Coco– 812012 Scoring for Journal Readings Point Sheet .docx
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Coco– 8/1/2012 Scoring for Journal Readings Point Sheet (Journal Readings = 15% of final grade) Name Article 1 2 3 EDU 6523 Criteria Very High 94 – 100 High 85 – 93 Average 75 – 84 Low 70 – 74 Very Low 0 – 69 Score Q u a li ty o f J o u rn a l A rt ic le S e le c te d The journal article is clearly related to the topic selected from the list & published within the past 4 years. The journal article is somewhat related to the topic selected& published within the past 4 years. The journal article is somewhat related to the topic selected but was published more than 4 years ago. The article selected is either not directly related to the topic or was from a source other than a professional journal. No article from a professional journal was selected. C o m p re h e n s io n o f th e a rt ic le (p a g e 1 ) The writer accurately, clearly & concisely shares information that relates to the topic. Supporting details are included that demonstrate an understanding of the major points contained in the article. The writer accurately & clearly shares information related to the topic. A few supporting details are included that demonstrate an understanding of the major points contained in the article. The writer shares information related to the topic but with few supporting details. It is unclear whether the writer understands the major points contained in the article. The writer shares little information related to the topic. The writer may inaccurately report some facts or major points. Nothing was submitted that indicates that a journal article was read. A p p li c a ti o n t o t h e C la s s ro o m The writer demonstrates a thoughtful and clear understanding of the possible application, effectiveness or ineffectiveness of the methods cited in the article. Examples of possible applications in classroom are given. The writer demonstrates a clear understanding of the possible application, effectiveness or ineffectiveness of the methods cited in the article. At least one possible application to the classroom is given. The writer demonstrates some understanding of the possible application, effectiveness or ineffectiveness of the methods cited in the article. One possible application to the classroom is given. The writer demonstrates little understanding of the possible application, effectiveness or ineffectiveness of the methods cited in the article. No possible application to the classroom is given. No classroom application was submitted. S c h o la rl y W ri ti n g S ty le & M e c h a n ic s No spelling; punctuation, or grammar errors. Scholarly, concise & positi.
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SOCI 201Sociological Observation Grading RubricModuleWeek.docx
SOCI 201
Sociological Observation Grading Rubric
Module/Week 5
Criteria
Levels of Achievement
Content 70%
63 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Content
57 to 63 points
The paper exceeds content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
44 to 56 points
The paper meets content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
1 to 43 points
The paper meets some of the content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
0 points
Not present.
Structure 30%
27 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Mechanics
24 to 27 points
The paper exceeds structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
19 to 23 points
The paper meets structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
1 to 18 points
The paper meets most of the structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
0 points
Not present.
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and consider.
Touchstones are projects that illustrate your comprehension of the.docx
Touchstones are projects that illustrate your comprehension of the course material, help you refine skills, and demonstrate application of knowledge. You can work on a Touchstone anytime, but you can't submit it until you have completed the unit’s Challenges. Once you've submitted a Touchstone, it will be graded and counted toward your final course score.
Touchstone 1.1: Engage with a Work of Research
ASSIGNMENT: For this essay, you will select one of the articles provided below and engage in a 2-3 page summary and response dialogue with the source. This will involve providing a detailed summary of the source's argument and responding to that argument with your position based on the information provided in the source.
Article Option 1: "The Recess Debate: A Disjuncture between Educational Policy and Scientific Research"Article Option 2: "Sugar in School Breakfasts: A School District's Perspective"Sample Touchstone
A. Assignment Guidelines
DIRECTIONS: Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Article Summary
❒ Have you communicated the source's purpose?
❒ Have you included all of the source's main points?
❒ Have you restated the source's argument in your own words?
2. Article Response
❒ Have you provided your perspective on the source's argument?
❒ Have you used specific examples from the source to illustrate why you either agree or disagree with the argument?
3. Reflection
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
B. Reflection Questions
DIRECTIONS: Below your assignment, include answers to all of the following reflection questions.
1. What ideas originally came to mind when you first read through the article? Did your initial response to the article change after reading it for a second time? (3-4 sentences)
2. How does paying attention to the way you respond to a source help you formulate your stance on a topic? (2-3 sentences)
C. Rubric
Advanced (90-100%)
Proficient (80-89%)
Acceptable (70-79%)
Needs Improvement (50-69%)
Non-Performance (0-49%)
Source Summary
Summarize the main argument of a research source.
Provides a complete and accurate summary of the article’s main purpose and argument in the writer’s own words.
Provides an accurate summary of the article’s main purpose and argument in the writer’s own words.
Provides an accurate summary, but relies too heavily on source quotations.
Provides an incomplete summary of the article’s main purpose and argument and/or relies too heavily on source quotations.
Does not provide a complete and accurate summary of the article’s main purpose and argument in the writer’s own words.
Source Response
Articulate a response to the argument presented in a research source.
Constructs a thoughtful and academically appropriate response to the source, incl ...
GRASPS G-10.pptx
1. Ten teachers from Cagayan National High School will have their Grade 10 students compose argumentative essays on promoting gender equality and opportunities for involvement.
2. The goal is to advocate for "Safe Spaces" which promotes and safeguards against gender bias, through an article in the school paper.
3. A rubric from the Virginia Association of Secondary School Principals outlines criteria for the essays including an attention-grabbing introduction, clear thesis statement, proper grammar and spelling, effective use of evidence to support the position, and understanding the audience.
WRITINGRUBRIC TO ASSESS STUDENTS IN CLASSES.
This document outlines a scoring rubric for assessing writing at different levels of competency from beginning to accomplished. It evaluates several dimensions of writing including purpose and audience, main idea, development and support, organization, sentence structure, mechanics and presentation, vocabulary and word usage, and citing sources. For each dimension, it provides descriptors to define expectations at a beginning, developing, practicing, and accomplished level of competency. The rubric is intended to assess writing skills and progress throughout an undergraduate education.
Writing Rubric for W7000Task Description (Module 2 Assignment .docx
This document provides a rubric for evaluating student submissions of a critique of an article for the W7000 course. The rubric assesses writing criteria like organization, writing style, and grammar, as well as comprehension and analysis criteria such as demonstrating understanding of the subject matter and analyzing it. It also assesses use of APA style. The highest possible score is 40 points. Students must aim for a proficient level (score of 3) in all criteria. The document instructs students to review materials provided and the rubric before beginning the assignment and to proofread carefully before submitting.
Eng 101 e3 The Summary + Response” ESSAY Writing based on read.docx
Eng 101
e3 The “Summary + Response” ESSAY: Writing based on reading about language, culture & identity
The summary+response essay requires you to use and engage with other written materials - that is, ideas and quotations from other writers - in an essay.
Articles: Tan, "Mother Tongue" (127-132)
In your essay, you will (A) present the writer's ideas accurately and fairly, using your skills in summarizing, paraphrasing, and using quotations. And you will (B) present a thoughtful response, in which you take a stand on the major issue of the original.
You don't need additional information from the internet and you don't need to look for any more sources. If you do want to use another source, you need to clear it with your instructor.
Preliminary Steps
1. Read, re-read, annotate the article you chose.
2. Complete the "Responding to Writing" worksheet to help clarify and organize your thoughts on the issues.
3. Be able to summarize and paraphrase the material accurately.
A Possible Outline for Your Essay
Your essay might be organized something like this, in which each of the first-level bullets would be one or more ¶s:
• Open: Introduce the issues in a general way, possibly without mentioning the article/author yet.
• Introduce & briefly summarize the main article:
· Summarize the main, relevant ideas of the article and include important details. (Include the author's full name and title of the article.)
· Note that you will also refer to and summarize and quote from the article in the response section of the essay, so you don't need to provide a complete, detailed summary here.
• Respond:
· You will probably use some of the ideas you generated in the "Responding to Writing" worksheet.
· Discuss and offer some analysis of the issues raised in the article, and possibly comment on how the author has presented them, how convincing her/his evidence is, and so on.
· Present your own perspectives, thoughts, and perhaps feelings on the issues. You might describe your own life experiences or experiences of friends, as they relate to the issues in question.
· In this response section you need to be sure to explain your ideas clearly and support them (with logic, with illustrative examples, maybe with more quotes from the article).
· If you wish, you can bring in a couple of ideas/quotes from one or two of the additional articles to supplement or support your points.
· This section should be presented in logically organized, focused paragraphs.
• Close: Wrap up the essay in a meaningful and satisfying way.
Think it through!
Don't just grab onto the first thought that comes to you, an initial and superficial reaction. Consider your thoughts and feelings, think hard about the topic and what you have read about it, and form a coherent and thoughtful response.
In a thoughtful response, you don't need to solve or resolve the problem or the issue. You don't have to try to have the "last word" on the topic. Saying that it's troubling (or not) or an im ...
2012 © Laureate Education, Inc. ASSIGNMENT AND FINAL P
This document outlines a rubric for evaluating writing assignments and projects in a course. It provides scoring instructions and criteria for four quality indicators: Responsiveness, Content, Quality of Writing, and Research/Scholarship/Style (applicable only to final projects).
For assignments other than the final project, the maximum score is 12 points across the first three indicators. The final project score can reach a maximum of 20 points by including assessment of the fourth indicator, with double the weight. Descriptors for scoring levels of 4 (exemplary), 3 (meets standard), 2 (progressing), and 1 (emerging) are provided for each quality indicator.
2012 © Laureate Education, Inc. ASSIGNMENT AND FINAL P.docx
2012 © Laureate Education, Inc.
ASSIGNMENT AND FINAL PROJECT WRITING RUBRIC
This rubric will be used to evaluate submitted written work in this course
(Assignments). There are four primary quality indicators. All written assignments
will be scored on the first three indicators (Responsiveness, Content, and
Quality). The final indicator (Research, Scholarship, and Professional Style)
applies to the Final Project only.
Scoring Instructions
All Assignments, except for the Final Project, may earn a maximum of 12
points. It will be scored on the first three quality indicators
(Responsiveness, Content, and Quality); the total possible score will be 12
points (4 points for each indicator).
The Final Project may earn a maximum of 20 points. It will be scored on
all four quality indicators. The score on the final indicator (Research,
Scholarship, and Professional Style) will be weighted more heavily, and
worth double. That is, the maximum score for a Final Project would be 12
points for the first three indicators plus 8 points for the final indicator to
yield the maximum score of 20 points.
4 (Exemplary)
3 (Meets the Standard)
2 (Progressing)
1 (Emerging)
RESPONSIVENESS TO A PROJECT OR WRITING ASSIGNMENT (AS
ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS
ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
4 Paper or writing assignment is responsive to and exceeds the
requirements given in the instructions. It:
Responds to assigned or selected topic;
Goes beyond what is required in some meaningful way (e.g., ideas
contribute a new dimension to what we know about the topic,
unearths something unanticipated, etc.);
Is substantive and evidence based;
Demonstrates that the student has read, viewed, and considered
the learning resources in the course and that the paper topic
connects in a meaningful way to the course content;
Is submitted by the due date.
3 Paper or writing assignment is responsive to and meets the requirements
given in the instructions. It:
2012 © Laureate Education, Inc.
Responds to the assigned or selected topic;
Is substantive and evidence based;
Demonstrates that the student has read, viewed, and considered
the Learning Resources in the course and that the paper topic
connects in a meaningful way to the course content;
Is submitted by the due date.
2 Paper or writing assignment is somewhat responsive to the requirements
given in the instructions. Content:
Somewhat misses the point of the assigned or selected topic;
and/or
Lacks in substance, relying more on anecdotal than scholarly
evidence; and/or
Contains little evidence that the student has read, viewed, and
considered the Learning Resources in the course and that the
paper topic connects in a meaningful way to the course content;
and/or
Is submitted by the due date.
1 Paper or writing assignment is unresponsive to the requirements.
Recommended
SOCI 201Sociological Observation Grading RubricModuleWeek.docx
SOCI 201
Sociological Observation Grading Rubric
Module/Week 5
Criteria
Levels of Achievement
Content 70%
63 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Content
57 to 63 points
The paper exceeds content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
44 to 56 points
The paper meets content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
1 to 43 points
The paper meets some of the content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
0 points
Not present.
Structure 30%
27 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Mechanics
24 to 27 points
The paper exceeds structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
19 to 23 points
The paper meets structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
1 to 18 points
The paper meets most of the structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
0 points
Not present.
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and consider.
Touchstones are projects that illustrate your comprehension of the.docx
Touchstones are projects that illustrate your comprehension of the course material, help you refine skills, and demonstrate application of knowledge. You can work on a Touchstone anytime, but you can't submit it until you have completed the unit’s Challenges. Once you've submitted a Touchstone, it will be graded and counted toward your final course score.
Touchstone 1.1: Engage with a Work of Research
ASSIGNMENT: For this essay, you will select one of the articles provided below and engage in a 2-3 page summary and response dialogue with the source. This will involve providing a detailed summary of the source's argument and responding to that argument with your position based on the information provided in the source.
Article Option 1: "The Recess Debate: A Disjuncture between Educational Policy and Scientific Research"Article Option 2: "Sugar in School Breakfasts: A School District's Perspective"Sample Touchstone
A. Assignment Guidelines
DIRECTIONS: Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Article Summary
❒ Have you communicated the source's purpose?
❒ Have you included all of the source's main points?
❒ Have you restated the source's argument in your own words?
2. Article Response
❒ Have you provided your perspective on the source's argument?
❒ Have you used specific examples from the source to illustrate why you either agree or disagree with the argument?
3. Reflection
❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
❒ Are your answers included on a separate page below the main assignment?
B. Reflection Questions
DIRECTIONS: Below your assignment, include answers to all of the following reflection questions.
1. What ideas originally came to mind when you first read through the article? Did your initial response to the article change after reading it for a second time? (3-4 sentences)
2. How does paying attention to the way you respond to a source help you formulate your stance on a topic? (2-3 sentences)
C. Rubric
Advanced (90-100%)
Proficient (80-89%)
Acceptable (70-79%)
Needs Improvement (50-69%)
Non-Performance (0-49%)
Source Summary
Summarize the main argument of a research source.
Provides a complete and accurate summary of the article’s main purpose and argument in the writer’s own words.
Provides an accurate summary of the article’s main purpose and argument in the writer’s own words.
Provides an accurate summary, but relies too heavily on source quotations.
Provides an incomplete summary of the article’s main purpose and argument and/or relies too heavily on source quotations.
Does not provide a complete and accurate summary of the article’s main purpose and argument in the writer’s own words.
Source Response
Articulate a response to the argument presented in a research source.
Constructs a thoughtful and academically appropriate response to the source, incl ...
GRASPS G-10.pptx
1. Ten teachers from Cagayan National High School will have their Grade 10 students compose argumentative essays on promoting gender equality and opportunities for involvement.
2. The goal is to advocate for "Safe Spaces" which promotes and safeguards against gender bias, through an article in the school paper.
3. A rubric from the Virginia Association of Secondary School Principals outlines criteria for the essays including an attention-grabbing introduction, clear thesis statement, proper grammar and spelling, effective use of evidence to support the position, and understanding the audience.
WRITINGRUBRIC TO ASSESS STUDENTS IN CLASSES.
This document outlines a scoring rubric for assessing writing at different levels of competency from beginning to accomplished. It evaluates several dimensions of writing including purpose and audience, main idea, development and support, organization, sentence structure, mechanics and presentation, vocabulary and word usage, and citing sources. For each dimension, it provides descriptors to define expectations at a beginning, developing, practicing, and accomplished level of competency. The rubric is intended to assess writing skills and progress throughout an undergraduate education.
Writing Rubric for W7000Task Description (Module 2 Assignment .docx
This document provides a rubric for evaluating student submissions of a critique of an article for the W7000 course. The rubric assesses writing criteria like organization, writing style, and grammar, as well as comprehension and analysis criteria such as demonstrating understanding of the subject matter and analyzing it. It also assesses use of APA style. The highest possible score is 40 points. Students must aim for a proficient level (score of 3) in all criteria. The document instructs students to review materials provided and the rubric before beginning the assignment and to proofread carefully before submitting.
Eng 101 e3 The Summary + Response” ESSAY Writing based on read.docx
Eng 101
e3 The “Summary + Response” ESSAY: Writing based on reading about language, culture & identity
The summary+response essay requires you to use and engage with other written materials - that is, ideas and quotations from other writers - in an essay.
Articles: Tan, "Mother Tongue" (127-132)
In your essay, you will (A) present the writer's ideas accurately and fairly, using your skills in summarizing, paraphrasing, and using quotations. And you will (B) present a thoughtful response, in which you take a stand on the major issue of the original.
You don't need additional information from the internet and you don't need to look for any more sources. If you do want to use another source, you need to clear it with your instructor.
Preliminary Steps
1. Read, re-read, annotate the article you chose.
2. Complete the "Responding to Writing" worksheet to help clarify and organize your thoughts on the issues.
3. Be able to summarize and paraphrase the material accurately.
A Possible Outline for Your Essay
Your essay might be organized something like this, in which each of the first-level bullets would be one or more ¶s:
• Open: Introduce the issues in a general way, possibly without mentioning the article/author yet.
• Introduce & briefly summarize the main article:
· Summarize the main, relevant ideas of the article and include important details. (Include the author's full name and title of the article.)
· Note that you will also refer to and summarize and quote from the article in the response section of the essay, so you don't need to provide a complete, detailed summary here.
• Respond:
· You will probably use some of the ideas you generated in the "Responding to Writing" worksheet.
· Discuss and offer some analysis of the issues raised in the article, and possibly comment on how the author has presented them, how convincing her/his evidence is, and so on.
· Present your own perspectives, thoughts, and perhaps feelings on the issues. You might describe your own life experiences or experiences of friends, as they relate to the issues in question.
· In this response section you need to be sure to explain your ideas clearly and support them (with logic, with illustrative examples, maybe with more quotes from the article).
· If you wish, you can bring in a couple of ideas/quotes from one or two of the additional articles to supplement or support your points.
· This section should be presented in logically organized, focused paragraphs.
• Close: Wrap up the essay in a meaningful and satisfying way.
Think it through!
Don't just grab onto the first thought that comes to you, an initial and superficial reaction. Consider your thoughts and feelings, think hard about the topic and what you have read about it, and form a coherent and thoughtful response.
In a thoughtful response, you don't need to solve or resolve the problem or the issue. You don't have to try to have the "last word" on the topic. Saying that it's troubling (or not) or an im ...
2012 © Laureate Education, Inc. ASSIGNMENT AND FINAL P
This document outlines a rubric for evaluating writing assignments and projects in a course. It provides scoring instructions and criteria for four quality indicators: Responsiveness, Content, Quality of Writing, and Research/Scholarship/Style (applicable only to final projects).
For assignments other than the final project, the maximum score is 12 points across the first three indicators. The final project score can reach a maximum of 20 points by including assessment of the fourth indicator, with double the weight. Descriptors for scoring levels of 4 (exemplary), 3 (meets standard), 2 (progressing), and 1 (emerging) are provided for each quality indicator.
2012 © Laureate Education, Inc. ASSIGNMENT AND FINAL P.docx
2012 © Laureate Education, Inc.
ASSIGNMENT AND FINAL PROJECT WRITING RUBRIC
This rubric will be used to evaluate submitted written work in this course
(Assignments). There are four primary quality indicators. All written assignments
will be scored on the first three indicators (Responsiveness, Content, and
Quality). The final indicator (Research, Scholarship, and Professional Style)
applies to the Final Project only.
Scoring Instructions
All Assignments, except for the Final Project, may earn a maximum of 12
points. It will be scored on the first three quality indicators
(Responsiveness, Content, and Quality); the total possible score will be 12
points (4 points for each indicator).
The Final Project may earn a maximum of 20 points. It will be scored on
all four quality indicators. The score on the final indicator (Research,
Scholarship, and Professional Style) will be weighted more heavily, and
worth double. That is, the maximum score for a Final Project would be 12
points for the first three indicators plus 8 points for the final indicator to
yield the maximum score of 20 points.
4 (Exemplary)
3 (Meets the Standard)
2 (Progressing)
1 (Emerging)
RESPONSIVENESS TO A PROJECT OR WRITING ASSIGNMENT (AS
ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS
ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
4 Paper or writing assignment is responsive to and exceeds the
requirements given in the instructions. It:
Responds to assigned or selected topic;
Goes beyond what is required in some meaningful way (e.g., ideas
contribute a new dimension to what we know about the topic,
unearths something unanticipated, etc.);
Is substantive and evidence based;
Demonstrates that the student has read, viewed, and considered
the learning resources in the course and that the paper topic
connects in a meaningful way to the course content;
Is submitted by the due date.
3 Paper or writing assignment is responsive to and meets the requirements
given in the instructions. It:
2012 © Laureate Education, Inc.
Responds to the assigned or selected topic;
Is substantive and evidence based;
Demonstrates that the student has read, viewed, and considered
the Learning Resources in the course and that the paper topic
connects in a meaningful way to the course content;
Is submitted by the due date.
2 Paper or writing assignment is somewhat responsive to the requirements
given in the instructions. Content:
Somewhat misses the point of the assigned or selected topic;
and/or
Lacks in substance, relying more on anecdotal than scholarly
evidence; and/or
Contains little evidence that the student has read, viewed, and
considered the Learning Resources in the course and that the
paper topic connects in a meaningful way to the course content;
and/or
Is submitted by the due date.
1 Paper or writing assignment is unresponsive to the requirements.
Criteria Fail (0-49.5 marks) Pas.docx
Criteria Fail
(0-49.5 marks)
Pass
(50-64.5)
Credit Distinction
(65-74.5) (75-84.5)
High Distinction
(85-100 marks)
1. Introduction about
the case study, topic
it relates to and brief
introduction about
the organization
(3 Marks)
Introduction not
given at all
Brief
introduction
given but the
topic to which
it relates to
not given
along with no
description
about the
organization
Introduction
given but just
mentioned the
topic to which it
relates to without
giving the
meaning. But a
brief introduction
of the
organization also
given.
Good
introduction
given and the
meaning of topic
to which it relates
to also discussed
along with a brief
introduction
about the
organization
Very good introduction given along with
a very clear explanation of the topic to
which it relates to along with a good
description of the organization
2. Discussion about the
case study
(4 Marks)
Just copied the
case study-no
effort has been
made to write in
his/her own
words
A brief
discussion of
the case study
given in
his/her own
words
A good
discussion of the
case study given
in his/her own
words
A meaningful
discussion of the
case study given
in his/her own
words
An outstanding discussion of the case
study given in his/her own words
3. Conclusions &
recommendations
(4 Marks)
No conclusions
or
recommendations
given
Simple
conclusions
attempted
Both conclusions
and
recommendations
discussed
Conclusions and
recommendations
both discussed
and well
expressed
Conclusions and recommendations very
well expressed
4. Credible sources and
referencing
(2 marks)
Research is not
evident in
submission.
Harvard
referencing is not
attempted.
.
5 or less
sources used
to support the
report. Not
from a
credible
source.
Harvard
More than 5
credible sources
used to support
the report.
Harvard
referencing is
attempted in
reference list and
in text. Some
At least 10
credible sources
utilized in the
report. Harvard
referencing is
applied correctly
in both reference
list and in-text
Correctly formatted citations are
included where appropriate, all citations
are included in the reference list, all
references are cited in the report and the
reference list is correctly formatted.
Many resources from reliable sources,
e.g. journals, company websites,
trustworthy articles are used. No errors in
referencing is
attempted in
reference list
or in text.
Many
referencing
errors evident.
referencing errors
evident.
citations.
Minimal
referencing errors
evident.
referencing evident.
5. Writing style (2
marks)
Writing style is
of poor quality.
Lack of logic and
flow. The report
has significant
.
Rubric for LASA 2Grading CriteriaUnsatisfactoryEmergin.docx
Rubric for LASA 2
Grading Criteria
Unsatisfactory
Emerging
Proficient
Exemplary
Maximum Points
Identify a specific cultural group with whom you will likely work with at least one similar characteristic.
CO: 1
PO: CP: 3, 5; PCC: 1, 2, 5
ILO: 1, 2, 3, 5, 6
Group is identified but is not associated with a listed diversity characteristic. The cultural group is one with whom you will not work with regularly.
Cultural group identified is appropriate, but may be one with whom you will not likely work with regularly. Cultural group shares an obvious characteristic.
Cultural group identified is appropriate and one with whom you will likely work with. Cultural group shares an obvious characteristic.
Cultural group identified is unique and appropriate, and one with whom you will likely work with. Student recognizes the possibility that the group may be associated with more than one cultural characteristic.
/36 pts.
Evaluate a professional role or function in which you will likely engage in professionally.
CO: 3
PO: CP: 1, 2, 3, 4, 5; PCC 1, 2, 3, 4, 5
ILO: 1, 3, 5, 6
Evaluation is incomplete or inaccurate. The role or function identified is not probable, relevant, or appropriate.
Evaluation is complete and accurate. The role or function identified is relevant and appropriate.
Evaluation is complete, accurate, and specific. The role or function identified is probable, relevant, and appropriate.
Evaluation is thorough, accurate, and specific. The role or function identified is highly probable, relevant, and appropriate.
/56 pts.
Evaluate and summarize measures designed to assess multicultural competence and select one that you would use to assess your own competence.
CO: 3
PO: CP: 1, 2, 3, 4, 5; PCC 1, 2, 3, 4, 5
ILO: 1, 3, 5, 6
Summary is incomplete or inaccurate. There is little to no description of measures included. An inappropriate measure is chosen to assess your own competence, or no measure is chosen.
Summary is complete and accurate. A brief description of measures is included. One measure is chosen to assess your own competence.
Summary is completing, accurate, and specific. A complete description of measures is included. An appropriate measure is chosen to assess your own competence.
Summary is thorough, accurate, and specific. An in depth description of measures is included. An appropriate measure is chosen to assess your own competence, along with an analysis of your competence.
/60 pts.
Summarize three recent journal articles (e.g., published since 2000) that you found to be the most helpful in understanding this group.
CO: 3
PO: CP: 1, 2, 3, 4, 5; PCC 1, 2, 3, 4, 5
ILO: 1, 3, 5, 6
Summary is incomplete or inaccurate. Summary does not include any description of key points to help in understanding the group.
Summary is complete and accurate. Summary includes a brief description of key points to help in understanding the group.
Summary is complete, accurate, and specific. Summary includes a description of key points to help i ...
OFFICE OF INSTRUCTION HLC Academy – Writing Across the Curri.docx
OFFICE OF INSTRUCTION
HLC Academy – Writing Across the Curriculum at Mohave Rubric
The A paper The B paper The C paper The D paper The F paper
Ideas Excels in responding to assignment.
Interesting, demonstrates sophistication of
thought. Central idea/thesis is clearly
communicated, worth developing; limited
enough to be manageable. Paper
recognizes some complexity of its thesis:
may acknowledge its contradictions,
qualifications, or limits and follow out their
logical implications. Understands and
critically evaluates its sources,
appropriately limits and defines terms.
A solid paper, responding appropriately
to assignment. Clearly states a
thesis/central idea, but may have minor
lapses in development. Begins to
acknowledge the complexity of central
idea and the possibility of other points
of view. Shows careful reading of
sources, but may not evaluate them
critically. Attempts to define terms, not
always successful.
Adequate but weaker and less
effective, possibly responding less
well to assignment. Presents central
idea in general terms, often
depending on platitudes or clichés.
Usually does not acknowledge other
views. Shows basic comprehension
of sources, perhaps with lapses in
understanding. If it defines terms,
often depends on dictionary
definition.
Does not have a clear central idea
or does not respond appropriately
to the assignment. Thesis may be
too vague or obvious to be
developed effectively. Paper may
misunderstand sources.
Does not respond to the
assignment, lacks a thesis or central
idea, and may neglect to use
sources where necessary.
Organization &
coherence
Uses a logical structure appropriate to
paper’s subject, purpose, audience, thesis,
and disciplinary field. Sophisticated
transitional sentences often develop one
idea from the previous one or identify their
logical relations. It guides the reader
through the chain of reasoning or
progression of ideas.
Shows a logical progression of ideas and
uses fairly sophisticated transitional
devices; e.g., may move from least to
more important idea. Some logical links
may be faulty, but each paragraph
clearly relates to paper’s central idea.
May list ideas or arrange them
randomly rather than using any
evident logical structure. May use
transitions, but they are likely to be
sequential (first, second, third) rather
than logic-based. While each
paragraph may relate to central idea,
logic is not always clear. Paragraphs
have topic sentences but may be
overly general, and arrangement of
sentences within paragraphs may
lack coherence.
May have random organization,
lacking internal paragraph
coherence and using few or
inappropriate transitions.
Paragraphs may lack topic
sentences or main ideas, or may be
too general or too specific to be
effective. Paragraphs may not all
relate to paper’s thesis.
No appreciable organization; lacks
transitions and coherence.
Support.
RubricsThree Pillars Essay 1Unsatisfactory0.00 2Les.docx
This document outlines a rubric for evaluating a Three Pillars essay. It provides grading criteria in five areas: content, entrepreneurism, ethics, servant leadership, and application of the pillars. It also includes sections on organization/effectiveness, mechanics of writing, format, and APA formatting/citations. The rubric assigns point values to each area, with descriptors defining the quality of work for each point level. It also provides three sample references that students must include in their essay on integrating servant leadership, ethics, and entrepreneurism as they relate to their career goals.
Assignment 1 grading criteria
- The document outlines grading criteria for a two-part portfolio assignment, with mark ranges from 90-100 (exceptional pass) to 20-29 (needs significant revision to pass).
- Higher marks are earned by thoroughly addressing the learning outcomes, using relevant examples, explaining the process of selecting materials, comparing and evaluating articles, justifying article choices, writing clearly with few errors, and properly formatting references.
- Lower marks are earned by partially addressing or not fully addressing the learning outcomes, using few or no examples, briefly or unclearly explaining processes, showing little awareness of article arguments, giving unclear justifications, having multiple writing and referencing errors, and disorganized presentation.
The Dream Job Interview Writing Prompt 1 Chapters 2 a.docx
The document provides instructions for a writing assignment where the student must describe their dream job at a company and explain how their self-concept would make them well-suited for the position. The student is asked to write 1-2 paragraphs describing the dream job, list 10 characteristics of their self-concept, and explain how each characteristic relates to their self-concept and dream job. Additionally, the student must analyze how 3 of the self-concept characteristics developed through culture, reflected appraisal, and social comparison by providing examples for each category.
rubrics
A rubric is a scoring tool that lists criteria for evaluating a piece of work or performance. It describes levels of quality from excellent to poor for each criterion. Rubrics help define quality, improve student performance, and reduce teacher evaluation time. When designing a rubric, the creator identifies observable attributes for the task and describes characteristics for each attribute and quality level. Sample rubrics evaluate oral interviews on criteria such as speech clarity, question preparation, knowledge, historical accuracy, character, and posture.
Assignment 1 grading criteria
The document outlines grading criteria for a two-part portfolio assignment on a scale of 90-100 (exceptional pass) to 20-29 (needs significant revision to pass). Criteria include fulfillment of learning outcomes, use of examples from weekly readings, explanation of the selection process, identification and understanding of key points, justification for the second article choice, writing standards, referencing, and presentation/organization. Higher scores are given for more in-depth coverage of topics, insightful understanding, clear explanation and justification, excellent writing mechanics and few errors. Lower scores involve partial or non-fulfillment of criteria.
Sheet1NameManagement Program Rubric for Annotated BibliographyEx.docx
Sheet1Name:Management Program Rubric for Annotated BibliographyExemplary LevelAccomplished LevelDeveloping LevelBeginning LevelScore10%8%5%<4%CompletionStudent included the required amount and type of sources.Student includes most of the required amount and type ofsources.Student included at least half of the required amount and type of sources.Student does includes less than half of the assignment requirement.Exemplary LevelAccomplished LevelDeveloping LevelBeginning LevelScore10%8%5%<4%Summary and SignificanceEach source has a summary of the article and a paragraph describing the applicability of the article to the student's paper.Most sources have a summary of the article and a paragraph describing the applicability of the article to the student's paper.Half of the sources have a summary of the article and a paragraph describing the applicability of the article to the student's paper. OR The student may have included only a summary or only a paragraph of applicability to the paper for each source.Less than half the required information is included. The information presented may be lacking in depth to sufficiently summarize or present article applicability.Exemplary LevelAccomplished LevelDeveloping LevelBeginning LevelScore20%15%10%<9%Argument and Synthesis of Knowledge The argument builds logically upon the thesis with research-based, discipline-appropriate supporting facts, evidence, and/or data.
Student clearly describes major methodologies and practices of the field and implements them in creative and innovative ways.
The writing demonstrates the ability to interpret, analyze, and synthesize information to advance the argument.
Minor gaps in logic and argument may appear. Supporting facts, evidence, and/or data are evident.
Student describes major methodologies and practices of the field accurately, uses them appropriately in the project.
The writing demonstrates the ability to interpret and analyze information to support the argument.
Logical arguments may be one-sided, or incomplete, or may be based on inadequate sources.
Student describes major methodologies and/or practices of the field, but may have some omissions or problems in implementation (such as using an adequate methodology, rather than an exemplary one).
The writing demonstrates the ability to summarize information that supports the argument.
Fuzzy logic may be evident and adequate supporting evidence is lacking.
Student's work does not accurately or thoroughly describe the major methodologies and practices of the field, may implement them inappropriately.
The writing demonstrates the ability to refer to external information with limited ability to support the argument.
Exemplary LevelAccomplished LevelDeveloping LevelBeginning LevelScore20%15%10%<9%Sources and SupportStudent communicates, organizes and synthesizes complex and contradictory information from multiple sources to advance knowledge in the discipline at a professional level.
Student .
CharacteristicHigh Distinction (80 and above). Excellent standa.docx
Characteristic:
High Distinction (80 and above). Excellent standard.
Distinction (70-79) Very good standard.
Credit (60-69) Good standard.
Pass (50-59)
Fair or poor standard.
Fail (Below 49)
Not up to standard.
Question and
The approach to the
The question is very
The question is well
The question is only
The question is
Central
question is excellent;
well answered and
but only partially
fairly or superficially
not answered and
Argument:
it is answered directly and fully. As a consequence,
there is a clear thesis statement, however, one or two
answered. Consequently, the thesis statement is
answered. Consequently, the thesis statement
there is no thesis statement.
there is a clear
gaps or
only partially
outlines a
thesis statement that comprehensively
shortcomings are evident either in
complete.
superficial or incomplete
answers the question and thereby
terms of addressing the question or
argument.
effectively outlines
establishing the flow
the essay’s central
of the rest of the
argument.
essay.
Structure:
The essay is extremely well
The essay is very well structured with
The essay is well structured, and the
The essay is not well structured, and
The essay is not sufficiently
structured with fully
developed and
material is well
the material is only
structured in
developed and
focused
organised in
fairly or poorly
accordance with
focused paragraphs,
paragraphs, and the
accordance with
organised in terms
both exploring and
and the material is
material is very well
both exploring and
of both exploring
demonstrating an
extremely well
organised in
demonstrating its
and demonstrating
argument. There
organised in
accordance with
central argument.
its central
are significant
accordance with
both exploring and
However, gaps,
argument.
gaps, errors, or
both exploring and
demonstrating its
errors, or
Consequently,
contradictions
demonstrating its
central argument.
contradictions exist,
significant, gaps,
which heavily
central argument.
However, some
thereby,
errors, or
detract from the
Topic sentences are clearly evident and
gaps or shortcomings exist
undermining the essay’s analysis
contradictions exist which detract from
essay.
are crafted at an
in the analysis and
and the formatting
the analysis and the
excellent standard.
the formatting of the essay’s ideas.
of its ideas.
formatting of the essay’s ideas.
Critical
The writer has
The writer has
The writer has
The writer has
The writer has not
Reflection:
critically engaged at an excellent
critically engaged at a very good
critically engaged at a good standard
partially critically engaged with the
critically engaged sufficiently enough
standard with the
standard with the
with the topic,
topic, readings,
with the topic,
topic, readings,
topic, readings,
readings, question
question and
readings, question
question and
question and
and relevant
relevant theories. It,
and relevant
relevant theories. It,
relevant theories. It,
theories. It,
therefor.
CharacteristicHigh Distinction (80 and above). Excellent standa.docx
Characteristic:
High Distinction (80 and above). Excellent standard.
Distinction (70-79) Very good standard.
Credit (60-69) Good standard.
Pass (50-59)
Fair or poor standard.
Fail (Below 49)
Not up to standard.
Question and
The approach to the
The question is very
The question is well
The question is only
The question is
Central
question is excellent;
well answered and
but only partially
fairly or superficially
not answered and
Argument:
it is answered directly and fully. As a consequence,
there is a clear thesis statement, however, one or two
answered. Consequently, the thesis statement is
answered. Consequently, the thesis statement
there is no thesis statement.
there is a clear
gaps or
only partially
outlines a
thesis statement that comprehensively
shortcomings are evident either in
complete.
superficial or incomplete
answers the question and thereby
terms of addressing the question or
argument.
effectively outlines
establishing the flow
the essay’s central
of the rest of the
argument.
essay.
Structure:
The essay is extremely well
The essay is very well structured with
The essay is well structured, and the
The essay is not well structured, and
The essay is not sufficiently
structured with fully
developed and
material is well
the material is only
structured in
developed and
focused
organised in
fairly or poorly
accordance with
focused paragraphs,
paragraphs, and the
accordance with
organised in terms
both exploring and
and the material is
material is very well
both exploring and
of both exploring
demonstrating an
extremely well
organised in
demonstrating its
and demonstrating
argument. There
organised in
accordance with
central argument.
its central
are significant
accordance with
both exploring and
However, gaps,
argument.
gaps, errors, or
both exploring and
demonstrating its
errors, or
Consequently,
contradictions
demonstrating its
central argument.
contradictions exist,
significant, gaps,
which heavily
central argument.
However, some
thereby,
errors, or
detract from the
Topic sentences are clearly evident and
gaps or shortcomings exist
undermining the essay’s analysis
contradictions exist which detract from
essay.
are crafted at an
in the analysis and
and the formatting
the analysis and the
excellent standard.
the formatting of the essay’s ideas.
of its ideas.
formatting of the essay’s ideas.
Critical
The writer has
The writer has
The writer has
The writer has
The writer has not
Reflection:
critically engaged at an excellent
critically engaged at a very good
critically engaged at a good standard
partially critically engaged with the
critically engaged sufficiently enough
standard with the
standard with the
with the topic,
topic, readings,
with the topic,
topic, readings,
topic, readings,
readings, question
question and
readings, question
question and
question and
and relevant
relevant theories. It,
and relevant
relevant theories. It,
relevant theories. It,
theories. It,
therefor.
Page 1 of 2 C M C 1 0 1 E s s a y r u b r i c 3 0 .docx
Page 1 of 2
C M C 1 0 1 E s s a y r u b r i c
3 0 % o f f i n a l g r a d e
Criteria HD 85-100% D 75-84% C 65-74% P 50-64% F 0-49%
Weighting 25-30 21-24 18-20 15-17 <15 grade
Research Evidence of broad,
systematic and creative
research. Selection of data
goes beyond the mainstream
literature/tutorial/textbook.
Evidence of controlled and
systematic research.
Demonstrates selection of
credible, relevant data from
quality literature/tutorial
notes/textbooks.
Evidence of good research
skills. Information is
gathered from a good range
of electronic and non-
electronic sources.
Research conducted
demonstrates an attempt to
collect credible and/or
relevant data. Information
is gathered from a limited
range of electronic and non-
electronic sources.
Limited research skills
demonstrated. Poorly
selected data.
/20
Weighting 10 8-9 6-7 5 <5 grade
Referencing Consistent and accurate
referencing used throughout,
showing ability to reference a
range of source types. Ideas
and words of others
acknowledged.
Mostly accurate referencing
demonstrates an ability to
reference a variety of source
types. Ideas and words of
others are acknowledged
Referencing is at times
inconsistent or demonstrates
ability to reference only
some source types accurately
Words, but not always the
ideas of others are
acknowledged.
Overuse of another’s words
or ideas which may also
inconsistently or inaccurately
referenced.
Failure to acknowledge the
words and ideas of others.
Plagiarised: reads like a
“data dump” from other
sources.
/10
Weighting 18-20 16-17 13-15 10-12 <10 grade
Format, structure,
expression
Clear and fluent expression
indicates the report has been
successfully edited and
proofread before submission.
Correct form for text type:
(headings, indentations etc.);
spelling, punctuation error-
free.
Mastery of sentence patterns
demonstrated; may have
occasional grammatical
errors on the sentence level
suggesting that some closer
proofreading was needed
Form, punctuation, and
spelling mostly error free.
Sentence patterns most often
successfully used; several
grammatical errors at the
sentence level. Occasional
errors in, form, punctuation,
and spelling; sometimes
distracting. Some additional
editing and proofreading is
warranted.
Clear and fluent expression
indicates the report has been
successfully edited and
proofread before submission.
Correct form for text type:
(headings, indentations etc.);
spelling, punctuation error-
free.
Run on sentences, attempts
at simple sentences often
not successful; many errors
in sentence structures
detract from
communication purpose.
Form, punctuation and
spelling, errors throughout.
/20
Weighting 25-30 21-24 18-20 15-17 <15 grade
Page 2 of 2
Content Clear, controlled and
focussed dire.
Top of FormBottom of FormPersuasive Essay Peer Review Wor.docx
Top of Form
Bottom of Form
Persuasive Essay: Peer Review Worksheet
Part of your responsibility as a student in this course is to provide quality feedback to your peers to help them improve their writing skills. This worksheet will assist you in providing that feedback. Submit this review as an attachment to both your instructor within the assignment bin and into your reply to your peer’s post containing the assigned draft.
Name of the Draft’s Author:
Name of the Peer Reviewer:
Summary
After reading through the draft one time, write a summary (3–5 sentences) of the paper. This should include the stance and the three sub-topics used to support the position within the essay. Do not place your own critique of the essay within this space.
Evaluate the Essay
After a second, closer reading of the draft, evaluate the essay using the Persuasive Essay: Final Draft rubric below. Determine the level of achievement appropriate for each assignment criteria. (Level of achievement ranges from Unsatisfactory to Excellent and are found at the top of the rubric. Assignment criteria are found in the left column of the rubric.). Please use the highlighting tool to score your peer within each criteria. Then use the right hand side of the rubric to include a rationale with evidence and examples for the score.
Topic 7 Rubric: Persuasive Essay: Final Draft
Criteria
1
Unsatisfactory
2
Less Than Satisfactory
3
Satisfactory
4
Good
5
Excellent
Why was this score determined for your peer’s essay? What evidence/examples do you have for this score?
% Scaling
0%
65%
75%
85%
100%
Content – 70%
Objective Perspective and Position
Addresses a single source or view of the argument and fails to clarify presented position relative to one’s own.
Appropriately identifies one’s own position on the topic. Vague explanation of the position is given. Little reference to specific issues related to the topic is made. Position completely appeals to emotion instead of reason.
Appropriately identifies one’s position on the topic. Explains the position taken in a coherent way. Sound reference to specific issues related to the topic is made. Position mostly appeals to emotion instead of reason.
Formulates a clear and precise point of view of the topic. Clearly explains the position taken. Sound and detailed reference to specific issues related to the topic is made. Position appeals mostly to reason.
Formulates a clear and precise point of view of the topic. Comprehensively explains the position taken. Specific issues related to the topic are fully presented in great detail. Position appeals to reason.
Rationale for score:
Word Count
Word count is less than half the minimum or more than double the maximum.
Body of essay is more than 100 words over or under the word count.
Body of essay is more than 50 but less than 100 words over or under the word count.
Body of essay is over or under the word count by 50 words or less.
Within the appropriate word count.
Ra ...
Course code bco121 bcn1962 course name ethics in business ta
This document outlines the requirements for an individual case study assignment on business ethics. Students must:
1) Research and analyze an organization's stated ethical values and principles and the extent to which it applies them in practice.
2) Consider how the organization addresses ethical challenges in an international context.
3) Structure the case study with an introduction, body, conclusions, and references in Harvard citation style. The case study should be 1,500 words and submitted by the due date for a grade worth 30% of the course.
The draft addresses the question or issue in a way that
The document provides instructions and evaluation criteria for an argument essay assignment. Students must write a 3-4 page essay arguing one side of an issue related to climate change, universal healthcare, or employer access to social media. The essay must have an introduction with a thesis, 3 body paragraphs with evidence from sources, and a conclusion. It will be evaluated on the introduction and conclusion, organization, argument development, use of sources, length, writing quality, and following APA format.
Lots of rubrics_
The document provides examples of rubrics from various colleges and universities. It includes rubrics for writing, oral presentations, critical thinking, science, social science, fine arts, and other subject areas. The rubrics generally describe performance levels on a scale, such as levels 1 through 4 or 6, with higher numbers indicating superior performance. Criteria addressed in the rubrics include areas like thesis/focus, organization, development, style, delivery, use of sources, and mechanics. The document serves as a compilation of existing rubric examples that could be adapted or referenced.
Rubrics sample
The document provides examples of rubrics from various colleges and universities. It includes rubrics for writing, oral presentations, critical thinking, science, social science, fine arts, and other subject areas. The rubrics generally rate student work on a scale from 1 to 4 or 1 to 6, with higher scores indicating more proficient or accomplished work. The rubrics provide descriptors for what student work and skills would demonstrate at each rating level.
AES coursework 1by Abdulhadi S H A AlshatiSubmission dat.docx
AES coursework 1
by Abdulhadi S H A Alshati
Submission dat e : 30- Jan- 2019 09:04 AM (UT C+0000)
Submission ID: 100002355
File name : 07 85- 1819_94 26998_114 16002_AES_co ursewo rk_1.do cx
Word count : 24 60
Charact e r count : 13261
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
30%
SIMILARIT Y INDEX
10%
INT ERNET SOURCES
4%
PUBLICAT IONS
28%
ST UDENT PAPERS
1 12%
2 4%
3 3%
4 3%
5 2%
6 1%
7 1%
8 1%
9 1%
AES coursework 1
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Leeds Beckett University
St udent Paper
www.rieti.go.jp
Int ernet Source
Submitted to University of Sussex
St udent Paper
Submitted to Study Group Worldwide
St udent Paper
Submitted to University of Lincoln
St udent Paper
Submitted to Macquarie University
St udent Paper
Submitted to University of Houston System
St udent Paper
Submitted to University of Ulster
St udent Paper
www.theparliamentmagazine.eu
Int ernet Source
10 1%
11 <1%
12 <1%
Exclude quo tes Of f
Exclude biblio graphy Of f
Exclude matches Of f
www.hsj.gr
Int ernet Source
Submitted to Sim University
St udent Paper
"Entrepreneurship Ecosystem in the Middle
East and North Af rica (MENA)", Springer
Nature, 2018
Publicat ion
FINAL GRADE
/100
AES coursework 1
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
PAGE 1
Comment 1
autho rity?
Comment 2
I'm no t sure this is relevant to so urce evaluatio n.
Comment 3
Ho w will yo u use it in yo ur essay?
PAGE 2
Comment 4
Did yo u get this so urce o nline? If so yo u sho uld ref erence it as a website.
Comment 5
What do yo u mean?
Comment 6
Which is?
Comment 7
T heref o re relating to develo ped co untries?
Comment 8
Plagirised
PAGE 3
Comment 9
Go o d
Comment 10
Go o d
PAGE 4
Comment 11
Currency relates to published date no t the autho r.
Comment 12
Go o d
PAGE 5
Comment 13
Full essay questio n needed
Comment 14
T here is no mentio n o f develo ped and develo ping co untries/
Comment 15
Which co untries?
Comment 16
T o o general.
Comment 17
Acco rding to yo ur intro ductio n, this sho uld be in the intro ductio n.
Comment 18
T his is a heading no t a
to pic sentence
PAGE 6
Comment 19
What is the impact o f replacing humans? Do es this ref er to develo ped o r develo ping co untries?
Comment 20
No t a to pic sentence
Comment 21
inf o rmal
Comment 22
Do yo u mentio n this in yo ur essay?
Comment 23
Yo u sho uld ref er to develo ped and develo ping co untries.
PAGE 7
Comment 24
Academic? Reliable?
Comment 25
Yo u canno t use this in Harvatrd Style.
Comment 26
last accessed date?
Comment 27
Ref erence as a website
Comment 28
T here are quite a f ew .co m websites and even a magazine. Co nsider if yo u sho uld use them f o r
an academic essay.
RUBRIC: GRADEMARK RUBRIC CW1 IFY_IY1
SELEC / EVAL.
0 - 1
2 - 3
4 - 5
6 - 7
8 - 10
UNDERST ANDING
0 - 1
2 - 3
4 - 5
6 - 7.
Written assignment sl instructions and sample
This document provides information about the written assignment component of the Language B course for students in their second year. The assignment consists of an intertextual reading linked to one of the core topics, followed by a 300-400 word written piece and a 100 word rationale. It is externally assessed. The purpose is to allow students to reflect on and develop their understanding of a core topic while practicing receptive and productive skills. Students will be assessed on their language use, content, format, and rationale based on criteria around understanding, organization, and appropriateness.
June 2008 ms
This document contains the mark scheme for an International General Certificate of Secondary Education (IGCSE) exam on First Language English. It provides guidance to examiners on how to assess students' answers, including what content to look for and how to award marks. The mark scheme emphasizes that examiners should give credit for alternative answers and unexpected approaches as long as they demonstrate the relevant knowledge and skills. It also notes that examiners must read the mark scheme in conjunction with the exam questions and report.
1. Discuss Blockchains potential application in compensation system.docx
1. Discuss Blockchain's potential application in compensation systems (base wages, incentives, rewards).
2. How can a token economy affect employee compensation?
3. Based on your readings, do worldwide executives believe Blockchain has the potential to radical change the future of organizations?
.
1. Describe the characteristics of the aging process. Explain how so.docx
1. Describe the characteristics of the aging process. Explain how some of the characteristics may lead to elder abuse (memory issues, vulnerability, etc.). Discuss the types of consideration a nurse must be mindful of while performing a health assessment on a geriatric patient as compared to a middle-aged adult.
2.
End-of-life care becomes an issue at some point for elderly clients. Even with the emergence of palliative care programs and hospice programs, most elderly people do not die in their own home as is their preference. What are the reasons for this trend? Discuss what you can do as a nurse to support your clients regarding end-of-life care in accordance with their wishes. Support your response with evidence-based literature.
.
More Related Content
Similar to Coco– 812012 Scoring for Journal Readings Point Sheet .docx
Criteria Fail (0-49.5 marks) Pas.docx
Criteria Fail
(0-49.5 marks)
Pass
(50-64.5)
Credit Distinction
(65-74.5) (75-84.5)
High Distinction
(85-100 marks)
1. Introduction about
the case study, topic
it relates to and brief
introduction about
the organization
(3 Marks)
Introduction not
given at all
Brief
introduction
given but the
topic to which
it relates to
not given
along with no
description
about the
organization
Introduction
given but just
mentioned the
topic to which it
relates to without
giving the
meaning. But a
brief introduction
of the
organization also
given.
Good
introduction
given and the
meaning of topic
to which it relates
to also discussed
along with a brief
introduction
about the
organization
Very good introduction given along with
a very clear explanation of the topic to
which it relates to along with a good
description of the organization
2. Discussion about the
case study
(4 Marks)
Just copied the
case study-no
effort has been
made to write in
his/her own
words
A brief
discussion of
the case study
given in
his/her own
words
A good
discussion of the
case study given
in his/her own
words
A meaningful
discussion of the
case study given
in his/her own
words
An outstanding discussion of the case
study given in his/her own words
3. Conclusions &
recommendations
(4 Marks)
No conclusions
or
recommendations
given
Simple
conclusions
attempted
Both conclusions
and
recommendations
discussed
Conclusions and
recommendations
both discussed
and well
expressed
Conclusions and recommendations very
well expressed
4. Credible sources and
referencing
(2 marks)
Research is not
evident in
submission.
Harvard
referencing is not
attempted.
.
5 or less
sources used
to support the
report. Not
from a
credible
source.
Harvard
More than 5
credible sources
used to support
the report.
Harvard
referencing is
attempted in
reference list and
in text. Some
At least 10
credible sources
utilized in the
report. Harvard
referencing is
applied correctly
in both reference
list and in-text
Correctly formatted citations are
included where appropriate, all citations
are included in the reference list, all
references are cited in the report and the
reference list is correctly formatted.
Many resources from reliable sources,
e.g. journals, company websites,
trustworthy articles are used. No errors in
referencing is
attempted in
reference list
or in text.
Many
referencing
errors evident.
referencing errors
evident.
citations.
Minimal
referencing errors
evident.
referencing evident.
5. Writing style (2
marks)
Writing style is
of poor quality.
Lack of logic and
flow. The report
has significant
.
Rubric for LASA 2Grading CriteriaUnsatisfactoryEmergin.docx
Rubric for LASA 2
Grading Criteria
Unsatisfactory
Emerging
Proficient
Exemplary
Maximum Points
Identify a specific cultural group with whom you will likely work with at least one similar characteristic.
CO: 1
PO: CP: 3, 5; PCC: 1, 2, 5
ILO: 1, 2, 3, 5, 6
Group is identified but is not associated with a listed diversity characteristic. The cultural group is one with whom you will not work with regularly.
Cultural group identified is appropriate, but may be one with whom you will not likely work with regularly. Cultural group shares an obvious characteristic.
Cultural group identified is appropriate and one with whom you will likely work with. Cultural group shares an obvious characteristic.
Cultural group identified is unique and appropriate, and one with whom you will likely work with. Student recognizes the possibility that the group may be associated with more than one cultural characteristic.
/36 pts.
Evaluate a professional role or function in which you will likely engage in professionally.
CO: 3
PO: CP: 1, 2, 3, 4, 5; PCC 1, 2, 3, 4, 5
ILO: 1, 3, 5, 6
Evaluation is incomplete or inaccurate. The role or function identified is not probable, relevant, or appropriate.
Evaluation is complete and accurate. The role or function identified is relevant and appropriate.
Evaluation is complete, accurate, and specific. The role or function identified is probable, relevant, and appropriate.
Evaluation is thorough, accurate, and specific. The role or function identified is highly probable, relevant, and appropriate.
/56 pts.
Evaluate and summarize measures designed to assess multicultural competence and select one that you would use to assess your own competence.
CO: 3
PO: CP: 1, 2, 3, 4, 5; PCC 1, 2, 3, 4, 5
ILO: 1, 3, 5, 6
Summary is incomplete or inaccurate. There is little to no description of measures included. An inappropriate measure is chosen to assess your own competence, or no measure is chosen.
Summary is complete and accurate. A brief description of measures is included. One measure is chosen to assess your own competence.
Summary is completing, accurate, and specific. A complete description of measures is included. An appropriate measure is chosen to assess your own competence.
Summary is thorough, accurate, and specific. An in depth description of measures is included. An appropriate measure is chosen to assess your own competence, along with an analysis of your competence.
/60 pts.
Summarize three recent journal articles (e.g., published since 2000) that you found to be the most helpful in understanding this group.
CO: 3
PO: CP: 1, 2, 3, 4, 5; PCC 1, 2, 3, 4, 5
ILO: 1, 3, 5, 6
Summary is incomplete or inaccurate. Summary does not include any description of key points to help in understanding the group.
Summary is complete and accurate. Summary includes a brief description of key points to help in understanding the group.
Summary is complete, accurate, and specific. Summary includes a description of key points to help i ...
OFFICE OF INSTRUCTION HLC Academy – Writing Across the Curri.docx
OFFICE OF INSTRUCTION
HLC Academy – Writing Across the Curriculum at Mohave Rubric
The A paper The B paper The C paper The D paper The F paper
Ideas Excels in responding to assignment.
Interesting, demonstrates sophistication of
thought. Central idea/thesis is clearly
communicated, worth developing; limited
enough to be manageable. Paper
recognizes some complexity of its thesis:
may acknowledge its contradictions,
qualifications, or limits and follow out their
logical implications. Understands and
critically evaluates its sources,
appropriately limits and defines terms.
A solid paper, responding appropriately
to assignment. Clearly states a
thesis/central idea, but may have minor
lapses in development. Begins to
acknowledge the complexity of central
idea and the possibility of other points
of view. Shows careful reading of
sources, but may not evaluate them
critically. Attempts to define terms, not
always successful.
Adequate but weaker and less
effective, possibly responding less
well to assignment. Presents central
idea in general terms, often
depending on platitudes or clichés.
Usually does not acknowledge other
views. Shows basic comprehension
of sources, perhaps with lapses in
understanding. If it defines terms,
often depends on dictionary
definition.
Does not have a clear central idea
or does not respond appropriately
to the assignment. Thesis may be
too vague or obvious to be
developed effectively. Paper may
misunderstand sources.
Does not respond to the
assignment, lacks a thesis or central
idea, and may neglect to use
sources where necessary.
Organization &
coherence
Uses a logical structure appropriate to
paper’s subject, purpose, audience, thesis,
and disciplinary field. Sophisticated
transitional sentences often develop one
idea from the previous one or identify their
logical relations. It guides the reader
through the chain of reasoning or
progression of ideas.
Shows a logical progression of ideas and
uses fairly sophisticated transitional
devices; e.g., may move from least to
more important idea. Some logical links
may be faulty, but each paragraph
clearly relates to paper’s central idea.
May list ideas or arrange them
randomly rather than using any
evident logical structure. May use
transitions, but they are likely to be
sequential (first, second, third) rather
than logic-based. While each
paragraph may relate to central idea,
logic is not always clear. Paragraphs
have topic sentences but may be
overly general, and arrangement of
sentences within paragraphs may
lack coherence.
May have random organization,
lacking internal paragraph
coherence and using few or
inappropriate transitions.
Paragraphs may lack topic
sentences or main ideas, or may be
too general or too specific to be
effective. Paragraphs may not all
relate to paper’s thesis.
No appreciable organization; lacks
transitions and coherence.
Support.
RubricsThree Pillars Essay 1Unsatisfactory0.00 2Les.docx
This document outlines a rubric for evaluating a Three Pillars essay. It provides grading criteria in five areas: content, entrepreneurism, ethics, servant leadership, and application of the pillars. It also includes sections on organization/effectiveness, mechanics of writing, format, and APA formatting/citations. The rubric assigns point values to each area, with descriptors defining the quality of work for each point level. It also provides three sample references that students must include in their essay on integrating servant leadership, ethics, and entrepreneurism as they relate to their career goals.
Assignment 1 grading criteria
- The document outlines grading criteria for a two-part portfolio assignment, with mark ranges from 90-100 (exceptional pass) to 20-29 (needs significant revision to pass).
- Higher marks are earned by thoroughly addressing the learning outcomes, using relevant examples, explaining the process of selecting materials, comparing and evaluating articles, justifying article choices, writing clearly with few errors, and properly formatting references.
- Lower marks are earned by partially addressing or not fully addressing the learning outcomes, using few or no examples, briefly or unclearly explaining processes, showing little awareness of article arguments, giving unclear justifications, having multiple writing and referencing errors, and disorganized presentation.
The Dream Job Interview Writing Prompt 1 Chapters 2 a.docx
The document provides instructions for a writing assignment where the student must describe their dream job at a company and explain how their self-concept would make them well-suited for the position. The student is asked to write 1-2 paragraphs describing the dream job, list 10 characteristics of their self-concept, and explain how each characteristic relates to their self-concept and dream job. Additionally, the student must analyze how 3 of the self-concept characteristics developed through culture, reflected appraisal, and social comparison by providing examples for each category.
rubrics
A rubric is a scoring tool that lists criteria for evaluating a piece of work or performance. It describes levels of quality from excellent to poor for each criterion. Rubrics help define quality, improve student performance, and reduce teacher evaluation time. When designing a rubric, the creator identifies observable attributes for the task and describes characteristics for each attribute and quality level. Sample rubrics evaluate oral interviews on criteria such as speech clarity, question preparation, knowledge, historical accuracy, character, and posture.
Assignment 1 grading criteria
The document outlines grading criteria for a two-part portfolio assignment on a scale of 90-100 (exceptional pass) to 20-29 (needs significant revision to pass). Criteria include fulfillment of learning outcomes, use of examples from weekly readings, explanation of the selection process, identification and understanding of key points, justification for the second article choice, writing standards, referencing, and presentation/organization. Higher scores are given for more in-depth coverage of topics, insightful understanding, clear explanation and justification, excellent writing mechanics and few errors. Lower scores involve partial or non-fulfillment of criteria.
Sheet1NameManagement Program Rubric for Annotated BibliographyEx.docx
Sheet1Name:Management Program Rubric for Annotated BibliographyExemplary LevelAccomplished LevelDeveloping LevelBeginning LevelScore10%8%5%<4%CompletionStudent included the required amount and type of sources.Student includes most of the required amount and type ofsources.Student included at least half of the required amount and type of sources.Student does includes less than half of the assignment requirement.Exemplary LevelAccomplished LevelDeveloping LevelBeginning LevelScore10%8%5%<4%Summary and SignificanceEach source has a summary of the article and a paragraph describing the applicability of the article to the student's paper.Most sources have a summary of the article and a paragraph describing the applicability of the article to the student's paper.Half of the sources have a summary of the article and a paragraph describing the applicability of the article to the student's paper. OR The student may have included only a summary or only a paragraph of applicability to the paper for each source.Less than half the required information is included. The information presented may be lacking in depth to sufficiently summarize or present article applicability.Exemplary LevelAccomplished LevelDeveloping LevelBeginning LevelScore20%15%10%<9%Argument and Synthesis of Knowledge The argument builds logically upon the thesis with research-based, discipline-appropriate supporting facts, evidence, and/or data.
Student clearly describes major methodologies and practices of the field and implements them in creative and innovative ways.
The writing demonstrates the ability to interpret, analyze, and synthesize information to advance the argument.
Minor gaps in logic and argument may appear. Supporting facts, evidence, and/or data are evident.
Student describes major methodologies and practices of the field accurately, uses them appropriately in the project.
The writing demonstrates the ability to interpret and analyze information to support the argument.
Logical arguments may be one-sided, or incomplete, or may be based on inadequate sources.
Student describes major methodologies and/or practices of the field, but may have some omissions or problems in implementation (such as using an adequate methodology, rather than an exemplary one).
The writing demonstrates the ability to summarize information that supports the argument.
Fuzzy logic may be evident and adequate supporting evidence is lacking.
Student's work does not accurately or thoroughly describe the major methodologies and practices of the field, may implement them inappropriately.
The writing demonstrates the ability to refer to external information with limited ability to support the argument.
Exemplary LevelAccomplished LevelDeveloping LevelBeginning LevelScore20%15%10%<9%Sources and SupportStudent communicates, organizes and synthesizes complex and contradictory information from multiple sources to advance knowledge in the discipline at a professional level.
Student .
CharacteristicHigh Distinction (80 and above). Excellent standa.docx
Characteristic:
High Distinction (80 and above). Excellent standard.
Distinction (70-79) Very good standard.
Credit (60-69) Good standard.
Pass (50-59)
Fair or poor standard.
Fail (Below 49)
Not up to standard.
Question and
The approach to the
The question is very
The question is well
The question is only
The question is
Central
question is excellent;
well answered and
but only partially
fairly or superficially
not answered and
Argument:
it is answered directly and fully. As a consequence,
there is a clear thesis statement, however, one or two
answered. Consequently, the thesis statement is
answered. Consequently, the thesis statement
there is no thesis statement.
there is a clear
gaps or
only partially
outlines a
thesis statement that comprehensively
shortcomings are evident either in
complete.
superficial or incomplete
answers the question and thereby
terms of addressing the question or
argument.
effectively outlines
establishing the flow
the essay’s central
of the rest of the
argument.
essay.
Structure:
The essay is extremely well
The essay is very well structured with
The essay is well structured, and the
The essay is not well structured, and
The essay is not sufficiently
structured with fully
developed and
material is well
the material is only
structured in
developed and
focused
organised in
fairly or poorly
accordance with
focused paragraphs,
paragraphs, and the
accordance with
organised in terms
both exploring and
and the material is
material is very well
both exploring and
of both exploring
demonstrating an
extremely well
organised in
demonstrating its
and demonstrating
argument. There
organised in
accordance with
central argument.
its central
are significant
accordance with
both exploring and
However, gaps,
argument.
gaps, errors, or
both exploring and
demonstrating its
errors, or
Consequently,
contradictions
demonstrating its
central argument.
contradictions exist,
significant, gaps,
which heavily
central argument.
However, some
thereby,
errors, or
detract from the
Topic sentences are clearly evident and
gaps or shortcomings exist
undermining the essay’s analysis
contradictions exist which detract from
essay.
are crafted at an
in the analysis and
and the formatting
the analysis and the
excellent standard.
the formatting of the essay’s ideas.
of its ideas.
formatting of the essay’s ideas.
Critical
The writer has
The writer has
The writer has
The writer has
The writer has not
Reflection:
critically engaged at an excellent
critically engaged at a very good
critically engaged at a good standard
partially critically engaged with the
critically engaged sufficiently enough
standard with the
standard with the
with the topic,
topic, readings,
with the topic,
topic, readings,
topic, readings,
readings, question
question and
readings, question
question and
question and
and relevant
relevant theories. It,
and relevant
relevant theories. It,
relevant theories. It,
theories. It,
therefor.
CharacteristicHigh Distinction (80 and above). Excellent standa.docx
Characteristic:
High Distinction (80 and above). Excellent standard.
Distinction (70-79) Very good standard.
Credit (60-69) Good standard.
Pass (50-59)
Fair or poor standard.
Fail (Below 49)
Not up to standard.
Question and
The approach to the
The question is very
The question is well
The question is only
The question is
Central
question is excellent;
well answered and
but only partially
fairly or superficially
not answered and
Argument:
it is answered directly and fully. As a consequence,
there is a clear thesis statement, however, one or two
answered. Consequently, the thesis statement is
answered. Consequently, the thesis statement
there is no thesis statement.
there is a clear
gaps or
only partially
outlines a
thesis statement that comprehensively
shortcomings are evident either in
complete.
superficial or incomplete
answers the question and thereby
terms of addressing the question or
argument.
effectively outlines
establishing the flow
the essay’s central
of the rest of the
argument.
essay.
Structure:
The essay is extremely well
The essay is very well structured with
The essay is well structured, and the
The essay is not well structured, and
The essay is not sufficiently
structured with fully
developed and
material is well
the material is only
structured in
developed and
focused
organised in
fairly or poorly
accordance with
focused paragraphs,
paragraphs, and the
accordance with
organised in terms
both exploring and
and the material is
material is very well
both exploring and
of both exploring
demonstrating an
extremely well
organised in
demonstrating its
and demonstrating
argument. There
organised in
accordance with
central argument.
its central
are significant
accordance with
both exploring and
However, gaps,
argument.
gaps, errors, or
both exploring and
demonstrating its
errors, or
Consequently,
contradictions
demonstrating its
central argument.
contradictions exist,
significant, gaps,
which heavily
central argument.
However, some
thereby,
errors, or
detract from the
Topic sentences are clearly evident and
gaps or shortcomings exist
undermining the essay’s analysis
contradictions exist which detract from
essay.
are crafted at an
in the analysis and
and the formatting
the analysis and the
excellent standard.
the formatting of the essay’s ideas.
of its ideas.
formatting of the essay’s ideas.
Critical
The writer has
The writer has
The writer has
The writer has
The writer has not
Reflection:
critically engaged at an excellent
critically engaged at a very good
critically engaged at a good standard
partially critically engaged with the
critically engaged sufficiently enough
standard with the
standard with the
with the topic,
topic, readings,
with the topic,
topic, readings,
topic, readings,
readings, question
question and
readings, question
question and
question and
and relevant
relevant theories. It,
and relevant
relevant theories. It,
relevant theories. It,
theories. It,
therefor.
Page 1 of 2 C M C 1 0 1 E s s a y r u b r i c 3 0 .docx
Page 1 of 2
C M C 1 0 1 E s s a y r u b r i c
3 0 % o f f i n a l g r a d e
Criteria HD 85-100% D 75-84% C 65-74% P 50-64% F 0-49%
Weighting 25-30 21-24 18-20 15-17 <15 grade
Research Evidence of broad,
systematic and creative
research. Selection of data
goes beyond the mainstream
literature/tutorial/textbook.
Evidence of controlled and
systematic research.
Demonstrates selection of
credible, relevant data from
quality literature/tutorial
notes/textbooks.
Evidence of good research
skills. Information is
gathered from a good range
of electronic and non-
electronic sources.
Research conducted
demonstrates an attempt to
collect credible and/or
relevant data. Information
is gathered from a limited
range of electronic and non-
electronic sources.
Limited research skills
demonstrated. Poorly
selected data.
/20
Weighting 10 8-9 6-7 5 <5 grade
Referencing Consistent and accurate
referencing used throughout,
showing ability to reference a
range of source types. Ideas
and words of others
acknowledged.
Mostly accurate referencing
demonstrates an ability to
reference a variety of source
types. Ideas and words of
others are acknowledged
Referencing is at times
inconsistent or demonstrates
ability to reference only
some source types accurately
Words, but not always the
ideas of others are
acknowledged.
Overuse of another’s words
or ideas which may also
inconsistently or inaccurately
referenced.
Failure to acknowledge the
words and ideas of others.
Plagiarised: reads like a
“data dump” from other
sources.
/10
Weighting 18-20 16-17 13-15 10-12 <10 grade
Format, structure,
expression
Clear and fluent expression
indicates the report has been
successfully edited and
proofread before submission.
Correct form for text type:
(headings, indentations etc.);
spelling, punctuation error-
free.
Mastery of sentence patterns
demonstrated; may have
occasional grammatical
errors on the sentence level
suggesting that some closer
proofreading was needed
Form, punctuation, and
spelling mostly error free.
Sentence patterns most often
successfully used; several
grammatical errors at the
sentence level. Occasional
errors in, form, punctuation,
and spelling; sometimes
distracting. Some additional
editing and proofreading is
warranted.
Clear and fluent expression
indicates the report has been
successfully edited and
proofread before submission.
Correct form for text type:
(headings, indentations etc.);
spelling, punctuation error-
free.
Run on sentences, attempts
at simple sentences often
not successful; many errors
in sentence structures
detract from
communication purpose.
Form, punctuation and
spelling, errors throughout.
/20
Weighting 25-30 21-24 18-20 15-17 <15 grade
Page 2 of 2
Content Clear, controlled and
focussed dire.
Top of FormBottom of FormPersuasive Essay Peer Review Wor.docx
Top of Form
Bottom of Form
Persuasive Essay: Peer Review Worksheet
Part of your responsibility as a student in this course is to provide quality feedback to your peers to help them improve their writing skills. This worksheet will assist you in providing that feedback. Submit this review as an attachment to both your instructor within the assignment bin and into your reply to your peer’s post containing the assigned draft.
Name of the Draft’s Author:
Name of the Peer Reviewer:
Summary
After reading through the draft one time, write a summary (3–5 sentences) of the paper. This should include the stance and the three sub-topics used to support the position within the essay. Do not place your own critique of the essay within this space.
Evaluate the Essay
After a second, closer reading of the draft, evaluate the essay using the Persuasive Essay: Final Draft rubric below. Determine the level of achievement appropriate for each assignment criteria. (Level of achievement ranges from Unsatisfactory to Excellent and are found at the top of the rubric. Assignment criteria are found in the left column of the rubric.). Please use the highlighting tool to score your peer within each criteria. Then use the right hand side of the rubric to include a rationale with evidence and examples for the score.
Topic 7 Rubric: Persuasive Essay: Final Draft
Criteria
1
Unsatisfactory
2
Less Than Satisfactory
3
Satisfactory
4
Good
5
Excellent
Why was this score determined for your peer’s essay? What evidence/examples do you have for this score?
% Scaling
0%
65%
75%
85%
100%
Content – 70%
Objective Perspective and Position
Addresses a single source or view of the argument and fails to clarify presented position relative to one’s own.
Appropriately identifies one’s own position on the topic. Vague explanation of the position is given. Little reference to specific issues related to the topic is made. Position completely appeals to emotion instead of reason.
Appropriately identifies one’s position on the topic. Explains the position taken in a coherent way. Sound reference to specific issues related to the topic is made. Position mostly appeals to emotion instead of reason.
Formulates a clear and precise point of view of the topic. Clearly explains the position taken. Sound and detailed reference to specific issues related to the topic is made. Position appeals mostly to reason.
Formulates a clear and precise point of view of the topic. Comprehensively explains the position taken. Specific issues related to the topic are fully presented in great detail. Position appeals to reason.
Rationale for score:
Word Count
Word count is less than half the minimum or more than double the maximum.
Body of essay is more than 100 words over or under the word count.
Body of essay is more than 50 but less than 100 words over or under the word count.
Body of essay is over or under the word count by 50 words or less.
Within the appropriate word count.
Ra ...
Course code bco121 bcn1962 course name ethics in business ta
This document outlines the requirements for an individual case study assignment on business ethics. Students must:
1) Research and analyze an organization's stated ethical values and principles and the extent to which it applies them in practice.
2) Consider how the organization addresses ethical challenges in an international context.
3) Structure the case study with an introduction, body, conclusions, and references in Harvard citation style. The case study should be 1,500 words and submitted by the due date for a grade worth 30% of the course.
The draft addresses the question or issue in a way that
The document provides instructions and evaluation criteria for an argument essay assignment. Students must write a 3-4 page essay arguing one side of an issue related to climate change, universal healthcare, or employer access to social media. The essay must have an introduction with a thesis, 3 body paragraphs with evidence from sources, and a conclusion. It will be evaluated on the introduction and conclusion, organization, argument development, use of sources, length, writing quality, and following APA format.
Lots of rubrics_
The document provides examples of rubrics from various colleges and universities. It includes rubrics for writing, oral presentations, critical thinking, science, social science, fine arts, and other subject areas. The rubrics generally describe performance levels on a scale, such as levels 1 through 4 or 6, with higher numbers indicating superior performance. Criteria addressed in the rubrics include areas like thesis/focus, organization, development, style, delivery, use of sources, and mechanics. The document serves as a compilation of existing rubric examples that could be adapted or referenced.
Rubrics sample
The document provides examples of rubrics from various colleges and universities. It includes rubrics for writing, oral presentations, critical thinking, science, social science, fine arts, and other subject areas. The rubrics generally rate student work on a scale from 1 to 4 or 1 to 6, with higher scores indicating more proficient or accomplished work. The rubrics provide descriptors for what student work and skills would demonstrate at each rating level.
AES coursework 1by Abdulhadi S H A AlshatiSubmission dat.docx
AES coursework 1
by Abdulhadi S H A Alshati
Submission dat e : 30- Jan- 2019 09:04 AM (UT C+0000)
Submission ID: 100002355
File name : 07 85- 1819_94 26998_114 16002_AES_co ursewo rk_1.do cx
Word count : 24 60
Charact e r count : 13261
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
30%
SIMILARIT Y INDEX
10%
INT ERNET SOURCES
4%
PUBLICAT IONS
28%
ST UDENT PAPERS
1 12%
2 4%
3 3%
4 3%
5 2%
6 1%
7 1%
8 1%
9 1%
AES coursework 1
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Leeds Beckett University
St udent Paper
www.rieti.go.jp
Int ernet Source
Submitted to University of Sussex
St udent Paper
Submitted to Study Group Worldwide
St udent Paper
Submitted to University of Lincoln
St udent Paper
Submitted to Macquarie University
St udent Paper
Submitted to University of Houston System
St udent Paper
Submitted to University of Ulster
St udent Paper
www.theparliamentmagazine.eu
Int ernet Source
10 1%
11 <1%
12 <1%
Exclude quo tes Of f
Exclude biblio graphy Of f
Exclude matches Of f
www.hsj.gr
Int ernet Source
Submitted to Sim University
St udent Paper
"Entrepreneurship Ecosystem in the Middle
East and North Af rica (MENA)", Springer
Nature, 2018
Publicat ion
FINAL GRADE
/100
AES coursework 1
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
PAGE 1
Comment 1
autho rity?
Comment 2
I'm no t sure this is relevant to so urce evaluatio n.
Comment 3
Ho w will yo u use it in yo ur essay?
PAGE 2
Comment 4
Did yo u get this so urce o nline? If so yo u sho uld ref erence it as a website.
Comment 5
What do yo u mean?
Comment 6
Which is?
Comment 7
T heref o re relating to develo ped co untries?
Comment 8
Plagirised
PAGE 3
Comment 9
Go o d
Comment 10
Go o d
PAGE 4
Comment 11
Currency relates to published date no t the autho r.
Comment 12
Go o d
PAGE 5
Comment 13
Full essay questio n needed
Comment 14
T here is no mentio n o f develo ped and develo ping co untries/
Comment 15
Which co untries?
Comment 16
T o o general.
Comment 17
Acco rding to yo ur intro ductio n, this sho uld be in the intro ductio n.
Comment 18
T his is a heading no t a
to pic sentence
PAGE 6
Comment 19
What is the impact o f replacing humans? Do es this ref er to develo ped o r develo ping co untries?
Comment 20
No t a to pic sentence
Comment 21
inf o rmal
Comment 22
Do yo u mentio n this in yo ur essay?
Comment 23
Yo u sho uld ref er to develo ped and develo ping co untries.
PAGE 7
Comment 24
Academic? Reliable?
Comment 25
Yo u canno t use this in Harvatrd Style.
Comment 26
last accessed date?
Comment 27
Ref erence as a website
Comment 28
T here are quite a f ew .co m websites and even a magazine. Co nsider if yo u sho uld use them f o r
an academic essay.
RUBRIC: GRADEMARK RUBRIC CW1 IFY_IY1
SELEC / EVAL.
0 - 1
2 - 3
4 - 5
6 - 7
8 - 10
UNDERST ANDING
0 - 1
2 - 3
4 - 5
6 - 7.
Written assignment sl instructions and sample
This document provides information about the written assignment component of the Language B course for students in their second year. The assignment consists of an intertextual reading linked to one of the core topics, followed by a 300-400 word written piece and a 100 word rationale. It is externally assessed. The purpose is to allow students to reflect on and develop their understanding of a core topic while practicing receptive and productive skills. Students will be assessed on their language use, content, format, and rationale based on criteria around understanding, organization, and appropriateness.
June 2008 ms
This document contains the mark scheme for an International General Certificate of Secondary Education (IGCSE) exam on First Language English. It provides guidance to examiners on how to assess students' answers, including what content to look for and how to award marks. The mark scheme emphasizes that examiners should give credit for alternative answers and unexpected approaches as long as they demonstrate the relevant knowledge and skills. It also notes that examiners must read the mark scheme in conjunction with the exam questions and report.
Similar to Coco– 812012 Scoring for Journal Readings Point Sheet .docx (20)
Rubric for LASA 2Grading CriteriaUnsatisfactoryEmergin.docx
Rubric for LASA 2Grading CriteriaUnsatisfactoryEmergin.docx
OFFICE OF INSTRUCTION HLC Academy – Writing Across the Curri.docx
OFFICE OF INSTRUCTION HLC Academy – Writing Across the Curri.docx
RubricsThree Pillars Essay 1Unsatisfactory0.00 2Les.docx
RubricsThree Pillars Essay 1Unsatisfactory0.00 2Les.docx
The Dream Job Interview Writing Prompt 1 Chapters 2 a.docx
The Dream Job Interview Writing Prompt 1 Chapters 2 a.docx
Sheet1NameManagement Program Rubric for Annotated BibliographyEx.docx
Sheet1NameManagement Program Rubric for Annotated BibliographyEx.docx
CharacteristicHigh Distinction (80 and above). Excellent standa.docx
CharacteristicHigh Distinction (80 and above). Excellent standa.docx
CharacteristicHigh Distinction (80 and above). Excellent standa.docx
CharacteristicHigh Distinction (80 and above). Excellent standa.docx
Page 1 of 2 C M C 1 0 1 E s s a y r u b r i c 3 0 .docx
Page 1 of 2 C M C 1 0 1 E s s a y r u b r i c 3 0 .docx
Top of FormBottom of FormPersuasive Essay Peer Review Wor.docx
Top of FormBottom of FormPersuasive Essay Peer Review Wor.docx
Course code bco121 bcn1962 course name ethics in business ta
Course code bco121 bcn1962 course name ethics in business ta
The draft addresses the question or issue in a way that
The draft addresses the question or issue in a way that
AES coursework 1by Abdulhadi S H A AlshatiSubmission dat.docx
AES coursework 1by Abdulhadi S H A AlshatiSubmission dat.docx
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1. Discuss Blockchain's potential application in compensation systems (base wages, incentives, rewards).
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3. Based on your readings, do worldwide executives believe Blockchain has the potential to radical change the future of organizations?
.
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1. Describe the characteristics of the aging process. Explain how some of the characteristics may lead to elder abuse (memory issues, vulnerability, etc.). Discuss the types of consideration a nurse must be mindful of while performing a health assessment on a geriatric patient as compared to a middle-aged adult.
2.
End-of-life care becomes an issue at some point for elderly clients. Even with the emergence of palliative care programs and hospice programs, most elderly people do not die in their own home as is their preference. What are the reasons for this trend? Discuss what you can do as a nurse to support your clients regarding end-of-life care in accordance with their wishes. Support your response with evidence-based literature.
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1. Dis. 7
Should we continue to collect data on race and ethnicity?
Topic
In what situations should we continue collecting data on race and ethnicity, and in what situations should we stop collecting data on race and ethnicity? (see Desmond & Emirbayer)
2. Jour. 7
We determine whether our society is "colorblind." Our objectives this week are to:
· Describe colorblind racism and new racism;
· Discuss social policy implications of erroneous beliefs that we live in a post-racial or colorblind society; and
· Summarize the perception gap between majority and minority groups and how that impacts support for public policy aimed at combating racial inequality.
Please read all the information provided within the module and the indicated course book readings, then proceed to complete and submit this week's assignments in a timely and effective manner.
Due Thursday
Both 200 each words
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1. Differentiate crisis intervention from other counseling therapeutic interventions. Provide examples to support your rationale. For follow-up discussion, critique the examples provided by your peers for validity.
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1. Despite our rational nature, our ability to reason well is often affected by psychological biases that interfere with the formation of good arguments. Identify three such biases and explain how they negatively impact our ability to reason.
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3. Identify the fallacy: “Bob is trustworthy because he says so, and we can trust what Bob says because he’s trustworthy.”
Fallacy of composition
Begging the question
Genetic falacy
Appeal to authority
Ad hominem
4. Identify the fallacy: “All banks have money. All rivers have banks. Therefore, all rivers have money.”
Equivocation
Ad hominem
Slippery slope
Appeal to ignorance
False cause
5. Identify the fallacy: “You shouldn’t trust Bob. His best friend is a racist.”
Appeal to popularity
Appeal to ignorance
Appeal to tradition
Two wrongs make a right
Guilt by association
6. Identify the fallacy: “Republicans are extremists who believe that government is fundamentally evil.”
False dilemma
Fallacy of composition
Straw man
Ad hominem
Begging the question
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Appeal to authority
False dilemma
Equivocation
Appeal to pity
Fallacy of division
8. Identify two techniques that are often used to slant the news.
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Study Guide Chapters 4-6
Chapter 4
1. Business writing Basics
2. 3 x 3 writing process phase one
3. Scheduling the process- worrying and planning, writing, revising, proofreading
4. Recursive nature
5. Online collaboration tools
6. Three typical audiences
7. The “you” view
8. Bias free language
9. Levels of diction
10. Ethical responsibilities (five areas)
Chapter 5
1. Formal versus informal research methods
2. Stage two of the 3 x 3 process
3. Types of outlines
4. Direct versus indirect patterns of communicating
5. How long should sentences be?
6. What is the comprehension rate?
7. Dangling versus misplaces modifiers
8. Three types of paragraphs
Chapter 6
1. Third state of the 3 x 3 process
2. Kiss formula
3. Fillers
4. Lead-ins
5. Redundancies
6. Compound prepositions
7. Trite phrases
8. Enduring rapid comprehension, numbered or bulleted lists, headings, graphic techniques
9. Gunning fog index
10. Flesch-Kincaid readability index
11. Proofreading-spelling, grammar, punctuation and names and numbers
12. Proofreading marks
Chapter 6
Revising Business Messages
1
Topics in This Chapter
©2011 Cengage Learning..
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Endomysium
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k. Transverse abdominis
l. Rhomboids
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see attachment:
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Natalie got the call she had been waiting for over six long months. Her complaint to the human resources department of Franklin Industries had been dismissed. It was HR’s conclusion that she was not retaliated against for reporting an alleged embezzlement by the Accounting Department manager. In fact, HR ruled there was no embezzlement at all. Natalie had been demoted from assistant manager of the department to staff supervisor seven months ago after informing Stuart Masters, the controller, earlier in 2015, about the embezzlement. Her blood started to boil as she thought about all the pain and agony she’d experienced these past six months without any level of satisfaction for her troubles.
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As it turned out, Roger cautioned Natalie about taking the matter any further. He had worked for Franklin a lot longer than Natalie and knew the board of directors consisted mostly of insider directors. The CEO of Franklin was also the chair of Page 181the board. It was well known in the company that whatev.
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1. Compare and contrast steganography and cryptography.
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4. In steganalysis, which methods are used to detect steganography?
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1. Date September 13, 2017 – September 15, 2017 2. Curr.docx
1. Date: September 13, 2017 – September
15, 2017
2. Current Exchange Rate ($ / rupee):
1/64.16
3. During the past week (or since your last entry), what has been the major economic or
business news relating to
India? http://www.thehindu.com/business/Industry/economy-suffers-as-firms-tackle-
debt/article19677814.ece
In India this year, there are a fair amount of firms and businesses that are having issues paying off
interest on their loans. On top of this, fewer loans are happening and the state’s GDP growth rate has
lowered this year. The article lists several factors, one of which is pretty simple; interest rates are high
at the moment. This article on business interested me because this is an issue that is relatable to every
modernized country on Earth, how to pay off debt when you aren’t making enough this year to cover
costs? You can’t, so the unpaid portions add up. I didn’t feel like there was a strong bias in this article,
but I’m also not accustomed to the Indian financial market or its businesses. How is this story relevant
to my understanding of India? It lets me take an inside look at the current economy and how they might
be fairing in comparison. It also shows that business and banking policies are not that different on some
levels.
4. During the past week (or since your last entry), what has been the major political
news in India? http://www.thehindu.com/news/national/andhra-pradesh/patronising-congress-
again-a-historic-necessity/article19679153.ece
First, why do I consider this major political news in India? The discussions and accusations being talked
about in the article are serious and can definitely effect votes for the mentioned political parties, which
in turn can change or add new laws, regulations, taxes, and etc. The title seemed incredibly familiar to
what we always see in American newspapers about our politics. I felt that the author, or maybe the
newspaper, might actually lean more towards the BJP and TDP’s opposing forces. Other than that, there
were tons of biased quotes from both parties. So, why do I think this topic is relevant to my
understanding of India? Simply put, just as with business and banking, there is this kind of familiarity in
a way. This article lets me get an inside view on the current parties and the accusations being made,
showing me that politics is a somewhat universal language, one part attack ads, one part confusion, and
one part progress.
5. What new information have you found related to religion in
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prakriti/article19656107.ece
We talked a lot about how the culture of India and the religions of it can definitely be intertwined. This
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1. Compare and contrast Strategic and Tactical Analysis and its application to street crimes such as robbery and property crimes such as burglary. In your opinion is one more suited in addressing criminal behavior?
Strategic analysis involves the analysis over the long-term, whereas tactical analysis involves analysis in a more direct manner. Each has analysis scheme has their uses in addressing criminal behavior. To use an example with drug activity strategic analysis would be better suited to understanding who could be the future customers of drug dealers, where are possible locations that could facilitate such deals, and helping law-enforcement and community leaders come up with measures to combat drug sales. However, the tactical analysis would focus more on finding out where the current supply of drugs is coming in from, who the leader(s) is(are), and cracking down on local dealers. While there is overlap between the two, I believe that tactical analysis is the best when addressing criminal behavior, because of the more immediate results that it provides.
2. What is CPTED? Please elaborate on how CPTED may be an effective means to reduce a criminals Modus operandi? Provide an example.
CPTED is an acronym that stands for crime prevention through environmental design which is “The proper design and effective use of the built environment can lead to a reduction in the fear and incidence of crime, and an improvement in the quality of life” (Cozens, Saville, & Hillier, 2005). This means that CPTED is all of the passive defenses that the environment provides law-abiding citizens against criminally minded individuals. These defenses can be broken down into six different aspects that work together to create CPTED they are: territoriality, surveillance, access control, target hardening, image/maintenance, and active support (Cozens, Saville, & Hillier, 2005). All of these aspects work together to decrease crime in the area.
respond to this discussion question in 250 words
.
1. Coalition ProposalVaccination Policy for Infectious Disease P.docx
1. Coalition Proposal
Vaccination Policy for Infectious Disease Prevention and Control
Scope of the Problem
Vaccines have done an excellent job at preventing many diseases, some of which can be deadly if not prevented. When bacteria or viruses enter the body, they immediately begin to attack and multiply, which then causes an infection. The immune system will then fight off the infection and establish antibodies, which will help recognize and fight off the same disease in the future. For this very reason, it has been important for children to be vaccinated at an early age so that they may establish those antibodies their bodies need. Vaccines act as the disease so that the body may produce antibodies, but the good thing is that it won’t cause an infection (CDC, 2017).
There are current policies that mandate vaccinations in the U.S., for example, all children are required to be up to date on their vaccines before beginning school. The problem is that there are many loopholes and exceptions to the rule, whether it’s due to religious reasons or other medical issues. Because of this, there are still many children and adults who have yet to be fully compliant with vaccine requirements
Some important statistics to note (Johns Hopkins Medicine):
· CDC estimated 2,700 new cases of hepatitis A in the U.S.
· It is estimated that in 2011, 19,000 new cases of hepatitis B and 17,000 cases of hepatitis C occurred.
· In 2012, nearly 10,000 new cases of tuberculosis were reported.
· Approximately 36,000 people per year die from influenza and pneumonia.
· 50,000 new cases of HIV infection occur annually.
· In 2012, new cases of STD’s were reported, including HPV, Chlamydia, Gonorrhea, HIV, and Syphilis.
Who is affected by this problem? Identify.
Children are mainly affected by this problem due to parents’ hesitancy for vaccinations. Although law mandates for children to be vaccinated for school enrollment, parents have the option to use exemptions to avoid having their children vaccinated. Currently, medical exemptions are allowed for medical reasons in all states, and it is estimated that one to three percent of children are excused from vaccinations because of these exemptions. Parents have continued to use reasons to avoid vaccinations, for example, the belief that the decline in vaccine-preventable diseases is due to improved health care, hygiene, and sanitation (Ventola, C. L., 2016).
Health disparities among Blacks, Hispanics, and Whites have played a huge role in terms of vaccination coverage. Studies have shown that health insurance has a direct impact on the vaccination coverage in adults, therefore, low-income families who can’t afford health insurance will most likely not get the vaccines they need. With that being said, uninsured prevalence was higher among non-Hispanic blacks (19.5%) and Hispanics (30.1%) compared with non-Hispanic whites (11.1%) (Lu, P., et al, 2015).
What has been written on the issue and policy options?
There ha.
1. Company Description and Backgrounda. Weight Watchers was cr.docx
1. Company Description and Background
a. Weight Watchers was created by Jean Nindetch in 1963 when she began to invite her friends and neighbors so that they can discuss their weight loss issues and how they could lose weight successfully. The basic concept of WW plan consisted of two components: the WW program and group support. Comprised of a food plan and an activity plan. WW eliminated counting calories by introducing a point system.
b. Targeted women 25 to 55
c. 2017 about 1 million members who attended 32,000 WW meetings around the world organized by more then 9,000 leaders who had successful lost weight using WW.
d. Record high revenue 2011 $1.8 billion, in 2012 a slight reduction occurred but beat all pre-2011 numbers, in 2013 is when business began take a turn for the worse.
e. December 2015, WW launched a SmartPoints system which was a scale for food management. It was introduced to work along with a new weight management program called “Beyond the Scale.” Even thought doctors and nutrition’s approved the program, then-CEO David Kirchhoff felt it wasn’t enough because the programs didn’t take into account social, environmental and behavioral factors that led members to fail at their weight loss journey. Shortly after in August 2013, CEO Kirchhoff resigned in order to “pursue other opportunities” which left WW struggling to adjust their business strategy in the Internet Age.
2. Problems Posed In The Case
a. CEO Jim Chambers resigned in September 2016 afterward a tumultuous year with stock prices dropping 54% that year alone and seven straight quarters of declining sales.
b. Next generation diet programs and online apps like MyFitnessPal and FitBit were providing the same services for free of charge. CEO Chambers admitted that “consumers have changed and that WW hadn’t kept the pace.”
c. As obesity levels increased worldwide, the market for weight loss products was growing exponentially, however, WW had to increase customer value and seek new target segments to fend off competitors from traditional rivalry’s like Nutrisystem, Slim Fast, Medifast, Jenny Craig and the Biggest Loser.
d. Emergence of fad diets
e. Decreased effectiveness of marketing and advertising programs
f. The need for developing new and innovative products and services that could be delivered online or via mobile apps
g. WW International faced stock price volatility because of rival weight management options such as the over-the-counter weight-loss drug Alli launched by GlaxoSmithKline in June 2006 and the development of Allergan’s Lap-Band device.
h. Worldwide Health Organization estimated 2.3 billion people to be overweight by 2015 and more than 700 million obese.
i. The development of effective weight-management methods i.e. pharmaceuticals, surgical options such as the Lap-Band.
3. Financial Analysis
a. In 2017, revenue was 1.3 billion and in 2018 revenue was up by 5.77% at 1.5 billion.
4. Strategic Options
a. During the dot-com era they creat.
1. Come up with TWO movie ideas -- as in for TWO screenplays that .docx
1. Come up with TWO movie ideas -- as in for TWO screenplays that you'd be interested in writing.
You will eventually choose ONE screenplay to live with for the duration of this course. You will distill each idea into a single sentence. We call this a LOGLINE.
A good logline: 1. Must include your PROTAGONIST. 2. Must be under 50 words. 3. Must contain the word "BUT" ("but" signifies conflict).
After you write the logline. Tell us about your PROTAGONIST. What is her/his most pressing DESIRE? What are some of the potential OBSTACLES that can get in the way?
TRY TO KEEP IT SIMPLE!
Here's an example:
MOVIE IDEA #1
WORKING TITLE: "COLLATERAL"
LOGLINE: A cab driver dreams of starting his own limo company, BUT when a hitman gets into his cab, our hero must figure out how to survive the night.
PROTAGONIST: Max (Cab Driver)
DESIRE: To stop Vincent (the Hitman)
POTENTIAL OBSTACLES: The HITMAN who never fails. THE COPS who think Max is the hitman. THE GANGSTERS who want the hitman dead. MAX’s own timid and hesitant nature.
2.What is the INCITING INCIDENT in your two film ideas? What is the 1stACT BREAK?
Example:
MOVIE TITLE: COLLATERAL
INCITING INCIDENT: Vincent gets into Max’s cab, makes Max an offer
1STACT BREAK: Body drops on Max’s cab; Reveal Vincent is a Hitman
(To discover your inciting incident possibly contemplate what the worst thing that could happen to your particular character would be)
Interview questions
1. Do you have a specific reason why you wanted to become a physical therapist?
2. Why do think it’s a good idea to be a physical therapist?
3. What did you get your bachelor degree on?
4. Were you in any kind of program for PT?
5. What kind of opportunities were there for you after getting your bachelor degree?
6. What were some of the difficulties you faced when you were looking for jobs?
7. What are some things I should know before I continue?
8. What are some jobs that I can apply to, to get experience with what a want to pursue?
9. How long did it take you to finish school and start your job?
10. What are some skills a person should have that wants to do DPT?
Unal 2
Seyma Unal
English 101 Z02N
Ms. Claytor
24 June 2019
Isabella Mia Interview as a Physical Therapist
Isabella Mia is a physical therapist who is working in the US as a therapist for the last 10 years. I have selected her for the interview because the physical therapist is a tough job and it is important to consider a person who has worked in it for a long time to get the right insights. She is a very dedicated person towards her work and this the reason behind her success in this field. I met her for this interview on a coffee shop and following is the information that I got from her.
Seyma Unal : Do you have a specific reason why you wanted to become a physical therapist?
Isabella Mia : I believe that this is a very rewarding career. I always wanted to do something that can ease other people and in this profession, we have contact with customers .
1. Choose a case for the paper that interests you. Most choose a .docx
1. Choose a case for the paper that interests you. Most choose a case that they experienced on the job (e.g., company merger, reorganization, adoption of innovation or new procedure). If you have never experienced anything remotely like this, then you could choose a case in your community that interested you (e.g., political issues like taxes, land acquisition, school boards). If none of those apply then you can choose a case that is personal to you (e.g., getting a raise, selling something to a client or customer). If you have never worked, then choose a case you may experienced as an intern or student. I am pretty liberal about the kind of case that you choose.
2. Choose a case that involved a failed change attempt or proposes a change that has never been attempted. DO NOT CHOOSE A CASE THAT WAS SUCCESSFUL. The outline is hard to use when describing successful change attempts.
3. Write the paper as an expanded outline. That means writing paragraphs under the lower level headings. By using the outline as headings, you won’t leave something out.
4. With regard to length, some overwrite Section I. I think they get into describing the problem and go on a tirade. Although cathartic, it eats space. Section II should be relatively brief and the shortest of the three sections. Section III is where you should be writing a lot. That is where you are showing me that you can use the course content to propose an effective change.
5. Remember that you will be sending the paper to me as an attachment. I will grade it and make comments in the file. I will return it to you at the SAME address from which I received it. IF FOR SOME REASON, YOU DON’T WANT ANYONE TO SEE THE PAPER, USE YOUR STUDENT EMAIL ADDRESS. DO NOT USE YOUR WORK ADDRESS.
6. I will erase all papers at the end of the term. I never share papers with others.
Below I will give you some insights into the outline.
SUGGESTED OUTLINE FOR CHANGE MANAGEMENT PAPERS
I. Statement of problem area. In this section, describe the change attempt and the key players.
A. Background of change attempt.
1. Nature of change (What is being proposed?).
In this section, provide an overview of the change including a brief history.
2. Issues (Why is it being proposed?).
If you are writing about a failed change, indicate why it was proposed and how it failed. If you are writing about a proposed change, then describe the problem it is intended to resolve.
3. Change Agent(s). This section is focused on the people who proposed or will propose the change. If there are only a few change agents, you can describe what each on is like. If you are there many, then describe their general characteristics.
4.
A. Personality. What are they like? If you want, you can refer to the personalities I mention in the handout on integrative bargaining.
B. Power. What kind of power do the change agents have and how much? Is their power formal (e.g., authority) and/or or informal (e.g., expertise, chari.
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