Essay 4: Speculating about Causes Quality Criteria No/Limited Proficiency (1) Minimal Proficiency (2) Proficiency (3) High Proficiency (4) A focused, well- defined phenomenon and thesis Phenomenon is not explained. Thesis is missing. Reader cannot determine phenomenon/thesis and purpose or thesis has no relation to the writing task. Phenomenon is not well- developed. Phenomenon/Thesis and topic are somewhat vague or only loosely related to the writing task. Phenomenon is competently developed, but still has some weaknesses. Phenomenon/Thesis and purpose are fairly clear and match the writing task. Substantially, logically, and concretely defined phenomenon. Details are germane, original, and convincingly interpreted. Phenomenon/Thesis is clear and specific. Develops fresh insight. Well-argued causes Offers simplistic, undeveloped, or cryptic causes. Inappropriate or off topic generalizations. Causes are irrelevant to thesis. There are faulty assumptions and errors of fact. Offers a cause(s) that are too underdeveloped. Details are too general, not interpreted, or inappropriately repetitive. Offers a solid cause(s). Assumptions are not always recognized or made explicit. Contains mostly appropriate details or examples. Develops fresh insight. Substantial, logical, and concrete development of causes. Details are germane, original, and convincingly interpreted. An effective response to objections Fails to include a response to readers’ objections. Responses to readers’ objections are underdeveloped or vague. Perhaps only offers an objection but no response to that objection. Offers solid objections and responses to objections. Contains mostly appropriate responses but some might not be germane or original. Effectively anticipates and appropriately responds to readers' likely objections in a detailed manner. A clear, logical organization Unclear organization. No or very few transitions. No or very few topic sentences. Paragraphs aren’t focused. Flow between topics and paragraphs is confusing. Some signs of logical organization. May have abrupt or illogical shifts and ineffective flow or ideas. Weak topic sentences. Paragraph structure could be improved. Organization supports thesis and purpose. Transitions are mostly appropriate. But sequence of ideas or paragraph structure could still be improved. Fully and imaginatively supports thesis and purpose. Sequence of ideas is effective. Transitions, topic sentences, and paragraph structure are effective. Use of sources/APA format and English grammar and vocabulary Neglects important sources. Uses 0 sources. Possibly uses source material without acknowledgement. Does not demonstrate proficiency in English grammar, vocabulary, and sentence structure. No or little understanding of APA. Uses a somewhat relevant source. Quotations and parap ...

1. Essay 4: Speculating about Causes
Quality Criteria No/Limited Proficiency
(1)
Minimal Proficiency (2) Proficiency (3) High Proficiency (4)
A focused, well-
defined
phenomenon and
thesis
Phenomenon is not
explained. Thesis is
missing.
Reader cannot
determine
phenomenon/thesis and
purpose or thesis has no
relation to the writing
task.
Phenomenon is not well-
developed.
Phenomenon/Thesis and
topic are somewhat
vague or only loosely
related to the writing
task.
Phenomenon is

2. competently developed,
but still has some
weaknesses.
Phenomenon/Thesis and
purpose are fairly clear
and match the writing
task.
Substantially, logically, and
concretely defined
phenomenon. Details are
germane, original, and
convincingly interpreted.
Phenomenon/Thesis is clear
and specific. Develops fresh
insight.
Well-argued causes Offers simplistic,
undeveloped, or cryptic
causes. Inappropriate or
off topic generalizations.
Causes are irrelevant to
thesis. There are faulty
assumptions and errors
of fact.
Offers a cause(s) that are
too underdeveloped.
Details are too general,
not interpreted, or
inappropriately
repetitive.
Offers a solid cause(s).
Assumptions are not
always recognized or

3. made explicit. Contains
mostly appropriate details
or examples.
Develops fresh insight.
Substantial, logical, and
concrete development of
causes. Details are
germane, original, and
convincingly interpreted.
An effective
response to
objections
Fails to include a
response to readers’
objections.
Responses to readers’
objections are
underdeveloped or
vague. Perhaps only
offers an objection but
no response to that
objection.
Offers solid objections and
responses to objections.
Contains mostly
appropriate responses but
some might not be
germane or original.
Effectively anticipates and
appropriately responds to

4. readers' likely objections in
a detailed manner.
A clear, logical
organization
Unclear organization. No
or very few transitions.
No or very few topic
sentences. Paragraphs
aren’t focused. Flow
between topics and
paragraphs is confusing.
Some signs of logical
organization. May have
abrupt or illogical shifts
and ineffective flow or
ideas. Weak topic
sentences. Paragraph
structure could be
improved.
Organization supports
thesis and purpose.
Transitions are mostly
appropriate. But sequence
of ideas or paragraph
structure could still be
improved.
Fully and imaginatively
supports thesis and
purpose. Sequence of ideas
is effective. Transitions,
topic sentences, and

5. paragraph structure are
effective.
Use of sources/APA
format and English
grammar and
vocabulary
Neglects important
sources. Uses 0 sources.
Possibly uses source
material without
acknowledgement. Does
not demonstrate
proficiency in English
grammar, vocabulary,
and sentence structure.
No or little
understanding of APA.
Uses a somewhat
relevant source.
Quotations and
paraphrases may be too
long and/or
inconsistently
referenced.
Demonstrates limited
proficiency in English
grammar, vocabulary,
and sentence structure.
Inconsistent
understanding of APA.
Uses 2 sources to support,
extend, and inform, but

6. not substitute writer’s
own development of
ideas, but source might
not be the most germane.
Doesn’t overuse quotes,
but may not always
conform to required APA
style. Demonstrates
proficiency in English
grammar, vocabulary, and
sentence structure.
Demonstrates a good
understanding of APA.
Uses 2 sources (scientific
data, authoritative
testimony, statistics, etc.) to
support, extend, and
inform, but not substitute
writer’s own development
of idea. Doesn’t overuse
quotes. Demonstrates high
proficiency in English
grammar, vocabulary, and
sentence structure. A
complete or near complete
understanding of APA.
Student,
Notes
--Dr. Matt

7. Bridgewater 1
Essay 4: Speculating about Causes
We recently watched and read some sources on “True crime.”
Why something occurs, gets worse, or gets better is often
complex. In addition, some people speculate about why
something occurs, gets worse, or gets better, and they are
proven wrong.
I’d like to hear about a crime topic that is of interest to you and
read about why it happens or what causes it. It could be about a
very large crime problem, involving terrorism, drug trafficking,
animal trafficking, or other large issues. You could speculate
about: what motivated Jack the Ripper? What has caused the
rise (or decline) of ISIS? Why do some Americans think
(undocumented) immigrants are more likely to commit crimes
than native born Americans? Why are so many people victims of
cybercrime?
In your introduction, present a well-defined phenomenon
followed by a thesis that follows an appropriate thesis template.
Your introduction should convince readers of the significance
of the phenomenon. In the middle paragraphs, present realistic
and innovative causes for the phenomenon. For each cause,
refute, accommodate, or acknowledge possible objections and
weaknesses. Not all causes are equal, so you may also argue
that one cause is more important than the others. You can even
write about causes that are wrong or most likely wrong.
Criteria you’ll be graded on
· A focused, well-defined phenomenon and thesis
· Use an example, anecdote, statistic, or interesting quote to get
started.

8. · A paragraph or so laying out the phenomenon your paper will
speculate about causes for
· Interest readers in your phenomenon.
· Present an arguable thesis with your reasons and
counterargument previewed in it.
· A well-argued position
· Use a variety of strategies to explain your causes.
· Present numerous reasons (logical, moral/ethical, emotional,
etc.) as to why you think your causes explain the phenomenon.
· An effective response to objections
· Address either a counterargument (the other side to the story)
and/or address weaknesses in your causes.
· A clear, logical organization
· Use transition words like however and next.
· Use transition sentences at the beginning or the ending of
paragraphs.
· Uses a signal phrase to introduce sources.
· Refer back to earlier examples, often bringing your paper or
paragraph full circle by referring to an example at the beginning
of the paper or paragraph.
· Use of sources/APA format and English grammar and
vocabulary
Sources: 2
Images: if applicable, but not necessary
Format: APA
Page Length: 4-5