Gun Control Argumentative Essay

Correct use of APA guidelines for the following: Headers with pagination Title Page Margins, spacing, and paragraph indentation APA in-text citation and referencing for all sources Do not divide your essay into sections. Do not use headings within your paper to indicate changes in topic. While longer APA essays and particular types of APA writing, such as scholarly articles, employ APA-style bolded headings to divide portions of the writing, you are writing a shorter academic essay. Your shift from one paragraph to the next should be signaled through your use of the effective transition and topic sentence rules we have practiced.6-8 full pages for the essay itself, not including title page or references Effective structure, including your introduction paragraph, your body paragraphs, and your conclusion paragraph At least 5 scholarly sources visibly used, cited, and referenced

Course Outcomes (CO): 3, 5, 6, 7

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Rubric

ENGL147 Week 7 Assignment Rubric (140 pts)

ENGL147 Week 7 Assignment Rubric (140 pts)

Criteria Ratings Pts

This criterion is linked to a Learning Out come Length

5 pts

Meets length requirement (6-8 pages, not including title page or references).

4.25 pts

Length is 5 pages, not including title page or references.

3.75 pts

Length is 4 pages, not including title page or references.

3 pts

Length is 3 pages, not including title page or references.

0 pts

Length is fewer than 3 pages, not including title page or references.

5 pts

This criterion is linked to a Learning OutcomeAPA Paper Format

5 pts

The essay is formatted in correct APA Style for the following items: header with pagination, correct margins and spacing, indentation of the first line of each paragraph. The paper does not use sections or headings within the essay.

4.25 pts

The essay is missing or has errors in 1-2 elements of the following: header with pagination, correct margins and spacing, indentation of the first line of each paragraph. The paper does not use sections or headings within the essay.

3.75 pts

The essay is missing or has errors in 3-4 elements of the following: header with pagination, correct margins and spacing, indentation of the first line of each paragraph. The paper may incorrectly include section divisions or headings within the essay.

3 pts

The essay is missing or has errors in 5 or more elements of the following: header with pagination, correct margins and spacing, indentation of the first line of each paragraph. The paper may incorrectly include section divisions or headings within the essay.

0 pts

No effort

5 pts

This criterion is linked to a Learning OutcomeIntroduction and Thesis Statement

10 pts

The introduction paragraph is highly effective and clear. The introduction paragraph begins with a viable, appropriate attention-getting technique, offers a clear but brief overview of the existing debate, and presents a narrow argument thesis in which the writer takes a clear stance within the debate. The writer avoids using first-person and second-person and avoids referring to the paper itself.

8.5 pts

The introduction paragraph includes the necessary components but may be lacking in clarity, strength, or appeal in one of the following areas: a viable, appropriate attention-getting technique, a clear but brief overview of the existing debate, and a narrow argument thesis in which the writer takes a clear stance within the debate. Or, the writer may use first-person or second-person or may refer to the paper itself.

7.5 pts

The introduction paragraph does not include one of the required components, or the paragraph needs much work in one or more of the following: a viable, appropriate attention-getting technique, a clear but brief overview of the existing debate, and a narrow argument thesis in which the writer takes a clear stance within the debate. The writer may use first-person or second-person or may refer to the paper itself.

6 pts

The introduction paragraph does not include one or more of the required components, or the paragraph needs much work in two or more of the following: a viable, appropriate attention-getting technique, a clear but brief overview of the existing debate, and a narrow argument thesis in which the writer takes a clear stance within the debate. The writer may also use first-person or second-person or may refer to the paper itself.

0 pts

No effort

10 pts

This criterion is linked to a Learning Out come Body of the Essay: Argument

20 pts

In each body paragraph, the thesis argument is forwarded with strong and effective use of multiple argument techniques. Supporting and opposing arguments are richly developed and are presented and analyzed with the writer’s voice as the driving force of each paragraph. The writer avoids using first-person and second-person and avoids referring to the paper itself.

17 pts

Body paragraphs forward the thesis argument well but could be more effective in one of the following: use of multiple argument techniques, rich development of supporting and opposing arguments, and the writer’s voice as the driving force. Or, the writer may sometimes use first-person or second-person or may refer to the paper itself.

15 pts

Body paragraphs forward the thesis argument but could be more effective in some of the following: use of multiple argument techniques, rich development of supporting and opposing arguments, and the writer’s voice as the driving force. The writer may use first-person or second-person or may refer to the paper itself.

12 pts

Body paragraphs fall short of fully forwarding the central argument because of notable deficits in the use of multiple argument techniques, in rich development of supporting and opposing arguments, or in the writer’s voice as the driving force. The writer may use first-person or second-person or may refer to the paper itself.

0 pts

No effort

20 pts

This criterion is linked to a Learning OutcomeBody of the Essay: Paragraph Development

20 pts

The student’s voice is the driving force of each paragraph. Each paragraph includes all of the following: a clear topic sentence in the student’s voice, a brief discussion of the point at hand in the student’s voice, a smooth and clear shift from student’s voice to source material via signal phrases, a brief and clear presentation of source material, a clear indication of when the student’s voice begins again after the source material, and a rich interpretation and analysis in the student’s voice of the source material as related to the overall thesis and/or to the specific argument point at hand.

17 pts

The student’s voice is often the driving force of each paragraph, but some paragraphs may be missing some of the following: a clear topic sentence in the student’s voice, a brief discussion of the point at hand in the student’s voice, a smooth and clear shift from student’s voice to source material via signal phrases, a brief and clear presentation of source material, a clear indication of when the student’s voice begins again after the source material, and a rich interpretation and analysis in the student’s voice of the source material as related to the overall thesis and/or to the specific argument point at hand.

15 pts

The student’s voice is often the driving force of each paragraph, but many paragraphs are missing some of the following: a clear topic sentence in the student’s voice, a brief discussion of the point at hand in the student’s voice, a smooth and clear shift from student’s voice to source material via signal phrases, a brief and clear presentation of source material, a clear indication of when the student’s voice begins again after the source material, and a rich interpretation and analysis in the student’s voice of the source material as related to the overall thesis and/or to the specific argument point at hand.

12 pts

The student’s voice is not often the driving force of all paragraphs because most paragraphs are missing much of the following: a clear topic sentence in the student’s voice, a brief discussion of the point at hand in the student’s voice, a smooth and clear shift from student’s voice to source material via signal phrases, a brief and clear presentation of source material, a clear indication of when the student’s voice begins again after the source material, and a rich interpretation and analysis in the student’s voice of the source material as related to the overall thesis and/or to the specific argument point at hand.

0 pts

No effort

20 pts

This criterion is linked to a Learning Out come Body of the Essay: Organization and Flow

15 pts

Throughout the essay, the writing flows smoothly with effective transitions. The writing employs strong, clear, varied word choice that clarifies ideas and demonstrates good sentence variety. The essay is organized effectively and logically from start to finish.

12.75 pts

Throughout most of the essay, the writing flows smoothly with effective transitions. The writing usually employs strong, clear, varied word choice that clarifies ideas and demonstrates good sentence variety. The essay reflects that an organizational plan has been employed.

11.25 pts

In some places throughout the essay, the writing flows smoothly with effective transitions. There is some evidence of clear, varied word choice and sentence variety. The organization of paragraphs may not be optimal.

9 pts

Throughout the essay, the writing may be choppy due to a lack of sentence variety, word choice, or transitions. The organization of paragraphs from start to finish in the essay might be confusing or otherwise ineffective.

0 pts

No effort

15 pts

This criterion is linked to a Learning Out come Sources: Quality and Number

15 pts

Five scholarly sources are visibly used in the essay itself and are all referenced and cited with enough information needed to determine their scholarly nature.

12.75 pts

Five sources are visibly used in the essay itself, but some may not include enough information needed to determine their scholarly nature.

11.25 pts

Five sources may be used, but 1-2 may not be scholarly. Or, fewer than five sources are used or some are not visibly integrated into the writing.

9 pts

Five sources may be used, but 3 or more may not be scholarly. Or, fewer than five sources are used and many or most are not visibly integrated into the writing.

0 pts

No effort

15 pts

This criterion is linked to a Learning Out come Sources: Application and Integration

15 pts

Each time a source is used within the essay, it is well-previewed in the student’s voice and is smoothly integrated with a signal phrase or with correct integration into a student’s sentence. Each time a source is used, it is highly relevant to the point at hand and is effective in the context of the argument. The student has chosen to paraphrase or quote according to best practices. Sources comprise a small portion of each paragraph and are never used in the topic sentence or final sentence of a paragraph. Sources are cited directly after use, never at the end of the paragraph.

12.75 pts

Almost every time a source is used within the essay, it is well-previewed in the student’s voice and is smoothly integrated with a signal phrase or with correct integration into a student’s sentence. The source may not be clearly relevant to the point at hand or in the context of the argument. The student may need to make better choices between paraphrasing or quoting according to best practices. Sources may be over-used in some paragraphs or may be used in the topic sentence or final sentence of a paragraph. Sources may be cited at the end of a paragraph vs. directly after their use.

11.25 pts

Source application and integration may fall short and may require work to meet some of the following standards: sources well-previewed in the student’s voice, smoothly-integrated with a signal phrase or with correct integration into a student’s sentence, clearly relevant to the point at hand or in the context of the argument, well-informed in choice of paraphrase or quotation, minimally used to maintain writer’s voice, and effectively placed sources and citations.

9 pts

Source application and integration may fall short and may require work to meet many of the following standards: sources well-previewed in the student’s voice, smoothly-integrated with a signal phrase or with correct integration into a student’s sentence, clearly relevant to the point at hand or in the context of the argument, well-informed in choice of paraphrase or quotation, minimally used to maintain writer’s voice, and effectively placed sources and citations.

0 pts

No effort

15 pts

This criterion is linked to a Learning Out come Essay Conclusion

10 pts

The conclusion is succinct and powerful, avoiding verbatim repetition of material from the introduction or from the paper. The conclusion flows well from the final body paragraph, reiterates the thesis concept in a unique way, and leaves the reader thinking with a look at larger contexts while staying keenly on-topic. The writer avoids using first-person and second-person and does not refer to the essay itself.

8.5 pts

The conclusion is succinct and powerful, but may include a small amount of verbatim repetition of material from the introduction or from the paper. The conclusion may flow well from the final body paragraph and addresses larger contexts, but in a way that may not be effective or powerful. The writer may use first-person or second-person or may refer to the essay itself.

7.5 pts

The conclusion is ineffective in some of the following areas: power and conciseness, unique wording, smooth flow, a thought-provoking ending, third-person point of view.

6 pts

The conclusion is missing multiple required elements or is highly ineffective due to wordiness, repetition, length (too short or too long), choppiness, a lack of impact, and/or the use of first-person or referring to the essay itself.

0 pts

Sources are not cited.

10 pts

This criterion is linked to a Learning OutcomeAPA Citation and Referencing

15 pts

All in-text citations and references are formatted in correct APA Style, and the references page is formatted correctly: The word References is centered at the top, the entire page is double-spaced uniformly, the list is alphabetized, and all but the first line of each source is properly indented.

12.75 pts

In-text citations and references may have minor errors in APA Style, and the references page may show errors in 1-2 of the following: The word References is centered at the top, the entire page is double-spaced uniformly, the list is alphabetized, and all but the first line of each source is properly indented.

11.25 pts

In-text citations and references may have persistent errors in APA Style, or the references page may show errors in 3 of the following: The word References is centered at the top, the entire page is double-spaced uniformly, the list is alphabetized, and all but the first line of each source is properly indented.

9 pts

In-text citations and references may have major errors in APA Style, may not include enough information to fully identify the source, and show major deficiency in the following: The word References is centered at the top, the entire page is double-spaced uniformly, the list is alphabetized, and all but the first line of each source is properly indented.

0 pts

Sources are not cited or are cited poorly enough that the nature of the sources is overwhelmingly unclear.

15 pts

This criterion is linked to a Learning Out come Writing: Mechanics & Usage

10 pts

The writing is free of errors in grammar, spelling, and punctuation that would detract from a clear reading of the paper.

8.5 pts

The writing contains a few errors in grammar, spelling, and punctuation, but the errors do not detract from a clear reading of the text.

7.5 pts

The writing contains some errors in grammar, spelling, and punctuation that need to be addressed for a clearer reading of the paper.

6 pts

The writing contains several errors in grammar, spelling, and punctuation that impede a clear reading of the paper.

0 pts

No effort

10 pts

Total Points: 140. For more information on Gun Control Argumentative Essay see this: https://www.britannica.com/story/gun-control-in-the-us

Gun Control Argumentative Essay

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