Category: Writing

Argumentation/Persuasive Essay
Argumentation Essay
Write a 750-1000 word argumentation/persuasion essay using any approach as a method of development.
You MUST cite a minimum of
two references/sources. Research is REQUIRED for this essay.
An effective argumentative essay must have evidence to make its case; most arguments that occur in daily life happen in the heat of the moment and are more likely directed toward saving one’s own pride than toward giving clear and supportive proof to one’s claims.
Writing Approach
Knowing how to brainstorm is going to save you from writing a weak essay. Also, knowing how to support your claims with evidence from outside sources will further strengthen your essay. For that reason, this assignment requires the use of
two references/sources
. In addition, you will add a Works Cited page at the end of your essay. Finally, your Works Cited page will be in MLA (Modern Language Association) format so that all information provided will be easy for your reader to find.
Before attempting this essay:
Review all of the chapter sections located in Lessons 6 and 7.
Review the available documents and sources located at the Helpful Resources folder on the course menu.
Writing Assignment
Purpose: to persuade
Method of Development: your choice
Choose your own topic, but make sure that it is something that can actually be argued. You cannot argue something that is a fact. You can argue for or against something. Some examples are:
Should teenagers be able to play violent video games?
Should cellphones be allowed in the classroom?
Is social media destroying the way we communicate?
The above items can be argued but there are many others to choose from. The choice is yours. If you have something in mind but you are unsure if it will work as an argumentative/persuasive essay, please send me a message through the Messages link for assistance.
Attachments:
5671813_1_Rubic.docx

Writing a Cause/Effect Essay
The cause/effect essay tries to discover the connections between events, in terms of causes, results, or consequences. You may think about a causal relationship by considering some familiar word combinations: If . . . then; Because of . . . the result was, or the problem . . . could be solved by. However, you must not confuse coincidence or chronological sequence with evidence; this is called post hoc fallacy (believing that the action/event that follows is automatically caused by the first action/event). Also, you must look for causes or effects that go beyond the obvious; be careful not to oversimplify.
Essay Rubric
This rubric is for
all essays
written in the class (
except
the argumentation/persuasive essay).
Excellent (A)
Good (B)
Satisfactory (C)
Poor (D)
Unacceptable (F)
CONTENT
A significant central idea, clearly defined and supported with concrete, substantial, and consistently relevant detail.
A central idea, defined and supported with concrete and mostly relevant detail.
Central idea apparent but trivial, or trite, or too general; supported with concrete detail, but detail that is occasionally repetitious, irrelevant, or sketchy.
Central idea lacking or confused, or only minimally supported with relevant detail.
Central idea is not apparent, or unsupported by relevant details.
ORGANIZATION:
Rhetorical and Logical Development
Theme planned so that it progresses by clearly ordered and necessary stages and developed with originality and consistent attention to proportion and emphasis; paragraphs coherent, unified, and effectively developed; transitions between paragraphs explicit and effective.
Theme planned so that it progresses by ordered and necessary stages and developed with some originality with usually consistent attention to proportion and emphasis; paragraphs coherent, unified, and usually effectively developed; transitions between paragraphs are mostly effective.
Plan and method of theme apparent but not consistently fulfilled; developed with only occasional disproportion or inappropriate emphasis; paragraphs unified, coherent, usually effective in their development; transitions between paragraphs clear but abrupt, mechanical, or monotonous.
Plan and purpose of theme somewhat apparent; developed with irrelevance, redundancy, or inconsistency; paragraphs somewhat incoherent, not unified, or only minimally developed; transitions between paragraphs unclear or ineffective.
Plan and purpose of theme not apparent; undeveloped or completely irrelevant; paragraphs incoherent, not unified, or undeveloped; no transitions between paragraphs.
ORGANIZATION: Sentence Structure
Sentences skillfully constructed (unified, coherent, forceful, effectively varied).
Sentences typically skillfully constructed (unified, coherent, varied). May have one structural error.
Sentences usually correctly constructed but lacking distinction. May have two to three structural errors.
Some sentences not unified, incoherent, fused, incomplete, monotonous, or overly simplistic. May have four structural errors.
Several sentences not unified, incoherent, fused, incomplete, monotonous, or overly simplistic. Has five or more structural errors.
DICTION
Distinctive: fresh, precise, economical, and idiomatic; completely appropriate tone for essay.
Satisfactory: mostly precise and idiomatic, but may have one to two examples of informal language, or inappropriate tone for essay.
Appropriate: usually clear and idiomatic, but some inappropriate language or tone (3 errors).
Somewhat appropriate: some language is vague, unidiomatic, or substandard; moderate inclusion of inappropriate language or tone (4 errors).
Inappropriate: language is vague, unidiomatic, or substandard; includes 5 or more errors of inappropriate language or tone.
GRAMMAR, PUNCTUATION, SPELLING
Clarity and effectiveness of expression promoted by consistent use of standard grammar, punctuation, and spelling.
Clarity and effectiveness of expression promoted by usually consistent use of standard grammar, punctuation, and spelling; minor errors.
Clarity and effectiveness of expression weakened by occasional deviations from standard grammar, punctuation, and spelling.
Clarity and effectiveness of expression weakened by multiple deviations from standard grammar, punctuation, and spelling.
Communication obscured by frequent deviations from standard grammar, punctuation, and spelling.
MAJOR ERRORS
No major errors.
Not more than one major error.
Not more than two major errors.
Not more than three major errors.
Four or more major errors.

Needhelp with my personal statement. It’s based on my relationship as it’s for my visa, needs to be corrected reorganized paragraphed please so it looks professional and it has to be written in first person I have made it sound like first and third person.I am applying for partner visa with my partner and it’s a personal statement explaining the four aspects of our relationship since were both struggling in making it professional.I have attached my personal statement. It is 17 pages long but it needs to be cut down to 6-8 pages. I believe most of my sentences are kind of repetitive so when the expert does edit and correct my work by rephrasing the sentences i guess it will cut down to 6-8 pages.
Also it needs to be written in first person as its me thats writing the statement.
Attachments:
5680419_1_asleen-personal-statement–2-.docx