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
ENGLISH ESSAY
The question is uploaded below and their is link for variety of sources. The link is available for free internet sources and clown, it is in the uploaded file too.
https://moodle.mcneese.edu/mod/page/view.php?id=1281001
https://moodle.mcneese.edu/mod/page/view.php?id=1281000
attachment
F20101Essay3Argumentwiththeaidofavarietyofsources.docxENGLISH ESSAY
Essay 3 Argument with the aid of a variety of sourcesEnglish 101, Fall ‘20
Overview:
In this essay, you will write an argument that takes a specific position on one of the topics listed below. Your argument will be supported by clear reasoning and at least 3-6 of the sources provided to you by the instructor. You must consider how to present your thesis and support to best convince your audience that your position has merit. *If you feel ambitious, you can try to convince your audience that your position is superior OR convince them to take action.
Topic Choices:
1. Free internet. Those of us in the area struck by hurricanes and a pandemic know how valuable the internet is for getting information, work, and school. Some people believe the cheap or free access is a human right. In this argument, you’ll either argue for or against free internet. Other possible angles to explore: low cost or free for those with certain incomes or in certain situations; whether local, state, or federal governments should be involved in providing internet; rural or urban access; or other issue that comes to you about internet access. Careful, this topic is not about freedom on the internet (though that does play a part in some of the arguments about an internet that is available to everyone for free or at a low cost). The sources are available on Moodle or by clicking here.2. Scary clowns. For this argument, you’ll take a position about clowns and support it. You could focus on whether clowns should be used in hospitals for children, the mysterious clown sightings that continue to happen but got out of hand in 2016, a bigger argument about the nature of clowns, or an argument about what a society’s perceptions of clowns say about that society. One variation your instructor may allow (consult first): Argue to someone who thinks clowns are scary (and who doesn’t have a diagnosed phobia) that they should be seen in another way; or someone who thinks clowns are funny and joyful, that they should be seen as actually scary. The sources are available on Moodle or by clicking here.
Purpose:
–To show your growth in your rhetoric and composition skills.
–To show your ability to read, to take notes on, and to integrate a variety sources to present your argument.
–To practice using logos, pathos, and ethos to develop your own argument.
–To practice fine-tuning a specific thesis that will be one that a reasonable person might agree with and a reasonable person might disagree with (if no one disagrees with your claim, it isn’t an argument).
–To practice backing up your thesis with clear reasons and evidence to support those reasons (ethos/logos).
–To show your awareness about reasonable tone, even if you have strong opinions on your topic (ethos).
–To practice audience awareness.
Audience: General. This includes people who have a mix of backgrounds and opinions. The audience has not read your sources and does not know what you’ve been asked to write about. The audience is not your instructor! What does this mean for your own strategies for composing your essay? The audience will have to trust you and your sources. How do you make this happen? *For the clown variation option if approved by your instructor, the audience will be more specific: either someone who thinks clowns are scary or someone who doesn’t.
Source Use: You will likely have several quotes in your essay since it is a good tactic to show what the sources say. You should keep the quotations as short as possible. You will also demonstrate your summarizing skills. Maybe try a paraphrase? A wide variety of sources have been provided for you to use. You are expected to use at least 3-6 of them to support your argument. Sources must be cited within the essay and on the Works Cited.
It is not about reaching a certain number of sources, but offering proof of your claims that your audience finds convincing. Contact your instructor for permission if you find you want to add some sources that you have found; if permission is given, you will have to provide the articles as files and upload them with your essay.
Style: MLA format, in-text citations, and Works Cited.
Tone: This paper should be semi-formal–not a tux or prom dress, but interview-ready clothes. There will likely be no reason to use the first person (I, we, me, us) or second person (you) in this essay. The reader knows that they are reading your argument and you probably won’t have to address the audience directly “you.” If you find you need to use these pronouns, explain why in your reflections after you finish your draft.
Length: Around 750-1000 words not including the Works Cited
Checklist (also see the one in C&RG on page 30):
Thesis:
Effective writers claim no more than they can responsibly support. If you cannot back it up, you cannot claim it!
The thesis must be debatable and take a side.
Content and Organization:
Introduction: Background information on the subject and show you understand the issue–consider trying to establish common ground so that all audience members are nodding their heads as you then transition into your thesis.
Each supporting paragraph covers one reason that helps prove your thesis and is supported by sources and evidence.
Conclusion: A response to the “so what?” question. Why does your argument matter?
You have chosen an organizational pattern for your argument.
You have responded to counterarguments by showing you understand that there is more than one side to the issue, in at least one supporting paragraph devoted to a concession and/or refutation. Don’t just record the opposing viewpoint; RESPOND TO IT!
Your tone illustrates your reasonableness and is appropriate for academic writing and your audience.
Sources:
You have added at least three sources, one of which must be scholarly. All other sources used can be scholarly or reliable. The sources must be separate articles—you will NEVER have just one article where you pull three different sources from!
You have cited all your sources properly (All sources on your Works Cited must have an in-text citation in the actual paper).
You have not used any words that are not your own without quotation marks and citation.
You have not used any ideas that are not your own without giving clear credit.
If you have paraphrased, you have used your own words and sentence structure and have clearly cited the paraphrase.
If your paraphrase is longer than one sentence, you should introduce it and track it.
The first time you use a source, you should fully introduce it (author, title or other pertinent information about the source that will make your audience believe it is credible!)
The Works Cited is formatted correctly, alphabetical order, hanging indent, and MLA style.
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. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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