Court Judge Listening To The Arguments Of Opposing Lawyers
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
Court Judge Listening To The Arguments Of Opposing Lawyers
I can understand how you are approaching this essay and it is basically correct, but I would suggest you reserve your response (analysis) for the concluding paragraph. This essay is about you considering the two expert opinions being presented, much like a court judge listening to the arguments of opposing lawyers.
I would introduce the problem first as an issue being debated among teachers. You can then present the opposing opinions and ask which one has the strongest, most factual opinion.
Then introduce Teller (full name, title, affiliation) as an example of his side of the argument (he probably is not the only one who has this opinion.) and where he published his article first (because Stewart replied in the same journal).
I recommend breaking his argument into separate points in your first two paragraphs, to which Stewart will respond in paragraphs 3 and 4.
Remember: This essay is not about you, its about the issue. You tend to insert yourself into the discussion in a way that suggests your opinion is of equal credibility as theirs. They have PhDs and have been teaching for years and are therefore experts. Your stance should be like a journalist, presenting the issue and then evaluating it at the end.
So let the experts present their arguments and then in the conclusion give your verdict – in a rational, analytical way – considering the evidence they bring up and evaluating it. THEN present your response as a response to their arguments. It is best to be empirical so your reader will not think you were biased before considering the evidence.
Punctuation: A quote begins with ” and ends with”. Yours in paragraph 1 (P1) only have a beginning “.
Also, use quotes sparingly and not as a replacement for writing. Paraphrase often because you can get the idea down more specifically in less space. I suggest using quotes the way you would use Tabasco sauce in food – a little bit for emphasis. Quotes add emotion to the discussion, and should be something that epitomizes the writer’s idea. Otherwise, paraphrase!
Always aim for clarity and comprehension, with short sentences. Eschew big words – keep it simple and unadorned.
When referring to your experts, it is best to say something like, “According to Teller…” or “Stewart writes that…” and be sure its in present tense, as though they are speaking right now. In-text citations go at the end of a sentence where you have been presenting their claim(Teller, 2016). If you refer to the same article again, you can write (2016, pp. 231) with the page number that claim was made at the end of that sentence. If you then bring in their critic, write it as (Stewart, 2016) again.
Also in academic writing, we write sober, calm, formal prose – as though you were going to read the paper to your assembled colleagues at a conference. Avoid casual language (there’s, that’ll, isn’t).
In your conclusion you can explain (coolly) what part of Teller or Stewart’s argument you find to be fallacious or faulty – and why. Make your evaluation logical and analytical – that is more convincing than making personal attacks on the expert.
You forgot to put the journal volume and pages.
Consider using Purdue University’s OWL website for grammar and usage, as it is very thorough. Also make use of Allison Dorsey and her workshops this week. Show her your essay so she can help you catch grammatical and sentence errors.
Lastly, always read your paper over, for spelling errors and typos. If you read it aloud you will catch 99% of the flubs that could cost you in the final draft.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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