Immigration into United State and the challenges.

Description

Write a position paper 5 pages including the refrence. Use anything from this source Lexington. “The hub nation.” The Economist, The Economist Newspaper, 24 Apr. 2010, www.economist.com/node/15954498.

[POSITION PAPER] EAP 1851
Overview: Students will write a position paper on one of the course topics, using at least 1 source from the
class readings. The paper should be 4-5 pages in length, including references.
Student Learning Outcomes addressed:
• Students will learn academic content knowledge and vocabulary in the content area ‘globalization
issues’ and will demonstrate understanding of this knowledge by completing papers.
• Students will produce an argument/position paper.
• Students will incorporate sources into their papers using paraphrasing, summarizing, quoting, and
appropriate citation methods.
• Students will incorporate academic language and grammar, discourse transitions, and appropriate
register in their papers.
Project Stages:
• Outlines (due at individual conference, worth up to 10 class work/homework points)
• Individual conferences with instructor to review paper topics, outlines, drafts (Weeks 4 and 5, not
Fridays)
• Paper due on Canvas (Week 5, midnight Saturday 2/10, for 50% of this paper’s grade)
• Individual conferences with instructor to discuss feedback and revisions (Weeks 6 and 7, not Fridays).
• Optional revised paper due date determined at feedback meeting (Week 7, Saturday, 2/24, for other
50% of grade; if no revision, first grade will be duplicated for second half)
Topic: The position paper will reflect a topic relevant to the course, and specifically a topic from our first
content unit – Immigration and Globalization. In doing this paper, we will develop the writing skills needed to
write a position paper and practice using the rhetoric necessary to successfully develop an argument. Students
must get instructor approval for topics. Below are two examples of articles and topics that might be
appropriate for a position paper.
• The New Common Sense: Hayter equates refugees with immigrants. However, these words are not
equivalent, the equation is misleading, and there is a lot at stake in linking these words together. OR All
nations should open their borders so we can roam freely, and in fact, “the abolition of immigration
controls would mean a vast increase in freedom and prosperity for all of us.”
• The Hub Nation: Immigration allows “…Americans to promote their “soft power” and Western values
and ideas through immigrants’ continuing ties with their home cultures.”
*All of the sources of information used for this paper should come from the sources used in class, including
sources shared by classmates in the RA project. Students are required to use at least 1 source to support their
ideas. When information from a source is used, the student must state where the information came from and
also include a list of the sources used at the end of the paper.
Procedure:
Step 1: Decide on a topic
A. Consider the sources we have read in this class so far and decide which one you have the strongest
opinions on.
B. Re-read the source you select, being sure to take good notes of your reactions as you read.
C. Decide whether you agree or disagree with the argument being made in the source.
University of South Florida ELP | March, 2018
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EAP 1851
[POSITION PAPER]
Step 2: Brainstorm and Outline
A. “Free write” about your ideas on your topic.
B. Now, look at your notes from the source. What specific parts of the text do you want to respond
to?
C. Create an outline to plan how you will arrange your argument.
D. The outline should include the topic, the position, the main ideas – reasons for the position, and
support for those ideas.
Step 3: Write the Paper
A. Write your paper.
a. Make sure your introduction focuses on the topic and gives an overview of how you will
address that topic.
b. Do you give specific evidence selected to fit your particular argument rather than telling
unrelated facts?
c. Have you found specific examples or statistics to prove your points rather than simply asserting
them?
d. Have you considered and addressed the other side of the issue?
e. Are the sources of specific points acknowledged with references, even if paraphrased rather
than quoted?
f. Do you have a list of all the sources you used, not just the ones you quoted directly?
g. Have you proofread, looking particularly for those mistakes that a spell-checker doesn’t
catch? Remember also that the best grammar checkers are right only 80% of the time.
B. Meet with a tutor to review your paper. Be sure to bring your assignment guide and rubric with
you.
Step 4: Revise the Paper
A. Meet with instructor to review your paper.
B. If you would like to, make revisions suggested by instructor.
C. Meet with a tutor to review your changes.
D. Submit to Canvas.
Assessment: The Position Paper Assignment is worth 20% of the final course grade. The instructor will use a
rubric to evaluate the papers. Areas of evaluation will include application of course content, task-related skills,
and language use.
Papers will be evaluated on the following areas:
Final draft
50%
Revision
50% (If no revision, your first score will be doubled.)
Higher grades will go to papers that exhibit logical thinking, an analytical framework, specific evidence, the
ability to inform and communicate, sound organization, and a concise and coherent argument that addresses
counterarguments. In this paper, the premium will go to those who are capable of making a persuasive
argument. That argument must be backed up with specific factual information, not just based on your own
impressions. You are expected to come to your own conclusion.
2
March, 2018 | University of South Florida ELP
[POSITION PAPER] EAP 1851
Appendix A – Arrangement
There are countless ways to structure arguments. Here is one way that a position paper may be organized,
but should not be seen as the sole method of arrangement. View it instead as a starting point.
PART ONE—INTRODUCTION:
An introduction should answer the question, “Why do we care about the topic?” Some approaches include:
Anecdote or scenario—“telling a mini-story” to engage the reader
Historical background
A “surprise” such as a startling statistic or unusual quote
The last sentence of your first paragraph is one possible place to put your thesis statement. Your thesis
statement can follow the format: (Assertion) is true because (Reason 1), (Reason 2), and (Reason 3).
Example: Landlords should not deny prospective residents housing based on the cultural background
or identity (ASSERTION) because it could create a homogenous community in the affected areas
(REASON 1), it would be an unfair denial of equal rights (REASON 2), and because it could be
economically damaging to landlords themselves (REASON 3).
PART TWO—REASONING:
Reason 1
Explain what you mean, define any key terms
Give evidence (sources, logic) to back up Reason 1
Analyze the evidence. What does it mean? How does it support your argument?
(If needed) acknowledgement of counterargument to Reason 1
(If needed) refutation of counterargument to Reason 1
Repeat this for each of your major reasons
PART THREE—ADDRESSING COUNTERARGUMENTS:
Acknowledgement and refutation of any counterarguments you have not yet addressed
PART FOUR—A DAZZLING CONCLUSION:
In addition to restating your opinion, you have a lot of freedom and flexibility to make your closing paragraph
interesting. For example, you can:
discuss the future of your topic and possible directions it could take
discuss other things related to your topic and how many of them are affected by your topic (in order to
show the reader how important your topic is)
Suggest a possible solution (if applicable)
University of South Florida ELP | March, 2018
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EAP 1851
[POSITION PAPER]
Name:
Position Paper Rubric – 50%
Task Related Skills – 60%
Development/Critical Thinking Skills (25%)
•
•
•
•
•
•
•
•
•
•
Comments
Introduction gives background information on the topic
and has a thesis statement that clearly represents a stance
on the topic.
Points are fully developed and explained (even for an
audience who may not already be familiar with the topic)
and include enough “evidence” to support them.
Counterarguments are relevant, logical, and addressed
with a rebuttal.
Rhetorical appeals (logos, pathos, ethos, and kairos) are
used when appropriate.
Conclusion summarizes main points and reaffirms the
strength of the argument (e.g. suggests a course of action,
describes future implications, proposes a possible
solution).
Excellent
Good
Satisfactory
Needs
(100-90%)
(80-89%)
(70-79%)
Improvement
(60-69%)
25 – 22.5
22 – 20
Research (15%)
19.5 – 17.5
Unsatisfactory
(0-59%)
Your score
14.5 – 0
/25
Unsatisfactory
(0-59%)
Your score
8.5 – 0
/15
Unsatisfactory
(0-59%)
Your score
8.5 – 0
/15
17 – 15
Comments
Paraphrases and quotations are accurate.
Paraphrases and quotations clearly and logically support
ideas.
Reporting language is used consistently and effectively.
Source attribution is present for all outside ideas (ex. intext citations, references to author, etc.).
Reference List is complete (at least 1 source from
textbook).
Excellent
(100-90%)
Good
(80-89%)
Satisfactory
(70-79%)
Needs
Improvement
(60-69%)
15 – 13.5
13 – 12
Organization (15%)
11.5 – 10.5
10 – 9
•
Date:
Comments
Paper is easy to follow due to:
o Transitions used with appropriate frequency and
accuracy.
o Appropriate organization based on assignment
sheet/textbook.
o Logical connections from one idea to the next and
all ideas to the thesis.
Excellent
Good
Satisfactory
Needs
(100-90%)
(80-89%)
(70-79%)
Improvement
(60-69%)
15 – 13.5
4
13 – 12
11.5 – 10.5
10 – 9
March, 2018 | University of South Florida ELP
[POSITION PAPER] EAP 1851
Format (5%)
•
•
•
•
Comments
Typed, 12 pt standard font, Double-spaced, 1 in. margins, no
extra spaces.
New paragraphs are indented, no extra spaces.
Appropriate, attention-getting title.
Nothing departing from standard format (no emoticons, extra
“!!!”, etc.).
Excellent
(100-90%)
Good
(80-89%)
Satisfactory
(70-79%)
Needs Improvement
(60-69%)
Unsatisfactory
(0-59%)
Your score
5 – 4.5
4
3.5
3
2.5 – 0
/5
Application of Course Content Knowledge – 20% of overall grade
• Topic relates to the Immigration and Globalization unit, and
Comments
•
has been approved by the instructor.
Comprehension and application of material from class sources
is apparent.
Excellent
(100-90%)
Good
(80-89%)
Satisfactory
(70-79%)
Needs Improvement
(60-69%)
Unsatisfactory
(0-59%)
Your score
20 – 18
17.5 – 16
15.5 – 14
13.5 – 12
11.5 – 0
/20
Language Use – 20% of overall grade
•
•
•
Appropriate register is observed; language considers the
rhetorical situation (relationship between text, writer, and
audience).
Grammar and spelling errors are infrequent and do not
generally obscure the meaning of ideas being conveyed.
Language use is consistent with the expectations of a
university-level class.
Comments
Excellent
(100-90%)
Good
(80-89%)
Satisfactory
(70-79%)
Needs Improvement
(60-69%)
Unsatisfactory
(0-59%)
Your score
20 – 18
17.5 – 16
15.5 – 14
13.5 – 12
11.5 – 0
/20
Assignment Completion: 5 points will be deducted for every half page
under the minimum assigned length.
Summary of strengths and advice:
Deduction (if any):
Total Grade (sum of all right-hand
columns, minus deduction):
/100
University of South Florida ELP | March, 2018
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EAP 1851
[POSITION PAPER]
Name:
Revision Rubric – 50%
Date:
Considered feedback received in the following areas and revised paper appropriately.
Task Related Skills – 60% of overall grade
Development/Critical Thinking Skills (25%)
•
•
•
•
•
25 – 22.5
22 – 20
Research (15%)
•
•
•
•
•
Comments
Introduction gives background information on the topic and
has a thesis statement that clearly represents a stance on the
topic.
Points are fully developed and explained (even for an audience
who may not already be familiar with the topic) and include
enough “evidence” to support them.
Counterarguments are relevant, logical, and addressed with a
rebuttal.
Rhetorical appeals (logos, pathos, ethos, and kairos) are used
when appropriate.
Conclusion summarizes main points and reaffirms the strength
of the argument (e.g. suggests a course of action, describes
future implications, proposes a possible solution).
Excellent
Good
Satisfactory
Needs Improvement
(100-90%)
(80-89%)
(70-79%)
(60-69%)
19.5 – 17.5
17 – 15
14.5 – 0
Comments
Your score
/25
Paraphrases and quotations are accurate.
Paraphrases and quotations clearly and logically support ideas.
Reporting language is used consistently and effectively.
Source attribution is present for all outside ideas (ex. in-text
citations, references to author, etc.).
Reference List is complete (at least 1 source).
Excellent
(100-90%)
Good
(80-89%)
Satisfactory
(70-79%)
Needs Improvement
(60-69%)
15 – 13.5
13 – 12
Organization (15%)
11.5 – 10.5
10 – 9
•
Unsatisfactory
(0-59%)
Paper is easy to follow due to:
o Transitions used with appropriate frequency and
accuracy.
o Appropriate organization based on assignment
sheet/textbook.
o Logical connections from one idea to the next and all
ideas to the thesis.
Excellent
Good
Satisfactory
Needs Improvement
(100-90%)
(80-89%)
(70-79%)
(60-69%)
15 – 13.5
6
13 – 12
11.5 – 10.5
10 – 9
March, 2018 | University of South Florida ELP
Unsatisfactory
(0-59%)
8.5 – 0
Comments
Your score
/15
Unsatisfactory
(0-59%)
Your score
8.5 – 0
/15
[POSITION PAPER] EAP 1851
Format (5%)
•
•
•
•
Comments
Typed, 12 pt standard font, Double-spaced, 1 in. margins, no
extra spaces.
New paragraphs are indented, no extra spaces.
Appropriate, attention-getting title.
Nothing departing from standard format (no emoticons, extra
“!!!”, etc.).
Excellent
(100-90%)
Good
(80-89%)
Satisfactory
(70-79%)
Needs Improvement
(60-69%)
Unsatisfactory
(0-59%)
Your score
5 – 4.5
4
3.5
3
2.5 – 0
/5
Application of Course Content Knowledge – 20% of overall grade
• Topic relates to the Immigration and Globalization unit, and
Comments
•
has been approved by the instructor.
Comprehension and application of material from class sources
is apparent.
Excellent
(100-90%)
Good
(80-89%)
Satisfactory
(70-79%)
Needs Improvement
(60-69%)
Unsatisfactory
(0-59%)
Your score
20 – 18
17.5 – 16
15.5 – 14
13.5 – 12
11.5 – 0
/20
Language Use – 20% of overall grade
•
•
•
Appropriate register is observed; language considers the
rhetorical situation (relationship between text, writer, and
audience).
Grammar and spelling errors are infrequent and do not
generally obscure the meaning of ideas being conveyed.
Language use is consistent with the expectations of a
university-level class.
Comments
Excellent
(100-90%)
Good
(80-89%)
Satisfactory
(70-79%)
Needs Improvement
(60-69%)
Unsatisfactory
(0-59%)
Your score
20 – 18
17.5 – 16
15.5 – 14
13.5 – 12
11.5 – 0
/20
Assignment Completion: 5 points will be deducted for every half page
under the minimum assigned length.
Summary of strengths and advice:
Deduction (if any):
Total Grade (sum of all right-hand
columns, minus deduction):
/100
University of South Florida ELP | March, 2018
7

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