How The Internet Has Destroyed Privacy
This 6-8 page double-spaced paper (not including Works Cited page) will present an argument on How The Internet Has Destroyed Privacy. Final essay is evaluated on the strength of the ideas and critical analysis of source material, thoroughness and presentation of research, demonstrated understanding of project material, and overall effectiveness in arguing and supporting a focused argument
Essay #4: Argument Paper
This 6-8 page double-spaced paper (not including Works Cited page) will present an argument
related to one of the themes from Everything’s an Argument from Part 5. Final essays are
evaluated on the strength of the ideas and critical analysis of source material, thoroughness and
presentation of research, demonstrated understanding of project material, and overall
effectiveness in arguing and supporting a focused argument.
Your paper will include the following:
• Significant and contextualized argument based on a focused topic
• Argument that is focused, coherent, interpretive, and addresses the complexity, limitations, and/or counterarguments to the main claim
• Detailed analysis with academically credible examples for support of argument
• Logical order of organization with transitions and topic sentences that crystalize main points and sub-claims
• Persuasive information from credible sources
• Correctly formatted MLA in-text citations and Works Cited with at least 6 academically credible sources (at least 3 sources will be from textbook readings and
at least 3 will be academically credible sources that you find yourself)
• Descriptive title that accurately reflects the topic and argument of the paper
• Clear, concise, grammatically correct, error-free academic prose
Characteristics of Strong Arguments
• Are specific and complex
• Go beyond stating the obvious and avoid binary, pro/con perspectives
• Are supported by reasoning and evidence
• Anticipate objections the audience will have
• Address the complexity of issues
• Acknowledge weaknesses or limitations in the argument
• Engage current conversations and discourses surrounding the topic
• Demonstrate the significance of the main claim as related to the topic
• Addresses implications of the argument
Essay #4 A B C D F
Thesis/Position (must state position, reasoning, and acknowledge opposing points of view)
Author clearly states their position on the topic and establishes reasoning for taking that position, while acknowledging the opposition. Thesis is written as an objective, arguable claim and is direct and identifiable.
Thesis includes position, reasoning, and acknowledges the opposition, but may be wordy or stated in a way that somewhat detracts from its force.
All necessary components are evident (position, reasoning, and acknowledgment of the opposition), but thesis is difficult to identify or is worded in a way that detracts from its objective, arguable purpose.
Thesis statement fails to include all necessary components and may or may not be identifiable.
No clear attempt made to construct an arguable thesis statement.
Organization The essay is organized effectively so that format best reflects rhetorical purpose. Essay has a clear introduction, body paragraphs, and conclusion.
The essay is mostly organized effectively so that format reflects rhetorical purpose. Essay has an introduction, body paragraphs, and conclusion.
The essay attempts a rhetorically effective organizational structure, but some choices may detract from purpose. Essay has an introduction, body paragraphs, and conclusion, though these may not be executed well.
The essay lacks a clear organizational structure; the reader cannot understand why the essay has been organized in this way. Paper may be missing strong introduction, body paragraphs, and/or conclusion.
The essay pays no attention to organization may undermine rhetorical purpose.
Points of Argumentation/Major Claims
All relevant points are argued in the body of the essay in support of the thesis statement. All claims relate back to the thesis, and these claims are identifiable by direct, claim-based topic sentences.
Most relevant points are argued in the essay, and all support or relate back to the thesis. Topic sentences are clear, direct, arguable claims in most cases.
Some relevant points are argued in the essay, and these points support or relate to the thesis. Topic sentences state points of argumentation, but may not do so in the most effective manner (wordy, indirect, or subjective).
Author fails to address major arguments in the issue at hand or fails to relate points argued to the thesis. Topic sentences fail to establish arguable claims.
No attempt made to present logical arguments. No distinguishable points of argument and topic sentences are unidentifiable and confusing.
Evidence All claims are supported thoroughly with evidence in a convincing manner.
Most claims are supported thoroughly with evidence in a convincing manner.
Some points are supported with evidence, but not all and some may not be as convincing as possible.
Little evidence presented; evidence usually not persuasive.
No attempt made to support claims with persuasive evidence.
Strategies of Argument (rhetorical choices: ethos, pathos, logos)
Author is always aware of the most effective strategies of argument within each claim made. This means author has a command of audience and subject matter.
Author is mostly adept at choosing the most persuasive forms of argumentation and demonstrates knowledge of audience and subject.
Author sometimes chooses effective argumentative strategies, but often, due to an inability to relate to the audience in question, fails to persuade or relate information to the audience.
Author does not demonstrate competence in choosing effective strategies of argumentation; little to no awareness of audience demonstrated.
No attempt made to make deliberate choices in terms of argument strategies; no attention paid to audience or their needs.
Counterarguments and Refutations
Writer always recognizes opposing views and spends time explaining these views fairly and refuting them with evidence.
Writer usually recognizes opposing views and explains them and refutes them convincingly.
Writer sometimes recognizes opposing views, but may not represent views fairly or clearly. Refutations are attempted, but may lack depth or evidence.
Writer lists counterarguments, but does not explain or develop these; refutations are present, but are not explained or developed using evidence.
No counterargument or refutation present.
Use of Sources At least six credible sources are used; all quotations and paraphrases integrated effectively
At least six credible sources are used; most quotations and paraphrases are integrated effectively
At least six credible sources are used; quotations are not integrated effectively
Credible sources not used; lack of integration
No attempt to cite sources or integrate evidence effectively
MLA Perfect. Near-Perfect. Consistent errors made. Distracting errors made.
No attempt made to properly format works cited page.
Conventions (tone, grammar, style)
Perfect. Near-Perfect. Consistent errors made. Distracting errors made.
No attempt made to edit or proofread essay.
Revisions The writer addresses all concerns identified through instructor and peer review.
The writer addresses most concerns identified through instructor and peer review.
The writer addresses some concerns identified through instructor and peer review.
The writer does not address concerns identified through instructor and peer review.
No revisions made or revisions entirely unsuccessful.
