IPHY 3700: Checklist Based on
Grading Summary Sheet for Final Argument Paper
Power Goals for Argument Papers, for your Reference
First section (front end): setting up the issue as a problem
• NQ Name the question and define the dimensions you will (and will not) cover; think of this as a research question
• MC Motivate readers to care about the issue
• PQ Prove with evidence that the question is unanswered
• DT Define or explain terms and concepts that readers need in order to follow the argument
Main section: arguing for the best possible conclusion
• NP Name the position (the conclusion you will build the case for); think of this as the answer to the RQ
• NC Name the most important counterargument(s)
• ER Explain the reasons that convinced you and will convince readers that your conclusion is the best possible one: While being fair to both sides, show how the evidence for your position is stronger overall than the evidence for any counterargument. Answer the question, How did I reach my conclusion?
• SC Acknowledge the true strengths of the evidence for whatever counterargument(s) your position opposes.
• ER vs SC Acknowledging the strengths and weaknesses of both sides, explicitly show how and why your ERs outweigh the SCs.
Max. Pos. Points / Done?CONTENT (420 points, or 70%)
Front end sets up the unresolved question — / 100
MC: Paper begins by connecting with target readers (see Reaches Target Audience, below)
NQ: Gives enough history or context to show where the question came from.
NQ: Has one sentence that names the precise question with the 4 components of a research question. Must match the NP sentence (see below).
NQ: Includes the paragraph(s) giving an overview of your 10 sources, showing similarities and differences in relevant aspects of their RQs, methods, & results.
PQ: Shows the problematic evidence and explains what the problem is (why the evidence doesn’t definitively answer the question—is it conflicting, competing, or incomplete?).
PQ: Shows how the 10 sources divide into different answers.
PQ: Must have visuals (figures, tables, schematics, etc.) to show PQ content.
DT: Defines terms readers need. (See Reaches Target Audience, below.)
DT: As needed, explains relevant concepts in physiology and scientific method, including basics about how scientists design studies and think about data. (See Reaches Target Audience and Structure, below.)
DT: Uses illustrations and side boxes to help readers understand what’s being defined or explained (see Structure, below). May use published illustrations as long as the caption cites the source.
The main section makes a clear, thorough, and convincing case for the best possible conclusion from available evidence — / 250
NP: The answer that the paper will argue for must exactly match the NQ sentence in all 4 components. Depending on the issue, NP can be conditional rather than YES/NO for all populations or conditions or situations. The NP sentence should reflect that this answer is not permanent; it is only as strong as the current state of evidence.
NC: Some papers will have only one counterargument; others might have 2 or 3. This depends on the question and evidence.
ER, SC: Paper is fair to all sides, shows the all strengths and limitations of the evidence for the NP and NC conclusions. The number of ER and SC statements will vary in each paper, according to the evidence related to the specific question.
Every criticism leveled at one “pile” of evidence must also be applied to the other “pile(s).”
ER vs SC: Paper gives clear reasons why the evidence in favor of NP is stronger overall than the evidence for NC. These reasons will emerge from the comparison of “piles” of evidence supporting each possible conclusion.
The reasons must be supported by appropriate evidence. If the paper’s question is a question because of conflicting evidence, the reasons cannot be that some results support NP (because some also support NC). If the issue is an issue because of competing evidence, the reasons may be that one alternative produces better results than the other.
Every ER vs SC must be illustrated by a visual. Visuals must compare the evidence supporting NP and the evidence supporting NC. See Overall Structure, below.
Whole paper reaches the target audience— / 70
Shows understanding of target readers’ relationship to the question, and meets them at their starting point
Defines and explains vocabulary and scientific concepts that target readers need in order to appreciate the argument
Uses a level of vocabulary and tone suited to target readers
STRUCTURE (90 points, or 15%) / 90
Overall structure / 60
Restricts main text to 10 double-spaced pages, not including visuals, references, or side boxes.
Divides content between main text and side boxes: Uses main text to express the flow of the argument, and side boxes to give background or explanations without interrupting the main flow.
Uses headings and titles of visuals and side boxes to keep readers oriented. May locate them at the end of the text or interspersed, whichever is easier to produce (usually at the end).
Points readers’ eyes to visual elements and side boxes when they need to look there; refers to them by their titles or numbers (NOT directional words such as “below”).
Includes visuals and captions to support every major idea: especially PQ, ER, SC, DT.
Captions emphasize the take-home points of their visuals, so readers see how the visuals support the argument.
Figures clearly reveal the sources of all data and which values are statistically significant.
Includes a reference list with complete bibliographic information about each source. May use any style, as long as it is consistent (see Mechanics, below).
Paragraph structure / 30
Topic sentences help readers see the paragraph’s role in the argument (that is, relationship to power goals)
Paragraphs display unity of theme, logical flow, and transitions that reveal the logical flow.
Paragraphs are an appropriate length.
STYLE AND MECHANICS (90 points, or 15%)
Sentence construction—sentences are clear and well crafted, with appropriate word choices / 40
Mechanics—correct grammar, spelling, punctuation; consistent referencing system / 50
TOTAL / 600
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ARGchecklist.docx