Prescriptive and Descriptive Arguments Assignment
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Prescriptive and Descriptive Arguments Assignment
Assignment 1: Discussion—Prescriptive and Descriptive Arguments
Descriptions “describe”—they depict the “what is” of a statement. Prescriptions “prescribe”—they express the “what ought to be” of a statement. When approaching controversial or emotionally charged subjects, critical thinkers are mindful of the different roles that facts and values play in people’s judgments and the different roles they play in different kinds of judgments. This assignment will help deepen your understanding of those distinctions.
To see how an issue can be approached using a descriptive or prescriptive argument, review these examples. Descriptive and prescriptive arguments are considered in the lecture pages for Module 3.
Based on your understanding of descriptive and prescriptive arguments, respond to the following:
- Identify a topic of interest for which arguments of different perspectives can be created.
- Construct one original descriptive argument and one original prescriptive argument for the topic you select.
Support your arguments with scholarly references. Be sure to provide citations for your sources as well as citations for a premise you state to be a fact.
Write your initial response in a total of 200–300 words. Apply APA standards to citation of sources.
By Saturday, June 28, 2014, post your response to the appropriate Discussion Area. Through Wednesday, July 2, 2014, review at least two peers’ responses. Each response should be at least 75 words in length. Critically comment on how they have used evidence in different types of arguments. Be sure to address the following:
- Identify the supporting evidence for their arguments.
- Offer an assessment of the strength of the evidence provided in support of the argument. Include a rationale for your statements. You may offer a suggestion for improved supporting evidence.
Grading Criteria and Rubric
Assignment 1 Grading Criteria Maximum Points Initial Discussion Response 16 Discussion Participation 16 Writing Craftsmanship and Ethical Scholarship Field notes 4
Identity Change Have you ever described a friend by using a quickly decodable description or characteristic? For example, maybe you described your friend as “country” or “hip.” But the more you thought about it, you realized that your friend’s identity is more complex than a catch-all descriptor associated with taste or appearance. In addition, if you’ve known your friend for some time, he or she has most likely changed, meaning that perhaps the way you described your friend last year doesn’t exactly fit now. Likewise, definitions of indigenous identities or peoples continue to evolve. In this Discussion, you will reconsider the potentially changeable definition of indigenous.
To prepare for this Discussion: • Review the UN definition of indigenous peoples (from the Week 1 Learning Resources) and draw upon course reading about various indigenous groups.
Determine the extent to which the exploration of your own indigenous identity has impacted how you view the definition of indigenous. • Assess the factors that contribute to the definition of a population or identity as indigenous and how that definition may change.
Web Site Recourses
· United Nations Declaration on the Rights of Indigenous Peoples http://daccess-dds-ny.un.org/doc/UNDOC/GEN/N06/512/07/PDF/N0651207.pdf?OpenElement
· Rainforest Foundation US: Yanomami http://www.rainforestfoundation.org/story/yanomami-people-brazil-remain-relatively-isolated-living-communities-deep-forests-northern
· Survival International: The Yanomami Need You http://www.survivalinternational.org/tribes/yanomami
· The Peoples of the World Foundation: The H’mong http://www.peoplesoftheworld.org/text?people=H’mong
· International Forum on Globalization Globalization: Effects on Indigenous Peoples (Map) http://www.ifg.org/programs/indig/IFGmap.pdf
8 Prescriptive and Descriptive Arguments Assignment
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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