Paper 2: THEY SAY/I SAY READING RESPONSE
Goal
This essay asks you to continue with the analytical skills you used in the Paper 1 and
begin to develop your argument skills by incorporating them alongside analysis.
Assignment
You will select one of the readings listed below and write a critical response to that
reading. You will first fairly and accurately summarize the author’s argument (this is the
“They say” portion), and then engage in conversation with the author and his/her
argument while presenting your own opinions on the subject (the “I say” portion).
In the introduction of your essay, you will establish for your reader the essay you are
responding to, the main argument of that essay, and a thesis statement that summarizes
your own argument with a response to the author’s original argument. The rest of your
paper can respond point by point to the author’s argument, dissect flaws in the author’s
original argument, concede points that you do agree with, and/or provide
counterarguments. Scholars have conversations like these all the time, and this is your
chance to practice this skill!
Specifications
The essay should be between 3 and 4 double-spaced pages (12-point Times New
Roman Font, with one-inch margins on all sides). No outside research is required. Your
essay should clearly indicate which reading it is responding to, and you should properly
cite references to the original reading, including using quotation marks anytime you
directly quote the author. Make sure to remember these, or you may face a plagiarism
violation.
Audience
Your audience for this paper is this class—your professor and your classmates. This
means you should be writing for readers in an academic setting.
Essays For Analysis
“Violent Media is Good for Kids”
“Confessions of a Liberal Gun Owner”
“Bring Back Flogging”
“All Animals Are Equal”
Grading Rubric for Essay Two: They Say, I Say
Argument
Critical Analysis of
“They Say”Essay
Use of Evidence
Structure/Transitions
A
B
C
D
F
Paper
contains a
unique,
interesting,
and complex
argument
that is
explicitly
identified.
Thorough,
thoughtful,
and in-depth
critical
analysis of
the essay’s
argument
and rhetoric.
Paper
contains an
original or
more creative
argument that
is explicitly
stated.
Paper
contains an
appropriate,
explicitly
stated
argument.
Argument is
difficult to
locate in the
paper or
paper drifts
away from
central
argument.
Paper contains no
explicitly stated
argument, or one
that is
inappropriate.
Aboveaverage
critical
analysis of the
essay’s
argument and
rhetoric.
The paper
makes an
adequate
and average
critical
analysis of
the essay’s
argument
and rhetoric.
The paper makes
no attempt at
critical analysis.
Paper’s
argument is
extremely
wellsupported
with many
examples
from the
essay.
Impressive
organization
and flow:
strong
transition
words, clear
topic
sentences,
always stays
connected to
thesis,
excellent
paragraph
structuring.
Paper’s
argument is
well
supported
with many
examples
from the
essay.
Paper’s
argument is
adequately
supported
with
examples
from the
essay.
The paper
merely
summarizes
the essay
rather than
analyze it, or
does not
attempt an
in-depth
level of
critical
analysis.
Paper
contains little
to no
examples
from the
essay.
Paper
displays
aboveaverage
organizational
tactics and
flow (highlevel
transition
words and
topic
sentences for
most
paragraphs,
aboveaverage
paragraph
structuring.
Transitional
devices,
topic
sentences,
and
appropriate
paragraph
structuring
are present
and help the
essay read
more easily.
Sloppy
organization
and
paragraph
structure;
unsuccessfull
attempts at
transitions
and topic
sentences.
Paper is
difficult to
understand.
Poor
organization; no
transitional
devices or topic
sentences, poor
paragraph
structuring.
Paper is nearly
impossible to
understand or to
follow.
Paper contains no
examples from
the essay.
Academic Tone and
Register
Grammar &
Mechanics
Paper uses a
completely
non-biased,
impartial,
impersonal
voice and
tone to
communicate
all ideas,
with an
impressive
academic
register.
Essay
contains only
one or two
grammatical
or
mechanical
issues.
Paper uses a
completely
non-biased,
impersonal
voice and
tone to
communicate
all ideas, with
the
appropriate
academic
register.
Paper uses a
non-biased,
impartial,
impersonal
voice and
tone to
communicate
all ideas.
Paper
contains
many slips
into a biased,
partial,
opinioned
voice and
tone to
communicate
some ideas.
Paper contains
very frequent and
distracting slips
into a biased,
partial, opinioned
voice and tone to
communicate
ideas.
Essay
contains a
handful of
grammatical
or mechanical
issues that do
not largely
affect the
meaning.
Essay
contains
many
grammar
and/or
mechanical
issues, but
few conflict
with the
paper’s
meaning.
Essay
contains
many
grammar
and/or
mechanical
issues that
interfere
with the
paper’s
meaning.
Grammar and/or
mechanical issues
are so rampant
that the paper is
largely
incomprehensible.
Overall Grading Standards (a reminder)
A “C” level grade (70-79%) denotes average college-level writing and achievement. The
essay is a competent response to the assignment: it meets, to some degree, all the
assignment requirements, and demonstrates that the author has put significant time and
effort into communicating his/her ideas to his/her targeted audience. It has a thesis,
presents some support, and moves from point to point in an orderly fashion; sentencelevel errors do not significantly prevent comprehension. Essays that do not meet these
criteria will not earn a “C.”
A “B” level grade (80-90%) highlights a strong example of college writing and thinking.
In addition to meeting the “C” level requirements, such an essay goes further in some
way(s): it demonstrates some insight into the “gray areas” of the topic, provides original
or very thorough support that is tightly woven into the overall argument, reads
smoothly at both the sentence and paragraph levels, and/or exhibits a personal “voice”
or style. It has few sentence-level errors.
An “A” level grade (90-100%) marks an essay that is a delight for the reader. Even more
than in a “B” essay, its author anticipates and responds to possible reader questions, uses
a wide range of supporting evidence, engages the reader in a provocative conversation,
provides unexpected insights, and/or uses language with care and facility.
“D” and “F” level essays do not meet the basic expectations of this assignment.

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