Thesis: The city of Tawas Michigan should organize and regulate a weekly beach,
Thesis: The city of Tawas Michigan should organize and regulate a weekly beach, and wildlife clean-up with local citizens, local businesses, and surrounding schools. The pollution that's is overrunning the local beaches is harming the ecosystems surrounding Lake Huron, decreasing the number of tourists the town receives, and in turn hurting local businesses that thrive during the warmer months. Main Point: There are several major pollution types that are affecting Tawas Bay. The pollution surrounding Lake Huron/Tawas Bay area is impacting the local economy. Debris that washed into Lake Huron destroys surrounding wildlife and ecosystems. Rival: Researchers today are trying to understand whether cleaning beaches helps to prevent pollution or is it just creating awareness of the need to keep the environment clean rather than helping at all. Some of the challenges when organizing a beach cleanup include the resistance of individuals to change, and cost. The impacts a beach cleanup will have are to promote community, create awareness, boost the local economy, and protect surrounding wildlife. Body Paragraph: The pollution surrounding Lake Huron/Tawas Bay area is impacting the local economy. Lake Huron is the world’s third largest freshwater lake, having almost 4,000 miles of shoreline (Scharfe, 2008). According to “Testing the Waters” (2012), the Great Lakes system (including Lake Huron) is linked to a total of around 1.5 million American jobs, of which 200,000 are associated with “recreation and tourism.” With reductions in the number of tourists due to swimming restrictions, limited fish stocks, algae blooms, plastic pollution, etc, can cause a massive reduction in tourist spending throughout the local economy. Such wastes include Styrofoam, metal; cardboard, plastics, and glass, etc. that clog many of the beaches and make them not only unusable but smelly have a clear negative effect on tourist numbers, plus the dramatic reduction in fish stocks affects the fishing and boat charter and other businesses. Furthermore, recent reports show that continuous water pollution would cost investors around the lake region millions worth of structural damages (Wright, Tsang, & Latham, 2011). What are some recommendations to help organize my main points and body paragraph? References Babin, M., Burnell, C., Pesznecker, S. M., Rosevear, N., & Wood, J. R. (2017). The word on college reading and writing. Open Oregon Educational Resources. Wright, E., Tsang, A., & Latham, A. (2011). A Study on how pollution affects wildlife in the great lakes region. St Ann Arbor: University of Michigan Publishers. Scharfe, P. (2008). “Lake Huron.” US Environment Protection Agency: Huron County Health Unit. Retrieved from http://www.epa.gov/solec/solec_2008/2/3_Huronnotes.pdf “Testing the Waters.” (2012). Natural Resources Defense Council (NRDC). Retrieved from http://www.nrdc.org/water/oceans/ttw/great-lakes.asp The academic essay assignment in this unit will be a written, cohesive argument for the change in your community that you have been writing about throughout the course. The assignment should take the form of a persuasive academic essay, in which you will provide evidence from at least four credible sources to support the argument for change that you are advocating. You will also need to address rival hypotheses or misconceptions about your topic within the essay, as the ability to do so is a key component of a strong argument. Essentially, the essay will reflect what you have learned about writing effectively, using research, and creating a logical argument to influence an audience. Your persuasive essay will need to meet the following criteria: APA formatting for the document, including an appropriately formatted title page and references page A thesis statement at the end of the introduction paragraph An introduction paragraph that establishes the issue Well-developed paragraphs that include evidence from sources to support your argument for a specific change in your community Effective transitions between and within paragraphs A conclusion paragraph that brings the essay to an effective close Four credible sources appropriate for academic writing should be cited within the text of the essay; at least one of the cited sources should be either a book/ebook or a periodical article, preferably from the Purdue Global Library All cited sources need to have full citations on a references page (except for any interviews you conduct, which only require in-text citations) Standard English and a formal tone throughout the writing (e.g., stay in third-person voice, avoid slang, etc.) A strong and well-supported argument will be at least 3–4 pages, not including the title page and references page If you are interested in receiving feedback on a draft version of your persuasive essay, reach out to the Writing Center for tutoring services. You can find further information about the available services here: Writing Center Tutoring. A special feature is available to help you with reviewing your Unit 8 Assignment for plagiarism. When you submit your assignment to the Unit 8 Dropbox, it will automatically be analyzed by the plagiarism detection tool, Turnitin®. Soon after you submit your assignment, you will be able to view the Turnitin Similarity Report. If you see highlighted passages that indicate matches to sources, make sure those passages are properly cited and quoted or, even better, revise and paraphrase them in your own words. This process ensures academic integrity and will help you avoid unintentional plagiarism. For more on accessing and interpreting the reports, review Using Turnitin: How to Use Turnitin Reports to Help Prevent Plagiarism. APA 7th edition CM220, Assignment Unit: 8 CLA: 4 Synthesize research and data into a written argument. GEL: 1.02 Demonstrate college-level communication through the composition of original materials in Standard English. [Note: Standard American English is the common language of educated professionals and is understood by people across different geographical regions, educational backgrounds, and ethnic and racial associations. Point total: 150 Criteria 1 (20%) Level III Max Points: 30 Level II Max Points: 25.5 Level I Max Points: 21 Not Present Thesis, Introduction, and Conclusion Meets all criteria: ● Includes a thesis statement that is persuasive and problemsolving ● Thesis statement is in enthymeme form (includes a claim and reason) ● Includes a welldeveloped introduction that establishes the issue and ends with the thesis ● Includes a welldeveloped conclusion paragraph that brings the essay to a logical close Meets three criteria: ● Includes a thesis statement that is persuasive and problemsolving ● Thesis statement is in enthymeme form (includes a claim and reason) ● Includes an introduction that establishes the issue and ends with the thesis ● Includes a conclusion paragraph that brings the essay to a logical close Meets two criteria: ● Includes a thesis statement that is persuasive and problemsolving ● Includes an introduction paragraph ● Includes a conclusion paragraph And the following may be true: ● Thesis is not in enthymeme format, is not persuasive or problemsolving, or may not be in the introduction paragraph Does not meet any criteria. ● The introduction is too brief or does not establish the issue ● The conclusion is too brief or does not bring the essay to a logical close Criteria 2 (60%) Level III Max Points: 90 Level II Max Points: 76.5 Level I Max Points: 63 Not Present Development Meets all criteria: ● Supports main points with evidence from at least four credible sources ● Refutes counterarguments or misconceptions without ignoring evidence that challenges the thesis ● Shows original thought (does not over rely on direct quotation) ● Meets or exceeds threepage minimum length (not including the title or reference page) ● Organizes paragraphs logically with transitions and topic sentences ● Applies PIE strategies to include all necessary elements of a paragraph (topic sentence, supporting details, and concluding sentence) The following is true: ● Supports main points with evidence from at least three credible sources. And meets three-four criteria: ● Refutes counterarguments or misconceptions without ignoring evidence that challenges the thesis ● Shows original thought (does not over rely on direct quotation) ● Meets three-page minimum length (not including the title or reference page) ● Organizes paragraphs logically with transitions and topic sentences ● Applies PIE strategies to include all necessary elements of a paragraph The following is true: ● Supports main points with evidence from at least two credible sources And meets two-three criteria: ● Refutes counterarguments or misconceptions without ignoring evidence that challenges the thesis ● Shows original thought (does not over rely on direct quotation) ● Meets three-page minimum length (not including the title or reference page) ● Organizes paragraphs logically with transitions and topic sentences ● Applies PIE strategies to include all necessary Does not meet any criteria. If plagiarized, the grade for the assignment is a 0. (topic sentence, supporting details, and concluding sentence) elements of a paragraph (topic sentence, supporting details, and concluding sentence) Criteria 4 (10%) Level III Max Points: 15 Level II Max Points: 12.75 Level I Max Points: 10.5 Not Present APA Style Meets all criteria ● Applies APA style to intext citations and references citations with minor to no errors ● Applies APA formatting style to document layout, including the title and the references page, with minor to no errors Meets two criteria ● Applies APA style to intext citations with minor errors ● Applies APA style to references citations, with minor errors ● Applies APA formatting style to document layout, including the title and the references page, with minor errors Meets two criteria ● Applies APA style to intext citations, with some errors ● Applies APA style to references citations, with some errors ● Applies APA formatting style to document layout, including the title and the references page, with some errors Does not meet any criteria. Criteria 5 (10%) Level III Max Points: 15 Level II Max Points: 12.75 Level I Max Points: 10.5 Not Present Writing Conventions Meets all criteria ● Writing is focused, concise and organized ● Articulates at a college level with sentence variety and complexity ● Few or no grammar or punctuation errors ● Uses non-offensive, inclusive and respectful language Meets three criteria ● Writing is focused, concise and organized ● Articulates at a college level with sentence variety and complexity ● Few or no grammar or punctuation errors ● Uses non-offensive, inclusive and respectful language Meets two criteria ● Writing is focused, concise and organized ● Articulates at a college level with sentence variety and complexity ● Few or no grammar or punctuation errors ● Uses non-offensive, inclusive and respectful language Does not meet any criteria. Maximum Total Points (100%) 150 (85%) 127.5 (70%) 105 0 Minimum Total Points 127.6 points minimum 106 points minimum 1 point minimum 0 NOTES: 1. Add or delete as many criteria rows as you deem necessary to assess the assignment. 2. Verbiage and percent point allocation for APA Style & Writing Conventions are suggested for consistency across SoGE but not mandatory.

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