Should the United States be more lenient with its legal drinking age? Should the drinking age be lowered to 18 (which is the age when you can legally vote, enlist in the military, and buy cigarettes)? Should minors be allowed to drink in their home with their parents’ consent?
Organization:
In order to better organize your thoughts, it is always suggested to construct an outline. Each type of essay uses a slightly different outline type. For research essays, it looks something like this:
I. Main idea/thesis and introduction (one paragraph): a formal statement of the issue, and three categories of details or examples that support your point.
II. First body section (one paragraph): discuss in detail the first category, using your research, to support your argument and validate opposing viewpoints while bringing your own to the forefront.
III. Second body section (one paragraph): discuss in detail the second category, using your research, to support your argument and validate opposing viewpoints while bringing your own to the forefront.
IV. Third body section (one paragraph): discuss in detail the third category, using your research, to support your argument and validate opposing viewpoints while bringing your own to the forefront.
V. Conclusion (one paragraph): restate your main idea/thesis and three categories, adding a personal component to heighten your audience’s understanding of, and agreement with, your argument.
Following the outline format above, compose a five-paragraph research essay. Be aware that if you use one of the automated citation tools online, they do not always create the citation correctly.
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Attachment
ENG 122: Persuasive Essay Guidelines and Rubric
Overview
In this assignment, you will write a persuasive essay.A persuasive essay is written for the purpose of convincing an audience to adopt a certain point of view. When writing a persuasive essay, you will make a claim—an assertion with which your audience might disagree—and then support that assertion with evidence. Your persuasive essay will require you conduct effective research to qualify appropriate evidence for purposeful integration in your work.It will be important that you read through your evidence critically in order to qualify appropriate sources, as the relevance and credibility of these sources are critical in supporting your thesis argument.Your essay will also take an opposing viewpoint into consideration that will demonstrate your fully informed opinion and enhance the validity of your own claims.
Your Mission
Choose one topic from the list of topics provided OR a topic of your own choosing. Using the Opposing Viewpoints Database in the Research/Writing area, write an essay arguing a position on the topic of your choosing. Be sure to consider, accommodate, and refute at least one opposing point of view in a thoughtful, respectful, and logical manner:
If you decide to choose your own topic, use the general questions area of the course to obtain approval on this topic from your instructor.
Your Resources
Use your eLearning Text to guide you through the development of your essay.Modules Four,Five, and Sixwill assist you in the purposeful development of your persuasive essay and provide important guidelines to guide you through the critical elements listed below.A first draft of your essay is due at the end of Module Five.ModuleSeven and the feedback you receive from your instructor on your first draft will assist you in editing elements of this essay for submission of your final draft, due at the end of Module Seven.
Critical Elements
Your persuasive essay will:
Format
4–5 pages double-spaced (excluding reference page) with standard margins and Times New Roman 12-point font.The paper should adhere to all APA or MLA standards of formatting.
Rubric
Critical Elements |
Exemplary |
Proficient |
Needs Improvement |
Not Evident |
Value |
Thesis |
Identifies a clear thesis that articulates a strong argument about the chosen topic
(14-15) |
Identifies a clear thesis that articulates a logical argument about the chosen topic
(12-13) |
Identifies a thesis but does not clearly articulate a logical argument about the chosen topic
(11) |
Does not identify a thesis that articulates a logical argument about the chosen topic
(0-10) |
15 |
Counter-argument |
Demonstrates an informed, logical counterargumentwith sufficient detail that support the claim
(14-15) |
Demonstrates an informed, logical counterargument with some detail
(12-13) |
Demonstrates a counterargument but with gaps in detail
(11) |
Does not demonstrate an informed counterargument
(0-10) |
15 |
Evidence of Quality Research Process |
Selects and uses sources that are credible and highly effective in supporting thesis argument
(14-15) |
Selects and uses sources that are credible and effective in supporting thesis argument
(12-13) |
Uses sources that are credible butselection does not effectively support thesis argument
(11) |
Does not use sources that are credible
(0-10) |
15 |
Integration of Evidence |
Integrates sources within one’s own work consistently at highly effective points in structure of argument
(14-15) |
Integrates sources within one’s own work consistently at appropriate points in structure of argument
(12-13) |
Integrates sources within one’s own work but sources are not consistently placed at appropriate points in structure of argument
(11) |
Does not purposefully integrate required number ofsources at appropriate points in structure of argument
(0-10) |
15 |
Argument Structure |
Demonstrates thesis statement’s connection to all supporting points represented by evidence;applies effective pattern of organization throughout
(14-15) |
Demonstrates thesis statement’s connection to most supporting points represented by evidence;applies effective pattern of organization throughout
(12-13) |
Demonstrates thesis statement’s connection to most supporting points represented by evidence,but applies ineffective pattern of organization throughout
(11) |
Does not demonstrate thesis statement’s connection to supporting points
(0-10) |
15 |
Rules of Grammar |
Easy to read with highly effective application of relevant rules of grammar throughout
(14-15) |
Easy to read with correct application of relevant rules of grammar; errors, if any, are minor
(12-13) |
Ease of read is impeded by some incorrect application of relevant rules of grammar; errors are moderate
(11) |
Difficult to read with incorrect application of relevant rules of grammar; errors are frequent and or/severe
(0-10) |
15 |
Syntax |
Applies correct syntax in developing sentence structure highly effective to essay throughout
(9-10) |
Applies correct syntax in developing sentence structure withinessay
(8) |
Applies correct syntax in developing sentence structure within essaywith few errors
(7) |
Does not apply correct syntax in developing sentence structure
(0-6) |
10 |
Earned Total Comments: |
100% |
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