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Justice: L9 Argumentative English Essay

Assignment

“The way things are does not determine the way they ought to be.”
― Michael J. Sandel, Justice: What's the Right Thing to Do?

ASSIGNMENT: Select a significant aspect of injustice about which you feel strongly. Gather information from a variety of credible sources. Craft a thesis of your own creation. Write an argumentative essay proving your thesis. 

Below is the process that every Lise 9 student will follow to craft their argumentative research paper. Your teacher may choose to supplement this process. 

RESEARCH QUESTION: (5 points)

  • Craft a research question related to an aspect of injustice in which you are interested.

    • “Can minorities get fair trials in the justice system?”

    • “Are women equally represented in public life?”

    • “Is it possible for displaced people to successfully integrate into society?”

  • Work with your teacher to refine your research question. Each student in the class will have a unique question.

  • Once approved, use your research question to guide your inquiry.

RESEARCH:

  • Gather a variety of credible sources. 

    • Some resources to consider: library, EBSCO, JSTOR, etc. 

    • At least one should be an academic database.

    • At least one should be a physical article or text from the library. 

  • Read. A lot. Be prepared for the reading. 

  • Annotate while you read. 

    • Information that supports your ideas.

    • Information that complicates your ideas. 

  • Make careful notes of the research and your thoughts. (5 points)

    • Work with your teacher on an appropriate process and product. 

  • Create an annotated bibliography with 10-15 sources. (10 points)

    • Once approved, use your annotated bibliography as evidence for your paper.

FIRST DRAFT:

  • Craft an outline. 

  • Write a first draft.

    • Choose the best 6-10 sources from your annotated bibliography. 

    • Synthesize your sources. Do not continuously use one source per paragraph. Some paragraphs should refer to multiple sources.

    • Correctly cite and integrate your evidence according to MLA guidelines. 

    • If you find a better source after choosing your original sources, you must have it approved by your teacher and add an entry to the annotated bibliography. 

CONFERENCE: (5 points) 

  • Have a conference with your teacher.

    • The expectation is that you bring your…

      • Notes

      • Annotated bibliography

      • Outline

      • First draft

EDITING:

  • Edit your paper and write another draft.

    • Use feedback from teacher and peers to refine your writing. 

    • Repeat as necessary. 

SUBMISSION:

  • Put your paper into MLA format (header; TNR 12 pt. font; 1 inch margins; double spaced)

  • Write 3-5 pages in double spaced text.

  • Submit to www.turnitin.com by 7:50 AM on Wednesday April 15, 2020.

Rubric

GRADE RANGE

Argument/

Synthesis

___/ 20

Evidence

___ / 20

  

Organization 

___/ 20

Integration and Citation 

___/ 20

Grammar

___ / 10

Style

___ / 10

EXCEPTIONAL

(90-100)

18-20
Argument is insightful and significant. 

Argument convincingly addresses counter arguments.

Argument skillfully synthesizes all sources. 

 

18-20

Convincing and relevant evidence used from 6-10 sources. 

 

Insightful analysis makes up the majority of the paragraphs. 

18-20
Introduction engages the reader’s interest and focuses the essay with a precise thesis. 

Excellent and varied use of transitions both between and within paragraphs. 

Conclusion considers the significance of the argument.

18-20

Evidence is consistently well-integrated and cited correctly.

 

Skillfully uses a variety of integration techniques. 

 

Works cited is present and correct. 

9-10

Very few or no errors relative to length or complexity. 

 

Errors have no impact on meaning or understanding.

9-10

Uses precise and varied vocabulary, including subject-appropriate vocabulary. 

 

Intentionally varies sentence structure to emphasise points or meaning. 

EFFECTIVE

(80-89)

16-17

Argument is effective and relevant. 

Argument effectively addresses counter arguments. 

Supports argument  by effectively synthesizing all sources.

16-17

Effective and relevant evidence is used from 6-10 sources.

 

Thoughtful analysis makes up the majority of the paragraphs. 

16-17

Introduction focuses the essay with a clear thesis. 

Good use of transitions both between and within paragraphs. 

Conclusion synthesizes claims.

16-17

Evidence is mostly well-integrated and cited correctly.

 

Effectively uses a variety of  integration techniques. 

 

Works cited is present with numerous very minor errors (grammatical).

8

Few errors relative to length and complexity.

 

Errors have little impact on meaning or understanding.

8

Usually uses precise and subject-appropriate vocabulary.

 

Demonstrates sentence variety.

EMERGING

(70-79)

14-15

Attempts to make an argument but it  may be obvious or irrelevant.  

Argument attempts to address counter arguments, although may be unconvincing. 

Some effective synthesis; not all sources may have been used.

14-15

Adequate and relevant evidence from 6-10 sources is almost always used.

 

Basic and limited analysis makes up roughly half of the paragraphs. 

14-15

Introduction and thesis may be basic but give some focus to the essay. 

May need clearer transitions either between or within paragraphs.

Conclusion restates the thesis and summarizes claims. 

14-15

Some issues with the integration and citation of evidence.

 

Attempts to integrate evidence are clearly made with minor issues.

 

Works cited is present, but formatting is incorrect. 

7

Multiple errors that interfere with understanding.

 

Errors are disproportionate to the length and complexity of the piece.

7

Lapses into informal vocabulary and/or fails to use subject-appropriate or precise vocabulary. 

 

Lacks sentence variety. 

INEFFECTIVE

(60-69)

12-13

Irrelevant or unclear argument.

Argument does not address relevant counter arguments, but attempt is still made. 

Lacks comprehension and/or lack of synthesis.

12-13

Limited evidence or evidence is sometimes irrelevant. Uses less than 6 or more than 10 sources.

 

Simplistic analysis is used sparingly or analysis is the minority of the paragraphs.

12-13

Introduction does not provide focus. 

 

Few or weak transitions or only one body paragraph.

 

Conclusion does not provide summary.

12-13

Major issues with citation. 

 

Little attempt to integrate evidence or attempt made with major issues.

 

Works cited is present, but inaccurate or missing no more than 1 source.

6

Noticeable or obvious errors. 

 

Errors interfere with understanding or demonstrate lack of mastery over usage.

  

6

Noticeable issues with vocabulary.

 

Sentence structure not varied.

WEAK 

(below 59)

0-11

Argument not stated or not comprehensible.

Argument does not attempt to address counter argument. 

Lack of comprehension of the topic and/or sources.

0-11

Insufficient evidence or evidence is mostly irrelevant. Uses less than 6 or more than 10 sources.

 

Little to no  analysis. 

0-11
Missing an introduction.

Ideas may be presented as an unprioritized list or may be random. 

 

Missing a conclusion.

0-11

No citation.

 

No attempt to integrate evidence.

 

Works cited list is missing multiple sources. 

 

No works cited is an automatic 0 in this category.

0-5

Frequent, distracting and/or major errors.

 

Errors impede meaning.

0-5

Significant issues with

vocabulary.

 

Significant issues with sentence structure.

Other 25% to be clarified at a later date

all or nothing by a certain date

  • Annotated bib 10%  rubric to follow

  • Research questions  5%

  • Notes 5%

  • Conference 5%