Developing an Argument

ENG130 – Literature and Composition

Unit 4 Assignment

Essay ENG 130: Developing an Argument

Due: 11:59 PM EST Sunday of Unit 4. Length and format: 2-3 pages. The title page and reference page are also required, but they should not be factored into the 2-3 page length of the essay. It should also be double spaced, written in Times New Roman, and in 12 point font. Essay should conform to APA formatting and citation style. Instructions: By definition, faith is believing in something without actually requiring concrete proof. Conformity is abiding by certain rules, laws, and other societal norms. A person who conforms often must follow specific rules. The authors of both “Salvation” and “The Five Glorious Mysteries” create stories that deal with the themes of faith and conformity. However, the characters’ words and actions do not actually always add up to their viewpoint on faith and conformity. What does it mean to speak one way but act in another manner? Select one of the essays from this unit, and form an argument about what the author is trying to say about actions vs. words. The requirements for Essay 4 are:

• Describe the effectiveness of the author’s argument. o Select textual evidence from the essay to support your position.

• Analyze the examples used in the author’s essay. o Develop topics that act to prove your argument. o Support your argument with specific textual evidence.

• Include an APA title page. • Use the objective voice, avoiding personal pronouns such as “I,” “you,” “we,” etc. • Use APA format for in-text citations and References when using outside sources and

textual evidence.

Students: Be sure to read the criteria, by which your paper/project will be evaluated, before you write, and again after you write.

Argument Rubric

0-4 5-10 11-15 16-20 Meets Assignment Requirements

Few assignment requirements are met.

Some assignment requirements are met.

Most assignment requirements are met.

Many to all assignment requirements are fully met.

Thesis Statement (Controlling Idea)

Thesis is confusing, vague or unclear. Thesis is loosely related to the paper or not present.

Thesis is attempted with little relation to the overall topic. Some supporting details missing.

Thesis is present and relates to the majority of the paper.

Thesis is organized and focused on the paper. It includes all main points and uses active voice to state the position.

Introduction Background details are a random collection of information, unclear, or not related to the topic. There may be no clear introduction and background details.

Introduction attempted explains the background, but may lack detail.

Introduction explains the background, including an overview of the essay’s main points.

Introduction uses interesting anecdotes, questions, or other information to build interest. Many to all main points are logically related and developed.

Conclusion Conclusion is unclear or only loosely related to content. May not summarize main points.

Conclusion is recognizable and re-states the thesis and main points.

Conclusion is clear and flows from the body of the paper and the thesis statement. Effectively re- states thesis and main points and may move toward potential, related concepts.

Conclusion is effective, clear, and organized. Draws information presented in the body and presents a new perspective, or potential solutions to the problems being discussed.

Organization, Structure, and Transitions

Many details are not in a logical or expected order. The writing is

Writing may have some discernable organization, but

Writing is organized. Details are placed in a

Writing is effective, purposeful, and well-organized.

weak or inconsistent. Transitions between sentences or paragraphs may be missing or unclear.

may lack transitions between sentences or paragraphs. Some details are not in a logical or expected order.

logical order, and some transitions are present at both sentence and paragraph levels.

Main points are covered in detail. Many to all transitions are designed to move the paper forward from thesis to conclusion.

Content, Argument, and Purpose

The argument is not presented in the essay or no concrete evidence is offered to support the argument.

The argument is presented in the essay but is not clear in all areas.

The argument is presented clearly in the essay with some information to support it.

The argument in the essay is clear, organized, and features effective examples to support it.

Textual Support and Integration of Information

Very little textual support is given and integrated properly. Textual support may not relate to the thesis statement.

Some textual support is given and integrated properly. Topics are somewhat related to the thesis statement, but may lack evidence to support them.

At least three main points are present, although may not always relate to the thesis. Some integration of information is present.

Main points are well-developed, detailed, and directly related to the thesis. Thoroughly integrated information with a logical and consistent flow between ideas.

APA Format

Few APA conventions are followed, and may be incorrectly formatted.

Some APA conventions are followed, although not always correctly.

APA conventions followed with some errors evident throughout.

Free of many to all errors in APA conventions.

Grammar and Mechanics

Grammar, spelling, punctuation, and mechanics errors occur throughout document. Word choices are seldom academic. Sentence structure may be illogical or

Several errors in grammar, punctuation, spelling and mechanics present. Word choice reveals some understanding of academic language requirements. Many sentence

Some spelling, grammar, punctuation and mechanical errors are evident. Academic language is upheld. The sentence structure is often logical and clear so that

Free of punctuation, spelling, grammar, and other mechanical errors. Consistent use of academic word choices. Sentence structure is mostly logical

unclear.

structure issues exist.

relationships among ideas are established.

and clear.

Tone, Point of View, and Audience

Writing does not address the appropriate audience, may contain clichés, tense issues, or inconsistencies in tone and/or point of view.

Writing may be inconsistent in tone, tense, and point of view. Paper makes some attempts to address appropriate audience.

Writing shows some understanding of tone, tense, point of view. Audience is usually appropriately addressed.

The writing demonstrates a command of tone, tense, and point of view. Appropriate audience is addressed.

*A zero can be earned if the above criteria are not met. *Plagiarism will result in a zero.