All students will write a 250 word reaction paper to the week’s discussion, clarifying their own positions.
USE ONE OR MORE OF THE ARTICLES BELOW IN THE PAPER.
ARTICLES https://www.npr.org/2020/06/12/873878423/voting-an…
https://www.carnegie.org/topics/topic-articles/vot…
https://thehill.com/blogs/congress-blog/politics/5…
https://www.heritage.org/election-integrity/report…
Writing Grade Rubric
Arrangement (paper organization and follow-through)
6—Clear preview followed accurately by the body of the paper.
5—Slightly unclear preview or slightly unclear organization of the paper’s body.
4—Unclear preview or unclear organization of the paper’s body.
3—Missing preview or missing paper organization.
2—Missing preview or missing paper organization plus opaque partner.
1—Missing preview and missing paper organization.
Argument
(structure and quality of claims and warrants)
6—Clear thesis-claim, diverse evidence that supports the thesis-claim properly.
5—Unclear thesis-claim or too few warrants in support of the thesis-claim.
4—Unclear thesis-claim and too few warrants in support of the thesis-claim.
3—No thesis-claim or almost no evidence in support of the thesis-claim.
2—No thesis-claim and almost no evidence in support of the thesis-claim.
1—No thesis-claim and no evidence in support of the thesis-claim.
Knowledge (the outside information you bring to the paper).
6—Uses questions or points that demonstrate critical engagement with class’ concepts.
5—Uses few questions or points that demonstrate critical engagement with class’ concepts.
4—Uses few questions or points and only shows a little engagement with class’ concepts.
3—Uses no questions or no points and only shows a little engagement with class’ concepts.
2— Uses no questions or no ideas and only shows a little engagement with class’ concepts.
1— Uses no questions or ideas and does not engage with class’ concepts.
Use of Text (use of information brought to you by the reading)
6—No doubt you did the reading and made the best use of it.
5—Did the reading and used it well enough.
4—Did some of the reading and used it well enough.
3—Seemed not to understand the reading but used it well.
2—Did not understand the reading and barely used it.
1—Did not understand the reading and did not use it.
Writing (elements of style, clarity, wit, character)
6—Clear with character, even charm, has brevity, with few spelling or grammatical errors.
5—Clear with some character and some brevity, and few spelling or grammatical errors.
4—Mostly clear and some brevity, but little character and some spelling or grammatical errors.
3—Mostly clear, but little brevity, no character and many spelling or grammatical errors.
2—I can guess the meaning, no brevity, no character, many spelling or grammatical errors.
1—Unclear, no brevity, no character, and many spelling or grammatical errors.
Creativity (uniqueness, contrary thinking, and risk of the thesis-claim)
6—Completely unique to me and worthy of original research—genius.
5—A striking idea worthy of more exploration, especially from available literature.
4—A good idea, but not uncommon, still worthy of investigating in depth.
3—A common idea, something everyone should think about, but involves little risk of error.
2—A common to the point of being cliché idea with little risk.
1—A very common idea, no risk of being wrong, with an uninteresting approach.