Argumentative essay Should the use of chemical weapons be banned? , writing homework help

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ELI 210 Essay #3 Outline

I. Introduction (What is your topic? What is your position/stance?)

Hook: _______________________________________________________________________________ _____________________________________________________________________________________

Thesis for summary: ____________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

II. Body Paragraph 1 (Argument #1)

Topic Sentence: _______________________________________________________________________ _____________________________________________________________________________________

Transition Sentence: ____________________________________________________________________ _____________________________________________________________________________________

III. Body Paragraph 2 (Argument #2)

Topic Sentence: _______________________________________________________________________ _____________________________________________________________________________________

Transition Sentence: ____________________________________________________________________ _____________________________________________________________________________________

IV. Body Paragraph 3 (Argument #3)

Topic Sentence: _______________________________________________________________________ _____________________________________________________________________________________

Transition Sentence: ____________________________________________________________________ _____________________________________________________________________________________

V. Body Paragraph 4 (Counter-argument #1)

Topic Sentence: _______________________________________________________________________ _____________________________________________________________________________________

Transition Sentence: ____________________________________________________________________ _____________________________________________________________________________________

VI. Body Paragraph 5 (Counter-argument #2…optional)

Topic Sentence: _______________________________________________________________________ _____________________________________________________________________________________

VII. Conclusion (Restate argument and why your side is better than the opposition)

Closing Sentence: ______________________________________________________________________ _____________________________________________________________________________________





ELI 210 Essay #3 Argumentative Rubric:

CONTENT (30%): Does your essay introduce the topic well? Does your essay display a clear understanding of both sides of the argument? Does your essay have enough supporting evidence? Does your essay have a good amount of details?

________ The essay clearly introduces the topic, and takes a clear stance.

________ The essay provides 3 arguments for their side, as well as 1 (or 2) counterarguments.

________ The essay uses at least five sources, three of which are from BU Libraries.

________ The arguments made for the writer’s side are clear, and effective. (no anecdotes!)

________ The essay is at least 2000 words (NOT including heading/header/reference list).

ORGANIZATION (30%): Are your ideas organized neatly? Do you have the required parts of the essay in the appropriate places?

________ The essay contains an effective hook that attracts the reader to read more about the topic.

________ The essay includes a thesis statement that accurately previews the main points.

________ The essay contains topic sentences, and transition sentences between body paragraphs.

________ The essay displays unity within paragraphs and coherence between sentences.

________ The essay concludes with a closing statement.

GRAMMAR (20%): Does your essay have a strong command of grammar? Has this essay been proofread by a peer/tutor?

________ The essay does not have many errors in subject-verb agreement and verb tense.

________ The essay does not have many errors in article use (the/a/(none)).

________ The essay does not have run-on sentences, fragments, or comma splices.

________ The essay contains a variety of sentence structure: Sentences are neither too short, nor too long (“choppy” or “stringy” sentences).

________ The essay uses a variety of vocabulary, and does not rely on a limited number of words.

FORMAT (20%): Does your essay follow the specific format of academic papers?

________ The essay includes a header at the top-right of the paper. The essay includes a heading at the top-left of the paper.

________ The essay is written in times new roman, size 12 font. The essay is double-spaced. The essay uses 1-inch margins.

________ The essay cites sources correctly, according to APA format.

________ The essay correctly uses a reference list, according to APA format.

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Explanation & Answer

Attached.

Running head : USE OF POISONOUS GASES

Use of poisonous gases
Names:
Institution:

1

USE OF POISONOUS GASES

2
Use of poisonous gas

The debate on the use of poisonous gas has been ongoing for more than a century. Use
of chemical weapons has existed for centuries. Although the science of the years before the
20th century did not allow large scale production and usage of poisonous gas, such chemicals
were still used in small scale and particularly in war situations. In fact, the Hague
Conventions had already banned its usage in the 1890s and early 1900s (Strydom, 2010).
However, the gasses used at that time had a significantly lower tendency to kill. However, its
revolution began as early as 1915 after Germany used xylyl bromide against the Russians in
early 1915, a process that failed miserably due to the effect of cold (Pruszewicz, 2015).
However, this acted as a basis for rigorous research that led to the large-scale manufacture of
chlorine that Germany used against the French forces at the Battle of Ypres, and that led to
the death of at least 6000 troops and injuring scores more (Christianson, 2010). Although it is
perceived that large scale use began years before, the effectiveness of these gasses was not
seen, and this led to the failure to recognize these cases. However, the usage of this gas by
Germany was just an eye opener as Britain shortly responded in a similar method followed by
other forces.
With the evolution of even deadlier gasses such as mustard, the effectiveness of these
weapons in war situations became even more pronounced due to their thorough effect. In fact,
use of poisonous gas the total war of the 20th century was responsible for at least 1.2 million
casualties (Rae, 2015). During the war in the past, and which also happens at present day,
success was measured in terms of the number of casualties of the enemy while maintaining
low casualties amongst one’s group. As a result, the debate has further escalated with some
individuals justifying their use of poisonous gas while others argue that its ban should be
further strengthened. The following paper debates on the use of poisonous gas with a
discussion on why it should be totally banned and counter-arguments on the same.

USE OF POISONOUS GASES

3

Why poisonous gasses should be totally banned
Indiscriminate killing of poisonous gas
Poisonous gas should be banned. Despite arguments of the effectiveness of this gas at
war situations, Darchini-Maragheh, Blain & Balali-Mood (2010) reports that the gas
differentiates neither the enemy nor the innocent. As such, the gas kills everyone in its line of
effect. During the total war of the last century, more than 1.2 million people lost their lives to
the use of poisonous gas (Rae, 2015). Although these gasses were mainly descended from
planes in warzones along the enemy line, the users of these gasses had no definite way of
managing how this gas circulated. In fact, the presence of wind would propagate the flow of
this gas to the unintended direction and, even though its concentration could not lead to death,
it was responsible for various injuries and ineffectiveness of other forces. In fact, a large
proportion of these deaths were on innocent civilians who happened ...


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