Overview This prompt, in addition to the “Argument Analysis,” “Rhetorical Analys

Overview
This prompt, in addition to the “Argument Analysis,” “Rhetorical Analysis,” “Toulmin Analysis,” and “Analysis Template” Pages, will serve as the guidelines for the third essay for this class.
In the third essay for this class, you will choose an essay from Responses 1-10. You can select an essay you have previously read and responded to, or you can opt for a brand-new essay. When picking which essay to analyze, you should decide on one which strikes you as particularly well or poorly written. You should not choose an essay on the basis of whether or not you agree with the subject matter, but whether or not the essay is effective, independent of your stance on the issue at hand. Obviously then, it is entirely possible to disagree with the essay, but to have to admit that it is effective and convincing. In terms of essay structure, you will want to make use of the “Analysis Template” Page in this Module.
In addition to the Pages mentioned above, I would like to point out that that 9th through 12th Modules have been filled with the pieces of argument. In these two Modules, assertions, evidence, assumptions, opposition, appeals, and fallacies have been covered; all of this information is crucial to writing the argument and, therefore, to the analysis of argument.
Do not argue for or against the issue/topic of the essays.
Instructions:
To begin this assignment, compose your Essay 3 by addressing the following requirements:
Choose an essay from one of our Reading Responses this semester (you will find the list of responses and their links at the end of the syllabus) that is either well or poorly written.
Thesis Statement: Identify the author and essay title and claim that it is an effective or ineffective essay.
Review Rhetorical Features or Toulmin Analysis Pages above.
Offer material from the chosen essay in analysis to best prove claims.
Offer clear, fully-developed body paragraphs, making sure that the analysis is compelling.
Use the essay that you are analyzing as evidence for your claims.
If you are doing Rhetorical Analysis, you must include analysis of thesis, evidence, and opposition.
If you are doing Toulmin Analysis, you must analyze all 6 elements.
Make use of transitionsActions.
Ensure that all borrowed material, quotes and summaries, from the source essays or outside sources is parenthetically cited to avoid plagiarism.
Offer bibliographic citations for any material you choose to use (it is not required that you use any) in the Works Cited at the end of the paper.
Write 800+ words.
This essay will be submitted to our Plagiarism Checker.
Submission
You may submit/upload this assignment as a .doc or .docx.
When you have composed your Essay, name and save your document, then upload the file by selecting “Submit Assignment.”
Grading
Please see the grading rubric for this assignment below. If accessing this course by using the Canvas Student App, you will not see the icon. Instead, please use the menu to locate the rubric.
Rubric
The associated rubric will be used to provide feedback–please be sure to review the rubric before starting and before submitting your assignment.
Rubric
Essay 3 Rubric (1)
Essay 3 Rubric (1)
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeThesis
20 to >16.0 ptsMeets Expectations
Thesis expresses an in-depth opinion about the topic, establishes the general structure of the paper, and references analysis.
16 to >10.0 ptsAlmost There
Thesis is vague/generalized about the topic, provides an inadequate structure for the paper, and acknowledges analysis.
10 to >0 ptsNeeds Improvement
Thesis is unclear, absent, or unrelated to the topic, there appears to be no planned structure, and analysis is missing.
20 pts
This criterion is linked to a Learning OutcomeTopic Sentences
20 to >16.0 ptsMeets Expectations
Topic sentence clearly relates to rhetorical feature, but lays out paragraphs’ topics in a shallow manner
16 to >10.0 ptsAlmost There
Topic sentence is bit unclear, does not adequately relate to rhetorical feature, and fails to develop paragraphs’ topics.
10 to >0 ptsNeeds Improvement
Topic sentence is missing
20 pts
This criterion is linked to a Learning OutcomeEvidence
20 to >16.0 ptsMeets Expectations
Evidence is supportive of thesis/topic sentences, but lacking specificity or development.
16 to >10.0 ptsAlmost There
Evidence is vague generalizations that lack relevance and development.
10 to >0 ptsNeeds Improvement
Evidence is not relevant to the claims of the essay or missing entirely.
20 pts
This criterion is linked to a Learning OutcomeSource Incorporation
20 to >16.0 ptsMeets Expectations
The quotes or summaries for evidence are cited parenthetically and bibliographically with minor errors.
16 to >10.0 ptsAlmost There
The quotes or summaries for evidence are cited parenthetically and bibliographically, but with major errors.
10 to >0 ptsNeeds Improvement
The quotes or summaries for evidence are missing.
20 pts
This criterion is linked to a Learning OutcomeOrganization
10 to >7.0 ptsMeets Expectations
Presents information in an intelligible way with a logical flow of ideas and good effectiveness.
7 to >5.0 ptsAlmost There
Presents information in a less clear way: flow of ideas is a little illogical, and impairs effectiveness a bit.
5 to >0 ptsNeeds Improvement
Presents information in a haphazard way: flow of ideas is illogical, and loses effectiveness.
10 pts
This criterion is linked to a Learning OutcomeWriting Conventions
10 to >7.0 ptsMeets Expectations
Errors are occasional, and do not impede writing’s message.
7 to >5.0 ptsAlmost There
Errors are frequent and cause confusion. Some aspects may be correct, but still impair writing.
5 to >0 ptsNeeds Improvement
Errors are serious and numerous, causing the reader to struggle to discern meaning.
10 pts
Total Points: 100