Instructions: Read the student essay, “Salvaging Our Old-Growth Forests.” First read the NON-ANNOTATED student essay, and then compare it to the ANNOTATED version of the same essay. Notice how the annotated comments analyze and respond to the essay.

As you review the annotations, notice how the feedback tracks the logical flow of the author’s arguments. The annotation comments are aimed at helping the author strengthen the power of the argument essay. This is a model for helpful annotation and feedback you can provide when you do the writing community review of your peers’ argument essays.

Click on the link to view the NON-ANNOTATED version of the student essay: “Salvaging Our Old-Growth Forests,” by Linder

Click on the link to view the ANNOTATED version of the student essay: “Salvaging Our Old-Growth Forests,” by Linder

Further Reading

Instructions: The following illustration/example essays: “The Case Against Torture,” by Alisa Soloman, and “The Case for Torture,” by Michael Levin can be accessed via links provided.

As you read, look for the following in each of these essays:

• What is the author’s thesis?
• What key points does each use to argue the thesis?
• How does each author use reasoning, research and/or examples to affirm his or her viewpoint?
• How does each author attempt to refute opposing arguments?

“The Case Against Torture” by Alisa Soloman

In “The Case Against Torture,” author and professor Alisa Soloman enumerates the reasons torture should never be practiced or justified in a civil society.

Click on the link to view the essay: “The Case Against Torture” by Alisa Soloman

“The Case for Torture” by Michael Levin

In “The Case for Torture,” philosophy professor Michael Levin argues the circumstances under which torture may be justified in a civil society.

Click on the link to view the essay: “The Case for Torture” by Michael Levin