Critical Thinking and Argument: Grading the Argumentative Essay
The Breakdown and Assessment of Argumentative Essays |
Sylvan Barnet and Hugo Bedau define a formal argument as “a discussion that takes account of possible counterarguments, that relies chiefly on logic and little if at all on emotional appeal, and that draws a conclusion that seems irrefutable” (pg. 106). An argumentative essay is that formal argument shaped and crafted into a written document.
Skills related to argumentation and the writing of argumentative essays span the breadth of Bloom’s Revised Taxonomy. In order to construct an argument, students must collect and evaluate sources, examine the available evidence, come to a conclusion, compose an original thesis statement, organize and draft a paper, and within that paper carefully and thoroughly explain their reasoning.
Argumentation is a Process
Students who do not complete any one of the many tasks
related to writing the argumentative essay are missing a key component of the
overall activity. Argumentation, after
all, is a discussion, an ongoing process, not a product. Therefore, faculty who have not already done
so should shift the assessment or grading of the argumentative essay from an
evaluation of the product to an evaluation of the process.
A Model for Assessing the Argumentative Essay
One such model for assessing argumentation and the
argumentative essay includes an assignment for each of the major elements of argumentation:
a prewriting activity to help students find and narrow a topic, an annotated
bibliography to help students learn to evaluate sources, an outline to show
organization skills, and a paper taken through several drafts to demonstrate an
ability to formulate complete thoughts and explain their reasoning to
others. Faculty evaluation of each of
these four assignments can help assess students’ strengths and weaknesses
before a final paper is submitted.
Subdividing Measurable Skills and Tasks
If and when necessary, generally depending on students’
levels of knowledge about the writing process, each of those four assignments
can be further subdivided. Students in a
100-level research writing course will, in other words, generally need more
assistance than those in a 300 or 400-level research writing course. For example, a prewriting assignment can be
divided into several subsections: discussion of a topic, preliminary research,
brainstorming, clustering, or the drafting of research questions. The annotated bibliography can be introduced
and created over the course of several lessons about research and information
literacy, citations and style guides, or types of sources and evidence. Because the outline can only be created after
a student comes to a conclusion about the argumentative topic, a natural
subsection is the composition of the thesis statement and topic sentences,
which can even be introduced before or after an informal in-class debate. This type of teamwork can also serve students
who work together to revise one another’s papers.
An additional way to think of these assignments, or subdivided
assignments, is to think of them as learning objectives for the overall course broken
into lesson or assignment outcomes for individual units within the course. Whereas an overall learning objective of the
course might be for students to “evaluate source content,” the annotated
bibliography unit may break that objective into much smaller pieces. Before evaluating source content, students
must first be able to “find authoritative source content,” “summarize the main
ideas within a source,” and “research opposing views or authors.”
Whereas the course objective may be difficult
to assess or grade without taking into account multiple tasks, the lesson outcomes
can be assessed and remediated in the immediate. When students have difficulty “evaluating,”
there could be a number of factors contributing to the confusion: The confusion
could stem from an inability to find appropriate sources, to skim or comprehend
the sources, or to learn more about the credentials of the source author or
authors.
A Proficiency Rubric
A rubric associated with the main course objective,
therefore, must also include a breakdown of the aggregate skills. Is isn't enough to grade a student’s work
based on whether or not the student evaluated a source, a simple “yes” or “no.” To truly assess a student’s ability, we
should also perhaps ask, “At what level of proficiency was the student able to accurately
summarize or paraphrase the claims and evidence within the original source?” “At what level of proficiency was the student
able to explain or compare and contrast opposing views?” Furthermore, we must make judgments about the
level of proficiency we expect students to demonstrate by the end of a course. Grades should align, mathematically, with the
level of proficiency we expect students to have in each of the skills and
subskills.
Argumentation is a process, not a product. There are several skillful tasks that must be
mastered in order for a student to argue successfully. In the assessment of argumentative essay
writing, each of these tasks related to writing and argumentation must be taken
into account. This can be accomplished
with the breakdown of the written essay assignment into several smaller skills
and tasks, rubric graded to reflect proficiency in each skill or task.
References
Barnet, S. & Bedau, H. (2014). Critical Thinking, Reading, and Writing: A Brief Guide to Argument. (8th ed. ). Boston, MA: Pearson Prentice Hall.
Copyright Amy Lynn Hess. Please contact the author for permission to republish.
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