Did you address at least three aspects of the issue you chose?
Does each aspect have relevant and authoritative evidence in support of your point?
Have you included a view that is in opposition to your viewpoint, and have you answered that opposing view, pointing out its flaws in such a way as to refute it?
Edit your paper – look for wordiness, repetition, vagueness, ambiguities. Check the organization of the paper as a whole; make sure each paragraph maintains focus. After you are satisfied that the content of your paper is good, carefully proofread it and correct mechanical errors.
Here is a brief breakdown of the project so that you can plan your time in the course:
Issue Review (both sides)
Thesis & Annotated Bibliography (both sides)
This week, you will complete your argumentative paper. Following the directions in assigned textbook reading on how write an argumentative essay on the issue you chose in Week 1. Be sure your essay contains the following:
An opening paragraph that states a clear thesis that is focused, plausible, and arguable and that gives direction and purpose to the paper
A fair-minded, balanced, and objective development of the pros and cons of the issue in a well-organized sequence of ideas, free of mechanical errors
Credible, reliable, and authoritative evidence in support of the points made
A strong conclusion that summarizes your views, reminds the audience of the issue and its importance, and shows in brief that you have successfully defended your thesis
As you do your research, it is permissible to change your sources. Also, because of the recency and relevance of these issues, no sources older than 5 years should be used other than as historical information. Critical thinkers do the research first and then side with the preponderance of evidence. You might want to follow that principle.
Writing Requirements (APA format)
Length: 4-6 pages (not including title page or references page)
12-point Times New Roman font
This activity will be graded using the W7 Course Project Grading Rubric.
Course Outcomes (CO): 3, 4, 5, 6, 7
Due Date: By 11:59 p.m. MT on Sunday
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W7 Course Project Grading Rubric – 185 pts
W7 Course Project Grading Rubric – 185 pts
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeLength
Meets length requirement
Does not meet length requirement
This criterion is linked to a Learning OutcomePurpose & Focus
The writer has made insightful and mature decisions about focus, organization, and content to communicate clearly and effectively. The purpose and focus of the writing are clear to the reader and the organization and content are well chosen, sophisticated, and/or persuasive. Has a highly developed, defendable thesis that provides focus and direction to the essay.
The writer has made good decisions about focus, organization, and content to communicate clearly and effectively. The purpose and focus of the writing are clear to the reader and the organization and content achieve the purpose as well. Has a clear recognizable thesis that provides focus and direction to the essay.
The writer’s decisions about focus, organization, or content sometimes interfere with clear, effective communication. The purpose of the writing is not fully achieved. Thesis is unclear OR is not focused
The writer’s decisions about focus, organization, or content interfere with communication. The purpose of the writing is not achieved. Lacks a clear thesis
Completely unfocused and/or disorganized. Purpose of writing is not achieved. No recognizable thesis
This criterion is linked to a Learning OutcomeQuality of Research/Evidence
Sources are scholarly or of very high substantive quality where subject matter requires and no scholarly reference will serve the purpose, but all are current, authoritative, and relevant to topic.
Most sources are scholarly or of very high substantive quality where subject matter requires; but all are current, authoritative and relevant to topic.
Sources are mostly substantive, even where subject matter does not require. All are relevant to the topic. One source outside of current range.
Sources are substantive, even though scholarly sources are available and relevaant. Only one scholarly source. All are relevant to the topic. More than one source outside of current range.
Popular sources only and are not, therefore, authoritative, OR sources are not current, OR sources are not relevant
This criterion is linked to a Learning OutcomeReasoning
Substantial and well-reasoned development of ideas. All key assumptions are made explicit. Credible evidence is germane, and accurately analyzed and fair- mindedly interpreted. Displays strong critical thinking skills and habits of mind.
Offers solid reasoning. Most key assumptions are recognized or made explicit. Most inferences are accurate, most examples are on point.
Offers some supporting evidence. The case includes some examples that are too general, not interpreted, or not clearly relevant to thesis.
Offers simplistic, underdeveloped, circular, or irrelevant arguments.
Includes fallacies, exaggerations, faulty reasoning, factual errors, biased statements, etc.
This criterion is linked to a Learning OutcomeOrganization
Sequencing of ideas within paragraphs and transitions between paragraphs flow smoothly and coherently throughout the paper. The writer shows clear effort to assist the reader in following the logic of the ideas expressed. Develops a complete reasoning pathway that contains logical follow through, considers multiple points of view,and examines assumptions.
Sequencing of ideas within paragraphs and transitions between paragraphs make the writer’s points coherent and easy to follow. Develops a logical reasoning pathway with minor gaps or leaps while addressing other points of view.
Sentence structure and/ or word choice sometimes interfere with clarity and coherence. Needs to improve sequencing of ideas within paragraphs and transitions between paragraphs to make the writing easy to follow May contain some gaps in reasoning pathway; deals minimally with other points of view.
Ineffective sentence structure, word choice, transitions, and/ or sequencing of ideas make reading and understanding difficult. Contains gaps and/or leaps in development and does not examine other points of view.
Disorganized; little or no sequencing of ideas; awkward and ineffective sentence structure; reading and understanding extremely difficult Undeveloped and/or does not examine other points of view.
This criterion is linked to a Learning OutcomeAcademic Tone
Maintains objective and professional tone; uses professional vocabulary. The use of words, sentences, and punctuation creates a distinct and engaging voice, tone, and level of formality appropriate to audience, purpose, and genre.
Uses objective and professional vocabulary. The use of words, sentences, and punctuation creates a consistent voice, tone, and level of formality appropriate to audience, purpose, and genre.
Some informality in vocabulary. The use of words, sentences, and punctuation creates an inconsistent voice, tone, or formality level that is occasionally inappropriate to the situation.
The use of words, sentences, and punctuation shows a lack of awareness of the voice, tone, and formality level expected in academic writing.
Informal; uses slang or colloquialisms; fails to achieve tone and level of formality expected in academic writing.
This criterion is linked to a Learning OutcomeWriting: Punctuation, Spelling, Capitalization
Virtually free of punctuation, spelling, or capitalization errors.
Occasional punctuation, spelling, or capitalization errors.
Many punctuation, spelling, or capitalization errors. Interfere with meaning in some places.
Punctuation, spelling, or capitalization errors that hinder communication.
Severe punctuation, spelling and capitalization errors.
This criterion is linked to a Learning OutcomeWriting: Sentence Structure
Sentence structure is complex and powerful. The writer has used vivid, purposefully crafted, and varied sentence styles and lengths.
Sentences are effective and varied in style and length.
Sentences show limited variety in sentence style and length.
Sentence structure is simple, without variety in sentence style and length.
Sentence structures are awkward and/or unclear, impeding the clarity and flow of ideas.
This criterion is linked to a Learning OutcomeWriting: Word Choice
The writer displays a broad range of vocabulary, with effective, accurate, and contextually appropriate word usage.
The writer displays a satisfactory range of vocabulary and accurate and appropriate word usage.
The writer displays some varied word choice but language is mostly vague and needs more accuracy to properly convey ideas. Some errors of diction and usage are evident but do not interfere significantly with readability.
The writer displays a limited range of vocabulary. Errors of diction and usage are evident and begin to interfere significantly with readability.
Limited vocabulary. Diction and syntax errors are evident and impede a clear reading of the text.
This criterion is linked to a Learning OutcomeAPA Format
Intext and reference citations in correct APA format with no errors.
Intext and reference citations in correct APA format with only occasional minor error.
Interfere with meaning in some places. Some major errors in APA format for intext, reference citations.
The writer does not use APA format, presentation, or style (citations) for the assignment or APA formatting has many major errors.
No intext citations to sources and/or no list of references in APA format
Total Points: 185.0