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Draft 2.1: Researched Argument

Draft 2.1: Researched Argument. 4/5/2012. For Today:. Draft 2.1 Assignment Instructions Grading Rubric Class Work – Grading a 2.1 Individual and Small Group Work Freewrite Workshop of Outlines Prep Assignment for Next Class . Draft 2.1: Researched Argument. Objective:

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Draft 2.1: Researched Argument

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  1. Draft 2.1: Researched Argument 4/5/2012

  2. For Today: • Draft 2.1 • Assignment Instructions • Grading Rubric • Class Work – Grading a 2.1 • Individual and Small Group Work • Freewrite • Workshop of Outlines • Prep Assignment for Next Class

  3. Draft 2.1: Researched Argument Objective: To practice locating and evaluating sources and then integrating those sources into a researched argument. Description: To complete this assignment, write an argument using the strategies and structures described in your textbook and the handbook. The argument should have an identifiable thesis, lines of argument, logical support, ethical and emotional appeals (if applicable), and consideration of alternative views. You should use 6 sources from the TTU library or library databases as specified by your instructor for this assignment. Your essay should be 1500 words in length, not including the list of works cited. Please use MLA format (see Ch. 16 of your handbook) for in-text citations and your list of works cited.

  4. Grading Rubric: C1—Issue Identification and Focus Has the student focused his or her argument on a narrow topic?  Is the essay argumentative rather than informative? C2—Context and Assumptions Has the student considered the contexts of the articles which he or she quotes?  Has the student discussed any assumptions which he or she makes about the topic as well as the assumptions which the articles make? C3—Sources and Evidence Has the student presented sources effectively to support his or her points?  Are the sources scholarly?  Has the student cited these sources correctly?  Is the Works Cited list formatted correctly? Has the student cited all of the sources listed in the Works Cited? C4—Diverse Perspectives Does the student consider the counterargument fairly and carefully?  Do the articles which the student cites in the counterargument support the counterargument and not the argument?  Sometimes, students will borrow a summary of the counterargument from a source that they have been using to support their own lines of argument.

  5. Grading Rubric: C5—Own Perspective Has the student clearly stated an arguable thesis statement?  Do the lines of argument provide adequate support for this thesis statement, and is it clear how they support it?  C6—Conclusion Does the student summarize the main points the student has made?  Does the conclusion restate the thesis statement?  How effective is the conclusion rhetorically? C7—Communication Is the essay clearly organized and easy to follow?  Can you tell which paragraphs are lines of argument?  Is it clear how every paragraph helps to develop the thesis statement?  How effective is the student’s writing at the sentence level?

  6. Class Discussion • As a class, we are going to work through a Draft 2.1. • We will analyze this Draft 2.1 against both the assignment description and the grading rubric. What grade would you assign this Draft 2.1? Why? • We will use the grading criteria to evaluate the elements of the paper and assign a total grade.

  7. Argumentative Thesis Statements: • Pull out your working thesis statement. • Does it have both an arguable statement (or initial claim) and a reason? • Does it have/need qualifiers? • Take 3 minutes to brain storm/revise your thesis statement. • What are your underlying assumptions? • Take 5 minutes to brain storm your underlying assumptions in a free write. • http://ebooks.bfwpub.com/ttu.php

  8. Small Group Work: • In groups of 2, exchange your outlines. • Read the outlines and for each question below provide feedback to your peer and discuss how they might develop the outline into their Draft 2.1: • Does the thesis have both an arguable statement/initial claim and a reason? • Is it clear to you what your peer’s topic sentences will be? • Is it clear to you what appeals they will use within each line of argumentation? • Is it clear how each supportive point supports and explains the thesis statement?

  9. For Next Class: • Draft 2.1—DUE ON TUESDAY (4/10) • It isn’t very likely, but you may be able to still get in an appointment at the Writing Center, or at least get on the waitlist. Remember that this is your last major extra credit opportunity for the class. • In addition to having the Draft 2.1 checklist on the blog, remember that there is a sample Draft 2.1 in the appendix of your First-Year Writing text. • Reading 12 – on the syllabus • Prep Assignment • Due in class next Thursday • You will bring in a printed copy of your 2.1 to class. • We will spend next week working through revisions for 2.2.

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