5 pages zi

MLA formate

Yunwen Feng
Professor Barbara Dahl
COE 202
September 24, 2020

SL Scholarly Activity Article for Approval 1

In my Social Issue selection, I selected “Higher Education in the COVID Era” as my essay
article. In these essay, I will list 5 external articles as my work cited. I will write down these
work cited below and explain why I selected them:

1. Mantel, B. (2020, September 11). Higher education in the COVID era. CQ
researcher, 30, 1-55. http://library.cqpress.com/

This reference I selected from CQ press, which is the main idea in my essay. In this article, I
found that the college-based economy faces huge challenges that affect the trend of the state
economy. This can be called the economic crisis, university administrators, sponsors,
professors, and students… everyone is affected.

2. Harris, Adam. “What If Colleges Don’t Reopen Until 2021?” The Atlantic, Atlantic
Media Company, 28 Apr. 2020, www.theatlantic.com/politics/archive/2020/04/will-
colleges-be-open-coronavirus/610657/.

This report is the news I saw in May. The author Adam Harris pointed out that if colleges
and can only reopen in 2021, then the school’s economy will be greatly affected, and the
school’s operations will be disrupted. At the same time, graduate student’s employment rate
will also be affected. In this article, I hope to use this document to further reflect the impact
of covid-19 on the economy of universities.

3. Fottrell, Quentin. “Gallup: 25% of U.S. Workers Fear They’ll Lose Their Jobs Due to the
Coronavirus Pandemic.” MarketWatch, MarketWatch, 24 Apr. 2020,
www.marketwatch.com/story/gallup-25-of-us-workers-fear-theyll-lose-their-jobs-due-to-
the-coronavirus-pandemic-2020-04-21

This report points out that many young people will face massive unemployment or layoffs in
the short term. According to the survey, the unemployment rate will rise to 15%-20% within
a month, people who with annual income less than US$40,000 and recent graduates will be
most affected. I will use this report to illustrate the impact of university economy on
graduates.

4. Roache, Darcia, et al. “Transitioning to Online Distance Learning in the COVID-19 Era:
A Call for Skilled Leadership in Higher Education Institutions (HEIs).” International

http://www.marketwatch.com/story/gallup-25-of-us-workers-fear-theyll-lose-their-jobs-due-to-the-coronavirus-pandemic-2020-04-21

http://www.marketwatch.com/story/gallup-25-of-us-workers-fear-theyll-lose-their-jobs-due-to-the-coronavirus-pandemic-2020-04-21

Studies in Educational Administration (Commonwealth Council for Educational
Administration & Management (CCEAM)), vol. 48, no. 1, Jan. 2020, pp. 103–
110. EBSCOhost,
search.ebscohost.com/login.aspx?direct=true&db=aph&AN=144943131&site=ehost-live.

This report explains the process of changing the teaching mode of college courses during
pandemic. Most universities plan to teach remotely, so students have more time to study at
home. I will use this document to provide pros and cons of remote learning.

5. Weissman, Sara. “It’s Different World.” Diverse: Issues in Higher Education, vol. 37,
no. 4, Apr. 2020, pp. 10–12. EBSCOhost,
search.ebscohost.com/login.aspx?direct=true&db=aph&AN=142678066&site=ehost-live.

I will use this article to explain why covid-19 change everything. Special in college
economy.

*Anyand all information (e.g., idea, statement, fact, figure, etc.) that comes from a

source must be appropriately cited within the content of your paper and referenced in

either APA or MLA formatting.

Position Paper Instructions

You will write a 4-6 page formal position paper on the issue examined in the Taking

Sides text. Your position must be informed by the “Yes” and “No” sides of this issue

presented in this text, without additional outside references.

The content of your paper will include the following (see the grading rubric for more

detail):

1. An overall introduction to the issue/question with consideration of the audience,
purpose, and circumstances of this paper. Your audience is unfamiliar with this

topic, so it is important to define terms and explain new ideas. Also, engage your

reader’s interest (e.g., an interesting fact or statistic) and be sure to describe both

the “yes” and “no” sides of the issue/question.

2. Your position on the issue. What is your position? Give a detailed description of
at least two main points from the Points/Counterpoints part of the Taking Sides

reading and explain the author’s reasoning why they are arguing for those ideas.

Be sure to use quotes and cite ideas from the Taking Sides reading to support your

position.

3. The opposing position of the issue. What does the other side say? What are the
objections to your position? Give a detailed description of at least two main points

from the Points/Counterpoints part of the Taking Sides reading and explain the

author’s reasoning why they are arguing for those ideas. Be sure to use quotes and

cite ideas from the Taking Sides reading to support the opposing position.

4. The refutation of the opposing side. Why are the objections raised by the
opposing side incorrect and/or not persuasive? Are their faults in their reasoning?

Refute the counterarguments from the opposing position using at least two logical

fallacies, identifying each fallacy used.

5. A summary of your position paper. How has your position developed in this
paper? Give a detailed and thorough account how your position has been

developed and why it is persuasive in relation to the opposing side. What new

questions or ideas have been raised from this paper that could be examined further

in future work?

Your paper will include these headings (corresponding with the grading rubric):

Introduction

My

Position

Opposing Position

Refutation of Opposing Position

Position

Summary

References

Position Paper Grading Rubric:

Less than Adequate Adequate Competent Exemplary

Introduction

0-2 points 3-5 points 6-7 points 8-10 points

 Question or issue absent

 Importance not discussed

 No summary of the positions
and points in the paper

 No definitions

 Question or issue unclear

 No reader engagement

 Briefly mentions own

position

 Gives a few definitions

 Provides a clear, recognizable
question/issue

 Engages reader interest somewhat

 Describes own position

 Defines most terms

 Introduces the question/issue and its
importance

 Engages the reader’s interest (i.e., an
interesting fact or statistic)

 Describes the yes and no positions

 Defines terms and explains ideas for an
audience unfamiliar with this topic

My Position

0-4 points 5-10 points 10-15 points 15-20 points

 No position or position is
unclear

 Focuses on no ideas from
Points/Counterpoints of the

Taking sides reading

 No quoting/citing from the
Taking Sides reading

 Position is basic and involves minimal
critical thought

 Gives minimal description of one main
idea from the Points/Counterpoints

 Mostly summarizes arguments from
article

 Lacks logic or coherence

 Less than adequate quoting/citing from
the Taking Sides reading

 Position is clearly stated

 Gives adequate description of two
main ideas from the

Points/

Counterpoints that support your

position

 Explains what the authors are arguing,
but not why they are making those

arguments (i.e., the author’s reasoning)

 Using text to support position, rather
than merely summarizing the text

 Adequate quoting/citing from the
Taking Sides reading

 Position is clearly stated

 Gives detailed and thorough description
of two main ideas from the Points/

Counterpoints that support your
position

 Explains the author’s reasoning why
they are arguing for those ideas

 Quotes and cites ideas thoroughly from
the Taking Sides reading to support

your position

 Defines terms and explains ideas for an
audience unfamiliar with this topic

Opposing

Position
0-4 points 5-10 points 10-15 points 15-20 points
 No position or position is
unclear
 Focuses on no ideas from
Points/Counterpoints of the
Taking sides reading
 No quoting/citing from the
Taking Sides reading



 Position is basic and involves minimal
critical thought
 Gives minimal description of one main
idea from the Points/Counterpoints
 Mostly summarizes arguments from
article
 Lacks logic or coherence
 Less than adequate quoting/citing from
the Taking Sides reading
 Position is clearly stated
 Gives adequate description of two
main ideas from the

Points/Counterpoints that support your

position
 Explains what the authors are arguing,
but not why they are making those
arguments (i.e., the author’s reasoning)
 Using text to support position, rather
than merely summarizing the text
 Adequate quoting/citing from the
Taking Sides reading
 Position is clearly stated
 Gives detailed and thorough description
of two main ideas from the Points/
Counterpoints that support your
position
 Explains the author’s reasoning why
they are arguing for those ideas
 Quotes and cites ideas thoroughly from
the Taking Sides reading to support
your position
 Defines terms and explains ideas for an
audience unfamiliar with this topic

Refutation of

Opposing
Position
0-2 points 3-5 points 6-7 points 8-10 points

 Unclear refutation of the
opposing side

 Unclear use of logical
fallacies

 Less than adequate use of
critical thought in

refutation

 Refutes one counterargument from the
opposing position using at least one

logical fallacy

 Refutation is basic and involves
minimal critical thought

 Refutes most (more than one)
counterarguments from the opposing

position using at least one logical

fallacy, identifying the fallacy used.

 Refutation demonstrates adequate
critical thinking

 Refutes all (multiple) counterarguments
from the opposing position using at

least two logical fallacies, identifying

each fallacy used.

 Refutation demonstrates sophisticated
critical thinking

Position
Summary

0-2 points 3 points 4 points 5 points

 Repeats introduction

 Gives partial summary of how your
position has been developed and why it

is persuasive through presenting the

opposing side and refutation

 Raises no new questions

 Gives brief summary of your position
and how it has developed/has become

more persuasive by presenting the

opposing side and refutation

 Gives one new question or idea that
has been raised from this essay

 Gives a detailed and thorough account
how your position has been developed

and why it is persuasive through

presenting the opposing side and

refutation

 Explains a new question or idea that
has been raised from this essay that

could be examined in further detail in

future work

Writing 0-2 points 3-5 points 6-7 points 8-10 points

 Almost no links between
sections, paragraphs, and

sentences

 Cannot follow reader logic

 Lacks coherence and clarity

 Many grammar errors that
impede understanding

 No citations/references in
either MLA or APA

 Writing using passive
sentences

 No formatting

 Few links between sections,
paragraphs, and sentences

 The reader has difficulty following
written ideas step by step without

having to make

leaps

 Some wordiness

 Many grammar errors

 Few or incorrectly used MLA or APA
citations

 Some formatting

 Missing some links between sections,
paragraphs, and sentences

 The reader usually can follow written
ideas step by step without having to

make big leaps

 Occasionally wordy but coherent

 Usually proper grammar

 More active than passive sentences

 Use of most citations/references in
either MLA or APA

 Formatted properly (12 pt font, Times
or Times New Roman; 1-inch margins;

8.5 x 11 paper)

 Link your sections, paragraphs, and
sentences together with clear transitions

 The reader can follow written ideas
step by step without having to make big

leaps

 Coherent, clear, and grammatically
correct

 More active than passive sentences

 Clarity (avoid wordiness)

 Use of citations/references in either
MLA or APA

 Uses provided Headers in paper (e.g.,
Introduction, My Position)

 Double-spaced with 12-point Times
New Roman font and 1-inch margins