Corrections To Orginal Essay

Monty Littlefield 21772952 050181 Page 1 6757 N 431 Pryor, Oklahoma 74361 arkphenixgold@yahoo.com�

�

Persuasive Writing

Traits of Good Writing Review pages 164-169 in your study guide for a complete

explanation of the rating you earned for each trait as well as references you can study to improve your writing skills.

Skill Realized

Skill Developing

Skill Emerging

Not Shown

Ideas & Content The writer provided a clear thesis statement and had a clear stance on one side of the issue. There is a clear argument provided with appropriate supporting details and evidence. Essay resembles a compare and contrast essay more than a persuasive essay.

30 28 26 24 22 8 0

Organization There is a clear introduction with a thesis, body and conclusion, with body paragraphs incorporating other patterns of development coherently.

25 23 22 21 19 12 0

Voice The writer interacts with the assigned audience using appropriate, consistent point of view, tone and evidence. Maintains a clear stance on the topic. Paragraphs should state a reason the past was better (or worse) and explain it using appropriate word choices and personal experience. Appropriate word choices explain the reasons for why the past was better (or worse). Personal experience shows how you have knowledge to write on the topic. There should be personal interaction with the assigned audience – a family member with an opposite opinion. You also need to maintain a clear stance on the topic – today’s world being better or worse thank fifty years ago. Again, essay resembles a compare and contrast essay more than a persuasive essay.

10 9 8 7 6 4 0

Word Choice The writer makes correct verb and word choices, defined any terms that may have been unfamiliar, and conveyed a clear message.

10 9 8 7 6 4 0

Grammar & Sentences The writer used correct grammar, spelling, punctuation and sentence structure. Their essay was free of any typographical errors.

10 9 8 7 6 4 0

Format The writer met the required length (1,200-1,500 words). Used a standard font and margins. All of the required header information was present.

15 14 13 12 11 8 0

Exam number: 050181 Exam grade: 64% (Retake form is included below.) Date of evaluation: 3/2/13 Evaluated by: SR

IMPORTANT NOTICE

Monty Littlefield 21772952 050181 Page 2 6757 N 431 Pryor, Oklahoma 74361 arkphenixgold@yahoo.com�

�

�

Along the right-hand side of your evaluated exam, you should see marginal or “bubble” comments from your instructor. You should also see a series of highlighted numbers in the evaluation chart identifying the rating you earned on each trait. If you don’t see this feedback, click on the “View” tab and “Print Layout” or click on “Review” and the option “Final Showing Markup.” If you still cannot see the feedback, please contact the school for the complete evaluation.

REQUIRED RETAKE INSTRUCTIONS ENG100: 050181 “Argument”

Student name: Monty Littlefield Student number: 21772952 Topic: Persuade a family member that the world today is better

than it was 50 years ago

Grade: 64% Date: 3/2/13 Evaluator: SR

Dear Student,

Unfortunately, you earned a failing grade on this first-attempt submission. According to the Academic Policies in the Penn Foster Student Handbook, you must prepare a retake submission. Since the goal of this course is to help you improve your writing, you will continue working with your current submission (same topic), completely revising and editing it at all levels. Merely applying the instructor’s corrections in grammar, spelling, or format will not show sufficient evidence that you have improved your skill level and so will not result in a change to your grade.

Review these textbook page references as well as Chapters 16-17 and the study-unit discussions related to writing an argument essay. The following are key revisions you must make to ensure a passing grade on your retake. If you do not understand how to rewrite your essay in order to accomplish these goals, please contact the school.

• Purpose: Write to convince one of your family members that the world is better today than fifty years ago or your boss that you deserve advancement. Appropriately express your feelings about your position, being considerate of your disagreeing audience (608-611).

• Strong thesis: State a specific thesis which narrows your focus to a particular way the world is better (or type of advancement you seek), establishes a particular claim—something with which your family member or boss would disagree, and gives your primary reasons (559, 593-594, 606-607, 610).

• Effective introduction: Charmingly draw your disagreeing audience into this volatile issue, establish common ground, provide any needed background information, and include your thesis (595, 614).

• Tone: Use a friendly, non-threatening tone (avoid being dogmatic, harsh, sterile) and consistently maintain first-person pronoun use (595, 598-599, 614).

Monty Littlefield 21772952 050181 Page 3 6757 N 431 Pryor, Oklahoma 74361 arkphenixgold@yahoo.com�

�

�

• Well-developed reasons and evidence: Using a logical line of reasoning without fallacies, provide specific evidence to support your claim and explain the relevance/value of each reason as well as the evidence in relation to your thesis (560-561, 574-577, 596-598, 611, 613-615). Appeal to the needs and values of your boss or family member (561, 598-599). Recognize their opposing views by acknowledging, accommodating, or refuting (562, 599, 611-612).

• Satisfying conclusion: Provide a positive final impression for your audience related to your claim, including its significance or broader implications that are personally relevant for your family member or boss, not you (562, 615).

• Editing and proofreading:

Please be certain to include this set of instructions with your retake submission, or there may be a problem completing your evaluation. For electronic submissions, copy and paste them at the beginning of your retake document. As part of your file name, include “Retake” after your last name. Then submit your retake essay for grading. Best wishes on your retake, Instructor Penn Foster College

Comparing Life Today With that of the Past

Introduction

It always boggles the mind how it would have been to have lived in a different time on

earth. One of the most common deliberations is the past, there is a hint how people lived then

and many today strive to apprehend how it would have been like. The future is also a common

reference even though it is shadowed by mystery; hence, people opt to think through the lenses

of the past. This paper assesses the kind of life people lived fifty years ago and compares it with

that of today.

Better Today

�������� �� ��������� � ����� ������� ����� �� � ������������� ������ ������ �������� ���� � ����������������� �������� ���������������� � ������������ �� ������� ���� ������������ �� � �������������

�������� �� ��� �������� �������������� ����� � ���� �������������� ������ ���� ��������� ��� � ����� ������� �� ��� ������ �� �� ������� ������ ��� ������������ �������������� ��� ����� ��������� ��������������������� ��� ������������ ���������� ����������������� ������ ������ ��� ��� ����� ��� ������������� ������ !���� ���� ��”#$%����� �� �������& ��������’����������� ���� ��()”%��� � ��� �� ���*�����+�,�-����� ������������ ��� � ��������� ����������������������� ����� ������� � .������� ����������������� ��� ����������� � ������������� ���� ���� ������� ��� ���/������� � ������ �� ����� �������� ��������������� ��������

Monty Littlefield 21772952 050181 Page 4 6757 N 431 Pryor, Oklahoma 74361 arkphenixgold@yahoo.com�

�

�

Many people are most likely to take this outlook; life is better fifty years on. This is so

because most are living today without much acquaintance to life five decades ago. Those who

were there in their prime these decades ago may however differ with this perspective. Life is

what one takes it, it may be awful for one individual and exiting for another at the same time,

these are the basics of life.

World Peace

Even though there is turmoil in a few select regions of the world today, it is clear that

there is more peace as compared to five decades ago. The prior was a time with many struggles

in many regions of the world. The world was busy healing its World War II wounds and some

continents such as Africa was dealing with colonization. Generally, it was a time of uncertainty,

anxiety and insecurity by many nations. These feelings were bound to be passed onto the people

of these nations.

Fifty years on, the world is relatively safer. The likely hostile parties are well known by

all and barriers have been set to ensure that they can easily be stopped when they try to take any

offensive steps. The formation of the United Nations has also facilitated the peaceful coexistence

of people on earth.

Health Matter

Statistics indicate that the life expectancy in the world has significantly swelled over the

past decades and centuries. This is especially attributable to the fact that health care has

improved over time; hence, people get better care today than they did five decade ago. One of

�������� �� ��0������������ �1����� ������ � � ���� �������� ������� 2� �������������������� ����� ���������0 �2��+������������

�������� �� ��������� � ����� ������� ����� �� � ������������� ������ ������ �������� ���� � ����������������� �������� ���������������� � ������������ �� ������� ���� ������������ �� � �������������

Monty Littlefield 21772952 050181 Page 5 6757 N 431 Pryor, Oklahoma 74361 arkphenixgold@yahoo.com�

�

�

the most important things in life is health; it is even a determinant of life and death. By the sole

reason that much has been achieved in the field, it means that more people will have the

certificate to live more. Would you not want to live in an era where you are guaranteed to live a

better long life than one where people die at a tender age?

Most would prefer the present life, and it makes sense. Advances in the health sector

have ensured that many issues that may arise today linked to the field have got tentative solutions

that can be easily accessed by the masses. Issues such as headaches can easily be resolved.

Technology

Whenever we try to conceive how the future earth will be like, most people deem that

technology will have great influence on life. This perspective was also held by the people of the

world fifty years ago about these current times. Much has been achieved by technology, and still

is. It is clear that technology has a great role in the present times, and is continually playing more

by the passing of days. One of the most significant roles is that of simplifying work for man; as

such, man does not have to strain as much as he did in the past.

In the same way, technology has opened new doors and facilitated other activities as

communication and transport. For instance, the internet has created means through which one

can communicate with another from any location in the world. In the past, one would have had to

travel by plane, which was rare and expensive, to pass a message. This is both time consuming

and inefficient.

Coming Together of Cultures

�������� �� ��0� ���� � ,1�3� ������� �� �� � ���������� ������ ��� � ��� �� �� ���� � ������ � ��������� ���/�������� ������ �� ����� � ������� �����������������������

Monty Littlefield 21772952 050181 Page 6 6757 N 431 Pryor, Oklahoma 74361 arkphenixgold@yahoo.com�

�

�

One of the most notable advances and differences between these two time periods is that

people from different cultures have continually mingled. As it presently stands, anyone can visit

most regions of the globe at any time with ease. This was not the case fifty years ago, people

were skeptical of who visited their land which inhibited mobility and the coming together of

cultures more intricate. Presently, most people are open to the idea of anyone visiting their

nation; in fact, many are trying their best to facilitate this.

There is much to learn from other cultures, it opens one to other possibilities in life by

opening up their mind. Lack of this exposure may mean that one does not progress in life. Today,

many people are competing with others on the global stage. Before, one would only compete and

seek ideas from the society around them which hindered any big steps.

Equality

The past few decades have been marked by the struggles for equality in many areas of the

world. Some of the most notable ones include women struggles for power, the equality of all

nations before the UN, and the offering of a global level kind of health care for all across the

globe. It is sad to imagine that there was a time when all this were not in existence, you have to

go back fifty years back to live though it all. We are fortunate to live in an era where there is

equality far more than just in the mentioned above. It is an era where most can get justice on fair

grounds.

Even though there were equal opportunities for most in society five decades ago, it

cannot be compared to the present times where it has become the norm. Women were

Monty Littlefield 21772952 050181 Page 7 6757 N 431 Pryor, Oklahoma 74361 arkphenixgold@yahoo.com�

�

�

particularly oppressed by the system in the past, and although it cannot be stated that this is not

the case today, they have made major steps in the right direction. One of the most notable areas

with regards to equality is work related. Women have struggled and presently hold same

positions at work as men in most nations.

Better 50 Years Ago

It is factual to state that there are some noble activities that have gone missing in the past

decades. It is a foundation on which some may cite the life from fifty years ago as better than

the present one.

Family Values

It may be cited that the society of today has lost most of their original values. These

values have continually been eroded as time has brought society into new surroundings. The

family tree has lost some of its ideals that ensured that all members lived in harmony with one

another. It has come to an age where there are so many sources of information such as the

internet and TVs that a child can heed counsel. In a way, this avoids the instance where a parent

has time to bond with their children, and consequently ensuring that the family unit is

detrimentally affected by the advancements in the current age.

�������� �� ����������������� ���� �� �� �������� ��������� ������� ������ ������������ �������������� ��� ������� ������� ���4��� ������� ������� ��� ����������������������� ��� ������������ ���������� ��������������� ���������� ��� ����������������� ������ ����������

Monty Littlefield 21772952 050181 Page 8 6757 N 431 Pryor, Oklahoma 74361 arkphenixgold@yahoo.com�

�

�

This goes past the relation between family members and into the entire community. It is

apparent that most people today have to work on most days of the week which lowers any

chances of them getting to know their neighbors and people they live around. Although there is

not much that one gains from these relations, they are building blocks of a healthy lifestyle, and

hence essential to a good life.

Immorality

It is true that immorality has been existent in all ages of the world, but there is a

difference in the levels of immorality. Today, the level of immorality is so high that may have

cited from religious books that it might be nearing the end of the world. Whether it ends or not, it

is factual that the vice is higher than it was a few decades ago. It is apparent when one takes a

look at the material that is presently allowed by the authorities to be passed through the various

channels.

Conclusion

Many people may hold different views on which kind of life was better based on

individual interests. Numerous advancements have made life today better than it was fifty years

ago. From a personal view, anyone can live life today in an outmoded way. They only have to

avoid contemporary advancements. �������� �� ��0������ ��������� ��������� � ����������������� ��� ������ ��������������������5 ����� ��� ������ ������� ���������� ����������������� ��������� ���� ����������� ���������������� ��� ���� ������ ���� ������� ��� ������� � ������� ���� �� �������������� �� ��� �� ���� ����������� ��� � ������ ��������� ���������� ����������6 �� ��� ����

123

L e

s s

o n

8 L

e s

s o

n 8

Writing Arguments

INTRODUCTION

If you’re a student of civil engineering, you may be assigned to write reports in favor of particular construction techniques or materials. As a student in health care services, you might have to present your opinion on scheduling, staff organization, or the approach to public relations. If you’re planning on law school, your education will revolve around mastering the art of clearly communicating a point of view. Even if you merely want to write a letter to the editor, you have to know how to present an effective argument.

That’s why you need to understand not only how to appraise and criticize an argument, but also create one of your own. Mastering the art of argument is a challenge that’s not only worthwhile, but necessary in today’s world. Additionally, it’s sometimes important to be able to refute someone else’s logic and present effective evidence for your own side.

OBJECTIVES

When you complete this lesson, you’ll be able to

n Explain the structure of a sound argument

n Analyze and evaluate an argument

n Effectively use techniques of drafting, evaluating, and creating a sound written argument

English Composition124

ASSIGNMENT 21: READING ARGUMENTS Read the assignment in this study guide. Then, in the Successful College Writing textbook, read Chapter 19, pages 512–541. To test your progress, complete the self-check.

To evaluate an argument, clear thinking is essential. You have to recognize whether the logic is sound and whether examples provide valid support. You’ll also look for emotional appeals, which, while effective, add another element to the presentation. In this assignment, you’ll first learn what to look for when reading or appraising an argument. There are five basic dimensions to an effective argument: a specific issue with two or more opposing viewpoints, a clear claim designating one viewpoint, logical support, definitive refuta- tion of other viewpoints, and a reinforcing conclusion. Consider the following example outlining a sample argument:

n An issue: Neutering family pets

n A claim or assertion with respect to the issue: With exceptions, such as breeding desirable animals for potential customers, family pets should be neutered.

n Support for the claim: Animal control personnel are forced to euthanize thousands of cats and dogs due to the behavior of irresponsible pet owners. Also, discarded and uncared for animals create a public health hazard.

n Anticipating likely rebuttals or refutations of the claim: Some people can’t afford the veterinary bills.

n A conclusion that’s consistent with the claim: Neutering family pets prevents the birth of unwanted animals, which may suffer a cruel fate (based on values); or, unwanted cats and dogs create a tax burden for responsible citizens (based on economics).

Argumentation is an art that most of us start developing as soon as we learn to speak. We usually argue not because we’re angry, but because argumentation causes us to care- fully examine our own and others’ ideas. We weigh conflicting claims; make judgments about the nature of evidence and the procedures of investigation; state our ideas clearly, accu- rately, and honestly; and listen respectfully and critically to

The time to begin writing an article is when you have finished it to your satisfaction. By that time you begin to clearly and logically per- ceive what it is you really want to say.

—Mark Twain

Lesson 8 125

other people’s ideas. Whether speaking, thinking, or writing, we all use argumentation on a daily basis, so you probably already have some skill at crafting an argument. The more you improve your skills in this area, the better you’ll be at thinking critically, reasoning, and weighing evidence—neces- sary skills for all parts of your life.

Like other types of writing, arguments respond to specific situations: a need isn’t being met, a person is being treated unfairly, an important idea is misunderstood, or an outdated policy needs to be reexamined. Therefore, you need to spend time thinking about the underlying situation on which an issue is based as well as thoughtfully examining any assumptions you and your reader might hold.

The text will address the following questions to equip you as both reader and writer when facing an argument:

n What are the best strategies for reading an argument?

n What are the best strategies for analyzing and evaluating an argument?

n How can one best appraise an emotional appeal used to support an argument?

n What are the basic rules of logic and sound reasoning?

Pages 512–513. Your “Writing Quick Start” exercise asks you think critically about the photo of a student protest against tuition increases. With your critique and analysis in mind, you’re invited to write a paragraph that identifies some other issue that may evoke a student protest.

Pages 515–516. As you read “When Volunteerism Isn’t Noble,” the essay by Lynn Steirer, look for the author’s thesis and the basic parts of the argument. Has she presented a well-supported claim on an issue, considered rebuttals, and reached a conclusion? (You may note Steirer’s paragraphs are much shorter than paragraphs in other essays. Such brief paragraphs are common for newspaper articles but are rarely appropriate for academic essays.)

Pages 516–520. Carefully study this section because it comprises the basic information you need to know about arguments. Note that a claim is generally what the writer wants to prove, but there are three kinds of claims—claims of fact, claims of value, and claims of policy.

English Composition126

You may wonder how a fact could be the claim of an argu- ment—if something is a fact, how can it have an opposing viewpoint? The claim of fact is also known as substantiation, because it requires asserting that some new or previously unconsidered bit of information is real and true. For a long time, the average citizen of Western Europe “knew” the earth was flat. Then someone made a claim of fact that the earth is round and provided sufficient support (substantiated the claim), so we now know the earth isn’t flat.

Claims of fact usually defend or refute someone else’s inter- pretation of the facts. Think about the controversy between those who believe evolution (Darwinism) is a fact and those who say creationism is a fact. Each side evidently works with the same facts, but each provides a different argument to support its claim. Sometimes the change in interpretation involves reclassifying information.

Another claim of fact could involve clarifying a definition of a term. The issue of abortion hinges in part on the factual definitions of baby and life. Some say a baby is alive at the moment of conception, while others assert that life begins at the moment of birth. You’ll find that you need to incorporate other strategies, particularly definition, in your argument’s pattern of development.

Another kind of claim is that of value or evaluation (asserting that something has a specific value). These claims ask, Is something right or wrong, beneficial or harmful? Who says it’s beneficial and on what principle, value, or moral do they base that claim? Here’s an example of this kind of claim: The movie The Princess Bride more clearly presents a spoof of chivalry in its varied components than the novel does.

The third category is claim of policy, in which the writer calls for a specific action. Thesis statements establish claims in answer to questions like, What should we do? How are we to act? What policy should we take? What course of action should we take to solve this problem? Note the use of should as part of the verb, a common occurrence in claims of policy.

Review the following three thesis statements. Which contains a claim that can be developed into an appropriate argument?

Lesson 8 127

1. Parents are often too busy to watch television shows with their families, but can monitor their children’s viewing habits with the aid of the V-chip.

2. To help parents monitor their children’s viewing habits, the V-chip should be a required feature for television sets sold in the United States.

3. This paper will describe a V-chip and examine the uses of the V-chip in American-made television sets.

The first thesis offers a general factual statement rather than a claim of fact that needs to be proven (substantiated)—no one will argue that parents have this option. The third example also fails to provide an effective claim about the value of the V-chip and leans toward an informative classification essay. The second sentence is the strongest argumentative thesis because it presents a claim of policy; it clearly states the writer’s position on the issue and suggests that the writer will proceed to prove the necessity of this action.

Support for an argument can be based on reasons; evidence, in the form of facts, statistics, and expert opinion; and emo- tional appeals, which are based on either needs or values. Be sure you understand the differences in the types of support. The refutation, or rebuttal, recognizes that there are other points of view and seeks to disprove or dismiss them. The conclusion makes a final appeal for the original claim.

Pages 520–527. Under the heading, “General Strategies for Reading Arguments,” study the six points for prereading or scanning an essay. These range from appraising the title and checking the author’s credentials to previewing the publication. Apply these to the sample essay. Study the “While You Read” tips, and use them as you read the student essay about organ donation.

Pages 524–529. Among strategies for following the structure of an argument, a graphic organizer works well for following the structure of an argument, and it’s a useful writing tech- nique. Figure 19.1 shows a general graphic organizer for an argument essay. Figure 19.2, on pages 528–529, shows you a graphic organizer for the essay on organ donation.

An alternative to a graphic organizer is a written summary, which you may find more useful depending on your learning style.

English Composition128

Pages 530–541. Strategies for analyzing and evaluating an argument begin on page 530. Study the points, which include the writer’s purpose, the intended audience, definitions of key terms, the writer’s credibility, and the quality of the support, based on the reasons and evidence provided. The information on pages 531–534, including Figure 19.1, is important in recognizing faulty reasoning, whether you’re reading someone else’s argument or constructing your own.

The following are examples of the fallacies the text discusses:

1. Circular reasoning, sometimes known as “begging the question”: Because women are so emotional, they express their emotions more quickly than men. (You may not use the same premise for both the cause and its effect—emo- tions cause emotions.)

2. Hasty or faulty generalization: I’ve talked to several peo- ple in Minnesota and thereby discovered that Minnesota is in favor of handgun laws. (This judgment or conclusion about the views of an entire state is based on insufficient or inadequate evidence.)

3. Sweeping generalization: All Italians like pasta and drink Chianti. (Without sufficient evidence, this assertion illogi- cally applies a characteristic of some Italians to the entire ethnic group.)

4. False analogy: Just as the British Empire depended on their colonies, modern corporations depend on trade with different nations. (Comparison of things that have little or nothing in common, particularly no significant common points: The structure of British colonialism isn’t compara- ble to international corporate trade.)

5. Non sequitur: Because Marianne likes dining out, she’s an accomplished cook. (Asserting that Marianne can cook merely because she like dining out incorrectly assumes that the one causes the other. Indeed, one reason she likes dining out might be that she can’t cook well.)

6. Red herring: Some say that violence on television promotes violence, but what little boy doesn’t like to play cops and robbers? (This premise begins by pointing out the effect of watching TV violence but then switches to a completely different idea, raising a side issue about what boys like to do. The switch distracts the audience from the actual point.)

Lesson 8 129

7. Post hoc fallacy, also known as faulty cause-and-effect: “After President Jones raised taxes, the rate of violent crime went up, so he’s responsible for the rise in crime.” (This fallacy applies whenever the writer assumes that events in a given sequence are related in some signifi- cant way, merely because one immediately followed the other. Here the writer concludes without evidence that the first event caused the second event [raising taxes caused the increased crime rate].)

8. Either-or-fallacy: If you don’t support Second Amendment rights to gun ownership, you’re opposed to the Constitution. (The writer assumes there are only two choices applicable to the complex situation—if you want to prove you support the Constitution, you must support the Second Amendment—as if there were no other options.)

Clearly, fallacies are assertions that contain some defect in reasoning, thereby weakening the argument and calling the credibility of the writer into question. Sometimes you may find it difficult to identify a specific kind of fallacy, but you’ll know that something doesn’t quite add up. For this course, don’t spend too much time trying to differentiate each kind. Instead, work on spotting statements that don’t make sense, lack sufficient support, or don’t clearly connect to the claim.

Once you’re familiar with these fallacies, look for faulty reason- ing when you read. Television or radio advertisements, political columns, Internet discussion boards, and letters to the editor in the newspaper are good places to find examples. Keep the list handy as you read, and write down some examples.

Page 533. Study the checklist shown in Table 19.2 care- fully, and refer to it as you read the essays that follow it. You may want to flag this page—it will be helpful after you draft an argument. You may already be familiar with the process of synthesizing ideas from various sources. Study the list of questions presented, and plan to use it as you read the opposing arguments in the essay assignment.

Pages 534–541. Read the two essays for and against multi- tasking, and use all your skills to sort through the tactics used in each. Check the writers’ credentials and watch for sound logic, emotional language, and any of the common fallacies you’ve studied.

English Composition130

To apply your hard-earned skills, you’ll read two essays. The first of these is “How (and Why) to Stop Multitasking,” by lead- ership consultant Peter Bregman. Using humor and a light touch, Bergman argues against multitasking. He lists six dis- tinct advantages he reaped from his (nearly complete) escape from compulsive multitasking, claiming in his sixth point that there was no downside. Some 10 days later, in a different venue, David Silverman wrote “In Defense of Multitasking.” In an essay that set out to refute Bregman, he denied the charge that multitasking reduced IQs and attentions spans. In sup- port of his thesis, he listed four pro-multitasking arguments. While analyzing both essays, you may find it interesting to consider what you’ve learned about learning styles, including your own. In the Bregman-Silverman debate, where would your sentiments lie?

Required Journal Entry 12: Argument

Analyze: Review the essay by Peter Bregman on pages 534–536 and the essay by David Silverman on pages 537–539. Respond to the two viewpoints using either the compare/ contrast or the classify/divide pattern of development. Review Chapters 12 and 13 if necessary. (Open, list)

React: React to this thesis: “Reducing multitasking to a minimum reduces the stressful dehu- manizing effects of compulsive multitasking.” Don’t immediately choose to agree or disagree. Instead, explore in the entry your feelings and beliefs, both agreement and disagreement, until you reach a point of conviction, showing yourself coming to a place where you strongly agree or disagree. (3 paragraphs, 5 sentences each)

Lesson 8 131

Self-Check 21

1. Exercise 19.1, on page 517: Write two different claims for two of the five issues.

2. Exercise 19.2, on pag 519: Choose two items and write a justification for their purchase, explaining the benefit to the children.

3. Review the essay by Peter Bregman on pages 534–536. Under “Examining the Reading,” respond to all four items. Under “Analyzing the Writer’s Technique” on page 536, respond to all three items. Under “Reacting to the Reading” on page 537, respond to all four items.

4. Review the essay by David Silverman on pages 537–539. Under “Examining the Reading” on page 539, respond to all four items. Under “Thinking Critically about Text and Visuals” on page 540, respond to all seven items.

Check your answers with those in the online Self-Check Answers supplement.

English Composition132

ASSIGNMENT 22: WRITING ARGUMENTS Read the assignment in this study guide. Then, in the Successful College Writing textbook, read Chapter 20, pages 542–571. To test your progress, complete the self-check.

In this assignment, you’ll learn the art of argument by prac- ticing it. A properly conceived argument makes a point, and the sharper the point, the better the argument. An effective argument provides logical, coherent, evidence-based support for a specific claim.

Pages 542–543. The “Quick Start” exercise on page 542 establishes the groundwork for writing an argument. Study the image of an ad on page 542, and then create a thesis for a brief argument that would use evidence and emotional appeals to support it.

Pages 544–567. This section defines the nature and char- acteristics of a sound argument. Read the argument by writer-columnist William Safire, “Abolish the Penny.” While the piece is cleverly written and laced with humor, don’t think Safire isn’t serious about his thesis. When you assess his argument, ask yourself if his claims seem to be fact- based and if they support a sound argument in favor of abolishing the penny.

Again, your text describes the characteristics of argument essays, but in more detail for the writer (not the reader) of the argument.

n The thesis defines the scope of the argument—its topic and claim. A claim states the writer’s position on the issue. State your claim in your thesis at the outset of the essay.

n An effective argument is designed for a specific audience. Be sure you know who your audience is.

n Provide convincing support.

n Use logical reasoning in your argument. Show that you understand the difference between inductive and deduc- tive reasoning.

Lesson 8 133

n Use emotional appeals carefully, particularly by address- ing the audience’s needs and values.

n Recognize the opposing views. It will not only address your opponents’ concerns, but also strengthen your argument.

Take time to review “The Basic Parts of an Argument,” on pages 514–520 in Chapter 19 before reading further. As mentioned, the parts you sought to identify when reading arguments are also the foundation for writing arguments. Then return to the summary outline here.

The following is an in-depth look at each part of an argument and the thinking involved in it for the writer.

Thesis: Establishing a definitive claim in a thesis statement is essential for a successful argument. But, you may ask, what exactly should a writer consider when developing one?

1. For an argument, the thesis must be debatable. To be sure there’s an opposing view for your thesis (someone with whom you’ll argue), you should write both a thesis and an antithesis. An antithesis is a statement that takes a position opposite of your thesis. You play the devil’s advocate to your own claim. If you can create an antithesis, your thesis statement is debatable because it takes a stand on one side of an issue. However, if you can’t create an antithesis, then your thesis needs further revision to make it argumentative. Here’s an example:

Thesis statement: Term limits would improve Congress by bringing people with fresh ideas into office every few years.

Antithesis: Term limits would harm Congress because elected officials would always be inexperienced and less informed.

2. Your thesis must be properly narrowed, containing a focused purpose appropriate for the length of the writing. A claim that’s too broad or vague allows the paper to run in too many different directions and makes it difficult for you to keep control of it and for your readers to make sense of your discussion. If a reader’s first response is, “So what?” or “How do you figure that?” or “Why?” then your thesis doesn’t make a significant point. You need to clarify the issue, establish a relationship between the claim and the issue, or connect to a larger issue.

English Composition134

If a reader’s first response is “how?” or “why?” your thesis may be too open-ended without enough guidance for the reader. You then need to give the reader a better take on your position right from the beginning.

For example, the thesis “Drug use is detrimental to society” lacks focus for a three-to-five page essay because it doesn’t identify what kind of drug use is detrimental (does it include prescription drugs?), how and why that use is detrimental (health or socioeconomics?), or who’s affected (every person?). A better focused thesis would be “Illegal drug use is detrimental to teenagers because it encour- ages gang violence.”

To focus your thesis, ask yourself questions like, What do I hope to accomplish? Why are the issue and my claim important? What benefits would be realized? What prob- lems would be eliminated? What questions would be answered? How would other people be affected? What obstacles must be overcome? Of course, you must decide on only one type of question your argument answers and how. If you try to cover more than one of these questions, your thesis will be too broad. Here’s an example of a vague thesis and what a narrowed focus might look like:

Vague: Censorship of the Internet would be wrong.

Clear: Censorship of Internet chat rooms would unfairly limit free speech.

3. Your thesis statement must be precise. This characteristic is related to ensuring a focused purpose, but now you examine each word. If your thesis contains vague words like good or successful, work on the answer to why some- thing is “good,” what specifically makes something “successful,” and how you as the writer define good or successful. Avoid judgmental words, such as wrong, right, good, bad, and immoral. Although you’ll use emo- tional appeal later in your argument, your thesis must be as objectively stated as possible, particularly if you’re writing to a negative audience. You don’t want your read- ers to reject your idea before they’ve read more than your introductory paragraph.

Lesson 8 135

For instance, the statement “Pollution is bad for the environment” isn’t debatable because it lacks focus and precision. First, the word pollution connotes that some- thing is bad or negative. Further, all studies agree that pollution is a problem; the disagreement isn’t about its “badness” but about the impact and scope of the pollu- tion problem. Two possible, debatable theses for this issue are “At least 25 percent of the federal budget should be spent on limiting pollution” and “America’s antipollution efforts should focus on privately owned cars.”

4. The thesis must be audience-driven. Knowing your audience for an argument is more important than in any other pattern of development. (Note that there are three possible types of audience for any argument.) You must be aware of the audience in terms of what they need to know about you. Once again, apply a questioning approach for this aspect of preparing a thesis: What is my authority or experience in arguing this issue? How well do my reader and I know each other? What is my reader’s age, educational background, occupation, marital status, political preference? How does it apply to my issue? What might the reader stand to gain or lose? What’s the reader’s impression of me, especially my integrity, knowledge, and reliability? How well does the reader understand the issue?

Here are three problematic thesis statements. Each needs rewriting—do you know why?

n Since the digital age came to be, many people consider themselves photographers only because they own a nice camera.

n While police entrapment has been somewhat helpful in making our community a safer place to live, it actually does more harm than good.

n I’m going to tell you the truth about the disgusting thing called cigarettes: some can’t live with them, and some think they can’t live without them!

In the first, the writer needs to clarify the type of camera and provide a more concrete designation than nice. In addition, which type of people and how many people consider them- selves photographers? What is the definition of photographer for the purpose of this essay? What does came to be mean?

English Composition136

The second thesis is also too vague, although it’s more objec- tive than the first one. The reader, however, is probably asking what the writer means by “police entrapment,” which community or type of community is involved, and to whom the harm was done.

Although the passion is strong, the third statement is hostile (“I’m going to tell you”) and negative (“disgusting”). The writer doesn’t appear to consider the other side in a serious manner and virtually eliminates the possibility of debate by implying that this way of thinking is the only right way to think. Finally, the thesis’s “truth” is that some need cigarettes and others won’t have anything to do with them. However, this isn’t a debatable issue; society already accepts the addiction of some and the distaste of others as fact.

Return to Chapter 6 if you need to brush up on additional techniques for developing a focused thesis containing a specific point about an issue. Remember that even after your questioning, you’ll have a “working thesis,” which represents the argument that you currently think you can support with evidence. It won’t be until you put your ideas in writing and explain to a reader the relationships of your support to your thesis that you’ll gain a better understanding of what you want to prove and what you want the reader to understand and do. Frequently writers reach the end of their draft and only then realize exactly what they want to say. So don’t be surprised if you finish your essay draft and find it doesn’t seem to go with the thesis. You’ll refine your thesis several times before reaching a final product.

The strength of your support, and your use of it, can make or break your argument. Without it, your argument doesn’t carry much weight. The text identifies support here as a mix of reasons, evidence, and emotional appeal.

Reasons: premises or assertions. The first level of support involves establishing statements that will make up your argu- ment. Although the textbook refers to these statements as reasons, they’re also called assertions or premises. Each premise develops one reason or point you’ll use to defend your thesis. Based on the purpose or claim in your thesis, you should prepare a list of premises for which you have relevant evidence or for which you believe you can gather such support—before drafting your argument.

The more assertions you can brainstorm at the beginning of the process, the more likely you are to identify and clarify your thinking and rationale. You’ll return to these after writing a

Lesson 8 137

first draft once your line of reasoning is clearer to you. Remember to include a few assertions that appeal to your audience’s needs and values. Choose the premises which address the most important aspects of the one issue. You won’t be able to argue each possible point, however, so pick what you’re certain will convince your audience and what you can support. Generally, each assertion acts as the topic sen- tence for a paragraph in your argument. By keeping this fact in mind, you can avoid the fallacy of sweeping generalizations which you won’t be able to support adequately.

Logical order. Once you’ve chosen the most important and significant arguments, decide on your line of reasoning. Part of that decision includes choosing an order of organization: general to specific, most to least important (or vice versa), or weakest to strongest. You’ll also consider when and where you’ll use inductive or deductive reasoning. You can choose to follow one type as your overall structure for the argument or apply it to the development of a single paragraph.

Inductive reasoning moves from specific observations to a broader premise or theory; consequently, we sometimes call this a “bottoms up” approach. It tends to be open-ended and exploratory, particularly when identifying observations and a pattern. The TV drama House features a doctor who is a master of inductive reasoning when diagnosing the causes of a patient’s illness.

Deductive reasoning is a more narrow or focused approach, which works in the opposite order, from the general to the specific, using a “top-down” approach. It begins with a theory (the claim or premise). That theory is then narrowed into more specific hypotheses (assertions) that can be tested. In testing those assertions, observations or specific data are collected. The goal of the process is to confirm (or not confirm) the writer’s theory. Continuing the House application, the team of interns generally applies deductive reasoning to the theory the doctor has inductively reached.

Evidence. Up to this point in the process, you’ll have established a working thesis and a set of logically sequenced arguments. You now make decisions about the support for each argument. Be careful not to allow your excitement about a particular fact or reason to guide your choice of evidence, but instead support the thesis and its arguments. If you start with the support, it’s easy to fall into the trap of writing an essay that mostly summarizes what other people think instead of proving your position on the issue.

English Composition138

Your purpose and audience are the primary considerations guiding your choice of support. Although some of the support can be facts, most arguments need other kinds, as well, to persuade the reader. After all, if an issue could be resolved simply by looking at “the facts,” people wouldn’t be arguing about it. Support for your claim can come in many different forms, including stories to illustrate the point, definitions for clarity, statistics and expert testimony, and appeals to the audience’s needs or values. You must choose from your evidence the most relevant and most persuasive material. Remember that your goal is to be seen as a credible writer— one the reader believes is objectively presenting a position using straightforward evidence.

n Provide the reader with support appropriate to each argument. If you’re developing a claim about the benefits of changing game-attendance policies at a local university’s gymnasium and you start a paragraph with “Moving the student section closer to the court will raise player perform- ance,” you must choose support developing that argument. You wouldn’t develop it with evidence about how much more money the school could raise by letting more students attend games for free. Instead, you could support this argument with information about how fan support raises player morale, which then results in bet- ter play.

n Use reasons, evidence, and emotional appeals in a bal- anced manner. If you use emotionally charged language or examples simply to upset or anger an audience, you’re using emotion illegitimately. Carefully review Chapter 16 regarding emotional appeals. Remember what you’ve learned about connotations, because word choice influ- ences an argument’s emotional appeal. You want the reader to argue against your ideas and thinking, not your word choice. Here are some example considerations:

â Should I speak of “drunk” or “intoxicated” drivers?

â Should I call them a “menace” or a “concern”?

â Should they be “thrown into jail” or “incarcerated”?

â Do we need to “teach them a lesson” or “make them aware of the consequences of their actions”?

The first term or phrase suggests a negative connation, whereas the second is the more objective phrasing you should use.

Lesson 8 139

Explanation. A good argument explains how each piece of evidence relates to the claim and shows its value and relevance. That means that each paragraph of your argument makes explicit the connection or relationship between the evidence and argument, as well as the argument and the claim. After you introduce evidence into your writing, you must explain its significance and function. What turns a fact or piece of information into evidence is the connection it has with a larger claim or argument. Evidence is always for or against something, and you have to make that link clear.

Don’t expect your audience to read your mind or figure out what you mean. You must clearly spell out the connections you made when you chose your evidence and decided where to place it in your paper. After all, if your readers are confused, you’re not going to convince them to agree with you. They’ll just stop reading. Here’s where you apply the art of connec- tive discussion, organization, transitions, and strategies from other patterns of development, including definition of terms, classification and division, and causal analysis.

However, how do you make sure the connections are clear to your reader? Ask yourself questions like those below. Answering them can help you explain how your evidence is related to each assertion and to your overall argument.

1. But so what? Why is it interesting? Why should anyone care?

2. What does this information imply?

3. What are the consequences of thinking this way or looking at a problem this way?

4. I’ve just described what something is like or how I see it, but why is it like that?

5. I’ve just said that something happens—so how does it happen? How does it come to be the way it is? Why does it happen?

6. Why is this information important? Why does it matter?

7. What example could illustrate this point?

When moving from one premise or type of support to the next, use transitions that indicate addition of information to what is already present: equally important, further, furthermore, in addition, moreover, and then.

English Composition140

Finally, before beginning your first draft, create an outline to guide you. The following is one example. Your textbook will also provide some guidance.

1. Claim: Distance learning allows the students, rather than the institution, to fit college studies into their lifestyle.

2. Premises: Students who are parents appreciate the flexi- bility in completing required activities. Students who are disabled or without transportation can earn credit from home. Online instruction suits different learning styles. Reduced travel means cost savings.

3. Evidence: The evidence can include quotes from students, personal experiences, and descriptions of how distance- learning programs are set up.

4. Explanation of the value of the evidence: This can include information on the people you’re quoting, comments about the increasing number of nontraditional students, and explanation of how distance learning is more convenient.

You may wonder why you write your first draft without wor- rying about opposing views. First, remember that the writing process is circular. You’ve already considered the opposing side in a general way when developing your thesis. Also, you write the first draft to develop your line of reasoning so you’re clear about your reasons and evidence supporting your claim. Once you know that, you’re better able to anticipate and over- come objections specific to that line of reasoning.

Both kinds of development are essential. You must show that your own ideas are clear, reasonable, and solid. You must also show how your opposition’s case is weak. If you can show that your case is strong and the opposition’s is weak, chances are excellent that the reader will be on your side at the end—and that’s your goal.

Refutation. Refutation shows that you’ve thought through the ramifications of your claim and aren’t blindly arguing just to disagree. Rather than just saying your opponents are wrong, take on their opposing ideas yourself. Refute the other side’s thinking by pointing out errors in the opposition’s logic, assump- tions, and/or interpretation. What they claim isn’t necessarily wrong—usually, in fact, it’s their supporting ideas that are wrong, irrelevant, or insufficient. Connotations and clarity are key factors guiding your word choice.

Lesson 8 141

Here are two examples:

n Poor, negative rebuttal: Some people may say that adoles- cents shouldn’t leave university education; however, they’re wrong. (The people themselves aren’t wrong; examine the underlying assumptions instead.)

n Strong, convincing rebuttal: Some people may say that adolescents should remain in university education because they’re not physically and psychologically mature enough to cope with the problems of the real world. However, they neglect the fact that adolescents are mature enough to vote, drive, and hold a job. That shows that adolescents are considered physically and psycho- logically mature at the same time they’re in college.

Recognizing opposition: Recognizing the other side’s view is different from refuting in that you don’t focus on the weak- nesses in reasoning. Instead, you show that you understand your audience’s possible objections by either acknowledging the existence of another viewpoint or by accommodating one of your premises to incorporate correct reasoning from the other side. In other words, acknowledging usually involves pointing out that the opposition’s argument is irrelevant to the topic—that what you’re discussing isn’t what they’re trying to prove. Accommodating can be considered a compromise— to a certain extent, the opposition has a basis for thinking the way they do and you include something of that basis in your discussion.

Look at the first claim in Exercise 20.3 on page 549, which is a claim of policy: “Public school sex education classes should be mandatory because they help students make important decisions about their lives.” What are some of the views opposing this claim? How can you recognize that opposition?

1. Possible opposing argument: Sex education may expose children to information that parents may wish to with- hold until the children are older.

n You could accommodate the opposition by propos- ing parental waivers or identifying a specific age for the sex education.

n You could refute the opposition by showing that educators can’t know what parents have already told their children and at what age they do so. Or you could provide evidence showing that most children already know more than their parents have told them.

English Composition142

2. Possible opposing argument: Sex education sends the signal that sex is acceptable behavior for teens.

n Acknowledge the position by saying that that may be a danger but isn’t the intent of the education; no one can determine how teens might actually perceive such education.

n Accommodate it by noting that parents have the authority to tell their teens whether it’s acceptable or not.

n Refute it by using statistics that show most teens experiment with sex. Then include the statistics on the resulting disease and pregnancy, and explain that teens need to learn how to protect themselves against disease and pregnancy.

Usually, you don’t refute, acknowledge, and accommodate each opposing view, but use one type per premise.

One problem common to student writing is that the readers can’t clearly see the places where it switches from supporting to addressing the opposition. Instead they’re puzzled because it seems the writing is now arguing against itself. As with all writing, the logical flow of information is very important. The way you phrase your disagreement must enable your readers to follow your argument even as you clearly indicate you’re now discussing the other side. Some of the phrases and words commonly used to accomplish this purpose are

n Opponents of this idea claim / maintain that . . .

n Those who disagree / are against these ideas may say that . . .

n Some people may disagree with this idea because / such as . . .

n They put forward this idea because . . .

n They claim that . . . since . . .

As you move from the opposing view back to your argument, use transitions that indicate contrast or exception, such as however, but, nevertheless, nonetheless, notwithstanding, in contrast, on the contrary, still, yet, and on the other hand.

Lesson 8 143

Review Chapter 7 for the characteristics of strong introduc- tions and conclusions, the bridges readers use to enter and leave your argument. The introduction entices them, and the conclusion helps them step away from it with a sense of com- pletion. In an argument, these can be the most difficult parts of the paper to write, because you’re constructing the framing around your reasoning.

The conclusion. Writers of arguments frequently begin the first draft with a brief, sterile introduction, often just the thesis. Only after the draft and conclusion are written do they clearly see why and how their analysis and information should matter to the readers. Consequently, we’ll first look at the conclusion, which will then guide us into developing an appropriate introduction.

The conclusion is your chance to have the last word on the subject, the final say on the issues you’ve raised in your paper. It’s also your opportunity to make a good final impression and to end on a positive note. Here are some strategies for a strong close for your argument in the concluding paragraph:

n Open with a strong clause moving logically from the previous paragraph, your last premise, rather than begin with an unnecessary, overused phrase such as “in con- clusion,” “in summary,” or “in closing.” Although these phrases can work in speeches, they come across as wooden and trite in writing. Let the force of your writing logically flow into the closing.

n Reemphasize your thesis (which you first stated in the introduction). Although you may like keeping your read- ers in the dark until the end and then wowing them with your main point, readers expect an analytical closing reinforcing the thesis stated up front (not a mystery). Don’t end with the same or a slightly revised thesis statement that says, “That’s my story and I’m sticking to it.” Your goal is to give the same claim but in a different way, more creative or reflective than the phrasing used in the introduction, so you push your ideas forward.

n Summarize the key points of your argument with confi- dence and help the reader make a connection from the argument to the issue by showing the significance, impact, or broader implications of your thinking. The conclusion isn’t the place to make a last-ditch appeal by introducing a new assertion or more evidence, which just creates confusion. Use the conclusion to wrap up your thoughts, demonstrate the importance of your ideas, and propel your reader to a new view of the issue.

English Composition144

n Be your readers are glad they read your argument by showing the issue in some personally relevant way that enriches their lives. Avoid descending into sentimental, emotional appeals that are out of character with the rest of your analytical argument.

The introduction. The introduction of your argument con- tains your first words to the readers—their first impression of your argument, your writing style, and the overall quality of your work. Your introduction must engage your readers in the issue and impress them with your competence, so they’ll continue reading. A vague, disorganized, error-filled, off-the- wall, or boring introduction doesn’t deserve their attention, and it won’t get it.

Chapter 7 offers many ways to charm your reader with your opening lines. Opening with a compelling story, a fascinating quotation, an interesting question, or a stirring example can help your readers see why this issue matters and can serve as an invitation for them to join you for an interesting intel- lectual conversation.

To ensure you make a good impression and build the readers’ confidence in you, the introduction should reveal the issue, your position on the issue, the importance of your position, and the general structure of your argument. Introductions for arguments often give brief background on the issue to show the nature of the controversy or an example to show its significance. Introductions also provide the readers with a general road map for the argument you’ve developed.

Pages 553–557. In the context of visualizing an argument essay, you’ll read a piece by writer-photographer Lisa M. Hamilton, “Eating Meat for the Environment.” In what appears at first to be a paradoxical assertion, the author states that while we should eat less meat, we should (at the same time) eat more of it. In support of this idea, her argument goes like this: Factory farming is environmentally destructive. No doubt about it. However, eating pasture- raised meat is a worthy ideal since animal waste ends up as fertilizer that sustains soils and adds little or nothing to greenhouse gas emissions. So what is her actual thesis? That’s for you to figure out. You can do that by studying Figure 20.1, which is a graphic organizer for the Hamilton essay.

Lesson 8 145

Pages 556–567. Here’s your guided writing assignment. Appraise it in terms of the material already presented in the extended overview provided in this part of your guide. Keep in mind that all of this is aimed at helping your write an “A-list” argument essay.

Pages 568–571. A “Students Write” feature concludes this chapter assignment. Read “Pull the Plug on Explicit Lyrics” by James Sturm. You may well find the topic interesting, if only because it wrestles with a controversial thesis. As usual, the highlights should be helpful. Note Sturm’s thesis state- ment. Note that after accommodating possible refutations of his thesis, he gets specific in paragraph 7. There he sets us up to consider three opposing viewpoints, on which he elaborates in paragraphs 8 and 9.

English Composition146

Self-Check 22

1. Exercise 20.1, on page 547: Choose two of the five issues for your response.

2. Exercise 20.2, on page 548: Choose two of the five issues for your response and complete the exercise as instructed.

3. Exercise 20.3, on page 549: Choose one of the three claims and discuss arguing it before the three kinds of audiences.

4. Exercise 20.4, on page 553: Follow the instructions, making sure you address both claims 2 and 3 from 20.3.

5. Review the “Student’s Write” essay by James Sturm on pages 568–570. Respond to all three items under “Analyzing the Writer’s Technique.” Under “Thinking Critically about Argument,” respond to all five items. Under “Reacting to the Reading,” respond to all three items.

Check your answers with those in the online Self-Check Answers supplement.

147

Lesson 8 Examination: Argument Essay

Objective

To prepare an argument essay of 1,200 to 1,500 words that also uses another pattern of development.

Topic

Choose one of the following:

n Persuade your employer that you deserve a raise.

n Persuade a family member that the world today is better than it was 50 years ago. Alternatively, you may choose the opposite stance of persuading a family member that the world was better 50 years ago than it is today.

Patterns of Development

Argument in combination with at least one other pattern of development

Purpose

The purpose is twofold:

n Persuade the reader to agree with the writer’s position (primary purpose)

n Express the writer’s feelings about the reader taking action on the topic (secondary purpose)

Audience

As designated with topic, but write to a disagreeing audience. (Do not write to an agreeing audience or to a neutral or wavering audience.)

E x

a m

in a

tio n

E x

a m

in a

tio n

Examination, Lesson 8148

Process

1. Applying the requirements given, work through pages 558 to the middle of 560 in the section “Generating Ideas and Writing Your Thesis.” Skip the section titled “Researching the Issue.” Narrow your focus appropri- ately for the assigned length before attempting to develop the essay.

2. Continue the “Guided Writing Assignment” with “Developing Your Thesis and Making a Claim” on pages 560–565. Incorporate at least one other pattern of development to explain some type of support for your argument. Also use strategies from other patterns of development as needed to accomplish your purpose.

CAUTION: The essay requires evidence only from your experience, not evidence from outside sources. See the Plagiarism Policy, which will apply to any student using information irresponsibly.

3. As part of the revising and editing analysis, you must make any necessary changes to your work to meet the assigned requirements.

4. Prepare the final draft of the essay according to the exam submission format from the Course Information section. Submit only the final, polished draft for grading.

Submitting Your Assignment

To submit the assignment, follow these steps:

1. Type the assignment.

2. Save the document.

3. Go to your Student Portal.

Essays must be typed, double-spaced, using a standard 12-point font and left justification. Use 1- inch margins at the top and bottom and 1.25-inch margins for the left and right sides of the document. Each page must have a properly formatted header containing your name, student number, exam number, page number, mailing address, and e-mail address (see page 6 for an example). Name each document using your student number first, then the six-digit lesson num- ber, and finally your last name (for example, 23456789_050177 Doe). Save each as “File Type: Rich Text Format,” regardless of your word-processing program.

Examination, Lesson 8 149

4. Go to My Courses.

5. Find the section for this project.

6. Click on the Take Exam icon.

7. That will bring up a Browse menu. You must then find where you’ve saved your work in your computer. The writing should have been saved under your student number_exam number_last name_first name. Your exam number for this assignment is 05018100.

8. Click on the exam.

9. Click on Open.

10. Enter a correct e-mail address.

11. Click on Upload file.

12. There’s no need to worry about the project sheet. The instructor will add one for you.

13. You’ll receive an e-mail within 24 hours that tells you the exam has been received. You’ll notice a label indicat- ing RCD on your record next to that exam until a grade is posted.

14. Exams are evaluated within five days of receipt, although sometimes they’re evaluated sooner.

15. You’ll receive the evaluation and exam with comments from an instructor by clicking on View Exam Results once you see your grade posted.

If you choose to mail the project, here’s the address:

Penn Foster Student Service Center 925 Oak Street Scranton, PA 18515-0001

Evaluation Rubric

The following rubric will be used to evaluate your work.

The Penn Foster Student Service Center is under contract with Penn Foster College.

Examination, Lesson 8150

Traits of Good Writing

Review your study guide for an explanation of the traits.

Skill Realized

Skill Developing

Skill Emerging

Skill Not Shown

Ideas and Content The writer provides a clear thesis statement and has a clear stance on one side of the issue. The argument is a clear, with appropriate support- ing details and evidence provided.

30 28 26 24 22 15 0

Organization There is a clear introduction, with a thesis, body, and conclusion. Body paragraphs incorporate other pat- terns of development coherently.

25 23 22 21 19 12 0

Voice The writer interacts with the assigned audience by using appropriate, con- sistent point of view, tone, and evidence. The essay maintains a clear stance on the topic.

10 9 8 7 6 4 0

Word Choice The writer makes correct verb and word choices, defines any terms that may have been unfamiliar, and con- veys a clear message.

10 9 8 7 6 4 0

Grammar and Sentences The writer uses correct grammar, spelling, punctuation, and sentence structure. There are no typographical errors.

10 9 8 7 6 4 0

Format The writer meets the required length (1,000–1,200 words), and uses a standard font and margins. All the required header information is present.

15 14 13 12 11 8 0

Exam number: Exam Grade: Date of evaluation: Evaluated by:

Important note: Along the right-hand side of your evaluated exam, you should see marginal or “bubble” comments from your instructor. You should also see a series of highlighted numbers in the evaluation chart identifying the rating you earned on each trait. If you don’t see this feedback, click on the “View” tab and “Print Layout,” or click on “Review” and the option “Final Showing Markup.” If you still cannot see the feedback, please contact the school for the complete evaluation.

Argument Essay