Argument Through the Reason of Persons Enthymeme
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Argument Through the Reason of Persons Enthymeme
Writing Essay
Essay Cycles
All of the contractual labor for this class fits into two essay cycles. For each, you will craft a thoughtful persuasive essay concerning food justice using our course readings. You will then have the opportunity to revise these essays based on peer and instructor feedback. In all of the essays you will produce for this class, you should:
Introduce your essay with a paragraph that hooks your reader, establishes the context for your argument, and states your enthymeme.
Develop and organize your argument through the reason of your enthymeme.
This line of reasoning will include
an inquiry into the reason informed by specific evidence
a major counterargument, followed by a rebuttal, and
an earned conclusion.
Credit the ideas of others by including parenthetical citations, and a Works Cited page that lists the sources you cite in your essay. Adhere to the conventions of MLA documentation.
Polish your writing. Aim to write formal academic prose while remaining hospitable to your readers. Adhere to the grammatical requirements of Standard Edited American English, MLA documentation style, and formatting guidelines stated on our class Canvas Page.
Logical Development Requirements
In order to earn an “On Time” grade for this assignment, the essay must:
Respond to a significant question at issue of your choosing that is related to and/or contextualized within the conversations we’ve had thus far this term regarding food justice;
Effectively incorporate at least two (2) of the assigned readings into the “conversation” through the use of direct quotes, paraphrase, and summary
Make an original argument about some problem, disagreement, or gap in knowledge that’s based in the conversations we’ve developed on the weekly discussion boards
To clarify: When I say I want you to write an original argument, I mean that I want you to focus on developing your ideas and your own line of reasoning instead of simply summarizing one of the source’s arguments back at me.
Additionally, you and your peers may use similar questions at issue or make similar claims, but the way you argue the point will be different from theirs. In other words, it is just fine to use the same Q@I as your peers and to make a similar argument. The originality will come through in the way you write the argument.
Include a properly formatted and underlined enthymeme (includes a claim, a reason, and a shared term) that identifies the argument you’re developing
Develop the line of reasoning clearly and logically by providing evidence, analysis, and explanation to support the reason and, if need be, the warrant of your essay.
For our purposes, evidence includes:
Quotes or paraphrases from the assigned readings
Personal anecdotes or observations
Logical reasoning
Analysis of evidence and explanation of your reasoning
Include a strong, thoughtful, and ethical engagement with at least one reasonable counterargument, and then carefully rebut that counterargument.
Earn the claim/conclusion of the argument by clearly explaining and supporting the logic of your premises (the reason and the warrant) and their connection to the claim
- Dan Koeppel: “Can This Fruit be Saved?” (7-14)
- “Preparing for the Future,” United States Department of Agriculture (USDA) Advisory Committee on Biotechnology and 21stCentury Agriculture (25-39)
- “Rice keepers: A Struggle to Protect Biodiversity and a Native American Way of Life,” Winona LaDuke (18-24)
- Stolen Harvest: The Hijacking of the Global Food Supply Introduction, Vandana Shiva (54-56)
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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