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Draft 2.1: Researched Argument. 4/11/2011. For Today:. Announcements Thesis Statement Check Organization Draft 2.1 , Group Critique Rough Draft Work Shop. Argumentative Thesis Statements:. Pull out your working thesis statement. Does it meet all 3 criteria?

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for today
For Today:
  • Announcements
  • Thesis Statement Check
  • Organization
  • Draft 2.1, Group Critique
  • Rough Draft Work Shop
argumentative thesis statements
Argumentative Thesis Statements:
  • Pull out your working thesis statement.
  • Does it meet all 3 criteria?
    • It attempts to convince readers of something, change their minds about something, or urge them to do something—or it explores a topic in order to make a wise decision.
    • It addresses a problem for which no easily acceptable solution exists or asks a question to which no absolute answer exists.
    • It presents a position that readers might realistically have varying perspectives on.
  • What are your underlying assumptions?
thesis statement
Thesis Statement
  • Clarity
    • The thesis should clearly identify the topic of your project
    • It should let your audience know the question or issue that motivates your argument
thesis statement1
Thesis Statement
  • Scope
    • The scope needs to be appropriate for the length of the paper
    • Focused enough for you to examine the issue in sufficient detail
organizing your argument
Organizing Your Argument
  • Thesis: Introduction to the problem and your solution
  • Possible solutions and related research
  • Refutation (counterargument) of weak solutions
  • Support favored solutions
  • Conclusion
organizing your argument1
Organizing Your Argument
  • Thesis: Introduction to problem and your solution
  • Possible solution I, related research, refutation
  • Possible solution II, related research, refutation
  • Return to desired solution with related research as support
  • Conclusion
organizing your argument by classification
Organizing Your Argument by Classification
  • I. Introduction to the History and Volume of Picasso’s production
  • II. Blue Period and Rose Period (Early 1900s)
  • III. African Influence and Cubism (Pre WWI)
  • IV. Surrealism (until WWII)
  • V. Writer develops a claim about the periods (delayed thesis)
organizing your argument by comparison
Organizing Your Argument by Comparison
  • I. Introduction to research question, major issues of debate, and sources
  • II. Theme 1: Women and Love- compare examples from the Blue period, Rose period, Surrealist period, etc.
  • III. Theme 2: War and Politics- compare examples from the Blue Period, African Period, Surrealist Period, etc.
  • IV. Writer develops a claim about the theme across the period.
draft 2 1 research argument
Draft 2.1: Research Argument


To practice locating and evaluating sources and then integrating those sources into a researched argument.


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.


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.


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? 


Does the student summarize the main points the student has made?  Does the conclusion restate the thesis statement?  How effective is the conclusion rhetorically?


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?

small group work
Small Group Work:
  • In groups of 3, exchange your rough draft
  • Using the Draft 2.1 Checklist evaluate and critique the draft.
  • Do not write on the checklist. Write on the draft and/or a piece of paper you will give to the draft writer.
small group work1
Small Group Work:
  • Turn to page 606.
  • Analyze this Draft 2.1 against both the assignment description and the grading rubric.
  • What are the lines of argument?
  • What grade would you assign this Draft 2.1? Why?
for next week
For Next Week:
  • You will turn in Draft 2.1 on Monday