Social Justice in Education

Essay 3 Assignment:
Problem Solution
Argument Essay
Prompt: In a Persuasive Argument, you will build from the research and analytical skills you developed thus far to identify a problem and advocate for a way to address, solve, or resolve that problem.
First, identify a group or community that you belong to and address that group in your argument. The point is that there is something that you would like to change in the community because there is a problem or situation that could resolved or made better, or you might want to improve on the group’s activities or goals or beliefs.
Your group is your audience and they should benefit from and participate in the solution your proposal addresses.
Most of the paper should be devoted to advocating your plan for addressing/resolving the problem and argue for it using organizational strategies such as cost/benefit, steps, or comparison/contrast. Your essay should also address questions of feasibility.
Your paper will:
· articulate your position or definition of a problem;
· argue for a specific solution to the problem;
· Lay out a clear step-by-step implementation of the solution.
Process: Provide a thorough 1-page Statement on Planned Research that addresses 4 things:.

The topic
Three questions about the topic you want to study.
The reason you are interested in studying the topi;
What you hope to learn through this problem/solution research and essay. The topic must be approved by your instructor.
Once you have conducted your research, create an Annotated Bibliography of at least six sources (see Annotated Bibliography Assignment Sheet). The bibliography can be changed in the final paper, but the annotated bibliography text you submit will be a graded assignment separate from your Essay Assignment.
Upload your Annotated Bibliography into the Discussion Forum for Peer Reviews.
Conduct two peer reviews of your classmates’ annotated bibliographies.
Read your sources carefully and form your rough draft Use specific evidence from your research (using quotes and other concrete details ) and document all sources as you use them! Your job is to articulate a clear solution in enough detail for it to be persuasive.
Upload the rough draft to the Discussion Forum for Peer Reviews.
Conduct two peer reviews of your classmates’ essays.
With feedback from your peers, from Smartthinking, and from the Writing Center, and your instructor, revise and edit the rough draft to create the Final Draft . Consider carefully the organization and coherence of your piece. Develop clear paragraphs that support your thesis. It is essential that you incorporate feedback at this step of the process based on two completed Feedback Sheets.
After you’ve made your revision, reflect on the revision process and develop a Reflection Memo laying out your steps. The Reflection Memo is meant to make you cognizant about the writing process. Based on the feedback you received, lay out your process of incorporating feedback and what you learned about the writing process as such in a 1-page memo. Your answers will not be graded for grammar, but you should try to answer as specifically and clearly as possible. The memo should explicitly answer these four questions:
· What did you understand about the changes asked for in your essay by your reviewers? Be specific.
· What changes did you make during the revision process and why?
· What changes did you not make and why not?
· What did you learn about the research process and how will you use it in the next assignment?
Format: Your final draft should be five to six pages (double-spaced, TNR font, 1” margins). When citing your source(s), follow MLA format.
Deliverables: Deliverables: 1) Statement on Proposed Research, 2) Annotated Bibliography, 3) 2 completed feedback sheets, 4) Rough Draft, 5) 2-Completed Feedback Sheets, 6) Final Draft, and 7) Reflection Memo . SEE CALENDAR FOR ALL DUE DATES.
Rubric Detail

Content
Top of Form
Name:  Argument Essay Rubric
Description:  The classical argumentative essay must contain scholarly evidence of research (i.e. various sources, interviews, quotes, and sufficient statistical data) to develop an argument that incorporates at least one valid opposition to its position and refutes that opposition.
Thesis–
Levels of Achievement:
A9 (9.00%) – 10 (10.00%)
Thesis statement is in the form of a declarative sentence that states clearly and concisely the student’s main opinion and directs the reader to the body of essay. It attempts to compare/contrast, prove cause/effect, or propose a solution to a controversial issue and is error free.
B8 (8.00%) – 8 (8.00%)
The thesis statement offers an opinion that will be argued in the form of a declarative sentence but is a bit too broad. It establishes the topic or stance that directs the reader to the body of the essay. It might contain one error which does not impede meaning.
C7 (7.00%) – 7 (7.00%)
Thesis statement is in the form of a declarative sentence, but it is vague and does not make a concrete point to be argued. The topic needs to be more focused in order to provide a clear direction for the body of the essay. It might contain several errors that do not impede meaning.
D6 (6.00%) – 6 (6.00%)
The thesis statement is not in a declarative sentence and/or inadequately identifies a topic or fails to establish the direction of the essay. Multiple errors impede meaning.
F0 (0.00%) – 0 (0.00%)
Thesis is missing.
Development–
Levels of Achievement:
A26 (26.00%) – 30 (30.00%)
Uses all assigned content to illustrate proficiency of the topic and analyzes it with relevant terminology and sourced evidence. Works cited list or list of references is presented at the end of the argument.
B22 (22.00%) – 25 (25.00%)
Uses appropriate, relevant content to illustrate the topic and to analyze the required argument type; uses appropriate terminology and with sourced evidence. Works cited list or list of references is presented at the end of the argument.
C19 (19.00%) – 21 (21.00%)
The position is supported but the use of evidence needs to be improved. Works cited list or list of references is presented at the end of the argument.
D16 (16.00%) – 18 (18.00%)
The essay does not represent the required type of argument and/or position is weakly supported. There is little analysis; Use of appropriate terminology needs to be made evident. Works cited list or list of references is presented at the end of the argument.
F0 (0.00%) – 15 (15.00%)
The essay does not represent the required argument in either sequence or ideas. Transitions and topic sentences are missing. Poor handling of the topic and analytical process. There is no works cited or references page. No assignment submitted.
Organization–
Levels of Achievement:
A22 (22.00%) – 25 (25.00%)
Presents ideas in a logical and cohesive sequence, with paragraphs that have topic sentences and transition words or phrases that reflect the assigned argument. The introduction and the conclusion connect to the prompt and topic very well. It presents the points and takeaways in a superior manner.
B19 (19.00%) – 21 (21.00%)
Presents ideas in a cohesive sequence, with paragraphs using topic sentences and transition words or phrases that need to be strengthened. Logic of sequence is not explicit but argument type is clear. The introduction and the conclusion connect to the prompt and topic. It presents the points and takeaways in an adequate manner.
C16 (16.00%) – 18 (18.00%)
Presents ideas in a sequence of pars with vague transitions. Topic sentences are present but need to be revised for clarity. Argument type needs to be made more clear. The introduction and the conclusion somewhat connect to the prompt and topic. It presents the points and takeaways competently.
D13 (13.00%) – 15 (15.00%)
Ideas are not presented in a logical sequence; transitions and topic sentences are not clearly used. The introduction and conclusion do not connect to the prompt and/or topic. Argument type is unclear.
F0 (0.00%) – 12 (12.00%)
The essay does not represent the required argument in either sequence or ideas. Transitions and topic sentences are missing.
MLA Citations–
Levels of Achievement:
A18 (18.00%) – 20 (20.00%)
All sources required have been used in the body of the essay and are listed in the works cited or references page. They are introduced and cited in the body of the essay according to MLA or APA style with only 1-2 minor errors. Essay consistently uses one documentation style, either MLA or APA.
B14 (14.00%) – 17 (17.00%)
Most sources are introduced but all of them are cited using MLA or APA. Work cited or references page adheres to MLA or APA with only 1-2 major errors and 2-3 minor errors. Essay consistently uses one documentation style, either MLA or APA.
C10 (10.00%) – 13 (13.00%)
Only a couple of sources are introduced but all are cited according to MLA or APA. In-text citations and works cited or references page has 3 major and 4-5 minor errors.
D6 (6.00%) – 9 (9.00%)
Sources are not introduced but most of them are cited using MLA or APA with 4 or more major errors. Work cited or reference page is either not present or contains 6 or more major errors.
F0 (0.00%) – 0 (0.00%)
Sources are neither introduced nor cited. Portions of the paper are plagiarized. A work cited or reference page may or may not be present.
SAE Grammar/Mechanics–
Levels of Achievement:
A12 (12.00%) – 15 (15.00%)
The essay demonstrates mastery in conventions of SAE grammar and mechanics. Essay has onlywith only 1-2 major errors and/or 1-2 minor errors. Essay is double-spaced.
B9 (9.00%) – 11 (11.00%)
The essay contains 1-2-major errors and 1-2 minor errors in its use of SAE but they do not impede meaning. Essay is double-spaced.
C7 (7.00%) – 8 (8.00%)
The essay has 3-4 major errors and 3-4 minor errors in its use of SAE. Essay is double-spaced.
D4 (4.00%) – 6 (6.00%)
The essay has 5-6 major errors and 5-6 minor errors in its use of SAE. Essay needs to be double-spaced.
F0 (0.00%) – 3 (3.00%)
The essay has more than 6 major and more than 6 minor errors. Paragraphs are not double-spaced and other spacing problems make the essay difficult to read.
Name: Argument Essay Rubric
Description: The classical argumentative essay must contain scholarly evidence of research (i.e. various sources, interviews, quotes, and sufficient statistical data) to develop an argument that incorporates at least one valid opposition to its position and refutes that opposition.
Annotated Bibliography
Due:
Genre/Medium: Annotated Bibliography
Prompt: The writer of an annotated bibliography complies a list of sources to build research. The form includes a brief summary of the source and your own critical assessment of its relevance, objectivity, appropriateness, and usefulness. This write-up will be similar to the writing activities you had to do in English 101. To do this assignment use the currency, relevance, authority, accuracy, and purpose (CRAAP) framework in evaluating your resources. It is a tool that helps you keep an organized and thoughtful record of the research process and relevant information about the topic.
To this end, you will put together an annotated bibliography of four sources in preparation for Assignment 1. The bibliography will include three types of textual information:
1) Two mainstream and accredited news/ magazine article,
2) Two scholarly/academic “peer reviewed” article,
3) Two legitimate web-based multimedia or blog-style article.
Format: Your annotated bibliographies must paragraphs must contain a topic sentence, clear evidence from the reading, and coherent sentences on a topic. It will use transitions affectively to cohere the overall piece together. It must answer: 1) What is the information in the article you are summarizing?, 2) What is your critical assessment of the article?, and 3) How you will use it in your assignment?
Instructions:
1. Cite in MLA-citation format the name of the article.
2. Draft one or two paragraphs for each of the sources you list in your annotated bibliography.
3. Review the information in the bibliographies with your classmates to improve the grammar of the text and consider points that might help you build your argument in Assignment 3.
Grading Rubric (100 Points):

50-41

40-36

35-31

30-26

25-0

Content & evidence

Excellent annotated bibliographies. It lays out the aspects of the topic well, evaluates the sources effectively, and/or lays out how it will be used in the argument.

Good annotated bibliographies. It lays out the aspects of the topic well, evaluates the sources, and/or lays out its use in the argument.

It is an adequate annotated bibliographies. It lays out the aspects of the topic, but does not evaluates the sources or lay out its use in the argument.

Does not fulfill the requirements of an annotated bibliographies.

Paragraphs are too poorly written to be useful or no paragraphs presented.

Information Literacy

50-41

40-36

35-31

30-26

25-0

Citation is correct. It also provides specific evaluations about the appropriateness of the medium and the information for academic research.

Citation is correct. It provides specific evaluations about the appropriateness of the medium.

Citation is correct. Citation is accurate. It needs to speak to the appropriateness of the medium and the information for academic research.

Citation is not correct. Does not include any information about the medium and appropriateness for academic research.

Citation and assessment are not adequate or no citations provided.

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