Rhetoric is all about making good, strong, persuasive arguments. Who is your audience?

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Time for our last essay of the semester — the Argumentative Essay. In addition to the lectures on rhetoric and argumentation, here are a few guidelines/specifications:

– The essay should be 2-3 pages double spaced.

– The essay should have a proper heading double spaced at the top left of page 1 (your name, my name, course #, date)

– The essay should have a centered and creative title.

– The first line of all paragraphs should be indented, and the paragraphs themselves should be organized in the way that we discussed in lectures earlier in the semester.

– The introduction/thesis statement, body paragraphs, and conclusion should accomplish what was discussed in the lectures on such topics earlier in the semester.

– You should cite at least two (2) sources in your Argumentative Essay.

– Your thesis statement should clearly articulate your main argument. (It should also do what a thesis statement does: answer the what, the why, and the how.) So, what would you like to argue for?

– The lectures for this part of the syllabus have been about rhetoric, rhetorical appeals, and logical fallacies. So, how do these lessons help us with crafting arguments for an argumentative essay? Rhetoric is all about making good, strong, persuasive arguments. Who is your audience? Who are you appealing to? How should you appeal to the specific audience, if you want to persuade them of your position? Are you avoiding logical fallacies so that you make sure your arguments are strong? Taking these lectures seriously will help you make your arguments air-tight and persuasive. Trust me.

Rubric
Essays (2)
Essays (2)
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeEssays that receive a 95-100:
1) Fulfill the purpose of the assignment in an exemplary way, displaying erudition, originality, and attention to detail worthy of top-level college work. In other words, essays that receive a 95-100 are truly original, unique pieces of writing that cannot be confused with anybody else’s work.

2) Are well organized. The introduction is concise and clear with a strong, well-rounded thesis statement; the body is organized into paragraphs that support/substantiate the elements of the thesis statement and provide adequate amounts of evidence; and the conclusion wraps up the essay handily, leaving the reader contented and with things to think about. (See lectures/notes on introduction, body, and conclusion paragraphs in Modules.)

3) Are grammatically and stylistically sound, to the point where there are close to zero glaring errors. (See lectures/notes on grammar, style, and sentence structure in Modules.)

4) Are perfectly formatted to match the specifications of the course. (See instructions to each essay assignment, where I outline proper formatting.)

This criterion is linked to a Learning OutcomeEssays that receive a 90-94:
1) Are solid essays that demonstrate an impressive amount of care and thought. In other words, essays that receive a 90-94 contain a unique spark that is certainly detectable, but not so dazzling as their 95-100 counterparts. 90-94 essays do their job, and they do it very well.

2) Have all the component parts–introduction, body, conclusion–in the right places. Furthermore, all of these parts do the right things; in other words, essays that receive a 90-94 follow the essay-writing guidelines covered in the lectures/notes proficiently, and do so at a college level. (See lectures/notes on introduction, body, and conclusion paragraphs in Modules.)

3) Are grammatically and stylistically good. They tend to have a few errors throughout, but nothing that can’t be easily corrected. (See lectures/notes on grammar, style, and sentence structure in Modules.)

4) Are well formatted. Essays that receive a 90-94 might have a mistake or two with regard to formatting specifications, but, as with grammar and style, nothing that can’t be easily corrected.
1) Are adequate essays, to varying degrees. That is to say, essays that receive an 80-89 complete the assignment–they “do the job”–and that is all. Creativity and originality is generally lacking in this category, although they are not without glimmers of unique contributions. Students that receive an 80-89 on an essay should not be discouraged; rest assured, they delivered an essay within the parameters of college-level consideration, and their writing has promise if developed. They just need to push themselves to get to the next level.

2) I will cover the next three points in one — the essay’s structure, grammar, style, and formatting are acceptable. Essays that receive an 80-89 tend to have multiple errors in these categories, and should pay careful attention to the comments attached to the e

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