Assignment 1: Argument Analysis

This semester, we will read texts which deal with complex issues of identity and borders: personal, societal, familial, sexual, moral, political, and national.

For this project, choose one of the texts we have read and discussed in class, andconstruct an account ofthe argumentand analyze/describe its elements. In your essay, you will discuss the author’s project, argument and central claims, as well as analyze how the author organizes the piece and how the structure influences what he/she has to say. Finally, you will comment on how what he/she has to say is significant for readers.

Criteria for Evaluation:

  1. Describe the author's project and argument, and what you see as his/her most important or interesting sub-claims, explaining how these sub-claims relate to the main claim.
  2. Describe how the author organizes the text and how this influences what he/she has to say.
  3. Analyze the ways in which the author supports his/her claims, and the moves or strategies the author employs to advance these claims.
  4. Write the paper as if addressing a reader unfamiliar with the text.
  5. Comment on how this article is significant-what difference it might make to readers.
  6. Use an effective structure that carefully guides the reader from one idea to the next.
  7. Be thoroughly edited so that sentences are readable and appropriate for an academic audience.
  8. Be peer reviewed in class by at least three classmates

Key learning outcomes: students will be able to describe and analyze an author’s argument, claims, project, support and rhetorical strategies.

Essay 1 Rubric: Argument Analysis Name:

Not PassingCBA

General Approach / The essay fails to respond appropriately to the assignment, is off-topic, or is seriously underlength. / The essay responds only partially or inappropriately to the assignment. / The paper responds appropriately to the assignment by analyzing the text’s argument and other components. / The essay responds appropriately and takes an interesting and analytical approach to the assignment.
MLA format / The essay is not presented in MLA format. / The essay is presented in MLA format but with significant errors in spacing, font, or layout, or it may be lacking a title. / The essay is presented in MLA format with a correct header, name block, and title. It is double-spaced, has 1-inch margins, and is presented in a plain, 12-pt. non-decorative font. / The essay is present in MLA format with virtually no errors. The title is appropriate to the essay and interesting.
Structure
/Organization / No clear structure is apparent; the essay is one long paragraph or lacking any organization. / Clear introduction, conclusion, and separate body, although the articles may be discussed as chunks in single, separate paragraphs, or the organization may be weak. / Clear structure, with a well-defined introduction, logically-organized body paragraphs that address both readings, and conclusion. / Excellent structure and organization that clearly leads the reader through the essay. Effectively uses transitions, topic sentences, and supporting evidence.
Project & Argument / The essay does not state either the project or the argument (or both). / The essay states the author’s project and argument in the chosen essay, but they are either inaccurate or not clearly stated. / The essay states the author’s project and argument in the chosen essay. / The essay clearly and accurately states both the author’s project and argument in the chosen essay.
Central Claims / The essay does not state the central claims which the author makes in the chosen essay or they are misidentified. / The essay states the central claims which the author makes in the chosen essay, but they may be limited or oversimplified. / The essay states the central claims which the author makes in the chosen essay. / The essay clearly and accurately states the central claims which the author makes in the chosen essay.
Des. Of Organization / The essay does not describe how the author organizes the text and/or fails to show how that this influences his/her argument. / Some attempt is made to describe how the author organizes the text and how that this influences his/her argument. / The essay describes how the author organizes the text and how that this influences his/her argument. / The essay clearly and accurately describes how the author organizes the text and how that this influences his/her argument.
Problem Presented / The essay does not show the various aspects of the problem the author presents. / The essay attempts to show the various aspects of the problem the author presents. / The essay shows the various aspects of the problem the author presents. / The essay clearly and accurately shows the various aspects of the problem the author presents.
Significance / The essay does not explain how the chosen article is significant by illustrating what difference it might make to readers. / The essay attempts to explain how the chosen article is significant by illustrating what difference it might make to readers. / The essay explains how the chosen article is significant by illustrating what difference it might make to readers. / The essay clearly and accurately explains how the chosen article is significant by illustrating what difference it might make to readers.
Sentences / Frequent errors in sentence structure, usage, spelling, or punctuation that significantly interfere with meaning. Word choice may be ineffective and awkward. / Occasional errors in sentence structure, usage, spelling, or punctuation, but only a few of which interfere with meaning. Occasional awkward phrasing or word choice. / The sentences read smoothly, and the writing may contain just a few errors in usage, spelling, or punctuation, but none that significantly interfere with meaning. Effective word choice. / The sentences read smoothly and are of varied structure and length. The writing contains virtually no errors in usage, spelling, and punctuation. Precise and effective word choice.
Peer Reviewed / Rough draft was not read nor evaluated during the in-class workshops. / Rough draft was partially complete and evaluated during the in-class workshop. / Rough draft was complete and evaluated by 2 people during the in-class workshop. / Rough draft was complete and evaluated by 3 people during the in-class workshop.

Grade: