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ENGL 102Spring 2024Essay Assignment: Classical Argument for Diagnostic Purposes (5%)

ENGL 102

Spring 2024

Essay Assignment: Classical Argument for Diagnostic Purposes (5%)

Prompt: Write a 7-paragraph essay that supports your choice of theme for this semester. Suggested themes are included in this document. The essay must contain the following in an effort to convince your classmates and professor that your theme is worthy of college-level analysis.

Your position on the validity of your chosen theme;

An opposing position on the topic (a reason this theme might not be acceptable);

A synthesis of the opposing position with your own by effectively refuting it; and

Conclusion

Research is not required for this essay as it is to be an example of your writing skills. Your instructor will determine from your writing of this essay the types of lessons that would best suit your needs to be successful this semester. Write authentically. Make it your own. Use of AI or any writing that you did not write yourself is not acceptable for this or any other assignment.

Rubric Detail

 

Content

Top of Form

Name: 
Argument Essay Rubric

Description: 
The classical argumentative essay must contain scholarly evidence of research (i.e. various sources, interviews, quotes, and sufficient statistical data) to develop an argument that incorporates at least one valid opposition to its position and refutes that opposition.

Thesis–

Levels of Achievement:

A9 (9.00%) – 10 (10.00%)

Thesis statement is in the form of a declarative sentence that states clearly and concisely the student’s main opinion and directs the reader to the body of essay. It attempts to compare/contrast, prove cause/effect, or propose a solution to a controversial issue and is error free.

B8 (8.00%) – 8 (8.00%)

The thesis statement offers an opinion that will be argued in the form of a declarative sentence but is a bit too broad. It establishes the topic or stance that directs the reader to the body of the essay. It might contain one error which does not impede meaning.

C7 (7.00%) – 7 (7.00%)

Thesis statement is in the form of a declarative sentence, but it is vague and does not make a concrete point to be argued. The topic needs to be more focused in order to provide a clear direction for the body of the essay. It might contain several errors that do not impede meaning.

D6 (6.00%) – 6 (6.00%)

The thesis statement is not in a declarative sentence and/or inadequately identifies a topic or fails to establish the direction of the essay. Multiple errors impede meaning.

F0 (0.00%) – 0 (0.00%)

Thesis is missing.

Development–

Levels of Achievement:

A26 (26.00%) – 30 (30.00%)

Uses all assigned content to illustrate proficiency of the topic and analyzes it with relevant terminology and sourced evidence. Works cited list or list of references is presented at the end of the argument.

B22 (22.00%) – 25 (25.00%)

Uses appropriate, relevant content to illustrate the topic and to analyze the required argument type; uses appropriate terminology and with sourced evidence. Works cited list or list of references is presented at the end of the argument.

C19 (19.00%) – 21 (21.00%)

The position is supported but the use of evidence needs to be improved. Works cited list or list of references is presented at the end of the argument.

D16 (16.00%) – 18 (18.00%)

The essay does not represent the required type of argument and/or position is weakly supported. There is little analysis; Use of appropriate terminology needs to be made evident. Works cited list or list of references is presented at the end of the argument.

F0 (0.00%) – 15 (15.00%)

The essay does not represent the required argument in either sequence or ideas. Transitions and topic sentences are missing. Poor handling of the topic and analytical process. There is no works cited or references page. No assignment submitted.

Organization–

Levels of Achievement:

A22 (22.00%) – 25 (25.00%)

Presents ideas in a logical and cohesive sequence, with paragraphs that have topic sentences and transition words or phrases that reflect the assigned argument. The introduction and the conclusion connect to the prompt and topic very well. It presents the points and takeaways in a superior manner.

B19 (19.00%) – 21 (21.00%)

Presents ideas in a cohesive sequence, with paragraphs using topic sentences and transition words or phrases that need to be strengthened. Logic of sequence is not explicit but argument type is clear. The introduction and the conclusion connect to the prompt and topic. It presents the points and takeaways in an adequate manner.

C16 (16.00%) – 18 (18.00%)

Presents ideas in a sequence of pars with vague transitions. Topic sentences are present but need to be revised for clarity. Argument type needs to be made more clear. The introduction and the conclusion somewhat connect to the prompt and topic. It presents the points and takeaways competently.

D13 (13.00%) – 15 (15.00%)

Ideas are not presented in a logical sequence; transitions and topic sentences are not clearly used. The introduction and conclusion do not connect to the prompt and/or topic. Argument type is unclear.

F0 (0.00%) – 12 (12.00%)

The essay does not represent the required argument in either sequence or ideas. Transitions and topic sentences are missing.

SAE Grammar/Mechanics–

Levels of Achievement:

A12 (12.00%) – 15 (20.00%)

The essay demonstrates mastery in conventions of SAE grammar and mechanics. Essay has onlywith only 1-2 major errors and/or 1-2 minor errors. Essay is double-spaced.

B9 (9.00%) – 11 (11.00%)

The essay contains 1-2-major errors and 1-2 minor errors in its use of SAE but they do not impede meaning. Essay is double-spaced.

C7 (7.00%) – 8 (8.00%)

The essay has 3-4 major errors and 3-4 minor errors in its use of SAE. Essay is double-spaced.

D4 (4.00%) – 6 (6.00%)

The essay has 5-6 major errors and 5-6 minor errors in its use of SAE. Essay needs to be double-spaced.

F0 (0.00%) – 3 (3.00%)

The essay has more than 6 major and more than 6 minor errors. Paragraphs are not double-spaced and other spacing problems make the essay difficult to read.

2

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· College athletics and professionalismBottom of Form

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