Assignment Paper

You can write on any one topic from the previous first 4 weeks of class. See syllabus for general directions
and tips. Here are some additional tips for writing op-eds:

In the rubric below, ignore the points, take the descriptions to heart.
Rubric
Op-Ed
Op-Ed
Criteria Ratings Pts
This criterion is linked to a Learning Outcome1. Thesis
threshold: 3.0 pts
3 pts
Advanced: Writer composes specific and ambitious thesis that articulates a complex argument, sets out the
purpose of the essay, and has the potential to contribute to a scholarly conversationficient: Writer composes a clear and specific thesis that articulates a viable argument and indicates the
purpose of the essay. The thesis engages a scholarly conversation.
1 pts
Beginning: Writer composes a thesis, but the thesis may be weak in terms of specificity and clarity of
argument, articulation of purpose, or viability. While the thesis may identify a scholarly conversation, it does
not successfully engage or contribute to the intended conversation.
0 pts
Unacceptable: Writer’s thesis is difficult to discern, posits a very basic or unarguable claim, and/or does not
engage a scholarly conversation.
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This criterion is linked to a Learning Outcome2. Exigence
threshold: 3.0 pts
3 pts
Advanced: Writer clearly establishes the value and urgency of the issue and explains why readers should
attend to the issue by showing awareness and building upon an existing conversation. Writer also
establishes the exigence and importance of his/her argument.
2 pts
Proficient: Writer supplies reasons for exigence of issue and argument, but these reasons may not be
wholly persuasive. The writer demonstrates why the exigence of the issue matters for the identified
conversation.
1 pts
Beginning: Writer gestures at the exigence of the issue and his/her argument, but reasons for exigence for
argument and issue are flawed or not fully developed. The writer may not connect the exigence to the
conversation, or the connections may be faulty.
0 pts
Unacceptable: There is little to no articulation of exigence for issue or argument.
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This criterion is linked to a Learning Outcome3. Supporting Arguments
threshold: 3.0 pts
3 pts
Advanced: Writer systematically, logically, and thoroughly advances the thesis through effective and
appropriate lines of reasoning. All supporting claims are valid and arranged in a logical manner. The writer
responds to counterarguments thoughtfully and effectively.
2 pts
Proficient: Writer provides sufficient, well-reasoned support for his/her thesis. Most of the supporting claims
are valid and logically arranged. The writer addresses and/or responds to counterarguments.
1 pts
Beginning: Writer attempts to support thesis. The arrangement strategy may be confusing to the reader or
the writer may not successfully connect ideas in a logical manner. Writer may provide oversimplified or
“straw man” representations of counterarguments.
0 pts
Unacceptable: Writer’s supporting arguments are off topic, illogical, and/or do not offer support to the thesis
of the essay. Writer may not articulate or respond to counterarguments or may provide unfair
representations of counterarguments. Writer’s arrangement strategy may be critically flawed.
—
This criterion is linked to a Learning Outcome4. Audience
threshold: 3.0 pts
3 pts
Advanced: Writer consistently and persuasively tailors the argument to the expectations of an academic
audience through tone and prose style, arguments and supporting claims, as well as logical, ethical, and
emotional appeals.2 pts
Proficient: For the majority of the essay, the writer tailors argument to the expectations of an academic
audience through tone and prose style, arguments and supporting claims, as well as logical, ethical, and
emotional appeals.
1 pts
Beginning: Writer attempts to meet the expectations of an academic audience through prose style, appeals,
or stylistic concerns, but this attempt is not wholly successful due to appropriateness of execution.
0 pts
Unacceptable: Writer does not meet the expectations of an academic audience. The essay’s tone, prose
style, and/or rhetorical appeals may be ineffective or inappropriate for the intended audience.
—
This criterion is linked to a Learning Outcome5. Source Quality
threshold: 3.0 pts
3 pts
Advanced: The writer consistently integrates a rich variety of high quality and scholarly research relevant to
his/her argument. The writer exceeds the audience’s expectations for relevant sources.
2 pts
Proficient: Writer employs research that is credible and relevant to his/her argument. The writer meets the
audience’s expectations for appropriate sources.
1 pts
Beginning: Writer draws on sources that are not consistently relevant or credible. Few of these sources are
scholarly. The writer may misunderstand the audience’s expectations for research, drawing on
inappropriate sources or ignoring important sources.
0 pts
Unacceptable: Writer rarely integrates research into his/her essay, and/or when the writer does integrate
sources, they are not relevant, credible, or scholarly. The writer fails to meet the audience’s expectations
for relevant and appropriate sources.
—
This criterion is linked to a Learning Outcome6. Source Use
threshold: 3.0 pts
3 pts
Advanced: Writer effectively and expertly integrates research into the argument by means of attribution,
summarizing, quoting, or paraphrasing. Writer thoroughly analyzes research and offers meaningful and
persuasive explanations of how it relates to his/her argument.
2 pts
Proficient: The writer judiciously integrates research into the argument by means of attribution,
summarizing, quoting, or paraphrasing. Writer analyzes research and explains how it relates to his/her
argument.
1 pts
Beginning: The writer integrates research into his or her essay but his/her attempts at attribution,
summarizing, quoting, or paraphrasing are sometimes flawed. Writer may include quotations with no
framing language when integrating source material. The connections between the research and the writer’s
argument may be missing or tenuous.
0 pts
Unacceptable: The writer’s attempts at summarizing, quoting, or paraphrasing are frequently flawed. Writer
may not attribute sources or frame quotations. The writer may not make connections between the research
and his/her argument.
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Total Points:
It is important for you not just to comprehend the reading but be able to think about its implications and
articulate an opinion about said implications. It also important to become aware of your own filters (values,
attitudes, beliefs, knowledge, and experiences) and how they influence your positioning and reasoning. You
will develop these skills by writing at least two position papers, or op-eds (if you complete three, Iwill count
the two highest grades). Papers should be about 750-800 words, which is about 3 pages double-spaced,
12-point font. You do not need to use formal citations but do credit your sources (“according to Civil
Beat…”), especially for statistics and direct quotations. In addition to the tips below, there are resources on
how to write an opinion column on ELMS. The topic can be on any class discussionfrom the previous
month before it is due. Tips (additional resources on ELMS)“Read critically. Write consciously. Speak
clearly. Tell your truth.” –Clint Smith•Have an opinion but have facts too. And sound reasoning.•It is okay to
use “I” statements.•Give examples. •Restate or summarize a source’s argument beforeyou agree or
disagree with it. •But do not justsummarize. This is not an exercise in regurgitation. •Do not assume your
audience knows what you are talking about. If you refer toa historical event or key concept, explain it. This
shows me youknow what youare talking about. •Stay within the suggested word limit.Learn to say a lot in
little bit of space. Brevity that reflects well-processed thoughts will be rewarded. Brevity that reflects
laziness or emptiness will not