- identifying and stating the argument Muzio is making. understanding the article and stating what is the purpose of the article, why did he write this piece, what idea/view is he trying to support?
- State what evidence the author used to support his thesis/view: the references he used.
- Implications of Muzio’a argument: what are the conclusions you draw from the article, take-away, and how can these findings be applied to academia, practical life (industry or social life), and/or policy.
- Then based on the author’s argument, as a team state either agree or disagree with his idea or view or hypothesis. Explain why you agree or disagree with Muzio’s argument/view.
Purpose: In this critical analysis paper, the group is to present an argument about the article: Aristotle on Improving One’s Character. The goal is twofold: one, identify and explain the critical argument that the author (Muzio) is making, and two, provide your own argument about the author’s argument. One of the key issues with critical analysis papers is that students often see the assignment as a summary – this is not a summary or a book report. You are evaluating the author’s argument than making your own argument.
Critical Thinking Skills: This assignment is intended to expose the fact that even though authors are highly qualified, they are still advancing an argument and providing evidence–their aim is to persuade you that their argument is true, not to just present facts. You are to analyze whether or not you find Muzio’s argument compelling. Following are key points related to evaluating arguments:
- Identify the key arguments presented
- Determine the author’s main thesis
- Identify the evidence or support that was used
- What are the implications of this argument?
Task
Your writing assignment has two components:
- Identify and explain the critical argument that the author (Muzio) is making
- Provide your own argument about that argument.
- This is a group assignment.The paper must be collective work.
- All submitted papers must be uploaded to the assignment link in Canvas by only one of the group members. The file name must include your group number. No group member names are to appear in the paper (The title page should only include your group number)
- A paper is considered late if it does not meet the above condition.Late papers will be assessed against the Late Submission Policy located within the syllabus.
- Papers should be between 1500 and 2000 words in length, typed, doubled-spaced, 12-point font, one-inch margins. References not included.
- Peer-reviewed scholarly research should be used for reference that support your key points.
- To avoid plagiarism, your paper must have similarity index less the 20%.
CRITICAL ANALYSIS ESSAY RUBRIC
|
CATEGORY |
Exceeds the Standard |
Meets the Standard |
Does Not Meet the Standard |
|
INTRODUCTION and CONCLUSION (Background History/Thesis Statement) 30% |
There is a well-developed introduction with an attention grabber that grabs the reader’s interest and continues to engage the reader up until the thesis statement. The thesis statement should clearly state your overall argument about the author’s argument. Conclusion should effectively wraps up and address the importance of the thesis. |
Introduction creates interest. Thesis states the position. Conclusion effectively summarizes the topic. |
Background details are a random, unclear collection of information. Thesis is vague and unclear. Conclusion is not effective and does not summarize main points. |
|
MAIN POINTS (Body Paragraphs) 30% |
Well-developed main points/topic sentences that relate directly to the thesis. Supporting examples are concrete and detailed. The analysis is developed with an effective point of view, drawing support from academic research. |
Three or more main points relate to the thesis, but some may lack details. The analysis shows events from the author’s point of view but could use more descriptive language. |
Less than three ideas/main points are explained and/or they are poorly developed. The story tells; it doesn’t show |
|
ORGANIZATION (Structure and Transitions) 20% |
Logical progression of ideas with a clear structure that enhances the thesis. Transitions are effective and vary throughout the paragraph, not just in the topic sentences. |
Logical progression of ideas. Transitions are present throughout the essay but lacks variety. |
Writing is not organized. The transitions between ideas are unclear or non-existent. |
|
STYLE (Sentence Flow, Variety, Diction) 10% |
Writing is smooth, skillful, and coherent. Sentences are strong and expressive with varied structure. Diction is consistent and words are well chosen. |
Writing is clear and sentences have varied structure, Diction is consistent. |
Writing is confusing and hard to follow. Contains fragments and/or run- on sentences. |
|
APA 10% |
Model document of APA 6th edition: Correct punctuation, citation, tables, figures, format of each reference |
5 or fewer instances of style errors |
Between 6 and 10 instances of style errors |
Jermaine Byrant
Nicole Johnson
OVER
RATING
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