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Analysis and evaluation of Arguments.
Relevant readings:
The First Amendment of the Constitution
“Mob Rule on Campus” PP 622-25
“Speech Codes: Alive and Well at College Campuses” PP 632-37
Lawrence III, Charles. “The Debate over Placing Limits on Racist Speech. . .” PP 627-30
Rauch, Jonathan. “In Defense of Prejudice. . .” http://www.jonathanrauch.com/jrauch_articles/in_defense_of_prejudice/
WRITING PROMPT: Identify and briefly explain the core argument of the two opposing sides of the hate speech debate represented by the essays listed above. You may focus on what much of the above reading material focuses on: free speech on campus. What does and does not constitute freedom of expression on college campuses.
Readings for this essay are in our text–except Rauch’s article “In Defense of Prejudice” can be found and printed at the web address shown above. Conclude your essay by asserting which side of the argument makes the more persuasive case, and why.
Key Criteria
1. Write and academic essay that exhibits your clear and thorough comprehension of both sides of the controversy by showing how the authors 1) raise and counter objections, 2) uses logos, pathos, and ethos appeals to inform and persuade your reader.
2. To support certain points you make in your essay, quote and paraphrase no less than 4 times from at least two of the sources above. Use MLA citation: see the handout on integrating sources.
Detailed Criteria for Quality Essay Checklist
HIGH=16-20 MIDDLE=11-15 LOW=0-10
____¬¬__1. Assignment Prompt
HIGH–the essay clearly and sufficiently relates to all the terms of the writing assignment with inventiveness and clear focus; thesis declares a relevant and manageable topic; furthermore, when directed to do so, the essay insightfully integrates relevant claims and implications of other authors; this includes exhibiting skillful management of citing and documenting outside sources via summarizing, paraphrasing, and quoting formats, each used to support points that clearly originate with the writer; the Works Cited page is properly formatted.
MIDDLE–the essay generally discuss the writing assignment relevantly with some—not serious—diversions. There are attempts, mostly successful, to integrate relevant ideas and claims of other authors.
LOW–the essay exhibits a lack of understanding of the writing task and shows inadequate understanding of integration, citation, and documentation of sources.
_______ 2. Introduction (PP 60-62); Conclusion (PP 70-72)
HIGH—the essay has an introduction that presents an engaging, informative, focused lead-in to the topic of discussion. Moreover, the essay concludes with a clear and reflective sense of closure or summarization that avoids redundancy.
MIDDLE—the introduction presents the reader with information that adequately prepares the reader for the discussion, though it may be a bit short and/or lacks an engaging tone and/or diction. The essay adequately concludes by providing a basic summary of the essay topic, or it might close the essay with some redundancy or undue brevity or abruptness.
LOW—Introduction lacks topic focus and stated clarity of purpose; the essay concludes by flatly and redundantly summarizing the essay or closing with vague, disconnected comments; or it may lack anything resembling an attempt to close the essay coherently.
______3. Thesis and Essay Unity (PP42-7,)
HIGH—the thesis statement is a skillfully formulated, concise, compelling statement that articulates the subject and the assertion; diction is precise, authentically worded. Body paragraph topics/main ideas logically and rhetorically unite to advance the thesis; each body paragraph engagingly and coherently discuss the thesis.
MIDDLE—basically states what the essay will discuss, but may lack conciseness and precision. Body paragraphs are generally unified around the thesis with occasional lapses in unity and a few awkwardly stated main ideas.
LOW—the thesis statement is vague, confusing, or absent. Paragraphs do not successfully unite to support a thesis; some include glaringly irrelevant ideas and/or no main idea.
______4. Body Paragraphs: Development (PP 62-67); coherence through transition (PP 67-69)
HIGH—each body paragraph is fully and coherently developed with relevant and engaging supporting ideas that engagingly and coherently discuss the thesis; each body paragraph has a clearly identifiable topic and a group of sentences that discuss and unite to support that topic. The writing manifests a smooth, coherent progression from one idea to the next and/or one paragraph to the next; conjunctive adverbs, backward and forward expressions, succinct linking summarizations are skillfully used.
MIDDLE—body paragraphs are mostly developed, and the content of each paragraph more or less shows relevance to the thesis; there is some moderate lack of sufficient, specific support in places. Sometimes necessary transitions are absent or awkwardly used, but the writing in general is readable and avoids serious incoherence.
LOW—body paragraphs exhibit a notable pattern of insufficient development and coherence; the writing shows an all-too-frequent neglect of necessary linking expressions between ideas and/or paragraphs; a visible, identifiable connection between ideas is lacking.
______ 5. Editing: Sentence Structure and Diction; proofreading (PP “Appendix B”)
HIGH—a marked proficiency and versatility in Standard English sentence structure and diction pervades the writing; sentences are concise and clear; diction is consistently precise, often vivid; the fundamentals of grammar, capitalization, and punctuation are consistently maintained throughout the writing; in sum, the essay is rhetorically satisfying throughout.
MIDDLE–the writing manifests a generally competent skill in standard sentence construction and word choice, with a few distracting errors and diction imprecision that don’t seriously impede reading; some grammar infractions, but few to no serious distractions.
LOW—many distracting errors in Standard English sentence structure and diction mar the essay; the essay contains oft-repeated grammar errors that impede readability.
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