What exactly are you going to argue about your case study?
Subject: Writing with Confidence and Purpose
Deadline:
Format: APA
Number of sources:
Number of pages: 3
Spacing: double spaced
Topic: Assignment 2: Start Constructing Your Argument
Details: Assignment 2: Start Constructing Your Argument
Case study topic; Mental Health illness in the Criminal justice system.
Case Study 2 (Health): The criminal justice system is seeing an increase in the number of people suffering from mental health illnesses. When a mentally ill person is found guilty of a crime, there is often a decision to be made about whether that person belongs in jail or in a treatment facility. Many argue that forcing involuntary treatment upon those suffering from mental health illnesses is a violation of a person’s civil rights; therefore, when a person is found guilty of a crime that warrants jail time, it does not matter if he/she is suffering from a mental health illness. The person should serve time in jail without being forced to receive mental health treatment. Others argue that those suffering from mental illnesses are unable to make appropriate decisions about seeking treatment on their own; therefore, the judicial system is helping those suffering from mental health illnesses by requiring them to get treatment. Should those suffering with mental health illnesses, who are found guilty of a crime, be forced to receive medical treatment? Why or why not?By now, you have a good idea of where you want to go with your Final Project. You know your topic. You have practiced writing thesis sentences and outlines on other topics. It is now time to write the most important thesis and outline—the ones that will serve as the basis for your Final Project.This week, you will develop a thesis statement and outline for your own persuasive paper (the Final Project). You will first craft a thesis sentence based on your case study selection. What exactly are you going to argue about your case study topic? This will be your thesis statement.
Then, create an outline to support your thesis statement. Note: In a sentence outline, all ideas within the outline are written in complete sentences.By Day 7
• Craft a thesis sentence that will be the argument you focus on in your Final Project. Your thesis should be based on your case study selection. What exactly are you going to argue about your case study? This will be your thesis sentence.
• Craft a sentence outline to support your thesis sentence. Ensure your outline is written in complete sentences.
• Create one document that includes:
o Your thesis sentences
o The outline which supports your thesis sentenceName: ENGL_1010_Week3_Assignment2_Rubric
Description: Basic Integrated Reading/Writing Rubric
• Grid View
• List View
Measure of
Proficiency
Undeveloped (R/F–D) Measure of
Proficiency
Developing (Low C–
Low B) Measure of
Proficiency
Well Developed (A–B)
Main Idea/Thesis
Reading: Evaluating/Forming
Writing: Creating/Practicing R: Does not demonstrate ability to locate, comprehend, or explain the main idea. W: Does not demonstrate ability to form or articulate thesis. R: Limited or insufficient ability to locate, comprehend, or explain main idea. W: Limited or insufficient ability to form or articulate thesis. R: Sufficient ability or mastery of locating, comprehending, and explaining the main idea. W: Sufficient ability or mastery of forming and articulating thesis.
Organization
Reading: Evaluating/Forming
Writing: Creating/Practicing R: Does not demonstrate ability to understand or articulate the elements of structure within reading. W: Does not demonstrate ability to create or arrange content in a structured way. R: Limited or insufficient ability to understand or articulate the elements of structure within reading. W: Limited or insufficient ability to create or arrange content in a structured way. R: Sufficient ability or mastery of understanding or articulating the elements of structure within reading. W: Sufficient ability or mastery of creating or arranging content in a structured way.
Supporting Details
Reading: Evaluating/Forming
Writing: Creating/Practicing R: Does not demonstrate ability to locate, comprehend, or prioritize details. W: Does not demonstrate ability to form or prioritize details. R: Limited or insufficient ability to locate, comprehend, or prioritize details. W: Limited or insufficient ability to form or prioritize details. R: Sufficient ability or mastery of locating, comprehending, and prioritizing details. W: Sufficient ability or mastery of forming and prioritizing details.
Grammar/Mechanics
Reading: Evaluating/Forming
Writing: Creating/Practicing R: Does not demonstrate ability to locate or understand errors within content. W: Does not demonstrate ability to create sentences or paragraphs with few errors. R: Limited or insufficient ability to locate or understand errors within content. W: Limited or insufficient ability to create sentences or paragraphs with few errors. R: Sufficient ability or mastery of locating and understanding errors within content. W: Sufficient ability or mastery of creating paragraphs or short essays with few errors
Critical Thinking
Reading: Evaluating/Forming
Writing: Creating/Practicing R: Does not demonstrate ability to think about the concrete abstractly, the abstract concretely, or to see relevance. W: Does not demonstrate ability to write with simple metaphors, to bridge personal to academic, or to create relevance. R: Limited or insufficient ability to think about the concrete abstractly, the abstract concretely, and/or to see relevance. W: Limited or insufficient ability to write with simple metaphors, to bridge personal to academic, or to create relevance. R: Sufficient ability or mastery of thinking about the concrete abstractly, the abstract concretely, and/or seeing relevance. W: Sufficient ability or mastery of writing with simple metaphors, bridging personal to academic, and/or writing to create relevance.
Audience/Purpose Reading: Evaluating/Forming
Writing: Creating/Practicing R: Does not demonstrate ability to define audience or purpose of selected reading. W: Does not demonstrate ability to create with audience or purpose in mind. R: Limited or insufficient ability to define audience or purpose of selected reading. W: Limited or insufficient ability to create with audience or purpose in mind. R: Sufficient ability or mastery of defining audience or purpose of selected reading. W: Sufficient ability or mastery of creating with audience or purpose in mind.
Understanding Context of
Specific Assignment
Reading: Evaluating/Forming
Writing: Creating/Practicing R: Does not demonstrate ability to understand instructions or purpose/meaning of specific Assignment. W: Does not demonstrate ability to follow instructions or to fulfill purpose/meaning of specific Assignment. R: Limited or insufficient ability to understand instructions or purpose/meaning of specific Assignment. W: Limited or insufficient ability to follow instructions or to fulfill purpose/meaning of specific Assignment. R: Sufficient ability or mastery of understanding instructions or purpose/meaning of specific Assignment. W: Sufficient ability or mastery of following instructions or fulfilling purpose/meaning of specific Assignment.
Name: ENGL_1010_Week3_Assignment2_Rubric
Description: Basic Integrated Reading/Writing Rubric
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