Critical Evaluation Essay

the critical evaluation essay: In this essay, you will be critically evaluating a classic argument.Choose one argument from the historic American works listed in the “Supplemental Readings” section of the course lessons. these are the 5 to choose from:Catt, Carrie Chapman. “Address to the Congress on Women’s Suffrage”King, Martin Luther, Jr. “I Have a Dream”Jefferson, Thomas. “The Unanimous Declaration of the Thirteen United States of America”Lincoln, Abraham. “Gettysburg Address”Weisel, Elie. “Indifference”Decide whether this argument is successful or not. If you decide this essay is successful, discuss why. You may use the structure of the argument, the tone, and the various types of support (ethos, pathos, and logos) as proof of the argument’s success. Make sure that your thesis has an introduction that contains a hook and a thesis, body paragraphs that discuss one proof at a time (one paragraph per example), and a conclusion. If you decide that the essay is not successful, then discuss the fallacies that the argument makes. You are still required to have a strong introduction (hook and thesis), body paragraphs that discuss one fallacy at a time, and a conclusion. You may also discuss how the essay is successful with reservations. In this case, point to both the support and the fallacies you have found in the work.This paper should be at least 700 words, but no more than 850. The paper should be formatted correctly MLA style and written in third person (do not use the words I, me, us, we, or you). The essay should also contain citations and a works cited list based on your selected essay in the assigned readings. Formulate the structured response from your own close reading of the text. Do not use outside sources (open Web) without explicit permission from the instructor. DISCLAIMER: Originality of attachments will be verified by Turnitin. Both you and your instructor will receive the results.
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ENGL102
Assignment
Rubric
Purpose and
Audience
(20 Points)
Thesis and
Support
(20 Points)
Organization
(20 Points)
Style
(10 Points)
EXEMPLARY
LEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNING
LEVEL
Points
Earned
13 or below:
The writing fails
to meet the
minimum
requirements of
the assignment.
It offers little
insight into the
subject and has
serious flaws in
logic and
omissions in
evidence.
13 or below:
The writing may
need a more
clearly articulated
thesis and/or
appropriate
related
subordinate
ideas. Fuzzy logic
may be evident.
/20
13 or below:
The writing is
noticeably lacking
in organization.
There is no clear
introduction nor
conclusion and
ideas are neither
carefully nor fully
developed.
Supporting
evidence is
clearly lacking.
5 or below: The
writing lacks
clarity and is
sometimes
confusing. The
language chosen
is not appropriate
to the subject nor
the assignment.
Sources are
overly quoted or
/20
18-20: The
writing engages
the reader with
an original
approach to the
subject. It may
encompass
conflicting ideas
and inspires the
reader to
contemplate the
relationship of
complex ideas.
18-20: The
writing has a
clearly articulated
original thesis
and subordinate
ideas supported
by reliable and
relevant
evidence.
16-17: The
writing clearly
goes beyond the
minimum
requirements of
the assignment.
It attempts to
engage the
reader through
originality and
presentation of
complex ideas.
14-15: The
writing meets the
minimum
requirements of
the assignment.
It offers insight
into the subject
through basic
logic and the
presentation of
ideas based on
some evidence.
16-17: The
writing has a
clearly articulated
thesis supported
by appropriate
evidence and
sound logic.
Minor gaps in
logic and
argument may
appear.
18-20: The
writing flows
smoothly and
logically from a
well-defined
thesis. It contains
an appropriate
introduction,
conclusion, and
smooth
transitions.
16-17: The
writing is
organized
logically and
flows well. An
introduction and
conclusion are
evident, but
transitions may
be smoother.
14-15: The
writing has a
clear thesis and
related
subordinate ideas
supported by
clear thinking and
appropriate
evidence. Logical
arguments may
be one-sided or
incomplete.
14-15: The
writing
demonstrates
rudimentary
organization and
logical structure,
but ideas may be
more fully
developed and
supported by
more appropriate
evidence.
10: The writing
engages the
reader through
an original prose
style appropriate
to the subject.
Language is
precise.
Sentences are
varied but not
noticeably so.
8-9: The writing
keeps the
reader’s attention
through a
carefully crafted
prose style.
Language chosen
is appropriate to
the subject, but
may call
attention to itself
6-7: The writing
is clear but could
be expressed in a
style more
appropriate to
the subject. It is
jargon-free but
may require a
more complete
explanation of
some terms
/20
/10
Grammar and
Mechanics
(20 Points)
Formatting
(10 Points)
Active voice is
apparent. All
quoted or
paraphrased
material is
properly
documented and
cited in MLA
style. Quotations
are integrated
smoothly into the
discussion.
20: The writing is
free of
proofreading
errors. The
writing contains
sentences that
are always
complete and
grammatically
correct, and free
of confusion and
ambiguity.
in minor ways.
Most quoted and
paraphrased
material is
properly
documented and
cited in MLA
style. Quotations
are integrated
into the
discussion
used. Sources
are documented
and cited but
need to show
greater
consistency in
use of MLA style.
Quotations are
dropped into the
discussion
paraphrased and
not adequately
documented nor
cited in MLA
style. Quotations
appear out of
place and/or are
dropped into the
discussion
16-17: The
writing may
exhibit a few
minor errors in
proofreading, but
they do not
impair the flow of
the reading. The
writing contains
sentences that
are complete or
which imply
unstated
connections
and/or
conclusions.
13 or below:
The writing
exhibits
substantial errors
in proofreading.
The writing is
confusing and
ambiguous owing
to substantial
errors of
grammar and
syntax. There is
no evidence of
proofreading,
editing, or
rewriting.
/20
10: Student
provides a highcaliber, formatted
assignment in
proper MLA style.
8-9: Assignment
presents an
above-average
use of formatting
skills with few
errors in MLA
style.
14-15: The
writing could
benefit from
additional
proofreading, as
some errors
impede the flow
of the reading.
The writing
contains some
grammatical
errors easily
corrected.
Additional
proofreading
would help
eliminate errors.
6-7: Appearance
of final
assignment
demonstrates the
student’s limited
ability to use MLA
style formatting.
5 or below:
Appearance of
the final
assignment is
distracting. The
number of MLA
style formatting
errors impedes
easy reading.
/10
Total:

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