Chat with us, powered by LiveChat Assignment 2: Open Letter Purpose: Since you beg - Study Help
  

Assignment 2: Open Letter

Purpose: Since you began listening to the conversations about issues related to health, you have

been analyzing a variety of texts in a variety of different contexts. Now you can engage deeper

with a topic of your choice, within our class theme of health, and expand the conversation. In the

process of close reading, critical reading, and expanding the conversation,

? you will be choosing and reading three articles within Healthy State that speak about a
shared topic,

? you will synthesize (or bring together) information from the chosen articles to discover
critical, emerging issues,

? and you will write an argument to persuade an audience to do or think something new
about the issue.

A first step before writing a persuasive argument is to listen to the conversations surrounding the

issue to which you would like to contribute. You?ll do this by closely and critically reading at

least three articles from our reader, Healthy State, finding emerging issues from these texts. You

will eventually need to incorporate three (or more) articles from Healthy State to use as support

for the argument you make. Please note that this assignment does not call for outside

research. After you select an issue, you?ll work to identify a suitable audience for your

persuasive argument, in which you will use the selected articles as evidence to support your

reasoning.

Genre: You will write an open letter, which is specifically addressed to one person but is

intended for a larger audience, organization, or group to read. Open letters are often published in

a newspaper or magazine.

Audience: The audience for this essay should be connected to the issue you choose (they should

be able to do something about the problem and solution you are presenting). To best achieve

your purpose (persuasion) with your audience, you?ll need to:

? Carefully consider what audience will need to hear your argument, target them, and
work to consider that audience?s needs, values, and knowledge on the issue. Your

tone and ?voice? should be appropriate for your audience.

? Consider the expectations your audience has of you as an author. The audience
expects that the argument is supported with reasons and evidence from the articles

you read. They want to see that you are familiar with the conversation on the issue

and want to know how your argument uniquely expands and contributes to that

conversation.

? Show that you have conducted effective inquiry into the issue by summarizing,
paraphrasing, directly quoting, and explaining the source material appropriately (the

three sources from which the issue emerged).

Requirements:

? Summary: provide a relevant summary of the idea (the problem or issue presented by one

or more of your articles and either a solution you?ve invented or one you?ve come across

in your reading) for your audience, paying attention to the parts of the text which will be

of most interest to your audience.

? Response: You will respond by arguing to your audience that the idea you are asking

them to consider will be useful, emphasizing why the idea is important (your reasons),

what is at stake, and providing evidence from the original text (and, potentially, from

other texts we?ve read so far this semester) to back up your argument. Your informed

response shows that you?ve listened to the broader conversation surrounding these issues

and your analysis and response is based on an accurate knowledge and understanding of

the situation or subject in question. Your audience is depending on you to provide more

than first reaction opinions; they desire informed opinions.

? Critical Thinking Approach: Your essay should be informed by all the texts we have read

thus far. You should also investigate the idea?s originating context as well as the context

of the audience you are trying to persuade and their subsequent values.

Paper Length: 900-1200 words (3-4 pages)

Workshop Dates: Wed., March 2nd; Mon., March 7th Due Date: Wed., March 9th

Worth: 20% of your final course grade

**NOTE: At the end of your paper, include the following honor pledge: ?”I have not given,

received, or used any unauthorized assistance.”

Assignment 2 Grading Rubric

Excellent Satisfactory Unsatisfactory

Making an Argument: The

letter clearly and effectively

argues for the idea you are

spreading. The letter

emphasizes reasons why the

idea is important, evidence to

support the reasons, and

discusses what is at stake in the

conversation. The letter goes

beyond first reaction opinions

about the idea and instead

presents informed opinions

based on careful consideration

of the conversation surrounding

the idea.

Although the letter writer has

thought about how the idea will

be useful to the audience, the

letter could more clearly and

effectively argue about the

idea?s usefulness. The letter

mentions why the idea is

important and what is at stake,

though the reasons and/or

evidence could use more

development. The letter goes

beyond first reaction opinions,

though the letter writer may

need to consider the

conversation surrounding the

idea more carefully.

It is unclear from the letter why

and how the idea will be useful

to the audience and/or why it is

important and what is at stake.

The letter may rely too heavily

on first reaction opinions, rather

than informed opinions, and

may cite few reasons and/or

little or no evidence to support

the position. The letter writer

may need to consider the entire

conversation surrounding the

idea more carefully to craft an

informed response more

effectively.

Considering Context and

Appealing to an Audience: It

is obvious from the letter that

the student has carefully

considered the idea?s

originating context and has

thoughtfully crafted a letter

aimed at convincing the

audience of the idea?s

worthiness. The letter writer

has considered the values and

assumptions of the audience

and their context and speaks

clearly to those needs.

Though the letter has put some

consideration into the

audience?s context, the letter

could more clearly explain how

the idea is applicable. The letter

also pays some attention to the

needs of the audience, but

consideration of the values and

assumptions of the audience

could be more thorough.

The letter seems to show little

consideration of the audience?s

context, and/or it is unclear

from the letter that the student

understands what context is and

how it plays a role in the

rhetorical situation. The letter

may have little or no

consideration of the values and

assumptions of the audience.

Representing the Text: The

letter accurately and objectively

summarizes the idea in the

original text, paying attention

to the parts of the text that will

be of most interest to the

audience.

The letter cites the author, title,

date, and publication of the

text, using author tags and/or

proper attribution for all

borrowed material and framing

summary, paraphrases, and

quotations with careful and

effective explanation.

Overall, the letter accurately

and objectively represents the

idea in the text, though there

may be some minor

inaccuracies, and/or the reader

may need more information to

fully understand the text?s idea.

The letter writer may need to

pay more attention to the key

parts of the text that will be of

most interest to the audience.

The letter makes clear

references to the text, but it

could use more variation in

author tags and/or it needs to

make better choices of

summarizing, paraphrasing, and

quoting. References may be

effective, but framing is thin or

missing.

The letter shows that the

student may have an

incomplete understanding of

the text because it contains

incomplete and/or inaccurate

information, causing the

audience to be unsure of the

main ideas and supporting

points in the text. Essays that

contain only opinions about the

texts are also unsatisfactory.

Because the essay does not

have enough references to the

text, it is hard to tell when the

student is referring to it and

when the student is expressing

his/her own thoughts.

Ineffective use of summarizing,

paraphrasing, and quoting

raises concerns about

plagiarism and/or

understanding.

Conventions & Style: The

language, tone, and voice of the

letter are those of a careful and

critical reader, and the letter is

edited for clear communication

that is free of distracting errors.

While the letter could be more

carefully edited for style, it is

generally clear and readable.

Because of poor editing and/or

style choices, the letter is

confusing or unclear for

readers.

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