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Attached is the entire things that are needed to complete it and you will be compensated fully with tip if good job. Please follow everything to a ‘T’ because it is considered a final exam. 50% of the full grade. The question is found below: but it is also bolded in the attachment named ‘ILS 4190 Final Spring 18’PLEASE FOLLOW THE EXAMS EVAL CRITERIA ! IT IS IMPORTANT! ‘articles sources’ are the 3 sources that should be used within this persuasive essay. Nothing more nothing less! Prompt: Often our readings suggest that those who use the word evil to accuse others are often the ones who are frequently unethical themselves and, in a few cases, actually guilty of committing crimes against individuals and/or humanity. History furthermore suggests that the word evil is often used to discriminate against and disenfranchise individuals and groups by invoking fear of those who are different in some way. Using three (3) of the works we have covered during the second half of the term decide who can best define evil and how we can guard against individuals and groups who use the term evil to abuse the innocent by invoking fear.
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ILS 4190
Exam Evaluative Criteria
Responses that fall into the A-range consist of a well-conceived argument that addresses the
prompt and presents a thoughtful analysis/synthesis of the material. The response has a clear
three-part structure. A brief introduction sets up the writer’s claim and the main points that
support the writer’s position. Two-to-three supporting paragraphs present thoughtfully
selected evidence that is fully explained and integrated to support and develop the claim. The
conclusion provides insight into the significance of the writer’s claim. The argument is free of
fallacies and logical. Spell and grammar check have been used effectively to avoid errors.
Responses that fall into the B-range present a strong argument that analyzes and synthesizes
the material we have studied. The claim may not be as sophisticated as the claims that fall into
the A-range but it has substance and offers a well-thought out argument. The individual parts of
the three-part structure may not be as consistently developed with explanations or examples,
but they are clearly discernible and effective. The argument is free of fallacies and logical. Spell
and grammar check have been used effectively to avoid errors.
Responses that fall into the C-range present arguments that are not as strong in terms of
presenting a well-developed analysis/synthesis of ideas but still address the prompt. Often,
summary prevails as key points are retold but they are not given meaning. For example, the
writer might focus on minor issues and ignore larger ones. The introduction may need
development, or the claim may not be stated as clearly as possible. Overall, the essay needs
development. It may be limited regarding the mains points included in the analysis or in need of
explanations. Examples may need effective explanations to support the writer’s position. The
conclusion may be ineffective. The argument might contain a fallacy. Spell and grammar check
can be used more effectively, and the essay contains errors that make readers work at
following the writer’s thoughts but the errors do not obscure them.
Responses that fall into the D-range present arguments that are not clearly conceived or
articulated. Summary prevails and may focus on details rather than main points. An attempt at
a three-part structure is evident but ineffective. The introduction may set up a vague claim or
the reason for the claim is not evident. The supporting paragraphs may need development or
present evidence and explanations that do not support the claim the writer set out to support.
The argument may contain a logical fallacy. At times, the focus of the paper strays and the
argument loses coherency. The conclusion may be ineffective or missing. The document may
need careful editing and contain errors that interfere with the writer’s message.
Responses that fail to earn passing credit are poorly constructed and may not have a clear
three-part structure. The claim may be based on a tangent that does not allow the writer to
address the prompt or it may not address the question. The argument may contain logical
fallacies and be poorly constructed in other regards and fail to offer coherent support for the
position. Evidence cited may not be clearly related or explanations may fall short of illustrating
the connections the writer is making. Spelling or grammar errors may be present and take away
from the writer’s ability to communicate the argument clearly.
ILS 4190
Final Exam
Directions:
Compose a persuasive essay that has a clear three-part structure (introduction, supporting
paragraphs, conclusion) in response to the prompt.
Prompt:
Often our readings suggest that those who use the word evil to accuse others are often the
ones who are frequently unethical themselves and, in a few cases, actually guilty of committing
crimes against individuals and/or humanity. History furthermore suggests that the word evil is
often used to discriminate against and disenfranchise individuals and groups by invoking fear of
those who are different in some way.
Using three (3) of the works we have covered during the second half of the term decide who
can best define evil and how we can guard against individuals and groups who use the term evil
to abuse the innocent by invoking fear.
Keep in Mind:
Successful essays consist of: 1) A full complete answer. 2) A comprehensive, well thought
out thesis statement – a thesis that ties the works you are discussing together. Purdue’s OWL
site does a good job explaining thesis statements.
https://owl.english.purdue.edu/owl/resource/545/01/ (If this link does not work, use the one
posted in the week 5 ulearn announcement)
Remember, your audience are those who are familiar with the works (Specifically, the class) –
there is no need to summarize the texts. Work only with the texts we have covered in class to
develop the essay.
While you do not have to formally site a source – You need to indicate from which text the
examples and references come from by using signal phrases such as: Mackay and Allen
argue . . ., Euripides’ Medea asserts . . ., or Knoll cautions . . .
Be sure to save your work frequently to guard against technical mishaps. Use the electronic
tools available to help you edit your work. When you are finished, upload the file to the
Turnitin drop box in the Week 11 ulearn tab.
Technical Requirements:
• A minimum 2.5 pages and a maximum of 4 pages
• Provide signal phrases and in-text citations for all paraphrases and direct quotations
• Double space the document throughout
• Select an easy to read size 12 font
• Adhere to standard one-inch margins

Gallows Hill in Salem, Mass

This article describes the modern search for the physical place where the Salem Witch
Trial executions occurred, giving a sense of reality to the event.
http://jaapl.org/content/jaapl/36/1/105.full.pdf
“The Recurrence of an Illusion: The Concept of ‘Evil’ in Forensic Psychiatry” by James L. Knoll
Knoll first examines the historical context of the word evil before he presents the evidence that supports
his position.
https://ulearn.jwu.edu/bbcswebdav/pid-4969018-dt-content-rid23997640_1/courses/Spring2019_ILS4190_ONL_33489_O/The%20Complexity%20of%20Evil
%20and%20the%20Banalizing%20of%20the%20Un-forgivable.pdf
“The Complexity of Evil and Banalizing of the Un-forgivable”
Else Marie Wiegerg Pederson’s brief editorial examines Arendt’s concept of the banality of evil by
analyzing the Christian concept of forgiveness in the context of three documentaries that focus on
atrocities and crimes that are often described as unforgivable. The editorial illuminates aspects of
Arendt’s argument that are often misrepresented or misunderstood.

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