Argumentative Essay

Argumentative Essay (Draft) Assignment Instructions

 

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For this assignment, you will work through the drafting
stage of your writing process in an argument essay.

 

Assignment Instructions

 

1.
Review the grading rubric as listed on this
page.

 

 

2. Choose
a writing prompt as listed above on this page.

 

 

3. Review
the Argument Essay Outline you submitted along with feedback you received from
that assignment. Make adjustments to the outline in accordance with the
feedback. This may include strengthening lines of reasoning, expanding or
improving research sources for supporting evidence, creating a more sympathetic
introduction to your position, etc.

 

 

4. Develop
a complete draft of your essay using your improved Argument Essay Outline. It
should meet the following requirements. Papers submitted that do not meet the
requirements will be returned to you ungraded.

 

 

o A
two-part thesis including statement of position; and forecast of your lines of
reasoning

 

 

o A
minimum of three credible outside sources formatted on a source page (MLA,
Works Cited)

 

 

o MLA
formatting (see the MLA
Format page as needed)

 

 

o Minimum
of four (4) full
pages, not
including the Works Cited page.

 

 

5. Submit
your detailed outline as a single file upload.

 

Requirements

 

· Be
sure to:

 

 

·
Choose a specific issue in which two credible
parties have documented clearly opposing positions and clear agendas

 

 

·
Choose the position you agree with and argue
that position using the following:

 

 

o
Three separate lines of reasoning;

 

 

o
Each line of reasoning will support your
position with research (example, testimony, and fact/data, or any combination)
that supports your position; and

 

 

o
Research about the opposing position’s views

 

 

o
Present the opposing views and refute them.

 

 

·
Include a two-part thesis with:

 

 

o
Statement of position; and

 

 

o
Forecast of your lines of reasoning

 

 

·
Develop an enticing title that implies your
position.

 

 

·
Use a sympathetic appeal and/or cited research
in the introduction to establish the issue.

 

 

·
Avoid addressing the assignment directly. (Don’t
write “I am going to argue about…” Instead, introduce the issue in a more
compelling way that makes the reader care.)

 

 

·
Your voice should be professional and scholarly.

 

 

·
Package your source material with appropriate
signaling and commentary.

 

Grading Rubric: Argument Essay—Draft

 

Criteria

 

Ratings

 

Point Total: 50

 

Ideas

 

15 pts:
The paper demonstrates outstanding idea development.

12 pts: The paper demonstrates above average idea development.

11 pts: The writer sufficiently defines the topic, even though
development is still basic or general.

9 pts: The paper has an idea that needs to be developed.

0 pts: There is no coherent idea.

 

15 pts

 

Content

 

15 pts:
The paper demonstrates outstanding evidence of supporting the main point.

12 pts: The paper demonstrates above average evidence of
supporting the main point.

11 pts: The paper demonstrates sufficient support of the main
point.

9 pts: The paper requires more supporting evidence of the main
point.

0 pts: There is little content supporting the main idea.

 

15 pts

 

Organization

 

15 pts:
The organization is outstanding and showcases the central theme. The
presentation of information is compelling.

13 pts: The organizational structure is above average.

10 pts: The organizational structure is strong enough to move
the reader through the text without too much confusion.

8 pts: The writing needs a clearer sense of direction. The
internal structure is weak.

0 pts: The organization is poor.

 

15 pts

 

Word Choice, Sentence Fluency,
Conventions

 

5 pts:
The writer demonstrates an outstanding word choice selection, flow and
cadence, with well-built sentences and strong grasp of standard writing
conventions.

3 pts: The writer demonstrates above average word choice
selection, flow and cadence, with well-built sentences and strong grasp of
standard writing conventions.

2 pts: The writer demonstrates sufficient selection of words.
The text tends to be more mechanical and contains some errors of standard
writing conventions.

1 pts: The writer demonstrates a limited vocabulary and lack
of fluidity. Errors in spelling, punctuation, capitalization, usage and
grammar repeatedly distract the reader and make the text difficult to read.

0 pts: No marks.

 

5 pts

 

 

.

Andrews 2
One of the most uncomfortable topics of discussion is sexuality. To some, discussing sex issues is forbidden
especially in a public setting. Sex education entails providing students with vital information about sex that they
are unaware of. Often the argument is based on who is responsible for teaching kids about sex; does the
responsibility lie on the parents or teachers? And at what age should sex education be introduced to them, what
should be taught and what should be avoided. Due to the wide range of availability of information on sex, kids are
prone to get confused in attempt to understand sex. These days children can get access to every word they need
from the internet, social media on sex unless parental measures have been installed to restrict them from accessing
corrupt information. Therefore it is paramount that a clear guideline is provided to raise awareness on sexuality.
However, some oppose comprehensive sex education based on their beliefs and principles such as Sanity of Sex
who argue that no teenager needs information on sexuality. I believe that sex education should be included in the
school curriculum of students as early as possible since prevention is better than cure.
Comprehensive sex education should not be taught in schools due to the following reasons:
Comprehensive sex education disregards the faith and belief of many students.
Christian students and catholic believers who have been taught in churches and places of worship by parents and
religious leaders that premarital sex, abortion, using contraceptives is a sin which is punishable by Supreme
finding it challenging to sit and listen to an authoritative figure contradicting what they have been taught since
childhood. Some of the topics handle in those classes are viewed as stimulating, for example, a drawing
representing reproductive part of either female or male and can be too specific for young students. Information on
sexuality may raise curiosity level in the student’s mind that they may be tempted to carry out practical reality to
quench their curiosity. Christians believe that sex is a gift from God to married people so young people should not
be exposed to information about sex (, Pamela K.,npg ). Many parents in Christian setting s believe that it is their
cup of tea to inform their children about sex at their own time of choosing. Furthermore, the knowledge on safe
abortion procedures can be misused by teenagers who are viewed by Christians as murder which is a sin that is
contrary to their beliefs.
Comprehensive sex education has not led to a reduction in abortion and teenage pregnancy rates.
In any case, sex education on contraceptives has contributed to consumption of contraceptives by teenagers.
According to a report published by Gillian Vanhegan on 24 January 2011, teenage pregnancy rates increased
drastically alongside the high number of teenagers who contracted sexually transmitted diseases. Teenagers seek
emergency contraceptives and pregnancy test kits, and they may end up abusing drugs during sex moments.
Teenagers equipped with comprehensive sex knowledge know the whereabouts of sex and how to avoid getting in
trouble over sexual activities leading to a rise in premarital sex which is against the traditional morals in the
community. Comprehensive sex education underestimates the abstinence invention as it assumes teenagers have
raging hormones that cannot be harnessed easily by abstinence policy; therefore, teenagers are provided with a
variety of options to choose from. They may end up abusing the freedom of choosing. Some of the preventive
measures may fail, leading to premature pregnancy and also the risk of contracting sexually transmitted diseases.
Comprehensive sex education should be included in a school curriculum as both parents and teachers should
provide kids with appropriate sex education. That has enough convincing power to convince teenagers to forego
Andrews 3
their sexual fantasies to shield them against early pregnancies and risk of contracting sexually transmitted
diseases. Some of the reasons include:
Majority of teenagers are sexually active.
According to a report published by the American Academy of Pediatrics, January 2013. Approximately 30% of
boys and 20% of girls have engaged in sexual activities by the age of 14years, 85% of them reported vaginal
intercourse. In comparison, those who engage in oral sex were 68%.therefore sexual health education has a
positive contribution towards encouraging the use of condoms, the importance of having one sexual partner to
shield them from contracting sexually transmitted infections and teenage pregnancy. A study released in 2015 by
Youth Risk Behavioral Surveillance Survey on high school students stated that 41% of them were sexually active,
18% used birth control pills,11.5% had more than one sexual partner while those who used condoms were 57%.
Most of the students are reported to have engaged in drugs and alcohol abuse before they had sexual intercourse.
Sex education will perform a role in enlightening students on the pros and cons associated with drug and
substance abuse and the need for abstinence.
Sex education does not contribute to an increase in the rate of sexual activities among teenagers.
Sex education does not contribute to an increase in sexual activities among teenagers in any case; it leads to a
drastic reduction in teen pregnancy. No evidence can be linked between comprehensive sex education and the rise
in sexual activities and sexually transmitted infections. According to the study released by Kohler and colleagues
in the Journal of Adolescent Health, adolescents who received primary sex education were unlikely to be reported
pregnant by 60% unlike those who had no comprehensive sex knowledge had a higher chance of impregnating
others or falling pregnant. Making condoms and contraceptives readily available to teenagers does not encourage
them to engage more in sexual intercourse. It seeks to provide them with safety measures to protect themselves
against the risk of contracting sexually transmitted infections and prevent teenage pregnancies this in return,
boosts their reproductive health.
General reproductive health awareness.
There has been a rapid increase in the rate of genitourinary system disorders that have arisen as a result of
engagement in sexual intercourse. Data released by the Centers for Disease Control and Prevention in 2016 shows
approximately 2.3 million cases of sexually transmitted disease such as syphilis, chlamydia and gonorrhea. There
has also been an increase In HIV /AID infection. Comprehensive sex education outlines safer options which
teenagers can opt to protect themselves. Sex education brings into the light various sexually transmitted diseases
which can’t be voiced out openly by teenagers to their peers or parents. Sex education eradicates the aspect of
toxic masculinity in men by encouraging them to visit a hospital for screening purposes ( Nicole Rajani 313-
314 ). It is essential for both male and female to understand their sexual anatomy and take appropriate measures
where necessary since some sexually transmitted diseases if not managed well by the right antibiotics have a dire
consequence to the infected persons. Teenagers need to know that they have a wide range of options from which
they can from concerning their sexuality and not to conform only to the standards set by parents, religious leader
or any other authoritative figure. Abstinence-only education does not provide learners with information on
sexually transmitted diseases in case they contract them not necessarily through sexual intercourse since some are
from sharing washrooms with infected persons.
Andrews 4

 

Argumentative Essay (Draft) Assignment Instructions

 

For this assignment, you will work through the drafting
stage of your writing process in an argument essay.

 

Assignment Instructions

 

1.
Review the grading rubric as listed on this
page.

 

 

2. Choose
a writing prompt as listed above on this page.

 

 

3. Review
the Argument Essay Outline you submitted along with feedback you received from
that assignment. Make adjustments to the outline in accordance with the
feedback. This may include strengthening lines of reasoning, expanding or
improving research sources for supporting evidence, creating a more sympathetic
introduction to your position, etc.

 

 

4. Develop
a complete draft of your essay using your improved Argument Essay Outline. It
should meet the following requirements. Papers submitted that do not meet the
requirements will be returned to you ungraded.

 

 

o A
two-part thesis including statement of position; and forecast of your lines of
reasoning

 

 

o A
minimum of three credible outside sources formatted on a source page (MLA,
Works Cited)

 

 

o MLA
formatting (see the MLA
Format page as needed)

 

 

o Minimum
of four (4) full
pages, not
including the Works Cited page.

 

 

5. Submit
your detailed outline as a single file upload.

 

Requirements

 

· Be
sure to:

 

 

·
Choose a specific issue in which two credible
parties have documented clearly opposing positions and clear agendas

 

 

·
Choose the position you agree with and argue
that position using the following:

 

 

o
Three separate lines of reasoning;

 

 

o
Each line of reasoning will support your
position with research (example, testimony, and fact/data, or any combination)
that supports your position; and

 

 

o
Research about the opposing position’s views

 

 

o
Present the opposing views and refute them.

 

 

·
Include a two-part thesis with:

 

 

o
Statement of position; and

 

 

o
Forecast of your lines of reasoning

 

 

·
Develop an enticing title that implies your
position.

 

 

·
Use a sympathetic appeal and/or cited research
in the introduction to establish the issue.

 

 

·
Avoid addressing the assignment directly. (Don’t
write “I am going to argue about…” Instead, introduce the issue in a more
compelling way that makes the reader care.)

 

 

·
Your voice should be professional and scholarly.

 

 

·
Package your source material with appropriate
signaling and commentary.

 

Grading Rubric: Argument Essay—Draft

 

Criteria

 

Ratings

 

Point Total: 50

 

Ideas

 

15 pts:
The paper demonstrates outstanding idea development.

12 pts: The paper demonstrates above average idea development.

11 pts: The writer sufficiently defines the topic, even though
development is still basic or general.

9 pts: The paper has an idea that needs to be developed.

0 pts: There is no coherent idea.

 

15 pts

 

Content

 

15 pts:
The paper demonstrates outstanding evidence of supporting the main point.

12 pts: The paper demonstrates above average evidence of
supporting the main point.

11 pts: The paper demonstrates sufficient support of the main
point.

9 pts: The paper requires more supporting evidence of the main
point.

0 pts: There is little content supporting the main idea.

 

15 pts

 

Organization

 

15 pts:
The organization is outstanding and showcases the central theme. The
presentation of information is compelling.

13 pts: The organizational structure is above average.

10 pts: The organizational structure is strong enough to move
the reader through the text without too much confusion.

8 pts: The writing needs a clearer sense of direction. The
internal structure is weak.

0 pts: The organization is poor.

 

15 pts

 

Word Choice, Sentence Fluency,
Conventions

 

5 pts:
The writer demonstrates an outstanding word choice selection, flow and
cadence, with well-built sentences and strong grasp of standard writing
conventions.

3 pts: The writer demonstrates above average word choice
selection, flow and cadence, with well-built sentences and strong grasp of
standard writing conventions.

2 pts: The writer demonstrates sufficient selection of words.
The text tends to be more mechanical and contains some errors of standard
writing conventions.

1 pts: The writer demonstrates a limited vocabulary and lack
of fluidity. Errors in spelling, punctuation, capitalization, usage and
grammar repeatedly distract the reader and make the text difficult to read.

0 pts: No marks.

 

5 pts

 

 

Teenagers have continued to face obstacles in acquiring the appropriate comprehensive sexual education despite
actions by various government and states in implementing sex education in the school curriculum. Abstinence
education with a combination of knowledge of contraceptives is more effective than abstinence policy. There
should be a revised clear framework that will guide parents and teachers on sex education syllabus to be used.
Furthermore, the privacy and confidentiality of the reproductive health of teenagers should be maintained by
health workers and clinicians. Disclosing of one’s reproductive health will lead to lower self-esteem in victims.
Abstinence proves to be 100% surety way of preventing premature pregnancies, and the risk of contracting
sexually transmitted diseases is relatively low. The sexual framework should be supported by behavioral
modification where consequences of early sex are taught to teenagers so they can choose the paths they want to
tread in wisely. Comprehensive sex education plays a significant role in reducing the risks associated with the
reproductive health of individuals. It is an obligation of the community at large to campaign for sex education and
instills morals as it takes a community to raise a child.

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