43.3: Writing Assignment
- Page ID
- 289183
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Course Objective--Develop students' writing process in composing formal, college-level essays using various rhetorical writing modes.
SLO--Engage in a recursive process of prewriting, drafting, revising, editing, and proofreading; Direct an argument or explanation to the designated audience; Establish a clear framework of essay and paragraph organization appropriate to the writing task and the thesis; Employ rhetorical strategies consistent with the purpose of the writing task; Summarize, analyze, and evaluate the arguments, counterarguments, and evidence in the writing of others.
Writing Assignment
Look at the completed chart of arguments, counterarguments, and counterarguments not considered by the author. Then prepare a short mini essay, approximate 4 to 5 paragraphs, where you address and explain two arguments and their corresponding counterarguments.
The mini essay should follow this structure:
Paragraph 1--introduction stating the author's thesis
Paragraph 2--the author's first argument with one example from the article and/or personal experiences and observations
Paragraph 3--the first counterargument that refutes the first argument mentioned in the previous paragraph. You must use one example from the article and/or personal experiences.
Paragraph 4--the author's second argument with one example from the article and/or personal experiences and observations
Paragraph 5--the second counterargument that refutes the argument stated in the previous paragraph. You must use one example from the article and/or personal experiences.
Remember when preparing to write this mini essay, focus on two significant arguments and their corresponding counterarguments. This will require you to use the point by point strategy in writing an argument and refuting the same point. Also, use transitions to link each paragraph. All examples from the article must be cited using the MLA or APA format.
Assessment Tool
| Criteria | Excellent | Good | Satisfactory | Needs Improvement |
|
Thesis/Argument |
The thesis statement clearly and concisely states the author's stance | The thesis statement, for the most part, is clear. | The thesis statement is present but does not state a strong argument | The thesis statement is too broad or too factual |
| Argument |
The writer identifies and explains clearly and concisely one argument. Sources are identified when applicable. |
For the most part, the writer identifies and explain an argument. Sources are identified when applicable. |
The writer identifies an argument but provides some explanation. More supporting evidence is needed. Some sources are not identified when applicable. |
The writer fails to identify a specific argument and explain its relevance to the writer's thesis. No sources are identified. |
| Counterargument |
The writer identifies and refutes the argument using reliable evidence as support.
|
The writer refutes the counterargument. but there are a few lapses in effectiveness or reasoning. For the most part valid or reliable evidence is provided.
|
The writer provides a rebuttal but additional evidence is needed to strengthen the analysis. The writer sometimes states unsupported generalizations or unimportant details.
|
The writer fails to provide a rebuttal. The relationship between the argument and counterargument is unclear, underdeveloped or vague.
|
| Cohesion |
Effective usage of varied syntax. Effective and varied use of transitions. |
Effective use of varied syntax may be inconsistent Effective use of transitions. |
There are some lapses in varied syntax. Effective use of transitions is inconsistent |
Syntax is not varied. Limited or nonexistent use of transitions |
| Grammar and Spelling | Correct grammar, spelling and punctuation with little (1 or 2 minor) to no errors | With few exceptions, correct grammar, spelling, and punctuation |
Usually correct grammar, spelling, and punctuation. One to three serious errors (run-ons, fragments, comma splices, subject-verb agreement, verb form concerns) |
Recurrent grammar, punctuation, and/or spelling concerns disrupt the expression of ideas. |
| Citation of Sources | All in-text citations are identified correctly using MLA or APA format | With one or two exceptions, all in-text citations are identified correctly using MLA or APA format | Some sources are not correctly identified using MLA or APA format. A review of citation format is needed. | The writer fails to identify any sources. |