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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