Organizational Plan For Video Argument Presentation
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
MY TOPIC IS GUN CONTROL!
I have attached what I have done so far. I’m a firm believer in owning guns as well….
PLEASE READ ENTIRETY<<<<<<<<<
Part 1 – Freewriting prompt:
- What is my topic?
- Why does this topic appeal to me?
- What is my stance on the topic?
- How can I use logos (facts, statistics, expert opinions) to persuade my audience?
- How can I use pathos (emotional appeals) to persuade them?
- How will I establish ethos (credibility) with my audience?
Part 2 – Planning
In terms of organizing your information, consider the following questions. You can make the answers as informal as you like; this planning step is mostly for your benefit, but you should answer and think about each of these questions. However, the more work you do here, the better your connection to your audience will become, simply because you are thinking of them as you work on your Video Argument Presentation.
Part 2 – Planning prompt:
- How can I hook my audience? What exciting sentence or two can I start with to make them interested in my topic?
- Why am I qualified to speak on this topic (ethos)?
- What background will a general audience need to understand my topic?
- What are my main points in my argument?
- How can I organize those points most effectively?
- What is the other side of the issue’s main argument against my side?
- How can I counter that argument? What are the main benefits to the opposition if they adopt your position?
- How can I end my presentation with a call to action? What do I want my audience to do or believe after they see my presentation?
EXAMPLE:
Part 1 – My topic is movie ratings, and this appeals to me because I’m a very squeamish movie goer. I don’t like a lot of violence or gratuitous sex on the screen, so I rely on movie ratings to keep me from having nightmares about body parts being strewn about! I also think back to when my kid was younger, and I wanted to be sure he wasn’t going off to see something that was going to keep us both awake all night! I can use logos by checking into some of the conservative film sites that don’t use spoilers but do let me know how bad the movies will be. They have stats and such and provide specific examples. I think the nightmare aspect is pathos. I’m not a big movie-goer, so I will have to establish ethos through finding good sources as I can’t say honestly that I’ve seen hundreds and hundreds of films in my lifetime. I have my work cut out for me here.
Part 2 – My audience is probably more movie-savvy than I am. I can start the story of seeing a four or five year old being taken into the theater when I saw 1917 earlier this year. The little one had to be taken out rather quickly after the movie started. I kept hitting my husband’s arm and saying, “What are those people thinking, bringing that little boy to this movie! Didn’t they know it was rated R?” He kept hushing me….
I’m going to have to establish ethos by talking about how much research I’ve put into this project… I’ll keep thinking about this!
I want to lead up to my main point. I will start with an overview of movie ratings (super fast because everyone knows about them to some degree) and then dig into the specifics of some of the higher ratings so that my audience understand them the same way I do.
I want to persuade parents to do their research on film ratings so they can preserve the innocence of their children as long as possible. I can talk about the little kid at 1917 walking right by ushers, etc. Someone sold that family those tickets! That’s going to be pathos because I will get some research about how seeing a lot of violence can be bad for little ones.
Of course the First Amendment says we have freedom. I will counter that by saying that little kids need to be protected; they can’t drive themselves to the theaters or pay for their own tickets, so parents have that responsibility
I don’t have a big ticket call to action. I just want parents to pay more attention to what their kids are watching and be informed about what the movie ratings really mean. If I can get them to think more about the ratings, my job is complete.
Part 1: Freewriting
50 to >40.0 ptsExcellent
Student takes full advantage of the purpose of freewriting. They have used the guiding questions to freewrite a full paragraph or more of genuine thought with the goal of discovery.40 to >35.0 ptsDeveloping
For the most part, student takes advantage of the purpose of freewriting. They have used the guiding questions to freewrite responses; however, their paragraph may be short, lack effort, or miss producing genuine thought with the goal of discovery.35 to >0.0 ptsDeveloping
Student has not taken advantage of the purpose of freewriting. They have neglected many of the guiding questions, and their paragraph therefore may be short, lack effort, or miss producing genuine thought with the goal of discovery.0 ptsMissing
50 pts
This criterion is linked to a Learning OutcomePart 2: Planning
50 to >40.0 ptsExcellent
Student answers each question in the planning prompt and demonstrates a clear connection to their audience. Student shows insight, reflection, and strong planning in this paragraph.40 to >35.0 ptsDeveloping
Student answers most questions in the planning prompt and demonstrates a connection to their audience. Student mostly shows insight, reflection, and solid planning in this paragraph, although more thought could produce a stronger result.35 to >0.0 ptsDeveloping
Student does not answer most questions in the planning prompt nor do they demonstrate a connection to their audience. Student paragraph lacks insight, reflection, and planning; more thought is necessary to produce intended results.0 ptsMissing
50 pts
Total Points: 100
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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