Order from us for quality, customized work in due time of your choice.
Prompt: Write a well-researched argument about a topic related to power and responsibility.
Length: 6-8 pages, excluding the works cited page.
Value: The entire project is worth 30 points. See below.
-Research Question(s) Discussion (1.5 points): Due Sunday, 4/28.
-Research Argument Proposal (2 points): Due Sunday, 5/05.
-Research Argument Outline (1.5 points): Due Sunday, 5/12.
-Final Draft Due (25 points): Due Sunday, 5/19.
Sources: References from at least 6 different outside sources, many of which can be found using the Cypress College Research Databases.
Notes:
-For topic ideas, look to our class discussions and textbook readings. (Hint: Review the discussion questions following each of the selections in chapter nine.)
-While you are welcome to write about one of the topics that we delve into in class (capital punishment, revenge, genetic engineering, euthanasia, and cancel culture), you are encouraged to find a topic that suits your interests and passions. As long as your topic is related to the theme of Power and Responsibility, you should be able to work with it.
-NB: If you write on one of the topics indicated above, you are required to refer to at least two related sources that we discussed in class. For instance, if your topic is capital punishment, you should refer to “A Hanging” and/or “Death and Justice” and/or “Trial by Fire.” If you write about genetic engineering, you should refer to Gattaca and “The Birthmark.” You get the idea.
-Your argument should be arranged according to the outline that appears on pages 61-62. You do have some leeway in terms of where you address opposing views, however. Generally, the placement and refutation of opposing viewpoints is intuitive. You can try to anticipate where your reader might disagree with your argument and deal with these counterarguments then and there, or you can keep them together as a section of your paper. It’s up to you.
-Before writing this paper, you should carefully read pages 56-61, “Strategies for Writing Academic Arguments.”
-This paper must make use of a variety of rhetorical techniques, including appeals to pathos, logos, and ethos.
Expectations:
A successful paper will have:
-An effective introduction that provides context (background) on the issue the paper addresses.
-A clear central point (claim) early in the paper that addresses a clear and specific research question.
-A section that refutes or concedes opposing viewpoints.
-Adequate and relevant supporting information from the readings in our textbook (if possible) and other outside sources.
-Attempts to employ elements of the rhetorical triangle.
-An easy-to-follow organization.
-A satisfying conclusion.
-Properly introduced and cited sources.
-A complete and correctly formatted works cited page.
Grading Rubric:
A paper that scores 22.5-25 (in the A range) is exceptional work that more than fulfills the requirements of the assignment. This essay tackles the topic with a clear sense of audience and purpose, an insightful argumentative thesis (claim), and an appropriate and effective organization. The structure is carefully planned; each section of the essay develops the thesis with logical arguments and specific, conclusive evidence (data, authoritative testimony, personal experience, etc.) that has been interpreted and related to the writer’s point. Opposing views are refuted logically and thoroughly. The sentence structure is varied and the words are carefully chosen. How the writer says things is as excellent as what the writer says. There is evidence of editing since the essay contains few grammatical and/or mechanical errors. In-text citations and the works cited page are both complete and correctly formatted.
A paper that scores 20-22.25 (in the B range) is good work that solidly meets the requirements of the assignment. Like the “A” paper, it has a clear thesis (argumentative claim) and organizational strategy; and each paragraph provides unified, coherent, and convincing evidence (data, authoritative testimony/credible quotations, personal experience, etc.) for its thesis and subordinate assertions. It also addresses opposing viewpoints effectively. It falls short of the “A” essay in one or more of the following ways: the thesis may not be as interesting or insightful; there may be weaknesses in organizational strategy or its execution; the support may not be uniformly conclusive; and the diction might not be as thoughtful. The essay shows strong evidence of editing since there are relatively few grammatical and/or mechanical errors. In-text citations and works cited page are accounted for but may be formatted inconsistently.
A paper that scores 17.5-19.75 (in the C range) is average work that meets the requirements of the assignment. The essay has a thesis (argumentative claim) and organizational plan which demonstrate thought on the writer’s part, a generally clear style, and an awareness of the audience. Paragraphs contribute unified and coherent support, but the writer may have difficulty with any of the following: the thesis may be too general; the evidence may be predictable, may not be thoroughly interpreted, or may not be clearly related to the writer’s point; the paragraphs may be uneven in development and transition. Additionally, discussion of opposing viewpoints may lack development. Even in the “C” essay, there should be relatively few grammatical or mechanical errors–not enough to interfere with readability; the student has done some editing, even though it may be superficial. In-text citations and works cited page are present but are incorrectly formatted, missing sources, etc.
A paper that scores 14.75-17.25 (in the D range) is below-average work that demonstrates a serious attempt to fulfill the assignment and shows some promise but does not fully meet the requirements of the assignment. The essay may have one or several of the following weaknesses. It may have a general or implied thesis (argumentative claim), but the idea may be too broad, vague, or obvious, and/or opposing viewpoints are not addressed. Awareness of the audience may not be evident. The organizational plan may be inappropriate or inconsistently carried out. Evidence may be too general, missing, not interpreted, irrelevant to the thesis, or inappropriately repetitive. The style may be compromised by repetitive or flawed sentence patterns and/or inappropriate diction and confusing syntax. Grammatical and mechanical errors may interfere with readability and indicate a less-than-adequate attempt at editing or unfamiliarity with some aspects of Standard Written English. Lacks in-text citations and/or a works cited page.
A paper that scores 14.5 and below is substantially below average for the assignment. It may be off-topic. It may be an attempt to meet the requirements of the assignment, but it may have no apparent thesis (argumentative claim) or a self-contradictory one, or the essay’s point is so general or obvious as to suggest little thinking-through of the topic. There are no references to opposing viewpoints. It may display little or no apparent sense of organization; it may lack development; evidence may be inappropriate and/or off-topic or may consist of generalizations, faulty assumptions, or errors of fact; it may display little or no awareness of the audience. The style suggests serious difficulties with fluency which may be revealed in short, simple sentences and ineffective diction. Grammatical/mechanical errors may interfere with reader comprehension or indicate problems with basic literacy or a lack of understanding of Standard English usage. Does not suggest an awareness of MLA formatting or the documentation process.
A paper that scores a 0 has been plagiarized (and/or uses language from AI writing software).
*The above rubric was adapted from a document found at https://www.winthrop.edu/uploadedFiles/cas/english/rubric.pdfLinks to an external site.
1-what are the ethical implications of entrusting the state with the authority to take human life in the name of justice and what if that human life was found innocent after?
2-how do cultural, psychological, and systemic factors influence the desire for retribution among victims, perpetrators, and broader communities?
3-How does the manipulation of genetic material influence power dynamics and accountability, especially considering the potential consequences and ethical dilemmas involved?
4- does the legalization and practice of euthanasia shift power dynamics within healthcare systems and societies, and what ethical obligations arise in providing compassionate end-of-life options while ensuring accountability and protection for vulnerable individuals?
5-is vengeance worth it in the long term and would you be able to hold that much grudge for that long, what would make the person back up on vengeance and accept his loss?
choose one of these for the main topic
Order from us for quality, customized work in due time of your choice.