Global Citizenship Lesson: Good Faith and Bad Faith in Arguments

Summative Assessment: Instructions and Rubric

This is an individual assignment. It is worth up to 20 points
Considering what we discussed and your responses in class yesterday, do the following:
Choose an online op-ed or otherwise opinion-based text; the text may have information about current events and
invoke facts and evidence, but its overall purpose should be to persuade or convince rather than inform. As you
read the text, annotate it using the Hypothesis extension and send me the link to your annotations.
Then, using the guidelines we discussed for what constitutes good faith and bad faith in an argument, analyze
the text: Based on the criteria we established yesterday, do you feel that the argument in this text is good faith or
bad? Be specific about why or why not, and quote the text to support your ideas. You may want to do a search
on the background of who wrote the text and/or who published or sponsored it, and you may quote additional
texts from this research to support your thinking.
Your response should be 3-5 paragraphs/600-1000 words, and include an introduction, at least one body
paragraph, and a conclusion.
5 4 3 2 1
Make a logical Argument is Argument is made Argument is Argument is at Argument is
argument with made clearly and clearly and mostly clear and times unclear incoherent
supporting logically. logically. Most logical. Some and does not and/or not
evidence Opinions are opinions are opinions are always proceed connected to the
supported with supported with supported with logically. text; lacks any
relevant relevant evidence. relevant Evidence for relevant support
evidence. evidence. opinions is or evidence.
missing or not
relevant.

Quote relevant Quotes textual Quotes textual Quotes textual Quotes textual Does not quote
textual evidence three evidence two or evidence more evidence once; textual evidence.
evidence times or more; more times; than once; at quote may or
quotes are quotes are least one quote is may not be
relevant. relevant. relevant. relevant.
Structure: Has identifiable Has identifiable Has identifiable Introduction, Does not have an
Introduction, introduction, introduction, introduction, body, and/or identifiable
body, body, and body, and body, and conclusion are introduction and
conclusion, and conclusion. conclusion. conclusion. difficult to conclusion.
transitions Appropriate Transitions are Transitions are identify. Some Transitions are
transitions are used throughout. present and transitions are absent or not
used throughout. Intro, body, and mostly missing or not appropriate.
Intro, body, and conclusion are appropriate. appropriate. Parts show little
conclusion are connected. Intro, body, and Introduction, or no logical
strongly, conclusion show body, and connection.
logically some connection. conclusion do Writing is not
connected. not feel strongly organized into
connected. paragraphs.
Mechanics: Writing contains Writing contains a Writing has five Writing has 10 or Writing contains
one or two errors handful of errors or more errors, more errors errors throughout
grammar, at most. Writing which do not some of which which that significantly
spelling, has been impede affect significantly affect
punctuation, proofread understanding. understanding. impede understanding.
word choice thoroughly. Writing has been Writing may or understanding. Writing shows
proofread. may not have Writing shows no evidence of
been proofread. little or no proofreading.
evidence of
proofreading.
Logic & Feedback from the teacher:
evidence:
____/5

Quote text:
______/5

Structure:
______/5

Mechanics:
______/5

Total score
____/20