In this essay, you will be critically evaluating a classic argument.

timer Asked: Oct 18th, 2018
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Question Description

Critical Evaluation Essay Structure

Thesis statement: Lincoln (whatever author you choose) used ethos when...used pathos when...used logos when....

Para 2: Ethos

Para 3: Logos

Para 4: Pathos

Para 5: Conclusion

ethos (credibility), pathos (emotion), and logos (fact)

Place your thesis as the last sentence of the first paragraph. (Google Funnel Introduction paragraph)

When you have a thesis with matching body paragraphs, this is called the 5 paragraph essay structure.

Choose one argument from the historic American works listed in the “Supplemental Readings” section of the course lessons. Decide whether this argument is successful or not. If you decide this essay is successful, discuss why. You may use the structure of the argument, the tone, and the various types of support (ethos, pathos, and logos) as proof of the argument’s success. Make sure that your thesis has an introduction that contains a hook and a thesis, body paragraphs that discuss one proof at a time (one paragraph per example), and a conclusion. If you decide that the essay is not successful, then discuss the fallacies that the argument makes. You are still required to have a strong introduction (hook and thesis), body paragraphs that discuss one fallacy at a time, and a conclusion. You may also discuss how the essay is successful with reservations. In this case, point to both the support and the fallacies you have found in the work.

This paper should be at least 700 words, but no more than 850. The paper should be formatted correctly MLA style and written in third person (do not use the words I, me, us, we, or you). The essay should also contain citations and a works cited list based on your selected essay in the assigned readings. Formulate the structured response from your own close reading of the text. Do not use outside sources (open Web) without explicit permission from the instructor.



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ENGL102 Assignment Rubric Purpose and Audience (20 Points) Thesis and Support (20 Points) Organization (20 Points) Style (10 Points) EXEMPLARY LEVEL ACCOMPLISHED LEVEL DEVELOPING LEVEL BEGINNING LEVEL Points Earned 13 or below: The writing fails to meet the minimum requirements of the assignment. It offers little insight into the subject and has serious flaws in logic and omissions in evidence. 13 or below: The writing may need a more clearly articulated thesis and/or appropriate related subordinate ideas. Fuzzy logic may be evident. /20 13 or below: The writing is noticeably lacking in organization. There is no clear introduction nor conclusion and ideas are neither carefully nor fully developed. Supporting evidence is clearly lacking. 5 or below: The writing lacks clarity and is sometimes confusing. The language chosen is not appropriate to the subject nor the assignment. Sources are overly quoted or /20 18-20: The writing engages the reader with an original approach to the subject. It may encompass conflicting ideas and inspires the reader to contemplate the relationship of complex ideas. 18-20: The writing has a clearly articulated original thesis and subordinate ideas supported by reliable and relevant evidence. 16-17: The writing clearly goes beyond the minimum requirements of the assignment. It attempts to engage the reader through originality and presentation of complex ideas. 14-15: The writing meets the minimum requirements of the assignment. It offers insight into the subject through basic logic and the presentation of ideas based on some evidence. 16-17: The writing has a clearly articulated thesis supported by appropriate evidence and sound logic. Minor gaps in logic and argument may appear. 18-20: The writing flows smoothly and logically from a well-defined thesis. It contains an appropriate introduction, conclusion, and smooth transitions. 16-17: The writing is organized logically and flows well. An introduction and conclusion are evident, but transitions may be smoother. 14-15: The writing has a clear thesis and related subordinate ideas supported by clear thinking and appropriate evidence. Logical arguments may be one-sided or incomplete. 14-15: The writing demonstrates rudimentary organization and logical structure, but ideas may be more fully developed and supported by more appropriate evidence. 10: The writing engages the reader through an original prose style appropriate to the subject. Language is precise. Sentences are varied but not noticeably so. 8-9: The writing keeps the reader’s attention through a carefully crafted prose style. Language chosen is appropriate to the subject, but may call attention to itself 6-7: The writing is clear but could be expressed in a style more appropriate to the subject. It is jargon-free but may require a more complete explanation of some terms /20 /10 Grammar and Mechanics (20 Points) Formatting (10 Points) Active voice is apparent. All quoted or paraphrased material is properly documented and cited in MLA style. Quotations are integrated smoothly into the discussion. 20: The writing is free of proofreading errors. The writing contains sentences that are always complete and grammatically correct, and free of confusion and ambiguity. in minor ways. Most quoted and paraphrased material is properly documented and cited in MLA style. Quotations are integrated into the discussion used. Sources are documented and cited but need to show greater consistency in use of MLA style. Quotations are dropped into the discussion paraphrased and not adequately documented nor cited in MLA style. Quotations appear out of place and/or are dropped into the discussion 16-17: The writing may exhibit a few minor errors in proofreading, but they do not impair the flow of the reading. The writing contains sentences that are complete or which imply unstated connections and/or conclusions. 13 or below: The writing exhibits substantial errors in proofreading. The writing is confusing and ambiguous owing to substantial errors of grammar and syntax. There is no evidence of proofreading, editing, or rewriting. /20 10: Student provides a highcaliber, formatted assignment in proper MLA style. 8-9: Assignment presents an above-average use of formatting skills with few errors in MLA style. 14-15: The writing could benefit from additional proofreading, as some errors impede the flow of the reading. The writing contains some grammatical errors easily corrected. Additional proofreading would help eliminate errors. 6-7: Appearance of final assignment demonstrates the student's limited ability to use MLA style formatting. 5 or below: Appearance of the final assignment is distracting. The number of MLA style formatting errors impedes easy reading. /10 Total: ...
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Tutor Answer

School: University of Virginia




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Course Title:
The Perils of Indifference
The reading about the perils of indifference portrays the historical perception as well as
the inactive participation of several liberal parties during the time the Nazi German used to
torment the Jews. The imaging question concerning whether the past events still trailed into the
present democracy tenure or if the encountered indifference would continuously cloud the minds
of different international leaders (Schuster et al., 1). While perusing through the Elie Wiesel's
speech, indifference emerges as an offense, chastisement, and in some examples a cruel act
illustrating the vicious nature of an individual. Throughout the discourse, no one cares about the
other's welfare, and the reverse holds when it ends. Therefore, the paper explores the use of the
ethos, logos, and pathos to support the argument of the reading.
At first sight of the entire reading, it was quite confus...

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Tutor went the extra mile to help me with this essay. Citations were a bit shaky but I appreciated how well he handled APA styles and how ok he was to change them even though I didnt specify. Got a B+ which is believable and acceptable.

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