1. Roll
2. Questions on BA 8?
3. Survey information (for participation point):
(Screenshot must be emailed by tonight at midnight for credit)
4. Grammar Review – based on Bedford St. Martin’s Top Twenty:
5. Draft 2.1 Editing/Review Session:
- Thesis and topic sentence check (using highlighter)
- Peer Review sheet
- Framing of counterargument
- Sources check
- Cut for organization; Read Backwards
6. Review Draft 2.2:
Reading Textbook: Student introductions to essays in First-Year Writing (p. 409-411, 445-446, 486-487, 528-529, 566-567, and 609-611) Assignment: Draft 2.2 Objective: To expand and revise your argument. Purpose: A few weeks ago, you composed an initial draft of your argument. This assignment enables you to revisit your argument and apply suggestions from your instructors and peers, as well as what you have learned about the language of argument. |
Description: To complete this assignment, you will expand and revise the first draft of your argument, draft 1.1. Also, if you need additional sources, you may use the TTU library and its databases to locate 1 – 4 others, as needed.
Your revisions may include any or all of the following:
• Strengthening, narrowing, or expanding your claim
• Adding additional data to support your claim
• Strengthening your explanation of the theoretical framework of your argument.
• Using more precise language to help persuade your reader of your argument’s validity
The length of your argument should be 1500-2000 words, not including the Works Cited list. Please use MLA format for in-text citations and your list of works cited.
Scoring Guide:
C1—Issue Identification and Focus
Has the student focused his or her argument on a narrow topic? Is the essay argumentative rather than informative?
C2—Context and Assumptions
Has the student considered the contexts of the articles which he or she quotes? Has the student discussed any assumptions which he or she makes about the topic as well as the assumptions which the articles make?
C3—Sources and Evidence
Has the student presented sources effectively to support his or her points? Does the quality of the sources meet the guidelines specified by the instructor? Has the student cited these sources correctly? Is the Works Cited list formatted correctly? Has the student cited all of the sources listed in the Works Cited?
C4—Diverse Perspectives
Does the student consider the counterargument fairly and carefully? Do the articles which the student cites in the counterargument support the counterargument and not the argument?
C5—Own Perspective
Has the student clearly stated an arguable thesis statement? Do the lines of argument provide adequate support for this thesis statement, and is it clear how they support it?
C6—Conclusion
Does the student summarize the main points that he or she has made? Does the conclusion restate the thesis statement in some form (not necessarily in the same words)? How effective is the conclusion rhetorically?
C7—Communication
Is the essay clearly organized and easy to follow? Can you tell which paragraphs are lines of argument? Is it clear how every paragraph helps to develop the thesis statement? How effective is the student’s writing at the sentence level?
7. Course evalulations
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