Evaluation Argument Essay

Evaluation Argument Essay Requirements

1. Choose a movie. Make is a literary movie – one that has something to say—that does not just entertain.
2. Your paper will be in the standard essay format and will meet the following requirements:
a. MLA formatted
b. 850 – 1000 words
c. 3-4 main ideas
d. At least three credible sources!
e. Include one rebuttal idea in a rebuttal paragraph.
f. Minimum of 6 paragraphs.
3. Your paper will include:
a. Solid introduction with a summary and a thesis with a plan of development.
b. Paragraphs must have topic sentences with smooth transitions.
c. The sentence after the topic sentence MUST state why that evaluator is important.
d. Paragraphs are limited to discussion of the main idea presented in the topic sentence. You need two examples for each main idea.
e. Have a rebuttal paragraph. You need two rebuttal examples.
f. Solid conclusion that restates the thesis, answers the SO WHAT question (why should we care?), state who cares, why your topic is important, and a future implication.
g. At least one credible source for each main idea.
h. You may use the same source in one paragraph, but you must use BOTH sources in the essay.
i. At least two examples for each main idea.
j. Please use at least three sources for the essay. You will probably need more. (Source the movie, but it does not count as one of your main ideas.)
k. All source will be documented according to MLA requirements Use only the databases available on www.mycsmd.edu.
l. Remember in-text citations.
4. You will submit a copy to myLearning.
5. Late papers are not accepted.
 
Some Conventions of Standard Formal Written English

The written English language that is used in academia and business is not the same language that most Americans use conversationally in daily communication. Formal English differs in several ways—the following are some of the more common differences, and the ones you are expected to use in writing college level papers for English 1010 College Composition and Rhetoric.
Research the use of formal and informal diction for more information.
 Formal English is always grammatically correct.
 It is written literally and does not use slang words, clichés, idiomatic expressions, and other conversational conventions, without putting them in quotation marks to acknowledge they are knowingly being used.
 The words in formal English are intended in their most literal, denotative meanings, and not in their second or third dictionary, connotative definitions as they are often used in casual conversation.
 Contractions are written out.
 Do not use most abbreviations like pg. for page, St. for street, TV for television.
 Avoid the use of absolutes like “always,” “never,” and “everyone” and so on—as an adult you are responsible for your words and an overstated, absolute claim that cannot be proven and one that will almost surely have an exception, creates a weak and unsupportable argument.
 Avoid using vague language and assumptions; your word as your authority requires specific detailed (names, numbers, colors, sizes, costs, amounts) evidence as proof for your claims. Instead of saying “many bright colors . . . say “scarlet, lemon yellow and orange.
 Avoid wordiness and self referencing– “In this paper I will…,” “In today’s society,” “In my opinion,” or “In this essay . . .”
 All your essays should be written in the 3rd person pronoun (she, him, their, her, them, he etc.) objective point of view in formal writing.
 Refer to the MyCompLab website for more discussion of pronouns and pronoun point of view.
 The first person pronoun point of view (I, me, my, us, we, mine, etc.) is used for the very rare personal experience that may occasionally be appropriate in formal writing, but because all of us are very practiced at writing about ourselves, in this class—All your essays should be written in the 3rd person pronoun objective point of view.
 Absolutely no use of you/your/yours/yourselves, the 2nd person pronoun point of view.
 In college level writing, the 2nd person point of view is usually reserved for describing a process and/or giving instructions like in some types of reports and papers required in the sciences—not in formal English essays.
 Avoid the excessive use of pronouns altogether, vague pronouns, and indefinite pronouns.
 Identify specifically who you are referring to—write “students are angry” instead of “they,” or use “people,” “retail workers” and so on. Use pronouns only when necessary to avoid sounding repetitious and redundant.

 And finally, do not ask overt questions in your paper—ask questions in your prewriting, and when analyzing research materials—provide answers in your writing as information, reasons, analysis, and evidence.
 No direct quotes. I know those authors can write – I need to see how you write. Remember!!! You still have to source paraphrasing exactly the same as if you had a direct quote.
GRADING RUBRIC
A PAPER B PAPER C PAPER D PAPER F PAPER COMMENTS
Essay follows assignment precisely. Thoroughly addresses chosen topic
Writing process documents complete.
Follows all oral/written instructions Essay follows assignment proficiently.
Addresses most aspects of topic
Writing process documents mostly complete, follows most oral/written instructions Essay follows assignment
Some aspects of topic are addressed, but there are gaps,
Some writing process documents are missing, follows oral/written instructions, but imprecisely Discrepancy between assignment and essay, essay is off topic or has major gaps, poor or incomplete evidence of writing process, fails to follow oral/written instructions Essay does not follow assignment or is not written on an assigned/approved topic.
Little or no evidence of the writing process, serious failure to follow oral/written instructions
Especially persuasive evidence from appropriate scholarly resources Persuasive evidence from mostly scholarly resources Argument partially supported, sources are not scholarly Inadequate evidence. Unsupported claims Little or no credible
evidence, sources are not scholarly
Especially persuasive reasoning
Argument has a clear, logical structure Persuasive reasoning, argument is clear and logical but lacks the complexity and polish of the “A” paper Sound reasoning, contains occasional gaps in logic Multiple failures in logical
reasoning Significant failures in logic such that the essay fails to make its point.
Sources well-selected, introduced and documented; Summary, paraphrase, and quotation correctly and smoothly integrated. Sources are appropriate, effectively presented, and documented. Minor mechanical errors with source integration Sources questionable and/or presentation or documentation flawed; sources are awkwardly integrated. Mechanical errors. Inadequate sources, poor presentation/documentation; sources are poorly integrated or stand alone. Mechanical errors. Sources are misrepresented or plagiarized; failure to adequately acknowledge borrowed materials
Plagiarism is a zero grade.
Smooth, engaging, sophisticated introduction Introduction coherently establishes context and
leads coherently into thesis. Introduction leads to thesis. May lack brevity, development, originality, or context for
essay, or connection to thesis. Introduction misleading or inadequate. Fails on multiple levels to sufficiently introduce the topic and thesis. No introduction. Essay begins with a body paragraph. This is a major structural error.
Thesis clear, limited, well-worded well-constructed, appropriately positioned Thesis clear and appropriately positioned, language or scope may need slight adjustments Thesis too broad, too narrow, imprecise, or poorly positioned Thesis misleading, confusing, poorly worded, poorly positioned. Similar to “C” paper but to a more serious degree. No thesis or does not
establish control for essay.
This is a major structural error.
Body paragraphs are focused and precise, with sophisticated topic sentences and logical, thorough, appropriate development Body paragraphs focused, clear topic sentences, development is logical and sufficient Some paragraphs lack focus and/or topic sentences,
Development is average. Topic sentences missing
Paragraphs lack focus/shape
Paragraphs are short and undeveloped or long and rambling Paragraphing is arbitrary. Paragraph breaks are absent do not reflect a logical structure for the essay.
Organization is sophisticated and polished, and reflective of the thesis. Excellent use of transitions and sentence variety to create unity and coherence. Organization clear and
transitions are used effectively. Unity and coherence are enhanced. Organization generally
clear, with some lack of transitions or other flaws. A basic sense of unity and coherence. Organization seriously
flawed. Essay fails to follow the structure dictated by the thesis. Poor use of transitions, major issues with unity and coherence. Paper lacks reasoned
organization. Paragraphs are unrelated to thesis, absence of transitions between paragraphs or between sentences
Conclusion especially effective, reflecting upon and bringing closure to the discussion preceding it Conclusion summarizes effectively, bringing closure to the essay. Conclusion summarizes, but may be unnecessarily repetitive or have other flaws. Conclusion doesn’t follow or doesn’t summarize, providing little closure or context No conclusion. The essay ends with a body paragraph. This is a major structural error.
Vocabulary sophisticated and precise Vocabulary appropriate for the assignment Vocabulary generally appropriate but sometimes imprecise Vocabulary imprecise and/or inappropriate level of diction. Same as “D” but to a more serious degree.
Sentences sophisticated in variety and complexity Sentences varied and complex Sentences sometimes choppy, rambling, poorly constructed, or repetitious. Sentences are often difficult to understand. Same as for a “C” paper, but to a more serious degree. Major sentence errors; sentences that fail to communicate on even a basic level; 2 or more fragments, C/S, and/or R/O sentences, parallel structure errors, rambling
Closely and correctly follows all the requirements related to format and layout Closely follows all the requirements related to format and layout with only minor mechanical errors Follows assigned
format, but with multiple significant errors Significant flaws in format with multiple major errors. Required format is difficult to discern. Paper incorrectly formatted—lacks even the basic requirements and contains serious errors/gaps
Almost completely free of errors in grammar, mechanics, spelling, punctuation Generally free of errors in grammar, mechanics, spelling, punctuation Errors in grammar, mechanics, spelling, punctuation affect clarity Errors in grammar, mechanics, spelling, punctuation impede understanding Excessive mechanical errors.

If items in bold in the F column are selected, papers may not pass even when the average would be higher than F.
One sentence structure error will lower the essay score to no higher than a B (85%).