This document provides instructions for a midterm project assignment. Students are asked to select a term related to cross-cultural education/counseling and conduct a literature search to answer questions about the term's definition and use. The assignment should be 2 pages maximum and follow APA formatting guidelines. It will be graded based on introduction, focus, ideas/support, conclusion, structure/organization, and other writing elements.

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Midterm Project Assignment
literature in the field of cross-
cultural education/counseling. Conduct an exhaustive literature
search of the definition
and use of the term.
that best suits their
background, expertise, and interests however they must provide
information that
answers the following questions:
1. Where did the term come from?
2. What are the alternative definitions?
3. What is the preferred definition and why?
4. What one or two primary sources can one go to find out more
about the term?
want to consider providing a
short historical perspective in writing the definition.
assignment should be
limited to about 2 pages (maximum of 350 - 400 words). The
cover page and the

2. reference page are not included in the 2-page minimum.
Roman font; 12 pt.
font size; margins 1” on all sides; double-spaced. The
assignment should be written
on a graduate level and references used should be cited within
the discussion and
documented in a reference list using APA styling.
assignment to be graded.
CACREP Standards Addressed: 2F.2.a, 2F.2.c and 2F.2.h
Scoring Guidelines
Points available: 100.
Components Unacceptable
(0 points)
Revisions Required
(5 points)
Target
(10 points)
Introduction
Establishes historical
background and defensible
thesis that supports a logical

3. line of reasoning (CACREP
2F.2.a, 2F.2.c, 2F.2.h)
Underdeveloped
introduction; reason for
culture selection is
unclear or missing;
historical background is
inaccurate or missing
Coherent introduction
that includes a reason
for culture selection;
historical background is
accurate but limited
Engaging, well
developed introduction
that includes a detailed
reason for culture
selection; historical
background is accurate
and thorough
Focus & Purpose
Developed thesis and
attentive focus on topic

4. Missing thesis; confusion
about or
misunderstanding of
Simplistic and unfocused
ideas; limited sense of
purpose
Developed thesis;
represents sound
Page 2 of 4
Components Unacceptable
(0 points)
Revisions Required
(5 points)
Target
(10 points)
(CACREP 2F.2.a, 2F.2.c,
2F.2.h)
topic; no sense of
purpose
understanding of the

5. assigned topic; focused
Ideas, Support &
Development
Supports ideas and
reflections using specific
and relevant examples of
evidence/experiences
(CACREP 2F.2.a, 2F.2.c,
2F.2.h)
No or limited
evidence/experiences
are provided to support
ideas and reflections;
evidence is incomplete,
incorrect, oversimplified,
or disconnected from the
context
Provides necessary
evidence/experiences to
support ideas and
reflections; the
importance/relevance of
all pieces of
evidence/experiences is

6. unclear or under
developed but does
support the ideas and
reflections presented
and is placed properly
within the context
Relies on compelling and
detailed
evidence/experiences to
support ideas and
reflections; the
importance/relevance of
all pieces of
evidence/experiences is
clearly stated; considers
alternate interpretations
of evidence/experiences
to enhance
demonstration of cultural
intelligence
Conclusion
Establishes clear conclusion
based upon
evidence/experiences

7. (CACREP 2F.2.a, 2F.2.c,
2F.2.h)
Missing or no connection
of evidence and analysis
to the reflections; fails to
summarize the argument
coherently
Limited connection
between evidence and
analysis to reflections;
summarizes some ideas
and thoughts but repeats
ideas to support
reflections
Engaging, strongly
connects evidence and
analysis to reflections;
summarizes the main
topics without repeating
previous ideas
Structure &
Organization
Text has unity and
coherence to accomplish the
focused purpose

8. No paragraph structure;
or single, rambling
paragraph; or series of
isolated paragraphs
Organization is
confusing or disjointed;
weak paragraph
structure; transitions are
missing or inappropriate
Clear organizational
structure; easily followed;
includes transitions;
structured format
Audience & Tone
Audience appropriate and
consistent tone
No awareness of
appropriate audience for
assignment; tone is
inappropriate
Lacks awareness of

9. appropriate audience for
the assignment; tone is
inconsistent
Effective and accurate
awareness of audience;
tone is appropriate for
audience and
assignment
Sentence Structure
Demonstrates varied
sentence structures to
enhance meaning
Contains multiple and
serious errors of
sentence structure: i.e.
fragments, run-ons;
Formulaic sentence
patterns or overuse of
Effective and varied
sentences; errors (if

10. Page 3 of 4
Components Unacceptable
(0 points)
Revisions Required
(5 points)
Target
(10 points)
unable to write simple
sentences
simple sentences; errors
in sentence structure
present) due to lack of
careful proofreading
Mechanics
The text has few
grammatical, spelling and
punctuation errors.
Frequent errors in
agreement, verb tense,
spelling, and
capitalization; intrusive
and/or inaccurate
punctuation;

11. communication is
hindered
Contains several errors
in agreement, verb
tense, spelling,
capitalization, and
punctuation (up to 6);
errors interfere with
meaning
Virtually free of errors in
agreement, verb tense,
spelling, capitalization,
and punctuation (no
more than 3); errors do
not interfere with
meaning
Vocabulary & Word
Usage
Uses extended and
appropriate vocabulary
Vocabulary is
unsophisticated; or
subject specific
vocabulary or

12. sophisticated vocabulary
used incorrectly.
Proper, but simple
vocabulary used; subject
specific vocabulary used
infrequently
Vocabulary is varied,
specific and appropriate;
uses subject specific
vocabulary correctly
APA Format/Citations
Correctly uses APA style and
formatting
Reference page includes
frequent errors (more
than 3); no attempt was
made to cited
supporting sources in-
text; contains multiple
errors in APA format
Reference page in
accurate and virtually
free of errors (no more
than 3); all supporting

13. sources are cited in-text,
but minor errors in APA
format are present
Reference page in
accurate and free of
errors; all supporting
sources are properly
cited in-text; APA format
is correct and accurate
APA Format Guides
The instructor has provided links to resources that provide
assistance on APA format issues. Be
sure to review these links and do not hesitate to ask for
assistance if you are not sure about
something. Ask yourself the questions below before you submit
a paper. This list by no means
addresses every possible mistake that could be made, but it will
bring common mistakes to your
attention.
-text present on your reference list?
Remember that the website itself
is a source.

14. Page 4 of 4
-text citations for all the resources you
used? Only references used to
support your writing should be on your reference list.
-text? Quotes should be
used sparingly. There should be
no more than one quote in a three-page paper.
Pay close attention to indention
rules and capitalization rules.
a page break inserted for the reference page?
paper?
paper before submitting the
paper?
Writing assignments are taken quite seriously. Graduate
students are
expected to write clearly and concisely, and the order of your
thoughts should
be logical. Know that each paper is read with these things in
mind. If your
writing is wordy or if you use awkward phrasing it will impact

15. the format, style
and grammar portion of your grade.
Page 1 of 2
Project IMPLICIT Self-Assessments Response
General Instructions
https://implicit.harvard.edu/implicit/demo/selectatest.html
self-assessments for four of the following: race,
religion, gender, age, sexuality,
and disability.
-page response to your experience including
your results and your
reaction/response to this experience.
CACREP Standards Addressed: 2F.2.d and 2F.2.g
Scoring Guidelines
Points available: 100.
Components Unacceptable Revisions Required Target

16. Introduction
Establishes historical
background and defensible
thesis that supports a logical
line of reasoning (CACREP
2F.2.d, 2F.2.g)
Underdeveloped
introduction; reason for
culture selection is
unclear or missing;
historical background is
inaccurate or missing (0
points)
Coherent introduction
that includes a reason
for culture selection;
historical background is
accurate but limited (5
points)
Engaging, well
developed introduction
that includes a detailed

17. reason for culture
selection; historical
background is accurate
and thorough (10 points)
Focus & Purpose
Developed thesis and
attentive focus on topic
(CACREP 2F.2.d, 2F.2.g)
Missing thesis; confusion
about or
misunderstanding of
topic; no sense of
purpose (0 points)
Simplistic and unfocused
ideas; limited sense of
purpose (10 points)
Developed thesis;
represents sound
understanding of the
assigned topic; focused
(20 points)
Ideas, Support &
Development

18. Supports ideas and
reflections using specific
and relevant examples of
evidence/experiences
(CACREP 2F.2.d, 2F.2.g)
No or limited
evidence/experiences
are provided to support
ideas and reflections;
evidence is incomplete,
incorrect, oversimplified,
or disconnected from the
context (0 points)
Provides necessary
evidence/experiences to
support ideas and
reflections; the
importance/relevance of
all pieces of
evidence/experiences is
unclear or under
developed but does
support the ideas and
reflections presented
and is placed properly

19. Relies on compelling and
detailed
evidence/experiences to
support ideas and
reflections; the
importance/relevance of
all pieces of
evidence/experiences is
clearly stated; considers
alternate interpretations
of evidence/experiences
to enhance
https://implicit.harvard.edu/implicit/demo/selectatest.html
Page 2 of 2
Components Unacceptable Revisions Required Target
within the context (10
points)
demonstration of cultural
intelligence (20 points)
Conclusion
Establishes clear conclusion

20. based upon
evidence/experiences
(CACREP 2F.2.d, 2F.2.g)
Missing or no connection
of evidence and analysis
to the reflections; fails to
summarize the argument
coherently (0 points)
Limited connection
between evidence and
analysis to reflections;
summarizes some ideas
and thoughts but repeats
ideas to support
reflections (5 points)
Engaging, strongly
connects evidence and
analysis to reflections;
summarizes the main
topics without repeating
previous ideas (10
points)
Structure &
Organization

21. Text has unity and
coherence to accomplish the
focused purpose
No paragraph structure;
or single, rambling
paragraph; or series of
isolated paragraphs (0
points)
Organization is
confusing or disjointed;
weak paragraph
structure; transitions are
missing or inappropriate
(5 points)
Clear organizational
structure; easily followed;
includes transitions;
structured format (10
points)
Sentence Structure
Demonstrates varied
sentence structures to
enhance meaning

22. Contains multiple and
serious errors of
sentence structure: i.e.
fragments, run-ons;
unable to write simple
sentences (0 points)
Formulaic sentence
patterns or overuse of
simple sentences; errors
in sentence structure (5
points)
Effective and varied
sentences; errors (if
present) due to lack of
careful proofreading (10
points)
Mechanics
The text has few
grammatical, spelling and
punctuation errors.
Frequent errors in
agreement, verb tense,
spelling, and
capitalization; intrusive

23. and/or inaccurate
punctuation;
communication is
hindered (0 points)
Contains several errors
in agreement, verb
tense, spelling,
capitalization, and
punctuation (up to 6);
errors interfere with
meaning (5 points)
Virtually free of errors in
agreement, verb tense,
spelling, capitalization,
and punctuation (no
more than 3); errors do
not interfere with
meaning (10 points)
Vocabulary & Word
Usage
Uses extended and
appropriate vocabulary
Vocabulary is
unsophisticated; or

24. subject specific
vocabulary or
sophisticated vocabulary
used incorrectly (0
points)
Proper, but simple
vocabulary used; subject
specific vocabulary used
infrequently (5 points)
Vocabulary is varied,
specific and appropriate;
uses subject specific
vocabulary correctly (10
points)