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Argumentative Research EssayDirections: Choose a topic based on one of the articles below. You will read the article, determine which side of the issue you would like to argue, and find additional research to support your stance. Based on your research, compose an argumentative essay with a clear claim or thesis, evidence, explanation, counterclaim, and warrants.Steps:Read the articles and choose your topic and initial article.Develop a question based on the readings.Research both sides of your issue and related, relevant sub topics.Formulate your claim (the thesis statement).Organize your credible, reliable sourcesDraft an outline with specific support.Use your outline to craft an organized, well-developed essay, complete with transitions and citations.Proofread the essay and submit to .Requirements:MLA format (Times New Roman, 12pt. font; double spaced; in-text citations and Works Cited page, active voice only, etc.)Length is 3 full pages minimum to 5 pages maximum (not including Works Cited page)4-6 sources (including the initial article)Originality report is 20% or less.Activity (Submitted to )RequirementsPoint ValueDue DateDiscover a topic--January 28Create an MLA-formatted Works Cited page Four sources/MLA format/alphabetical order/hanging indentations15January 30Develop a clear thesis statement (a rough draft)A full sentence that is arguable and refrains from informal structures.10January 31Develop an outline of the rough draftFollows the provided outline posted on Quia20February 4Develop a rough draft for peer editing3 pages/MLA format/in-text citations and works cited page provided25February 6Develop a final draftFollows the scoring guide below50February 10Please note that the due dates above may be subject to change. Visit our website’s calendar for all updates and further ics & Initial Article TitlesTopicInitial ArticlePaying Professional Athletes"Gordon Hayward is Getting His Groove Back"Paying Student Athletes"Why Shouldn't We Pay Student Athletes?"School on Snow Days"No Escape as 'Snow Day' Becomes 'e-Learning Day'"Screen Time"Forget Screen Time Rules — Lean In To Parenting Your Wired Child"Intensive Parenting"‘Intensive’ Parenting Is Now the Norm in America"Disappointment & Materialism"Disappointment About Gifts Is Good for Kids Who Have Enough"Technology in SchoolsA School's Decision to Use iPads in Class and at Home Causes ControversyJobs for TeensPart-time Work: Good for Teens in School?Four Day School WeeksSmall, Rural Schools Going to a Four-day Week of ClassesSoda TaxBattle Lines Drawn over Soda TaxThe Value of HumanitiesA Math Problem for Pi DayYou may propose your own topic to your teacher, but you must have an accompanying article and sound reasoning.Consider using these resources for additional information: Databases: EBSCO, Gale, Issues & Controversies (Username: thslmc ; Password: common)Websites/Search Engines: , Sweetsearch, & NewsELAThe Argumentative Essay Scoring GuideCriteriaScale (5= Exceptional-0= Not observed)50 pointsExceptional 5Skilled 4Proficient 3Developing 2Inadequate 1Claim 20%Text introduces clear, arguable claim that can be supported by reason and evidence.Text introduces compelling claim that’s clearly arguable and takes a purposeful position. It has a structure and organization carefully crafted.Text introduces a precise claim that’s clearly arguable and takes an identifiable position. It has an effective structure and organization.The text introduces a claim that is arguable and takes a position. The text has a structure and organization that is aligned with the claim.The text contains an unclear or emerging claim that suggests a vague position. The text attempts a structure and organization to support the position.The text contains an unidentifiable claim or vague position. The text has limited structure and organization.Development 20%Text has sufficient data to back up claim, points out strengths/limitsof claim and counterclaim and has supporting conclusion.Text provides sufficient and relevant data and evidence to back up claim and fairly addresses counterclaims. Conclusion effectively reinforces claim and evidence.The text provides convincing, relevant data and evidence to back up claim and skillfully addresses counterclaims. The conclusion effectively strengthens claim and evidence.The text provides data and evidence to back up the claim and addresses the counterclaim. The conclusion ties to the claim and evidence.The text provides data and evidence that attempts to back up the claim and unclearly addresses counterclaims or lacks counterclaims. The conclusion merely restates the position.The text contains limited data and evidence related to the claim and counterclaims or lacks counterclaims. The text may fail to conclude the argument or position.Audience 20%Text anticipates audience’s knowledge level, concerns, and values. It addresses their specific needs.Text anticipates the audience’s knowledge, concerns, values, and possible biases about the claim. It addresses specific needs of audience.Text consistently addresses audience’s knowledge level, concerns, values and possible biases. It addresses specific needs of the audience.The text considers the audience’s knowledge level, concerns, values and possible biases about the claim. The text addresses the needs of the audience.The text illustrates an inconsistent awareness of the audience’s knowledge level and needs.The text lacks an awareness of the audience’s knowledge level and needs.Cohesion 20%Text uses words/phrases and varied syntax to link major sections and clarifies relationship b/w claim/evidenceText strategically uses words, phrases, and varied syntax to link major sections of the text. It explains relationship w/ the claim and evidence. The text links counterclaims to the claimThe text skillfully uses words, phrases, and clauses as well as varied syntax to link the major sections of the text. The text identifies the relationship between the claim and reasons as well as the evidence. The text effectively links the counterclaims to the claimThe text uses words, phrases, and clauses as well as varied syntax to link the major sections of the text. The text connects the claim and reasons. The text links the counterclaims to the claim.The text contains limited words, phrases and clauses to link the major sections of the text. The text attempts to connect the claim and reasons. The text contains few, if any, words, phrases, and clauses to link the major sections of the text. The text does not connect the claims and reasons.Convention 20%Text presents a formal, objective tone demonstrating usage and mechanics while attending to the norms of the discipline (MLA)Text presents an engaging, formal and objective tone. It intentionally uses standard conventions of usage and mechanics while attending to the norms of the discipline.Originality report is 20% or less.The text presents a formal, objective tone. The text demonstrates standard English conventions of usage and mechanics while attending to the norms of the discipline. Originality report is 20% or less.The text presents a formal tone. The text demonstrates standard English conventions of usage and mechanics while attending to the norms of the discipline. The text illustrates a limited awareness of formal tone. The text demonstrates some accuracy in standard English conventions of usage and mechanics. The text illustrates a limited awareness or inconsistent tone. The text demonstrates inaccuracy in standard English conventions of usage and mechanics. ................
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