As a genre of writing and communication, argumentation requires us to take a position on a debatable issue and offer contributions to the ongoing conversations surrounding that debatable issue. There are several different styles of argumentation, but each one generally asks the individuals making the argument to stake out: 1) their position, 2) the evidence that supports their position, and 3) their response(s) to the opposing position.
For this course, we will focus specifically on the Rogerian Argument. Rogerian arguments are a form of argumentative reasoning that seeks to establish a middle ground between opposing viewpoints. Such arguments ask writers to understand the opposing side and contexts in which the opposing side is correct, to offer their position and the contexts in which their position is correct, and to ultimately establish a middle ground that compromises on the two positions. Because of its emphasis on compromise, the Rogerian argument does have its disadvantages; however, we will use this form in our course because it still helps to develop skills related to dialectics, understanding the complexities of multiple, conflicting viewpoints, and conflict resolution.
You will select and research a topic from the Opposing Viewpoints in Context database available via the Wake Tech Library Databases. You will then write a Rogerian argument style essay on the selected topic that completes the following:
There are four primary goals for this essay:
Project 3 will ask you to apply the following course outcomes:
Your audience for this essay will consist of your peers and a general, academic audience (opens in a new window). As a genre, Argumentative Essays—including the Rogerian argument—ask writers to read a collection of sources so that they can come to an informed conclusion on which position they agree with, synthesize the ideas and arguments from those sources, and present these ideas to readers in an organized and coherent manner.
In short, the goal of Project 3 is to learn more about a topic you are interested in, to understand the different perspectives present, and to write in a way that appropriately responds to these perspectives while also staking out a compromise among your position and the opposition.
When writing your essay, you should assume that your peers will have some understanding of the topic, but you also want to remember that you are looking at specific conversations taking place concerning a specific issue. Therefore, you'll want to write in a way that will clearly explain pertinent information and examples to your audience.
The minimum requirements for this assignment are as follows:
Your assignment is to write a Rogerian argument essay that clarifies the opposing side and contexts in which the opposing side is correct, your position and the contexts in which your position is correct, and an ultimate middle ground that compromises on the two positions. To do this, you must include:
You should use the Rogerian argument form to effectively complete Project Three. We'll spend time in class discussing argument-based writing and the Rogerian argument form, and there are also plenty of excellent guides on the subject. For example, see Purdue University's Guide to Rogerian Arguments (opens in a new window). However, as a brief reminder, please note that the general approach for an academic essay will include:
Your essay will be due Friday, December 1st by 11:59pm. Please note that you will be granted a 24-hour window to submit this essay late with no penalty.
Papers may also be submitted up to three days (72 hours) after this 24-hour window, but the assignment will be considered late for the purposes of the grade contract. After the three day (72 hour) late submission window, the assignment will be locked, and no further submissions will be accepted.
The full requirements for this assignment can be reviewed in the Project Three rubric. Please note that the following areas are what will be assessed:
|
Exemplary/ A |
Proficient / B |
Developing/ C |
Needs Improvement/ D/F |
|||
|
|
|
|
|
|||
Intro/Conclusion __/10
|
9 to 10 points Introduction (5) is clear, well-developed, well-composed, and provides an overview of the main ideas of the essay. Conclusion (5) is well-developed and well-composed; it clearly demonstrates the significance of the topic. |
8 to 8.9 points Introduction (5) is clear and appropriately developed. Conclusion (5) is clear and appropriately developed. |
7 to 7.9 points Introduction (5) serves the purpose but is overly general AND/OR would benefit from further development and/or revision. Conclusion (5) serves the purpose but is overly general AND/OR would benefit from further development and/or revision. Introduction OR Conclusion is strong while the other would benefit from further revision or development. |
0 to 6.9 points Introduction (5) is underdeveloped, confusing, and/or lacks collegiate development. Conclusion (5) is underdeveloped, redundant, overly general, fails to demonstrate significance of the topic, and/or lacks collegiate development. Introduction OR Conclusion is appropriately developed while the other would benefit from further revision or development. |
|||
Thesis ___/10
|
9 to 10 points Thesis is interesting and goes beyond the obvious, clearly presents the main idea, serves as a blueprint for the rest of the essay, and is appropriate for the assignment. |
8 to 8.9 points Thesis presents the main idea, serves as a blueprint for the rest of the essay, and is appropriate for the assignment. |
7 to 7.9 points Thesis is complete and is appropriate for the assignment, but it may be misplaced, too broad, or too narrow to adequately cover the topic or convey a significant purpose. -OR- Thesis presents the main ideas, serves as a blueprint for the essay, and is appropriate for the assignment, but an issue with sentence structure affects the readability. |
0 to 6.9 points Thesis is missing, misplaced, underdeveloped, unclear, and/or in some other way inappropriate for the assignment.
|
|||
Content/Development
______/20 |
18 to 20 points Essay meets the required length and completes all parts of the assignment. Body paragraphs are well developed. Very few areas, if any, include supporting points and/or details that readers would find unclear. Supporting sentences are coherent and unified. They follow the topic sentences and use appropriate repetition of key words specific to the assignment and smooth transitioning throughout. |
16 to 17.8 points Essay may fall slightly short of the required length but completes all parts of the assignment. Body paragraphs are generally unified, but some supporting points may seem generalized, lacking in evidence, or in need of further explanation to improve clarity and/or establish connection to thesis. Supporting sentences are coherent and unified. A few might benefit from stronger transitioning and/or alignment with the main idea. |
14 to 15.8 points Essay may fall slightly short of the required length and/or completes only parts of the assignment. Body paragraphs are underdeveloped, unclear, disjointed, and/or incomplete. Supporting sentences are often coherent and unified but mostly broad. They may include areas of wordiness, redundancy, choppy structuring, ineffective organization, and/or limited transitioning. |
0 to 13.8 points Essay does not meet the required length, complete all parts of the assignment, or effectively respond to the writing situation. Body paragraphs are often underdeveloped, unclear, disjointed, confusing, and/or incomplete. Supporting sentences tend to lack collegiate-level conventions regarding coherence and unity.
|
|||
Organization _______/10
|
9 to 10 points Body paragraphs begin with assertive topic sentences that reflect the thesis explicitly. They are appropriately transitional and make clear their paragraphs’ purpose. Organization is sequential and appropriate to assignment; paragraphs are appropriately divided; ideas linked with and effective transitions. |
8 to 8.9 points Body paragraphs begin with assertive topic sentences that reflect the thesis clearly. Competent organization. Competent paragraph structure; lacking in effective transitions. |
7 to 7.9 points Body paragraphs begin with topic sentences that are clear but too broad and/or too narrow in clarifying a main idea about the subject and/or connecting appropriately to supporting points and details. Organization, while attempted, was unsuccessful. No evident transitions or planned sequence. |
0 to 6.9 points Topic sentences in one or more paragraphs are missing, unclear, underdeveloped, and/or in some other way inappropriate for the assignment. Organization, if evident at all, is confusing and disjointed; paragraph structure is weak; transitions are missing, and/or illogical. |
|||
Source Integration
_____/25
|
22.5 to 25 points The required source(s) are used with purpose to support main points and to demonstrate an insightful grasp of the material that moves beyond mere summary (5). Source integration is smooth, including effective lead-in phrasing, attribution, and synthesis (10) In-text (parenthetical) citations (5) and Works Cited page/essay format (5) effectively follow MLA documentation rules with no obvious errors. Essay format is free from major MLA errors. |
20 to 22.25 points The required source(s) are used appropriately to support main points and to demonstrate a clear understanding of the source material (5). Source integration mostly includes appropriate lead-in phrasing, attribution, and synthesis, but there may be an area that needs minor revisions. (10) In-text (parenthetical) citation (5) and Works Cited page/essay format (5) conform to MLA documentation rules with no distracting errors beyond minimal punctuation issues. Essay format is free from major errors in MLA.
|
17.5 to 19.75 points The required source(s) are referenced in the essay, but their connections to main point(s) might benefit from further development (5). Source integration may not meet all standards, but it demonstrates a strong familiarity (10) In-text (parenthetical) citation (5) may have minor errors, though it is still a clear attempt at MLA. Works Cited page/essay format (5) may be inconsistent in conforming to MLA documentation rules. Essay format may contain errors in MLA. -OR- The required sources are used appropriately with smooth source integration (10), but there are many errors regarding MLA format and/or citations (10). -OR- Citations are properly conforming to MLA rules (10) and the required sources are appropriately used, but the source integration may benefit from revisions (10). |
0 to 17.25 points Student may not have referenced, understood, or effectively used the required source(s). Connections between source(s) and point(s) made in the essay are often missing, unclear, or insufficient. (5) Elements of source integration are often missing, inaccurate, or weak. (10) In-text (parenthetical) citation (5) and/or Works Cited page/essay format (5) include several distracting MLA documentation errors. Essay format has distracting errors. |
|||
Conventions
_____/25
|
22.5 to 25 points Writing is free from patterns of major errors in grammar, punctuation, and mechanics, such as run-on sentences, fragments, subject-verb agreement, spelling errors, or incorrect verb tense, and uses appropriate tone and point of view. |
20 to 22.25 points Writing contains minor (non-distracting) errors in grammar, punctuation, or mechanics AND/OR a few major errors, such as run-on sentences, fragments, subject-verb agreement, spelling errors, or incorrect verb tense, and appropriate tone and point of view is mostly used.
|
17.5 to 19.75 points Errors in grammar, punctuation, and/or mechanics are present and distract the reader from content AND/OR appropriate tone and point of view is mostly used though there may be instances of inappropriate tone or point of view. |
0 to 17.25 points Errors in grammar, punctuation, and/or mechanics significantly distract the reader from the content AND/OR inappropriate tone and point of view is used. |
|||
Grade:
|
|
|
|
||||