so my assignment is to read the article that is attached below and focus on one point in it and write a claim about it. while writing your claim try to be more specific, arguable, complex, unique, and in response to the text.
please be careful about it it is worth 5% of my total grade. and the minimum words are 500+.
here is the rubric:
Criterion |
4 |
3 |
2 |
1 |
0 |
Situationally appropriate |
The student has constructed a text that capitalizes upon the assignment criteria fully. |
The student has constructed a text that utilizes the assignment criteria as a guideline. |
The student has constructed a text that shows moderate understanding of the assignment goals. |
The student has constructed a text that shows some understanding of the assignment goals. |
The student has constructed a text that shows no understanding of the assignment goals. |
Consideration of Audience |
The student has constructed a text that shows a deep understanding of her/his intended audience’s goals, values, and preferred method of communication. |
The student has constructed a text that shows an understanding of her/his intended audience’s goals, values, and preferred method of communication. |
The student has constructed a text that demonstrates an understanding of the goals and values of her/his intended audience, but fails to deploy their preferred methods of communication. |
The student has constructed a text that demonstrates an understanding of who her/his intended audience is, but fails to adequately consider the audience’s goals, values, and preferred method of communication. |
The student has constructed a text that does not demonstrate an understanding of who her/his intended audience is. |
Claim Foregrounding |
The student makes a unique claim that drives the entirety of her/his paper. |
The student makes a unique claim that drives the majority of her/his paper. |
The student makes a claim that drives the majority of their paper. |
The student makes a claim that drives some of their paper. |
The student either lacks a clear claim, or the claim that she/he does make does not drive their paper. |
Exploration of claim |
The student fully explores the implications and greater stakes of her/his claim, thereby earning the reader’s trust and understanding. |
The student explores the implications and greater stakes of her/his claim, but may fail to do so thoroughly. |
The student explores either the implications or the greater stakes of her/his claim, but may do neither thoroughly. |
The student fails to explore either the implications or the greater stakes for her/his claim. |
The student does not address the implications/greater stakes of her/his claim. |
Usefulness of Evidence |
The student has selected evidence that easily strengthens her/his argument and is properly portioned for the assignment parameters. |
The student has selected evidence that may serve her/his argument, if treated correctly. |
The student has chosen evidence that does not support her/his argument, or is not appropriate for the assignment parameters. |
The student has chosen evidence that neither supports her/his arguments nor is appropriate for the assignment parameters. |
The student has not supported her/his arguments with evidence. |
Deployment of Evidence |
The student actively (but respectfully) transforms her/his chosen evidence in order to privilege her/his arguments. |
The student actively transforms her/his chosen evidence in order to privilege her/his arguments. |
The student somewhat transforms her/his chosen evidence, but may not do so adequately in order to privilege her/his arguments. |
The student does not transform her/his chosen evidence in order to serve as part of her/his argumentation. |
The student has not chosen evidence, and therefore there is none to transform. |
Paper Trail |
The student helpfully marks the beginning and ending of borrowed material with attribution, citation, and appropriate punctuation/formatting. |
The student marks the beginning and ending of borrowed material with attribution and citation, but punctuation and formatting may not be accurate. |
The student uses attribution and/or citation, but in a way that leaves some debate as to where borrowed information begins and ends. |
The student inconsistently or inaccurately marks borrowed information. Citations may be incorrectly formatted, quotations may not be marked clearly, attribution may be absent or not helpful. |
The student fails to mark borrowed information through attribution, citation, punctuation, and formatting. |
Paragraphing |
The student has constructed each paragraph by focusing on a single purpose, argument or point, and each paragraph is placed in a way that builds a progressive understanding of the student’s claim. |
The student has constructed each paragraph by focusing on a single purpose, argument or point. One paragraph may be out of place, but otherwise paragraphs build toward a progressive understanding of the student’s claim. |
The student has constructed each paragraph by focusing on a single purpose, argument or point, but the paragraphs are not arranged in such a way as to build a progressive understanding of the student’s claim. |
The student has not constructed paragraphs by focusing on a single argument. Purposes, arguments, and points bleed across paragraphs. |
The student has paid little to no attention to paragraphing, and her/his argumentation is difficult to isolate and follow |
Tone |
The student has selected a tone that both privileges their voice and actively considers the situation and audience for which she/he has constructed her/his text. |
The student has selected a tone that privileges her/his voice, but may fail to actively consider either the situation or audience for which she/he has constructed her/his text. |
The student has selected a tone that privileges her/his voice, but fails to consider the situation or audience for which she/he has constructed her/his text. |
The student has selected a tone that demonstrates some level of personal voice, but fails to privilege that voice or effectively address the situation/audience for which she/he has constructed her/his text. |
The student has not actively selected a tone, mixing dialect, formality, and forms of address that show a lack of consideration of situation and audience. |
Correctness |
The student has constructed a text that has takes advantage of grammar and word choice in order to communicate more effectively. |
The student has constructed a text that uses appropriate grammar and word choice for the situation. |
The student has constructed a text that fails to deploy either appropriate grammar or word choice for the situation. |
The student has constructed a text that fails to deploy both appropriate grammar or word choice for the situation. |
The student has constructed a text that is difficult to read and inhibits the reader’s understanding of her/his arguments. |
MLA citation.
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