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I had someone help with an essay and it did not receive a passing grade. The attached file shows the original paper and the instructor feedback. This paper needs revision.
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Persuasive Writing
Traits of Good Writing
Review pages 164-169 in your study guide for a complete
explanation of the rating you earned for each trait as well as
references you can study to improve your writing skills.
Skill
Realized
Skill
Developing
Skill
Emerging
Not
Shown
Ideas & Content The writer provided a clear thesis statement and
had a clear stance on one side of the issue. There is a clear argument
provided with appropriate supporting details and evidence. Essay
resembles a compare and contrast essay more than a persuasive
essay.
30 28 26 24 22 8 0
Organization There is a clear introduction with a thesis, body
and conclusion, with body paragraphs incorporating other patterns
of development coherently.
25 23 22 21 19 12 0
Voice The writer interacts with the assigned audience using
appropriate, consistent point of view, tone and evidence. Maintains
a clear stance on the topic. Paragraphs should state a reason the
past was better (or worse) and explain it using appropriate word
choices and personal experience. Appropriate word choices
explain the reasons for why the past was better (or worse).
Personal experience shows how you have knowledge to write on the
topic. There should be personal interaction with the assigned
audience – a family member with an opposite opinion. You also
need to maintain a clear stance on the topic – today’s world being
better or worse thank fifty years ago. Again, essay resembles a
compare and contrast essay more than a persuasive essay.
10 9 8 7 6 4 0
Word Choice The writer makes correct verb and word choices,
defined any terms that may have been unfamiliar, and conveyed a
clear message.
10 9 8 7 6 4 0
Grammar & Sentences The writer used correct grammar,
spelling, punctuation and sentence structure. Their essay was free of
any typographical errors.
10 9 8 7 6 4 0
Format The writer met the required length (1,200-1,500 words).
Used a standard font and margins. All of the required header
information was present.
15 14 13 12 11 8 0
Exam number: 050181 Exam grade: 64% (Retake form is included below.)
Date of evaluation: 3/2/13 Evaluated by: SR
IMPORTANT NOTICE
Christie Littlefield
Text Box
Page 1-8 represent instructor feed back and grading scale.
See page 33 for details regarding paper requirements.
Need paper corrected regarding instructor comments.
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Along the right-hand side of your evaluated exam, you should see marginal or
“bubble” comments from your instructor. You should also see a series of
highlighted numbers in the evaluation chart identifying the rating you earned on
each trait. If you don’t see this feedback, click on the “View” tab and “Print
Layout” or click on “Review” and the option “Final Showing Markup.” If you
still cannot see the feedback, please contact the school for the complete evaluation.
REQUIRED RETAKE INSTRUCTIONS
ENG100: 050181 “Argument”
Student name: Monty Littlefield Student number: 21772952
Topic: Persuade a family member that the world today is better
than it was 50 years ago
Grade: 64% Date: 3/2/13 Evaluator: SR
Dear Student,
Unfortunately, you earned a failing grade on this first-attempt submission. According to the
Academic Policies in the Penn Foster Student Handbook, you must prepare a retake submission.
Since the goal of this course is to help you improve your writing, you will continue working with
your current submission (same topic), completely revising and editing it at all levels. Merely
applying the instructor’s corrections in grammar, spelling, or format will not show sufficient
evidence that you have improved your skill level and so will not result in a change to your grade.
Review these textbook page references as well as Chapters 16-17 and the study-unit discussions
related to writing an argument essay. The following are key revisions you must make to ensure a
passing grade on your retake. If you do not understand how to rewrite your essay in order to
accomplish these goals, please contact the school.
• Purpose: Write to convince one of your family members that the world is better today than
fifty years ago or your boss that you deserve advancement. Appropriately express your
feelings about your position, being considerate of your disagreeing audience (608-611).
• Strong thesis: State a specific thesis which narrows your focus to a particular way the world
is better (or type of advancement you seek), establishes a particular claim—something with
which your family member or boss would disagree, and gives your primary reasons (559,
593-594, 606-607, 610).
• Effective introduction: Charmingly draw your disagreeing audience into this volatile issue,
establish common ground, provide any needed background information, and include your
thesis (595, 614).
• Tone: Use a friendly, non-threatening tone (avoid being dogmatic, harsh, sterile) and
consistently maintain first-person pronoun use (595, 598-599, 614).
Monty Littlefield 21772952 050181 Page 3
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• Well-developed reasons and evidence: Using a logical line of reasoning without fallacies,
provide specific evidence to support your claim and explain the relevance/value of each
reason as well as the evidence in relation to your thesis (560-561, 574-577, 596-598, 611,
613-615). Appeal to the needs and values of your boss or family member (561, 598-599).
Recognize their opposing views by acknowledging, accommodating, or refuting (562, 599,
611-612).
• Satisfying conclusion: Provide a positive final impression for your audience related to your
claim, including its significance or broader implications that are personally relevant for your
family member or boss, not you (562, 615).
• Editing and proofreading:
Please be certain to include this set of instructions with your retake submission, or there may be
a problem completing your evaluation. For electronic submissions, copy and paste them at the
beginning of your retake document. As part of your file name, include “Retake” after your last
name. Then submit your retake essay for grading.
Best wishes on your retake,
Instructor
Penn Foster College
Comparing Life Today With that of the Past
Introduction
It always boggles the mind how it would have been to have lived in a different time on
earth. One of the most common deliberations is the past, there is a hint how people lived then
and many today strive to apprehend how it would have been like. The future is also a common
reference even though it is shadowed by mystery; hence, people opt to think through the lenses
of the past. This paper assesses the kind of life people lived fifty years ago and compares it with
that of today.
Better Today
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Many people are most likely to take this outlook; life is better fifty years on. This is so
because most are living today without much acquaintance to life five decades ago. Those who
were there in their prime these decades ago may however differ with this perspective. Life is
what one takes it, it may be awful for one individual and exiting for another at the same time,
these are the basics of life.
World Peace
Even though there is turmoil in a few select regions of the world today, it is clear that
there is more peace as compared to five decades ago. The prior was a time with many struggles
in many regions of the world. The world was busy healing its World War II wounds and some
continents such as Africa was dealing with colonization. Generally, it was a time of uncertainty,
anxiety and insecurity by many nations. These feelings were bound to be passed onto the people
of these nations.
Fifty years on, the world is relatively safer. The likely hostile parties are well known by
all and barriers have been set to ensure that they can easily be stopped when they try to take any
offensive steps. The formation of the United Nations has also facilitated the peaceful coexistence
of people on earth.
Health Matter
Statistics indicate that the life expectancy in the world has significantly swelled over the
past decades and centuries. This is especially attributable to the fact that health care has
improved over time; hence, people get better care today than they did five decade ago. One of
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the most important things in life is health; it is even a determinant of life and death. By the sole
reason that much has been achieved in the field, it means that more people will have the
certificate to live more. Would you not want to live in an era where you are guaranteed to live a
better long life than one where people die at a tender age?
Most would prefer the present life, and it makes sense. Advances in the health sector
have ensured that many issues that may arise today linked to the field have got tentative solutions
that can be easily accessed by the masses. Issues such as headaches can easily be resolved.
Technology
Whenever we try to conceive how the future earth will be like, most people deem that
technology will have great influence on life. This perspective was also held by the people of the
world fifty years ago about these current times. Much has been achieved by technology, and still
is. It is clear that technology has a great role in the present times, and is continually playing more
by the passing of days. One of the most significant roles is that of simplifying work for man; as
such, man does not have to strain as much as he did in the past.
In the same way, technology has opened new doors and facilitated other activities as
communication and transport. For instance, the internet has created means through which one
can communicate with another from any location in the world. In the past, one would have had to
travel by plane, which was rare and expensive, to pass a message. This is both time consuming
and inefficient.
Coming Together of Cultures
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One of the most notable advances and differences between these two time periods is that
people from different cultures have continually mingled. As it presently stands, anyone can visit
most regions of the globe at any time with ease. This was not the case fifty years ago, people
were skeptical of who visited their land which inhibited mobility and the coming together of
cultures more intricate. Presently, most people are open to the idea of anyone visiting their
nation; in fact, many are trying their best to facilitate this.
There is much to learn from other cultures, it opens one to other possibilities in life by
opening up their mind. Lack of this exposure may mean that one does not progress in life. Today,
many people are competing with others on the global stage. Before, one would only compete and
seek ideas from the society around them which hindered any big steps.
Equality
The past few decades have been marked by the struggles for equality in many areas of the
world. Some of the most notable ones include women struggles for power, the equality of all
nations before the UN, and the offering of a global level kind of health care for all across the
globe. It is sad to imagine that there was a time when all this were not in existence, you have to
go back fifty years back to live though it all. We are fortunate to live in an era where there is
equality far more than just in the mentioned above. It is an era where most can get justice on fair
grounds.
Even though there were equal opportunities for most in society five decades ago, it
cannot be compared to the present times where it has become the norm. Women were
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particularly oppressed by the system in the past, and although it cannot be stated that this is not
the case today, they have made major steps in the right direction. One of the most notable areas
with regards to equality is work related. Women have struggled and presently hold same
positions at work as men in most nations.
Better 50 Years Ago
It is factual to state that there are some noble activities that have gone missing in the past
decades. It is a foundation on which some may cite the life from fifty years ago as better than
the present one.
Family Values
It may be cited that the society of today has lost most of their original values. These
values have continually been eroded as time has brought society into new surroundings. The
family tree has lost some of its ideals that ensured that all members lived in harmony with one
another. It has come to an age where there are so many sources of information such as the
internet and TVs that a child can heed counsel. In a way, this avoids the instance where a parent
has time to bond with their children, and consequently ensuring that the family unit is
detrimentally affected by the advancements in the current age.
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This goes past the relation between family members and into the entire community. It is
apparent that most people today have to work on most days of the week which lowers any
chances of them getting to know their neighbors and people they live around. Although there is
not much that one gains from these relations, they are building blocks of a healthy lifestyle, and
hence essential to a good life.
Immorality
It is true that immorality has been existent in all ages of the world, but there is a
difference in the levels of immorality. Today, the level of immorality is so high that may have
cited from religious books that it might be nearing the end of the world. Whether it ends or not, it
is factual that the vice is higher than it was a few decades ago. It is apparent when one takes a
look at the material that is presently allowed by the authorities to be passed through the various
channels.
Conclusion
Many people may hold different views on which kind of life was better based on
individual interests. Numerous advancements have made life today better than it was fifty years
ago. From a personal view, anyone can live life today in an outmoded way. They only have to
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8
Writing Arguments
INTRODUCTION
If you’re a student of civil engineering, you may be assigned
to write reports in favor of particular construction techniques
or materials. As a student in health care services, you might
have to present your opinion on scheduling, staff organization,
or the approach to public relations. If you’re planning on law
school, your education will revolve around mastering the art
of clearly communicating a point of view. Even if you merely
want to write a letter to the editor, you have to know how to
present an effective argument.
That’s why you need to understand not only how to appraise
and criticize an argument, but also create one of your own.
Mastering the art of argument is a challenge that’s not only
worthwhile, but necessary in today’s world. Additionally, it’s
sometimes important to be able to refute someone else’s logic
and present effective evidence for your own side.
OBJECTIVES
When you complete this lesson, you’ll be able to
n Explain the structure of a sound argument
n Analyze and evaluate an argument
n Effectively use techniques of drafting, evaluating,
and creating a sound written argument
English Composition124
ASSIGNMENT 21: READING
ARGUMENTS
Read the assignment in this study guide. Then, in the Successful
College Writing textbook, read Chapter 19, pages 512–541. To
test your progress, complete the self-check.
To evaluate an argument, clear thinking is essential. You
have to recognize whether the logic is sound and whether
examples provide valid support. You’ll also look for emotional
appeals, which, while effective, add another element to the
presentation. In this assignment, you’ll first learn what to
look for when reading or appraising an argument. There are
five basic dimensions to an effective argument: a specific
issue with two or more opposing viewpoints, a clear claim
designating one viewpoint, logical support, definitive refuta-
tion of other viewpoints, and a reinforcing conclusion.
Consider the following example outlining a sample argument:
n An issue: Neutering family pets
n A claim or assertion with respect to the issue: With
exceptions, such as breeding desirable animals for
potential customers, family pets should be neutered.
n Support for the claim: Animal control personnel are forced
to euthanize thousands of cats and dogs due to the
behavior of irresponsible pet owners. Also, discarded
and uncared for animals create a public health hazard.
n Anticipating likely rebuttals or refutations of the claim:
Some people can’t afford the veterinary bills.
n A conclusion that’s consistent with the claim: Neutering
family pets prevents the birth of unwanted animals,
which may suffer a cruel fate (based on values); or,
unwanted cats and dogs create a tax burden for
responsible citizens (based on economics).
Argumentation is an art that most of us start developing as
soon as we learn to speak. We usually argue not because
we’re angry, but because argumentation causes us to care-
fully examine our own and others’ ideas. We weigh conflicting
claims; make judgments about the nature of evidence and
the procedures of investigation; state our ideas clearly, accu-
rately, and honestly; and listen respectfully and critically to
The time to begin
writing an article
is when you have
finished it to your
satisfaction. By
that time you
begin to clearly
and logically per-
ceive what it is
you really want
to say.
—Mark Twain
Lesson 8 125
other people’s ideas. Whether speaking, thinking, or writing,
we all use argumentation on a daily basis, so you probably
already have some skill at crafting an argument. The more
you improve your skills in this area, the better you’ll be at
thinking critically, reasoning, and weighing evidence—neces-
sary skills for all parts of your life.
Like other types of writing, arguments respond to specific
situations: a need isn’t being met, a person is being treated
unfairly, an important idea is misunderstood, or an outdated
policy needs to be reexamined. Therefore, you need to spend
time thinking about the underlying situation on which an
issue is based as well as thoughtfully examining any
assumptions you and your reader might hold.
The text will address the following questions to equip you as
both reader and writer when facing an argument:
n What are the best strategies for reading an argument?
n What are the best strategies for analyzing and evaluating
an argument?
n How can one best appraise an emotional appeal used to
support an argument?
n What are the basic rules of logic and sound reasoning?
Pages 512–513. Your “Writing Quick Start” exercise asks
you think critically about the photo of a student protest
against tuition increases. With your critique and analysis in
mind, you’re invited to write a paragraph that identifies
some other issue that may evoke a student protest.
Pages 515–516. As you read “When Volunteerism Isn’t
Noble,” the essay by Lynn Steirer, look for the author’s thesis
and the basic parts of the argument. Has she presented a
well-supported claim on an issue, considered rebuttals, and
reached a conclusion? (You may note Steirer’s paragraphs
are much shorter than paragraphs in other essays. Such
brief paragraphs are common for newspaper articles but are
rarely appropriate for academic essays.)
Pages 516–520. Carefully study this section because it
comprises the basic information you need to know about
arguments. Note that a claim is generally what the writer
wants to prove, but there are three kinds of claims—claims of
fact, claims of value, and claims of policy.
English Composition126
You may wonder how a fact could be the claim of an argu-
ment—if something is a fact, how can it have an opposing
viewpoint? The claim of fact is also known as substantiation,
because it requires asserting that some new or previously
unconsidered bit of information is real and true. For a long
time, the average citizen of Western Europe “knew” the earth
was flat. Then someone made a claim of fact that the earth is
round and provided sufficient support (substantiated the
claim), so we now know the earth isn’t flat.
Claims of fact usually defend or refute someone else’s inter-
pretation of the facts. Think about the controversy between
those who believe evolution (Darwinism) is a fact and those
who say creationism is a fact. Each side evidently works with
the same facts, but each provides a different argument to
support its claim. Sometimes the change in interpretation
involves reclassifying information.
Another claim of fact could involve clarifying a definition of
a term. The issue of abortion hinges in part on the factual
definitions of baby and life. Some say a baby is alive at the
moment of conception, while others assert that life begins at
the moment of birth. You’ll find that you need to incorporate
other strategies, particularly definition, in your argument’s
pattern of development.
Another kind of claim is that of value or evaluation (asserting
that something has a specific value). These claims ask, Is
something right or wrong, beneficial or harmful? Who says it’s
beneficial and on what principle, value, or moral do they base
that claim? Here’s an example of this kind of claim: The movie
The Princess Bride more clearly presents a spoof of chivalry in
its varied components than the novel does.
The third category is claim of policy, in which the writer calls for
a specific action. Thesis statements establish claims in answer
to questions like, What should we do? How are we to act?
What policy should we take? What course of action should we
take to solve this problem? Note the use of should as part of
the verb, a common occurrence in claims of policy.
Review the following three thesis statements. Which contains
a claim that can be developed into an appropriate argument?
Lesson 8 127
1. Parents are often too busy to watch television shows with
their families, but can monitor their children’s viewing
habits with the aid of the V-chip.
2. To help parents monitor their children’s viewing habits,
the V-chip should be a required feature for television
sets sold in the United States.
3. This paper will describe a V-chip and examine the uses
of the V-chip in American-made television sets.
The first thesis offers a general factual statement rather than a
claim of fact that needs to be proven (substantiated)—no one
will argue that parents have this option. The third example
also fails to provide an effective claim about the value of the
V-chip and leans toward an informative classification essay.
The second sentence is the strongest argumentative thesis
because it presents a claim of policy; it clearly states the
writer’s position on the issue and suggests that the writer
will proceed to prove the necessity of this action.
Support for an argument can be based on reasons; evidence,
in the form of facts, statistics, and expert opinion; and emo-
tional appeals, which are based on either needs or values. Be
sure you understand the differences in the types of support.
The refutation, or rebuttal, recognizes that there are other
points of view and seeks to disprove or dismiss them. The
conclusion makes a final appeal for the original claim.
Pages 520–527. Under the heading, “General Strategies for
Reading Arguments,” study the six points for prereading or
scanning an essay. These range from appraising the title and
checking the author’s credentials to previewing the publication.
Apply these to the sample essay. Study the “While You Read”
tips, and use them as you read the student essay about
organ donation.
Pages 524–529. Among strategies for following the structure
of an argument, a graphic organizer works well for following
the structure of an argument, and it’s a useful writing tech-
nique. Figure 19.1 shows a general graphic organizer for an
argument essay. Figure 19.2, on pages 528–529, shows you
a graphic organizer for the essay on organ donation.
An alternative to a graphic organizer is a written summary,
which you may find more useful depending on your learning
style.
English Composition128
Pages 530–541. Strategies for analyzing and evaluating an
argument begin on page 530. Study the points, which include
the writer’s purpose, the intended audience, definitions of key
terms, the writer’s credibility, and the quality of the support,
based on the reasons and evidence provided. The information
on pages 531–534, including Figure 19.1, is important in
recognizing faulty reasoning, whether you’re reading someone
else’s argument or constructing your own.
The following are examples of the fallacies the text discusses:
1. Circular reasoning, sometimes known as “begging the
question”: Because women are so emotional, they express
their emotions more quickly than men. (You may not use
the same premise for both the cause and its effect—emo-
tions cause emotions.)
2. Hasty or faulty generalization: I’ve talked to several peo-
ple in Minnesota and thereby discovered that Minnesota is in
favor of handgun laws. (This judgment or conclusion about
the views of an entire state is based on insufficient or
inadequate evidence.)
3. Sweeping generalization: All Italians like pasta and drink
Chianti. (Without sufficient evidence, this assertion illogi-
cally applies a characteristic of some Italians to the entire
ethnic group.)
4. False analogy: Just as the British Empire depended on
their colonies, modern corporations depend on trade with
different nations. (Comparison of things that have little or
nothing in common, particularly no significant common
points: The structure of British colonialism isn’t compara-
ble to international corporate trade.)
5. Non sequitur: Because Marianne likes dining out, she’s
an accomplished cook. (Asserting that Marianne can cook
merely because she like dining out incorrectly assumes
that the one causes the other. Indeed, one reason she
likes dining out might be that she can’t cook well.)
6. Red herring: Some say that violence on television promotes
violence, but what little boy doesn’t like to play cops and
robbers? (This premise begins by pointing out the effect of
watching TV violence but then switches to a completely
different idea, raising a side issue about what boys like to
do. The switch distracts the audience from the actual point.)
Lesson 8 129
7. Post hoc fallacy, also known as faulty cause-and-effect:
“After President Jones raised taxes, the rate of violent
crime went up, so he’s responsible for the rise in crime.”
(This fallacy applies whenever the writer assumes that
events in a given sequence are related in some signifi-
cant way, merely because one immediately followed the
other. Here the writer concludes without evidence that
the first event caused the second event [raising taxes
caused the increased crime rate].)
8. Either-or-fallacy: If you don’t support Second Amendment
rights to gun ownership, you’re opposed to the Constitution.
(The writer assumes there are only two choices applicable
to the complex situation—if you want to prove you
support the Constitution, you must support the Second
Amendment—as if there were no other options.)
Clearly, fallacies are assertions that contain some defect in
reasoning, thereby weakening the argument and calling the
credibility of the writer into question. Sometimes you may
find it difficult to identify a specific kind of fallacy, but you’ll
know that something doesn’t quite add up. For this course,
don’t spend too much time trying to differentiate each kind.
Instead, work on spotting statements that don’t make sense,
lack sufficient support, or don’t clearly connect to the claim.
Once you’re familiar with these fallacies, look for faulty reason-
ing when you read. Television or radio advertisements, political
columns, Internet discussion boards, and letters to the editor
in the newspaper are good places to find examples. Keep the
list handy as you read, and write down some examples.
Page 533. Study the checklist shown in Table 19.2 care-
fully, and refer to it as you read the essays that follow it. You
may want to flag this page—it will be helpful after you draft
an argument. You may already be familiar with the process of
synthesizing ideas from various sources. Study the list of
questions presented, and plan to use it as you read the
opposing arguments in the essay assignment.
Pages 534–541. Read the two essays for and against multi-
tasking, and use all your skills to sort through the tactics
used in each. Check the writers’ credentials and watch for
sound logic, emotional language, and any of the common
fallacies you’ve studied.
English Composition130
To apply your hard-earned skills, you’ll read two essays. The
first of these is “How (and Why) to Stop Multitasking,” by lead-
ership consultant Peter Bregman. Using humor and a light
touch, Bergman argues against multitasking. He lists six dis-
tinct advantages he reaped from his (nearly complete) escape
from compulsive multitasking, claiming in his sixth point that
there was no downside. Some 10 days later, in a different
venue, David Silverman wrote “In Defense of Multitasking.” In
an essay that set out to refute Bregman, he denied the charge
that multitasking reduced IQs and attentions spans. In sup-
port of his thesis, he listed four pro-multitasking arguments.
While analyzing both essays, you may find it interesting to
consider what you’ve learned about learning styles, including
your own. In the Bregman-Silverman debate, where would
your sentiments lie?
Required Journal Entry 12: Argument
Analyze: Review the essay by Peter Bregman on pages 534–536 and the essay by David
Silverman on pages 537–539. Respond to the two viewpoints using either the compare/
contrast or the classify/divide pattern of development. Review Chapters 12 and 13 if
necessary. (Open, list)
React: React to this thesis: “Reducing multitasking to a minimum reduces the stressful dehu-
manizing effects of compulsive multitasking.” Don’t immediately choose to agree or disagree.
Instead, explore in the entry your feelings and beliefs, both agreement and disagreement, until
you reach a point of conviction, showing yourself coming to a place where you strongly agree or
disagree. (3 paragraphs, 5 sentences each)
Lesson 8 131
Self-Check 21
1. Exercise 19.1, on page 517: Write two different claims for two of the five issues.
2. Exercise 19.2, on pag 519: Choose two items and write a justification for their
purchase, explaining the benefit to the children.
3. Review the essay by Peter Bregman on pages 534–536. Under “Examining the Reading,”
respond to all four items. Under “Analyzing the Writer’s Technique” on page 536, respond to
all three items. Under “Reacting to the Reading” on page 537, respond to all four items.
4. Review the essay by David Silverman on pages 537–539. Under “Examining the Reading” on
page 539, respond to all four items. Under “Thinking Critically about Text and Visuals” on
page 540, respond to all seven items.
Check your answers with those in the online Self-Check Answers supplement.
English Composition132
ASSIGNMENT 22: WRITING
ARGUMENTS
Read the assignment in this study guide. Then, in the Successful
College Writing textbook, read Chapter 20, pages 542–571. To
test your progress, complete the self-check.
In this assignment, you’ll learn the art of argument by prac-
ticing it. A properly conceived argument makes a point, and
the sharper the point, the better the argument. An effective
argument provides logical, coherent, evidence-based support
for a specific claim.
Pages 542–543. The “Quick Start” exercise on page 542
establishes the groundwork for writing an argument. Study
the image of an ad on page 542, and then create a thesis
for a brief argument that would use evidence and emotional
appeals to support it.
Pages 544–567. This section defines the nature and char-
acteristics of a sound argument. Read the argument by
writer-columnist William Safire, “Abolish the Penny.” While
the piece is cleverly written and laced with humor, don’t
think Safire isn’t serious about his thesis. When you assess
his argument, ask yourself if his claims seem to be fact-
based and if they support a sound argument in favor of
abolishing the penny.
Again, your text describes the characteristics of argument
essays, but in more detail for the writer (not the reader) of
the argument.
n The thesis defines the scope of the argument—its topic
and claim. A claim states the writer’s position on the
issue. State your claim in your thesis at the outset of
the essay.
n An effective argument is designed for a specific audience.
Be sure you know who your audience is.
n Provide convincing support.
n Use logical reasoning in your argument. Show that you
understand the difference between inductive and deduc-
tive reasoning.
Lesson 8 133
n Use emotional appeals carefully, particularly by address-
ing the audience’s needs and values.
n Recognize the opposing views. It will not only address your
opponents’ concerns, but also strengthen your argument.
Take time to review “The Basic Parts of an Argument,” on
pages 514–520 in Chapter 19 before reading further. As
mentioned, the parts you sought to identify when reading
arguments are also the foundation for writing arguments.
Then return to the summary outline here.
The following is an in-depth look at each part of an argument
and the thinking involved in it for the writer.
Thesis: Establishing a definitive claim in a thesis statement
is essential for a successful argument. But, you may ask,
what exactly should a writer consider when developing one?
1. For an argument, the thesis must be debatable. To be
sure there’s an opposing view for your thesis (someone
with whom you’ll argue), you should write both a thesis
and an antithesis. An antithesis is a statement that
takes a position opposite of your thesis. You play the
devil’s advocate to your own claim. If you can create an
antithesis, your thesis statement is debatable because it
takes a stand on one side of an issue. However, if you
can’t create an antithesis, then your thesis needs further
revision to make it argumentative. Here’s an example:
Thesis statement: Term limits would improve
Congress by bringing people with fresh ideas
into office every few years.
Antithesis: Term limits would harm Congress because
elected officials would always be inexperienced and
less informed.
2. Your thesis must be properly narrowed, containing a
focused purpose appropriate for the length of the writing.
A claim that’s too broad or vague allows the paper to run
in too many different directions and makes it difficult for
you to keep control of it and for your readers to make
sense of your discussion. If a reader’s first response is,
“So what?” or “How do you figure that?” or “Why?” then
your thesis doesn’t make a significant point. You need
to clarify the issue, establish a relationship between
the claim and the issue, or connect to a larger issue.
English Composition134
If a reader’s first response is “how?” or “why?” your thesis
may be too open-ended without enough guidance for the
reader. You then need to give the reader a better take on
your position right from the beginning.
For example, the thesis “Drug use is detrimental to society”
lacks focus for a three-to-five page essay because it doesn’t
identify what kind of drug use is detrimental (does it
include prescription drugs?), how and why that use is
detrimental (health or socioeconomics?), or who’s affected
(every person?). A better focused thesis would be “Illegal
drug use is detrimental to teenagers because it encour-
ages gang violence.”
To focus your thesis, ask yourself questions like, What do
I hope to accomplish? Why are the issue and my claim
important? What benefits would be realized? What prob-
lems would be eliminated? What questions would be
answered? How would other people be affected? What
obstacles must be overcome? Of course, you must decide
on only one type of question your argument answers and
how. If you try to cover more than one of these questions,
your thesis will be too broad. Here’s an example of a
vague thesis and what a narrowed focus might look like:
Vague: Censorship of the Internet would be wrong.
Clear: Censorship of Internet chat rooms would
unfairly limit free speech.
3. Your thesis statement must be precise. This characteristic
is related to ensuring a focused purpose, but now you
examine each word. If your thesis contains vague words
like good or successful, work on the answer to why some-
thing is “good,” what specifically makes something
“successful,” and how you as the writer define good or
successful. Avoid judgmental words, such as wrong,
right, good, bad, and immoral. Although you’ll use emo-
tional appeal later in your argument, your thesis must
be as objectively stated as possible, particularly if you’re
writing to a negative audience. You don’t want your read-
ers to reject your idea before they’ve read more than your
introductory paragraph.
Lesson 8 135
For instance, the statement “Pollution is bad for the
environment” isn’t debatable because it lacks focus and
precision. First, the word pollution connotes that some-
thing is bad or negative. Further, all studies agree that
pollution is a problem; the disagreement isn’t about its
“badness” but about the impact and scope of the pollu-
tion problem. Two possible, debatable theses for this
issue are “At least 25 percent of the federal budget
should be spent on limiting pollution” and “America’s
antipollution efforts should focus on privately owned cars.”
4. The thesis must be audience-driven. Knowing your
audience for an argument is more important than in
any other pattern of development. (Note that there are
three possible types of audience for any argument.) You
must be aware of the audience in terms of what they
need to know about you. Once again, apply a questioning
approach for this aspect of preparing a thesis: What is
my authority or experience in arguing this issue? How
well do my reader and I know each other? What is my
reader’s age, educational background, occupation, marital
status, political preference? How does it apply to my issue?
What might the reader stand to gain or lose? What’s
the reader’s impression of me, especially my integrity,
knowledge, and reliability? How well does the reader
understand the issue?
Here are three problematic thesis statements. Each needs
rewriting—do you know why?
n Since the digital age came to be, many people consider
themselves photographers only because they own a
nice camera.
n While police entrapment has been somewhat helpful in
making our community a safer place to live, it actually
does more harm than good.
n I’m going to tell you the truth about the disgusting thing
called cigarettes: some can’t live with them, and some
think they can’t live without them!
In the first, the writer needs to clarify the type of camera and
provide a more concrete designation than nice. In addition,
which type of people and how many people consider them-
selves photographers? What is the definition of photographer
for the purpose of this essay? What does came to be mean?
English Composition136
The second thesis is also too vague, although it’s more objec-
tive than the first one. The reader, however, is probably
asking what the writer means by “police entrapment,” which
community or type of community is involved, and to whom
the harm was done.
Although the passion is strong, the third statement is hostile
(“I’m going to tell you”) and negative (“disgusting”). The writer
doesn’t appear to consider the other side in a serious manner
and virtually eliminates the possibility of debate by implying
that this way of thinking is the only right way to think. Finally,
the thesis’s “truth” is that some need cigarettes and others
won’t have anything to do with them. However, this isn’t a
debatable issue; society already accepts the addiction of some
and the distaste of others as fact.
Return to Chapter 6 if you need to brush up on additional
techniques for developing a focused thesis containing a
specific point about an issue. Remember that even after your
questioning, you’ll have a “working thesis,” which represents
the argument that you currently think you can support with
evidence. It won’t be until you put your ideas in writing and
explain to a reader the relationships of your support to your
thesis that you’ll gain a better understanding of what you
want to prove and what you want the reader to understand
and do. Frequently writers reach the end of their draft and
only then realize exactly what they want to say. So don’t be
surprised if you finish your essay draft and find it doesn’t
seem to go with the thesis. You’ll refine your thesis several
times before reaching a final product.
The strength of your support, and your use of it, can make
or break your argument. Without it, your argument doesn’t
carry much weight. The text identifies support here as a mix
of reasons, evidence, and emotional appeal.
Reasons: premises or assertions. The first level of support
involves establishing statements that will make up your argu-
ment. Although the textbook refers to these statements as
reasons, they’re also called assertions or premises. Each
premise develops one reason or point you’ll use to defend
your thesis. Based on the purpose or claim in your thesis,
you should prepare a list of premises for which you have
relevant evidence or for which you believe you can gather
such support—before drafting your argument.
The more assertions you can brainstorm at the beginning of
the process, the more likely you are to identify and clarify your
thinking and rationale. You’ll return to these after writing a
Lesson 8 137
first draft once your line of reasoning is clearer to you.
Remember to include a few assertions that appeal to your
audience’s needs and values. Choose the premises which
address the most important aspects of the one issue. You
won’t be able to argue each possible point, however, so pick
what you’re certain will convince your audience and what you
can support. Generally, each assertion acts as the topic sen-
tence for a paragraph in your argument. By keeping this fact
in mind, you can avoid the fallacy of sweeping generalizations
which you won’t be able to support adequately.
Logical order. Once you’ve chosen the most important and
significant arguments, decide on your line of reasoning. Part
of that decision includes choosing an order of organization:
general to specific, most to least important (or vice versa), or
weakest to strongest. You’ll also consider when and where
you’ll use inductive or deductive reasoning. You can choose
to follow one type as your overall structure for the argument
or apply it to the development of a single paragraph.
Inductive reasoning moves from specific observations to a
broader premise or theory; consequently, we sometimes call
this a “bottoms up” approach. It tends to be open-ended and
exploratory, particularly when identifying observations and a
pattern. The TV drama House features a doctor who is a
master of inductive reasoning when diagnosing the causes of
a patient’s illness.
Deductive reasoning is a more narrow or focused approach,
which works in the opposite order, from the general to the
specific, using a “top-down” approach. It begins with a theory
(the claim or premise). That theory is then narrowed into more
specific hypotheses (assertions) that can be tested. In testing
those assertions, observations or specific data are collected.
The goal of the process is to confirm (or not confirm) the
writer’s theory. Continuing the House application, the team
of interns generally applies deductive reasoning to the theory
the doctor has inductively reached.
Evidence. Up to this point in the process, you’ll have established
a working thesis and a set of logically sequenced arguments.
You now make decisions about the support for each argument.
Be careful not to allow your excitement about a particular
fact or reason to guide your choice of evidence, but instead
support the thesis and its arguments. If you start with the
support, it’s easy to fall into the trap of writing an essay that
mostly summarizes what other people think instead of proving
your position on the issue.
English Composition138
Your purpose and audience are the primary considerations
guiding your choice of support. Although some of the support
can be facts, most arguments need other kinds, as well, to
persuade the reader. After all, if an issue could be resolved
simply by looking at “the facts,” people wouldn’t be arguing
about it. Support for your claim can come in many different
forms, including stories to illustrate the point, definitions for
clarity, statistics and expert testimony, and appeals to the
audience’s needs or values. You must choose from your
evidence the most relevant and most persuasive material.
Remember that your goal is to be seen as a credible writer—
one the reader believes is objectively presenting a position
using straightforward evidence.
n Provide the reader with support appropriate to each
argument. If you’re developing a claim about the benefits
of changing game-attendance policies at a local university’s
gymnasium and you start a paragraph with “Moving the
student section closer to the court will raise player perform-
ance,” you must choose support developing that argument.
You wouldn’t develop it with evidence about how much
more money the school could raise by letting more
students attend games for free. Instead, you could
support this argument with information about how fan
support raises player morale, which then results in bet-
ter play.
n Use reasons, evidence, and emotional appeals in a bal-
anced manner. If you use emotionally charged language
or examples simply to upset or anger an audience, you’re
using emotion illegitimately. Carefully review Chapter 16
regarding emotional appeals. Remember what you’ve
learned about connotations, because word choice influ-
ences an argument’s emotional appeal. You want the
reader to argue against your ideas and thinking, not
your word choice. Here are some example considerations:
â Should I speak of “drunk” or “intoxicated” drivers?
â Should I call them a “menace” or a “concern”?
â Should they be “thrown into jail” or “incarcerated”?
â Do we need to “teach them a lesson” or “make them
aware of the consequences of their actions”?
The first term or phrase suggests a negative connation, whereas
the second is the more objective phrasing you should use.
Lesson 8 139
Explanation. A good argument explains how each piece of
evidence relates to the claim and shows its value and relevance.
That means that each paragraph of your argument makes
explicit the connection or relationship between the evidence
and argument, as well as the argument and the claim. After
you introduce evidence into your writing, you must explain
its significance and function. What turns a fact or piece of
information into evidence is the connection it has with a
larger claim or argument. Evidence is always for or against
something, and you have to make that link clear.
Don’t expect your audience to read your mind or figure out
what you mean. You must clearly spell out the connections
you made when you chose your evidence and decided where
to place it in your paper. After all, if your readers are confused,
you’re not going to convince them to agree with you. They’ll
just stop reading. Here’s where you apply the art of connec-
tive discussion, organization, transitions, and strategies from
other patterns of development, including definition of terms,
classification and division, and causal analysis.
However, how do you make sure the connections are clear
to your reader? Ask yourself questions like those below.
Answering them can help you explain how your evidence is
related to each assertion and to your overall argument.
1. But so what? Why is it interesting? Why should anyone
care?
2. What does this information imply?
3. What are the consequences of thinking this way or looking
at a problem this way?
4. I’ve just described what something is like or how I see it,
but why is it like that?
5. I’ve just said that something happens—so how does it
happen? How does it come to be the way it is? Why does
it happen?
6. Why is this information important? Why does it matter?
7. What example could illustrate this point?
When moving from one premise or type of support to the next,
use transitions that indicate addition of information to what
is already present: equally important, further, furthermore, in
addition, moreover, and then.
English Composition140
Finally, before beginning your first draft, create an outline to
guide you. The following is one example. Your textbook will
also provide some guidance.
1. Claim: Distance learning allows the students, rather
than the institution, to fit college studies into their
lifestyle.
2. Premises: Students who are parents appreciate the flexi-
bility in completing required activities. Students who are
disabled or without transportation can earn credit from
home. Online instruction suits different learning styles.
Reduced travel means cost savings.
3. Evidence: The evidence can include quotes from students,
personal experiences, and descriptions of how distance-
learning programs are set up.
4. Explanation of the value of the evidence: This can include
information on the people you’re quoting, comments about
the increasing number of nontraditional students, and
explanation of how distance learning is more convenient.
You may wonder why you write your first draft without wor-
rying about opposing views. First, remember that the writing
process is circular. You’ve already considered the opposing
side in a general way when developing your thesis. Also, you
write the first draft to develop your line of reasoning so you’re
clear about your reasons and evidence supporting your claim.
Once you know that, you’re better able to anticipate and over-
come objections specific to that line of reasoning.
Both kinds of development are essential. You must show that
your own ideas are clear, reasonable, and solid. You must
also show how your opposition’s case is weak. If you can
show that your case is strong and the opposition’s is weak,
chances are excellent that the reader will be on your side at
the end—and that’s your goal.
Refutation. Refutation shows that you’ve thought through the
ramifications of your claim and aren’t blindly arguing just to
disagree. Rather than just saying your opponents are wrong,
take on their opposing ideas yourself. Refute the other side’s
thinking by pointing out errors in the opposition’s logic, assump-
tions, and/or interpretation. What they claim isn’t necessarily
wrong—usually, in fact, it’s their supporting ideas that are
wrong, irrelevant, or insufficient. Connotations and clarity are
key factors guiding your word choice.
Lesson 8 141
Here are two examples:
n Poor, negative rebuttal: Some people may say that adoles-
cents shouldn’t leave university education; however, they’re
wrong. (The people themselves aren’t wrong; examine the
underlying assumptions instead.)
n Strong, convincing rebuttal: Some people may say that
adolescents should remain in university education
because they’re not physically and psychologically
mature enough to cope with the problems of the real
world. However, they neglect the fact that adolescents are
mature enough to vote, drive, and hold a job. That shows
that adolescents are considered physically and psycho-
logically mature at the same time they’re in college.
Recognizing opposition: Recognizing the other side’s view
is different from refuting in that you don’t focus on the weak-
nesses in reasoning. Instead, you show that you understand
your audience’s possible objections by either acknowledging
the existence of another viewpoint or by accommodating one
of your premises to incorporate correct reasoning from the
other side. In other words, acknowledging usually involves
pointing out that the opposition’s argument is irrelevant to
the topic—that what you’re discussing isn’t what they’re trying
to prove. Accommodating can be considered a compromise—
to a certain extent, the opposition has a basis for thinking
the way they do and you include something of that basis in
your discussion.
Look at the first claim in Exercise 20.3 on page 549, which is
a claim of policy: “Public school sex education classes should
be mandatory because they help students make important
decisions about their lives.” What are some of the views
opposing this claim? How can you recognize that opposition?
1. Possible opposing argument: Sex education may expose
children to information that parents may wish to with-
hold until the children are older.
n You could accommodate the opposition by propos-
ing parental waivers or identifying a specific age for
the sex education.
n You could refute the opposition by showing that
educators can’t know what parents have already told
their children and at what age they do so. Or you
could provide evidence showing that most children
already know more than their parents have told them.
English Composition142
2. Possible opposing argument: Sex education sends the
signal that sex is acceptable behavior for teens.
n Acknowledge the position by saying that that may
be a danger but isn’t the intent of the education; no
one can determine how teens might actually perceive
such education.
n Accommodate it by noting that parents have the
authority to tell their teens whether it’s acceptable
or not.
n Refute it by using statistics that show most teens
experiment with sex. Then include the statistics on
the resulting disease and pregnancy, and explain
that teens need to learn how to protect themselves
against disease and pregnancy.
Usually, you don’t refute, acknowledge, and accommodate
each opposing view, but use one type per premise.
One problem common to student writing is that the readers
can’t clearly see the places where it switches from supporting
to addressing the opposition. Instead they’re puzzled because
it seems the writing is now arguing against itself. As with all
writing, the logical flow of information is very important. The
way you phrase your disagreement must enable your readers
to follow your argument even as you clearly indicate you’re
now discussing the other side. Some of the phrases and words
commonly used to accomplish this purpose are
n Opponents of this idea claim / maintain that . . .
n Those who disagree / are against these ideas may say
that . . .
n Some people may disagree with this idea because /
such as . . .
n They put forward this idea because . . .
n They claim that . . . since . . .
As you move from the opposing view back to your argument,
use transitions that indicate contrast or exception, such as
however, but, nevertheless, nonetheless, notwithstanding, in
contrast, on the contrary, still, yet, and on the other hand.
Lesson 8 143
Review Chapter 7 for the characteristics of strong introduc-
tions and conclusions, the bridges readers use to enter and
leave your argument. The introduction entices them, and the
conclusion helps them step away from it with a sense of com-
pletion. In an argument, these can be the most difficult parts
of the paper to write, because you’re constructing the framing
around your reasoning.
The conclusion. Writers of arguments frequently begin the
first draft with a brief, sterile introduction, often just the
thesis. Only after the draft and conclusion are written do
they clearly see why and how their analysis and information
should matter to the readers. Consequently, we’ll first look at
the conclusion, which will then guide us into developing an
appropriate introduction.
The conclusion is your chance to have the last word on the
subject, the final say on the issues you’ve raised in your paper.
It’s also your opportunity to make a good final impression
and to end on a positive note. Here are some strategies for a
strong close for your argument in the concluding paragraph:
n Open with a strong clause moving logically from the
previous paragraph, your last premise, rather than begin
with an unnecessary, overused phrase such as “in con-
clusion,” “in summary,” or “in closing.” Although these
phrases can work in speeches, they come across as
wooden and trite in writing. Let the force of your writing
logically flow into the closing.
n Reemphasize your thesis (which you first stated in the
introduction). Although you may like keeping your read-
ers in the dark until the end and then wowing them with
your main point, readers expect an analytical closing
reinforcing the thesis stated up front (not a mystery).
Don’t end with the same or a slightly revised thesis
statement that says, “That’s my story and I’m sticking to
it.” Your goal is to give the same claim but in a different
way, more creative or reflective than the phrasing used
in the introduction, so you push your ideas forward.
n Summarize the key points of your argument with confi-
dence and help the reader make a connection from the
argument to the issue by showing the significance, impact,
or broader implications of your thinking. The conclusion
isn’t the place to make a last-ditch appeal by introducing
a new assertion or more evidence, which just creates
confusion. Use the conclusion to wrap up your thoughts,
demonstrate the importance of your ideas, and propel
your reader to a new view of the issue.
English Composition144
n Be your readers are glad they read your argument by
showing the issue in some personally relevant way that
enriches their lives. Avoid descending into sentimental,
emotional appeals that are out of character with the rest
of your analytical argument.
The introduction. The introduction of your argument con-
tains your first words to the readers—their first impression of
your argument, your writing style, and the overall quality of
your work. Your introduction must engage your readers in
the issue and impress them with your competence, so they’ll
continue reading. A vague, disorganized, error-filled, off-the-
wall, or boring introduction doesn’t deserve their attention,
and it won’t get it.
Chapter 7 offers many ways to charm your reader with your
opening lines. Opening with a compelling story, a fascinating
quotation, an interesting question, or a stirring example can
help your readers see why this issue matters and can serve
as an invitation for them to join you for an interesting intel-
lectual conversation.
To ensure you make a good impression and build the readers’
confidence in you, the introduction should reveal the issue,
your position on the issue, the importance of your position,
and the general structure of your argument. Introductions
for arguments often give brief background on the issue to
show the nature of the controversy or an example to show
its significance. Introductions also provide the readers with a
general road map for the argument you’ve developed.
Pages 553–557. In the context of visualizing an argument
essay, you’ll read a piece by writer-photographer Lisa M.
Hamilton, “Eating Meat for the Environment.” In what
appears at first to be a paradoxical assertion, the author
states that while we should eat less meat, we should (at
the same time) eat more of it. In support of this idea, her
argument goes like this: Factory farming is environmentally
destructive. No doubt about it. However, eating pasture-
raised meat is a worthy ideal since animal waste ends up
as fertilizer that sustains soils and adds little or nothing
to greenhouse gas emissions. So what is her actual thesis?
That’s for you to figure out. You can do that by studying
Figure 20.1, which is a graphic organizer for the Hamilton
essay.
Lesson 8 145
Pages 556–567. Here’s your guided writing assignment.
Appraise it in terms of the material already presented in the
extended overview provided in this part of your guide. Keep
in mind that all of this is aimed at helping your write an
“A-list” argument essay.
Pages 568–571. A “Students Write” feature concludes this
chapter assignment. Read “Pull the Plug on Explicit Lyrics”
by James Sturm. You may well find the topic interesting, if
only because it wrestles with a controversial thesis. As usual,
the highlights should be helpful. Note Sturm’s thesis state-
ment. Note that after accommodating possible refutations
of his thesis, he gets specific in paragraph 7. There he sets
us up to consider three opposing viewpoints, on which he
elaborates in paragraphs 8 and 9.
English Composition146
Self-Check 22
1. Exercise 20.1, on page 547: Choose two of the five issues for your response.
2. Exercise 20.2, on page 548: Choose two of the five issues for your response and complete the
exercise as instructed.
3. Exercise 20.3, on page 549: Choose one of the three claims and discuss arguing it before the
three kinds of audiences.
4. Exercise 20.4, on page 553: Follow the instructions, making sure you address both claims 2
and 3 from 20.3.
5. Review the “Student’s Write” essay by James Sturm on pages 568–570. Respond to all three
items under “Analyzing the Writer’s Technique.” Under “Thinking Critically about Argument,”
respond to all five items. Under “Reacting to the Reading,” respond to all three items.
Check your answers with those in the online Self-Check Answers supplement.
147
Lesson 8 Examination:
Argument Essay
Objective
To prepare an argument essay of 1,200 to 1,500 words that
also uses another pattern of development.
Topic
Choose one of the following:
n Persuade your employer that you deserve a raise.
n Persuade a family member that the world today is better
than it was 50 years ago. Alternatively, you may choose
the opposite stance of persuading a family member that
the world was better 50 years ago than it is today.
Patterns of Development
Argument in combination with at least one other pattern of
development
Purpose
The purpose is twofold:
n Persuade the reader to agree with the writer’s position
(primary purpose)
n Express the writer’s feelings about the reader taking
action on the topic (secondary purpose)
Audience
As designated with topic, but write to a disagreeing audience.
(Do not write to an agreeing audience or to a neutral or
wavering audience.)
E
x
a
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in
a
tio
n
E
x
a
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in
a
tio
n
Examination, Lesson 8148
Process
1. Applying the requirements given, work through pages 558
to the middle of 560 in the section “Generating Ideas
and Writing Your Thesis.” Skip the section titled
“Researching the Issue.” Narrow your focus appropri-
ately for the assigned length before attempting to
develop the essay.
2. Continue the “Guided Writing Assignment” with “Developing
Your Thesis and Making a Claim” on pages 560–565.
Incorporate at least one other pattern of development to
explain some type of support for your argument. Also use
strategies from other patterns of development as needed
to accomplish your purpose.
CAUTION: The essay requires evidence only from your
experience, not evidence from outside sources. See the
Plagiarism Policy, which will apply to any student using
information irresponsibly.
3. As part of the revising and editing analysis, you must
make any necessary changes to your work to meet the
assigned requirements.
4. Prepare the final draft of the essay according to the exam
submission format from the Course Information section.
Submit only the final, polished draft for grading.
Submitting Your Assignment
To submit the assignment, follow these steps:
1. Type the assignment.
2. Save the document.
3. Go to your Student Portal.
Essays must be typed, double-spaced, using a standard 12-point font and left justification. Use 1-
inch margins at the top and bottom and 1.25-inch margins for the left and right sides of the
document. Each page must have a properly formatted header containing your name, student
number, exam number, page number, mailing address, and e-mail address (see page 6 for an
example). Name each document using your student number first, then the six-digit lesson num-
ber, and finally your last name (for example, 23456789_050177 Doe). Save each as “File Type:
Rich Text Format,” regardless of your word-processing program.
Examination, Lesson 8 149
4. Go to My Courses.
5. Find the section for this project.
6. Click on the Take Exam icon.
7. That will bring up a Browse menu. You must then
find where you’ve saved your work in your computer.
The writing should have been saved under your student
number_exam number_last name_first name. Your exam
number for this assignment is 05018100.
8. Click on the exam.
9. Click on Open.
10. Enter a correct e-mail address.
11. Click on Upload file.
12. There’s no need to worry about the project sheet. The
instructor will add one for you.
13. You’ll receive an e-mail within 24 hours that tells you
the exam has been received. You’ll notice a label indicat-
ing RCD on your record next to that exam until a grade
is posted.
14. Exams are evaluated within five days of receipt, although
sometimes they’re evaluated sooner.
15. You’ll receive the evaluation and exam with comments
from an instructor by clicking on View Exam Results
once you see your grade posted.
If you choose to mail the project, here’s the address:
Penn Foster
Student Service Center
925 Oak Street
Scranton, PA 18515-0001
Evaluation Rubric
The following rubric will be used to evaluate your work.
The Penn Foster
Student Service Center
is under contract with
Penn Foster College.
Examination, Lesson 8150
Traits of Good Writing
Review your study guide for an
explanation of the traits.
Skill
Realized
Skill
Developing
Skill
Emerging
Skill Not
Shown
Ideas and Content
The writer provides a clear thesis
statement and has a clear stance on
one side of the issue. The argument
is a clear, with appropriate support-
ing details and evidence provided.
30 28 26 24 22 15 0
Organization
There is a clear introduction, with a
thesis, body, and conclusion. Body
paragraphs incorporate other pat-
terns of development coherently.
25 23 22 21 19 12 0
Voice
The writer interacts with the assigned
audience by using appropriate, con-
sistent point of view, tone, and
evidence. The essay maintains a
clear stance on the topic.
10 9 8 7 6 4 0
Word Choice
The writer makes correct verb and
word choices, defines any terms that
may have been unfamiliar, and con-
veys a clear message.
10 9 8 7 6 4 0
Grammar and Sentences
The writer uses correct grammar,
spelling, punctuation, and sentence
structure. There are no typographical
errors.
10 9 8 7 6 4 0
Format
The writer meets the required length
(1,000–1,200 words), and uses a
standard font and margins. All the
required header information is
present.
15 14 13 12 11 8 0
Exam number: Exam Grade:
Date of evaluation: Evaluated by:
Important note: Along the right-hand side of your evaluated exam, you should see marginal or “bubble”
comments from your instructor. You should also see a series of highlighted numbers in the evaluation chart
identifying the rating you earned on each trait. If you don’t see this feedback, click on the “View” tab and
“Print Layout,” or click on “Review” and the option “Final Showing Markup.” If you still cannot see the
feedback, please contact the school for the complete evaluation.
Argument Essay
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Comparing Life Today With that of the Past
Introduction
It always boggles the mind how it would have been to have lived in a different time on earth. One of the most common deliberations is the past, there is a hint how people lived then and many today strive to apprehend how it would have been like. The future is also a common reference even though it is shadowed by mystery; hence people opt to think through the lenses of the past. This paper assesses the kind of life people lived fifty years ago and compares it with that of today.
Better Today
Many people are most likely to take this outlook; life is better fifty years on. This is so because most are living today without much acquaintance to life five decades ago. Those who were there in their prime these decades ago may however differ with this perspective. Life is what one takes it, it may be awful for one individual and exiting for another at the same time, these are the basics of life.
World Peace
Even though there is turmoil in a few select regions of the world today, it is clear that there is more peace as compared to five decades ago. The prior was a time with many struggles in many regions of the world. The world was busy healing its World War II wounds and some continents such as Africa was dealing with colonization. Generally, it was a time of uncertainty, anxiety and insecurity by many nations. These feelings were bound to be passed onto the people of these nations.
Fifty years on, the world is relatively safer. The likely hostile parties are well known by all and barriers have been set to ensure that they can easily be stopped when they try to take any offensive steps. The formation of the United Nations has also facilitated the peaceful coexistence of people on earth.
Health Matter
Statistics indicate that the life expectancy in the world has significantly swelled over the past decades and centuries. This is especially attributable to the fact that health care has improved over time; hence people get better care today than they did five decade ago. One of the most important things in life is health; it is even a determinant of life and death. By the sole reason that much has been achieved in the field, it means that more people will have the certificate to live more. Would you not want to live in an era where you are guaranteed to live a better long life than one where people die at a tender age?
Most would prefer the present life, and it makes sense. Advances in the health sector have ensured that many issues that may arise today linked to the field have got tentative solutions that can be easily accessed by the masses. Issues such as headaches can easily be resolved.
Technology
Whenever we try to conceive how the future earth will be like, most people deem that technology will have great influence on life. This perspective was also held by the people of the world fifty years ago about these current times. Much has been achieved by technology, and still is. It is clear that technology has a great role in the present times, and is continually playing more by the passing of days. One of the most significant roles is that of simplifying work for man; as such, man does not have to strain as much as he did in the past.
In the same way, technology has opened new doors and facilitated other activities as communication and transport. For instance, the internet has created means through which one can communicate with another from any location in the world. In the past, one would have had to travel by plane, which was rare and expensive, to pass a message. This is both time consuming and inefficient.
Coming Together of Cultures
One of the most notable advances and differences between these two time periods is that people from different cultures have continually mingled. As it presently stands, anyone can visit most regions of the globe at any time with ease. This was not the case fifty years ago, people were skeptical of who visited their land which inhibited mobility and the coming together of cultures more intricate. Presently, most people are open to the idea of anyone visiting their nation; in fact, many are trying their best to facilitate this.
There is much to learn from other cultures, it opens one to other possibilities in life by opening up their mind. Lack of this exposure may mean that one does not progress in life. Today, many people are competing with others on the global stage. Before, one would only compete and seek ideas from the society around them which hindered any big steps.
Equality
The past few decades have been marked by the struggles for equality in many areas of the world. Some of the most notable ones include women struggles for power, the equality of all nations before the UN, and the offering of a global level kind of health care for all across the globe. It is sad to imagine that there was a time when all this were not in existence, you have to go back fifty years back to live though it all. We are fortunate to live in an era where there is equality far more than just in the mentioned above. It is an era where most can get justice on fair grounds.
Even though there were equal opportunities for most in society five decades ago, it cannot be compared to the present times where it has become the norm. Women were particularly oppressed by the system in the past, and although it cannot be stated that this is not the case today, they have made major steps in the right direction. One of the most notable areas with regards to equality is work related. Women have struggled and presently hold same positions at work as men in most nations.
Better 50 Years Ago
It is factual to state that there are some noble activities that have gone missing in the past decades. It is a foundation on which some may cite the life from fifty years ago as better than the present one.
Family Values
It may be cited that the society of today has lost most of their original values. These values have continually been eroded as time has brought society into new surroundings. The family tree has lost some of its ideals that ensured that all members lived in harmony with one another. It has come to an age where there are so many sources of information such as the internet and TVs that a child can heed counsel. In a way, this avoids the instance where a parent has time to bond with their children, and consequently ensuring that the family unit is detrimentally affected by the advancements in the current age.
This goes past the relation between family members and into the entire community. It is apparent that most people today have to work on most days of the week which lowers any chances of them getting to know their neighbors and people they live around. Although there is not much that one gains from these relations, they are building blocks of a healthy lifestyle, and hence essential to a good life.
Immorality
It is true that immorality has been existent in all ages of the world, but there is a difference in the levels of immorality. Today, the level of immorality is so high that may have cited from religious books that it might be nearing the end of the world. Whether it ends or not, it is factual that the vice is higher than it was a few decades ago. It is apparent when one takes a look at the material that is presently allowed by the authorities to be passed through the various channels.
Conclusion
Many people may hold different views on which kind of life was better based on individual interests. Numerous advancements have made life today better than it was fifty years ago. From a personal view, anyone can live life today in an outmoded way. They only have to avoid contemporary advancements.
