Biologists may one day be able to easily alter the DNA of organisms. When should this ability be used? When should it not be used? You will be writing a persuasive paper (introduction, 3 paragraph body, and conclusion) expressing your views on genetic engineering. Possible topics you could use, but are not limited to, are: Curing Genetic Disorders or Ailments, Curing Cancer, Medicines, Genetic Testing, DNA Fingerprinting, Insurance use, Cosmetics, Improvements to the species, Crops/Agricultural improvements, etc.
All of the topics above could be used to argue for or against genetic engineering. You will be graded solely on your paper structure and support for your argument.
RUBRIC:
FOCUS OR THESIS STATEMENT (10%)
(4) Above the Standard - The thesis statement names the topic of the essay and outlines the main points to be discussed.
(3) Meets the Standard - The thesis statement names the topic of the essay.
(2) Approaching the Standard - The thesis statement outlines some or all of the main points to be discussed but does not name the topic.
(1) Below the Standard - The thesis statement does not name the topic AND does not preview what will be discussed.
SUPPORT FOR POSITION (60%)
(4) Above the Standard - Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument. All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.
(3) Meets the Standard - Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.
(2) Approaching the Standard - Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.
(1) Below the Standard - Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences). Evidence and examples are NOT relevant AND/OR are not explained.
CLOSING PARAGRAPH (10%)
(4) Above the Standard - The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph.
(3) Meets the Standard - The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph.
(2) Approaching the Standard - The author's position is restated within the closing paragraph, but not near the beginning.
(1) Below the Standard - There is no conclusion - the paper just ends.
AUDIENCE (20%)
(4) Above the Standard - Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Anticipates reader's questions and provides thorough answers appropriate for that audience.
(3) Meets the Standard - Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience.
(2) Approaching the Standard - Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience.
(1) Below the Standard - It is not clear who the author is writing for.
SCORING:
Focus or Thesis Statement ____ pts x 1 = ____ pts
Support for Position ____ pts x 6 = ____ pts
Closing Paragraph ____ pts x 1 = ____ pts
Audience ____ pts x 2 = ____ pts
SUM OF TOTALS = ____ pts / 40 pts
