Discussionforumrubric
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The document outlines the expectations for discussion forum posts in an online class. Students are expected to write posts with at least 100 words that thoughtfully apply concepts from lessons using examples and details. Posts should be well organized with a clear structure. Minimal criteria for passing include meeting standards for content, organization, mechanics, and responding to other students' posts. A grading rubric is provided in the syllabus to assess posts on a scale from excellent to unacceptable.
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Reading responses
This document provides instructions and evaluation criteria for reading responses in a literature course. Students should analyze and respond to readings, not just summarize them. Responses must be submitted by the class discussion deadline and follow an informal MLA format. Students should choose specific passages to discuss in well-developed paragraphs using quotations and examples. Responses should be thoughtful, thorough, and engage with the text before criticizing. Late submissions within one week will lose one letter grade. Responses will be evaluated on completeness, insight, organization, use of evidence, and length.
E124 Tma 03 Part 6
This document provides guidance on summarizing how one supports children's learning across the curriculum in their educational setting. It recommends discussing principles that form the foundation of one's practice in all areas, rather than focusing on details of a single area. The writer should make 3-4 main points, each in its own paragraph, and can include brief illustrations to support key ideas. Approaches discussed should demonstrate breadth and depth of knowledge from course materials and influence on one's practice.
TMA 01 notes
The document provides guidance for students on completing their first assessment (TMA1) for the course. It outlines several key criteria that students must meet: [1] referencing and discussing course materials to demonstrate understanding, [2] presenting a discussion that moves beyond description to showing thinking on the topic, and [3] linking practice to course materials. It emphasizes the importance of referencing course materials, structuring the writing clearly, and meeting all requirements and word limits. Students are advised that average marks generally fall between 50-60% and to not be disappointed by scores in this range as they indicate a credible effort.
Tips on taking a short anwer test97
Short answer questions evaluate student understanding of concepts and are more subjective than other question types. Students should carefully read the question, underline key words, and break down long directions. Look for contextual clues from other questions and the size of answer spaces. Do not overanalyze, and think about what type of information the teacher wants - a term, number, comparison, description, etc. If unsure between answers, write both down with an explanation.
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.
Peer Review—OWL
Looking at writing from the READER's POV. Pointers for how to write for readers; pointers for peer editing in class. by the Purdue Online Writer's Lab
R.a.f.t writing
The document discusses the process approach and RAFT technique for writing. It explains that the process approach involves multiple stages: prewriting, drafting, securing peer and teacher feedback, revising, editing, and publishing. The RAFT technique helps writers plan by identifying their role, audience, format, and topic before drafting. The document provides examples of using RAFT for different writing topics and prompts readers to practice the process approach.
Language and Written Expression 4
This document provides guidance on various aspects of academic writing such as structuring essays, developing paragraphs, using quotations and citations, and conducting research. It advises that an essay should have a clear argument and organization. A paragraph should have a central topic sentence and develop a single main idea through examples, definitions, or comparisons. When quoting sources, writers should introduce quotes attribution to show they have done research and are familiar with literature on the topic. Research requires evaluating sources for authority, reliability, and currency.
Recommended
Reading responses
This document provides instructions and evaluation criteria for reading responses in a literature course. Students should analyze and respond to readings, not just summarize them. Responses must be submitted by the class discussion deadline and follow an informal MLA format. Students should choose specific passages to discuss in well-developed paragraphs using quotations and examples. Responses should be thoughtful, thorough, and engage with the text before criticizing. Late submissions within one week will lose one letter grade. Responses will be evaluated on completeness, insight, organization, use of evidence, and length.
E124 Tma 03 Part 6
This document provides guidance on summarizing how one supports children's learning across the curriculum in their educational setting. It recommends discussing principles that form the foundation of one's practice in all areas, rather than focusing on details of a single area. The writer should make 3-4 main points, each in its own paragraph, and can include brief illustrations to support key ideas. Approaches discussed should demonstrate breadth and depth of knowledge from course materials and influence on one's practice.
TMA 01 notes
The document provides guidance for students on completing their first assessment (TMA1) for the course. It outlines several key criteria that students must meet: [1] referencing and discussing course materials to demonstrate understanding, [2] presenting a discussion that moves beyond description to showing thinking on the topic, and [3] linking practice to course materials. It emphasizes the importance of referencing course materials, structuring the writing clearly, and meeting all requirements and word limits. Students are advised that average marks generally fall between 50-60% and to not be disappointed by scores in this range as they indicate a credible effort.
Tips on taking a short anwer test97
Short answer questions evaluate student understanding of concepts and are more subjective than other question types. Students should carefully read the question, underline key words, and break down long directions. Look for contextual clues from other questions and the size of answer spaces. Do not overanalyze, and think about what type of information the teacher wants - a term, number, comparison, description, etc. If unsure between answers, write both down with an explanation.
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.
Peer Review—OWL
Looking at writing from the READER's POV. Pointers for how to write for readers; pointers for peer editing in class. by the Purdue Online Writer's Lab
R.a.f.t writing
The document discusses the process approach and RAFT technique for writing. It explains that the process approach involves multiple stages: prewriting, drafting, securing peer and teacher feedback, revising, editing, and publishing. The RAFT technique helps writers plan by identifying their role, audience, format, and topic before drafting. The document provides examples of using RAFT for different writing topics and prompts readers to practice the process approach.
Language and Written Expression 4
This document provides guidance on various aspects of academic writing such as structuring essays, developing paragraphs, using quotations and citations, and conducting research. It advises that an essay should have a clear argument and organization. A paragraph should have a central topic sentence and develop a single main idea through examples, definitions, or comparisons. When quoting sources, writers should introduce quotes attribution to show they have done research and are familiar with literature on the topic. Research requires evaluating sources for authority, reliability, and currency.
Assignment 2 grading criteria
The document outlines grading criteria for a reflective blog assignment on a scale of 20-100. Blogs scoring 90-100 will demonstrate an exceptional understanding of the learning outcomes through depth and examples. Blogs scoring 80-89 will also fully address the outcomes with excellent depth and examples. Blogs scoring 70-79 will address all outcomes at an excellent level. Lower scores require decreasing levels of fulfillment of the outcomes, use of examples, writing quality, and presentation. Fulfillment of both learning outcomes is required to pass.
Improving your writing skills
This document provides tips for improving writing skills for the TOEFL iBT exam. It discusses the characteristics of successful writing for all task types, including clarity, accuracy, organization, main ideas and details. It outlines the two writing tasks: integrated writing based on reading and listening, and independent essay writing. Tips are provided for prewriting, drafting, revising, editing and formal writing. Additional recommendations include practicing summarization, outlining similarities and differences between texts, expanding vocabulary and sentence structure, avoiding grammatical errors, and reading extensively in English.
ENG 121 Inspiring Innovation/tutorialrank.com
For more course tutorials visit
www.tutorialrank.com
ENG 121 Week 1 Pre Quiz
ENG 121 Week 1 Quiz Grammar Assessment
ENG 121 Week 1 DQ 1 Reading Strategies
ENG 121 Week 1 DQ 2 Generating Ideas for Writing
ENG 121 Week 2 DQ 1 Strengths and Weaknesses in Writing
Definition
A definition essay aims to explain a term or concept in depth beyond a basic dictionary definition. It provides a personal, extended definition through comparison, examples, and explanation of distinguishing characteristics. When writing a definition essay, the author should carefully select a topic they understand well enough to illustrate their definition. The introduction states the thesis definition, while each body paragraph supports it with an argument or idea. The conclusion restates the definition and thesis. Sources may include a dictionary for general definitions but the essay relies on the author's own perspective and examples.
Teaching English Through English I Class #2
This document provides an agenda and discussion questions for an English teaching class. The agenda includes reading student blogs, continuing discussions on reading and writing habits, and reading the first chapter of the textbook. Discussion questions focus on defining academic literacy and the writing process. Key terms from the reading are also defined, such as the cyclical nature of writing and the writing sub-processes of conceptualizing, formulating, and revising. Later, students are asked to imagine promoting a new teaching method in a brochure and practice persuasive academic writing.
Focus on writing ch. 1
The document provides an overview of the writing process, including understanding paragraph structure, focusing on assignments, purpose, and audience, finding ideas, developing a topic sentence and main idea, arranging supporting details, drafting, revising, and editing paragraphs. Key aspects include identifying the main idea and topic sentence, using specific and relevant supporting details, transitions and repetition for coherence, and the importance of revision in developing content, organization, wording, and getting feedback from others.
Methods of Definition
Definition is a way of giving or explaining the meaning of an abstract term or a concept. It is derived from the Latin word finire (to limit); and de(from), the explanation it gives is limited only to what the reader need to know about the term to avoid confusion with other word belonging to the same class to where the target word belongs.
Active Reading--SQ3R
The document discusses the SQ3R active reading strategy. SQ3R is an acronym that stands for Survey, Question, Read, Recite, Review. It provides a structured method for reading academic texts that involves previewing the text, forming questions, reading in sections and answering questions, summarizing each section, and reviewing the material. The document suggests adapting SQ3R for different learning styles and academic disciplines, and gradually incorporating the strategies into one's reading routine to improve comprehension and retention of reading material.
Teaching English Through English I Class #3
This document provides an agenda for an English teaching session that focuses on developing critical reading and writing skills. It includes discussions on evaluating academic sources, creating lesson plans based on readings, and techniques for active reading such as annotating texts, asking questions, and connecting information to prior knowledge. Sample activities involve reflecting on and peer-editing essays about English villages in South Korea. Guidelines are provided for evaluating sources based on authority, accuracy, comprehensiveness, validity and ease of use. The session will conclude with a teaching demonstration of a reading and writing lesson plan developed from academic texts.
Revision Strategies
The document provides guidance on revision strategies for writing drafts. It discusses rethinking the purpose, thesis, ideas, evidence, organization, and style. It suggests asking questions about these elements and editing for grammar, punctuation and proofreading the entire essay. The homework assigned is to submit a final draft of an autobiography essay and study for an upcoming punctuation test.
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.
Reading Session 2 Explain and How questions
This document provides information and guidance about analyzing presentational devices used in documents. It discusses six presentational devices - font, layout, image, color, symbol, and composition. For each device, it provides examples and prompts the reader to analyze how each device is used and what effects it creates. It emphasizes spending time explaining how each device creates effects in order to fully answer exam questions. It provides a sample exam question and outlines what a partial answer explaining the persuasive effects of an image would look like. Finally, it poses a sample exam question for the reader to practice analyzing how a wildlife adventures brochure tries to tempt readers to go on its holidays.
How to write the essay
This document provides instructions for structuring an essay analyzing representations in TV dramas. It recommends including analysis of camera work, editing, sound, and mise-en-scene. The analysis should focus on how one of several representation issues is portrayed, such as gender, age, or ethnicity. When taking notes, students should ask questions about stereotypes depicted and challenged. The essay should have a brief introduction stating the question and outline, and a short conclusion summarizing the analysis without new points. The main body should present a logical analysis of the four technical areas as they relate to the representation issue, using examples and terminology from the text.
Reading session 4 compare contrast evaluate
This document provides guidance on how to prepare for an exam question that requires comparing, contrasting, and evaluating two texts. It advises the student to identify at least 4 pieces of information from each text, working chronologically and using evidence from both texts. Key words in the question should be identified. The student is told to spell out their answer using words like compare, contrast, and evaluate to structure their response. Examples of this type of question are provided. The document emphasizes analyzing both texts for the focus of the question and setting out answers with introductory sentences for each text. A practice question with two sample texts is included for the student to attempt.
New microsoft power point presentation
This document discusses the key elements of a good paragraph. It defines a paragraph as a group of related sentences that develop a single main idea. A good paragraph demonstrates unity with a single topic, support for the main idea with details, coherence through logical connections between ideas, and good language with grammatical accuracy. The document also provides examples of different types of linkers or connecting words that can be used to establish relationships between ideas in a paragraph.
Deconstructing an essay
The document provides guidance on how to effectively analyze and answer essay questions. It emphasizes the importance of fully understanding the question by identifying key terms, command words, content words and limiting words. It then discusses techniques for brainstorming ideas such as mind mapping, branching and questioning. Finally, it lists 19 common mistakes to avoid in essay writing such as failing to answer the question, using the wrong tone or level of language, poor paragraph structure, and not properly citing sources.
Lesson 5
The document describes the SQ4R reading method, which stands for Survey, Question, Read, Recite, Relate, and Review. It involves surveying the text before reading to understand its structure, asking questions, reading while looking for answers to questions, reciting key points after each section, relating new concepts to prior knowledge, and reviewing what was learned. The goal of this method is to improve comprehension and academic performance through an active reading process.
Tips on taking a fill in the blank97
Fill in the blank questions test students' recall of details, terms, dates, and people from a lesson. To answer these questions successfully, students should understand what each question is asking, look for clues in grammar, tense, and other questions, and consider the type of information the teacher wants, like a term, person, number or description. Students should also watch the length of blanks for clues and over-answer if unsure by writing multiple answers with explanations.
Syllabus English 121
This document provides an overview of an online English composition course. It outlines course objectives which include developing critical thinking and writing skills through writing analytical, evaluative, and persuasive essays. Students will learn the writing process and hone their academic writing. The course will require reading assignments, weekly discussions, peer reviews, drafting essays, and final revisions. Students must have access to a computer and internet to complete the online work, which includes 10 hours of weekly work. The course will be graded based on discussions, peer reviews, essays, revisions, and tests.
BUSI 240 DB repliesContent 28 PointsAdvanced 90-100Profic
BUSI 240 DB replies
Content 28 Points
Advanced 90-100%
Proficient 60-89%
Developing 1-59%
Not present
Replies Content - 28 points
25-28 points
Three or four replies. Each reply focuses on a meaningful point made in another student’s thread. Each reply provides substantive additional thoughts regarding the thread with a supported explanation of why the student agrees or disagrees with the idea presented in the thread. Each reply is clear and coherent.
17-24 points
Three replies. Most replies focus on a meaningful point made in another student’s thread. Most replies provide substantive additional thoughts regarding the thread and an explanation of why the student likes or dislikes the idea presented in the thread. Most replies are clear and coherent.
1-16 points
One to two replies. Replies could be more substantive regarding the thread. Replies lack clarity and coherence.
0 points
No responses, or the responses provided are not substantive and do not address the information presented by the thread. The three replies were not submitted together (in the same week).
Structure 12 Points
Advanced
Proficient
Developing
Not present
Replies: Grammar and Spelling, APA formatting - 7 Points
6-7 points
Spelling and grammar are correct. Sentences are complete, clear, and concise.
Paragraphs contain appropriately varied sentence structures. Where applicable, references are cited in current APA format.
4-5 points
Writer makes 1–2 errors in grammar, spelling, or mechanics that distract the reader from the content. Paragraphs contain some varied sentence structures. Where applicable, references are cited with some APA formatting.
1-3 points
Spelling and grammar errors distract. Writer makes 3–4 errors in grammar, spelling. Sentences are incomplete or unclear. Paragraphs are poorly formed. Where applicable, references are minimally or not cited in current APA format.
0 points
Writer makes more than 4 errors in grammar, spelling, or mechanics that distract the reader from the content. The three replies were not submitted together (in the same week).
Replies:
Word Count -
5 Points
4-5 points
At least 3 replies are present, and a minimum word count of 200 words is met or exceeded for each.
3 points
At least 2 replies are present, and a minimum of 200 words met.
1-2 points
1 or 2 substantive responses to fellow classmates, but one or both of the submissions do not meet the required word count.
0 points
Not present. The three replies were not submitted together (in the same week).
Feedback:
BUSI 240
Discussion Board Forum Instructions
The learning theories upon which this course is based are actualized in the Discussion Board Forums. At the beginning of Module/Week 2 & Module/Week 5, you will choose a key term to research. You will be required to write a thread of at least 400 words on the topic, complete with page references and specifics to document the response, and submit it to the corresponding Discussion Board Forum. Proper English and ...
Due Date 1159 pm EST Sunday of Unit 1 Points 10.docx
Due Date: 11:59 pm EST Sunday of Unit 1
Points: 100
Overview:
A SWOT Analysis is used to evaluate the strengths, weaknesses, opportunities and
threats for a business. This analysis can be used to help in the creation of strategic
plans for the future. You will perform a SWOT Analysis for a real-world organization and
complete your assignment as a PowerPoint presentation.
Instructions:
Choose a real-world organization.
Perform a SWOT Analysis on the organization, creating a PowerPoint with your results.
Follow this format:
• Slide 1: Title slide with your name and the organization’s name.
• Slide 2: Mission of the company.
• Slide 3: Explain 4 to 6 strengths of the company (add more slides if needed).
• Slide 4: Explain 4 to 6 weaknesses of the company (add more slides if needed).
• Slide 5: Explain 4 to 6 opportunities of the company (add more slides if needed).
• Slide 6: Explain 4 to 6 threats for the company (add more slides if needed).
• Slide 7: Your conclusion. Provide your opinion on the strategic position of the
organization based on the findings of your SWOT.
• Slide 8: Reference page.
Requirements:
• Create a PowerPoint presentation, at least 8 slides.
• Include at least 2 valid, credible resources.
• Use APA formatting for citations, include in-text citations on slides.
Be sure to read the criteria below by which your work will be evaluated before
you write and again after you write.
BUS411 – Business Policy
Seminar
SWOT Analysis
Evaluation Rubric for SWOT Analysis Assignment
CRITERIA Deficient Needs
Improvement
Proficient Exemplary
0-11 points 12-15 points 16-17 points 18-20 points
Content Elements of
the assignment
are not
addressed,
poorly
constructed,
lacking critical
thought, or
difficult to
evaluate.
Slides
somewhat
address the
elements of the
assignment in
though not in a
clear manner,
lacking some
critical thinking
and research.
Slides
generally
address all
elements of the
assignment in
a clear
manner,
showing
evidence of
critical thinking
and research.
Slides clearly
address all
elements of the
assignment in
a thorough and
detailed
manner.
Critical thinking
and research
are apparent.
Overall
Organization
Content is
difficult to
follow due to
lack of logical
structure or
flow.
Information
flow is
somewhat
logical,
may be difficult
to follow and
lack fluency.
Information
flow is
generally
logical and
easy to follow
but may lack
fluency.
Information is
presented in a
logical and
interesting
sequence that
is easy to
follow. Topics
flow smoothly
from one to
another with
appropriate
transitions.
Professionali
sm
Slides are
unclear,
overloaded, or
lack a
consistent
design style.
Slides and
supporting
notes are
presented in a
somewhat
consistent
manner but
lack an
effective
design style,
and
inconsistencies
are present.
Slides .
Unit 2 assignment_sheet_final_decker_1
This document provides instructions for a research essay assignment. Students will develop a research question to guide their inquiry, learn about argument techniques, and draft a 1,500-word essay that addresses an opposing view while also making their own view clear. They will then share their writing for feedback, revise based on the feedback, and include at least 3 outside sources in their essay. The essay will be graded on the clarity of the thesis, synthesis of sources, articulation of differing views, citations, and writing quality.
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Assignment 2 grading criteria
The document outlines grading criteria for a reflective blog assignment on a scale of 20-100. Blogs scoring 90-100 will demonstrate an exceptional understanding of the learning outcomes through depth and examples. Blogs scoring 80-89 will also fully address the outcomes with excellent depth and examples. Blogs scoring 70-79 will address all outcomes at an excellent level. Lower scores require decreasing levels of fulfillment of the outcomes, use of examples, writing quality, and presentation. Fulfillment of both learning outcomes is required to pass.
Improving your writing skills
This document provides tips for improving writing skills for the TOEFL iBT exam. It discusses the characteristics of successful writing for all task types, including clarity, accuracy, organization, main ideas and details. It outlines the two writing tasks: integrated writing based on reading and listening, and independent essay writing. Tips are provided for prewriting, drafting, revising, editing and formal writing. Additional recommendations include practicing summarization, outlining similarities and differences between texts, expanding vocabulary and sentence structure, avoiding grammatical errors, and reading extensively in English.
ENG 121 Inspiring Innovation/tutorialrank.com
For more course tutorials visit
www.tutorialrank.com
ENG 121 Week 1 Pre Quiz
ENG 121 Week 1 Quiz Grammar Assessment
ENG 121 Week 1 DQ 1 Reading Strategies
ENG 121 Week 1 DQ 2 Generating Ideas for Writing
ENG 121 Week 2 DQ 1 Strengths and Weaknesses in Writing
Definition
A definition essay aims to explain a term or concept in depth beyond a basic dictionary definition. It provides a personal, extended definition through comparison, examples, and explanation of distinguishing characteristics. When writing a definition essay, the author should carefully select a topic they understand well enough to illustrate their definition. The introduction states the thesis definition, while each body paragraph supports it with an argument or idea. The conclusion restates the definition and thesis. Sources may include a dictionary for general definitions but the essay relies on the author's own perspective and examples.
Teaching English Through English I Class #2
This document provides an agenda and discussion questions for an English teaching class. The agenda includes reading student blogs, continuing discussions on reading and writing habits, and reading the first chapter of the textbook. Discussion questions focus on defining academic literacy and the writing process. Key terms from the reading are also defined, such as the cyclical nature of writing and the writing sub-processes of conceptualizing, formulating, and revising. Later, students are asked to imagine promoting a new teaching method in a brochure and practice persuasive academic writing.
Focus on writing ch. 1
The document provides an overview of the writing process, including understanding paragraph structure, focusing on assignments, purpose, and audience, finding ideas, developing a topic sentence and main idea, arranging supporting details, drafting, revising, and editing paragraphs. Key aspects include identifying the main idea and topic sentence, using specific and relevant supporting details, transitions and repetition for coherence, and the importance of revision in developing content, organization, wording, and getting feedback from others.
Methods of Definition
Definition is a way of giving or explaining the meaning of an abstract term or a concept. It is derived from the Latin word finire (to limit); and de(from), the explanation it gives is limited only to what the reader need to know about the term to avoid confusion with other word belonging to the same class to where the target word belongs.
Active Reading--SQ3R
The document discusses the SQ3R active reading strategy. SQ3R is an acronym that stands for Survey, Question, Read, Recite, Review. It provides a structured method for reading academic texts that involves previewing the text, forming questions, reading in sections and answering questions, summarizing each section, and reviewing the material. The document suggests adapting SQ3R for different learning styles and academic disciplines, and gradually incorporating the strategies into one's reading routine to improve comprehension and retention of reading material.
Teaching English Through English I Class #3
This document provides an agenda for an English teaching session that focuses on developing critical reading and writing skills. It includes discussions on evaluating academic sources, creating lesson plans based on readings, and techniques for active reading such as annotating texts, asking questions, and connecting information to prior knowledge. Sample activities involve reflecting on and peer-editing essays about English villages in South Korea. Guidelines are provided for evaluating sources based on authority, accuracy, comprehensiveness, validity and ease of use. The session will conclude with a teaching demonstration of a reading and writing lesson plan developed from academic texts.
Revision Strategies
The document provides guidance on revision strategies for writing drafts. It discusses rethinking the purpose, thesis, ideas, evidence, organization, and style. It suggests asking questions about these elements and editing for grammar, punctuation and proofreading the entire essay. The homework assigned is to submit a final draft of an autobiography essay and study for an upcoming punctuation test.
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.
Reading Session 2 Explain and How questions
This document provides information and guidance about analyzing presentational devices used in documents. It discusses six presentational devices - font, layout, image, color, symbol, and composition. For each device, it provides examples and prompts the reader to analyze how each device is used and what effects it creates. It emphasizes spending time explaining how each device creates effects in order to fully answer exam questions. It provides a sample exam question and outlines what a partial answer explaining the persuasive effects of an image would look like. Finally, it poses a sample exam question for the reader to practice analyzing how a wildlife adventures brochure tries to tempt readers to go on its holidays.
How to write the essay
This document provides instructions for structuring an essay analyzing representations in TV dramas. It recommends including analysis of camera work, editing, sound, and mise-en-scene. The analysis should focus on how one of several representation issues is portrayed, such as gender, age, or ethnicity. When taking notes, students should ask questions about stereotypes depicted and challenged. The essay should have a brief introduction stating the question and outline, and a short conclusion summarizing the analysis without new points. The main body should present a logical analysis of the four technical areas as they relate to the representation issue, using examples and terminology from the text.
Reading session 4 compare contrast evaluate
This document provides guidance on how to prepare for an exam question that requires comparing, contrasting, and evaluating two texts. It advises the student to identify at least 4 pieces of information from each text, working chronologically and using evidence from both texts. Key words in the question should be identified. The student is told to spell out their answer using words like compare, contrast, and evaluate to structure their response. Examples of this type of question are provided. The document emphasizes analyzing both texts for the focus of the question and setting out answers with introductory sentences for each text. A practice question with two sample texts is included for the student to attempt.
New microsoft power point presentation
This document discusses the key elements of a good paragraph. It defines a paragraph as a group of related sentences that develop a single main idea. A good paragraph demonstrates unity with a single topic, support for the main idea with details, coherence through logical connections between ideas, and good language with grammatical accuracy. The document also provides examples of different types of linkers or connecting words that can be used to establish relationships between ideas in a paragraph.
Deconstructing an essay
The document provides guidance on how to effectively analyze and answer essay questions. It emphasizes the importance of fully understanding the question by identifying key terms, command words, content words and limiting words. It then discusses techniques for brainstorming ideas such as mind mapping, branching and questioning. Finally, it lists 19 common mistakes to avoid in essay writing such as failing to answer the question, using the wrong tone or level of language, poor paragraph structure, and not properly citing sources.
Lesson 5
The document describes the SQ4R reading method, which stands for Survey, Question, Read, Recite, Relate, and Review. It involves surveying the text before reading to understand its structure, asking questions, reading while looking for answers to questions, reciting key points after each section, relating new concepts to prior knowledge, and reviewing what was learned. The goal of this method is to improve comprehension and academic performance through an active reading process.
Tips on taking a fill in the blank97
Fill in the blank questions test students' recall of details, terms, dates, and people from a lesson. To answer these questions successfully, students should understand what each question is asking, look for clues in grammar, tense, and other questions, and consider the type of information the teacher wants, like a term, person, number or description. Students should also watch the length of blanks for clues and over-answer if unsure by writing multiple answers with explanations.
Syllabus English 121
This document provides an overview of an online English composition course. It outlines course objectives which include developing critical thinking and writing skills through writing analytical, evaluative, and persuasive essays. Students will learn the writing process and hone their academic writing. The course will require reading assignments, weekly discussions, peer reviews, drafting essays, and final revisions. Students must have access to a computer and internet to complete the online work, which includes 10 hours of weekly work. The course will be graded based on discussions, peer reviews, essays, revisions, and tests.
What's hot (19)
Similar to Discussionforumrubric
BUSI 240 DB repliesContent 28 PointsAdvanced 90-100Profic
BUSI 240 DB replies
Content 28 Points
Advanced 90-100%
Proficient 60-89%
Developing 1-59%
Not present
Replies Content - 28 points
25-28 points
Three or four replies. Each reply focuses on a meaningful point made in another student’s thread. Each reply provides substantive additional thoughts regarding the thread with a supported explanation of why the student agrees or disagrees with the idea presented in the thread. Each reply is clear and coherent.
17-24 points
Three replies. Most replies focus on a meaningful point made in another student’s thread. Most replies provide substantive additional thoughts regarding the thread and an explanation of why the student likes or dislikes the idea presented in the thread. Most replies are clear and coherent.
1-16 points
One to two replies. Replies could be more substantive regarding the thread. Replies lack clarity and coherence.
0 points
No responses, or the responses provided are not substantive and do not address the information presented by the thread. The three replies were not submitted together (in the same week).
Structure 12 Points
Advanced
Proficient
Developing
Not present
Replies: Grammar and Spelling, APA formatting - 7 Points
6-7 points
Spelling and grammar are correct. Sentences are complete, clear, and concise.
Paragraphs contain appropriately varied sentence structures. Where applicable, references are cited in current APA format.
4-5 points
Writer makes 1–2 errors in grammar, spelling, or mechanics that distract the reader from the content. Paragraphs contain some varied sentence structures. Where applicable, references are cited with some APA formatting.
1-3 points
Spelling and grammar errors distract. Writer makes 3–4 errors in grammar, spelling. Sentences are incomplete or unclear. Paragraphs are poorly formed. Where applicable, references are minimally or not cited in current APA format.
0 points
Writer makes more than 4 errors in grammar, spelling, or mechanics that distract the reader from the content. The three replies were not submitted together (in the same week).
Replies:
Word Count -
5 Points
4-5 points
At least 3 replies are present, and a minimum word count of 200 words is met or exceeded for each.
3 points
At least 2 replies are present, and a minimum of 200 words met.
1-2 points
1 or 2 substantive responses to fellow classmates, but one or both of the submissions do not meet the required word count.
0 points
Not present. The three replies were not submitted together (in the same week).
Feedback:
BUSI 240
Discussion Board Forum Instructions
The learning theories upon which this course is based are actualized in the Discussion Board Forums. At the beginning of Module/Week 2 & Module/Week 5, you will choose a key term to research. You will be required to write a thread of at least 400 words on the topic, complete with page references and specifics to document the response, and submit it to the corresponding Discussion Board Forum. Proper English and ...
Due Date 1159 pm EST Sunday of Unit 1 Points 10.docx
Due Date: 11:59 pm EST Sunday of Unit 1
Points: 100
Overview:
A SWOT Analysis is used to evaluate the strengths, weaknesses, opportunities and
threats for a business. This analysis can be used to help in the creation of strategic
plans for the future. You will perform a SWOT Analysis for a real-world organization and
complete your assignment as a PowerPoint presentation.
Instructions:
Choose a real-world organization.
Perform a SWOT Analysis on the organization, creating a PowerPoint with your results.
Follow this format:
• Slide 1: Title slide with your name and the organization’s name.
• Slide 2: Mission of the company.
• Slide 3: Explain 4 to 6 strengths of the company (add more slides if needed).
• Slide 4: Explain 4 to 6 weaknesses of the company (add more slides if needed).
• Slide 5: Explain 4 to 6 opportunities of the company (add more slides if needed).
• Slide 6: Explain 4 to 6 threats for the company (add more slides if needed).
• Slide 7: Your conclusion. Provide your opinion on the strategic position of the
organization based on the findings of your SWOT.
• Slide 8: Reference page.
Requirements:
• Create a PowerPoint presentation, at least 8 slides.
• Include at least 2 valid, credible resources.
• Use APA formatting for citations, include in-text citations on slides.
Be sure to read the criteria below by which your work will be evaluated before
you write and again after you write.
BUS411 – Business Policy
Seminar
SWOT Analysis
Evaluation Rubric for SWOT Analysis Assignment
CRITERIA Deficient Needs
Improvement
Proficient Exemplary
0-11 points 12-15 points 16-17 points 18-20 points
Content Elements of
the assignment
are not
addressed,
poorly
constructed,
lacking critical
thought, or
difficult to
evaluate.
Slides
somewhat
address the
elements of the
assignment in
though not in a
clear manner,
lacking some
critical thinking
and research.
Slides
generally
address all
elements of the
assignment in
a clear
manner,
showing
evidence of
critical thinking
and research.
Slides clearly
address all
elements of the
assignment in
a thorough and
detailed
manner.
Critical thinking
and research
are apparent.
Overall
Organization
Content is
difficult to
follow due to
lack of logical
structure or
flow.
Information
flow is
somewhat
logical,
may be difficult
to follow and
lack fluency.
Information
flow is
generally
logical and
easy to follow
but may lack
fluency.
Information is
presented in a
logical and
interesting
sequence that
is easy to
follow. Topics
flow smoothly
from one to
another with
appropriate
transitions.
Professionali
sm
Slides are
unclear,
overloaded, or
lack a
consistent
design style.
Slides and
supporting
notes are
presented in a
somewhat
consistent
manner but
lack an
effective
design style,
and
inconsistencies
are present.
Slides .
Unit 2 assignment_sheet_final_decker_1
This document provides instructions for a research essay assignment. Students will develop a research question to guide their inquiry, learn about argument techniques, and draft a 1,500-word essay that addresses an opposing view while also making their own view clear. They will then share their writing for feedback, revise based on the feedback, and include at least 3 outside sources in their essay. The essay will be graded on the clarity of the thesis, synthesis of sources, articulation of differing views, citations, and writing quality.
BUSI 310Discussion Board InstructionsDiscussion Board Forum Th.docx
BUSI 310
Discussion Board Instructions
Discussion Board Forum Threads are due in Modules/Weeks 1, 3, 5 and 7. Discussion Board Forum Replies are due in Modules/Weeks 2, 4, 6, and 8. The learning theories upon which this class is based are actualized in the threads.
To gain the most from this class, you must:
· Read both the threads of your classmates and the articles which are used to write the thread.
· Draw classmates into discussion of the topic by asking questions.
· Expect to spend some time each day reviewing all threads and replies (even those in which you are not involved).
· The research and writing done for each forum is to prepare you to research and write upper-level research papers in current APA format. Each posting, whether threads or replies, must be written without grammar or spelling errors and must utilize proper APA in-text and reference citations.
· This is a formal writing assignment, so use 3rd person throughout the forum threads and replies.
Discussion Board Forum Threads:
The requirements listed below are the minimum requirements. Completing only the minimum amount of work cannot earn higher than a "C" for an assignment.
1. Review the key terms listed at the end of the Chapter you are working on. You will select one of the key terms. No duplication of articles or concepts is allowed. Each student must cover a different concept. You may reserve a topic beginning at 12 a.m. (ET) on Monday of the odd-numbered modules/weeks (1, 3, 5, and 7). Topics reserved prior to then will be deleted.
2. Conduct a search of Liberty University’s Online Library resources to find 3 peer-reviewed articles that are no more than 3 years old and closely relate to the concept. These articles must be found through the Liberty University Library; no general internet search is allowed. No duplication of articles or concepts is allowed. Each student must cover a different concept. Note: Blogs, education sites, commercial sites, Wikipedia, About.com, editorials, and book reviews are just a few of the types of materials that not acceptable for this exercise. You must look for articles from reputable peer-reviewed magazines and journals.
3. After reading the articles, select the 1 article that you wish to discuss. Your thread must include the information listed below in the following format and be posted directly in the discussion board:
· Definition: a brief definition of the key term followed by the APA reference for the term; this does not count in the word requirement;
· Summary: Choose 1 of the articles and summarize it in your own words. This must be about 125 word minimum. Be sure to note the article's author as well as his/her credentials and the reason his/her opinions, research, or findings should be respected regarding the key term.
· Discussion: Using a minimum of 400 words, write a brief discussion in your own words of how the article relates to the selected key term. A discussion is not rehashing what was already stated in the ar ...
Discussion Rubric Graduate Your active participation i.docx
Discussion Rubric: Graduate
Your active participation in the discussion forums is essential to your overall success this term. Discussion questions are designed to help you make meaningful
connections between the course content and the larger concepts and goals of the course. These discussions offer you the opportunity to express your own
thoughts, ask questions for clarification, and gain insight from your classmates’ responses and instructor’s guidance.
Requirements for Discussion Board Assignments
Students are required to post one initial post and to follow up with at least two response posts for each discussion board assignment.
For your initial post (1), you must do the following:
Compose a post of one to two paragraphs.
In Module One, complete the initial post by Thursday at 11:59 p.m.
Eastern Time.
In Modules Two through Ten, complete the initial post by Thursday at
11:59 p.m. of your local time zone.
Take into consideration material such as course content and other
discussion boards from the current module and previous modules, when
appropriate.
Reference scholarly or peer-reviewed sources to support your discussion
points, as appropriate (using proper citation methods for your discipline).
For your response posts (2), you must do the following:
Reply to at least two different classmates outside of your own initial post
thread.
In Module One, complete the two response posts by Sunday at 11:59
p.m. Eastern Time.
In Modules Two through Ten, complete the response posts by Sunday at
11:59 p.m. of your local time zone.
Demonstrate more depth and thought than simply stating “I agree” or
“You are wrong.” Guidance is provided for you in each discussion prompt.
Critical Elements Exemplary Proficient Needs Improvement Not Evident Value
Comprehension Develops an initial post with an
organized, clear point of view or
idea using rich and significant
detail (100%)
Develops an initial post with a
point of view or idea using
appropriate detail (90%)
Develops an initial post with a
point of view or idea but with
some gaps in organization and
detail (70%)
Does not develop an initial post
with an organized point of view
or idea (0%)
20
Timeliness Submits initial post on time
(100%)
Submits initial post one day late
(70%)
Submits initial post two or more
days late (0%)
10
Engagement Provides relevant and
meaningful response posts with
clarifying explanation and detail
(100%)
Provides relevant response posts
with some explanation and
detail (90%)
Provides somewhat relevant
response posts with some
explanation and detail (70%)
Provides response posts that are
generic with little explanation or
detail (0%)
20
Critical Thinking Draws insightful conclusions that
are thoroughly defended with
evidence and examples (100%)
Draws informed conclusions that
are justified with evidence (90%)
Draws logical conclusions (70%) Does not draw logic.
BUSI 310Discussion Board Grading RubricDiscussion Board Thre.docx
BUSI 310
Discussion Board Grading Rubric
Discussion Board Thread (60 points)
Points Possible
Criteria
54–60
A
Superior work in all areas - Student consistently exceeds minimal expectations in all areas regarding content, analysis, participation, timeliness, and writing style.
Specifically:
· Information is very well organized with well-constructed paragraphs
· Information clearly relates to the main topic and includes several supporting details.
· All sources are accurately documented in current APA format.
· The required scholarly sources are cited numerous times.
· Minimal to non-existent spelling, grammatical, or APA errors exist.
· The required length is exceeded.
48–53
B
Good work in most areas - Student demonstrates minor deficiencies in some areas regarding content, analysis, or writing style.
Specifically:
· Information is organized with well-constructed paragraphs.
· Information clearly relates to the main topic and includes supporting details.
· The requireds scholarly sources are cited more than once
· Limited spelling, grammatical, or APA errors exist.
· The required length is met.
42–47
C
Fair work in most areas – Student exhibits need for improvement in most areas regarding content, writing style, and/or participation.
Specifically:
· Information is organized, but paragraphs are not well constructed.
· Information clearly relates to the main topic but includes few supporting details.
· Each of the required sources are cited at least once.
· Few spelling, grammatical, or APA errors exist.
· The required length is met.
0–41
D, F
Failing – Student shows evidence of refusal or inability to meet minimum standards of undergraduate level work.
Specifically:
· The information appears to be disorganized.
· The required number of scholarly sources are not used or not accurately documented.
· Numerous spelling, grammatical, or APA errors exist.
· The required length is not met.
Total
Instructor’s Comments:
Discussion Board Replies (40 points)
Points Possible
Criteria
36–40
A
Superior work in all areas - Student consistently exceeds minimal expectations in all areas regarding content, analysis, participation, timeliness, and writing style.
Specifically:
· Information is very well organized with well-constructed paragraphs.
· Information clearly relates to the main topic and includes several supporting details.
· All sources are accurately documented in current APA format.
· The required scholarly sources are cited numerous times.
· Minimal to non-existent spelling, grammatical, or APA errors exist.
· Response to 3 threads is made by the published deadline for the assignment and meets the required length.
32–35
B
Good work in most areas - Student demonstrates minor deficiencies in some areas regarding content, analysis, or writing style.
Specifically:
· Information is organized with well-constructed paragraphs.
· Information clearly relates to the main topic and includes supporting details.
· The required ...
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BUSI 240 DB repliesContent 28 PointsAdvanced 90-100Profic
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Discussionforumrubric
- 1. Expectations for your discussion forum posts Your discussion prompts are designed to help you apply some of the grammatical concepts you learned in the previous lesson. The discussion prompts are also designed to help you understand what a reading audience is looking for in an explanatory piece of writing A rubric grid with detailed criteria can be found in the syllabus
- 2. Expectations for your discussion forum posts Each entry right from the beginning should be written with care and with an eye toward providing your audience (me and your classmates) with enough detail, description, and examples so that we can respond appropriately to your post.
- 3. Expectations for your discussion forum posts To earn a passing score on your post, you must meet the minimal criteria set forth in the rubric for: Content – 2/4 possible points Organization – 2/4 possible points Mechanics – 2/4 possible points Response to a classmate – 2/2 possible points
- 4. Expectations for your discussion forum posts Content An acceptable response is at least 100 words. It is thoughtful and relies on examples and details to illustrate and develop its points.
- 5. Expectations for your discussion forum posts Organization An acceptable response develops the topic clearly, with an organizational structure that draws readers in and leaves them with some kind of conclusion.
- 6. Expectations for your discussion forum posts Mechanics An acceptable response has few or no spelling errors and only minor punctuation mistakes. By the halfway mark of the course, such errors as subject-verb agreement and confused word choice will become unacceptable, and you will be asked to revise your post to earn credit for it.
- 7. Expectations for your discussion forum posts Response to others’ posts An acceptable comment is between 35 and 50 words and responds respectfully to a classmate’s posting, providing feedback that the writer may find helpful. Such feedback may ask a clarifying question or suggest a possibility that has not already been discussed.
- 8. Expectations for your discussion forum posts Grading system An excellent post will earn 14 points An acceptable post will earn 11-13 points A minimal post will earn 8-10 points An unacceptable post will earn less than 8 points