English 1113 Documented Essay Paper
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
Write an essay arguing your opinion on one of the issues raised in an assigned reading. When you write an essay for a college class, your purpose is always to demonstrate learning and/or to show readers (professors) your careful thinking processthe evidence you have accumulated to arrive at your conclusions. No matter what the writing assignment, the process of demonstrating your thinking and knowledge is similar: you assert an idea or opinion about a topic and present specific evidence to show the careful thinking that led you to form your idea or opinion. The evidence you draw upon and present in an academic paper will most often come from scholarly sources and/or from field research. Sometimes, personal experiences and/or observations can also serve as good evidence for certain topics if those experiences and observations are good representative examples, if they create emotional and ethical appeals, and/or if they enlighten the reader to a different perspective. You will need to draw upon the assigned sources to develop a claim, to find evidence, to address counterarguments, and to provide context for your argument, but you should also plan to gather evidence of your own by analyzing your own experiences and/or by conducting field research. The sample essays youll read demonstrate how to incorporate field research and personal experiences into an argument.
Guidelines for Planning, Drafting, Revising, and Editing
Your initial agreement and/or disagreement with a source can serve as a starting point for developing your thesis; as such, be sure to review assigned sources, your reading and class notes, and your previous essays and summaries. As you review these materials, ask yourself the following questions:
Which issues interest me most and why?
Which arguments do I strongly agree or disagree with and why?
How do the readings confirm and/or contradict one another?
How do my own experiences confirm or call into question a specific argument from one or more of the readings?
Which arguments seem flawed and why?
Based on your review of the sources, complete the essay 3 proposal worksheet. Then, gather evidence in support of your tentative thesis: mine the assigned sources for specific statements you can use, analyze results of your field research, and/or analyze your own experiences and/or observations. Dont begin writing the paper until youve organized your evidence in an outline. Most of the body paragraphs in your essay should assert a sub-claim (topic sentence) and evidence from different sources, so create an outline that presents several topic sentences and the evidence youve gathered. Your outline should also include topic sentences that set the context for the argument and address your readers likely objections or concerns about the evidence youre presenting. Finally, your outline should also indicate your opening and concluding strategies.
You may also want to write a discovery draftan essay that you write without having a firm thesis or organizational strategy in mind. This kind of drafting can help you narrow your focus and develop a good organizational strategy so that you can draft an outline or revise your outline. Once you have a good idea of how you will organize your evidence, begin drafting.
Keep the following in mind as you draft: If youre using personal experiences as evidence, strive to describe your personal experience or observation with specific images and significant details: choose concrete language, evocative figures of speech, and well-chosen (but very few) adjectives to create the impression you hope to create.
Remember to qualify your conclusions when necessary. Qualifiers turn absolute statements into more reasonable statements. They include words like typically, usually, most, in general. You dont want to sound wishy-washy, but you also dont want to appear unreasonable.
If youre using field research, provide information about how you conducted your research. You dont need to cite field research, but you should make it clear when your evidence comes from the field research. When using evidence from assigned sources, dont assume your readers know anything about the sources youre referencing. Imagine a general audience of educated readers and introduce your sources appropriately. As with the literature review, you should strive to help your readers see connections among different sources and connections with your own experience and/or field research. Body paragraphs, therefore, should synthesize information from more than one source.
Its especially important that you cite sources correctly. Failure to credit sources within the essay and/or on the Works Cited page constitutes plagiarism, and could earn you a 0 for the essay, which would likely result in an F for the class. For all of the evidence you includewhether from sources, field research, or personal experienceprovide commentary and analysis. Dont expect your readers to understand how a quote, paraphrase, or summary of a source supports your point. You must explain your reasoning to the audience.
Because you may not have time to revise this essay for a better grade, you should make sure you understand how to meet the criteria summarized on the essay grading rubric. This means you may need to review instructional readings, study resources from the online handbook, and review my feedback on your graded essays and summaries. Also, keep in mind TCCs general policy with respect to grammar and mechanics: instructors are to fail essays exhibiting five or more serious grammatical/mechanical errors. In short, you should revise and edit your essay several times before you consider it finished.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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