Name __________________________________________ Period___

Persuasive Argument Essay ManualHmong American Peace Academy

2015-2016

Assignment:

A three to four page argument which defines the central issue facing boys and young men in our society. The essay must be 3-4 full pages and follow MLA formatting (Times New Roman, 1-in margins, 12 pt. font, double spaced, indented paragraphs, Works Cited).

The speech must be 3-4 minutes in length and all three rhetorical appeals by depending on logical reasoning, incorporating stylistic devices, and framing evidence.

To prepare you for this task, you will have read, discussed, and written about excerpts from the following three articles to build background knowledge about this controversial issue: Putting Down the Gun by Rebecca Walker, Being a Man by Paul Theroux, and Mind Over Muscle by David Brooks.

Essay Prompt:

Using the readings presented in class and your own knowledge and research, write an argument defining what you see as the central issue facing boys and young men in our society. Recommend at least one way to address the issue toward the end of your argument.

Develop a claim, thesis statement, outline, and essay to persuade your audience that your viewpoint is valid, true, and logical. Move from statement of facts to a deeper argument by recommending one way to address the issue which might resolve some complication or implication. Use evidence from three or more sources.

What makes a good persuasive argument?

Good writing comes from careful reading, so read, reread, ask questions, annotate, use a graphic organizer, and write to develop an understanding of the underlying issues.

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Requirements:

Cannon 1 of Rhetoric: Invention

1. Create a clear focus by crafting 3 claims of fact.2. Choose one claim of fact and write it as a thesis statement in 3 different

ways: open thesis, closed thesis, and counterargument thesis

Cannon 2 of Rhetoric: Arrangement

3. Write an outline which includes at least 4 pieces of relevant evidence from the excerpts.

4. Renumber the paragraphs to more logically order your points.5. Type and submit a final outline to turnitin.com

Cannon 3 of Rhetoric: Style

6. Introduction with a thesis7. 1-2 narration paragraphs 8. 3-4 confirmation paragraphs 9. 1 refutation paragraph 10.A conclusion

11.Include 3 or more style elements.12.Remember to review the directions and the rubric. Also, proofread for

grammatical/CUPS (capitalization, usage & grammar, punctuation, and spelling) and verb tense errors.

Cannon 4 of Rhetoric: Memory

13.Write a 1 page speech outline which shortens your argument to fit in the time frame.

14.Write a memorization plan.

Cannon 5 of Rhetoric: Delivery

15.Deliver your speech to a live audience of scholars who will be analyzing your use of rhetoric.

1.

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Appendix A: Parallel Structure

Parallel structure means using the same construction for sentence elements that are the same in function. Below are three rules to consider when checking for parallel structure in your writing:

When writing these types of sentences, each item in the series must follow the same pattern by using ______________ ___ _______________ accurately and expertly.

1. Parallel structure should be used when elements are joined by conjunctions:

Incorrect: When the weather is cold and getting windy, I like to be indoors.

Correct: When the weather is cold and windy, I like to be indoors.

2. Parallel structure should be used when writing lists or a series:

Incorrect: They valued respect, honesty, and being on time in their classmates.

Correct: They valued respect, honesty, and promptness in their classmates.

3. Parallel structure should be used when comparing or contrasting two things:

Incorrect: James enjoys reading more than to write.

Correct: James enjoys reading more than writing.

Exercises: Circle the correct word or phrase that gives the sentence correct parallel structure.

1. After Amanda cashes her paycheck, the money goes to her savings account and __________.

A. paying her credit card bill B. toward her credit card balance C. credit card balance

2. When Noodle the poodle realized that the leash meant a bath, not a walk to the park, he growled, pulled, and __________.

A. was leaping like a fish on a line B. he was leaping like a fish on a lineC. leaped like a fish on a line

Exercises 2: In the sentences, write a word or phrase in the blank that gives the sentence parallel structure.

3. The little girl liked eating cookies better than _____________________________ at her grandmother’s house.

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4. Students like to sleep, relax and _______________________________________ during the summer.

5. Food, shelter, and ___________________________________________________ are all I need to survive on a deserted island.

6. ______________________________________ is much better than a visit to the dentist.7.

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Appendix B: The Thesis

A thesis statement tells the audience what your essay will be about and what you are trying to convince them to believe. It is not too broad - instead it is specific. It also isn't just a summary - a thesis is an argument which your audience may disagree with. This is usually the last sentence of your introduction paragraph.

Strong claims and thesis statements are ________ , ____________ , __________ , and parallel in structure.

Closed thesis statement:Definition Example

Open thesis statement:

Definition Example

Counterargument thesis statement:

Definition Example

Unclear: Homeless shelters are good, so the government supports it.

Not specific: Government surveillance is harmful.

Non-arguable: Schools use a lot of technology.

Clear: Homeless shelters help many people who have lost their way in life and cannot get back on their feet, so the government economically supports facilities and programs like this.

Specific: Government surveillance programs do more harm than good because they invade civil liberties, lead innocent people to suffer unfair punishments, and ultimately fail to protect the citizens that they are designed to safeguard.

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Arguable: Wisconsin schools' dependence on technology has caused students to lose the ability to think independently, causing a greater prevalence of mood disorders, memory loss, and loneliness.

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Appendix C: Classical Argumentation Arrangement of Paragraphs

I. Introduction: Capture the audience's interest, introduces the issue, and set out your position with a thesis.

A. get the reader's attention by using a "hook."B. use engaging language.C. thesis or main claim.

II. Narration: Establish background information and context for your argument so that your audience can evaluate your claim fairly.

a. provide background information and context about the issueb. explain the situation, the issue at stake, and its historyc. define important terms or ideasd. begin with claims/topic sentences

III. Confirmation: Use reasoning to explain why you believe in your thesis and persuade your audience to agree.

a. contain cited evidence, examples, facts, and definitions to prove the claim of the paragraph

b. explain why the evidence supports the claims and the larger thesisc. logical elaboration relating back to your point.d. begin with claims/topic sentences e. end with a clincher which provides a sense of closure to your idea in

this paragraph and/or transitions to your next idea.

IV. Refutation and Concession: Address the opposing side and craft a counterargument.

a. concede or admit that the negative side has one logical point which may be true

b. refute that one opposing point, sticking to your side of the argument as more true

c. use reasoning to explain why that negative point is not entirely trued. begin with claim/topic sentencee. end with a clincher which provides a sense of closure to your idea in

this paragraph and/or transitions to your next idea.

V. Conclusion: Remind your readers what is at stake and provide closure.a. review the thesisb. revisit the issuesc. make your argument seem right and important due to the larger

significance or long-range impactd. give a sense of closure: confident, relevant closing or call to action

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Appendix D: Sample Alphanumeric Outline

Student NameCollege Writing 11Ms. Dassow20 January 2016

Brain Scientists Lead the Alzheimer's Battle OutlineI. Introduction

a. Thesis : Because recent medical innovations do not lead towards a cure, research being done by neuroscientists will have more of an impact on disease prevention.

II. Narration #1a. Alzheimer's is a cognitive disease which affects hundreds of thousands of

people in the United States alone.i. Tell about the disease. Explain that the cause is unknown.

ii. Prevalence " The total number of people with dementia worldwide in 2010 is estimated at 35.6 million and is projected to nearly double every 20 years, to 65.7 million in 2030 and 115.4 million in 2050" (World Health Organization).

b. Describe side effects.

III. Narration #2a. There are some available care options for those who have dementia. b. Provide details and background information about nursing home bills,

caregivers, and medicationsc. "By 2010, Medicare costs for beneficiaries with Alzheimer's are expected to

increase nearly 55 percent, from $31.9 billion in 2000 to $49.3 billion and Medicaid expenditures on residential dementia care will increase 80 percent, from $18.2 billion to $33 billion" (McConnell).

IV. Confirmation #1a. Recent medical innovations have shed some light on the issue, but are not

leading towards a cure, rather they are leading to treatment options.b. For some people the following drugs help prevent some symptoms for some

time:i. tacrine (Cognex), donepezil (Aricept), rivastigmine (Exelon), or

galantamine (Reminyl) ii. May help control behavioral symptoms of AD such as sleeplessness,

agitation, wandering, anxiety, and depression.c. "Developing new treatments for AD is an active area of research. Scientists

are testing a number of drugs to see if they prevent AD, slow the disease, or help reduce symptoms" (National Institute on Aging).

V. Confirmation #2a. Past medical innovations all were targeted on treatment of patients rather

than a cure, and they are financially draining. b. Explain negatives of medications and how according to Thomas J. Moore, an

authority on prescription drugs, "Each year, 100,000 Americans or more die of adverse drug reactions, one million are severely injured, and two million are harmed while they are hospitalized, making ill effects from drugs one of the greatest dangers in modern society and one of the leading causes of death... The incidence of adverse drug reactions is estimated to be twice to three times greater among the elderly" (qtd. in Cruikshank).

c. Explain how this is affecting the present.

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d. The finances,"If left unchecked, it is no exaggeration to say that Alzheimer's disease will destroy the health-care system and bankrupt Medicare and Medicaid."

VI. Confirmation #3a. The most recent invention, a motion sensor for Alzheimer's patients, was just

developed as another way to monitor those with the disease rather than cure them.

i. Fifteen year old Kenneth Shinozuka ii. Sensor: "Shinozuka's creation—a small pressure sensor that can be

attached to a foot or a sock—notifies caregivers via their smartphones if a patient who should be sleeping gets out of bed. His grandfather, who has Alzheimer's disease, served as inspiration" (Scheer).

b. Show a case study example of his use of it.

VII. Confirmation #4:a. Advances in understanding the brain are more valuable than temporary fixes.b. Neuroscience and brain chemistry experts try to explain what happens while

we age.c. Differences in behavior lead to differences in aging.

i. "Of the mental activities, reading, playing cards or board games, doing crossword puzzles, and playing a musical instrument reduced dementia risk, while writing for pleasure and participating in group discussions did not" (Alzheimer's Association).

VIII. Confirmation #5a. Despite funding difficulties, the true cure for a cognitive disease is in better

understanding brain science. i. Explain the importance of the cure and actual treatment.

1. For the financial aspect2. For the human aspect

ii. "Morrison-Bogorad, who is associate director for the NIA's Neuroscience and Neuropsychology of Aging Program, says she is optimistic that research will lead to ways to delay Alzheimer's onset" (McConnell).

IX. Refutation and Concessiona. Concession: While some argue that young people do not have the motivation

to become neuroscientists...b. Refutation: Science is a booming industry and schools have been creating

science and health related tracks of study to interest students early.i. describe courses available.

ii. explain that young people are also caring, not just caught up in the drama of high school life.

X. Conclusiona. Reworded thesis : Recent medical innovations help people manage disease,

but do not lead towards a cure, so research being done by neuroscientists should be much more heavily funded.

b. Briefly summarize main premisesc. Discuss the future of technology and brain science research and its impact

on society.

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Appendix E: Sample MLA Citations Page

Works Cited

Bloom, Harold, ed. Twentieth-Century British Poets. New York: Bloom's Literary

Criticism, 2011. Infobase Publishing eBooks. Web. 21 Dec. 2012.

Clinton, Hillary Rodham. "Womens' Rights Are Human Rights." Vital Speeches Of

The Day 61.24 (1995): 738. History Reference Center. Web. 18 Dec. 2014.

Dean, Cornelia. "Executive on a Mission: Saving the Planet." New York Times. 

New York Times, 22 May 2007. Web. 25 May 2009.

Dickens, Charles. Great Expectations. New York: Dodd, Mead, 1942. Print.

Sherman, Steven J. "Intuitive Versus Rational Judgment and the Role of

Stereotyping in the Human Condition: Kirk or Spock?" Psychological Inquiry

3.2 (1992): 153-59. Print.

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Appendix F: Glossary of Style Elements

alliteration – The repetition of consonant sounds, usually at the beginning of words. The repeated “t” and “c” sounds in the sentence, “The tall tamarack trees shaded the cozy cabin,” are examples of alliteration.

allusion – A reference to a mythological, literary, historical, or Biblical person, place, or thing.  For example, in the sentence, “She faced the challenge with Homeric courage,” “Homeric” is an allusion to the characters in Homer’s works The Illiad and The Odyssey.

anaphora – Repetition that occurs when the first word or set of words in one sentence, clause, or phrase is/are repeated at or very near the beginning of successive sentences, clauses, or phrases. This helps make the writer's point more coherent. In the sentence “some of the old, some of the young, some of the weak are left behind by the side of trail," the phrase which begins each clause is repeated.

antithesis – An opposition or contrast of ideas expressed in balanced phrases or clauses.  For example, “Whereas he was boisterous, I was reserved” is a sentence that balances two opposing observations.

aporia – expresses doubt about an idea or conclusion. Among its several uses are the suggesting of alternatives without making a commitment to either or any: “I have not yet been fully convinced that dorm living surpasses living at home. For one thing, there is no refrigerator nearby . . . .”

asyndeton – Omission of conjunctions between coordinate phrases, clauses, or words. For example, the sentence "I came, I saw, I conquered" employs asyndeton.

cumulative sentence – A sentence that begins with a standard subject and verb, but then adds multiple details after it.

juxtaposition – Placing two or more things side by side with the intent of comparing or contrasting the items. For instance, a writer may choose to juxtapose the coldness of one room with the warmth of another.

metaphor – A comparison of two unlike things not using ‘like’ or ‘as’. For example: "She lived a thorny life" relies on an understanding of how dangerous and prickly thorns can be. Also, "Talent is a cistern; genius is a fountain".

oxymoron – An oxymoron combines two contradictory words in one expression. The results of this combination are often unusual or thought provoking.  For example: "wise fool," "deafening silence,“ and ”jumbo shrimp".

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parallelism –Repetition of the same grammatical structure; match noun with noun, verb with verb. In the declaration, "At sea, on land, in the air, we will be loyal to the very end," the parallel phrases at the beginning of the sentence emphasize the loyalty and determination of a group of people.

personification – The writer gives inanimate objects or inanimate ideas human characteristics. The saddened birch trees were bent to the ground, laden with ice; they groaned and shivered in the cold winds.

periodic sentence–A sentence that begins with multiple details and then ends with a basic standard subject and verb. To that world assembly of sovereign states, the United Nations, our last best hope in an age where the instruments of war have far outpaced the instruments of peace, we renew our pledge of support...

sententia – quoting a wise saying to apply a general truth to the situation: “But, of course, to understand all is to forgive all” and “As the saying is, art is long and life is short.”

simile – A comparison of two different things or ideas through the use of the words "like" or "as." For example, the sentence, "He drank like a camel, he was so thirsty," contains the simile "like a camel."

syndoche– Figure of speech that uses a part to represent the whole. In your hands, my fellow citizens, more than mine, will rest the final success or failure of our course.

zeguma – Use of two different words in a grammatically similar way that produces different, often incongruous, meanings. Now the trumpet summons us again--not as a call to bear arms, though arms we need--not as a call to battle, though embattled we are--but a call to bear the burden...

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Appendix G: Logical Fallacies

Definition: A logical fallacy is an error or weakness in reasoning that renders an argument invalid.

Fallacies of Relevance which avoid the subjectFallacy Definition ExampleFalse Authority

A biased, suspicious, unknown, or incredible source is used to defend a conclusion.

According to Sylvia McManhon, “We should abolish the death penalty". (The writer never stated that McManhon is a credible expert who published articles and books about the death penalty and works for the New York Times)

Red Herring

Topic A is under discussion. Topic B is introduced under the guise of being relevant to topic A (when topic B is actually not relevant to topic A). Topic A is abandoned.

We admit that this measure is popular. But we also urge you to note that there are so many bond issues on this ballot that the whole thing is getting ridiculous.

Fallacies of Presumption which contain hidden assumptionsFallacy Definition ExampleCircular Reasoning

The argument relies on a premise that says the same thing as the conclusion.

Active euthanasia is morally acceptable. It is a decent, ethical thing to help another human being escape suffering through death.

Hasty Generalization

Making assumptions about a whole group or range of cases based on a sample that is inadequate.The scope of evidence is too small to support the conclusion.

“One study found that people who were bullied online were more likely to commit suicide, so obviously all people who are bullied on Facebook will likely commit suicide.”

Arguing from Ignorance

The party whose standpoint has been questioned must prove that it is acceptable, but does not do so.

The youth of today are, by nature, lazy.

False Dilemma

The claim presents an artificial range of choices.

You’re either with us, or you’re against us.

Faulty Cause

The assumption that because one event follows another, the second necessarily causes the first.

“After cell phones became popular, there was a slight rise in car accidents. Smartphones and Apple are responsible for causing car accidents.”

Fallacy of Clarity which contains unclear wordingFallacy Definition ExampleLoaded Language

A word or phrase is “loaded” when it has a secondary, evaluative meaning in addition

That beast of a penguin may just carelessly kill its offspring.

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to its primary, descriptive meaning.

Vagueness A lack of a specific definition, explanation, or a mistake in grammar or word choice makes the meaning of a passage unclear.

For a glowing, juvenile appearance.Stop clubbing, baby seals.Watch for mountain sheep.

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Name__________________________________ Period___

Appendix H: Picky Rules for Writing

(Adapted from Professor Cohen’s 39 Picky Rules)

Sentence and Style Rules:

1. Do not begin sentences in any of the following ways: “There are/is…”, “This is…”, “It is…,” etc.

2. “I,” “we,” “us,” “our,” etc. do not belong in academic papers, unless they appear in a quote.

3. Do not use “this,” “these,” “that,” “those,” “which,” or “it” unless the word has a clear and unmistakable antecedent nearby. Never begin a sentence with “this” unless you follow it immediately with a noun that re-identifies the idea to which you are referring.

4. Never publicly dangle a participle or misplace a modifier: write “Showing unmistakable signs of ignorance, the student did not persuade his professor;” NOT> “The student did not persuade his professor, showing unmistakable signs of ignorance.”

5. Never write an incomplete sentence (participles -- “ing” words -- cannot stand as verbs). A verb must agree with its subject in person and number.

6. Know these three rules about commas: a. Join independent clauses (clauses with a subject and a verb) either by using

(1) a comma with a conjunction (“Right-handers predominantly use the left side of the brain, so left-handers are the only ones in their right minds.”) or (2) a semicolon without a conjunction (“Right-handers predominantly use the left side of the brain; left-handers are the only ones in their right minds.”)

b. Separate items in a series by using a comma after every item before the conjunction (“The professor was arbitrary, arrogant, and heartless.”)

c. Never use a comma between the subject and the verb or between the verb and its object (except for interrupting clauses that use two (2) commas).

7. Bury words like “however,” “furthermore,” “moreover,” “indeed,” etc. (conjunctive adverbs) in the clause or sentence; do not put them at the beginning. (E.g. “The students, however, learned something.”)

8. Be consistent when you have two or more parallel structures. a. With adjectives : “He was pompous, picky, and terrorized freshmen” is

wrong. “He was pompous, picky, and fond of terrorizing freshmen” is right. b. With prepositions : “A student could count on his bad temper and

arbitrariness” is wrong. “A student could count on his bad temper and on his arbitrariness” is right.

c. With correlatives : “He graded a paper not only for content but for style” is wrong. “He graded a paper not only for content but also for style” is right.

9. Do not end a sentence with a preposition [about, on, across, from, as, for, in, next, off, toward...] ("She turned on the phone" NOT "She turned it on").

10.Do not use the passive voice (OVS) (“Careless students are failed by the ruthless professor”); use the active voice (SVO) (“The ruthless professor fails careless students”). Because the active voice is direct and clear, this rule is the most important of style, but it has serious consequences for your meaning as well. Politicians, administrators, and those foolishly trying to avoid the consequences of

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their actions love the passive voice because it protects them from facts and responsibility: “Mistakes were made.”

11.Adverbs should be adverbs. Do not do it different – if you know what I am saying.12.Every pronoun should have a clear antecedent to which it agrees in person,

number, and gender.

Paragraph and Arrangement Rules:

13.Give your paper a clear thesis sentence at the end of your first paragraph. If you can remember only one rule, this rule is the one you must remember.

14.Each paragraph must stick to the subject introduced by its first sentence. Most importantly, the first sentence of the first paragraph must establish the context of your paper. “John Wayne first appears in Stagecoach with a rifle in his hand.” NOT> “Duke has a gun.”

15.Avoid using quotations to begin or end a paragraph or a paper. Your own words are most important in those places.

16.Do not use one or two sentences as a paragraph.17.Make the transition between your sentences and your paragraphs clear and logical.

This task is the most difficult in writing, but, as you know, life is hard.18. In longer papers remind the reader of your thesis throughout the body of your

paper.

Argumentation Rules:

19.Never just summarize or paraphrase. Assume your reader has read/seen it. I do not want to know what happened. I want to know your ideas about what happened.

20.Support your assertions and ideas with concrete examples, with brief quotes from the story, book, or film you are discussing, or with a short citation from some reliable authority.

21.Words like “maybe,” “seem,” “perhaps,” and “might” do not keep you from being wrong; they merely alert the reader to the fact that you are worried about it.

22.Avoid vague generalizations: “as we all know,” “people say,” “since the beginning of time,” etc. Obvious claims such as “mankind would not exist without the heart” are equally lamentable.

23.Write about works of art in the present tense, since Hamlet will be stabbing Polonius and Roy Hobbs will be knocking the lights out with his home runs long after your grandchildren have forgotten your name.

24.Avoid asking the audience rhetorical questions. Your audience will not respond to your questions. Strongly written sentences with deep thoughts are much more strong.

25.Delete the phrase “in the past” from your writing as well as any hint of chronological snobbery. Chronological snobbery is the erroneous assumption that, with the passage of time, mankind has gotten progressively wiser. In the past, such a pedantic list of writing rules would have been unnecessary for undergraduates.

26.When citing a dictionary refer to the Oxford English Dictionary whenever possible.

Diction and Vocabulary Rules:

27.Do not misspell words. Misspelled words look dumb; do not look dumb. Use a dictionary or a literate friend to check your spelling. On a word processor, always

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use spell-check, but do not trust it! Spell-check is no substitute for proofreading. Spell out one and two digit numbers.

28.Never use contractions (don’t, aren’t, can’t, etc.).29.A possessive without an apostrophe is a misspelled word. One exception is the

possessive of “it”: “its.” “It is” contracts to “it’s.” Since you will not use contractions, you will never write “it’s” on a paper.

30.Choose the best word for the context. Your papers should be a place “where every word is at home, taking its place to support the others” (Eliot “Little Gidding,” V.217-218). Beware of unintended irony: an N.C. State basketball player once explained his ability to shoot with either hand, “yeah, I’m amphibious.” Suffice it to say this student-athlete, to avoid drowning in his coursework, crawled out of school and into the NBA.

31.Also, beware of these other egregious violations of Rule Twenty-Nine (29): jargon (say “library”; do not say “instructional media center”), cliché (say “the professor is a conservative grouch”; do not say “the professor is an old fogey”), slang (say “the teacher is foolish”; do not say “the teacher is a dork”), hyperbole (say “this man has too high a regard for himself”; do not say “this man is the most arrogant jerk who ever lived”), gobbledygook (say “now”; do not say “at this point in time”), and malapropism (confusion of idioms; one former NFL player commented, “I really cleaned his bell; I rang his clock”).

32.Use your smallest most Anglo-Saxon, most comfortable words; big words impress only high school teachers and smell of the thesaurus.

33.Lose the word “very” and, like, you know, other gratuitous additives from, you know, your written and spoken vocabulary.

Format and Polishing Rules:

33.Number your pages.34.Give your paper an informative title. The name of the work you are dealing with is

NOT the title of your paper. “Shakespeare’s Use of Time in Hamlet” is by a thoughtful person; “It Takes a Broken Egghead to Make a Hamlet” is by a clown; Hamlet is by Shakespeare.

35. Italicize all full-length films, plays, and books. Do likewise with magazine and newspaper titles. Short stories, film shorts, one-act plays, and articles go in quotation marks (“…”). Do not underline or put your own title in quotation marks.

36.When you quote from or refer to a source, cite it appropriately and include a works cited page of some kind.

37.On those extremely rare occasions when you quote more than two lines of text, indent five spaces left and right, single space the quotation, and leave off the quotation marks.

38.Before handing in your final copy, have an intelligent friend read your paper to you; then fix it.

39.Be safe: frequently save your file, and if possible keep a hard copy, and/or a version on another drive.

40.Do not hand in a paper unless you have come to care about it. You believe in goodness and truth; therefore, commit yourself to communicating your ideas well and truthfully.

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Appendix I: Delivery Materials

Delivery EvaluationCategory Score CommentsFocus (10) Speech has one subject. Speaker establishes his or her focus (main idea) clearly and effectively. Each part of the speech (introduction, body, and conclusion) has a

specific focus.Organization (10) Maintains organization and transitions throughout. Has a natural flow. Includes a hook, body, and conclusion.

Development (10)Ideas in speech are developed by using: Precise observations and details Stories Explanations

Ethos (10) Likability: Speaker has a friendly, positive attitude when speaking and

won over the audience. Integrity: Speaker is honest, credible, and conscientious Competence: Speaker is confident, enthusiastic, and in control of him-

or herself. Speaker is prepared and knows their topic well.Completion (10)Satisfied all requirements regarding: Time Subject Type of speech

Total Score (Out of 50)

Speaker:_____________________________ Audience Member (Questioner): _____________________________

Period____

Q&A Session

Directions: After or while listening, write two questions from the options below. Write on this paper, either the front or the back. When the Q&A session begins, ask one of the questions.

Level 1: Would you explain _____________________________________________________________________?

Level 1: How would you describe ________________________________________________________________?

Level 2: How would you compare _______________________________________________________________?

Level 3: Can you elaborate on the

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reason__________________________________________________________?

Level 3: How is _____________________________ related to _________________________________________?

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Appendix J: Persuasive Argument Rubric

Style:

Your written

response show

s a sense of audience by using effective vocabulary

Arrangem

ent:

Your written

response show

s a coherent, orderly, w

ell-reasoned approach.

Developm

ent:

Your written

response gives a clear and logical explanation of ideas, using supporting m

aterial.

Argum

entation:

Your written

response show

s an understanding and interpretation of the w

riting prom

pt.

Persuasive Argument R

ubric

Has vivid language, fluidity,

and a sense of engagement

and voice.

Contains at least 3 instances

of figurative language

Has sophisticated style of

sentence structure, sentence variety, and vocabulary.

Shows errors w

hen using sophisticated vocabulary only.

Sets up and maintains a clear

focus.

Follows classical

argumentation w

ith an introduction, narration, confirm

ation, refutation, and conclusion.

Introduction is engaging and appropriate; conclusion sum

s up the argum

ents, arouses sym

pathy, and creates a sense of closure

Establishes a logical, rational

sequence of ideas with

Clearly w

ritten topic sentences focus paragraphs.

Develops persuasive

arguments to establish

his/her case.

Builds and elaborates ideas

thoroughly.

Uses exam

ples precisely.

Develops the topic in an

interesting and imaginative

way.

Dem

onstrates flow and

coherence in the developm

ent of ideas.

Argument and ideas are

presented in a creative and original m

anner.

Defends a clear, precise,

debatable thesis/claim of fact

throughout.

Rhetorical appeals to ethos,

logos, and pathos create a strong sense that the w

riter is w

ell-informed on the topic.

Dem

onstrates good will to the

audience (supplying adequate background, explaining w

hy the issue is im

portant to the

10

Has a sense of audience.

Contains at least 2 instances

of figurative language

Has good control of basic

mechanics.

Uses an appropriate level of

vocabulary.

Has a slightly low

er quality of sentence structure and sentence variety.

Exhibits som

e errors that do

Obviously attem

pts organization.

Focuses on the thesis statem

ent.

Exhibits a generally logical

sequence of ideas by mostly

following classical

argumentation w

ith an introduction, narration, confirm

ation, refutation, and conclusion.

Introduction is appropriate; conclusion sum

s up the argum

ents and arouses

Topic sentences generally focus paragraphs.

Develops som

ewhat

persuasive arguments to

establish his/her case.

Develops the topic in an

acceptable way.

Uses relevant exam

ples throughout the essay.Develops ideas clearly and

consistently, creating a general sense of flow

.

Anticipates and attempts to

refute the most significant

Provides a thoughtful analysis of the w

riting prompt.

Thesis is missing one of the

following characteristics:

clear, precise, debatable

Rhetorical appeals to ethos,

logos, and pathos create a general sense of know

ledge of the topic.

Dem

onstrates good will to the

audience (supplying some

background, somew

hat explaining w

hy the issue is im

portant to the audience)

8

Has a vague sense of audience.

Contains at least 1 instance of

figurative language

Uses sim

ple sentences.

Uses vocabulary w

hich is below

level.

Dem

onstrates partial control of m

echanics.

Has errors that begin to interfere

with com

prehension

Shows an attem

pt to create and m

aintain a focus.

Strays from the topic at tim

es.

Exhibits som

e type of sequence of ideas and contains, in som

e order, elem

ents of classical argum

entation, such as an introduction, narration, confirm

ation, refutation, and/ or conclusion.

Introduction is too short or confused; conclusion sum

med up

the arguments, but m

ay introduce new

ideas.

Topic sentences are unclear.

Introduces, but doesn't develop persuasive argum

ents to establish his/her case.

Answers the question in an

abbreviated manner.

Gives brief exam

ples to explain ideas.

Develops ideas som

ewhat

inconsistently or in a limited w

ay, creating little sense of flow

or coherency.

Anticipates, but doesn't actually refute the m

ost significant

Offers a sim

ple interpretation of the w

riting prompt.

Thesis is missing tw

o of the follow

ing characteristics: clear, precise, debatable

Rhetorical appeals to ethos, logos,

and pathos are unclear and don't convey a sense of m

astery of the topic.

Dem

onstrates some sense of the

audience (supplying a little background, explaining a little bit w

hy the issue is important to the

audience)

6

Shows m

inimal control of the

language.

Contains no noticeable

figurative language

Has errors that m

ake com

prehension difficult.

Does not show

a logical sense of organization and classical argum

entation is not attempted

or understood.

Digresses from

the topic.

Can be difficult to follow

.

Introduction is too short and confused; conclusion creates no sense of closure

No apparent transitions or uses

transitions which do not fit the

section.

Topic sentences are not present.

No clear persuasive argum

ents w

ere presented to establish his/her case.

Shows w

eakness in developm

ent of ideas and/or develops ideas w

ithout thorough explanation.

Contains inaccurate, vague, or

repetitive details.

No flow

of ideas or sentence coherency

May anticipate counterpoints,

but doesn't refute any.

Meets few

of the requirements

of the writing prom

pt.

Discusses very basic ideas.

Makes few

connections to explain the thesis.

Thesis is missing all of the

following characteristics: clear,

precise, debatable

Rhetorical appeals to ethos,

logos, and pathos are not present and the topic seem

s alm

ost foreign to the writer.

Dem

onstrates no good will

toward the audience (supplying

4

22

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