Write a 1,500-1,750-word essay using five to seven academic resources in which you argue that a contested “case” involving the sale, trade, or donation of human organs fits (or does not fit) within a given category.
My thesis statement is:
Becoming an organ donor is important because the organ waiting list continues to grow daily, donating organs after death can transform others’ lives, and after death, one organ donor can save multiple lives.
Definition Argument Essay Assignment
Goal
Write a 1,500-1,750-word essay using five to seven academic resources in which you argue that a contested “case” involving the sale, trade, or donation of human organs fits (or does not fit) within a given category. A case may include a specific news article, story, or incident illustrating a dilemma or controversy relating to the exchange of human organs. The case does not need to be a court case.
Directions
Follow these steps when composing your essay:
1. Start by selecting a controversial case found in the media involving the sale, trade, or donation of human organs. For example, an appropriate case might include a story in the news about an organ broker, and the term to define might be “criminal.”
2. Decide what category you think your case belongs in, with the understanding that others may disagree with you about the definition of your category, and/or whether your chosen case matches your category.
3. In the opening of your essay, introduce the case you will examine and pose your definition question. Do not simply summarize here. Instead, introduce the issue and offer context.
4. To support your argument, define the boundaries of your category (criteria) by using a commonly used definition or by developing your own extended definition. Defining your boundaries simply means naming the criteria by which you will discuss your chosen case involving the sale, trade, or donation of human organs. If you determine, for example, that an organ broker is a criminal, what criteria constitute this? A criminal may intentionally harm others, which could be one of your criteria.
5. In the second part of your argument (the match), show how your case meets (or does not meet) your definition criteria. Perhaps by comparing or sizing up your controversial case to other cases can help you to develop your argument.
This essay is NOT simply a persuasive essay on the sale, trade, or donation of human organs. It is an argumentative essay where the writer explains what a term means and uses a specific case to explore the meaning of that term in-depth.
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.
ENG-106 Rubric: Definition Argument
| Criteria | % Value | 1: Unsatisfactory | 2: Less Than Satisfactory | 3: Satisfactory | 4: Good | 5: Excellent |
| % Scaling | 0% | 65% | 75% | 85% | 100% | |
| Content & Ideas – 40% | ||||||
| Definition Argument Content and Ideas Should:
Include an effective title. Provide a thesis that centers specifically on an argument of definition. Establish clear criteria related to the definition in question. Match one or more cases to the established criteria. Use evidence appropriate for definitional arguments. |
40% | Does not have title, and has missing or indiscernible thesis statement and minimal evidence to support main ideas. Argument includes elements of reasoning by definition, but does not center on a definition argument. Student does not use outside sources. | Title may not suggest subject and does not spark interest. Thesis statement and/or the controlling idea are not clearly stated. Argument includes elements of a definitional argument, but does not use strategies (especially the criteria-match structure) 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 spark interest. Thesis statement identifies the main point the author is trying to make. Most of content relates to thesis statement, but lacks sufficient support through appropriate strategies. Argument centers specifically on a definitional argument, but may not effectively uses strategies that support it, including matching criteria for definition arguments Cited evidence sometimes does not justify ideas. | Title suggests subject but does not necessarily spark interest. Thesis statement clearly identifies the main point the author is trying to make. Argument centers specifically on a definitional argument and uses strategies that support it, including matching criteria for definition arguments. 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 point the student is trying to make. Content supports thesis well. Argument centers specifically on a definitional argument and effectively uses strategies that support it, including matching criteria for definition arguments Specific, cited evidence justifies ideas and enriches the essay. |
| Organization – 12% | ||||||
| Organization | 12% | No apparent organization present. 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. 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. 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. Introduction explains subject, but may not engage readers. Thesis statement is placed appropriately, according to the genre set forth in the assignment description in the syllabus. Well-ordered paragraphs are developed around topic sentences, and advance essay’s ideas. Conclusion may be more of a summary. | Logically organized to lead readers to understanding content. Introduction explains subject and engages readers. Thesis statement is placed appropriately, according to the genre set forth in the assignment description in the syllabus. Well-ordered paragraphs are developed around topic sentences, and advance essay’s ideas. Conclusion provides strong, satisfying ending, not a mere summary of the essay. |
| Format – 16% | ||||||
| Paper Format | 16% | Layout: Essay lacks more than THREE of the following: double-spaced, 12 pt, Times New Roman font, 1inch margins, heading (with name, course, date, and 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; 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. | Layout: Essay lacks THREE of the following: double-spaced, 12 pt. Times New Roman font, 1inch margins, heading (with name, course, date, and 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. | Layout: Essay lacks TWO of the following: double-spaced, 12 pt. Times New Roman font, 1 inch margins, heading (with name, course, date, and 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 one in-text citation and/or reference entry; minor documentation oversights noted; minor formatting errors or omissions noted; appropriate number of required sources are used. | Essay lacks ONE of the following: double-spaced, 12 pt. Times New Roman font, 1inch margins, heading (with name, course, date, and 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. | Layout: Essay is double-spaced with 12 pt. Times New Roman font, 1inch margins, heading (with name, course, date, and instructor), assignment 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. |
| 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. | 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 avoids choppiness in the writing. Writing is mostly concisely written. | 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. |
| 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 |
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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