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Objective:
Use the writing process to revise and edit written material effective
Objective:
Use the writing process to revise and edit written material effectively
Use rhetorical appeals and strategies to argue a position
Synthesize information to support reasoning
Develop an argument utilizing a variety of writing techniques, rhetorical strategies and appeals
Incorporate outside sources by using summaries, paraphrase, and quoting
Demonstrate accurate use of MLA documentation and formatting style
Instructions:
Your final draft of your Researched Argument should be a careful revision of your earlier draft using any of the feedback or thoughts you have as a result of the draft review. Your final draft should reflect your best effort on this assignment. You have had numerous opportunities for feedback and suggestions for this assignment. You have thought about and written about your ideas in multiple assignments. Your peer partner may have given you some additional thoughts, and, hopefully, you have discussed your argument with your professor.
Your final draft should be the culmination of all your previous work and include substantial revision. Your revision should be more than just editing of comments. Revision may include adding, deleting or reordering entire paragraphs, adding stronger evidence, or including a visual argument. The final draft should show significant changes and/or improvements to the first graded draft submitted earlier.
In this assignment you must demonstrate that you have implemented a research plan; used a rhetorically effective method of organization; formulated, developed and supported a thesis using sound evidence, reasoning and appropriate appeals; and incorporated alternate positions into a sustained argument.
Requirements:
8 (full!)-10 pages plus a Works Cited page in MLA format (review how to format your paper in MLA)
Use of 8 – 10 sources with appropriate MLA formatted documentation
Clear, arguable and assertive thesis
Rhetorical appeals and argument structure
Synthesis writing: combination of own ideas and the ideas/information from the sources, properly summarized, paraphrased, quoted and documented
Formal essay structure
Standard American English grammar, spelling and punctuation
Formal, academic tone
Works Cited
Agency for Healthcare Research and Quality (US). “CHILD AND ADOLESCENT MENTAL HEALTH.” 2022 National Healthcare Quality and Disparities Report – NCBI Bookshelf, 1 Oct. 2022, www.ncbi.nlm.nih.gov/books/NBK587174.
Fardouly, Jasmine, et al. “Social Comparisons on Social Media: The Impact of Facebook on Young Women’s Body Image Concerns and Mood.” Body Image, vol. 13, Mar. 2015, pp. 38–45. https://doi.org/10.1016/j.bodyim.2014.12.002.
Hunt, Melissa G., et al. “No More FOMO: Limiting Social Media Decreases Loneliness and Depression.” Journal of Social and Clinical Psychology, vol. 37, no. 10, Dec. 2018, pp. 751–68. https://doi.org/10.1521/jscp.2018.37.10.751.
“Keeping Teens Safe on Social Media: What Parents Should Know to Protect Their Kids.” American Psychological Association, American Psychological Association, www.apa.org/topics/social-media-internet/social-media-parent-tips. Accessed 28 April 2024.
Fardouly, Jasmine et al. “Social comparisons on social media: the impact of Facebook on young women’s body image concerns and mood.” Body image vol. 13 (2015): 38-45. doi:10.1016/j.bodyim.2014.12.002
Livingstone, Sonia. “Taking Risky Opportunities in Youthful Content Creation: Teenagers’ Use of Social Networking Sites for Intimacy, Privacy and Self-expression.” New Media & Society, vol. 10, no. 3, June 2008, pp. 393–411. https://doi.org/10.1177/1461444808089415.
O’Keeffe, Gwenn Schurgin, and Kathleen Clarke-Pearson. “The Impact of Social Media on Children, Adolescents, and Families.” Pediatrics, vol. 127, no. 4, Apr. 2011, pp. 800–04. https://doi.org/10.1542/peds.2011-0054.
Przybylski, Andrew K., et al. “Motivational, Emotional, and Behavioral Correlates of Fear of Missing Out.” Computers in Human Behavior, vol. 29, no. 4, July 2013, pp. 1841–48. https://doi.org/10.1016/j.chb.2013.02.014.
Anderson, Monica, et al. “How Teens and Parents Approach Screen Time.” Pew Research Center, 7 May 2024, www.pewresearch.org/internet/2024/03/11/how-teens-and-parents-approach-screen-time.
Rubric
Clear, arguable, and assertive claim; logical reasons; solid, credible evidence. Refutation is present. Argumentation shows creative and original thinking. Points are well supported with evidence. Uses insightful commentary that links the evidence and reasons.
The essay has an original title that reflects the main idea. The essay has a clear and effective organization scheme. Thesis, topic sentences, and transitions are used smoothly and effectively to reinforce a central idea. Paragraphs are effectively unified around a main idea Introduction and conclusion paragraphs say something meaningful about the topic.
The evidence comes from a wide variety of valid sources and reflects multiple views. Quotations, paraphrasing, and summary are used effectively throughout the essay. Sources are correctly cited in the text, with signal phrases used smoothly and appropriately. Works Cited page is complete and free of significant errors. All sources cross-reference.
The essay is virtually free of errors in grammar, mechanics, punctuation, spelling, and format.
Tone, word choice, and sentence structure are effective and appropriate for an academic audience and for the imaginary critic. The document is formatted as requested.
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