Argument Analysis
Composition II (ENGL 1213): Argument Analysis
In this course, we will read about different aspects of technology, a current issue of individual, local, and national importance. For the first major writing assignment in the course, you will choose one of our classroom readings to analyze:
Ciampaglia & Menczer, “Misinformation and biases infect social media, both
intentionally and accidentally”
Doctorow, “Writing in the age of distraction”
Lepp, Barkley, & Karpinski, “The relationship between cell phone use and academic
performance in a sample of U.S. college students”
Purdy, “Wikipedia is good for you!”
Shaffer, “Education in the (dis)information age”
Vince, “Why good people turn bad online”
You will have the opportunity to follow this topic throughout the course, so consider what facet of technology might sustain your interest. Technology…
And digital literacy
And ethics
And happiness
And learning or education
And privacy
In the workplace or a profession
Like artificial intelligence
Like social media
Assignment Requirements:
Compose an argument analysis on one of the class readings, including at least a paragraph of discussion of each part of the text:
Thesis or claim
Context, significance, and/or call to action
Organization of ideas
Development of ideas
Quality of evidence or support
Use of appeals
Overall effectiveness
Appropriately develop each paragraph/element of the analysis, at least 5-6 sentences in each
Provide specific textual examples/evidence for at least three elements of the analysis
Cite and reference the reading using APA format
Additional sources allowed, as long as they are documented appropriately using APA format
Use correct grammar and mechanics, as well as vocabulary appropriate for a college-level assignment
❗Assignments should be double-spaced and use Times New Roman 12pt
Assignment Context and Outcomes: Assignment designed to
Analyze college-level readings,
Evaluate the effectiveness of arguments by other scholars,
Synthesize ideas of other scholars, and
Formulate a writing process that includes planning, drafting, revising, and editing.
Argument Analysis Rubric
|
|
1-5 Points |
6-7 Points |
8-9 Points |
10 Points |
|
Thesis or Claim |
Thesis not present or incorrect |
Thesis present, underdeveloped |
Thesis present, appropriately developed |
Thesis present, appropriately developed, including comprehensive or thoughtful detail |
|
Context, Significance, and/or Call to Action |
Context not present or incorrect |
Context present, underdeveloped |
Context present, appropriately developed
|
Context present, appropriately developed, including comprehensive or thoughtful detail |
|
Organization of Ideas |
Organization of ideas not present or incorrect |
Organization of ideas present, underdeveloped |
Organization of ideas present, appropriately developed |
Organization of ideas present, appropriately developed, including comprehensive or thoughtful detail |
|
Development of Ideas |
Development of ideas not present or incorrect |
Development of ideas present, underdeveloped |
Development of ideas present, appropriately developed |
Development of ideas present, appropriately developed, including comprehensive or thoughtful detail |
|
Quality of Evidence or Support |
Evidence not present or incorrect |
Evidence present, underdeveloped |
Evidence present, appropriately developed |
Evidence present, appropriately developed, including comprehensive or thoughtful detail |
|
Use of Appeals |
Appeals not present or incorrect |
Appeals present, underdeveloped |
Appeals present, appropriately developed |
Appeals present, appropriately developed, including comprehensive or thoughtful detail |
|
Specific Textual Examples/ Evidence |
Zero or one specific examples provided |
Two specific examples provided |
Three specific examples provided |
Three specific examples provided, well integrated and including comprehensive or thoughtful detail |
|
Overall Effectiveness |
Effectiveness not present |
Effectiveness present, underdeveloped |
Effectiveness present, appropriately developed |
Effectiveness present, appropriately developed, containing all major points of the analysis |
|
Sources/APA |
No attempt at APA format |
Attempt at APA format, pervasive errors |
Attempt at APA format, minor errors |
Attempt at APA format, very minor errors |
|
Grammar/ Mechanics/ Vocab |
|
Pervasive errors or inappropriate vocabulary |
Minor errors |
Very minor errors |
Sample Argument Analysis Outline
Introduction that develops either the Thesis/Claim element or the Context/Significance/Call to Action element. If you start with the Thesis/Claim element, you still need to cover the Context element somewhere in the assignment.
Body Sections that develop the remaining elements: Organization of Ideas, Development of Ideas, Quality of Evidence or Support, Use of Appeals, and Specific Textual Examples/Evidence. You may follow the rubric order, or you may organize the elements in a way you think is most logical.
Conclusion that develops the Overall Effectiveness element.
*This assignment will not be organized like a traditional academic essay. Feel free to use subheadings for each of the elements of the analysis, rather than an introduction, body paragraphs, and a conclusion.
