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PROJECT: Essay Draft 1
NEED HELP WRITING AN ESSAY
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Get Help Now!Length: 3pages
Formatting: 1” margins, double-spaced, Times New Roman, 12 pt. font
Make sure your formatting is correct! If it is not and changing the formatting to the correct options means the paper is under length, points will be taken off.
Citations: APA or MLA style. Citations/bibliographies must be used when appropriate.
Submission: Essays should be submitted in .doc or. docx format through the appropriate
Assignment Goal: To produce a first draft of your written argument about an issue important to you.
Assignment Description: You will craft a well-structured, well-supported 3 page argument with a clear thesis on your issue. A wide range of writing styles are available to you; you should choose what best suits your argument, from a blog post to a more formal academic essay. Any sources will be cited using APA or MLA citations.
Grading: Essays will be graded primarily on their ability to effectively and cogently present an argument. In other words, it is less a matter of what, exactly, your essay says and more a matter of how your essay says it; your essay is not being graded on if I agree with the stated stance, but instead on whether that stance is fully and ably supported. The main components the essay will be graded on are whether it properly enters and adds to the conversation, distinguishes between what you say and what others say, has a specific and clear thesis, and if it links claims back to the thesis and has relevant evidence to support those claims.
The best papers will:
• Be specific. Rather than focusing on a very broad topic, they will narrow their focus to make a more effective argument
• Have a strong thesis that is supported by evidence. Readers can follow connections between thesis and evidence easily without additional outside resources
• Apply the theories we have learned to the formation of your own arguments
• Follow the guidelines for developing an argumentative essay from They Say/I Say
o Enter the conversation
Summarize/paraphrase others’ viewpoints
Clearly distinguish the difference between what you are saying and what others are saying
Plant a naysayer
• Follow all parameters established in the syllabus and in this assignment guideline
• Maintain connections and relevance to the main argument throughout the essay
• Fulfill ALL of the criteria as asked for under the “A” column of both the Major and Minor Grade Components (e.g. having 4 sources, at least 2 of which are academic in nature)
“F” papers do not fulfill the assignment requirements. The guidelines for other grades are posted below.
Any late papers will have 5 points deducted for every day it is late unless the late assignment form is used.
If the paper is under the minimum page limit, 10 points will be deducted at my discretion (i.e. if you only write 2 ¾ pages, this does not count as a full 3 pages* and you will have 10 points deducted).
*the references/works cited page is not included in this page count—only content pages are
Major Grade Components
The evaluation on these factors will determine your letter grade on the assignment. Each of these components is incredibly important and, as we’ve been discussing all semester, all of them work together to make an effective argument. As a result, your letter grade will be determined by the lowest letter grade you receive on one of them. For example, if these categories are evaluated as A, A, B, B, and C then your letter grade on the assignment will be a C. All of the factors on which you are evaluated will contribute to whether or not that letter grade is a +/-. In the example given, since there was only 1 C and more As than Bs, it would be heavily weighted towards the + end of the spectrum. However, minor grade components (see below) will also play into the +/- grade.
This grading scheme is intentionally strict. While it may seem unfair that earning a C in only one category means that the overall grade an argument earns is a C, this is representative of the fact that an argument cannot properly function without each component operating effectively. If you have great evidence and a great thesis but the two are not sufficiently connected, you do not have a strong argument. All of the individual parts need to come together to make the whole, and this is reflected in the grading scheme.
With that being said, the intent here is to help you learn to argue effectively, not to punish you for still being in the process of learning argumentation theory. You will thus have an opportunity to revise and resubmit your paper for a higher grade after the self-evaluation process has been completed. You will not need to do a second evaluation.
A B C DEnters the Conversation
Establishes that there is an ongoing debate on an issue that is arguable. Various sides of the debate are properly explained to give the reader context for the current argument
Alludes to a debate on an arguable issue but does not do enough to establish that an issue is under contention and needs to be argued further Only briefly mentions an issue without establishing that there is a pre-existing debate on the topic Does not engage with pre-existing conversations on the topic
Thesis
Specific and concise thesis that makes a strong argument
Somewhat specific thesis that makes a strong argument Thesis non-specific or unclear No thesis
Distinguishes Between What “They” Say and What “I” Say
Difference between what writer is saying and what others are saying is clear at all times. Effectively summarizes others’ views from different sides of the argument in an unbiased manner
Difference between what the writer is saying and what others are saying is generally clear. Summarizes others’ views from different sides of the argument and any bias is subtler Difference between what the writer is saying and what others are saying is unclear more often than not. Summarizes others’ views from different sides of the argument in a biased manner Difference between what the writer is saying and what others are saying is unclear. Does not summarize views from both sides of the argument or does so in a way that is extremely biased and dismissive
Claims Linked Back to Thesis
Connection between claims and thesis is clear to reader
Connection usually apparent but occasionally unclear Connection is not clear to the reader Claims are not consistently connected to the thesis
Evidence Supports Claims
Evidence supports thesis and is properly explained through metacommentary. Readers can easily follow connections between the evidence and the claims without additional information
Evidence generally supports claims, although readers may sometimes have to work to make the connection. Some metacommentary explaining connections Unclear connections between evidence being made and claims. Insufficient or confusing metacommentary No connections between evidence and claims. No or irrelevant metacommentary
Minor Grade Components
The evaluation of these factors will not affect your letter grade on the assignment but will affect whether it receives a +/- grade within a particular grade category (see above explanation).
A B C DCites relevant and appropriate sources Cites four relevant sources, at least two of which are academic. Citations are all correct Cites four relevant sources, one of which is academic and one of which is only academic on its face. Minor errors in citations Cites three sources OR only one academic source. Citations may be incorrect; 3 or fewer in-text citations may be missing
No academic sources and/or two or fewer sources total. Citations are generally inaccurate; more than 3 in-text citations may be missing
Quotes appropriately Quotes are well-integrated and relevant. Uses quote sandwiches without any hit and run quotes
Quotes are generally well-integrated and relevant, adding to the argument. There may be one or two hit and run quotes
Quotes are neither relevant nor well-integrated. Take up space rather than add to argument. Many hit and run quotes —
Plants a Naysayer Plants a naysayer effectively Attempts to plant a naysayer or alludes to one
Does not plant a naysayer or acknowledge any counterarguments
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Adds to the Conversation Adds a novel insight to the conversation Adds to the conversation but does not offer new insights
Summarizes others’ arguments rather than making its own argument
Does not attempt to make an argument
