Essay 3 Argument Paper Proposal

Essay #3 Argument Paper Proposal In this 2-3 page paper, you will propose your topic and approach for Essay #4. Your goal is to convince the audience (your professor) that you have a strong idea for your final argument essay. Ultimately, your goal is to convince the reader that you have something important and relevant to argue related to your topic. Topic can either be “How Does Language Influence Our World?” or “Has the Internet Destroyed Privacy?” Proposal Sections

• Introduction: You will select a theme from Part 5 of Everything’s an Argument (pages xxx-xxxiv) and read all corresponding articles. Your proposal will outline for the reader the primary arguments, agreements, disagreements, unresolved questions, controversies, and tensions related to your theme. The introduction should provide any relevant background information on your theme and convince the reader that your theme is worthy of analysis. (Note: you are synthesizing arguments, not providing a list of article summaries.)

• Project Proposal: ***(This is the main part of your proposal.)***In this section you will specifically write about your proposed argument (or questions) related to the theme. Your job is to convince the reader that you thoroughly understand the issues and have an important argument to contribute to the conversation. See Everything’s an Argument pages 300-305 for more tips.

• Project Sources: In order to enhance your argument you will find at least three credible outside sources (not from the book) related to your theme. List them in MLA style and provide 1-3 sentences on why the source is useful.

• Project Timeline: You will provide a timeline for completion of the project with specific steps, including research, drafting, peer review, and revision. Your syllabus provides certain mid-project due dates, but you will want to get even more specific related to your own personal schedule and theme.

Characteristics of Strong Proposals • Are specific and complex • Go beyond stating the obvious (e.g. homelessness is bad) • Are supported by reasoning and evidence • Anticipate objections the audience will have • Address the complexity of issues • Acknowledge weaknesses or limitations in the argument • Engage current conversations and discourses surrounding the topic • Demonstrate the significance of the main claim as related to the topic

• Addresses implications of the argument

Essay A B C D F Introduction Clearly summarizes the

article and relevant contexts so readers understand the significance of the paper.

Clearly summarizes the article and relevant contexts, although one or two details may be missing/unclear.

Attempts to summarize the article and relevant contexts, but information may be unclear, missing, or disorganized.

Some summary may be present, but information presented is not clear, relevant, or helpful for setting up the paper.

No introduction.

Rhetorical Situation: Interprets and identifies all elements of rhetorical situation (speaker, message/purpose, target audience, and context) of article.

The rhetorical situation is clearly identified in the introduction and thesis in a sophisticated and engaging manner. Awareness of the article’s rhetorical situation is constant throughout the body of the essay and is used expertly as a foundation for the rhetorical analysis.

The rhetorical situation is clearly identified in the introduction and thesis. Awareness of the article’s rhetorical situation is constant throughout the body of the essay and is used as a foundation for the rhetorical analysis.

The rhetorical situation is identified in the introduction and thesis, although it may not be completely clear or correct. Awareness of the article’s rhetorical situation is somewhat present throughout the body of the essay and is used sometimes as a foundation for the rhetorical analysis.

The rhetorical situation is not clearly identified in the introduction or thesis; it is not used throughout the essay as a foundation for rhetorical analysis (although it may be mentioned from time to time). Perhaps some elements of the situation are mentioned but others are missing or incomplete.

The writer makes no attempt to identify rhetorical situation or use it as a foundation for analysis. Writer is unaware of or misinterprets rhetorical situation. Analysis is not grounded in any sense of speaker/purpose/audience.

Argumentative Appeals: Uses rhetorical terms such as ethos, pathos, logos, and Kairos to analyze the article’s persuasiveness.

The writer expertly uses argumentative appeals to break down how the article attempts to persuade a target audience. Appeals are used correctly and defined appropriately. Writer shows awareness of the complexity and overlap of appeals and does a good job of explaining the article’s persuasiveness based on these complex intersections.

The writer uses argumentative appeals to break down the article’s persuasiveness for a target audience. Rhetorical terms are used correctly. The writer may not show the same sophistication and complexity of an “A” paper, but they demonstrate comprehension of each appeal.

The writer uses argumentative appeals at times to break down the article’s persuasiveness, but may use terms incorrectly sometimes. While the writer demonstrates basic comprehension of terms, deeper understanding may be lacking, leading to very simple analysis. Terms may not be applied to the article convincingly or in enough detail.

The writer may mention argumentative appeals, but fails to define or use them correctly. The writer may misunderstand terms or apply them inappropriately. The writer’s analysis of the article will be unconvincing due to inability to use terms correctly.

The writer does not mention or use argumentative appeals to analyze the article.

Organization/Topic Sentences

Paper is organized so there is a clear introduction, body, and conclusion. Paragraphing is used deliberately to move from claim to claim. Topic sentences are used sophisticatedly to present sub-arguments and to establish “flow” from one idea to the next.

The essay contains a clear introduction, body, and conclusion. Paragraphing is used to separate ideas, and topic sentences present claims. However, one or two things may be out of place, or transitions may not be used as optimally as possible.

Information has been organized in some manner, but the method of organization is ineffective (wrong order, no flow). Or organization might be too reductive (paragraphs do not acknowledge complexity of analaysis). Topic sentences may be present, but they may not state claims or they may not transition.

Little, if any organization or structure. Blind meandering. Topic sentences are not used effectively to present new ideas and to transition.

No organization. Merely a list of information with no creative thought present.

Content Contains all info pertinent to target audience.

Contains most relevant info.

Contains some good info, but also unnecessary info.

Show little audience awareness in selection of included info.

No rhyme or reason to included info/content.

Response to Feedback/Writing as Process

Incorporates peer review/instructor feedback into final draft; Final draft addresses higher order concerns

Incorporates most feedback; Final draft addresses most higher order concerns

Incorporates an idea or two from feedback; Final draft addresses middle order concerns but has significant HOCs

Little attention paid to feedback; some changes made at the sentence level; Final draft addresses lower order concerns

Feedback not taken into consideration; Final draft does not change significantly in any area