Peer Review______________
Final Draft________________
Grade Percentage: 20% of the final grade. This is the second part of your first writing assignment, and the best grade on both will be averaged to cover both the first two writing assignments. So, for example, if you get a C on this assignment, and a B on the first, the grade will be a B- on both. Pay special attention to the grading criteria, which are listed here and in the peer review questions.
Length Requirement: At least 4 full pages, MLA format, not including Works Cited Page
Research Requirement: At least five sources from library databases. Other sources may include data from .gov or .edu websites. Ask a CSM librarian if you are not sure of the reliability of a source.
Background: For your first writing assignment, you conducted research using library databases into an issue of interest and reported on your findings, practicing skills of summarization per textbook instructions, introducing sources in academic style, especially using noun-phrase appositives, differentiating between facts, inferences, and judgements within the sources you found, and creating an MLA format Works Cited page of at least four sources. But even though some of you had strong feelings about the issue you chose to research, you refrained from taking a stand best as you could, and instead reported as many points of view on the issue as you could find in the short time you had to do the research. Additionally, you practiced using standard organizational strategies, such as creating introductory paragraphs that showed where you’re coming from, clear questions at issue, and the PIE body paragraph.
What to do: Write an argument of at least four full pages, using the tools of rhetoric, such as:
- facing counterarguments using Rogerian Strategy of concession (thoughtful, honest, and accurate statements of the value of certain premises that lead to inferences, conclusions you disagree with);
- address of counterarguments—premises you disagree with but must acknowledge in order for your argument to be well-rounded and informed;
- refutations of counterarguments that show how your point of view is supported by better evidence based on your research.
How to do it: You already have a good intro paragraph that shows where you’re coming from and why this issue is important for you. Now you will turn your research question into a thesis, a statement that shows your position on the issue. First, face counterarguments. Whether you do so in your first body paragraph, acknowledging the arguments you will face in the rest of the paragraphs, or near the beginning of each body paragraph is up to you. Use the Rogerian strategy of concession when possible.. How many counterarguments do you need to address? This is up to you. You will want to address the strongest counterarguments only—don’t waste time on weak ones. One might be enough, maybe two or even three if the counterarguments are very strong. But most of the writing in the paragraphs should be devoted to your premises and your evidence from your research that supports them.
Grading criteria:
- An intro paragraph that shows where you’re coming from, the question at issue, and that you intend to engage with multiple points of view on the issue
- A clear thesis statement that shows your position on the issue, possibly using a subordinate clause (See Chapter 6 of They Say, I Say for templates that show various ways to address counterarguments in your sentences)
- Use of the rhetorical devices of counterargument, refutation, and, if possible, concession (Rogerian strategy)
- Body paragraphs using the PIE strategy that adhere to the thesis
- Clear premises (these will often be topic sentences in the paragraphs except for the counter-argument paragraphs in which you show opposing points of view)
- Good evidence from your research to support your premises
- Use of reliable sources
- An ability to introduce sources properly and integrate them into your text
- An ability to write brief, but accurate summaries of the works by your sources
- An ability to paraphrase with accuracy and purpose
- An ability to use quotations effectively
- MLA format and Works Cited