Description
Proposal Argument Essay Assignment
Assignment adapted from Chapter 7 of the textbook.
A Policy Proposal as a Guest Editorial
Write a 1,500-1,750-word policy proposal related to the sale, trade, or donation of human organs using five to seven academic resources. The policy proposal should be suitable for publication as an editorial in a college or city newspaper or in a publication associated with a particular group, such as a church newsletter or employee bulletin. The voice and style of your argument should be aimed at readers of your chosen publication. Remember to not use first person pronouns (I, me, us, we, our, my, mine) or second person pronouns (you, your, yours) in this guest editorial writing, unless given permission by your instructor.
Your editorial should have the following features:
- Identify the problem related to the sale, trade, or donation of human organs.
- Persuade the audience that you have selected that this is a problem that needs solving; give it presence.
- Propose action offering specific details to show how the actions will help alleviate the problem.
- Justify your solution; the reasons why your audience should accept your proposal and act on it.
This essay is NOT simply a persuasive essay on organ sale, trade, or donation. It is an argumentative proposal that offers a practical and justifiable solution to a problem related to organ donation.
First Draft Grading
- You will receive completion points for the first draft based upon the successful submission of a complete draft.
- Because your first draft is a completion grade, do not assume that this grade reflects or predicts the final grade. If you do not consider your instructor’s comments, you may be deducted points on your final draft.
Final Draft Grading
The essay will be graded using a rubric. Please review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations.
Sources
- Include in-text citations and a references page in GCU Style for FIVE to SEVEN scholarly sources outside of class texts.
- These sources should be used to support any claims you make and should be present in the text of the essay.
- Use the GCU Library to help you find sources.
- Include this research in the paper in a scholarly manner.
Format
Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.
1
Formatting: This is an electronic template for papers written in GCU style. The purpose
of the template is to help you follow the basic writing expectations for beginning your
coursework at GCU. Margins are set at 1 inch for top, bottom, left, and right. The first line of
each paragraph is indented a half inch (0.5″). The line spacing is double throughout the paper,
even on the reference page. Use one space after punctuation at the end of a sentence. The font
style used in this template is Times New Roman. The font size is 12. When you are ready to
write, and after having read these instructions completely, you can delete these directions and
start typing. The paragraph formatting should stay the same. If you have any questions, please
consult with your instructor.
Citations: Citations are used to reference material from another source. When
paraphrasing material from another source (such as a books, journals, website articles, etc.),
include the author’s last name and the publication year in parentheses. When directly quoting
material word-for-word from another source, use quotation marks and include the page number
after the author’s last name and year.
Using citations to give credit to others whose ideas or words you have used is an essential
requirement to avoid issues of plagiarism. Just as you would never steal someone else’s car, you
should not steal their words either. To avoid potential problems, always be sure to cite your
2
sources by referring to the author’s last name and the year of publication in parentheses at the
end of the sentence, such as (Daresh, 2004) and page numbers if you are using word-for-word
materials, such as “There are no simple strategies for accomplishing successful transitions, but
we do know a great deal about how to get off to a good start” (King & Blumer, 2000, p. 356).
The reference list should appear at the end of a paper (see the next page). It provides the
information necessary for a reader to locate and retrieve any source you cite in the body of the
paper. Each source you cite in the paper must appear in your reference list; likewise, each entry
in the reference list must be cited in your text. Reference notes are formatted using a hanging
indent of a half inch (0.5″). A sample reference page is included below; this page includes
examples of how to format different reference types—books (Black & English, 1986), journal
articles (Arnold & Dodge, 1994), website articles (“Seventeen Moments,” n.d.), and GCU course
lectures (“Lecture 1,” 2013).
3
References
Arnold, J. B., & Dodge, H. W. (1994). Room for all. The American School Board Journal,
181(10), 22-26.
Black, J. A., & English, F. W. (1986). What they don’t tell you in schools of education about
school administration. Lancaster, PA: Technomic.
Daresh, J. C. (2004). Beginning the assistant principalship: A practical guide for new school
administrators. Thousand Oaks, CA: Corwin.
King, M., & Blumer, I. (2000). A good start. Phi Delta Kappan, 81(5), 356-360.
Lecture 1. (2013). UNV-103: University Success. Phoenix, AZ: Grand Canyon University.
Seventeen moments in Soviet history. (n.d.). Retrieved from http://soviethistory.org/index.php?
action=L2&SubjectID=1929collectivization&Year=1929
Personal Commitments Assessment
Name: Tonya Heffington
Course: CWV-101-0504
Date: October 16, 2017
Instructor: Rob Krise
Be sure you answer both Part 1 and Part 2 of this assignment before submitting.
Part 1
After reading Chapter 2 in the textbook and the lecture for this topic, write a two- to threesentence answer to each of the six questions that form the basic components or personal
commitments for your worldview. Answer the questions about your own beliefs in your own
words, not what you think the Christian worldview believes. Keep this worksheet intact and only
add your answers under each question.
1. What is your belief about ultimate reality? My belief about ultimate reality is that there is a
single God. I believe that God does exist and gave his only son to save us all. I consider
myself a Christian. I also believe there is a heaven that we return to after death.
2. What is your belief about the nature of the universe? My belief about the nature of the
universe is that God and spirits play a huge roll in how things happen. I believe that everyone
is put on this earth for a reason.
3. What is your belief about human nature and the afterlife? My belief about human nature is
that God created everything, that we were put on this earth for a reason. I believe that there is
life after death for all eternity in heaven.
4.
What is your belief about knowledge? My belief in knowledge is that God does
communicate with humans. I also believe that if Jesus is in your heart he will guide you in
this life.
5. What is your basis of ethics? My belief of ethics is that in order to live a life filled with God
you must be kind, trustworthy and respectful not only to yourself but to others as well.
© 2017. Grand Canyon University. All Rights Reserved.
6. What is your purpose? I believe that I was put on this earth for a reason. I am not exactly sure
what that reason is at this point but I have a strong feeling it is to have a positive impact on
children’s lives.
Part 2
Answer the following two questions with a 250-550-word response for each.
1. Your answers to the questions in Part 1 form the basis of your worldview. Now that you have
articulated your worldview, evaluate it according to the practical test described in Chapter 2
of the textbook and the lecture. Can you live your worldview out in the world as we know it?
Why or why not?
I feel that I can live my worldview out in the world as we know it. I find that it sometimes it
seems hard to do this. There are so many influences that try to sway your opinion (evil) and
change your worldview. I stay strong and allow people to believe and choose to do whatever
they would like as their worldview but I do not let it influence me in a negative way.
Everyone has the right to their own worldview. I try not to influence someone to change their
worldview either. If that is what they would like to believe then that is their choice. I keep
my worldview to myself for the most part. I consider myself a Christian and have Jesus as
my guide in this crazy world we live in.
2. Reflect on your current understanding of the Christian faith. In other words, what is the
essence of the Christian worldview? How does one become a Christian?
I believe the essence of the Christian worldview is that there is one God. God is the creator
of all, the king of the world, our lord and savior. God gave his only son in order to save us all
for our sins. You need to live a life true to God. You need to be trustworthy, honest and
respectful. God is the father, son and Holy Spirit. If you put your faith in the lord he will
guide you in the right direction. To become a Christian you must accept Jesus as your savior,
except Jesus into your heart. Love one another; help each other as much as possible and life a
life of faith. If you accept Jesus as your savior you will live for eternity in heaven. Accepting
Jesus as your savior is so very important, becoming Christian does not mean that you go to
church every Sunday it means you are living a life guided by Jesus.
2
ENG-106 Rubric: Proposal Essay
Criteria
%
Value
% Scaling
1: Unsatisfactory
2: Less Than
Satisfactory
3: Satisfactory
4: Good
5: Excellent
0%
65%
75%
85%
100%
Does not have title, and
has missing or
indiscernible thesis
statement and minimal
evidence to support main
ideas. The writer gives the
problem no presence.
Argument includes
elements of a proposal,
but the argument does not
center on the proposal.
The writer does not use
strategies that support
proposal arguments.
Title may not suggest
subject and does not
spark interest. Thesis
statement and/or the
controlling idea are not
clearly stated. The
writer gives the
problem little presence.
Argument includes
elements of proposals,
but the argument does
not center on a proposal
and/or the writer does
not use strategies that
support proposal
arguments very well.
Ideas are
underdeveloped and
clichéd. They do not
support the thesis.
Evidence from outside
sources can be
irrelevant.
Title suggests subject
but does not
necessarily spark
interest. Thesis
statement clearly
identifies the main
point the author is
trying to make. The
writer gives the
problem presence.
Argument centers
specifically on a
proposal and uses
strategies that support
it (categorical,
ethical, and/or cause
and effect claims).
Most of the content
supports thesis, and
cited evidence
usually justifies
ideas.
Title suggests subject
and sparks interest.
With a clear,
controlling idea, thesis
statement effectively
identifies the main
proposal the student is
trying to make. The
student gives the
problem full presence.
Content supports thesis
well by effectively
using strategies that
support proposals as
necessary (categorical,
ethical, and/or cause
and effect claims).
Specific, cited evidence
justifies ideas and
enriches the essay.
Content & Ideas – 40%
Proposal
Content and Ideas
Should:
Include an effective
title.
Use a thesis that
centers on a proposal
argument.
Give a problem
presence.
Develop the proposal
argument by using
claim-type strategies
that support proposals
(categorical, ethical,
and/or cause and effect
claims).
Present specific
evidence to
supplement supporting
arguments.
40%
Title suggests subject but
does not spark interest.
Thesis statement identifies
the main point the author is
trying to make. The writer
gives the problem some
presence, though the
problem could be explained
more forcefully. Most of
content relates to thesis
statement, but lacks
sufficient support through
appropriate strategies for
making proposal arguments
(categorical, ethical, and/or
cause and effect claims).
Argument may not center
specifically on a proposal.
Cited evidence sometimes
does not justify ideas.
Organization – 12%
© 2012. Grand Canyon University. All Rights Reserved.
Organization
12%
No apparent organization
present. The piece does
not explain that a problem
exists, provide a solution,
and/or justify the solution.
Ineffective introduction
does not invite readers or
explain the subject. The
reader cannot find the
thesis statement.
Underdeveloped
paragraphs lack focus and
topic sentences. No
conclusion present.
No apparent
organization present.
The piece might explain
that a problem exists,
offer a solution, and
justify the solution, but
may do so only
minimally. Introduction
explains subject, but
does not engage
readers. Thesis is
difficult to find.
Underdeveloped
paragraphs lack focus
and topic sentences.
Weak conclusion
offered.
Organization is clear, but
with minor errors. The piece
might explain that a
problem exists, offer a
solution, and justify the
solution without doing all
three convincingly.
Introduction explains
subject, but does not
adequately engage readers.
Thesis may be misplaced.
Paragraphs are not
developed around topic
sentences, and may not
always advance essay’s
ideas. Conclusion
summarizes but does not
conclude.
Organization aids
readers in
understanding
content. The writing
somewhat persuades
readers that a
problem exists and is
important, provide
details about the
solution, and justify
the solution.
Introduction explains
subject, but may not
engage readers.
Thesis statement is
placed appropriately,
according to the
genre of writing set
forth in the
assignment
description in the
syllabus. Wellordered paragraphs
are developed around
topic sentences, and
advance essay’s ideas.
Conclusion may be
more of a summary.
Logically organized to
help readers understand
content. The writing
persuades readers that a
problem exists and is
important, provide
appropriately specific
details about the
solution, and justify the
solution. Introduction
explains subject and
engages readers. Thesis
statement is placed
appropriately,
according to the genre
set forth in the
assignment description
in the syllabus. Wellordered paragraphs are
developed around topic
sentences, and advance
essay’s ideas.
Conclusion provides
strong, satisfying
ending, not a mere
summary of the essay.
Essay lacks ONE of
the following:
double-spaced, 12 pt.
Times New Roman
font, 1″ margins,
heading (with name,
course, date, and
Layout: Essay is
double-spaced with 12
pt. Times New Roman
font, 1″ margins,
heading (with name,
course, date, and
instructor), assignment
Format – 16%
Paper Format
16%
Layout: Essay lacks more
than THREE of the
following: double-spaced,
12 pt, Times New Roman
font, 1″ margins, heading
(with name, course, date,
and instructor),
Layout: Essay lacks
THREE of the
following: doublespaced, 12 pt. Times
New Roman font, 1″
margins, heading (with
name, course, date, and
Layout: Essay lacks TWO
of the following: doublespaced, 12 pt. Times New
Roman font, 1″ margins,
heading (with name, course,
date, and instructor),
assignment title, and page
© 2012. Grand Canyon University. All Rights Reserved.
assignment title, and page
numbers using
appropriate header
function. Not all
information, paraphrases,
quotations, and borrowed
ideas are cited on the page
they appear; little or no
in-text citations and/or
entries on reference page
used; major
documentation oversights
noted; major format errors
and omissions noted;
inappropriate number of
required sources used.
instructor), assignment
title, and page numbers
using appropriate
header function. Not all
information,
paraphrases, quotations,
and borrowed ideas are
cited on the page they
appear; missing more
than one citation and/or
reference entry;
significant
documentation
oversights noted;
significant format errors
or omissions noted;
inappropriate number of
required sources used.
numbers using appropriate
header function. Not all
information, paraphrases,
quotations, and borrowed
ideas are cited on the page
they appear; missing one intext citation and/or
reference entry; minor
documentation oversights
noted; minor formatting
errors or omissions noted;
appropriate number of
required sources are used.
instructor),
assignment title, and
page numbers using
appropriate header
function. All
information,
paraphrases,
quotations, and
borrowed ideas are
cited on the page that
they appear and are
listed on the
references page
(GCU format); some
minor errors or
omissions in format
noted; appropriate
number of required
sources is used.
title, and page numbers
using appropriate
header function. All
information,
paraphrases, quotations,
and borrowed ideas are
cited in parenthetical
GCU format; all
sources are listed on the
references page (GCU
format); all citations
and reference entries
are complete and in
alphabetical order;
appropriate number of
required sources is
used.
Voice & tone usually
characterize ideas
effectively create
appropriate mood.
Word choice usually
includes current
standard usage, active
verbs, concrete
nouns, and precise
words. Some slang or
jargon exists in the
paper. Some variety
of sentence structures
strengthens the ideas,
creates vitality, and
Voice & tone
characterize ideas and
effectively create
appropriate mood.
Word choice includes
current standard usage,
active verbs, concrete
nouns, and precise
words. Sentence
structures strengthen
the ideas, create
vitality, and avoid
choppiness in the
writing. Writing is
concise.
Language & Style – 16%
Language & Style
16%
Voice & tone are
inappropriate and
ineffective in creating
appropriate mood.
Inappropriate word choice
used. Sentence structure
includes ungrammatical
structures and no variety.
Writing is wordy.
Voice & tone are
inappropriate and
ineffective in creating
appropriate mood.
Word choice fails in use
of appropriate, precise
language and strong
verbs. Includes too
many “to be” verbs. No
attempt to vary
sentence structure
noted. Writing is
wordy.
Voice & tone usually do not
characterize ideas
appropriately or effectively
create appropriate mood.
Word choice includes
nonstandard outdated usage,
too many “to be” verbs, is
not precise, and is
occasionally incorrect.
Some slang or jargon exists
in the paper. Inadequate
variety in sentence structure
noted. Writing is wordy.
© 2012. Grand Canyon University. All Rights Reserved.
avoids choppiness in
the writing. Writing
is mostly concisely
written.
Grammar & Mechanics – 16%
Grammar &
Mechanics
16%
Demonstrates no control
of grammar, spelling, &
punctuation conventions.
Many errors, such as:
Apostrophe use
Capitalization
Commas misplaced or
missing
Parallelism
Faulty point of view shifts
Pronoun agreement
Quotation errors
Semicolons misused
Run-ons & fragments
Spelling errors
Subject-verb agreement
Tense shifts
Demonstrates minimal
control of grammar,
spelling, & punctuation
conventions. Several
errors, such as:
Apostrophe use
Capitalization
Commas misplaced or
missing
Parallelism
Faulty point of view
shifts
Pronoun agreement
Quotation errors
Semicolons misused
Run-ons & fragments
Spelling errors
Subject-verb agreement
Tense shifts
Demonstrates reasonable
control of grammar,
spelling, & punctuation
conventions.
Some errors, such as:
Apostrophe use
Capitalization
Commas misplaced or
missing
Parallelism
Faulty point of view shifts
Pronoun agreement
Quotation errors
Semicolons misused
Run-ons & fragments
Spelling errors
Subject-verb agreement
Tense shifts
© 2012. Grand Canyon University. All Rights Reserved.
Demonstrates high
control of grammar,
spelling, &
punctuation
conventions. Few
errors, such as:
Apostrophe use
Capitalization
Commas misplaced or
missing
Parallelism
Faulty point of view
shifts
Pronoun agreement
Quotation errors
Semicolons misused
Run-ons & fragments
Spelling errors
Subject-verb
agreement
Tense shifts
Demonstrates
outstanding control of
grammar, spelling, &
punctuation conventions.
No errors, such as:
Apostrophe use
Capitalization
Commas misplaced or
missing
Parallelism
Faulty point of view
shifts
Pronoun agreement
Quotation errors
Semicolons misused
Run-ons & fragments
Spelling errors
Subject-verb agreement
Tense shifts
Purchase answer to see full
attachment
Formatting: This is an electronic template for papers written in GCU style. The purpose
of the template is to help you follow the basic writing expectations for beginning your
coursework at GCU. Margins are set at 1 inch for top, bottom, left, and right. The first line of
each paragraph is indented a half inch (0.5″). The line spacing is double throughout the paper,
even on the reference page. Use one space after punctuation at the end of a sentence. The font
style used in this template is Times New Roman. The font size is 12. When you are ready to
write, and after having read these instructions completely, you can delete these directions and
start typing. The paragraph formatting should stay the same. If you have any questions, please
consult with your instructor.
Citations: Citations are used to reference material from another source. When
paraphrasing material from another source (such as a books, journals, website articles, etc.),
include the author’s last name and the publication year in parentheses. When directly quoting
material word-for-word from another source, use quotation marks and include the page number
after the author’s last name and year.
Using citations to give credit to others whose ideas or words you have used is an essential
requirement to avoid issues of plagiarism. Just as you would never steal someone else’s car, you
should not steal their words either. To avoid potential problems, always be sure to cite your
2
sources by referring to the author’s last name and the year of publication in parentheses at the
end of the sentence, such as (Daresh, 2004) and page numbers if you are using word-for-word
materials, such as “There are no simple strategies for accomplishing successful transitions, but
we do know a great deal about how to get off to a good start” (King & Blumer, 2000, p. 356).
The reference list should appear at the end of a paper (see the next page). It provides the
information necessary for a reader to locate and retrieve any source you cite in the body of the
paper. Each source you cite in the paper must appear in your reference list; likewise, each entry
in the reference list must be cited in your text. Reference notes are formatted using a hanging
indent of a half inch (0.5″). A sample reference page is included below; this page includes
examples of how to format different reference types—books (Black & English, 1986), journal
articles (Arnold & Dodge, 1994), website articles (“Seventeen Moments,” n.d.), and GCU course
lectures (“Lecture 1,” 2013).
3
References
Arnold, J. B., & Dodge, H. W. (1994). Room for all. The American School Board Journal,
181(10), 22-26.
Black, J. A., & English, F. W. (1986). What they don’t tell you in schools of education about
school administration. Lancaster, PA: Technomic.
Daresh, J. C. (2004). Beginning the assistant principalship: A practical guide for new school
administrators. Thousand Oaks, CA: Corwin.
King, M., & Blumer, I. (2000). A good start. Phi Delta Kappan, 81(5), 356-360.
Lecture 1. (2013). UNV-103: University Success. Phoenix, AZ: Grand Canyon University.
Seventeen moments in Soviet history. (n.d.). Retrieved from http://soviethistory.org/index.php?
action=L2&SubjectID=1929collectivization&Year=1929
Personal Commitments Assessment
Name: Tonya Heffington
Course: CWV-101-0504
Date: October 16, 2017
Instructor: Rob Krise
Be sure you answer both Part 1 and Part 2 of this assignment before submitting.
Part 1
After reading Chapter 2 in the textbook and the lecture for this topic, write a two- to threesentence answer to each of the six questions that form the basic components or personal
commitments for your worldview. Answer the questions about your own beliefs in your own
words, not what you think the Christian worldview believes. Keep this worksheet intact and only
add your answers under each question.
1. What is your belief about ultimate reality? My belief about ultimate reality is that there is a
single God. I believe that God does exist and gave his only son to save us all. I consider
myself a Christian. I also believe there is a heaven that we return to after death.
2. What is your belief about the nature of the universe? My belief about the nature of the
universe is that God and spirits play a huge roll in how things happen. I believe that everyone
is put on this earth for a reason.
3. What is your belief about human nature and the afterlife? My belief about human nature is
that God created everything, that we were put on this earth for a reason. I believe that there is
life after death for all eternity in heaven.
4.
What is your belief about knowledge? My belief in knowledge is that God does
communicate with humans. I also believe that if Jesus is in your heart he will guide you in
this life.
5. What is your basis of ethics? My belief of ethics is that in order to live a life filled with God
you must be kind, trustworthy and respectful not only to yourself but to others as well.
© 2017. Grand Canyon University. All Rights Reserved.
6. What is your purpose? I believe that I was put on this earth for a reason. I am not exactly sure
what that reason is at this point but I have a strong feeling it is to have a positive impact on
children’s lives.
Part 2
Answer the following two questions with a 250-550-word response for each.
1. Your answers to the questions in Part 1 form the basis of your worldview. Now that you have
articulated your worldview, evaluate it according to the practical test described in Chapter 2
of the textbook and the lecture. Can you live your worldview out in the world as we know it?
Why or why not?
I feel that I can live my worldview out in the world as we know it. I find that it sometimes it
seems hard to do this. There are so many influences that try to sway your opinion (evil) and
change your worldview. I stay strong and allow people to believe and choose to do whatever
they would like as their worldview but I do not let it influence me in a negative way.
Everyone has the right to their own worldview. I try not to influence someone to change their
worldview either. If that is what they would like to believe then that is their choice. I keep
my worldview to myself for the most part. I consider myself a Christian and have Jesus as
my guide in this crazy world we live in.
2. Reflect on your current understanding of the Christian faith. In other words, what is the
essence of the Christian worldview? How does one become a Christian?
I believe the essence of the Christian worldview is that there is one God. God is the creator
of all, the king of the world, our lord and savior. God gave his only son in order to save us all
for our sins. You need to live a life true to God. You need to be trustworthy, honest and
respectful. God is the father, son and Holy Spirit. If you put your faith in the lord he will
guide you in the right direction. To become a Christian you must accept Jesus as your savior,
except Jesus into your heart. Love one another; help each other as much as possible and life a
life of faith. If you accept Jesus as your savior you will live for eternity in heaven. Accepting
Jesus as your savior is so very important, becoming Christian does not mean that you go to
church every Sunday it means you are living a life guided by Jesus.
2
ENG-106 Rubric: Proposal Essay
Criteria
%
Value
% Scaling
1: Unsatisfactory
2: Less Than
Satisfactory
3: Satisfactory
4: Good
5: Excellent
0%
65%
75%
85%
100%
Does not have title, and
has missing or
indiscernible thesis
statement and minimal
evidence to support main
ideas. The writer gives the
problem no presence.
Argument includes
elements of a proposal,
but the argument does not
center on the proposal.
The writer does not use
strategies that support
proposal arguments.
Title may not suggest
subject and does not
spark interest. Thesis
statement and/or the
controlling idea are not
clearly stated. The
writer gives the
problem little presence.
Argument includes
elements of proposals,
but the argument does
not center on a proposal
and/or the writer does
not use strategies that
support proposal
arguments very well.
Ideas are
underdeveloped and
clichéd. They do not
support the thesis.
Evidence from outside
sources can be
irrelevant.
Title suggests subject
but does not
necessarily spark
interest. Thesis
statement clearly
identifies the main
point the author is
trying to make. The
writer gives the
problem presence.
Argument centers
specifically on a
proposal and uses
strategies that support
it (categorical,
ethical, and/or cause
and effect claims).
Most of the content
supports thesis, and
cited evidence
usually justifies
ideas.
Title suggests subject
and sparks interest.
With a clear,
controlling idea, thesis
statement effectively
identifies the main
proposal the student is
trying to make. The
student gives the
problem full presence.
Content supports thesis
well by effectively
using strategies that
support proposals as
necessary (categorical,
ethical, and/or cause
and effect claims).
Specific, cited evidence
justifies ideas and
enriches the essay.
Content & Ideas – 40%
Proposal
Content and Ideas
Should:
Include an effective
title.
Use a thesis that
centers on a proposal
argument.
Give a problem
presence.
Develop the proposal
argument by using
claim-type strategies
that support proposals
(categorical, ethical,
and/or cause and effect
claims).
Present specific
evidence to
supplement supporting
arguments.
40%
Title suggests subject but
does not spark interest.
Thesis statement identifies
the main point the author is
trying to make. The writer
gives the problem some
presence, though the
problem could be explained
more forcefully. Most of
content relates to thesis
statement, but lacks
sufficient support through
appropriate strategies for
making proposal arguments
(categorical, ethical, and/or
cause and effect claims).
Argument may not center
specifically on a proposal.
Cited evidence sometimes
does not justify ideas.
Organization – 12%
© 2012. Grand Canyon University. All Rights Reserved.
Organization
12%
No apparent organization
present. The piece does
not explain that a problem
exists, provide a solution,
and/or justify the solution.
Ineffective introduction
does not invite readers or
explain the subject. The
reader cannot find the
thesis statement.
Underdeveloped
paragraphs lack focus and
topic sentences. No
conclusion present.
No apparent
organization present.
The piece might explain
that a problem exists,
offer a solution, and
justify the solution, but
may do so only
minimally. Introduction
explains subject, but
does not engage
readers. Thesis is
difficult to find.
Underdeveloped
paragraphs lack focus
and topic sentences.
Weak conclusion
offered.
Organization is clear, but
with minor errors. The piece
might explain that a
problem exists, offer a
solution, and justify the
solution without doing all
three convincingly.
Introduction explains
subject, but does not
adequately engage readers.
Thesis may be misplaced.
Paragraphs are not
developed around topic
sentences, and may not
always advance essay’s
ideas. Conclusion
summarizes but does not
conclude.
Organization aids
readers in
understanding
content. The writing
somewhat persuades
readers that a
problem exists and is
important, provide
details about the
solution, and justify
the solution.
Introduction explains
subject, but may not
engage readers.
Thesis statement is
placed appropriately,
according to the
genre of writing set
forth in the
assignment
description in the
syllabus. Wellordered paragraphs
are developed around
topic sentences, and
advance essay’s ideas.
Conclusion may be
more of a summary.
Logically organized to
help readers understand
content. The writing
persuades readers that a
problem exists and is
important, provide
appropriately specific
details about the
solution, and justify the
solution. Introduction
explains subject and
engages readers. Thesis
statement is placed
appropriately,
according to the genre
set forth in the
assignment description
in the syllabus. Wellordered paragraphs are
developed around topic
sentences, and advance
essay’s ideas.
Conclusion provides
strong, satisfying
ending, not a mere
summary of the essay.
Essay lacks ONE of
the following:
double-spaced, 12 pt.
Times New Roman
font, 1″ margins,
heading (with name,
course, date, and
Layout: Essay is
double-spaced with 12
pt. Times New Roman
font, 1″ margins,
heading (with name,
course, date, and
instructor), assignment
Format – 16%
Paper Format
16%
Layout: Essay lacks more
than THREE of the
following: double-spaced,
12 pt, Times New Roman
font, 1″ margins, heading
(with name, course, date,
and instructor),
Layout: Essay lacks
THREE of the
following: doublespaced, 12 pt. Times
New Roman font, 1″
margins, heading (with
name, course, date, and
Layout: Essay lacks TWO
of the following: doublespaced, 12 pt. Times New
Roman font, 1″ margins,
heading (with name, course,
date, and instructor),
assignment title, and page
© 2012. Grand Canyon University. All Rights Reserved.
assignment title, and page
numbers using
appropriate header
function. Not all
information, paraphrases,
quotations, and borrowed
ideas are cited on the page
they appear; little or no
in-text citations and/or
entries on reference page
used; major
documentation oversights
noted; major format errors
and omissions noted;
inappropriate number of
required sources used.
instructor), assignment
title, and page numbers
using appropriate
header function. Not all
information,
paraphrases, quotations,
and borrowed ideas are
cited on the page they
appear; missing more
than one citation and/or
reference entry;
significant
documentation
oversights noted;
significant format errors
or omissions noted;
inappropriate number of
required sources used.
numbers using appropriate
header function. Not all
information, paraphrases,
quotations, and borrowed
ideas are cited on the page
they appear; missing one intext citation and/or
reference entry; minor
documentation oversights
noted; minor formatting
errors or omissions noted;
appropriate number of
required sources are used.
instructor),
assignment title, and
page numbers using
appropriate header
function. All
information,
paraphrases,
quotations, and
borrowed ideas are
cited on the page that
they appear and are
listed on the
references page
(GCU format); some
minor errors or
omissions in format
noted; appropriate
number of required
sources is used.
title, and page numbers
using appropriate
header function. All
information,
paraphrases, quotations,
and borrowed ideas are
cited in parenthetical
GCU format; all
sources are listed on the
references page (GCU
format); all citations
and reference entries
are complete and in
alphabetical order;
appropriate number of
required sources is
used.
Voice & tone usually
characterize ideas
effectively create
appropriate mood.
Word choice usually
includes current
standard usage, active
verbs, concrete
nouns, and precise
words. Some slang or
jargon exists in the
paper. Some variety
of sentence structures
strengthens the ideas,
creates vitality, and
Voice & tone
characterize ideas and
effectively create
appropriate mood.
Word choice includes
current standard usage,
active verbs, concrete
nouns, and precise
words. Sentence
structures strengthen
the ideas, create
vitality, and avoid
choppiness in the
writing. Writing is
concise.
Language & Style – 16%
Language & Style
16%
Voice & tone are
inappropriate and
ineffective in creating
appropriate mood.
Inappropriate word choice
used. Sentence structure
includes ungrammatical
structures and no variety.
Writing is wordy.
Voice & tone are
inappropriate and
ineffective in creating
appropriate mood.
Word choice fails in use
of appropriate, precise
language and strong
verbs. Includes too
many “to be” verbs. No
attempt to vary
sentence structure
noted. Writing is
wordy.
Voice & tone usually do not
characterize ideas
appropriately or effectively
create appropriate mood.
Word choice includes
nonstandard outdated usage,
too many “to be” verbs, is
not precise, and is
occasionally incorrect.
Some slang or jargon exists
in the paper. Inadequate
variety in sentence structure
noted. Writing is wordy.
© 2012. Grand Canyon University. All Rights Reserved.
avoids choppiness in
the writing. Writing
is mostly concisely
written.
Grammar & Mechanics – 16%
Grammar &
Mechanics
16%
Demonstrates no control
of grammar, spelling, &
punctuation conventions.
Many errors, such as:
Apostrophe use
Capitalization
Commas misplaced or
missing
Parallelism
Faulty point of view shifts
Pronoun agreement
Quotation errors
Semicolons misused
Run-ons & fragments
Spelling errors
Subject-verb agreement
Tense shifts
Demonstrates minimal
control of grammar,
spelling, & punctuation
conventions. Several
errors, such as:
Apostrophe use
Capitalization
Commas misplaced or
missing
Parallelism
Faulty point of view
shifts
Pronoun agreement
Quotation errors
Semicolons misused
Run-ons & fragments
Spelling errors
Subject-verb agreement
Tense shifts
Demonstrates reasonable
control of grammar,
spelling, & punctuation
conventions.
Some errors, such as:
Apostrophe use
Capitalization
Commas misplaced or
missing
Parallelism
Faulty point of view shifts
Pronoun agreement
Quotation errors
Semicolons misused
Run-ons & fragments
Spelling errors
Subject-verb agreement
Tense shifts
© 2012. Grand Canyon University. All Rights Reserved.
Demonstrates high
control of grammar,
spelling, &
punctuation
conventions. Few
errors, such as:
Apostrophe use
Capitalization
Commas misplaced or
missing
Parallelism
Faulty point of view
shifts
Pronoun agreement
Quotation errors
Semicolons misused
Run-ons & fragments
Spelling errors
Subject-verb
agreement
Tense shifts
Demonstrates
outstanding control of
grammar, spelling, &
punctuation conventions.
No errors, such as:
Apostrophe use
Capitalization
Commas misplaced or
missing
Parallelism
Faulty point of view
shifts
Pronoun agreement
Quotation errors
Semicolons misused
Run-ons & fragments
Spelling errors
Subject-verb agreement
Tense shifts
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