Grading Rubric for Assignment 4: Argument 2 Research Essay
A (18-20) First of all, the A paper has an interesting, clear, and well-worded thesis that is arguable–i.e., has two sides to it. Structurally, the paper effectively anticipates and addresses counterarguments, in addition to offering convincing and concrete evidence to support the writer’s thesis. The tone of the essay is effective, too: respectful of the opposing side, it makes clear that the weight of reason and evidence, rather than name calling, is the most effective persuasive strategy. The essay, too, must be a minimum of six pages in length, not including the Works Cited/References page, and have a minimum of four sources Those sources, as we’ve emphasized in class, should be scholarly, up-to-date (depending on its topic), and credible. Finally, there are very few errors, mechanical or otherwise, in the essay.
B (15-17) Though perhaps not as well worded as the thesis in an A paper, the thesis in a B paper is arguable (as defined under A above), clear, and interesting. While the paper effectively presents evidence on the “pro” side to support its thesis, it is not so effective at anticipating and addressing counterarguments, though a solid attempt is made. The tone, though generally effective, suffers from occasional lapses–or is sometimes inconsistent. Those sources, as we’ve emphasized in class, should be scholarly, up-to-date (depending on its topic), and credible. The B essay, too, must be a minimum of five and a half to six pages in length, not including the Works Cited/References page, and have a minimum of four sources. Finally, occasional mechanical and grammatical errors mar an otherwise strong paper.
C (12-14) Structurally the paper offers some evidence of its arguable thesis statement, although hardly any attempt is made to anticipate and address counterarguments. This of course affects tone, since the paper doesn’t seriously consider that there may be two sides to this issue, and therefore turns off a lot of readers who may expect a balanced treatment of the writer’s thesis. The thesis lacks the precision and clarity of an A or B paper. Also, the paper is under five pages in length. Finally, a number of grammatical and mechanical errors, often serious, mar the paper, getting in the way of what it’s trying to convey.
D (9-11) Though the D paper has a thesis, it is often not very clear and may or may not be on an arguable—that is, two sided–issue. Hardly any awareness of tone and its relationship to the thesis is evident in the paper. Evidence on either side of the issue–pro or con—is weak or altogether missing, giving the impression that the paper is a series of assertions without the weight of evidence, rather than careful, reasoned discourse based on solid research. Also, the paper is four pages or under in length. Finally, the paper has enough grammatical and/or mechanical errors that reading it is a chore for the reader.
R (8 and below) The student did not fulfill the requirements of the assignment, that is, did not write an Argument 2 paper. And/or: There are so many mechanical and grammatical errors in the paper that reading it is just not worth the effort.
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