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Draft 2.1. The researched argument. Draft 2.1. Follow the outline: Introduction Body paragraph 1 (reason 1) Body paragraph 2 (reason 2) Body paragraph 3 (reason 3) Counterargument Rebuttal Conclusion. Thesis statements: . Should not pose rhetorical questions

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Draft 2.1

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Draft 2 1

Draft 2.1

The researched argument

Draft 2 11

Draft 2.1

  • Follow the outline:

    • Introduction

    • Body paragraph 1 (reason 1)

    • Body paragraph 2 (reason 2)

    • Body paragraph 3 (reason 3)

    • Counterargument

    • Rebuttal

    • Conclusion

Thesis statements

Thesis statements:

  • Should not pose rhetorical questions

  • Should contain an argument, not setup an informative paper.

  • Should contain at least two reasons.

  • “The Texas legislature should not cut education funding because reason 1, reason 2, and reason 3.”

Lines of argument

Lines of Argument

  • One line of argument (reason, point) per body paragraph.

  • Should be organized according to your thesis sentence.

    • Body paragraph 1 covers reason 1, body paragraph 2 covers reason 2, body paragraph 3 covers reason 3.

  • Begin with a topic sentence that introduces the reason before getting into arguing it.

Lines of argument1

Lines of argument

  • Assumptions: What assumptions does your argument contain?

  • Example: To reduce the number of unhealthy and subsequently abandoned infants, the Russian government should develop a program that both informs young women about the impacts of drinking during pregnancy and provides emergency counseling.

  • You must address the assumptions your argument makes.



  • A specific, focused argument from the opposite point of view.

    • Not just the opposite of your thesis

  • Imagine you are writing an argument for the other side: what would one of your lines of argument be?

    • In other words, what would one of the body paragraphs be about?

  • The stronger the counterargument, the smarter you will look when you rebut it.

    • No straw men.



  • “Opponents argue that the Texas legislature needs to cut education funding because the professors just use the money to party.”

  • “Opponents argue that the Texas legislature needs to cut education funding in order to provide more money for healthcare.”



  • Separate paragraph or part of counterargument.

  • Does not simply repeat/summarize your argument.

  • Uses new information to disprove, discredit, or diminish the importance of the counterargument.

  • “Funding education will produce more doctors and better technology, which will lower healthcare costs

2 1 grading rubric

2.1 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?

2 1 grading rubric1

2.1 Grading Rubric

  • 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.

  • 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?

Upcoming schedule

Upcoming Schedule

  • We only meet THREE more times this semester!

  • For the next two weeks, we will be covering two assignments per week.

  • NEXT week: Critiques and BA 7

  • For Participation: print your critiques (1a and 1b) and the grader commentary and bring them to class.

  • For BA 7: READ chapter 15 in the online handbook.

Optional 2 2 workshop

Optional 2.2 workshop

  • The following week, we will work on both BA 8 and the 2.2. We do not meet the Monday after Easter, which is when we would normally cover the 2.2.

  • We have reserved the back room at J&B coffee house (26th and Boston- seven blocks from TTU) on the Monday following Easter, April 25, from 6-8 p.m. Attending the workshop is OPTIONAL. The other two CIs and I will be there to help with any questions on your 2.2 revisions.

Peer critique

Peer Critique

  • Get into pairs and use the 2.1 checklist to critique your partner’s rough draft.

  • If you did not bring a rough draft, read the example 2.1 on page 695 of your textbook and use the checklist to critique it. You will turn in the critique at the end of class.

So what s due again

So What’s Due, Again?

  • Friday: Draft 2.1

    • 1500 words

    • 6 sources

    • Works Cited

  • Next Class: Print out your first two peer critiques (1a and 1b) with grader commentary and bring them to class. Look over section 15 in the ebook.

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