Wednesday

We need to discuss the Do's and Don't in Persuasive Writing and then with writing the essay.

Writing a Persuasive Essay:

Citing AI in essays

MLA Citation

Name of AI Tool, version number if known, Name of company that made the tool, Day Month Year content was generated, URL of Tool. Example: ("Two puppies playing by the sea in the style of Renoir" prompt. DALL-E, version 2, OpenAI, 21 Mar).

 If you need help with MLA Format: PURDUE.EDU Owl  

In-text citations, make sure you have the author's last name and page number if there is a page number. Remember the period goes outside of the (      ). If there is no author then give the first few words of the title of the article or website. Example: ("The Harms of Plagiarism").  

MLA

1) Last Name/First Name of Author
2) Title of article or title of webpage
3) Title of book or website
4) Place of publication
5) Publisher
6) Date of publication
7) Page number
8) Source of publication (example: Web, Print, DVD, etc)
9) (Internet) Date of access.

	4	3	2	Not Evident
Thesis Statement, Ideas, Defining your argument	Ideas are fresh and original.  Thesis is narrow and manageable. Order of development clear and precise and helps development one clear main idea.  Hook and thesis connect.   Clear important details for support	Ideas are clear but might be overused.  Topic/ Thesis is fairly board.  Order of develop may ramble and may not back up thesis.  Hook is present but may not connect with thesis.  Support is attempted but not quite fulfilled with specifics.	Paper lacks a central idea or purpose.  Ideas are not developed or seem to go in several directions.  Information is limited or unclear.  Details are missing.	Not Evident
Organization	Original title. Transitions connect main ideas. Effective opening and ending.  Easy to follow.  Important ideas stand out.  Clear beginning, middle and end.  Details fit where placed.	Appropriate title.  Transitions connect sentence to sentence but not necessary idea to idea.  Good beginning.  Attempted ending.  Logical sequencing.  Key ideas are beginning to surface.  Readable.	Paper is hard to follow because transitions are weak or absent.  There is no clear beginning or ending.  Ideas may not fit together or ramble.  Paragraph structure might not be evident.	Not Evident
Voice	Point of view is evident Clear sense of audience Enthusiastic about topic.  Says more than is expected.  Words elicit both ideas and emotions.  Work is engaging and persuades	Personal treatment of standard topic.  Perspective becomes evident.  Some sense of audience.  Conveys ideas to reader.  The writer likes the topic, but is not passionate about it.  Writing persuades in some places	Paper is lifeless, mechanic, stilted.  Predictable treatment of topic.  Energy lacking.  Audience could be anyone.  Writer is indifferent to the topic.  Does not persuade at all.	Not evident
Word Choice	Precise, fresh, original words.  Vivid images.  Avoids repetitions, clichés, and vagueness.  Use of figurative language.  Everyday words are used well.	Uses favorite words correctly.  Experiments with new words.  Attempts to use descriptive words to create images.	Ordinary and recognizable words.  Language is generic or cliché.  Uses repetitions or relies on slang.  Overuse of “to be” verbs.	Not Evident
Sentence Fluency	Consistent use of sentence variety.  Sentence structure is correct and creative.  Varied beginnings, varied structures, and varied lengths.  Natural flow and rhythm.  Writing is not wordy. Rhetorical strategies such as parallelism used effectively.	Sentences are usually correct, but some may not flow smoothly.  Simple and compound sentences are present.  Varied beginning.  Sections have rhythm and flow.  Writing could be cut to avoid wordiness. Rhetorical strategies such as parallelism attempted.	Sentences are choppy, incomplete, rambling or awkward.  Meanings are not always clear.  Words are strung together.  Sentences could be extremely wordy.	Not Evident
Mechanics	There may be occasional errors in mechanics (spelling, fragments, run-ons, punctuation, capitalization, usage, etc.).  However, it is hard to find errors.	Errors in writing mechanics are noticeable but do not impair readability.	Numerous errors in usage, grammar, spelling, capitalization, and/or punctuation distract reader and impair readability.	Not Evident
Uses of Persuasive Tools/Evidence Expert Testimony Personal Connection Statistics, Facts, and Logic Counter Argument (Counter claims) Audience Self-Interest	Essay cites at least two experts in a field related to the topic.  Evidence is relevant to thesis.  Analysis makes clear how the evidence connects to the thesis.  (Ethos and Logos)  Student uses personal experience to connect to the topic (ethos).  Experience is relevant and analyzed in relation to the topic. Student uses statistics, facts, and logical argumentation in essay.  The evidence is relevant to the thesis.  Analysis makes clear how the evidence connects and defends the thesis. (Logos) Student has at least two counter arguments that refutes or contends an argument of the opposition, or concedes a point.  The counterarguments are relevant, analyzed and connect evidence with thesis. (Logos and Ethos) ]   Student uses HARMS and BENEFITS of adopting his/her position to influence audience self-interest (Pathos).  The harms/benefits are relevant and reinforce the thesis.	Essay cites at least two experts.  Evidence is relevant to thesis.  The analysis makes some connections between evidence and thesis.   Student uses personal experience relevant to the topic.  Experience offers some insight into the topic and position of the writer. Student uses statistics and/or facts and/or logical argumentation in the essay.  The evidence is relevant to the thesis.  The analysis makes some connections between evidence and thesis.   Student has at least one counter argument that refutes or concedes an argument of the opposition.  The counterargument is relevant, and analyze.   Student uses HARMS or BENEFITS of adopting his/her or her position to influence audience self-interest.  The harm or benefit is relevant and might connect to the thesis.	Essay cites at least one expert.  Evidence might not be relevant to thesis.  No analysis or no connection made between evidence and thesis Student attempts to use personal connection.  Connection may not be relevant to the topic. Student attempts to use statistics and/or facts.  Evidence may not be relevant to thesis or the analysis is confusing or oversimplified.   Student attempts a counter argument.  The counter argument might not be relevant to the thesis or the analysis might be confusing or oversimplified.   Student attempts to use HARMS or BENEFITS to influence audience.  The harm or benefit might not be relevant or the analysis might be confusing or oversimplified. .	Not Evident Not Evident Not Evident Not Evident Not Evident
References and Sources	More than five sources.  All sources of information are noted in correct in-text citation (MLA format) and correct Works Cited page.	Three to five sources. Some sources of information are noted incorrectly or not in MLA format.  Minor problems with Works Cited page.	Less than three sources.  Most information noted incorrectly.  MLA format completely missing.  Many problems with Works Cited page.	Not Evident