historic American

Choose one argument from the historic American or global works listed in the “Supplemental Readings” section of the course lessons. 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.

My choice is:
Du Bois, W.E.B. “Of Mr. Booker T. Washington and Others.” About.com: Grammar &
Composition. 2012. Web. 11 May 2012.

ENGL102 Assignment Rubric EXEMPLARY LEVEL ACCOMPLISHED LEVEL DEVELOPING LEVEL BEGINNING LEVEL Points Earned Purpose and Audience (20 Points)
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.
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.
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. /20 Thesis and Support (20 Points)
18-20: The writing has a clearly articulated original thesis and subordinate ideas supported by reliable and relevant 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.
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.
13 or below: The writing may need a more clearly articulated thesis and/or appropriate related subordinate ideas. Fuzzy logic may be evident. /20 Organization (20 Points)
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 demonstrates rudimentary organization and logical structure, but ideas may be more fully developed and supported by more appropriate evidence.
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. /20 Style (10 Points)
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
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 /10
Active voice is apparent. All quoted or paraphrased material is properly documented and cited in MLA style. Quotations are integrated smoothly into the discussion.
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 Grammar and Mechanics (20 Points)
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.
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.
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.
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 Formatting (10 Points)
10: Student provides a high-caliber, formatted assignment in proper MLA style.
8-9: Assignment presents an above-average use of formatting skills with few errors in MLA style.
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: