Use of concepts(Consider: How does the writer understand the situation? What is his/her/their theoretical background? How would this influence their view of the situation? How does the writer balance amount of description, synopsis, critique? How does the writer use rhetorical appeals to relay his/her ideas?)

Guidelines

Part I: Evaluation Argument of Article Source

SUBMISSION DETAILS:

Before you hit submit/send, make sure that you:

Attach your Part I >> Evaluation Argument Essay

Word document only; NO PDFS, Google Drives, screenshots, or non-Word compatible files.
In the word document file, make sure you format your essay and include proper titles, labels, and MLA citations.
NOTE: Be sure to take a screenshot of your submission receipt just in case because, often, something goes awry with uploads, and you can provide proof that you uploaded your assignment by the due date.

FORMAT:

MLA style. Consult the Purdue OWL Research and Citation Resources for specifics (https://owl.purdue.edu/owl/research_and_citation/resources.html (Links to an external site.)). Choose MLA Style or MLA Guide links.

LENGTH:

800-1,000 words (3-4 pages, excluding word count for Work Cited page; Work Cited page is required)

DIRECTIONS:

Part I: Evaluation Argument of Article Source

For the first section of this assignment, you will write an evaluation argument of a writers construction of his/her argument in an article source on a higher education issue Academic Integrity.

Choose one of the sources to evaluate:

Source #1: Craig, Paul A., et al. Instructing Students in Academic Integrity. Journal of College Science Teaching, vol. 40, no. 2, 2010, pp. 50-55. JSTOR, http://www.jstor.org/stable/42993856. Accessed 8 Aug. 2022. (here is the pdf file)

Source #2: Mcallister, Charles, and Paul Watkins. Increasing Academic Integrity in Online Classes by Fostering the Development of Self-Regulated Learning Skills. The Clearing House, vol. 85, no. 3, 2012, pp. 96-101. JSTOR, http://www.jstor.org/stable/23212852. Accessed 8 Aug. 2022. (here is the pdf file)

Source #3: Walker, Beth. New Twists on an Old Problem: Preventing Plagiarism and Enforcing Academic Integrity in an Art and Design School. Art Documentation: Journal of the Art Libraries Society of North America, vol. 28, no. 1, 2009, pp. 48-51. JSTOR, http://www.jstor.org/stable/27949510. Accessed 8 Aug. 2022. (here is the pdf file)

Your evaluation argument should include these key features:

Craft a thesis statement (or in other words, a claim that states your evaluation argument). To advance an argument and evidence, how does the writer effectively organize their ideas? Is the writers argument consistent throughout the article? Does the conclusion seem to offer a different argument than he/she/they presented in the introduction? What writing (or rhetorical, stylistic, techniques) strategies does the writer use to present information?
Argue for the validity of specific criteria by which to judge the construction of the writers views on a higher education issue as effective or less effective.Clarify the criteria for your evaluation. Identify and explain how the writer uses criteria to present his/her/their views. Build a case for why your objective evaluation of source article is useful information with which to encourage or discourage readers to consider and engage with this writers article.
Use of at least three criteria that undergird your evaluation.You may use the following criteria to evaluate objectively how the writer constructs his/her/their views on a higher education issue.
Use of evidence(Consider: Does the authors evidence support their argument? Do they have enough specific evidence to prove the more general point? Does the author underemphasize or ignore evidence that is contrary to their argument? Is the evidence credible? Can you identify a bias in the evidence?)
Use of relevance/implications(Consider: What are the implications of this argument? Are those implications positive or negative? How has the writer dealt with the higher education issue?)
Use of concepts(Consider: How does the writer understand the situation? What is his/her/their theoretical background? How would this influence their view of the situation? How does the writer balance amount of description, synopsis, critique? How does the writer use rhetorical appeals to relay his/her ideas?)

PAPER FORMATS:

Draft Outline – Part I (pdf)
Final Draft – Part I (pdf)
Reflection Memo – Part I (pdf)

SAMPLE STUDENT WRITING:

Sample Student Writing – Part I: Evaluation Argument of Article Source (pdf; excerpts only)

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