Use the general ENG 111 guidelines to draft and outline your argument. As always, use MLA format, and support your writing with the work of experts. Critical thinking is also necessary.
Purpose: Write a well-organized, argument essay that includes a clear, arguable, thesis with the goal of changing the views of an audience who holds a different view, or persuade an uninformed audience. You will use the Toulmin model
Audience: Your peers and professor
Research: Use at least 4 current, authoritative, and credible journal articles from the TCC database to provide support for the reasons within your thesis. Wikipedia and other online encyclopedic sources do not meet this requirement. Google is not a resource, nor are cheat websites such as Course Hero.
Formatting: MLA formatting is required (12 pt. font, Times New Roman or Arial, 1″ margins, double spacing, header with page number and last name, heading at left with all required info. See Module 1 for exact information) with properly formatted Works Cited Page. In-text and Works Cited sources must correspond (match), and sources should be cited where used (not at the end of a paragraph). A clear indication of where a source begins and ends must be visible (signal phrase, source info. citation; quotations are needed when using exact words of sources).
Word Requirement: 1,500 – 2000 words not including the Works Cited Page (meeting the word count will not ensure you have adequately covered your topic dependent on the topic you select).
Use the information and strategies taught in this Module and the Preceding Modules to ensure success.
Meet the due date.
The final draft should be at least 1,500 words.
In evaluating the effectiveness of this persuasive essay, I will be using the class rubric.
Content is worth 40% of the grade. I will consider the following questions:
1. Does the essay contain a clear, arguable claim that is the result of the writer’s own critical thinking?
2. Does a precise, clear thesis statement support a position?
3. Do the reasons and evidence logically support the claim?
4. Have the underlying assumptions linking the claim and reasons been addressed?
5. Are opposing arguments and objections to both claim and underlying assumptions addressed?
6. Does the paper provide adequate background information on the conversation the author is joining?
7. Do your sources show recency, relevance, impartiality, and sufficiency?
8. Is the word count met?
9. Is the Toulmin method visible?
Organization is worth 20% of your grade:
9. Is the essay clearly and logically organized?
10. Is there a clear thesis (yes. It is part of organization too).
11. Do paragraphs begin with topic sentences? If not, is there a good reason?
12. Does the introduction draw readers in and provide enough information?
13. Does the conclusion answer most questions the target audience could ask?
14. Are transitional words used correctly throughout?
15. Is the Toulmin organization visible?
MLA format is worth 20% of your grade:
15. Is the paper formatted correctly? (See Module 1)
16. Do in-text citations match the Works Cited? (Failure to do so can result in a zero for the entire paper).
17. Does the Works Cited list match with the in-text citations? (Failure to do so can result in a zero for the entire paper).
18. Is there a clear indication of where sources are used (attribution or signal phrase plus in-text citation).
19. Is information that is not considered common knowledge for the target audience (not the writer) cited?
Grammar is worth 20% of your grade
20. Do not use first or second person.
21. Do not use contractions.
22. Use Standard English not conversational English (avoid slang, colloquialisms, and any overly casual language)
23. Use correct diction, sentence structure, punctuation, and capitalization.
24. Be sure to run a careful grammar check.
HELPFUL LINKS:
ToulminArgument.pdf (excelsior.edu)
Toulmin Argument – Excelsior College OWL
The Toulmin Model of Argumentation – YouTube
THESIS (can be altered but keep the idea): Although remote learning may seem like an easy option, it could be detrimental to children and their parents due to decreased physical activity, mental health issues, and difference in learning skills.
PLEASE USE ONLY THESE SOURCES:
Washington-Brown, Linda, et al. “Psychological Impact of Covid-19 on Inner- City Children.” Journal of Cultural Diversity, vol. 28, no. 4, Winter 2021, pp. 83–87. EBSCOhost, https://search-ebscohost-com.eztcc.vccs.edu/login.aspx?direct=true&db=a9h&AN=154195031&site=ehost-live.
Picca, Marina, et al. “Distance Learning, Technological Devices, Lifestyle and Behavior of Children and Their Family during the COVID-19 Lockdown in Lombardy: A Survey.” Italian Journal of Pediatrics, vol. 47, no. 1, Oct. 2021, pp. 1–6. EBSCOhost, https://doi-org.eztcc.vccs.edu/10.1186/s13052-021-01156-8.
Pavlovic, Andjelka, et al. “Keeping Children Healthy during and after COVID-19 Pandemic: Meeting Youth Physical Activity Needs.” BMC Public Health, vol. 21, no. 1, Mar. 2021, pp. 1–8. EBSCOhost, https://doi-org.eztcc.vccs.edu/10.1186/s12889-021-10545-x.
Wang, Jingyi, et al. “Study Problems and Depressive Symptoms in Adolescents during the COVID-19 Outbreak: Poor Parent-Child Relationship as a Vulnerability.” Globalization & Health, vol. 17, no. 1, Apr. 2021, pp. 1–9. EBSCOhost, https://doi-org.eztcc.vccs.edu/10.1186/s12992-021-00693-5.
Grover, Sandeep, et al. “Parents Views about Online Classes during the Ongoing COVID-19 Pandemic: A Web-Based Cross-Sectional Survey.” Journal of Indian Association for Child & Adolescent Mental Health, vol. 17, no. 3, July 2021, pp. 127–42. EBSCOhost, https://search-ebscohost-com.eztcc.vccs.edu/login.aspx?direct=true&db=a9h&AN=151197052&site=ehost-live.
Henderson, Marcus D. “The COVID-19 Pandemic and the Impact on Child Mental Health: A Socio-Ecological Perspective.” Pediatric Nursing, vol. 46, no. 6, Nov. 2020, pp. 267–90. EBSCOhost, https://search-ebscohost-com.eztcc.vccs.edu/login.aspx?direct=true&db=a9h&AN=147618053&site=ehost-live
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