Please separate out by headings of Part One, Part Two, and Part
Three:
Remember: You are writing a persuasive paper to
the CCC English Department on whether or not A.I. programs should be
allowed and integrated into the department’s assignments and curriculum.
Imagine that the paragraphs below represent
some of what the professors are currently saying:
Some members of the department argue that the technology already
exists, some students already use A.I. (without explicit instructor
permission), that A.I. could potentially help
certain student populations, and, if implemented strategically, A.I. might
allow students more freedom to work on higher-level, more meaningful
assignments.
Other professors believe the purpose of college is to teach
students how to think–to read critically, ask questions, collect and analyze
data, develop cogent arguments with persuasive lines of reasoning, which are
supported by facts, research, and evidence from high quality sources. If
A.I. programs produce assignments, summaries, and essays without students doing
any of the research or thinking or writing for themselves, then they will not
truly learn the critical skills necessary for future education and
employment.
For your longer essay, you may have MULTIPLE
ideas or paragraphs in the counterargument and multiple ideas and paragraphs
and of rebuttal/refutation.
But for this assignment here, you are
providing just a few sentences of key ideas.
Part One: Provide a 1-2 sentence recap of
your thesis.
Part Two: Provide a COUNTERARGUMENT to that
original argument. The counterargument is the OPPOSITE side of the
argument originally stated.
The counterargument should begin with an appropriate transitional phrase that signals to readers
you are moving into counterargument. Follow that with 2-3 sentences of
explanation and support of that opposite side (in your actual paper, you might
have full paragraphs in support of these ideas)
Part Three: Using another appropriate transitional phrase,
address the counterargument and explain why that position is faulty.
Point out flaws, contradict it, undermine it, weaken it in some way. It is
adding ANOTHER supporting reason why your original point is correct.
See example below (on a different topic):
Original argument:
Social media apps have negative impacts on younger
users and the
government needs to regulate social media sites.
Counterargument beginning with transitional phrase:
On the other hand, some might
argue that social media apps
have many positive impacts, such as allowing people to
connect with one another from all over the world. They might argue
that the government doesn’t need to regulate these mediums because social
media accounts already have age minimums in order to create accounts.
Phones also have parental controls and the ability to set screen time
limits for younger people.
Rebuttal beginning with
transition word:
Although social
media apps do have age minimums and parental controls, young people can easily
get around those barriers. The posts that appear on many social media
apps are not well monitored and social media use has been linked to higher
rates of depression, disordered eating, and other harms in our
youth. Furthermore, the
algorithms most social media companies use to entice viewers are incredibly
addicting and most younger viewers do not have the ability to monitor and set
limits on their own. As such, the government must
step in and regulate social media sites to help mitigate the negative impact on
our youth.
(Please note that
the last line of the rebuttal paragraphs should essentially restate the main
argument presented in Part One.)
Counterargument
AND Rebuttal for A.I. Use in College
Counterargument AND Rebuttal for A.I. Use in College
Criteria
Ratings
Pts
Clear Argument
At the beginning of
the paragraph, 1-2 sentence thesis statement that clearly explains whether or
not A.I. use should be allowed in college English classes.
2 pts
Yes! Looks great! 👍
Part One begins with a clear
statement about A.I. use in college English classes.
1 pts
Not Quite
Clear argument and reasoning
missing; thesis contains grammar or sentence-level challenges.
0.5 pts
Whoops!
Please go over assignment
directions and information on counter-argument.
2 pts
Transitional
word/phrase
A transitional
word/phrase is present and clearly indicates where the counterargument
begins.
1 pts
Yes! Looks great! 👍
Yes! Transitional phrase is
present and it clearly marks where the counter-argument begins.
0 pts
No Marks
Transitional words/phrase indicating
the opposite stance is missing.
1 pts
Counterargument
Argues the OPPOSITE
stance/position of the original argument AND offers 2-3 sentences of logical
support for that position.
2 pts
Yes! Looks great! 👍
Directly OPPOSITE stance is identified
and 2-3 sentences offer reasons and reasons.
1 pts
Getting There!
May not include the OPPOSITE
stance, but gives reasons that oppose the original stance. OR, may give the
opposite stance, but doesn’t include 2-3 sentences of logical reasons in support
of stance.
0.5 pts
Missed the Mark
Please review lessons on how to
develop counter-argument presented in this module.
2 pts
Rebuttal
Provides a
transition signaling rebuttal. Offers 2-3 sentences of reasoning that
responds directly to the ideas in counterargument. Concluding statement goes
back to the original argument.
5 pts
Yes! 🙌 Looks Great!
Clear transition; offers 2-3
sentences in response to counterargument; concludes with the original
argument.
2.5 pts
Getting There!
Transition may be missing;
reasoning might not directly address the counterargument; reasoning might
be underdeveloped (not 2-3 sentences; might not conclude with the original
argument (from Point One).
1 pts
Whoops!
Several elements of rebuttal
need review. Please rewatch videos in prior page.
5 pts
Total
Points: 10
