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: Critical Analysis Essay

ENG 122 Assignment 2: Critical Analysis Essay Guidelines and Rubric “My mind,” he said, “rebels at stagnation. Give me problems, give me work, give me the most abstruse cryptogram, or the most intricate analysis, and I am in my own proper atmosphere . . . But I abhor the dull routine of existence. I crave for mental exaltation.” —Sir Arthur Conan Doyle Overview The second final project for this course is the creation of a critical analysis essay. Writing is a craft that people spend a lifetime refining and one that allows people to express themselves in various ways. Effective writing has the ability to shape and inform the opinions of its readers. The ability to articulate a message through writing is essential in any career. The writing process can be very intimidating; however, the more you work with it, the more comfortable the process becomes. Something key to remember is that the writing process is never truly complete. In this assignment, you will revise your first draft from Assignment 2, Milestone 1. Next, you will develop a claim about the information presented in that reading and support that claim through a critical analysis essay. There is no right or wrong claim. It is how you support your claim that makes your essay effective. To thoroughly revise the work, be sure to refer back to your instructor’s feedback. The project has one milestone, which will scaffold learning and ensure quality final submissions. This milestone will be submitted in Module 5. The final submission of Assignment 2 is due in Module 8. In this assignment, you will demonstrate your mastery of the following course outcomes:  Discuss stylistically appropriate writing strategies for various audiences, subjects, and purposes  Identify main ideas, supporting evidence, and conclusions through critical analysis for utilizing these components in one’s own writing  Interpret the writing process as a means for generating ideas, drafting, and revising for improving the quality and effectiveness of one’s own writing  Integrate appropriate and qualified evidence into one’s own composition through effective research Prompt For this essay, you will analyze a reading and develop a claim about the author’s goal in the article you selected. Once your claim is established, you will use examples from the reading to support your claim throughout your essay. Critical Elements Specifically, the following critical elements must be addressed: I. Introduction: This is where readers will have a chance to get an idea of what your essay will be about and what you will prove throughout. Do not give all of your information away here, but give readers a sample of what is to come. Do not forget to review your writing plan to make sure you are hitting all of the points that you planned out, while also stating your claim. A. Provide an overview of the work you have analyzed, briefly describing main points and your thoughts about the writing. B. Compose an engaging thesis that states the claim that you will prove and support throughout your essay. This statement will give direction to your essay and should be well thought out. II. Body: The body is your opportunity to describe and support your claim in depth. Make sure your thoughts and evidence are clear and organized in a way that is easy for readers to follow and understand. A. Be sure to write multiple paragraphs that are focused, clearly state their intent, and move logically from one to the other, building the thesis argument as the essay progresses. These paragraphs also need to deploy evidence from the selected reading. B. Your body paragraphs should support your claim by combining thoughts and ideas with evidence from the writing. There is no such thing as a right or wrong claim; the key is how your claim is supported and the quality of the evidence used. III. Conclusion: Think of the conclusion as a review of your analysis. Use this section to restate your claim and remind readers of your supporting evidence. Think of this as your last chance to prove your point. A. Review your claim and summarize key supporting points. This section should consist of a review of your main points employed to support your argument. B. Your conclusion should articulate insights about your claim established through your analysis. This should follow logically from your argument, referring to key points or quotes used to support your claim. Milestones Assignment 2, Milestone 1: First Draft In Module 5, you will return to your selected reading and analysis in a guided walkthrough activity. You will approach each section using the same eLearning paper generator that was used for Assignment 1, except that the questions will be aimed more toward re-evaluating your posts. You will pull out quotes and paraphrases and develop summarizations that will be used to further support your points. You will also apply your instructor’s feedback from Assignment 1. When you are done responding to the prompts in this guided activity, you will have a transformed, more developed draft that addresses the critical elements outlined in Section I: Introduction, Section II: Body, and Section III: Conclusion, above. You will be able to use the reverse outline in Module 6 to make sure that this draft has a clear, fluid, detailed approach. Whatever is completed in MindEdge by the deadline will be sent to your instructor for grading. This assignment is graded with the Assignment 2, Milestone 1 Rubric. Assignment 2 Submission: Critical Analysis Essay In Module 8, you will submit your critical analysis essay in its final form. It should be a complete, polished artifact containing all of the Critical Elements associated with Assignment 2. It should reflect the incorporation of feedback gained and revision opportunities presented throughout the course and revision. This assignment will be graded using the Assignment 2 Rubric (below). Assignment 2 Rubric Guidelines for Submission: Your analysis essay must be 3–4 pages in length (plus a cover page and references) and must be written in MLA or APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins. Include at least three references from the selected reading cited in MLA or APA format. Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information, review these instructions. Critical Elements Exemplary Proficient Needs Improvement Not Evident Value Introduction: Overview Provides an overview of the work being analyzed (100%) Provides an overview of the work being analyzed, but it contains issues regarding clarity (55%) Does not provide an overview of the work being analyzed (0%) 12 Introduction: Thesis Meets “Proficient” criteria and thesis is exceptionally clear and concise (100%) Composes a thesis that states the claim that will be proven throughout the essay (85%) Composes a thesis, but contains issues related to clarity or relevancy (55%) Does not compose a thesis (0%) 12 Body: Intent Meets “Proficient” criteria and writing is well-qualified with specific examples (100%) Writes multiple paragraphs that are focused, clearly state their intent, and build the thesis argument (85%) Writes multiple paragraphs, but writing does not build the thesis argument (55%) Does not write multiple paragraphs (0%) 12 Body: Body Paragraphs Meets “Proficient” criteria and supports claim with a masterfully constructed combination of thoughts and evidence (100%) Body paragraphs support claim by combining thoughts and ideas with evidence (85%) Body paragraphs support claim, but do not combine thoughts and ideas with evidence (55%) Does not support claim through body paragraphs (0%) 24 Conclusion: Review Meets “Proficient” criteria and response is clear and contextualized (100%) Reviews claim and summarizes key supporting points of essay (85%) Reviews claim and summarizes key supporting points, but contains issues regarding alignment to the intent of the thesis (55%) Does not review claim (0%) 12 Conclusion: Insights Meets “Proficient” criteria and offers a nuanced insight into the relationship between the evidence and the claim (100%) Articulates insights about claim established through your analysis, and follows claim logically, referring to key points or quotes used to support claim (85%) Articulates insights about claim established through your analysis, but does not follow claim logically or refer to key points or quotes used to support claim (55%) Does not articulate insights about claim (0%) 24 Articulation of Response Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format (100%) Submission has no major errors related to citations, grammar, spelling, syntax, or organization (85%) Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas (55%) Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas (0%) 4 Total 100%

 
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Module 7:

Module 7: You’re Almost There! In this module, you will consider large­scale and small­scale revisions and implement a revisions strategy in your essay draft. Reading: Revision Strategies Now that you have updated your essay draft using the reverse outlining process, the final step is to engage in a more thorough process of revision. When you revise your paper, you consider waysin which the organization, content, and grammar of your essay could be improved. During the revision phase, you will likely read and reread portions of your essay time and time again. Furthermore, you will likely overhaul entire sections of your paper, returning to the draft phase and then moving on to revise once again. General Tips for Revision Before you begin revising your essay, it is helpful to consider the following general tips for revision. These tips can apply to any writing assignment. You will get plenty of practice in making large­scale and small­scale changes to strengthen your writing and clarify your ideas, but this page should help you to create the conditions for embarking on the kind of self­assessment that is part of the revision process. 1. Get some distance from your paper. Set your draft aside for a while, preferably overnight or longer. When you read it again, try to assume your audience’s perspective and read your work with fresh eyes. 2. In order to get the distance you need, you will have to give yourself plenty of time to revise. Don’t wait until the night before a paper is due to attempt revisions. Instead, try to finish writing your draft at least a few days before the deadline so you have time to re­read and to make the large­scale and small­scale changes that are necessary. Copyright © 2017 MindEdge Inc. All rights reserved. Duplication prohibited. 3. Print out a hard copy of your draft. It is often difficult to catch grammar and spelling errors when you read your paper on a computer screen, and it is just as hard to get a good sense of the whole of your paper to see where and how your draft needs re­organizing. Revising a hard copy allows you to spot these problems and to make notations directly on your draft as you read it. 4. Read your paper out loud. It is often easier to hear the parts of your draft that need clarification or correction than it is to see them. Reading your paper aloud with a pen or pencil in hand will help you locate the sentence­level changes that need to be made and the places where your writing is confusing or unclear. Work through each of the sections below to learn how to commit different stages of revisions. Large-scale revisions After you’re sure that your argument is addressing the right content to meet your purpose, it’s time to undertake large­scale revisions—those revisions that concern the organization of your ideas and filling in evidence and details to support your points. Some sections and paragraphs may require rewriting at this stage, but you don’t need to look for proofreading errors yet. Since you’ll be adding, removing, moving, and changing sentences to better emphasize your overall meaning, you don’t need to get bogged down into the details of sentence structure or punctuation quite yet. When you return to your draft, begin by assessing the paper as a whole. Is your thesis statement clearly stated? Do your major points support your thesis statement? Are the types of points you need to address to satisfy assignment requirements present? Have you summarized opposing viewpoints when appropriate? Have you summarized potential objections, if necessary? Open up your essay draft in a word processing program and highlight the parts of the essay that respond to these requirements. You may even use your word processor’s commenting feature to add a comment to state the role of the section in your essay. If you can’t identify a section that serves one of these functions, you should create one and support that section with more details and evidence. Small-scale revisions After your paragraphs are in order, it’s time to focus on sentence­level changes. This part of the revision process is made up of editing—deciding on the clearest way to present an idea—and proofreading— correcting errors in spelling, grammar, word usage, and sentence structure. Grammar errors can distract your reader and make your ideas seem hastily thrown together, even though you put significant time into your draft so far. Use the questions below to help identify and correct common errors. Are your sentences grammatically complete with a subject and a verb? Do you vary your sentences in style and length? Have you used punctuation correctly? Is your language specific enough or too vague? Is your tone appropriate? Do you understand the meaning of the words you have used? Are there any homonym errors (like its versus it’s, or their versus there)? Self-evaluation checklist Peer critique In addition to assessing your own work, it is often useful to give your paper to another person who can read your writing with fresh eyes. It may be hard for you to identify the problem areas of your draft, especially if you’ve spent a significant amount of time revising. Some people prefer to arrange a peer critique before they begin revising their papers, as peer critique can help direct the revision process. After you’ve revised and edited your paper to the best of your ability, give your paper to a friend or a teacher whose opinion you trust. Ask this person to consider both the words on the page and the larger argument and structure of your draft. Your reader should be able to summarize your argument without looking at it after reading your paper. He or she should also be able to identify and paraphrase your thesis statement. The checklist below will help you consider your progress and determine where you might improve the paper. How are you indicating the changes you’ve made during the revision process? Are you saving different versions of your paper? Is the paper properly formatted? Do you have a clear, arguable, and easily identifiable thesis? Do you have a clear focus throughout your essay that connects back to the thesis? Do you develop your main points in enough detail? Do you include enough support? Have you added new details or evidence to strengthen weaker supporting points? Have you deleted unnecessary or redundant material? Do you provide enough context in the opening paragraph(s) of your paper to orient the reader? Do you define key terms? Does your conclusion restate your main claim in fresh language and review the major supporting points? Is your paper written from an appropriate and consistent point of view? Have you considered your audience? Does your paper flow logically from one point to the next? Are there any areas that might confuse your readers? Have you edited for errors in spelling, grammar, or word usage? Have you set your paper aside for a day or two and re­read it to check for clarity? Have you considered your peer critique feedback? Video Commentary: Revision Strategies Finding Fresh Eyes Sean Morey So, when you’re revising your pieces, it’s often good to have somebody else look at this piece. And so, typically, you might do peer review in your class. However, using your classmates isn’t always the best strategy for doing proofreading. Sometimes, you want somebody who’s out of your class­­ who’s unfamiliar with the material, unfamiliar with the assignments—to take a look at it so that they’re completely out of the context in which you’re writing. And so they can look at it and not have any preconceived idea about what the teacher is looking for, or what the actual prompt is, and it gives you a much different perspective about your writing than somebody who’s in the class with you. However, sometimes it’s not always possible to find others. And so, ideally, you could put your essay away for a week or two and then come back to it when you’ve had a chance to forget about it in some ways. Now, obviously, with the constraints of a college course, that’s not always possible, especially if you’re scrambling in the last week just to get it done. And so, there’s a couple other tips that you can use in order to defamiliarize your writing so it’s not as clear to you and it’s not as kind of ingrained in your head. Often, when we read our own writing, we skip over stuff because we understand what it is—it’s familiar to us, we wrote it after all. So some of the ways to get around this is to read the piece backwards. And so I don’t mean this letterfor­letter read backwards, but you can start reading word­for­word backwards to look for spelling. And that way it’s harder to just skip over words and miss spelling mistakes. Then you can read backwards sentence­by­sentence—so read the last sentence first, then read the second to last sentence first and backwards. And then you kind of aren’t paying attention to the content, but really nitpicking the grammar and the mechanics and the style and those kinds of things. And then finally, you can go paragraph­by­paragraph backwards. So you can look at each paragraph—how it makes sense as a whole and contained—but not necessarily within the context of the whole paper. And so, this allows you to kind of, in your head, jumble up your own writing so you’re not as prone to kind of skip over mistakes that either you might miss or even mistakes that something like a word processor spell checker misses. And so ideally get somebody else to look at it, but if you are the only person who has a chance to kind of proofread and edit and revise, those are some of the strategies you can use.

 
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Employee Performance Reviews are Imperative

Activity: Writing Workshop (GRADED)

Following up on the discussion forum from the previous page, it’s time to workshop the Writing Plan you chose in the forum.

NOTE: This activity will be graded based on completion.

Your responses to the questions below will be saved to the Notebook, which can be found under the Tools menu, under the wrench icon to the upper right of your screen. At the end of the exercise, you will download all of your responses to a single Word document by following the directions at the bottom of this page. You will then upload that document to your peer’s original post.

Review the Writing Plans your peers posted on the Discussion Forum. Copy and paste their Writing Plan and annotations to another document for reference, then workshop them in the space below.

1. In your own words, identify the argument of your peer’s persuasive essay. What is he or she aiming to prove?

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2. Has your peer adequately addressed opposing viewpoints?

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3. Which of the summaries (or which sections of the summaries) could use more clarification? How could your peer’s summaries be improved? Please paste an example and, if appropriate, offer your own edits.

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4. Has your peer provided adequate credentialing information? If so, how can you tell the source is credible? If not, what could your peer add to establish the reliability of the source?

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5. Do the sources your peer describes in the annotated bibliography connect to his/her argument in a clear and easy-to-understand manner? If so, how so? If not, what are some ways in which your peer could strengthen those connections?

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6. Does your peer acknowledge a counterargument in one of the annotations? If a counterargument is presented, does he/she provide a persuasive rebuttal? If no counterargument is presented, can you anticipate some of the objections your peer should take into consideration?

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7. Evaluate the sources your peer has selected. Which sources do you find to be the strongest? Why do you think they are strong, and how do they support your peer’s key points? Are there ways the sources could support those key points that your peer has overlooked? Be specific.

 
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Employee Performance Reviews are Imperative

Employee Performance Reviews are Imperative – Wed Mar 29 22:32
Tamara Nelson

I will argue that conducting effective periodic performance evaluations is a crucial practice that businesses must participate in for the benefit of their employees and their business’s success.  I will argue that the benefits of completing performance evaluations outweigh the potential legal ramifications and that they are worth the extensive time and effort taken by mangers to complete them.  I am studying business with an emphasis in Human Resources, so this topic is very relevant to my major because performance evaluations are a hot topic in the HR world.  The topic of performance evaluations has recently been discussed among the members of my own management team at the credit union where I work.  Our corporate attorney and members of the senior management team are focused on the legal consequences of improperly written and inaccurate reviews, but I want them to understand the true purpose of completing reviews and the benefit to the employee and ultimately, to our credit union.  I will actually be making a decision about whether or not to continue with the practice of conducting annual performance evaluations in the near future, so this will be a great opportunity for me to do some formal research and be able to present the information not only to my professor, but also to my boss. 

The first point I will focus on the fact that employees value performance evaluations.  As an employer considers whether or not to conduct periodic performance evaluations, they must not only consider the potential liability for the company, but also the morale of the employees, especially those high-achievers who seem to value performance reviews the most.  My second point will be one that managers may not like. I will show that an employer is wise to require managers to complete formal evaluations of their employees because if they don’t, the manager may not actually ever formally provide feedback for their employees.  The third point I will make is that periodic reviews serve as important written documentation of an employee’s history of performance.  This point will be faced with the most opposition because any written documentation given to an employee can be used as evidence should an employee sue an employer at a later day.  I will need to emphasize the need for proper management training to try to prevent future legal ramifications from poorly written evaluations.

 My audience for this essay will be my classmates and professor of English 123.  The main challenge I will have will be discussing this topic with others who may not have much work experience, and therefore, not much experience giving or receiving performance evaluations.  I will need to be descriptive in my writing to ensure understanding of the benefits to an employer and employee of conducting performance evaluations.  Many employees have not had positive experiences with performance reviews, and inevitably, some in my class may sympathize with that point of view.  It will be necessary for me to provide supporting evidence showing that the benefits outweigh the negatives for both employees and employers.  Most of my class will be thinking from their personal perspectives of being an employee, so I will need to keep that in mind as I attempt to persuade them to my way of thinking.

My goal will be to convince my class and professor (and ultimately my management team) that annual, or at least periodic performance evaluations are beneficial and that the benefits outweigh the risks.  To be successful, this essay will need to be very convincing.  I will need to find valid research showing that employees are more satisfied with an employer who conducts regular evaluations.  I will also need to be able to prove that there are proper ways in which evaluations should be written in order to prevent legal liability in the case of a disgruntled employee.  The most important aspect of my essay will be proving that evaluations are more beneficial to employees and employers than they are a liability.

I have found three great sources to use in this essay.  My first source, “As companies revamp performance reviews, some changes are falling flat” by Jena McGregor, The Washington Post, June 7, 2016, will be an excellent source for describing and opposing viewpoint and why I disagree with that viewpoint. This source discusses the reasons some large companies have made the decision to revamp or simply do away with performance evaluations and provides evidence showing that the companies have not always seen positive outcomes by eliminating evaluations and that employees have shown dissatisfaction with the changes.  My second source, “Planning for Performance Reviews” by Diane Domeyer, will provide expert input about how to properly prepare for and conduct performance evaluations.  This source will help establish credibly for the importance of providing well prepared evaluations that will benefit both the employee and employer.  My third source, “Budgets, Performance Reviews Make Workplaces Ripe for Hostility” by Dana Wilkie, SHRM, January 10, 2017, will allow me to discuss the potential negative outcomes that may come when performance evaluations are not properly prepared or presented.  These three sources will help me establish a thorough review of the goal and benefits of performance evaluations and why it is more beneficial for a company to perform evaluations rather than to eliminate the practice. 

The first point I will make will be that employees value performance evaluations.  All three of my sources support this key point.  I will be able to provide evidence and examples of how evaluations positively affect good employees and how eliminating evaluations can negatively impact an employer because of the loss of satisfaction high performing employees may feel. The next key point I will make is that it is important to require managers to conduct periodic reviews because it forces them to take the time to reflect on an employee’s performance and give them formal feedback.  My sources support this point by giving examples of the benefits of honest employer feedback.  My sources also point out the likelihood that managers won’t give the honest feedback without the requirement to complete a formal evaluation.  The third point I will make is that periodic reviews serve as regular written documentation of an employee’s history of performance, which is important when considering disciplinary action.  Because my sources support proper training for managers, I will be able to show that that well written documentation can be beneficial to the employee and employer.  It will be very important to focus on the ways in which managers can be trained in order for this point to be convincing.

 It will be imperative for me to provide expert opinion that performance evaluations are beneficial to employees.  Because good employees benefit from reviews, this may be my most valid argument.  I will point out how good employees are essential to a successful business, and therefore, how evaluations are necessary to attract and keep those good employees.  I will also use evidence that shows employers who conduct evaluations have benefitted from the practice.  I feel giving examples of specific companies who have seen positive results will greatly support my argument.  I will also be able to use the example of companies who have decided to do away with reviews and the negative feedback they have received to strengthen my argument.  I will rely on my sources to prove the importance of proper training to ensure the evaluations presented to employees are legally compliant and effective to both the employee and employer.

 To revise my essay, it will be most effective to ask someone who doesn’t share my viewpoint to review it.  This perspective would provide the most valuable criticism as it would allow me to consider the ways my essay is not convincing.  To review proper flow, I will read my essay aloud and also will rely on feedback from my professor to make needed corrections.  I also have found that reviewing an essay backwards sentence by sentence helps me revise for grammatical errors.  I plan to use all three revision methods as I finalize this persuasive essay.

I am used to my own writing style, so I sometimes don’t catch ways in which my writing doesn’t flow as it should.  By inviting feedback from someone else, I can consider their viewpoint and make adjustment accordingly.  Of course, inviting someone who does not share my same viewpoint to review my essay will benefit me by further clarifying points that they may feel are not valid.  I greatly valid third party feedback and will welcome it as part of my revision process.

“As companies revamp performance reviews, some changes are falling flat” by Jena McGregor

The Washington Post, June 7, 2016

From Opposing Viewpoints in Context

It seems this source is arguing for at least some kind of performance review. 

This source is using this evidence to support that argument:

CEB surveyed more than 9,000 managers and employees across 18 countries and found those who worked for organizations that had scrapped ratings from the review process actually scored the performance conversations they had with their managers 14 percent lower.

Without rating to focus on the conversation, Kropp said, managers may feel it’s harder for them to deliver a clear message.

The survey also showed that when companies drop ratings, managers spend less time on performance management.

Personally I believe this source is doing a good job of supporting its arguments by using data collected from reliable and well-known corporations who have experimented with changing their annual performance review processes.

My problem is determining whether or not an annual, or at least, periodic performance evaluations are beneficial to employers and employees.

This is my intended argument: Some form of annual or periodic performance review is necessary and beneficial to both the employer and employee.

I think this source will be very helpful in supporting my argument because it provides data from research and perspectives from well-known companies who have made changes to their evaluation processes.

I think this source will support my other sources because it is not biased and provides well-rounded information on this topic including viewpoints opposing my own.

“Planning for Performance Reviews”, by Diane Domeyer

Women in Business, January/February 2005

It seems this source is arguing about the benefits of effectively preparing for and presenting employee performance reviews.

This source is using this evidence to support this argument:

There is no evidence cited in this article; however, the author is an Executive Director of Office Team, the nations leading staffing service so her opinion holds credibility.

Personally, I believe the source is doing a good job of supporting its argument because examples are used to demonstrate the effectiveness of properly written performance reviews.

My problem is determining whether or not an annual, or at least, periodic performance evaluations are beneficial to employers and employees.

This is my intended argument: Some form of annual or periodic performance review is necessary and beneficial to both the employer and employee.

I think this source will be very helpful in supporting my argument because it provides expert opinion on the benefits of providing employees with a periodic performance review.

I think this source will support my other sources because it focuses on the planning and presenting stages of conducting performance reviews.

“Budgets, Performace Reviews Make Workplaces Ripe for Hostility”,by Dana Wilkie

SHRM (Society for Human Resource Management) website, January 10, 2017

It seems this source is arguing that performance reviews can be effective when managers and supervisors have been trained properly about how to complete and conduct them.

This source is using this evidence to support that argument:

Expert advice credited to Norbert “Bert” Alicea, Vice President of Employee Assistance Programs and Work/Life Service at Benefit Solutions for Heath Advocate Inc. including support of training for managers and supervisors about how to properly conduct performance reviews.

Personally, I believe the source is doing a good job of supporting its arguments by citing expert opinion regarding proper training for managers to ensure performance reviews are conducted properly.

My problem is determining whether or not an annual, or at least, periodic performance evaluations are beneficial to employers and employees.

This is my intended argument: Some form of annual or periodic performance review is necessary and beneficial to both the employer and employee.

I think this source will be very helpful in supporting my argument because it acknowledges the risk involved with conducting reviews improperly, but focuses on the benefits of training managers to conduct reviews properly.

I think this source will support my other sources because it is a recent publication from a valuable HR source, SHRM, and contains relevant information supporting the benefits of performance reviews.

 
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