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Draft 2.2. Who? How? What? Why?. 2.2 Workshop Hours. Thursday 2:20-4:30pm Friday 12-5pm Monday 12-5pm Will provide notes for Raider Writer “concerns” box if you have not received 2.1 feedback. The Big Assumptions. Who is my audience? Why do they care? How will I convince?

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Draft 2 2

Draft 2.2

Who? How? What? Why?

2 2 workshop hours
2.2 Workshop Hours

  • Thursday 2:20-4:30pm

  • Friday 12-5pm

  • Monday 12-5pm

  • Will provide notes for Raider Writer “concerns” box if you have not received 2.1 feedback

The big assumptions
The Big Assumptions

  • Who is my audience?

  • Why do they care?

  • How will I convince?

  • What am I convincing them of?

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  • Friendly?

  • Opposed?

  • Undecided?

  • Narrow

  • Match

  • Predict

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  • What type of appeals do they care about?

  • What do they already know?

  • What do they not know?

  • Is there common ground?

  • Do they have counterarguments?

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  • Do they just need reassurance?

  • Do they need to be shown common ground?

  • Do they need to be shown new possibilities?

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  • Take action

  • Continued/Renewed support

  • Open a discussion

  • Change definitions

  • Change perspective

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Draft 2.2

Description: To complete this assignment, you will expand and revise the first draft of your argument, draft 1.1. Also, if you need additional sources, you may use the TTU library and its databases to locate 1 – 4 others, as needed.

Your revisions may include any or all of the following:

  • Strengthening, narrowing, or expanding your claim

  • Adding additional data to support your claim

  • Strengthening your explanation of the theoretical framework of your argument. 

  • Using more precise language to help persuade your reader of your argument’s validity

  • The length of your argument should be 1500-2000 words, not including the Works Cited list. Please use MLA format for in-text citations and your list of works cited.


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?

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C3—Sources and Evidence

  • Has the student presented sources effectively to support his or her points?  Does the quality of the sources meet the guidelines specified by the instructor?  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.

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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? 


  • Does the student summarize the main points that he or she has made?  Does the conclusion restate the thesis statement in some form (not necessarily in the same words)?  How effective is the conclusion rhetorically?

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  • 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?