M08 Peer Response - Writing Project 3: Argument Half Draft

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In this discussion board, you will post your Half Draft draft of Writing Project 3: Argument and provide peer response feedback to your peers' half drafts.

Module 7 - Post your half draft

Your Half Draft of Writing Project 3 is due at the END of Module 7 so that you are ready to do peer responses in this board during the first half of Module 8.

Post your Half Draft of Writing Project 3: Argument. To do this, click the Reply button, below. Then click the Attach link beneath the text box to attach your Half Draft file to the post. You may also use the text box to write a message to your peers. When done, click the Post Reply button.

Module 8 - Write your peer responses

NOTE:You posted your own Half Draft in this board at the end of Module 7. (If you have not yet posted your Half Draft, do that now!) You will be able to see your peers' drafts posted inthis discussion board after you have posted yours.

For this activity, your instructor may have placed you in smaller peer response groups of up to 7 students. If your instructor chose do to this, you will be in the same small group as you were for the peer response on Writing Project 2. As a result, you should be a little bit familiar these students and their writing, and in fact you may choose (but are not required) to respond to the same peers as you did last time. Your participation will be most useful and effective in such a group if you take a look at the drafts of all members in the group.

1. Read as many drafts as you can.Reading several of your peers' drafts will give you a better sense of the different ways in which your peers have approached this writing project. As you read, think critically about how well each peer builds their arguments and uses "They Say" quotes and paraphrases to help support their "I Say" in response to the closed research theme question. Make a mental note of interesting and effective points and arguments.
2. Choose drafts to review.Choose 2 drafts that have not yet received any feedback to respond to in detail. NOTE: To ensure that ALL students in your group receive feedback, it is important that you first respond to drafts that have received NO feedback yet. If all drafts have received feedback, then look for a draft that has only received feedback from one person. DO NOT respond to a draft that has already received feedback from two other peers unless no other options are available. Download each draft to your computer and save them with a name that will make them easy to identify later.
3. Write your peer responses.For each response, respond to at least 3 of the total 5 peer response questions listed below (A, B, C, D, and/or E), choosing questions based on which you think will be most help to each peer.Write your answers on the last page of the downloaded copies of the draftsyou have selected andlabel each answerwith the letter that corresponds with the question answered. Provide as many specifics as possible, quoting from your peers' drafts as applicable, referring to specific paragraphs or sentences, and providing specific suggestions for improvement. In addition, you may make marginal comments or highlights on your peers' drafts using Track Changes function or by changing the color of your writing using the Font Color button in the Home toolbar. This is optional but encouraged.

Peer Response Questions:

A. A clear main point. Analyze the draft's thesis statement. First, identify the thesis statement and restate it in your own words (or, if you can't identify a single thesis statement, note this and state the overall or central argument you think your peer is trying to make). Does the thesis need expansion or revision? Is the purpose of the argument clear? Is the focus of the main argument maintained throughout the essay? What works best? What is missing?

B. Appropriate, accessible support.Analyze the draft's use of support and evidence. Is the evidence relevant and sufficient? Is there a mix of facts and examples? Are all claims sufficiently supported? Is the "They Say" of the sources distinct from the writer's "I Say"? Which claims could be made stronger with additional or different support? Is any evidence weak, misleading, or inappropriate? Is the evidence well-chosen to persuade the intended audience? What works best? What is missing?

C. Reasoning and explanations.Analyze the reasoning and explanations used to ground the arguments made. Is the reasoning sound? Are the "I Say" explanations thorough and clear? Do the conclusions follow logically from the evidence and claims? Do you note any logical fallacies or flaws in reasoning? Does the argument seem ultimately convincing? What works best? What is missing?

D. Organization. Analyze the organization of the draft. Does the overall organization of the draft help make the arguments made and the evidence presented clear and understandable? Are the arguments or claims made arranged so that they build on each other? Does the draft effectively use topic sentences and transitions? What works best? What is missing?

E. One important, specific change.If you could take over this draft and make one important change or revision in the audience, thesis, content, or organization, what would you change, and why? Be specific and constructive. (Note: Do not comment on grammar here but focus on content and organization.)

Post Your Responses.Click "Reply" in your peers' threads in the M08 Peer Response--Writing Project 3: Argument Half Draft discussion board. Attach your peer response as a Word document so that your peer can download and keep your advice. Then click "Post Reply."

Write peer responses for 2 of your peers' drafts. Each peer response should be at least 200 original words (minimum 400 words total), not counting the words in the peer response questions themselves.

M07 Writing Project 3 Argument: Half Draft How do Food Policy & Our Food Choices Affect Society "The test of our progress is not whether we add more to the abundance of those who have much, it is whether we provide enough for those who have little." This identical sentence was used by Franklin D. Roosevelt to round up his 1937 inaugural address. As of October 1, 2022, the population of the United States is 333,156,263. 5 to 18-year-olds represented 17.79% of the US population as of December 2021. This age range is typically regarded as being eligible to enroll in elementary and secondary educational institutions. While there are 130,930 schools in the United States alone at the moment, each with its unique set of rules and guidelines, all of them have the same goal of providing the best care possible for the children in all of them. Roughly 49.5 million pupils were enrolled in prekindergarten through 12th grade in the autumn of 2021, according to data from the NCES (National Center for Education Research). According to figures from the USDA (United States Department of Agriculture) for the 2019 fiscal year, the NSLP (National School Lunch Program) served about 7.35 billion meals. More than 29 million pupils are deemed "categorically eligible" for free or reduced school meals. Why, in light of all this information, is there a teenage hunger crisis in the United States? Food insecurity affects one in every eight children. Our nation needs to thoroughly change the rules and practices governing our school companies. No kid should be denied access to a wholesome and substantial breakfast and/or lunch, even though attending school may be necessary depending on the state in which they reside. But in the process, which aspects of these programs require the greatest adjustment to ensure the success of the kids?Certain experts attribute the problem to our school lunch programs and the absence of free lunches for pupils, while others contend that the food we give our kids both inside and outside of school cafeterias is the main culprit. Food insecure children are those who cannot afford meals or do not have consistent access to meals at school. A kid can incur an average annual school lunch debt of $170.13; about 1.54 million children pay the entire price of the meals they are unable to afford. For many students, the unfortunate truth is that unjust repercussions accompany their loans. Usually, their parents would be issued a bill for the repayment of these debts, but in other cases, they would have to eat something else until the debt is paid off, be denied their graduation, or, worse, have their debt turned over to a debt collector. For kids, none of these things are the right kind of change. As a nation, we ought to investigate constructive reforms that will help our pupils. They genuinely represent our nation's future. Senior Advisor for Barack Obama's Nutrition Policy and former White House chef Sam Kass says it all starts with giving school-age children wholesome meals at no cost to them. 16 million children and one in six Americans, according to Kass, experience food insecurity. While employed for the White House, Kass assisted in establishing a program that provided free breakfasts and lunches to schools where at least 40% of the student body was from low-income families. His intention was to close the gap between the need to serve wholesome meals and the food insecurities of the pupils through this initiative. The arithmetic and literacy test scores of the schools who adopted this curriculum increased by 17.5%. To complete his statistics, Kass demonstrates that a student's odds of graduating rose by 20 percent when they received consistent and nourishing meals. Just need a peer response