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**files (1)** – ## Untitleddocument48.pdf **## Untitleddocument48.pdf** Write as a freshman in college style and for the sources use the one from last week which you can find at the bottom This week, you will submit the final draft of your informative paper. This 4 paragraph paper explores a controv…
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**files (1)**
– ## Untitleddocument48.pdf
**## Untitleddocument48.pdf**
Write as a freshman in college style and for the sources use the one
from last week which you can find at the bottom
This week, you will submit the final draft of your informative paper.
This 4 paragraph paper explores a controversial topic in an informative style. This
means that the writer must present an equal amount of information for both points of
view related to the topic without providing personal thought or opinion. Provide factual
information from credible sources to highlight each side. Your paper must include:
● Introduction (1 paragraph)
● Body (2–3 paragraphs) Remember to use APA-style formatted in-text
citations throughout your paper.
● Conclusion (1 paragraph)
● Reference list written in APA style format, in which you list a minimum of 4
total resources
Informative Paper full instructions
Download Informative Paper full instructions
See the rubric for specific grading criteria.
Resource: Use the Grammarly tool to catch and correct mistakes in your writing
assignments.
Points: 75
Due Sunday, 11:59 p.m. (Pacific time)
Rubric
Informative Paper Final
Criteria Ratings Pts
[https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?wrap=1)
[https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?download_frd=1)
[https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?download_frd=1)
[https://guides.westcoastuniversity.edu/grammarly](https://guides.westcoastuniversity.edu/grammarly)
This criterion is
linked to a
Learning
Outcome
Content/Organi
zation
30 to >26.7 ptsExceeds ExpectationsThe writer demonstrates an
exemplary understanding of the topic and the writing process. The
paper is well-organized and clear, with relevant detail. All requirements
of the paper as described by the instructor are met.
26.7 to >23.7 ptsMeets ExpectationsThe writer demonstrates an
acceptable understanding of the topic and the writing process. The
paper is mostly well-organized and clear. All requirements of the paper
as described by the instructor are met.
23.7 to >21.6 ptsApproaches ExpectationsThe writer demonstrates a
basic understanding of the topic and the writing process. The paper
may lack organization and clarity. Most requirements of the paper as
described by the instructor are met.
21.6 to >0 ptsDoes Not Meet ExpectationsThe writer does not
demonstrate an understanding of the topic and the writing process. The
paper lacks organization and clarity. The requirements of the paper as
described by the instructor are not met.
30
pts
This criterion is
linked to a
Learning
Outcome
Style/Language
22.5 to >20.02 ptsExceeds ExpectationsThe writer employs an
appropriate writing style that is consistent throughout. The text does not
suffer from errors in word choice. The paper includes a strong
introduction and a strong conclusion.
20.02 to >17.78 ptsMeets ExpectationsThe writer employs an
appropriate writing style. The text includes few errors in word choice.
The paper includes an introduction and a conclusion.
17.78 to >16.2 ptsApproaches ExpectationsThe text includes several
errors in word choice and may lack an introduction and/or a conclusion.
16.2 to >0 ptsDoes Not Meet ExpectationsThe text lacks stylistic
quality.
22.5
pts
This criterion is
linked to a
Learning
Outcome
Sentence
Structure and
Mechanics
15 to >13.35 ptsExceeds ExpectationsThe writer makes minimal (if
any) errors in grammar, spelling, punctuation, and/or sentence
structure.
13.35 to >11.85 ptsMeets ExpectationsThe writer makes some errors
in grammar, spelling, punctuation, and/or sentence structure.
11.85 to >10.8 ptsApproaches ExpectationsThe writer makes
numerous errors in grammar, spelling, punctuation, and/or sentence
structure.
10.8 to >0 ptsDoes Not Meet ExpectationsThe writer makes
significant errors in grammar, spelling, punctuation, and/or sentence
structure.
15
pts
This criterion is
linked to a
Learning
Outcome
Format and
Crediting
Sources
7.5 to >6.68 ptsExceeds ExpectationsThe writer makes minimal (if
any) errors in APA style format, citations, or references.
6.68 to >5.93 ptsMeets ExpectationsThe writer makes some errors in
APA style format, citations, or references.
5.93 to >5.4 ptsApproaches ExpectationsThe writer makes
numerous errors in APA style format, citations, or references.
5.4 to >0 ptsDoes Not Meet ExpectationsThe writer makes significant
errors in APA style format, citations, or references.
7.5
pts
Total Points: 75
Outline
Should the U.S. government forgive federal student loan debt for low-income borrowers?
I. Introduction
a. Hook: Student loan debt has emerged as one of the most urgent financial
problems in the United States, with millions of borrowers, especially low-income earners,
being impacted.
b. Thesis statement: The discussion on whether the government of the United States
should cancel federal student loan debt of low-income borrowers is an important issue
that revolves around the possible gain of financial relief, economic stimulation, and
decreased inequality, and the issue of fairness, augmented national debt, and the inability
to manage the escalating tuition expenses.
II. Body Paragraph 1 (Arguments in Favor of Loan Forgiveness)
a. Topic Sentence: A key argument supporting student loan forgiveness is that it
would relieve many low-income borrowers of a big burden.
I. Supporting detail 1: Loan forgiveness would ease the financial burden and
enable the borrower to handle fundamental needs like housing and healthcare
(Greene et al., 2021).
II. Supporting detail 2: It can contribute to economic stimulation since more
people would spend their disposable income (Dinerstein et al., 2025).
III. Supporting detail 3: forgiveness would reduce inequality, as it would
support people who were already financially weak before going to
college.(Jabbari et al., 2023).
III. Body Paragraph 2 (Arguments Against Loan Forgiveness)
a. Topic Sentence: Conversely, opponents claim that forgiving student loans raises
economic and fairness issues.
I. Supporting detail 1: There are those who think that forgiveness is
inappropriate to those who already repaid their debts or those who did not decide
to go to college (Shermer, 2021).
II. Supporting detail 2: It can increase the national debt and place a tax
burden to the taxpayers (Shermer, 2021).
III. Supporting detail 3: Critics also state that forgiveness fails to deal with the
cause of increasing tuition costs (Looney, 2022)
IV. Conclusion
a. Transition: In general, the discussion of student loan forgiveness is associated
with certain significant advantages and considerable issues.
b. Re-statement of thesis: Although forgiving federal student loan debt among
low-income students may alleviate financial strain and decrease inequality, it also
brings up concerns regarding fairness and the economic consequences of the
practice.
References
Dinerstein, M., Earnest, S., Koustas, D. K., & Yannelis, C. (2025). Student loan
forgiveness (No. w33462). National Bureau of Economic Research. DOI
10.3386/w33462
Greene, E. M., Greene, W. N., & Greene, W. L. (2021). Addressing the burden of student
loan debt: A case-based review of influencing considerations. American Journal of
Health-System Pharmacy, 78(24), 2216-2224. https://doi.org/10.1093/ajhp/zxab260
Jabbari, J., Roll, S., Despard, M., & Hamilton, L. (2023). Student debt forgiveness and
economic stability, social mobility, and quality-of-life decisions: results from a survey
experiment. Socius, 9, 23780231231196778. https://doi.org/10.1177/23780231231196778
Looney, A. (2022). Student loan forgiveness is regressive whether measured by income,
education, or wealth. Hutchins Center Working Papers.
Shermer, E. T. (2021, September). Why massive forgiveness won’t solve the student-debt
crisis. In New Labor Forum (Vol. 30, No. 3, pp. 88-98). Sage CA: Los Angeles, CA:
SAGE Publications. https://doi.org/10.1177/10957960211036039
[https://doi.org/10.1093/ajhp/zxab260](https://doi.org/10.1093/ajhp/zxab260)
[https://doi.org/10.1177/23780231231196778](https://doi.org/10.1177/23780231231196778)
[https://doi.org/10.1177/10957960211036039](https://doi.org/10.1177/10957960211036039)
– Rubric
**## Untitleddocument48.pdf**
Write as a freshman in college style and for the sources use the one
from last week which you can find at the bottom
This week, you will submit the final draft of your informative paper.
This 4 paragraph paper explores a controversial topic in an informative style. This
means that the writer must present an equal amount of information for both points of
view related to the topic without providing personal thought or opinion. Provide factual
information from credible sources to highlight each side. Your paper must include:
● Introduction (1 paragraph)
● Body (2–3 paragraphs) Remember to use APA-style formatted in-text
citations throughout your paper.
● Conclusion (1 paragraph)
● Reference list written in APA style format, in which you list a minimum of 4
total resources
Informative Paper full instructions
Download Informative Paper full instructions
See the rubric for specific grading criteria.
Resource: Use the Grammarly tool to catch and correct mistakes in your writing
assignments.
Points: 75
Due Sunday, 11:59 p.m. (Pacific time)
Rubric
Informative Paper Final
Criteria Ratings Pts
[https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?wrap=1)
[https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?download_frd=1)
[https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/75388/files/32859038/download?download_frd=1)
[https://guides.westcoastuniversity.edu/grammarly](https://guides.westcoastuniversity.edu/grammarly)
This criterion is
linked to a
Learning
Outcome
Content/Organi
zation
30 to >26.7 ptsExceeds ExpectationsThe writer demonstrates an
exemplary understanding of the topic and the writing process. The
paper is well-organized and clear, with relevant detail. All requirements
of the paper as described by the instructor are met.
26.7 to >23.7 ptsMeets ExpectationsThe writer demonstrates an
acceptable understanding of the topic and the writing process. The
paper is mostly well-organized and clear. All requirements of the paper
as described by the instructor are met.
23.7 to >21.6 ptsApproaches ExpectationsThe writer demonstrates a
basic understanding of the topic and the writing process. The paper
may lack organization and clarity. Most requirements of the paper as
described by the instructor are met.
21.6 to >0 ptsDoes Not Meet ExpectationsThe writer does not
demonstrate an understanding of the topic and the writing process. The
paper lacks organization and clarity. The requirements of the paper as
described by the instructor are not met.
30
pts
This criterion is
linked to a
Learning
Outcome
Style/Language
22.5 to >20.02 ptsExceeds ExpectationsThe writer employs an
appropriate writing style that is consistent throughout. The text does not
suffer from errors in word choice. The paper includes a strong
introduction and a strong conclusion.
20.02 to >17.78 ptsMeets ExpectationsThe writer employs an
appropriate writing style. The text includes few errors in word choice.
The paper includes an introduction and a conclusion.
17.78 to >16.2 ptsApproaches ExpectationsThe text includes several
errors in word choice and may lack an introduction and/or a conclusion.
16.2 to >0 ptsDoes Not Meet ExpectationsThe text lacks stylistic
quality.
22.5
pts
This criterion is
linked to a
Learning
Outcome
Sentence
Structure and
Mechanics
15 to >13.35 ptsExceeds ExpectationsThe writer makes minimal (if
any) errors in grammar, spelling, punctuation, and/or sentence
structure.
13.35 to >11.85 ptsMeets ExpectationsThe writer makes some errors
in grammar, spelling, punctuation, and/or sentence structure.
11.85 to >10.8 ptsApproaches ExpectationsThe writer makes
numerous errors in grammar, spelling, punctuation, and/or sentence
structure.
10.8 to >0 ptsDoes Not Meet ExpectationsThe writer makes
significant errors in grammar, spelling, punctuation, and/or sentence
structure.
15
pts
This criterion is
linked to a
Learning
Outcome
Format and
Crediting
Sources
7.5 to >6.68 ptsExceeds ExpectationsThe writer makes minimal (if
any) errors in APA style format, citations, or references.
6.68 to >5.93 ptsMeets ExpectationsThe writer makes some errors in
APA style format, citations, or references.
5.93 to >5.4 ptsApproaches ExpectationsThe writer makes
numerous errors in APA style format, citations, or references.
5.4 to >0 ptsDoes Not Meet ExpectationsThe writer makes significant
errors in APA style format, citations, or references.
7.5
pts
Total Points: 75
Outline
Should the U.S. government forgive federal student loan debt for low-income borrowers?
I. Introduction
a. Hook: Student loan debt has emerged as one of the most urgent financial
problems in the United States, with millions of borrowers, especially low-income earners,
being impacted.
b. Thesis statement: The discussion on whether the government of the United States
should cancel federal student loan debt of low-income borrowers is an important issue
that revolves around the possible gain of financial relief, economic stimulation, and
decreased inequality, and the issue of fairness, augmented national debt, and the inability
to manage the escalating tuition expenses.
II. Body Paragraph 1 (Arguments in Favor of Loan Forgiveness)
a. Topic Sentence: A key argument supporting student loan forgiveness is that it
would relieve many low-income borrowers of a big burden.
I. Supporting detail 1: Loan forgiveness would ease the financial burden and
enable the borrower to handle fundamental needs like housing and healthcare
(Greene et al., 2021).
II. Supporting detail 2: It can contribute to economic stimulation since more
people would spend their disposable income (Dinerstein et al., 2025).
III. Supporting detail 3: forgiveness would reduce inequality, as it would
support people who were already financially weak before going to
college.(Jabbari et al., 2023).
III. Body Paragraph 2 (Arguments Against Loan Forgiveness)
a. Topic Sentence: Conversely, opponents claim that forgiving student loans raises
economic and fairness issues.
I. Supporting detail 1: There are those who think that forgiveness is
inappropriate to those who already repaid their debts or those who did not decide
to go to college (Shermer, 2021).
II. Supporting detail 2: It can increase the national debt and place a tax
burden to the taxpayers (Shermer, 2021).
III. Supporting detail 3: Critics also state that forgiveness fails to deal with the
cause of increasing tuition costs (Looney, 2022)
IV. Conclusion
a. Transition: In general, the discussion of student loan forgiveness is associated
with certain significant advantages and considerable issues.
b. Re-statement of thesis: Although forgiving federal student loan debt among
low-income students may alleviate financial strain and decrease inequality, it also
brings up concerns regarding fairness and the economic consequences of the
practice.
References
Dinerstein, M., Earnest, S., Koustas, D. K., & Yannelis, C. (2025). Student loan
forgiveness (No. w33462). National Bureau of Economic Research. DOI
10.3386/w33462
Greene, E. M., Greene, W. N., & Greene, W. L. (2021). Addressing the burden of student
loan debt: A case-based review of influencing considerations. American Journal of
Health-System Pharmacy, 78(24), 2216-2224. https://doi.org/10.1093/ajhp/zxab260
Jabbari, J., Roll, S., Despard, M., & Hamilton, L. (2023). Student debt forgiveness and
economic stability, social mobility, and quality-of-life decisions: results from a survey
experiment. Socius, 9, 23780231231196778. https://doi.org/10.1177/23780231231196778
Looney, A. (2022). Student loan forgiveness is regressive whether measured by income,
education, or wealth. Hutchins Center Working Papers.
Shermer, E. T. (2021, September). Why massive forgiveness won’t solve the student-debt
crisis. In New Labor Forum (Vol. 30, No. 3, pp. 88-98). Sage CA: Los Angeles, CA:
SAGE Publications. https://doi.org/10.1177/10957960211036039
[https://doi.org/10.1093/ajhp/zxab260](https://doi.org/10.1093/ajhp/zxab260)
[https://doi.org/10.1177/23780231231196778](https://doi.org/10.1177/23780231231196778)
[https://doi.org/10.1177/10957960211036039](https://doi.org/10.1177/10957960211036039)
– Rubric
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