Writing an Argument AT LEAST 600 WORDS

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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
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