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Have to write an Op-Ed that would be appropriate for the San Diego Union Tribune newspaper type of audience in San Diego. I want it to be about over parenting in America. My experience is i grew up playing outside and without a phone and technology. I signed up for pop warner and other sport and kids nowadys seem to decline because of over parenting and worrying for kids safety etc… Needs a call to action as well(To Parents most likely)Below is the prompt for this Op-Ed !!!! and also an example from a previous student at SDSU i believe, on a different subject .
essay_3_op_ed_prompt_f2017.pdf

student_op_ed_1_f2016.docx

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RWS 305W – Michener
Major Assignment 3—Civic Discourse: The Op-Ed
Due Dates
First Draft: Tuesday, 11/07
• Two (2) paper copies due at the beginning of class
• One digital file uploaded to Turnitin before the beginning of class
Final Draft: Thursday, 11/16, no later than 3:30pm
• One paper copy turned in to the instructor’s mailbox in the Department of Rhetoric and
Writing Studies office, Storm Hall West 141, “Michener.” Do not place assignments
under my office door.
• One digital file uploaded to Turnitin
Format: Double-spaced, MLA essay format in 12 pt. font. Do not use in-text citations for the
op-ed assignment.
Length: 500-750 words. It is important to stay within the specified word count. Audience
information does not count towards the word count limits.
Assignment Prompt
For this assignment you will select an issue or conversation that matters to you and compose an
opinion-editorial that presents your stance and persuades your audience to adopt your position or
take a specific action. In doing so, you will need to exhibit an understanding of your target audience
and a grasp of rhetorical devices and strategies.
You will state your target publication and its most important audience demographics, and you will
include a brief (50 word max) biographical entry for yourself. The bio is important—it should help
strengthen your credibility as an “expert” on the topic.
Criteria for Evaluation (150 pts.)
1. First draft is completed on time with required copies turned in on the due date. (30)
2. Two peer reviews are completed in class on Tuesday, 11/07. (20)
3. The name of your publication choice and its audience/readership is presented as a separate
section accompanying your Op-Ed—typically on the page before your actual written op-ed.
Key characteristics of both the publication’s overall audience and your target audience
should be noted in this section. (10)
4. Your Op-Ed provides a clear argument with supporting claims and evidence while
acknowledging the stance of the opposition. Your work demonstrates a clear understanding
of rhetorical strategies and concepts covered in this class. (40)
5. Your Op-Ed demonstrates an understanding of your chosen issue or conversation. (20)
6. Your biographical information is presented as a separate paragraph—in italics—and helps
strengthen your credibility as a concerned op-ed writer. (10)
7. Your final draft must be edited for spelling, grammar and usage, and the language must be
appropriate for your target audience. Your final version should demonstrate thoughtful
revision based on input from your peer reviews and class discussions. (20)
Anon 1
Allie Anon
RWS 305W
Professor Michener
November 14, 2016
Why Your GPA Doesn’t Define You
Numbers are evident in every part of an individual’s life. Physical currency, credit cards,
phone numbers, and social security numbers define who we are and what we do. However, can a
number define what we become?
The stress on students in America to get near perfect grades often time starts in grade
school. We are conditioned as children to always strive to be the best beginning with coloring
inside the lines continuing on to scoring well on the SAT. This saturation of perfection in the
American school system continues onto secondary education where the stakes are seemingly
much higher. For most undergraduate students the looming future is daunting and terrifying. The
saying “C’s get degrees” might not cut it for those continuing on to pursue a graduate or post
graduate education, but how about those whose educations will end in a few short years? Are
employers looking for a shiny gold star of a GPA or something of greater value?
The typical college student juggles much more than double digit units. According to CBS
news “71 percent of the nation’s 19.7 million college undergraduates were working in 2011. Of
that number, one in five undergrads were working at least 35 hours a week year-round”. On top
of this, many students participate in campus organizations, internships, and other social
activities. This juggling act may not be conducive to that 3.5+ GPA, but it does provide an
Anon 2
element of commitment that a GPA cannot reflect. A student who holds down a job and other
responsibilities while also earning their diploma has a considerably larger amount of real world
experience than a student whose sole focus is to graduate at the top of their class.
Even if your first employer post-graduation takes into consideration your college GPA,
after the pivotal first job, your GPA becomes irrelevant. In the professional world, actions and
experience speak louder than what a professor curved your psychology 101 class to be. The
manipulation that may sometimes occur on the grading scale is not always a reflection of the
effort expended by the student within the course.
However, not all secondary education institutions utilize the conventional GPA grading
systems. Many colleges, particularly liberal arts schools, instead grade students in a more
evaluative format. At Evergreen College in Washington this is called the narrative grading
method. A narrative evaluation surfaces as somewhat of a recommendation letter, reflective more
specifically of the depth and nature of work completed in each course. This type of grading
creates a fuller and clearer picture of what a student accomplished, often times a valuable tool for
getting accepted into graduate school or highlighting particular coursework to potential
employers. There is something to be said about a representation of quality of work as opposed to
quantity of work expressed as GPA.
Back to the trials of a GPA based grading system, consider the student working to
support themselves through school. Their GPA may be somewhat of a minor disaster, but being
forced into early adulthood and complete monetary independence will definitely be a beneficial
trait in the long run, arguably much more beneficial than a perfect GPA.
Anon 3
Consider another scenario, a student that excels in the work place, but lacks in school.
Perhaps their courses are not stimulating or they are simply caught in the monotonous hamster
wheel that is the undergraduate education. More likely, the student puts more emphasis on the
quality of their work in the work place and this is not a crime, in fact, it may be more beneficial
to succeed in real world applications than in forced educational settings.
It is fair to argue that your college GPA could be important if you decide to pursue a
graduate or post graduate degree program. That being said, GPA is only one factor in this
process. To worry about grades specifically is to forget possible research or internship
experience that an applicant may have had.
A college GPA is not the definite factor of who you become nor does it limit the success
that you may achieve later in life. At the end of the day a single number cannot dictate a person’s
future.
Allie Anon is a Junior at San Diego State University with a decent GPA and a part-time
job at KPBS Public Broadcasting. She participates in several non-course work activities and
serves as a Rock/Alternative Music DJ and Social Media Director for KCR College Radio.
This article was written for the San Diego State University Newspaper The Daily Aztec.
The subject matter is relatable to the college student and the demographic of students ages 18-24
that attend San Diego State University.
Word Count Op-Ed only: 706

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