Is going to be an argumentative essay.
Step 1: Determine your topic
Choose a topic that is controversial, researchable, and of interest to you. Remember, you are hoping to persuade readers to agree with your stance on the topic, therefore the topic should be narrow enough to cover fully in a paper (not a book) and broad enough that others will care about it.
For example, consider topics that lend to research questions like those below:
Is a college degree a necessary piece in order to achieve success in America?
Can the country pull itself out of the opioid epidemic?
Would legalizing prostitution cut back on human trafficking?
Step 2: Research your topic
Find and read at least five academic sources in the EFSC Library catalog and/or databases. The sources may be books; eBooks; articles from journals, newspapers, or magazines; films, videos or broadcasts.
Consider the following guidelines:
Use full-text articles rather than those only available as abstracts.
Do not use sources from the Opposing Viewpoints in Context database.
Do not use encyclopedias, dictionaries, or book review articles as cited sources.
Articles you receive from library databases are not considered Internet-only; however, not all research is created equally. While a number of websites may offer quality information, based on our guidelines, they cannot be used as the information is only available on the Internet. Dictionaries and encyclopedias may not be used as cited sources.
Note: Not using five academic sources meeting the above criteria in the final paper will result in a deduction of 50 points from the assignment grade.
Step 3: Determine your stance
Determine which side of the issue you choose to support in your paper.
This decision should be influenced not only by opinion but also by research.
Step 4: Compose the essay
Write an essay that clearly explains your argument and claim, uses a clear thesis to unify the information, and incorporates the required research using MLA format.
The introduction needs to include a single-statement thesis that includes an argumentative claim.
The paper should be written using Standard American English grammar, mechanics, and punctuation. This means no 1st person (I, me, we) and no contractions.
The essay should thoroughly cover the topic and be at least 1,500 words.
At least five academic sources meeting the guidelines above must be cited within the essay and on the Works Cited page.
If you choose to use additional sources (beyond the five required), you may use sources that are credible but do not meet the EFSC Library requirement.
Step 5: Submit assignment
Upload your .doc or .docx file to the correct dropbox for submission.
If you are unable to upload the document, send it as an email attachment and immediately call Tech Support, 321-433-7600.
You will be required to submit the file to the dropbox by the final course deadline in order for it to be graded.
Notes on the assignment
Assignment requires research and citation
Plagiarism will result in a zero for the assignment
As stated in the College Level Communication and Computational Skills requirements, you must pass the Argumentative Research Paper with a grade of C or higher in order to pass this course.
Rubric
Argument
Argument.
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeThesis
25 to >22.5 pts
A
The thesis statement is clear and concise. It clearly presents the elements to be discussed and guides the rest of the paper.
22.5 to >20.0 pts
B
The thesis statement is clear and concise. It presents the elements, though it may need some minor revision.
20 to >17.5 pts
C
The thesis statement is clear but either doesn’t present all of the elements or has some execution errors.
17.5 to >15.0 pts
D
The thesis statement is present, though it is not as clear as it could be. It may come across as too simplistic and/or may have a placement issue.
15 to >0 pts
F
The paper may have a muddled or missing thesis statement.
25 pts
This criterion is linked to a Learning OutcomeSupport
50 to >45.0 pts
A
The thesis statement is fully supported through the use of developed examples. There are no examples or supporting details that need further explanation or analysis and, if needed, sources are integrated properly.
45 to >40.0 pts
B
The thesis statement is fully supported and proven through the use of developed examples. There is no question as to what is being claimed and why it is being claimed. If sources are needed, they are integrated properly.
40 to >35.0 pts
C
The thesis statement is supported with concrete details. However, there may be some execution errors or points that aren’t clear enough to firmly support the thesis statement. There may be 2-3 source integration errors like dropped quotes, etc.
35 to >30.0 pts
D
Several points are made to help prove the thesis statement, but there isn’t enough supporting detail or development of the existing supporting details. Sources, if used, are poorly integrated.
30 to >0 pts
No Marks
The paper does not attempt to prove the thesis statement, or the point was not proven. If sources are required, there is little attempt at proper source integration or the sources do not meet the guidelines.
50 pts
This criterion is linked to a Learning OutcomeEssay Structure
25 to >22.5 pts
A
The essay structure is well defined and ordered. Each point is built up to logically and helps support the points that follow it. The introduction and conclusion neatly frame the body paragraphs.
22.5 to >20.0 pts
B
The structure is well defined but the paragraph arrangement may need to be adjusted. Make sure that the introduction sets up the body paragraphs which in turn support the conclusion (which references the introduction).
20 to >17.5 pts
C
The essay has a defined essay structure. However, it may be hampered by execution errors or points that should be re-arranged to build a stronger case.
17.5 to >15.0 pts
D
There seems to be the start of an essay structure, though it is muddled and disorganized. Look to re-arranging the points in a more logical manner to allow for them to build on one another.
15 to >0 pts
No Marks
There doesn’t seem to be a logical structure to the paper at all. Points seem to be written at random and inserted, not because they should go there, but because that was when they were written.
25 pts
This criterion is linked to a Learning OutcomeParagraph Structure
25 to >22.5 pts
A
Each paragraph uses the topic sentence, supporting detail, and transition sentence to help prove the larger thesis statement of the essay.
22.5 to >20.0 pts
B
The paragraphs seem to build up logically, most of the time. There may still be paragraphs that do not transition well into one another or topic sentences that do not relate back to the thesis statement.
20 to >17.5 pts
C
The paragraphs all have the major parts (topic sentence, supporting details, transition sentence, etc.) but are either flawed through execution or arrangement.
17.5 to >15.0 pts
D
The paragraph structures are seriously flawed, missing topic sentences, supporting details, and/or transition sentences.
15 to >0 pts
No Marks
The paragraph structures are seriously flawed, missing topic sentences, supporting details, and/or transition sentences.
25 pts
This criterion is linked to a Learning OutcomeStyle
20 to >18.0 pts
A
All sentences are well constructed and have varied structure and length. There are a few areas that could be revised to improve both the clarity and presentation of the essay.
18 to >16.0 pts
B
All sentences are well constructed and have varied structure and length. There are several sentences that could be revised to improve not only the clarity, but the overall presentation of the essay.
16 to >14.0 pts
C
Most sentences are well constructed, but they have a similar structure and/or length. The presentation needs improvement.
14 to >12.0 pts
D
Sentences sound awkward, are distractingly repetitive, or are difficult to understand. There may be conventions that are not accepted in academic writing.
12 to >0 pts
F
Sentences do not follow conventional rules of American English.
20 pts
This criterion is linked to a Learning OutcomeGrammar & Mechanics
30 to >27.0 pts
A
The author makes one or two grammar, mechanical, and/or spelling errors but they do not interfere with understanding.
27 to >24.0 pts
B
The author makes a few errors in grammar, mechanics, and/or spelling, but they do not interfere with understanding.
24 to >21.0 pts
C
The author makes several errors in grammar, mechanics, and/or spelling that interfere with understanding.
21 to >18.0 pts
D
The author makes numerous errors in grammar, mechanics, and/or spelling that interfere with understanding.
18 to >0 pts
F
Contains serious grammar errors that disrupt understanding and may create an issue with information or author credibility.
30 pts
This criterion is linked to a Learning OutcomeMLA
25 to >22.5 pts
A
Follows all MLA formatting, in-text, and WC page conventions, though there may be one or two minor errors.
22.5 to >20.0 pts
B
Follows MLA formatting, in-text, and WC page conventions, though there may be more than a few minor errors.
20 to >17.5 pts
C
Follows most MLA formatting, in-text, and WC page conventions, but there are one-two large errors or omissions.
17.5 to >15.0 pts
D
Somewhat follows follows MLA formatting, in-text, and WC page conventions, but many major errors or omissions exist.
15 to >0 pts
F
Does not show a valid attempt to follow MLA formatting, in-text, and WC page conventions.
25 pts
This criterion is linked to a Learning OutcomeWC-4 Sources and Evidence
threshold: 2.0 pts
4 pts
Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing.
3 pts
Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing.
2 pts
Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing.
1 pts
Demonstrates an attempt to use sources to support ideas in the writing.
0 pts
Student submitted work that does not meet minimum performance level.
—
This criterion is linked to a Learning OutcomeWC-5 Control of Syntax and Mechanics
threshold: 2.0 pts
4 pts
Uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error-free.
3 pts
Uses straightforward language that generally conveys meaning to readers. The language in the assignment has few errors.
2 pts
Uses language that generally conveys meaning to readers with clarity, although writing may include some errors.
1 pts
Uses language that sometimes impedes meaning because of errors in usage.
0 pts
Student submitted work that does not meet minimum performance level.
—
Total Points: 200
