Unformatted Attachment Preview
Graded Assignment
Planning an Argument
Answer each question below. You may use the notes you made in your Student Guides.
(2 points)
Score
2
1. What is the topic for your argument? State it in question form.
Answer:
Should marijuana stay illegal or be legalized world-wide?
You thought of a strong topic, and you have put it in question form for this assignment. That represents good,
careful work on your part.
(6 points)
Score
4
2. Write the thesis statement for your argument. It should consist of one or two complete sentences that
clearly state your position on the issue and give a reason for your position.
Answer:
Marijuana utilization is unsafe in a various distinct ways, it can be easily found and is not an expensive drug,
hence, making it simpler for youngsters to get the drug. Marijuana can bring about a wide range of long and
short term effects which can significantly hurt users, therefore it has to be made illegal.
Your thesis statement consists of two run-on sentences! You will need to revise it when you draft your argument
so that it is written in a complete sentence.
(6 points)
Score
6
3. Which pattern of organization will you use to present your details, and why? State specific details that
make this pattern appropriate. Common patterns of organization are order of importance, logical order,
chronological order, and spatial order.
Answer:
I will be using the logical order to present my details of since I will begin with most critical point and will arrange it
as per how essential it is.
Your choice of order of importance is convincing for your topic. I look forward to seeing this pattern of
organization in your paper.
(6 points)
Score
6
4. Write a paragraph outline to use for your argument. Remember that a paragraph outline should include
all parts of the essay: the introduction, each supporting paragraph, and the conclusion. Also remember
to show how you will concede a point.
Answer:
1. Introduction
a. What is Marijuana?
b. Thesis statement.
1. Body
a. Should marijuana be illegal?
b. Should marijuana be legal?
c.
The short term effects of marijuana.
d. The long term effects of marijuana.
e. An example of an individual who believes marijuana should be illegal.
f.
Example of a person that supports marijuana being legal.
g. Is marijuana a medicine?
1. Conclusion
a. Giving my opinion about marijuana.
Excellent work! You have made a full, informative paragraph outline for your argument.
Your Score
18 of 20
ENG302A: American Literature | Unit 6 | Lesson 6: Writing an Argument, Session 1
First Draft Checklist and Grading Rubric
Checklist for Argument First Draft
Your first draft will be graded on the basis of the checklist below:
The purpose of the argument is evident.
The topic is appropriate for an argument.
The argument has a thesis statement.
The argument contains factual evidence.
The writer recognizes an opposing view and concedes a point.
The argument has an introduction, body, and conclusion.
The argument has a clear organizational pattern.
The argument is free of logical fallacies.
The argument contains a variety of sentence beginnings and structures.
The argument is at least 600 words.
Each checked item is worth 8 points.
Total possible points for first draft is 80 points.
© 2008 K12 Inc. All rights reserved.
Copying or distributing without K12’s written consent is prohibited.
Page 1 of 4
ENG302A: American Literature | Unit 6 | Lesson 6: Writing an Argument, Session 1
Argument Grading Rubric
Criteria
Evaluate the final draft of student essays on the basis of the rubric below.
4
3
2
1
Purpose and
Voice
The purpose of the
argument—to persuade—is
evident. The writer’s voice is
consistent, clear, engaging,
and appropriate for the
purpose.
The purpose of the
argument—to persuade—is
evident. The writer’s voice is
present although not always
consistent.
The purpose of the
argument—to persuade—is
usually evident. The writer’s
voice is hard to identify.
It is difficult to determine the
writer’s purpose. No clear
writer’s voice comes through.
Ideas and
Content
The argument is clearly about
a topic the writer cares about.
His or her position on the
topic is stated well in a clearly
worded thesis statement.
Strong reasons and factual
evidence support the thesis.
The writer anticipates an
opposing view, acknowledges
the viewpoint, but explains
why the writer’s stand is
better.
The topic of the argument is
clear, but the wording of the
thesis statement may not be
precise. The writer presents
reasons and evidence, but at
least one piece of evidence
is not factual. The writer
anticipates the opposing view
but may not adequately
explain why the writer’s stand
is better.
The writer has chosen an
appropriate topic but has not
taken a strong stand in the
thesis statement or the thesis
statement is missing. The
writer supplies some reasons
and evidence, but they are
mostly opinion. Instead of
conceding a point, the writer
merely states that some
people disagree.
The topic of the argument has
only one side, and the thesis
statement is missing. Opinions
are given, instead of evidence,
and there is no attempt to
concede a point.
© 2008 K12 Inc. All rights reserved.
Copying or distributing without K12’s written consent is prohibited.
Page 2 of 4
ENG302A: American Literature | Unit 6 | Lesson 6: Writing an Argument, Session 1
Structure and
Organization
The writer does an
outstanding job in the
structure and organization of
the argument. The
introduction draws the reader
in, the body provides details
that support the thesis
statement, and the conclusion
includes a call to action and
leaves the reader satisfied.
There is a clear pattern of
organization, and the essay
possesses unity and
coherence. Transitions help
ideas flow smoothly.
The writer does a good job in
the structure and
organization of the writing.
The argument has an
introduction, a body that
provides details that support
a thesis statement, and a
conclusion and call to action
that generally leave the
reader satisfied. The writing
is organized clearly and is
easy to understand although
there may be some
misplaced ideas or ideas that
do not always flow well from
one to the next.
The writer does a fair job in
the structure and
organization of the writing.
The argument may be
missing an introduction or a
conclusion, leaving the
reader feeling dissatisfied.
The writing is difficult to
follow, and ideas do not flow
well from one to the next.
The pattern of organization is
unclear.
The writer does a poor job in the
structure and organization of the
writing. The argument lacks a
clear pattern of introduction,
body, and conclusion. The
writing is disjointed and difficult
to follow. Ideas seem to be
connected randomly.
Language and
Word Choice
The writer uses words and
language that consistently
show his or her attitude
toward the topic. The
argument is free of logical
fallacies. The writer
consistently makes effective
use of precise and powerful
words. The tone is
appropriate for the purpose
and audience.
The language and word
choice mostly fit the topic.
The writer uses some precise
words, but sometimes lapses
into vague language,
affecting the clarity of the
argument. The argument is
free of, or nearly free of,
logical fallacies. The tone is
mostly appropriate for the
purpose and audience.
The language and word
choice are inconsistent for
the topic. Vocabulary mostly
consists of ordinary words,
and the tone is mostly
inappropriate for the purpose
and audience. There may be
some logical fallacies.
The language and word choice
are inappropriate for the topic
and audience. The tone does
not show the writer’s attitude
about the topic. Logical
fallacies may have been used.
The language is vague, flat, and
dull.
© 2008 K12 Inc. All rights reserved.
Copying or distributing without K12’s written consent is prohibited.
Page 3 of 4
ENG302A: American Literature | Unit 6 | Lesson 6: Writing an Argument, Session 1
Sentences
and
Mechanics
The writer uses a variety of
sentence types and lengths.
Any fragments are clearly
intentional. There are few, if
any, errors in grammar,
usage, or mechanics.
© 2008 K12 Inc. All rights reserved.
Copying or distributing without K12’s written consent is prohibited.
The writer uses some
different kinds of sentences.
An occasional unintentional
fragment might creep in, but
there are few errors in
grammar, usage, or
mechanics, and they do not
interfere with understanding.
The writer uses unvarying
sentences. Unintentional
fragments, run-ons, and
other errors sometimes
interfere with understanding.
The writer uses little variety in
the kinds and beginnings of
sentences. Many mechanical
errors make the writing difficult
to understand.
Page 4 of 4
Graded Assignment
ENG302A: American Literature | Unit 6 | Lesson 6: Writing an Argument, Session 1
Name: Name:
Teacher
Date: Name:
School
Graded Assignment
Argument First Draft
Type your name, the date, your teacher’s name, and your school name at the top of this page. Type or paste your
draft into this document. Be sure that your draft is double-spaced and in
12 point Times New Roman font. Save the file as:
ENG302A_S1_6.6 ArgumentFirstDraft_FirstInitial_LastName.doc
Example: ENG302A_S1_6.6_ArgumentFirstDraft_M_Smith.doc
(80 points)
Type your draft here.
© 2008 K12 Inc. All rights reserved.
Copying or distributing without K12’s written consent is prohibited.
Page 1 of 1
Graded Assignment
ENG302A: American Literature | Unit 6 | Lesson 6: Writing an Argument, Session 1
Name: Name:
Teacher
Date: Name:
School
Graded Assignment
Argument First Draft
Type your name, the date, your teacher’s name, and your school name at the top of this page. Type or paste your
draft into this document. Be sure that your draft is double-spaced and in
12 point Times New Roman font. Save the file as:
ENG302A_S1_6.6 ArgumentFirstDraft_FirstInitial_LastName.doc
Example: ENG302A_S1_6.6_ArgumentFirstDraft_M_Smith.doc
(80 points)
Type your draft here.
© 2008 K12 Inc. All rights reserved.
Copying or distributing without K12’s written consent is prohibited.
Page 1 of 1
ENG302A: American Literature | Unit 6 | Lesson 6: Writing an Argument, Session 1
First Draft Checklist and Grading Rubric
Checklist for Argument First Draft
Your first draft will be graded on the basis of the checklist below:
The purpose of the argument is evident.
The topic is appropriate for an argument.
The argument has a thesis statement.
The argument contains factual evidence.
The writer recognizes an opposing view and concedes a point.
The argument has an introduction, body, and conclusion.
The argument has a clear organizational pattern.
The argument is free of logical fallacies.
The argument contains a variety of sentence beginnings and structures.
The argument is at least 600 words.
Each checked item is worth 8 points.
Total possible points for first draft is 80 points.
© 2008 K12 Inc. All rights reserved.
Copying or distributing without K12’s written consent is prohibited.
Page 1 of 4
ENG302A: American Literature | Unit 6 | Lesson 6: Writing an Argument, Session 1
Argument Grading Rubric
Criteria
Evaluate the final draft of student essays on the basis of the rubric below.
4
3
2
1
Purpose and
Voice
The purpose of the
argument—to persuade—is
evident. The writer’s voice is
consistent, clear, engaging,
and appropriate for the
purpose.
The purpose of the
argument—to persuade—is
evident. The writer’s voice is
present although not always
consistent.
The purpose of the
argument—to persuade—is
usually evident. The writer’s
voice is hard to identify.
It is difficult to determine the
writer’s purpose. No clear
writer’s voice comes through.
Ideas and
Content
The argument is clearly about
a topic the writer cares about.
His or her position on the
topic is stated well in a clearly
worded thesis statement.
Strong reasons and factual
evidence support the thesis.
The writer anticipates an
opposing view, acknowledges
the viewpoint, but explains
why the writer’s stand is
better.
The topic of the argument is
clear, but the wording of the
thesis statement may not be
precise. The writer presents
reasons and evidence, but at
least one piece of evidence
is not factual. The writer
anticipates the opposing view
but may not adequately
explain why the writer’s stand
is better.
The writer has chosen an
appropriate topic but has not
taken a strong stand in the
thesis statement or the thesis
statement is missing. The
writer supplies some reasons
and evidence, but they are
mostly opinion. Instead of
conceding a point, the writer
merely states that some
people disagree.
The topic of the argument has
only one side, and the thesis
statement is missing. Opinions
are given, instead of evidence,
and there is no attempt to
concede a point.
© 2008 K12 Inc. All rights reserved.
Copying or distributing without K12’s written consent is prohibited.
Page 2 of 4
ENG302A: American Literature | Unit 6 | Lesson 6: Writing an Argument, Session 1
Structure and
Organization
The writer does an
outstanding job in the
structure and organization of
the argument. The
introduction draws the reader
in, the body provides details
that support the thesis
statement, and the conclusion
includes a call to action and
leaves the reader satisfied.
There is a clear pattern of
organization, and the essay
possesses unity and
coherence. Transitions help
ideas flow smoothly.
The writer does a good job in
the structure and
organization of the writing.
The argument has an
introduction, a body that
provides details that support
a thesis statement, and a
conclusion and call to action
that generally leave the
reader satisfied. The writing
is organized clearly and is
easy to understand although
there may be some
misplaced ideas or ideas that
do not always flow well from
one to the next.
The writer does a fair job in
the structure and
organization of the writing.
The argument may be
missing an introduction or a
conclusion, leaving the
reader feeling dissatisfied.
The writing is difficult to
follow, and ideas do not flow
well from one to the next.
The pattern of organization is
unclear.
The writer does a poor job in the
structure and organization of the
writing. The argument lacks a
clear pattern of introduction,
body, and conclusion. The
writing is disjointed and difficult
to follow. Ideas seem to be
connected randomly.
Language and
Word Choice
The writer uses words and
language that consistently
show his or her attitude
toward the topic. The
argument is free of logical
fallacies. The writer
consistently makes effective
use of precise and powerful
words. The tone is
appropriate for the purpose
and audience.
The language and word
choice mostly fit the topic.
The writer uses some precise
words, but sometimes lapses
into vague language,
affecting the clarity of the
argument. The argument is
free of, or nearly free of,
logical fallacies. The tone is
mostly appropriate for the
purpose and audience.
The language and word
choice are inconsistent for
the topic. Vocabulary mostly
consists of ordinary words,
and the tone is mostly
inappropriate for the purpose
and audience. There may be
some logical fallacies.
The language and word choice
are inappropriate for the topic
and audience. The tone does
not show the writer’s attitude
about the topic. Logical
fallacies may have been used.
The language is vague, flat, and
dull.
© 2008 K12 Inc. All rights reserved.
Copying or distributing without K12’s written consent is prohibited.
Page 3 of 4
ENG302A: American Literature | Unit 6 | Lesson 6: Writing an Argument, Session 1
Sentences
and
Mechanics
The writer uses a variety of
sentence types and lengths.
Any fragments are clearly
intentional. There are few, if
any, errors in grammar,
usage, or mechanics.
© 2008 K12 Inc. All rights reserved.
Copying or distributing without K12’s written consent is prohibited.
The writer uses some
different kinds of sentences.
An occasional unintentional
fragment might creep in, but
there are few errors in
grammar, usage, or
mechanics, and they do not
interfere with understanding.
The writer uses unvarying
sentences. Unintentional
fragments, run-ons, and
other errors sometimes
interfere with understanding.
The writer uses little variety in
the kinds and beginnings of
sentences. Many mechanical
errors make the writing difficult
to understand.
Page 4 of 4
Graded Assignment
Planning an Argument
Answer each question below. You may use the notes you made in your Student Guides.
(2 points)
Score
2
1. What is the topic for your argument? State it in question form.
Answer:
Should marijuana stay illegal or be legalized world-wide?
You thought of a strong topic, and you have put it in question form for this assignment. That represents good,
careful work on your part.
(6 points)
Score
4
2. Write the thesis statement for your argument. It should consist of one or two complete sentences that
clearly state your position on the issue and give a reason for your position.
Answer:
Marijuana utilization is unsafe in a various distinct ways, it can be easily found and is not an expensive drug,
hence, making it simpler for youngsters to get the drug. Marijuana can bring about a wide range of long and
short term effects which can significantly hurt users, therefore it has to be made illegal.
Your thesis statement consists of two run-on sentences! You will need to revise it when you draft your argument
so that it is written in a complete sentence.
(6 points)
Score
6
3. Which pattern of organization will you use to present your details, and why? State specific details that
make this pattern appropriate. Common patterns of organization are order of importance, logical order,
chronological order, and spatial order.
Answer:
I will be using the logical order to present my details of since I will begin with most critical point and will arrange it
as per how essential it is.
Your choice of order of importance is convincing for your topic. I look forward to seeing this pattern of
organization in your paper.
(6 points)
Score
6
4. Write a paragraph outline to use for your argument. Remember that a paragraph outline should include
all parts of the essay: the introduction, each supporting paragraph, and the conclusion. Also remember
to show how you will concede a point.
Answer:
1. Introduction
a. What is Marijuana?
b. Thesis statement.
1. Body
a. Should marijuana be illegal?
b. Should marijuana be legal?
c.
The short term effects of marijuana.
d. The long term effects of marijuana.
e. An example of an individual who believes marijuana should be illegal.
f.
Example of a person that supports marijuana being legal.
g. Is marijuana a medicine?
1. Conclusion
a. Giving my opinion about marijuana.
Excellent work! You have made a full, informative paragraph outline for your argument.
Your Score
18 of 20