Unit 4 (Researched Argument) Peer Review Questions
1. Read the paper’s title. Does it introduce the subject matter and/or summarize the paper’s thesis statement? If not, indicate that a title is needed. After you have read the paper, suggest some titles.
2. Read the paper’s introduction. In your own words, list answers for the following: What issue is introduced? What reasons are given for the issue’s relevance or importance? What opposing arguments are presented? What is the thesis statement? (If any of these are missing, indicate this to the writer).
3. Reread the thesis statement. In a list, identify the who, what, when, where, and why addressed in the thesis. If any of these are missing, indicate this to the writer.
4. Does the writer provide sufficient background information for a reader to understand this topic? If not, indicate any points of confusion you had, any terms whose definitions you didn’t know, or any other parts of the argument that were unclear.
5. Read the body of the paper. As you read, note in the margins what each paragraph does (e.g. “background information provided,” “thesis supported with outside sources,” etc.).
6. List the outside sources used in this paper. Beside the name or title of each source, identify the reason for expertise the writer provides. If the writer provides no reason for expertise, write: “introductory tag needed.”
a. How credible are these sources?
b. How appropriate are these sources for this argument?
7. Make corrections, if necessary, to MLA formatting on any outside quotes, paraphrases, or summaries (all should have attributive tags and parenthetical page numbers before the period; quotes should have quotation marks).
8. Consider the overall strength of the paper’s argument. That is, review the thesis statement and supporting arguments offered throughout. How logical is the argument? What challenges to this argument has the writer not mentioned? Write a note addressing these to help the writer strengthen his/her thesis and support.
9. Circle any first- or second-person pronouns present in the paper (there should be none).
10. Read the conclusion paragraph. It should avoid phrases like “in conclusion,” “to summarize,” and the like.
a. Does the conclusion open/widen the issue? (That is, does it provide new material rather than simply restating what’s already present in the paper?)
b. Suggest one or two ways the writer could open his/her paper up with the conclusion (i.e. suggest different aspects of the argument the writer might address here).
11. Review the paper for conventions of grammar, spelling, punctuation, capitalization and usage. Circle any errors you see and, when possible, make corrections.
12. When you have finished, exchange papers with your peer and discuss these answers. If time permits, you may exchange papers with a second peer.
Unit 4 Rubric (Argumentative Research Paper)
An “A” Paper…
· Efficiently introduces the issue addressed in the paper and provides adequate background information for that issue.
· Includes an effective thesis statement that:
o identifies the “who, what, where, when, & why” of the issue addressed; and
o makes an arguable claim about an issue.
· Supports this thesis logically throughout the paper by:
o identifying credible research/opinions that support the thesis and introducing those sources correctly;
o acknowledging credible research/opinions that do not match the thesis and introducing those sources correctly; and
o demonstrating how/why the thesis withstands opposing viewpoints.
· Builds the writer’s ethos by:
o including evidence of credible, pertinent research;
o using language and tone appropriate for the general academic audience; and
o demonstrating the writer’s ability to express an informed opinion without using first-person pronouns (I, me, my, mine, etc.).
· Cites all outside sources in the paper’s body and on the Works Cited page in MLA format.
· Includes a relevant and interesting title.
· Follows formatting guidelines (Times New Roman, double-spaced, 12 point, one-inch margins).
· Shows evidence of careful proofreading (almost no errors in spelling, usage, grammar, mechanics, etc.).
A “B” Paper…
· Introduces the issue addressed in the paper and provides adequate background information for that issue.
· Includes a strong thesis statement that makes an arguable claim about an issue.
· Supports this thesis throughout the majority of the paper in the ways listed above.
· Builds the writer’s ethos by:
o including evidence of credible, pertinent research;
o generally using language and tone appropriate for the g.a.a.; and
o avoiding first-person pronouns.
· Correctly cites all outside sources in the paper’s body and on the WC page.
· Includes a relevant title.
· Follows formatting guidelines.
· Has few errors in spelling, usage, grammar, mechanics, etc.
A “C” Paper…
· Introduces the issue and provides some background information, though this information may be either too little or too much.
· Includes a thesis statement that states the paper’s central argument.
· Generally supports this thesis in the body of the paper by:
o identifying research/opinions that match the thesis;
o acknowledging research/opinions that do not match the thesis; and/or
o attempting to show why the thesis withstands opposing viewpoints.
· Attempts to build the writer’s ethos by:
o demonstrating evidence of some credible and/or pertinent research;
o attempting the tone and language of scholarly writing; and
o largely avoiding first-person pronouns.
· Correctly cites all outside sources in the paper’s body and on the WC page.
· Includes a relevant title.
· Follows formatting guidelines.
· Has some errors in spelling, usage, grammar, mechanics, etc.; at times, these mistakes may detract from meaning.
A “D” Paper…
· Has an overly broad introduction or one that provides insufficient or irrelevant background information.
· Has no thesis statement, a thesis that does not match the paper, or a thesis statement that does not make an arguable claim.
· Generally does not support the thesis in the paper’s body OR includes body paragraphs that support contradicting points of view OR includes body paragraphs that lack a sense of controlling voice.
· Seriously harms the writer’s ethos by:
o demonstrating poor research skills and/or use of non-credible sources;
o failing to write in the language or tone appropriate for scholarly papers; and/or
o including first- and/or second-person pronouns.
· Incorrectly cites outside sources, either in the paper’s body or on the WC page.
· Has no title or an irrelevant title.
· Does not follow one or more formatting guideline.
· Has significant errors in spelling, etc.; these errors are often distracting.
An “F” Paper…
· Fails to meet minimum requirements; and/or
· Plagiarizes.
Sample introduction:
In recent years, the popularity of undead creatures like zombies and vampires has skyrocketed in the United States. Some pop culture analysts attribute this trend to books like those in the Twilight series and to the type of communication facilitated by the Internet, which allows people with relatively niche tastes to congregate and interact easily. A closer analysis of cultural and economic factors in contemporary American society, though, suggests that the mania for the undead might be Americans’ way of claiming immortality as their culture—and nation—begins to fall from its position as the number one global superpower.
Final Exam
Throughout the semester, we have studied and practiced techniques for presenting and supporting arguments. In the next two hours, your assignment is to compose an essay in which you present an academic argument to me. In this argument, you should identify the grade you believe you have earned this semester and offer support for why I should (or should not) enter this grade on your transcript and, if necessary, identify (and provide supporting arguments for) what grade I should enter.
The Details:
This is not a vocabulary test; I am not interested in reading definitions of terms we have discussed since January. I will grade this essay based on the efficacy with which you implement the concepts named by those terms. I will also grade on the strength of your argument, including your use of claims and evidence, rhetorical appeals, structure, the written word (i.e. grammar, spelling, usage, punctuation, capitalization, etc.), and any other element of argumentation we have discussed in this class.
The goal of this essay is for you to show me that you have, in fact, absorbed the subject matter of this class and that you are capable of employing it to your benefit. I will take these arguments into consideration when I enter final grades. What does that mean? In the case of an excellently reasoned and written argument (say, one that argues for a student who has earned a C to be awarded a B), I may just agree to raise a grade.
Please note that I can and will not grade an essay that is illegible.
Bring to the Final:
· Blank, lined paper. Write on one side only and skip lines.
· A dark blue or black pen (I will not grade essays written in pencil).
· A dictionary.
· No more than one page of notes (if you wish).
o Environmental activists: Support widespread education and facilitation efforts for decreasing animal product consumption to limit production of greenhouse gases
o Animal rights activists: Support decreased animal consumption to protect animals’ wellbeing
o Producers of meat and animal products: Object to efforts to decrease animal consumption, which could decrease their profitability
o Health experts: Support efforts to encourage those with hypertension, heart disease, and related conditions to decrease animal consumption for health reasons
o Politicians: In rural/farming states, likely opposed to decrease in production/consumption; in other states, likely opposed for potential to limit jobs; some green or health-conscious politicians would likely campaign to reduce consumption for reasons listed above
o First, agree with this claim. Be as sympathetic to it as you can. Free-write for several minutes to brainstorm as many reasons as you can why this claim makes sense (consider financial, social, physiological, and other aspects of the issue).
o Now, disagree with the claim. Think of as many reasons as you can that this claim does not make sense or would not work.
An “A” Paper:
· Contains an effective (specific and complex) thesis statement that answers the paper’s focus question by assessing the current state of expert knowledge on a specific issue.
· Has body paragraphs that make original, arguable claims about the source material and adequately supports those claims with textual evidence. This evidence should take the form of quotations, paraphrases, and summaries, and should:
o appropriately use attributive and introductory tags;
o incorporate language that signals relationships between sources and ideas (“but,” “on the other hand,” “similarly,” etc.); and
o analyze/compare/contrast sources rather than simply summarizing them.
· Has a vocabulary, grammar, and tone appropriate for a general academic audience.
· Effectively incorporates ideas from at least six sources (three of which are scholarly) that represent multiple viewpoints.
· Meets the minimum length requirement (four full pages).
· Has a relevant title.
· Cites sources in correct MLA format, both in the paper’s body and on the Works Cited page.
· Contains almost no errors of spelling, grammar, mechanics, punctuation, etc.
A “B” Paper:
· Contains a strong thesis statement that answers the paper’s focus question by assessing the current state of expert knowledge on a specific issue.
· Has body paragraphs that make original, mostly arguable claims about the source material and adequately supports those claims with textual evidence. This evidence should meet all the “A” criteria.
· Has some lapses in vocabulary, etc.
· Incorporates ideas from at least six sources (at least three of which are scholarly) that represent multiple viewpoints.
· Meets the minimum length requirement (four full pages).
· Has a relevant title
· Cites sources in correct MLA format (in-text and on WC page).
· Contains few errors of spelling, grammar, etc.
A “C” Paper:
· Contains a thesis statement that attempts to answer the paper’s focus question, but may be overly general, vague, or simplistic.
· Has some original claims in body paragraphs that are generally well supported by attempting to meet the “A” criteria with perhaps a few lapses.
· May have serious or frequent lapses in vocabulary, etc.
· Uses ideas from at least six sources (at least three of which are scholarly).
· Meets the minimum length requirement (four full pages).
· Has a relevant title.
· Cites sources in correct MLA format (in-text and on WC page).
· Contains some errors of spelling, etc.; at times, these errors can be distracting.
A “D” Paper:
· Has no apparent thesis or a thesis that doesn’t match the paper.
· Includes few or no original claims about source material, or includes claims about the issue rather than expert opinion on the issue, or includes claims without sufficient evidence to support those claims.
· Largely fails to employ vocabulary, etc. appropriate for a general academic audience.
· Uses ideas from six or fewer sources, or has a discrepancy between sources in the paper and on the WC page, or does not have enough scholarly sources.
· Does not meet the minimum length requirement (four pages).
· Has no title or a title irrelevant to the paper’s content (e.g. “Unit 3 Paper”).
· Cites sources incorrectly, either in the paper or on the WC page.
· Contains distracting or damaging errors of spelling, etc.
An “F” Paper:
· Fails to meet minimum requirements, or
· Plagiarizes.
Unit 3 (Synthesis of Perspectives) Peer Review Questions
Before you exchange papers with your peer, write your focus question at the top of your paper. Then, read your paper quietly aloud to yourself. Make any changes you see necessary, then exchange papers. Peer reviewers: you may put your answers on a blank sheet of paper or on the back of a page of your peer’s draft.
1. At the top of your peer’s paper, clearly write your first and last name so I can give you credit for your comments.
2. Read the focus question and the first paragraph.
a. Do the first sentences establish the issue to be discussed? If not, indicate to the writer that he/she has not yet provided sufficient background information.
b. Underline the thesis statement. Does it answer the focus question (that is, does it make a claim about the current state of knowledge of the issue addressed)? What specific elements of the issue does it address? How does it address complexity in the issue? Offer some suggestions for how your peer might improve the thesis and/or what he/she needs to add.
3. Read through the paper.
a. How is the paper organized (e.g. by sources, by ideas, by main points & sub points, etc.)? Write a roman numeral outline that corresponds with the paper so the writer can see whether the current organization makes sense.
b. What “sides” of the issues does the writer identify? Do the opinions present a balanced/fair view of the issue? What perspectives, if any, are missing?
c. Who are the “expert” sources the writer includes? List the sources the writer includes. After each name, include profession/reason for expertise, publication and what “side” the source takes. If any of this information is not indicated in the paper, make a note (e.g. “profession missing”).
d. If there are any quotes/paraphrases/summaries that are not introduced by an attributive tag, write: “anchor text needed.” If any quotes/paraphrases/summaries are missing a page/paragraph citation, write: “citation needed.”
4. Look for the writer’s original claims. Underline each original claim you see. In the margins, indicate whether the claim is arguable and whether it refers to the issue (which it should not) or the sources’ arguments about the issue (which it should).
a. The claims should make arguments about the expert opinion gathered from outside sources rather than the issue. By each original claim, indicate whether the claim refers to the issue or the sources.
b. Each original claim should be supported with evidence in the form of quotes/summaries/paraphrases. Indicate any places where claims lack sufficient evidence.
c. Evaluate the evidence provided. Does it support the claim the author makes? Is more evidence needed? Does the claim need to be “tweaked” to make sense or match the evidence?
5. Consider the language and tone of the paper. Is it appropriate for a general academic audience (i.e. does it avoid first- and second-person pronouns, contractions, slang, etc.)? Mark any places you think might be problematic. To suggest alternate word choice, underline the word or phrase and write “WC.” Indicate troublesome, awkward, or confusing phrasing in the margins.
6. Review the paper for grammar, spelling, punctuation, usage, and MLA formatting. Mark any errors/problems you see.
7. Consider the rubric posted on the blog. Based on this rubric, assign a grade to this draft of the paper. Explain why you assigned this grade to the paper. If necessary, offer suggestions for how the writer might improve this grade in the final draft.
Questions to Guide Synthesis Drafting
These questions are designed to help you analyze, compare, and contrast your sources to understand the ways in which they respond to various aspects of your issue and interact with each other. The answers to these questions should provide the basis of a draft of your synthesis of perspectives essay.
For each source you use, consider these content analysis questions:
1. What is the writer’s thesis/main argument? (In other words, what does the writer claim about the issue you’re researching?)
2. How do the claims your authors make relate to the issue you’re examining? How do the claims relate to each other?
3. What aspects of your issue do your sources examine? Do they offer any reasons for focusing on those aspects? If not, can you deduce their reasons (based on their background, expertise, personal experiences, etc.)?
4. On what points do your sources agree with each other? On what points to they disagree? Why do these similarities and differences exist? (Consider the background of the writers, etc.)
5. Based on the above analysis questions, what claim can you make about how your sources address the issue you’re examining? (This type of statement could serve as a thesis.)
For each source you use, consider these questions of rhetorical analysis:
1. Where did each of these sources originally appear?
2. What stylistic elements is each author using (formal/informal language, figurative language, images, etc.)? How effective are these elements for the source’s original publication context?
3. What appeals does the argument use (to ethos, pathos, logos)?
4. Who is making the argument? How effectively does he/she establish ethos?
5. What issues are raised and ignored? How does the choice to address or ignore certain elements of an issue affect the argument?
6. What types of evidence are presented (qualitative/quantitative)? How effective is this evidence for the subject matter?
7. What is the purpose of this argument? How does it achieve or fail to achieve that purpose?
8. Based on these analysis questions (and others from p. 98 in Everything’s an Argument), what claim can you make about the form of the arguments made by people discussing this context? (This type of statement could serve as a thesis.)
An A paper…
· Is written with a tone and in a vocabulary appropriate to an academic audience;
· Explicitly identifies a specific issue as the focus of research;
· Offers thorough, informative background information about this issue that shows evidence of research and evaluation;
· Identifies specific difficulties the writer has encountered so far in the research process;
· Includes strong annotations that do all of the following:
o Include Works Cited entries in proper MLA format;
o Include a brief summary of the source’s subject matter;
o Identify the author’s thesis statement and the author’s identity/credibility;
o Assess the source’s likely usefulness to the writer’s research and include specific reasons for that assessment; and
o Mention or discuss some rhetorical devices used by the author;
· Meets the page requirement and follows MLA formatting guidelines for font, size, spacing, margins, etc.; and
· Is virtually free of errors in spelling, grammar, punctuation, capitalization, usage, etc.
A B paper…
· Is generally written in a tone and with a vocabulary appropriate to an academic audience, with perhaps a few lapses;
· Clearly identifies a specific issue as the focus of research;
· Offers informative background information about this issue that shows evidence of research;
· Identifies specific difficulties the writer has encountered so far in the research process;
· Includes strong annotations that do all of the following:
o Include Works Cited entries in proper MLA format;
o Include a brief summary of the source’s subject matter;
o Identify the author’s thesis statement and the author’s identity/credibility; and
o Assess the source’s likely usefulness to the writer’s research and include reasons for that assessment;
· Meets the page requirement and follows MLA formatting guidelines for font, size, spacing, margins, etc.; and
· Is generally free of surface errors.
A C paper…
· Has frequent lapses in the general academic tone and/or vocabulary;
· Identifies a specific issue as the focus of research;
· Offers background information about this issue that shows evidence of research;
· Identifies difficulties the writer has encountered so far in the research process;
· Includes annotations that do all of the following:
o Include Works Cited entries in proper MLA format;
o Include a brief summary of the source’s subject matter (though this summary may be the main focus of the annotation at the expense of other information);
o Identify the author’s thesis statement and the author’s identity/credibility; and
o Assess the source’s likely usefulness to the writer’s research;
· Meets the page requirement and follows MLA guidelines, etc.
· Has some surface errors, which may at times be distracting.
A D paper…
· Fails to achieve a tone or vocabulary appropriate to an academic audience;
· Identifies a subject matter but not a specific issue for research;
· Offers unclear, insufficient, or confusing background information;
· Fails to identify difficulties so far encountered or does so too vaguely;
· Has annotations that fail to meet one or more of the criteria for “C” annotations;
· Does not reach the page length and/or does not follow MLA formatting guidelines; and
· Has numerous surface-level errors, which may often distract from meaning.
An F paper…
· Does not meet minimum requirements; or
· Plagiarizes.
