Compose a single paragraph of at least one page but not more than two pages as a

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Compose a single paragraph of at least one page but not more than two pages as a convincing or persuading argument on a single, valuable skill you learned in English 005 or a way you improved the skill. The audience could be another student who has not been in English 5. The skill could be of reading, writing, or critical thinking, but conflating all three skills is not recommended because it will result in an overlong or a too generalized paragraph. You may wish to write about an intellectual or academic skill you learned in a different course, but it must be relevant to critical thinking in reading and writing. Please develop the paragraph from a topic sentence as a statement identifying the skill, followed by support of the topic with specific reasons and other clarifying, accurate, and relevant evidence, such as knowledge from examples of personal experience, course materials, well known facts, or other reliable evidence, ending with an explanatory commentary on how and why the evidence supports the main point. Another useful commentary might be on the difficulty of learning and improving the skill at issue in the paragraph. Sources should be properly introduced and cited in text, but a works cited list is not necessary. Main Requirements and Point Distribution: Arguable topic sentence statement as main point 15 Effective support of the topic, including appropriate reasons, evidence using specific details 45 An effective ending closure 15 Readable, complete, and correctly punctuated sentences 20 MLA style Times 12 point, double spaced lines. 10 Take time to plan a draft of your paragraph: Reflect on the assigned subject. What is it? Choose several ideas to write about so that you can settle on the best one for the audience, likely a new student in a Critical Thinking course. What information do you and your audience need? Make a list of ideas and kinds of evidence and put them in a good order. The argument should appeal to an audience’s attitudes and needs. Be able to explain and justify how and/or why the information supports your main point. Decide on a guiding purpose that you can follow. Organize: Main point sentence should tell the topic and any sub-points that help develop the paragraph but limit and pinpoint what the paragraph is about. Settle on facts, examples, comparisons, definitions, and other evidence to support your point and introduce them in the middle part of the paragraph. Use joining words to create coherence and logical relationships. Explain or comment on how and why the information and evidence supports the main point. Take time to Review Sentence Correctness: Sentences should not contain obvious structural errors, such as sentence fragments, faulty or illogical sentence syntax (word order), missing or imprecise signal verbs and nouns, shifting pronoun or verb tenses, subject-verb agreement, wrong verb forms; mechanical and punctuation errors such as comma faults, comma splices, missing or misplaced quotation marks, run-together sentences, wordiness, and misspelled words indicated by red lines under them. Check for ways to correct errors on old essays and in useful class handouts or websites listed on the proofreading abbreviation checkmark chart. The paragraph will be graded on paragraph content and unity, organization of ideas, and clarity and correctness of sentences. Any sources used must be appropriately introduced and cited in-text. No late papers or hand-written assignments.

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