Ideological Contradiction

| April 10, 2015

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Dimensions of Culture Program DOC 2: Justice
http://marshall.ucsd.edu/doc/doc2 Winter Quarter 2014
PAPER 2: Making Your Own Argument for Justice
Due: Monday, March 3, to your TA at the beginning of lecture. The paper must also be uploaded to turnitin.com before 4:00 p.m. on that date.
The Writing Task:
Select a Supreme Court decision or U.S. law discussed in weeks 4-7 that you consider to be unjust. Make an argument about why you find it to be unjust and what a more just outcome would be. Analyze relevant course material as evidence and address at least one counter-argument to your position in your paper.
A successful assignment will:
 Present a clear and well-organized argument about a specific ruling or law
 Carefully select and closely analyze examples from readings and lectures
 Place all examples in their proper historical context (including dates, events, etc.)
 Correctly format in-text citations and a works cited page
 Be edited for basic spelling and punctuation errors
 Use appropriate racial terminology for the 21st century
 Follow UCSD’s guidelines for Academic Integrity: https://students.ucsd.edu/academics/academic-integrity/ai-and-you.html
The Details
 The paper must be approximately 5-6 pages in length.
 The paper must be typed, double-spaced, with 1 inch margins, 11 or 12 point font, with an appropriate heading and title.
 Late papers will be penalized by a full letter grade reduction for every day past the due date.

EVALUATION RUBRIC – DOC 2: Paper 2
Attach this sheet to the final draft of your paper, per your TA’s instructions.
Paper is due to your TA in section AND online to Turnitin. LATE PENALTY: If you miss your deadline for either the hard copy OR online submission, your paper grade will be reduced by one full letter grade for each day (24-hour period) that has passed since the deadline.
Score of 90-100:
 Paper addresses the question fully and analyzes the issues thoughtfully.
 Thesis shows substantial depth, fullness, and complexity of thought.
 Reasons offer clear and convincing support for thesis; argument remains organized and in logical order.
 Paragraphs are fully developed, effectively define and use key terms, analyze relevant evidence, and clarify significance.
 Revision of draft shows superior attention to suggestions, sentence clarity, and effective transitions; excellent academic format, including title; accurate in-text citation and Works Cited page with only a few (if any) minor flaws.
Score of 80-89:
 Paper addresses the question clearly and analyzes the issues presented in the prompt.
 Thesis and supporting argument show some depth and complexity of thought.
 Reasons offer support of thesis; good logical order; some weakness in topic sentence claims; some connections to thesis may be unclear.
 Paragraphs are well-developed; use key terms; introduce evidence, but explanation of evidence or connection to some claims may be unclear.
 Revision of draft shows attention to suggestions, sentence clarity, and clear transitions between paragraphs and ideas; good academic format, including specific title; accurate in-text citations and Works Cited page with only a few flaws.
Score of 70-79:
 Paper adequately addresses the question and explains the issues.
 Thesis tends toward summary and repetition of ideas rather than argument; vaguely worded.
 Reasons supporting the thesis emphasize summary or a list of main points rather than analysis; vague connections being made among topic sentences.
 Paragraphs are adequately developed, include key terms, but terms may be used incorrectly; transitions between paragraphs and ideas remain unclear; evidence is adequate but needs more explanation and a clearer connection to thesis.
 Revision of draft is incomplete; needs to revise vague or unclear sentences; overly-general title; citation included for sources, but may have some omissions or flaws; Works Cited page included but may be incomplete.
Score of 60-69:
 Paper neglects parts of the question and assignment.
 Thesis is difficult to identify and ignores key elements of question.
 Supporting reasons are not tied to thesis and lack logical organization.
 Paragraphs offer generalizations without adequate evidence or examples from readings.
 Revision does not respond to suggestions in handbook or from section; citation included but incorrect.
Score of 59 and below: each one of the following may result in a failing grade
 Paper and thesis are uniformly off-topic.
 No logical argument or supporting evidence from current course readings.
 Citation not included for sources; duplication of material from another student’s paper; implies plagiarism.
 Not submitted to Turnitin.com.
Rev. 2/27/13
TA Comments:

Dimensions of Culture Program Thurgood Marshall College, UCSD
AXES Method of Paragraph Development
Oftentimes, when writing, we are tempted to see the evidence itself as development but it’s only a start. Consider a trial, where evidence is also central. In a trial no evidence is ever considered self-evident – the lawyer has to…
– make a case for its introduction
– explain why it’s legitimate evidence
– examine it: Is it what it appears to be? Is it accurate? How else could it be explained?
– link it to other evidence in a logical way that calls for guilt or innocence.
So in your essays, you need to find evidence, introduce it, explain it, and weave it into your big picture argument.
Try using the acronym AXES to construct a convincing, well-developed paragraph that uses evidence well…
Assertion: – The assertion (or topic sentence) states the specific arguable point you will make in the paragraph.
– Moreover, the assertion connects the paragraph to your thesis (claim).
– Generally, assertions should go at the beginning of the paragraph (the first sentence, or – if there’s a transition sentence – the second).
– Assertions must be arguable – the point that YOU are making about something.
eXample: – The examples are the evidence that supports (or “proves”) your assertion.
– These could be a direct quote from the text, a detailed description of a visual object, data, etc.
– Examples should be introduced and briefly contextualized.
Explanation: – Examples NEVER speak for themselves: you must provide explanations, which clarify how and why the evidence relates to your assertion and subsequently your central claim.
– For instance, in a textual analysis, an explanation of a quote pulls out particular words, images, references, etc., from the example and shows how these support the assertion.
– Explanation of examples and data outline the reasoning that logically links the evidence to the assertion.
Significance: -If you simply state, support and explain the assertions, your reader may respond with indifference unless you also tell them why they should care by showing the significance.
– Statements of significance anticipate and answer the question “So What?” In other words, why is the point made in the paragraph important in light of your thesis?
– Providing significance is crucial to making an argument that says something, has a purpose, or is interesting.
Courtesy of John Rieder, Winter 2007
Rev. 10/03/11 sh

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