Social media does foster closer social relationships, making interpe

Social media does foster closer social relationships, making
interpersonal communication easier, Social media platform eg.
Facebook is most useful because (reason)
. This draft will demonstrate the argument and writing
techniques studied in the course and will build upon the steps
you have taken in all the previous weeks toward developing
your Argument Research Paper. This draft is expected to meet
all of the Argument Research Essay requirements for writing,
content, length, and sources.
Writing Requirements for the Argument Research Essay First
Draft, Due in Week 5, and for the Argument Essay Final Draft,
Due in Week 7
Correct use of APA guidelines for the following:
Headers with pagination
Title Page
Margins, spacing, and paragraph indentation
APA in-text citation and referencing for all sources
Do
not
divide your essay into sections.
Do
not
use headings within your paper to indicate changes in topic.

While longer APA essays and particular types of APA writing,
such as scholarly articles, employ APA-style bolded headings to
divide portions of the writing, you are writing a shorter
academic essay. Your shift from one paragraph to the next
should be signaled through your use of the effective transition
and topic sentence rules we have practiced.
6-8 full pages for the essay itself, not including title page or
references
Effective structure, including your introduction paragraph, your
body paragraphs, and your conclusion paragraph
Use of third-person throughout. Focus on the topic, not on you
nor on the essay. In other words: no first-person “I,” and no
referring to the essay, such as “In this essay.”
At least 5 scholarly sources visibly used, cited, and referenced
Refer to the full Argument Research Essay Rubric
Your instructor will grade and offer feedback on this draft to
help set you up toward additional success with your final draft
in Week 7. In Week 6, you will post your draft to your peer
review group area in discussion to also receive their feedback.
Grading: This activity will be graded using the Argument
Research Essay Rubric.
Course Outcomes (CO): 3, 5, 6
Due Date: By 11:59 p.m. MT on Sunday
Rubric

ENGL147 Week 5 Assignment Rubric (90 pts)
ENGL147 Week 5 Assignment Rubric (90
pts)CriteriaRatingsPtsThis criterion is linked to a Learning
OutcomeLength
5
ptsMeets length requirement (6-8 pages, not including title page
or references).4.25
ptsLength is 5 pages, not including title page or references.3.75
ptsLength is 4 pages, not including title page or references.3
ptsLength is 3 pages, not including title page or references.0
ptsLength is fewer than 3 pages, not including title page or
references.
5 pts
This criterion is linked to a Learning OutcomeAPA Paper
Format
5
ptsThe essay is formatted in correct APA Style for the
following items: header with pagination, correct margins and
spacing, indentation of the first line of each paragraph. The
paper does not use sections or headings within the essay.4.25
ptsThe essay is missing or has errors in 1-2 elements of the
following: header with pagination, correct margins and spacing,
indentation of the first line of each paragraph. The paper does
not use sections or headings within the essay.3.75
ptsThe essay is missing or has errors in 3-4 elements of the
following: header with pagination, correct margins and spacing,
indentation of the first line of each paragraph. The paper may

incorrectly include section divisions or headings within the
essay.3
ptsThe essay is missing or has errors in 5 or more elements of
the following: header with pagination, correct margins and
spacing, indentation of the first line of each paragraph. The
paper may incorrectly include section divisions or headings
within the essay.0
ptsNo effort
5 pts
This criterion is linked to a Learning OutcomeIntroduction and
Thesis Statement
8
ptsThe introduction paragraph is highly effective and clear. The
introduction paragraph begins with a viable, appropriate
attention-getting technique, offers a clear but brief overview of
the existing debate, and presents a narrow argument thesis in
which the writer takes a clear stance within the debate. The
writer avoids using first-person and second-person and avoids
referring to the paper itself.6.8
ptsThe introduction paragraph includes the necessary
components but may be lacking in clarity, strength, or appeal in
one of the following areas: a viable, appropriate attention-
getting technique, a clear but brief overview of the existing
debate, and a narrow argument thesis in which the writer takes a
clear stance within the debate. Or, the writer may use first-
person or second-person or may refer to the paper itself.6
ptsThe introduction paragraph does not include one of the
required components, or the paragraph needs much work in one
or more of the following: a viable, appropriate attention-getting
technique, a clear but brief overview of the existing debate, and

a narrow argument thesis in which the writer takes a clear
stance within the debate. The writer may use first-person or
second-person or may refer to the paper itself.4.8
ptsThe introduction paragraph does not include one or more of
the required components, or the paragraph needs much work in
two or more of the following: a viable, appropriate attention-
getting technique, a clear but brief overview of the existing
debate, and a narrow argument thesis in which the writer takes a
clear stance within the debate. The writer may also use first-
person or second-person or may refer to the paper itself.0
ptsNo effort
8 pts
This criterion is linked to a Learning OutcomeBody of the
Essay: Argument
12
ptsIn each body paragraph, the thesis argument is forwarded
with strong and effective use of multiple argument techniques.
Supporting and opposing arguments are richly developed and
are presented and analyzed with the writer's voice as the driving
force of each paragraph. The writer avoids using first-person
and second-person and avoids referring to the paper itself.10.2
ptsBody paragraphs forward the thesis argument well but could
be more effective in one of the following: use of multiple
argument techniques, rich development of supporting and
opposing arguments, and the writer's voice as the driving force.
Or, the writer may sometimes use first-person or second-person
or may refer to the paper itself.9
ptsBody paragraphs forward the thesis argument but could be
more effective in some of the following: use of multiple
argument techniques, rich development of supporting and

opposing arguments, and the writer's voice as the driving force.
The writer may use first-person or second-person or may refer
to the paper itself.7.2
ptsBody paragraphs fall short of fully forwarding the central
argument because of notable deficits in the use of multiple
argument techniques, in rich development of supporting and
opposing arguments, or in the writer's voice as the driving
force. The writer may use first-person or second-person or may
refer to the paper itself.0
ptsNo effort
12 pts
Essay: Paragraph Development
10
ptsThe student's voice is the driving force of each paragraph.
Each paragraph includes all of the following: a clear topic
sentence in the student's voice, a brief discussion of the point at
hand in the student's voice, a smooth and clear shift from
student's voice to source material via signal phrases, a brief and
clear presentation of source material, a clear indication of when
the student's voice begins again after the source material, and a
rich interpretation and analysis in the student's voice of the
source material as related to the overall thesis and/or to the
specific argument point at hand.8.5
ptsThe student's voice is often the driving force of each
paragraph, but some paragraphs may be missing some of the
following: a clear topic sentence in the student's voice, a brief
discussion of the point at hand in the student's voice, a smooth
and clear shift from student's voice to source material via signal
phrases, a brief and clear presentation of source material, a
clear indication of when the student's voice begins again after

the source material, and a rich interpretation and analysis in the
student's voice of the source material as related to the overall
thesis and/or to the specific argument point at hand.7.5
ptsThe student's voice is often the driving force of each
paragraph, but many paragraphs are missing some of the
thesis and/or to the specific argument point at hand.6
ptsThe student's voice is not often the driving force of all
paragraphs because most paragraphs are missing much of the
thesis and/or to the specific argument point at hand.0
ptsNo effort
10 pts
Essay: Organization and Flow
8
ptsThroughout the essay, the writing flows smoothly with
effective transitions. The writing employs strong, clear, varied
word choice that clarifies ideas and demonstrates good sentence

variety. The essay is organized effectively and logically from
start to finish.6.8
ptsThroughout most of the essay, the writing flows smoothly
with effective transitions. The writing usually employs strong,
clear, varied word choice that clarifies ideas and demonstrates
good sentence variety. The essay reflects that an organizational
plan has been employed.6
ptsIn some places throughout the essay, the writing flows
smoothly with effective transitions. There is some evidence of
clear, varied word choice and sentence variety. The
organization of paragraphs may not be optimal.4.8
ptsThroughout the essay, the writing may be choppy due to a
lack of sentence variety, word choice, or transitions. The
organization of paragraphs from start to finish in the essay
might be confusing or otherwise ineffective.0
ptsNo effort
8 pts
This criterion is linked to a Learning OutcomeSources: Quality
and Number
10
ptsFive scholarly sources are visibly used in the essay itself and
are all referenced and cited with enough information needed to
determine their scholarly nature.8.5
ptsFive sources are visibly used in the essay itself, but some
may not include enough information needed to determine their
scholarly nature.7.5
ptsFive sources may be used, but 1-2 may not be scholarly. Or,
fewer than five sources are used or some are not visibly

integrated into the writing.6
ptsFive sources may be used, but 3 or more may not be
scholarly. Or, fewer than five sources are used and many or
most are not visibly integrated into the writing.0
ptsNo effort
10 pts
This criterion is linked to a Learning OutcomeSources:
Application and Integration
8
ptsEach time a source is used within the essay, it is well -
previewed in the student's voice and is smoothly integrated with
a signal phrase or with correct integration into a student's
sentence. Each time a source is used, it is highly relevant to the
point at hand and is effective in the context of the argument.
The student has chosen to paraphrase or quote according to best
practices. Sources comprise a small portion of each paragraph
and are never used in the topic sentence or final sentence of a
paragraph. Sources are cited directly after use, never at the end
of the paragraph.6.8
ptsAlmost every time a source is used within the essay, it is
well-previewed in the student's voice and is smoothly integrated
with a signal phrase or with correct integration into a student's
sentence. The source may not be clearly relevant to the point at
hand or in the context of the argument. The student may need to
make better choices between paraphrasing or quoting according
to best practices. Sources may be over-used in some paragraphs
or may be used in the topic sentence or final sentence of a
paragraph. Sources may be cited at the end of a paragraph vs.
directly after their use.6
ptsSource application and integration may fall short and may

require work to meet some of the following standards: sources
well-previewed in the student's voice, smoothly-integrated with
sentence, clearly relevant to the point at hand or in the context
of the argument, well-informed in choice of paraphrase or
quotation, minimally used to maintain writer's voice, and
effectively placed sources and citations.4.8
ptsSource application and integration may fall short and may
require work to meet many of the following standards: sources
well-previewed in the student's voice, smoothly-integrated with
sentence, clearly relevant to the point at hand or in the context
of the argument, well-informed in choice of paraphrase or
quotation, minimally used to maintain writer's voice, and
effectively placed sources and citations.0
ptsNo effort
8 pts
This criterion is linked to a Learning OutcomeEssay Conclusion
8
ptsThe conclusion is succinct and powerful, avoiding verbatim
repetition of material from the introduction or from the paper.
The conclusion flows well from the final body paragraph,
reiterates the thesis concept in a unique way, and leaves the
reader thinking with a look at larger contexts while staying
keenly on-topic. The writer avoids using first-person and
second-person and does not refer to the essay itself.6.8
ptsThe conclusion is succinct and powerful, but may include a
small amount of verbatim repetition of material from the
introduction or from the paper. The conclusion may flow well
from the final body paragraph and addresses larger contexts, but
in a way that may not be effective or powerful. The writer may

use first-person or second-person or may refer to the esay
itself.6
ptsThe conclusion is ineffective in some of the following areas:
power and conciseness, unique wording, smooth flow, a
thought-provoking ending, third-person point of view.4.8
ptsThe conclusion is missing multiple required elements or is
highly ineffective due to wordiness, repetition, length (too short
or too long), choppiness, a lack of impact, and/or the use of
first-person or referring to the essay itself.0
ptsSources are not cited.
8 pts
This criterion is linked to a Learning OutcomeAPA Citation and
Referencing
8
ptsAll in-text citations and references are formatted in correct
APA Style, and the references page is formatted correctly: The
word References is centered at the top, the entire page is
double-spaced uniformly, the list is alphabetized, and all but the
first line of each source is properly indented.6.8
ptsIn-text citations and references may have minor errors in
APA Style, and the references page may show errors in 1-2 of
the following: The word References is centered at the top, the
entire page is double-spaced uniformly, the list is alphabetized,
and all but the first line of each source is properly indented.6
ptsIn-text citations and references may have persistent errors in
APA Style, or the references page may show errors in 3 of the
following: The word References is centered at the top, the entire
page is double-spaced uniformly, the list is alphabetized, and
all but the first line of each source is properly indented.4.8

ptsIn-text citations and references may have major errors in
APA Style, may not include enough information to fully
identify the source, or 4 or more of the following: The word
References is centered at the top, the entire page is double-
spaced uniformly, the list is alphabetized, and all but the first
line of each source is properly indented.0
ptsSources are not cited or are cited poorly enough that the
nature of the sources is overwhelmingly unclear.
8 pts
This criterion is linked to a Learning OutcomeWriting:
Mechanics & Usage
8
ptsThe writing is free of errors in grammar, spelling, and
punctuation that would detract from a clear reading of the
paper.6.8
ptsThe writing contains a few errors in grammar, spelling, and
punctuation, but the errors do not detract from a clear reading
of the text.6
ptsThe writing contains some errors in grammar, spelling, and
punctuation that need to be addressed for a clearer reading of
the paper.4.8
ptsThe writing contains several errors in grammar, spelling, and
punctuation that impede a clear reading of the paper.0
ptsNo effort
8 pts
Total Points: 90
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