e.
Doe s not intro duc e new idea s/ clai ms
The conclu sion paragr aph does not remind reader s of the argum entativ e thesis and suppor ting points. There is no attemp t to engag e the audien ce one final time. New ideas/ claims are presen t and theref ore under develo ped.
The conclu sion paragr aph does not remind reader s of the argum entativ e thesis and suppor ting points. Little to no attemp t is made to engag e the audien ce one final time. New ideas/ claims are presen t and under develo ped.
The conclu sion paragr aph attemp ts to remind reader s of the argum entativ e thesis and suppor ting points, though improv ement is possib le. Some attemp t is made to engag e the audien ce one final time. New ideas/ claims may be presen t and under develo ped.
The conclu sion paragr aph remind s reader s of the argum entativ e thesis and suppor ting points. An attemp t is made to engag e the audien ce one final time, though some improv ement is possib le. New ideas/ claims are not presen ted.
The conclu sion paragr aph though tfully remind s reader s of the argum entativ e thesis and suppor ting points. A final attemp t at audien ce engag ement is attemp ted. No new ideas/ claims are presen ted, but the writer still gives reader s food for though t on the topic.
Lan gua ge and Styl e 13.3 %
Sen tenc e Stru ctur e (Gra mm ar) Wor d Cho ice/ Voc abul ary (Re dun dan cy, rep etiti on, awk war dne ss)
The writer has given very little or no appar ent consid eration to langua ge and style. Word choice is sloppy and/or incorre ct.
The writer’ s use of langua ge and style dimini shes the nature and strengt h of the essay. Writer’ s langua ge/ style choice s make the essay less cohesi ve and/or difficul t to unders tand.
The writer’ s use of langua ge and style, at times, deters from his/ her/ their overall argum ent. The writer’ s word choice and style someti mes detract s from the overall messa ge.
The writer’ s use of langua ge and style helps conve y the author’ s point(s ). The writer almost always uses langua ge and style as a tool to enhan ce the essay.
The writer’ s use of langua ge and style accent uates the nature of the essay. Writer wields langua ge and style as a tool to enhan ce the essay. .
Pun ctu atio n, Cap itali zati on 13.3 %
Co mm a erro rs, com ma spli ces, apo stro phe erro rs, capi taliz atio n erro rs, sem icol on erro rs, colo n erro rs, typo s/ mis spel ling s
Contai ns more than 6 differe nt punctu ation/ capital ization errors.
The identic al or similar errors may be repeat ed throug hout.
The errors help to signific antly deter from the writer’ s overall narrati ve.
Contai ns many (more than 4) differe nt punctu ation/ capital ization errors. The identic al or similar errors are repeat ed throug hout.
The errors deter from the writer’ s overall narrati ve.
Contai ns more than 3 differe nt punctu ation/ capital ization errors. The identic al or similar errors may be repeat ed throug hout. At times, the errors deter from the writer’ s overall narrati ve.
Contai ns 1-2 types of punctu ation/ capital ization errors, which may be repeat ed throug hout the essay. The errors do not deter from the writer’ s overall narrati ve, but they serve as a distrac tion.
Contai ns either no punctu ation/ capital ization errors, or no more than 2 differe nt errors with no repetiti on, and/or the errors do not deter from the writer’ s narrati ve.
Atte ntio n to Dire ctio ns/ For mat 13.4 %
Ess ay For matt ing req uire men ts, as note d for the cour se.
Mini mu m wor d cou nt: 750 wor ds
Doesn ’t meet format ting and/or word count requir ement s, and as a result, the writing is difficul t to read or unrea dable.
Meets very few format ting requir ement s, and those missin g deter from the reada bility of the writing . Word count minim um may not be met.
Meets some format ting requir ement s: the lack of appro priate format ting may lead to a lack of reada bility or to a distrac tion while readin g.
Word count minim um may not be met.
Meets most format ting requir ement s; the format ting does not discou rage reada bility. Word count minim um is met.
Meets all of the sugge sted essay format ting requir ement s; format ting enhan ces the reada bility of the writing . Word count minim um is met.
ENG 101 Rubric: Argumentative Essay
Points
0-1
Points
2
Points
3
Points
4
Points
5
Intr odu ctio n
(Fir st Par agr aph )
20 %
Ope ning “ho ok”
Bac kgro und Info rmat ion
Arg ume ntati ve The sis/ Clai m for Cha nge
Spe cific Sup porti ng Poi nts
The openin g “hook” is not presen t. The thesis does not contai n a clear argum entativ e thesis/ claim and/or severa l specifi c suppor ting points. Aware ness of the audien ce is not appar ent.
The openin g “hook” is not appar ent. The argum entativ e thesis/ claim and/or the suppor ting points are hard to discer n; Aware ness of the audien ce is difficul t to ascert ain.
The openin g “hook” is attemp ted, but it may/ may not be succe ssfully engagi ng. The Argum entativ e thesis/ claim and suppor ting points are eviden t, though they may lack strengt h. Aware ness of the audien ce attemp ted.
The openin g “hook” is presen t and may/ may not enhan ce the reader ’s interes t in the materi al. The argum entativ e thesis/ claim and suppor ting points are presen t. Aware ness of the audien ce is presen t, but could use improv ement.
The openin g “hook” grabs the reader ’s attenti on. The argum entativ e thesis/ claim and suppor ting points are strong and clear, and they though tfully prepar e the audien ce for argum entativ e analys is.
Ess ay Dev elo pm ent (Bo dy Par agr aph s)
20 %
Is angl ed tow ards arg ume nt thro ugh out
Incl ude s clea r tran sitio ns
Inte grat es rese arch ed evid enc e
Ref ere nce s a cou nter arg ume nt
The essay is not angled toward s argum ent throug hout. Transit ional phrase s are lackin g or ineffec tive. Resea rch is not integra ted at all.
The essay is not angled toward s argum ent throug hout. Little to no attenti on is paid to transiti ons. Resea rch is integra ted poorly, if at all.
The essay attemp ts to angle toward s argum ent. Some attenti on is paid to transiti onal phrase s, but further attenti on is requir ed. Resea rched eviden ce is attemp ted, but not succe ssfully integra ted with origina l insight .
The essay may/ may not attemp t to angle toward s argum ent. Transit ional phrase s are attemp ted and mostly succe ssful. Resea rched eviden ce is includ ed, but could be better integra ted with origina l insight .
The essay succe eds by anglin g toward s argum ent throug hout. Transit ional phrase s are presen t and effecti vely used throug hout the essay. Resea rched eviden ce is expertl y woven into the essay with origina l insight .
Clo sin g (Co ncl usi on Par agr aph ) 20 %
Incl ude s a remi nde r of the expl icit thes is and sup porti ng poin ts.
Mak es a dire ct atte mpt to eng age the audi enc e.
Doe s not intro duc e new idea s/ clai ms
The conclu sion paragr aph does not remind reader s of the argum entativ e thesis and suppor ting points. There is no attemp t to engag e the audien ce one final time. New ideas/ claims are presen t and theref ore under develo ped.
The conclu sion paragr aph does not remind reader s of the argum entativ e thesis and suppor ting points. Little to no attemp t is made to engag e the audien ce one final time. New ideas/ claims are presen t and under develo ped.
The conclu sion paragr aph attemp ts to remind reader s of the argum entativ e thesis and suppor ting points, though improv ement is possib le. Some attemp t is made to engag e the audien ce one final time. New ideas/ claims may be presen t and under develo ped.
The conclu sion paragr aph remind s reader s of the argum entativ e thesis and suppor ting points. An attemp t is made to engag e the audien ce one final time, though some improv ement is possib le. New ideas/ claims are not presen ted.
The conclu sion paragr aph though tfully remind s reader s of the argum entativ e thesis and suppor ting points. A final attemp t at audien ce engag ement is attemp ted. No new ideas/ claims are presen ted, but the writer still gives reader s food for though t on the topic.
Lan gua ge and Styl e 13.3 %
Sen tenc e Stru ctur e (Gra mm ar) Wor d Cho ice/ Voc abul ary (Re dun dan cy, rep etiti on, awk war dne ss)
The writer has given very little or no appar ent consid eration to langua ge and style. Word choice is sloppy and/or incorre ct.
The writer’ s use of langua ge and style dimini shes the nature and strengt h of the essay. Writer’ s langua ge/ style choice s make the essay less cohesi ve and/or difficul t to unders tand.
The writer’ s use of langua ge and style, at times, deters from his/ her/ their overall argum ent. The writer’ s word choice and style someti mes detract s from the overall messa ge.
The writer’ s use of langua ge and style helps conve y the author’ s point(s ). The writer almost always uses langua ge and style as a tool to enhan ce the essay.
The writer’ s use of langua ge and style accent uates the nature of the essay. Writer wields langua ge and style as a tool to enhan ce the essay. .
Pun ctu atio n, Cap itali zati on 13.3 %
Co mm a erro rs, com ma spli ces, apo stro phe erro rs, capi taliz atio n erro rs, sem icol on erro rs, colo n erro rs, typo s/ mis spel ling s
Contai ns more than 6 differe nt punctu ation/ capital ization errors.
The identic al or similar errors may be repeat ed throug hout.
The errors help to signific antly deter from the writer’ s overall narrati ve.
Contai ns many (more than 4) differe nt punctu ation/ capital ization errors. The identic al or similar errors are repeat ed throug hout.
The errors deter from the writer’ s overall narrati ve.
Contai ns more than 3 differe nt punctu ation/ capital ization errors. The identic al or similar errors may be repeat ed throug hout. At times, the errors deter from the writer’ s overall narrati ve.
Contai ns 1-2 types of punctu ation/ capital ization errors, which may be repeat ed throug hout the essay. The errors do not deter from the writer’ s overall narrati ve, but they serve as a distrac tion.
Contai ns either no punctu ation/ capital ization errors, or no more than 2 differe nt errors with no repetiti on, and/or the errors do not deter from the writer’ s narrati ve.
Atte ntio n to Dire ctio ns/ For mat 13.4 %
Ess ay For matt ing req uire men ts, as note d for the cour se.
Mini mu m wor d cou nt: 750 wor ds
Doesn ’t meet format ting and/or word count requir ement s, and as a result, the writing is difficul t to read or unrea dable.
Meets very few format ting requir ement s, and those missin g deter from the reada bility of the writing . Word count minim um may not be met.
Meets some format ting requir ement s: the lack of appro priate format ting may lead to a lack of reada bility or to a distrac tion while readin g.
Word count minim um may not be met.
Meets most format ting requir ement s; the format ting does not discou rage reada bility. Word count minim um is met.
Meets all of the sugge sted essay format ting requir ement s; format ting enhan ces the reada bility of the writing . Word count minim um is met.
ENG 101 Rubric: Argumentative Essay
Points
0-1
Points
2
Points
3
Points
4
Points
5
Intr odu ctio n
(Fir st Par agr aph )
20 %
Ope ning “ho ok”
Bac kgro und Info rmat ion
Arg ume ntati ve The sis/ Clai m for Cha nge
Spe cific Sup porti ng Poi nts
The openin g “hook” is not presen t. The thesis does not contai n a clear argum entativ e thesis/ claim and/or severa l specifi c suppor ting points. Aware ness of the audien ce is not appar ent.
The openin g “hook” is not appar ent. The argum entativ e thesis/ claim and/or the suppor ting points are hard to discer n; Aware ness of the audien ce is difficul t to ascert ain.
The openin g “hook” is attemp ted, but it may/ may not be succe ssfully engagi ng. The Argum entativ e thesis/ claim and suppor ting points are eviden t, though they may lack strengt h. Aware ness of the audien ce attemp ted.
The openin g “hook” is presen t and may/ may not enhan ce the reader ’s interes t in the materi al. The argum entativ e thesis/ claim and suppor ting points are presen t. Aware ness of the audien ce is presen t, but could use improv ement.
The openin g “hook” grabs the reader ’s attenti on. The argum entativ e thesis/ claim and suppor ting points are strong and clear, and they though tfully prepar e the audien ce for argum entativ e analys is.
Ess ay Dev elo pm ent (Bo dy Par agr aph s)
20 %
Is angl ed tow ards arg ume nt thro ugh out
Incl ude s clea r tran sitio ns
Inte grat es rese arch ed evid enc e
Ref ere nce s a cou nter arg ume nt
The essay is not angled toward s argum ent throug hout. Transit ional phrase s are lackin g or ineffec tive. Resea rch is not integra ted at all.
The essay is not angled toward s argum ent throug hout. Little to no attenti on is paid to transiti ons. Resea rch is integra ted poorly, if at all.
The essay attemp ts to angle toward s argum ent. Some attenti on is paid to transiti onal phrase s, but further attenti on is requir ed. Resea rched eviden ce is attemp ted, but not succe ssfully integra ted with origina l insight .
The essay may/ may not attemp t to angle toward s argum ent. Transit ional phrase s are attemp ted and mostly succe ssful. Resea rched eviden ce is includ ed, but could be better integra ted with origina l insight .
The essay succe eds by anglin g toward s argum ent throug hout. Transit ional phrase s are presen t and effecti vely used throug hout the essay. Resea rched eviden ce is expertl y woven into the essay with origina l insight .
Clo sin g (Co ncl usi on Par agr aph ) 20 %
Incl ude s a remi nde r of the expl icit thes is and sup porti ng poin ts.
Mak es a dire ct atte mpt to eng age the audi enc e.
Doe s not intro duc e new idea s/ clai ms
The conclu sion paragr aph does not remind reader s of the argum entativ e thesis and suppor ting points. There is no attemp t to engag e the audien ce one final time. New ideas/ claims are presen t and theref ore under develo ped.
The conclu sion paragr aph does not remind reader s of the argum entativ e thesis and suppor ting points. Little to no attemp t is made to engag e the audien ce one final time. New ideas/ claims are presen t and under develo ped.
The conclu sion paragr aph attemp ts to remind reader s of the argum entativ e thesis and suppor ting points, though improv ement is possib le. Some attemp t is made to engag e the audien ce one final time. New ideas/ claims may be presen t and under develo ped.
The conclu sion paragr aph remind s reader s of the argum entativ e thesis and suppor ting points. An attemp t is made to engag e the audien ce one final time, though some improv ement is possib le. New ideas/ claims are not presen ted.
The conclu sion paragr aph though tfully remind s reader s of the argum entativ e thesis and suppor ting points. A final attemp t at audien ce engag ement is attemp ted. No new ideas/ claims are presen ted, but the writer still gives reader s food for though t on the topic.
Lan gua ge and Styl e 13.3 %
Sen tenc e Stru ctur e (Gra mm ar) Wor d Cho ice/ Voc abul ary (Re dun dan cy, rep etiti on, awk war dne ss)
The writer has given very little or no appar ent consid eration to langua ge and style. Word choice is sloppy and/or incorre ct.
The writer’ s use of langua ge and style dimini shes the nature and strengt h of the essay. Writer’ s langua ge/ style choice s make the essay less cohesi ve and/or difficul t to unders tand.
The writer’ s use of langua ge and style, at times, deters from his/ her/ their overall argum ent. The writer’ s word choice and style someti mes detract s from the overall messa ge.
The writer’ s use of langua ge and style helps conve y the author’ s point(s ). The writer almost always uses langua ge and style as a tool to enhan ce the essay.
The writer’ s use of langua ge and style accent uates the nature of the essay. Writer wields langua ge and style as a tool to enhan ce the essay. .
Pun ctu atio n, Cap itali zati on 13.3 %
Co mm a erro rs, com ma spli ces, apo stro phe erro rs, capi taliz atio n erro rs, sem icol on erro rs, colo n erro rs, typo s/ mis spel ling s
Contai ns more than 6 differe nt punctu ation/ capital ization errors.
The identic al or similar errors may be repeat ed throug hout.
The errors help to signific antly deter from the writer’ s overall narrati ve.
Contai ns many (more than 4) differe nt punctu ation/ capital ization errors. The identic al or similar errors are repeat ed throug hout.
The errors deter from the writer’ s overall narrati ve.
Contai ns more than 3 differe nt punctu ation/ capital ization errors. The identic al or similar errors may be repeat ed throug hout. At times, the errors deter from the writer’ s overall narrati ve.
Contai ns 1-2 types of punctu ation/ capital ization errors, which may be repeat ed throug hout the essay. The errors do not deter from the writer’ s overall narrati ve, but they serve as a distrac tion.
Contai ns either no punctu ation/ capital ization errors, or no more than 2 differe nt errors with no repetiti on, and/or the errors do not deter from the writer’ s narrati ve.
Atte ntio n to Dire ctio ns/ For mat 13.4 %
Ess ay For matt ing req uire men ts, as note d for the cour se.
Mini mu m wor d cou nt: 750 wor ds
Doesn ’t meet format ting and/or word count requir ement s, and as a result, the writing is difficul t to read or unrea dable.
Meets very few format ting requir ement s, and those missin g deter from the reada bility of the writing . Word count minim um may not be met.
Meets some format ting requir ement s: the lack of appro priate format ting may lead to a lack of reada bility or to a distrac tion while readin g.
Word count minim um may not be met.
Meets most format ting requir ement s; the format ting does not discou rage reada bility. Word count minim um is met.
Meets all of the sugge sted essay format ting requir ement s; format ting enhan ces the reada bility of the writing . Word count minim um is met.
ENG 101 Rubric: Argumentative Essay
Points
0-1
Points
2
Points
3
Points
4
Points
5
Intr odu ctio n
(Fir st Par agr aph )
20 %
Ope ning “ho ok”
Bac kgro und Info rmat ion
Arg ume ntati ve The sis/ Clai m for Cha nge
Spe cific Sup porti ng Poi nts
The openin g “hook” is not presen t. The thesis does not contai n a clear argum entativ e thesis/ claim and/or severa l specifi c suppor ting points. Aware ness of the audien ce is not appar ent.
The openin g “hook” is not appar ent. The argum entativ e thesis/ claim and/or the suppor ting points are hard to discer n; Aware ness of the audien ce is difficul t to ascert ain.
The openin g “hook” is attemp ted, but it may/ may not be succe ssfully engagi ng. The Argum entativ e thesis/ claim and suppor ting points are eviden t, though they may lack strengt h. Aware ness of the audien ce attemp ted.
The openin g “hook” is presen t and may/ may not enhan ce the reader ’s interes t in the materi al. The argum entativ e thesis/ claim and suppor ting points are presen t. Aware ness of the audien ce is presen t, but could use improv ement.
The openin g “hook” grabs the reader ’s attenti on. The argum entativ e thesis/ claim and suppor ting points are strong and clear, and they though tfully prepar e the audien ce for argum entativ e analys is.
Ess ay Dev elo pm ent (Bo dy Par agr aph s)
20 %
Is angl ed tow ards arg ume nt thro ugh out
Incl ude s clea r tran sitio ns
Inte grat es rese arch ed evid enc e
Ref ere nce s a cou nter arg ume nt
The essay is not angled toward s argum ent throug hout. Transit ional phrase s are lackin g or ineffec tive. Resea rch is not integra ted at all.
The essay is not angled toward s argum ent throug hout. Little to no attenti on is paid to transiti ons. Resea rch is integra ted poorly, if at all.
The essay attemp ts to angle toward s argum ent. Some attenti on is paid to transiti onal phrase s, but further attenti on is requir ed. Resea rched eviden ce is attemp ted, but not succe ssfully integra ted with origina l insight .
The essay may/ may not attemp t to angle toward s argum ent. Transit ional phrase s are attemp ted and mostly succe ssful. Resea rched eviden ce is includ ed, but could be better integra ted with origina l insight .
The essay succe eds by anglin g toward s argum ent throug hout. Transit ional phrase s are presen t and effecti vely used throug hout the essay. Resea rched eviden ce is expertl y woven into the essay with origina l insight .
Clo sin g (Co ncl usi on Par agr aph ) 20 %
Incl ude s a remi nde r of the expl icit thes is and sup porti ng poin ts.
Mak es a dire ct atte mpt to eng age the audi enc e.
Doe s not intro duc e new idea s/ clai ms
The conclu sion paragr aph does not remind reader s of the argum entativ e thesis and suppor ting points. There is no attemp t to engag e the audien ce one final time. New ideas/ claims are presen t and theref ore under develo ped.
The conclu sion paragr aph does not remind reader s of the argum entativ e thesis and suppor ting points. Little to no attemp t is made to engag e the audien ce one final time. New ideas/ claims are presen t and under develo ped.
The conclu sion paragr aph attemp ts to remind reader s of the argum entativ e thesis and suppor ting points, though improv ement is possib le. Some attemp t is made to engag e the audien ce one final time. New ideas/ claims may be presen t and under develo ped.
The conclu sion paragr aph remind s reader s of the argum entativ e thesis and suppor ting points. An attemp t is made to engag e the audien ce one final time, though some improv ement is possib le. New ideas/ claims are not presen ted.
The conclu sion paragr aph though tfully remind s reader s of the argum entativ e thesis and suppor ting points. A final attemp t at audien ce engag ement is attemp ted. No new ideas/ claims are presen ted, but the writer still gives reader s food for though t on the topic.
Lan gua ge and Styl e 13.3 %
Sen tenc e Stru ctur e (Gra mm ar) Wor d Cho ice/ Voc abul ary (Re dun dan cy, rep etiti on, awk war dne ss)
The writer has given very little or no appar ent consid eration to langua ge and style. Word choice is sloppy and/or incorre ct.
The writer’ s use of langua ge and style dimini shes the nature and strengt h of the essay. Writer’ s langua ge/ style choice s make the essay less cohesi ve and/or difficul t to unders tand.
The writer’ s use of langua ge and style, at times, deters from his/ her/ their overall argum ent. The writer’ s word choice and style someti mes detract s from the overall messa ge.
The writer’ s use of langua ge and style helps conve y the author’ s point(s ). The writer almost always uses langua ge and style as a tool to enhan ce the essay.
The writer’ s use of langua ge and style accent uates the nature of the essay. Writer wields langua ge and style as a tool to enhan ce the essay. .
Pun ctu atio n, Cap itali zati on 13.3 %
Co mm a erro rs, com ma spli ces, apo stro phe erro rs, capi taliz atio n erro rs, sem icol on erro rs, colo n erro rs, typo s/ mis spel ling s
Contai ns more than 6 differe nt punctu ation/ capital ization errors.
The identic al or similar errors may be repeat ed throug hout.
The errors help to signific antly deter from the writer’ s overall narrati ve.
Contai ns many (more than 4) differe nt punctu ation/ capital ization errors. The identic al or similar errors are repeat ed throug hout.
The errors deter from the writer’ s overall narrati ve.
Contai ns more than 3 differe nt punctu ation/ capital ization errors. The identic al or similar errors may be repeat ed throug hout. At times, the errors deter from the writer’ s overall narrati ve.
Contai ns 1-2 types of punctu ation/ capital ization errors, which may be repeat ed throug hout the essay. The errors do not deter from the writer’ s overall narrati ve, but they serve as a distrac tion.
Contai ns either no punctu ation/ capital ization errors, or no more than 2 differe nt errors with no repetiti on, and/or the errors do not deter from the writer’ s narrati ve.
Atte ntio n to Dire ctio ns/ For mat 13.4 %
Ess ay For matt ing req uire men ts, as note d for the cour se.
Mini mu m wor d cou nt: 750 wor ds
Doesn ’t meet format ting and/or word count requir ement s, and as a result, the writing is difficul t to read or unrea dable.
Meets very few format ting requir ement s, and those missin g deter from the reada bility of the writing . Word count minim um may not be met.
Meets some format ting requir ement s: the lack of appro priate format ting may lead to a lack of reada bility or to a distrac tion while readin g.
Word count minim um may not be met.
Meets most format ting requir ement s; the format ting does not discou rage reada bility. Word count minim um is met.
Meets all of the sugge sted essay format ting requir ement s; format ting enhan ces the reada bility of the writing . Word count minim um is met.
ENG 101 Rubric: Argumentative Essay
Points
0-1
Points
2
Points
3
Points
4
Points
5
Intr odu ctio n
(Fir st Par agr aph )
20 %
Ope ning “ho ok”
Bac kgro und Info rmat ion
Arg ume ntati ve The sis/ Clai m for Cha nge
Spe cific Sup porti ng Poi nts
The openin g “hook” is not presen t. The thesis does not contai n a clear argum entativ e thesis/ claim and/or severa l specifi c suppor ting points. Aware ness of the audien ce is not appar ent.
The openin g “hook” is not appar ent. The argum entativ e thesis/ claim and/or the suppor ting points are hard to discer n; Aware ness of the audien ce is difficul t to ascert ain.
The openin g “hook” is attemp ted, but it may/ may not be succe ssfully engagi ng. The Argum entativ e thesis/ claim and suppor ting points are eviden t, though they may lack strengt h. Aware ness of the audien ce attemp ted.
The openin g “hook” is presen t and may/ may not enhan ce the reader ’s interes t in the materi al. The argum entativ e thesis/ claim and suppor ting points are presen t. Aware ness of the audien ce is presen t, but could use improv ement.
The openin g “hook” grabs the reader ’s attenti on. The argum entativ e thesis/ claim and suppor ting points are strong and clear, and they though tfully prepar e the audien ce for argum entativ e analys is.
Ess ay Dev elo pm ent (Bo dy Par agr aph s)
20 %
Is angl ed tow ards arg ume nt thro ugh out
Incl ude s clea r tran sitio ns
Inte grat es rese arch ed evid enc e
Ref ere nce s a cou nter arg ume nt
The essay is not angled toward s argum ent throug hout. Transit ional phrase s are lackin g or ineffec tive. Resea rch is not integra ted at all.
The essay is not angled toward s argum ent throug hout. Little to no attenti on is paid to transiti ons. Resea rch is integra ted poorly, if at all.
The essay attemp ts to angle toward s argum ent. Some attenti on is paid to transiti onal phrase s, but further attenti on is requir ed. Resea rched eviden ce is attemp ted, but not succe ssfully integra ted with origina l insight .
The essay may/ may not attemp t to angle toward s argum ent. Transit ional phrase s are attemp ted and mostly succe ssful. Resea rched eviden ce is includ ed, but could be better integra ted with origina l insight .
The essay succe eds by anglin g toward s argum ent throug hout. Transit ional phrase s are presen t and effecti vely used throug hout the essay. Resea rched eviden ce is expertl y woven into the essay with origina l insight .
Clo sin g (Co ncl usi on Par agr aph ) 20 %
Incl ude s a remi nde r of the expl icit thes is and sup porti ng poin ts.
Mak es a dire ct atte mpt to eng age the audi enc e.
Doe s not intro duc e new idea s/ clai ms
The conclu sion paragr aph does not remind reader s of the argum entativ e thesis and suppor ting points. There is no attemp t to engag e the audien ce one final time. New ideas/ claims are presen t and theref ore under develo ped.
The conclu sion paragr aph does not remind reader s of the argum entativ e thesis and suppor ting points. Little to no attemp t is made to engag e the audien ce one final time. New ideas/ claims are presen t and under develo ped.
The conclu sion paragr aph attemp ts to remind reader s of the argum entativ e thesis and suppor ting points, though improv ement is possib le. Some attemp t is made to engag e the audien ce one final time. New ideas/ claims may be presen t and under develo ped.
The conclu sion paragr aph remind s reader s of the argum entativ e thesis and suppor ting points. An attemp t is made to engag e the audien ce one final time, though some improv ement is possib le. New ideas/ claims are not presen ted.
The conclu sion paragr aph though tfully remind s reader s of the argum entativ e thesis and suppor ting points. A final attemp t at audien ce engag ement is attemp ted. No new ideas/ claims are presen ted, but the writer still gives reader s food for though t on the topic.
Lan gua ge and Styl e 13.3 %
Sen tenc e Stru ctur e (Gra mm ar) Wor d Cho ice/ Voc abul ary (Re dun dan cy, rep etiti on, awk war dne ss)
The writer has given very little or no appar ent consid eration to langua ge and style. Word choice is sloppy and/or incorre ct.
The writer’ s use of langua ge and style dimini shes the nature and strengt h of the essay. Writer’ s langua ge/ style choice s make the essay less cohesi ve and/or difficul t to unders tand.
The writer’ s use of langua ge and style, at times, deters from his/ her/ their overall argum ent. The writer’ s word choice and style someti mes detract s from the overall messa ge.
The writer’ s use of langua ge and style helps conve y the author’ s point(s ). The writer almost always uses langua ge and style as a tool to enhan ce the essay.
The writer’ s use of langua ge and style accent uates the nature of the essay. Writer wields langua ge and style as a tool to enhan ce the essay. .
Pun ctu atio n, Cap itali zati on 13.3 %
Co mm a erro rs, com ma spli ces, apo stro phe erro rs, capi taliz atio n erro rs, sem icol on erro rs, colo n erro rs, typo s/ mis spel ling s
Contai ns more than 6 differe nt punctu ation/ capital ization errors.
The identic al or similar errors may be repeat ed throug hout.
The errors help to signific antly deter from the writer’ s overall narrati ve.
Contai ns many (more than 4) differe nt punctu ation/ capital ization errors. The identic al or similar errors are repeat ed throug hout.
The errors deter from the writer’ s overall narrati ve.
Contai ns more than 3 differe nt punctu ation/ capital ization errors. The identic al or similar errors may be repeat ed throug hout. At times, the errors deter from the writer’ s overall narrati ve.
Contai ns 1-2 types of punctu ation/ capital ization errors, which may be repeat ed throug hout the essay. The errors do not deter from the writer’ s overall narrati ve, but they serve as a distrac tion.
Contai ns either no punctu ation/ capital ization errors, or no more than 2 differe nt errors with no repetiti on, and/or the errors do not deter from the writer’ s narrati ve.
Atte ntio n to Dire ctio ns/ For mat 13.4 %
Ess ay For matt ing req uire men ts, as note d for the cour se.
Mini mu m wor d cou nt: 750 wor ds
Doesn ’t meet format ting and/or word count requir ement s, and as a result, the writing is difficul t to read or unrea dable.
Meets very few format ting requir ement s, and those missin g deter from the reada bility of the writing . Word count minim um may not be met.
Meets some format ting requir ement s: the lack of appro priate format ting may lead to a lack of reada bility or to a distrac tion while readin g.
Word count minim um may not be met.
Meets most format ting requir ement s; the format ting does not discou rage reada bility. Word count minim um is met.
Meets all of the sugge sted essay format ting requir ement s; format ting enhan ces the reada bility of the writing . Word count minim um is met.
ENG 101 Rubric: Argumentative Essay
Points
0-1
Points
2
Points
3
Points
4
Points
5
Intr odu ctio n
(Fir st Par agr aph )
20 %
Ope ning “ho ok”
Bac kgro und Info rmat ion
Arg ume ntati ve The sis/ Clai m for Cha nge
Spe cific Sup porti ng Poi nts
The openin g “hook” is not presen t. The thesis does not contai n a clear argum entativ e thesis/ claim and/or severa l specifi c suppor ting points. Aware ness of the audien ce is not appar ent.
The openin g “hook” is not appar ent. The argum entativ e thesis/ claim and/or the suppor ting points are hard to discer n; Aware ness of the audien ce is difficul t to ascert ain.
The openin g “hook” is attemp ted, but it may/ may not be succe ssfully engagi ng. The Argum entativ e thesis/ claim and suppor ting points are eviden t, though they may lack strengt h. Aware ness of the audien ce attemp ted.
The openin g “hook” is presen t and may/ may not enhan ce the reader ’s interes t in the materi al. The argum entativ e thesis/ claim and suppor ting points are presen t. Aware ness of the audien ce is presen t, but could use improv ement.
The openin g “hook” grabs the reader ’s attenti on. The argum entativ e thesis/ claim and suppor ting points are strong and clear, and they though tfully prepar e the audien ce for argum entativ e analys is.
Ess ay Dev elo pm ent (Bo dy Par agr aph s)
20 %
Is angl ed tow ards arg ume nt thro ugh out
Incl ude s clea r tran sitio ns
Inte grat es rese arch ed evid enc e
Ref ere nce s a cou nter arg ume nt
The essay is not angled toward s argum ent throug hout. Transit ional phrase s are lackin g or ineffec tive. Resea rch is not integra ted at all.
The essay is not angled toward s argum ent throug hout. Little to no attenti on is paid to transiti ons. Resea rch is integra ted poorly, if at all.
The essay attemp ts to angle toward s argum ent. Some attenti on is paid to transiti onal phrase s, but further attenti on is requir ed. Resea rched eviden ce is attemp ted, but not succe ssfully integra ted with origina l insight .
The essay may/ may not attemp t to angle toward s argum ent. Transit ional phrase s are attemp ted and mostly succe ssful. Resea rched eviden ce is includ ed, but could be better integra ted with origina l insight .
The essay succe eds by anglin g toward s argum ent throug hout. Transit ional phrase s are presen t and effecti vely used throug hout the essay. Resea rched eviden ce is expertl y woven into the essay with origina l insight .
Clo sin g (Co ncl usi on Par agr aph ) 20 %
Incl ude s a remi nde r of the expl icit thes is and sup porti ng poin ts.
Mak es a dire ct atte mpt to eng age the audi enc e.
Doe s not intro duc e new idea s/ clai ms
The conclu sion paragr aph does not remind reader s of the argum entativ e thesis and suppor ting points. There is no attemp t to engag e the audien ce one final time. New ideas/ claims are presen t and theref ore under develo ped.
The conclu sion paragr aph does not remind reader s of the argum entativ e thesis and suppor ting points. Little to no attemp t is made to engag e the audien ce one final time. New ideas/ claims are presen t and under develo ped.
The conclu sion paragr aph attemp ts to remind reader s of the argum entativ e thesis and suppor ting points, though improv ement is possib le. Some attemp t is made to engag e the audien ce one final time. New ideas/ claims may be presen t and under develo ped.
The conclu sion paragr aph remind s reader s of the argum entativ e thesis and suppor ting points. An attemp t is made to engag e the audien ce one final time, though some improv ement is possib le. New ideas/ claims are not presen ted.
The conclu sion paragr aph though tfully remind s reader s of the argum entativ e thesis and suppor ting points. A final attemp t at audien ce engag ement is attemp ted. No new ideas/ claims are presen ted, but the writer still gives reader s food for though t on the topic.
Lan gua ge and Styl e 13.3 %
Sen tenc e Stru ctur e (Gra mm ar) Wor d Cho ice/ Voc abul ary (Re dun dan cy, rep etiti on, awk war dne ss)
The writer has given very little or no appar ent consid eration to langua ge and style. Word choice is sloppy and/or incorre ct.
The writer’ s use of langua ge and style dimini shes the nature and strengt h of the essay. Writer’ s langua ge/ style choice s make the essay less cohesi ve and/or difficul t to unders tand.
The writer’ s use of langua ge and style, at times, deters from his/ her/ their overall argum ent. The writer’ s word choice and style someti mes detract s from the overall messa ge.
The writer’ s use of langua ge and style helps conve y the author’ s point(s ). The writer almost always uses langua ge and style as a tool to enhan ce the essay.
The writer’ s use of langua ge and style accent uates the nature of the essay. Writer wields langua ge and style as a tool to enhan ce the essay. .
Pun ctu atio n, Cap itali zati on 13.3 %
Co mm a erro rs, com ma spli ces, apo stro phe erro rs, capi taliz atio n erro rs, sem icol on erro rs, colo n erro rs, typo s/ mis spel ling s
Contai ns more than 6 differe nt punctu ation/ capital ization errors.
The identic al or similar errors may be repeat ed throug hout.
The errors help to signific antly deter from the writer’ s overall narrati ve.
Contai ns many (more than 4) differe nt punctu ation/ capital ization errors. The identic al or similar errors are repeat ed throug hout.
The errors deter from the writer’ s overall narrati ve.
Contai ns more than 3 differe nt punctu ation/ capital ization errors. The identic al or similar errors may be repeat ed throug hout. At times, the errors deter from the writer’ s overall narrati ve.
Contai ns 1-2 types of punctu ation/ capital ization errors, which may be repeat ed throug hout the essay. The errors do not deter from the writer’ s overall narrati ve, but they serve as a distrac tion.
Contai ns either no punctu ation/ capital ization errors, or no more than 2 differe nt errors with no repetiti on, and/or the errors do not deter from the writer’ s narrati ve.
Atte ntio n to Dire ctio ns/ For mat 13.4 %
Ess ay For matt ing req uire men ts, as note d for the cour se.
Mini mu m wor d cou nt: 750 wor ds
Doesn ’t meet format ting and/or word count requir ement s, and as a result, the writing is difficul t to read or unrea dable.
Meets very few format ting requir ement s, and those missin g deter from the reada bility of the writing . Word count minim um may not be met.
Meets some format ting requir ement s: the lack of appro priate format ting may lead to a lack of reada bility or to a distrac tion while readin g.
Word count minim um may not be met.
Meets most format ting requir ement s; the format ting does not discou rage reada bility. Word count minim um is met.
Meets all of the sugge sted essay format ting requir ement s; format ting enhan ces the reada bility of the writing . Word count minim um is met.
ENG 101 Rubric: Argumentative Essay
Points
0-1
Points
2
Points
3
Points
4
Points
5
Intr odu ctio n
(Fir st Par agr aph )
20 %
Ope ning “ho ok”
Bac kgro und Info rmat ion
Arg ume ntati ve The sis/ Clai m for Cha nge
Spe cific Sup porti ng Poi nts
The openin g “hook” is not presen t. The thesis does not contai n a clear argum entativ e thesis/ claim and/or severa l specifi c suppor ting points. Aware ness of the audien ce is not appar ent.
The openin g “hook” is not appar ent. The argum entativ e thesis/ claim and/or the suppor ting points are hard to discer n; Aware ness of the audien ce is difficul t to ascert ain.
The openin g “hook” is attemp ted, but it may/ may not be succe ssfully engagi ng. The Argum entativ e thesis/ claim and suppor ting points are eviden t, though they may lack strengt h. Aware ness of the audien ce attemp ted.
The openin g “hook” is presen t and may/ may not enhan ce the reader ’s interes t in the materi al. The argum entativ e thesis/ claim and suppor ting points are presen t. Aware ness of the audien ce is presen t, but could use improv ement.
The openin g “hook” grabs the reader ’s attenti on. The argum entativ e thesis/ claim and suppor ting points are strong and clear, and they though tfully prepar e the audien ce for argum entativ e analys is.
Ess ay Dev elo pm ent (Bo dy Par agr aph s)
20 %
Is angl ed tow ards arg ume nt thro ugh out
Incl ude s clea r tran sitio ns
Inte grat es rese arch ed evid enc e
Ref ere nce s a cou nter arg ume nt
The essay is not angled toward s argum ent throug hout. Transit ional phrase s are lackin g or ineffec tive. Resea rch is not integra ted at all.
The essay is not angled toward s argum ent throug hout. Little to no attenti on is paid to transiti ons. Resea rch is integra ted poorly, if at all.
The essay attemp ts to angle toward s argum ent. Some attenti on is paid to transiti onal phrase s, but further attenti on is requir ed. Resea rched eviden ce is attemp ted, but not succe ssfully integra ted with origina l insight .
The essay may/ may not attemp t to angle toward s argum ent. Transit ional phrase s are attemp ted and mostly succe ssful. Resea rched eviden ce is includ ed, but could be better integra ted with origina l insight .
The essay succe eds by anglin g toward s argum ent throug hout. Transit ional phrase s are presen t and effecti vely used throug hout the essay. Resea rched eviden ce is expertl y woven into the essay with origina l insight .
Clo sin g (Co ncl usi on Par agr aph ) 20 %
Incl ude s a remi nde r of the expl icit thes is and sup porti ng poin ts.
Mak es a dire ct atte mpt to eng age the audi enc e.
Doe s not intro duc e new idea s/ clai ms
The conclu sion paragr aph does not remind reader s of the argum entativ e thesis and suppor ting points. There is no attemp t to engag e the audien ce one final time. New ideas/ claims are presen t and theref ore under develo ped.
The conclu sion paragr aph does not remind reader s of the argum entativ e thesis and suppor ting points. Little to no attemp t is made to engag e the audien ce one final time. New ideas/ claims are presen t and under develo ped.
The conclu sion paragr aph attemp ts to remind reader s of the argum entativ e thesis and suppor ting points, though improv ement is possib le. Some attemp t is made to engag e the audien ce one final time. New ideas/ claims may be presen t and under develo ped.
The conclu sion paragr aph remind s reader s of the argum entativ e thesis and suppor ting points. An attemp t is made to engag e the audien ce one final time, though some improv ement is possib le. New ideas/ claims are not presen ted.
The conclu sion paragr aph though tfully remind s reader s of the argum entativ e thesis and suppor ting points. A final attemp t at audien ce engag ement is attemp ted. No new ideas/ claims are presen ted, but the writer still gives reader s food for though t on the topic.
Lan gua ge and Styl e 13.3 %
Sen tenc e Stru ctur e (Gra mm ar) Wor d Cho ice/ Voc abul ary (Re dun dan cy, rep etiti on, awk war dne ss)
The writer has given very little or no appar ent consid eration to langua ge and style. Word choice is sloppy and/or incorre ct.
The writer’ s use of langua ge and style dimini shes the nature and strengt h of the essay. Writer’ s langua ge/ style choice s make the essay less cohesi ve and/or difficul t to unders tand.
The writer’ s use of langua ge and style, at times, deters from his/ her/ their overall argum ent. The writer’ s word choice and style someti mes detract s from the overall messa ge.
The writer’ s use of langua ge and style helps conve y the author’ s point(s ). The writer almost always uses langua ge and style as a tool to enhan ce the essay.
The writer’ s use of langua ge and style accent uates the nature of the essay. Writer wields langua ge and style as a tool to enhan ce the essay. .
Pun ctu atio n, Cap itali zati on 13.3 %
Co mm a erro rs, com ma spli ces, apo stro phe erro rs, capi taliz atio n erro rs, sem icol on erro rs, colo n erro rs, typo s/ mis spel ling s
Contai ns more than 6 differe nt punctu ation/ capital ization errors.
The identic al or similar errors may be repeat ed throug hout.
The errors help to signific antly deter from the writer’ s overall narrati ve.
Contai ns many (more than 4) differe nt punctu ation/ capital ization errors. The identic al or similar errors are repeat ed throug hout.
The errors deter from the writer’ s overall narrati ve.
Contai ns more than 3 differe nt punctu ation/ capital ization errors. The identic al or similar errors may be repeat ed throug hout. At times, the errors deter from the writer’ s overall narrati ve.
Contai ns 1-2 types of punctu ation/ capital ization errors, which may be repeat ed throug hout the essay. The errors do not deter from the writer’ s overall narrati ve, but they serve as a distrac tion.
Contai ns either no punctu ation/ capital ization errors, or no more than 2 differe nt errors with no repetiti on, and/or the errors do not deter from the writer’ s narrati ve.
Atte ntio n to Dire ctio ns/ For mat 13.4 %
Ess ay For matt ing req uire men ts, as note d for the cour se.
Mini mu m wor d cou nt: 750 wor ds
Doesn ’t meet format ting and/or word count requir ement s, and as a result, the writing is difficul t to read or unrea dable.
Meets very few format ting requir ement s, and those missin g deter from the reada bility of the writing . Word count minim um may not be met.
Meets some format ting requir ement s: the lack of appro priate format ting may lead to a lack of reada bility or to a distrac tion while readin g.
Word count minim um may not be met.
Meets most format ting requir ement s; the format ting does not discou rage reada bility. Word count minim um is met.
Meets all of the sugge sted essay format ting requir ement s; format ting enhan ces the reada bility of the writing . Word count minim um is met.
Writing Tips: The
Argumentative Essay
• Budget your time. This piece of writing is time-intensive, with multiple steps that should not be skipped. Plan ahead for brainstorming, collecting sources, outlining, drafting, and proofreading & polishing.
• Organize your research. Create a project-specific bookmarks folder in your web browser. Or check out Zotero, an excellent program that helps compile, organize, and cite research.
• Outline. An argument is a network of interdependent elements; thesis, major claims, supporting research, and minor claims–all of these pieces of the puzzle need to fit together for the argument to work. Put differently, this type of writing is complicated; outlining will help you to see your argument simply.
• Ensure your introduction catches your readers’ attention and uses a hook to keep it. Be specific about why your argument is worth your readers’ time and why the argument you have chosen is important.
• Avoid arguments from personal experience. Mention nothing of your background, nor your expertise, though they might seem relevant–another convention of formal style. Likewise, avoid direct emotional appeals. Formal arguments are derived from shared histories and literature, from research and scholarship. A good rule to argue by is to only claim what your research lets you.
• Be wary of mixing the argumentative purpose with that of informative writing. This is more difficult than many imagine. Only offer context when it is necessary to understand an essential part of the argument. Subject
questionable passages to the simple litmus question: “Is this material either making or supporting a claim?” If the passage isn’t doing one of those two things, odds are, it’s purely informative, and it needs to go.
• Develop at least three strong arguments for your thesis/ claim, and develop them fully. Long body paragraphs are okay here–provided they are focused. As stressed in previous assignments: avoid writing body paragraphs that make multiple claims.
• Do write a conclusion that includes a revisitation of your main claim and supporting points for or against a policy change. Don’t write a conclusion that is a verbatim repetition of what your reader has just read. The conclusion is your best opportunity to provide your “so what” for your claim (to convince your readers that your claim has merit). Offer your most powerful version of your argument. Ask an evocative question. Give your reader something to think about after they’ve put your writing down.
Color-Coded Argumentative Essay
Last Name 1
First Name Last Name
English Composition 1
Argumentative Essay
25 May 2019
National Security Overrides Citizen Privacy
Why is national security more important than some minor impediments to citizen privacy? (1) The answer is very simple: national security helps to ensure that the citizens of its country can openly enjoy the freedoms and protections allotted to them. Adam Moore, a longstanding expert in privacy and security, explains, “Privacy may protect important interests, but these interests will never be as important as the security of life and limb.” In other words, privacy is related to one’s personal interest whereas national security measures are related to collective interests, and priority for collective interests can help safeguard privacy measures for the individuals of those served groups.(2) When national security entities can protect the best interest of large populations, citizens should step aside to allow protective agencies to do what is necessary for the good of the whole; some citizens only need to relinquish very inconsequential matters for both their benefits and the entire community.(3) Therefore, United States citizens should prefer national security over personal privacy(4) because those measures protect the states from terrorism, ensure economic prosperity, and safeguard political elections.(5)
The first major benefit of American national security that is more important than any personal privacy is safety from terrorism.(6) National security measures aim to impede the way of terrorists by thwarting destructive plans. For example, the tragedy
of 9/11 and subsequent terror attacks shed light on the greater needs for security and development of new security concepts and strategies that shift the balance between security and the observance of human rights (Pavone et al.).(7) Needless to say, terrorism not only invades countries, but it can also lead to destabilization of a country by creating unrest, and in that case, entire states and populations are affected, which leaves citizens without concern for their privacies because chances are they are left without any if their country was overthrown by a terrorism group. In addition, with the advancement of science and technology, the terrorists have organized their activities, making them a greater and continuous threat that must be monitored. In fact, hundreds of potential terrorism acts were believed to be thwarted in one year alone following 9/11 (Straub), and the country used less security measures at that time than they do now (Tolbert), which means that the chances of stopping these crimes improves each year, especially as national securities agencies gain more and more data from citizens. Monitoring sometimes means national security agencies listening in on the personal phone calls of those who may pose a threat or have ties to crime organizations, and some citizens worry about these national security agencies encroaching upon their private calls (Straub), which is a valid concern. However, if a socialist country takes over a capitalist region, the capitalist country’s freedoms are surely to change (Ebeling), so citizens who oppose national security measures over personal privacies withstanding a bit of worry over the unlikely
hood that a beneficial, security-focused company is listening is surely worth the minor nuisance.(8) In summary, to prevent drastic safety concerns and uphold the freedoms of some nations that terrorist groups target, it becomes unavoidable for the states to adopt defensive measures even if or when the average citizen has to experience negligible discomfort.(10)
National security is also necessary for economic growth of the individuals and the states, even more so than protecting individual freedoms.(6) To clarify further, Straub explains that social instability “deters investment and makes normal economic activity impossible.”(7) A country’s strong, prosperous economic state cannot be undermined or devalued. Sound economies allow men and women to work and be paid fair wages that, in turn, afford them the ability to feed their families. In some cases, infringement upon personal privacy comes in the form of unwarranted, extensive background checks for one reason or another: criminal history, citizenship, etc. Ensuring that all workers in the United States are qualified for employment, whether that is by birth right or visa, can help to determine if a country’s workforce upholds and maintains a set of standards upheld by the government and works in the best interest of the country and its people. Referring to 9/11, had national security agencies looked further into the backgrounds of those terrorists who caused massive destruction as pilots of the planes that took down buildings across the country, other, purely intended pilots could have
filled those roles, preventing so many family catastrophes. As a matter of fact, according to The Washington Post, one of the plane hijackers was on a US watchlist prior to him carrying out this horrific event. Knowing this, citizens should freely welcome national security measures because a well-intended citizen would not want this type of destruction in addition to lose work opportunity to an unqualified, ill- intentioned worker. Part of conserving valuable roles in the country is establishing measures, even if they infringe on personal privacy, for getting qualified people into open roles—those who have families to feed within the country and those who have the country’s best interest in mind.(8) Considering the drastic measures a child’s guardian may go to in order to protect the wellbeing of his or her child, it would come as no surprise that these same guardians would likely happily undergo any number of personal privacy discomforts for the betterment of their country, which trickles down to benefit their own personal protections.(10)
Finally, a country such as the United States that is considered a world leader on various fonts, if not the world leader, must safeguard their people’s political elections.(6) All American citizens of a certain age have the right and freedom to vote, which is a distinct and unique privilege, especially in comparison to other countries.(7) One could argue that the right to vote might be one of a citizen’s most important roles and therefore should be protected at all costs, and protective measures may be as simple as national
security agencies going to great lengths to verify the qualifications of each voter. However, when other entities strive to influence the outcome of an election to best serve their needs and are successful, the citizens of the country of that newly elected official are subjected to policies that may not be of their benefit and wellbeing.(9) For example, some people believe that Russia interfered with the United States’ 2017 election and were successful, and if this is true, citizens in favor of the other official should feel a sense of immense uneasiness that outside forces took away their right to a fair election, and in a sense, negated one of their freedoms. No matter the party for which a group of citizens favors, all citizens should be willing to relinquish the most minute of personal privacy in effort to protect their right to vote. Having an unfavorable leader in office, one that has policies that benefit a country that is not necessarily a top ally should worry the people who must serve under that falsely selected leadership.(8) Citizens choosing to team up with the country’s government to safeguard the government’s job to protect the well fair and freedoms of its citizens are ultimately helping to ensure their future privacies.(10)
To conclude, no doubt, some people are right in their reservations about national security, but it is unavoidable. The reason being, sometimes for greater interests, smaller interests have to be sacrificed. Human life, freedoms, property, and even the wellbeing of future generations are more important and valuable than privacy. It is national
security agencies that ensure people’s lives, protect their prosperity, and bring about peace and calm in the society,(11) and citizens must team up with their government to help the government in their number one job—safeguard their citizens. If there is no life, there will be nothing. It is life and those associated freedoms, especially in the United States, that gives opportunity to enjoy everything.(12)
Works Cited
Ebeling, Richard. “War, Big Government, and Lost Freedom.” The Future of Freedom Foundation, 4 Nov. 2015, www.fff.org/explore-freedom/article/war-big- government-lost- freedom/. Accessed 2 May 2019.
Moore, Adam D. "Why Privacy and Accountability Trump Security." Privacy, Security, and Accountability. Rowman and Littlefield International, 2016. www.researchgate.net. Accessed 2 May 2019.
Pavone, Vincenzo et al. "The Privacy vs Security Dilemma in a Risk Society: Insights from the PRISE Project on the Public Perception of New Security Technologies in Spain." Research Gate. Feb. 2019. www.researchgate.net. Accessed 2 May 2019.
Straub, Stefan. "Citizen Summits on Privacy, Security and Surveillance: Synthesis Report." Research Gate. Institute of Technology Assessment, Austrian Academy of Sciences, 2015. www.researchgate.net/ publication/284173314. Accessed 2 May 2019.
Swain, J. E. “Approaching the Biology of Human
Parental Attachment: Brain Imaging, Oxytocin And Coordinated Assessments of Mothers and Fathers.” US National Library of Medicine, 15 Mar. 2015, www.ncbi.nlm.nih.gov/articles/PMC4157077/. Accessed 2 May 2019.
The Washington Post. “Four Planes, Four Coordinated Teams.” www.washingtonpost.com/wp- srv/graphics/attack/hijackers.html. Accessed 2 May 2019. 1. Hook 2. Background Information 3. Importance of Topic 4. Thesis Statement Claim 5. Thesis Statement Subtopics 6. Topic Sentences 7. Explanation/Evidence of Proof of the Problem 8. Interpretation/Analysis of Research/Supporting Discoveries 9. Counterargument and Consession or Rebuttal 10. Concluding Sentence 11. Summarizing 12. Synthesizing
Annotated Argumentative Essay
Last Name 1
First Name Last Name
English Composition 1
Argumentative Essay
25 March 2020 [SS1]
Educational Systems Need Plagiarism Detection Software [SS2]
Technological innovations and growth over the years have given people access to an unprecedented amount of information. However, this new era of technology and online information also brings up a problem: plagiarism. Plagiarism is caused by several different reasons. However, whether it is a misconception of proper citation and credit or intentionally due to outside pressure, plagiarism undermines the value of academic research and the credibility of learning institutions in which it occurs, and it is not something that should be accepted as a common practice.[SS3] Higher learning institutions should adopt plagiarism detection software [SS4] to promote a fair learning environment, help develop critical thinking skills, and instill fundamental values of honesty and morality.[SS5]
To ensure that a post-secondary school encourages a fair and equal learning environment, plagiarism detection software should be used to prevent piracy.[SS6] According to a survey created by Donald McCabe,[SS7] a Rutgers Business School professor who spend many years researching academic integrity,[SS8] out of 63,700 US undergraduates and 9,250 graduates over the course
of three years, “38% admit to paraphrasing/copying a few sentences from a written source without footnoting it. 7% self-report copying materials almost word for word from a written source without citation. 7% self-report turning in work done by another.” Researchers and writers spend exorbitant amounts of time researching and writing academic papers, and when over half of a selected student population inappropriately borrows content from these resources, some major plagiarism concerns exist and may be, unbeknownst to professors, slipping by undetected. It is only fair for students to not only respect the efforts of the researchers, but the efforts put in by their peers in projects and assignments as well. It would not be just if a student gains a higher score than a peer on an assignment if he or she plagiarizes the information or hard work of another person. All parties are affected: plagiarizing students may not learn the assignment’s intended concepts [SS9], students plagiarized from may later be in unfair competition for careers with il-equipped peers, higher learning institutions may suffer credibility status concerns when news of their loose plagiarism rules spreads to accrediting counsels, etc. However, if higher learning institutions implement a plagiarism detector software, professors would be able to better and more easily identify those who plagiarize and take the right steps to ensure that it does not happen again in order to maintain a fair environment for all students to learn. For example, Turnitin, which is one of the more popular plagiarism software, continually scores higher than its competitors in tests for effectively discovering
intentional and unintentional plagiarism (Strumshein). Understandably, some critics are concerned about a plagiarism software that cannot distinguish between the two, but higher learning institutions are provided with guidance from plagiarism detection software companies, such as Turnitin, that instruct professors how to use the percentage match reports to draw plausible conclusions for both intentional and unintentional plagiarism so that instructors can then enforce their learning institution’s relevant [SS10] policies.[SS11] In fact, Central Coast University found higher instances of intentional plagiarism, more than they were able to discover years prior, during the first few years it implemented a plagiarism detection software. The following two years saw a substantial decrease in intentional plagiarism, and as professors learned how to instruct students to work with the software to weed out unintentional plagiarism, even unintentional plagiarism decreased. Remarkably, [SS12] one can deduce that Central Coast University was quite successful in creating a fairer, more equal learning field, and students will leave the university— one that can boast optimal academic honesty practice--feeling well prepared. Therefore, any higher learning institutions can implement a plagiarism software and see similar results—results that are immeasurably beneficial to so many parties instantaneously and looking forward.[SS13]
Other than maintaining the integrity of both researchers and students, restricting plagiarism can stimulate a student’s critical and logical thinking skills
to some extent. As technology advances at a phenomenal rate, information is ready at hand through a quick search on Google or other online search platforms, which is further exasperated by the amount of research required at a post-secondary institution. However, while it may be convenient, more and more students have the opportunity to rely on online information without doing any independent critical thinking. Because of this, “students do not clearly distinguish their own thoughts from those of others; ask them what they think on any controversial subject and they will simply repeat what they heard someone else say or what they have read” (Saalbach).[SS14] Simply copying and pasting or rephrasing another’s words can damage a student’s ability to develop his or her own opinions through critical thinking, and critical thinking is at the forefront of collegiate learning. If plagiarism detectors were to be implemented, students would be forced to sort through information, summarize what they are reading, and use logical thinking skills to analyze the information and form an opinion because while plagiarism detectors, such as Turnitin, cannot determine the degree to which critical thought has been employed, it is programmed to find verbatim excerpts, poorly compiled paraphrases, and the like, which is the first step in helping students reduce unnecessary or unattributed borrowed information and develop essays with as much original material as possible. Because professors would be holding students accountable in conjunction with the results of the plagiarism software (Tolbert), students will feel
supported in their efforts to objectively analyze and evaluate an issue to form a judgement. The partnership between the professor and software encourages students’ growth in writing by reducing an otherwise intimidating critical thinking process.
Lastly, a plagiarism detection software would lead students into making the right choice and building an honest work ethic. Many students today “face high expectations” from their parents, teachers, or even themselves to perform well in school in preparation for their careers (Tolbert).[SS15] As a result, these burdens can make students fear failure. Students may turn to plagiarism to ease their workload or perhaps make their work stronger to get a better grade. As Anne Tolbert, acclaimed psychology professor, points out, when students try to meet those high expectations,
they often realize that they aren’t cut out to succeed at that level. This lack of confidence can lead to a psychological problem known as imposter syndrome, in which students feel as though they do not belong in their current academic setting. This can lead to plagiarism, both intentional and unintentional, as they try to mask their discomfort and lack of confidence in the classroom.[SS16]
By implementing a plagiarism detection software, each student is held accountable for his or her academic performance. Students may have various drives for preventing plagiarism once a plagiarism software is incorporated, but regardless of that
motivation, students are forced to consider the consequences and that committing plagiarism would serve as a barrier to accomplishing their ultimate goals—being expelled for committing plagiarism is a sure way to fail meeting the high expectations that some students feel compelled to adhere to. Therefore, a plagiarism software guides students to make moral choices and build fundamental values such as academic honesty, ethics, and responsibility. They cannot turn to the internet and others’ works and research; rather, they must do the assignments themselves and grow as virtuous students.
With the internet being accessible to so many students today and the increasing pressures today’s post-secondary students face, plagiarism is becoming a growing issue. While plagiarism can occur unintentionally due to a lack of knowledge in proper citing or a misconception in what is defined as plagiarism, implementing a plagiarism detection software can only benefit students, as it points out their mistakes, aids in learning, and helps ensure better choices moving forward, not to mention the increasingly valuable benefits for the higher learning institutions that implement the software. Society at large, as well as future generations, can only benefit and prosper from graduating students who are not only well prepared, but who are also honest and conscientious of their decisions and the impact those choices have on others. It is nearly safe to say that a simple plagiarism detection software across university systems can serve as the beginning threads of a
moral fabric that can continue to weave good decisions throughout various lifetimes. Without these prevention strategies in place, students will only continue making the same mistakes, unintentional or otherwise.[SS17]
S S 1
MLA formatted header and heading (the latter of which is Last Name and page number in the upper righthand corner).
S S 2
Title that is specific to the essay’s topic and direction.
S S 3
Introduction paragraph before the thesis statement that provides background information, clarifies the problem on a broad scale, and outlines the overall purpose for exploration.
S S 4
Thesis has a claim of policy. A claim of policy argues for or against a change to a law, approach, idea, etc., and it often employs terms such as “should” or “ought” to provide framework for the paper’s direction.
S S 5
In addition to a claim of policy, the thesis has at least three pieces of evidence that will serve as the essay’s primary support, and each piece of evidence has a dedicated body paragraph.
S S 6
Topic sentence that accomplishes two tasks: refers back to the claim in the thesis and introduces the piece of evidence that will be used in effort to prove the claim.
S S 7
Signal phrase that includes the first element of the related entry in the list of works cited.
S S 8
An excerpt introducing the source’s credibility.
S S 9
Between the topic and concluding sentence, the paragraph portrays reliable and credible evidence backed by research, and in this instance, the paragraph accomplishes five objectives in effort to prove the claim in the thesis: 1. Informs the audience a problem exists 2. Clarifies and/or deduces the problem’s [greater] impact, future implications, or other relevant significance 3. Convinces the audience a change or solution is needed 4. Persuades the audience of a specific change or solution 5. Proves the change or solution is plausible or adequate in reaching the goal
S S 10
A concession that acknowledges the opposition’s stance (also called a counterargument).
S S 11
A rebuttal for the concession.
S S 12
Transition words within a paragraph that help to create fluidity between ideas.
S S 13
Concluding sentence that summarizes and synthesizes the content from the paragraph.
S S 14
Parenthetical citation with the first element of the related entry in the list of works cited. Page numbers or other numerical identifiers are not needed unless they are explicitly available in the resource.
S S 15
A thoughtful mix of cited summaries, paraphrases, and quotes throughout the paper, none of which explicitly state the evidence for which the student intends to deduce as a means for supporting and proving the claim in the thesis in a unique and plausible manner.
S S 16
Block quote format employed for a quote longer than four lines.
S S 17
Conclusion paragraph that summarizes and synthesizes all of the evidentiary discussions from the paper without reiterating ideas in a verbatim and list-like manner.
S S 1
MLA formatted header and heading (the latter of which is Last Name and page number in the upper righthand corner).
S S 2
Title that is specific to the essay’s topic and direction.
S S 3
Introduction paragraph before the thesis statement that provides background information, clarifies the problem on a broad scale, and outlines the overall purpose for exploration.
S S 4
Thesis has a claim of policy. A claim of policy argues for or against a change to a law, approach, idea, etc., and it often employs terms such as “should” or “ought” to provide framework for the paper’s direction.
S S 5
In addition to a claim of policy, the thesis has at least three pieces of evidence that will serve as the essay’s primary support, and each piece of evidence has a dedicated body paragraph.
S S 6
Topic sentence that accomplishes two tasks: refers back to the claim in the thesis and introduces the piece of evidence that will be used in effort to prove the claim.
S S 7
Signal phrase that includes the first element of the related entry in the list of works cited.
S S 8
An excerpt introducing the source’s credibility.
S S 9
Between the topic and concluding sentence, the paragraph portrays reliable and credible evidence backed by research, and in this instance, the paragraph accomplishes five objectives in effort to prove the claim in the thesis: 1. Informs the audience a problem exists 2. Clarifies and/or deduces the problem’s [greater] impact, future implications, or other relevant significance 3. Convinces the audience a change or solution is needed 4. Persuades the audience of a specific change or solution 5. Proves the change or solution is plausible or adequate in reaching the goal
S S 10
A concession that acknowledges the opposition’s stance (also called a counterargument).
S S 11
A rebuttal for the concession.
S S 12
Transition words within a paragraph that help to create fluidity between ideas.
S S 13
Concluding sentence that summarizes and synthesizes the content from the paragraph.
S S 14
Parenthetical citation with the first element of the related entry in the list of works cited. Page numbers or other numerical identifiers are not needed unless they are explicitly available in the resource.
S S 15
A thoughtful mix of cited summaries, paraphrases, and quotes throughout the paper, none of which explicitly state the evidence for which the student intends to deduce as a means for supporting and proving the claim in the thesis in a unique and plausible manner.
S S 16
Block quote format employed for a quote longer than four lines.
S S 17
Conclusion paragraph that summarizes and synthesizes all of the evidentiary discussions from the paper without reiterating ideas in a verbatim and list-like manner.
S S 1
MLA formatted header and heading (the latter of which is Last Name and page number in the upper righthand corner).
S S 2
Title that is specific to the essay’s topic and direction.
S S 3
Introduction paragraph before the thesis statement that provides background information, clarifies the problem on a broad scale, and outlines the overall purpose for exploration.
S S 4
Thesis has a claim of policy. A claim of policy argues for or against a change to a law, approach, idea, etc., and it often employs terms such as “should” or “ought” to provide framework for the paper’s direction.
S S 5
In addition to a claim of policy, the thesis has at least three pieces of evidence that will serve as the essay’s primary support, and each piece of evidence has a dedicated body paragraph.
S S 6
Topic sentence that accomplishes two tasks: refers back to the claim in the thesis and introduces the piece of evidence that will be used in effort to prove the claim.
S S 7
Signal phrase that includes the first element of the related entry in the list of works cited.
S S 8
An excerpt introducing the source’s credibility.
S S 9
Between the topic and concluding sentence, the paragraph portrays reliable and credible evidence backed by research, and in this instance, the paragraph accomplishes five objectives in effort to prove the claim in the thesis: 1. Informs the audience a problem exists 2. Clarifies and/or deduces the problem’s [greater] impact, future implications, or other relevant significance 3. Convinces the audience a change or solution is needed 4. Persuades the audience of a specific change or solution 5. Proves the change or solution is plausible or adequate in reaching the goal
S S 10
A concession that acknowledges the opposition’s stance (also called a counterargument).
S S 11
A rebuttal for the concession.
S S 12
Transition words within a paragraph that help to create fluidity between ideas.
S S 13
Concluding sentence that summarizes and synthesizes the content from the paragraph.
S S 14
Parenthetical citation with the first element of the related entry in the list of works cited. Page numbers or other numerical identifiers are not needed unless they are explicitly available in the resource.
S S 15
A thoughtful mix of cited summaries, paraphrases, and quotes throughout the paper, none of which explicitly state the evidence for which the student intends to deduce as a means for supporting and proving the claim in the thesis in a unique and plausible manner.
S S 16
Block quote format employed for a quote longer than four lines.
S S 17
Conclusion paragraph that summarizes and synthesizes all of the evidentiary discussions from the paper without reiterating ideas in a verbatim and list-like manner.
S S 1
MLA formatted header and heading (the latter of which is Last Name and page number in the upper righthand corner).
S S 2
Title that is specific to the essay’s topic and direction.
S S 3
Introduction paragraph before the thesis statement that provides background information, clarifies the problem on a broad scale, and outlines the overall purpose for exploration.
S S 4
Thesis has a claim of policy. A claim of policy argues for or against a change to a law, approach, idea, etc., and it often employs terms such as “should” or “ought” to provide framework for the paper’s direction.
S S 5
In addition to a claim of policy, the thesis has at least three pieces of evidence that will serve as the essay’s primary support, and each piece of evidence has a dedicated body paragraph.
S S 6
Topic sentence that accomplishes two tasks: refers back to the claim in the thesis and introduces the piece of evidence that will be used in effort to prove the claim.
S S 7
Signal phrase that includes the first element of the related entry in the list of works cited.
S S 8
An excerpt introducing the source’s credibility.
S S 9
Between the topic and concluding sentence, the paragraph portrays reliable and credible evidence backed by research, and in this instance, the paragraph accomplishes five objectives in effort to prove the claim in the thesis: 1. Informs the audience a problem exists 2. Clarifies and/or deduces the problem’s [greater] impact, future implications, or other relevant significance 3. Convinces the audience a change or solution is needed 4. Persuades the audience of a specific change or solution 5. Proves the change or solution is plausible or adequate in reaching the goal
S S 10
A concession that acknowledges the opposition’s stance (also called a counterargument).
S S 11
A rebuttal for the concession.
S S 12
Transition words within a paragraph that help to create fluidity between ideas.
S S 13
Concluding sentence that summarizes and synthesizes the content from the paragraph.
S S 14
Parenthetical citation with the first element of the related entry in the list of works cited. Page numbers or other numerical identifiers are not needed unless they are explicitly available in the resource.
S S 15
A thoughtful mix of cited summaries, paraphrases, and quotes throughout the paper, none of which explicitly state the evidence for which the student intends to deduce as a means for supporting and proving the claim in the thesis in a unique and plausible manner.
S S 16
Block quote format employed for a quote longer than four lines.
S S 17
Conclusion paragraph that summarizes and synthesizes all of the evidentiary discussions from the paper without reiterating ideas in a verbatim and list-like manner.
Step-By-Step Checklist: Ready, Set, Write! Step by Step Checklist: Crafting the Argumentative Essay
Keep in mind that argument writing works best as part of a process. You’ll want to plan to create an outline, build a draft, and then put together a polished final version. Time management is an essential part of argument writing success–so, do be sure to plot time out for all of these steps before the writing actually begins.
Once you are ready, begin by brainstorming topics that can support a strong argumentative angle; not all topics will work well for this assignment, so you will want to spend some time narrowing your list to only those topics that will sustain a claim for or against a policy change. Then, choose the strongest one.
When it is time to start writing, you’ll want to create an introduction that offers a hook–something engaging that can grab the readers’ attention.
Make sure to craft a clear thesis statement/ central claim, which you will place at the end of the intro paragraph that includes a strong argument for or against a change, and at least three specific supporting points that can scaffold that claim. Be sure to build strong topic sentences that are clearly angled towards argument. Ideally, each of your topic sentences will follow-through on one of the supporting points from the thesis. Then, you will use the body paragraphs to prove those points. As you work to organize your own ideas, you should also begin to carefully collect source material. While you need to include at least four reliable and credible sources (i.e. scholarly sources) with this essay, your original insight and analysis is still the most important part of this project. The research should be a compliment to your ideas, not the central focus. See Appendix D on procuring and citing sources in MLA format. Be sure to use third-person perspective throughout the entire essay. Staying away from “I, me, we, you, us, our” language will help you to avoid creating assumptions about the reader, inserting biases, relying on hasty generalizations, and/or including logical fallacies.
When it comes to your conclusion, remember to remind readers of your thesis/central claim and all of your supporting points in this final paragraph, but don’t repeat the thesis verbatim. Instead, summarize all that has come before in the essay, using different language. Be sure to avoid introducing new ideas in the conclusion, as this could confuse readers.
Proofread your paper by correcting any errors in spelling, usage, mechanics, style/language, grammar, and sentence structure. Double-check that you are using MLA formatting.
Revisit Appendix D for more information on internal citations and Works Cited citation using MLA formatting.
Flow Map
Purpose: This map is good for illustrating or planning sequencing, ordering, steps, and/or stages instructions:
Write the topic here
Summarize your findings here:
Argument Essay Outline Tips
Introductory Paragraph
Goals: engage audience, introduce topic. present thesis and supporting points.
Use a Hook: Engage the audience by grabbing their attention with a startling fact, interesting information, or important background on your topic.
Craft a Change-Driven Thesis: state your thesis, which includes an explicit argument for change and at least three supporting points, at the very end of this paragraph. The thesis should be the last sentence so that it can successfully anchor the rest of the essay.
Don’t Dig in Too Deeply Yet: try to avoid presenting too much of the argument here. You’ll want to use the funnel format--starting broadly with your topic and then getting specific with your thesis. The thesis should be the most specific sentence in the first paragraph.
Body Paragraph 1
Goals: support thesis, effectively transition between ideas, stay angled towards argument, include research & original insight.
Create Strong Topic Sentences: start each body paragraph with an argumentative claim directly related to the thesis--ideally, this claim will follow-through on one of the supporting points from the thesis.
Stay Angled Towards Argument: make sure that every idea and sentence in the paragraph works to prove your thesis.
Weave in Research: this paragraph should blend reliable and credible research with original insight to prove the claim made in the topic sentence.
Body Paragraphs 2, 3, 4 (etc)
Goals: *same as above.
*Repeat all of the above for as many supporting points as you have created. Each supporting point should be represented by at least one body paragraph.
Counterargument Paragraph
Goals: introduce the other side, strengthen your thesis.
Anticipate Possible Objections: imagine what the “other side” of your argument is. Then, try to think of ways to make your argument stand out.
Weave in Research: ideally, you will have at least one reliable and credible source to use to support the counterargument.
Show Your Strength: Even if you cannot entirely prove the other side wrong, you should still work to show that your side is strongest.
Conclusion
Goals: reiterate thesis and supporting points, provide readers with food for thought, avoid introducing new ideas.
Remind, but Don’t Repeat: remind readers of the thesis and supporting points, but do not repeat them exactly as you presented them in the introductory paragraph.
Avoid New Ideas: you won’t have time to fully develop and support an entirely new idea (like a supporting point).
Include Food for Thought: you can still include insights and food for thought on your topic--just be sure they are relevant to what you have already presented.
Step by Step Checklist: Crafting the Argumentative Essay
Keep in mind that argument writing works best as part of a process. You’ll want to plan to create an outline, build a draft, and then put together a polished final version. Time management is an essential part of argument writing success–so, do be sure to plot time out for all of these steps before the writing actually begins.
Once you are ready, begin by brainstorming topics that can support a strong argumentative angle; not all topics will work well for this assignment, so you will want to spend some time narrowing your list to only those topics that will sustain a claim for or against a policy change. Then, choose the strongest one.
When it is time to start writing, you’ll want to create an introduction that offers a hook–something engaging that can grab the readers’ attention.
Make sure to craft a clear thesis statement/ central claim, which you will place at the end of the intro paragraph that includes a strong argument for or against a change, and at least three specific supporting points that can scaffold that claim. Be sure to build strong topic sentences that are clearly angled towards argument. Ideally, each of your topic sentences will follow-through on one of the supporting points from the thesis. Then, you will use the body paragraphs to prove those points. As you work to organize your own ideas, you should also begin to carefully collect source material. While you need to include at least four reliable and credible sources (i.e. scholarly sources) with this essay, your original insight and analysis is still the most important part of this project. The research should be a compliment to your ideas, not the central focus. See Appendix D on procuring and citing sources in MLA format. Be sure to use third-person perspective throughout the entire essay. Staying away from “I, me, we, you, us, our” language will help you to avoid creating assumptions about the reader, inserting biases, relying on hasty generalizations, and/or including logical fallacies.
When it comes to your conclusion, remember to remind readers of your thesis/central claim and all of your supporting points in this final paragraph, but don’t repeat the thesis verbatim. Instead, summarize all that has come before in the essay, using different language. Be sure to avoid introducing new ideas in the conclusion, as this could confuse readers.
Proofread your paper by correcting any errors in spelling, usage, mechanics, style/language, grammar, and sentence structure. Double-check that you are using MLA formatting.
Revisit Appendix D for more information on internal citations and Works Cited citation using MLA formatting.
Flow Map
Purpose: This map is good for illustrating or planning sequencing, ordering, steps, and/or stages instructions:
Write the topic here
Summarize your findings here:
Argument Essay Outline Tips
Introductory Paragraph
Goals: engage audience, introduce topic. present thesis and supporting points.
Use a Hook: Engage the audience by grabbing their attention with a startling fact, interesting information, or important background on your topic.
Craft a Change-Driven Thesis: state your thesis, which includes an explicit argument for change and at least three supporting points, at the very end of this paragraph. The thesis should be the last sentence so that it can successfully anchor the rest of the essay.
Don’t Dig in Too Deeply Yet: try to avoid presenting too much of the argument here. You’ll want to use the funnel format--starting broadly with your topic and then getting specific with your thesis. The thesis should be the most specific sentence in the first paragraph.
Body Paragraph 1
Goals: support thesis, effectively transition between ideas, stay angled towards argument, include research & original insight.
Create Strong Topic Sentences: start each body paragraph with an argumentative claim directly related to the thesis--ideally, this claim will follow-through on one of the supporting points from the thesis.
Stay Angled Towards Argument: make sure that every idea and sentence in the paragraph works to prove your thesis.
Weave in Research: this paragraph should blend reliable and credible research with original insight to prove the claim made in the topic sentence.
Body Paragraphs 2, 3, 4 (etc)
Goals: *same as above.
*Repeat all of the above for as many supporting points as you have created. Each supporting point should be represented by at least one body paragraph.
Counterargument Paragraph
Goals: introduce the other side, strengthen your thesis.
Anticipate Possible Objections: imagine what the “other side” of your argument is. Then, try to think of ways to make your argument stand out.
Weave in Research: ideally, you will have at least one reliable and credible source to use to support the counterargument.
Show Your Strength: Even if you cannot entirely prove the other side wrong, you should still work to show that your side is strongest.
Conclusion
Goals: reiterate thesis and supporting points, provide readers with food for thought, avoid introducing new ideas.
Remind, but Don’t Repeat: remind readers of the thesis and supporting points, but do not repeat them exactly as you presented them in the introductory paragraph.
Avoid New Ideas: you won’t have time to fully develop and support an entirely new idea (like a supporting point).
Include Food for Thought: you can still include insights and food for thought on your topic--just be sure they are relevant to what you have already presented.
Step by Step Checklist: Crafting the Argumentative Essay
Keep in mind that argument writing works best as part of a process. You’ll want to plan to create an outline, build a draft, and then put together a polished final version. Time management is an essential part of argument writing success–so, do be sure to plot time out for all of these steps before the writing actually begins.
Once you are ready, begin by brainstorming topics that can support a strong argumentative angle; not all topics will work well for this assignment, so you will want to spend some time narrowing your list to only those topics that will sustain a claim for or against a policy change. Then, choose the strongest one.
When it is time to start writing, you’ll want to create an introduction that offers a hook–something engaging that can grab the readers’ attention.
Make sure to craft a clear thesis statement/ central claim, which you will place at the end of the intro paragraph that includes a strong argument for or against a change, and at least three specific supporting points that can scaffold that claim. Be sure to build strong topic sentences that are clearly angled towards argument. Ideally, each of your topic sentences will follow-through on one of the supporting points from the thesis. Then, you will use the body paragraphs to prove those points. As you work to organize your own ideas, you should also begin to carefully collect source material. While you need to include at least four reliable and credible sources (i.e. scholarly sources) with this essay, your original insight and analysis is still the most important part of this project. The research should be a compliment to your ideas, not the central focus. See Appendix D on procuring and citing sources in MLA format. Be sure to use third-person perspective throughout the entire essay. Staying away from “I, me, we, you, us, our” language will help you to avoid creating assumptions about the reader, inserting biases, relying on hasty generalizations, and/or including logical fallacies.
When it comes to your conclusion, remember to remind readers of your thesis/central claim and all of your supporting points in this final paragraph, but don’t repeat the thesis verbatim. Instead, summarize all that has come before in the essay, using different language. Be sure to avoid introducing new ideas in the conclusion, as this could confuse readers.
Proofread your paper by correcting any errors in spelling, usage, mechanics, style/language, grammar, and sentence structure. Double-check that you are using MLA formatting.
Revisit Appendix D for more information on internal citations and Works Cited citation using MLA formatting.
Flow Map
Purpose: This map is good for illustrating or planning sequencing, ordering, steps, and/or stages instructions:
Write the topic here
Summarize your findings here:
Argument Essay Outline Tips
Introductory Paragraph
Goals: engage audience, introduce topic. present thesis and supporting points.
Use a Hook: Engage the audience by grabbing their attention with a startling fact, interesting information, or important background on your topic.
Craft a Change-Driven Thesis: state your thesis, which includes an explicit argument for change and at least three supporting points, at the very end of this paragraph. The thesis should be the last sentence so that it can successfully anchor the rest of the essay.
Don’t Dig in Too Deeply Yet: try to avoid presenting too much of the argument here. You’ll want to use the funnel format--starting broadly with your topic and then getting specific with your thesis. The thesis should be the most specific sentence in the first paragraph.
Body Paragraph 1
Goals: support thesis, effectively transition between ideas, stay angled towards argument, include research & original insight.
Create Strong Topic Sentences: start each body paragraph with an argumentative claim directly related to the thesis--ideally, this claim will follow-through on one of the supporting points from the thesis.
Stay Angled Towards Argument: make sure that every idea and sentence in the paragraph works to prove your thesis.
Weave in Research: this paragraph should blend reliable and credible research with original insight to prove the claim made in the topic sentence.
Body Paragraphs 2, 3, 4 (etc)
Goals: *same as above.
*Repeat all of the above for as many supporting points as you have created. Each supporting point should be represented by at least one body paragraph.
Counterargument Paragraph
Goals: introduce the other side, strengthen your thesis.
Anticipate Possible Objections: imagine what the “other side” of your argument is. Then, try to think of ways to make your argument stand out.
Weave in Research: ideally, you will have at least one reliable and credible source to use to support the counterargument.
Show Your Strength: Even if you cannot entirely prove the other side wrong, you should still work to show that your side is strongest.
Conclusion
Goals: reiterate thesis and supporting points, provide readers with food for thought, avoid introducing new ideas.
Remind, but Don’t Repeat: remind readers of the thesis and supporting points, but do not repeat them exactly as you presented them in the introductory paragraph.
Avoid New Ideas: you won’t have time to fully develop and support an entirely new idea (like a supporting point).
Include Food for Thought: you can still include insights and food for thought on your topic--just be sure they are relevant to what you have already presented.
Step by Step Checklist: Crafting the Argumentative Essay
Keep in mind that argument writing works best as part of a process. You’ll want to plan to create an outline, build a draft, and then put together a polished final version. Time management is an essential part of argument writing success–so, do be sure to plot time out for all of these steps before the writing actually begins.
Once you are ready, begin by brainstorming topics that can support a strong argumentative angle; not all topics will work well for this assignment, so you will want to spend some time narrowing your list to only those topics that will sustain a claim for or against a policy change. Then, choose the strongest one.
When it is time to start writing, you’ll want to create an introduction that offers a hook–something engaging that can grab the readers’ attention.
Make sure to craft a clear thesis statement/ central claim, which you will place at the end of the intro paragraph that includes a strong argument for or against a change, and at least three specific supporting points that can scaffold that claim. Be sure to build strong topic sentences that are clearly angled towards argument. Ideally, each of your topic sentences will follow-through on one of the supporting points from the thesis. Then, you will use the body paragraphs to prove those points. As you work to organize your own ideas, you should also begin to carefully collect source material. While you need to include at least four reliable and credible sources (i.e. scholarly sources) with this essay, your original insight and analysis is still the most important part of this project. The research should be a compliment to your ideas, not the central focus. See Appendix D on procuring and citing sources in MLA format. Be sure to use third-person perspective throughout the entire essay. Staying away from “I, me, we, you, us, our” language will help you to avoid creating assumptions about the reader, inserting biases, relying on hasty generalizations, and/or including logical fallacies.
When it comes to your conclusion, remember to remind readers of your thesis/central claim and all of your supporting points in this final paragraph, but don’t repeat the thesis verbatim. Instead, summarize all that has come before in the essay, using different language. Be sure to avoid introducing new ideas in the conclusion, as this could confuse readers.
Proofread your paper by correcting any errors in spelling, usage, mechanics, style/language, grammar, and sentence structure. Double-check that you are using MLA formatting.
Revisit Appendix D for more information on internal citations and Works Cited citation using MLA formatting.
Flow Map
Purpose: This map is good for illustrating or planning sequencing, ordering, steps, and/or stages instructions:
Write the topic here
Summarize your findings here:
Argument Essay Outline Tips
Introductory Paragraph
Goals: engage audience, introduce topic. present thesis and supporting points.
Use a Hook: Engage the audience by grabbing their attention with a startling fact, interesting information, or important background on your topic.
Craft a Change-Driven Thesis: state your thesis, which includes an explicit argument for change and at least three supporting points, at the very end of this paragraph. The thesis should be the last sentence so that it can successfully anchor the rest of the essay.
Don’t Dig in Too Deeply Yet: try to avoid presenting too much of the argument here. You’ll want to use the funnel format--starting broadly with your topic and then getting specific with your thesis. The thesis should be the most specific sentence in the first paragraph.
Body Paragraph 1
Goals: support thesis, effectively transition between ideas, stay angled towards argument, include research & original insight.
Create Strong Topic Sentences: start each body paragraph with an argumentative claim directly related to the thesis--ideally, this claim will follow-through on one of the supporting points from the thesis.
Stay Angled Towards Argument: make sure that every idea and sentence in the paragraph works to prove your thesis.
Weave in Research: this paragraph should blend reliable and credible research with original insight to prove the claim made in the topic sentence.
Body Paragraphs 2, 3, 4 (etc)
Goals: *same as above.
*Repeat all of the above for as many supporting points as you have created. Each supporting point should be represented by at least one body paragraph.
Counterargument Paragraph
Goals: introduce the other side, strengthen your thesis.
Anticipate Possible Objections: imagine what the “other side” of your argument is. Then, try to think of ways to make your argument stand out.
Weave in Research: ideally, you will have at least one reliable and credible source to use to support the counterargument.
Show Your Strength: Even if you cannot entirely prove the other side wrong, you should still work to show that your side is strongest.
Conclusion
Goals: reiterate thesis and supporting points, provide readers with food for thought, avoid introducing new ideas.
Remind, but Don’t Repeat: remind readers of the thesis and supporting points, but do not repeat them exactly as you presented them in the introductory paragraph.
Avoid New Ideas: you won’t have time to fully develop and support an entirely new idea (like a supporting point).
Include Food for Thought: you can still include insights and food for thought on your topic--just be sure they are relevant to what you have already presented.
Step by Step Checklist: Crafting the Argumentative Essay
Keep in mind that argument writing works best as part of a process. You’ll want to plan to create an outline, build a draft, and then put together a polished final version. Time management is an essential part of argument writing success–so, do be sure to plot time out for all of these steps before the writing actually begins.
Once you are ready, begin by brainstorming topics that can support a strong argumentative angle; not all topics will work well for this assignment, so you will want to spend some time narrowing your list to only those topics that will sustain a claim for or against a policy change. Then, choose the strongest one.
When it is time to start writing, you’ll want to create an introduction that offers a hook–something engaging that can grab the readers’ attention.
Make sure to craft a clear thesis statement/ central claim, which you will place at the end of the intro paragraph that includes a strong argument for or against a change, and at least three specific supporting points that can scaffold that claim. Be sure to build strong topic sentences that are clearly angled towards argument. Ideally, each of your topic sentences will follow-through on one of the supporting points from the thesis. Then, you will use the body paragraphs to prove those points. As you work to organize your own ideas, you should also begin to carefully collect source material. While you need to include at least four reliable and credible sources (i.e. scholarly sources) with this essay, your original insight and analysis is still the most important part of this project. The research should be a compliment to your ideas, not the central focus. See Appendix D on procuring and citing sources in MLA format. Be sure to use third-person perspective throughout the entire essay. Staying away from “I, me, we, you, us, our” language will help you to avoid creating assumptions about the reader, inserting biases, relying on hasty generalizations, and/or including logical fallacies.
When it comes to your conclusion, remember to remind readers of your thesis/central claim and all of your supporting points in this final paragraph, but don’t repeat the thesis verbatim. Instead, summarize all that has come before in the essay, using different language. Be sure to avoid introducing new ideas in the conclusion, as this could confuse readers.
Proofread your paper by correcting any errors in spelling, usage, mechanics, style/language, grammar, and sentence structure. Double-check that you are using MLA formatting.
Revisit Appendix D for more information on internal citations and Works Cited citation using MLA formatting.
Flow Map
Purpose: This map is good for illustrating or planning sequencing, ordering, steps, and/or stages instructions:
Write the topic here
Summarize your findings here:
Argument Essay Outline Tips
Introductory Paragraph
Goals: engage audience, introduce topic. present thesis and supporting points.
Use a Hook: Engage the audience by grabbing their attention with a startling fact, interesting information, or important background on your topic.
Craft a Change-Driven Thesis: state your thesis, which includes an explicit argument for change and at least three supporting points, at the very end of this paragraph. The thesis should be the last sentence so that it can successfully anchor the rest of the essay.
Don’t Dig in Too Deeply Yet: try to avoid presenting too much of the argument here. You’ll want to use the funnel format--starting broadly with your topic and then getting specific with your thesis. The thesis should be the most specific sentence in the first paragraph.
Body Paragraph 1
Goals: support thesis, effectively transition between ideas, stay angled towards argument, include research & original insight.
Create Strong Topic Sentences: start each body paragraph with an argumentative claim directly related to the thesis--ideally, this claim will follow-through on one of the supporting points from the thesis.
Stay Angled Towards Argument: make sure that every idea and sentence in the paragraph works to prove your thesis.
Weave in Research: this paragraph should blend reliable and credible research with original insight to prove the claim made in the topic sentence.
Body Paragraphs 2, 3, 4 (etc)
Goals: *same as above.
*Repeat all of the above for as many supporting points as you have created. Each supporting point should be represented by at least one body paragraph.
Counterargument Paragraph
Goals: introduce the other side, strengthen your thesis.
Anticipate Possible Objections: imagine what the “other side” of your argument is. Then, try to think of ways to make your argument stand out.
Weave in Research: ideally, you will have at least one reliable and credible source to use to support the counterargument.
Show Your Strength: Even if you cannot entirely prove the other side wrong, you should still work to show that your side is strongest.
Conclusion
Goals: reiterate thesis and supporting points, provide readers with food for thought, avoid introducing new ideas.
Remind, but Don’t Repeat: remind readers of the thesis and supporting points, but do not repeat them exactly as you presented them in the introductory paragraph.
Avoid New Ideas: you won’t have time to fully develop and support an entirely new idea (like a supporting point).
Include Food for Thought: you can still include insights and food for thought on your topic--just be sure they are relevant to what you have already presented.
Writing Assignment: Argumentative Essay Turnitin Assignment
Submit an OPTIONAL reflection at the end of your draft.
Suggestions on what to include in your reflection:
1. What draft are you presently submitting?
2. What was the writing process like for you?
3. Where did you stumble, and where do you need additional guidance?
