Source #1: Craig, Paul A., et al. Instructing Students in Academic Integrity. Journal of College Science Teaching, vol. 40, no. 2, 2010, pp. 50-55. JSTOR, http://www.jstor.org/stable/42993856. Accessed 8 Aug. 2022. (here is the pdf file)
Source #2: Mcallister, Charles, and Paul Watkins. Increasing Academic Integrity in Online Classes by Fostering the Development of Self-Regulated Learning Skills. The Clearing House, vol. 85, no. 3, 2012, pp. 96-101. JSTOR, http://www.jstor.org/stable/23212852. Accessed 8 Aug. 2022. (here is the pdf file)
Source #3: Walker, Beth. New Twists on an Old Problem: Preventing Plagiarism and Enforcing Academic Integrity in an Art and Design School. Art Documentation: Journal of the Art Libraries Society of North America, vol. 28, no. 1, 2009, pp. 48-51. JSTOR, http://www.jstor.org/stable/27949510. Accessed 8 Aug. 2022. (here is the pdf file)
Craft a thesis statement (or in other words, a claim that states your evaluation argument). To advance an argument and evidence, how does the writer effectively organize their ideas? Is the writers argument consistent throughout the article? Does the conclusion seem to offer a different argument than he/she/they presented in the introduction? What writing (or rhetorical, stylistic, techniques) strategies does the writer use to present information?
Argue for the validity of specific criteria by which to judge the construction of the writers views on a higher education issue as effective or less effective.Clarify the criteria for your evaluation. Identify and explain how the writer uses criteria to present his/her/their views. Build a case for why your objective evaluation of source article is useful information with which to encourage or discourage readers to consider and engage with this writers article.
Use of at least three criteria that undergird your evaluation.You may use the following criteria to evaluate objectively how the writer constructs his/her/their views on a higher education issue.
Use of evidence(Consider: Does the authors evidence support their argument? Do they have enough specific evidence to prove the more general point? Does the author underemphasize or ignore evidence that is contrary to their argument? Is the evidence credible? Can you identify a bias in the evidence?)
Use of relevance/implications(Consider: What are the implications of this argument? Are those implications positive or negative? How has the writer dealt with the higher education issue?)
Use of concepts(Consider: How does the writer understand the situation? What is his/her/their theoretical background? How would this influence their view of the situation? How does the writer balance amount of description, synopsis, critique? How does the writer use rhetorical appeals to relay his/her ideas?)
