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InstructionsPaper – Find an article in the library and find a flaw in an argument.  Write a 1000 word paper in APA format. Include a minimum of three references. Research in the APUS library about common flaws in arguments and fallacies.Organization of the assignment:

Paragraph 1: Introduction Include a brief review of the article’s argument.   Include a statement that the argument has merit but also contains multiple flaws to indicate the direction of this paper.  Then map out the points that you will make to guide the reader through the body of the paper.
Paragraph 2: Explanation of first flaw– this paragraph should have a strong topic sentence and then several sentences explaining the flaw in detail. In these paragraphs opinion is not acceptable.  You must support your claim of a flaw in the argument.
Paragraph 3: Second flaw – same as above
Paragraph 4: Third flaw – same as above
Paragraph 5: Conclusion: Include a summary of the flaws presented. Academically and professional explain how the flaws identified could be fixed to present a stronger argument.Paper

Graduate Level Rubric:

APUS Assignment Graduate Level Rubric












Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.

10 points

Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.

7 points

Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.

5 points

Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.

1 point



Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.

25 points

Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.

20 points

The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.

15 points

Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.

10 points



Student demonstrates a higher-level of critical thinking necessary for 500-600 level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, whilDo ride-sharing and driverless cars mean fewer
parking garages?
Vanhulle, Lindsay . Crain’s Detroit Business ; Detroit  Vol. 33, Iss. 46,  (Nov 13, 2017): 6.

ProQuest document link

“Think about … what mobility and autonomy essentially allows in terms of helping our seniors potentially be more

active and able to be out living on their own, or for the disabled community, or some of our rural areas,” said Jeff

Mason, who took the helm of the state’s economic development agency in July.Just 23 percent of students

graduated from Michigan high schools in 2016 meeting college readiness benchmarks in English, reading, math

and science on the ACT college entrance exam — far below the 36 percent who, on average, can do so in “top 10”

states, the report shows.[…]a five-bill package is pending in a state House committee that would, among other

things, allow non-certified instructors with relevant work experience or expertise to teach career-tech courses.

Cities should start thinking now about the impact driverless cars will have on everything from transit to parking,

even though the first automated vehicles aren’t expected to be available to the public until at least 2020.

That’s according to the new CEO of the Michigan Economic Development Corp., which commissioned a recent

report as a road map for cities to consider the kinds of infrastructure and land use changes that the emerging

mobility industry will bring.

“Think about … what mobility and autonomy essentially allows in terms of helping our seniors potentially be more

active and able to be out living on their own, or for the disabled community, or some of our rural areas,” said Jeff

Mason, who took the helm of the state’s economic development agency in July.

“Just providing more access and opportunity, I think that’s what’s kind of exciting about what the future holds,” he

said. “But it also can be, maybe, threatening or challenging from a planning and a community standpoint.”

I talked to Mason recently while he was in Montreal for the ITS World Congress, a conference devoted to intelligent

transportation. The MEDC was there to pitch Planet M, the state’s mobility brand, and Michigan itself as the

preeminent leader on all things connected and autonomous vehicles.

The “Future Cities” report, written by the Center for Automotive Research in Ann Arbor, tries to make the case that

the most attractive communities will be those that have invested in the infrastructure to be ready for ride-hailing

and bike-sharing services, for instance, and self-driving cars.

That would include such things as eliminating minimum parking requirements for developments, creating car- and

bike-sharing parking spaces and loading zones for ride-hailing companies, studying potential congestion and travel

patterns if fewer human-driven vehicles are on the roads, integrating fares between several modes of transit and

anticipating the need for fewer

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